African Proverbs and Proverbial Wisdom

When you think of Africa, do you think of dense forests and colorful costumes? A continent as culturally vibrant as Africa would also abound in age-old wisdom, dont you think? Many African countries rely on nature for livelihood; they have developed a unique insight into natures laws. Read African proverbs to understand the profundities of nature. These African proverbs have been translated from various African languages: Swahili, Zulu, and Yoruba. African Proverbs Translated From Swahili to English A chickens prayer doesnt affect a hawk.The way a donkey expresses gratitude is by giving someone a bunch of kicks.An envious person requires no reason to practice envy.Its always good to save or invest for the future.Hurry—haste has no blessing.The water pot presses upon the small circular pad.Effort will not counter faith.The hen with baby chicks doesnt swallow the worm.When elephants fight, the grass gets hurt.I pointed out to you the stars and all you saw was the tip of my finger.It is only a male elephant that can save another one from a pit.A deaf ear is followed by death and an ear that listens is followed by blessings. African Proverbs Translated From Yoruba to English He who throws a stone in the market will hit his relative.A person who stammers would eventually say father.One takes care of ones own: when a bachelor roasts yam, he shares it with his sheep.When a kings palace burns down, the re-built palace is more beautiful.A child lacks wisdom, and some say that what is important is that the child does not die; what kills more surely than lack of wisdom?You are given some stew and you add water, you must be wiser than the cook.One does not enter into the water and then run from the cold.One does not fight to save another persons head only to have a kite carry ones own away.One does not use a sword to kill a snail.One gets bitten by a snake only once.Whoever sees mucus in the nose of the king is the one who cleans it. African Proverbs Translated From Zulu to English No sun sets without its histories.A tree is known by its fruit.The groin pains in sympathy with the sore.You are sharp on one side like a knife.The wrong-headed fool, who refuses counsel, will come to grief.The lead cow (the one in front) gets whipped the most.Go and you will find a stone in the road that you cant get over or pass.Hope does not kill; I shall live and get what I want one day.

Aggression in Middle School Girls Essay - 1570 Words

Aggression in Middle School Girls It was eight oclock on a cold night in January. Our house rang with giggles and whispers and the occasional shriek of laughter. In the family room the latest teenie-bopper flick was amusing a crowd of pajama-clad seventh-graders. The sound of pounding feet from above betrayed that others were having an impromptu dance party/ pillow fight. The phone book was missing. My little sister, Lily, was having a sleepover. Mom had rushed to the store when it was discovered that there was no more ice cream in the freezer. My father had wisely retreated to the parlor to read. I was in charge. Suddenly, from upstairs I heard a door slam and raised voices. I gritted my teeth and went to investigate.†¦show more content†¦Psychologists and social workers have churned out books, websites, and articles targeting parents, teachers and girls themselves, offering advice and research on how to handle pubescent girls. While there are many competing viewpoints, all seem to agree that, contrary to centuries of cross-cultural social stereotypes, girls are, in fact, naturally aggressive creatures. Unlike their male counterparts, young girls use entirely different forms of aggression, collectively known as subtle aggression or alternative aggression. Every afternoon between Monday and Friday, Lily stalks up the driveway from the bus stop and hurls open the front door while throwing her book bag across the room. About three out of the five afternoons she stomps in with a melodramatic sigh and crumples into a chair or Moms arms, weeping. Some days it is about her clothes- Erica says that outfit was frumpy. Other days it is about her size- some girls were giggling in the locker room before gym, it must be because she is fat. Still other days it is about the math test she aced- Ashley called her a teachers-pet-know-it-all. The reason aggression in girls has gone so long unstudied is that it operates on covert levels. Levels that often only girls can understand. Levels that often girls dont understand. Levels that rely heavily on knowledge of pop-culture, and fluency in pop language. Levels that require expertise in theShow MoreRelatedTeenage Parents And Rape : Adolescence Friendship And Bullying956 Words   |  4 Pageslater was â€Å"caught up by the likes† so she couldn’t stop. Both the man and Lonina were charged of kidnapping, rape, sexual battery, and pandering sexually oriented matter involving a minor. It makes me wonder what does the adolescents friendship and aggression like and why does this kind of horrible things happen to them. 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ChildrenRead MoreThe Bomb - Original Writing Essay938 Words   |  4 Pages The Merriam-Webster dictionary also defines behavior problems as a symptomatic expression of emotional or interpersonal maladjustment especially in children. Many articles have found that there is a relationship between violent video games and aggression. Ferguson actually found that playing violent video games leads to someone having aggressive thoughts (Ferguson). Spending a large amount of time playing video games can cause attention problems in class rooms (Linebarger). While playing fast pacedRead MoreSocial Media Bullying And Cyberbullying1383 Words   |  6 Pagesbehaviors among middle and high school students†, states that Cyberbullying is a problem that affects a meaningful proportion of our youth as they embrace online communication and interaction. According to their Research there are a number of real- world negative ramifications for both the targets and those who bully. 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Interview with an Older Adult Free Essays

