Emerson and Thoreau Essay Example for Free

Emerson and Thoreau Essay Ralph Waldo Emersons American Scholar highlights three influences that affect the minds learning process. The things by which helps to educate man are nature, books, and through action. Mans mind is like nature, vast and holds many secrets to be uncovered and enjoyed. How nature unfolds is like the unfolding of the mind; what laws govern it are those created by the mind. As for books, Emerson recommends that man should only learn from them exact science and historical events. He asserts that books should be used for inspiration and read during idle times. Books should not be used as the bible of the learning man. They should not be taken to be truth, for the realities of the past may not hold true in the present. Lastly, Emerson encourages the scholar to take part in labor, service, and discourse. These activities are the manifestations of his thoughts. Without action, Emerson says that a scholar has not become fully a man. 2. During Henry David Thoreaus time, he was dissatisfied with how the government ran the country. His resistance was mainly founded on the issue of slavery, for which he was greatly opposed. As a way of expressing this criticism he wrote Civil Disobedience detailing what he thought was wrong with government and how it can be remedied. He asserts in the essay that the citizens have a duty to speak out when he sees and experiences wrong governance. He likened the government to machine without a conscience that should not be allowed to bring injustice and enslave the people. Thoreaus resistance to what he saw as injustice is not a form of treason. He felt it his duty to speak out and bring positive change to his country. He encourages citizens to take a more active role and resist the unjust dictates of a conscience-less machine. Thoreau postulates that the best government is one that does not interfere too much with its citizens.

