Climate Change The Agricultural Industry And Suffering...

We are on the verge of severe climate change, caused in part by the agricultural industry and suffering animals, but nobody cares. Climate change is upon us caused in part by the agricultural industry. The animal industry continues to wreak havoc on unfortunate livestock who are kept in captivity, and live a life of pain. While finally, we as humans seem to lack the ethic we need to fix our problems, and save not only ourselves, but the animals we share the world with. Earth’s climate is on a downward spiral, and our agricultural industry is a main cause. Climate change is upon us, and it’s happening faster than scientists predicted over a decade ago (Pollan 872). Most People don’t care about climate change; things have gotten worse than what the models have predicted, despite being what the data predicts the outcome will be. Agriculture is a major part of climate change, and it’s already happening today such as droughts, flooding, erratic weather shifting, and longer growing seasons (Lappà © 854). The massive demand on agriculture, and its growth directly contributes to climate change, and our insatiable appetite is to blame. The dilemma with climate change, is that the sum of every little every day choice that we make that affects our environment, because we are 70 percent of the economy that affects the climate (Pollan 872). The only probable solution to our dilemma is to start making better decisions, and to be cons cious of our environment. A key decision we could make toShow MoreRelated Essay on Global Warming: The Effects of Climate Change1410 Words   |  6 PagesClimate change is a long-term alteration in the statistical distribution of weather pattern over periods ranging from decades to millions of years. The world is currently experiencing drastic change in temperature. 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ABSTRACT Global warming, a phenomenon that started out as mere myth in our culture, is slowly gaining scientific ground as more evidence is being found in support of this theory. These changes can be attributed to many factors, but revolve around the fact that CO2 producing emissions are not good for the environment. â€Å"Worldwide, agricultural activity, especially livestock production, accounts

Woman Hollering Creek By Sandra Cisneros - 1587 Words

The book Woman Hollering Creek, by Sandra Cisneros highlights many examples of â€Å"everyday verbal mythology† in the Hispanic culture, literacy and language as sites of conflict build up. The violence in lack of translation, interpretation by translators, culture betrayal and existence of encoded language only familiar to insiders are some of the issues that seems not to appeal to the translators. The sufferings and subordination of both the culture and language by the leading culture is accompanied by other elements that erupt from â€Å"unconscious† of the book’s author to make things work for its conscious signification. The author says that â€Å"[The poem is] Pretty in Spanish. But you ll have to take my word for it. In English it just sounds goofy. (161). this clearly highlights the issue of untranslatability of the discourse subordinated culture to the dominant languages. The untranslatability of the Spanish language, the unpronounceability of Spanish and Amerindian name and the invisibility of silencing of Chicanos are all figured out by Sandra. Spanish operates in the text as a sign of insider status, specifically the bilingual Spanglish which, according to Castillo s poet-narrator, is spoken with an outrag accent splattered with Chicanismos, one could only assume was done with some intention (54). The character, Cleofilas, calls the mixture Spanish po cked with English, the metaphor, perhaps inadvertently, evoking disfigurement and disease (55). Woman Hollering Creek,Show MoreRelatedWoman Hollering Creek By Sandra Cisneros1519 Words   |  7 Pagesideals and their alternative outcomes of the short story â€Å"Woman Hollering Creek† by Sandra Cisneros. In this short story we have the protagonist by the name of Cleà ³filas whose father has agreed to let Juan Pedro Martà ­nez Sà ¡nchez take his daughter for a bride. Cleà ³filas is a traditional Mà ©xican women and her husband was from â€Å"the other side†, Texas. Juan Pedro Martà ­nez Sà ¡nchez later becomes her abusive, unfaithful husband. â€Å"Woman Hollering Creek† recreates the representation of La Llorona except in thisRead MoreWoman Hollering Creek By Sandra Cisneros1345 Words   |  6 PagesIn Woman Hollering Creek, Cleà ³filas the protagonist is trapped in a constricting, culturally assigned gender role due to her isolation, violent marriage, and poverty. Intertwined in allusions to women of Mexican history and folklore, making it clear that women across the centuries have suffered the same alienation and victimization, Cisneros presents a woman who struggles to prevail over romantic notions of domestic bliss by leaving her