Virginia Western Community College Practical Nursing Program Spring 2013 NUR 135-PN Drug Dosage Calculation Review of Problem Areas Reconstitution of Non-injectable Solutions Prepare the following nutritional solutions for the designated time period. 1. Order: 1/2 strength Isomil 6 oz. We will write a custom essay sample on Interview with an Older Adult or any similar topic only for you Order Now p. o. q4h for 24 hours. How much formula and water will you use to prepare a 24-hour supply of feeding? 2. Order: 1/2 strength Ensure 8 oz via nasogastric tube to be given over 8 hrs. How much formula and water will you use to prepare this feeding? 3. Order:1/4 strength Jevity 300 mL via G-tube q6h. How much formula and water is needed to prepare enough feeding for your 8-hour shift? 4. Order: 400 mL of 1/4 strength Ensure over 6 hours via nasogastric tube. Supply: Ensure 240 mL cans. How much formula and water is needed to prepare this feeding? 5. Order: Irrigate wound with 50 mL of 1/2 strength hydrogen peroxide and normal saline q4h while awake. How much hydrogen peroxide and NS will you use to prepare this solution for each treatment? 6. Order: 1/2 strength Ensure 16 ounces by gastrostomy tube over 4 hrs. Add ________mL of Ensure and ______mL of water to make the desired solution. 7. Order: 3/4 strength Sustacal 400 mL p. . q. i. d. Add _________mL of Sustacal and ______mL of water to make the desired solution. IV Calculations 1. Order: 500 mL NS IV to infuse @ 250 mL/hr. The IV tubing has a drop factor of 10 gtt/mL. You do not have an IV pump available. Calculate the drops per min you would set this IV to run. 2. Order: 1 L of O. 9% NaCl IV to infuse over 6 hours. You will use a microdrop set to administer the IV fluid. What is the flow rate in gtts/min? 3. Order: 1000 mL 0. 45% NaCl to infuse over 12 hours. At what flow rate will you set the infusion pump? 4. Order: Kefzol 1. 5 g IV PB diluted in 100 mL D5W to infuse in 20 min. You are using a 10 drop/mL set. What is the flow rate in gtt/min? 5. Order: Ancef 2 g in 100 mL D5W IVPB in 30 min to be administered by infusion pump. At what rate do you set the infusion pump? Pediatric Dosage 1. Order: Phenobarbital 45 mg p. o. b. i. d. Child’s weight 35 lb. Recommended dosage is 6 mg/kg/day q12h Supply dosage: Phenobarbital 50 mg/mL How many milliliters should be given per q12h dose? _________ 2. Gentamicin 45 mg IV q8h is ordered for a child weighing 45 lb. Recommended dosage is 6 to 7. 5 mg/kg/day in three divided dosages. The available supply of gentamicin is 100 mg/mL. How many mL of gentamicin should be given per dose? __________ 3. Order: Penicillin VK 56 mg/kg/day p. o. in 4 divided doses Child’s weight is 55 lbs. Available: Penicillin VK 125 mg/5 mL How many milliliters should be given per dose? _________ 4. Order: Rocephin 200 mg q8h p. o. Supply: Rocephin 500 mg/mL Recommended dosage is 75-150 mg/kg per day Child weighs 15. 4 lb Is this a safe order? If safe, how many milliliters should be given per dose? _________ 5. Order: SoluMedrol 1. 5 mg/kg is ordered for a child weighing 74. 8 lbs. Supply: SoluMedrol 125 mg/2 mL How many milliliters should the nurse administer? ________ Reconstitution of Injectable Solutions 1. Order: Kefurox 0. 75 g IV q12h Available: [pic] a. How many milliliters of diluent will you add to reconstitute the solution? _____ b. How many milliliters will you administer? _____ 2. Order: Ancef 0. 275 g IM q6h (See label below. ) a. Reconstitute with _______mL diluent b. What is the dosage strength of the prepared so lution? _________ c. Give: ________ [pic] 3. Order: cefazolin 450 mg IM q. 8h (See label below. ) a. Reconstitute with ________mL diluent. b. What is the dosage strength of the prepared solution? __________ c. Give: _____________ pic] 4. Order: Penicillin G potassium 450,000 units IM at 7am Available: [pic] a. What is the total dosage strength of the vial? _____ b. Which concentration would be appropriate to mix for the ordered dose? _____ c. How much diluents must be added to make the appropriate concentration? _____ d. How many milliliters will you administer? ________ Conversions 1. gr v = ________mg 2. 15 mg = gr ________ 3. 40 mg = gr ________ 4. gr 1/5 = _______ mg 5. gr 1/150 = _______ mg 6. 50 mg = gr ________ 7. 5 lbs 12 ounces = ______kg 8. 18 lb = ________kg 9. 24. 2 kg = ________ lb 10. 6 lb 4 oz = ________kg How to cite Interview with an Older Adult, Papers