Support Children At Meal Time Essay Example for Free

Support Children At Meal Time Essay 1.1 Outline the nutritional requirements of a healthy diet for children and young people. Energy enables children to concentrate, learn and play at school. Starchy carbohydrates should provide the main source of energy in the diet. Sources of carbohydrates are Breads of all types, rice, pasta, noodles, potatoes, yam, oats, cassava, couscous, breakfast cereals, wheat grains like bulgar wheat, lentils, red kidney beans and black eyed beans. Good practice Whole grain varieties of bread and cereal are best as they are good sources of fibre. Non-milk extrinsic (NME) sugars Diets low in NME sugars will help to prevent tooth decay. Sources are Table sugar, jam, honey, sweetened drinks, cakes, pastries, ice cream, sweets, biscuits, confectionary and chocolate. Good practice Use less sugar in recipes, serve fruit-based or dairy-based desserts instead of cakes and biscuits which often contain lots of added sugar. Restrict access to sugar to be added to hot drinks. When choosing prepared products, check the label and choose those products lower in sugar. 4 Fat Lower fat intake can prevent weight gain. Sources of high fat are Butter, lard, margarine, fat spreads, oils or dressings such as mayonnaise. Chips and other deep fried food, potato waffles, garlic bread, pastries, cakes, biscuits, creamy puddings, meat or meat products such as pastries. Good practice Grill and bake food instead of frying. When making sandwiches, try not using any butter or spread if the filling is moist enough, if using fat spread, choose a reduced fat variety and spread thinly. When choosing prepared products, check the label and choose those products lower in fat. Saturated fat A diet low in saturated fat can prevent high cholesterol and decrease the risk of coronary heart disease, diabetes and some cancers. Sources of saturated fats are Butter, lard, cream, coconut oil or cream, palm oil, mayonnaise, salad cream and some margarines. Meat products such as pie’s, burgers and sausages. Also hard cheese’s such as cheddar. Cakes and biscuit’ s. Good practice Choose lower fat dairy products- Skimmed or semi skimmed milk, low fat yoghurt and reduced fat cheese. Choose lean cuts of red meat and remove the skin from chicken. For cooking use an unsaturated vegetable oil such as rapeseed oil or olive oil. Avoid adding butter or oil to food (e.g. vegetables) after cooking. When choosing prepared products check the label and choose those lower in saturated fat: FSA guidance on labelling states that 5g or more saturated fat per 100g is  Ã¢â‚¬Ëœhigh’ and 1.5g or less 100g is ‘low’. Protein is important for growth and repair of body tissues and muscles. Pupils are growing fast so protein is particularly important to them. Sources of protein include Meat, fish, milk, cheese, eggs, yoghurt, nuts and seeds, kidney beans, lentils, meat alternatives (e.g. tofu, chickpeas and cereals) These food items can be incorporated into dishes such as chicken and vegetable jambalaya, chickpea and cauliflower curry, salmon sandwiches, cauliflower cheese, nut roast, chicken casserole, omelette with ham and cheese. Good practice Including plant protein as well as animal protein on your menu will ensure that pupils are eating protein from a variety of sources. Vegetarian pupils should have adequate protein intake if they eat cereals, beans and lentils, soya products, eggs, milk and dairy products. For vegan or lactose intolerant pupils, soya, oat or rice drinks provide an alternative to milk. Be aware of nut allergies. Fibre assists bowel function and prevents problems like constipation. Sources of fibre are Brown rice, oats, wholegrain cereals, muesli, potatoes with skins, wholemeal bread, buglar wheat, lentils, chickpeas, red kidney beans, fruit and vegetables. These food items can be incorporated into dishes, such as vegetable and lentil bake, chilli con carne served with brown rice, jacket potato with beans and fruit salad. Good practice Choose wholegrain, wholemeal or brown varieties where possible. If children reject wholemeal varieties, use combinations of wholemeal and white varieties to encourage consumption. Leave skins on potatoes and add pulses and vegetables to stews and pies to add fibre. Sodium is a component of salt. Salt is needed to maintain fluid balance in the body and for nerve and muscle function. Most salt consumed is contained within processed food. Low salt can decrease the onset of high blood pressure, which may lead to conditions such as stroke, heart disease and kidney problems. Sources of sodium are Ready-made soups, sauces, gravy, processed food, some breakfast cereals, salty snacks (crisps and salted nuts), bacon, ham, sausages, pizza, cheese and condiments. Good practice Limit the amount of salt added during cooking and instead flavour with herbs and spices. Cook meals from raw ingredients rather than using manufactured products high in salt. When choosing prepared products, check the label and choose those lower in salt. FSA guidance on labelling states that 1.5g or more salt (0.6g sodium) per 100g is ‘high’ and 0.3g or less of salt (0.1g sodium) per 100g is ‘low’.  