...Concerning the bubonic plague, it had two devastating outbursts in Europe, in 543 and in 1348 (Rosen, pp. 24). They are respectively called the Justinian plague (porter, pp. 32) and the Black Death (Rosen, pp. 24). The protection of the people against epidemic diseases was at the centre of attention, especially after the first outbreak. It disseminated all classes and caused terror among all. The death of infected people occurred rapidly. The disease attacked the lymphatic or/and the lungs. It passed through human by simple contact (Rosen, pp. 24). The same principle of isolation than with leprosis was applied at the first outbreak (Rosen, pp. 25). The procedure was that the infected person had to be reported, and then examine. If the person...
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...About a third of Europe’s population and a quarter of Syria’s and Egypt’s were killed by the disgusting pestilence known as the Bubonic Plague. The epidemic, also nicknamed the Black Death, was a disease that caused painful blisters on its victims, along with chills, fever, quick heartbeat and vomiting. It first appeared in Asia in the 1330s, and spread to Europe and northern Africa in the 1340s. Since cultures differ dramatically by location, people who followed Christianity and people who followed Islam had very strong distinction in opinion about the illness. Christians and Muslims had such different responses to the Bubonic plague because of their reactions, placing the blame and acceptance of the tragedy. One reason the responses to the Black Death varied so much was the initial reactions. A quote from a Christian in this time period reads “It was a cruel and horrible thing; and I do not know where to begin to tell the cruelty and the pitiless ways. It seemed that almost everyone became stupefied from seeing the pain. And it is impossible for the human tongue...
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...In Unit 731, the production of bacteria firstly focused on the survival of cultures for further study. Each disease had its own process of being cultivated and relied heavily on precise measurements to avoid spreading of plague, dysentery, typhoid, and others to the doctors’ accidentally. In his entire affidavit, Ishii denies his knowledge of the use of biological weapons used offensively during the war. Though it is hard to believe that the leader of an entire unit knew nothing about non-defensive uses of the diseases he cultivated while in control of Unit 731. The outright denial of most of the experiments performed in Unit 731 did not fool the interviewer since Col. Smirnov had testimony from others in the unit. However, Ishii’s interrogation did not yield enough critical evidence to force him to trial since he ordered most physical evidence of Unit 731 destroyed once Japan declared their official surrender. It came down the hearsay between the leaders of...
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...Cursory Analysis Having finished up with the answer of the evils of religion as opposed to the evils of civilization, Gandhi criticizes the requirement of protection from “the Pindaris, and the Bhils”. He states that suffering their perils would be better than requiring the British protection to repel it, as that would “render us effeminate”. The chapter is concluded by putting forth the idea that home rule can only be achieved when “we” stop fearing our countrymen, whoever or whatever they may be. Now the idea changes from pax britanica being questioned to how “Railways, lawyers, and doctors have impoverished the country”. Consumption is treated as a disease that plagues the population, showing a false pretense of wellbeing as is apparent from the lines “Consumption does not produce apparent hurt – it even produces a seductive color about the patient’s face, so as to induce the belief that all is well”. Now the concept of civilization being the broader umbrella which covers consumption and other such maladies is introduced. The example used to substantiate this assertion comes in the form of the railways, a symbol of modernity which showcases the spread of civilization. Arguments including the spread of germs, the bubonic plague, and evil in general is used to drive the point home. It is further stated that the same cannot be used to spread the word of the “good”, as the virtuous are not selfish and, hence, travel at a snail’s pace, further stating that the obstacle of distance...
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...Conspiracy theory Protective sense of human-beings naturally help observe others’ action whether it is hostile or not. A person, who is suspicious of persecutory actions from others around him for some or no reason due to excessive protective sense, is said to be jealous. When this sense goes even further, it becomes a disease. In medicine, it’s called paranoia. This is one type of schizophrenia. Paranoia leads one to reach quick conclusion about why a bad thing has happened to him, accuse the suspect easily and overlook one’s easy conclusion. This disease is common in any society. Personal analysis is much better and healthier and therefore less prone to this disease while paranoia at the level of society is more common as it is more prone. Psychologists say that this has to do with the fact that individuals are directly responsible for consequences of his action while no one is held responsible for actions of society as a whole. Society is much more susceptible to paranoia and is easy to escalate it once infected. In other words, society holds much stronger conviction in order to find the person guilty of causing bad things got them. It’s very common for social paranoia to be directed towards people with different nationality, religion and beliefs, and different social strata. Its symptoms manifest in accusation and suspicion. Victims of social paranoia tend to be accused of having supernatural power and association with witches, and of plotting evil conspiracy. This delusion...