People Who Born in Luckly free essay sample

Clever In this world not all people can get what they want and what they hope. As a human I am very sure we want the best life but Its hard to find someone that have a perfect life. We can see some people are Just born In lucky because they are born In wealthy family, attractive face and clever In their studies. When we say about wealthy family, we know that the people are born In lucky.For example when they born In wealthy Emily their parents can give what they want without any questions because their parents have a lot of money and can afford their children. This people no need to work hard in life for success because their parents is wealthy and very enough to bear the cost of living their children. Every weeks they can go to shopping by goods for example they can buy shoes, handbags, shirts and many more with an expensive brands. Thus, they should grateful with what they have to ensure they deserve to this lucky. People with attractive face is also some people are just born in lucky. We can see people with attractive faces can easily achieve their successful in life. For example they easy to get a job and no need to wait a long time to fine a job because they have an advantages in their looking. Attractive faces can give a good first impression when they come to interview. Not this only, they also can get a goood position in a job that they want without any effort. Yet people that have attractive faces must use it for a good things. Clever in studiesis one of the people who born in lucky. Many advantages people born in lucky with clever in studies. For instant if they clever in studies they can pass the exam easily without struggle hard because they can manage their timetable. They also clever to decide what they must do in their life. For example they can make a good decision about choosing their career that suitable with them and then the decisin can bring to a happy life. They should proud of this because they born with cleverness. In conclusion, we can see some people are just born in lucky because they have wealthy family, have attractive faces and clever in studies. Thus, this show many advantages that they can get when they born in lucky. They must know that they are very lucky and not every people born lucky like them.

Teen Sex Stats Essays - Midwifery, Fertility, Sexual Acts

Teen Sex Stats Alarming Statistics: - 1 of 10 women b/w 15-19 years of age get pregnant every year, 83% are unwanted or unplanned - 50% of unmarried teens who get pregnant do so within six months of their first sexual experience - approx. 50-60% of adolescent girls and 75% od adolescent boys have had sexual intercourse by the time they graduate from high school - 61% male and 48% female high school students engage in sexual intercourse - as of 1992, 54% of all high school students are coitally experienced, the majority do not use condoms consistently - only 40% of girls who leave high school because of pregnany will graduate from high school, only 2% will graduate from college before 29 years old - a growing number of adolescents are having sexual intercourse before the age of 13 - 40% of all adolescent females will become pregnant before they graduate from high school - almost 1.1 million teen pregnancies will end in abortion or miscarrige - of 500,000 births occurring in adolescents girls each year, 31,000 occur in girls under 15 - 3 million 13-19 year old are infected with STDs not including HIV or AIDS - STDs infect 10,000 13-21 year olds yearly - estimated 10-12 million Americans have STDs - 15-19 year olds accounted for 24% of reported cases of Gonorhea - incidence of clamydia of infertility is reported to be 5-30% in sexually active ttens - average age for initiation of sexcual intercourse is now mid-late adolescense - United States holds the highest rate of teen pregnancy of any delevoped nation Human Sexuality

