Conservation Of Forest Resources In North India Environmental Sciences Essay

Conservation Of Forest Resources In North India Environmental Sciences Essay Forests are natural umbrellas for ground surface because they protect the ground surface from erosion by falling raindrops and control radiation balance of the earth and the atmosphere by consuming increased amount of carbon dioxide released from ever increasing human volcanoes (chimneys of the factories) and thus prevent the earth from becoming too hot. Removal of forest cover exposes the ground surface to the atmospheric processes. Forest is a living resource. A large number of people of the hills and plains depend on forest resources especially in the North-Eastern Region of India. It is a renewable resource if properly managed. Deforestation can take place in no time but generation of forest takes a long time to develop into a self contained viable ecosystem.Today, there is a great awareness of the problems of forests in our country as well as in North East India. During the last one decade the forest cover of the region got depleted at an alarming rate, hence, preservation of forest is a heavy task for the region. Comprising of eight states, viz. ArunachalPradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura; Northeast India is a mega-biodiversity centre and a hotspot. The region contains more than one third of the countrys total bio-diversity and is one of the 18 recognised bio-diversity hotspots of the world. It occupies 7.7% of Indias total geographical area supporting50% of the flora of which 31.58% is endemic. It is a transitional zone between the Indian, Indo-Barman-Malaysian and Indo-Chinese regions. The region supports a rich biodiversity spanning from tropical rainforests to alpine scrubs. This rich biodiversity has a significant role in the maintenance of the ecosystem. The region is rich in orchids, ferns, oaks bamboos, rhododendrons; magnolias etc.With the shrinkage of green cover everywhere, the region is also experiencing an impact on its ecological system. The major threats to the rich biodiversity of the region are expansion of agricultural activities, over-exploitation of forests for firewood, shifting cultivation, extensive timbering, grazing, urbanization, man-made forest fires, introduction of exoticplants, ill-managed road construction, mining, etc. which lead to habitat loss and habitat fragmentation that ultimately results in biodiversity loss. Natural calamities such as landslides, floods and forest fires also result in biodiversity loss to some extent. The region is known for its age old institutional mechanisms on cultural and social values for biodiversity conservation, namely sacred groves or forests in Meghalaya, Manipur and Nagaland; sacred landscapes in Sikkim and sacred hilltops in Arunachal Pradesh.Conserved as the abode of lo cal dieties, these ecosystems represent remnants of ancient forests, but these practices are rapidly vanishing due to modern education and conversion of religion, which have led to the giving up of traditional and ethnic beliefs. India has strengthened its hold on biodiversity conservation by implementing the Indian Forest Act, 1927; the Wildlife (Protection) Act, 1972; the Forest (Conservation)Act, 1980; the Environment(Protection) Act, 1986; the Biodiversity Act, 2002; the Biodiversity Rule, 2004,etc. The northeastern part of India, known for its diverse and most extensive lush forest cover, is sadly one of the major regions facing severe deforestation. Forests of this region are unique structurally and species composition. It is a meeting region of temperate east Himalayan flora, palaeo-arctic flora of Tibetan highland and wet evergreen flora of south-east Asia and Yunnan forming bowl of biodiversity. One of the states of this region viz., Arunachal Pradesh occupies a significant place as a crucible for the evolution of flora in north-east India and for speciation. The Brahmaputra valley sandwiched between Eastern Himalaya in the north, Garo/Khasi/Jaintia and Mikir/Cachar/Barail hills ranges in the south; is a meeting ground of the temperate east Himalayan flora and the wet evergreen and wet deciduous floristic elements. The Khasi-Jaintia hills function as a corridor of the south-east Asia floristic elements into the Indian subcontinent through the Arakan arc. The altitudinal var iation and rainfall patterns of southwest and northeast monsoon play a significant role in the development of ecological niches in this region of India.   