Nutrition Essays (416 words) - Nutrition, Eating, Food And Drink

Nutrition I believe healthy nutrition is the most important factor for maintaining and keeping good health. Healthy nutrition basically is eating healthy and balanced from all the basic food groups; which consists of the dairy group, poultry group, fruit group, vegetable group and a little from the fats, oils, and sweets groups. It is also imperative to drinl an adequate amount that corresponds with the daily guidelines of eight glasses a day which is equivalent to a one two-liter soda per day. In order for myself to attain this status of eating healthy I kept a food log for a month that has the entries of what I ate each day. In this food log it helped me keep track of how many fat grams I was eating and if I was eating balanced. I also listed how much sleep I was getting each day, what my mood was, and how many minutes I exercised each day. All those factors combined, determine my overall state of physical and mental health. Well, I think I'm eating pretty healthy; I've never tracked down what I ate before so I didn't really think what I was eating. But when the whole project was done it didn't look like I was a healthy eater. I was drinking too much soda with excessive sodium intake and I didn't eat a lot of fruits or vegetables and I was drinking more soda than water. For breakfast, I was eating too many donuts which means too much sugar. On the bright side of things, I was eating a variety of foods. It may not be balanced amount from each food group but I made a conscience effort to eat at least something from all the food groups. So even though the food project is now done, from the basis of my good log. I'm trying to make permanent adjustments in my diet to make my body healthier. No more soda, no more donuts for breakfast, and no more sweets. Instead more water, more fruits and vegetables, and increased physical activity and more sleep. I know it's going to be hard to make these sudden adjustments but I'm going to do it gradually until I get comfortable and use to it. Hopefully from these changes I will have low blood pressure and a low cholesterol level. In conclusion, this generation of Americans is the most overweight and obese ever. It seems that people do not care about their weight, appearance, or health. It's sad to see people that do not have respect for themselves and have low self-esteem. People need to start eating healthy to better enjoy life and feel good about themselves.

