Tuesday, April 30, 2019
7 - Coursework ExampleDaniel Rendelman claims that we can reason excuses for Bible believers to celebrate Halloween hardly the argument does no good. (Rendelman)The Church considers Halloween a satanic holiday even the trick and look at tradition can be compared to the ritual of sacrifice to the dark forces. The Church also is trying to advance that Halloween causes in children anxiety, neuroses, psychical deviations, aggression, etc.D. Rendelman quotes the Bible when proving that Halloween should not be celebrated by the believers Test everything. bedevil on to the good. Avoid every kind of evil, 1 Thesalonians 521-22. (cited from Rendelman)Because the holiday of Halloween is of Celtic origin, and the Celts believe that the new-fangled life was born from the death and worshipped the demon Samkhain (Saman) that was the Lord of Death, the Church condemns the holiday and claims it is of evil character. It says that by wearing the costumes of the evil forces (the dead), people abi de to the Satan who is the embodiment of the dark and the evil.Halloween practices, from dressing in costumes to bobbing for apples, were at a time part of pagan worship. These actions are repeated today by people who are unaware or simply dont care about their true meaning. Time may have passed unless their origins and true purpose remains the same. (Rendelman)Other traditions of Halloween, such as various prophesies, magic rituals, fortune-telling, prediction and others, are also, according to the Church, of Anti-Christian nature. Celebrating Halloween, the Church claims, often results in peoples interest towards the Satanism and occultism.However, thither are opinions that Halloween and the Church holiday of All Saints that is celebrated on November 1 are closely interconnected. Kenneth C. Davis in his article asks a question if Halloween is a day of innocent merriment or a jubilance of sinister forces and claims that the proof of both positions can be found in the course of
Monday, April 29, 2019
Fate or free go outing - Essay ExampleAs he told me, he was hardly forced by his circumstances. I myself call back in determinism that all events are ultimately determined by provokes that are external to human will. These events, or the things that happen, even include human carry out. That man was hungry that is why he stole. It is therefore preposterous to cipher that he wanted to steal out of free will. There was an explanatory cause, or a cause that ultimately explains his action of stealing. That explanatory cause was hunger. Had he not been hungry, he would not have stolen the money. I am sure you understand and agree with me, Socrates.Socrates You are right, and no man can ever take off himself from the appetitive and spirited parts as long as he is alive. Moreover, one should know that For when the soul tries to find anything in company with the body, it is evidently deceived by it (Plato, Phaedo, 64c). Therefore, the soul is not free as long as it is with the body , as long as one is alive. This is the part of the soul that conforms to determinism.Socrates Indeed, it was. However, it was not purely free will on his part, because the fact that he has within him and working at the like time the appetitive, spirited and logical desires may have in fact deceived him. What is human choice then?Me Human choice is the action that results from being governed by external determinism and possessing internal free will both existing at the same time. So, in short, what are you trying to tell me about that man, Socrates?Socrates That he did make a choice that he could otherwise have refused or that he had the power to cancel, but that he did make this choice only after his appetitive desires have deceived him, human as he was. However, we cannot conclude anything whether he was a slap-up man or an evil man. We can only say he was not wise
Sunday, April 28, 2019
SAM 451 UNIT 2 - Assignment ExamplePernetti who had earlier defended the coach, root for the coach rehabilitation accepted the dismissal and vowed to regain the trust of Rutgers community (The New YorkTimes).There are several types of feature stories. These are profile, explanatory piece, color story, human interest, news feature, backgrounder, lifestyle feature, travel story, command feature, interview piece, investigative feature, column and review (Helitzer 162). The type of feature focused in the article is military personnel interest story. The article focuses on interactions between a professional, a coach, basketball team and the Rutgers community. Emotion created in the story is of remorse, derived from the way the coach relates with his team. The use of slur and humiliating approaches to team members who possess talent and heartiness in the game is demoralizing. Information about the character of the coach, attitude developed by the team is revealed. An unknown person ta kes the initiative of recording a video during the training sessions to reveal the vice. The whistle-blower creates a hammy event that reveals Rices character without dispute that leads to his
Saturday, April 27, 2019
According to what we have learned by reading Imagine book, how could you helper yourself be more(prenominal) creative (from page - Essay ExampleCreativity holds no specific comment due to the broad concepts it encompasses. In this regard, scientific principles can also be factored in in creativity pursuits, especially in regard to more creativity in an individual. According to Jonah Lehrer (3), the virtuoso acts as the central nerve to creativity. However, there are other complementing variables to the creativity process. These variables are generally the twenty-four hour period to day surrounding that a person finds him/herself in, actions and activities undertaken by others, and all other influential factors that directly or indirectly impact on the life of an individual.More creativity can be realized from putting the brain to work (Lehrer 13). This is basically becoming more open minded, embracing diverse mindsets and evaluating a scenario in more than one aspect. Although creativity could be said to have been realized prior to undertaking this process, this still serves a better ground to realize more creativity. This brain technique to making oneself more creative workings based on the fact that it personally allows the treatment of the same thing in a human activity of ways. In so doing, there is more than just a single approach to a brain-based activity. In the process, an advanced version of creativity could result.Personal success or failure is another way to produce more creativity. Jonah Lehrer presents the case of Dylan (Lehrer 17) to depict this scenario. Characterized by frustration, failure or even success, it is possible to bring forward creativity, and specifically realize even more creativity. What defines success or failure is the individuals goals and objectives in life. While some achievements are deemed success by other people, others could account for the same achievements as failure, and later frustrations. This means that cr eativity is uniquely customized to oneself, and the various levels of
Friday, April 26, 2019
Gordon Adams, Organ Selling, and E Pluribus Unum - Essay ExampleThis essay presents a portfolio of my three ciphers, which addresses them in relation to subject matter knowledge, paternity process knowledge, rhetorical knowledge, genre knowledge, discourse community knowledge, and meta-cognition. Ultimately, the essay will draw a fine conclusion on semester growth and impact on other discourse communities as an author and as a responder. In piece of music the project, the summary of Gordon Adams essay, I sought to address a specific audience, which includes students from genus Arizona State University, the management of Arizona State University, career experts, academic professionals, and future law students. Ideally, the usage of this project was to present the views and academic journey of the future law student as well as my ruling on his views. Furthermore, the constraints related to this project relate to lack of reference literature, a possibility of biased information, heathenish influence, and use of second person narration. The stance of this project depicts the mental or emotional stick espouse with respect to Gordon Adams letter. The stance is that of hostility against the Universitys Mathematics Requirement Arizona and that Arizona State University should make Adams his request because he would not require algebra knowledge in his legal profession. The ethos of this project relates to the fact that Gordon Adams was an adult, a Justice Studies student of the university student, and a member of the Pawnee Tribe of Oklahoma who seeks to become a lawyer and vox of his tribe. The pathos of the project relates to the fact that he was the first person in his tribe to enter college, had a good academic record, and focused on his career path. The logos of the project relate to the idea that the legal profession does not require algebra knowledge. This project depicts metacognition where Adams uses higher thinking to realize that a waiver of the u niversitys math requirements would help him realize his career objectives. Moreover, the genres used in this project include narrative writing, descriptive writing, and persuasive writing where I use logical appeals and emotions to win the audience support from my viewpoint. Notably, my project refers to the mathematics discourse community s seen in the specialized terminologies as algebra used in the project. In writing the project, I sought to address a specific audience, which includes kidney patients in America and their families, medical professionals, and my fellow students. Ideally, the purpose of this project was to present the views of the two authors, analyze their power of conviction, and present my opinion with regard to organ merchandising as a solution to kidney problems in America. The constraints in this project relate to the possibility of unsound and pathological decisions, lack of medical knowledge, and the presence of both positive and negative statements. The stance of this project depicts the legal, medical, and emotional position adopted with respect to organ selling. Joanna MacKays stance is in support of organ selling eon David Holcbergs stance is in support of human capacity to reason and make the right decisions. almost assuredly, my stance is that the legalization of organ selling can help many people but be building healthy lives would be more efficient in helping kidney patients.
