M.K. Ghandi The story of my experiment with truth Essay - 1

M.K. Ghandi The story of my experiment with truth - Essay Example As a consequence, ever person is liable for the truth and has a responsibility that it be recognized and valued by others. The first twenty seven chapters of the book see how Gandhi’s life is molded by his circumstance and then in turn sought to mold his own destiny. From his childhood, his being part of the Banya caste, growing up in Porbandar and Rajkot and being in general under the absolute duress of his parents social and political roles (4-7). He has a great respect for elders and people in authority, considers them beyond reproach or doubt. His experience as student, particularly the incident where he said that his teacher prompted him to cheat to impress a school inspector, reading Harishchandra and watching the play Harishchandra are key points in his childhood. These laid the foundations for his future treatise on truth and society which will led him to question what in his childhood he accepted so easily including his formative schooling experience and Hindu social customs (4). Gandhi considers his life experience as a process of contemplation, self-realization and application. In conjunction with his personal and professional development within and outside his primary context, he considers these as experiments that have allowed him to define his values and prerogatives. Such as in his early experience with eating meat, his commitment to avowing this food develops from compliance by rote and enforcement, defiance by subversion, rationalization through knowledge and finally true acknowledgment and acquiescence of the practice. This will set a pattern it seems for Gandhi: evident in the succeeding chapters of the book detailing his high school, college and early professional experiences in Africa and home. His life is highlighted by time of great self-doubt, conflicting familial and social aspirations as well as

Best marketing practices in travel trade industry Essay

Best marketing practices in travel trade industry - Essay Example In this "Best marketing practices in travel trade industry" essay, the author describes the changes that the Internet has brought into travel industry and also possibilities that it gave. This work also portrays the best examples of travel marketing on the Internet. To get an idea about the optimal and more advanced way of travel marketing through internet an example of YellowstonePark.com is cited. The online travel company YellowstonePark.com is voted the number one tourism site of the world with about 60 million hits recorded. (â€Å"Online Marketing Strategies for Travel USA 2009†, 2009) The company focuses on a policy where it does not only promotes the trip planning to the customers but eventually inspires them. The tourism site intelligently uses destination-focuses travel notes which engage the customers more. The average time spent by any customer is about 15 minutes. (â€Å"Online Marketing Strategies for Travel USA 2009†, 2009) The company also uses email as one of the major cost effective sources to turn the web browsers into actual visitors and finally converting them into customers. (â€Å"Online Marketing Strategies for Travel USA 2009†, 2009) The feedback process and the other interactive internet uses actually increase the popularity of the site and also for the company. It should be noted that the level of negotiation between the different service providers will influence the electronic business transactions to a significant level. (Velasquez, Rios, Howlett, Jain, 2009, p.103).

Dystonia in the Joint Hypermobility Syndrome

Dystonia in the Joint Hypermobility Syndrome Ehlers-Danlos syndrome first described by Tschernogobow (1896) in Moscow and Ehlers (1900) in Copenhagen is a mostly autosomal inherited genetic disease of collagen synthesis that sensitizes the ensemble of the connective tissue which becomes less resistant and less elastic. These two characteristics explain the symptomatology: fragility of the skin, of the vessels (haemorrhages) and the presence of a diffuse proprioceptive syndrome due to dysfunction of the receptors which are implanted into little or non-reactive connective tissue. Diagnosis of the hypermobile type of EDS is solely clinical as there is to date no genetic maker for the most frequent form of EDS. The rarity of the disease needs to be put into question before the crowd of patients at consultations. Our experience is based on an active database of 2212 patients which all fall under the Villefranche criteria. A great number of signs and symptoms have yet to be attributed to this syndrome. They are, combined with the una wareness of physicians about the syndrome, at the origin of therapeutic errors accompanied by the iatrogenic effects of prejudice towards these patients. This is the case of dystonia which is present in 75% of our cases. Dystonia plays an important part in the functional discomfort which is at the origin of a number of handicap situations. It seems to be related to dysautonomia common amongst the patients, proprioceptive problems and the multiple pains caused by the syndrome. Dystonia treatment with Amantadine and L-Dopa permits to obtain results which go further than the normally associated extra-pyramidal treatment and opens new perspectives on the management of a syndrome that has been particularly difficult to treat. Key-Words : Ehlers-Danlos syndrome (EDS), dystonia, dysautonomia, L-dopa, pains, fatigue. Dystonia in the joint hypermobility syndrome (a.k.a. Ehlers-Danlos syndrome, hypermobility type). Introduction Ehlers-Danlos syndrome (EDS) recognition went through many vicissitudes since the first outstanding description by Tschernogobow (1) and Ehlers (2) respectively in Moscow in 1896 and in Copenhagen in 1900. EDS genetic grounds have been recognized since 1949 (4) collagens role as early as 1956 (5). EDS was studied in parallel by the rheumatologists (Brighton and Grahame) and the geneticist (Beighton) who are each working mainly on articular hypermobility with different assessment tests. There is perfect similarity between the rheumatologists joint hypermobility syndrome and the geneticists EDS hypermobility type. These two denominations refer in fact to the same illness. However, a great body of clinical manifestations has not yet been assigned to this syndrome. They are, in combination with the physicians usual unawareness of this syndrome, the cause of many diagnostic wavering with their iatrogenic side-effects that harm the patients. This is the case with dystonia. MATERIAL AND METHODS 2,212 patients were diagnosed and followed up in the Ehlers-Danlos consultation in Paris, between 2006 and 2015. They were all examined by the same physician with the same evaluation grid both qualitative and quantitative allowing to rate from 0 to 4 the symptoms subjective severity and objective data from clinical examination. The populations age varies from 2years to 69 years (mean age: 32). 