George Balanchine for The Ballet Society

– In 1946 Balanchine and Kirstein collaborated again to form Ballet Society, a company which introduced New York subscription only audiences over the next two years to such new Balanchine works as The Four Temperaments (1946) and Stravinsky’s Renard (1947) and Orpheus (1948). – On October 11, 1948, Morton Baum, chairman of the City Center finance committee, saw Ballet Society in a City Center Theater program that included Orpheus, Serenade, and Symphony in C (a ballet which Balanchine had created for the Paris Opera Ballet under the title Le Palais de Crystal the previous year) George Balanchine for New York City Ballet – Baum was so highly impressed, that he initiated negotiations that led to the company's being invited to join the City Centre municipal complex (of which at the time the New York City Drama Company and the New York City Opera were a part) as the â€Å"New York City Ballet.† – On October 11, 1948, the New York City Ballet was born, dancing a program consisting of Concerto Barocco, Orpheus and Symphony In C (a ballet which Balanchine had created for the Paris Opera Ballet under the title Le Palais de Cristal the previous year). – From that time until his death, Balanchine served as artistic director for the New York City Ballet, choreographing (either wholly or in part) the majority of the productions the company has introduced since its inception – Among them were Firebird (1949; restaged with Jerome Robbins, 1970); Bouree Fantasque (1949); La Valse (1951); The Nutcracker (his first full-length work for the Company), Ivesiana and Western Symphony, (1954) – In June 1972, Balanchine staged the New York City Ballet's first festival, an intensive one-week celebration of the music of his longtime friend and collaborator, Igor Stravinsky. – Of the 20 works that received their world premieres during the Festival, he choreographed eight: Stravinsky Violin Concerto, Duo Concertant, Choral Variations (on Bach's â€Å"Vom Himmel Hoch,† Scherzo A La Russe, Symphony in Three Movements, Divertimento from â€Å"Le Baiser De La Fee,† and new versions of Pulcinella (with Robbins) and Danses Concertantes. – Till today his company, the New York City Ballet, is the leading dance group of the United States and one of the greatest companies in the world