BB - Essay ExampleBecause of all the pleasure derived from technology, chemical components of nutrition are bound to yield some consequences.Previously, naturally extracted fats were used for cooking as compared to newly construct oils .Chemical components of manufactured end products have played a major role in genetic conversion evident in the 2014AD as well as environmental changes (Arnold, 2009). Developing countries has recorded high cases of cardiovascular diseases. Women in comparison to men develop mycordial infection ten years earlier than men do (Critchley & Liu, 2004). Natural products consumed in the 2014BC such as fruits reduced the peril of myocardial infection. Today, nature have been substituted with drugs, chemicals and in any case many tasty substances, which on the other hand contribute to major genetic mutation among the 2014AD clock times (Minamikawa et al, 1998)Apparently, characteristics such as diabetes, hypertension, decreased high-density lipoprotein cholesterol, age and gender was traditionally considered a risk factors for coronary bosom disease. Framingham, in 1997, included high-density lipoprotein into his risk estimation model. This in turn led to the concept of clinical risk models where there is a baseline state, a risk factor, and a follow-up state (Boyar, 2006 96-97). Genes and environment motion both baseline state and follow-up state. Since then, many questions have been raised whether to include variables such as lifestyle, social class and origin in the risk prediction models (Paul, 2007). The variables increase in number with time since there is change in environment, lifestyle and genetic mutation (William, 2009 pg. 18-20). This may imply that someone who lived in the 2014BC was safe from the variables evident in the risk models. This is a characteristic of change from traditional lifestyle to the upstart lifestyle. Manifestation of Atherosclerosis in
Thursday, April 25, 2019
Management Research object - Assignment ExampleBeing able to increase profit margins has been one of the main points of interest among almost shareholders (Moynihan 2012). Top managements of organizations have found themselves in the state of concentrating their circumspection towards profit maximization, as desired by shareholders. However there is one important aspect of management that need to be given attention by shareholders, management and other members of staff in an organization.Both non-profit and profit making organizations need to bring out monitor and benchmark their operational activities. The progress of organizations can not just be measured in terms of profits made only but a thorough understanding of key surgical process factors has to be considered (Ngo 2013). Various assessment techniques need to be used by organizational management in determining the progress as well as impacts brought about(predicate) by their operational activities. Managers ought to dete rmine all(a) relevant factors detailing the progress made by their organization (Ik 2013). Since the visions, missions and goals are aimed at outlining activities as well as offering guidelines on the desired actions to be undertaken by organizations, managers need to keep itinerary of progress attained (Luo 2012). Therefore, this research proposal will seek to determine the need for organizational managers to rack functioning indicators in assessing the level of progress achieved (Popovi 2012).The main reason leading to selection of the role of performance indicators towards success of business an organization was as a result of interacting with managers from different organizations. Most of them were concerned about identifying approaches that could enable them monitor the progress registered by their organizations as well as gauging achievements that can be clear presented to both internal and external clients.Almost every successful business organizations apply performance i ndicators.
Wednesday, April 24, 2019
The Dominican res publica and Haiti Conflict - Essay ExampleThis is a real life incident. It is the difference people see in two countries and the unnecessary disputes occurring due to it, that has make me identify Bettys story with this novel.Betty from America and Moody from Iran atomic number 18 unify for a long time. They are settled in the US and they have a very youth daughter, Mahtob. For some reason, Moody starts missing his family. He convinces his wife to go to Tehran to travel to his family. Betty is familiar with the rage going on in Iran and she hesitates. Finally realizing her husbands desire to visit his family, she yields and makes him swear on the record book to indemnification in two weeks time. Thus they set out happily to Iran.Betty only receives an unwelcoming welcome from Moodys family. The moment she sets her al-Qaida in Iran she is demanded to adapt to an Iranian style of dressing. She is asked to wear the black veil and for accidentally exposing her hair on the forehead she nearly gets arrested. The days of long suffering begin for Betty. She finds the ways and means of Moodys family rather unpleasant. She realizes that they are unhappy about Moody being Americanized. Her husbands family turns out to be fanatically devout Muslims. The only affaire that kept her moving was the thought of getting back to the US in the scheduled time.Towards the destruction of Towards the set aside of the planned vacation, Moody declares that they are not going back. He explains he got fired from his job for being a Muslim. Since it is hard to find a job again in the US, he plans to find atomic number 53 in Iran itself. Betty is alarmed. She tries to convince him to go back to Iran and that she does not want Mahtob to grow up in Iran. They end up in an argument. He beats her up and takes custody of her money, credit observance and identity card and prisons her in her sister-in-laws house. Betty tries to get the help of her mother and gets in formation about an embassy contract. Under disbelief, Moody cuts all the shout out connections. Somehow, she sneaks out of the house to the Swiss Embassy to find methods to leave home. There she learns that getting married to Moody has made her an Iranian citizen. The only way to get back to the US is to be done with his permission. Getting a divorce helps, but only Betty shall be allowed to leave and Moody will get the custody of the kid. Moodys suspicion grow day by day. Betty is put under the scrutiny of his unsympathetic relatives all the time. When her plans to run away(p) seem a distant dream she starts to play the role of an obedient devout Muslim wife. She attends Koran classes, learns to speak Iranian language. They celebrate Mahtobs birthday. When it is time for her to start school, Mahtob is enrolled in a Muslim school. Betty is given the probability to accompany her daughter to school. At her Koran classes she finds an American woman and befriends her. With her help Betty tries to mail a letter. but she ends up beaten by her husband for helping Betty secretly. The contact ends there.Moody slowly loosens the grip. He trusts her to visit the market. There she finds a man who is a part of the underground network that helps American women who are held hostages by husbands, to leave to their nation. The various processes go on. Meanwhile Bettys father falls sick and when she demands to visit him, Moody arranges a ticket for her. However, Mahtob is not allowed to go with her. He also demands her to
Tuesday, April 23, 2019
Gestalt and His Theory Of Psychology - raise ExampleThe Gestalt effect refers our brains form creating capability, especially with respect to the visual recognition of figures and whole forms instead of an pastiche of lines and curves. Gestalt psychology is most developed in perception and cognition but also has great relevancy in studying individual behaviour (Henle 2006). But in observing behaviour errors can rationalize up due to false notions and deductions when drawing conclusions on scientific entropy.The most distinctive feature of scientific data is the way they are gathered. For example, if psychologists want to investigate a particular issue, say, to determine the circumstances which community act to help those in distress, or the impact of variable reinforcement schedules on the behavior of science lab rats, or whether sisterren imitate aggressive behavior they see on TV, psychologists will construct situations to establish conditions from which data can be generate d (Schultz p.5).They may conduct lab experiments, observe behavior under controlled real-world conditions, take surveys, or calculate the statistical correlation between two variables. In using these methods scientists can have a measure of control over the situations or events they choose to study. In turn, those events can be reconstructed or replicated by other scientists at other times and places. Thus, data can be verified later(prenominal) by establishing conditions similar to those of the original study and repeating observations. But much of this data is seen narrowly and not viewed as having associations to other factors. For example, in testing whether children get aggressive after watching violence on TV many researchers fail to consider other factors, such as educational level of the child or the parents upbringing abilities, or whether the child has problems in school, or consider the fact that certain processed foods when consumed by youngsters can result in uncontro llable behavior. Most scientific data do not view the whole, but only the part.Gestalt possibility developed by Max Wertheimer resulted from the concrete investigations in psychology, logic, and epistemology. To harbour a description and make a comparison, we can consider transitioning from the world of everyday events to the world of science. Something as simple as crossing the road, becomes extremely complicated when trying to explain in scientific name as both psychology of the person and physics are involved. It may not be grotesque to assume that while making this transition we shall gain a deeper and more precise understanding of the essentials. The conversion could be seen as progress. But we often find that this turns out not to be the case. Explanations can be difficult to formulate. It is the same in psychology. In this regard also, we find science focused on getting a systematic collection of data, yet often excluding through that very activity of acquiring informati on, but that which is most vivid and real in the living phenomena it studies. In Gestalt theory wholes exist, the behavior of which is not obstinate by their individual elements, but where the part-processes are themselves determined by the intrinsic nature of the whole (Boeree 2000). Gestalt theory endeavors to determine the nature of such wholes and seems particularly fitted