80% are women. Inclusion criteria All the patients in this study met the criteria of the geneticians Villefranche classification (6). On top of the criteria within this classification, we observed a group of 153 patients examined in 2013 with a quotation of severity equal or superior to 2/4 (medium intensity) with clinical manifestations of the following: multiple pains (95%), fatigue (93%), proprioceptive problems (92%), hemorrhages (93%), GERD (72%), bucco-dental manifestations (72%), hyperacousia (75%), diplopia (74%), SOB (76%), dysautonomia: heavy sweating (70%), cold intolerance (74%), a pseudo Raynaud with cold extremities (84%), cognitive problems : attention (79%) and memory (72%). As of date there is no genetic test available for the hypermobile form of EDS. Finding other cases amongst the patient’s family (95%) is a strong diagnostic argument. Dystonia identification Dystonia was diagnosed if a patient suffered from one or several of the following symptoms: Involuntary muscular contractions without movement such as fasciculation on the face, blepharospasm mainly, on the thigh, reminding of a mobile phone vibration in a trouser pocket, Sudden movements such as a fit of the wrist, the shoulders, the legs or wide movements which results in hitting objects or people or throwing off balance the patient for whom they occur in the lower limbs Trembling, jerking, hesitant hand movements Trembling fingers or thumbs in motion or at rest Muscular contractions often described as hardening of muscles, rigidity, constraining movement, or as cramps Lasting contractions in forced flexion of the thumb or fingers, in flexion and adduction of the feet, Writer’s cramp when writing after variable amounts of time, Incessant, repetitive movement in flexion or extension of the foot and knee when sitting with feet on the ground, Repetitive movement of the trunk alternating between flexion and extension at the hip Diffuse tonic crises at the lower limbs with alternating, violent movements worsened by tenting to immobilize them Short contractions of the lower limbs leading to a fall Partial or generalized tonic-clonic movements and the possibility of hematomas facilitated by the fine skin and the fragility of the vessels. These can be confused with seizure activity but the EEG remains normal Restless leg syndrome at night, which sometimes evolves into very violent jerks Bruxism, which we often encounter in EDS patients could be related to dystonia These dystonic contractions provoke luxations of the shoulder, fingers, a hip, knee or the maxilla. They are most commonly of short duration but can prolong over several days, weeks, months or exceptionally years as we have observed in a few cases. Dystonia is associated with the accentuation of other manifestations of the syndrome. Pain often increases to a very intense level in the part of the body where the dystonia occurs. Dysautonomic problems (vasomotor, sweating, tachycardia, orthostatic hypotension, freezing and cold intolerance, nausea, sensations of generally feeling unwell, POTS) at which Jaime Bravo (7) attaches fatigue. Pain itself can also provoke dystonia sometimes due to subcutaneous or intramuscular injections, traumatism, or simply during physical exam manoeuvre. It is perceived as painful by these hyperalgesic patients. Dystonia exists in 75% of our patients with the following severity index : 2/4 (39%), 3/4 (29%) and 4/4 (7%). The treatment of dystonia within EDS Our therapeutic approach of EDS (8) centres on the amelioration of the proprioceptive troubles, of the pain as well as the fatigue. Foremost we use proprioceptive shoe inlays and particularly proprioceptive clothing specifically adapted for EDS, derived from the treatment of burn victims and oxygen therapy against fatigue, shortness of breath and migraines. For the last five years we have successfully used Amantadine after the discussion with Pierre Cesaro (neurologist, specialist in the treatment of Parkinson). (9) When it was taken of the market in France we sought to replace it with L-Dopa which we prescribe at a low dosage (62,5 mg q3d –Modopar: 50mg L-Dopa +12,5mg Benserazide hydrochloride) adjusted to the needs of the patient especially in severe cases. We describe here the case of a 54 year old woman, a family medicine physician, who had been diagnosed with EDS-HT. Signs present since childhood worsened at the age of 52: muscular pain, intense fatigue, proprioceptive problems manifesting most importantly with difficulties waling. Signs of dystonia could be observed in the lower limbs. She is very tired with crises of somnolence that disturb her professional life. The fatigue and muscular pain is partially alleviated by wearing proprioceptive shoe inlays, 3 sessions of oxygen therapy (3L/min) 20min/day, baclofen and L-Carnitine. The effects alleviate progressively over the course of 2 months a generalised sensation of muscular rigidity of the legs and face with difficulties in the articulations, muscular twitches increasing in frequency. She started progressively on a treatment with Modopar (62,5mg q3d). The results were spectacular; after 2 weeks she recuperated fluid motion in her legs, the involuntary muscular contractions disappeared, but there was also improvement in her vigilance and in the fatigue. She stopped the Baclofen without forfeiting anything in her muscular state. After 4 months of the treatment with L-Dopa the effects on her vigilance are maintained with the total loss of the hypersomnia. She can cut down her intake of Tramadol extended release threefold. Whereas before she thought about stopping all of her professional activities, she is now able to pursuit her professional life with efficacy. The oxygen therapy is maintained as well as the L-Carnitine for their action on muscles, because c utting down this part of the treatment lead to an increase in muscular pain. Discussion 1 Identifying dystonia as a frequent and evocative manifestation of EDS Dystonia should be looked for in any patient diagnosed with EDS. It even contributes to its diagnosis. On the other hand, when dystonia is present in a patient often associated with psychiatric problems one should think of the possibility of EDS as a diagnosis and inquire about the other evocative signs: diffuse overall pain, fatigue, hypermobility, cutaneous fragility, joint problems, hemorrhages and familial cases. 