Economic Indicators in the Oil Industry Essay Example | Topics and Well Written Essays - 500 words

Economic Indicators in the Oil Industry - Essay Example The six economic indicators selected are inflation rate, unemployment rate, real gross domestic product per capita, population growth rate, amount of housing & vehicles in comparison with population size, and consumer spending. Inflation is an indicator that determines the stability of an economic system. The desired state is to have a low inflation rate. A currency that is possibly the most stable monetary unit as far as having a historical low inflation is the U.S. dollar. On the flip side a high inflation is bad sign since it implies the customer is losing a lot of purchasing power over time. A high inflation could lead to disaster and an escalation to hyperinflation which is a chaotic economic state whose latest victim is the African nation of Zimbabwe (CultureGrams, 2007). The unemployment rate of country provides insight into how many potential customer there may be for a particular product. A person without employment has a limited budget thus can not spend much on consumer products. A low unemployment rate is a rate that hovers around five percent or below. The real gross domestic product of a nation per capita provides information about how much money each person in community represents for the economic system. The higher the better the economy, but this numeric figure must be compared against the cost of living of the inhabitants of the region. The population growth rate provides insight into how big a specific marketplace will become in the future. The population growth rate is low in China due to the 1979 one child per matrimony restriction, in other parts of the world such as Latin America the population growth rate high, for example the population of Mexico is expected to grow by a cumulative 50% by the year 2030 (Whitbeck, 1999). The last two economic indicators that will discuss are consumer consumption and the total housing and vehicle units in comparison with the population of

Mao zedong's legacy Essay Example | Topics and Well Written Essays - 1250 words

Mao zedong's legacy - Essay Example Some of the negative roles played by Mao Zedong include the launching of the cultural revolution where millions of people were forcefully made to do manual labor, which in return resulted to execution of tens of thousands Culture Revolution2. To date, people all over the world still visit Tiananmen Square, the burial place of Mao Zedong in order to pay homage to one person that even in his death still revere him. The essay will relay information about Mao Zedong and the reason why decades after his death, his name is still as powerful as ever. Mao Zedong, commonly known as Chairman Mao, was one of the most influential thinkers ever to rule China. Chairman Mao is known for his contribution in a number of factors especially in the republic of china. Apart from being the founder of People’s Republic of China (PRC), Mao is also the man behind numerous developments and achievements in China such improving China’s economy from agrarian to industrial level3. In China, Mao helped improve the level of education and it is through him that the republic of China is known to produce some of the most brilliant brains in the world. Apart from improving china’s education standard, Chairman Mao oversaw gender equality in China by ensuring that Chinese women had equal opportunities in any field such as education, employment and politics4. It was also during Mao Zedong’s reign that china experienced one of the highest population growth from 550 to 900 million. Although Mao Zedong’s good reputation is recognized all over the world, Mao’s legacy is also despised by a many people. This is because of the role he played during the Cultural Revolution that lasted for 10 years resulting to massive loss of lives. One of the reasons behind Mao’s initiation of the revolution program was in a move to eliminate counter-revolutionary in china, a process that took ten years5. The revolution resulted to massive destruction

Native Americans in the United States and African Americans Essay Example for Free

Native Americans in the United States and African Americans Essay Introduction Joel Spring’s Deculturalization and the Struggle for Equality examines the educational policies in the United States that have resulted in intentional patterns of oppression by Protestant, European Americans against racial and ethnic groups. The historical context of the European American oppressor is helpful in understanding how the dominant group has manipulated the minority groups. These minority groups include Americans who are Native, African, Latin/Hispanic, and Asian. Techniques for deculturalization were applied in attempts to erase the oppressed groups’ previous identities and to assimilate them into society at a level where they could be of use to the oppressors. Techniques include isolation from family, replacement of language, denial of education, inclusion of dominant group world view, and provision of inferior teachers and poor facilities. Relationships between educational policy and instances of racism and patterns of oppression are explored in the following. A section will also compare my prior education to the one presented in Spring’s book. Formatting Understanding how European Americans have been able to perceive themselves as superior in psychological, spiritual, racial, and cultural terms is integral to seeing how cultural genocide has occurred in the United States. The basic program is taken from the Roman Imperium which delegates the authority to civilize others by erasing their laws and culture and simultaneously or subsequently installing new laws and mores from the dominant group into the minority group. This plan has been applied by U. S. educators and politicians in an attempt to carry out a perceived upgrade from an inferior