Wednesday, October 30, 2019
Boston Tea Party Research Paper Example | Topics and Well Written Essays - 1000 words
Boston Tea Party - Research Paper Example Boston Tea Party indeed happened to be one of the first significant acts of defiance against the British. It did put to test the sovereignty of the British Parliament and the King. It put to question the British right of ruling a people who were not only losing touch with Britain but were also getting increasingly sovereign and independent. The Boston Tea Party marked the colonies frustration over representation and laid down the foundation of the future notion of self governance. To put it simply, in the history of the United States, the Boston Tea Party signified the spirit of change, radical action and an idea of governance accruing moral bearing from the actual will of the people. It would be really interesting to delve into the political genesis of the Boston Tea Party. For the British the victory in the French and the India wars did indeed turn out to be utterly costly (Volo 238). Thereby the British monarchy and the Parliament did look to taxing the American colonies as a possible way out of bearing with the high costs incurred during the French and the Indian wars in 1763 (Volo 238). Besides the Britain was also looking forwards to consolidate its hold over the American colonies that had become increasingly distant and independent as the home nation remained embroiled in wars. The political ineptitude of Britain culminating in a series of taxes like the Stamp Act of 1765, the Townsend Acts of 1767 and the hurting and painful Boston Massacre immensely innervated and agitated the colonies and badly impacted their relationship with Britain, leading to much mutual resentment and disappointment (Volo110). Eventually it was the British ploy to tax the tea consu med by the colonies that laid down the foundations of the Boston Tea Party. The colonists refused to pay many of the levies imposed by the British Parliament, denying abiding by the taxes that were envisioned and imposed by a political institution in which they were denied any
Monday, October 28, 2019
The Sustainability of Professionalism in Print Journalism in the 21st Century Essay Example for Free
The Sustainability of Professionalism in Print Journalism in the 21st Century Essay Introduction Professionalism in print journalism is being redefined by the tremendous connectivity and widespread use of the Internet in the 21st Century. This state of being is unique to the journalism industry in that is considered to be recidivism from the professional to the amateur. The case of UK print journalism is considered to describe how this has come to be. Professionalism in general is defined as the organization of an industry or profession into a cohesive group with established standards of practice, a code of conduct or ethics and a well-defined structure recognized by the general population and regulated by the government in which members practice.  Professional journalists in particular are required to have qualified from a recognized institution for journalists, licensed by the professional regulation commission and accredited by a recognized association of journalists. However, professionalism in journalism as defined in sociological debate fails to take into account the history that led to the development of the professions. Professions in the UK have developed in an upward fashion, a series of actions that occur without pre-emption and securing professional status as a result. The organization and administration of UK professional services is peculiar to that country, in contrast with the downward orientation of the German professions. (Neal and Morgan, 2000) In this essay, a brief history of British print journalism will be described and recent developments will be taken into account to illustrate how technological innovations have affected journalism and the concept of professionalism. For the purpose of this paper, the term journalism refers specifically to print journalism and journalist or journalists refer to person or group of people in print journalism. History of British journalism In the UK, journalism had developed in an upward orientation. The original spread of news was affected by ordinary citizens in the pursuit of their regular occupations, perhaps as merchants or sales clerks. Some news found itself in print in the weekly news books that served as newspapers during this time but circulation was limited. The onset of the industrial revolution in the mid 19th Century resulted in printing and distribution capabilities that made journalism big business. The rotary printing press, cheap paper and mass literacy led to the rise of mass media. (Wallace, 2006) But as early as the 17th Century, newspapers were already being published in Europe, but the right to print in England was strictly regulated. It took a foreigner from Amsterdam, Joris Veseler to produce the first English-language newspaper in 1620. By 1665, the news book style papers ceased printing with the publication of the Oxford Gazette as the first official journal of record and the Crown newspaper, eventually renamed the London Gazette. By the time of the abolition of the Star Chamber, printing restrictions were lifted, especially at the advent of the Civil War, when news became a precious commodity. Duties paid for paper products and stamps were progressively reduced from the 1830s which encouraged the mass dissemination of newspapers in the country. There were 52 London newspapers in the first quarter of the 19th century, including the two most influential for that period, The Daily University Register, later to become The Times, and The Manchester Guardian, later to be renamed The Guardian. By 1855, newspapers with more mass appeal made its appearance as The Daily Telegraph and Courier, shortening its name to The Daily Telegraph. The first instance of yellow journalism, defined as the sensationalism or tabloidism that proliferated with the rise of partisan newspapers occurred between 1860 and 1910, also the period of the rise of socialist and labour newspapers. The term yellow journalism arose from the circulation battle between Joseph Pulitzer’s The World and William Randolph Hearst’s Journal both in the city of New York. The Daily Herald, the first labour union newspaper, saw the light of day in 1912. The 20th Century and World War I was the scene of the first big newspaper moguls headed by the Harmsworth Brothers and the Berry Brothers and later Max Aitken. The first tabloid newspapers emerged after World War II, dominated in 1963 by Cecil Harmsworth King of the International Publishing House, publishing more than 200 newspapers and magazines, including the record-breaking Daily Mirror. By the 20th century, Fleet Street had become the centre for the British national press, at one time housing over a dozen major daily newspapers with diverse political stances. These included the liberal The Guardian, conservative The Daily Telegraph and Labour party advocate Daily Mirror. However, in the 1980s, the publications started moving away, the last hold-out being British news office Reuters, who moved out in 2005. Professional journalism As earlier mentioned, technological innovations enabled the mass production and distribution of news, which became a lucrative undertaking. This mass circulation gave journalist a wide audience they could influence because most people believe what they read in the papers. At first, the press took on the role as a social conscience, providing the masses with information about what the government and big businesses are doing. But as the resistance to press freedom intensified, the journalistic claim that â€Å"the public has the right to know†gave rise to abuse of press freedom by irresponsible journalists, seeking to raise circulation by publishing sensationalist articles. In response, legitimate journalists joined forces to impose rigorous standards for investigation and reporting, developing an ethical framework based on impartiality, accuracy, transparency and objectivity. (â€Å"New media journalism: how professional reporters are being influenced by the internet,†2006) Some critics of this structure maintain that objectivity in journalism is a paradox. What is reported is based on the subjective selection of the journalist of what is in important information, a view that may differ from one journalist to the other. (Media Lens, 2005) However, The National Union of Journalists even claims that recent attempts by the Press Complaints Commission to improve the Code of Practice for journalism fall short of the ethical standards established by the NUJ and followed by all its members. (â€Å"NUJ Code of Conduct is still stricter than PCC guidelines,†2007) The following tables encompass the codes as embodied in the PCC and NUJ. Table I: CODE OF PRACTICE (Ratified by the Press Complaints Commission 26th November 1997) Source: http://www.uta.fi/ethicnet/uk2.html All members of the press have a duty to maintain the highest professional and ethical standards. This code sets the benchmarks for those standards. It both protects the rights of the individual and upholds the publics right to know. The code is the cornerstone of the system of self-regulation to which the industry has made a binding commitment. Editors and publishers must ensure that the code is observed rigorously not only by their staff but also by anyone who contributes to their publications. It is essential to the workings of an agreed code that it be honoured not only to the letter but in the full spirit. The code should not be interpreted so narrowly as to compromise its commitment to respect the rights of the individual, nor so broadly that it prevents publication in the public interest. It is the responsibility of editors to co-operate with the PCC as swiftly as possible in the resolution of complaints. Any publication which is criticised by the PCC. under one of the following clauses must print the adjudication which follows in full and with due prominence The public interest There may be exceptions to the clauses marked * where they can be demonstrated to be in the public interest. 1.      The public interest includes: i)                   Detecting or exposing crime or a serious misdemeanour. ii)                 Protecting public health and safety. iii)               Preventing the public from being misled by some statement or action of an individual or organisation. 2.      In any case where the public interest is invoked, the Press Complaints Commission will require a full explanation by the editor demonstrating how the public interest was served. 3.      In cases involving children, editors must demonstrate an exceptional public interest to over-ride the normally paramount interests of the child. 1. Accuracy i)                   Newspapers and periodicals should take care not to publish inaccurate, misleading or distorted material including pictures. ii)                 Whenever it is recognised that a significant inaccuracy, misleading statement or distorted report has been published, it should be corrected promptly and with due prominence. iii)               An apology must be published whenever appropriate. iv)                Newspapers, whilst free to be partisan, must distinguish clearly between comment, conjecture and fact v)                  A newspaper or periodical must report fairly and accurately the outcome of an action for defamation to which it has been a party. 2. Opportunity to reply A fair opportunity for reply to inaccuracies must be given to individuals or organisations when reasonably called for. 3. Privacy* i)                   Everyone is entitled to respect for his or her private and family life, home, health and correspondence. A publication will be expected to justify intrusions into any individuals private life without consent ii)                 The use of long lens photography to take pictures of people in private places without their consent is unacceptable. Note Private places are public or private property where there is a reasonable expectation of privacy. 