Laocoon and His Sons

Laocoon and His Sons Laocoon and His SonsLaocoon and His Sons, also known as the Laocoon Group, is among one of the most well recognized ancient sculptures of all time. Carved from white marble and measuring close to eight feet in height, the large statue dates back to the first century B.C. and continues to be a hot topic for debate, for it is unknown as to whether the sculpture is an original or Roman copy. Pliny the Elder, an ancient Roman author from the first century B.C., admired the work and attributed it to three Greek sculptors from the island of Rhodes - Athanadoros, Hagesandros, and Polydoros. The sculpture depicts the Trojan priest Laocoon, along with his two sons Antiphantes and Thymbraeus, being strangled by deadly serpents summoned by the sea god Poseidon. The story and sculpture of Laocoon and his sons has undergone much scrutiny throughout the years, for there have been several different versions that tell of Laocoon's ultimate demise.Laocoà ¶n and his sons, also known as the Laocoà ¶n ...According to Homer's interpretation of the Trojan War, the Greeks came up with a clever plan which involved hiding their troops in a massive wooden horse outside the city of Troy as a peace-offering to the goddess Athena. Laocoon became suspicious of the mysterious offering, thereby he advised the Trojans not to accept the horse and instead destroy it. Disregarding the warnings Laocoon had uttered, the Trojans brought the horse into Troy. This eventually resulted in the city's defeat, for the Greeks snuck out a secret door that evening and slaughtered the Trojans. In an attempt to flee the city, Laocoon and his sons were strangled and killed by sea serpents sent by the angered god Poseidon. The statue depicts the three men as this event unfolds.On January 14, 1506, the statue of Laocoon and His Sons was...

Bent Pyramid Insight In Egyptian Architectural History

Bent Pyramid Insight In Egyptian Architectural History The Bent Pyramid in Dahshur, Egypt is unique among pyramids: instead of being a perfect pyramid shape, the slope changes about 2/3 of the way to the top. It is also one of five Old Kingdom Pyramids that retain their original form, 4,500 years after their construction. All of them- the Bent and Red Pyramids at Dahshur and the three Pyramids at Giza- were built within a single century. Out of all five, the Bent Pyramid is the best opportunity we have for understanding how architectural techniques of ancient Egypt were developed. Statistics The Bent Pyramid is located near Saqqara, and it was built during the reign of the Old Kingdom Egyptian pharaoh Snefru, sometimes transliterated from the hieroglyphs as Snofru or Sneferu. Snefru ruled Upper and Lower Egypt between 2680-2565 BCE or 2575-2551 BCE, depending on which chronology you use. The Bent Pyramid is 189 meters (620 feet) square at its base and 105 m (345 ft) tall. It has two distinct interior apartments designed and built independently and connected only by a narrow passageway. Entrances to these rooms are located on the north and west faces of the pyramid. It is unknown who was buried inside of the Bent Pyramid- their mummies were stolen in ancient times. Why is it Bent? The pyramid is called bent because of that steep change in slope. To be precise, the lower part of the pyramids outline is angled inward at 54 degrees, 31 minutes, and then at 49 m (165 ft) above the base, the slope abruptly flattens out to 43 degrees, 21 minutes, leaving a distinctively odd shape. Several theories about why the pyramid was made this way were prevalent in Egyptology until recently. They included the premature death of the pharaoh, requiring the speedy completion of the pyramid; or that noises coming from the interior clued the builders into the fact that the angle was not sustainable. To Bend or Not to Bend Archaeoastronomer Juan Antonio Belmonte and engineer Giulio Magli have argued that the Bent Pyramid was built at the same time as the Red Pyramid, a pair of monuments built to celebrate Snefru as the double-king: pharaoh of the Red Crown of the north and the White Crown of the South. Magli, in particular, has argued that the bend was an intentional element of the Bent Pyramids architecture, meant to establish an astronomical alignment appropriate to Snefrus sun cult. The most commonly held theory today is that a comparably sloped pyramid- Meidum, also thought to have been built by Snefru- collapsed while the Bent Pyramid was still under construction, and the architects adjusted their building techniques to make sure the Bent Pyramid would not do the same. A Technological Breakthrough Intentional or not, the Bent Pyramids odd appearance provides insight into the technical and architectural breakthrough it represents in Old Kingdom monument building. The dimensions and weight of the stone blocks are much greater than its predecessors, and the construction technique of the outer casings is quite different. Earlier pyramids were constructed with a central core with no functional distinctions between casing and external layer: the experimenting architects of the Bent Pyramid tried something different. Like the earlier Step Pyramid, the Bent pyramid has a central core with progressively smaller horizontal courses stacked on top of one another. To fill in the external steps and make a smooth-faced triangle, the architects needed to add casing blocks. The Meidum pyramids outer casings were formed by cutting sloped edges on horizontally placed blocks: but that pyramid failed, spectacularly, its outer casings falling off it in a catastrophic landslide as it neared completion. The Bent Pyramids casings were cut as rectangular blocks, but they were laid sloping inward at 17 degrees against the horizontal. That is technically more difficult, but it gives strength and solidity to the building, taking advantage of gravity pulling the mass inward and downward. This technology was invented during the construction: in the 1970s, Kurt Mendelssohn suggested that when Meidum collapsed, the core of the Bent Pyramid was already built to a height of about 50 m (165 ft), so instead of starting from scratch, the builders changed the way the outer casings were constructed. By the time Cheops pyramid at Giza was constructed a few decades later, those architects used improved, better-fitting and better-shaped limestone blocks as casings, permitting that steep and lovely 54-degree angle to survive. A Complex of Buildings In the 1950s, archaeologist  Ahmed Fakhry  discovered that the Bent Pyramid was surrounded by a complex of temples, residential structures and causeways, hidden beneath the shifting sands of the Dahshur plateau. Causeways and orthogonal roads connect the structures: some were built or added on to during the Middle Kingdom, but much of the complex is attributed to the reign of Snefru or his 5th dynasty successors. All later pyramids are also part of complexes, but the Bent Pyramids is one of the earliest examples. The Bent Pyramid complex includes a small upper temple or chapel to the east of the pyramid, a causeway and a valley temple. The Valley Temple is a rectangular 47.5x27.5 m (155.8x90 ft) stone building with an open courtyard and a gallery that probably held six statues of Snefru. Its stone walls are about 2 m (6.5 ft) thick. Residential and Administrative An extensive (34x25 m or 112x82 ft) mud brick structure with much thinner walls (.3-.4 m or 1-1.3 ft) was adjacent to the valley temple, and it was accompanied by round silos and square storage buildings. A garden with some palm trees stood nearby, and a mud-brick enclosure wall surrounded all of it. Based on archaeological remains, this set of buildings served a range of purposes, from domestic and residential to administrative and storage. A total of 42 clay sealing fragments naming fifth dynasty rulers was found in a midden east of the valley temple. South of the Bent pyramid is a smaller pyramid, 30 m (100 ft) high with an overall slope of about 44.5 degrees. The small inner chamber may have held another statue of Snefru, this one to hold the Ka, the symbolic vital spirit of the king. Arguably, the Red Pyramid could be part of the intended Bent Pyramid complex. Built roughly at the same time, the Red Pyramid is the same height, but faced with reddish limestone- scholars surmise that this is the pyramid where Snefru himself was buried, but of course, his mummy was looted long ago. Other features of the complex include a necropolis with Old Kingdom tombs and Middle Kingdom burials, located east of the Red Pyramid. Archaeology and History The primary archaeologist associated with excavations in the 19th century was William Henry Flinders Petrie; and in the 20th century, it was Ahmed Fakhry. Ongoing excavations are being conducted at Dahshur by the German Archaeological Institute at Cairo and the Free University of Berlin. Sources Aboulfotouh, Hossam M. K. Astronomical Algorithms of Egyptian Pyramids Slopes Adn Their Modules Divider. Mediterranean Archaeology and Archaeometry 15.3 (2015): 225–35. Print.Alexanian, Nicole, and Felix Arnold. The Necropolis of Dahshur: Eleventh Excavation Report Spring 2014. Berlin: German Archaeological Institute and Free University of Berlin, 2014. Print.Alexanian, Nicole, et al. The Necropolis of Dahshur: Fifth Excavation Report Spring 2008. Berlin: German Archaeological Institute and Free University of Berlin, 2008. Print.Belmonte, Juan Antonio, and Giulio Magli. Astronomy, Architecture, and Symbolism: The Global Project of Sneferu at Dahshur. Journal for the History of Astronomy 46.2 (2015): 173–205. Print.MacKenzie, Kenneth J. D., et al. Were the Casing Stones of Senefrus Bent Pyramid in Dahshour Cast or Carved?: Multinuclear Nmr Evidence. Materials Letters 65.2 (2011): 350–52. Print.Magli, Giulio. The Giza ‘Written’ Landscape and the Double Project of King Khufu. Time and Mind 9.1 (2016): 57-74. Print. Mendelssohn, K. A Building Disaster at the Meidum Pyramid. The Journal of Egyptian Archaeology 59 (1973): 60–71. Print.Moeller, Nadine. The Archaeology of Urbanism in Ancient Egypt from the Predynastic Period to the End of the Middle Kingdom. New York: Camridge University Press, 2016. Print.Mà ¼ller-Rà ¶mer, Frank. A New Consideration of the Construction Methods of the Ancient Egyptian Pyramids. Journal of the American Research Center in Egypt 44 (2008): 113–40. Print.Reader, Colin. On Pyramid Causeways. The Journal of Egyptian Archaeology 90 (2004): 63–71. Print.Rossi, Corinna. Note on the Pyramidion Found at Dahshur. The Journal of Egyptian Archaeology 85 (1999): 219–22. Print.

