Causes of the Zika Virus Spread

Causes of the Zika Virus Spread A worldwide epidemic of the Zika virus has plagued the Pacific Islands, the Americas, and some African and Southeast Asiatic countries. Currently, Brazil holds the highest record of Zika virus-positive cases in Latin America which have devasted and terrified the nation. The World Health Organization (WHO), an organization of the United Nations (UN), has announced Zika virus infection as a newly arising disease to be managed and also a Public Health Emergency of International Concern (PHEIC)(Gulland, 2016). In general, Zika virus is a single-stranded RNA virus of the genus Flavivirus which is also related to other flaviviruses such as dengue virus, yellow fever virus, West Nile virus and St. Louis encephalitis virus (Lanciotti RS, 2008; Scaramozzino, Crance, Jouan, DeBriel, Stoll, Garin, (2001)). Clinical complications namely, the Guillain-Barre syndrome, congenital syndromes, miscarriages, and even death have been correlated with Zika virus infections. Zika virus is not a new virus. In fact, it has been discovered and documented more than 50 years ago. Only recently, it has gained unparalleled attention and has created such global alarm by the global health community.   The first human illness caused by Zika virus infection was first recorded in 1953 in Nigeria (MacNamara, 1954). By September 2015, investigators in Brazil saw an increase in the number of infants born with microcephaly which is one of the clinical complications linked with Zika virus infections. By mid-February 2016, over 4300 cases of microcephaly had been recorded (Victora, Schuler-Faccini, Matijasevich, Ribeiro, Pessoa, Barros, (2016)). The question that now reflects in peoples mind would be, what are the causes of the spread of Zika virus mosquitoes? There are many causes of the rapid dissemination of this virus, but the more major reasons are the carriers of the disease, the abundance of breeding ground, and climate change. Firstly, the main reason for the spread of this virus would most evidently be the mosquitoes infected with the Zika virus. Not all mosquitoes act as carriers but the predominant vector responsible for the spread is the yellow fever mosquito or in scientific terms, the Aedes aegypti mosquito which is also a primary vector for the transmission of dengue throughout the globe. According to Dasti, before the outbreak of Zika virus in Brazil, distribution of Aedes aegypti has been predicted across different continents. Based on the entomological data available, it is shown that high concentration of this species in Brazil might be the main contributor to the outbreak and also the rapid dissemination of Zika virus infection across the country (Kraemer, Sinka, Duda, Mylne, Shearer, Barker, Hendrickx (2015)). Fortunately, the Aedes aegypti mosquito does not tolerate colder climates and is currently limited to tropical and subtropical regions of the globe (Brown, Evans, Zheng, Obas, Barreraà ¢Ã¢â€š ¬Ã‚ Martinez, Egizi, Powell, (2014)). There are also other potential species of Aedes mosquitoes which can also transmit the virus such as Aedes furcifer, Aedes metallicus, Aedes africanus, and Aedes hensillican. Another cause of the outbreak is the abundance of breeding grounds which plays a significant role in the reproduction and spread of Aedes aegypti mosquitoes which are the primary carrier of the Zika virus. In the past 50 years, there was an explosion in the number of plastic containers which have created an abundance of ideal larval habitat for the Aedes aegypti mosquito. Residents in countries that has little awareness and education about the importance of hygiene and sanitation have taken their cities and towns for granted and have caused their community to be a perfect breeding ground for Aedes aegypti mosquitoes. Troncoso has identified several containers such as bottles, bottle caps, buckets, basins, empty tin