Cultural Awareness Paper on Guam

Cultural Awareness Paper on Guam Cultural Awareness Paper: Guam Cultural Awareness Paper: GuamTerritory of Guam is an island in the western Pacific Ocean, which is part of the United States with a status of an unincorporated organized territory without the right to participate in national elections. The island of Guam is located on Mariana Islands archipelago, 1,600 miles from Japan and 3,900 miles from Hawaii, being the largest and southernmost island of the archipelago. The island stretches from north to south for 30 miles; the width at the narrowest middle part is 12 miles. To the south-west of it is the deepest point of the world’s ocean 11 022 m. The north of Guam is a limestone plateau composed of corals; the south has a volcanic origin and hilly terrain. The climate of the island is of tropical monsoon type. There are two distinguished seasons: the rainy season (June September) and the windy season (October May). Throughout the year the temperature on Guam varies in the comfortable range of 27-33  °C, and virtually does not cha nge during the day. Typhoons on the island occur occasionally every few years (CIA, 2012).  Historical BackgroundGuam was inhabited by one of the Austronesian peoples, Chamorro, about 3500 years ago. Archaeologists believe that the culture of the indigenous people has a history of more than four thousand years and it is the most ancient civilization in Micronesia. The first settlers arrived to Mariana Islands from Southeast Asia in a canoe through the stormy waters of the Pacific Ocean. They lived in caves, ate fish and fruit. By the beginning of the 16th century, when the expedition of Magellan discovered Guam on March 6, 1521, the Chamorro had already started forming the early class society. The whole people of Chamorro were divided into three major social strata: chiefs, freemen and slaves (Carano and Sanchez 1968, 56).In 1565, Guam was declared a colony of Spain. Since 1600 the island was used by the Spanish galleons that were routing from Mexico to the Philippines as a place to let to provide rest to the crew and recharge provisions. As a result, this led to demographic blending of the Aboriginal Chamorro with the Spaniards, Mexicans and Filipino who were part of the crews on Spanish galleons. Actual Spanish colonization accompanied by Christianization of the Chamorro began in 1668 with the arrival of Catholic missionaries to the island. At the time, Spanish Catholicism was hardly inoculated over the ancient culture of the local people who till today have preserved their beliefs in the forest spirits taotaomona and strong matriarchy (Carano and Sanchez 1968, 129).As a result, the period from 1670 to 1695 was marked by a series of Chamorro riots, which were brutally suppressed by the Spanish soldiers. During the Spanish-Chamorro war, the population of natives was exterminated: the Chamorro population, especially men, was strongly reduced from 100 to 3 thousand. This led to further assimilation of the Chamorro with the Spanish, Filipinos and Mexicans. By the end of the 18th century there were no full-blooded Chamorro left, however, the Chamorro managed to preserve their language and some customs. Starting with 1700’s, the island of Guam was visited by numerous scholars and scientists of different countries (including Spain, France, Russia) and of various fields, such as ethnology, archeology, botany, medicine, who came to Guam in order to explore and study the island (Carano and Sanchez 1968, 141). At the same time, Spanish governors were studying the local people and wrote numerous works on their culture and life. The Guam Museum now exhibits many of those collections.The U.S. conquered the island during the Spanish-American War in 1898, and got it according to the Paris Peace Accords signed the same year. After that Guam has served as a transshipment base for American vessels departing from the Philippines or travelling to the Philippines. During World War II, Guam was attacked by the armed forces of the Imperial Japan in t he Battle of Guam (1941), three hours after the attack on Pearl Harbor. Guam surrendered to the Japanese forces on December 10. In the midst of the war, approximately 19,000 Japanese soldiers and sailors were stationed on the island. Eventually, Guam was liberated from occupation by the U.S. Marine Corps on July 21, 1944 in the Battle of Guam, 13 days after the beginning of the battle for the liberation of the island from the Japanese invaders (Carano and Sanchez 1968, 253).Today, Guam has the official status of â€Å"an organized unincorporated territory of the United States† with the capital in Hagatna, and is governed on the basis of the Organic Act of Guam passed by the U.S. Congress in 1950 (CIA, 2012). This law gave the island the right to local self-government and declared its people the nationals of the United States, however, without the right to participate in national elections. In addition, in accordance with the 2009 Law on State federalization of the Northern Ma riana Islands, Guam, Saipan, Tinian, Rota, and other islands of the archipelago became part of the U.S. as a separate administrative area, the Mariana Islands.Head of state is the President of the United States. Executive power is exercised by the Governor, who is elected by the people of Guam for a 4-year term and appoints local government (while before 1970 the governor used to be appointed by the U.S. President with the consent of the U.S. Senate). The governor appoints the government after the approval by the legislature heads of 48 executive departments. Legislative power is represented by the Legislative Assembly consisting of 15 senators who are elected for 2-year terms. Guam also has one delegate to the U.S. House of Representatives, who is elected for 2 years but has no voting rights (CIA, 2012). In Guam, there is a movement for complete independence from the United States, but most of the residents of Guam prefer to maintain the current status in a modified form providing wider autonomy.Guam is the largest strategic U.S. military base in the Pacific, therefore the naval and army authorities have quite a big impact on the political and social life of the island. The U.S. militaries are concentrated mainly at Andersen Air Force Base and Apra Harbor Naval Base located in the Northern region of Guam. In general, historically, the economy of Guam is supported primarily by tourism (especially from Japan), and secondary by the U.S. military base located on the island, which occupies one-third of its territory. The basis of the economy of the local population is slash-and-burn agriculture, growing of yams, rice, banana, coconut palms, cane, as well as gardening and fishing (CIA, 2012).Thus, the northern region of Guam is the most sparsely populated area of the island and the least visited by tourists. Most part of the region is occupied by the U.S. military bases. At the same time, the Ritidian Beach is located here, which is considered the most beautiful be ach in Guam. The central region is the most populous and most visited by tourists (90% of the tourists). It is here that the capital of Guam is situated, as well as the main and in fact the only tourist center of the island – Tumon. Southern region is the most picturesque on the island, but at the same time it is the most underdeveloped. In this area the culture of the original Guam people of Chamorro is preserved best.In general, the population of Guam is more than 160,000 people. Indigenous inhabitants of the island, the Chamorro, make up about 37% of the population (around 64,000 people; another 16,000 Chamorros live on other Mariana Islands). The population also includes a significant number of immigrants from the Philippines (about 26%), the Polynesian people (about 11.3%), immigrants from China, Japan and Korea, as well as about 25,000 members of the U.S. army and navy and their families (CIA, 2012). Thus, today Guam presents a remarkable cultural diversity. The Chamorr o culture is well-pronounced here but at the same time it is impossible not to notice the Spanish influence of past years. In addition, immigrants from Korea, China, the Philippines and Micronesia who arrived to the island in large numbers in the second half of the 20th century contributed to the formation of the cultural traditions of Guam.  The original culture of GuamScientists associate the origin of the Chamorro (from local Chamorri â€Å"noble race†, â€Å"chief†), as well as Palau, unlike the rest of the Micronesians, with migrations from the Philippines and Indonesia in the middle of the 2nd millennium BC. Arguments in favor of the Malayo-Polynesian theory are based on the similarity of ancient ceramics (Marian red clay) and rice cultivation, which is unique to Oceania. The famous latte, ancient megalithic monuments of the Chamorro culture (rows of giant stone pillars with tops in the shape of hemispheres) are also interpreted as implementation of the princip le of pile buildings in Southeast Asia. The Chamorro language also belongs to the Austronesian family of languages of the western branch, but as a result of colonization, in addition to native vocabulary it also contains a large number of Spanish words.The cornerstone of this culture is the tradition that derived from the Catholic faith which had been brought here by the Spanish in the 17th century, and the principle of respect for the family rooted in centuries-old culture of the Chamorro people, the most ancient civilization of Micronesia. These values are deeply rooted in to the concept of inafamaolek which is often translated as interdependence and basically means doing good for each other, i.e. show respect for other people’s family, community as a whole, and particularly respect for the elderly or manamko, which perfectly fit into traditional beliefs (Carano and Sanchez 1968, 115).Throughout the history of the Chamorro people, they were considered to be superstitious. T hey had a tradition of keeping the skulls of their ancestors in homes in special baskets thus idolizing them and using in rituals, pronouncing invocations in front of them in order to gain the desired things. The spirits of the dead ancestors were called anite. The Chamorro believed that the spirit inhabited the surrounding forests, and visited the villages form time to time, which was causing scary dreams in their dwellers and influenced the success of the fisheries. Those who died a violent death were believed to enter an afterlife place called Zazarraguan, and those dying their natural death were supposed to live in an underground paradise with banana plantations, coconut groves, sugar cane and other tropical fruits (Carano and Sanchez 1968, 84-87). Today, Chamorro believers are mainly Roman Catholics (up to 8586%) (CIA, 2012). At the same time, the religious institutions operating in modern-day Guam also include Guam Buddhism Society, Muslim Association of Guam, Sisters of the G ood Shepherd, Dominican Sisters, and the Redemptoris Mater Seminary. Worship of ancestors still may be found among village citizens as well, and some still honor their old relatives’ skulls. After the Spanish conquest the cult of the dead developed as well, which especially referred to the spirits of the chiefs.As it was mentioned above, the cult of the family is the cornerstone of the culture of the Chamorro people. Initially, basic social units were matrilineal groups of related families composing the population of the village. Several villages were united under the leadership of the chief. The society was divided into three hierarchical classes: the class of senior chiefs and the highest-ranked nobles (matua), junior chiefs or middle class (atchaot), and commoners (mangatchang). The economic specialization was thus defined in accordance with class belonging, as well as the social inter-class relations and inter-class marriages, which were strictly regulated by the rules of etiquette. Traditionally, marriages were monogamous, with matrilocal rule. At the same time, there were houses of bachelors, and women enjoyed premarital sexual freedom (Carano and Sanchez 1968, 78).Chamorro women had a high social status: they participated in village councils, held the court, had their own meetings, and inherited their husbands’ possessions. Husband’s adultery was punished more severely than wife’s infidelity. Prior to marriage, young Chamorro men were allowed to live in concubinage with young women, who were chosen as future wives and then purchased from their parents by means of presents. As a result, it was accustomed that several young couples would live together in one large house, similarly to the traditions widely spread among the Igorot peoples of Luzon. After marriage though, a husband coupled with one wife, and a wife chose one husband at a time. Still, wife’s treason was condemned much less than that of