Restrucure education for creativity Essay Example | Topics and Well Written Essays - 1250 words

Restrucure education for creativity - Essay Example Like earlier efforts to build canals, railroads, highways, and other physical infrastructure to power industrial growth, the United States today needs to massively increase its public and private investments in human infrastructure (Florida, 2007). Today's era demands substantial assistance in educating and training people from the initial stage up to the higher stages of learning making good education as an avenue for the enhancement of human creativity. Various learning institutions must be a motivating force in boosting the full potentials and creative capacities of students in fulfilling not only basic human rights but also the dictates of the economy. We all know that experience is the best teacher, especially experience with the guidance of God; Florida asserts "Learned by doing" and it is true among students rich with an ocean of ideas and concepts. Transforming these students into skilled and talented persons may preserve the national economic competitiveness. Universities are the heart of the Creative Economy. America's strong university system is the source of much of our best scientific, social, and creative leadership. However our concept of what university must be is limited, yet still it serves as the laboratories of new research and technology of modern society (Florida, 2007). A university is a natural source of ethnic, socioeconomic, a... Principle 6: The University as Creative Hub Universities are the heart of the Creative Economy. America's strong university system is the source of much of our best scientific, social, and creative leadership. However our concept of what university must be is limited, yet still it serves as the laboratories of new research and technology of modern society (Florida, 2007). A university is a natural source of ethnic, socioeconomic, and cultural diversity. A student may get pleasure from learning seeing the positive perspective of multicultural diversity; sharing and exploring language and cultural differences adds life and vigor to students' creative minds. Students' skills are avenues in learning; whether it is singing, dancing, gymnastics, games, physical education or sports. Sports contribute much in encouraging students' learning ability; teaching students through rigid disciple. Developing these skills may contribute not only academically but also economically. Enhancing these skills to Olympics level may carry prestige and honor not only for the society alone but for the whole country. "Rigorous teaching of literacy and genuine creativity can be mutually supportive: good literature at the heart of the primary curriculum provides an essential basis for both." - Information provided by Miles Tandy,Warwickshire Advisory Services The Dilemma In other country, The Commons education committee warns that creativity is a "second-order priority". Labour MP Barry Sheerman said that the funding structure "suggests that creativity is a 'second-order priority'" for the department for Children, Schools and Families (DSCF). He further noted that, "schools were enthusiastic about the benefits of creativity - but

Is it possible to be Muslim feminist Essay Example | Topics and Well Written Essays - 5000 words

