The Polemic about Tattoos :: essays research papers fc

The polemic about tattoos I was wondering why tattoos are a controversial point in our society! There are people against and people that really like tattoos, but who is right? Should I think it is a good or a bad thing? Maybe for the tattooists the art involves is worth the pain and sacrifice of being tattooed. For the religious, it is a sin to sacrifice one’s body with so meaningless purpose. Now I don’t think there are excuses to justify so drastic a way of art, but analyzing the points of view I will try to clarify some questions I still have about this body art such as the reason people have tattoos, â€Å"When did tattooing start?†, the dangers involved in this procedure, the removal of a tattoo and society’s reaction to tattooed persons. Thinking it is weird to have one’s body penetrated many times by a needle to make only a drawing I do not think is worth it. So, why do people have tattoos? Why it is a common place nowadays? Probably because people see that the tattoo is a way of expression, but the real motivation to acquire it varies among groups and cultures. It marks thoughts, opinions, memories†¦Some persons obtains tattoos as a means of asserting their personal identity or sexual orientation. Tattoos may be a testament to feelings of love, they have been associated with rites of passage and identification with groups. Nowadays tattoos is used for some cosmetic medical procedures and permanent make-up applications, according to the National Institute of Environmental Health Sciences’ web site. Some women seek facial tattooing as method of permanent adornment that reduces the need of cosmetics, what can be helpful when, for example, a compromised vision impairs the ability to apply make-up. Talking with a friend who likes a lot of body art, Manoela Cunha, she said: â€Å"I like tattoos because they make me feel â€Å"the one†! There is no one else in the world like me it is a way of identification†. She adds: â€Å"It is not a rebellion of thoughts, it’s just something I like and I really don’t care about other peoples judgment†. She said it is not a painful thing, none of her 3 tattoos and her piercing hurt, and she is planning to get others. Analyzing the past, I can see it is not a recent thing. I read once in a web site about frequently asked

A Case Study of Afghan Women’s Rights Essay

Afghanistan has experienced almost three decades of continuous conflict, which has undermined the physical and sexual security of Afghan women in rural as well as urban environments. In a historical analysis, rape prevalence and sexual violence are directly related to ethnic conflict and warring factions. The International Coalition has exacerbated the problem of warlord-dominance in the countryside by utilizing Northern Alliance militias in the â€Å"War on Terror.† These militias have records of extensive human rights abuses and war crimes, including the perpetration of systemic rape campaigns for ethnic-cleansing. Human rights abuses force Afghan women to live in terror.1 Sixteen-year-old Nazia’s family wedded her to a forty-year-old man, Mumtaz, in September 2007.2 Two weeks later, her husband beat her for no obvious reason. 3 Mumtaz had become suspicious that Nazia met other men secretly, so he beat her until she fainted See more: Ethnic groups and racism essay .4 He tied her down and broke her teeth with a stone.5 He poured boiling water on her feet.6 When Nazia subsequently did not cook dinner for him because she could not stand, he tied her up and beat her again.7 While enduring the violence, she felt an excruciating pain in her left and right ears and tasted blood flowing down her face.8 Mumtaz had cut off her ears and her nose with hisknife.9 Nazia’s story, told from her hospital bed in Qalat,Afghanistan, 10 serves as an example of the plight of women in Afghanistan11 and the human rights violations targeted atwomen.12 Human rights abuses against Afghan women occur daily.13 Women face punishment such as public whippings, stonings, and imprisonment for inadvertently exposing their ankles or for wearing brightly colored shoes.’ 14 Although Afghanistan’s current constitution,15 and the international treaties 16 to which Afghanistan is a signatory, enumerate equal rights for women and men, 17 poor law enforcement, lack of awareness about women’s rights,and conservative traditions 18 prevent the promise of equal rights from becoming a reality.19 Despite these guarantees of women’s fundamental rights, significant challenges remain for Afghan women in terms of implementing the constitutional provisions, and reconciling the more conservative and male-dominated aspects of Afghan society with culturally pragmatic conceptions of gender equality.20 The 2003 Constitution also requires that Afghanistan abide by international conventions that it has signed,21 including the Convention on the Elimination of All Forms of Discrimination Against Women (â€Å"CEDAW†),22 yet Afghan women and girls continue to suffer from entrenched discrimination throughout the country. 23 As a result, Afghanistan is currently a haven for severe human rights abuses against women and girls.24 Women are the victims of discrimination and human rights abuses because Islamic societies often interpret human rights for women to conflict with Islamic law. 25 Afghanistan is one of these societies.26 Despite equal rights for women and men written in the 2003 Constitution, Afghan women are not afforded rights equal to men in practice, and they presently live in terror. 27 This comment addresses gender rights in Afghanistan, focusing on continuing human rights violations28 despite Afghanistan’s international treaty obligations 29 and prohibitions against discrimination in the 200 3 Afghan Constitution. A member of the Bamyan Provincial Council, Wahidi Beheshti, is accused of killing a young girl named Shakila on January 22 this year in his own house in Bamyan province. She had been raped by Beheshti and then killed with a gun of his bodyguard. Beheshti’s family claimed Shakila had committed suicide; however forensics proved that she had been killed. Wahidi Beheshti denied any involvement in the matter but the police had also said that Shakila had been killed with a gun of Beheshti’s bodyguard Qurban. Also the forensics who performed the postmortem said they had found evidence that Shakila had been raped by Beheshti before she was killed. According to Mohammad Alam, Shakila’s brother, both Beheshti and his nephew Abdul Wahab were present at the scene of the murder but both denied their presence. He had told Bokhdi News Agency, â€Å"Wahidi Beheshti threatened my family by phone several times and demanded that we cooperate with them so that the matter is resolve d quietly. He promised in his phone calls that he will pay the court money to free Qurban (accused of murder) and wrap up the matter in whatever way possible.