4. Harassment* i)                   Journalists and photographers must neither obtain nor seek to obtain information or pictures through intimidation, harassment or persistent pursuit ii)                 They must not photograph individuals in private places (as defined by the note to clause 3) without their consent; must not persist in telephoning, questioning, pursuing or photographing individuals after having been asked to desist; must not remain on their property after having been asked to leave and must not follow them. iii)               Editors must ensure that those working for them comply with these requirements and must not publish material from other sources which does not meet these requirements. 5. Intrusion into grief or shock In cases involving personal grief or shock, enquiries should be carried out and approaches made with sympathy and discretion. Publication must be handled sensitively at such times but this should not be interpreted as restricting the right to report judicial proceedings. 6.Children* i)                   Young people should be free to complete their time at school without unnecessary intrusion. ii)                 Journalists must not interview or photograph a child under the age of 16 on subjects involving the welfare of the child or any other child in the absence of or without the consent of a parent or other adult who is responsible for the children. iii)               Pupils must not be approached or photographed while at school without the permission of the school authorities. iv)                There must be no payment to minors for material involving the welfare of children nor payments to parents or guardians for material about their children or wards unless it is demonstrably in the childs interest. v)                  Where material about the private life of a child is published, there must be justification for publication other than the fame, notoriety or position of his or her parents or guardian. 7. Children in sex cases 1.      The press must not, even where the law does not prohibit it, identify children under the age of 16 who are involved in cases concerning sexual offences, whether as victims or as witnesses. 2.      In any press report of a case involving a sexual offence against a child i)                   The child must not be identified. ii)                 The adult may be identified. iii)               The word incest must not be used where a child victim might be identified. iv)                 Care must be taken that nothing in the report implies the relationship between the accused and the child. 8. Listening Devices* Journalists must not obtain or publish material obtained by using clandestine listening devices or by intercepting private telephone conversations. 9. Hospitals* i)                   Journalists or photographers making enquiries at hospitals or similar institutions should identify themselves to a responsible executive and obtain permission before entering non-public areas. ii)                 The restrictions on intruding into privacy are particularly relevant to enquiries about individuals in hospitals or similar institutions. 10. Innocent relatives and friends* The press must avoid identifying relatives or friends of persons convicted or accused of crime without their consent. 11. Misrepresentation* i)                   Journalists must not generally obtain or seek to obtain information or pictures through misrepresentation or subterfuge. ii)                 Documents or photographs should be removed only with the consent of the owner. iii)               Subterfuge can be justified only in the public interest and only when material cannot be obtained by any other means. 12. Victims of sexual assault The press must not identify victims of sexual assault or publish material likely to contribute to such identification unless there is adequate justification and, by law, they are free to do so. 13. Discrimination i)                   The press must avoid prejudicial or pejorative reference to a persons race, colour, religion, sex or sexual orientation or to any physical or mental illness or disability. ii)                 It must avoid publishing details of a persons race, colour, religion, sexual orientation, physical or mental illness or disability unless these are directly relevant to the story. 14. Financial journalism i)                   Even where the law does not prohibit it, journalists must not use for their own profit financial information they receive in advance of its general publication, nor should they pass such information to others. ii)                 They must not write about shares or securities in whose performance they know that they or their close families have a significant financial interest without disclosing the interest to the editor or financial editor. iii)               They must not buy or sell, either directly or through nominees or agents, shares or securities about which they have written recently or about which they intend to write in the near future. 15. Confidential sources Journalists have a moral obligation to protect confidential sources of information. 16. Payment for articles* i)                   Payment or offers of payment for stories or information must not be made directly or through agents to witnesses or potential witnesses in current criminal proceedings except where the material concerned ought to be published in the public interest and there is an overriding need to make or promise to make a payment for this to be done. Journalists must take every possible step to ensure that no financial dealings have influence on the evidence that those witnesses may give. (An editor authorising such a payment must be prepared to demonstrate that there is a legitimate public interest at stake involving matters that the public has a right to know. The payment or, where accepted, the offer of payment to any witness who is actually cited to give evidence should be disclosed to the prosecution and the defence and the witness should be advised of this). ii)                 ii) Payment or offers of payment for stories, pictures or information, must not be made directly or through agents to convicted or confessed criminals or to their associates who may include family, friends and colleagues except where the material concerned ought to be published in the public interest and payment is necessary for this to be done. Table II: CODE OF CONDUCT Adopted on 29 June 1994 by British National Union of Journalists (NUJ). Source: http://www.uta.fi/ethicnet/uk.html A journalist has a duty to maintain the highest professional and ethical standards. A journalist shall at all times defend the principle of the freedom of the press and other media in relation to the collection of information and the expression of comment and criticism. He/she shall strive to eliminate distortion, news suppression and censorship. A journalist shall strive to ensure that the information he/ she disseminates is fair and accurate, avoid the expression of comment and conjecture as established fact and falsification by distortion, selection or misrepresentation. A journalist shall rectify promptly any harmful inaccuracies, ensure that correction and apologies receive due prominence and afford the right of reply to persons criticised when the issue is of sufficient importance. A journalist shall obtain information, photographs and illustrations only by straight- forward means. The use of other means can be justified only by over-riding considerations of the public interest. The journalist is entitled to exercise a personal conscientious objection to the use of such means. Subject to the justification by over-riding considerations of the public interest, a journalist shall do nothing which entails intrusion into private grief and distress. A journalist shall protect confidential sources of information. A journalist shall not accept bribes nor shall he/ she allow other inducements to influence the performance of his/ her professional duties. A journalist shall not lend himself/ herself to the distortion or suppression of the truth because of advertising or other considerations. A journalist shall only mention a persons age, race, colour, creed, illegitimacy, disability, marital status (or lack of it), gender or sexual orientation if this information is strictly relevant. A journalist shall neither originate nor process material which encourages discrimination, ridicule, prejudice or hatred on any of the above-mentioned grounds. A journalist shall not take private advantage of information gained in the course of his/ her duties, before the information is public knowledge. A journalist shall not by way of statement, voice or appearance endorse by advertisement any commercial product or service save for the promotion of his/ her own work or of the medium by which he/ she is employed. As the journalistic profession became more organized and membership into accredited bodies became a requirement for credibility, the influential and powerful only needed to convince a few people in key positions to favour only information gathered from legitimate or â€Å"official†sources. Mainly this was comprised of information doled out by government officials and influential, private individuals. Officialdom began to set the tone for the professional press, and any disagreement to such an agenda began to be considered â€Å"biased†journalism. Statement of opinions was considered unprofessional, unless they happened to concur or reinforce official sources. (Media Lens, 2005) It gradually became necessary to attend journalism school in order to practice as a journalist, another step in the professionalism project. Some decry this as an attempt to mould prospective journalists into the prescribed direction of what is considered legitimate reporting. Some claim that the â€Å"professionalism†taught in journalism schools are highly influenced by big corporate publishers, media monopolies, under the guise of objective and balanced reporting. The training involves presumptions of the proper sources for legitimate news, the so-called â€Å"official sources.†These include prominent public and government figures. (Media Lens, 2005) War and peace Censorship of news is accomplished through a system referred to as the buzz saw. Anyone covering sensitive stories that deal with powerful people may be subject to this, and usually has an adverse effect on journalistic careers. (Media Lens, 2005) This is especially true when reporting on war. British journalist and war correspondent mused, â€Å"When you stand at the site of a massacre, two things happen. First, you wonder about the depths of the human spirit. And then you ask yourself how many lies can be told about it.†Journalists have accepted that in times of war, the rules of journalism follows certain rules, chief among is to sustain the illusion that government decisions and actions are always just and right, and that the â€Å"other side†is always doing atrocities and lies. This is a form of patriotism that takes precedence over the clear-headed reporting of facts as they occur. It is the unspoken rule that journalists take sides, and always on the side of the government. This has been the case ever since the first civilian British war correspondent was send to Crimea in 1854. British television and radio announcer John Humphrys stated it in a nutshell, â€Å"In times of peace it is our job to question politicians vigorously, with the hope that they will answer the questions in the listeners heads. So long as we do not stray into operational areas and jeopardize our servicemen and servicewomen, I cannot for the life of me see why it should be different in times of war.