husband, thus awakening the power within her. In the storyRead MoreWoman Hollering Creek By Sandra Cisneros993 Words   |  4 PagesIn the short story, â€Å"Woman Hollering Creek,† written by Sandra Cisneros was about a woman named Cleofilas who married a man, Juan Pedro Martinez Sanchez, who abused her both mentally and physically. In the Mexican culture there always seems to be a difference between men and women. Men are superior to women. Women, just like Cleofilas in this story,believe it is their absolute duty to go through hell in order to attempt to make a marriage work. Also, not only did Cleofilas base her opinions aboutRead MoreWoman s Hollering Creek By Sandra Cisneros1362 Words   |  6 PagesA difficult choice such as life and death is not an easy decision to make. In â₠¬Å"Woman’s Hollering Creek† by Sandra Cisneros, there is an important passage that through its language and structure provides the protagonist with a strong internal conflict. The passage comes with strange words and sentence structures which lead the reader to question why Sandra Cisneros would do that. The short sentences and the strange fitting words provide a reason why Cleofilas is different from the legend of â€Å"La Llorona†Read MoreEssay on Themes in Woman Hollering Creek by Sandra Cisneros936 Words   |  4 PagesThemes in Woman Hollering Creek by Sandra Cisneros Woman Hollering Creek is a book of short stories published in 1991. The author, Sandra Cisneros, separated her book into three sections. The section that will be analyzed is the first section where the narrators are female children. Out of the many stories in section one, the three that will be focused on are, Mericans, My Friend Lucy Who Smells Like Corn, and Barbie-Q. The children in these three stories are all lower class, Mexican-AmericanRead MoreAnalysis and response to 8 of the stories in Sandra Cisneros Woman Hollering Creek3961 Words   |  16 PagesBREAD SANDRA CISNEROS I question whether these two people in the story are having an affair, back together after a divorce, or whatever? Something as simple as bread can lead to that answer. The bread is much like their relationship, actually exactly like it. We were hungry. We went into a Bakery on Grand Avenue and bought bread. Filled the backseat. The whole car smelled of bread. Big sourdough loaves shaped like a fat ass(Cisneros 84). It was an affair. They were lusting each other and finallyRead MoreGender Role Reversal? Analyzing Junot Diazs Drown and Sandra Cisneros Woman Hollering Creek1621 Words   |  6 Pageseasily exploited by men. 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Both of these stories have different characters with different backgrounds, but they share something in common. Both women have to face some difficult moments concerning their marriage and its outcome. However, Chopin and Cisneros focus on the idea of using simple objects like a window and a creek to symbolize the possibility for these two women of getting a free

The Differences of Teenagers in the 1940s Compared to Teenagers Today Free Essays

The Differences of Teenagers in the 1940s Compared to Teenagers Today Elizabeth Ann Murphy Keller Regional Gifted Center, Chicago Teacher: Sandra Cap â€Å"Teenager† was not even a word until the late 1940s. Zoot suits, bobby-soxers, soda shops, do not sound familiar. These were all things 1940 teenagers know. We will write a custom essay sample on The Differences of Teenagers in the 1940s Compared to Teenagers Today or any similar topic only for you Order Now A teenager’s life in the 1940s and today is extremely different in the areas of high school life and home life. If you stepped into a classroom in the 1940s, you might see girls making dresses and boys training hard in physical education. At Crane Technical High School, physical education was very important because the principal wanted to keep all of the boys in tiptop shape for war. At Lucy Flower High School for girls, the students studied hat making, laundering, and beauty culture. Also, schools that had sewing classes, had a fashion show at the end of the year where the boys and girls alike would fashion what they had made. According to the Chicago Teen Exhibit at the Chicago Historical Society, the reason these classes are so different from today is â€Å"many poor and immigrant families saw little value in studying subjects like Latin and Botany. Educators knew that young people and their parents would choose school over work only if it served a practical purpose. In response, schools offered vocational and commercial courses from dressmaking to bookkeeping. Growing numbers of young people soon filled technical schools†. Schools taught lessons in family life, hygiene, and health. According to Joel Spring this was because â€Å"What do we do with sixty percent of students who aren’t gaining anything from a college-prep curriculum? We will give them â€Å"life adjustment education†. In 1940, eight out ten boys who graduated from school went to