The forest cover of north-east India has been assessed by the government at 1, 64,043 sq. km of the total geographical area of 2,55,083 sq.km. In the states of north-east India the heaviest demand on forest is for fuel wood and agricultural lands. The precise of deforestation cannot be accurately assessed due to the remoteness of many areas from which forest is removed and the lack of written records for deforestation. The forest area of the states like Assam, Meghalaya, Manipur and Mizoram has been reducing at an alarming rate. It is to be noted that the forest areas of the plains of the north-east India are considerably below national norm. In fact during the last few decades, there has become a rapid degeneration of forest resources in the region which threatened the economy and ecology of north-east India requiring the intervention of the supreme court of India. According to an official estimate based on satellite images (survey report of FSI), northeastern region has 1, 63,799 sq.km of forest, which is about 25% of the total forest cover in the country (Anon., 2000) The management of the forest has suffered in the recent past due to pressure on land, decreasing cycle of shifting cultivation, exploitation of forest for timber and lack of scientific management strategy. The age-old practice of shifting cultivation has been a single factor responsible for the forest and land degradation, thereby changing the landscape extensively. About 0.45 million families in northeastern region annually cultivate 10,000 sq.km forests whereas total area affected by jhumming is believed to be 44,000 sq.km (Singh, 1990). Degraded secondary forests, bamboo thickets and weeds or simply barren land dominate todays jhumscapes (Toky and Ramakrishnan, 1981; Roy and Joshi, 2002) Further, the problem has been getting worse through the indiscriminate felling of trees to satisfy the ever-growing hunger of industries surviving on forest products such as paper and pulp, plywood, match stick, etc. There is an urgent need of policy measures to undo the massive losses to the green cover of this region. Unlike other regions of the country administrative control regimes of forest cover in Northeast is different. A large part of the forests in this area fall under the category of open forests with a crown density of 10-40% and only few areas qualify as dense forests i.e. of crown density of 40% or higher. According to 1995 estimates, these states including Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland and Sikkim accounted for a loss of 791 sq. km forest area in two years viz. from 1993 to 1995 (FSI, 1996). Administrative classification of the forest cover in Northeast India State Total Reserved Protected Unclassified Total Shifting Cultivation (1987-97) Tripura 0.63 0.36 0.05 0.22 0.63 0.06 Sikkim 0.26 0.22 0.03 0.01 0.26 * Nagaland 0.86 0.01 0.05 0.80 0.86 0.39 Mizoram 1.59 0.71 0.36 0.52 1.59 0.38 Meghalaya 0.95 0.10 0.01 0.85 0.96 0.18 Manipur 1.50 0.14 0.40 0.96 1.50 0.36 Assam 3.07 1.81 0.40 0.86 3.07 0.13 Arunachal Pradesh 5.15 1.53 3.61 0.01 5.15 0.23 Total 14.01 4.88 4.91 4.23 14.02 1.73 Land Use/Land Cover in Northeast India. (Source: Anon., 2002a) Land cover (Vegetation Type) States Area (km2) Area (%) Tropical Evergreen Forest Nagaland, Arunachal Pradesh, Assam, Mizoram, Tripura 5246.202 2.001 Hollong Forest (Dipterocarpus) Arunachal Pradesh, Assam 980.87 0.374 Tropical Semi-Evergreen Forest Manipur, Nagaland, Arunachal Pradesh, Assam, Meghalaya, Mizoram 15363.42 5.86 Moist Deciduous Forest Manipur, Nagaland, Arunachal Pradesh, Assam, Meghalaya, Tripura 19727.24 7.524 Riverain Arunachal Pradesh 209.36 0.08 Hollock (Terminalia sp.) Arunachal Pradesh 108.87 0.042 Sal (Shorea robusta) forest Sikkim, Assam, Meghalaya, Tripura 526.61 0.201 Teak (Tectona grandis) Plantation Assam 15.71 0.006 Dry Deciduous Forest Manipur 79.00 0.03 Subtropical Evergreen I Arunachal Pradesh, Meghalaya 20866.83 7.959 Subtropical Evergreen II Arunachal Pradesh 3559.08 1.358 Sub-Tropical Broad leaved Forest Mizoram 509.95 0.195 Broad-leaved Hill Forest Sikkim 1876.18 0.716 Mixed Pine Meghalaya 1020.07 0.389 Pine Forest Manipur, Nagaland, Arunachal Pradesh, Assam, Meghalaya 1647.27 0.628 Temperate Broadleaved Arunachal Pradesh 20785.02 7.928 Mixed Temperate Forest Nagaland 509.95 0.195 Wet Temperate Forest Mizoram 448.16 0.171 Temperate Coniferous Forest Arunachal Pradesh 3190.60 1.217 Fir Forest Arunachal Pradesh 159.11 0.061 Sub-alpine and Rhododendron Sikkim, Arunachal Pradesh, 276.35 0.105 Total 97104.60 37.04 Land Cover States Area % Associated vegetation type Abandoned Jhum Manipur, Nagaland, Arunachal Pradesh, Assam, Meghalaya, Mizoram, Tripura. 