Vitamin A is important for growth and tissue repair, good eyesight and immune system. Sources of vitamin A are as follows oily fish, eggs, liver, cheese, butter, milk, yellow, red and orange coloured fruits and vegetables. Such as carrots, peppers, apricots, oranges, papaya, mango, butternut squash, sweet potato, tomatoes and dark green leafy vegetables. Good practice Serve a variety of fruit and vegetables. These food items can be incorporated into dishes like salmon fishcakes, baked sweet potato wedges, red pepper and tomato omelette, carrot and coriander soup and fruit salad. Yellow, orange and red coloured fruits and vegetables contain the most vitamin A. Vitamin C is an antioxidant which may help to protect the body from infections and illnesses. Vitamin C is needed for wound healing and the structure of blood vessels and skin vitamin c enhances iron absorption. Fruits contain vitamin c, especially citrus fruits such as oranges, limes, grapefruit, berries, kiwi fruits. Vegetables (including frozen) , especially broccoli, green and red peppers, sweet potatoes and potatoes. These food items can be incorporated into dishes, like jacket potato with salad, lemon chicken, berry smoothies, fruit salad, mixed vegetable hot pot and casserole. Good practice Raw fruit and vegetables contain the most vitamin c. Vitamin c may be lost during preparation and cooking, so prepare and cook food as close to lunch time as possible. Steam vegetables to minimise vitamin losses or cook them in a minimum volume of water. Folate is essential for blood cells and the nervous system, and prevents anaemia. Sources are liver, yeast and orange juice, green leafy vegetables, such as spinach, green beans, beetroot, chickpeas, black-eye beans, broccoli and pe as. Breakfast cereals are often fortified with folate. These can be made into dishes like pea and ham soup or spinach and potato curry. Good practice Folate may be lost during the cooking process so prepare and cook foods as close to lunch time as possible, steam vegetables to minimise loss of vitamins. Calcium Is essential for strong teeth and bones, and for muscle and nerve function as well as blood clotting. A diet containing enough calcium will decrease the risk of developing osteoporosis or brittle bones later in life. Sources are milk, cheese, yogurt and canned fish with bones (salmon, pilchards and tuna), broccoli, cabbage, dried fruits, tofu, red kidney beans, chick peas and soya beans. White and brown breads are fortified with calcium. Dishes can be made such as cheese, potato and salmon  quiche, rice pudding and custard made with milk. Good practice for people who do not drink milk, choose soya, oat, or rice drinks enriched with calcium. Use lower fat dairy products; they contain as much calcium as their full fat equivalents. Iron is needed for production of red blood cells, which carry oxygen around the body. Iron also plays an important role in maintaining a healthy immune system. Iron is especially important for teenage girls. Iron deficiency in pupils may be linked to slower intellectual development and poor behaviour in the longer term. Sources are red meat, offal (especially liver and kidney), canned fish, eggs, dark green leafy vegetables, peas, wholegrain (e.g. brown rice), nuts, seeds, red kidney beans, black-eye beans, lentils, chickpeas, dried apricots and raisins. These foods can be incorporated into dishes, for example lamb casserole, houmous, spaghetti bolognaise, Sheppard’s pie, mixed bean wrap and dried fruit compote. Breakfast cereals are often fortified with iron. Good practice Iron from animal sources is more easily absorbed by the body than plant sources, but plant sources are more important because they provide most of the iron in the diet. Consuming food high in vitamin c at the same time as food containing iron enhances iron absorption. Vegetarian dishes should regularly include a variety of lentils and peas, eggs, dark green and leafy vegetables. Zinc is used by the body for growth and tissue repair, wound healing and the immune system. Sources include red meat, offal (especially liver and kidney), eggs, fish, milk and other dairy products, cereals, red kidney beans, soya products, lentils and chickpeas. These food items can be incorporated into dishes such as cottage pie, roast pork or beef, lentil bake, brown rice and vegetarian bolognaise using soya mince. Good practice vegetarian dishes should regularly include whole grain cereals, kidney beans, eggs and milk,