cultural program to the superior Anglo-Saxon mixed with Protestantism point of view. This civilized versus uncivilized and Christian versus Pagan viewpoints reveal themselves throughout the history of U. S. education. Native Americans In the Indian Citizenship Act of 1924, Native Americans were granted citizenship by the descendants of European immigrants who invaded their territory over 400 years ago. In the years before and after 1924, Native Americans have experienced cultural genocide, deculturalization, and denial of education (Spring, 2010, pp. 8-9). For example, the Naturalization Act of 1790 excluded Native Americans from citizenship, thus preventing them from having a political voice in their rapidly changing world. In 1867, the Indian Peace Commission made 2 requirements for U. S. citizenship: 1) rejection of native religions and 2) acceptance of middle-class American Christianity. The bases of a philosophy that uses superiority and inferiority include racial, linguistic and cultural differences. For European American educators, the â€Å"civilizing† of Native Americans included the installing of a work ethic, the creation of desire to accumulate property; the repression of pleasure, particularly sexual pleasure; the establishment of a nuclear family structure with the father in control; the implementation of authoritarian child-rearing practices; and conversion to Christianity (p. 14). The U. S. government’s program of Native American deculturalization was developed in part because it was less costly than fighting and killing them. Thomas Jefferson’s civilization program called for government agents to establish schools to teach women to spin and sew and men farming and husbandry (p. 18). Educational policies such as this set the stage for purchasing land and avoiding costly wars. In 1830, the Indian Removal Act authorized the President to set aside lands west of the Mississippi for exchange of Indian Land east of the Mississippi (p. 28). Cultural-ecological theory puts Native Americans in the category of involuntary minorities. They were conquered and forced into European American customs and beliefs. Replacing the use of native languages with English, destroying Indian customs and teaching allegiance to the U. S. government became major educational policies of the U. S. government toward Indians in the latter part of the 19th century. An important part of these educational policies was the boarding school designed to remove children from their families at an early age and thereby isolate them from the language and customs of their parents and tribes (p. 32). The Carlisle Indian School in Carlisle, PA became the first boarding school for Native American children in 1879. Here deculturalization methods were employed. From this methodology and perspective, the patronizing term cultural deprivation has come to imply that a group is without culture altogether (Nieto and Bode, 2008, p. 176). One of the perceived deficiencies of Native Americans was their propensity to share which caused the European Americans to label them as socialists which was anathema to the dominant group’s philosophy. Richard Pratt, the founder of the Carlisle School, sought to instill individualism and self responsibility in order to break Indians from a socialist style of sharing. All boarding and reservation schools taught in English with exceptions including some Choctaw and Cherokee schools that utilized bilingual education. In 1928, the Meriam Report reversed the philosophy that isolation of children was required. The new view was that education should occur in one’s family and community. Several decades later, from 1968 to 1990, a number of legislative acts addressed the mistakes of deculturalization. It was not until 1974 that Indian students were granted freedom of religion and culture by the Bureau of Indian Affairs. Later, in 1978, Congress granted all Native Americans religious freedom. The Native American Languages Act of 1990 commits the U. S. government to reverse its historic position which was to erase and replace Native American culture. However, the No Child Left Behind Act of 2001 reverses attempts to preserve usage of minority languages (Spring, 2010, p. 135). The destruction of cultural self determination for Native American Indians is saddening. By breaking their connection to their native culture through reeducation camps, European Americans justified a world view that saw color of skin and dogma as beacons of superiority. African Americans. Historically, Africans have been involuntary immigrants who were brought to the U. S. to be slaves. They have faced numerous forms of educational oppression based upon perceived racial differences. For example, from 1800 to 1835, education of enslaved Africans was banned. Spring notes that plantation owners were in constant fear of slave revolts and consequently denied their workers any form of education (p. 43). Furthermore, because of the need for children as farm laborers, planters resisted most attempts to expand educational opportunities for black children (p. 57). Schools for African Americans were underfunded after the Civil War (Nieto and Bode, 2008, p. 44). Segregation of blacks and whites was the order of the day for most of the nineteenth and twentieth centuries. This resulted in a racial divide, unequal school funding, and inferior facilities. An exception to segregated schooling occurred in 1855 in Massachusetts when it became a requirement to integrate schools. In 1868, the Fourteenth Amendment included a clause that appeared to disallow segregation. However this clause has been used to implement segregation in schools also. African Americans from northern states helped those in the transition from slavery to freedom. However there was a division between the philosophies of Booker T. Washington and W. E. B. Du Bois. Washington negotiated for segregated schools while Du Bois, in 1909, formed the