Is it possible to be Muslim feminist - Essay Example This is especially due to the rise of women’s rights awareness throughout the world. However, what is neglected when feminist related issues are discussed regarding Islamic oppression of women is the situation of women throughout the world in contemporary times which led to the need for a separate feminist movement. Simultaneously, the situation of women in the past and in the pre-Islamic era also needs to be given sufficient weightage in order to understand the notions of modern day feminism and the teachings of Islam. Firstly, let us take a look at the situation of women in Pre-Islamic Arabia. The women at the time were not considered a part of society. Rather they were considered assets, possessions and ornaments to embellish, use and discard as a source of masculine power. The culture which was largely prevalent at the time was a tribal. But not a kind of tribal culture which is visible in our current day world situation, as for instance, in war-torn Afghanistan. The tribal culture’s motto was to put first, and foremost, the unity and brotherhood of the tribe. The tribe was an entity in its own right. However, it did not have the infrastructure that any highly developed society of modern times would have. Individual rights and properties were not maintained rigidly since the clan consisted of all blood relatives. The property, which included women, remained within the bonds of the tribe and its authority figures who were known as the ‘sheikhs’. Female infanticide was a common practice of the time. Female children were considered disgraceful and unwanted. Male children represented a form of power, wealth, and richness in fertility. As the sole heir of the family they were given full property rights as daughters were being swiped off from the face of the earth. But the main reasons behind killing female infants were relevant to poverty, pride, and the avoidance of

Measuring Youngs Modulus of Copper Essay Example for Free

Measuring Youngs Modulus of Copper Essay Aim: To study the stress/strain behavior of copper wire and estimate the Youngs modulus of copper Apparatus: Copper wire s.w.g.32 about 4 m G-clamp ?1 Wooden block ?2 Metre rule ?4 Pulley on clamp ?1 Micrometer screw gauge ?1 Hanger (0.01 kg) ?1 Slotted mass (0.05 kg) ?8 Slotted mass (0.1 kg) ?6 Slotted mass (0.2 kg) ?4 Slotted mass (0.5 kg) ?1 White label sticker ?1 Safety goggles ?1 Rubber tile ?1 Theory: When a force F is applied to the end of a wire with cross-sectional area A along its length, the tensile stress = If the extension of the wire is ?l, and its original length is lo, the tensile strain = Under elastic conditions, a modulus of elasticity of a wire, called the Young modulus E, is defined as the ratio of the tensile stress applied to a body to the tensile strain produced. where E is expressed in N m-2 or Pascal (Pa). E is a constant when ?l is small according to the Hookes Law which stated that the stress applied to any solid is proportional to the strain it produces for small strain. Therefore, when a material has a larger the value of E, it resists to the elastic deformation strongly and a large stress is required to produce a small strain. E is thus a measure of the elastic stiffness of a material. However, when the extension (deformation) of the wire is too large, beyond proportional limit, solid will no longer obey Hookes law i.e. E is no longer a constant. As the stress further increases, beyond the elastic limit, the wire has a permanent extension that the wire is no longer elastic and it undergoes plastic deformation. The extension increases rapidly as the force on the wire is further increased. The wire elongates and breaks. The stress just before the wire breaks is called the breaking stress. Procedures: Set-up of the apparatus 1. The apparatus was set up on the bench top as shown below The wire was firmly clamped by using a G-clamp so that it does not slip. A white label sticker was fixed on to the copper wire to act as a marker such that it is about 50 cm from the pulley. A metre rule was fixed alongside the wire with the maker for measuring the extension. Performance of the experiment 1. The hanger was tied to the end of the wire so as to straighten out the kinks in the wire and the unstretched length (lo) of the wire from the edges of the wooden blocks up to the marker was measured. 2. A micrometer screw gauge was used to measure the diameter of the wire at different angles for each of the 8 location along the wire. 3. The wire was loaded with slotted mass m in steps of 0.10kg and then 0.05kg and the extensions ?l after each loading were recorded until the wire broke. Data table: Original length of wire lo = (3.000 à ¯Ã‚ ¿Ã‚ ½ 0.001) m Percentage error in lo= Diameter of the wire (mm) 0.255 0.250 0.225 0.230 0.225 0.255 0.225 0.255 Average diameter of the wire = (0.240 à ¯Ã‚ ¿Ã‚ ½ 0.005) mm Percentage error in d = Readings for the graph: Load m / kg 0.10 0.20 0.30 0.40 0.50 0.60 0.65 Extension ?l / mm 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Load m / kg 0.70 0.75 0.8 0.85 0.90 0.95 1.00 Extension ?l / mm 3.5 4.0 5.0 6.0 6.5 7.5 Broke Data analysis: Youngs modulus, where F is the tension in the wire and A is the cross-section area Since and From the graph, the slope of the best fit line through the points of the straight line portion of the graph, Assume that the cross-sectional area did not vary as the stress increased. Errors accuracy: From the graph, the slope of the best fit line: the maximum slope: the minimum slope: Deviations: m+ m = 12.1 Deviations: m m- = 26.0 The maximum error in slope = larger of the deviations = 26.0 Slope of load-extension graph = (192.7 à ¯Ã‚ ¿Ã‚ ½ 26.0) Percentage error in slope: Percentage error in E = % error in slope + % error in lo + 2 ? % error in d Youngs modulus of copper, E = (125 à ¯Ã‚ ¿Ã‚ ½ 22) GPa Conclusion: The stress applied to a copper wire (s.w.g. 32) is directly proportional to the strain it produces before the extension becomes 3.5mm. The ratio of stress to strain will get smaller and not constant when the extension beyond 3.5mm (proportional limit), i.e. after the extension reached 3.5mm, small increase in stress can produce a great increase in strain. Copper obeys the Hookes law. The Youngs modulus of copper is (125 à ¯Ã‚ ¿Ã‚ ½ 22) GPa Sources of Error: 1. The copper wire did not have a constant cross-sectional area along its length. 2. There was fractional force due to the pulley applying to the wire. 3. Reading error in measuring the extension and the unstretched length. 4. Fluctuation of room temperature might change the diameter of the wire during the experiment. 5. The wire in the experimental set-up was not exactly horizontal that made our measurement of extension not accurate. 6. The cross sectional area of the wire got thinner under stress so that the expected stress would be less than the stress actually applied. Improvement of the Experiment: 1. Fixed the metre ruler by another G-clamp so that measurement of the extension can be more accurate. 2. In order to measure extremely small extension with high precision, optical lever (a mirror mounted on a small pivot) can be used instead of just using a simple meter stick. 3. Repeat the experiment several time and take average of the extension values so that more accurate result can be obtained 4. The experiment can be repeated as below so that the small extension of the wire can be measured accurately by vernier scale; moreover, there will be no extra fractional fore due to the presence of pulley. 5. Repeat the experiment by using copper wire with different s.w.g and take an average of the Youngs modulus obtained so that we can estimate the value of Youngs modulus of copper more accurately. Precautions: 1. Wear safety goggle during the experiment so as to protect our eyes when the wire breaks eventually 2. The load should not be too high off the floor, and there should be a suitable soft landing platform, such as runner tile right below the load. 3. The unstretched length should be at least 3m for the wire to extend.