Indonesian Cuisine Conclusion

Indonesian cuisine is diverse, in part because Indonesia is composed of approximately 6,000 populated islands of the total 18,000 in the world's largest archipelago. [1] Many regional cuisines exist, often based upon cultural and foreign influences. [1] Indonesian cuisine varies greatly by region and has many different influences. [1][2][3] Throughout its history, Indonesia has been involved in trade due to its location and natural resources. Additionally, Indonesia’s indigenous techniques and ingredients were influenced by India, the Middle East, China, and finally Europe.Spanish and Portuguese traders brought New World produce even before the Dutch came to colonize most of the archipelago. The Indonesian islands The Moluccas (Maluku), which are famed as â€Å"the Spice Islands†, also contributed to the introduction of native spices, such as cloves and nutmeg, to Indonesian and global cuisine. Some popular Indonesian dishes such as nasi goreng,[4] gado-gado,[5][6] sate ,[7] and soto[8] are ubiquitous in the country and considered as Indonesian national dishes.Sumatran cuisine, for example, often has Middle Eastern and Indian influences, featuring curried meat and vegetables such as gulai and kari, while Javanese cuisine is more indigenous. [1] The cuisines of Eastern Indonesia are similar to Polynesian and Melanesian cuisine. Elements of Chinese cuisine can be seen in Indonesian cuisine: foods such as bakmi (noodles), bakso (meat or fish balls), and lumpia (spring rolls) have been completely assimilated. Some popular dishes that originated in Indonesia are now common across much of Southeast Asia.Indonesian dishes such as satay, beef rendang, and sambal are also favoured in Malaysia and Singapore. Soy-based dishes, such as variations of tofu (tahu) and tempe, are also very popular. Tempe is regarded as a Javanese invention, a local adaptation of soy-based food fermentation and production. Another fermented food is oncom, similar in some ways to te mpe but using a variety of bases (not only soy), created by different fungi, and particularly popular in West Java.Indonesian meals are commonly eaten with the combination of a spoon in the right hand and fork in the left hand (to push the food onto the spoon), although in many parts of the country, such as West Java and West Sumatra, it is also common to eat with one's hands. In restaurants or households that commonly use bare hands to eat, like in seafood foodstalls, traditional Sundanese and Minangkabau restaurants, or East Javanese pecel lele (fried catfish with sambal) and ayam goreng (fried chicken) food stalls, they usually serve kobokan, a bowl of tap water with a slice of lime in it to give a fresh scent.This bowl of water should not to be consumed, however; it is used to wash one's hand before and after eating. Eating with chopsticks is generally only found in food stalls or restaurants serving Indonesian adaptations of Chinese cuisine, such as bakmie or mie ayam (chicken noodle) with pangsit (wonton), mie goreng (fried noodles), and kwetiau goreng (fried flat rice noodles). Contents [hide] 1 Rice 2 Other staples 3 Vegetables 4 Meat and fish 5 Spices and other flavorings 6 Peanut sauce 7 Coconut milk 8 Regional dishes Foreign influences 10 Influence Abroad 11 Meal Times 12 Feasts: Tumpeng and Rijsttafel 13 Non-alcoholic Beverages 14 Alcoholic beverages 15 Snacks and street food 16 Fruits 17 Health and hygiene 18 See also 19 References 20 External links [edit]Rice Main article: Rice production in Indonesia Using water buffalo to plough rice fields in Java; Rice is a staple for all classes in contemporary; Indonesia is the world's third largest paddy rice producer and its cultivation has transformed much of Indonesia’s landscape.Rice is a staple for all classes in contemporary Indonesia,[2][9] and it holds the central place in Indonesian culture: it shapes the landscape; is sold at markets; and is served in most meals both as a savoury and a swe et food. The importance of rice in Indonesian culture is demonstrated through the reverence of Dewi Sri, the rice goddess of ancient Java and Bali. Traditionally the agricultural cycles linked to rice cultivations were celebrated through rituals, such as Seren Taun rice harvest festival.Rice is most often eaten as plain rice with just a few protein and vegetable dishes as side dishes. It is also served, however, as nasi uduk (rice cooked in coconut milk), nasi kuning (rice cooked with coconut milk and turmeric), ketupat (rice steamed in woven packets of coconut fronds), lontong (rice steamed in banana leaves), intip or rengginang (rice crackers), desserts, vermicelli, noodles, arak beras (rice wine), and nasi goreng (fried rice). [10] Nasi goreng is omnipresent in Indonesia and considered as national dish. 4] Rice was only incorporated into diets, however, as either the technology to grow it or the ability to buy it from elsewhere was gained. Evidence of wild rice on the island of S ulawesi dates from 3000 BCE. Evidence for the earliest cultivation, however, comes from eighth century stone inscriptions from the central island of Java, which show kings levied taxes in rice. The images of rice cultivation, rice barn, and mouse pest investing a ricefield is evident in Karmawibhanga bas-reliefs of Borobudur.Divisions of labour between men, women, and animals that are still in place in Indonesian rice cultivation, were carved into relief friezes on the ninth century Prambanan temples in Central Java: a water buffalo attached to a plough; women planting seedlings and pounding grain; and a man carrying sheaves of rice on each end of a pole across his shoulders (pikulan). In the sixteenth century, Europeans visiting the Indonesian islands saw rice as a new prestige food served to the aristocracy during ceremonies and feasts. 9] Rice production in Indonesian history is linked to the development of iron tools and the domestication of Wild Asian Water Buffalo as water buf falo for cultivation of fields and manure for fertilizer. Rice production requires exposure to the sun. Once covered in dense forest, much of the Indonesian landscape has been gradually cleared for permanent fields and settlements as rice cultivation developed over the last fifteen hundred years. [9] [edit]Other staples Papeda, staple food of eastern Indonesia, served with yellow soup and grilled mackerel.Other staple foods in Indonesia include a number of starchy tubers such as; yam, sweet potato, potato, taro and cassava; also starchy fruit such as breadfruit and jackfruit and grains such as maize and wheat. A sago congee called Papeda is a staple food especially in Maluku and Papua. Sago is also often mixed with water and cooked as a simple pancake. Next to sago, people of eastern Indonesia also consume various kind of wild tubers as staple food. Many types of tubers such as talas (a type of taro but larger and more bland) and breadfruit are native to Indonesia, while others are introduced from elsewhere.Wheat, the base ingredient for bread and noodles were probably introduced from India or China; yam was introduced from Africa; while maize, potato, sweet potato, cassava and maize were introduced from Americas through Spanish influence and finally reached Java in 17th century. Cassava is usually boiled, steamed, fried or processed as popular snack kripik singkong (cassava crackers). Dried cassava, locally known as tiwul, is an alternate staple food in arid areas of Java such as Gunung Kidul and Wonogiri, while other roots and tubers are eaten especially in hard times.Maize is eaten in drier regions such as Madura and islands east of the Wallace Line, such as the Lesser Sunda Islands. [edit]Vegetables Indonesian food includes many vegetables as ingredients like this Sayur oyong made with Luffa acutangula A number of leaf vegetables are widely used in Indonesian cuisine, such as kangkung, spinach, genjer, melinjo, papaya and cassava leaves. These are often sa uteed with garlic. Spinach and corn are used in simple clear watery vegetable soup sayur bayam bening flavoured with temu kunci, garlic and shallot.Other vegetables like labu air (calabash), labu siam (chayote), kelor, kacang panjang (yardlong bean), terung (eggplant), gambas and belustru, are cut and used in stir fries, curries and soups like sayur asem, sayur lodeh or laksa. Sayur sop is cabbage, cauliflower, potato, carrot, with macaroni spiced with black pepper, garlic and shallot in chicken or beef broth. The similar mixed vegetables are also stir fried as cap cai, a popular dish of the Chinese Indonesian cuisine. Vegetables like kecipir (winged bean), tomato, mentimun (cucumber) and the small variety of peria (bitter melon) are commonly eaten raw, like in lalab.The large bitter melon variety is usually boiled. kecombrang and papaya flower buds are a common Indonesian vegetable. Urap is seasoned and spiced shredded coconut meat mixed together with vegetables, asinan betawi are preserved vegetables. Gado-gado and pecel are a salad of boiled vegetables