20065.36 7.653 Open Bamboo Brakes Nagaland, Arunachal Pradesh, Meghalaya, Mizoram, Tripura 9501.57 3.624 Degraded Forest Arunachal Pradesh, Assam, Meghalaya, Mizoram, Tripura 15189.12 5.793 Subalpine and alpine Scrub Arunachal Pradesh, Sikkim 2654.88 1.013 Alpine Pastures Arunachal Pradesh, Sikkim 4697.66 1.792 Other Grasslands Assam, Meghalya 1971.18 0.752 Shrub/Scrub Assam 581.14 0.222 Total 151765.51 57.89 Orchards (including tea gardens) Arunachal Pradesh and Assam 6896.67 2.631 Non-forest/Current shifting cultivation/Fallow/Barren/ Alpine Barren/Agriculture/ Settlement/Others Arunachal Pradesh, Assam, Mizoram, Tripura,Nagaland, Sikkim, Manipur, MeghalyaArunachal Pradesh, Sikkim, Manipur 83032.75 31.67 Cloud/Snow/Shadow 16164.00 6.165 Water Body Arunachal Pradesh, Assam, Mizoram,Tripura,Nagaland, Sikkim, Manipur, Meghalya 4320.07 1.648 Total 262179.00 100 Statewise area under forest(sq. km.) in 2001:, Sl no State Geographical area Total forest Dense forest Open forest Percentage of forest area to geographical area 1 Arunachal Pradesh 83,743 68,045 53,932 14,113 81.25 2 Assam 78,438 27,714 15,830 11,884 35.33 3 Manipur 22,327 16,926 5,710 11,216 75.81 4 Meghalaya 22,429 15,584 5,681 9,903 69.48 5 Mizoram 21,081 17,494 8,936 8,558 82.98 6 Nagaland 16,579 13,345 5,393 7,952 80.49 7 Tripura 10,486 7,065 3,463 3,602 67.38 Source: state of forest report 2001. Quoted in statistical abstract, India, 2002, Forest cover in northeast India A review of the forest cover statistics of northeast India reveals some unexpected and contradictory trends. Data from the Forest Survey show an increase in forest cover of 3,398 square kilometers, an annual rate of 0.5 percent, for northeast India between 1987 and 1991, and a steady reduction in forest cover of 2,443 square kilometers, an annual rate of 0.15 percent, during the 1991-2001 periods. This increase between 1987 and 1991 seems to contradict the general perception of steady forest loss during the last decades (Barik and others 2005; Roy and Joshi 2002). North East India: Changes in Forest Cover 1987-2001 Annual rate of loss of forest cover due to shifting cultivation in north-east India: State Area affected by shifting cultivation in sq. km per year Population dependent on shifting cultivation(000) Arunachal Pradesh 703 270 Assam 700 403 Manipur 500 300 Meghalaya 760 350 Mizoram 600 260 Nagaland 730 400 Tripura 170 100 Source: report of the forest survey of India,2001 Percentage Annual Change in Forest Cover in North East India 1987-2001 :Ministry of Environment and Forest State-level data provide a clearer indication of the regional trends. The data reveal, for the period 1987-1989, a near 4 percent and over 5 percent increase in forest cover in Arunachal Pradesh and Sikkim respectively. This seems implausible since natural regeneration processes are typically considerably slower. Equally improbable is the annual growth rate for Tripura, which is recorded at almost 11 percent between 1999 and 2001.The reasons for this sudden expansion in forest cover are unclear, though it is suggested that the data reflect changes in methodology and scale. For instance the 2001 data include all lands with a tree canopy density of more than 10 percent, irrespective of land use. Thus tea plantations, agro- forestry plantations, and fruit orchards are all defined as forests. In addition, a number of districts previously ignored have been included in the assessments, which probably leads to some increases. Hence the Ministry of Environment and Forests cautions against temporal comparisons as technique and scale of interpretation were both different (Ministry of Environment and Forests 2001). Open and Dense Forest Developments in North East India 1997, 1999 and 2001 THE MAJOR CAUSES OF DEFORESTATION: Conversion of forest land in agricultural land: Due to the increasing population and subsequent food pressure over limited agricultural land, forest land is been brought under cultivation so that agricultural production may be substantially increased and food may be provided to hungry human population. Shifting or jhuming cultivation: Shifting cultivation is a major cause of forest lost in north-east India. The loss of forest cover due to shifting cultivation is increasing every year