Impact of the Manhattan Project

Impact of the Manhattan Project How the Manhattan Project changed the world Nuclear weapons. Some love them, others despise them. Some say there use was necessary to win World War 2, others think that their use was the product of overzealous nations looking for war. There are multitudes of arguments that surround this deadly weapon. The start to the first developed and working nuclear weapon are all tied to the Manhattan project. What forces were behind the decisions to drop the bomb? What were the the immediate effects of the bomb? What were the effects years later on the world? The Manhattan project was the code name for a secret experiment That was conducted in America During the time period of World War 2. A group of refugee scientists which included Enrico Fermi, Leo Szilard, and Albert Einstein, Realized nuclear reactions were possible, and could be weaponized. Albert Einstein wrote a letter to Franklin D. Roosevelt, who was the President at that time. †Some recent work by E. Fermi and L. Szilard, which had been communicated to me in manuscript, leads me to expect that the element uranium may be turned into a new and important source of energy in the immediate future. Certain aspects of the situation which has arisen seem to call for watchfulness and, if necessary, quick action on the part of the Administration. I believe therefore that it is my duty to bring to your attention the following facts and recommendations: In the course of the last four months it has been made probable through the work of Joliot in France as well as Fermi and Szilard in America that it it may become possible to set up a nuclear chain reaction in a large mass of uranium, by which vast amounts of power and large quantities of now radium-like elements would be generated. Now it appears almost certain that this could be achieved in the immediate future. This new phenomenon would also lead to the construction of bombs, and it is conceivable though much less certain that extremely powerful bombs of a new type may thus be constructed. A single bomb of this type, carried by boat and exploded in a port, might very well prove to be too heavy for transportation by air. The United States has only very poor ores of uranium in moderate quantities. There is some good ore in Canada and the former Czechoslovakia, while the most important source of uranium is the Belgian Congo. In view of this situation you may think it desirable to have some permanent contract maintained between the Administration and the group of physicists working on chain reactions in America. One possible way of achieving this might be for you to entreat with this task a person who has your confidence and who could perhaps serve in an unofficial capacity. His task might comprise of the following: a). To approach Government Departments, keep them informed of the further development, and put forward recommendations of Government action, giving particular attention to the problem of securing a supply of uranium ore for the United States. b). To speed up the experimental work, which is at present being carried on within the limits of the budgets of University laboratories, by providing funds. If such funds be required, through his contacts with a private person who are willing to make contributions for this cause, and perhaps also by obtaining the cooperation of an industrial laboratory which has the necessary equipment. I understand that germany has actually stopped the sale of uranium from Czechoslovakia mines which she has taken over. That she should have taken such early action might perhaps be understood of the ground that the son of the GErman Under secretary of state, Von Weizsacker, is attached to the Kaiser-WIlhelm-Institut in Berlin where some where some of Americas war on uranium is being repeated.† Einstein This letter is one that Einstein wrote to FDR, had a hand in creating the Manhattan project. In this letter Einstein clearly outlines that an atomic bomb is theoretically possible, and that the United States should begin research into this new deadly power, and that Germany may be researching it as well. At that time very little was known about the theoretical bomb other than it would be highly destructive. In 1940, FDR made $6,000 available to start research of this new technology. By 1945, at the end of the project, the cost had grown to around $2 billion. Within those years, 2 years were used to invent a method to make fissionable uranium or plutonium. By summer of 1945, enough fissionable plutonium had been created to make a bomb. The first ever atomic bomb was dropped at 5:30 am on July 16, 1945, at a test field in Alamogordo air base, 120 miles from Albuquerque, New Mexico. The bomb produced a blast power of between 15,000 and 20,000 tons of TNT, and fused the surface of the gr ound up to 800 yards away to glass. J Robert Oppenheimer said this about the new deadly weapon. â€Å"The atomic bomb made the prospect of future war unendurable. It has led us up those last few steps to the mountain pass; and beyond there is a different country.† (Brainy Quotes 1) A month afterwards, two more bombs that were produced by this project, which were later dropped on Hiroshima and Nagasaki. Editors of (Encyclopedia Britannica) Between the time of the bomb just being a concept that some scientists discovered up to the time of the end of World War two there were two Presidents in office. The first was FDR, and the second was Harry Truman. FDR authorized, and started what became the Manhattan project after he received a letter from Einstein telling him of an amazing but scary new technology, but The decision of whether or not the bomb should be used to try and end the war was most likely the hardest thing President Harry Truman ever had to do. The Americans were tired after 4 years of fighting, and the Japanese had a standing army of 2 million strong on there last islands. Before the 2 bombs were dropped the Allies asked for unconditional surrender, which was turned down by the Japanese military, but there was some indication that a conditional surrender might have been possible. Trumans answer to why he did it was to save lives. It sounds contradictory but experts say that an estimated 1 million casualties w ould have happened on the allied side in a Normandy type landing that would have been staged to enter Japan. Truman also said he was in the end saving more Japanese lives as well. Scientists at the time did not realize how dramatic the effects of radiation sickness were, so at that time Truman saw little difference in atomic bombing Hiroshima than fire bombing it. â€Å"The atom bomb was no great decision. It was merely another powerful weapon in the arsenal of righteousness.