Role for bioremediation Essay Example for Free

Role for bioremediation Essay Chapter 1 Which one of the following is not a role for bioremediation? Curing infectious diseases All of the following are examples of new emerging infectious diseases except Chickenpox Normal microbiota: Beneficial microbial inhabitants of the body Golden Age of Microbiology: Rapid discovery of basic microbiology principles Re-emerging diseases: Once controlled by preventative public health measures they are now on the rise Prions: Resistant to the usual sterilization procedures for pathogens Spontaneous generation: The converse of biogenesis Acellular infectious agent: Chemical composition includes RNA or DNA In the scientific name Bacillus anthracis, the term Bacillus is the genus name include the agents responsible for stomach ulcers and plague: Bacteria are prokaryotes: Bacteria impart distinctive flavors in foods such as yogurt and cheese: Bacteria are obligate intracellular parasites: Viruses have a protein coat that surrounds the genetic information: Viruses include molds and yeasts: Fungi contain the protozoa and algae: Protists derive their energy from degrading organic materials: Fungi are the most metabolically diverse group: Bacteria Which one of the following sequences exhibits increasing size? Viruses to bacteria to protozoa Which one of the following would be consistent with the idea of spontaneous generation? Sick people give rise to microorganisms in their body Chapter 3 The gram stain technique is valuable in distinguishing: different types of bacteria One of the below is wrong permit eukaryotic motility: Flagella are involved in group translocation: Chromosomes Contain components of the electron transport chain for ATP generation: Plasma Membranes may have peritrichous or polar arrangements: Flagella are linear rods contained within a nucleus: Chromosomes replication is followed by binary fission: Chromosomes are closed circular single molecues: Chromosomes are used for chemotaxis: Flagella involved with signal sequences in secretion: Plasma Membranes Nucleoid: Stores essential genetic information Glycocalyx: Prevents phagocytosis; attachment Plasmid: Contains a few genes; not essential for cell -Metachromatic granules: Site of nutrient accumulation in cell Fimbriae: Short straight hair-like fibers -Gram (-) cell wall: Rigid outer boundary A bacterial arrangement called a sarcina has which of the following morphological shapes? Spheres in packets of eight All of the following characteristics apply to the prokaryotes except they reproduce by mitosis Chapter 4 A differential medium is one that  distinguishes colonies of one type of bacterium from those of another type Which of the following conditions are most likely to affect the growth of bacteria? temperature, oxygen, and pH At what point in the bacterial growth curve are bacteria the most vulnerable to antibiotics log phase Which of the following methods of measuring population growth is a direct count standard plate count using a dilution series Faculative bacteria are those that  grow in the presence of absence of oxygen Most of the human pathogens are: mesophiles  10. 0001 out of 11 points Mesophiles: this group has most of the the pathogens as they grow at body temperature Halophile: would grow on selective media containing relatively high levels of salt Alkaphile: they can tolerate a pH above 8.5 Psychrotroph: can be found growing in the human stomach Anaerobe: they do not or cannot use oxygen Hyperthermophile: these have been found in seawater from hot water volcanic vents Microaerophile: they survive in environments where O2 concentration is relatively low but are inhibited by high O2 levels Obligate aerobe: this group requires oxygen for metabolism, just like humans Acidophile: can be found growing in the human stomach Facultative Anaerobe: they grow best in the presence of oxygen but can grow in the absence of oxygen Barophile: they are able to live at the bottom of the ocean -The interval of time between successive binary fissions of a cell or population of cells is known as the: generation time -Psychrophiles and thermophiles differ with respect to their best temperature for growth A soil sample is added to a culture medium that has been designed to promote the growth of the genus Pseudomonas while inhibiting the growth of fungi. This test uses a: selective medium Chapter 5 Low temperature is:  bacteriostatic Heavy metals generally kill microorganisms by  reacting with protein sulfhydryl groups to disrupt function Chlorhexidine is a biguanide used to  wash hands and clean wounds superficially The chemical counterpart of the autoclave uses  ethylene oxide with an inert gas HEPA filters are used to filter which one of the following? Air Ultraviolet light is valuable for reducing the microbial population in the air of a hospital room Of the following, the most efficient method for sterilization of a bacteriological transfer loop is the direct flame Triclosan destroys bacteria by  disrupting cell membranes Which one of the following elements would be classified as a halogen Chlorine Moist heat kills microorganisms by  denaturation A substance that has been pasteurized  is not considered sterile 5 out of 8 points Autoclave: Vegetative microorganisms, and endospores Direct Flame: Vegetative microorganisms, and endospores Boiling water for 10 minutes: Vegetative microorganisms, not endospores Hot air oven for 2 hours at 160 degrees Celcius: Vegetative microorganisms, and endospores Pasteurization: Pathogenic microorganisms, not endospores Gamma radiation: Vegetative microorganisms, not endospores Filtration: Pathogenic microorganisms, not endospores Ultra-high-temperature (UHT) processing: Vegetative microorganisms, not endospores When food has been salted  water diffuses out of microorganisms causing them to shrivel Chapter 6 The Krebs cycle accounts for all the following except  production of pyruvate from glucose Heat is useful in the destruction of bacteria because heat denatures enzymes by altering their tertiary structures 10.99956 out of 13 points yields pyruvate for use in the TCA cycle: Glycolysis requires cytochromes for electron transport: Oxidative phosphorylation requires electrons eventually be passed to NADPH: Photosynthesis Requires energy from light to take place: Photosynthesis ends with acceptance of electrons by oxygen atoms: Oxidative phosphorylation starts with the oxidation of NADH: TCA Cycle requires an investment of 2 ATPs: Glycolysis uses chlorophyll as the pigment in the cyanobacteria: Photosynthesis results in the formation of water: Photosynthesis is essentially the opposite of aerobic respiration: Photosynthesis begins with a glucose molecule: Glycolysis results in the net gain of 2 ATPs: Glycolysis generates two carbon dioxide molecules per turn: TCA Cycle Which one of the following does not involve a phosphorylation reaction? The hydrolysis of ATP Which of the following states is the most correct for enzyme reactions Enzymes are specific for only one reaction, generally in one direction All of the following apply to the process of anabolism except the process is exergonic You are studying an obligate anaerobe. Which one of the following pathways can you be assured is occurring? Glycolysis A bacterium that uses glucose as an energy source has been isolated from an anaerobic environment. After the growth of the bacterium, the pH of the growth medium is measured and found to be very acidic. When analyzed, the medium is found to have a high concentration of lactic acid. This bacterium is most likely metabolizing by a process known as fermentation