Daphnia Lab Report Essays

Daphnia Lab Report Essays Daphnia Lab Report Paper Daphnia Lab Report Paper A pipette was used to place the Daphnia with water on a glass slide. The slide was then placed under a glass microscope to be observed for the experiment. A tally counter was used to count the heart rates of the Daphnia when it was placed in warm water, under ice and in epinephrine. RESULTS When we experimented what the effect temperature has on the Daphnia heart ate, we started with an average control of 64 beats in 15 seconds. After placing the Daphnia in warm water the average heart rate went up to an average of 72 beats in 15 seconds, with an average increase of 12. 5%. When we placed the Daphnia over ice the average heart rate decreased to an average of 43 beats in 15 seconds, with an average decrease of 33%. When we experimented what the effect of epinephrine has on the Daphnia heart rate, we started with an average control of 73 beats in 15 seconds before adding epinephrine. When he epinephrine was added to our experiment the average heart rate increased to 83 beats in 15 seconds. , with an average of 14%. After the epinephrine was diluted from the slide the average heart rate returned to an average of 78 beats in 15 seconds, with a decrease of 7% from the heart rate with epinephrine. DISCUSSION After putting the Daphnia in warm water the average heart rate increased by 12. 5%. The average heart rate then decreased by 33% in cold water. This is because they are cold-blooded animals; therefore they cannot go through harmoniousness. Their body temperature rises and falls, along with its heart rate, depending on the environment theyre exposed to. After applying the epinephrine the heart rate shot up by 14% and decreased after being diluted in water by 7%. Epinephrine is adrenaline. On any animal adrenaline makes the heart rate go faster which brings us to our results. CONCLUSION With this experiment we saw the effects of temperature and epinephrine on a Daphnia heart rate. All three of my hypotheses were proved correct.

The role of education in a juveniles life Essay

The role of education in a juveniles life - Essay Example The years of schooling are extremely vital in an individual life, since they c an make or break the kind of person he turns out to be. Education passes on virtues like leading a disciplines mode of life, being sensitive to the others' emotions, respecting fellow humans and also leading an honest and worthy life. Today, children are being diverted and exposed to hazardous knowledge from numerous sources. This has resulted in the rise in the number of juvenile delinquency cases. Children are being lead astray due to the high penetration of crime into the society and the influence it has on young impressionable minds. This has paved way to increasing crime rates in the age group of below 18. It is here, that one needs to sit back and contemplate on the ways and means to curb this rising delinquency rate. One of the best ways t o exert a crease on such occurrences, is through education, Education helps refine children and their thinking processes. Since they can be moulded easily and brought into a certain fold, imparting education to juveniles is necessary. By doing so, delinquency rates can experience a dip, while also facilitating the rehabilitation of juveniles who have been led on to the wrong path. This paper attempts to explore the Role played by Education, in the process of rectifying a nd rehabilitating the lives of Juveniles. ANALYSIS ROLE OF SCHOOL EDUCATION Schools play a very important role in providing a perspective to children. For instance, if a child is brought up in an atmosphere where he is put down and looked down upon by his peers, he becomes excessively negative in his perspective. Low self-esteem and the illusion that one is not cared for, creeps in and this often propels the student towards self-destruction. Schools play a three-fold effect on the lives of children. They influence a child in various facets of his growth and comprehension. Firstly, schools establish the Process of Learning, in the lives of student. This learning need not be limited to the learning of varied subjects. It extends beyond. For instance, learning about oneself is the foremost step toward knowledge and wisdom and school education sows the seeds towards the attainment of this wisdom. School education helps a child understand the world, learn to adapt to demands of situations and to acquire not only subject matter, but also soft skills, like working in a team, acquiring leadership qualities, etc. This is the most evident impact that school education has, in the process of moulding and making the life of a child. The second influence that school education creates, on the life of young minds, is that of establishing set behavioural patterns. Following school rules and regulations is the primary step in curbing the influence of external forces of distraction. When a child is given the absolute freedom to do as he pleases, the child often does not know what ahs to