Monday, April 22, 2019
U.S History Post Civil fight to Present - Essay ExampleWestward migration in America began when the first English colonists came to America seeking land for settlement and freedom of religion and social life. In Maryland and Virginia colonists began the process of migration when they moved to the midland of America in search for new land for tobacco cultivation. Although New England colonies also moved tungsten in search for agricultural land, they also wanted to escape the strict religion of the Orthodox church building that was led by puritans. In Pennsylvania and New York migration and settlement patterns were different. Migration from southern parts of America to the westerly was due to long and violent Indian wars that ended in 1718. Keywords Populous, Rich, West, East Coast, Agriculture, Mining, Railroad, World Wars, Pioneers, Frontiers, Colonists, Orthodox, Puritans, Religion creative activity The move by citizenry in the get together States from cities on the East Coas t to the west was motivate by a number of factors. These factors include horticulture, mining, railroad, the World Wars and religion. The construction of railroads, discovery of gold in the southwest, agriculture and facilitation of transport for goods from the industrial centers to markets in the west through the railroad were the main factors that led to movement of people from the east coast to the west. By the end of the nineteenth century, Los Angeles and San Francisco located in the west began to grow as cities. However, almost half of the macrocosm lived on farms. The move by pioneers to the west was in three not bad(p) ruffles. The first pioneers crossed the Appalachian Mountains and settled in the river valleys of Mississippi and Ohio between the 1770s and early 1880s. The second wave took place from the 1840s to the 1860s when pioneers moved from the East Coast to the West Coast settling in Oregon and California. The culture movement to the west was in the 1860s when pioneers settled in the Great Plains. These movements ended in 1890 when the government of the United States decided that there were no more frontiers to be settled. Agriculture In early 1618, the head decline system gave fifty acres of land to new immigrants in Maryland and Virginia provided that they cultivated tobacco. Sponsors who paid for transit of emigrants also got a share of the land emigrants were required to help in cultivation and management of the wide tobacco farms. With time wealthy planters got to own the largest portions of the land forcing smaller farmers to move west in pursuit of land. In 1790, the United States had a population of approximately four million people. Farmers made up the largest population of the labor force. By 1850, the population had grown to over twenty three million people farmers who had antecedently made up the largest population of the labor force had decreased. Original colonies had pushed away agriculture to the west and on the Great Plains. There was ample land in the west for agriculture and rearing of livestock. The quick exploitation of the farm equipment industry brought more land under cultivation fueling the demand for farming in the west. In the late 1870s and 1880s there was a huge demand for beef, all Native American reservations created a boom in the cattle industry. More ranchers focused on the prairies in the west where they browse their cattle, cowboys who were mostly blacks were
Sunday, April 21, 2019
How people are managed and how they lead Essay Example | Topics and Well Written Essays - 4000 words
How people are managed and how they engage - turn out ExampleFour of the eight principles are Congruence non Incongruence, Descriptive not Evaluative, Problem not Person Oriented and Specific not Global. Explain the meaning of the concepts and using ideas from your own experience cast examples of their meaning. 3 3. Read the case study and discuss the issues, in circumstances of supportive converse which it raises. 4 Portfolio identification 2 1. House, R.J. in his Path Goal possibleness of Leadership and Hersey, P. and Blanchard, K.H. in their Situational Leadership Theory offer two contingency panachels of leadership. contend, with reference to these two models of leadership the basis upon how leaders engage with their staff to help them improve their performance and gain commitment. 6 2. Discuss the nature and components of transformational leadership. How does transformational leadership differ from the behavioral models of leadership, such as Tannenbaum, R. and Schmi dts, Continuum Model and Contingency models of leadership such as the House and Hersey-Blanchard models discussed above. 7 Portfolio Assignment 3 1. Analysis of the case study 9 2. Research suggests that adults do not follow a well developed set of principles when they make decisions. Discuss how leaders might reflect onthe nicety of a decisionin terms of ethical considerations. Give examples to support your answer. 10 Portfolio Assignment 4 1. Resistance to organisational change, particularly when the change is soft in nature, can stem from the individual or from the organisation. Discuss the nature of, and explore the reasons why, change is often resisted. 12 2. From a management perspective how can this safeguard be overcome? 13 References 14 Bibliography 17 Portfolio Assignment 1 Whetten and Cameron (2011, p261) citing Bowman (1964) write that, Surveys amaze consistently shown that the ability to effectively communicate face to face is the characteristic judged by managers to be the roughly critical in determining promotability. 1. One way to improve communication is through auxiliary converse. Discuss what Whetten and Cameron mean when they define this concept of communication. Why do they consider it so important? The term supportive communication as used in the book of Whetten and Cameron aims to highlight two characteristics of communication the potentials of communication to help towards the achievement of the goal set and the freedom provided to both parties in order to state their views (Whetten and Cameron 2011). Supportive communication is a mode of communication that can be sooner important in sealed organizational events, such as interviews (Whetten and Cameron 2011). Indeed, an interview between a candidate and the employer would have more chances to lead to the development of a successful cooperation if both parties were allowed to show their concerns and their perceptions in regard to the issues discussed during the interview (Whetten and Cameron 2011). In another(prenominal) words, for Whetten and Cameron supportive communication can be used for enhancing cooperation and trust in the scatplace. No other mode of communication, apart from supportive communication, offers to both parties the chance to feel equal, a condition that can be quite crucial in certain cases for example, using supportive communication an interviewer can identify the actual willingness of the interviewee to work as a member of a group (Whetten and Came
Saturday, April 20, 2019
Aperfan Disaster 1966 - Essay ExampleIn 1947 the British Government entity, National Coal senesce (NCB) acquired the ownership of Merthyr Vale. This was after the Prime Minister Clement Atlees nationalized the coal industry with the aim of barely industrializing Britain. Aberfan has a population of slightly 60,000 pile. The population is made up of the English, Welsh and Irish mixture of people who came to work in the mines. The villagers have strong kinship ties which bond them together as a unit of measurement of one family depicting strong attachment they have for the village (Rapoport, 2005).The mining operation yielded a bang-up deal of excavated mining spoil comprising of debris, loose rock, slag and residues referred to as extremum. This led to the establishment of about 7 tips for depositing the spoil. The seventh tip was located on the Merthyr mountainside overlooking the Aberfan village. The tips were created by emptying colliery chicken feed loaded trams as one cre ates children sandcastles. The tips contained a mixture of coarse material and tailings (the finer materials) produced as exhaust at the mines. The first tip was opened during the First World War (1914-1918) (Madgewick, 1996). However, there were no regulations, restriction or legislations guiding the creation of tips and monitoring the tipping practice. This led to creation of tips without consultancy from a surveyor who was supposed to examine the proposed tip site by studying its geology, metrology, hydro-geology, the soil type and mechanism (Madgewick, 1996).The surveyors usually give advice and recommendation about the proposed site advising if it is viable for carrying out the proposed project. Therefore, the NCB dumped the spoil on the mountainside indiscriminately. The tips were built over highly porous sandstones and directly above numerous underground springs. NCB found it economical i.e. time and cost saving to tame the spoil near the mining area instead of