husband’s, and divorces among the Chamorro were noted to be frequent, with household property and children staying with the wife. Foreign influence could not break the tradition of creating family communities, relatives are the most important people to each local, and family affairs will always be of the highest priority. Today the representatives of the older generation are considered to be the heads in the families, and they are trying to help the young with their wise advice, therefore, their word is always decisive in the family decisions (Carano and Sanchez 1968, 269).The Chamorro people are proud of their traditional cuisine, dance, fashion, games, language, music, and songs. All the traditions from seafaring and fishing to crafts, from weaving and braiding to songs and dances are being passed orally in stories and legends for thousands of years.Cuisine. Historically, the Guam inhabitants tend to eat fish, fowls, taro, yams, rice, bananas, breadfruit, and coconuts, combined in several tradit ional dishes. The food was usually cooked in a heated pit by means of heated stones, which pretty much resembles the technique applied by the contemporary Polynesians. The major plants brought on the island by the various missionaries were pineapples, tobacco, maize, lemons, limes and oranges, cashew nuts and peanuts, tomatoes and egg plants, several species of Annona, as well as a wide range of garden herbs and leguminous vegetables. Later, cacao and coffee were also introduced. Thus, the contemporary cuisine of Guam is now the fusion cuisine, eclectically combining the tastes of the indigenous Chamorro tribes, the Philippines, the Pacific Islanders, the Asians, and the Spanish. Indeed, Spanish colonialism that lasted for three centuries also has a strong influence on the Guam traditional cuisine being simultaneously blended with the current American impact. Some of the popular Guam dishes include the Jamaican Grill, the Chorizo Breakfast Bowl, a side dish cooked of red rice with r ed achiote tree seeds, the Banana Lumpia desert, etc. A feature of traditional Chamorro cuisine is the Mariana fruit bat. Other Guam’s cuisine local ingredients typically include fresh fish, mainly tuna, coconut, breadfruit, yams, taro, and papaya. The Chamorro traditional dishes are Guyuria, Chicharrà ³n, Kalamai, and Roskette. On a whole, Guam cuisine is rich in Spanish, Filipino and Pacific dishes. At a village table one can find such delicacies as suckling pig roasted on fire, tropical fruits, coconut crabs, red rice painted by ashiot seeds, and many other things that can be cooked outdoors over an open fire (Kaplan and Pease 1994, 327-330).Architecture. Many architectural structures in Guam remained since the Spanish period. But their greatness is overshadowed by the megalithic structures of the Chamorro civilization latte stones. Chronicler of Magellan in 1521 wrote about the Chamorro houses that they were lifted on wooden poles or stone pillars called latte, with roo fs made of palm leaves thatched over the basis of solid coral (Carano and Sanchez 1968, 174-179). None of such houses survived till today: most of the villages in Guam, the number of which was over 180, were destroyed mainly between 1670 and 1695 during the Spanish-Chamorro war; the latte stones from 20 buildings are the only remains that are left. These huge columns of limestone with hemispheric stone on top are found all over the island and are accompanied with remains of shell and stone tools and pottery (Kaplan and Pease 1994, 313-317). A large number of latte columns of old houses keep the reminiscence of the ancient inhabitants Chamorro living on the territory of Guam, who left their petroglyphs on them. In modern times, the latte stones are considered to be a symbol of the Chamorro identity, the symbol of Guam. Some of the new buildings are constructed now incorporating new-fashioned concrete lattes, while ancient latte stones are incorporated into residential Guam landscapin g.In 2010, for holding events and attracting tourists, on the top of the Adelup area in the southern part of the capital, where the complex of government buildings with the administration of the governor is located, a tower in the form of a latte stone was erected with a viewing platform – the Latte of Freedom. In addition to the monumental ancient latte stones found only on the Mariana Islands, the main historical sights of the island include the Plaza de Espaà ±a, Guam Statue of Liberty, Statue of Chamorro, Two Lover’s Point, the historical monuments of the Battle of Guam between the Japanese Army and the U.S. Navy, Guam Museum, Talofofo waterfalls, natural swimming pool on the Pacific coast, and the Lam Lam hill the highest mountain in the world if you take the Mariana Trench as its bottom.Pottery. According to archeological researches, Chamorro pottery as a form of ceramic craft and art has a long history of over 3,000 years. Ceramic products were all handmade an d had shapes of domestic kitchen ware with various geometric designs with imprints of lime. At the time of the so-called Latte Period (800 AD – 1521 AD), red clay combined with volcanic sand were used the raw materials for ceramics production. Items of this period were smaller in size than the ones of the pre-Latte period and had decorations over the surface in the rim area. In order to make cooking easy the kitchen ware bases were designed in round or cone shapes with small openings. However, in the period of Spanish colonial ruling this form of craft was terminated and replaced in domestic use by the imported ceramics. However, this form of craft work was revived and promoted in the mid-1960’s by the University of Guam, and it is recognized now a specific art form of Guam (Kaplan and Pease 1994, 315-321). At the fairs and exhibitions of cultural objects held on the island, plaiting craftsmen, carvers and even blacksmiths traditionally demonstrate their mastery.Painti ng. Painting in Guam is a relatively recent art form which started developing here in the 1980’s. One of the greatest collections of works by local authors is displayed at the Guam International Airport at the arrival and departure gates. A number of paintings are also exhibited in the business college of the University of Guam. The local artistic sights include the murals by painter Sal Bidaure, in particular the two-story level mural on the Bank of Hawaii and the mural on the concrete retaining wall located near the Hilton hotel. Numerous well-known buildings all over the island contain contemporary paintings by many local artists (Kaplan and Pease 1994, 331). The names of the well-known contemporary artists include Monica Baza, Vivian Chargulaf, Ric R. Castro, and Mark DellIsola.Music of Guam. The music of Guam involves the artworks by many popular Chamorro musicians, such as Daniel De Leon Guerrero, KACY, Flora Baza Quan known as the Queen of Chamorro Music, as well as so ngwriter and singer JD Crutch, presented by the local music company Napu Records and owning the best-selling Guam album with Guinaifen Manglo. In addition to the Napu Records, Guam also features another major local record label called StelStar Records. Traditional Chamorro instruments are the nose flute and the belembaotuyan, which is a hollow gourd stringed instrument. Guam’s state song is â€Å"Guam Hymn† written by Ramon Sablan and adopted back in 1919. Modern music produced in Guam incorporates various elements of Spanish, Latin, American, Polynesian and Filipino music. In particular, the Spanish and Mexicans contributed significantly to the type of song called serenetas, now widely spread in the culture of Guam and sung at local festivals and carnivals. Music institutions in Guam are supported through the Fine Arts Department at the University of Guams, Guam Choristers, Cantate Guam, the Gregorian Institute of Guam, and Guam Symphony Society. The latter was founde d 47 years ago, in 1967, and now hosts such notable events like the Musikan Famaguon for children and the Symphony Seaside Concert (Carano and Sanchez 1968, 435).Poetry. Chamorro poetry is another important element of the local original culture and it is mainly presented by such forms as Chamorrita singing (Kantan Chamorrita) and Chamorro chants. Kantan Chamorrita, according to chronicles, date back to the beginning of 1600’s; it is a particular type of improvised poetry composed in the format of a call and response, and till today remains an essential part of Chamorro culture. The principle of Kantan Chamorrita consists in separate persons exchanging quick-witted remarks with each other as part of a dispute so that the song is continued by a whole group of people singing in turns. The researchers characterize this poetic form as ancient folk songs that consist of quatrains made up of two octosyllabic couplets; the couplets are mostly sung on a single melody, however there ma y be a great number of variations depending on the performer’s personal style and preferences. The main characteristic features of Kantan Chamorrita are unprepared improvisation and the form of a dialogue between two individuals or groups of people, depending on the occasion and purpose. Special attention should also be paid to the myths of the Chamorro people which continue to thrive due to oral transmission from older generations to younger. Stories and folk dances pass the legends about ancient village spirits taotaomona, doomed lovers who jumped from the Cape Two Lovers (Dos Amantes Puntal), Serena – a beautiful young girl who became a mermaid (Kaplan and Pease 1994, 324-326).During festivals, men and women get grouped separately to form semi-circles and chant Guam legends. These songs are sometimes sung in a three-part harmony by falsetto, contralto, and treble singers. The ceremony is typically accompanied by the demonstration of certain gestures and body movemen ts. Guam women may also use shell-made castanets and rattles to create music.In general, festivals and rural holidays is the Chamorro tradition that emerged in the late 17th century in symbiosis with Christian culture. The celebration in honor of the Catholic patron saint is held every year in all 19 villages of the island. Each village has its patron saint and its weekend to celebrate. The dates of celebrations do not overlap, so one can witness festivals on Guam at least two times a month. Traditionally relatives from other villages on the holiday Sunday gather at the dinner in the celebrating village. Such gatherings may count up to several hundred people eating, drinking beer and coke, chatting, listening to songs of local bands, having fun and dancing all day long. Tables are groaning with dishes which the whole village was cooking a few days; and the village youth demonstrates the specially prepared dances in the national spirit dressed in aboriginal costumes of straw and coco nuts.Another bright distinctive feature of the people of Guam is a unique sign language aybro. Using a variety of gestures and facial expressions the native population can communicate as freely as using the oral speech. Aybro is a completely unique communication system that has evolved for thousands of years. It is simply impossible for a foreigner to master this language of gestures because the same gesture accompanied by various facial expressions can have completely opposite meanings (Kaplan and Pease 1994, 312).The Chamorros are proud of their language, faith, traditions, arts and crafts, but always welcomes new elements of other cultures. Therefore, despite the fact that customs such as kissing hands of seniors (fanginge) or fishing with beach seine (talaya) emerged in the early culture of the Chamorro people and firmly rooted in the local society, the influence of Spanish and Asian cultures is also evident and reflected throughout the island. On a whole, from the traditional c ulture of the Chamorro only the individual elements have firmly survived: chamorrita songs are performed at celebrations; some crafts are still alive (weaving, manufacture of shell jewelry, wood carving), betel chewing is common. But the houses of local residents are built from modern materials, and clothing is European. Most Chamorros are employed, mostly serving the U.S. military bases on the island. At the same time, ethnic identity of the Chamorro steadfastly maintains.Thus, despite the fact that the culture and traditions of the locals was greatly influenced by both Europe and America, the indigenous population remains true to its beliefs, many of which were formed in ancient times, and great attention is paid to the revival of the culture in the country. For example, over the years the national language of Chamorro has been almost completely lost, and today in order to attract youth people to studying the national culture lots of events, festivals and village celebrations are held in Guam, which are based on ancient customs.