Overgrazing of forest of moderate cover by animals has resulted into large scale degradation of natural vegetation if not the complete destruction of forest. The deforested areas has been worst affected by grazing animals because no fresh regeneration of plant has been allowed by large herds of grazing animals. Forest fires: Forest fire whether natural or man made is effective destroyers of forest covers. Atmospheric lightning is the major source of natural forest fires besides man causes forest fire through his intentional/advertent and unintentional actions. Besides destroying vegetations, forest fires harden the ground surface which decreases the porosity of the soils and consequently there is a little infiltration of rain water. Lumbering: Lumbering for domestic and commercial purposes is the real cause of large scale destruction of forest cover. Ever increasing demand of timber for various purposes due to industrial expansion, urban growth and rapidly increasing human population has done great damage to natural forest covers. Multipurpose river projects: Multipurpose river projects require larger areas to be submerged for the storage of huge volume of water in the reservoirs constructed behind the dams. Thus, submergence of forested riverine areas completely destroys the natural forest. Steps taken by the government: The national forest policy of India, 1998, is now in force. Its formulation has been timely and certainly a marked improvement over the policy of 1952, which emphasized on increasing the area under forest cover to 33% or 1/3rd of the country total geographical area and 60% in the hills of north-east India. Forest development agency (FDA) is a central agency which provides financial help to the state government for the planting of trees and conservation of forest area. The government of Assam has of late formulated a forest policy, developing a common approach to manage both environment and biodiversity. The new policy, 2004, which is first of its kind, seems to be a comprehensive thoughtful one fuel, because the policy has considered almost all the major environment concern like flora and fauna, wildlife, soil fertility etc. the policy provides a comprehensive strategy for environmental conservation and improved support system for livelihood for the people living in the fringe areas of forests and thereby seeks to overcome the two major environmental problems- degradation of biodiversity and forest cover. CONSERVATION STRATEGY of FOREST RESOURCES IN NORTH EAST: Management of Biosphere Reserves, National Parks, Sanctuaries etc. in the region. Regulation of Sacred Groves. Introduction of more programs on Afforestation. Possible Replacement of areas under Shifting Cultivation by alternative economic activities. Ecosystem based forest management has to be adopted to maintain ecological balance. Reforestation in the deforested areas must be regulated to restore the ecological balance. Plantation of trees and vegetation should be made a compulsory feature in educational institutes, Youth clubs and in communities. Areas of water-shed should also be managed through afforestation programs. Alternative Livelihood must be provided for forest dwellers. Over-exploitation, habitat loss and fragmentation are the three major factors that threaten the biodiversity of this region. Forest is the vital components to sustain the life support system on the earth.Forests are playing an important role in the socio-economic development of a country or region. The role of forest in ecological balance, Last but not the least, serious efforts will have to be made to protect and conserve forest both at government as well as public level. Due attention should be given to forest management. Some of the useful steps for the conservation of forest are as follows: A proper ratio between forest cutting and plantation of trees should be maintained. Actual growth of trees is supervised. Strict prohibition of the cutting of trees for fuel is imposed. Protection from forest fire. Development of Natural Park and sanctuaries. Social forestry is developed. Forest survey, be conducted and classification be done accordingly. Plantation of trees according to local ecological condition. Long term master plan for forest conservation and development is prepared. CONCLUSION: Environmental stability, bio-diversity conservation, food security and sustainable development has been widely recognized at many aspects of conservation strategies. The key role of the