† Wahidi Beheshti’s brother Fokori Beheshti is a member of the parliament and his father was a strongman in the area during the 1990s. The case is under deliberation in a court in Bamyan province but Beheshti’s powerful brother and friends are trying to free him by any means possible. According to sources Fokori Beheshti, Said Hussain Anwari and Said Alimi Balkhi (all members of the national assembly) have pressurized the police forensics not to present evidence of Shakila’s rape by Wahidi Beheshti to the court. In a country where so-called lawmakers rape and kill an innocent girl, it is only natural to expect obstruction of justice. There are thousands of Shakilas who die victims or live a life of pain and sufferings, and hundreds of Beheshtis who roam about freely thanks to the impunity given to them by cruel local commanders, misogynist lawmakers and judges, and ultimately the corrupt mafia government.30 During the consultations, a majority of women expressed that they have not meaningfully participated in planning for the Security Transition. In the provinces where Transition has yet to officially start, women do not believe they will be involved in consultations to determine future plans, steps, and activities associated with the transfer of security authority. Recent consultations also revealed that women do not feel that Afghan National Security Forces are responsive to women’s needs and do not uphold human rights standards. Women perceive Afghan National Security Forces as not having the full capacity and expertise necessary to address the security needs of Afghan citizens, especially women and children. They also believe that in recent years, little attention has been given to build the capacity of ANSF to improve civilian adherence to existing laws and advance rule of law by demonstrating that people who violate laws will be punished. However, women still expressed a strong interest in the international community continuing to work to build the capacity and adequately resource the ANSF. Policy makers in Afghanistan reiterate again and again that transition is not about military and security matters alone, however practical experience on the ground shows that there isn’t adequate attention paid to improving rule of law, governance, and access to justice. Similarly, it is unclear how such processes are impacting women’s security. Transition should start from a citizen-articulated vision in which women and men of Afghanistan take responsibility for their better future. The road map for the exit of international forces is necessary; however, an accelerated withdrawal will jeopardize the investments of human life and material resources generously contributed by more than 40 nations, not to mention the numerous casualties of Afghan National Security Forces and enormous sacrifice by the this country’s women, men and children. Women organizations and activists have better access to local communities and are aware about the challenges and causes of insecurity in their communities; therefore they should be consulted and included to ensure that security and transition plans are implemented successfully. BACKGROUND A. Treatment of Women in Afghanistan from the Rule of the Soviet Union to the Present Following civil war in Afghanistan in 1978, the Soviet Union took control of Afghanistan and created many opportunities for women,including aggressive literacy programs.31 Under the Soviet Union’s Communist regimefrom 1979 to 1992, Afghan women enjoyed equal rights and social, economic, and political freedom.32 In the 1980s, the Communists enforced equal rights for women and men in a civil-war-torn Afghanistan.33 As a result, women held a greater number of business, law enforcement, and Parliament positions than they did prior to the civil war. 34 Furthermore, education and employment became more socially acceptable for women.35 As a result, women assumed positions as lawyers, entertainers, and doctors.36 As part of this greater freedom, women saw more educational, employment, and professional opportunities. 37 In 1979, female students even outnumbered male students at universities.38In 1992, 39 the Communist regime fell and the Islamic State of Afghanistan assumed control.40 Subsequently, the â€Å"rights and dignity of women went out the window 41 The 1977 constitution that guaranteed equal rights for women and men was â€Å"thrown out 42 The Islamic State of Afghanistan began to remove women’s rights systematically, and institutionalized various violations against women.43 In 1993, the Islamic State of Afghanistan ruled women must be completely covered, women could not wear perfume or makeup, and women’s freedom and mobility would be restricted.44The justification for these rulings was that men become too excited by women and are tempted to stray from the Islamic way of life, and the restrictions on women reduce this temptation.45 In addition, other, more violent human rights abuses towards women occurred under the Islamic State of Afghanistan, such as torture, rape, and sexual abuse.46 Interestingly, also in 1993, as part of the Vienna Declaration,47 Afghanistan formally reaffirmed its â€Å"faith in fundamental human rights, in the dignity and worth of the human person, and in the equal rights of men and women 48 The Vienna Declaration also stressed the importance of eliminating violence against women and â€Å"any conflicts that may arise between the rights of women and the harmful effects of certain traditional or customary practices, cultural prejudices and religious extremism.49 Despite Afghanistan’s part in the Vienna Declaration, human rights abuses against women continued as the Taliban 50 emerged as a volatile presence in Afghanistan.51 Taliban rule, which lasted from 1996 to 2001,52 resulted in major setbacks for women.53 The Taliban developed as a political-religious force,54 and eventually seized the cities of Kandahar in 1994, Herat in 1995, and Kabul, Afghanistan’s capital, in 1996.55 Before the Taliban captured Kabul, women made up seventy percent of teachers, forty percent of doctors, and generally worked in all areas of employment.56 After the Taliban fully seized power, it severely oppressed women’s rights. 57 The oppressive Taliban policies violated United Nations treaties, but the Taliban asserted that the treaties’ duties were inconsistent with religious law and cultural practices.58 The Taliban began by closing all schools for girls and forbidding women to work outside the house. 59 The Taliban imposed rules on women, restricting their freedom of movement, dress, education, and employment.60 The women and girls who violated these rules received punishments, including beatings on the streets, amputation of limbs, and public executions.61 The Taliban justified its practices in accordance with its interpretation of the Quran,62claiming to follow a pure, fundamentalist Islamic ideology.63 Taliban leaders enforced the law as they saw fit and prohibited differing interpretation. 64 The plight of Afghan women living under the Taliban regime became an issue of global concern. 65 After the terrorist attacks on the World Trade Center and the Pentagon on September 11, 2001, and the subsequent United States military invasion of Afghanistan in October 2001, the Taliban regime collapsed.66 This development presented women with the opportunity to fight for gender equality.67On December 5, 2001, the Bonn Agreements 68 mandated that the Transitional Administration of Afghanistan set up a Constitutional Commission to draft a new constitution.69 The Constitutional Commission’s mandate was to ascertain the Afghan people’s desires, both within the country and abroad, regarding their new constitution.70 The thirty-five member commission drafted the new constitution. 