Rights of Third Parties Case Study Example | Topics and Well Written Essays - 3000 words

Rights of Third Parties - Case Study Example Contract is an agreement or set of promise between two or more persons which is binding and therefore legally enforceable. It covers transactions like buying and selling, employment of staff, partnership agreement and so on. It can also be described as: "an agreement which is legally binding on the parties to it and which broken may be enforced by action in court against the defaulting party. Existence of contract - Damages sought by claimants on the basis of fraud and breach of fiduciary duty in respect to diverted insurance premiums - Negotiations between the parties taking place after proceedings issued - Letter sent by claimant asking whether defendant accepted responsibility for the fraud - Letter signed and returned by defendant but with caveat - Whether binding agreement concluded between parties. Willis Management (Isle of Man) Ltd v Cable and Wireless plc [2005] 2 Ll L R 597 (CA/UK) A trust is an equitable obligation, binding a person (who is called a trustee) to deal with property over which he has control (which is called the trust property) either for the benefit of persons (who are called beneficiaries or cestuis que trust) of whom he may himself be one, and any one of whom may enforce the obligation, or for a charitable purpose, which may be enforced at the instance of the Attorney-General, or for some other purpose permitted by law though unenforceable. Pettit Equity and The Law of Trusts 8th ed. (1997) p 24. CONSTITUTION OF TRUSTS Constituting the Trust - act of vesting the trust property in the hands of the trustee. If inter vivos transferor will vest the property concurrent with declaration of trust, If testamentary property will vest upon testator's death in executors/administrators, - Rule - if trust not constituted, it is invalid- Problems: A declares trust in favour of B on Day 1, but doesn't transfer $$ to trustee until Day 5. - Rule - until the trustee receives the property, trust incompletely constituted invalid - Curative: On day 5, trust valid & operative b/c trustee has property - Settlor can be compelled to transfer property they promised to place in trust - where S received valuable consideration for promise to create trust RIGHT OF THE THIRD PARTY The Contracts (Rights of Third Parties) Act, which was given Royal Assent on 11th November 1999, radically changes a fundamental principle of English law, namely that only those who are parties to a contract can enforce rights under that contract - the 'privity of contract' rule. The Act applies to virtually all contracts. Therefore the construction industry must consider its impact on all its contracts - building contracts, subcontracts, consultants' appointments, collateral warranties, insurance policies, bonds, adjudication agreements etc. Right of third party to enforce contractual term: The third party must be expressly identified in the contract by name, as a member of a class or as answering a particular description but need not be in existence when the contract is entered into. This section does not confer a right on a third party to enforce a term of a contract otherwise than subject to and in accordance with any other