†(Pesic, 1999) Yet, while in peace time patriotism is not an overt requirement, is it not true that journalists still prefer the status quo? That is, sustaining the balance of power by taking a favourable view of the establishment? It is easy, even encouraged, to report on the good things the powerful and influential are doing. There is no fierce scrambling to verify sources once, twice even thrice, as is in the case of any adverse reporting that may be done against the established order. This appears to be an echoing of the â€Å"we†and â€Å"they†perspective. Unfortunately, the â€Å"we†and â€Å"they†in peacetime involve people of one national identity. This is hardly a defensible position. And this phenomenon is not peculiar to the British press. In fact, it seems to be the rule for legitimate press all over the world. Amateur journalism The advent of electronic media has challenged this state of journalistic affairs to a significant degree. As a reaction to rising costs associated with printing on paper, the idea to post online unpublished (because of space constraints) articles on a single webpage occurred to journalist and photographer Patrick Trollope in 1998. Interest in the website swiftly grew, encouraging the eventual establishment of the UK’s first online-only regional newspaper Southport Reporter. It is a recognized member of the NUJ and subscribes to the rules and regulations established by the organization. However, it is not the professional websites that has been changing the face of journalism in the world, and perhaps particularly in UK. It is the â€Å"amateur†sites such as web logs, forums, vlogs, even wikis that are defying the control and codes imposed by professionalism advocates. The problem with this amateur journalism, from the point of view of professional journalists, is their blithe unconcern for established order. There are no qualifications to join a forum or to respond to a topic on a weblog. People need not be a journalism graduate to share their knowledge about the best way to get coffee stains out of linen, or to discuss the state of cafeteria food at their children’s school. Perhaps if these sites limited themselves to such inocuous topics then professional journalists would not be so down on â€Å"amateur†journalists. While it is true they are â€Å"unqualified†based on established norms, non-membership in the NUJ or any other association does not prevent a housewife in London to have an opinion, perhaps even knowledge, about the war in Serbia. Professional journalists appear to forget that the first reporters in the UK had similar characteristics to today’s weblogger. They were average citizens with ordinary occupations such as postmasters or travelling salesmen with some news to impart, unverifiable for the most part, yet news nonetheless. At that time, print journalism was the â€Å"new†media, much like what online journalism is today. The most fundamental difference between these two stages of the 17th and 21st Century in journalism is that the latter shared news on the weather, trading, political situation in the surrounding counties and perhaps news from the war, much like what legitimate news is today. The former is more opinion driven, personal views of the world around them and the circumstances that conspire to induce discussion. There are no claims to legitimacy or verifiability from official sources. The new media of electronic reporting is the expression the masses in reaction to the official stand of the privileged few. In a way, it is the new socialism of journalism. Discussion Twentieth century journalist James Cameron, considered by many to be the greatest British journalist of modern times, refers to journalism as a craft rather than a profession, meaning he considered it an occupation which takes years of apprenticeship to hone to a skill. In history, UK journalism has followed a path to professionalism as an inevitable conclusion to pressures of political influence, market forces and the bottom line. Even yellow journalism has found a place in the ranks, albeit at the lower levels of the hierarchy. While it would be irresponsible to categorize this as propaganda, the rigid control and censorship of British journalism that has arisen from the development of the profession has made it less responsive to mass opinion and more inclined to follow the dictates of an official agenda. In the UK, especially, where the passion for following rules of conduct permeates the whole society, professional journalists have had to toe a very fine line indeed. Yet the desire to expose the truth in all its forms has persisted in the manner in which journalists pursue the gathering of information, While this may have no forum in legitimate publications, many have found a voice in the new media of electronic publishing. No rigid rules control the expression of opinion, and while some denounce this as unqualified, even unaccountable, this is no detriment to these thousand, even millions of amateurs.            Professionalism in journalism is the pursuit of regulation that attempts to establish legitimacy and credibility in their endeavors. Dissenters and critics of officialdom decry to imposition of censorship and control. This is not necessarily an unfortunate state of affairs, because it provides the public with a basis for opinion, debate and discussion and encourages a healthy watchdog system. Professionalism in journalism will evolve eventually to provide for this growing population of mass-driven media and perhaps this will serve to shift the focus in journalism more from agenda to truth. References Dico, J. Elliott, F. (2006) Journalists have no morality, PM’s wife tells students. Independent News and Media Limited. Retrieved May 16, 2007 from http://news.independent.co.uk/uk/politics/article2016131.ece Dohnanyi, J. Mà ¶ller, C. (2003) The impact of media concentration on professional journalism. Organization for Security and Co-operation in Europe. Retrieved May 17, 2007 from http://www.osce.org/publications/rfm/2003/12/12244_102_en.pdf Evetts, J. (2000) Professions in European and UK Markets; the European Professional Federations. International Journal of Sociology and Social Policy Vol. 20 No. 11/12 History of British newspapers. (2007, May 10). In Wikipedia, The Free Encyclopedia. Retrieved 15:00, May 18, 2007, from http://en.wikipedia.org/w/index.php?title=History_of_British_newspapersoldid=129834454 Media Lens (2005) Thought control and â€Å"professional†journalism. Dissident Voice. Retrieved May 17, 2007 from http://www.dissidentvoice.org/Nov05/MediaLens1103.htm Neal, M. Morgan, J. (2000) The Professionalisation of Everyone? A comparative study of the development of the professions in the United Kingdom and Germany. European Sociological Review Vol. 16 No.1 pp9-26 NUJ Code of Conduct is still stricter than PCC guidelines. (2007) National Union of Journalists. Retrieved May 17, 2007 from http://www.nuj.org.uk/ Pesic, M. (1999) Patriotism versus professionalism. Media Diversity Institute. Retrieved May 17, 2007 from http://www.media-diversity.org/articles_publications/patriotism%20versus%20professionalism.htm UK ruling seen protecting investigative journalism. (2006) Reuters. Retrieved May 17, 2007 from http://today.reuters.com/news/articlebusiness.aspx?type=telecommstoryid=nL11772231WTmodLoc=BizArt-R3-Insights-1from=business Wallace, M. (2006) New media journalism: how professional reporters are being influenced by the internet. Robin Good. Retrieved May 17, 2007 from http://www.masternewmedia.org/news/2006/11/10/new_media_journalism_how_professional.htm
Saturday, October 26, 2019
Essay --
A classic is defined as â€Å"an author or literary work of the first rank, especially one of demonstrably enduring quality†according to the dictionary. Classic works are treasured by the experiences in novels that relate back to the reader, they hide emotions that float to the surface once you feel the pain of the characters truly come to life; with classic novels every read should feel as though it were the first. John Green’s The Fault in Our Stars could easily become a classic novel one day; while reading this novel readers can understand Hazels passiveness, have experienced the love that’s being shared within the pages, and the book just can’t be put down because of its dry humor that makes readers want more. Hazel, the passive teenager, puts a lot of effort into trying not to hurt other people. Today it seems as though America as a whole does this same thing though? She tries to make things easier for everyone in her life because she's afraid of hurting them. Everyone during their lifetime holds things in or hides small facts for the safety of family and friends, no one wants to be...
Thursday, October 24, 2019
Baz Luhrmanns William Shakespeare Essay Essay
William Shakespeare is one of the greatest poet and playwright in history. He is famous for plays that reach the his audience emotionally even though most of them were written 500 plus years ago. One of William Shakespeare most famous play is Romeo and Juliet which has being adapted many times over the years into modern versions to fit in with the audiences taste. Good afternoon ladies and gentlemen, my name is Heitor Hilberto and I’m here to talk about Romeo and Juliet. Baz Luhrmans 1996 adaptation of the classical love story of Romeo and Juliet had a great impact to its vast audience leaving most in tears. The technical and film codes were used very affectively in Baz Luhrmans adaptation of Romeo and Juliet, it does this by the reconstruction of the films location to the busy location of Verona, the action camera shots were well timed and positioned, the characters where modernised to suit the setting of the beach by using bright colours in their clothing. The movie connected with the audience because it was set in a modern city that the story took place in the big Verona, the movie followed the same timeline of events as the original play but was much easier to understand because it was set in the 90s which it makes it easier for us to relate and understand the movie if it’s at least set in our century. They used very dramatic lighting to enhance the scenes which helped the camera crew get the best possible shots of the characters faces, costumes, movements and the locations also made the movie very exciting, creating great drama because they knew when to used soft and hard lighting to enhance the movie, some of the best scenes showing the camera shots would be the petrol station which used soft lighting but fast and concentrated camera shots to make the action intense and very fast passed. The party at the cablets house which used hard lighting to show the party was vibrant with very bright colours, exiting and vivid but the pool area scene lighting was very soft and used a romantic camera angles which just credited the lighting and concentrated to the characters face to show their emotions and their love for one another. The costumes where very stylish and made the film reach out to its audience both young and old, costumes and props are very important to Romeo and Juliet, ( lurhmans 1996 version ) costumes aren’t only make the characters look good and stylish, it enables viewers to make rationale judgements about the characters, looks and how they might fit in society very quickly, the costumes in the party scene at the cablets house shows how the costumes can show the characters role in the movie, for example Juliet was dressed as an angel to show that she was sweet and pure, but Mercutio was dressed as the devil because he is an evil and dangerous man. William Shakespeare is one of the greatest poets and play writer in history. Thank you for your time and patience today.