Management of Provision in the Early Years Setting

Management of Provision in the Early Years Setting Introduction: This essay is built on the management case study. I am going to critically analyse the case study using theoretical and research evidence of the management of provision in early years setting. This will provide a critical analysis of the management of provision of the setting in terms of these factors. (a) The manager’s role and responsibilities. (b) Leadership styles. (c) Government early years policies that influence the management of provision. (d) Financial and human resources management. To understand the manager’s role and responsibilities I and my friends in decided to interview a children centre manager. I was asked to make an appointment with the manager. I called the manager and arranged interview time with groups mutual understanding. But unfortunately my mates were not ready to go for the interview. So with my lecturer’s permission I went alone to interview children centre nursery manager. Provide relevant contextual information about the setting where you did the interview, for example is it a school-based early years provision, a private nursery, or Children Centre? Is it in a rural or urban location? Is the area social and ethnically mixed? What ages of children attend? (150 words approx I visited Children Centre in Hackney to interview nursery manager. The purpose of interview was to understand the role and responsibilities of nursery leader or manager in early years setting. The Children Centre is located in Central London under Hackney council authority. The children centre provides health and education services for children and families. The nursery provides the provision for 0-5 years old with the maximum capacity of 75 children. It consists of two baby rooms; both rooms can have 12 children in each room. Also, they have two toddler rooms; large room can have 14 children and small room with capacity of 12 children. The pre-school can have 24 children in the roo m. According to the manager, all rooms are full with maximum number of children and have two years waiting list for baby room and long waiting list for other rooms for children from outside admissions. According to Ofsted report (April 2014) The centre provides outstanding service for children and families and the nursery educators are supporting children to get ready to school and support them to learn numeracy and phonics before starting school. To understand leadership role in the early years setting it is vital to understand the contextual meaning of leadership. According to Northouse (2013, p4) â€Å"leadership have different meanings for different people and there is no common theory about leadership† It is vital to have good management to deliver good provision on children in early years settings. The management or leadership in early years settings should have good knowledge and understanding of early years foundation stage curriculum, governments policy and guidelines, current research and practice and work in partnership with parents, staff and other agencies to provide high quality provision for children. Northouse (2013) suggests that â€Å"leadership needs followers and leaders role to achieve a common goal with followers with a common purpose†. According to Blatchford and Manni (2007, p.1) effective management provides better outcome for children when there are better and warm relationships between practitioners and children. Also children learn better when practitioners use open-ended questions to give chance to children to use their critical thinking and answer with confidence. For effective leadership role, appropriate training is essential to provide good quality of provision for the early years because, leadership role involves multi-professional work. Moyles (2006) suggests that leader and manager have different roles but complement each other. In early years the mangers role is to making sure that the organisation is running smoothly by good planning and coordination. However, the leaders role is to inspire and motivate others for change. The manager and leader both characteristics are important in education field. Therefore, it is more important especially in pre-school age, when manager, leader, parents, and teacher rapidly form relationship. It is vital to examine government’s policy to provide highly qualified and trained workforce as leaders and managers in early years settings and children centres, to provide better care and education for children and excellent working partnership with patents. A good leader always encourages the staff to accomplish set targets or tasks. The tool of supervision is a useful way to support staff by listening to their voices, thoughts, interests and needs. It is essential to unfold government of UK’s policy on early years education. Ang (2012) states that government of UK gives high priority of training and qualification programmes for leadership to work in early years. The workforce and development council (CWDC) introduced Early Years Professional Status (EYP) award in 2007, to all graduates from different sectors to get qualification and training to work as early years professional (EYP). It is nationally accepted standards for professionals to work as a leader in children centres or schools within early years settings. The government of UK have facilitates students with full grant to accomplish the EYP status. Its Managers duty to make sure that nursery is running smoothly on daily basis and provides high quality provision for the children. For example, during my interview with nursery line-manager in Children Centre in Hackney, I asked one part of my question. [Q] ‘How do you ensure the continuing development of staff s strengths and areas of development? [A] â€Å"I use tool of supervision and appraisals to ask staff if they need any support or want to go to any training. Sometimes, I used my initiative to recommend certain training for staff such as my one staff was not confident to deal with children with challenging behaviour so I spoke to her and recommended training ‘Working with Children with Challenging Behaviour’. Also Centre teachers make observations on staff on monthly basis. It’s including outdoor play and small language sessions and literacy sessions. Teachers give comments what they observe and give copy to staff as well to read feedback from teacher and write any comments. During teachers observations if teacher feel that education officer needs support and training to support children, then we send them on relevant training or on next session teacher and the educator take the session together and educator observe the teacher to improve her techniques to run l anguage or literacy sessions. According to staffs strengths they have been designated areas of responsibilities such as staff with creative skills is given creative area and to manage displays in the room†. Rodd (2006,p) suggests that â€Å" the professional support provided through effective supervision helps staff to listen to and accept constructive feedback and learn to reflect upon and critically evaluate their own performance†. The new collation government policy (2013) is emphasis on to provide better child care, by raising the standards and quality and giving parents more choices. The recommendations were set out after ‘Nutbrown report’ was published in 2012.It was commissioned by the government and Cathy Nutbrown was responsible to carried out the research. According to BBC report (2012) on ‘Nutbrown Review’, the report says that early years students have not questioned on competency in literacy and maths. Professor Cathy Nutbrown(2012 ) recommended that â€Å"Well-taught courses and learning routes which lead to reliable qualifications can help early-years practitioners to improve their skills, knowledge and personal qualities, constantly developing in their roles†¦.This can only benefit young children, both in terms of their day-to-day experiences in the Early Years Foundation Stage and future learning outcomes. [Q] What system do you have in place to ensure effective assessment and early years profiling. Do practioners have time away from the children to complete this work? How do you ensure that assessment clearly informs planning for the medium and short term? [A] â€Å"When we recruit new staff , always make sure that candidate have minimum level 3 qualification or diploma in early years care and education and good knowledge of early years foundation stage curriculum with good communication and writing skills to produce well structured assessment and daily observations. All staff is taking one hour time out to do assessments or filling every week. Also every week each room is having time out to have planning meeting for one and half hour to share observations with colleges and plan for target children. During planning staff looked into medium term planning before implement activities for coming week†.