National Association of Colored People (NAACP) which worked for desegregation (Spring, 2010, p. 52). Washington established the Tuskegee Institute in 1881 after attending the Hampton Institute which was founded by General Samuel Armstrong. The Hampton Institute was an educational model designed to keep blacks subordinate. The primary purpose of the Tuskegee Institute was to prepare freed slaves to be teachers who could instill work values in other freed slaves (p. 33). The Tuskegee Institute received support from Industrialist Andrew Carnegie who saw the apartheid model in South Africa as a format for educating black southerners. Conversely, Du Bois and the NAACP fought against the status quo of a permanent African American underclass in education and the economy (p. 62). It was not until 1954 that the Supreme Court ruled that segregated schools were unconstitutional in Brown v. Board of Education. The court ruled that separate but equal has no place in education. The separate but equal legislation was from the Fourteenth Amendment to the Constitution. Title 6 of the Civil Rights Act of 1964, established the precedent for using disbursement of government money as a means of controlling educational policies (p. 117). Additionally, much credit is given to Martin Luther King Jr. for helping move forward civil rights legislation of 1964. The Voting Rights Act and the Civil Rights Act, in the 1950s and 1960s respectively, gave African Americans political equality as well as the right to vote. African Americans have made significant gains in the past 100 years; however, the pace of change has been painfully slow. The election of a part African American President is a strong indication that we as a country have come a long way. Hispanic/Latino Americans After the conquest of Mexican and Puerto Rican lands, the U. S. government instituted deculturalization programs to ensure that these new populations would not rise up against their new government (p. 84). As with other groups, the Naturalization Act of 1790 blocked them from attaining citizenship because they were not white. Despite the Treaty of Guadalupe Hidalgo 1948, Mexican Americans were not given actual citizenship. Citizenship rights were abridged throughout the Southwest through limitations placed on voting rights and segregation in public accommodations and schooling (p. 89). Moreover, in many instances, U. S. farmers did not want the children of Mexicans to go to school, because they wanted them to work longer hours. Mexican students were forced to speak English in schools. In the last half of the nineteenth century, Mexican Americans tried to escape the anti-Mexican attitudes by attending Catholic schools. Here linguistic diversity was respected. Puerto Rico became a colony of the United States in 1898. Again, as with Native American Indians, government policy concluded that it was less costly to instill and replace culture in Puerto Rican schools than it was to employ force with the military. Teachers who only spoke English came from the U. S. to teach students who mainly spoke Spanish. U. S. educational policy in Puerto Rico attempted to replace Spanish with English as the majority language and to introduce children to the dominant U. S. culture (p. 100). Examples of deculturalization methods included U. S. flag ceremonies and studies focusing on the traditions of the dominant white culture of the United States. In 1912, the Puerto Rican Teachers Association resisted the educational policies of the U. S. and defended the use of Spanish in school. One’s native language is the foundation for future learning (Nieto and Bode, 2008, p. 235). In 1951, after 50 years of struggle, Puerto Rico became a commonwealth. Subsequently, Spanish was once again used in the schools without the dogma of English only laws. Additionally, in 1968, the Bilingual Education Act was passed. It was not until 1974 that the Equal Educational Opportunities Act gave protection to the language rights of students for whom English is not their native language (p. 243). Presently, there are many voluntary immigrants from Latin America. These students are often faced with an assimilation policy which is aimed at Americanizing them. Frequently hybridity is the order of the day for these students. Only blind arrogance could make a dominant group believe that they could go to an island of Spanish-speaking people and teach them a new culture in a new language. As with other groups, the denial of schooling or segregation was maintained in order to continue subordinating the minority. Asian Americans Asian Americans, many of whom were voluntary immigrants, include persons from China, Philippines, Japan, Korea, India, Viet Nam, Laos, Thailand and other counties. The combination of racism and economic exploitation resulted in educational policies designed to deny Asians schooling or to provide segregated schools (Spring, 2010, p. 68). In 1872 the California school code provided no public education for Asian Americans while in 1906, the San Francisco School Board created segregated schools for Chinese, Japanese, and Korean students. Finally, in 1974, the Supreme Court ruled in favor of Chinese American parents in Lau v. Nichols. The decision required public schools to provide special assistance to non-English-speaking students to learn English so that they could equally participate in the educational process (p. 124). Each group of minority Americans has pushed for improvements in the educational system. By persevering, they have been able to move toward a more equitable educational system. However, there is still the dominant European American paradigm in place. As the percentage of minority Americans rises in the coming decades, I believe we will see a movement toward a more multicultural paradigm. Personal Comparisons My early education took place in an environment of white teachers and students. The furthest my exposure to different cultures went