Can a solution to persistent conflict in the eastern DRC be found Essay - 1

Can a solution to persistent conflict in the eastern DRC be found through addressing 'local antagonisms' and 'local grievances', as Severine Autesserre suggests - Essay Example Instead of seeking long term solutions, Autesserre (2008) argues, these peace finders have only been making temporary peace trials after which conflicts emerge again. Their role has been to treat the wounds but not focusing on terminating the causative agents once and for all. Autesserre (2008), after providing a comprehensive history of wars and conflicts in the Eastern Provinces of Congo, suggests that permanent solutions can only be found if local antagonisms and grievances are addressed. Autesserre brings forward the view that those intervening have mistaken locally triggered turbulence as a national and or international issue whereof only humanitarian interventions for temporary healing of the casualties have been imposed. This paper attempts to argue in line Autesserre’s standing. The discussion critically addresses the nature of the problem in Congo – as explained by various authors – to estimate the truth in Autesserre’s suggestions. Later, the study defines what exactly the government of Congo needs to ensure local issues – as raised by Autesserre (2008) – are successful tools in pacifying Eastern Congo. The arguments are made in realization that, anyhow, there must be some solution, a unique solution (Yenyi, 2010). In the previous efforts to bring peace in the Congo, there have been various challenges and mammoth spending but in the end, the war starts all over again. It is obvious there are roots to the intermittent animosity that keeps recurring, much to the loss of many lives on a daily basis, loss of properties, misappropriation of natural resources, and the general deterioration of humanity. Therefore, all indications point to the prevalence of speci fic causes of violence that have never been addressed, or at least the wrong approaches have been in use. So the problem is extraordinary and as so, it will call for extraordinary measures as suggested in Autesserre findings (2008). Certainly, Autesserre’s idea is appealing,

A Study of Winter Poetry Essay -- Environment, Winter, Spring

I chose to study winter poetry because I often focus on the cold and harsh conditions, rather than the beauty present. These poems are excellent in making one see past the bleakness, and toward the magnificence of the dazzling light. The beginnings of both â€Å"Winter† and â€Å"The Winter’s Spring† mention the loneliness and coldness of winter. This helps the audience find common ground with the poet, since it is easier to see winter as ugly rather than beautiful. In â€Å"The Winter’s Spring†, â€Å"The winter comes; I walk alone† (1), asks the audience to follow as no one, but the author believes the in the beauty of winter. â€Å"I want no bird to sing† (2) sounds hostile and reclusive, and is reinforced as the author claims to keep his heart his own. Already, the audience views the author as a cold and unloved being. Instead, the following stanzas contrast with the first, and winter is compared to spring. Nature imagery, like â€Å"the foliage of the woods† (25) and a white dove’s caring wing are likened to winter. In the poem, the foliage covering the bare trees is the snow, as is the white dove’s wing gently covering everything.  "The Winter’s Spring† also uses words that create a heavenly image, like the â€Å"Christmas rose† (also known as the Lenten rose), â€Å"white†, â€Å"piercing light†, â€Å"dazzled†, and â€Å"white dove† (7,16, 17,22). This contrasts with the audience’s initials views of a lonely and hostile winter, instead suggesting winter emulates the look of heaven. Likewise, the poem â€Å"Winter† starts with a violent mood, filled with negative connotations: â€Å"Clouded with snow/ The cold winds blow,/ and shrill on leafless bough/ The robin with its burning breast/ Alone sings now† (1-5). There is sensory and sound imagery of a cold snowstorm, and of a bird singing... ...ly to â€Å"Winter†, except that the negative connotations are confined to the first three lines out of thirty, rather than over a third of the poem. Thus, a far greater amount of the poem is used in praise of winter and the remainder is the author gushing over the beauty of winter, by using it as a metaphor to spring. He never wants spring to come, because the winter’s spring is better. Examples include the â€Å"snow-white meadows† and the â€Å"White Easter of the year in bud† (18,27), with meadows, Easter and flower buds all commonly associated with spring and rebirth, not winter. The recurring and repetitive comparisons in this poem effectively assert the magnificence of winter. Both of these poems effectively persuade the audience, by first acknowledging the ugliness of winter, but then using common and varied devices like contrast and imagery to praise winter’s beauty.