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...Biological Weapons: Threat of the 21st Century Michele Tallman Ashford University Principle & Theory of Security Issues CRJ433 Alicia Dembowski January 12, 2014 Biological Weapons: Threat of the 21st Century Biological Warfare is morally and inhumanely wrong, it is the wrongful killing of men, women, and children and it should be stopped no matter what the circumstances are. For the past 50 years or so the world has lived under the shadow of atomic weapons, threatening a “nuclear nightmare” that would bomb us back to the Stone Age. Now in the 21st Century, there is a new nightmare, called Biological Weapons. These types of weapons deliver toxins and microorganisms, such as viruses and bacteria, so as to deliberately infect disease among people, animals, as well as the destruction of crops leading to food shortages. The way that a biological weapon is used depends on several factors, these include the agent, its preparation; its durability in the environment, and route of infection. Some agents can be disbursed as an aerosol, which can be inhaled or can infect a susceptible spot on the skin, like a cut or wound. With the recent revolution in molecular biology, this may have incidentally unleashed a new threat to a peaceful night’s sleep. Even though there has been talk concerning the disarming of certain countries from nuclear weapons, terrorist factions and "nations of concern" have sought ways to continue their wars, by using biological weapons. Asymmetric...
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...Comparison on Public Health and Community Health. Shelly Shew NUR/408 October 29, 2012 Kim Oatman Comparison on Public Health and Community Health Nursing. This paper will reflect the history of public health and significant events related to these agencies. The difference between public and community health will be acknowledged. Also information included on county, state, and national public health resources. There has been measurable growth and expansion over the years in regard to public health and its creation. Identification of Public health goes as far back as the 14th century. Towns and cities created a system known as quarantine to deter the bubonic plague (Black Death). Travelers and merchandise from places known to carry infections put in isolation. This procedure was in use until the 19th century to protect the public from the smallpox, syphilis, and cholera epidemics. Public health established services in 1798 as the Marine Hospital Service. This came about by early efforts of the federal government to provide health care to merchant seamen, protecting seaport cities from epidemics. In 1813 charitable services started by the Ladies Benevolent Society of Charleston, South Carolina, health care to the sick and poor. Another step toward the improvement of public health was the creation of the American Medical Association in 1847. Shortly after their existence this group formed a hygiene committee to conduct sanitary surveys and to develop a system to collect...
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...then moving westward. The Black Death has been extensively researched by thousands of historians, scientists, demographers and anthropologists and based on decades of research; the spread of the disease is believed to have originated from the Yersinia Pestis bacterium. The Yersinia Pestis bacterium is commonly found in flees which originates in the skin of various ground rodents. The bacterium comes in three forms bubonic, septicemic, and pneumonic. It initially spread from trading vessels and then to cities, villages, and eventually the countryside. The plague arouse so fast, people didn’t know what to do and assumed leaving their home was the best option, when in reality it caused even more of a problem. The effects of the plague lasted several decades after it was gone by causing major social, cultural, and economic problems all over the world. Despite all of the studies, researchers still have many questions on why and how the disease chose its victims and how it escalated so quickly. In order to understand the sexual mortality pattern of the Black Death plague one must look at two questions “did either sex face an elevated risk during the epidemic or were men and women at equal risk of dying?” (DeWitte 222) Beneficial for this information, one must understand the concept of selective mortality. Selective mortality is the belief that certain individuals are more likely to die than others based on their physical and mental status. It is commonly related to the Darwinian...
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...Nursery Rhymes Analysis There are many reasons why nursery rhymes continue to be a big hit in children’s lives. The fact that nursery rhymes are usually accompanied by a chant or a physical trait (performance) makes it easier for children to internalize the rhymes. The frequency in which children use these nursery rhymes is quite high. Yet, children themselves are oblivious to how often they use them. They use them at school during instructional time, but most important, they use them at play. Nursery rhymes have elements that assist with cognitive, lanugage , physical and social/ emotional developments. Some of these rhymes have significant meaning (historical meaning), some even include a moral lesson. Transition times are often difficult for preschool children and their teachers. These early childhood rhymes and songs help children move from one activity to another. When children become familiar with just a few transitional rhymes they become secure in their knowledge of what comes next. Many nursery rhymes use the classic number three. For example, The Three Little Pigs, portrays this classic number three. This pattern seems to add drama and suspense while making the story easy to remember and follow. The third event often signals a change or ending for the audience/reader. A third time also dismisses coincidence such as two repetitive events would suggest. The number three’s popularity has been considered powerful across history in different cultures and religions. Some...
