Money and Happiness Essay Example | Topics and Well Written Essays - 1500 words

Money and Happiness - Essay Example Material wealth influences happiness. This depends on the ability of such materials to satisfy the needs of an individual. The fact that more money gives one the freedom of acquiring material property implies that it can directly make one happier. Motivation psychologically helps define individuals. People have varied motivations in life, which in turn influences their definition of happiness. This explains the misconception that there is a relationship between earning more money and being happier in life. Happiness and satisfaction arise from achieving personal goals and ambitions. Money is most often a motivation in many people’s lives; people work hard in order to earn more money, thus making their lives comfortable. Money contributes to happiness but only as a motivation since people achieve some of their life aspirations through money earned. Whenever an individual achieves his or her objectives in life by earning more money or by setting up a successful business, the suc cess contributes to their happiness. However, the process of earning more money is likely to present more challenges and possibly lead to conflicts. This is the situation which affirms that money will not necessarily lead to happiness. Happiness is an emotional or mental state of feeling good about one’s self. This is normally characterized by joy, contentment, and pleasant emotions, among other similar psychological states. It is, therefore, a fundamental human attribute that influences physical and psychological well-being. The definition of happiness and the factors that lead to it are varied. This leads to the social discussion of the relationship between money and happiness.

Impact of the Mormon Faith on Native Americans

Impact of the Mormon Faith on Native Americans Bre Wilson Natives have always been viewed as savages needing reform and as being inferior to other people-upon contact, the Mormons were no exception. In 1947, the LDS Church introduced the Indian Student Placement Program (Riggs 2008). This program placed Native school-aged children in Mormon homes to increase the quality of education and to assimilate the children into the Mormon culture. From this program came benefits and deficits. At first, the Mormons were civil with the Natives- Brigham Young is even quoted as saying, Its cheaper to feed them than to fight them. As time went on, and populations rose, so did the tension between Mormons and the natives. The Mormons tried to inhabit Native land and expected the Native people to give up land and resources without a fight. They took land, and resources that did not belong to them and used their faith as a weapon against the Native people. Eventually, there were orders to execute any person who put up a fight against the Church because accord ing the LDS beliefs they would be going against Christs message, (Online Nevada Encyclopedia n.d.). The rising tensions between them eventually lead to major bloodshed. Its obvious that Mormons have a predisposed belief that the Native people were savages and needed to be converted. They embarked on many missions and put the Indian Student Placement Program into effect to try to assimilate Native children into Mormon culture- no matter the cost. In 1823, a New Yorker named Joseph Smith said, an angel came to him and told him that he would uncover, and translate, golden plates that told the history of Native Americans. As Smith decoded the writing contained on the plates, he claimed it told the story of the Lamanites, a branch of one of the first American civilizations who killed the Nephites (Online Nevada Encyclopedia n.d.). For this and their rejection of Christs teachings, Smith claimed the plates stated that God cursed the Lamanites with dark skin and a degraded existence due to the attack on the Nephites and for rejecting the word of Christ (Online Nevada Encyclopedia). Upon translating the holy plates, now known as The Book of Mormon, Smith dedicated his life to starting the Church of Latter Day Saints to uphold true Christian faith and to save the native people. The words translated in the Book of Mormon explicitly state that the people with dark skin are inferior to those with light skin and that salvation needed to be brought to them. This drove many Mormons to lead missions to Native land. In 1830, a Lamanite mission lead Mormons to western Missouri. The goal of the mission was to preach to and baptize the Natives, establish ties for the Church and to show the dedication of the elders (Ludlow 1992). As the missionaries made their way West, they preached the words contained within the Book of Mormon and they baptized hundreds. There were plans to establish a permanent school within the Delawares but before construction began, the missionaries were ordered to leave. The elders of the Church were ordered to leave not once, but twice before accepting their fate and complying with the orders. Parley Pratt seemed to think the orders to leave were due to jealousy as he writes: The excitement now reached the frontier settlements of Missouri and stirred up the jealousy and envy of Indian agents we were soon ordered out of the Indian country. Some Natives rejoiced in the missions and while felt as though their space, and rights, were being overtaken by the missionaries who came to save them. Many conflicts arose from the Mormons moving ever closer to the Natives, pushing their religious beliefs and consuming precious resources that rightfully belonged to the Natives. The populations of both the natives, and the Mormons, were both increasing which meant that the closer the Mormons moved to the natives, the more the natives had to fight for necessities. The Battle Creek Massacre took place on March 5, 1849. The events leading up to the battle were such as this: The Timpanogos Indians were accused of stealing cattle and horses from the Mormon settlers and a group of men were ordered to