Anti-Depressants and Teen Suicide Essay -- Teenage Suicide Essays

Abstract Two percent of preteens and five percent of adolescents suffer from depression (www.about-teen-depression.com 2014). There are specific signs and symptoms associated with depression, which are helpful in detection of the illness. There are various ways to treat depression, such as medication, group therapy, and/or herbal supplements. There are pros and cons with each treatment, but the worst coincides with the medication –suicide. Much research has been conducted, which will be discussed in the paper that has shown a link to antidepressants and suicide. However, there is also evidence that the suicide rate could be decreased with proper diagnosis and early, supervised treatment for depression, especially when dealing with children and adolescents. Introduction Depression is the newest epidemic sweeping across the world, affecting adults, teenagers, and even children. In fact, surveys have indicated that one in every five teenagers suffer from clinical depression (NMHA 2004). The illness can be found anywhere and appears to make the news each and every day. Depression is a condition that has no preference in its victims, meaning that it will strike people of all ages, races, and backgrounds. However, research has indicated that the onset of depression is now occurring earlier in life compared to past decades (Klerman and Weissman 1989). Knowing this, depression is a condition that needs to be cured immediately. There are many signs and symptoms commonly associated with depression, although most do vary with each individual. Most symptoms include frequent sadness, feelings of hopelessness, decreased activity, persistent boredom and low energy, social isolation, low self esteem, extreme sensitivity, frequents complaints of illness, poor concentration, and thoughts or expression of suicide (www.focusas.com). In order to be diagnosed as suffering from depression, patients must have 2 or more of the above symptoms for at least two weeks that cause severe distress or interfere with daily life (Zoloft 2001). The specific causes of depression are not known. It is suggested that depression is actually a result of a combination of certain factors, such as biological and psychosocial factors (Kendler 1995, www.surgeongeneral.gov 2004). Most likely, depression is the result of a chemical imbalance of neurotransmitters in the brain (NYU 2004). Thes... ...ent of pharmacotherapies for clinical depression in children and adolescents. Drug Safety. Jan; 20 (1):59-75. Shaffer D, Craft L. 1999. Methods of Adolescent Suicide Prevention. Journal of Clinical Psychiatry. 60: 70-74. Simon H and Stern T. 2003 – Review. Harvard Medical School. Strober M, Schmidt-Lackner S, Freeman R et al. 1995. Recovery and relapse in adolescents with bipolar affective illness: a five-year naturalistic, prospective follow-up. J Am Acad Child Adolesc Psychiatry 34(6):724-731. Sullivan, P., Neale, M. C. & Kendler, K. S. 2000. Genetic epidemiology of major depression: review and meta-analysis. American Journal of Psychiatry. 157: 1552-1562. Vanderkooy JD, Kennedy SH, Bagby RM. 2002. Antidepressant side effects in depression patients treated in a naturalistic setting. The Canadian Journal of Psychiatry. 47: 174-180. Wagner KD, Ambrosini P, Rynn M, et al. 2003. Efficacy of sertraline in the treatment of children and adolescents with major depressive disorder. JAMA. 290: 1033-1041. Whittington CJ et al. 2004. Selective Serotonin Reuptake Inhibitors in childhood depression. Lancel. 363: 1341-1345. Zoloft. 2004. . [accessed 21 September 2004].

Comparaison Between Mcmxiv & Anthem for Doomed Youth Essay

In both of these poems Anthem For Doomed Youth and MCMXIV talking about war, Wilfred Owen and Philip Larkin try in different ways to engrave in their readers minds the atrocious actions that war provoked with different language, voice but also form. First of all, the poems are written in a different way. Anthem For Doomed Youth with his ABAB CDCD ABBACC rhyme scheme is in fact a sonnet. However, a sonnet is usually used to glorify love and romance whereas Anthem For Doomed Youth focuses on the First World War. We can assume that Wilfred Owen surely wanted to contrast these two opposite subjects to create an ironic atmosphere. We can already guess the poem is going to be powerful and memorable. On the other hand, the second poem, MCMXIV,is composed of 4 stanzas containing each 8 lines but which don’t have a rhythmic pitch. For me, it looks like Philip Larkin is narrating a tale or a story. In my opinion, the sonnet gives a rhythm to the poem and catches more the reader’s attention even if it seems shorter than Larkin’s poem. Secondly, we know both of these poems are talking about the First Wold War. But if we look a little bit closer, we can clearly feel a difference in the choice of words and language. After reading the first poem, we feel a mix of disgust, revulsion and unfairness whereas after reading Philip Larkin’s one, melancholia, emptiness and sadness invade us. How can two poems with the same subject can lead to such different feelings? The sonnet looks like it is divided in two parts, both of the ‘stanzas’ start with a question: â€Å"What passing-bells for these who die as cattle?†, â€Å"What candles may be held to speed them all?† Then, the following lines answer to the questions. For me, it seems it’s like a speech with two rhetorical questions. The poet asks the questions but already has the answers and responds to it very precisely in a very negative way: ‘no’, ‘nor’, ‘not’ are used at the beginning of a line following the question. Anthem For Doomed Youth is a small but efficient poem. Any word is present for a particular reason. The vocabulary used is snappy and harsh one such as â€Å"monstrous anger† â€Å"nor any voice of mourning† â€Å"who die as cattle†. It sounds like Wilfred Owen wants to shock us. He plunges us in the horror of the war: we can almost sound the â€Å"stuttering rifles†, see â€Å"the holy glimmers of goodbyes†. He definitely wants to express his disgust toward war. Indeed, we are not facing a ‘peaceful’ war as the whole population expected in 1914, these young boys do not bravely die for their nation: it’s a horrific battle which ravage both sides but both stubbornly do not make any move to stop this carnage. Owen makes us feel the constant fear, the incomprehension of this pointless ravage Withal, the second poem has a more smooth way of approach. Philip Larkin wants to have an affective impact. He doesn’t use striking a vocabulary like Wilfred Owen but a melancholic one. There is this feeling of confinement and reclusion; â€Å"shut shops†, â€Å"sunblinds†, â€Å"shadowing Doomsday lines†. Whereas we could almost hear the ‘stuttering rifles’ in Anthem For Dommed Youth, here, in MCMXIV, silence is the only tolerable sound. No one should make noise, in honour of all the dead soldiers who fought naively for a cause that wasn’t even directly linked to their nation. Wilfred Owen expresses the horror of the trench warfare whereas Philip Larkin enters in the impact on social consequences that War leaded to. Life will never be the same again after this tragedy. Not only will the soldiers be shell-shocked, but the whole population will be too. Even though women and children were not on the battlefront, they still experienced the war at home fronts. Owen also uses repetitions to emphasize some specific phrases. The second and third lines both start with the word ‘only’ and are followed by personifications of weapons like ‘the monstrous anger of the guns’ and ‘stuttering riffles’ rapid rattle’; it is almost like the poet cannot even distinguish the human beings and machines. The men do not kill each others anymore, the machines do. The repetition of the ‘no’, ‘nor’, ‘not’ is also a strong sign: there isn’t any hope in anything, we cannot see positive anymore. There is a constant anxiety in the soldiers’ eyes. The word ‘choirs’ is also written two times. The reference in music could be positive but here, it is not. It is a music which leads to an inevitable death. It could also refer to the heartbeat of soldiers. A worrying rhythm that could stop anytime. There is also a repetition in MCMXIV in the last stanza: â€Å"never† (thee times). But once again, we cannot feel anger; only a strong sorrow. Humans can never be innocent again after the terrible massacre of this War. Larkin accepts with resignation what happened: what is done is done. The dead people will not come back. The only thing we can do is remember them and commemorate them. On the contrary, Owen cannot tolerate this thought and he feels obliged to relate the catastrophic event harshly to prevent people to never do that again. The human loss is literally and psychologically intolerable. Finally, we can discuss about the poet’s choice of title of their poems. An anthem is a choral composition having a sacred or moralizing text. So, this poem is aimed to all the heroes who died fighting. Nevertheless, the adjective ‘doomed’ comes to spoil the word anthem. Doomed is just ‘fate’, something inevitable. It is true we cannot win over death but at least, we can delay it as much as we can, whereas the following word ‘youth’ has a tragic connotation. Young people are not supposed to die, their fate is to enjoy life as much as they can but this war comes to destroy all their dreams and hopes. MCMXIV is the number 1914 in ancient roman. We can assume it is a reference to the past, Roman letters still exist after hundreds of years, maybe Larkin wants his poem to be remembered as much as these numbers? To conclude, we can say that even if Wilfred Owen and Philip Larkin did have different ways of approach to talk about war, they both caused very strong feelings. One used an aggressive and impulsive pen whereas the other provoked sadness and respect toward the fallen soldiers. In fact, they definitely agree in one similar point: First World War was a tragedy that no one should ever forget.