Wednesday, October 23, 2019
Discrimination and Children Essay
This Act was put in place to protect individuals so they will not be discriminated against age, gender, disability, race, religion, sex, civil partnership, sexual orientation. We must give a child an equal chance to participate and make appropriate resources available to reach their full potential. Children are unique individuals and have the right to be treated fairly with equal respect. Disability Discrimination Act 1995-2005 When children with disabilities are discriminated against this causes them to loose confidence and are made to feel isolated. This policy was put in place to protect them for being disadvantaged. They should not be treated less favourably that non-disabled student without justification. They are entitled to have adjustment made for the purpose of education and association. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and people. In my setting, at Al-Ameen primary school every one has their own values and opinions but share the same belief and this is vital in making personalities. However as professionals working with children we must have a diverse approach. I never make sudden judgement on people or children. I am placid natured so I give children time to shine through and understand the objective. I present myself as a positive role model. As a professional working with children it is important that our attitude reflect our opinion and belief.eg. Children pray after lunchtime and I as a TA I supervise the children when they pray. However I don’t pray at that time so I never discourage them, they choose to for themselves to participate. That is their opinion and belief as an individual. It is also important I do not let my own personal opinion have an impact on the child’s judgment. 2.4 Explain how to promote anti discriminatory practice in work with children and young people. At my setting we have children from different backgrounds and cultures. In every day practice and to avoid anti discrimination we must show interest in learning about other cultures, lifestyles and work on building positive relationships. We also have a student from France who has a language barrier so I would recognise this and make provisions so that he/she is not discriminated in any way such as helping the children to write or draw in their books. Speak slowly, or use French words. When I started in year three I noticed some children were struggling with thick pencil so I made the teacher aware of this and changed to thin pencil and now we notice children enjoy writing. Moving the tables around to give children easy access. Moving the children closer to the board or reading out the questions. I would give some children extra time to complete the set task. This would ensure all children hav e the same opportunity to learn and be included in all aspects of school life. 2.5 Explain how to challenge discrimination The discrimination must always be challenged, according to the school policies, this is done through the behaviour policy, equal opportunity or Anti-bulling policy. Staff must follow the policies and procedures in place for discrimination. It has to be dealt with immediately. This may need to be recorded in a incident book. The discriminatory behaviour and comments may also need to be recorded. Sometimes children may say something without understanding the implication of their comments in such cases they must be made aware that such comments would be reported. They should be reminded that everyone in the school should be treated fairly and respectfully. If I heard a white girl making comments to a black girl such as†you can’t be queen you are black†. I would explain to that child that her remarks are hurtful and that every one has the right to be treated fairly so you should not judge people by the colour of their skin. Three boys tell a girl â€Å"you can’t help build the wall it’s men’s work†. As a TA I would go and talk to the three boys by asking why they think that and where they heard it . I would tell them that every one should be treated equally weather they are a boy or girl because we can all do the same job. Eg. Your mum cooks and she is a women but when you go to restaurants why are there men who are chefs. When you go to hospital there are men who are nurses. 2.1 Explain ways in which children and young people can experience prejudice and discrimination There are many different ways in which children and young people can experience prejudice and discrimination at school. One way might be trying to fit in with the expected appearances and behaviour. They may face discrimination or even be bullied. If a child is deprived of basic necessities like not having the enough food, looking untidy, not correct school uniform then this could lead to the child being discriminated against by other children. Some children may face sexism because boys may not include girls in certain activities eg. When a boy’s play with ball they think girls do not play with a ball. Children from other cultural backgrounds may not play with other children because they should only play with children from same background. Children with disabilities may not be involved in an activity with other children that could mean they have been discriminated against.
Tuesday, October 22, 2019
Why Are Recommendations Important to YourCollegeApplication
Why Are Recommendations Important to YourCollegeApplication SAT / ACT Prep Online Guides and Tips Many colleges use a holistic process to evaluate applicants, seeking to understand the "whole person" and not solely rely on grades and test scores. One way they accomplish thisis by readingrecommendation letters from teachers and counselors. This guide will discuss what exactly admissions officers are looking for in your recommendation letters, and why they’re so important to your overall candidacy. By understanding the purpose of rec letters, you’ll be in a better position to gather strong ones for your application. To begin, let’s take a closer look at what admissions officers mean when they talk about using a holistic admissions process. What’s a Holistic Application Process? More and more students apply to college each year. At many schools, especially selective ones, there’s a surplus of qualified students for a limited number of available spots. Because so many students are qualified in terms of their grades and test scores, admissions officers can’t rely entirely on this objective criteria. Instead, they use a holistic process to get to know the whole student, including her personality, values, and goals. This awareness helps them determine who to accept, plus it allows them to build a diverse class of students with a variety of interests, experiences, and goals. For these reasons, admissions officers seek to get to know each student, from what motivates her to what role she might play on a college campus. They gain insight from the student directly, but they also learn a lot from what school authoritieshave to say - specifically, from teachers and counselors in their letters of recommendation. Your recommendation letters can (and should) reveal a number of things about you. They should speak to your academic strengths and interests, your personal qualities, your role in your school community, and your potential direction in the future. Whether your recommenders talk about it explicitly or not, a positive letter also suggests your ability to get along with your teachers and others in your school. For admissions officers seeking to learn more about you, these letters offer a great deal of insight into who you are and how you’ll fit in and work with others at college. Plus, they lend support to the idea that you’ll contribute and add value to your college campus and society in the future. Let’s take a closer look at what specifically colleges look for in letters of rec and why, starting with your academics. Your Intellectual Strengths and Interests Recommendations serve as important testaments to your ability to do college-level work. Your teacher recommendations, especially, speak to your attitude towards learning, your accountability, and your academic interests. Admissions officers want to find students who will excel in the classroom. As institutions of scholarship and intellectualism, they seekengaged students who are eager to entertain new ideas and contribute to lively discussions. Beyond the classroom, professors and higher ed faculty look for students who will go on to create value in society. They want to train the next generation ofresearchers, writers, inventors, engineers, or entrepreneurs. They're looking for students who will make the world a better place and utilize their education to contribute to the world around them. Finding students with a strong stakein education, therefore, is an essential objective of admissions officers when they sit down to review recommendations. As Harvard’s dean William Fitzsimmons says, recommendation letters are â€Å"extremely important†and admissions officers are looking for letters that revealâ€Å"intellectual curiosity, creativity, and love of learning.†Sinceadmissions officers want to learn about your academic performance and goals in your rec letters, what can you do to get a good letter that speaks to these qualities? What This Means for You As you probably know, you should ask a teacher who you impressed in class with your commitment, effort, or interest in a subject. If you know what you plan to study, then it’s a good idea to ask a teacher in that field. Even if you just have a vague idea, like you’re drawn to the humanities or the sciences, then you may ask the relevant teacher to corroborate your affinity for that area. Most students ask their junior year teachers, since those teachers had you in class recently and for a whole year. Make sure the teacher you ask is happy to provide you with a recommendation, and let her know about any specific plans you have for study. Since admissions officers want to find students with a love of learning and commitment to their education, then ideally you have a teacher who recognizes those qualities in you and can express them in her letter. Having your teachers write about your academic prowess in your letter may be a no-brainer. It may be less obvious, though, that admissions officers want to learn about other innerqualities, like character and personality. They want to know what you're like and how you express yourself in your community. Why is gaining insight into your personal side important on your college application? Your Personal Qualities and Role In YourCommunity Why do admissions officers want to learn about your personal qualities? Isn’t it enough to know your grades and test scores? Well, no. I touched on some reasons why admissions officers want to get to know you above and will go into more detail about them here. For one thing, they want to get to know you to add depth to your application. There’s often a surplus of students with high grades and scores for a limited number of spots. Admissions officers need to use other factors to determine eligibility for admission. Additionally, they want to build a class of students with diverse personalities and experiences. Colleges are their own communities, and admissions officers want to admit students who will live, work, and play together harmoniously. They want students with strongcharacter, creativity, and/or leadership qualities who will contribute positively to the community. To refer to Dean Fitzsimmons again, he says, "Recommendations can help us to see well beyond test scores and grades and other credentials and can illuminate such personal qualities as character and leadership." Students may lead volunteer trips, organize community service, or provide social-emotional support for one another. They'll build friendships that will help them grow and mature. By selecting for strength of character and social skills like caring and compassion, admissions officers can create an environment that will function smoothly and maximize student learning and development. College is a busy and transformative time in your life, and admissions officers are seeking to build a community of students who will contribute meaningfully, take advantage of opportunities, and build positive relationships with one another. Knowing the importance of sharing your personal side in your rec letters, is there anything you can do to help out your recommenders as they write your letters? What This Means for You Just as you want to choose a recommender who you impressed in class, you also want to ask someone who knows you well. The only way your teachers and counselors can add depth to your application and write about you in a revealing and meaningful way is if they’ve gotten to know you. This doesn’t mean that they’ll know you as well or in the same way as your best friend, but they should have a goodsense of your personality and what’s important to you. If you're just going into junior year, then you should keep your future rec letters in mind. Push yourself to participate in class and share your personality with your teachers. If you haven't gotten to know your counselor, make an appointment to meet with her and talk about your college plans. You may also share a lot on your "brag sheet," but ideally your recommenders already know you well before reading your ideas. Apart from your day to day personality, how can you show others around you what's important to you? As the old saying goes, actions speak louder than words. Think about what you value most - whether it's cleaning up the environment, working to reduce bullying, or creative expression. Then come up with steps to connect those values to your daily actions. Show your recommenders what's important to you by what you do and how you do it on a daily basis. Not only will this help them get to know you better, but they'll gatherplenty of stories and observations to share in their recommendation letters. Beyond promoting positive relationships among peers, admissions officers also want students who can work well with faculty and other higher ed administrators. Your rec letters can speak to how you work with others. Why is this important to admissions officers? How You Interact with Faculty and Others As you read above, recommendation letters can go a long way toward describing your academic and personal qualities. These features are important in your college application, as admissions officers are looking to build a motivated, successful class of students who will seize opportunities and go on to contribute to society during college and beyond. Since college is a highly collaborative and interactive environment, admissions officers also care about your relationships with others. Simply obtaining a strong rec letter stands by itself as a testament to your ability to get along well with faculty. Your recommenders will write about their impressions of and relationship with you. Admissions officers will gain a sense of how you actin classroom settings. They can try to ensurethat you'll establish productive relationships with professors and make the most of their teaching. Apart from the considerations talked about above, is there anything else you can do to ensure your letter talks about your ability to work well with