kill the natives (Revelli n.d.). However, it was soon discovered that the natives had not actually stolen the horses but the order for their execution remained. In the early morning hours, the Timpanogos were surrounded by Mormon men and 4 of them were killed- the Mormons had zero casualties (Revelli n.d.). In 1804, a treaty was signed between William Henry Harrison and two Sauk representativ es which stated that all land east of the Mississippi was open to settlement (Wisconsin Historical Society n.d.). Complaints soon arose that suggested that these two Sauk men had no authority to represent the entire nation therefore the treaty was no longer valid. Twenty-eight years later, Black Hawk was the leader of the Sauk nation. He found his fields trampled with cattle and people had settled on his land without consent. He was met by the militia of Illinois, who were reinforced with the American army. One of the most catastrophic battles of the Black Hawk War, was the Battle of Bad Axe (Fonda 1907). The Battle of Bad Axe took place on August 1 and 2, 1832. As the 400 remaining Sauks attempted to surrender, the Americans showed no mercy. The soldiers continued to fire upon the natives until most them were killed. Private John Fonda wrote about the first encounter: and the Indians raised a white flag The cannon sent a shower of canister among the Indians, which was repeated three times, each time mowing a swath clean through them. 12,000 people had followed Black Hawk on a journey back to their homeland and when the war was over, only 150 Sauk survived (Wisconsin Historical Society n.d.). Not all interactions between natives and Mormons were outwardly aggressive, however. The need for the Indian Student Placement Program, sometimes also called the Lamanite Placement Program, first emerged in 1947 when a young Navajo girl, named Helen John, requested to stay in Richmond to attend school (De Hoyos 1992). As time went on, more people showed interest in the program and the LDS Church seized the opportunity to fulfill their destiny to bring salvation to the natives. The program took native children, who agreed to be baptized, and placed them in the homes of Mormon families to learn the culture, go to school and assimilate into the Mormon faith and then allowed them to return home to the reservation for the summers (Hangen n.d.). There were both critics and supporters of the program. Supporters valued that native children would then be bicultural, and flourish in both their own Native culture, as well as within the culture of the Mormon people. By the end of the program, approximately 40,000 Native children, from 60 different tribes, participated (Landry 20 16). The rate of graduation in placement program students was higher than that of non-placement students and a large number of students were satisfied with the outcome of the program (De Hoyos 1992). Others, however, were not as satisfied with the program. The Indian Student Placement Program was under scrutiny for the emotional toll that it took on the participants and for allegations of abuse. Non-Mormon critics claimed that the program took an unnecessary emotional toll on the children who were taken from their home and forced to live with a family whom they did not know. Others were upset that the Church was using the program as an assimilation tool and not as a tool to better the lives of native children (Landry 2016). Two Navajo children were placed with a Mormon family in the 1970s and they endured traumatic abuse within the home. They have recently filed complaints through the Navajo legal system and they plan to sue the Mormon Church for physical, emotional, and spiritual suffering (Landry 2016). The children claim they endured physical and emotional abuse daily but the sexual abuse was horrific. Due to other allegations and concerns from non-Mormons, the program eventually dissipated. The relationship between the Mormon people and the natives was a complex one, that had both positive influences and negative influences. The Mormons truly believed that what they were doing was in the best interest of the Natives and that it was their duty to obey the word of God. The Book of Mormon states that its the duty of every Mormon follower to bring salvation to the Lamanites. The way in which the Church approached their missions varied however. The Indian Student Placement Program was their passive approach to conversion. The premise of the Program was based on good intentions but some saw the program as a way the Church forced their religion on susceptible Native children and abuse allegations remain. The wars and battles fought between the Mormons and natives are perfect examples that display that the Church was not always as passive when making their wishes known. The Black Hawk War, the Battle of Bad Axe, and the Battle Creek Massacre had devastating effects on the Nativ es. The court cases against the LDS Church from Natives prove that tension still remains between both parties. Bibliography De Hoyos, Genevieve. Harold B. Lee Library, Indian Student Placement Services, 1992 Fonda, John H. Reminiscences of Wisconsin. In Wisconsin, Historical Collections, vol 5. ed. Lyman Copeland Draper.: The Society, 1907; 1868 Hangen, Tona. A Place to Call Home: Studying the Indian Placement Program, n.d. Landry, Alysa. Indian Country Media Network, Assimilation Tool or a Blessing? Inside the Mormon Indian Student Placement Program, 2016 Lindquist, Geraldine. The Indian Student Placement Program as a Means of Increasing the Education of Children of Selected Indian Families, 1974 Ludlow, Daniel. Lamanite Mission of 1830-1831. Encyclopedia of Mormonism, 1992. Online Nevada Encyclopedia. Mormons and Native Americans: A Historical Overview, n.d. Pratt, Parley P. Autobiography of Parley Parker Pratt, 1938. Revelli, Bryce. Brigham Young University, Battle Creek Marker, Intermountain Histories, n.d. Riggs, Lynette. The Church of Jesus Christ of Latter-day Saints Indian Student Placement Service: A History, 2008