71 Seven of the thirty-five commission members were women, 72 which ensured the â€Å"participation of women in the constitution making process73 As part of the drafting commission, Afghan women w ere finally able to play a role in addressing women’s fundamental rights in the 2003 Constitution.74 INTERNATIONAL POLICY: REVIW AND RECOMMENDATIONS War and political insecurity in Afghanistan are directly related to rape incidence and sexual violence, especially under a free reign of ethnically divided militia factions. By empowering the Northern Alliance militias, the international community has created a long-term institutional problem that will undermine the democratic transition. Not only do these warlords have the military capacity to affect the electoral processes in their localities, but their de facto rule of the countryside also incapacitates the central authority in maintaining effective governance. The preponderance of warlords has also been legitimized through the democratic process, which offers militia commanders an opportunity to engage the political process in an official capacity while secretly maintaining their criminal and military powers. As a result, the international community has made the long-term presence of coalition military forces necessary for maintaining law and order. Because the international community empowered these militias in the War on Terror, the presence of international forces is required to keep the commanders under control, in order to avoid the brutality and violence of the civil war period. The recent decision by the North Atlantic Treaty Organization (NATO) to increase the number of International Security Assistance Force (ISAF) troops to expand the international mission into the unstable countryside is the most recent attempt to bolster the central government’s effectiveness in the rural regions.75 The expanded mission has been hailed as the solution to transition from warlord rule to democratic self-governance. The Canadian military recently announced that its new troop contingent expects to remain in Kandahar province for up to 20 years to help restore the country and prevent another collapse into civil war. These forces are expected to act as a stabilizing force to keep warlords in check. However, a long-term international presence might be alarming to Afghans who have a history of deep xenophobia and hostility towards occupying forces. Furthermore, regional and international power struggles between Pakistan and India, and the USA and Russia have exacerbated Afghanistan’s internal fragmentation, as international military forces continue to mobilize paramilitary groups against their rivals. Afghan people have also grown suspicious of the international humanitarian agenda in Afghanistan, which diverts a majority percentage of international funds to private security and foreign salaries, rather than food, medicine, or other vitally needed supplies for Afghan people. There are four key actions that the International Coalition and civil society actors must consider in order to correct the political chaos that has emerged in the post-Taliban period, which undermines the rights and protection of Afghan women. First, American forces must stop financing militias for use against the Taliban and al-Qaeda in the War on Terror. By utilizing these proxy militias, the international community has disempowered Afghan people and undermined the capacity of the central government to protect its citizens and enforce its laws. The resulting political instability and preponderance of foreign-backed warlords and militia groups in the countryside also directly threatens both the physical and sexual security of rural Afghan women. Second, the warlords that the US-led coalition co-opted during the offensive against the Taliban, who now hold official Parliamentary and Cabinet positions in the central government, must be stripped of their political power in the new democ racy. Furthermore, those warlords accused of war crimes and crimes against humanity, including sexual abuse, must be brought before both local courts and international tribunals. In order to establish a culture of social reconciliation and peace-building, all human rights violations committed during the four war periods must be resolved through legal and social mechanisms that provide rape victims with the opportunity to seek justice for atrocities perpetrated against them. Traditional values, especially those pertaining to women, the family, and social justice, must be considered in the development of laws that address violence against women. Third, in order to address the survival needs of the majority of Afghan women, international civil society actors must invest in rural development, health, and education, and co-operate with local partner organizations. Currently, international funding for humanitarian assistance is directed primarily towards the more stable and accessible urban envi ronments, where international organizations have developed isolated communities of wealthy ex-patriots. Rampant accusations that non-governmental organizations have squandered Afghanistan’s international funding through dubious projects and lofty salaries for foreign workers must also be investigated, in order to establish legitimacy and accountability within the civil society network. The creation of an internationally-sponsored, government-monitored, socially responsible, and grassroots civil society in rural Afghanistan would empower rural women in their communities and increase the capacity of the central government in the lawless countryside. Fourth, the traditional Islamic culture and values of Afghans must be respected in the development of women’s rights policies. Historically, Afghans have opposed radical changes in women’s social and legal status, especially those that they perceived violated the principles of Islamic law. In order to maintain a semblance of legitimacy with rural peoples, the international community must demonstrate an understanding of and respect for traditional norms and Islamic religious values, including those pertaining to women. By operating within culturally sensitive frameworks, the international community would avoid hostile backlash and better address the needs of Afghan women. The failure of the state of Afghanistan remains the most fundamental obstacle in the promotion of gender equality, as without the strength to enforce domestic legal and political reforms in rural areas, the government is ineffectual in most of the country. The International Coalition in Afghanistan must cease empowering and enabling warlords and militia commanders for convenient military purposes, which fundamentally impedes efforts to bring rapists and human rights violators to justice in local and international arenas. Coalition forces and the international community must also remain conscious of the deep Islamic character of the Afghan people, as it pertains to cultural norms that apply to women, sex, and family relations. The recommendations listed above build upon and supplement the concrete recommendations developed by Afghan women who have advocated for their inclusion in peace and security processes over many years. Each time, women have worked to develop solutions for what needs to be done to improve their situation. AWN brings a number of these recommendations back to the memory of policy makers who may have read Afghan Women Position Paper toward Bonn and Beyond. This is a reflection to evaluate the level of seriousness and attention that might have been put towards the demands of women since September 2011. 1. Women’s organization should be included in designing, monitoring and evaluating indicators that measure the impact of transition on women. Transition decisions should be based, in part, on results of this monitoring. 2. The recruitment of Afghan Local Police (ALP) and other security alternative needs to include a transparent vetting process so that former and current warlords with previous record of human rights violations do not automatically become part of the national forces. A portion of the vetting process should be community based, allowing women’s groups and women from communities to report on the background of the newly enrolled security forces 3. Women leaders in government and civil society are under constant attack, while it is necessary to ensure women’s protection in general, women leaders’ protection needs to be a priority as per their critical role as agents of change in society against conservative elements taking Afghanistan back to 199 0. 