faculty? What This Means for You Just as you want to ask a recommender who's gotten to know you well, you want someone with whom you had a positive and meaningful working relationship in class. Did your teacher see you as accountable and reliable? Did she consider you a pleasure to teach and see you as someone who appreciated her time? Just as these expectations are present in the high school setting, they're also important in the college setting. Keep in mind how you interacted with faculty when asking for letters of recommendation. It's important that admissions officers see you as a student worthy of investment who will establish productive relationships with professors and make the most of their valuable time. Admissions officers want to learn about you to gain a sense of the student that could arrive on campus. All of these elements add up to a vision of you in the future.Plus, your recommenders might explicitly write about what they see you accomplishing at college and beyond. Let's take a look at this last important feature of rec letters and why it matters to admissions officers. A Vision of You In the Future Taken collectively, all of these elements of rec letters provide a vision of your future direction. If your teacher writes about your love ofwriting, work on the school paper, and interest in international events, then admissions officers get the sense that you might work on the paper at college and perhaps, pursue a career in journalism. Further, if your teacher talks about your thoughtful and caring personality and engagement in class, then the admissions committee can feel confident that you'll get along well with your peers and professors. Why is this important? Again, admissions officers want to build a community of students who get along well and create an environment full of learning and opportunity. They want to make the most ofthe professors' time. They want to educate the next generation of leaders who will contribute meaningful ideas, innovations, and solutions to the world. As you can tell, your recommendation letters serve a very important purpose in your application. They can communicate a great deal about who you are as a student, colleague, and person. In closing, let's review the significant role of recommendations in your application and what you can do to help your teachers and counselors produce strong ones that will impress the college officials who read them. To Sum Up... Recommendation letters are an important part of your application. They communicate a lot of revealinginformation about you to admissions officers, who are looking for students with impressive academic, personal, and social skills who will succeed in college and beyond, in whatever way that's authentic to them. You may bethinking that a lot of this keypart of your application is out of your hands. However, you actually can have a lot of control over what your teachers and counselors write in your rec letters. For one thing, you can push yourself to participate and get to know your faculty throughout high school and especially junior year. Consider how you interact with teachers and communicate your personality and values to them, as all of this is important material for your letters. Once you actually ask for your letters, you can also talk to themabout what you plan to study and what qualities you'd like them to emphasize. If you're applying to study engineering, ask your physics teacher to highlight your skill in the subject. Finally, you can provide a detailed and thoughtful brag sheet in which you reflect on your identity and the significant experiences that have shaped who you are today. This brag sheet will help clarify both your thoughts and that of your recommenders. Plus, it will remind them of stories and examples they can include in their letters to make them stand out. Above all, your takeaway should be that recommendation letters are an important part of your application that can go a long way toward endorsing you to admissions officers. With that in mind, treat your letters of recommendation with as much care and thought as you willall the other parts of your college application! What's Next? Even though you can contribute your thoughts to what should go into your recommendation letters, you probably won't be able to read the final versions. Why? Because FERPA. Read here about why it's in your best interest to waive FERPA and your right to view your recommendation letters. Now that you have a sense of what admissions officers are looking for in recommendation letters, check out theseexamples of strong teacher letters of recommendation. Are you applying to a selective school, like Harvard? This guide goes over what makes for an outstanding letters of recommendation for the Ivy League. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:
Monday, October 21, 2019
Enzymes Essays - Digestive System, Metabolism, Hydrolases, Lipase
Enzymes Essays - Digestive System, Metabolism, Hydrolases, Lipase Experiment 12. The action of lipase There are three or four liquids to be added to each test-tube, in various combinations, so look at the table at the foot of this page to get an idea of the final contents of each tube. (a) Label three test-tubes 1-3. (b) Using a graduated pipette or syringe, place 5 cm3 milk in each tube. (c) Rinse the pipette or syringe and use it to place 7 cm3 dilute (M/I0) sodium carbonate solution in each tube. This solution is to make the mixture alkaline. (d) Rinse the pipette or syringe and use it to place 1 cm3 3% bile salts solution in tubes 2 and 3 only. (e) Use a dropping pipette to add phenolphthalein solution to each tube until the contents are bright pink. About six drops will be sufficient and equal quantities should be added to each tube. Phenolphthalein is a pH indicator. In alkaline solutions (above pH10) it is pink; in 'acid' solutions (below pH 8.3) it is colourless. (f) In a spare test-tube, place about 15 mm of 5% lipase solution and, using a test-tube holder, heat the liquid over a small Bunsen flame until it boils for a few seconds. Cool the tube under the tap and, using the graduated pipette or syringe, transfer 1 cm3 of the boiled liquid to tube 2. (g) With the graduated pipette or syringe, place 1 cm3 unboiled lipase solution in tubes 1 and 3. (h) Note the time. Shake the tubes to mix the contents, return them to the rack and copy the table below into your notebook, observing the tubes from time to time. (i) Note the time required for the contents of each tube to go white and then complete the table of results. Action of lipase on milk TubeAll three tubes contain milk, sodium carbonate and phenolphthalein plus:Time taken to change from pink to white 1lipase only 2boiled lipase and bile salts 3lipase and bile salts Experiment 12. Discussion 1 What food substances are present in milk? 2 If phenolphthalein changes from pink to colourless, what kind of chemical change must have taken place in the tube? 3 Recall (or look up) the final products of digestion of the principal classes of food and write down which of these products could be formed by the digestion of milk. 4 Which of the final products of digestion of milk could be responsible for the change of conditions in the test-tube? 5 Which part of the experiment suggests that lipase acts as an enzyme? 6 What chemical change could the lipase be producing which would account for the colour change in the test-tubes? 7 Which part of the experiment indicates that bile salts do not contain an enzyme which affects milk (at least in the way being investigated here)? Explain your reasoning. 8 From the results, assuming that lipase is an enzyme, what part do the bile salts appear to be playing in the reaction (in general terms)? 9 Do the results tell you whether lipase is acting on the fat or the protein in milk? Explain. Experiment 12. The action of lipase - preparation Outline Lipase hydrolyses the fat in milk to fatty acids which react with sodium carbonate to lower the pH of the mixture. This pH change is observed by using phenolphthalein. Prior knowledge The use of indicators to observe pH changes; the final digestion products of proteins, carbohydrates and fats. Advance preparation and materials - per group milk 20 cm3 phenolphthalein 5 cm3 [1] 3% bile salts 10 cm3 [2] 5% lipase solution 10 cm3 [3] 0.05M sodium carbonate 40 cm3 Apparatus - per group test-tube rack and 4 test-tubesBunsen burner 3 labels or spirit markertest-tube holder, dropping pipettebeaker or jar (for rinsing pipette or syringe) graduated pipette or syringe 10 cm3 - per class clock Results Tubes 1 and 3 will probably change from pink to white in about 4 minutes. However, since the efficacy of lipase varies, it is advisable to try out the experiment (for tube 3 only) beforehand and, if the reaction is too slow, reduce the volume of sodium carbonate solution or place the tubes in a water bath at 35C. 1. 1 g dissolved in 200 cm3 ethanol. 2. Available as sodium tauroglycocholate
Sunday, October 20, 2019
construction grammar - definition and discussion
construction grammar - definition and discussion In linguistics, construction grammar refers to any of the various approaches to language study that emphasize the role of grammatical constructionsthat is, conventional pairings of form and meaning. Some of the different versions of construction grammar are considered below. Construction grammar is a theory of linguistic knowledge. Instead of assuming a clear-cut division of lexicon and syntax, note Hoffmann and Trousdale, Construction Grammarians consider all constructions to be part of a lexicon-syntax continuum (a construction). Examples and Observations James R. HurfordThere are several different versions of Construction Grammar, and my account . . . will describe, quite informally, what they have in common. The common idea is that a speakers knowledge of his language consists of a very large inventory of constructions, where a construction is understood to be of any size and abstractness, from a single word to some grammatical aspect of a sentence, such as its Subject-Predicate structure. Construction Grammar emphasizes that there is a lexicon-syntax continuum, contrary to traditional views in which the lexicon and the syntactic rules are held to be separate components of a grammar. The central motive of Construction Grammar theorists is to account for the extraordinary productivity of human languages, while at the same time recognizing the huge amount of idiosyncratic grammatical data that humans acquire and store. The constructionist approach to grammar offers a way out of the lumper/splitter dilemma (Goldberg 2006, p. 45). The k ey point is that storage of idiosyncratic facts is compatible with deploying these facts productively to generate novel expressions. R.L. TraskCrucially, construction grammars are not derivational. So for example, the active and passive forms of a sentence are regarded as having different conceptual structures rather than one being a transformation of the other. Since construction grammars depend on the conceptual meaning in context, they can be seen as approaches to linguistics that collapse the classical distinctions between semantics, syntax, and pragmatics. The construction is the unit of language, which cuts across these other aspects. So, for example, in They laughed him out of the room, the normally intransitive verb receives a transitive reading and the situation can be interpreted on the basis of the X cause Y to move construction rather than the sytanctic deviance alone. As a result, construction grammars are proving most useful in understanding language acquisition and are being used for second-language teaching, since it is the meaningfulness of the situation which is of primary importance, and syntax and semantics are treated holistically. William Croft and D. Alan CruseAny grammatical theory can be described as offering models of representation of the structure of an utterance, and models of organization of the relationship between utterance structures (presumably, in a speakers mind). The latter are sometimes described in terms of levels of representation, linked by derivational rules. But construction grammar is a nonderivational model (like, for instance, Head-driven Phrase Structure Grammar), and so a more general description of this aspect of grammatical theory is organization.Different versions of construction grammar will be briefly outlined . . .. We survey four variants of construction grammar found in cognitive linguisticsConstruction Grammar (in capital letters; Kay and Fillmore 1999; Kay et al. in prep.), the construction grammar of Lakoff (1987) and Goldberg (1995), Cognitive Grammar (Langacker 1987, 1991) and Radical Construction Grammar (Croft 2001)and focus on the distinctive characteristics of each th eory. . . .It should be noted that the different theories tend to focus on different issues, representing their distinctive positions vis––vis the other theories. For example, Construction Grammar explores syntactic relations and inheritance in detail; the Lakoff/Goldberg model focuses more on categorization relations between constructions; Cognitive Grammar focuses on semantic categories and relations; and Radical Construction Grammar focuses on syntactic categories and typological universals. Finally, the last three theories all endorse the usage-based model... Thomas Hoffmann and Graeme TrousdaleOne of the central concepts of linguistics is the Saussurean notion of the linguistic sign as an arbitrary and conventional pairing of form (or sound pattern/signifiant) and meaning (or mental concept/signife; cf., e.g., de Saussure [1916] 2006: 65-70). Under this view, the German sign Apfel and its Hungarian equivalent alma have the same underlying meaning apple, but different associated conventional forms . . .. Over 70 years after Saussures death, several linguists then explicitly started to explore the idea that arbitrary form-meaning pairings might not only be a useful concept for describing words or morphemes but that perhaps all levels of grammatical description involve such conventionalized form-meaning pairings. This extended notion of the Saussurean sign has become known as construction (which includes morphemes, words, idioms, and abstract phrasal patterns) and the various linguistic approaches exploring this idea were labeled Constructi on Grammar. Jan-Ola Ãâ€"stman and Mirjam Fried[One] precursor to Construction Grammar is a model that was also developed at the University of California at Berkeley in the late 1970s, within the tradition of Generative Semantics. This was the work of George Lakoff and informally known as Gestalt Grammar (Lakoff 1977). Lakoffs experiential approach to syntax was based on the view that the grammatical function of a sentence constituent holds only in relation to a particular sentence type as a whole. Specific constellations of relations such as Subject and Object thus constituted complex patterns, or gestalts. . . . Lakoffs (1977: 246-247) list of 15 characteristics of linguistic gestalts contains many of the features that have become definitional criteria of constructions in Construction Grammar, including, for example, the formulation that Gestalts are at once holistic and analyzable. They have parts, but the wholes are not reducible to the parts.