Anorexia and Food Refusal in Children Essay -- Eating Disorders Health

Anorexia and Food Refusal in Children "Eating Disorders in children and adolescents represent potentially life-threatening, debilitating conditions that impede physical, emotional, and behavioral growth and development. If treated soon after onset, childhood and adolescent eating disorders have a relatively good prognosis; however, if not treated, they may become chronic conditions by adulthood with devastating and sometimes irreversible medical, behavioral, and emotional consequences (Robin, Gilroy, and Dennis, 1998, pp421)." Feeding problems and eating disturbances in toddlers and early school age children are not particularly rare. They occur in 25%-40% of the population (Kerwin, 1999). However, severe eating disturbances requiring treatment occur in only 3%-10% of young children (Kerwin, 1999). The most common eating disturbance in young children involves some form of food refusal, which some believe may be related to anorexia (Robin et. al., 1998). Very little is known about eating disorders in pre-pubertal children, especially those who are otherwise healthy and have no apparent developmental disabilities (Singer et. al., 1992). According to Singer et. al., "Some authors have conceptualized eating disorders in pre-pubertal children as early manifestations of anorexia nervosa, but these children rarely met DSM-III-R diagnostic criteria" (Singer et. al, 1992, pp 847). Although children often do not meet the technical requirements to be diagnosed with Anorexia Nervosa, they often fall into the category of eating disorders not otherwise specified (Robin et. al., 1998). And, the health risks for these children can be are just as serious as those risks for patients with a clear diagnosis. Children who refuse food ha... ...xperimental Psychiatry 18(2). 149-155. Maloney, M.J., Pettigrew, H., Farrell, M. (1983). Treatment sequence for severe weight loss in anorexia nervosa. International Journal of Eating Disorders 2(2). 53-58. Robin, A.L., Gilroy, M., Dennis, A.B. (1998). Treatment of Eating Disorders in Children and Adolescents. Clinical Psychology Review 18(4). 421-446. Siegel, L.J. (1982). Classical and operant procedures in the treatment of a case of food aversion in a young child. Journal of Clinical Child Psychology 11(2). 167-172. Singer, L.T., Ambuel, B., Wade, S., Jaffe, A.C. (1992). Cognitive Behavioral treatment of health impairing food phobias in children. Journal of the American Academy of Child and Adolescent Psychiatry 31(5). 847-852. Winer, J.M. (1984). Psychopharmocology in childhood disorders. Psychiatric Clinics of North America 7(4). 831-843.

KFC Swot

KFC SWOT analysis The Kentucky Fried Chicken mission statement The Kentucky Fred Chicken mission statement is â€Å"To sell fast food in a fast, friendly environment that appeals to pride conscious, health minded consumers† vision statement : â€Å"†To be the leading integrated food services group† so the world ‘s best tasting starts with the fresh ingredients , the chicken farms &how they raised up †¦ let’s start analyzing the portofolioes: **According to the BCG –matrix: Stars | Cash cows|Xtreme meals,individual meals| Family meals ,sandwiches & coleslaw| Dogs| Question marks| Nuggets, green salads| Desserts , crispy strips, rizo | They should analyze the question marks and the dogs & turn them into stars or cash cows may be investing offers. (N. B:R&D has to work more on their products) Market segmentation & targetting : They classified the market into 3 distinctive markets: a. Individual meals : targetting teenagers , youth & mid-age g roups b. Related article: KFC MacroKids meals: targetting the children by offering them toys & enhancing the play room in their restaurants c. Family meals : for families ranging from 4-6 persons Swot analysis: Strenghts : Customers needed some snacks so , they were the first to introduce what’s called a â€Å"SNACK BOX† which consists of 2 pieces of chicken .. in addition to the cheap price they offer. Weakness: Lack of introducing new items or investing in the old menu †¦.R&D department has to be more focused †¦.. Opportunities: KFC had the opportunity to be reachable world wide in addition to the americana logo which is percieved as a 100% quality offered . KFC has positioned itself as the â€Å"finger lickin good â€Å" brand which is characterized by its special taste formula . Threats : KFC started to fear competitors like Mc donald’s who nowadays offer more healthier food which make customers more focused on more healthier food rather than fried chicken .