2 Reflections on the pathophysiology We estimate that the alteration in proprioception plays a large part in the clinical manifestation of EDS. The receptors placed in a more elastic tissue, diminished in its thickness, easily deformed and compressed, having lost their elasticity (with a loss or attenuation of the elastic recoil),which do not or not well (not enough or too much) to solicitations. This is particularly true for the skin, which is the most important organ for the postural proprioception and for movement. This is also very true for the control of muscular activity via neuromuscular connections. This receptor dysfunction is also a plausible explanation for the anarchy within the autonomic nervous system, especially the crises of tachycardia and hypotension due to a loss in reactivity of the carotid sinus receptors implanted in altered collagen. This explanation can be expanded towards the mechanism causing dyspnea at effort, as the mechanoreceptors of the joints do not transmit the proper signals to the resp iratory centers. One of the arguments in favor of this explanation is the positive effect special compressive clothing has on the proprioceptive control of the limbs (less falls, fewer luxation of the shoulder and fingers) and the improvement of the respiratory difficulties when wearing these clothes on the trunk. It is logical to interpret dystonia by way of the same mechanism and the poor information which is received by the specialized area of central nervous system. The positive effect observed by Roland Jaussaud (10) on a patient presenting with permanent, multiple, involuntary movements which completely ceased after starting to wear the special EDS compressive clothing. An association between dystonia and dysautonomia has often been made (11). This corresponds to our observations made in consultation, especially in the instances that our patients came to call â€Å"their EDS crises†. These crises are often accompanied by postural orthostatic hypotension (POTS) which pla ys an important role in the sensation of fatigue. (7,12). They are habitually painful, even very painful. These observations suggest an intricate pathophysiological relationship between dystonia, dysautonomia and pain in Ehlers-Danlos syndrome which become the main therapeutic focus. 3 How to treat dystonia in EDS? The treatment of the proprioceptive problems (clothes and inlays), of the pain (inlays, local treatments to be preferred over the general route), of the fatigue (mostly oxygen therapy) and of the autonomic dysfunction by way of beta-blockers at low dose (13) seems to be a necessary prerequisite to be adjusted towards each patient individually. The specific treatment with anti-Parkinson medications have mostly been followed by their effects included on their effects in grand dystonic crises. The observation of positive effects outside of dystonia bears two questions: Firstly the role of dystonia itself on fatigue by way of less muscular activity and a better automatic control of movement, but also the role of dopamine as a molecule itself in this systemic disease. Conclusions Manifestations of dystonia in EDS is an important adjunct to further diagnosis and treatment, the understanding of its pathophysiology of this complex disease, which is little or poorly diagnosed, altering considerably life quality of the patients suffering from it and a source of many disabling situations. The integration of all the manifestations of dystonia into the symptomatology of EDS enriches the clinic of this syndrome and furthers/advances new therapeutic perspectives in a particularly hard to treat pathology. L-Dopa seems to have positive effects that transcend those researched on dystonia itself.

Utopia :: essays research papers

Education, Science, Philosophy Summary Though, as has been mentioned earlier, only certain accomplished people are allowed to give up manual labor for intellectual studies, every Utopian child receives a thorough education. The Utopians believe that it is through education that the values and dispositions of citizens are molded. The success of the Utopian educational system is evident in the fact that while most Utopians are engaged in manual labor as a career, in their free time Utopians choose to follow intellectual pursuits. Utopians conduct all of their studies in their native language. In science the Utopians are rational and accomplished. They have the same general level of understanding as Europeans in the fields of music, logic, arithmetic, and geometry. They are adept at astronomy and no one believes in astrology. They are able to predict changes in weather, though, like the Europeans, the underlying causes of these changes remain at the moment beyond their grasp. In philosophy, the Utopians are uninterested in the abstract suppositions that are the rage in Europe and which Hythloday finds empty. The foremost topic of Utopian philosophy is the nature of happiness, and the relation of happiness to pleasure. In such matters they ground their reason in religion, believing reason alone is ill equipped to handle such an investigation. Utopians believe the soul is immortal and that there exists an afterlife in which the deeds of life are rewarded or punished. They further believe that if people were skeptical of an afterlife, all intelligent people would pursue physical pleasure and ignore all higher moral laws. Belief in an afterlife means that pleasure exists only in acts of virtue, because it is these acts that will ultimately be rewarded. Utopians make a distinction between true and counterfeit pleasure. True pleasure involves any movement of body or mind in which a person takes a natural delight, such as reflecting on true knowledge, eating well, or exercising. Counterfeit pleasures are those sensations that are not naturally delightful, but that distorted desires have tricked people into believing they pleasurable.