Saturday, October 19, 2019
Book Report - Night by Elie Wiesel Essay Example | Topics and Well Written Essays - 1000 words
Book Report - Night by Elie Wiesel - Essay Example Through Eliezer, he relates his story although there were minor differences. Example, Wiesel was wounded on his knee and Eliezer was wounded on his foot. He created these slight variations to establish a distinction between him and his character. But Wiesel and Eliezer are the same persons. They share the same experiences, they share the same perspective, they share the same feelings. And because they have too many things in common, Wiesel could be lost in developing his narrative. This does not make Night a fiction story. Wiesel only made things a little bit different because it was too much memory to bear. There was a personal need to change certain things so he can continue with his narrative as truthful as it can be. As you would notice, the differences do not impact the experiences of the character. Whatever he felt during his experience, it was the same feeling that Wiesel felt at that moment he experienced it. Wiesel’s experience had left a mark on him. Although it did not completely destroy him, it changed him significantly. Who wouldn’t, when he had experienced the cruelty that man inflicted towards his fellow men. That was the essence of the last statement of the narrative. By the end of the story, Eliezer was a changed man. As Wiesel created a division between him and his main character by giving Eliezer slightly different experiences, Eliezer created a barrier between him and himself. He felt he was a different person as he looks at himself in the mirror. Although he sees himself, he feels that his reflection is staring at himself, that his eyes have their own life, gravely emphasizing the emptiness that he was feeling at that moment. Eliezer is a dynamic character. He changes with time within the story. This is significant as the narrative focuses on relating Wiesel’s experiences. The narrative is concentrated in telling Eliezer’s experiences through his own eyes. Whatever opinions there are, whatever tho ughts there are in the story, it was his and only his. You would not hear or see things beyond his thoughts. You would not read about Chlomo’s thoughts about his son. You would not find anything about Moshe’s experiences when he was caught by the Nazis. You would only observe and look into Eliezer’s thoughts and emotions. Eliezer’s relationship with his father was a significant point in the story. It became his stronghold, the reason for living through the dreadful torture and persecution of the Nazi era. During his childhood, he found the Jewish religion because of his curiosity. Moshe the Beadle was the one who guided him and taught him what Jewish religion is. When Hitler seized control of Romania, Eliezer found himself in the middle of a discriminating world. That’s when he started to get confused. He was not deeply affected when he heard Moshe’s stories about the cruelty done to the Jews. But when he saw it with his own eyes, his faith started to shake. He did not expect that world to exist and â€Å"never shall (he) forget those moments which murdered (his) God and (his) soul and turned (his) dreams into dust.†At â€Å"the first night in the camp†¦the little faces of children, whose bodies†¦turned into wreaths of smoke†¦(the) flames consumed (his) faith forever.†He did not expect that this could happen and everything that he learned in his Jewish faith was turned upside down. When he heard the question, â€Å"Where is God? Where is He,†his answer that â€Å"He is hanging here on this gallows†indicated that his faith is slowly dying, like the man who was slowly dying in front of him. Before this experience, he felt that the question â€Å"where is God†is a strange question to ask, that it is similar to asking, â€Å"why did (he) live(s) and why did (he) breathe.â€
Definition of terrorism in United States Research Paper
Definition of terrorism in United States - Research Paper Example United States Security Agencies define terrorism as the predetermined use of unlawful violence or threat of unlawful violence to infiltrate fear. Such acts are intended to intimidate or threaten governments or societies to bend towards the perpetrators goals that are generally ideological, political, and religious. Inside the above definition, three key elements are evident â€â€violence, fear, and intimidation with each element intended to produce terror in its victims. The United State Intelligence defines "Terrorism as unlawful use of force and violence against persons or property to intimidate or coerce a government, the civilian population, or any part thereof, in advancing of political or social demands†(Hoffman 37).Terrorism has ever been evolving. Its evolution should be closely monitored so that the means of countering it should be developed and made robust. The administration of the day has come with more effective and novel means of countering the vice th at pose a monumental threat to the citizen of United State both in the country and abroad. The intelligence, policy makers and political advisers come up with a for fold strategy of dealing with the menace. The strategy includes the following that apply to all citizens of the America: adhering to United States of America core Values, building security partnership, Applying CT tools, and capability appropriately and building a culture of resilience.