Technological advances of globalization - Essay ExampleBut g everyplacenment policy and adept developments of the last few years have urged increases in cross border exchange, migration, and investment. The volume of world carry on has increased in recent years. Comparatively, today globalization is very faster cheaper, farther and deeper than olden years. The on-going policies such as domestically and multinationally open economies are major reasons for the current wave of the globalization. In the last two decades, many governments have tried or adapted free-market economy systems for international trade and investment. To promote trade in goods, services, and investment government also have provided reductions in barriers to commerce. Corporations have unresolved factories in foreign countries and established production and marketing preparations with foreign associates by getting a gain ground of new opportunities in overseas markets. Technology is known as the other chie f driver of globalization. data technologies have given all kinds of individual financial players - consumers, investors, businesses - valuable new tools for recognizing and continuing economic opportunities, including faster and more conversant analyses of economic styles around the globe, easy transfers of belongings, and alliance with distant partners.Globalization has now stupefy a controversial matter. ... Resistance to globalization has therefore taken figure both at a popular and at a government level as people and government attempt to finagle the flow of investment, merchandise, employment, and ideas that represent the present wave of globalization. Even though globalization has now become a fiscal, political and social concept, it is not a new occurrence. Travelers such as Marco polo, and Ibn Battuta were innovators of globalization facing accident and risk in their mission to explore new distant land. But in 21st century, globalization receives on a new definition. I t might mean sitting in your room in U.S while talking with a companion in U.K. Trade, Health, Environment, and cultureTrade is a signifi orduret part of globalization. It steers globalization. underway shipping and telecommunication facilities enable exports to and imports from distant places without any difficulty. But few trade policies, international rules and regulations can still create problems for developing nations. Globalization has had spectacular effects on health department. Treatments for deceases such as HIV/AIDS are commonly accessible, and their costs have fallen by the reason of international agreements. Latest medicinal stuffs to identify, measure, and treat known and emerging diseases are being used all over the globe. The people are more conscious on health issues by the entry of internet and e-mail. At the same time the global actions teams such as national institutes, international bodies, and public society are helping to amplify alertness, monitor developm ents, and generate solutions to health issues. On the other hand, cross border trip increases HIV/AIDS and other contagious
Friday, April 19, 2019
As an ecologically concerned engineer or anthropologist, critically tax the current Japanese atomic disaster using academica - Essay ExampleThe Fukushima Daiichi facility was apparently ineffective to withstand the dual shocks of the earthquake and tsunami within a short timeframe and entered into a situation which can be described as nuclear leaddown of the reactors. The information about the Fukushima disaster was initially limited and maybe misrepresented by TEPCO and Japanese government administrators in order to downplay publicly the degree of distressfulness of the situation, and this has led to difficulties in academic or public verification of the ecological and social threats that the meltdown portends for Japan. It is non overestimating the situation to state that in the worst instance a significant portion of Japan could look at become uninhabitable due to the disaster, and currently there is an evacuation zone in effect rough the facility. This essay will examin e the ongoing nature of the Fukushima Disaster, highlighting the fact that the facility may tranquillize not collapse been properly brought under control and the degree of uncertainty that exists because of this in determining the over-all consequences of the event. The Fukushima nuclear Disaster There is now little doubt that a full nuclear meltdown occurred at the Fukushima nuclear plant in Japan this year. According to Julian Ryall in an article published in the Telegraph as Nuclear meltdown at Fukushima plant (12 May 2011), Engineers from the Tokyo Electric federal agency company (Tepco) entered the No.1 reactor at the end of last week for the first time and saw the elevation five feet or so of the cores 13ft-long fuel rods had been exposed to the air and melted down. Previously, Tepco believed that the core of the reactor was underwater in enough water to keep it stable and that only 55 per cent of the core had been damaged. at a time the company is worried that the molte n pool of radioactive fuel may have burned a hole through the bottom of the containment vessel, causing water to leak. We will have to revise our plans, give tongue to Junichi Matsumoto, a spokesman for Tepco. We cannot deny the possibility that a hole in the pressure vessel caused water to leak. Tepco has not clarified what other barriers there are to stop radioactive fuel leaking if the steel containment vessel has been breached. Greenpeace said the situation could escalate rapidly if the lava melts through the vessel. (2011 p.1) One of the problems with the design of the Fukushima plant is that it had been storing depleted nuclear fuel rods on the same site as the reactor, cooled with water. After becoming exposed, this fuel may have added to the critical mass of the meltdown reaction and also caused additional radiation to be released into the environment during the initial period of the disaster. The additional force of this reaction may have been sufficient to burn or melt th rough the very bottom containment layer of the reactor itself, the final protection layer that prevents a meltdown lava flow from entering the local environmental system through the earth and water systems. The use of ocean water to flood and cool the reactor following the meltdown has inevitably led to groundwater radiation world released into
Thursday, April 18, 2019
Identify the role of risk management in a argumentation operation - Assignment ExampleRoles and responsibilities that may be mandated during federally declared disasters may not take hold in an event like the shooting at Sandy Hook (par. 1).If a disaster think was in place, it would declare significantly averted or prevented the fatal shooting. In the first place, the entry point should have been made more secure. As noted from news report and cited by Governor Malloy the gunman use an assault weapon to literally (shoot) an entrance into the building (Sandy Hook shooting What happened?, 2012, p. 1). From here on, no catch blueprints were evidently applied since the perpetuator was able to enter freely and had inflicted fatal shots successively, prior to taking his own life. Although coverage to the authorities have also been revealed, it was apparent that despite the immediate and urgent response, the casualties had already be made. In just a matter of less than five minutes, a lot of lives have been lost. A plan could have made the children and adults more protected and secured and would have enabled the exercise of appropriate response that prevented the entry, and prevented the loss of lives of these unsuspectingly young and helpless
Wednesday, April 17, 2019
Literature Review - strive Exampleing Decisions, on knowthis.com website defined furtherance as a process of protecting the harvest, increasing the visibleness of a point of intersection, adding protect to a product, getting distributor acceptance etc. A product packed poorly with less visibility shadowernot survive in the market whereas good packaging will added value to the product and increase its distributor acceptance and cost (Factors in Packaging Decisions, 2010).The article, The Importance of Packaging compose by David Kam, defined packaging as an important marketing strategy to glamorize a product in order to attract the consumers attention. He also mentioned many secrets of product packaging. He argued that enthralling packaging of product can glamorize a product in order to attract the consumers attention. He also pointed out that most consumers judge a product by its packaging in advance buying. In his opinion, nobody will buy even good products in the absence of good packaging (Kam, 2010).The science news article, How Does Context Affect Consumer Judgment published yesterday (March 22, 2010), defined consumer behaviour in terms of the context. It mentioned that what we think of a product or brand, or how positively or negatively we assess it, depends on the context in which it is viewed. The article argues that many irrelevant contextual factors from the weather to another product brand can influence consumers evaluations of a product. When consumers shop in a mall, impressions of one store can be influenced by perceptions of the surrounding stores. Thus, when marketers decide to advertise their products in particular contexts, they would benefit from considering how it measures up in terms of its context (Science News, 2010)The article, Cheers to the American Consumer, written by John Quelch on April, 6, 2009 defined consumer behaviour in terms of wealth, independence, mobility, technology, recognition, etc. Many of the Americans live for today and they are not much bothered more or less tomorrow. This
Tuesday, April 16, 2019
The Responsible Electorate EssayElection returns identify which prospect gets the most votes from the electorate, but in essence, thats all it really tells us. Why does one cornerstonedidate get to a greater extent votes than another? We cannot assume its because of his past record or promises for the future. Its interesting to examine what make the electorate vote as it does.Instruments such as the Gallup Poll have helped experts determine voting behaviors of a large number of people. exploratory findings many years ago lead researchers to believe that people voted according to where they were socio-economically. However, there were exceptions to the rule, often symbiotic upon how optimistic or pessimistic a person was. A persons political foundation and background alike played a key role in how he voted.Many feel today that the electorate does not always make informed finalitys. Rather, they are manipulated by candidates who play on the electorates origins, occupations, residence, etc. Voters are looking at for a certain image or characteristic. Politicians look to see what the electorate might be responsive to and thusly provide it worth obvious neglect for political substance.Ultimately, Key points out that voters are not fools. He does feel that some voters approach the task in strange ways, but the majority of the electorate approach decision making as rationally and responsibly as we should expect, given the clarity of the alternatives presented to it and the character of the information gettable to it. He does not feel that todays American electorate is easily manipulated. Instead, it studies the issues, evaluates the governments performance, and assesses personality and apotential leaders character. We can have faith that the electorate will continue to take its voting right seriously and use it to prolong and strengthen our democratic form of government.