forest has been recognized in their ecological, cultural, commercial and aesthetic aspects, yet rapid shrinkage of forest cover is threatening to tilt the ecological balance in the North Eastern Region. A sizeable disappearance of forest cover is causing serious damage to forest ecosystem of the region. The fast dwindling of forest cover is attributed to rampant encroachment and unchecked habitat expansion in the forest land. Encroachment is more aggressive in forest areas located along the inter-state boundary with Nagaland, Arunachal Pradesh, Assam and Meghalaya. For the Northeast the CDM funding potential can be maximized if the definition allows for high crown density and height. Appropriate areas can be readily identified through comparative assessments of forest cover changes using the widely av ailable aerial maps of the region. However, in the absence of an agreed definition it is impossible to quantify the financial opportunities that could emerge from the CDM. Further assessments must await government decisions Man has always had an integral association with nature, and thereby with forest. He has gradually changed the aspect of natural ecosystem into man-made ecosystem. Thus it can be said that man has the power too to control the further degradation of our natural environment if he desires to do the needful action and it would be possible only through the participation of man in respect of the preservation and conservation of various natural resources where, forest resource is one of the vital one. Hence it is worth mentioning that conservation of forest resources in North East India is need of the hour.

Learning Styles Inventory Essay

Taking the Learning Styles Inventory Test was an insightful, informational, and introspective experience as a whole. It measures seven areas of standards or measure that clearly define an individual’s behavioral approach on learning – the visual, social, physical, aural, verbal, solitary, and logical learning styles. Each question within the test inquires about an individual’s leaning or inclination to harboring the outcomes of learning from each means or scenario indicated. The questions provide a learning situation where one will determine how he identifies with it, and one’s identification with each specific scenario determines how one learns through various situations. Putting oneself within each scenario allows one to review or evaluate one’s motivations in learning in order to understand clearly how one’s behavior and learning environment would and should be altered to facilitate greater learning. The result of the Learning Styles Inventory Test clearly indicates my personality or takes on the learning situation. Out of the seven learning styles, the Memletic Learning Styles Graph, as shown below, depicts that I am more inclined to learn effectively when I utilize my physical functions. The rating for each of the learning styles was remote that the bodily-kinesthetic learning style (18 points) stands out among the seven. (â€Å"Learning Styles Inventory – Results Page,† 2007) This piece of information I find true as I do tend to want or need to manipulate or experiencing things in order to learn or realize the structures or dimensions of objects, concepts, occurrences, and such. (â€Å"The Physical (Bodily-Kinesthetic) Learning Style,† 2007) Therefore, the result from the test did not surprise me at all. Next to the physical learning style, the aural learning style (15 points) follows as the second dominant one that applies to me. This is yet another factual information because I do find myself enjoying the learning experience when I work with music or sounds in the background. (â€Å"The Aural (Auditory-Musical-Rhythmic) Learning Style,† 2007) Music, as part of the learning environment, sets the mood or rhythm that motivates me to carry on and finish, not to mention enjoy, what I am doing. On the contrary, the least learning styles that I can identify my learning behaviors with is the verbal learning style (11 points), also including the visual, social, and solitary learning styles (12 points each). This means that I am not motivated enough to learn by reading or writing, looking at or watching visuals, socializing with other people, and even keeping to myself. The results of the test suggest that my strengths lie in my motivations and capabilities to do, or to become more productive by being actively involved during the learning experience. However, it might be difficult to