Ancient Religions Essay -- essays research papers fc

Religions of the Ancient World   Ã‚  Ã‚  Ã‚  Ã‚  Religions of the ancient world were in a state of constant flux. Karl Jaspers states that between the eighth and fourth centuries B.C.E, â€Å"great changes took place in all the civilized world† (qtd. in Basham 36), and the great thinkers of these times began thinking independently and individually. Moreover, â€Å"after these great thinkers the world was never the same again† (qtd. in Basham 36-37). These times were dubbed the â€Å"axial period† (qtd. in Basham 37). The axial religions that emerged during this period were profound and lasting. In fact, the religions discussed in this paper—Judaism, Hinduism, Buddhism, and Christianity—are considered the most practiced religions to do this day. Although these religions have changed over time, their underlying structure remains intact.   Ã‚  Ã‚  Ã‚  Ã‚  Ancient Hebrew Religion   Ã‚  Ã‚  Ã‚  Ã‚  Richard Hooker states that there are four main periods in the Hebrew Religion, they are: the Pre-Mosaic Stage (1950 - 1300 B.C.E.), the National Monolatry and Monotheism (1300-1000 B.C.E.), the Prophetic Revolution (800-600 B.C.E.), and the Post-Exile Revolution (538 B.C.E., and beyond) (Hooker n. pag.). Little is known about the Pre-Mosaic stage, but some scholars have formed four main conclusions drawn from the text of Genesis. The first conclusion states that the beginning of Hebrew religion was polytheistic, involving several gods. This conclusion is formed from the â€Å"plural form of the name of God, Elohim rather than El† (Hooker n. pag.). The second conclusions is that early â€Å"Hebrew religion was animistic...and as a result...had a number of practices that fall into the category of magic† (Hooker n. pag.).   Ã‚  Ã‚  Ã‚  Ã‚  In the Monolatry period, the most significant event was the flight from Egypt. The great migration led by Moses unified the Hebrew people. They began to refer to themselves as â€Å"bene yisrael† or â€Å"children of Israelâ€Å". Also at this time, Moses instructed the Israelites to worship one God, Yahweh, and to follow his laws (Torah). The Israelites looked up to Yahweh as their God and chief ruler. Towards the end of this period the Kingdom of Israel was in a state of turmoil. They longed for a â€Å"unified state under a single monarch† (Hooker n. pag.) and they forged ahead with this notion in mind.   Ã‚  Ã‚   ... ...ite their difficulties, these religions only strengthened throughout time. Works Cited Basham, A.L. The Origins and Developments of Classical Hinduism. Ed. Kenneth G. Zysk. Boston: Beacon, 1989. Brummett, Palmira, et all. Civilizations Past & Present. Ed. Priscilla McGeehon Longman, 2000.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dumoulin, Heinrich. Zen Enlightenment: Origins and Meaning. Trans.   Ã‚  Ã‚  Ã‚  Ã‚  Maraldo, John C. New York: Weatherhill 1979. Finegan, Jack. The Archeology of World Religions. Princeton, New Jersey: Princeton University Press 1952. Hooker, Richard. The Hebrews. 1996: n. pag. Online. Internet. 10 Oct. 2000. Available http://www.edu:8080/~dee/HEBREWS/RELIGION.HTM. Kashyap, J. et al. The Path of the Buddha. Ed. Morgan, Kenneth W. New York: The Ronald Press Co., 1956. Scheck, Frank Reainer, Manfred Gà ¶rgens. Buddhism: An Historical Overview. Baron's: 1999. From Jesus to Christ: the First Christians. PBS and WGBH/FRONTLINE 1998: n. pag. Online. Internet. 2 Nov. 2000. Available http://www.pbs.org/wgbh/pages/frontline/shows/religion/.