The Russo-Japanese War. Japans Coming of Age Essay

The Russo-Japanese War. Japans Coming of Age - Essay Example attle hours before the formal declaration of war was delivered; Japan developed a tactic that was to become her hall mark years later (the "sneak attack.")4 Technically not a violation, because of the ultimatum, Japan mastered this diplomatic concealment tactic along with the same concealment tactic on the battlefield. The Battle of Mukden, in Manchuria saw the first uses of suppressive fire to help a "pincer" flanking movement encircle an enemy. A highly successful military tactic that has been widely used in numerous battles from WWII, to Generals Gaip's surrounding of the French at Dien Binh Phu, Vietnam. Even modern day generals, like American General H. Norman Schwarzkopf, used this tactic in Desert Storm I - "Hail Mary."5 The significance of these tactics are important only became they directly influenced the eventual outcome of the war. Of course the butchery associated with the battles and the willingness of the Japanese soldier to sacrifice his life in battle, has also led to scars on the Japanese people that will long stand in the minds of historians. The actual outcome of the war was not as significant as the perception the world had on that outcome. The statistics (Imperial Russia, Strength 500,000, Casualties 25,331 Killed 146,032 Wounded; Empire of Japan, Strength 400,000, Casualties 47,387 Killed 173,425 Wounded6) are skewed by the summary affects the perception had on Russia and Japan. From a statistical point, all must conclude that Japan lost and Russia won this war. Japan had 87% more fatalities than Russia and 29% more total casualties. From a body count Japan should surely have been considered the looser; however, that count alone does not signify the outcome. Most major battles were won by the Japanese (even though they may have had... Both powers, Russia and Japan, desired to increase their â€Å"sphere of influence† within the Asian continent, mainly at the expense of China. Japan had been forced to open its doors to Western influence by America in 1854 and the 250-year rule of the Shoguns was brought to a close by Emperor Mutsuhito (Meiji - enlightened rule - 1868-1912.) Feudal systems were abolished and western attitudes on trade were introduced and embraced. Japan desired to become a global leader like the European nations of that time. Russia, on the other hand, believed they had the strongest military in the world. It was recognized by other European nations that Russia was an established world power, with all the rights and privileges that afforded. Appearing as a world power, Russia had internal turmoil that was secretly plotting the loss to Japan in Asia that was to follow. The loss of the Russian Fleet and territories was not received well in Russia. With the loss of Russian prestige in the war th e esteem of the monarchy was also lost. The country’s coffers were drained by the cost of the expensive Trans Siberian Railroad project ending with this costly war. Japan on the other hand was seen as a victor. The nation was upset with many of the terms of the Treaty of Portsmouth but the world saw the Japanese as a growing power. More importantly the Asian countries noticed that another Asian country could defeat a large European nation. For Japan the territorial land grab was just starting. Each of Japan’s subsequent action fortified her belief in Japanese superiority and Asian Influence Rights led by Japan. This belief would culminate with the creation of the Greater East Asian Co-Prosperity Sphere and ultimately be challenged 36 years later.

Arranged marriage Essay Example | Topics and Well Written Essays - 1000 words

Arranged marriage - Essay Example According to various anthropologists along with sociologists, marriages reveal the relationship between emotion, privacy, sexuality and ideologies creating a bond between a man and a woman. They also affirmed marriage to be a social institution which attempts to establish broad assortment of social norms that promote ethical behaviors in order to protect the relationship amid mankind (Hart, â€Å"Love by Arrangement: The Ambiguity of ‘Spousal Choice’ In a Turkish Village†). Thesis Statement The discussion henceforth will be emphasized on critically evaluating Gitanjeli Sapra’s argument that arranged marriages are actually healthier as compared to love marriages. With this concern, the Toulmin strategy has been selected to structure the arguments in a comprehensive way. Discussion: Toulmin Strategy for Arguments The conception of ‘Toulmin Strategy for Argument’ comprises six different parts which include ‘claim’, ‘qualificatio n’, ‘rebuttal/observation’, ‘grounds’, ‘warrant’ and ‘backing’. The prime intention of this theory is to provide effective guidance in analyzing as well as constructing a suitable logic of a specific argument through the aid of the aforementioned constituents. The detailed analysis of the aforesaid facets based on the argument of Gitanjeli Sapra has been provided hereunder. Claim Arranged Marriages are actually healthier than the kinds of marriages people are accustomed to in the Western world. Since ages, marriages in humankind are regarded to be a sacred practice which intends to generate interpersonal affiliation and kinship between the two people, their families and communities. The terminology of ‘arranged marriages’ are viewed to distinguish those marriages which are primarily negotiated by the family members of the bride and the groom rather than any couple themselves. This kind of marriages is also ackno wledged as prearranged marriages. In relation to the argument which deals with reference to the fact that arranged marriages are actually healthier in comparison with any other marriages, it can be stated that arranged marriages possess numerous significant advantages as compared to other kinds of marriages. The arguments regarding arranged marriages have been mostly based on the perception that such kinships are proportionately healthier in comparison to love marriages as arranged marriages strengthen both economic as well as social ties between the couples (Hart, â€Å"Love by Arrangement: The Ambiguity of ‘Spousal Choice’ In a Turkish Village†). Grounds The major ground for supporting the claim is that arranged marriages last longer and the rates of divorces are quite less. Stating precisely, it has often been observed that arranged marriages tend to last longer owing to the aspect that the couples are rightly matched through planning and patience as they poss es similar culture and share identical religious upbringing. The other precious learnt feature of arranged marriage depicts that there lies a lesser probable chance of divorces. In this regard, it can be stated that the possible chance of divorcing is quite minimum in the case of arranged marriages as compared to other marriages as the couples belong to similar family backgrounds and share identical views regarding life (Hart, â€Å"Love by Arrangement: The Ambiguity of ‘Spousal Choice’ In a Turkish Village†). Warrant The principle that connects the grounds to the claim is