Goerge Bernad Shaw's Pygmalion Term Papaer Essay

Goerge Bernad Shaw's Pygmalion Term Papaer - Essay Example Even belonging to the middle stratum of society, Shaw was the torch-bearer for the cause of the poor and suppressed section of society, and studied socialism as the philosophy that aimed to diminish social injustice and inequality from society. It is therefore the ray of class conflict and exploitation of the proletariat at the hands of the bourgeoisie can be felt in almost all his writings and plays. He was a highly learned and intellectual person, and contained both seriousness and burlesque attitude while entering into social interaction with others as well as while creative a piece of literature. He applied his sense of humor and irony in all his plays, to address the faults and shortcomings prevailing in society, which present the most sublime precedent of satire in the modern drama. Like all other works produced by Shaw, his masterpiece under the title â€Å"Pygmalion† is also a true example of satire that reveals the hypocritical and dual standards have been introduced and implemented by the individuals belonging to elite class of society. He worked for the cause of socialism with great fervor and enthusiasm and wholeheartedly condemned capitalism by stating it a system that widens the gulf between haves and haves-not. â€Å"In his pamphlets George Bernard Shaw argued in favor of equality of income and advocated the equitable division of land and capital. Shaw believed that "property was theft" and believed like Karl Marx that capitalism was deeply flawed and was unlikely to last.† (Retrieved from spartacus.schoolnet) Based on the social behaviors and attitude observed by the people come out of leisure class of society, the great playwright has successfully analyzed the mentality of the rich individuals while treating the lower classes. By analyzing the history of the globe, it becomes obvious that almost all human societies have been observing

Research Methods Essay Example | Topics and Well Written Essays - 1000 words - 1

Research Methods - Essay Example Sampling The level of analysis adopted in this study is the company or organizational level. Level of analysis, as defined by Louche and Baeten (2006), refers to the level which this analysis will apply. In this study, the company level of analysis of the impact assessment focuses on the organization, their processes, challenges, decision-making methods, outputs and outcomes (Wood, Logsdon, Lewellyn & Davenport, 2006). The population identified for this study consists of the employees comprising the global virtual teams of a multinational corporation. Random sampling will be used to ensure the representativeness of the sample. Random sampling is a type of probability sampling where each item or member of the population of interest has an equal chance of being included in the sample. This type of sample guarantees that the respondents are selected without bias and at the same time permits the determination of a specified statistical level of confidence in the statement of inferences ( Kazmier, 2004). A Web-based random sample size calculator was used to compute for the minimum required sample, based on the following parameters: (1) margin of error, 5%; (2) confidence level, 95%; (3) population size, 60,000; and (4) response distribution, 50% (Raosoft, 2004). Based on the output generated by calculation, the minimum required sample size was 382. A screenshot of this output is exhibited as Appendix 2. However, in anticipation of contingency which may arise during data gathering, such as invalid or incompletely answered questionnaires, failure to retrieve floated questionnaires, or withdrawal of the respondent’s participation at any point in the study for whatever reason, the minimum sample size required was augmented by 10% and rounded off to the nearest tens. Hence, the sample size in this study is 420. Random sampling will be carried out by obtaining pertinent information such as names of the employees and corresponding e-mail addresses. Permission has alr eady been requested from the HR department after purpose of the study and request for information accessed have been discussed. Approval has also been given on condition of anonymity and confidentiality of the information disclosed. The names of the employees have been inputted in Microsoft Excel (2003). Each name in one column was automatically assigned a random number and sorted from lowest to highest. The first 420 random numbers representing employee names were selected as respondents. Measures Five constructs are being measured in the current study. Three of these constructs are organizational variables included in the first research problem: communication, culture and diversity. Communication is measured in terms of level of adequacy of communication within and among the virtual teams using Part 2 of the research instrument. Respondents assess the adequacy of communication within and among the virtual teams using a five-point Likert Scale. The responses are interpreted accordi ng to the mean of the