Monologue and Attitude Revealed through Browning’s ‘My Last Duchess’ Essay

The 16th century poem My Last Duchess by Robert Browning is a monologue of a Duke showing an audience the painting of his late wife. Browning, in this poem, as in many of his poems, uses monologue to reflect on the concepts and notions of his time.   This particular monologue reflects on the perception of women in the 16th century, and in particular, aristocratic women. In this particular monologue, like many of Browning’s monologues, we get not only a feeling for the Duke’s character, but also a feeling about the expectations of a particular class and a particular gender—basically, a women must be obedient to her husband, and any independence is frowned upon. Browning typically used monologue in many of his poems to use this affect—basically, he creates a character to reflect on his own feelings of society, but by using the character, he is able to somewhat mask, or hide behind, that character’s observations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this monologue, we see the Duke as a particularly jealous man. His suspicion would be easily aroused every time his wife thanked someone, especially if it was another man, for a small favor done to her. The Duke thinks that his â€Å"gift of a nine-hundred-years-old-name (line 33)† was the most valuable gift his wife received from her and thus, she should have not just given away her smile and blush for anyone but him. He saw this attitude as a kind of stooping down on her part and in turn, an insult on him and his position in society.   Ã‚  The monologue thus reveals a lot about the main character that is speaking, and in this poem, it is the Duke: The style and structure of this poem play a significant role in the effect of the poem.   As is typical of Browning’s poems, â€Å"My Last Duchess† is written as a dramatic monologue: one speaker relates the entire poem as if to another person present with him.   This format suits this poem particularly well because the speaker, taken to be the Duke of Ferrara, comes across as being very controlling, especially in conversation (My Last Duchess Analysis). When he got tired of these exchanges of smiles between his wife and other people, he â€Å"gave commands;/ Then all smiles stopped together (Browning, lines 45-46).† This ambiguous statement gives the reader a clue as to how the Duchess became an ex-wife. It is not specific, however, so that one can only guess as to what happened—maybe he had her killed or sent her away where she died. From these absurd, oftentimes ridiculous, and obviously arrogant words, the reader can conclude that the Duke was a controlling husband. Lines 50 onwards tell the reader that the Duke is looking for a new wife and the person whom he is showing the painting to, is the assistant or messenger of a Count whose daughter the Duke is eyeing as a prospective wife. The talk he would have later with the Count would be about the arrangement of his next marriage (My Last Duchess Discussion).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Duke represents the traditional male and his attitude towards his late wife mirrors the attitude and expectations of a patriarchal and Victorian society towards women in his monologue. The society of that time expected women to simply obey. She should only reserve her charms for her husband. She must not even try to be beautiful in her own painting. The mere act of being happy, pleasant to anyone regardless of rank and stature in life, and to love the simple pleasures in life as watching the sunset or riding a mule in the case of the Duchess, were all considered acts of unfaithfulness. In short, it was a sin to be naturally beautiful and to have a happy disposition. Men liked to control their wives. Being the only one who could open the curtain to reveal the painting of his beautiful and smiling late wife is symbolic of how this man would do anything to control his wife. If he couldn’t stop his wife from smiling at anyone when she was still alive, at least when she was dead and only lived through her painting the Duke could finally decide as to whom to share his wife’s smiles and charms. Through the painting done by a master, she has also became the expensive commodity that she should have been while living, but a role of which she never assumed because she stooped to being accessible to anyone, much to the disappointment of her husband, the Duke. Noble women should assume the position that their rank in society expected them to and this meant they should be unreachable in the eyes of commoners. They should not be easily pleased with trifle matters like favors from servants. Finally, the talk of arranging his new marriage with the father of his future bride suggests how women were not allowed to express an opinion even to the important topic of whom to spend the rest of their life with. Women were commodities traded upon by men and they have price tags called dowries. By showing the Count’s emissary the painting of his former wife and telling him why he didn’t like her conduct sends the message as to how he expects his next wife to behave. Otherwise, she might become another Last Duchess, another hidden painting in the house. Therefore, this monologue, like many of Browning’s monologues, reflects on his interpretations of his society.   However, by using a character’s reflections on a particular thought, Browning can somewhat mask his inner feelings and thoughts.   The aspects of his reflections come across clearly, and in this monologue, Browning is obviously taking a deeper look at the treatment of women. Work Cited Browning, Robert. My Last Duchess.   2009 April 21. 2011 May 4. . My Last Duchess Analysis.   2007 January 7. 2011 May 4. My Last Duchess Discussion.   2008 May 14.   2011 May 4.