Against The War Essay -- Argumenative Persuasive Papers

Against The War I began exercising my rights as an American citizen in earnest when I was 12 years old. During lunchtime at school, a few kids in my class placed thumbtacks on my teacher’s chair (an old trick). She was understandably very upset when she sat on them. Not having DNA and fingerprint testing at her disposal, Ms. Hana issued the ultimatum that unless those who had committed the act came forward, she would be forced to punish the whole class. We had until the end of the day to produce the guilty persons. The next day Ms. Hana came in and said that we would all be facing detention that day since she had not managed to find out whodunit. I raised my hand and respectfully said that I was sure I was voicing the opinion of many in saying that those who had no part in the act felt the group penalty was unfair. Ms. Hana said that perhaps next time those who were guilty would think again about getting their friends in trouble. I was unsatisfied with her answer and at the end of the day pac ked my book bag and proceeded to walk out of the classroom as usual. â€Å"Where do you think you’re going, young lady?† â€Å"I’m leaving. School is over. I refuse to be held accountable for something I didn’t do,† I replied. My dissatisfaction was duly noted, and I was unceremoniously shepherded back into the classroom and given an even more intensified punishment for daring to argue. I was put in the corner and told to put my hands over my head. As I stood in the corner, humiliated yet defiant, my classmates gave me looks that said, â€Å"Why did you speak up? Why couldn’t you just accept it? Detention is no big deal.† Similarly, the Afghani people must now stand and collectively raise their hands above their heads. The difference is th... ...housand miles away, where the sounds of bombs falling cannot be heard and the screams of dying people can be ignored, perhaps we can justify this outrageous war. Many people will do so in an attempt to sleep at night. Others, like me, will go to bed with a little less hope in our hearts and a little more sadness. We are now being fed a diatribe of righteous indignation and are told that war is our only option in the fight against terrorism. Not only is it the only option, it is the only patriotic option. Whoever speaks out in opposition is labeled a traitor and put in the â€Å"them† category. So be it. I hereby, officially, register my opposition to the war effort against the people of Afghanistan. I register my opposition to a bombing campaign that will â€Å"regrettably† result in civilian casualties. I do not want my tax money to kill a child. Is that so much to ask?

Harlem Renaissance :: essays research papers

Harlem Renaissance What is a renaissance? A renaissance is a movement or period of vigorous artistic and intellectual activity. There was a famous renaissance in Europe during the transition from medieval times to modern times that is still taught today. There was, also, a not so well known renaissance that occurred in the United States from the 1920’s to the 1930’s in Manhattan. This renaissance was called â€Å"The New Negro Movement†, but was later called the Harlem Renaissance. During this time, there was an unprecedented outburst of creative activity among African-Americans that occurred in all fields of art. The renaissance started off as a series of literary discussions in lower Manhattan (Greenwich Village) and upper Manhattan (Harlem). Many African-Americans had a considerable impact on modern day arts during this renaissance. Alain LeRoy Locke was considered the leader and chief interpreter of the Harlem Renaissance. His efforts to debunk race-based myths of the inherent intellectual, social, and spiritual inferiority of African-Americans that emerged in the post Reconstruction era are thought to be some of his greatest accomplishments. He sought to destroy commonly held myths through his writings and by identifying, selecting and promoting a talented group of well-educated African-Americans to become leaders and role models in their communities. To achieve greater understanding and harmony between the two races, Locke declared that "...there is a growing realization that in social effort the cooperative basis must supplant long distance philanthropy." This meant he felt that Negro people would have to develop self-sufficiency and no longer rely on seemingly altruistic efforts of other people. Langston Hughes was one of the poets who published many works of literature during this time. He acquired a medal give by the National Association for the Advancement of Colored People known as the Spingarn Medal in 1960. With this medal, he joined the ranks of famous African-Americans who spoke out or showed that racism was wrong such as Dr. Martin Luther King, Maya Angelou, Rosa Parks, and George Washington Carver. Another person who played a role in the Harlem Renaissance was Countee Cullen. At New York University his works attracted critical attention. His first collection of poems, COLOR (1925), was published before he finished college. Countee was a part of the fresh generation of new writers that came out during the renaissance. In 1927, Countee published two more volumes of verse - Copper Sun and The Ballad of the Brown Girl - and edited an anthology of Negro poetry called Caroling Dusk.