cans, puddles, pots, barrels with water, containers on the roof to collect rainwater, tanker, used tires, and other artificial containers that can hold water (p. 522). Troncoso has also discovered common city areas with high concentrations of people such as bus stations, p arks, and schools are potential sites for mosquito breeding (p. 522). Breeding sites for Aedes mosquitoes can be found all around the house also. Female Aedes aegypti mosquitoes lay eggs in water stored containers, which creates the opportunity for breeding. Furthermore, according to Alcides, cemeteries can also be considered as an excellent location for breeding of Aedes aegypti mosquitoes. Results of over 30 studies from the last decade related to mosquitoes in cemeteries have been published. In general, cemeteries are very suitable habitats for mosquitoes that thrive in artificial containers given the broad availability of sources they need. It is recommended that getting rid of unused containers and daily change water trough for animals and vases can reduce the risk of Zika infection (Ayorinde, Oboh, Otubanjo, Alimba, Odeigah, 2014). Any stagnant water could be a breeding ground for mosquitoes and majority of them are caused by man (Kilpatrick Randolph, 2012; Vasilakis, Cardos a, Hanley, Holmes, Weaver, 2011). Besides that, climate change is a crucial factor that can worsen the spread of the Zika virus. The Zika epidemic further proves that climate change is beginning to affect human health. According to the United Nations (UN), the rise in temperatures enhances the breeding and transmission of the Zika virus. The worsening climate increases the frequency of natural disasters all around the world which can be more devasting to countries with a poorer infrastructure (Troncoso, 2016, p. 521). According to Troncoso, the transmission of infectious diseases such as dengue or Zika is sensitive to climatic situations (p. 521). The ever changing climatic environment which includes temperature, humidity, rainfall, and soil humidity can affect the viruses that are transferred by insects (Brady, Golding, Pigott, Kraemer, Messina, Reiner Jr, Hay, 2014). Warming of tropical and sub-tropical climates has improved the condition for Zika carrying Aedes aegypti mosquitoes to breed. Climate change has ampl ified the health risks of the poorest people, who are vulnerable and in jeopardy from the significant increase in disease by the Aedes aegypti mosquitoes. Human activities such as massive deforestation and dam construction have caused the extinction of natural predators and changed the biodiversity which has increased the risk of exposure to mosquitoes. Residents of countries which have tropical or sub-tropical climates and have difficult access to health care will suffer the most severe consequences (p. 522) of this disease (Johansson, M. A., Dominici, F., Glass, 2009). Consequently, as Troncoso (2016) confirms, climate changes is a potentially very important factor. that can bring new epidemics of Zika and even the risk of a pandemic worldwide (p. 521). In conclusion, evidence has shown that the outbreak of the Zika virus is the consequence and mistakes of our improper handling in the past, also with the current environmental factors. Unfortunately, the current generation has to suffer the adverse effects of the spread of this disease. Zika virus is a major global health problem that has already spread to different regions on Earth and is anticipated to spread more rapidly given the fact that the virus can be transmitted sexually and by mosquito bites. The global health community has a responsibility to research and develop a solution to solve this problem as we have little knowledge about the virus. For the meantime, people should take extreme precaution when traveling to countries which have significant cases of Zika virus infection. Carrying the disease back home would be the last thing you want to do.