Monday, April 15, 2019
Mexican Cival Rights EssayGeorge I. Sanchez, Ideology, and purity in the Making of the Mexican the severalizesn genteel Rights Movement, 1930-1960 By CARLOS K . BLANTON Let us keep in mind that the Mexican-American can easily become the front-line of defence reaction of the courteous liberties of hea accordinglyish minorities. The racial, cultural, and diachronic involvements in his case emb operate those of all of the other minority groups. Yet, matinee idol bless the jurisprudence, he is albumen So, the Mexican-American can be the wedge for the broadening of genteel liberties for others (who are non so fortunate as to be white and Christian). George L Sanchez (1958) By embracing ovalbumin, Mexican Americans have rein strained the color line that has denied people of African descent full participation in American democracy. In pursuing White rights, Mexican Americans combined Latin American racial discrimination with Anglo racialism, and in the process separated th emselves and their political agenda from the B escape elegant rights struggles of the forties and fifties. Neil Foley (1998) 1 HE story OF RACE AND CIVIL RIGHTS IN THE American SoUTH IS complex and exciting.The history of Mexican American civil rights is as well as promising, particularly so in regard to understanding the role of whiteness. Both selections above, the first from a Mexican American The epigraphs are drawn from George I. Sanchez to Roger N. Baldwin, August 27, 1958, cusp 8, box seat 31, George I. Sanchez Papers (Nettie Lee Benson Latin American Collection, University of Texas Libraries, Austin) and Neil Foley, Becoming Hispanic Mexican Americans and the Faustian obligation with Whiteness, in Foley, ed.. Reflexi iodins 1997 youthful Directions In Mexican American Studies (Austin, 1998), 65.The author would like to thank the Journal of Southem accountings six anonymous reviewers and Texas AM Universitys Glasscock Center for liberal arts Research for their very h elpful reason guidance on this essay. MR. BLANTON is an assistant professor of history at Texas AM University. THE JOURNAL OF southerly accounting Volume LXXII, No. 3, August 2006 570 THE JOURNAL OF gray HISTORY adroit of the mid-twentieth century and the last a new-fashionedly published statement from a historian of race and identicalness, are nominally about whiteness. But the historical actor and the historian discuss whiteness differently.The computer address from the 1950s advocates exploiting profound whiteness to obtain civil rights for both Mexican Americans and other minority groups. The one from the 1990s views such(prenominal) a strategy as inherently racist. The historical figure writes of Mexican Americans and African Americans cooperating in the pursuit of shared civil rights goals the historian writes of the absence, the impossibility of cooperation due to Mexican American whiteness. This blood line is worth further consideration. This essay examines the Mex ican American civil rights movement by focusing on the work and ideas of George I.Sancheza prominent activist and professor of gentility at the University of Texasin the thirties, 1940s, and 1950s. Sanchez is the most portentous intellectual of what is commonly referred to as the Mexican American generation of activists during this period. As a subject area death chair of the major Mexican American civil rights organization of the era, however, Sanchezs political influence within the Mexican American community was just as important as his intellectual leadership. Sanchez pondered notions of whiteness and actively employed them, crack an excellent case study of the making of Mexican American civil rights. First, this work examines how Sanchezs civil rights efforts were vitally informed by an ideological perspective that supported gradual, integrationist, liberal rejuvenate, a stance that grew out of his activist research on African Americans in the South, Mexican Americans in the southwest ward, and Latin Americans in Mexico and Venezuela. This new-made messiness ideological inheritance shaped Sanchezs contention that Mexican Americans were one minority group among legion(predicate) needing political assistance. Second, this liberal ideology gave rise to a nettlesome citizenship dilemma.During the corking Depression and World War II, Mexican Americans strategic emphasis on American citizenship rhetorically placed them shoulder-to-shoulder with other U. S. minority groups. It also marginalized immigrant Mexicans. The significance of For more than than on Sanehez reassure Gladys R. Leff, George I. Sanchez Don Quixote of the Southwest (Ph. D. dissertation. North Texas State University, 1976) James Nelson Mowry, A con of the educational Thought and Aetion of George I. Sanehez (Ph. D. dissertation. University of Texas, 1977) Amerieo Paredes, ed.. Humanidad Essays in Honor of George 1.Sanchez (Los Angeles, 1977) St however Sehlossman, Self-Evident R emedy? George I. Sanchez, Segregation, and Enduring Dilemmas in bilingual Education, Teachers College Record, 84 (Summer 1983), 871-907 and Mario T. Garcia, Mexican Americans Leadership, Ideology, and Identity, J930-1960 ( new(a) Haven, 1989), chap. 10. WHITENESS AND Mexican AMERICAN CIVIL RIGHTS 571 citizenship was arguable within the Mexican American community and coincided with the emergence of an aggressive flesh of Mexican Americans civil rights litigation that implemented a legal strategy based on their whiteness.Third, Sanchezs correspondence with Thurgood marshall of the National Association for the Advancement of Colored lot (NAACP) in the 1940s and 1950s reveals early, fragmentary companys between the Mexican American and African American civil rights movements. All these topics address important interpretive debates about the role of whiteness. This essay f affairs two historiographical streams traditional studies on Mexican American politics and identity and the new whiteness scholarships interpretation of Mexican American civil rights.In traditional works the Mexican American civil rights experience is often examined with little free burning comparison to other civil rights experiences. Conversely, the whiteness scholarship represents a serious attempt at relative civil rights history. Taking both approaches into account answers the recent call of one scholar for historians to muster even greater historical imagination in conceiving of new histories of civil rights from different perspectives. Traditional research on Mexican Americans in the twentieth century centers on generational lines.From the late nineteenth century to the Great Depression, a large wave of Mexican immigrants, spurred by dislocation in Mexico as well as by economic opportunity in the U. S. , provided low-wage agricultural and industrial labor throughout the Southwest. Their political identity was as Mexicans biography abroad, the Mexicanist Generation. They generally paid little heed to American politics and eschewed cultural assimilation, as had earlier Mexicans who forcibly became American citizens as a result of the expansionist wars of the 1830s and 1840s.However, mass violence presently before World War I, intensifying racial discrimination throughout the early twentieth century, and forced repatriations to Mexico during the Great Depression heralded the rise of a new political ethos. The community had come to look at that its members were endangered by the presumption of foreignness and disloyalty. By the late 1920s younger Charles W. Eagles, Toward in the buff Histories of the Civil Rights Era, Journal of Southern History, 66 (November 2000), 848. See Emilio Zamora, The World of the Mexican Worker in Texas (College Station, Tex., * 1993)George J. Sanchez, Becoming Mexican American Ethnicity, Culture, and Identity in Chicano Los Angeles, 1900-1945 (New York, 1993) Benjamin Heber tin canson, Revolution in Texas How a bury Rebellion and Its bloody(a) Suppression Turned Mexicans into Americans (New Haven, 2003) and Amoldo De Leon, The Tejano Community, 1836-1900 (1982 new ed. , Dallas, 1997). 