Anatomy Practice

The uppermost strand in this structure is called the coding strand. The second strand that lies below the coding strand is called the template strand. In order for a RNA polymerase to go from the upper strand to the second strand it must go through the process called transcription. First, the RNA polymerase must attach on to one of the genes on the coding strand on DNA. Once the RNA polymerase attaches, it must then begin the process called initiation.This means that the RNA polymerase opens up both strands of DNA in order for mRNA synthesis to begin as it moves down the template strand. Once it starts moving down the template strand, that’s when elongation occurs. This is when the RNA polymerase unwinds the DNA helix in front of it and rewinds the helix behind it matching each base with its correct partner. Once the RNA polymerase reaches a special base sequence called termination signal, transcription is then over.This is called termination. The row of â€Å"guitars† represents the sequence in the tRNA anticodons. The tan balls on the bottom of the â€Å"guitars† represent the amino acids in the polypeptide chain. The multi-color piano keys represent the different bases that are in DNA and RNA molecules. What is different in the second strand than the first upper strand is that the second strand is mRNA which contains the base Uracil while the first strand is DNA and contains Thymine instead of Uracil.The difference between the second strand and the â€Å"guitars† is that the second strand is mRNA which are codons while the â€Å"guitars† are tRNA and are anticodons. The difference in the sequence between the first strand and the â€Å"guitars† is that the first strand is triplets which contain Thymine and the â€Å"guitars† are anticodons and instead of Thymine, they contain Uracil. The process going from the second strand to the â€Å"guitars† is called translation. This is where the language of nuclei c acids is translated into the language of proteins in which they are used to assemble polypeptide chains.

Essay on Culture and Race Awareness - 1256 Words

What Are Infants Learning about Race? A Look at a Sample of Infants from Multiple Racial Groups (Njoroge, Benton, Lewis, and Njoroge N., 2009). Infant Mental Health Journal, Vol. 30(5), 549-567 (2009). Author’s credentials combined are from various universities and a hospital within the United States. The purpose of the research was to obtain more knowledge regarding the significance of culture and race on the social development of children. A historical theoretical framework of child development combined present studies to analyze how the conveyance of culture and race affect the emergent child. Phenotype toys were presented to infants and children to test their reactions during play. The dependent variable was the†¦show more content†¦The ethnic stimulus items composed of four baby dolls with dissimilar skin tones: two brown and two fair. One pair of fair skin dolls characterized the â€Å"White race doll† and the bronzed skin dolls symbolized the â€Å"Blac k race doll.† Other stimulus play items were a dollhouse, dollhouse particulars, and reading materials (p. 558). Questions presented to older children (24 months) were revised from those asked in the Clark (1947) and Horowitz (1938) studies. For instance, instead of asking the children to select from dolls that bore a strong resemblance to them or which doll they desired the best; Katz and Kofkin’s (1997) questions included in this study were â€Å"Are you a boy or girl?† (p. 558). Included in the current study is data collected from a broader study of 59 children between the ages (6- 84 months) (four were preschoolers from Northeastern United States). (Study dates were from July 2004- March 2006). Age criteria were (6- 84 months) (no ethnicity bias). Sample (32 girls and 26 boys) three boys (5% enrolled but chose not to continue). The final sample was unevenly divided ethnically. The original sample made up 59% (n = 34) Caucasian Americans, 28% (n = 16) African Americans/ African Diaspora, and 14% percent (n = 7) Asian Americans/Southeast Asian. There was a 52% completion rate ou t of 30 parent/guardian consent forms completed (p. 558). Present data presented is on a subset of children (agedShow MoreRelatedEssay Nigrescence Model of Racial Identity Development813 Words   |  4 Pagesdisplays a lack awareness of his/her own race and is uninterested in racial differences (to include those that affect Blacks). This stage delineates two types of identities, namely the â€Å"anti-Black† and â€Å"assimilationâ€Å" clusters. The anti-Black pre-encounter stage represents a cluster of black Americans that take pride in White standards, values, and beliefs; they view the White race and culture as emblems of beauty and perfection. 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