Concentration helps the child in his social development Essay

â€Å"The first essential for the child’s development is concentration. It lays the whole basis for his character and social behavior, he must find out how to concentrate, and for this he needs things to concentrate upon†¦Ã¢â‚¬  The Absorbent Mind, Chapter 22 Discuss how the Montessori Education helps to develop a child’s concentration and helps the child in his social development. In order to accomplish any task you need to be able to concentrate your mind for a time, it is a basic requirement for learning or socializing. Children not only need to be able to focus on tasks but also need to stay in the one place long enough to understand the task at hand, so they can listen to and follow instructions. Montessori Education system offers remarkable methods of teaching children, the system believes in working with children who show attention problems and helping them develop the essential mechanism for learning – Concentration, which helps in social development of a child. This system stands out because it does not create a divide between children who are smart and the ones, who are disoriented. According to the system a child’s mind should be dealt with sensitivity and utmost care, all disorders should be acknowledged for fine tuning before a child can actually start processing knowledge that is imparted to him. A child can only develop social skills after he has mastered the essential attribute of concentration â€Å"Concentration is a part of life. It is not the consequence of a method of education.† The Child, Society and the World p. 12, Chap II Children from time to time experience some concentration or focusing difficulties, this for the most part happens when they are over-tired, over-stimulated or over-loaded. However some children due to their  physiology or psychology have greater difficulty focusing on tasks and on other people, children may either settle into a task very smoothly or find starting a task difficult or they lose focus entirely and leave that task half done. It is not possible for a child to develop social skills if his concentration is diluted. There are diverse reasons why children have problems concentrating. One child might be visually oversensitive. For example, he’ll be highly distracted by bright sunlight coming in through a window or too much color on a display board. Another child who is oversensitive to smells might be distracted by the teacher’s perfume or an odor coming from the cage where the animals are kept. Auditory sensitivity can be just as distracting. Some children are so sensitive to certain kinds of low-pitch sounds, such as motors, that if their classroom happens to be near the boiler room, a rumbling noise most people don’t even notice will grab their attention. If we could get these children in a less distracting environment, they might do much better at attending. Dr. Maria Montessori, the pioneer of children’s education introduced methods that were widely accepted all across the world. Her primary focus being fine tuning the concentration power of a child, she clearly cited that â€Å"The First essential for the child’s development is Concentration†. The foremost purpose of Montessori education is to help children develop concentration skills already within them and direct them to exercise this creative learning process all through his social life. The inspiring Montessori environment provided to the child is mapped with care to help the child develop a concrete foundation for future creative learning and interaction. The learning activities provided are individualized, so that the learning task appeals to the child- this helps develop a positive attitude towards school. There are specific activities that are provided to the child that helps in building the habit of concentration. The learning environment is equipped appropriately so that the child has a series of absorbing experiences that helps him form habits of gradual extended span of attention. Montessori learning environment is all about surrounding the child with learning activities and appealing materials. We also see children  who are under-reactive and may not focus when they hear a voice. Typically, they don’t alert to sounds or to touch. A teacher might tap a child with this problem on the shoulder, and he will seem to be â€Å"living in his own world.† Montessori structure provides unparalleled child concentration solutions, it deals with these issues very sensitively and strategically. â€Å"A teacher does not interfere when a child is destroying a piece of material, because she thinks that this may be a moment of concentration.† Ibid p.13, Chap II Now, in order to develop a child’s concentration there are a number of Montessori methods that are currently in practice – Focusing on Individual disparities Montessori educations principal objective is to identify disparities and cure them before a child starts to learn things. It’s important to remember that children with developmental difficulties may have multiple disorders at the same time which forbids them from concentrating, for instance – An auditory processing problem which makes it difficult for a child to make sense of the things he hears. If you give him three or four directions, he may only get the first two and seem not to be concentrating on what you have instructed him to do. Visual-spatial processing problem provide still other deterrents to concentration. A child with this challenge doesn’t need glasses; she just has difficulties organizing what she sees. For example, if you hide something in the child’s room, instead of searching in each corner or looking under things, she may get stuck looking only in one part of the room. Children with this difficulty may be over focused some of the time and unfocused other times. They may have problems connecting what they see with what they hear, which hampers learning to read as well as attentiveness, and so they may appear lost or easily side-tracked. Motor planning or sequencing is yet another disorder that has been identified in children who are struggling with motor planning or sequencing, the ability to carry out complex actions, to plan and sequence ideas. This situation is even more common than processing problems. Let’s take the example of a child who is  trying to get dressed. The way Montessori education works is, first – diagnoses the concentration disorder of the child for cure, once the curing is done and the teacher is confident – the learning process begins. Thinking about Attention The mind has many different functions that contribute to attention. As per Montessori culture, if we treat all intrusion on attention as one and the same thing, we can’t help children master their own particular challenges. So by looking at inattention in terms of what contributes to it rather than as one global function, we are better able to identify the different origins of the problem in different children. If we figure out the underlying troubles, we can develop specific exercises to strengthen the underlying functions. This method offers a better way to help a child become more focused and attentive. Watching Closely The Montessori education system looks very closely at children and observes who are inattentive, self-absorbed and daydreaming, while not overlooking the ones who show an unusual amount of activity and may even be aggressive with others. Interestingly, a lot of overactive children turn out to be under reactive to things like touch and sound, and even to pain. They crave more sensations and so become very active in an effort to get more sensory input. They feel the need to be moving in space just to keep their own inner sense of movement going. In contrast, children who are overactive to their own movement are likely to be very cautious. They don’t like to move much at all and none of them would turn out to be the daredevil who jumps from the top of the monkey bars. The system points out that – It’s important to note that worries and fears can cause children to be very active and inattentive. Some children may be showing sensitivity to medications or to foods or chemicals in their environment. Many children are overloaded when they feel overwhelmed with noise and commotion, or they’re enduring an environment that’s scary or abusive. In the end there’s no substitute for trying to understand what’s at work for each individual child by profiling her unique characteristics. Encouraging Team Approach Montessori system has persistently pointed out that both teachers and parents  are the key members of every team. They know the child best. They know the subtleties of what each child can and can’t do — not just at school, but at home and with peers. Bringing in qualified professionals can help everyone better understand the child’s strengths and areas of vulnerability. A child psychiatrist or clinical psychologist can look at the child’s processing challenges, the family dynamics, the role of anxiety, and so on, and then make suggestions. With the help of additional team members observing in the classroom and talking with teachers and parents, we can tease out of the special area of concentration trouble. Montessori education encourages both parents and teachers to implement the following measures that can help a child concentrate better, the measures are – Attend to their physiological needs – 9 hours of good sleep with reduced sugar intake, also increased protein levels. Removing distractions at home – preventing noise, fighting and un-necessary people. Creating a mood – Calming background music, placing a fish tank in a place of work and removal of distracting lights (neon/ fluorescent) Introduce sequencing and organization activities Figure out activities that a child focuses on best – some kids concentrate better when they are involved in hands-on activities, while others focus better when there are plenty of visual cues to help them. Making it Automatic Montessori education system strives to improve concentration in children and make it automatic. Anyone who has learned to drive a car will have had the experience of thinking, â€Å"How will I concentrate on all these things?