Benito Mussolini

Benito Mussolini is well-known Italian dictator. From 1992 to 1943, he ruled over Italy as the leader of the Italian government. His administration adhered to fascism, which was established by Mussolini himself. On the 28th of April 1945, due to uprising and his political defeat, he was captured and executed by a firing squad. Benito Mussolini was born on the 29th of July 1883 in Dovia de Predappio in Italy. His family was not granted with a prosperous life as his father worked as a blacksmith and his mother worked as a grade school teacher.The sinister side of Mussolini materialized even during his younger years. In addition to his inability to perform well academically, he also committed violent acts against his peers. Mussolini was capable of perpetrating menacing and treacherous acts, as he was able to stab one of his schoolmates in his attendance at a boarding school. When he grew up, he was able to get a job as a teacher at a secondary school, after acquiring his college diplom a. In 1904, Mussolini joined attended military services and pursued a career in politics from then on.He united with the Socialist Party. Socialism is a political belief or principle that adheres to equal distribution of property and income between the members of the social system. However, in the advent of World War I, he opposed the Socialist Party and joined the rival nationalist group. Shortly after his crossover, he was able to establish a newspaper, which he called Popolo d’Italia. His political beliefs and ideals served as the backbone of the Popolo d’Italia. His then changed ideologies and principles were learning toward Fascism.Fascism was an established political doctrine where the authority is embodied by a dictator who promoted the primary interest of the nation and enforces tyranny to achieve an end. Mussolini despised communism and socialism. To show opposition for these two parties, he organized a group who promoted the ideas of nationalism. In 1921, the result of the elections put him in Parliament where the National Fascist Party was also organized. Mussolini was the leader of this party who has gained over a thousand followers.He abused his position to stay in power and altered the political system into a dictatorship style of government. Several members of the opposition party were assassinated and mass media was influenced into broadcasting propaganda in favor of the National Fascist Party. During his days as leaders of the Italian government, he employed the use of power and vigor to force people into doing what was favorable to him. However, during the 1930’s, Italy suffered a great blow in its economy.Because of this, Mussolini aimed to establish and develop the Italian Empire. Mussolini believed that in order to improve the economic status of Italy, he should be able to conquer other countries, especially countries in power, in order to capture dominance over the Mediterranean. To further his accomplishment, he supp orted the Nazi Fascist government of Adolf Hitler, and engaged in oppressing the Jews. Because of his brutal means of ruling the government, Italy was not able to bear his rule and discontinued their support for Mussolini.During the World War II, Mussolini submerged Italy into war despite the opposition of the people. It was fear that drove Mussolini into joining the World War II. In this period of chaos and hostilities, Mussolini was able to conquer the European Sea and African Mediterranean Sea, including France, Greece, and Egypt. In the 1940’s, Mussolini suffered a great loss as he lost his control over the Mediterranean Sea. After this political failure, Mussolini was capture and dubbed as the pawn of Hitler.He was shot in Como province leading him to his grave. References About. Com. (2007). The Columbia Encyclopedia: Mussolini, Benito. Retrieved December 7, 2007, from About. Com. Website: http://history1900s. about. com/gi/dynamic/offsite. htm? site=http%3A%2F%2Fwww. b artleby. com%2F65%2Fmu%2FMussolin. html Notable Biographies. (2007). Benito Mussolini Biography. Retrieved December 7, 2007, from Advameg, Inc. Website: http://www. notablebiographies. com/Mo-Ni/Mussolini-Benito. html Benito Mussolini A fascist leader of Italy form 1922 to 1943, BENITO MUSSOLINI, centralized all of his power as the leader of the powerful fascist party and tried to make an Italian empire in coalition with the German dictator Adolph Hitler. The conquering of the Italian army in WW2 led to the end of his grand dream and the downfall of his empire. He was born in the town of Predappio close to Forli in Romagna in July 29 1883 to a Black smith name Alessandro and a School teacher Rosa. Just like his father, Mussolini became a keen socialist.In 1901 he qualified as an elementary schoolmaster. The next year he migrated to Switzerland. There he was having difficulty in finding a stable job and was later arrested because of vagrancy, he was barred from Switzerland and was returned to his native land of Italy to serve in the Military. Due to some more trouble with the police, he started working in a newspaper in the town of Trento in Austria where he wrote a novel The Cardinal’s Mistress which was la ter translated into English. Socialist AssociationsHe was later barred by the Austrians too. He later became an editor of a socialist newspaper La Lotta di Classe (The Class struggle) in Forli. His early passion for Karl Marx was enhanced by a combination of ideas from the innovative policy of Auguste Blanqui, syndicalism of Georges Sorel and the thinking of Friedrich Nietzche. Benito later became a secretary of a local Socialist party in Forli in the year 1910. At this point of life, he had a political view totally opposite to what was to come later. He was antipatriotic.In 1911 when Turkey was to be attacked by Italy, he was jailed for his propaganda of peace keeping. He was later editor of an official Socialist newspaper by the name of Avanti in Milan where he recognized himself as one of the most powerful labor leaders in the Italian communism. He had a viewpoint that the working class should unite into a formidable unit prepared to seize power at any time. From here on than the Fascist movement started. When the WW1 started in 1914, Benito along with other communists agreed that Italy should not be a part of it.The only war acceptable to him was the Class war, and he threatened the government that he will lead a When World War I broke out in 1914; Mussolini agreed with the other Socialists that Italy should not join it. Only a class war was acceptable to him, and he threatened to be the leader of a People’s revolt against the government if Italy was a part of the WW1. After several months he suddenly changed his viewpoint on the war and decided to leave the editorial chair along with the