dressed in a peanut-based spicy sauce, while karedok is its raw version. [edit]Meat and fish Rendang daging, a beef, mutton or goat meat dish cooked with coconut milk The main meat source diet mostly are poultry and fish, however meats such as beef, water buffalo, goat and mutton are commonly found in Indonesian marketplaces.The most common poultry consumed is chicken and duck, however to a lesser amount, pigeon and wild migrating sea bird are also consumed. As a country with an Islamic majority, Indonesian Muslims follows the Islamic halal dietary law which forbids the consumption of pork. However in other parts of Indonesia where there are significant numbers of non-Muslims, boar and pork are commonly consumed. Dishes made of non-halal meats can be found in provinces such as Bali, North Sumatra, North Sulawesi, East Nusa Tenggara, Maluku, West Papua, Papua, and also in Chinatowns in major Indonesian cities. Today to cater for the larger Muslim market, most of the restaurants and eating establishments in Indonesia put halal signs that signify they neither serve pork nor use lard in their cooking. The meat can be cooked in rich spices and coconut milk such as beef, goat or lamb rendang, skewered, seasoned and grilled chicken or mutton as satay, barbecued meats, or sliced and cooked in rich broth soup as soto. Muttons and various offals can be use as ingredients for soto soup or gulai curry.In Bali, with its Hindu majority, the babi guling (pig roast) is popular among locals as well as non-Muslim visitors, while the Batak people of North Sumatra have babi panggang that is a similar dish. The meat also can be processed to be thinly-sliced and dried as dendeng (jerky), or made into abon (meat floss). Dendeng celeng is Indonesian â€Å"dried, jerked† boar meat. [11] As an archipelagic nation, seafood is abundant and commonly consumed especially by Indonesian resides in coastal areas. Popular seafood in Indonesian cuisine among others; mackerel, tuna, wahoo, milkfish, red snapper, anchovy, cuttlefish, shrimp, crab and mussel.Seafood is commonly consumed across Indonesia, but it is especially popular in Maluku islands and Minahasa (North Sulawesi) cuisine. Seafood are usually being bakar (grilled), rebus (boiled) or goreng (fried). However another method of cooking like stir fried in spices or in soup is also possible. Ikan asin (salted fish) is preserved seafood through cured in salt, it is also can be found in Indonesian market. Fresh water fisheries can be found in inland region or area with large rivers or lakes. Popular fresh water fish among others; carp, gourami, snakehead, tilapia, catfish and pangasius. edit]Spices and other flavorings Sambal ulek, a common Indonesian spicy condiment. â€Å"Rempah† is Indonesian word for spice, while â€Å"bumbu† is the Indonesian word for spices mixture or seasoning, and it commonly appears in the names of certain spice mixtures, sauces and seasoning pastes. [12] Known throughout the world as the â€Å"Spice Islands†, the Indonesian islands of Maluku contributed to the introduction of its native spices to world cuisine. Spices such as pala (nutmeg/mace), cengkeh (clove), and laos (galangal) are native to Indonesia.It is likely that lada hitam (black pepper), kunyit (turmeric), sereh (lemongrass), bawang merah (shallot), kayu manis (cinnamon), kemiri (candlenut), ketumbar (coriander), and asam jawa (tamarind) were introduced from India, while jahe (ginger), daun bawang (scallions) and bawang putih (garlic) were introduced from China. Those spices from mainland Asia were introduced early, in ancient times, thus they became integral ingredients in Indonesian cuisine. In ancient times, the kingdom of Sunda and the later sultanate of Banten were well known as the world's major producers of black pepper.The maritime empires of Srivijaya and Majapahit also benefited from the lucrative spice trade between the spice islands with China and India. Later the Dutch East India Company controlled the spice trade between Indonesia and the world. The Indonesian fondness for hot and spicy food was enriched when the Spanish introduced cabai chili pepper from the New World to the region in 16th century. After that hot and spicy sambals have become an important part of Indonesian cuisine. [13] Sambal evolved into many variants across Indonesia, ones of the most popular is sambal terasi (sambal belacan) and sambal mangga muda (young mango sambal).Dabu-dabu is North Sulawesi style of sambal with chopped fresh tomato, chili, and lime juice. Traditionally prepared laboriously ground upon stone mortar, today sambals is also available as industrial processed products in bottles or jars. Soy sauce is also an important flavorings in Indonesian cuisine. Kecap asin (salty or common soy sauce) was adopted from Chinese cuisine, however Indonesian developed their own kecap manis (sweet so y sauce) with generous addition of palm sugar into soy sauce. Sweet soy sauce is an important marinade for barbecued meat and fish, such as satay and grilled fishes.Sweet soy sauce is also an important ingredient for semur, Indonesian stew. [edit]Peanut sauce Peanut sauce is important part of gado-gado. One of the main characteristics of Indonesian cuisine is the wide application of peanuts in many Indonesian signature dishes, such as satay, gado-gado, karedok, ketoprak, and pecel. Gado-gado and Sate for example have been considered as Indonesian national dishes. [6][7] Introduced from Mexico by Portuguese and Spanish merchants in 16th century, peanuts assumed a place within Indonesian cuisine as a key ingredient.Peanuts thrived in the tropical environment of Southeast Asia, and today they can be found, roasted and chopped finely, in many recipes. Whole, halved, or crushed peanuts are used to garnish a variety of dishes, and used in marinades and dipping sauces such as sambal kacang (a mixture of ground chilies and fried peanuts) for otak-otak or ketan. Peanut oil, extracted from peanuts, is one of the most commonly used cooking oils in Indonesia. Bumbu kacang or peanut sauce represents a sophisticated, earthy seasoning rather than a sweet, gloppy sauce. 14] It should have a delicate balance of savoury, sweet, sour, and spicy flavours, acquired from various ingredients, such as fried peanuts, gula jawa (coconut sugar), garlic, shallots, ginger, tamarind, lemon juice, lemongrass, salt, chilli, peppercorns, sweet soy sauce, ground together and mixed with water to form the right consistency. The secret to good peanut sauce is â€Å"not too thick and not too watery. † Indonesian peanut sauce tends to be less sweet than the Thai version, which is a hybrid adaptation. Gado-gado is a popular dish particularly associated with bumbu kacang, and is eaten across Indonesia. edit]Coconut milk Shredding coconut flesh to make coconut milk. Coconuts are abundant in tro pical Indonesia, and since ancient times Indonesians developed many and various uses for this plant. The broad use of coconut milk in dishes throughout the archipelago is another common characteristic of Indonesian cuisine. It is used in recipes ranging from savoury dishes – such as rendang, soto, sayur lodeh, gudeg, and opor ayam – to desserts – such as es cendol and es doger. Soto is ubiquitous in Indonesia and considered as one of Indonesia's national dishes. 8] The use of coconut milk is not exclusive to Indonesian cuisine. It can also be found in Indian, Samoan, Thai, Malaysian, Filipino, and Brazilian cuisines. Nonetheless, the use of coconut milk is quite extensive in Indonesia, especially in Minangkabau cuisine, although in Minahasan (North Sulawesi) cuisine, coconut milk is generally absent, except in Minahasan cakes and desserts such as klappertart. In Indonesian cuisine, two types of coconut milk are found, thin coconut milk and thick coconut milk. Th e difference depends on the water and oil content.Thin coconut milk is usually used for soups such as sayur lodeh and soto, while the thicker variety is used for rendang and desserts. It can be made from freshly shredded coconut meat in traditional markets, or can be found processed in cartons at the supermarket. After the milk has been extracted from the shredded coconut flesh to make coconut milk, the ampas kelapa (leftover coconut flesh) can still be used in urap, seasoned and spiced shredded coconut meat mixed together with vegetables. Leftover shredded coconut can also be cooked, sauteed and seasoned to make serundeng, almost powdery sweet and spicy finely shredded coconut.Kerisik paste, added to thicken rendang, is another use of coconut flesh. To acquire a rich taste, some households insist on using freshly shredded coconut, instead of leftover, for urap and serundeng. Serundeng can be mixed with meat in dishes such as serundeng daging (beef serundeng) or sprinkled on top of other dishes such as soto or ketan (sticky rice). An example of the heavy use of coconut is Buras from Makassar, rice wrapped in banana leaf cooked with coconut milk and sprinkled with powdered coconut similar to serundeng.