† Extensive practice allows for the pathways of concentration. As mentioned earlier, the system pays close attention to a child’s pattern of concentration and identifies links between diet, their energy pattern, sleep and your own behavior. Based on which a child is assisted to concentrate better, he will be engaged in activities that he gets lost in; and those activities that he can literally spend hours in. These activities enhance children’s concentration levels. Giving value to Play Play is a wonderful word, which conjures up a sense of freedom and joy with little sense of purpose or a goal. Montessorians consider that this  demonstration of freedom and joy is just as evident whether a young child chooses to work or play. They value children’s engagement in any activity which leads the child to a deep level of engagement and concentration. This kind of play is serious and hard work for the child. It is the work of self-construction. Children have their own agenda for development which reveals itself through every activity, whatever we call it. Offer a child a choice between ‘pretend’ cooking and ‘real’ cooking and we soon see the true nature of childhood revealed to us. Equally, all children will engage in family role-play, and gain enormous satisfaction in practicing and fulfilling the roles of their play scenarios. From the Montessori perspective, ‘play is work’ and ‘work is play’. The defining factors are freedom of choice, the exercise of will and deep engagement, which leads to concentration. Legacy of Observation All Montessorians appreciate the legacy of observation as manifested in Montessori’s Curve of Work. This is one of the observational methods used by Montessorians to follow Children’s levels of involvement and concentration. When the curves of work are mapped against the levels of involvement and engagement as identified by the Effective Early Learning project (Pascal and Bertram, 1997) we can really appreciate the true value of spontaneous learning available to children in Montessori settings and how it contributes to sustained periods of high levels of concentration. Adjusting Interaction Montessorians believe in adjusting interactions to better meet the child’s needs. For instance, talking or singing rapidly to a child with auditory-processing difficulties can cause him to tune out. Communicating slowly and calmly, in shorter segments, may help him to focus and attend. Since many children with auditory-processing difficulties are strong visually, try relating to them visually and verbally. Pick up a cup and point to it. Then point to the milk carton and say, â€Å"Milk?† At a Montessori school it is ensured that words along with actions and visual pictures are  used as it works better for a child who is a strong auditory processor but weak in the visual area. Looking for an area of strength to aid in mastering the individual child’s developmental is the ultimate goal at these schools. â€Å"An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and me ntal capacities, and leads him to self-mastery.† Ibid p.188, Chap 19 The above discussed methods have been devised over a course of time, Montessorians employ and implement these methods to help children build their concentration and in turn sharpen their social skills. Developing social skills is the big picture, because human beings as we all know are social animals – we socialize day to day, we need to interact in a certain way which is acceptable by the society and the world around us. Montessori at an institutional level endeavors and weaves a cohesive understanding of child development (from birth through adolescence), family systems, and social contexts to prepare culturally competent children of tomorrow. From the moment of birth, a child begins to develop his or her personality. All infants develop this way through social relationships and experiences. Montessorians help children become socially active by practicing some basic exercises – Providing a Society Children are born with drives that urge them to relate to others and help others relate to them. According to Montessori’s plan, around the age of two and a half or three, children enter a Casa dei Bambini or Children’s House. The doctor told students in a 1946 teacher-training course that children â€Å"need the society of other children at this age.† Involvement in activities The activities available to the children in a Montessori classroom are â€Å"purposive†Ã¢â‚¬â€they are able to be performed by the children for both selfish and social ends. When children work in this way they increase their level of independence and come to realize that their actions benefit others. Sociable Classroom In the social life of a Montessori classroom, children come to prefer one another’s company to dolls, and they prefer â€Å"real† utensils to toys. While working with objects such as real brushes for cleaning, and real carpets to  sweep, children attain real skills that allow them to participate more fully in life at home as well as at school. Basic Etiquettes Along with such practical lessons as cleaning and sweeping, the children in a Montessori class learn pro-social behaviors. The exercises of Grace and Courtesy, as the names imply, help children control their bodies and move more gracefully while giving them the courtesies of social life, the â€Å"pleases† and â€Å"thank you’s† that denote distinguished manners. â€Å"The child begins to practice with respect to himself the same forms of behavior that others formerly practiced with respect to him† Internet Solitary Behavior A casual observer might not notice the richness of the social atmosphere in a Montessori classroom. From age three to six, little children tend to work side by side rather than together. Montessori pointed out that’s because the first essential of the child’s development is not really play at all! Instead, the first essential of the child’s development is concentration because it lays the basis for the development of an individual’s character and subsequent social behavior. Concentration is always solitary, even in the midst of a crowd, and there is no real achievement without it. Sense of Freedom A Montessori primary classroom creates conditions that allow children the freedom to manifest their natural developmental propensities. With a prepared environment and freedom to act within it according to their inner needs, individual rhythm and tempo, children exhibit characteristics not generally attributed to them. â€Å"It is different from the discipline of a soldier, with his forced obedience, when we all have to do the same thing at the moment. This is a social discipline and it brings people into harmony with each other.† The Child, Society and the World, p 24, Chap III. To conclude, I would say that – unlike a drop of water which loses its identity when it joins the ocean, a child does not lose his being in the society in which he lives. Child’s life is independent. He is born not for the development of the society alone, but for the development of his self. As Montessorians we continue to believe that education must concern itself with the development of individuality and allow the individual child to remain  independent not only in the earliest years of childhood but through all the stages of his development. Dr. Montessori has termed the child as a â€Å"Spiritual Embryo†. As per a new born child is psychologically still in an embryonic state – his inner development is incomplete. It is the child task to create himself. He is born with the inner qualities like intelligence, Knowledge, self-realization. Through work only a child reveals his potential and his will help him to achieve the personality and his will help him in growth of his psychic development. He is responsible for his own self-construction. BIBLOGRAPHY S.NO. AUTHOR BOOK PUBLICATION 1 Grose, Michael INSIGHTS, Journal 2009 2 Greenspan, Stanley I. Early Childhood today, SCHOLASTIC 3 Montessori, Maria The Child, Society and the World 4 Montessori, Maria The Absorbent Mind 2010 5 Vygotsky, Lev Semyonovich Journal