socialist party. Birth of FascismHe established a new paper in November of 1914 by the name of Popolo D Italia and prewar group Fascia d Azione Rivoluzionaria. He clearly hoped that the WW1 would result in the collapse of the Italian government which would gain him power. He was to serve in the military later where he was injured in a grenade practice and because o f that he returned to his newspaper editing. In March 1919 Fascism developed into a planned political movement when Mussolini established the Fasci de Combattimento. He failed in the 1919 elections but later in 1921 he entered into the Parliament as a right wing member.Armed squads were established by the Fascist to terrify Benito’s former communist co workers. The government rarely hampered the movement. He got support from the industrialists and in return he gave his support to strike breaking and later he deserted radical demonstrations. The moderate governments of Giovanni Giolitti, Luigi Facta and Ivanoe Bonomi failed to prevent the increase of chaos, Benito was asked by king in October of 1922 to establish a government. Fascist Dictatorship He was supported by the Liberals in the parliament.With their support he initiated stringent censorship and changed the way elections were held in 1925-26 so that he had absolute power and could suspend all other political parties to work. As he had control over the press, he slowly made a legend of Duce, a human being capable of making everything right and had the ability to solve all the problems whether they are political or economic. Soon Italy became a police state. Whoever resisted him like Giacomo Matteotti did of the Socialist party he was very much cruel to them. He had a great skill in propaganda that he had very little opposition.After 1922, many time he personally took over seven departments at the same time like foreign affairs, ministry of the corporations, Army and other armed service, public works, interior ministry along with the premiership. He was the leader of the Powerful Fascist party which was established in the 1921 and also was the leader of the Fascist armed Militia. This made him to be successful in keeping power in his own hands and averting the surfacing of any competitor. This all came at a price of making a government which was corrupt, over centralized and totally inefficient.He spent most of his time on propaganda whether he was in Italy or some where else, here his training as a journalist was precious. Each and every mode of information was carefully monitored to create a fantasy that fascism was the main principle of the 20th century and was take the place of equality and freethinking. He wrote an article in which he laid down the principles of this policy which appeared in Encyclopedia Italiana in 1932. An agreement was signed in 1929 with the Vatican, which finally recognized the Italian State. His leadership finished the parliamentary system.He rewrote the law codes. The teacher teaching in universities or schools were swearing on an oath to secure the regime of Fascist. Mussolini himself started choosing editors of the newspapers and no other editor could establish a newspaper without the permission of the Fascist party. Trade unions were not given total independence were included in what was called the corporative system. The main aim was to place all the Italian public in different organization and corporations which were professional but all under the rule of the government.Mussolini had the idea of shifting the industries from public to private owners with the help of his financial backers. But later in 1930 he started moving back to the conflicting intensity of inflexible governmental control of industry. A huge sum of money was spent on different public works due to which the Italian economy suffered a great deal as he had placed so much money on the heavy industry to make Italy self sufficient but this was not possible as Italy was lacking numerous resources. Military AggressionIn his foreign policy Mussolini started shifting from a peace loving anti imperialism to a tremendous outline of violent self rule. In 1923 the bombing of Corfu is an example of his self rule. After setting up a dummy government in Albania and re capturing Libya, he had a dream of making the Mediterranean Sea Italian Sea. Later in 1935 he along w ith others established an anti Hitler policy at the Stresa Conference to protect the freedom of Austria. His successful battle against Ethiopia (than Abyssinia) was opposed by the League of Nations.Because of this he made a deal with the Nazi Germany, which before had been introverted from the league. Any prospect of a settlement between Britain and France ended when took an active part in the 1936-1939 Spanish Civil War and took the side of General Francisco Franco. After having to make a deal with the Germans, he had to accept the German capturing of Austria and Czechoslovakia’s dismemberment. In 1938 at the Munich Conference, he portrayed himself as a fair person functioning for peace in Europe.His allegiance with Germany was later confirmed when in 1939 he made a Pact of Steel with Adolph Hitler. Being an inferior partner to the Germans, Benito followed the same racial policy as did the German’s did against the Jews. When World War 2 was coming nearer, Mussolini ma de his intention clear to conquer Tunisia, Malta and Corsica. He conquered Albania after a short war in 1939. He didn’t realize that by gaining more power he would have a power balance in Europe, instead he favored a policy pretending and threaten to persuade the Western powers to make way for his growing territorial demands.He lectured for 15 years regarding the merits of war and the military keenness of Italy to battle, but his army was totally unprepared when the attack on Poland by Hitler led to the World War 2. He remained quite for a while until n unless he was sure who will win. He declared war in1940 after the collapse of France, thinking that the war will only last for a few weeks. He later attacked Greece which showed everyone that he was not prepared for a successful military machine. He had no alternative left but to pursue Hitler in announcing war on Russia and United States both in 1941.After Italy was defeated all ends, and the landing of Anglo American in Sici ly in 1943 led to many of Benito’s co workers to turn against him at a conference in Fascist Grand hall on July 25, 1943. This also led to the king dismissing him and ordered for his arrest. The Germans rescued him after a couple of months, after being rescued he set up a Republican Fascist state in north of Italy. Under the German’s he was not more than a dummy. Benito later returned to his ideas of collectivization and communism. He executed the Fascist leader who turned against him including his own