was going to school and growing up with my Catholic and Jewish neighbors. My elementary school and middle school were 100% white and my high school had 2 Hispanic students. For me, this was normal; I knew little of other cultures. When I reflect on my American History and Social Studies classes, I recall a sanitized story presented with many stories about honorable white men. Although I finished my high school education in 1977, I do not believe that Martin Luther King Jr. or Civil Rights was mentioned once. Moreover, a great deal of social upheaval obviously was occurring; however, the only topic related to the turmoil of the era that made it to my awareness was the war in Viet Nam. After high school, I attended a small private college in Pennsylvania where approximately 30 African Americans and 10 Hispanic students attended. I was acquainted with one of the Hispanic students who had a poster of Che Guevara in his room. All of my professors were apparently European Americans and I continued to study mostly dominant culture stories. Recognizing my own lack of personal direction, I dropped out of school and entered into my own version of home schooling. I purchased a bus ticket for Tucson, Arizona; however, I first stopped in Washington D. C. to visit my Aunt. She took me to a book store where I bought some philosophy books. I explored different philosophies and literature. I travelled, worked, read and explored my values and beliefs. I returned to my home town, Lancaster, PA, and decided to return to formal University life at Millersville State University. From 1984-1987, I again had European American professors. In 1991, I reentered Millersville University to take some graduate courses. I looked into getting a graduate assistantship and found an opening in a program called Upward Bound. I interviewed with the director, whom I knew from earlier years, and with a Filipino and African American student. I got the position and subsequently was working in a multicultural enterprise. I prepared lessons for high school children from multiple ethnic groups. The reason Spring’s history of minority Americans was not part of my education was because I was raised in a racially homogenous region. I think that I could have driven east 20 miles, south 15 miles or north 5 miles and everybody would have been white. Going west 2 miles would take me into the middle of Lancaster city where many African Americans and Puerto Rican Americans live. However, I lived a provincial life and did not interact much with people from other cultures in my youth. Furthermore, it was standard policy at that time to teach from a Eurocentric point of views. The effect on White Americans of an Anglocentric and Eurocentric perspective, which does not include minority Americans, is an incomplete and inaccurate understanding of self and world. The effects on minority Americans also leads to an incomplete and inaccurate understanding of self and world include, as well as increased dropout rates and resistance to education. Additionally, cultural discontinuities may contribute to negative academic outcomes (Nieto and Bode, 2008, pp 181-182). Another effect on minority Americans is clearly a net feeling of not being included in the past and possibly being excluded from present and future events. Exclusion’s result is well described in Ralph Ellison’s Invisible Man. In this book, the narrator is unable to be seen or recognized because he is black. From Spring’s book I learned about the many minority groups that were mistreated and intentionally harmed at personal and cultural levels. Furthermore, I was ignorant about the attempts at deculturalization of Puerto Ricans. Additionally, I knew little about the detailed history of denying education to Asian and Mexican Americans. While I knew about reeducation and denial of education of Native and African Americans, I did not know the extent to which political, economic, and social forces combined to prevent these groups from experiencing their historical culture or from participating in the dominant, European American culture. Conclusion European Americans have quashed cultures in the United States through education. Native American, African, Hispanic, and Asian minorities have witnessed a persistent attack on their beliefs, values, and languages by those who either 1) thought that they were better or 2) wanted to deprive others of their pursuit of happiness in order to support economic and political position. Consistent deculturalization efforts were made toward Native Americans by government agents establishing schools for Native Americans and by boarding schools. By controlling the content and context in which education took place, U. S. educators suffocated Native American Culture and resuscitated it with the European mores. The multiple cultures of Americans from African descent were hollowed through denial of education, physical intimidation, segregation, and inferior facilities. Persistent attempts to correct the status quo by the NAACP, Martin Luther King Jr. , and several other organizations and individuals have moved the U. S. government to redress some inequities in the educational system. Mexican Americans were also placed in English-only schools or no school at all. During the twentieth century, Puerto Rican students faced the same threats of deculturalization as did Asian Americans in nineteenth and twentieth centuries. Legislation in the latter part of the twentieth century has also redressed some inequities in educational opportunities for these groups while, the No Child Left Behind Act has reduced some of the multicultural gains in education which disappoints many in the teaching profession. References Nieto, Sonia and Bode, Patty (2008). Affirming diversity: The sociopolitical context of multicultural education. Boston. Pearson Education Inc. Spring, Joel (2010). Deculturalization and the struggle for equality. New York. McGraw-Hill.