572 THE JOURNAL OF SOUTHERN HISTORY leadersthe Mexican American Generationurged adoption of a new strategy of emphasizing American citizenship at all times.They strove to speak face in earth and in private settings, stressed education, asked for the gradual reform of discriminatory practices, emulated middle-class life, and exuded nationalism as a loyal, progressive ethnic group. They also desired recognition as ethnic whites, not as racial others. The oldest organization expressing this identity was the League of United Latin American Citizens (LULAC). This ethos of hyphenated Americanism and gradual reform held s commission until the late 1960s and early 1970s. Studies of whiteness contribute to historians understanding of the interplay of race, ethnicity, and class by passing game beyond a black-white binary to seek the subtleties and nuances of race. This new scholarship examines who is considered white and why, traces how the definition of white shifts, unearths how whiteness conditions acts of inclusion and exclusion and how it reinforces and subverts concepts of race, and investigates the psychological and material rewards to be gained by groups that successfully claim whiteness.Class tension, nativism, and racism are connected to a larger whiteness discourse. In other words, this is a new, imaginative way to more broadly interrogate the category of race. Works on whiteness often share a conviction that thoughts or acts capitalizing on whiteness reflect racist power as well as contribute to that insidious powers making. They also generally maintain that notions of race, whether consciously employed or not, divide ethnic and racial minorities from each other and from workingclass whites, groups that would otherwise share class status and political goals. In recent reviews of the state of wh iteness history, Eric Amesen, See Mario Garcia, Mexican Americans George J. Sanchez, Becoming Mexican American David G. Gutierrez, Walls and Mirrors Mexican Americans, Mexican Immigrants, and the political relation of Ethnicity (Berkeley, 1995) Ignacio M. Garcia, Viva Kennedy Mexican Americans in Search of Camelot (College Station, Tex. , 2000) Carl Allsup, The American G. I. Forum Origins and Evolution (Austin, 1982) Richard A.Garcia, Rise of the Mexican American Middle Class San Antonio, 19291941 (College Station, Tex. , 1991) David Montejano, Anglos and Mexicans in the Making of Texas, 1836-1986 (Austin, 1987), chaps. 12 and 13 Julie Leininger Pyeior, LBJ and Mexican Americans The Paradox of Power (Austin, 1997) Juan Gomez-Quinones, Chicano government activity Reality and Promise, 1940-1990 (Albuquerque, 1990) and Guadalupe San Miguel Jr. , Brown, Not White School Integration and the Chicano Movement in Houston (College Station, Tex. , 2001). David R.Roediger, The Wages of Whi teness Race and the Making of the American work Class (1991 rev. ed.. New York, 1999) Roediger, Towards the Abolition of Whiteness Essays on Race, Politics, and Working Class History (New York, 1994) Matthew Frye Jacobson, Whiteness of a Different Color European Immigrants and the Alchemy of Race (Cambridge, Mass. , 1998) George Lipsitz, The genitive Investment in Whiteness How White People Profit From Identity Politics (Philadelphia, 1998). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS.573 Barbara J. Fields, Peter Kolchin, and Daniel Wickberg offer much criticism. These historians argue that scholars using whiteness as an uninflected tool are shoddy in their definitions, read too finely and semantically into documents and literary texts, and franchise discursive moments that have little or nothing to do with actual people or experiences. more than specifically, Kolchin and Amesen argue that many studies of whiteness incautiously caricature race as an unchanging, omnipresent, and overly deterministic category.In such works whiteness is portrayed as acting concretely and abstractly with or without historical actors and events. Ironically, studies of whiteness can obscure the exercise of power. Fields explains that studying race and racial identity is more attractive than studying racism because racism exposes the hoUowness of agency and identity . . . and it violates the two-sides-to-every-story expectation of symmetry that Americans are inquisitively attached to. Research that applies the idea of whiteness to Mexican American history is sparse and even more recent.Several of these studies focus upon the use of whiteness as a legal strategy while others follow a broader approach. Historian Neil Foley offers the most significant and ambitious arguments by moving beyond an analysis of how white people viewed Mexican Americans to look instead at the construction of whiteness in the Mexican American mind. He shifts the perspective from external whiteness to internal whiteness and argues that Mexican Americans entered into a Faustian Pact by embracing racism toward African Americans in the course of trying to avoid de jure discrimination.Foley claims that Mexican Americans consciously curried the favor of racist whites In pursuing White rights, Mexican Americans Peter Kolchin, Whiteness Studies The New History of Race in America, Journal of American History, 89 (June 2002), 154-73 Eric Arnesen, Whiteness and the Historians Imagination, International Labor and Working-Class History, 60 (Fall 2001), 3-32 Barbara J. Fields, Whiteness, Racism, and Identity, International Labor and Working-Class History, 60 (Fall 2001), 48-56 (quotations on p.48)Daniel Wickberg, Heterosexual White Male Some novel Inversions in American Cultural History, Journal of American History, 92 (June 2005), 136-57. *Ian F. Haney Lopez, White By Law The jural Construction of Race (New York, 1996) Neil Foley, The White Scourge Mexicans, Blacks, and Poor Whites in Tex as Cotton Culture (Berkeley, 1997) Steven Harmon Wilson, The Rise of legal Management in the U. S. District Court, Southern District of Texas, 1955-2000 (Athens, Ga., 2002)Wilson, Brown over Other White Mexican Americans Legal Arguments and Litigation Strategy in School Desegregation Lawsuits, Law and History Review, 21 (Spring 2003), 145-94 Clare Sheridan, another(prenominal) White Race Mexican Americans and the Paradox of Whiteness in Jury Selection, Law and History Review, 21 (Spring 2003), 10914 Ariela J. Gross, Texas Mexicans and the Polities of Whiteness, Law and History Review, 21 (Spring 2003), 195-205 Carlos Kevin Blanton, The Strange Career of Bilingual Education in Texas, 1836-1981 (College Station, Tex., 2004)Patrick J. Carroll, Felix Longorias enkindle Bereavement, Racism, and the Rise of Mexican American Activism (Austin, 2003). 574 THE JOURNAL OF SOUTHERN HISTORY combined Latin American racialism with Anglo racism, and in the process separated themselves and their p olitical agenda from the Black civil rights struggles of the forties and fifties. Missing from such interpretations of whitenesss meaning to Mexican Americans is George I. Sanchezs making of Mexican American civil rights.Analyzing Sanchezs views is an excellent test of Foleys interpretation because Sanchezs use of the category of whiteness was sophisticated, deliberate, reflective, and connected to issues and events. An internationalist, multiculturalist, and integrationist ideology shaped by New Deal experiences in the American Southwest, the American South, and Latin America informed George L Sanchezs civil rights activism and scholarship. Sanchez regarded Mexican Americans as one of many American minority groups suffering racial, ethnic, and religious bigotry.Though Sanchez regarded Mexican Americans racial status as white, he also held that they were a minority group that experienced systematic and racialized oppression. Sanchezs articulation of whiteness was qualified by an an ti-racist ideological worldview and supports Eric Amesens criticism of overreaching by whiteness scholars who appreciate neither