Friday, October 18, 2019
Heroic Drama Essay Example | Topics and Well Written Essays - 1000 words
Heroic Drama - Essay Example As pointed out, heroic drama is interconnected with Restoration period in British history. Eugene M. Waith opined that, â€Å"Consequently, when ‘heroic play’ or ‘heroic drama’ are mentioned, we think first of the period 1660-1700†(1). During this period England was undergoing internal problems. So, exaggerated heroes and heroism presented in the heroic drama well suited the context of nationalism. One can see that the main playwrights during this period, like John Dryden supported heroic drama because it helped to spread the message of nationalism among the mass. The Comedy of Manners was another dramatic form during the Restoration period. But this dramatic form did not gain much approval from the mass because it did not suit the problems faced by the nation. The political and social condition of England during Restoration Period was most suitable for the evolution of heroic drama. For instance, Restoration period in England is generally known as t he restoration of monarchy. During this period, England adopted an innovative form of political ideology related to monarchy. Earlier, during the reign of Oliver Cromwell, the context of drama faced a number of problems because most of the theatres in England were forced to close. But during the Restoration period, most of the theaters were reopened and it resulted in the growth and development of sub-genres in drama. For instance, Restoration comedy is another genre in drama which was accepted by the British audience. Still, the scope of heroic drama was evident because the British society was undergoing political and social transformation. So, the Restoration dramatists adopted innovative themes discarded by the dramatists in other ages. , like Elizabethan age. The proponents of heroic drama discarded imagination and adopted exaggeration of historical/political events and heroism. To be specific, exaggeration of heroism is the core element of nationalistic feeling. So, the ultimate aim of the supporters of heroic drama was not to establish the dramatic element of plays, but to establish heroism and to nurture nationalism. Besides, heroic couplet was the metrical form adopted by the heroic drama playwrights. During this age, John Dryden made use of this metr ical form to defend his positive attitude towards heroic drama. In short, the historical evolution of heroic drama proves that the same can be regarded as the end result of the ideas put forth prominent dramatists during Restoration period to exaggerate heroism and to inculcate nationalistic feeling. Definition Heroic drama can be defined as a generic variation with the context of Restoration drama, in which verse/prose form is prominent, deals with optimism and describes the heroic deeds of the protagonist who is search of adventure. The usage of heroic drama in relation to society In the British society, heroic drama acted the role of a medium to transform the society and to establish the influence of monarch over the mass. During the first half of the 17th century, British theatres were not allowed open because political turmoil was curbing the scope of entertainment. Bridget Orr stated that, â€Å"Debates over literature in England from 1660 to 1714 all bear the impression of p atriotism, a sense of national rivalry which extends backwards to Greece and
The Time Charterparty Essay Example | Topics and Well Written Essays - 2500 words
The Time Charterparty - Essay Example Essentially, contracts were just oral agreements between the concerned persons but whoever should contracts be written agreements? In order to maintain legality the need for writing an agreement is important for the agreement and moreover agreements must meet a number of criteria to be legally valid: All the parties must be in agreement and something of value must be exchanged in the process. Different states have laws that allow whether given contracts need to be written or not. With a clear understanding of the contract law a closer look at what happens during an agreement between the parties and the exchange process is important. Agreement Between Parties Although it may seem obvious to talk about an agreement since when two parties enter into a contract they must have come to an agreement. However this is an essential element for any contract to be valid and all the parties must agree on major issues in the contract. Although there might be situations that prevent an agreement from being fully settled at and with regard to this different states have rules defining when an agreement legally exists. Offer and Acceptance A legal contract exists when one party makes an offer and the other party accepts it. This however would be orally or in writing. In normal businesses today, once an offer has been made it must be accepted for the deal to go on but however there would be situations when one party may be slow in fully settling the agreement and would think about it for a while or try to get a better deal. Thus unless an offer states an â€Å"expiry†date it however remains open for a â€Å"reasonable†period of time. To avoid any conflicts the best way to make an offer is to include an expiry date.3 In the sea there are often contracts of hire for vessels. This is for a specific period of time and hence the name â€Å"time charter hire†. Different lawyers have got a different interpretation of the laws relating to time charter hire. In this paper, different terms and concepts would be introduced. An in depth analysis of the charter party clauses for both hire and freight follows and finally a closer look on the two statements provided and a conclusion that reflects which of the two statements from Satya Kamal and Lord Denning’s cases best shows how the law relating to time charter hire should be applied. Terms and Concepts Time Charter Party The Time Charter Party is also called the Voyage Charter. It is governed by the general rules that bind the contract of law whereby there should be an offer and acceptance and that the two parties must have agreed on given terms and conditions. Moreover, the contract should be in writing or orally whatever the two parties agree on for the contract to be legal. In other terms, a Time Charter is a contract for the services to be given by the owner of a ship to a charterer. The services are usually given by the owner’s employees usually servants led by the master and the members are the crew.4 The charterer has does not receive any interest for use of the vessel but the services being rendered by the shipâ₠¬â„¢s owner are the ones that matter. Moreover, the charterer benefits from the commercial use of the vessel by giving the instructions to the servants on the cargoes to be loaded and the voyages to be undertaken and other orders may be given by the charterer in accordance with the terms and agreements of the charter-party. The charter-party has a duration that implicates the period of service but not limited to the geographical area covered or the amount of load carried. Thus time charter does not provide for freight, laytime and the charterer is obliged to pay for hire, delivery, redelivery and
Thursday, October 17, 2019
A Search on the Word Hysterical Essay Example | Topics and Well Written Essays - 750 words
A Search on the Word Hysterical - Essay Example One of the sources for the word hysterical took up the psychoanalytic perspective of the word, explaining why a person would be hysterical through relating it with development especially during childhood.2 Here, the same symptoms of hysteria- lack of control of emotions- are seen as defining the personality. Hence, the concept of a hysterical personality arises, where the individual experiences the symptoms of hysteria continually rather than isolated. The hysterical person has a neurotic condition underlying the neurotic symptoms observed. The origin of the hysterical personality is traced from fixation at one point during the individual’s development. Here, the individual is seen to be fixated at the infantile stage from where they cannot achieve actuality as adult human beings. This source also argues that hysterical personality, just as compulsive personality, manifests in multiple ways and cannot be entirely described as a homogenous occurrence among the individuals. The very origin of the word in this case is the Greek word hyster which translates to uterus. A closer look at the role of language in culture explains the observation of the disconnect between the uterine Greek source of the word and the contemporary meaning. It is noted that, in the male dominated culture, language treats things of greater significance or value as being masculine and those of lesser significance as feminine.3 This is clearly manifested in the word hysterical; a lack of control of emotions is perceived as negative, and associated with femininity as indicated by the source of the word-uterus. In contrast, a positive aspect such as moral worth is described by virtuous whose origin is â€Å"vir†the Greek word for â€Å"man†. Here, it is clear that language helps mirror dominant social perceptions and even aids in their perpetuation as in the case of the word hysterical. Another perspective of the hysteria can be obtained through establishing the person usin g the language. For an individual not well versed in medicine or semantic development of language, hysteria bears a totally different and independent meaning4. To this population, arguably the majority, the original basic meaning of the word hysteria is lost. Whereas psychoanalysts and doctors historically viewed the word as conveying symptoms of psychiatric disorder, to the contemporary world the word means string emotional reactions. The original word loses its description of a personality status in a patient and describes a state of emotions even in a normal person. In daily use, hysteria even takes light meanings of â€Å"very funny†such as when used to describe a joke. Here, it is clear that the original meaning of the words is lost or difficult to trace for the majority of people, and the debate on the word remains constrained to sociological standpoint perspectives. The various views on the lexicology of the word hysteria bring forth the question of when persons who h old different meanings of the word interact. It is noted that although the word may have lost its Greek uterine original meaning, the Greek element still persists in English medical terms such as hysteroscopy and hysterectomy.5 However, the dominant meaning for the word hysterical is uncontrolled emotions by both men and women, without any reference to the uterus. Haliday and Teubert cite an example of a clash of meanings on the word; a witness had described a man as being hysterical to which the lawyer had brought forth the uterine source of the wor
Choose from the book Essay Example | Topics and Well Written Essays - 1000 words - 1
Choose from the book - Essay Example He played a significant role, in the Watergate scandal, by supporting his president through the aftermath of the scandal. Question # 5 The two primary objectives of the Women’s Movement were protecting of homes and acting against the negativities of alcohol abuse. It encouraged women to stand up and participate in nation building. It advocated for a healthy lifestyle and shunning all that was defective, in society. Question # 6 The Gulf of Tonkin incident occurred on the East coast of North Vietnam and to the West Coast of Hainan Island. Vietnamese torpedo patrol boats attacked the American destroyer, Maddox, marking the official involvement of the United States of America in the Vietnam War through the signing of a decree by the then president. Question # 7 My Lai massacre took place on March 16TH 1968. It was a village with 700 people South East of a United States army base in Danang. It involved the killing of village civilians amounting to between 347 to 504 people killed by the American forces. Question # 8 Tet is the name given to the Vietnamese New Year. The Tet offensive was conducted on the Tet of 1968, by the communist forces, on all Southern Vietnamese cities, including an attack on the American embassy where many civilians were killed escalating the situation even further to an all out war. Question # 9 The Iran-Contra was a secret action by the United States that was not affirmed by congress. It happened in 1985 when the United States administration under President Ronald Reagan, supplied weapons to Iran in exchange for hostages that were being held by Hezbollah a terrorist outfit loyal to Ayatollah Khomeini the Iran leader. Proceeds from this sale were given to the Contra guerrillas in Nicaragua. The Contras were armed opposition to Nicaragua’s Sandinista Junta, of National Reconstruction, which formed after Anastasio Somoza Dabayle was overthrown from government ending his dictatorship regime. Question # 10 Bob Woodward and Carl Ber nstein were two Washington Post reporters who broke out the Water-gate scandal to the public. They got their information from a source they called Deep Throat, whose real identity they never revealed to protect their source of information, which was allowed by law and enshrined, in the constitution. The law is still applicable up to today to protect journalist’s sources. Question # 11 The Gorbachev policy of Perestroika and Glasnost were the two policies that were put into practice, in the USSR. Perestroika was the democratization of the communist party allowing civilians to have a modest ay in government, economic reform by allowing some industries to operate semi-privately and end price control through a semi-free market system. Glasnost meant openness which increased the freedom of expression in the media and in the people which helped whistle blowing and exposing corruption. Question # 12 A group of Communist Hardliners led by his former vice president Gennady Yanayev arr ested and imprisoned Gorbachev. President Boris Yeltsin convinced them to release him. Question # 13 The destruction of the Berlin Wall marked the symbolic end of the Cold-War which united the communist East and the capitalist West Germany into one capitalist state. Question #14 President Clinton was impeached because for high crimes of perjury, abuse of power and obstruction of justice. The allegations