war and more than half of the population of the United States had completed no more than eighth grade. In 1945 fifty-one percent of 17 year olds were high school graduates. Today, more than 13 million teenagers report to public high school classes across the United States. The Scholastics Aptitude Tests (SAT) began in 1941. They were used as a screening device for college admission and originally as an Army intelligence test. The SATs are a major part of today’s teenager’s life. To get into a good college, you eed to do well on the SAT, considering 60% of today’ s jobs require training beyond high school compared to just 20% in the 1940s. Today’s high school students take classes much different than the classes in the 1940s. They take classes such as English, Mathematics, Science (one Biology and one Physical Science), U. S. History, Civics, Economics, Physical Education, Health Education, and E lective, Art or Music or Vocational courses, Career and Technical Education, and a Foreign Language. At Illinois Mathematics and Science Academy (IMSA), an advanced high school, students take math classes such as Mathematics Investigation I to MI IV. They study in-depth mathematics, and some students even work into the Calculus series of mathematics. IMSA has numerous classrooms, an auditorium, and a swimming pool. In the 1940s, St. Michaels High School had a dark room, a gymnasium, a swimming pool, horses (for horse back riding lessons), and a bowling alley. At St. Michaels, on the first floor, there was the gymnasium and the music room, on the second floor the cafeteria, and on the third floor, the library and the chemistry labs. This school is much like today’s high school except the horses. After school, in the 1940s, a teenager might go home, change clothes, and go to work. If your family was poor, you would work very hard after school or you did not even go to school, but worked all day, and all of your earnings would go to your family. There were not a lot of high-paying jobs available in Chicago during the 1940s. Bill Flanagan, a teenage boy during the 1940s, claims â€Å"My first official job, I got when I was 14. I was a bus boy at the restaurant on the South Side. I got $0. 25 an hour. Good money. I got $5 a week. Of course, you could take a girl out on a date for $5. Believe me, $5 was a lot of money. † Eva Kelley, a teenager in the 1940s, was a YMCA locker room attendant for $0. 6 an hour. Yvett Moloney, a young teenager during the late 940s, had a rare job working in a mail order house for $3. 50 a day, and she worked at a telephone company. Other jobs did in the 1940s include working at the YMCA and teaching swimming, working at a pizza place, and working at a warehouse. Anna Tyler, an African-American teenager during the 1940s, worked at the men’s club as a waitress, the office university club, Wiebolt’s as a clerk, and an elevator operator. Jerry Warshaw, a teenager in the 1940s, had numerous jobs: delivery boy at the fish market, a soda jerk, at the Treasury Department, and the post office. His most memorable job was an usher captain. He had 17 men under him and got paid $0. 45 an hour. Today we still have ushers, only they work in performance theaters and at sporting venues. Many teens today work at fast food restaurants and stores such as Jewel Osco and Walgreens. Today, most restaurants and grocery stores let teenagers work there as long as they are 16 or older. Many high school students today volunteer as well as have a job because service hours are required to graduate from high school. Because of World War II, there was rationing and victory gardens on the home front. There were scrap drives, war bond drives, and every sort of stamp for food or shoes. â€Å"The average gasoline ration was three gallons a week; the yearly butter ration twelve pounds per person, 26 percent less than normal; the yearly limit for canned goods thirty-three pounds, thirteen pounds under usual consumption levels; and people could buy only three new pairs of shoes a year†, according to historian Michael Uschan. Compare that to today. Today you can buy almost anything. â€Å"When traditionalists talk about the Family, they mean an employed Father, a stay at home mother, and two school-aged children. This profile only fits 5% of United States families today,† according to historian Letty Pogrebin. During the 1940s, teenagers and there parents were usually very close. Some parents who supported the war effort left there teenagers unattended. This caused â€Å"renewed social alarm about juvenile delinquency. To answer the crisis, social guidance films shown in the classroom presented scenarios meant to shape teen behavior into more acceptable forms†, according to a history of American education. From Zoot suits to baggy pants; from sewing classes to biology; from radios to television, a teenager’s life in the 1940s is very different from today. From Susan Ansell â€Å"High School. Education Week: High School Reform†edweek. org/context/topics;/ issuespage cfm? id+cfm? id+15, (Oct. 4, 2004); Stephen Feinstein â€Å"Decades of the 20th Century: the 1940s, from World War II to Jackie Robinson, Chicago Historical Society, â€Å"Teen Chicago†; Eva Kelle y interview, no date. (www. teenchicago. com); Yvett Mohony interview, (Nov 23, 2002); (www. teenchicago. com), Student Historian’s interview with Meghan Murphy, (Oct. 2, 2004); High School,‘‘ECS IssueSite: High School†, ecs. org/html/issue. asp? issueID=108 (Sept. 5, 2004); High School Curriculum Introduction, www. u46. k12. il. us/high_school_curriculum_introdu. html (Oct. 10, 2004); Sara Mondale and Sara B. Patton, School: The Story of American Public Education; Letty C. Pogrebin, Family politics, Love and Power on an Intimate Frontier; Sammy Skobel interview Nov. 22, 2003. (www. teenchicago. com); Tom Snyder, â€Å"Educational Attainment: Literacy From 1870 to 1979†, www. nces. ed. gov/naal/historicaldata/edattain. asap (Oct. 4, 2004); Michael V. Uschan; A Cultural History of the United States: Through the Decades the 1940s. ] How to cite The Differences of Teenagers in the 1940s Compared to Teenagers Today, Essay examples

Physical Therapy Exercise Tolerance and Quality of Life

Question: Describe about thePhysical Therapy forExercise Tolerance and Quality of Life. Answer: Pulmonary Rehabilitation program in a health clinic setting Pulmonary rehabilitation is also considered as the respiratory rehabilitation. This is considered as an important part of the health maintenance of people who are suffering from the chronic respiratory disease (Jenkins et al., 2010). The Pulmonary Rehabilitation program is found as a broad therapeutic concept. The procedure of pulmonary rehabilitation is approved by American Thoracic Society and European Respiratory Society as a comprehensive, evidence-based and multidisciplinary intervention for patients who are suffering from the chronic respiratory disease (Wong et al., 2010). In this research report the objective or the purpose of the pulmonary rehabilitation program and role of a therapist to enhance the quality service of Pulmonary Rehabilitation Program. Objectives of the Pulmonary Rehabilitation Program The Pulmonary Rehabilitation Program is proved as helpful to improve the quality life of individuals who are suffering from the chronic pulmonary disease (Ringbk et al., 2010). However, there are different objectives, which are helpful to conduct the rehabilitation program successfully. The objectives are as follows- Offering individual with a better understanding of the disease. Helping individuals to develop a method to cope with their disease. Maintaining as well as promoting improvement in physical capabilities of the patients. Helping individual to lead a better lifestyle Decrease the hospitalisation number in a particular community It is recognized an organisation or a clinic can achieve their target, which is helping the patients who are suffering from the severe cardiac disease by fulfilling the objectives stated above (Janssens et al., 2011). However, any patient who is suffering from chest pain does not need to go through a pulmonary rehabilitation program. However, individual who are who are suffering from chronic pulmonary disease, which affected their quality life, as well as functional status, needs to go through a pulmonary rehabilitation program (Ghanem et al., 2010). Several patients can have benefited from the pulmonary rehabilitation program such as chronic obstructive pulmonary disease, cystic fibrosis, bronchiectasis, neuromuscular disease and pulmonary fibrosis. Phases of Pulmonary Rehabilitation Program The Pulmonary rehabilitation program of a clinic has several elements, which are listed as follows but are not limited- Conducting education sessions with the patients who are suffering from chronic cardiac diseases about the breathing techniques, oxygen therapy, respiratory medications, and diseases process as well as exercise techniques (Spruitet al., 2013). Performing exercise in the reconditioning season. Conducting nutrition education session to help the patients to realise which kind of foods is good for their health and lead a quality life. Take session to help the patients to conserve energy. Take individual session with the patients and help them to sort out exercise prescription, program recommendations, and tests. Conducting meeting with the patients to help them understand the test results. Recommending the patients the changes in prescription or exercise routine are necessary, especially changes in overnight oximetry, oxygen therapy, medication changes and ABGs. It is recognised that a pulmonary rehabilitation program may be stretched from six weeks to 10 weeks. The patients who need specialized care can be assisted further by the clinic professionals. Role of a therapist in the Pulmonary Rehabilitation Program in clinical setting In a rehabilitation program, different staffs play a critical role to perform the rehabilitation