Jazz Performance Essay

Two weeks ago, I attended a jazz performance in a jazz bar together with a few close friends. It was a two hour show and there were 3 sets. The band was made up of five members. One played the drums, another was on piano, two played wind instruments, and the other served as the lead singer. Their performance was very alive and truly entertaining. They accepted requests from the guests. The band had a wide repertoire. Mostly, the songs they played were derived from the blues era. However, one set was devoted to recent jazz hits such as those of Michael Buble. Some of the songs they played were those of Marvin Gaye, Louis Armstrong, and Kenny G. Also, they devoted majority of their third set to Bossa Nova sound. The band did not play any of their own compositions. Being that they were only formed six months ago, they have yet to reach the point wherein they can come up with their own songs. Their show was truly entertaining. They brought a lot of brightness to an otherwise dull venue. There was not much lighting in the bar. The spotlight was directed towards the stage. I believe such lighting was meant to emphasize the intimacy of the event and of the place. Majority of the crowd was composed of couples. The music they played was ideal for dates. The music they played enhanced the romantic mood inside the venue. There was no political symbolism in their music. The main purpose of their music was to entertain the guests. Admittedly, there was nothing truly special about their performance. In fact, it can be considered a regular gig for a regular band. However, the important element in their performance was that they were able to entertain the guests and that they were able to make the people enjoy their time listening to their music.