Wednesday, October 16, 2019
A Search on the Word Hysterical Essay Example | Topics and Well Written Essays - 750 words
A Search on the Word Hysterical - Essay Example One of the sources for the word hysterical took up the psychoanalytic perspective of the word, explaining why a person would be hysterical through relating it with development especially during childhood.2 Here, the same symptoms of hysteria- lack of control of emotions- are seen as defining the personality. Hence, the concept of a hysterical personality arises, where the individual experiences the symptoms of hysteria continually rather than isolated. The hysterical person has a neurotic condition underlying the neurotic symptoms observed. The origin of the hysterical personality is traced from fixation at one point during the individual’s development. Here, the individual is seen to be fixated at the infantile stage from where they cannot achieve actuality as adult human beings. This source also argues that hysterical personality, just as compulsive personality, manifests in multiple ways and cannot be entirely described as a homogenous occurrence among the individuals. The very origin of the word in this case is the Greek word hyster which translates to uterus. A closer look at the role of language in culture explains the observation of the disconnect between the uterine Greek source of the word and the contemporary meaning. It is noted that, in the male dominated culture, language treats things of greater significance or value as being masculine and those of lesser significance as feminine.3 This is clearly manifested in the word hysterical; a lack of control of emotions is perceived as negative, and associated with femininity as indicated by the source of the word-uterus. In contrast, a positive aspect such as moral worth is described by virtuous whose origin is â€Å"vir†the Greek word for â€Å"man†. Here, it is clear that language helps mirror dominant social perceptions and even aids in their perpetuation as in the case of the word hysterical. Another perspective of the hysteria can be obtained through establishing the person usin g the language. For an individual not well versed in medicine or semantic development of language, hysteria bears a totally different and independent meaning4. To this population, arguably the majority, the original basic meaning of the word hysteria is lost. Whereas psychoanalysts and doctors historically viewed the word as conveying symptoms of psychiatric disorder, to the contemporary world the word means string emotional reactions. The original word loses its description of a personality status in a patient and describes a state of emotions even in a normal person. In daily use, hysteria even takes light meanings of â€Å"very funny†such as when used to describe a joke. Here, it is clear that the original meaning of the words is lost or difficult to trace for the majority of people, and the debate on the word remains constrained to sociological standpoint perspectives. The various views on the lexicology of the word hysteria bring forth the question of when persons who h old different meanings of the word interact. It is noted that although the word may have lost its Greek uterine original meaning, the Greek element still persists in English medical terms such as hysteroscopy and hysterectomy.5 However, the dominant meaning for the word hysterical is uncontrolled emotions by both men and women, without any reference to the uterus. Haliday and Teubert cite an example of a clash of meanings on the word; a witness had described a man as being hysterical to which the lawyer had brought forth the uterine source of the wor
Tuesday, October 15, 2019
Nurse Roles & Functions Essay Example | Topics and Well Written Essays - 250 words
Nurse Roles & Functions - Essay Example Alternatively, nurses also play instrumental roles in CQI by ensuring that they follow the prescribed rules and systems set by the healthcare organization. Nurses must also improve their service provision approaches to avoid errors experienced in the workplace. The various types of organizational hazards encountered while working at a local hospital entail injuries, accidents, inadequate equipment and congestion (Vincent, 2010). The preventive strategies that should be implemented to prevent workplace-related injuries include the provision of safety gears like gloves, cleaning the wards and the procurement of more equipment. The safety issues in health care, such as prevention of blood borne illnesses is to ensure that nurses use gloves when attending to patients (Vincent, 2010). The prevention of needle stick equipment is by disposing all the used syringes at the correct dump bins where children and other people cannot access them. The prevention of back injury can be handled by avoiding carrying of heavy items or placing medical equipment at places where others cannot overstretch to reach them (Vincent,
Monday, October 14, 2019
Study of Demographics Essay Example for Free
Study of Demographics Essay The city of Wildwood is a sleepy city in the county of Sumter in Florida. It is a city which is primarily similar to the Wildwood’s initial economy that was put together around the lumber industry. A business man by the name of Barwick constructed and had possession of a timber mill close tor town. In the year of 1882 is when the railroad emanated to Wildwood in, and Wildwood became the hub for the railroad until the 1960’s and that is when Seaboard Coastline inaugurated â€Å"laying off†workers (Visit communities in Sumer, 2014). After Seaboard Coastline railroad degenerated in the 1960’s, there were a hardly any farsighted select few which were competent enough to efficaciously redirect the township. This is the point where a shopping center was constructed and it is when the Floridas Turnpike was completed in 1964 (soon followed by I-75), it was the efforts of J.W. Peebles and E.C. Rowell that got the Wildwood-. The U.S. census for 2010 demographic profile for Wildwood, Florida is the hub of transportation for the central western part of the state. Wildwood is where Interstate 75 and the Florida Turnpike intersects (Visit communities in Sumer, 2014) Wildwood’s has a total population of 3,551. The following 2010 U.S. census reports the housing status (in housing units unless noted) at a total of 2,197 of those 1,608 are occupied and of those 1,281 are owner-occupied. The population in owner-occupied (number of individuals) 2,731, those renter-occupied numbered at 327. Population in renter-occu pied dwellings (number of individuals) is valued at 820 of those households with individuals fewer than 18 estimated at 343. With the number of vacant properties was 589; there are 55 vacant for rent, 67 vacant and for sale. The population by sex and age; Male- 1,746 Female 1,805 Under 18 630 18 over 2,921 20 24 140 25 34 278 35 49 646 50 64 777 65 over 1,012 Population by Ethnicity; Hispanic or Latino -82 Non-Hispanic or Latino 3,469 Population by Race: White- 3,383 African American 52 Asian- 28 American Indian and Alaska Native- 10 (QuickFacts:Locate a counti.., 2012) The reported 2010 household income statistics for the City of Wildwood, Florida states that there are those who have less than $15,000 in earnings a year. With a mere 10% of families’ income is between $15,000 and $24,999, 15% of families income is $25,000 to $49,999, then 20% have between $35,000 to $49,999. The median wage of Wildwood is those making $50,000 to $74,999 are rated the most with a total of approximately 22%, and 5% earn $100,000.00 to $124,999, $124.999 to $149.999 is 5%, 1% earns $150.00 to $199,999.99 and 2% with earnings $200,000.00 (Wildwood, FL Household Incomes, 2012). Of those in the city of Wildwood the population was stretched out with 22.3% of the people are under age 18, 6.5% are between 18 to 24, 18.4% from 25 to 44, 19.0% are 45 to 64, and 33.8% who were 65 years of age or older. â€Å"The median age was 48 years. For every 100 females there were 83.2 males. For every 100 females age 18 and over, there were 79.2 males†(QuickFacts:Locate a counti.., 2012). The City of Wildwood’s educational level is based upon C LRsearch.com approximately 20% did not complete high school,40% completed high school, 20% had some college, 55 completed an associates program, 105 completed a bachelor degree program, and 55 had completed a Graduate Degree at age 25 or more (Wildwood, Fla Education Le., 2012). Employment statistics for all potential employees (population age 16+); civilian males 195, civilian females 18%, 1% of males are in the armed forces, 0 females in service, 2% males and females unemployed, 28% males not among work force, and 32% of the females not in work force (Wildwood Employment, Occupation and Industry, 2012). The English language is the dominant language with Spanish coming in second amongst the city’s 42 ministries in Wildwood ranging from Baptist 6, Church of -1. Episcopal Church -1 Churches, Temples, and Shrines – 9, Christian and Reformed Church – 1, Brethren Church – 1, Miscellaneous Denomination Church 6 (Visit communities in Sumer, 2014), Industries associated with the trucking industry and lumber is a major factor in the economy and according to observation has that this city will continue to grow in these fields. The area’s geography, demographics, and tax deductions for businesses, fuel the motive for businesses to locate in Wildwood. It makes perfect sense since the area has plenty of labor; it is at the hub of Interstate 75 and the Florida Turnpike. The natives are well versed in English as the language of the majority. References QuickFacts:Locate a counti.. (2012, n.d. n.d.). Retrieved March 16th, 2014, from U.S. Department of Commerce U.S. Census Bureau: http://quickfacts.census.gov/cgi-bin/qfd/lookup?state=12000 Visit communities in Sumer. (2014, n.d. n.d.). Retrieved March 16th, 2014, from Sumter County Chamber of Commerce: http://www.sumterchamber.org/sumter-government.asp Wildwood Employment, Occupation and Industry. (2012, n.d. n.d.). Retrieved March 16, 2014, from CLRresearsh.com: http://www.clrsearch.com/Wildwood-Demographics/FL/Employment-Occupation-and-I
Sunday, October 13, 2019
Wetlands :: essays research papers
Soil and land managment Soil and Land Management The soil triangle is graph that helps the person determine the type of soil they are testing. This type of graph being a triangle has three sides. The first side, or right side is the percent of silt found in the soil sample. The second side, or the bottom is the percent of sand found in the soil sample. The third side, or the right side is the percent of clay found in the soil sample. You read the graph from right to left being silt, sand, to clay. There are twelve different classes of soil. The classes are sand, loamy sand, sandy loam, loam, silt loam, silt, sandy clay loam, clay loam, silty clay loam, sandy clay, silty clay, and clay. The particle size analysis we did I thought was very confusing, and unnecessary. The view of the soil underneath the microscope wasn’t very much different from the view without it, or at least I couldn’t tell much difference. The two millimeter mark on the paper was also very confusing. I had no idea of what I was doing during the particle size analysis. The mechanical soil analysis was much more to my liking. I understood the whole process and loved the project we did with it. From the begging when we went outside to collect the soil samples to when we were finished waiting the 24 hours for the water and soil particles to settle. After we mixed the right amount of dirt and water into the sample tube we had made two recordings of the percent of sand, silt, and clay. After that we took the readings over to the soil triangle to determine the type of soil that we had collected. The way soil is formed is not all that complicated. First soil begins as a rock and then is broken dependent upon the weathering factors. Soil types are based upon the type of rock from which they are made. Rock particles are further broken into various smaller sizes of rocks and minerals, then small plants such as lichens and mosses begin to grow on the rock surfaces. Dead plant materials or organic matter are mixed with rock fragments, and as more organic matter is formed, larger plant forms such as ferns, grasses, and shrubs take root. After that process bacteria and fungi break down the organic matter into simpler nutrients that are released into the soil, further aiding plant growth. The downside to this is that
Subscribe to:
Posts (Atom)