4. The Afghan government should have a clear reporting process for the human rights instruments and international laws that it has signed and needs to demonstrate that Afghan laws are not in contradiction with its international legal commitments for women. 5. A joint International Afghanistan War Memory Commission should be created so that the past 30 years of war violations are identified and there is a documentation process as a matter of conflict prevention. Such an investigation does not have to conclude in a legal trial but a memory of war and the beginning of a healing process. Otherwise, the practice of impunity will not unite Afghans towards a rule of law culture. CONCLUSION Afghanistan is still a haven for gender violence and discrimination despite equal rights enumerated in the Afghan Constitution. 76The Afghan Constitution requires that Afghanistan abide by the UDHR, the U.N. Charter, and other international treaties to which Afghanistan is a signatory. 77 However, these rights are unrealized in practice due to problems with the judiciary, such as lack of training and corruption,78 and the lack of awareness among the Afghan people of the law.79 To remedy these problems, Afghanistan should interpret its Constitution in accordance with Islamic laws following the examples of Iran80 and Egypt81 Afghanistan should train the judiciary not only on secular law, but on how to interpret the Constitution and international law in accordance with Sharia. If feasible, respected Islamic judges from Egypt should provide guidance to Afghanistan’s judges.Furthermore, Afghanistan should simultaneously disseminate information like the Bench Book 82 to increase women’s awareness and understanding of their rights and the procedural mechanisms to report infringement upon their rights. As Afghanistan continues to develop and strengthen its legal infrastructure within the framework of Islamic law, progressive interpretation of the Sharia is necessary in order for constitutional laws to be accepted and followed by Muslims.83 As the people of Afghanistan become more aware of the laws that govern their state and as they accept that women’s rights principles can co-exist with Islamic principles, women’s participation in society and politics will improve. This would be a large and overdue step for Afghanistan. References: 1. See Jessica Nash, Editorial, Afghan Women Forced to Live in Terror, W. GEORGIAN, Oct. 17, 2007, http://media.www.thewestgeorgian.com/media/storage/paper523/news/2007/10/1 7/Opinion/Afghan.Women.Forced.To.Live.In.Terror-3035567-page2.shtml. 2. Nazia Afghanistan: â€Å"My Husband Cut off My Ears and Nose and Broke My Teeth,† IRIN NEWS, Dec. 26, 2007, http://www.irinnews.org/HOVReport.aspx?ReportId=76003. 3. Id. 4. Id. 5. Id. 6. Id. 7. Id. 8. Nazia Afghanistan: â€Å"My Husband Cut off My Ears and Nose and Broke My Teeth,† supra note 2. 9. Id. (showing pictures of the mutilation). 10. Id. 11. Michael Stittle, Warlords No Better Than Taliban, Says Afghan MP, CTV NEWS, Nov. 8. 2007, http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20071107/Malalai-Joya 071107/20071107/. 12. See Nash, supra note 1. 13. See id. 14. Id. 15. The 502 delegate Loya Jirga (â€Å"Grand Council†) passed the 2003 Afghan Constitution on January 4, 2004, which governs Afghanistan today. JAMES INGALUS, THE NEW AFGHAN CONSTITUTION: A STEP BACKWARDS FOR DEMOCRACY 1-2 (2004), http://www.fpif.org/papers/2004afghanconst.html. 16. See infra notes 105-09 and accompanying text. 17. See infra notes 87-90. 18. Women Workers Exposed to Health Risks in Herat Factories, IRIN NEWS, Oct. 30, 2007, http://www.irinnews.org/Report.aspx?ReportId=75048. 19. See, e.g., Nash, supra note 1 (explaining that women’s freedoms are restricted every day in Afghanistan). 20. Horia Mosadiq, The New Afghan Constitution: How Women Succeeded in Ensuring Certain Rights and What Challenges Remain, 3 CRITICAL HALF 28, 28 (2005), available at http://www. womenforwomen.org/news-women-forwomen/ files/crit-half/CHJournalv3.pdf. 21. AFG. CONST. art. 7, available at http://afghanland.com/history/constitution.html. 22. United Nations Division for the Advancement of Women, Convention on the Elimination of All Forms of Discrimination against Women: States Parties, http://www.un.org/womenwatch/daw/cedaw/states.htm (last visited Oct. 18, 2008) [hereinafter CEDAW: States Parties]. 23. Human Rights Watch, More Business Than Usual: The Work Which Awaits the Human Rights Council, Mar. 12, 2007, http://hrw.org/englisb/docs/2007/03/12/sudanl5471.htm [hereinafter HRW, More Business Than Usual]. 24. Id. 25. Katherine M. Weaver, Comment, Women’s Rights and Shari’a Law: A Workable Reality? An Examination of Possible International Human Rights Approaches through the Continuing Reform of the Pakistani Hudood Ordinance, 17 DUKE J. COMP. & INT’L L. 483, 483 (2007). 26. See supra notes 15-21 and accompanying text.27. See Nash, supra note 1. 28. HRW, More Business Than Usual, supra note 23 (â€Å"Afghan women and girls continue to suffer from entrenched discrimination throughout the country.†). 29. CEDAW: States Parties, supra note 22. Afghanistan acceded the Convention on the Elimination of All Forms of Discrimination against Women on March 5, 2003. Id. 30. See http://www.rawa.org/temp/runews/2012/07/18/a-member-of-bamyan-s-provincial-council-accused-of-raping-and-murdering-a-teenage-girl.html .

A Traumatic Brain Injury - 1708 Words

A traumatic brain injury (â€Å"TBI†) occurs when the brain is somehow injured, rattled, or wounded from an external source of force. The means of acquisition and the severity of TBIs are unique to each patient; therefore, symptoms and rehabilitation can vary greatly depending on the patient’s condition following the incident and how they sustained the injury. The severity of a TBI is generally classified into one of three categories: mild, moderate, or severe, and this type of diagnostic criteria influences how a patient with TBI is treated by medical staff and rehabilitation specialists. TBIs can affect a specific part of the brain that was directly impacted, leaving the patients with only one or a few areas of impairment, or the damage can†¦show more content†¦Percentages of favorable recovery outcomes in the â€Å"other incidents† group ranged from 26% for gunshot wounds to 100% for shaken baby syndrome (Madjan et al. 804). This wide range of scores indicates that the â€Å"other incidents† category was likely too generalized to produce significant results. The above mentioned research study did not control for the age of traumatic brain injury patients in such a way that patients could be compared on this basis. Research on brain damage (due to traumatic brain injury, substance abuse, and other means of neurological harm) and the effects of age on the likelihood of extensive recovery has been conducted over the past several decades in the fields of both medicine and psychology, and conflicting evidence exists. Some studies suggest that young brains are more vulnerable to irreversible brain damage due to the underdevelopment of neurons and brain structures, while other studies indicate that the brains of older individuals are less â€Å"plastic† than in younger individuals, making them less resilient to damage. To study the outcomes of pediatric traumatic brain injury as opposed to traumatic brain injury in adulthood, Catroppa et al. conducted research on children that had suffered a TBI between the ages of one and seven years. P articipants were recruitedShow MoreRelatedTraumatic Brain Injuries772 Words   |  4 PagesEffects may be long term or short term, depending on the gravity of the incident. Traumatic Brain Injury (TBI) is