†Ã‚  (Brainy quotes) Some say there were other motives in using this bomb as well. Critics said that the bomb was not only the final shots of World War 2, but the beginning shots of the Cold War. us history.org page The approximate casualty numbers are difficult to determine due to the chaos and destruction that inused the bomb that decimated such things as hospitals and other government installations. The atom bomb named Little boy was dropped on Hiroshima, 135,000 out of the 255,000 existing population became casualties. 66,000 of those 135,000 were wounded fatally while the other 69,000 were injured. These numbers are more than double those from the bomb that was detonated in Nagasaki. The casualty numbers in Nagasaki were 64,000 total, with 39,000 deaths and 25,000 being injuries.The top cause of death from the explosion in Hiroshima was burns at 60%, with fall debris being the second at 30%. The causes of causalities in Nagasaki were 95% burns and 5% other. Henry pg 12 The burns caused by the bomb were called â€Å"flash burns†, because they were caused in tenths of a second. These burns are very similar to severe sunburn. The burns only occured on exposed or lightly clothed skinned. These burns were reported to have occurred up to 13,800 feet away from ground zero in Nagasaki. There was even a confirmed case of a newspaper that was 1  ½ miles away from the explosion had only its black letters burned out of the paper .Henry pg 17 Injuries caused by radiation included epilation(loss of hair), bleeding into the skin,inflammation of the throat and mouth, diarrhea, fever, and vomiting. Platelet (coagulation agents) numbers were also reduced, which caused any bleeding to be more prolonged than normal. Deaths from radiation poisoning started about 1 week after exposure, peaked in weeks 3 and 4, then they were nonexistent by week 7 to 8. Henry pg 24 One man (William o. Morse) sent a letter into a paper saying â€Å" the bomb is precisely what war is today. . . a senseless, dirty, brutal operation†. This kind of outright bluntness and honesty was rarely seen in other people, who were more subtle than outright saying that the Japanese deserved to die. A few weeks after the first bomb was dropped, a poll was taken of the American publics reaction to the bomb, and 85 percent said that dropping the bomb was a good idea. Diana steele After the war The Soviet Union wanted guarantee that such slaughter wouldn’t happen in the Soviet Union again, so they set out to spread Communism to the countries around them. Joseph stalin, the leader of the Soviet Union at the time was ruthless. â€Å"Death solves all problems no man, no problem†. (Brainy quotes 3) America could not sit by idle as this happened, so this is how the Cold War was started. The Cold War was the biggest concern of our government for the next 50 years. Also, Germany was divided into four sections, each to be de-Nazified and democratized. Russia Elected a communist regime in the east, to create a buffer so Russia could not be invaded. Winston Churchill called this the â€Å"Iron Curtain†. The war also created the UN. Examination of the period between World War 1 and World War 2 showed a lack of international communication and spirit. A strong body of nations like Woodrow WIlson had envisioned was required to keep countries from ripping each other apart, thus the UN was born. Nuclear weapons have been with us since the 1940’s, and will most likely be with us till the extinction of humanity. All of these things stemmed from Einsteins idea of a research group for this new nuclear technology, that became the Manhattan project. The bomb was created under the watch of FDR, then Harry Truman, who decided to drop the bomb. The bomb resulted in being more horrible than predicted, and wrecked havoc where it was dropped. Even today whenever war is mentioned, nuclear weapons almost always come to mind, and are something that is feared deeply. Citations Primary resources 1 Brainy Quotes. 1 Bookrags media network. web page. 5/1/14 http://www.brainyquote.com/quotes/authors/j/j_robert_oppenheimer.html 2. 1 Brainy Quotes. 1 Bookrags media network. web page. 5/1/14 http://www.brainyquote.com/quotes/authors/h/harry_s_truman.html 3. 1 Brainy Quotes. 1 Bookrags media network. web page. 5/1/14 http://www.brainyquote.com/quotes/authors/j/joseph_stalin.html 4 Einstien, Albert. F. D. Roosevelt August, 2, 1939. http://www.livebinders.com/play/play_or_edit?id=387006 szilard couldn’t convince enrico that the a bomb was possible and he wouldn;t conduct experiments. He then turned to albert einstein. Einstein then turned to president roosevelt with the issue, and urged him to take action . secondary resources 1. Diana Steele. users.dickinson. 1. dickinson. web site. 3/3/2014. http://users.dickinson.edu/~history/product/steele/seniorthesis.htm This secondary source gives information about how certain people and the general population reacts to the use of this weapon. 2.Editors of Encyclopedia Britannica. Encyclopedia Britannica. 7. Encyclopedia Britannica, may 12, 2006. web. 3/4/14. http://www.britannica.com/topic/362098/history From this article i am obtaining information pertaining to the scientists who started the manhattan project and what the project accomplished. 3.Henry Lewis Stimson. columbia. 1.Columbia University in New York, letter. 3/3/2014. http://www.atomicarchive.com/Docs/MED/med_chp10.shtml august 6, 1945 a special b-29 called enola gay dropped the first atomic bomb ever on hiroshima. the government censored reports coming from hiroshima coming to america. 4.(Hitoshi Takayama). atomic bomb museum. 1. Hiroshima Peace Memorial Museum, 2006. Medium of publication. 3/3/14. . http://atomicbombmuseum.org/index.shtml 5. n.e. atomic archive. 1. AJ Software Multimedia , N.d. web. 3/4/14.5. This source give information about treaties after the bomb and the destructive effects it had on the world. http://www.atomicarchive.com/Docs/MED/med_chp10.shtml This is a secondary source. I am gathering information about the casualty number, cause of death, and mortality rate. 7. ushistory.org. ushistory.org. 1. 2014). web page. 3/3/2104 http://www.ushistory.org/us/51g.asp America was very weary of the war by the time the atomic bomb was finished. The allies first asked the japanese for surrender, but without mention of a new or very devastating bomb. after the 2 bombs were dropped the japanese surrendered 5 days after.