What to Do if Your Dog is Constipated

What to Do if Your Dog is Constipated Dog constipation is usually something that dog owners shouldn’t worry about as most of the dogs will likely be constipated at some point in their lives. Concisely, constipation is the inability of the dog to defecate normally. If your dog seems to be exhausting while passing his stools or maybe his stools are unusually hard, he probably is constipated. Normally, the body of the dog can deal with the problem on its own, but if constipation lasts over a few days, you need to take steps to ease the dog. Dog constipation- What to do if your dog is constipated? Can dogs get constipated to an extent that it becomes troublesome for the dog? The answer lies in the fact that constipation in dogs is a common occurrence due to the modern day diet they are given by their owners. In some cases, the constipation is so severe that it is impossible for the dog to pass tools without external help. My dog is constipated. What should I do? Well, here are few of the things you can do to offer immediate relief to your dog: Soak a washcloth in warm (not hot) water. Now, using this damp cloth put a little pressure on the stomach of the constipated dog, stroking downwards towards the anus. This action mimics the natural way a mother dog uses its tongue to help the puppy eliminate trapped gas and the waste accumulated in the stomach. Always keep lot of water near your pet as lack of water can put his kidneys at risk. In order to prevent constipation from happening, provide your dog with lots of vegetables in his meals. Many individuals use a variety of green vegetables with wetted dry dog food. Remember that exercise is a good remedy for constipation. Depending on the age and condition of the dog, a long walk or an energetic play does a fantastic job of reviving a sluggish bowel. Constipation is rare in puppies, but should your dog ever gets constipated, he can easily be comforted by the use of enema. An enema could be administered through a # 8 feeding tube, which is mounted on a syringe filled with around 3-4 cc of warm water (the amount depends on the size of the dog). Put small amount of KY Jelly (or petroleum jelly) on the end of this tube, and insert the tube into the dog’s rectum, perhaps an inch (again that depends on the measurements of the dog). Slowly push the plunger until the liquid formula has completely disappeared from the syringe. In just few minutes, you will get the desired results. Causes Symptoms of a Dog Constipated Causes of dog constipation A dog that is suffering from constipation spends more than usual in releasing his stools, as well as the resulting stools are small, round and hard. It certain that if your puppy is constipated, he is undergoing great trauma. One of the main reasons for constipation is insufficient water intake and too much gap between two potty breaks. With that said, here are some of major causes of constipation in canines: 1. Excessive Licking Excessive licking of hair can harden the hair, which might block the colon. You must find out the cause of excessive licking and eradicate it completely. 2. Consumption of foreign objects Consumption of foreign materials such as gravel, rocks, toys, dirt, bones and fabric can also contribute towards getting the dog constipated. If objects are abnormally large, they might injure the colon while the dog attempts to pass them. You might even need surgery to remove them. 3. Surgery Constipation is one among the several side effects of surgery. So, don’t be worried if your dog doesn’t have bowel movements for a few days after he has undergone a surgery. 4. Certain medications can cause temporary constipation Certain medications could cause temporary constipation in canines. Your veterinarian will almost certainly suggest a stool softener to resolve the problem. 5. A dog that shouldnt be constipated according to his medical reports must be checked for electrolyte disturbances. This could be a serious clinical characteristic of a metabolic disease that might have manifested in the dog. 6. Older dogs often have their prostrates enlarged. The prostate is located just beneath the colon. When it enlarges, it presses against the colon and reduces the width of the route it has for the passage of feces. Alternatively, there might be a tumor in the colon, narrowing the passage further. Neutering the dog and/or removing the tumor will generally correct such problems. Dog Constipation Symptoms How to tell if your dog is constipated? There are many signs and symptoms of constipation in canines that can easily be seen by those that are in close contact with the dog. Common symptoms One among the obvious symptoms of constipation is difficulty in defecation. This difficulty can manifest itself in a few different ways, including excessive stress and the inability to generate a bowel movement at all. Sometimes dogs release small amount of fluid from their anus after an effort. You can consider your dog as constipated if he does not have a bowel movement for more than two days. Additional symptoms Some dogs with constipated stomachs might still have the ability to release their stools; however, the stools they release are often very hard and dry. You might also notice the obvious pain that the dog feels (exhibited by whining, grunting and hunching) while defecating. The dry stools and constant straining might turn the anus red. In other instances, the stool contains blood and mucus. Symptoms of severe constipation In the advanced stages of constipation, dogs experience decreased appetite, give up eating completely or vomit a lot. They could also become bloated and lethargic due to compacted stools. Constipation might also cause depression in dogs. Many of them might stop responding to their favorite play activities and treats. If your dog is experiencing any one of these symptoms, call your veterinarian immediately. Some other symptoms A clear indication of constipation in pet dogs is visiting the toilet frequently with little success. Other noteworthy indications of constipation are listed below: Mental stress Loss of appetite Reluctant to do physical activities Increased whining Abnormal gait Difficulty in walking Abdominal distension Swelling and soreness in the anal region Painful bowel movement Straining while defecating Passing very hard stool Passing very difficult stools Dog Constipation Remedy Remedies for dogs with minor constipation What to give a dog for constipation that is not major? Below mentioned are some of the best treatments that are meant for minor constipation. In case the problem persists for more than seven days or perhaps