History of the Indian-Pakistan Conflict

History of the Indian-Pakistan Conflict Conflict Analysis 2nd assignment: Choose one conflict from the UCDP data. Identify and map the different historical stages and periods of the conflict using the conflict cycle. How did battle deaths and other forms casualties (one-sided violence) change during the conflict cycle? What kind of pattern do you observe over time? For this essay I have chosen to write about the Indian-Pakistan Conflict over the Kashmir which is a strategically placed region in the north west of the subcontinent, bordering China and the former Soviet Union. The main issue is that both countries are claiming this territory, based on religious reasons according to Pakistan considering the majority of population being Muslim and governmental reasons according to India because a Hindu Maharajah is ruling the area. The British India has been split up into three countries, Pakistan, India and East Pakistan. They have been divided by the population who were mainly Muslim in the north west and north east side of the subcontinent the Hindu in the central side. This partition caused a large human migration and from this point many violence have taken place across the region. The years 1946-1946 are the pre-conflict phase of this major conflict because after the partition of the British India, Kashmir had to choose whether they want to accede to Pakistan, India or to become Independent. The escalation to the First Kashmir War is taking place along the 1947 because Pakistan did not want Kashmir to accede to India therefore Lashkar tribesmen invaded the area so the ruler was forced to ask help from the Indian armed forces because he was facing internal revolts because the â€Å"Muslim peasants refused to pay their taxes to the Hindu landlords† (Stanley Wolpert, India and Pakistan, p22) and an external invasion because Pakistan wanted to â€Å"liberate Kashmir from Hindu control† (Stanley Wolpert, India and Pakistan, p22). The crisis phase during the First Kashmir War reaches the top between 1948 and 1949 when the Indian government responded with massive fighting against the Pakistan army, but then based on the aggression that came from Pakistan, India asked for the United Nations intervention in order to mediate the war. The intervention of the United Nations builds up the outcome of the war because both countries were forced to withdraw the troops and the tribal invaders. The Kashmir area had been split up in two territories by the ceasefire line and basically the north-western side of the region will be administered by Pakistan and the central, north-eastern side of Kashmir will be administered by India. The ceasefire line has been drawn based on the lawyers’ conclusions within the United Nations Security Council, which were based on the population wishes which showed that most of those who are living in the north-western part seemed to favour Pakistan and in the central and north-eastern part Hindu and Buddhists are majoritarian. The final decision has been taken in 1964 but until that, all the period was an â€Å"exacerbating Cold War†. (Stanley Wolpert, India and Pakistan, p27). Starting with the second decade of 1964 and the beginning of the 1965 the tensions are increasing because the United Nations ceasefire line could not stop the invaders to cross the border into the Indian administered Kashmir. This invasion took place because the Pakistani army general has been angry when India announced that the implementation of a constitution in Kashmir made the state part of the Indian Union. The confrontations rich the top and transform into a crisis when the Indian troops crossed the international border line to Lahore even if this was not the truest Indian intension. They only did that because the Pakistani army general dared the Indian army general to attack the defenceless capital but he actually didn’t believe that actually India could do that. After all these happened, the Pakistani general begged the US presidency to set a ceasefire line with India. At the very beginning of the 1966 as an outcome the Tashkent Agreement has been signed in Uzbekistan between both parties because each of the war actors were holding a territory from the other actor. This agreement has been signed under the following idea â€Å"Instead of fighting each other, fight against the poverty, disease and ignorance†. (Stanley Wolpert, India and Pakistan, p34). The situation is still quite tense because this outcome is still in a crisis moment when any spark could start the war again. Many revolts are taking place in Pakistan between 1966 and 1969. The student’s dormitories have been assaulted by the riots and most of the population in Lahore wanted to change the government. In both West and East Pakistan the martial law has been implemented by Ayub in the early 1969. Based on the martial law in Dhaka, the capital of East Pakistan most of the prisons have been filled up with political prisoners because the country wanted to become independent. Because of fast spread of the issues in both countries at the very beginning of 1971 the third war begins in East Pakistan and that is actually the transformation of East Pakistan into Bangladesh. The reason of this war is that the West Pakistan government did not accept the elected premier in East Pakistan to start his premiership. Basically the violence increases, reaching a top crisis when the West Pakistani air forces launched an attack over the north-western Indian airfields. After the actions India involves directly into the war and organizes an air, land and sea attach against the eastern Pakistani because most of the West Pakistani army was there. In March 1971 the western Pakistan army become war prisoners in Dhaka and the Bangladesh become independent, â€Å"reincarnated from the East Pakistan†. (Stanley Wolpert, India and Pakistan, p41). Right after that, in 1972 an outcome is on the way. Both Prime Ministers of Pakistan and India, meet in the Indian town of Shimla to sign an agreements where both parties promise to end up fighting and to start the promotion of a harmonious relationship and to establish a durable peace in the area. This agreement also transforms the ceasefire line into the Line of Control between these two countries. Following in the 1974, India’s state government affirms that Kashmir is part of the Indian Union but the Pakistan’s government rejects an accord that both countries had to sign in respects of the sharing region. In May the same year, India organizes the underground detonation of a nuclear bomb on its territory in order to show the nuclear power that the country has. 1988 is a very interesting year because reaches the lowest rate of violence since the whole conflict started and both sides signed an agreement which says that none of them will attack the nuclear facilities of the other’s. However, in 1989 a sharp rise of deaths transforms Kashmir again into a crisis because a resistance against the Indian rule began in the valley. Actually this resistance is happening because the Muslim Parties in the region accused the Indian government of intervention on the 1987 state’s legislative elections. At the same time India accuses Pakistan of providing weapons and training to the protestors in the valley but the Pakistani government denies everything. In 1990 the situation has still a crisis character because of the protests in Kashmir but in 1991 even if the tensions are still high rated, both countries manage to sign another agreement where they decide to provide advance notification regarding any military movement in order to protect th e airspace violation and in 1992 they sign a non-nuclear aggression agreement which prohibits both countries to use chemical weapons against each other. Between 1996-1999 there is an escalation because of several clashes between the military officers at the Line of Control. In 1998 begins a nuclear race between India and Pakistan because of the detonation responses between them but happily they end up being sanctioned by the international rule. Sadly in 1999 the confrontations transform into a crisis again because the Pakistan forces are taking strategic positions on the Indian side of the Line of Control. As a counter offensive Indian forces fights and manage to move the Pakistan army back on their side. This conflict is called Cargill war because of the location where took place and is the first one that happened right after both countries showed their nuclear power creating a worldwide fear of the possibility that one of both countries could use the nuclear bomb. In 2000 and 2001 the tensions in Kashmir valley are still very high plus the administrative leader of the region of India to start a military operation against the Pakistani training camps, but in July 2001 both Prime Ministers meet in a Summit in order to discuss about the core issue in Kashmir but they couldn’t come to an agreement. In December the same year the situation is still in a massive crisis because the Indian Parliament has been attacked and they continued to fight along the Line of Control until happily the war has ended thank to the international intervention. In 2002 both sides try to define an outcome despise the risky tensions and in 2003 they decide to stop fighting, following a quiet period until 2004 when both Prime Ministers meet within another Summit and decide to withdraw the troops from the Line of Control because the situation has been improved in the area. At the moment the conflict is still blurry an in outcome stage because during 2010 and 2011 minor bomb attacks happened in New Delhi but obviously the number of deaths decreased drastically bellow 100. As a conclusion what I would say is that, this is a quite complicated and long conflict with a very dynamic pattern. Despite of the several signed agreements both parties just couldn’t stop fighting from what it is considered to be theirs and as you can clearly see the conflict is still debated even if there is no crisis situation.