Nonviolence: Martin Luther King, Jr. and Tich Nhat Hanh

Upon engaging the text of Martin Luther King, Jr. ‘s anti-war speech â€Å"Beyond Vietnam: A Time to Break Silence,† one recognizes an undeniable continuity between King's thinking and that of his contemporary Thich Nhat Hanh. It is important to note, however, that King's reflections in this discourse are not entirely beholden to his Buddhist counterpart. The overarching concepts of â€Å"interbeing† and interrelation which drive the speech were evident in King's work and philosophy well before his correspondence with Nhat Hahn. The similarities regarding each man's approach to these notions should be expected given their respective spiritual vocations. Therefore, although King's reflections in this address – which encompass the broader considerations of nonviolence and exhibit a direct rebuke of the war effort – mirror almost identically those made in writings by Nhat Hanh, it is unclear how directly the latter may have influenced the former. Regardless, this speech does reflect elements of Nhat Hanh's nonviolent vision and does so specifically through considering the concept of mutuality in relation to addressing the roots of war, its effects and how to end it. In his address, King makes clear that humanity's failures and the origins of violence stem from the propagation of illusions and artificial perceptions. In particular, King asserts that â€Å"the war in Vietnam is but a symptom of a far deeper malady within the American spirit†¦ ,† whereby Americans suffer from false â€Å"comfort, complacency [and] a morbid fear of communism†¦ † (King). This assertion is clearly reflective of Nhat Hanh's observation that â€Å"thinking is at the base of everything [and that]†¦. ur thoughts can be misleading and create confusion, despair, anger or hatred,† and that â€Å"a civilization in which we kill and exploit others for our own aggrandizement is sick† (Nhat Hanh 68; 120). The societal illness both men perceive is rooted in a proliferation of fear and ignorance, or as King so forcefully asserts, â€Å"legions of half-truths, prejudices, and false facts† (King 14). The influence of these fallacies manifests itself most directly through manufactured notions about our enemies. By reducing our enemies to concepts that we can thoughtlessly abhor, we take no serious deliberation concerning our inherent reciprocity to them, and thus fail to realize the true extent our similarities. Though King had expressed similar sentiments previous to this speech, such as in his sermon â€Å"Loving your Enemies,† one cannot ignore the presence of a comparable position advocated by Nhat Hanh in his 1965 letter to King entitled â€Å"In Search of the Enemy of Man. † In that letter, Nhat Hanh professes that â€Å"[our] enemies are not man†¦ hey are intolerance, fanaticism, dictatorship, cupidity, hatred and [the]discrimination which lie in the heart of man† (Nhat Hanh). Nevertheless, it is clear that King recognizes this point, going so far as to declare: â€Å"We can no longer afford to worship the god of hate or bow before the altar of retaliation†¦ we must not engage in negative anti-communism [but]†¦ with positive action seek to remove those conditions of poverty, insecurity and injustice which are the fertile soil in which the seed of communism [as social strife] grows and develops† (King). As a result of this revelation, part of King's speech calls for peace through an attempt to understand the enemy and the effects war has had on the Vietnamese people. This call for mindfulness clearly resonates with Nhat Hanh's belief that â€Å"[a]ny nonviolent action requires a thorough understanding of the situation and the psychology of the people,† enemy and self alike (Nhat Hanh 40). King exhibits this understanding when stating that the Vietnamese â€Å"must see Americans as strange liberators† and begins a chronological account of the effects an American presence has had in Vietnam since 1945 (King). Speaking of the National Liberation Front, or what he deems in an ironic manner as â€Å"that strangely anonymous group we call VC or Communists†¦ ,† King asks â€Å"[w]hat must they think of us in America when they realize that we permitted the repression and cruelty of Diem which helped to bring them into being as