Course Syllabus

In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus Finance Course Description A study of the financial forms of business organization, with special attention to the corporation and its advantages and disadvantages; capital stocks and bonds; budgeting; dividend policy; failure and reorganization; financial accounting; and cash Rationale This course Introduces the student to the role of the corporate finance manager In both raising and using funds. It highlights the usefulness of knowing tax, law, accounting, Investment principles, and the mathematics of finance. L. Prerequisites Junior statusII. Required Resource Purchase Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty university does not necessarily endorse specific personal, religious, philosophical, or political positions found In this resource. Ill. Dilation Materials for Learning A. Computer with basic audited output equipment B. Internet access (broadband recommended) C.Microsoft Word (Microsoft Office i s available at a special discount to Liberty university students. ) D. Financial Calculator It is strongly recommended that the student have access to a financial calculator that is capable of TV (time-value of money), NP (net-present value), and AIR (internal rate of return) calculations. The Texas Instrument BAA II Plus series is an excellent solution. IV. Measurable Learning Outcomes upon successful completion of this course, the student will be able to: A. Interpret and analyze financial statements for the measurement of liquidity, profitability.

Winter’s Bone

Essay Assignment 2 October 7th, 2012 Draft 2 (Final) Winter's Bone I would like to start off saying I really enjoyed this book so far. I really like the text, and description it shows. There is a lot of realistic experience in the book that helps me create my visual of the book. â€Å"They didn’t do nothin’! They didn’t do a goddamned thing! What the hell’re you tryin’ to pull? † Most books are cheesy written, and worded. This book was different, and really fit into my interest. I usually find it hard to get into a book, an reading a lot of the time makes me sleepy.I was able to adapt to this book quickly to gain a lot of questions an wondering what was going to happen next. The Ozarks is a interesting place that helps shape the lives of anyone who lives there. Ree finds herself, her family, all on the bad side of the law since illegal activities are done to support themselves in such a harsh environment. These illegal activities of her fathe r start Ree on a journey. She has to find her father with only the help of family to save her family’s house and land. Jessup, Ree’s father, is the most important cause of her journey.He comes home and leaves â€Å"promising he’d be back soon as he could with a paper sack of cash and a trunkload of delights. † Ree is left with the tasks of chopping wood and making sure there is food on the table for everyone, which is usually the man of the house’s job. He had told her to not even look for him until â€Å"you see my face. † (Chpt 1) Then, when the kids get home from school riding in Sheriff Baskins’ patrol car, the sheriff asks her if she has seen Jessup and informs her that he put the land and house up for the bail.If Jessup didn’t show up for court, they would be poor and homeless. Ree also has to be a mother to the kids, because her mom is pretty much useless. Something happened, whether it was drug or her lifestyle while Je ssup had been imprisoned before, and the medicine that she is on is not helping. Ree had to get Sonny and Harold ready for school even if the clothes were dirty and there was no butter to go with the grits. The kids show up home having hitched a ride from the deputy up to the Dolly’s house for which they were reprimanded by Ree to not ven associate with â€Å"the law. † Ree later makes sure to put them under her wing so that they could learn to hunt and cook if there was ever a need for them to take care of themselves. She starts showing them how to make deer stew and how to shoot and clean squirrels. The next day, when they got home. Teardrop came over. When he realizes he needed to help his brother’s family. He lets Ree know that the police found Jessup’s car burnt, but he wasn’t in it. He also gave them more money to help out.He then also gave her the advice of selling of the timber on their land before the bail bondsman came to throw them out o f the house, but Ree still thinks that it won’t happen. Teardrop starts talking about times before when things were good and family all got along. Ree goes to town to get some groceries and is getting to the point of believing her father is dead but trying to figure out why. â€Å"Either he stole or he told. Those are the things they kill you for. † Gail told her. Chpt 15) Bringing back to my thoughts, where I had a dead beat father who ran off, and never came back home. Which made my mom have to do everything for us alone. It's always weird how the books you read can sometimes relate back to you in ways you never thought they could. I then know I'm not the only one who had that experience. Which then as well helps me cope with my issues an understand better. I really like that about a book when I can relate to some of the things going on in the story.

Desirees Baby Character List Analysis Free Essay Example, 1000 words

Situations in L abri didn t make things any better. People with colored skin are slaves and Armand balked at the thought that he is a descendant of the race cursed to slavery. He also found out that in places like L abri, racial discrimination is so great that colored people are not allowed to hold properties but mere slaves, short of being properties of the white people. This reality scared Armand and made him vow never to let anybody know that his mother was colored. He tried so hard to ally his fears by imposing strict rules on the servants. He cannot be flawed as being soft and indulgent towards them for they might think that he is one of them. That is totally unacceptable. They are not supposed to know who he really is. Over the years, he became more and more convinced that placing himself as far apart from the servants would preclude them from knowing his secret. He is not a slave and he refused to be branded as having a blood of a slave in his system. We will write a custom e ssay sample on Desiree's Baby: Character List & Analysis or any topic specifically for you Only $17.96 $11.86/page She had no name; she might as well come from a race of slaves. I am white. I am my father s son! Long and hard he stared at the letter before he took the match and lit the paper. Fire seared through his fingers as he refused to let go of the burning piece of paper. At last, he let the remaining piece fall into the fireplace where it was consumed and turned into ashes. His secret is safe now. No one will know who he really is.