become motivated within the learning environment as learning media such as visuals, written texts, the processes of socialization and independent learning are part of learning strategies or approaches being utilized in most cases. Moreover, the learning environment is balanced, such that it fosters various methods or approaches in learning; and my unbalanced learning styles suggest that I will not be able to keep up with the learning environment. Perhaps the most logical thing to do at this point is to try to even out or balance the learning styles that I should be accustomed to in order to draw out the advantages from it whenever the learning environment or situation calls for it. If it remains to be unbalanced, like my test results indicate, inflexibility will not facilitate learning but hinder the process of acquiring knowledge and skills as learning environments vary every time. Accomplishing this goal means that I would have to expose myself to varying learning situations, and understand the importance of each one in order to balance out my learning inclinations for the seven learning styles indicated. With this in mind, as the realization of the need to balance out these learning styles I have come to realize, I believe that taking the test allows one to understand the importance of being exposed to various learning situations and experiences which fosters creativity, flexibility, and competence in the workplace. References â€Å"Learning Styles Inventory – Results Page. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/inventory/results. asp â€Å"The Aural (Auditory-Musical-Rhythmic) Learning Style. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/style/aural-auditory-musical/ â€Å"The Physical (Bodily-Kinesthetic) Learning Style. † (2007). Retrieved November 26, 2008, from Advanogy. com. Website: http://www. learning-styles-online. com/style/physical-bodily-kinesthetic/

Bless me ultima research paper Essay

Antonio does not give up his dream of being a priest, even though is severely disappointed by the Catholic religion. He becomes a different kind of spiritual leader, one his people are not quite ready to accept. In a dream, Antonio cries out to Jesus as he suffers on the cross: â€Å"My God, my God, why have you forsaken me! † (Anaya, 233). He is unable to fully believe in either Catholicism or curanderismo and consequently decides to combine the two different perspectives to gain his own answers. Antonio ultimately becomes â€Å"a man of learning† as Ultima had predicted. He acquires knowledge and understanding along the way to maturity. Antonio appreciates that life is naturally ever changing. He accepts his parents’ flaws as well as his brothers’ sins. He realizes the extent of prejudice and accepts that others, too, are not firm in their beliefs, while recognizing his own sins. The duality of Western and Chicano cultures in his heritage is another conflict Antonio must resolve. The author represents three different acculturations: assimilation, integration and rejection (Black, 146). According to Black, Antonio’s brothers â€Å"are assimilated into the Anglo world in ways that result in their desire to leave la familia and move into the dominant cultural sphere†; because they reject their heritage, they lose their culture (149). Antonio does a better job of assimilating his ethnic identity with Angle culture through adaptation: â€Å"†¦the innocence which our isolation sheltered could not last forever, and the affairs of the town began to reach across our bridge and enter my life† (Anaya, 14). Antonio begins his assimilation in school. He retains his heritage by speaking Spanish and eating his traditional Chicano lunch â€Å"of hot beans and some good, green chile wrapped in tortillas† (Anaya, 54). Although, as he says, â€Å"the other children saw my lunch [and] they laughed and pointed again†, the experience reminded him of the existence of prejudice (Anaya, 54). It makes him feel different until he finally finds friends who share his Chicano roots and he is able to overcome his loneliness. This also helps him to realize that he can live in both worlds. Antonio strives to learn English and stay in school, in direct contrast to the rest of his family. At home, he is educated about Chicano culture through Ultima’s teachings. She urges him to appreciate the beauty of the land and embrace the ancient wisdom of curanderas. His family are the instructors in such things as personal integrity and the Chicano way of life. Belief