the stool contains large amounts of blood or mucus, consult your veterinarian before starting any treatment. Make use of a stool softener Minor constipation can usually be treated with the help of a stool softener. Laxatives for dogs are easily available on most of the pet stores. Read and follow the instructions on the label to ensure that you never overdose your pet. Lubricate An old remedy for dog constipation that is still in use today is lubricating the colon of the dog. Veterinarians usually recommend mixing such lubricants in food instead of feeding raw. Make sure that you adhere to the dosage to prevent further complications. Change his diet Try adding fiber to your dogs food. The fiber will not be absorbed by the gastrointestinal tract of the dog due to which it stays in the large intestine, adding to the volume of the stool. This boost in volume conveys strong sensory stimulation to the colon encouraging it to release the stools. You can easily purchase high fiber diet recipe from the market, which can further improve the mobility in the colon. Give him milk Milk often helps in problems like constipation. A Dog that is reluctant to drinking plenty of water tends to drink milk easily. Give him a small bowl of milk and let him lap it up. The dog will initially have running stools, but this should solve the problem of constipation. Plenty of exercise and clean, freshwater To keep the enzymatic system of your dog healthy, you need to keep your dog moving. Regular exercise will assist in pushing the stool out of the colon. On top of that, make sure that the dog drinks plenty of fresh water. Providing your dog with plenty of fresh water and exercise are among some of the best home remedies for dog constipation. Remedies for dogs that are heavily constipated What can you give a dog for constipation? Well, there are several home remedies that can even provide relief to dogs that are heavily constipated. Below mentioned home remedies will not only relieve your dog off his problem, but will also help him maintain proper digestion. Add digestive enzymes and probiotics Adding probiotics and digestive enzymes to the diet of your dog can significantly improve his condition. They can also act as a preventive remedy for indigestion, which is what causes constipation as well as other conditions like diarrhea. Use a highly digestible, low ash residue diet Some colons would perform better when the volume of stools is less. In order to achieve this goal, a low ash residue diet is used. With this diet, the body is able to absorb most of the nutrients, leading to lower volume of stools. Many of the bigger dog food makers are promoting diets that produce lesser stools as a treatment for dog constipation. Switch to canned food for a short time Switch to canned food but for a brief time. In case your dog is fed on dry kibble for a long time, check out quality canned food for 2 days. As the canned food carries more moisture in it, it will be easier for your dogs intestines to move such food. Feed your dog with ginger and chicken or beef broth Having these two ingredients in your dog’s food can help you relieve him off his constipation. This is also among the most popular remedies for dog constipation. Ginger helps upset the stomach and the fat in broth gets things moving. Use olive or vegetable oil This is a home remedy that you should not give many times to your dog, for the reason that it causes diarrhea. However, in times of constipation, adding one tablespoon of oil in your dog’s food can get all the irritable stuff out. This is one constipated dog treatment that is followed by dog owners around the world. Give him canned pumpkin in pureed form Canned pumpkin in its pureed form is a great stool softener and a natural remedy for constipation. Canned pumpkin for dog constipation is also a known remedy for soothing upset stomachs in dogs. It is very rich in fiber and adding just a couple of teaspoons of pureed pumpkin to your dog’s food can often start to show results almost immediately. Dogs can also be allowed to eat just the pumpkin. If the problem persists for over a few days, and there is blood coming out of the dog’s anus or your dog is vomiting, the issue is serious enough to seek veterinarian’s help. Homemade dog food- Avoid digestive problems for your dog Figuring out how to make dog food might seem like a big investment of time and energy. However, this investment of time is not as big as it seems once you know the right ingredients, and what your dog loves the most. Knowing these two things will help you prepare a meal for your dog in no time. With that in mind, here are some of the benefits of feeding your dog with home made dog food: Your dog gets more nutrition per ounce of food Home cooked food is not much more expensive than the commercial food available in the market. Considering the fact that your dog is getting all the nutrients he needs and will live a healthy life, spending a little extra on home cooked food is worth the investment. You have full control over the ingredients of your dogs food With home cooked dog food, you have full control over the ingredients that are going into your dogs food. You can customize the food according to the deficiencies present in the dog. This is one big advantage of home cooked food. Home cooked food doesnt cause any allergies in dogs Many of the dog owners switch to natural ingredients because their dogs start to develop different kinds of food allergies. With home cooked food, no such issue exists. Using the right ingredients When you feed your dog with homemade dog food, you have full control over the kind of fiber that is going into your dog’s food. Regardless of the kind of recipe you are using, make sure that it has at least some of the below mentioned fibrous ingredients in appropriate proportions: Whole oats Wheat bran Raw sesame seeds Psyllium seed (like in Metamucil) Ground flax seed Buckwheat Brown rice Food groups to use in dog’s food Learning how to make pet food is very different from knowing the food groups that are best for the dog, and the quantity in which they are required. Proteins, vegetables, starches and even fruits are some of the important food groups that your dog needs to consume on daily basis to meet his nutritional needs. Your dogs veterinarian should be able to provide the necessary treatment for constipation. You just need to make simple variations in your dogs diet and do all that is required keep your dog’s digestive system working well. If symptoms are severe, your vet might use X-rays to determine the cause of constipation, and perform the procedures necessary for remedying the problem.