son in law.He blamed the Italian public for this although they had been supporting all along his colonial dream. When the Allied Armies reached Milan on April 27 in 1945, Benito along with his mistress Clara Petacci were captured by the Italian enthusiasts, when he was trying to flee into Switzerland. Assassination A day later, Benito and his mistress were both shot dead near a village of Dongo, along with his 15 colleagues, comprising of ministers and officials. The kil lings were conducted by Colonel Walter Audisio; he was given the order to kill Benito by the National Liberation Committee.Later a witness by the name of Bruno Giovanni confessed that he had killed Benito and his mistress but these reports were never confirmed. After the killings, both the bodies were hanging upside down on meat hooks in Milan along with the fifteen colleagues killed, to confirm that the once mighty leader has been killed. This was to discourage the fighting by the fascists. The body was to become a thing of mockery and mistreatment by those who felt he was a cruel ruler. His body was later taken down and buried in an unmarked grave in Milan. Later his body was stolen but retrieved and brought to Predappio.Here he was buried in his family vault. A large marble of himself sits on top of the tomb. He was survived by his wife, Rachel, two sons Romano and Vittorio and his daughter Edda, whose husband was killed by Benito. His third son was killed in an air incident. Bib liography †¢ Benito Mussolini from Answers. com. Retrieved March 27, 2007. From http://www. answers. com/topic/benito-mussolini †¢ Benito Mussolini from Wikipedia (2007). Retrieved on March 28, 2007. From http://en. wikipedia. org/wiki/Benito_Mussolini †¢ Benito Mussolini Background. Retrieved on March 28, 2007.From http://library. thinkquest. org/17120/data/bios/mussolini/background/backg1. html †¢ Mussolini, Benito from BartleBy (2005). Retrieved on March 28, 2007. From http://www. bartleby. com/65/mu/Mussolin. html †¢ Benito Mussolini. Retrieved on March 28, 2007. From http://www. info. tampere. fi/a/amuri/tyot/ilduce3. htm †¢ Benito Mussolini from Spartacus Educational. Retrieved on March 28, 2007. From http://www. spartacus. schoolnet. co. uk/2WWmussolini. htm †¢ Benito Mussolini. Retrieved on March 28, 2007. From http://www. moreorless. au. com/killers/mussolini. html Benito Mussolini Mussolini is considered to be the founding Father of Fascism, seizing power by a combination of terror and persuasion. He held Italy firmly in his grasp by crushing his enemies while still promising glory. Mussolini was able to successfully turn Italy into a com/world-history-unit-3/">dictatorship under a fascist regime because of the country’s internally divided war-torn society as well as the weak state of Italy’s minority governments which could not unite to oppose fascism and finally because of his ability to appeal to this country through a false sense of security and nationalism. Benito Amilcare Andrea Mussolini was born in Predappio on July 29, 1883.Son of a socialist blacksmith, he grew up to be a self-proclaimed â€Å"anti-patriot† like his father (The Columbia Encyclopedia 33087). He hadn’t taken to school and rebelled against most things. He had gotten expelled from his first school, which was a catholic school ran my monks, though he did better in his second. He went on to become a qualified school teacher, even though he wasn’t interested in teaching. Benito Mussolini had a passion for politics. In June 1902, Mussolini went to Switzerland and got involved with some Italian socialists and got a job as a brick layer and joined the trade union.When he had suggested the very revolutionary idea for a general strike, he got expelled from Switzerland in 1903. He then went to an area called Trentino, which was ruled by the Austrians. The authorities soon labeled him as a trouble-maker; he encouraged the trade unions and attacked the Catholic Church. He was then expelled from Trentino in 1909 (Hibbert 4-10). Throughout Mussolini’s life, he had made his rise to power, many accomplishments, and in the end he had made a huge effect on his country.After being wounded in the trenches during World War I, he was sent home because of an injury only to become editor of his own newspaper. It was called Il Popolo d’Ital ia or The People of Italy. This represented his changing of his pacifist views, he used his paper to spread his new ideas and gain support. Mussolini also organized a pro-war group called Fasci d’Azione Rivoluzionaria. After the war he joined a different group called the Arditi Association, which was a military assembly composed of WWI veterans. Both of the associations contributed to the beginning of fascism.In 1919, Mussolini founded the Fasci de Combattimento, which was the skeletal structure for what was to become the political movement of Fascism. This attracted the attention of the lower-middle class with its nationalistic, anti-liberal ideas (The Columbia Encyclopedia 33087). During the 1920’s the Black Shirt Militia was formed by Mussolini due to his disgust with the corruption of the liberal and later socialist Italian government. Originally, they were reformers but then their methods became harsher and they used violence, intimidation, and murder.One of their typical techniques was to force-feed they’re opponents castor oil, which was often laced with petrol. Another method was to force them to swallow live frogs! Mussolini slowly began to back away from the Arditi Association as his Fascist movement became more powerful. In 1921 he was elected to parliament and the National Fascist party was organized. When his Fascists were sent to march on Rome they were permitted to enter the city and King Victor Emmanuel III called on him to form a cabinet (Lewis 16). This helped him gradually transform the government into a dictatorship.He soon got the official title of head of the government. His ambition to restore greatness found expression in pretentious slogans and speeches in the creation of monumental buildings which helped his encouragement of extreme nationalist groups. The fascist regime turned society into individuals who would just obey and distrust reason as well as understand violence as an essential tool to order. Ideally the country would transform into a totalitarian state; where the government would have total control over the lives of individuals and this would mean that anything is justified if it serves the states ands.Fascism emphasized victory, glorified war, is cruel to the weak, and is irrational and intolerant. Mussolini used the condition of the country to his advantage in his journey to becoming the dictator of Italy. Mussolini actually began his political career as a socialist and then became attracted to fasces, the ancient Roman symbol