program successfully. The therapist plays a crucial role to help the patients, who are suffering from cardiac disease. The pulmonary rehabilitation therapist is responsible for the entire rehabilitation program. The person also plays a pivotal role to lead the rehabilitation team. The therapist needs to make coordination between the physiologists, nutritionist as well as the pharmacist (Mainguy et al., 2010). The therapist needs to prepare guideline not only for the patients but also for the nutritionist and exercise tutor. The therapist initially needs to check whether the patients are eligible for the pulmonary rehabilitation program. Then the therapist needs to check the patients present health condition so that he or she can take proper interventions. After that, the therapist should help the patients to learn their current condition. It is important because of the education of the pa tients. The patients need to be educated about their present health status so that they can lead a better life (Yoshimi et al., 2012). The therapist needs them to be educated about the medications, ABGs, overnight oximetry as well as oxygen therapy. It is found that the patients can lead a quality life or a better life with the proper help from their therapist. The therapist also helps the patients to decide, which kind of exercise is helpful for their health. In other words, a therapist takes all the responsibilities of a patient who attend a pulmonary rehabilitation program. Recommendation for the program Although, being a therapist in the clinic where pulmonary rehabilitation program is offered it is important to follow the guideline and help the patients, it is also important to improve the present condition of the clinic and enhance the quality of pulmonary rehabilitation program offered by this clinic. To improve the current state of the pulmonary rehabilitation program in the clinic, several steps can be taken. The pulmonary rehabilitation program offered by this clinic is stretched from six to 10 weeks. However, if a patient seeks special attention, then the clinic can provide an individual appointment for him or her. The clinic can help the patients to find out nearest health care facilities for the patients near their home so that they do not need to travel a longer distance to join in a pulmonary rehabilitation program. The clinic can provide an individual specific guideline to lead their life. The clinic can also check on their patients on a regular basis and summarize the health progress of the patients. Conclusion Offering pulmonary rehabilitation program is not an easy task for a clinic as a clinic does not possess same safety and facilities like a hospital. However, it is possible for them to offer a better life towards the patients who are suffering from chronic cardiac diseases. In this scenario, that key role is played by the therapist, who helps the patients to achieve a better life. References Ghanem, M., ELaal, E. A., Mehany, M., Tolba, K. (2010). Home-based pulmonary rehabilitation program: Effect on exercise tolerance and quality of life in chronic obstructive pulmonary disease patients.Annals of thoracic medicine,5(1), 18. Janssens, T., De Peuter, S., Stans, L., Verleden, G., Troosters, T., Decramer, M., Van den Bergh, O. (2011). Dyspnea perception in COPD: association between anxiety, dyspnea-related fear, and dyspnea in a pulmonary rehabilitation program.CHEST Journal,140(3), 618-625. Jenkins, S., Hill, K., Cecins, N. M. (2010). State of the art: how to set up a pulmonary rehabilitation program.Respirology,15(8), 1157-1173. Mainguy, V., Maltais, F., Saey, D., Gagnon, P., Martel, S., Simon, M., Provencher, S. (2010). Effects of a rehabilitation program on skeletal muscle function in idiopathic pulmonary arterial hypertension.Journal of cardiopulmonary rehabilitation and prevention,30(5), 319-323. Ringbk, T., Martinez, G., Brndum, E., Thgersen, J., Morgan, M., Lange, P. (2010). Shuttle walking test as predictor of survival in chronic obstructive pulmonary disease patients enrolled in a rehabilitation program.Journal of cardiopulmonary rehabilitation and prevention,30(6), 409-414. Spruit, M. A., Singh, S. J., Garvey, C., ZuWallack, R., Nici, L., Rochester, C., ... Pitta, F. (2013). An official American Thoracic Society/European Respiratory Society statement: key concepts and advances in pulmonary rehabilitation.American journal of respiratory and critical care medicine,188(8), e13-e64. Wong, C. J., Goodridge, D., Marciniuk, D. D., Rennie, D. (2010). Fatigue in patients with COPD participating in a pulmonary rehabilitation program.Int J Chron Obstruct Pulmon Dis,5, 319-326. Yoshimi, K., Ueki, J., Seyama, K., Takizawa, M., Yamaguchi, S., Kitahara, E., ... Fukuchi, Y. (2012). Pulmonary rehabilitation program including respiratory conditioning for chronic obstructive pulmonary disease (COPD): Improved hyperinflation and expiratory flow during tidal breathing.Journal of thoracic disease,4(3), 259-264.