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay Example for Free

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay There are numerous issues facing American veterans returning home from war, both past and present. They are taught how to transform themselves into different people who are better adept at performing under severe war-zone stressors. They are prepared physically and sometimes mentally for what they will be entering into on foreign territory but not often enough for the challenge of re-entering civilian life. Soldiers are falling through the cracks in our system upon returning home, shown through an increase in post-traumatic stress disorder (PTSD) and substance abuse among veterans. Two theories that I will be exploring in this paper are Conflict Theory and Phenomenology Theory. There is more conflict everyday over what our troops should be doing and why. Any doubt of following the path to become a soldier is critiqued as going against the protection of our country, yet once they come out the other end of this journey the supported soldier is gone and in its place is either the glorified hero or sympathized victim. The phenomena of PTSD can create confusion for everyone involved. There is rarely a great understanding of a soldier’s mind and how it interprets their experiences into reactions after war. These experiences have a real effect on their lives and how they care and handle themselves after war. The way society has constructed what a soldier should represent does not include asking for help and makes them appear weak when if they show vulnerability. This issue is important because even today with easier access to treatment, many veterans today won’t or can’t seek out help. To many it is easier to turn to substance abuse to self-medicate and erase confusion from past experiences. In the book Fields of Combat, stories are told of how soldiers are trained to kill and understand that to be a true soldier you must accept you own death. Author Erin Finley describes what it is like for soldiers who came home and developed PTSD, and puts their experiences into a social and cultural perspective. She paints a portrait of PTSD to reveal to readers that there is no comprehensive way to understand or experience it. â€Å"As an anthropologist, I find the web of tangled arguments over PTSD fascinating because these conflicts are in many ways about the nature of war-related suffering itself† (Finley, 2011). She describes how to understand PTSD, we must listen to the experience and concerns of the veterans before we can begin to help them. The Conflict Theory can be applied to many aspects of a veteran’s life, the individual, their families, communities, and organizations around them. These troops return home without knowing how to integrate back into society. The families who should be overjoyed about the safe return of one of their members are displaced without having proper resources to help their loved ones mental health. They are not given the same stress and trauma training the soldiers is given, nor do they know of the experiences causing change in the soldier. There is not often enough knowledge available to the family of what it will be like for the family to have a soldier return home and can be caught off guard by what the soldier will experience upon return. Communities are affected by having one of their members experiencing side effects of war form attempting to re-enter the work force to social events and even the death of such troops of veterans. There is much debate about how war is handled in t he United States. It is generally agreed upon that protection of American citizens is of importance, but from there on out there is little agreement among groups. When thinking about this debate I cannot help but recall driving up to an intersection in my hometown and seeing picketers on either side of the street. Pro-war protesters held signs on one hand that said â€Å"FREEDOM IS NOT FREE† while anti-war protesters fought back with signs that reminded drivers of the ever-growing death toll of soldiers and civilians. Each side questioning the motives behind the other, from wasting America’s resources to question one’s loyalty to America. While these groups have different interests about sending our troops off to war, they should be able to come together when the troops return in order to offer services to help return to a life as normal as possible. From a Marxist view, veterans can be seen as an exploitation of the government by using the troops to their advantage and profit. While the troops are deployed the government basically owns them, but when they return they must often fend for their own mental and physical well-being. Capitalism has created a class division in this case. The bourgeoisie of our government sit back passively and brush off the symptoms of PTSD as a common experience expected after war. The most common symptoms of PTSD for veterans are thoughts of suicide, domestic violence, substance abuse and panic attacks. These symptoms would cause concern from anyone else but they are brushed under the rug for veterans because it is simply assumed that war experiences will have these kid of severe affects on those exposed. To critique the theory that a small elite group is responsible for deploying troops, we must acknowledge that many groups with similar interests come together to enable war to take place. Propaganda is imposed among society from interest groups on either side of the fence on war. Troops do not simply decide to pack up and head overseas to kill people, nor are they currently forced into deployment; it is their choice to enlist. The people in higher government position who can declare war do not just wake up in that position, they are elected there by the people of this country knowing, for the most part, what views they stand behind. This theory is consistent with social works ethics because it represents the working class and wants to bring consciousness to those who hold power and how we can reduce conflict, ignorance, and inequality. In the book, David Grossman tells readers how soldiers killing patterns have changed over time. During previous wars years ago soldiers were more reluctant to kill and fired their weapons more as a warning instead of a kill shot. The Army has since taken steps to increase the percentage of shorts fired to be directed at the actually enemy. Since it was shown to have be easier to get soldiers to kill from a distance instead of up close, machines were provided to allow for distance physically and mentally. The soldiers are basically be dehumanized to be better weapons to the government. He refers to this as Acquired Violence Immune Deficiency, where people have such a fear of what they are experience that their brain reverts to classical and operant condition, which the government has replaced by weakening the part of the soldier that does not want to kill and inserting the actions they prefer. This action represents yet another way that higher ups are using soldiers as their own material resource, in context to the Conflict Theory. The exploitive subordination of soldiers allows the government to profit by actually influencing how the soldiers think. The government understands that changing the social behavior of a soldier will lead to more power over them and their actions. This theory would show clear winners being the government who benefits from soldiers subordination and the soldiers who suffer. In contrast, you cannot presume that every action the ruling government takes over soldiers is for their benefit alone. The actions, while not always moral, are taken to protect the entire country. Treatment is provided for returning soldiers, even if it is not know or easily accessible to all. The emphasis is not solely social control but consensus and conformity. To go to war is a decision made by different group, not only elites, and a general agreement must be reached before actions are taken with soldiers or deployment. Soldiers are not forced into employment; they conform to the position because their attitudes, beliefs and behaviors are similar to those around them in the Army. In the article by David Zucchino, it tells about a soldier who opened fire from his home without warning because he felt he was under attack. This event took place after he received inadequate treatment for PTSD after being diagnosed at â€Å"high risk† for the disease. He was sent to a prison that did not offer him any further treatment for PTSD since they were not affiliated with the military. He is one of the many veterans that has not being given proper treatment after being diagnosed to be at rick for PTSD and ending up in civilian prison where they cannot access further help. He is now left in prison where his symptoms and condition will only worsen. From the Phenomenology standpoint we would look at expectations of his experience to understand and describe this phenomena. Looking at what appears to be instead of reality, his subjective experiences show emotions he is not fully aware of. His actions, like those of other veterans, stem directly from past and present sensory experiences and cannot defined the same way for each person. The appearance of returning veterans is seen as this joyous moment where they step off a plane in to the loving arms of family and are then forgotten about by most of the culture. Families and communities are left to deal with the veteran’s actions without knowing the driving forces behind their appearance of their actions. The government sees what it wants to see and transfers that to the public. We are shown this ideal soldier who is deployed to protect us and comes home a hero, which our consciousness retained as a singular memory of a soldier. That is what society wants to believe about war because our consciousness does not want to identify killing, death, and destruction with our freedom or it would not be as easy to ship off members of our own community to their impending death. Once they return they are given a pat on the back for a job well done and turned over with the intention of re-entering a community as a normal member once again. We define the content of our consciousness as making this place, America, better by using an object, the soldier, to do so. â€Å"Central Prison has done a good job of treating Eisenhauer’s physical wounds† (Zucchino, 2012). We treat what we can see, but leave what we do not understand unattended. In this theory we can only see one side of the situation at a time, and we are stuck on this glorified soldier but cannot combine with him the vulnerability and confusion he returns home with. In critique to this theory, there are things outside of our memory and consciousness that do exist. Just because we cannot fully grasp what is happening to these veterans does not mean that it is not happening. They are sent essentially sent to another world to deal with hardships and are thrown back into reality without being reprogrammed. There are not always theoretical structures that will allow us to understand the phenomena of what the veterans will go through. References Carter, A. C., Capone , C., & Eaton Short, E. (2011). Co-occurring posttraumatic stress disorder and alcohol use disorders in veteran populations. Journal of Dual Diagnosis, 7(4), 285-299. Finley, E. P. (2011). Fields of combat: Understanding PTSD among veterans of Iraq and Afghanistan. Ithaca: Cornell University Press. Grossman, D. (2009). On killing: The psychological cost of learning to kill in war and society. New York: Back Bay Books. Levinson, N. (2012). What really happened to america’s soldier, The Nation. Retrieved November 20, 2012 from http://www.thenation.com/article/168652/what-has-really-happened-americas-soldiers# Litz, B., & Orsillo, S. M. (2010). Iraq war clinician guide . (pp. 21-32). Department of Veteran Affairs. Retrieved December 1, 2012 from http://www.ptsd.va.gov/professional/manuals/manual-pdf/iwcg/iraq_clinician_guide_ch_3.pdf Stecker, T. (2011). 5 Survivors: Personal stories of healing from PTSD and traumatic events. Center City: Hazelden Foundation. Zucchino, D. (2012, June 24). Accused soldier is a prisoner to ptsd; believing he was under attack by insurgents, he started firing from his home. Los Angeles Times. Retrieved on December 1, 2012 from http://search.proquest.com.ezproxy.uvm.edu/docview/1021854523/13AE8FF837D23A623BE/7?accountid=14679 An Investigation Into the Mental Health and Substance Abuse Among Veterans. (2017, Feb 13). We have essays on the following topics that may be of interest to you