Pragmatism in Navarre’s Heptameron :: Navarre Heptameron

Pragmatism in Navarre’s Heptameron In Navarre’s Heptameron, the tale of the princess who thwarts an attempted rape reveals the superiority of pragmatism over passion in a Europe transitioning from the medieval period to the Renaissance. Firstly, it is worth mentioning that the princess’ physical defeat of her lustful attacker would have violated traditional societal mores vis-à  -vis the male-female power dynamic. However, it is the princess’ social response that is most significant. While initially insistent on the would-be rapists ‘head’, she calms down after a discussion with her assistant. Her good judgment eventually prevails and the conclusion is favorable for her. The princess was a woman of moral uprightness; that is emphasized in the tale. Her rage emanated from her knowledge that a man, whom she, in an exercise of free will and of her honor, had rejected, would then try to take forcefully that which she had refused to give voluntarily. Clearly, the assailant (also her host) deserved to be punished. The medieval solution would be execution of the attacker; that was the surest way of preserving the family’s honor. However, in the process, the princess’ personal reputation could be destroyed. So, the princess pursues her own personal interest; she refuses to be a victim of â€Å"greater good† philosophy. Her innovative solution leads to the host being consumed with his own guilt. He can no longer bear to face the woman he loved so greatly. His bruises serve as a personal reminder of his sin. The princess, on the other hand, receives confirmation of her suspicions—which she would have been deprived of had she punished her host in a more traditional fashion—and her honor remains intact. Her scheme is also more torturesome for the host; he knows that she might know and her professional and noble behavior throughout attests to her goodness—a goodness he tried to violate.