The Stagecraft of Rosencrantz and Guildenstern are Dead Essay -- Rosen

The Stagecraft of Rosencrantz and Guildenstern are Dead  Ã‚      â€Å"†¦a poor player, that struts and frets his hour upon the stage, and then is heard no more†¦Ã¢â‚¬  This quote from Macbeth is a perfect summary of the plot of Rosencrantz and Guildenstern are Dead. The dramatisation of the lives of these two unremarkable and virtually extraneous characters from Hamlet is an unlikely foundation for â€Å"one of the most†¦engaging of post-war plays† (Daily Telegraph). However, as with Samuel Beckett’s absurdist play â€Å"Waiting for Godot† the originality of Stoppard’s concept is not enough in itself to create a masterpiece and it is the brilliance of the stagecraft and writing that establishes this play as a classic. The presentation of these two characters is an important feature of the stagecraft. Neither Rosencrantz nor Guildenstern ever leave the stage during the play until their deaths. They are the central focus which directly contrasts with their relative unimportance in Hamlet. The visual effect of their being dressed in Elizabethan clothing is cleverly juxtaposed with their contemporary style of speech. It is comic that their identities seem to be interchangeable; Guildenstern himself investigates this point in Act II, Guil: Rosencrantz†¦ Ros: (absently) What? Pause, short. Guil: Guildenstern†¦ Ros: (irritated by the repetition) What? Guil: Don’t you discriminate at all? While the other characters such as Gertrude and Hamlet seem to be unsure who takes which name, the fact that they themselves are similarly confused augments this humorous idea. How they act and what they do are both important factors in establishing their personalities and Stoppard includes comprehensive stage directions in the script. In Act II there a... ...ey are merely actors. At one point in Act I, Rosencrantz stands at the edge of the stage looking at the audience and remarks that the idea of being a spectator could only be made bearable by the â€Å"irrational belief that somebody interesting will come on in a minute†. In Hamlet Rosencrantz and Guildenstern are dull characters. Whatever wit they may possess pales beside Hamlet’s intelligence, they are unable to adequately spy for Claudius and their contribution to the plot is two extra corpses and a few laughs at their expense. However in Rosencrantz and Guildenstern are Dead Tom Stoppard has managed to make these characters interesting. The addition of the more three-dimensional character of the Player, several inventive uses of staging and the imaginative links with Hamlet itself establishes an original masterpiece of a play around two minor Shakespearean characters.

Sir Gawain and the Green Knight :: Essays Papers

Sir Gawain and the Green Knight (Passage Analysis 1532-1622) Sir Gawain and the Green knight is an Arthurian story about the adventure of Sir Gawain to find the Green knight. King Arthur and his court are gathered for a Christmas celebration. Suddenly, the Green Knight appears and challenges king Arthur's court to a game. He asks one man to hit him with the ax. In return, this man will have to seek the knight out at the Green Chapel within a year and a day to receive three hits from Green Knight. The only one who is not afraid to fight is Sir Gawain. He hits the Green Knight with the ax, cutting off his head, which rolls around the floor. The Green Knight picks up his head and tells Sir Gawain to try to find him. Everybody believes that Gawain's journey is without return because he has to face harsh conditions, like wild animals, freezing weather and wild men of the woods. He leaves King's Arthur court, and after Gawain wanders in the forest, a castle mysteriously appears on his way. My passage analysis comes right after the first kiss between the wife of the lord and the Gawain. As days passes the wife of the lord becomes even more aggressive to Gawain. The Lord welcomes Sir Gawain to his court and he allows him to stay as long as he wants. The Lord then proposes to Gawain that while Gawain is in his castle, they will exchange at night what they have won during the day. My passage analysis begins right after the first day when the Lord hunts a deer which is considered a shy, gentle and innocent animal. At home, in the bedroom, the Lord's wife tries unsuccessfully to seduce Gawain, and she only gives him a kiss. At night the Lord gives Gawain the deer, and Gawain gives him the kiss he has received from the Lord's wife. They agree to continue the same agreement for a second day. On the second day, the Lord goes hunting again. This time he is hunting a wild boar which is much more difficult to catch and kill than the deer. The wife of the lord tries one more time to seduce the noble knight in his bed. This time she is dressed much more provocatively. Gawain, amazed at her appearance, says: "God love you gracious lady"(Norton, p.