Analysis of Chuang Tzu 33 Chapters Later Edited by Kuo Hsiang Essay

Analysis of Chuang Tzu 33 Chapters Later Edited by Kuo Hsiang - Essay Example The main body of the essay consists of detailed discussion of his philosophic and literary masterpiece. As is obvious the original work is in the Chinese language, hence the main source of this essay is the translation of Chuang Tzu's complete work by the another famous orientalist A.C. Graham __ "Chaung Tzu, The Inner Chapters". Introduction: Little is known of the man Chuang Tzu, except the some sattered details found in miscellaneous official historical records. He lived during the Warring States Era ( 403-221 B.C. ) in the Chinese history; he held a minor official post, and he was a resident of a place called Meng, in the present day Honan Province. At this bleak junction in the Chinese history a phenomenon known as the Baijia, or the hundred schools of thought, emerged. Each of these schools propagated their peculiar brand of remedies to cure the social malaise to rid the Chinese society of the culture of violence and gore. The basic point that in a way united these schools was the fact that all of these schools of thought wanted to a state of social harmony, both at the level of the state and the individual. Among these schools of thought and perhaps the most influential one, was the Ruist__the erstwhile followers of Confucius. These scholars were in favor of returning to the wisdom and the old traditions and values of ancient China. Another, important school was the Mohist: composed of the disciples of "Master Mo" or Mozi. These scholars were opposed to the traditional culture and values because they perceived them to be elitist. Doadejing was also a popular movement of during these turbulent times. Chuang Tzu's philosophy developed within the context defined by the Ruist, Mohist and the Doadeing schools of thought. Chaung Tzu, is reported to have taken birth about more than a century after Confucius. His famous contemporaries were Mencius ( with whom he had no discourse or any contact), Gonsung Longzi ( the logician ) and his acquaintance Hui Shih ( ref erred to as a paradox monger). One man without whose mention the Chinese cultural history is bereft of any vitality and color is Chuang Tzu. But it is not on his own account but because of the remarkable feat of conservation of his work successfully undertaken by the Jin dynasty scholar and commentator, Kuo Hsiang (d.312 C.E.) that we know him today. Had it not been for Kuo Hsiang, China and the rest of the world would have never known the exceptional visionary, Chuang Tzu. Apart from preserving his work for posterity, Kuo Hsiang also has the unique distinction of being the first editor of Chuang Tzu. Originally, the work of Chuang Tzu was composed of fifty two chapters but it was reduced to its current thirty three chapters by Kuo Hsiang. He left out all that he thought spurious, and to set the record right, only the first seven chapters are written by the great man and are referred to as the "Inner Chapters" or Neipian. The rest of the chapters, that is chapters eight to twenty tw o, are referred to as the "Outer Chapters or Waipian, and chapters twenty three to thirty three are called the "Miscellaneous Chapters" or Zaipian. These chapters are attributed to the disciples and followers of the great man. In short the "Inner Chapters" form the core of the magnum opus or the basic writings of Chuang Tzu. At this

The balance of power between the Executive and Legislative branches Essay

The balance of power between the Executive and Legislative branches has tipped in favour of a dominant Executive with negative c - Essay Example This means that no single arm of government should control the other two arms. However, this is not the case as seen in the study of the political system of Russia, United States of America and France, (Fitjar, 2010) Russia Russia emerged after the breakup of the United Social Soviet republic. It is made up of eighty nine republics and other jurisdictions. Russia’s political system is different from that of the United States of America and France. This is because the constitution, which was adopted in 1993 provided that Russia be governed by the three arms of government. However, the constitution did not give equal powers to all the arms of government. For example, the president is both the commander in chief of the armed forces and the chair to the Security Council. Vladimir Putin is said to have used this power to strengthen his office. The executive arm of the Russian government is comprises the prime minister, other cabinet ministers and the attorney general, (White, 2005) . The prime minister is appointed by the president and is the chair of the constitutional court which is the highest court in Russia. He is also the head of the Central Bank of Russia. Russia’s legislature is made up of two houses. The first house is the Federation council which is made up of 180 members who serve four years terms. The other house is the state Duma which is comprised of 450 members who also serve terms of four years. Both houses have different responsibilities. The State Duma has more powers than the Federal council which is viewed as a reviewing and consultation body. One important role of the legislature is to check and control the executive by making sure that transparency is observed in the operations of the government. However, in Russia the executive has dominated over the executive resulting in various consequences. The executive in Russia has dominated over the legislature in many ways. The president of Russia is allowed to appoint top government offi cials without consultation with the legislature. However, this is with the exception with the appointment of the prime minister where the lower house of the legislature should confirm the nominee for the position of prime minister. Despite this being the case, the president has the power to dissolve the lower house if they do not confirm a nominee to be the prime minister three times consecutively. This has resulted in the lower house accepting nominees for prime ministers since it faces the risk of dissolution if the nominees are not passed. It is said that it is through this that presidents like Vladimir Putin have taken advantage of this political system to empire their offices so that the government can be dominated by them. Another way that the executive in Russia destabilizes the balance of the executive and the legislature is by making sure they can control the federal council. The president does this by changing the process of ex official membership into presidential appoint ment. For example, in the year 2000 President Vladimir Putin replaced ex official members with those he appointed. This made sure he could influence decisions by the Federal Council in accordance with policies of the executive. Even though, the State Duma can pass a vote of no confidence for the government, the president has the powers to ignore the vote and even dissolve the house if they take another vote within the period of three months. United States of America The