of the life-and-death power of the state, bundles of the lictor’s rods of chastisement which, when bound together, were stronger then when they were apart – reflecting the intellectual debt that fascism owed to socialism and presaging the symbolism of the renewed Roman imperium Mussolini promised to bring about.Mussolini claimed that it would help strengthen a relatively new nation (which had been united only in the 1860's in the Risorgimento ), although some would say that, like Lenin, he wished for a collapse of society that would bring him to power. Evidently, Mussolini accomplished many things during WW II on the Axis side. He started taking over Italy when he was dubbed Dictator. This was when he first was addressed as Il Duce, which means â€Å"the leader. † Since he had all the power of Italy, he began to take over and make all of the decisions.Mussolini started building roads, kept rivers from over-flowing, increased over production and ran the trains on time. He also extended his control over other countries. He invaded Ethiopia in 1935 and took over Albania in 1939. Not only was Benito Mussolini the leader of Italy, he was also the youngest dictator of Italy. Mussolini’s main role during WW II was being the leader of Italy. As earlier stated, he had tried taking over Ethiopia and seized Albania. Later on, the axis powers took over countries such as: Austria, Bulgaria, Czechoslovakia, France, Polan d, Romania, and many more.Mussolini soon became known as Hitler’s right hand man, and this helped him become very popular. Through his accomplishments, he pushed Hitler to make his own Fascist party. They became known as the Nazis. The axis power created a Rome-Berlin alliance of totalitarianism. As the axis power had every say in what people did, German, Italy, and Japan felt as though they could do anything. Mussolini had been a huge part with the axis powers during WW II (Lewis 15- 16). Once the Allies had occupied the southern part of Italy in 1943, the King had ordered Mussolini to be arrested in order to sign the peace agreement.He had then been imprisoned and then liberated by the Germans, Mussolini lived in northern Italy until his capture by the Italian Monarchy. He was then executed by the monarchy on April 28, 1945 along with his mistress, Claretta Petacci, by military forces of the Italian Resistance. The next day, their corpses and those of Mussolini’s hen chmen were hanged in the Piazzale Loreto, Milan, for public view (Antliff 1). Antagonisms between political parties had given rise to a civil war that continued for about three more years. Italians then decided, in 1946, to vote to dissolve the Monarchy.Then in 1948, the first political elections were held. Mussolini’s dictatorship will forever be remembered for bringing on many Mafia and Mani Pulite scandals and for political disillusion among Italian youth which escalated into such terrorist acts as Brigate Rosse and the Moro Affair. The Brigate Rosse was a Marxist-Leninist terrorist organization that arose out of a student protest movement in the late 1960’s. They had wanted to separate Italy from NATO and promoted violence in the service of class warfare and revolution. The original group concentrated on assassination and kidnapping of Italian Government and private-sector targets.They haven’t conducted an act since 1988, and have been largely inactive since the Italian and France police arrested many of the group’s members. In 1978, the BR had kidnapped Aldo Moro who was the Italian president-to-be. This became known as the Moro Affair. The 50 year period that Mussolini ran as dictator is now labeled as the First Republic which renewed Italian confidence in the democratic process (Lewis 17). The recent appearance of skinhead guards of honour at Mussolini’s tomb had provoked a controversy about how Italians should view their fascist period.Unlike Germany, Italy has never faced up to its role in WW II, preferring to see itself in the role of victim. The national narrative omits the first part of the war, in which Italians fought along side the Germans, and committed crimes in Albania, Greece, and Yugoslavia. Today, a resurgent nationalism has continued to gloss over the more shameful parts of Italian history, while at the same time allowing fascist apologists to exalt Italy’s most notorious 20th leader (Antliff 1). As the great dictator of Italy Benito Mussolini had rose to power by forcing his way to the top.He didn’t let anything stand in his way, even if it meant scamming. He achieved whatever he felt needed to happen, which finally, effected Italy’s history. All in all, Italy unlike the rest of Europe was greatly affected by the first World War and the state that the country was left in made it vulnerable to the extremist view of Mussolini and was easily transformed into a dictatorship and lead into a fateful alliance with Germany. Mussolini and his fascist ideals were able to overthrow Italy and turn it into a dictatorship and lead it into the second World War behind Hitler’s Germany.Mussolini was able to successfully turn Italy into a dictatorship under a fascist regime because of the country’s internally divided war-torn society as well as the weak state of Italy’s minority governments which could not unite to oppose fascism and finally because of his ability to appeal to this country through a false sense of security and nationalism. In my opinion, Mussolini played a negative role in the course of history. He led the Italians into the Second World War and so happened to join the wrong side. Subsequently, the country suffered lasting physical, political, and cultural damage.Their government remains constantly in turmoil. His methods and tactics fostered the rise of the Mafia in Italy. The Mafia and related activities gave the Italians an unfavorable international reputation with crime and trust even today. He fostered distrust of the government by the Italian people, which in itself was not bad, but his chosen methods of accomplishing objectives were proven to be ineffective. His leadership led to the eventual dissolution of the Italian Monarchy, which could have helped stabilize the country had it remained intact much like Britain’s and Sweden’s.His effect on Italy, in many ways, is still being felt today. Works Ci ted Antliff, Mark. Fascism, Modernism and Modernity. The Art Bulletin, Vol. 84, 2002. Falasca-Zamponi, Simonetta. Fascist Spectacle: The Aesthetics of Power in Mussolini's Italy. Berkeley: U of California P, 1997. Fermi, Laura. Mussolini. University of Chicago Press, 1966 Hibbert, Christopher. Il Duce: The Life of Benito Mussolini. Little, Brown, 1962. Lewis, Paul H. Latin Fascist Elites: The Mussolini, Franco, and Salazar Regimes. Praeger, 2002. Mussolini, Benito. The Columbia Encyclopedia, Sixth Edition, 2004.