What Everyone Should Know About the Vietnam War

What Everyone Should Know About the Vietnam War The Vietnam War was the prolonged struggle between nationalist forces attempting to unify the country of Vietnam under a communist government and the United States (with the aid of the South Vietnamese) attempting to prevent the spread of communism. Engaged in a war that many viewed as having no way to win, U.S. leaders lost the American publics support for the war. Since the end of the war, the Vietnam War has become a benchmark for what not to do in all future U.S. foreign conflicts. Dates of the Vietnam War: 1959 April 30, 1975 Also Known As: American War in Vietnam, the Vietnam Conflict, Second Indochina War, War Against the Americans to Save the Nation Ho Chi Minh Comes Home There had been fighting in Vietnam for decades before the Vietnam War began. The Vietnamese had suffered under French colonial rule for nearly six decades when Japan invaded portions of Vietnam in 1940. It was in 1941 when Vietnam had two foreign powers occupying them, that communist Vietnamese revolutionary leader Ho Chi Minh arrived back in Vietnam after spending 30 years traveling the world. Once Ho was back in Vietnam, he established a headquarters in a cave in northern Vietnam and established the Viet Minh, whose goal was to rid Vietnam of the French and Japanese occupiers. Having gained support for their cause in northern Vietnam, the Viet Minh announced the establishment of an independent Vietnam with a new government called the Democratic Republic of Vietnam on September 2, 1945. The French, however, were not willing to give up their colony so easily and fought back. For years, Ho had tried to court the United States to support him against the French, including supplying the U.S. with military intelligence about the Japanese during World War II. Despite this aid, the United States was fully dedicated to their Cold War foreign policy of containment, which meant preventing the spread of communism. This fear of the spread of communism was heightened by the U.S. domino theory, which stated that if one country in Southeast Asia fell to communism then surrounding countries would also soon fall. To help prevent Vietnam from becoming a communist country, the U.S. decided to help France defeat Ho and his revolutionaries by sending the French military aid in 1950. Soldiers of the French Foreign Legion at Dien Bien Phu in north-west Vietnam, the site of a major battle between the French and the Vietminh in 1954. Ernst Haas/Getty Images France Steps Out, U.S. Steps In In 1954, after suffering a decisive defeat at Dien Bien Phu, the French decided to pull out of Vietnam. At the Geneva Conference of 1954, a number of nations met to determine how the French could peacefully withdraw. The agreement that came out of the conference (called the Geneva Accords) stipulated a cease-fire for the peaceful withdrawal of French forces and the temporary division of Vietnam along the 17th parallel (which split the country into communist North Vietnam and non-communist South Vietnam). In addition, a general democratic election was to be held in 1956 that would reunite the country under one government. The United States refused to agree to the election, fearing the communists might win. With help from the United States, South Vietnam carried out the election only in South Vietnam rather than countrywide. After eliminating most of his rivals, Ngo Dinh Diem was elected. His leadership, however, proved so horrible that he was killed in 1963 during a coup supported by the United States. Since Diem had alienated many South Vietnamese during his tenure, communist sympathizers in South Vietnam established the National Liberation Front (NLF), also known as the Viet Cong, in 1960 to use guerrilla warfare against the South Vietnamese. First U.S. Ground Troops Sent to Vietnam As the fighting between the Viet Cong and the South Vietnamese continued, the U.S. continued to send additional advisers to South Vietnam. When the North Vietnamese fired directly upon two U.S. ships in international waters on August 2 and 4, 1964 (known as the Gulf of Tonkin Incident), Congress responded with the Gulf of Tonkin Resolution. This resolution gave the president the authority to escalate U.S. involvement in Vietnam. President Lyndon Johnson used that authority to order the first U.S. ground troops to Vietnam in March 1965. President Johnson Announces Retaliation for Gulf of Tonkin Incident.   Historical/Getty Images Johnsons Plan for Success President Johnsons goal for U.S. involvement in Vietnam was not for the U.S. to win the war, but for U.S. troops to bolster South Vietnams defenses until South Vietnam could take over. By entering the Vietnam War without a goal to win, Johnson set the stage for future public and troop disappointment when the U.S. found themselves in a stalemate with the North Vietnamese and the Viet Cong. From 1965 to 1969, the U.S. was involved in a limited war in Vietnam. Although there were aerial bombings of the North, President Johnson wanted the fighting to be limited to South Vietnam. By limiting the fighting parameters, the U.S. forces would not conduct a serious ground assault into the North to attack the communists directly nor would there be any strong effort to disrupt the Ho Chi Minh Trail (the Viet Congs supply path that ran through Laos and Cambodia). Life in the Jungle U.S. troops fought a jungle war, mostly against the well-supplied Viet Cong. The Viet Cong would attack in ambushes, set up booby traps, and escape through a complex network of underground tunnels. For U.S. forces, even just finding their enemy proved difficult. Since Viet Cong hid in the dense brush, U.S. forces would drop Agent Orange or napalm bombs, which cleared an area by causing the leaves to drop off or to burn away. In every village, U.S. troops had