Introduction page for an essay Example | Topics and Well Written Essays - 250 words

Introduction page for an - Essay Example fluenced significant transformations in ways of life and in validating that this unifying force confirms universality of responsibility with one another. One story focused on Pope John Paul’s ability to spark â€Å"a revolution of the spirit that liberated Poland, brought down the Berlin Wall, reunited Europe, and transformed the face of the world† (Albright 4). Bob Seiple, the first American ambassador-at-large for international religious freedom, shared the story about Mary’s remarkable survival to overcome hate and forgive a militiaman who shot her, paralyzed her and left her to die. The third story centered on the struggles of young children in a camp in Gulu who remained steadfast in faith amidst adversities from members of the Lord’s Resistance Army (LRA). The crucial lessons imparted were summed, to wit: â€Å"(1) that there are people who are willing to die—and kill—for their faith; and (2) that religion at its best teaches forgiveness and reconciliation, not only when those acts are relatively easy but also when they are almost unbelievably difficult† (Albright 5). In this regard, the essay hereby aims to explore the extent in which religion plays a crucial factor in influencing diplomatic policies and in determining how the current stance in separating religion and politics have affected resolving political conflicts Albright, Madeleine. "Faith and Diplomacy." The Review of Faith & International Affairs (2006): 3-9. Web. 15 January 2012.

Reproductive Disorders Essay Example | Topics and Well Written Essays - 250 words

Reproductive Disorders - Essay Example Nearly 20% of men with rectal colonization become symptomatic. Infection in untreated cases is complicated by involvement of testes and epididymis (Ison, 2011). In females, nearly half of the uncomplicated N. gonorrhoeae infections are asymptomatic. Symptomatic females present with purulent or nonpurulent vaginal discharge due to cervicitis. Complicated infection is more common in women. Involvement of fallopian tubes and pelvic peritoneum occurs and patient presents with acute abdominal pain, nausea, vomiting, fever, malaise and ill health (Ison, 2011). PID due to gonococcal infection is more common in the developing part of the world. It is acquired by sexual transmission. The infection spreads across the epithelium of fallopian tubes, ovaries and pelvic peritoneum causing inflammation of these structures and resultant adhesions and abscesses. Ovarian abscess and peritonitis are serious sequelae of the disease (Ison, 2011). Jane’s symptoms are suggestive of peritonitis. Fallopian tube blockage and adhesions due to pelvic inflammatory disease and ovarian abscess can lead to infertility and ectopic pregnancy (Ison, 2011). Thus, Jane may develop infertility as a result of PID. N. gonorrhoeae was earlier sensitive to antimicrobials but it has rapidly developed resistance. At present, 3rd generation extended cephalosporins are the drugs of choice. Penicillinase producing N. gonorrhoeae is drug resistant bacteria and this enzyme mediated resistance is acquired through plasmids. A low degree of resistance is also mediated as chromosomal resistance which is a result of additive effect of multiple mutations. They have become resistant to Tetracyclines but ceftriaxone nd azithromycin remain active (Ison, 2011). Ison, C.A.  (2011). Gonorrhoeae and the clinical picture of infection. In G. E. Gross & S. K. Tyring (Eds.), Sexually Transmitted Infections and Sexually Transmitted Diseases (pp. 79-80). New York:

Social Media Affect Culture and Community Research Proposal

Social Media Affect Culture and Community - Research Proposal Example With newspapers printed daily, they inform the public of previous occurrences. Therefore, the public is acquainted with the information and events that are occurring all over the world (Loch et al, 45-63). The non-print media consist of broadcasts that are made via the television, internet, and radio. The teens and adults have adopted and utilised the social media in a fast manner. This is in reference to information technology that has rapidly grown in the last decade. A community is defined by people’s culture. This is because; this culture enables them to create social norms that are acceptable by culture. The Arab spring is as a result of the impact social media has had on culture and community. The six neighbourhood necessities included health, safety, economy, environment food, and children. Therefore, to harmonise all these, social media come in handy. The creation of a virtual community has resulted into myriad results. In some, it eliminates the five senses present wh en talking to someone personally. Meanwhile it makes some people become more outgoing because; they are comfortable communicating through the net. I will, therefore, emphasize on the effects of mass media on culture and society by explaining and define this theme for greater understanding. Background The Arab Spring is a groundbreaking wave of demonstrations and protests that have been witnessed in the Arab world since late 2010. This has resulted into rulers being forced from power in countries such as Tunisia and Egypt. This is, in addition to, Libya that faced the same with the death of their president late 2011. Social media were so significant in the organisation, communication, and creation of awareness of these uprisings. The Arab awakening in Egypt started in January 2011, and it resulted into the Hosni Mubarak’s government being overthrown and later Mubarak charged in court. Statement of the problem Mass media participates and assumes a vital responsibility in people ’s lives. We are, therefore, manipulated in the preferences and aspects that we always perceive as crucial in daily lives. With the development that has occurred in the media following globalisation, one would wonder if it Is beneficial to the community. There are numerous views concerning the mass media acting as a means of for rational debating featuring the scope of biased and cultural viewpoints (Dubai school of government, 1-30). Therefore, the study of versatile dimensions of film, internet, and broadcasting continues to convey extensive control and global reach that is characterised by many effects and impacts (Dubai school of government, 1-30). After witnessing the powerful nature of media and how it has been in the Middle East, this has resulted into this significance of social media being held on a pedestal. This has propelled the Arab spring forward, in addition to, the function it has played in bringing a formidable change to the ordinary people in the street. Thi s is because of the availability of mass media among people that have seen a large percentage of people own mobile phones. This has resulted into free and fast flow of communication leading to exposure of anomalies in the society. The research will thus be a step forward in determining the extent of social media on culture and community. Purpose of the study By focusing on the effects of mass media on culture