Research proposal Essay

College students are among a significant population who experience extremely high levels of stress. According to the CDC one out of five college students have reported being stressed (CDC, 2012). The pressures of being a successful student and maintaining good grades along with juggling work, extracurricular activities, and a social life, are all factors that cause increased levels of stress and anxiety among college students. Research shows that people who undergo chronic stress have higher risks of developing major mental health implications such as higher levels of anxiety and depression to the extent where it can significantly damage their daily-life functioning (National Cancer Institute, 2012). The prevalence of mental illness among college-aged students is at an alarming rate considering the substantial amounts of stress students go through while in college. According to the American Psychiatric Association (2012), an AHA survey conducted among college students reveal findings that confirm 1/3 of students reported feeling depressed to the point where it impaired their ability to function (American psychiatric association, 2012). Along with major depressive symptoms, half of the whole population of students also reported having feelings of overwhelming anxiety. Furthermore, an additional study done in 2008 presented findings which showed that 53% of college students in a sample reported having high depressive symptoms as well as 52.8% of students undergoing high levels of anxiety (Downs & Ashton, 2011). Protective factors need to be considered when looking for efforts to improve the mental health and wellbeing of students among this population. One protective factor that has been linked with positive mental health is increased levels of physical activity (Buchan, Ollis, Thomas & Baker, 2012). Previous research and theory has shown that physical activity can increase the release of serotonin and norepinephrine which are neurotransmitters that have been connected with and can ultimately decrease risk of anxiety and mood disorders (American psychiatric association, 2012). Furthermore, according to the Journal of American College Health, Bray and Kwan found through their research that students who did not engage in vigorous physical  activity sufficiently scored lower on psychological well-being than students who engage in vigorous physical activity sufficiently (Bray, Kwan 2006). Thus, the purpose of this study is to determine whether or not there is an effect of engagement in physical activity on the stress levels and moods among undergraduate students at California State University, Fullerton. Based on this statement, it is hypothesized that increased amounts of physical activity will be associated with lower stress levels and an over better mental health among undergraduate students. The theory we will use to test with our hypothesis will be the transtheoretical model (TTM). Also known as the stages of change model, the main theme of this model suggests that a change in behavior is not understood as a single event, but as a process and that when a person attempts to make a behavior change, they will go through multiple stages (Rimer, Glanz, & NCI, 2005). The five stages of change include: pre-contemplation, contemplation, preparation, action and maintenance. The stages of change model is like a cycle, not a linear model, in which people may start the process of change at any given stage and then may take a step back to a previous stage (relapse) and have to start over. This theory informs our hypothesis that increased levels of physical activity will reduce levels of stress because previous research has proven that the transtheoretical model, which has been applied to numerous health behaviors such as diet, weight control and exercise, is successfully effective in increasing levels of physical activity (Jackson, Asimakopoulou, & Scammell, 2007). Since previous studies show a positive association between physical activity and overall better mental health, this theory can be used to support efforts (such as coming up with strategies for interventions) in order to increase the amount of physical activity college students engage in, with the aim of ultimately improving their mood and stress levels. We are testing this theory with our hypothesis by examining and analyzing the multiple aspects of a person’s beliefs about the behavior, their intentions and readiness to change their behavior, and actual engagement of behavior as it relates to their mood. Method Participants and Procedures Our sample will include eighty to one hundred students between the ages  of eighteen and twenty-four that are currently enrolled at Cal State Fullerton. We will be conducting a survey by having students at Cal State Fullerton from the classes Dr. Espinoza conducts as well as colleagues from other classes answer a survey questionnaire. Being that one out of five college students have reported feeling stressed (CDC, 2012) we will make a detailed survey that will help us determine the underlying factors and main stressors that increase the average college students stress level. Our survey will take approximately five to ten minutes to complete and will be anonymous. However, we will ask students to write their class status on the survey which will help us to determine if stress levels overall increase, decrease or remain the same the longer the participants have been enrolled in school. Measures In our survey we will be asking students to rate their current stress level on a scale of 1-10. Since one person could consider a stress level of an 8, for example, differently than another, we will include a key to the description of each rating to ensure accuracy. We will also be asking them what their key stressors are, how much they exercise, what type of exercise they participate in and at what level (vigorous, light, etc.). In addition, we will ask our participants their feelings about exercising; whether or not they think it is necessary or important to them to perform a fair amount of physical activity in order to maintain a healthy mind. We will use these questions to analyze the students’ attitudes/beliefs about physical activity and how they think it relates to their mood. With the detailed questions we are asking we will be able to make a correlation between stress levels and exercise. We anticipate to see those who exercise regularly have lower stress levels than those who do not exercise regularly. Conclusion Looking at several research studies done previously on this topic of interest indicates that stress can be related to physical activity and most certainly can affect a college student’s mental health. Our research will look more into the stress of college students and will be able to compare the year of the student in which they are enrolled in, to how much physical exercise they participate in, to how much stress they are feeling. Obtaining this research is necessary because it will be helpful for college students. It is  important for college students to be able to identify their stress properly and know how to cope with it so their mental health is not at risk of decreasing. Even though our research will be taking place at California State University, Fullerton, it will be beneficial for all college students. References American Psychiatric Association (2012). College Students | psychiatry.org. Retrieved from http://www.psychiatry.org/mental-health/people/college-students Bray, S. R., & Kwan, M. W. (2006). Physical activity is associated with better health and psychological well-Being during transition to university life. Journal Of American College Health, 55(2), 77-82. Buchan, D. S., Ollis, S., Thomas, N. E., & Baker, J. S. (2012). Physical activity behaviour: an overview of current and emergent theoretical practices. Journal of Obesity, 1-11. doi:10.1155/2012/546459 CDC. (2012, aug 12). College Health and Safety http://www.cdc.gov/family/college/Cdc. Downs, A., & Ashton, J. (2011). Vigorous physical activity, sports participation, and athletic identity: implications for mental and physical health in college students. Journal of Sport Behavior, 34(3), 228-249. Jackson, R., Asimakopoulou, K., & Scammell, A. (2007). Assessment of the transtheoretical model as used by dietitians in promoting physical activity in people with type 2 diabetes. Journal of Human Nutrition and Dietetics. doi:10.1111/j.1365-277X.2007.00746.x National Cancer Institute (2012). Psychological Stress and Cancer – National Cancer Institute. Retrieved from http://www.cancer.gov/cancertopics/factsheet/Risk/stress Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.) (2005). Theory at a glance: A guide for health promotion practice (2nd ed.). Bethesda, MD: U.S. Dept. of Health and Human Services, National Institutes of Health, National Cancer Institute.