difficulty determining which, if any, villagers were the enemy since even women and children could build booby traps or help house and feed the Viet Cong. U.S. soldiers commonly became frustrated with the fighting conditions in Vietnam. Many suffered from low morale, became angry, and some used drugs. Troops Fighting during the Tet Offensive in the Vietnam War. Bettmann/Getty Images Surprise Attack - The Tet Offensive On January 30, 1968, the North Vietnamese surprised both the U.S. forces and the South Vietnamese by orchestrating a coordinated assault with the Viet Cong to attack about a hundred South Vietnamese cities and towns. Although the U.S. forces and the South Vietnamese army were able to repel the assault known as the  Tet Offensive, this attack proved to Americans that the enemy was stronger and better organized than they had been led to believe. The  Tet Offensive  was a turning point in the war because President Johnson, faced now with an unhappy American public and bad news from his military leaders in Vietnam, decided to no longer escalate the war. Nixons Plan for Peace With Honor In 1969,  Richard Nixon  became the new U.S. president and he had his own plan to end U.S. involvement in Vietnam.   President Nixon  outlined a plan called Vietnamization, which was a process to remove U.S. troops from Vietnam while handing back the fighting to the South Vietnamese. The withdrawal of U.S. troops began in July 1969. To bring a faster end to hostilities, President Nixon also expanded the war into other countries, such as Laos and Cambodia- a move that created thousands of protests, especially on college campuses, back in America. To work toward peace, new peace talks began in Paris on January 25, 1969. When the U.S. had withdrawn most of its troops from Vietnam, the North Vietnamese staged another massive assault, called the  Easter Offensive  (also called the Spring Offensive), on March 30, 1972. North Vietnamese troops crossed over the demilitarized zone (DMZ) at the 17th parallel and invaded South Vietnam. The remaining U.S. forces and the South Vietnamese army fought back. Representatives from the four factions of the Vietnam War meet in Paris to sign a peace agreement. Bettmann/Getty Images The Paris Peace Accords On January 27, 1973, the peace talks in Paris finally succeeded in producing a cease-fire agreement. The last U.S. troops left Vietnam on March 29, 1973, knowing they were leaving a weak South Vietnam who would not be able to withstand another major communist North Vietnam attack. Reunification of Vietnam After the U.S. had withdrawn all its troops, the fighting continued in Vietnam. In early 1975, North Vietnam made another big push south which toppled the South Vietnamese government. South Vietnam officially surrendered to communist North Vietnam on April 30, 1975. On July 2, 1976, Vietnam was reunited as a  communist country, the Socialist Republic of Vietnam.

Beyond The Writers Market Seven Ways to Find New Magazines

Beyond The Writers Market Seven Ways to Find New Magazines Feel like you’re out of ideas to pitch the magazines you know? Then find new magazines. There are more magazines out there than you can imagine. Despite what you may have heard, new titles continue to evolve (over 130 in 2017 alone,  Statista reports).You’ve dogs include Modern Materials Handling and Industrial Heating. Due to their more specialized target audiences, trades tend to pay well.Another little-known but great-paying type of glossy are company magazines, known in the mag trade as custom pubs. The best-known of these is  Costco Connection  magazine, along with all the airlines’ in-flight mags, but there are more. Find more at the  Custom Content Council’s  site with its handy members’ directory search tab to sort

How are we reliant on Corn in today's society Essay

How are we reliant on Corn in today's society - Essay Example d syrups, baking powder, dextrin or dextrose, food starch, maltodextrin, modified gum starch and sorbitol, vegetable gum, vegetable starch and vegetable protein, Grits and hominy some of the products which contain corn in one way or another (Fitzgerald) Even if a person tries to avoid corn foods deliberately, it is extremely difficult for him to avoid the influence of corn in his food habits completely. Corn plant leaves are one of the major food items for American cows. While using the milk of those cows, or while taking tea from a restaurant, corn is influencing the food habits of that person indirectly. Corn related allergies are causing problems to many people. Such people always look for food items that contain no corn related ingredients. It is extremely difficult to identify a food item without corn ingredients in America. However, Champagne contains no corn ingredient which is strange in my opinion (My Week Without Corn). This paper analyses the importance of corn as a food grain. One of the major myths associated with global food production is that there is not enough food to go around. In reality, global food production is more than enough to cater the needs of the entire people in this world. According to Melissa Moore (2005), The world today produces enough grain alone to provide every human being on the planet with 3,500 calories a day. That’s enough to make most people fat! In fact, if all foods are considered together, enough is available to provide at least 4.3 pounds of food per person a day. That includes two and half pounds of grain, beans and nuts, about a pound of fruits and vegetables, and nearly another pound of meat, milk and eggs (Moore). The above statistics clearly suggest that there is nothing wrong with the global food production, but something else is causing food scarcity in some parts of the world. Corn is most popular food grain in the world. Even wheat comes second only to corn in terms of global usages. It should be noted