Using SPSS computerized statistical tool Research Paper

Using SPSS computerized statistical tool - Research Paper Example As discussed previously, descriptive statistics is an important concept that helps researchers to summarize large data set and draw meaning from them. Tables, graphs and pie charts have been deemed the best in describing data.From the analysis, it is evident that with regards to highest qualification of the respondents, a greater proportion of respondents had acquired high school education 1003 representing 49.6%, followed by those who were bachelor’s holders 355 representing 17.5% of the sample, the individual with lower high school being 297 representing 14.7% of the sample, those with post graduate came forth with 194 individual contributing to 9.6% of the sample and lastly those who have junior college qualification were 173 representing 8.6% of the sample (Fig. 1). Concerning hours worked in the last week, the number of children and total family income, the descriptive table below summarizes it all. It is evident from the analysis that on average, families had 2children w ith the biggest family having 8 children while the smallest having no child. On average, respondents worked for 42 hours in the last week, having a standard deviation of 14.480.The highest number of hours worked standing at 89 while the shortest being 1 hour. Based on coding adopted, the maximum and minimum total family income are over $150,000 and under $1,000. From the histogram above, the mean age is 77.7 years with a standard deviation of 17.35 years, meaning that majority fell between 30.36 and 65.06 years.

Developing Good Work Habits Essay Example for Free

Developing Good Work Habits Essay During the early school years, students must begin to develop good work habits including preparing for schoolwork, organizing time and effort, and developing effective study skills. As students continue into middle school and high school their success depends, to a large degree, on refining and sustaining these work habits. Time management, organizational skills, and efficient study skills become especially important by this stage. Students who are able to develop and maintain good work habits are in a position to succeed – to learn what needs to be learned, and to become confident students. Getting started on assignments in school and at home requires students to engage their attentional abilities. Students must be alert to the task at hand, possibly shifting focus to a new activity, and have the mental effort necessary to initiate the task. Students who are able to preview, or think about the outcomes of a task before beginning, are helped in many ways. They can have an idea of what a report will be like once a topic is selected, what materials will be necessary to do an assignment, etc. In addition, students who have a strong sense of step-wisdom – knowing how tasks or activities can be broken down into a series of steps, will be able to determine the first step needed to get started on an assignment. There is an optimal rate for accomplishing most tasks. A competent student is often a well-paced student, performing at a rate appropriate to the task and available time. Taking the appropriate amount of time for a task is largely dependent upon both a student’s temporal-sequential skills and his/her attentional abilities. Temporal-sequential skills help us interpret, retain, or create information that is in serial order. These skills are related to a student’s ability to appreciate time in general and estimate time appropriately. Tempo control (a facet of attention) helps students regulate the allocation of time to the task at hand, and predict the time required for an upcoming task. Tempo control also instills a sense of â€Å"step-wisdom†, the knowledge that it is more effective to undertake activities in a series of steps, rather than all at once. Tempo control allows a student to match his/her pacing to the demands of a given task, e. g. , to take the right amount of time to finish an essay test, to do a homework assignment thoroughly yet efficiently, etc. For many students, time is their most precious resource. Making the most of the time they have enables students to be as efficient and successful as possible, leading a balanced life of work and play. A clear understanding of time is required for students to manage their own time effectively, e. g. , plan long term projects, organize schedules, etc. As such, time management skills are an important component of a student’s success – in school and beyond. In order to meet assignment deadlines and to keep up with schedules related to school and schoolwork, students must engage their temporal-sequential ordering abilities. These skills help us interpret, retain, or create information that is in a serial order. Students with strong temporal-sequential ordering skills are able to manage their schedules, organize their work, and make efficient use of their time. Such students are also able to avoid procrastination (putting off a task that must be done). For students with weak time management skills, procrastination can have painful consequences, affecting both academic and personal success. In order to complete assignments for school, students must develop their cognitive working capacity. That is, students must learn to initiate and maintain the mental effort needed to complete tasks and activities. The ability to manage one’s effort is closely linked to academic productivity and success. A strong capacity for work enables students to delay gratification and to persevere through tasks that take considerable energy. It also helps them sustain their effort when information is worthy of attention, even though not immediately exciting, such as when studying a chapter they will be tested on the next day, or reading the instructions for a science experiment. Developing good organizational behaviors can play a key role in efficient school performance. School is much easier for students who know how to organize themselves, their materials, and their work space. Having effective organizational tactics will continue to be a valuable asset throughout a students education and career. Being ready to learn often means being prepared for the next activity, having to shift gears from one task to another, and having all the necessary materials on hand. In order to develop this aspect of learning readiness, students must engage their attentional abilities (especially that of previewing), as well as their memory skills. Through previewing, a student is able to look ahead and be prepared to deal with upcoming circumstances, challenges, and academic tasks. For example, previewing helps students prepare for a test, get ready for an upcoming class, and smoothly transition from one activity to the ext. In addition, students who preview are able to determine which materials are needed for a task and to remember to have those materials on hand. As a result, they are better prepared for activities and better able to follow through on assignments. Staying organized for school requires a student to have strong spatial abilities as well as a strong memory. To efficiently keep track of school materials and assignments, for example, students must have an internal sense of how things should be organized. In order to follow through on school-related tasks, such as turning in homework and bringing the right books to class, students must be able to remember where these items are, as well as remember to have the items on hand when needed! Maintaining a good study space is important to every student’s success. Students must have appropriate environments in which to learn and study, both at school and at home. Setting up and keeping an organized work space requires that students have strong spatial abilities. Such abilities help a student arrange a consistent place for storing school books, organize a desk drawer, keep a desk clear of clutter, etc.