a resistance group [in the first place]†¦ † (King). In essence, King is imploring Americans to put their view of â€Å"the enemy† into context, noting that U. S. actions have done little but imbed a â€Å"deep but understandable mistrust† in its enemies (King). Again, almost all of these deliberations are present in Nhat Hanh's work. Nhat Hanh's statement that â€Å"[e]very escalation of the war, every new contingent of U. S. troops†¦ wins new recruits to the Vietcong† reflects each man's belief that the U. S. is undermining is own efforts in Vietnam because it has implanted soldiers there that â€Å"[know] and [care] little about [Vietnamese] customs and practices and [who are] involved in destroying Vietnamese people and property† (Nhat Hanh 50-51). Moreover, King's optimistic position that the United States has the capability to transcend its obtuseness, reorganize its priorities and lead the cause for a peaceful end to war is a sentiment most certainly shared by Nhat Hanh. To this end, each man's suggestions for ending the war are strikingly similar. In Love in Action Nhat Hanh offers five components that he deems necessary toward a U. S. solution to the war: 1) A cessation of bombing in the north and south. 2) A limitation of all military operations by the U. S and South Vietnamese. 3) A clear demonstration of U. S. intent to withdraw from the country. 4) A declaration of American neutrality and support of a popular government. 5) Extensive aid in the reconstruction effort. (Nhat Hanh 55). Likewise, King calls for an end to all bombing, unilateral ceasefire, curtailing military buildup, an acceptance of the NLF's role in a future Vietnamese government, and a definitive U. S. withdrawal date. The proposals in King's address are almost identical as both men call for material support as well as ideological understanding by America toward its enemies. In addition to these provisions, King demands that the American public take into account the effects war has had on our own soldiers and that they take active steps toward ending it. King calls for a movement away from a † ‘thing oriented' society to a ‘person-oriented' society† where the â€Å"business of burning human beings with napalm, of filling our nation's homes with orphans and widows, of injecting poisonous drugs of hate into veins of people, of sending men home†¦ physically and psychologically deranged†¦ † is deemed unacceptable and impermissible (King). This too echoes portions of Nhat Hanh's nonviolent vision, such as evidenced by his observation during the first Gulf War that â€Å"[s]oldiers live in hell day and night, even before they go into the battlefield, and even after they return home† (Nhat Hanh 75). Hoping that the American public can grasp these realities, King demands that â€Å"we must all protest† in order to awaken others to the fact that â€Å"the American course in Vietnam is an dishonorable and unjust one† (King). Again, although King's attitudes here are not surprising given his own previous writings in nonviolence, when referencing the afore mentioned letter from Nhat Hanh to King, one cannot help but wonder whether the former's description of a fellow monk's self-immolation aimed at â€Å"[calling] the attention of the world [to]†¦. he suffering caused by this unnecessary war† in turn caused King to declare – in reference to anti-war protest – that â€Å"these are the times for real choices and not false ones† (Nhat Hanh; King). On the whole, though it is clear that King's â€Å"Riverside Address† reflects both the large and small aspects of Thich Nhat Hanh's nonviolent vision, whether these parallels were intentio nal or not is unclear. By their very nature, philosophies of nonviolence concern themselves with discipline and awareness of the self, as well as with understanding and empathy for the other. As a result, it is not surprising that King and Nhat Hahn, two practitioners of such philosophies, would both express their concerns about Vietnam around the same theme of humanity's interrelated nature. Therefore, it is not so much important whether one's work or ideas may have influenced the other's as it is that both recognize a common bond between human beings and the supreme need to eliminate the conditions which threaten that inherent relationship.