a serious public health problem in the United States. Based on recent studies, on average, 1.7 million people endure a traumatic brain injury each year. The leading causes of Traumatic Brain Injuries are falls, motor vehicle accidents, struck by or against objects, and assaults. The initial blow causes the brain to bounce around and twist hitting the bony interior wall of the skull or anRead MoreTraumatic Brain Injury1030 Words   |  5 Pagesto provide therapeutic and counseling services that assist persons suffering with traumatic brain injury (TBI) or acquired brain injury (ABI) in coping and recovering from the mental illnesses that often accompany such tragedies. TBI/ABI has shown a proven link with â€Å"anxiety, depression, personality changes, aggression (National Alliance on Mental Illness Veterans Resource Center May 8, 2009 Traumatic Brain Injury)†, as well as many other issues. As the caregiver for a survivor of a rare and deadlyRead MoreSymptoms And Injuries Of A Traumatic Brain Injury841 Words   |  4 Pages Nearly two million people experience a traumatic brain injury (TBI) every year. The degree of severit y from the incident may range from no underlying brain injury to severe compression of brain tissue. Irregular interior surface of skull can damage fragile tissues of brain during acceleration, deceleration, or shearing forces. Direct mechanical trauma can injure cortical tissue. Traumatic hematomas can damage subcortical structures and lead to vasospasm and ischemia. Sudden movement of skull onRead MoreTraumatic Brain Injury Essay1243 Words   |  5 PagesTraumatic Brain Injury Traumatic brain injury, also called acquired brain injury or simply head injury, is a result of a sudden blow to the head when an external force is applied causing a disruption of the physiological stability of the brain locally. It can also occur when an object pierces the skull and enters the brain tissue and when elevation in the intracranial pressure occurs and potentially dramatic changes in the blood flow within and to the brain. These changes may produce a diminishedRead MoreTraumatic Brain Injury Essay1046 Words   |  5 PagesInjury Stats Roughly 1.4 million people sustain a traumatic brain injury every year in the United States.1 Of these 1.4 million, 235,000 injuries are severe enough to require hospitalization—and 50,000 result in death. More than half (over 700,000) of all of these yearly brain injuries are from sports-related activities, falls, and physical assaults. In the year 2000, traumatic brain injury cost an estimated $60 billion in the United States, totaled in both direct medical fees and indirect costsRead MoreIntroduction Of Traumatic Brain Injury897 Words   |  4 PagesOutline I. The Brain II. Introduction of Traumatic Brain Injury (TBI) a. TBI sustained in combat zones i. Degrees of TBI ii. Causes of TBI while deployed 1. Concussion management iii. Why it is a problem III. Who Should Be Screened And How a. Suspected patients b. Methods of screening i. Rapid field screening ii. Further evaluation IV. Interventions and Treatment a. Deployed interventions i. Medications b. Nursing Interventions i. Manage symptoms ii. Family education. The human brain is a scientificRead MoreBrain Studies on Traumatic Brain Injuries1953 Words   |  8 Pagesfrom a traumatic brain injury. While working at a railroad site, an iron tamping rod (43 inches long, 1.25 diameter) went through his left cheek, through his brain, and out the skull. He surprisingly ended up surviving this traumatic injury. After a month in the hospital, he was back out on the street. Once a nice, caring person, Phineas turned into an aggressive man who could not even keep a job. Just like Phineas Gage, a TBI can potentially change everything. Brain studies on traumatic brain injuriesRead MoreTraumatic Effects Of Traumatic Brain Injury1278 Words   |  6 PagesTraumatic Brain Injury Traumatic Brain Injury (TBI) is one of the most common causes of death and long-term disability in children (Kraus, 1995). It is an acquired brain injury that occurs when a sudden trauma causes damage to the brain (NIH,2016). The symptoms for Traumatic Brain Injury include frequent headaches, lightheadedness and dizziness. An individual may experience having blurred vision tired eyes, and fatigue. Even stressors prior to having an injury can contribute to the result of postRead MoreImaging Of Traumatic Brain Injuries Essay1585 Words   |  7 PagesImaging of Traumatic Brain Injuries: An Investigative Report INTRODUCTION Traumatic brain injuries (TBI) consist of pathological intracranial characteristics of altered brain function cause by an outside force. TBI’s have plagued emergency rooms in recent years. TBI’s are the number one cause for death and disability in American youth and young adults. The drastic increase in TBI prognosis has been credited for reasons such as; increased competitiveness in sports, increased speeds of automobilesRead MoreEssay on Traumatic Brain Injury1034 Words   |  5 PagesTraumatic brain injury occurs when a person is hit in the head with a blunt force. This significant force to the head can happen playing recreational sports, on the playground, being in a car or motorcycle accident, falling down at home and your head impacting something, a blast or explosion. Traumatic brain injuries are also the leading cause of fatality rate and disability, especially in children, young adults and elderly. TBI is a devastating condition that affects millions of p eople nationwide

Frankenstein, By Mary Shelley - 1871 Words

Monsters Monsters Have you ever thought about what it takes to make a monster? Is the ungodly and repulsive appearance? What about the cruel and psychotic nature? Could it be the bloodthirsty need to kill which defines a monster? What if none of these create a monster? What if it is the outward influences of the world around it? This is the very question posed by Mary Godwin Shelley in her book Frankenstein. In it, she tells of a scientist who seeks to deify the laws of nature by making a â€Å"human.† In the book, Victor Frankenstein decides to use corpses to make a life of his own. When the creature is finished and awakens, Victor becomes horrified and leaves the monster unattended. Long story short, things take a turn for the worst when he achieves his role as a god. For a story of such brimming quality and character, Mary Shelley’s Frankenstein has been made into a figure of comedy. Just as the Creator’s transgressive curiosity led to the corruption of his Creation so has pop culture corrupted Mary’s vision. In exploiting and commercializing the very essence of the book, Hollywood has failed to identify the true monster. Instead of rightly convicting the creator, Victor, people have accused the beast of being the villain, when in reality he was merely a victim. Although the Creation has been labeled as the monster, the fact of the matter is that he was only a by-product of three forces: his creator, society, and ultimately Mary Shelley herself. What people fail to realizeShow MoreRelatedFrankenstein, By Mary Shelley1650 Words   |  7 Pagesbook of Frankenstein does one just think of a mythical science fiction book that really has no meaning? Frankenstein can have numerous meanings depending on how a person perceives it. Frankenstein can be analyzed into many themes; some say religion, feminism, or scientific symbolization, it all depends on ones own perception. When one analyzes further into Mary Shelly’s life and then interprets the nove l it is obvious that is a sociological theme. One can simply assume that Mary Shelley creates FrankensteinRead MoreFrankenstein by Mary Shelley1093 Words   |  4 Pagesfaster than man can contend with. That argument is the