ambiguity nor counter-discourses of race, the recognition of which would pose doubt on their bold claims. Sanchez was very much a New Deal operate intellectual who utilized academic research in an attempt to progressively transform society.The term function intellectual is an appropriate description of Sanchez, who propagated his civil rights activism through academic research with governmental agencies (the Texas State surgical incision of Education, the New Mexico State Department of Education, the U. S. Bureau of Indian affairs, and the Office of the Coordinator of Inter-American Affairs) and national kindly organizations (the General Education Board, the Julius Rosenwald Eund, the Carnegie Foundation, and the Marshall Civil Liberties Trust).The pinnacle of Sanchezs scholarly contribution as a service intellectual was his evocative 1940 enactment of rural New Mexican poverty and segregation in The Forgotten People A Study of New Mexicans. Foley, Becoming Hispanic, 53-70 (quotation on p. 65) Foley, partially Colored or Other White Mexican Americans and Their job with the Color Line, in Stephanie Cole and Alison M. Parker, eds. , Beyond Black and White Race, Ethnicity, and Gender in the U. S. South and Southwest (College Station, Tex. , 2004), 123-44.For an older whiteness study that discusses the external imposition of racial concepts on Mexican Americans and other groups, see Roediger, Towards the Abolition of Whiteness, chap. 10. Amesen, Whiteness and the Historians Imagination, 24. Richard S. Kirkendall, Social Scientists and Farm Politics in the Age of Roosevelt WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 575 Sanchez particularly sought to transform society through the field of education. In the early 1930s he published blistering critiques of the shoddiness of IQ tests conducted on Mexican American children.Mexican Americans inquisitive just challenged separate schools in Texas and California and were told by the courts that because they were technically white, racial segregation was illegal however, the courts then claimed that pedagogical segregation based upon intellectual or linguistic deficiency was permissible. In challenging racist IQ science, Sanchez essentially advocated integration. A decade of service intellectual work came to pop offher for Sanchez in Forgotten People. He called for a comprehensive federal and state computer programme to uplift downtrodden Hispanic New Mexicans curative measures will not solve the problem piecemeal.Poverty, illiteracy, and ill-wellness are merely symptoms. If education is to get at the resolution of the problem schools must go beyond subject-matter instruction. . . . The curriculum of the educational agencies becomes, then, the magna carta of social and economic rehabilitation the teacher, the profit agent of a new social order. Sanchez rega rded Mexican Americans as similar to Japanese Americans, Jewish Americans, and African Americans. To Sanchez these were all minority groups that endured varying levels of discrimination by white, Anglo-Saxon, Protestant America.Sanchez was uninterested in divining a pecking order of racial victimization instead, he spent considerable energy on pondering ways for these groups to get the federal government, in New Deal fashion, to help alleviate their plight. Even in the mid-1960s when many Mexican Americans had come to favor a separate racial identity over an ethnic one, Sanchez still conceived of Mexican Americans as a cultural group, ignoring concepts of race altogether unless discussing racial discrimination. Sanchez engaged the struggles of other minority groups and associate them to Mexican American activism.In 1948, for example, Sanchez (Columbia, Mo. , 1966), 1-6 George I. Sanchez, Forgotten People A Study of New Mexicans (1940 reprint, Albuquerque, 1996), xvi-xvii. Befitti ng the service intellectual ideal of freely diffusing knowledge, the Carnegie Foundation gave the book away. Carnegie provided four thousand dollars for Sanchezs research at the same time it supported work on a much larger study on African AmericansGunnar Myrdals classic An American Dilemma The Negro Problem and Modern Democracy (New York, 1944). Carlos Kevin Blanton, From Intellectual lack to Cultural Deficiency Mexican Americans, Testing, and Public School Policy in the American Southwest, 1920-1940, Pacific diachronic Review, 72 (February 2003), 56-61 (quotations on p. 60). Sanchez, Forgotten People, 86. George I. Sanchez, History, Culture, and Education, in Julian Samora, ed.. La Raza Forgotten Americans (Notre Dame, 1966), 1-26 Mario Garcia, Mexican Americans, 267-68. 576 THE JOURNAL OF SOUTHERN HISTORY published through the United States Indian Service a government study on Navajo problems called The People A Study of the Navajos. In 1937-1938 Sanchez transferred his New Deal, reformist ideology across borders as a Latin American education expert with a prestigious administrative post in Venezuelas national government. Writing to Edwin R. Embree, director of the Julius Rosenwald Fund, Sanchez described his work as the chief coordinator of the countrys teachertraining program in familiar New Deal terms the hardest task is breaking down social prejudices, traditional apathy, obstructive habits (political and personal) and in-bred aimlessness. His first program report was appropriately titled Release from Tyranny. During World War II Sanchez was appointed to the Office of the Coordinator of Inter-American Affairs under Nelson A. Rockefeller, where he continued work on Latin American teacher-training programs as part of the war effort. Sanchez was deeply committed to progressive reform in Latin America that would lift educational and living standards. Sanchez also took on African American issues. From 1935 to 1937 he worked as a staff member with the Chicago-based Julius Rosenwald Eund.This philanthropic organization was concerned with African American rural education in the South, and in this capacity Sanchez collaborated with Eisk Universitys in store(predicate) chairwoman, the eminent sociologist Charles S. Johnson, on preparing the massive Compendium on Southem Rural Life. Sanchez was listed in the studys reckon as the grittyest-paid tec for the 1936-1937 academic year with a $4,500 salary and a $2,000 travel budget. Sanchezs work with the Rosenwald Eund also involved numerous activities beyond his role as the groups pedagogical expert.In November and December 1936 he lobbied the Louisiana State Department of Education on behalf of a Dr. Sanchez Seeks Fulfillment of U. S. Promise to Navajos, Austin Daily Texan, November 16, 1946, in George I. Sanchez Vertical shoot (Center for American History, Austin, Texas hereinafter this collection will be cited as Sanchez Vertical File and this repository as Center for American His tory) George I. Sanchez, The People A Study of the Navajos (Washington, D. C, 1948). G. I. Sanchez to Edwin R.Embree, October 17, 1937, Folder 4, stripe 127, Julius Rosenwald Fund Archives (Special Collections, John Hope and Aurelia Franklin Library, Fisk University, Nashville, Tennessee hereinafter this collection will be cited as Rosenwald Fund Archives and this repository as Franklin Library) (quotation) Embree to Sanchez, October 29, 1937, ibid. Sanchezs work for the Instituto Pedagogico occurred just after its creation in 1936 during a brief liberal phase of Venezuelan politics. For more on its creation, see Judith Ewell, Venezuela A Century of Change (Stanford, 1984), 75.Dave Cheavens, Soft-Spoken UT professor Loaned to Coordinator of Latin-American Affairs, Austin Statesman, December 3, 1943, in Sanchez Vertical File Texan Will Direct genteelness of Teachers, Dallas Morning News, November 3, 1943, ibid. George I. Sanchez, Mexican Education As It Looks Today, Nations Scho ols, 32 ( kinsfolk 1943), 23, ibid. George I. Sanchez, Mexico A Revolution by Education (New York, 1936). WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 511 Rosenwald teacher-training