The Reality Of Greek Wars Conflict History Essay

The Reality Of Greek Wars Conflict History Essay The life of ancient Greek society was quite different from the life of the modern society. Nevertheless, the ancient Greek culture had a significant impact on the development of western culture and civilization. At the same time, ancient Greek cultural ideals were often quite different from reality. On the other hand, it is impossible to deny that ancient Greek respected their cultural ideals and attempted to follow them even during wars (Best, 74). In this regard, it is worth mentioning the fact that ancient Greek cultural ideals often come into clashes with the severe reality, when ancient Greek had to use methods and tools, which did not match their cultural ideals, to reach positive ends in wars but, on the other hand, ancient Greek attempted to follow their fundamental cultural ideals during wars, especially when they have no choice but to manifest their bravery, heroism and patriotism. First of all, it is important to place emphasis on the fact that ancient Greek culture was, to a certain extent, diverse because there was no homogeneous nation state. Instead, ancient Greece was comprised of city-states, which had their own cultural peculiarities (Adcock, 32). Nevertheless, it is still possible to trace common ideals which could be found throughout the territories inhabited or colonized by ancient Greek. In this regard, it is possible to single out such cultural ideals as the respect to bravery, courage and heroism. Ancient Greeks respected heroes and viewed them as super-human beings above whom were only gods. In addition, ancient Greek respected freedom and independence above all. They viewed their lifestyle superior compared to other countries and they viewed the independence and power of the Greek civilization as one of the major priorities in the development of ancient Greece. In addition, they respected honesty and nobility. However, such cultural ideals could not always be implemented by ancient Greek, especially in the course of their wars. In this regard, it is possible to refer to the experience of ancient Greek in the Trojan War. At first glance, ancient Greek attempted to follow their cultural ideals. They united their efforts to defeat Troy for the power of ancient Greece. They wanted to defeat the main opponent of Greece that offended its representatives. At the beginning and in the course of the war, they used honest methods of the struggle. However, in the end of the war, they used deception and treachery to win the Trojan War. They deceived Trojans pretending they leaved Troy and moved back to Greece. Instead, they used the present to Trojans to penetrate into the city and to open the gates to let the Greek army in Troy. In such a way, they won the war using deception and treachery that contradicted to traditional cultural ideals of ancient Greek, who preferred to win the war in the open strug gle. However, many military operations and wars were the manifestation of heroism and bravery of ancient Greek warriors respectively to their cultural ideals (Sekunda, 113). In this regard, it is possible to refer to the Thermopylae battle, when ancient Greek warriors confronted the huge army of enemies, whose military superiority was obvious. In fact, the Thermopylae battle is a symbol of heroism of ancient Greek warriors (Connolly, 195). Three hundred Spartans kept struggling and stopping enemies as long as they could and as long as they stayed alive. At this point, it is worth mentioning the fact that it was Spartans, who stayed to die in the battle because it was the major ideal of a true Spartan warrior, which though was not common to representatives of other ancient Greek city-states. Another manifestation of the bravery and heroism of ancient Greek was the Persian war. At the same time, the Persian War was also the struggle of Greek people for independence, which meet the traditional Greek strife for independence and liberty. Therefore, the Persian War matched another ideal of ancient Greek culture (Hanson, 115). In fact, the liberty and independence of ancient Greece were fundamental values shared by all city-states (Hodkinson, 172). In such a way, the persistent struggle of ancient Greek against Persian invaders was the implementation of their cultural ideals in wars conducted by ancient Greek. On the other hand, the Peloponnesian War was the struggle between two Greek leading powers à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Sparta and Athens. In fact, the Peloponnesian War can be viewed as the civil war between two major powers in ancient Greece (Cartledge, 137). The struggle of Sparta and Athens involved their allies and resulted in the bloodthirsty civil war that contradicted to the fundamental ideals of the ancient Greek culture because the civil war led to the slaughtering of Greek people by each other. In such a way, participants of the civil war neglected the principle of liberty and independence of each city-state and put under a threat the future and independence of ancient Greece and Hellenistic world at large (Fisher, 92). In such a way, the Peloponnesian War can hardly be viewed as the manifestation of ancient Greek cultural ideals. Instead, this war marked the violation and abuse of basic cultural ideals of ancient Greece. Thus, taking into account all above mentioned, it is important to place emphasis on the fact that ancient Greeks did not always follow their cultural ideals. To put it more precisely, the fundamental cultural ideals of the ancient Greek society were principles of honor, bravery, courage, and heroism. Ancient Greek viewed independence as one of the fundamental values of Hellenistic world. Nevertheless, in the course of wars they often used treacherous methods and deception to reach their ends and to win wars, as was the case of the Trojan War. On the other hand, frequently, ancient Greek followed their cultural ideals and fought in the war to death for their motherland, its freedom and its people.

The Eye Of The World :: essays research papers

Setting:The setting of this story is a fantasy world, with your basic medieval background. It has magic, swordplay, large-scale armies on grassy plains, and a touch of technology. There is the ‘big evil power’ off to the north somewhere that will apparently figure into the series five books down the road, and various evil creatures that battle the good guys. The ‘big good power’ can’t interfere, so it lets the meager humans handle things. Men and women are each clearly defined, with each sex even having different kinds of magic. The guys go insane from theirs, and the women use their power to hunt down those men. Character:There are countless characters in this story, ranging from one-shot guards who die in obscurity, to the Really Big Monsters. All of them are chock full of personality and character, no matter their roles and life span. The main characters, those that live long enough to be considered such, are as follows. There is Rand, a youth from a village who discovers he has strange powers that will one day drive him insane. Egwene, from the same village, also has this power, but apparently the women don’t go insane, and she will have to kill Rand. Naturally, there is a relationship between the two, one that will be put to the test. There are also Moiraine, a sort of elder witch, Lan, the big brawny swordsman, and a whole slew of others that split up and go their separate ways in other books in the series. Plot:The plot follows several different people at once, jumping back and forth when you least expect it. The basic plot is this; an evil entity, namely the antithesis of all that is good and pure, is trying to destroy the world and remake it in his own image. The Creator, a sort of god, has bound him away for all eternity, but a hole is bored into his prison. The Creator uses several young people as his unwitting avatars in the struggle between good and evil. They run away from hideous monsters that chase them through this world, such as a trolloc, a sort of man-beast, and various others. They make their beleaguered way north, until a path is found to a source of ultimate power. In the end, this power is used for good, and the Evil darkness is bound away. Until the next book in the series†¦ It seems like your basic ‘Light against Dark, Good vs.