premises, moral, and plot base for Mary Shelleys tale Frankenstein. On the other hand, J. Michael Bishops, essay Enemies of Promise   on the other hand promotes and boast sciences achievements. However, Mary Shelley presents her point of view subtly yet very dramatically, which is much more effective than that of J. Michael Bishop. The dramatic story Shelley creates becomes a part of the reader, therefore holding the readers attention. ShelleysRead MoreMary Shelley Frankenstein859 Words   |  4 Pages Mary Shelley The Creature in Mary Shelley’s â€Å"Frankenstein or the Modern Prometheus† needs a companionship as every ordinary human. Every man needs a woman, who will able to share moments of happiness and sadness, a woman who will be able to share thoughts and of course a woman who will be able to love a man. In this case the Creature needs a bride. But the problem is that the Creature from the â€Å"Frankenstein or the Modern Prometheus† is not a human. SoRead MoreFrankenstein, by Mary Shelley1138 Words   |  5 PagesIs Frankenstein a man, whose ambition led to a disaster; or a monster, which created a life with disregard for the human race? Frankenstein, in my opinion, was the monster not the life that he had created. Frankenstein never admitted to his family what he had done, never admitted responsibility for his actions. He might as well have killed Elizabeth, William, Justine, and Clerval with his own hand. The so called â€Å"Monster† only wanted companionship; he did not want to murder those people. TheRead MoreFrankenstein, By Mary Shelley1325 Words   |  6 PagesI have been informed that you are pushing to remove the book Frankenstein by Mary Shelley from the school curriculum. I’ve decided to write to you and explain why I believe that you are misinformed, and in fact, why this is a huge importance to the students of today. Frankenstein is a classic which recounts the life and horrors of Victor Frankenstein, as told through a series of letters and narrations. His obsession with the natural world and science brings him to a state of mind which ultimatelyRead MoreFrankenstein, By Mary Shelley1580 Words   |  7 PagesFrankenstein by Mary Shelley is a sci-fi novel written during the Romantic Movement in Britain’s early nineteenth century. The movement was stimulated by the French Revolution, Industrial Revolution and in reaction against the emphasis on reason in eighteenth-century Enlightenment philosophy (The Romantic Movement, 2014 ). Mary Shelley’s husband, Percy Shelley was also a romantic poet during the movement. Shelley’s novel is evidently influenced by her relationship with her husband, which is illustratedRead MoreFrankenstein by Mary Shelley739 Words   |  3 Pagesinterconnections of humanity, nature, and divinity (â€Å"Romanticism 1†). English Romanticism being trendy in Europe, people would vent their outlooks onto their personal fiction works such as Mary Shelley. Shelley uses vivid creativity and romantic elements to create one of her admired novels, Frankenstein. In Shelley’s novel, Frankenstein, most of the characters prove their compassion for mankind, prove their rejection of technology and science, and prove their involvement in a romantic quest. These several characteristicsRead MoreFrankenstein, By Mary Shelley1040 Words   |  5 Pages In 1818, a book titled Frankenstein was published anonymously, mysteriously dedicated to William Godwin, a prominent journal ist and political philosopher of his time. The immediate reviews of the novel were mixed, most edging towards critical, although no one knew who the book was written by. However, while Frankenstein failed to gain popularity immediately, no one had any idea the lasting impact this novel would have on the world. Despite the lukewarm reception at its debut, it soon proved to beRead MoreFrankenstein, by Mary Shelley1078 Words   |  5 PagesMary Shelley’s Frankenstein has undoubtedly withstood the test of time. Frankenstein’s direct association with fundamental Gothic literature is extremely renowned. However, the novel’s originality is derived from the foundational thematic values found within the relationship (or lack there of) between Victor Frankenstein and the monster he had created, in combination with a fascinatingly captivating plot. Understandably, Frankenstein can often be associated with a multitude of concepts; however,Read MoreFrankenstein, By Mary She lley1532 Words   |  7 PagesLike any author, especially one who created a new genre, there will be criticism, and Shelley is no exception. Shelley received criticism surrounding Frankenstein not only because she was a female writer, but because of her writing style. Originally, Frankenstein was published anonymously and was thought that her husband, Percy Shelley, wrote it (â€Å"Mary Shelley Biography† 2016). Shelley may have published Frankenstein anonymously because â€Å"’women understood that they got a â€Å"better hearing† if it was thought

Racism, Is There A Cure Essay - 1626 Words

RACISM, IS THERE A CURE? Karen Harberson PADM 313 October 23, 2015 I decided to use two chapters from our text book, City Lights – Urban-Suburban Life in The Global Society: Chapter 6 the Ties That bind and Chapter 10 Identity Crisis along with the Movie â€Å"Crash† and â€Å"Crazy Beautiful† and with the book â€Å"Nickel and Dimed†. The purpose is to identify the conflicts whether it be a racial, ethnic, or gender occurrence, and how they form a sense of collective identity about themselves and about the other person. Some of those conflicts become out of control and persist for a very long time, despite efforts to resolve them. Both parties seem to be fighting each other about the identities that they hold on to about themselves and those they attribute to the other side. Anger is a normal human reaction when we feel we are being attacked and although we cannot control the behavior of other people, we can control our reactions towards them. It takes a hugh conviction to be kind to people who we think don’t deserve it. The movie Crash is about nineteen characters who collide with each other in various demonstrations of racism and bigotry. The movie Crash seems to convey the message that conflicts between races is due to a lack of understanding and communication. Through the ages, the world has been racist and intolerant of people different from themselves. People that couldn’t understand change or differences caused suffering to those that are different. In ChapterShow MoreRelatedEssay on Racism1251 Words   |  6 PagesRacism Racism has often played a central role in conflicts between groups of people. Racism is the intentional or unintentional use of power to isolate, separate and exploit others as defined in the Webster dictionary. People generally respond to others differently based on what they know, which may include superficial characteristics often associated with race. This paper will express my opinion of how racism will effect America. I will base information from Webster’s definition of Racism, readingRead MoreJohn Baldwin And His Letter Notes Of A Native Son1673 Words   |  7 PagesOne predominate, yet easily masked disease that constantly preys upon our society is racism. The question that ignited my curiosity was; is racism environmental factors based on one s location or authority? Are we product of our environment? Who do we blame? What do we do? Such ideas as to racism and hatred constantly lurks around and ultimately destroys a community and a community s sense of safety. One c an easily believe the purpose of James Baldwin and his letter Notes of a Native Son was aboutRead MoreThe Effects Of Syphilis On The African Americans984 Words   |  4 Pagessociety was divided and prejudice and racism against blacks dominated