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...In Aesop’s fable, “The Wolf and the Lamb,” the moral of the story asks the reader to examine the desire for an object—and how we justify our behavior if we cannot obtain that object. This moral is graphically presented through the repeated use of key words to describe the fox’s repeated failure to get what he wants. The fox’s first attempt is foiled as he “just missed” the grapes (35). He attempts “again and again”, running and jumping repeatedly, but has “no greater success” (35). He then becomes disgusted and walks away. These successive descriptions of his failure build to his disdainful comment that the grapes are probably sour (35). The repeated demonstration of fox’s failures and his self-rationalization of why is he walking away—not that he has failed but because he has decided that the grapes are sour and he does not want them anyway—cleverly portrays the moral of the fable: if you can’t get it, blame something else, not yourself. It therefore asks the readers to Aesop’s Fables 3 of 93 The Wolf and the Lamb Once upon a time a Wolf was lapping at a spring on a hillside, when, looking up, what should he see but a Lamb just beginning to drink a little lower down. ‘There’s my supper,’ thought he, ‘if only I can find some excuse to seize it.’ Then he called out to the Lamb, ‘How dare you muddle the water from which I am drinking?’ ‘Nay, master, nay,’ said Lambikin; ‘if the water be muddy up there, I cannot be the cause of it, for it runs down from you to me.’ ‘Well...
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...2. describe different types of solid wastes 3. recognize different sources of solid wastes 4. understand and state the three physical, chemical and biological properties of solid waste 2 Introduction Solid wastes are the wastes arising from human activities and are normally solid as opposed to liquid or gaseous and are discarded as useless or unwanted. Focused on urban waste (MSW) as opposed to agricultural, mining and industrial wastes. Integrated Solid Waste Management (ISWM) is the term applied to all the activities associated with the management of society's wastes. In medieval times, wastes discarded in the streets led to the breeding of rats and the associated fleas which carried the bubonic plague. The lack of management of solid wastes thus led to the Black Plague which killed half of 14th century Europe. 22 human diseases are associated to improper solid waste management. Solid wastes also have a great potential to pollute the air and water. Mining tailings from gold and silver mines will probably being spilling arsenic into the water supply forever. Materials Flow - The best way to reduce solid wastes is not to create them in the first place. Others methods include: decrease consumption of raw material and increase the rate of recovery of waste materials. Technological advances - Increased use of plastics and fast, pre3 prepared foods. Solid Waste Management Solid waste management is the control of : all the wastes arising from human and animal activities...
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...COMPARING AND CONTRASTING THE SPANISH EXPLORATION FROM THE ENGLISH EXPLORATION Sean Kazmierski HIEU 201 6 December 2015 Introduction Evidence of the earliest travel by European explorers into the ‘new world’ can be traced back to 1000AD. It began with the Vikings sailing from their native land in the British Isles to Greenland where they created a colony. Later, they left Greenland for North America where they saw virgin land with exotic plants, animal species, and indigenous people[1]. The Vikings returned home with stories about the marvels of the places they had visited, but their home authorities lacked the will power or the resources to make a follow-up on these explorations. As a result, European states continued to make commerce across the Mediterranean Sea with North Africa for many years that followed. Research has shown that the methods and motivations of exploration were unique from one state to the other. As Europeans continued their explorations, we will examine the similarities and differences on how the Spanish (1492-1548) and English (1584-1648) conducted their exploration and expansion. Comparison Between the British and Spanish in North America The first Spanish to arrive in America was Hernan Cortes in 1519. He did the groundwork for the creation of the Spanish colony. In 1607, Christopher Newport set foot in what would later become Jamestown, laying the foundation of the British Empire in North America...
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...I am working on four or five major themes, but have found amazing connections between them. Four areas of immediate concern, in reverse order, are Osama Bin Laden, the Israeli Mossad, the CIA, the Holocaust. A fifth is the racism in the US judicial system, going back to the Civil war and to the foundation of the US. As a backdrop to all of this is work I have done using Joseph Campbell's series on Mythology with Bill Moyers, specifically, the Isis/Horus/Osiris myth predating the Mary/Jesus/God myth. Intertwined with this is Nietzsche's Anti-Christ, a work which I wish you had taught when you had the chance at WVSC. Many books have led me to many conclusions that you may or may not be aware of. The one you wanted the title of the last time we talked seriously is: Was the CIA involved in the JFK assassination? by Mark Lane. It has the info about how the CIA tried to kill Fidel Castro that you referred to once in class, except it was his wife, not a 16 year old, that was going to poison him. The CIA had told her he was cheating on her. Mark Lane is an attorney who managed Kennedy's New York campaign in 1960 when he was running for President. He is still alive in Virginia, in Charlottesville. You can find his address with 411locate.com. Amazingly, it turns out that the US hired 1000s of SS/Gestapo after the World War to spy in the USSR. Allen Dulles was responsible and the Vatican helped smuggle these Nazis into the US, saying that they were...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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