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Group Assignment Essay

A group is a collection of three or more people who interact and attempt to influence each other in order to accomplish a common purpose. The purpose of a group or team may range from preparing a new advertising campaign, to sharing information informally, to making important decisions, to fulfilling social needs, or just coming up with a solution to help a friend in need. Groups are a fundamental structure for accomplishing a wide variety of human tasks. I love working in groups because they give you a chance to work together with new personalities and new, refreshing ideas. The only time I don’t like working in groups is when there are people who aren’t willing to put the effort they could and posses, into the work assigned. During our last two classes we were separated into groups of six and given different topics which we were supposed to come up with solutions for. For the most part my group worked very well together on the first topic. We had great communication, and everyone was able to share their opinion on the matter. I believe that our group showed all of the characteristics of a healthy group, and if I had to do future group work I would most definitely choose to work with that group again. We showed interdependence which is the relation between two or more people and how their relationship directly affects the other. First, we started off by explaining the topic to the group again, than we each took turns going around in the circle and explaining how we each felt about the subject. After each person was done, the group took turns asking that person about questions about their view of the subject trying to take in everybody else’s opinions as well as our own and taking them into consideration instead of just throwing out someone else’s idea. I believe we all held each other accountable as well; making sure that everyone was conforming to the group’s norms and working together towards the group goal. No one interrupted anyone else. We made sure that everyone had a chance to speak their mind without being criticized or looked down upon because of the way they were thinking. We took everyone else’s thoughts and put them together to come up with what we believed to be a good solution for the topic that we were given. I was in a group with Sonny and I believe that he took the leadership role within the group. He was the most vocal, and the person who got others to speak their minds. I also think that my role within the group was that of a supporter. I was encouraging different members of our group whether their ideas were accepted by the group, or dismissed. I have always been afraid or nervous of working in groups during class because I usually don’t know any of people in my group, but working in a group with unfamiliar people is better because none of those people have a bias opinion about you. You can speak your mind without having to hear somebody else criticize your opinions or thoughts. In conclusion, I believe working in groups is an easy and efficient way to come up with well thought out, plausible solutions for many different situations that you might not be able to come up with on your own or with just one other person. These past two days have given me a more broad understanding of groups, and how to participate in one.

How GPA Conversion Works, With Charts

How GPA Conversion Works, With Charts SAT / ACT Prep Online Guides and Tips Because final class grades are usually given either as letters (A-, B+, etc.) or as percentiles (87, 92, and so on), you might be a little stuck onhow to convert them into the decimals used to calculate GPA. No worries - this article is here to help! Keep reading to see how to translate all your grades into GPA-ready numbers. What Is a GPA? GPA stands for "grade point average" and it is exactly that: an average of all the final class grades that you received during your high school career.The GPA scale converts the letter and percentile grades your school gives youinto a decimaltypically ranging from 0.0 to 4.0, and then uses those decimals to calculate one summary number. Your GPA is one of the most important pieces of your college application. It allows colleges to very quickly assess your intelligence, skills, work ethic, and willingness to challenge yourself. At the same time, it’s a way for them to see how you stack up againstother people who graduated from your school, and all of the other applicants. Think about it: for an admissions officer, it's easy to have one handy numberthat compares you with other applicants at a glance. It's way harder to have to round up eachof your grades, then compare them with each of the other person's grades, and so on and so forth for thousands and thousands of applicants. Sisyphus thinks about going through applicants one grade at a time and is all, "Uh, no thanks, I'll stick with the giant boulder." How Are Letters and Percentiles Converted Into GPA Scale? Different schools use different systems to convert your grades into your GPA. Sometimes, they take the difficulty level of your classes into account, and sometimes all classes are treated the same. Sure, they're both pumpkins - but a weighted comparison would be helpful. Unweighted GPA Conversion Most schoolsuse anunweighted GPA. This means that all of your final grades get equal treatment, sogrades earned in honors/AP courses get the same numerical value as grades earned in standard/college prep courses. In other words, if Matangets an A in AP Calculus and Camille gets an A in standard level Chemistry, they will both convert these A’s to 4.0. Here is the typical conversion scale for an unweighted GPA: Letter Grade Percentile GPA A+ 97-100 4.0 A 93-96 4.0 A- 90-92 3.7 B+ 87-89 3.3 B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 D 65-66 1.0 F Below 65 0.0 Weighted GPA Conversion Some schools also calculate a weighted GPA. This grade point average takes into account how challenging each course actually is. So,final class grades in Honors-level courses have .5 added to them, while final grades in AP/IB courses have 1 added to them. For this reason, weighted GPA scales usually range from 0.0 to 5.0. In our previous example, since Matan's Acame from an AP class, it would convert to 5.0. Meanwhile Camille’s A, which came from a standard class, would become 4.0. The typical weighted GPA conversion scale looks like this: Letter Grade Percentile Honors GPA AP/IB GPA A+ 97-100 4.5 5.0 A 93-96 4.5 5.0 A- 90-92 4.2 4.7 B+ 87-89 3.8 4.3 B 83-86 3.5 4.0 B- 80-82 3.2 3.7 C+ 77-79 2.8 3.3 C 73-76 2.5 3.0 C- 70-72 2.2 2.7 D+ 67-69 1.8 2.3 D 65-66 1.5 2.0 F Below 65 0.0 0.0 Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Steps Let's work through a couple of examplesto seehow grade conversion works for a transcript that uses letter grades and one that uses percentile grades. How to Convert Letter Grades Into a GPA First, let's check outa transcript where final grades are given as letters by taking a look at the high school career of renowned secret operativeJohn Doe: Here's how its conversion works. Using the unweighted conversion table from before, we can see that, year-by-year, the grades John earned are: 9th Grade 10th Grade th Grade 12th Grade 2.7 2.3 3.0 4.0 2.7 4.0 3.3 3.0 2.3 3.0 2.0 3.0 4.0 2.7 2.7 3.3 3.7 3.0 3.3 4.0 3.3 3.3 3.7 2.3 2.0 4.0 2.0 2.0 4.0 3.0 4.0 3.0 Now, to figure out John'sGPA, first we have to add up his grades to get the sum. Then we have to count how many classes he took. Finally, we divide the sum by the number of classes and round to the nearest tenth: 9th Grade 10th Grade th Grade 12th Grade Total Grade Sum 28.0 25.3 27.0 21.6 101.9 Number of Classes 8 8 9 7 32 So: 101.9 / 32 = 3.1 (John's cumulative high school GPA) To figure out the GPA John would submit on college applications, we just leave off the senior year grades and repeat the same process: 28 + 25.3 + 27 = 80.3 (sum of final grades from 9th to th grade) 8 + 8 + 9 = 25 (number of classes taken from 9th to th grade) 80.3 / 25 = 3.2 (GPA sent on college applications) How to Convert Percentiles Into a GPA The process for converting percentiles into GPA is almost exactly the same. Let’s see it in detailby calculating the GPA of John’s archrival and spy nemesis, Jane Smith: First, we'll convert her grades into GPA scale, and then find the sum and the number of courses she took: 9th Grade 10th Grade th Grade 12th Grade Total 4.0 3.3 3.7 4.0 3.7 2.7 4.0 3.7 3.3 2.3 3.0 4.0 2.3 4.0 4.0 3.3 4.0 3.0 2.7 3.7 3.3 3.7 3.3 2.3 3.0 3.3 3.7 3.0 3.7 3.3 4.0 3.3 Sum 27.3 25.6 28.4 27.3 108.6 Number of Courses Taken 8 8 8 8 32 So: 108.6 / 32 = 3.4 (Jane's cumulative high school GPA) And, leaving off the senior year we see that: 81.3 /24 = 3.4 (the GPA shewill submit to colleges) What’s Next? Still confused about how weighted and unweighted GPA calculations work? Let us help you figure it all out with our comprehensive explanation. Worried about how your GPA will measure up? We explain what a good or bad GPA score is, and run the numbers on the average high school student. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Smart board technology in the classroom for special education Essay