public opinion. This type of environment paved the way for â€Å"The Case of the Tuskegee Syphilis Study† which received full support from the US Public Health Services. This case study was initiated to study the effects of syphilis on the African Americans specifically if went untreated until death, followed by an autopsy to determine pathological findings. (Brandt 1978) This study influenced by racism and justification from medical professionalsRead MoreThe Tuskegee s Tuskegee Experiment986 Words   |  4 Pagesone of the most well known blunders of United States medical research in the 20th century. Not only was it entirely unethical and inhumane, but it also highlighted the problems of racism and inequality in the medical world and the entire country at that time. By examining and reviewing the history, consequences, racism, results, and conclusion of the Tuskegee Experiment, it can perhaps shed some light on the barbaric events that transpired throughout the research. As stated in the article, The TuskegeeRead More`` Song Of Solomon Written By Toni Morrison And Film The Searchers Directed By John Ford1535 Words   |  7 PagesSolomon written by Toni Morrison and the film The Searchers directed by John Ford. In both these works of fiction prejudice is an underlying theme of the central plot. Throughout both plots, it becomes apparent the cause, cost and cure for prejudice taking the form of racism. The root of prejudice in Song of Solomon comes from slavery and the legacy of it that the generations that follow carry with them. The continuing legacy of slavery is evident in the protagonist Milkman’s own ancestry. For exampleRead MoreEssay on Racism and the Police Force1346 Words   |  6 PagesRacism and the Police Force There were two cops. One said You niggers have to learn to respect police officers. The other one said, If you yell or make any noise, I will kill you. Then one held me and the other shoved the plunger up my behind. He pulled it out, shoved it in my mouth, broke my teeth and said, Thats your *censored*, nigger.(Abner Louima) The police officers that allegedly performed this act of racial violence on August 9, 1997 had no reason to brutally beat and sodomizeRead MoreRacism : Racism And Discrimination927 Words   |  4 Pages From the beginning of time where slavery began, there is no sure way to know what stemmed the root of racism and discrimination. But who is to say that racism is a term that is only associated with Blacks, African Americans, or those of African descent. Racism according to Merriam Webster dictionary is a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race. Even though it is a term that may beRead MoreThe Klux Klan And The Civil Rights Era1585 Words   |  7 PagesRacism isn’t born, it’s created. The Ku Klux Klan is a group of people who believe that any race other than white is beneath them. Throughout history they time and time again show their true colors, while still claiming to be Christians. From the start of the Klan, to the Civil Rights Era, even to today, the Klan has been a well-known group revolving around hate, racism, and bigotry. The Klan began in 1866, in Pulaski, Tennessee. Just after the Civil War ended former confederate soldiers put togetherRead MoreThe American Dream : An Unfortunate Nightmare1235 Words   |  5 Pages The American Dream: An unfortunate Nightmare Institutionalized racism: the big elephant in the room. By definition, institutionalized racism is â€Å"Any action, intentional or unintentional, that is based on race or skin color and that subordinates an individual or group based on skin color or race is racism† says professor Vernellia R. Randall( cite). Institutionalized racism exist in ever facet of our society. They’re many cases where a decision was made based on someones race. For example: discriminationRead MoreRacism : Racism And Racism989 Words   |  4 PagesRacism in America Racism discrimination has been one of our society’s most horrible social problems. In the words of the famous Martin Luther King judging an individual by the color of their skin rather than the content of their character can be a very dehumanizing experience that can have lasting effects on an individual life. Racism in America has not come to a cease. Racism promotes negative personal relations between people of different cultures. I believe slavery started around the 1500s

Timeline of Education Free Essays

Time Line of Education History of American Education Edu 324 Hernandez Karen Lane 4 March 2013 1647 The General Court of the Massachusetts Bay Colony decrees that every town of fifty families should have an elementary school and that every town of 100 families should have a Latin school. The goal is to ensure that Puritan children learn to read the Bible and receive basic information about their Calvinist religion. 1779 Thomas Jefferson proposes a two-track educational system, with different tracks in his words for â€Å"the laboring and the learned. We will write a custom essay sample on Timeline of Education or any similar topic only for you Order Now Scholarship would allow a very few of the laboring class to advance, Jefferson says, by â€Å"raking a few geniuses from the rubbish. † 1785 The Continental Congress passes a law calling for a survey of the â€Å"Northwest Territory† which included what was to become the state of Ohio. The law created â€Å"townships,† reserving a portion of each township for a local school. From these â€Å"land grants† eventually came the U. S. system of â€Å"land grant universities,† the state public universities that exist today. 1790 Pennsylvania state constitution calls for free public education but only for poor children. It is expected that rich people will pay for their children’s schooling. 1805 New York Public School Society formed by wealthy businessmen to provide education for poor children. Schools are run on the â€Å"Lancasterian† model, in which one â€Å"master† can teach hundreds of students in a single room. The master gives a rote lesson to the older students, who then pass it down to the younger students. These schools emphasize discipline and obedience qualities that factory owners want in their workers. 817 A petition presented in the Boston Town Meeting calls for establishing of a system of free public primary schools. Main support comes from local merchants, businessmen and wealthier artisans. Many wage earners oppose it, because they don’t want to pay the taxes. 1820 First public high school in the U. S. , Boston English, opens. 1827 Massachusetts passes a law mak ing all grades of public school open to all pupils free of charge. 1830s By this time, most southern states have laws forbidding teaching people in slavery to read. Even so, around 5 percent become literate at great personal risk. 1820-1860 3. 1 million immigrants arrive a number equal to one eighth of the entire U. S. population. Owners of industry needed a docile, obedient workforce and look to public schools to provide it. 1837 Horace Mann becomes head of the newly formed Massachusetts State Board of Education. Edmund Dwight, a major industrialist, thinks a state board of education was so important to factory owners that he offered to supplement the state salary with extra money of his own. 840s Over a million Irish immigrants arrive in the United States. Irish Catholics in New York City struggle for local neighborhood control of schools as a way of preventing their children from being force-fed a Protestant curriculum. 1848 Massachusetts Reform School at Westboro opens, where children who have refused to attend public schools are sent. This begins a long tradition of â€Å"reform schools,† which combine the education and juvenile just ice systems. 