in myth as opposed to the reality presented by history also create a conflict in Antonio. According to Lamadrid, there is an important relation between myth and the socio-cultural identity of traditional Chicanos (497). He uses examples such as that of la llorona (wailing woman) to define myth as the â€Å"collective interpretation and mediation of the contradictions in the historical and ecological experience of a people† (Lamadrid, 496). This assertion becomes clear in examining Antonio’s representation of evil and native power; he believes La llorona is luring him, but he resists and escapes death. Ultimately, Antonio learns to accept that life is the greater reality and understands â€Å"the tragic consequences of life can be overcome by the magical strength that resides in the human heart† (Anaya, 237). He remembers Ultima’s teachings, which help him to â€Å"take life’s experiences and build strength from them and not weakness† (Anaya, 248). As de Mancelos states, Antonio must â€Å"understand the other side of the myth, the legends, the indigenous beliefs and the power of the earth† as well as more traditional religious beliefs (5). An apocalyptic event – the development of the first atomic bomb for use in World War II combat – juxtaposes with Antonio’s increasing awareness. According to Lamadrid, â€Å"the awareness of the characters of the apocalyptic threat of the atomic bomb†¦demonstrates a real and historical dimension of apocalypse† (500). Upon its arrival, the village women dress in mourning clothes, assert that the bomb resembles â€Å"a ball of white heat beyond the imagination, beyond hell† and lay the blame on ignorant Anglos: â€Å"Man was not made to know so much†¦they compete with God, they disturb the seasons, they seek to know more than God Himself. In the end, that knowledge they seek will destroy us all† (Anaya, 183). The village witnesses the loss of a large number of husbands and sons during the war while the state hosts the very first test of the atomic bomb. Even Antonio is affected as his brothers return from service traumatized. According to the villagers, these are all signs of an apocalypse requiring â€Å"the need for a synthesis†¦in this new time of crisis† (Lamadrid, 500). Antonio is fortunate enough to create his own synthesis by continuing his ties to the desert and La Virgen de Guadalupe, la llorona and the brotherhood of the golden carp. His cultural conflicts are settled because of his synchronicity with Ultima’s belief that the purpose of his life is to do good. Her final blessing, â€Å"Always have the strength to live. Love life, and if despair enters your heart, look for me in the evenings when the wind is gentle and the owls sing in the hills† are the words he will live by(Anaya, 247). Antonio’s maturity comes as the result of completing a journey which alternately takes him away from, and then back to, his heritage. The conflicts of warring factions in his life cause him to question the values and beliefs of each and come up with his own explanation. Rather than refusing his heritage, Antonio fuses the differences and acquires a richness of experience and strength of character. Along with this new understating, Antonio looks forward to a future based on the past but open to new possibilities – a mature outlook indeed. Works Cited Anaya, Rudolfo. Bless Me Ultima. New York: Warner Books, 1999. Black, Debra B. â€Å"Times of Conflict: Bless Me, Ultima as a Novel of Acculturation†. Bilingual Review, Vol. 25 (2), 2000, pp. 146-159. de Mancelos, Joao. â€Å"Witchcraft, Initiation, and Cultural Identity in Rudolfo Anaya’s Bless Me, Ultima†. Revista de Letras, serie II, #3, 2004. 129-134. Lamadrid, Enrique R. â€Å"Myth as the Cognitive Process of Popular Culture in Rudolfo Anaya’s Bless Me, Ultima†: The Dialectics of Knowledge. Hispania, Vol. 68, No. 3 (Sep. 1985), pp. 496-501. Stone, Dan. â€Å"An Interview with Rudolfo Anaya†. National Endowment for the Arts: The Big Read. January 4, 2007. Retrieved October 15, 2008 from the NEA website: http://www. neabigread. org/books/blessmeultima/anaya04_about. php. University of New Mexico. â€Å"Writing the Southwest: Rudolfo Anaya†. Retrieved October 15, 2008 from the UNM website: http://www. unm. edu/~wrtgsw/anaya. html.

The Dispute Between China And China Essay - 1481 Words

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Although Mao and Stalin’s ideologies are based on Marxism, Stalin believed Mao using the peasants as the basis for revolution is not the