Essay --

Americans are dying every day from diseases that could be prevented through the research of stem cells. Diseases like diabetes, Parkinson’s disease, breast cancer, lupus, Lou Gehrig’s disease, arthritis, stroke, anemia, cancer, immunodeficiency, corneal damage, and blood and liver diseases can one day be cured through the research and use of stem cells. People still argue that the use of embryonic stem cells is an act against God. â€Å"The bottom line is that there are 400,000 frozen embryos in the United States, and a large percentage of those are going to be thrown out† (Thomson 10). That is an act against God as well. Every day we hear about these amazing unspecialized cells, and what we also hear that the world is discovering new uses for it every day. The government should promote this phenomenon. It is crucial that the government increase funding for the extremely beneficial use of these precious cells. Embryonic stem cells are derived from embryos that develop from eggs, which have been fertilized in vitro, fertilized outside of the womb, in an in vitro fertilization clinic. Embryonic stem cells are only one kind of stem cell. â€Å"Human embryonic stem cells are the cells from which all 200 kinds of tissue in the human body originate† (Bellomo 2). These cells are vital to the human body for development, growth, and repair of each organ. Which also means that embryonic stem cells are highly adaptable and able to correspond to every organ in the human body. â€Å"They are unspecialized cells capable of renewing themselves through cell division, sometimes after long periods of†¨inactivity† (Stem Cell Basics 2). When a stem cell divides, each new cell has the potential either to remain a stem cell or become another type of cell with a more s... ...mbryonic stem cells altogether. If these stem cells were researched, tested on, and developed more, there would be no more need to kill embryos. There would also be no more controversy over embryonic stem cells. Stem cells are one of the miracles of life and these marvelous cells should be taken advantage of. They are able to save thousands of lives now and, with more researching and development, they will be able to save hundreds of thousands and even millions. The first issue that needs to be dealt with before anything else is funding for stem cell research. The issues of religion and moral beliefs cannot deter people from saving individuals who are suffering with leukemia and numerous other dreadful diseases. Everyone should receive the treatment they deserve. The government should increase funding for stem cell research for the development and use of stem cells.

Fuchs The American Way of Families: Is the Dream Really as Sweet as Apple Pie? :: essays research papers

Fuch's "The American Way of Families": Is the Dream Really as Sweet as Apple Pie? There were a few aspects of Lawrence H. Fuchs's essay The American Way of Families that I found extraordinarily interesting. He discusses influences of the modern American family that I found quite bizarre. Fuch also labels the key component to the American family as being none other than the gratification and pursuit of one's own self being. The most bizarre thing that overcame after reading this piece was that I found myself to be in total agreement with Fuch. That is what scared me. I realized that something that is supposed to be so stable in one's own life is really as "cut and dry" as we would like to believe. In essence, the main premise of human existence is satisfying yourself; at every level down to your basic foundation. We fight to make our own lives better at times even at the cost of others. This holds true in almost every arena of society that I tried to imagine after reading Fuch's essay. The only area of life that this struggle to satisfy yourself above and beyond all does not pertain in my opinion is religion: it is impossible to worship a being and try to overcome that being at the same time. Whether it involves fighting to be on top in the workplace or playing dirty to win a sporting event; almost all Americans have the fire burning within them that compels them to reach their goal or self satisfaction. In reading The American Way of Families, it occured to me that the struggle for pleasing one's own self existed even in the family. I don't think that after reading this piece that anyone can deny the existence of this urge in themselves. The urge exists in every form. No matter how picture perfect the family may be perceived, each member of that household wants to please themselves. In this quest to satisfy the appetite of happiness we often overlook the feelings of others. For instance, suppose that in a family that consisted of two college graduates in the role of parent, were faced with a child (that they brought up with all of their values and good intentions) that suddenly decides that he or she wants to move to Hollywood to become a rock star. It is almost by instinct that these parents will not approve of their child's decision. They do not want to lie about what their child is doing when their friends(who coincidentally all have children in college) ask, "Hey, what's

Narrative Style and Structure of James and the Giant Peach Essay

Narrative Style and Structure of James and the Giant Peach      Ã‚  Ã‚   The books that Roald Dahl has written have very interesting narrative styles. In the story James and the Giant Peach, Dahl uses vivid imagination. He uses many imaginary situations but yet at the same time encompasses enough realistic situations that the reader can still relate to it. In James and the Giant Peach, it starts out introducing a boy named James Henry Trotter who lives with his loving mother and father. The narrator of the book tells us, the readers, that James and his family's dream is to sail to New York City and climb all the way to the top of the Empire State Building. This introduction makes us think that this story is realistic, because the explanation given is a normal family. The description of James' family is something that the young readers can connect with and understand.    Out of the blue, a rhinoceros gobbled up James' parents causing him to live with his evil aunts. Then an old man gives James magic green things that grow a giant peach, this totally changed the n...