1851 State of Massachusetts passes first its compulsory education law. The goal is to make sure that the children of poor immigrants get â€Å"civilized† and learn obedience and restraint, so they make good workers and don’t contribute to social upheaval. 1865-1877 African Americans mobilize to bring public education to the South for the first time. After the Civil War, and with the legal end of slavery, African Americans in the South make alliances with white Republicans to push for many political changes, including for the first time rewriting state constitutions to guarantee free public education. In practice, white children benefit more than Black children. 1893-1913 Size of school boards in the country’s 28 biggest cities is cut in half. Most local district (or â€Å"ward†) based positions are eliminated, in favor of city-wide elections. This means that local immigrant communities lose control of their local schools. Makeup of school boards changes from small local businessmen and some wage earners to professionals (like doctors and lawyers), big businessmen and other members of the richest classes. 1896 Plessy v. Ferguson decision. The U. S. Supreme Court rules that the state of Louisiana has the right to require â€Å"separate but equal† railroad cars for Blacks and whites. This decision means that the federal government officially recognizes segregation as legal. One result is that southern states pass laws requiring racial segregation in public schools. 1905 The U. S. Supreme Court requires California to extend public education to the children of Chinese immigrants. 1917 Smith-Hughes Act passes, providing federal funding for vocational education. Big manufacturing corporations push this, because they want to remove job skill training from the apprenticeship programs of trade unions and bring it under their own control. 1924 An act of Congress makes Native Americans U. S. citizens for the first time. 1930-1950 The NAACP brings a series of suits over unequal teachers’ pay for Blacks and whites in southern states. At the same time, southern states realize they are losing African American labor to the northern cities. These two sources of pressure resulted in some increase of spending on Black schools in the South. 1932 A survey of 150 school districts reveals that three quarters of them are using so-called intelligence testing to place students in different academic tracks. 1945 At the end of World War 2, the G. I. Bill of Rights gives thousands of working class men college scholarships for the first time in U. S. history. 1948 Educational Testing Service is formed, merging the College Entrance Examination Board, the Cooperative Test Service, the Graduate Records Office, the National Committee on Teachers Examinations and others, with huge grants from the Rockefeller and Carnegie foundations. These testing services continued the work of eugenicists like Carl Brigham (originator of the SAT) who did research â€Å"proving† that immigrants were feeble-minded. 1954 Brown v. Board of Education of Topeka. The Supreme Court unanimously agrees that segregated schools are â€Å"inherently unequal† and must be abolished. Almost 45 years later in 1998, schools, especially in the north, are as segregated as ever. 1957 A federal court orders integration of Little Rock, Arkansas public schools. Governor Orval Faubus sends his National Guard to physically prevent nine African American students from enrolling at all-white Central High School. Reluctantly, President Eisenhower sends federal troops to enforce the court order not because he supports desegregation, but because he can’t let a state governor use military power to defy the U. S. federal government. 1968 African American parents and white teachers clash in the Ocean Hill-Brownsville area of New York City, over the issue of community control of the schools. Teachers go on strike, and the community organizes freedom schools while the public schools are closed. 1974 Milliken v. Bradley. A Supreme Court made up of Richard Nixon‘s appointees rules that schools may not be desegregated across school districts. This effectively legally segregates students of color in inner-city districts from white students in wealthier white suburban districts. Late 1970s The so-called â€Å"taxpayers’ revolt† leads to the passage of Proposition 13 in California, and copy-cat measures like Proposition 2-1/2 in Massachusetts. These propositions freeze property taxes, which are a major source of funding for public schools. As a result, in twenty years California drops from first in the nation in per-student spending in 1978 to number 43 in 1998. 1980s The federal Tribal Colleges Act establishes a community college on every Indian reservation, which allows young people to go to college without leaving their families. 1994 Proposition 187 passes in California, making it illegal for children of undocumented immigrants to attend public school. Federal courts hold Proposition 187 unconstitutional, but anti-immigrant feeling spreads across the country. Resources: Applied Research Center 2012, Historical Timeline of Public Education in the US Retrieved from: http://www. arc. rg/content/view/100/217/ Gaither, M. 2011 History of American Education Chapters two through eight of book Retrieved from https://content. ashford. edu/books/AUHIS324. 11. 1/ Morgan A Time Rime, Influential Events in the History of American Education Retrieved from: http://timerime. com/en/event/1386863/Latin+Grammar+School/ Sass, Edmund @ College of Saint Benedict/Saint John’s University American Educational History: A Hypertext Timeline 2013 Retrieved from: http://www. eds-resources. com/educationhistorytimeline. html How to cite Timeline of Education, Papers

Zens Influence on the Art of the Sword Essay Example For Students

Zens Influence on the Art of the Sword Essay Zens Influence on the Art of the Sword Zen has long had a great influence upon Japanese culture. Many aspectsof this culture are touched upon by Zen including art, literature, and specificceremonies such as the one concerning tea. During the Kamakura period of Japan,another area of culture began to be affected by Zen; the martial arts of thesamurai class. Somewhere along the line, the samurai realized the ease with which themonks of Zen Buddhism dealt with issues such as mortality and then began to seekthese methods of discipline for themselves for the purposes of becoming lessconcerned with their physical well-being. However, as D.T. Suzuki noted, it was not mere recklessness, but self-abandonment, which is known in Buddhism as astate of egolessness. This is the ideal which the samurai warrior sought; astate of being wherein life and death were meaningless and all that he had toconcern himself with was his duty to his master, or if he was ronin (roguesamurai without a master), with his duty to his own code of honor. In order for the Zen master to pass on this state of mind to the eagerto learn samurai, the master had to equate the state of mushin (empty mind andegolessness) with something familiar to the warrior. And what is more familiarto a warrior than his weapon, most often a sword such as a tachi (long-blade),katana, or iaito? From the first time that a samurai blade is picked up by itsowner until the day the owner dies, it is his goal to so completely master theblade and make it as much a part of him as his own hand that there is seeminglyno effort in using it. As stated by Takuan, a Zen master from the Tokugawaperiod, you must follow the movement of the sword in the hands of the enemy,leaving your mind free to make its own counter-movement without your interferingdeliberation. Herein lies the simplicity of Zen teaching in respect to allthings, both exceptional and common; think not, merely do.