A Journey: Analisys

A Journey A Life is all abort accepting how our lives have turned out. Sometimes life makes us wonder whether we have made the right decisions or not. All the decisions life throws at us is only to make us stronger as a person. After we have made a big decision all of us come do doubt whether we have chosen the right thing to do. This mental journey of self-assessment is what the protagonist, Mary, experiences in the short story â€Å"A Journey† by Colm Toibin from 2006 Mary has had a hard life, she has seen how hard can be, she has a clinically depressed son, and a paralyzed husband and during the long drive back from the hospital whith her son in the back seat, she think about how her life has turned out to be. The story is told by a limited third person narrator, and seen from the mother, Mary’s point of view. By observing Mary’s thoughts, it becomes easy to see how much her choices in life has meant to her and how much she still think about them. Especially when it comes to the son’s diseases – it is something she is very concerned with. Her main concern is whether she and her husband had something to do with his condition. â€Å"Were they to blame, she and Seamus, and in what way, for the fact that their twenty-year-old son whom she was driving home from the hospital had spent the last seven months there suffering from silence, as she called it; the doctors called it depression†[1] Mary searches her memory to find answers to the many questions she had build op in her mind though the years. Through a number of flashbacks she is trying to find some clues as to what could be the cause of her and David's condition. It is questions like whether Mary and Seamus perhaps gas spent to little time at home while Mrs. Redmond babysat David, and whether hey should not have sold the old shop. Mary and Davis’s relationship is tens; Mary is trying to break the ice between them by asking David for a cigarette. The relationship between them develops throughout the journey from the hospital. Even though Mary has made some wrong decisions in life, she does not complain about it, but she tries to repair her relationship with her son. Mary is stopped in her life as she stops the car, and she is now trying to change things, starting with the relationship with his son. This goes hand in hand with the poem Lucinda Matlock by Edgar Lee Masters' from 1916. In the poem the speaker also talks about how she has lived her life, and how there has been good times and bad times. She has enjoyed her life, but she has still lost eight of her twelve children. Lucinda argues that you have to take charge of your life and take the good times with the bad. As she finishes her poem, â€Å"it takes life to love life†[2] When she decides to stop the car, she finally makes a breakthrough in their communication. Mary is not only using this mental journey to think about her son, but also about her life with her husband, whom she thought she knew. Once again she thinks back on her life with Seamus and thinks about all the happy times they had together. Seamus is much like David, he does not give her any attention. The thoughts Mary deals with in regards to her son and husband are very well illustrated in Andrew Sean Greer's The Story of a Marriage from 2008. â€Å"We think we know the ones we love [†¦] But what we love turns out to be a poor translation a translation we ourselves have made, from a language we barely know†[3] She feels that they ignore her and do not appreciate her, not only by her by husband, but also by her son. Mary is moving one step closer to taking her fate into her own hands. Finally it dawns on Mary, that no matter how many downs you have in life, it will still be her life. And when her life has not come to an end yet, she is forced to take her life into her own hands and decide whether she will live life with two people who do not show their love for her or whether she will take a decision to live a life alone. We as readers do not know the ultimate ending to the short story, as it is an open ending. It is up to the reader to decide how it should end. B Flashback is one way for the author to tell whether an episode has happened in the past that has significance for the present. It gives us as readers a better understanding of why Mary thinks like she does. The flashbacks in â€Å"A Journey† are not very long, but despite that they give away a lot of information. Some of Mary’s flashback shows a life with happiness, but some of them do also show a life with difficultness. The first flashback, we get in the short story is when you get an insight into David's childhood from Mary's point of view. Because we see it from Mary's point of view we need to make our own impressions. The flashbacks deals with the important things in her life, most of them are a contrast to how her life has become. The Flashback is about her dead mother in her father's old shop, the rather pleasant experience of taking care of here father on his deathbed, and joyous occasions with her son and husband. Some of the flashback shows a life with happiness, but some of them do also show a life with difficultness. An example of a one of the positive flashback could be when she imagined the time where her father bought a house to her and Seamus. This flashback shows us that she had a wonderful life with Seamus before he got sick â€Å"She pictured as well their first sighting of the old two-story house beside the school that her father had bought for them when they got married. She remembered the atmosphere inside the house the day they went to look at it [†¦]†[4] All the flashback, we get in the story come on the trip home from the hospital with her son. She sees herself in him and want him to get out of his little shell, so he can experience the wonderful world we actually live in. She knows how it feels to live a hard life. She got over her mother's death, so he need to get over his father's illness – If it is the reason why he is so mentally closed. ———————– [1] P. 1 L 30-33 [2] p 6 l. 22 Text 2 [3] P 7. L 1-3 text 3 [4] P 2. L 55