Smart board technology in the classroom for special education - Essay Example Technology is indispensable in our lives. Today's standard norm in teaching, involve the use of the latest technologies. Social tagging, digital story telling and interactive white boards are the latest advancements in electronics. The smart board technology is part of the interactive white board technology. It can be described as an assistive technology. It assists the teacher make the learning experience worth while especially for those students with special needs. It is a white board that makes use of the computer and the data projector in teaching and the carrying out of presentations. Computers with windows or mackintosh applications, which are the most common, can support this technology. The images on the computer are projected on the board for better viewing. The good thing about this technology is that it allows for the use of the fingers on the touch sensitive surface as a way of controlling the computer. Thus, instead of students being at the computer they can easily carry out their presentations at the front of the class. More over, through the use of the smart pen, it is also easy to write on the white board. Another important aspect of this technology is that one can also save all the notes that may be written on the board as a computer file. The notes and images created can also be easily printed out. The smart board is of immense help with a wide range of uses. It can be used for presentations, music lessons, mathematics lessons, can be used in assemblies to communicate something to the students, for brainstorming purposes, for language lessons (students can learn how to write stories, learn about verbs an nouns by highlighting them on the board), in art class, and for computer lessons. (Smart board, n.d.) Resources. According to Martin, technology is a vital tool in special education. Special education targets children/students with disabilities/special needs. These needs may stem from mental or psychological impairment. Her writings on special education, technology and teacher education provide a secondary source of literature in support of technology in special education. Edyburn, in the remedial and special education journal also provides more information in support of technology use in special education. Mull & Sitlington in the journal of special education have also provided meaningful insight into assistive technology. Findings. One of the most important issues espoused by Martin has to do with the proper integration of appropriate technology into the education system to benefit all students, those with disabilities and those without alike. Of particular importance is the No Child Left Behind Act. This act should be implemented in schools to ensure that even the educational need of student's with disabilities are addressed appropriately. More over, technology has been found to play a pivotal role in as far as academics, their independence after school, for employment and career purposes and for productivity both at school and in their lives out of school. Particularly, technology is important as it helps these students make full use of their independence advantage in their educational and employment tasks. Secondly, it also helps the children take a more proactive role in class by encouraging their participation even in classroom discussions. This is important because the best way to learn is not only by obs erving but also by participating/taking part. Through the use of technology, a whole new world of peers, mentors and even role models is open to them. These maybe the instructors who share the technology, their life experiences and may serve to also motivate these children. Technology is also good for self advocacy. Technology can help those who are not quite able to communicate effectively for whatever reason do so

Generations of winter Essay Example | Topics and Well Written Essays - 1250 words

Generations of winter - Essay Example Boris Nikitovich Gradov, who is not only the head of the family but a kind patriarch. Dr. Boris is one of the finest surgeons in all of Moscow. His caliber was unprecedented. As a consequence of his expertise and services to the nation, he and his family owned Silver Forest, which was an amazing dacha located outside Moscow that was very different from the everyday crowd of Kremlin. Till the 1930s, they lived as bourgeois counterparts would have will the regime was taken by the Bolsheviks.1 There was no sense to things in the world of Stalin. Anxiety and apprehensiveness prevailed the country. The Government would randomly strike on the population any time they want to and wish to and thus, the nation had no idea how to react. The intelligentsia, military, and general population had no power. The nation was splurged by terrorism and hopelessness. Terrorism was destroying the nation by any means possible. Terrorists were harming the people of the country themselves. It was precluding the people to succeed in life. Nikita examines the devastating condition of the country in the harshly ironic tone that encompasses the novel. Nikita illustrates the condition of millions of people of that era who were in a silent agreement with each other that an awful thing is happening that is nothing is happening in the nation. There is no progress being made. 2 A person is left scared by reading the novel as nobody has the slightest idea that who dies in the concentration camp or not. It is the arbitrariness of the novel that it does not say much about its ending and where it is taking the readers. It keeps the readers glued to it without saying much or almost nothing. The anxiety of the people, the state brutality which is completely pointless and violent artistry keeps the reader glued to the book. The Kafkaesque’s era was a time of brutality off course. The images of camp life and also tormenting chambers of N.K.V.D are also very traumatic and distressing. When World War II begins, we are relieved that at least now there is a relief that the conflict has become localized and is not global. The frightening view of sufferings of human life is unclearly understandable as Aksyonov described it. 3 The character of Nina is also very prominent in the novel as it tells about the pretentiousness of Soviet Union. As Aksyonov wrote it disdainfully, â€Å"The literature of socialist realism was in full flower; Formalism had already been completely rooted out. Soviet poets, playwrights and novelists had been gathered up in a single union and were vigorously turning out the works the people needed†.4 The novel Generations of Winter is embedded with Russian poetry throughout the book. Nina plays an important role as the Soviet literary scene is described by her in detail. All the poets and quotations are a benevolence of Nina in the play. The novelist admires the efforts by these poets as his writing depicts. One of the most touching scene of the novel occurs in his mother’s journal in the reunion of mother and son and thus the profound connection between the two is revealed. This connection is the Russian poetry. But, it is unlucky that the allusive character of this novel is lost when it is translated. 5 Mr. Vassily Aksyonov has never been an easy writer to translate because he appreciates slang language and likes to pursue many articulation clashes. The translators of Generations of Wi