Assignment: Optimism and Health

Assignment: Optimism and Health Andrea Pulis PSY/220 October 9, 2012 Ratonya Bennett For this paper, I researched two peer reviewed articles which discusses the effects of optimism and psychological health. The first one that I found is called Optimism and Physical Health: A Meta-analytic Review by Heather N. Rasmussen, Ph. D. , Michael F. Scheier, Ph. D. , and Joel B. Greenhuse, Ph. D. It was published in 2009. The second article that I located is called Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health by Joelle C.Ruthig, Tara L. Haynes, Robert H. Stupnisky, and Raymond P. Perry. In Optimism and Physical Health, there was a study conducted to find out the relationship between optimism and physical health outcomes. According to their findings, the data suggests that optimism is a significant predictor of physical health. I would have to agree with this study and I find it validating. One thing that I fou nd interesting in the article was the significance of pessimism and physical health.We learned from the study that optimism can have a positive effect on physical health but we also learn that pessimism can have a negative effect on physical health. According to the article Optimism and Physical health, â€Å"It may well be the case that it is the presence or absence of pessimism that is important in determining physical health outcomes rather than the presence or absence of optimism†(p. 247). What this is telling me is that having the presence of pessimism can have a more negative effect on physical health rather than the positive effect optimism has on physical health.To summarize, â€Å"In general, it is clear from this review that optimism is related to physical health. It is also clear that the link between optimism and health is stronger for subjective health outcomes than for objective health outcomes† (p. 248). This study really shows this information and it ca n be said that for future studies that they can move past this understanding and do further research. This could lead to what specifically does optimism effect and how to possibly teach those who are suffering physically how to be optimistic.In the second article I found, Perceived Academic Control, the article discusses the psychological effect that optimism has on college students, particularly freshmen and how they are doing psychologically at the end of their freshmen year. The study assessed year end GPA, stress level and depression level. According to the academic journal, â€Å"As expected, optimism and support predicted less stress and depression, yet their beneficial effects were mediated by student’ PAC† (Ruthig, Haynes, Stupnisky, Perry, 2008).PAC stands for perceived academic control. Having optimism can buffer the students’ for being susceptible to stress and depression and having optimism can protect freshman’s health when facing the challen ges of transitioning from high school to college. Think about it, a lot of students decide to leave home to go to college. They will be in a new environment, a new home, new friends, new restaurants, possibly new weather and many other factors. Believing in being optimistic is very beneficial.I can say from personal experience that I was very pessimistic and ended up dropping out of college after my freshman year because I could not handle it. I never thought positive. I did not believe, expect, or hope that things will turn out well and I did not have the attitude of somebody who feels positive or confident. I think and I know that if I was more optimistic or even possessed a hint of optimism, I would have stuck my years out at college. However, I was so depressed by the end of my freshman year that I could not even think of going back.I associated that place as negative and I was not going to put myself through it any further. It is safe to say that I believe whole-heartedly that optimism does have a psychological effect on individuals or in particular, on me. Both of these articles bring up how powerful thinking positively can be on individuals. You can always think negatively and think that nothing will turn out well and in fact, it might not. Or, you can be someone that thinks that things will ultimately turn out for the better, that there is positivity out there and that the glass is half full rather than half empty.I chose to think that the glass is half full. References Ruthig, J. , Haynes, T. , Stupnisky, R. , & Perry, R. (2009). Perceived Academic Control: mediating the effects of optimism and social support on college students’ psychological health. Social Psychology Of Education, 12(2), 233-249. doi:10. 1007/s11218-008-9079-6 Rasmussen, H. N. , Scheier, M. F. , & Greenhouse, J. B. (2009). Optimism and Physical Health: A Meta-analytic Review. Annals Of Behavioral Medicine, 37(3), 239-256. doi:10. 1007/s12160-009-9111-x