Criminal Offences And Felony Crimes Criminology Essay

Criminal Offences And Felony Crimes Criminology Essay In the court system we have many different types of crime, some ranging from something as simple as a speeding ticket, to crimes that are unthinkable. Each crime that we have also has a variety of sentencing and things that will happen when said crime is committed. FELONIES: A criminal offense punishable by death or by incarceration in a prison facility for at least one year. A felony is a serious crime; they include murder, rape, aggravated assault, robbery, burglary and arson. The federal government and many states have moved to a scheme of classifying the seriousness of felonies, using a number or letter designation. For purpose of criminal sentencing, for example, the federal system assigns a score of 43 to first degree murder, while a crime of theft is only rated a base offense level of 4. The persons history of crime is taken into consideration as well. Because of the differences among the states, crimes can be perceived differently. A felony in one state can be just a misdemeanor, and other areas it may not be a crime at all. In the United States a felony can lose certain rights: Loss of voting rights (which the Supreme Court interpreted to be permitted by the Fourteenth Amendment) Exclusion from obtaining certain licenses Exclusion from purchase and possession of firearms, ammunition and body armor Ineligibility for public office Ineligibility for serving on a jury Deportation (if the criminal is not a citizen) The consequences of committing a crime are serious; a felony conviction is at the very least one year in prison. But the terms of incarceration can vary a lot. U.S federal courts have sentencing guidelines, which suggest the period of imprisonment and fine for each offense. Courts can use these as standards but they are not required to use those guidelines to impose a sentence upon a convicted person. Wisconsin Felony Penalties: Class (A) felony: imprisonment for life: however, for a repeat offender, the term of imprisonment may increase up to 2 years to 6 years. (first degree intentional homicide, felony murder) Class (B) felony: up to 60 years, imprisonment may increase up to 2 to 6 years with a prior conviction. (Second degree intentional homicide, (manslaughter), first degree reckless homicide, conspiracy, first degree sexual assault, kidnapping) Class  © felony: the penalty is a fine of up to $100,000 or up to 40 years, or both, repeat offender 2 -6 years with a prior conviction. (felony drunk driving, 5th or subsequent offense, 2nd degree sexual assault, kidnapping, arson, robbery, vehicular manslaughter while intoxicated) Class (D) felony: $100,000 fine or up to 25 years or both. Prior convictions may increase from 2-6 years depending on it being a misdemeanor or felony.( Felony drunk driving, 5th or subsequent offense, felony vehicular homicide, vehicular homicide while intoxicated, child enticement, solicitation of a child) Class (E) felony: $50,000 fine 15 years or both, increase from 2-6 years for prior convictions. (battery, great bodily harm, burglary, robbery) Class (F) felony: $25,000 fine and up to 12-1/2 years in prison or both, repeat offender 2-6 years longer. (failure to act to prevent sexual assault of a child, sexual exploitation, burglary, stalking, theft) Class (G) felony: $25,000 fine and up to 10 years imprisonment or both longer for prior convictions 2-6 years (negligent homicide, negligent vehicular homicide, embezzlement, theft) Class (H) felony: up to $10,000 fine, and imprisonment up to 6 years or both longer for prior convictions 2-6 years (embezzlement, battery (great bodily harm), false imprisonment, stalking and theft) Class (I) felony: up to $10,000 fine and imprisonment up to 3-1/2 years or both, 2-6 years longer for prior convictions. (child pornography, embezzlement, battery- (substantial bodily harm) stalking, and theft) Misdemeanor: An offense punishable by incarceration, usually in a local confinement facility, for a period whose upper limit is prescribed by stature in a given jurisdiction, typically less than one year or less. Minor crimes consisting of offenses such as petty theft, which is the theft of items with little worth, normally a person cant be arrested for a misdemeanor unless the crime was committed in front of the officer. Misdemeanors are classified according to their severity. Each misdemeanor classification; provides recommendation for jail sentences and forfeitures (fines). A person convicted of a misdemeanor can be sent to a county or local jail, ordered to pay a fine, or both. Class (A) Misdemeanor: up to a $10,000 fine or prison for up to 9 months or both, repeat offenders may be in prison for up to 2 years. Class (B) Misdemeanor: up to a $1000 fine, 90 days in prison or both, repeat offender can increase time to up to 2 years. Class  © Misdemeanor: up to a $500 fine, and 30 days in prison or both, longer for repeat offender up to 2 years. Both felonies and misdemeanors are criminal charges but with one big difference, Felony you are in a state or federal prison, with a misdemeanor you are in a local or county jail. Offenses: A violation of the criminal law. Also, in some jurisdictions a minor crime, such as jaywalking, that is sometimes described as getting a ticket, others would include spitting on the sidewalk, littering, and traffic violations, including but not limited to not wearing a seatbelt. Another good word for it would be called an infraction, people that commit infractions are usually ticketed and released. Court appearances are usually waived, through payment of a small fine that can be mailed. Treason: A U.S citizens actions to help a foreign government overthrow, make war against, or seriously injure the United States, also the attempt to overthrow the government of the society of which you are a member. Special categories of crime do exist and they should be recognized, they are treason espionage, two crimes that are considered as the most serious felonies. In addition to being a federal offense its also a law under most states. Treason against the state shall consist only in levying war against it, adhering to its enemies, or giving them aid and comfort, and no person shall be convicted of treason except on the testimony of two witnesses to the same overt act or on confession in open court. Espionage: The gathering, transmitting, or losing of information related to the nation defense in such a manner that the information becomes available to enemies of the United States and may be used to their advantage. Espionage can be committed by noncitizens. Over at least 3 decades, beginning in the 1960s, Chinese spies apparently stole enough weapons-related information to advance Chinas nuclear weapons program into the modern era. An example of espionage is the crime committed by former FBI agent Robert Hanssen. In July 2001,he pleaded guilty in the U.S District Court in Alexandria, Virginia, to 15 counts of espionage and conspiracy against the United States He admitted to passing U.S secrets to Moscow from about 1970 until 2001, when undercover investigators caught him leaving a package for his Russian handlers under a wooden footbridge in a Virginia park. He had accepted more than $1.4 million dollars in cash and diamonds. In exchange for his FULL cooperation he was spared the death penalty and was sentenced to life in prison without the possibility of parole. Historically, treason also covered the murder of specific social superiors, such as the murder of husband by his wife (treason against the king was known as high treason and treason against a lesser superior was perit treason). Inchoate Crimes: Also called incomplete crimes, are acts which involve the inclination to commit, or indirect participation in, a criminal offense. They include, attempt, conspiracy, and solicitation. Being an accessory or an accomplice to a crime are also inchoate criminal offenses. They used to be considered a minor crime, but today many are considered serious crimes. This is a general rule about inchoate crimes: A person cannot be charged with an inchoate offense and the actual crime. Example: you cant be charged with both murder and attempted murder. The exception is conspiracy, you can be charged with drug trafficking and conspiracy to smuggle drugs. Lesser penalties are usually assigned for inchoate offenses, though the sentence for an inchoate crime may be equal to the penalties for the actual crime. To be convicted of an inchoate crime, the prosecutor must prove that you had a specific intent (mens rea) to commit or contribute to the crime. Inchoate crimes must involve some outward action or a substantial step in the completion of the crime. The person that actually commits the crime is known as the principal and others involved are known as the accomplices. If you commit a bank robbery, and you drive the car, you are just as guilty as the person holding the gun to the bank tellers head. Witnessing a murder and not calling it in, makes you just as guilty as if you committed the murder yourself. Inchoate crimes are highly controversial and often challenging to litigate.