program and the broader issue of school equalization.Equalization had been the particular avenue of African American activism that culminated with the Gaines v. Canada decision of 1938, which mandated that the University of Missouri either admit a black law student or create a separate, equal law school for African Americans. Sanchez also lobbied in Washington, D. C. , in February 1937, consulting with the Progressive Education Association and various government agencies on Rosenwald projects. As one of his duties on the compendium project, Sanchez studied rote learning for rural African American children who lived in dwelling houses lacking in formal education.This study was inspired by Charles Johnsons mentor at the University of Chicago, Robert E. Park. Johnson, Sanchez, and other young researchers such as famed historian Horace Mann Bond were to look at ways to educate populations handicapped by the lack of books and a tradition of formal education in the home. This venture was affiliated with the Tennessee Valley Authority and principally concerned with raising the cultural level of poor, rural African Americans more effectively than standard textbooks and pedagogies demonstrable for privileged students in other parts of the country.The project aimed to equip teachers to integrate the knowledge which the school seeks to ingrain with the experiences of its pupils and with the tradition of the local community. Sanchezs comparable work with bilingual education in New Mexico and Latin America fit well within the scope of the new undertaking. Sanchezs biggest project with the Rosenwald Fund was creating a well-recognized teacher-training program at the Louisiana Negro Normal and Industrial Institute at Grambling.Charles S. Johnson later described this Grambling teacher-tra ining program as among the most progressive of the community-centered programs for the education of teachers in the country. He praised the Grambling endeavor for offering African American teachers opportunities for the festering of creativeness and inventiveness in recognizing and solving * Charles S. Johnson to Edwin R. Embree, October 16, 1936, Folder 1, Box 333, Rosenwald Fund ArchivesEmbree to Johnson, October 23, 1936, and enclosed budget manuscripts Supplementary figure on Rural Education Compendium and Rural School Exploration, Tentative Budget 1936-37, ibid. undated project time sheet October 7, 1936 to April 27, 1937, Folder 3, Box 127, ibid. Numan V. Bartley, The New South, 1945-1980 (Baton Rouge, 1995), 15 Compendium on Southern Rural Life with Reference to the Problems of the Common School (9 vols. Chicago? , 1936). Charles S. Johnson to Edwin R. Embree, January 21, February 25, 1937, Folder 5, Box 335, Rosenwald Fund Archives Johnson to Dorothy Elvidge, June 23, 1937, and study proposal by Robert E. Park, Memorandum on Rote Learning Studies, troop 3, 1937, pp.2 (first and second quotations), 3 (third quotation), ibid. Sanchez left shortly after the project began. 578 THE JOURNAL OF SOUTHERN HISTORY the problems to be found in rural communities, homes, and schools . . . . Sanchez oversaw this project from its inception in September 1936 until he left for Venezuela in the middle of 1937. He set up the curriculum, the budgets, the specialized staff (nurses, agricultural instructors, home economists, and rural school supervisors), and equipment (the laboratory school and a bus for inspections).These duties involved close coordination with Grambling administrators, Louisiana health officials, and state education and agriculture bureaucrats. Difficulties arose due to Sanchezs departure. One Rosenwald employee summarized the programs problems, As long as George Sanchez was here he was the individual who translated that philosophy to the people at Grambling, and I am sure that you agree with me that he could do it far more effectively than the rest of us.But now that Sanchez sic is not here it is the job of the president of the institution to do both this interpretation and this stimulation. . . . I do not believe President Jones knows them. Fisks Charles S. Johnson was elite lodge for Sanchez. Johnsons devastating attacks on southem sharecropping influenced public policy and garnered praise from President Franklin D. Roosevelt. He and others spurred the creation of Roosevelts Black Cabinet. Sanchez just a similar combination of academic research and social activism.When he began his work at Grambling he had recently lost his position in the New Mexico State Department of Education due to his pointed advocacy of reform as well as his penchant for hard-hitting, publicly funded academic research on controversial topics such as the segregation of Mexican Americans in schools. He had long sparked controversy with his resear ch on racial issues. What especially limited Charles S. Johnson, Section 8The Negro Public Schools, in Louisiana Educational Survey (7 vols, in 8 Baton Rouge, 1942), IV, 216 (first quotation), 185 (second quotation).A copy of this volume is in Folder 5, Box 182, Charles Spurgeon Johnson Papers (Franklin Library). A. C. Lewis to G. I. Sanchez, October 14, 1936, Folder 13, Box 207, Rosenwald Fund Archives Sanchez to Dr. R. W. Todd, September 28, 1936, ibid. Sanchez to Miss Clyde Mobley, September 28, 1936, ibid. Sanchez to J. W. Bateman, September 28, 1936, ibid. Sanchez to Lewis, September 28, 1936, ibid. Edwin R. Embree to Lewis, September 29, 1936, ibid. Sanchez to Lewis, September 30, 1936, ibid. Dorothy A. Elvidge to Lewis, November 27, 1936, ibid. Lewis to Sanchez, July 9, 1937, Folder 14, Box 207, ibid. i. C.Dixon to Lewis, March 17, 1938, Folder 15, Box 207, ibid, (quotation on p. 2) Sanchez, The Rural Normal Schools TeacherEducation Program Involves . . . , September 17, 1936, Folder 16, Box 207, ibid. Sanchez, Suggested BudgetGrambling, April 9, 1937, ibid. Sanchez, Recommendations, December 9, 1936, ibid. John Egerton, Speak at present Against the Day The Generation Before the Civil Rights Movement in the South (New York, 1994), 91-92 George Brown Tindall, The Emergence of the New South, ? 913-1945 (Baton Rouge, 1967), 543, 544 (quotation) Matthew William Dunne, Next Steps Charles S.Johnson and Southem Liberalism, Journal of Negro History, 83 (Winter 1998), 10-11. WHITENESS AND MEXICAN AMERICAN CIVIL RIGHTS 579 Sanchezs coming(prenominal) in New Mexico was a 1933 furor over his distribution of another scholars Thurstone scale (a psychometric proficiency developed in the 1920s) on racial attitudes to pupils in New Mexicos public schools. Governor Arthur Seligman publicly demanded that Sanchez be ousted and that the General Education Board (GEB) cancel the grant funding his position in the state bureaucracy.Partly due to the influence of N ew Mexicos U. S. senator Bronson Cutting, a progressive Republican champion of Mexican Americans, Sanchez survived an ugly public hearing that resulted in the resignation of the University of New Mexico faculty member who devised the scale. Nevertheless, the incident severely constrained Sanchezs approaching in the New Mexican educational and political arena. But Sanchez was not pushed into African American education simply out of desperation for employment. He appreciated the opportunities that the Rosenwald Fund provided to broaden his activism as a service intellectual beyond the Southwest. He was direct about this to his most ardent supporter.President James F. Zimmerman of the University of New Mexico Im sorry the Rosenwald Fund is virtually prohibited from extending its interests and experiments into the Southwest. This is the only disappointment I feel in connection with my present work. I feel it keenly, however, as you know how deeply I am bound up with that area and its peoples. At the same time, though, being here has given me a wider viewpoint and experience that whitethorn well be directed at my first love sometime. Zimmerman was disappointed he had groomed Sanchez for a faculty and administrative future at the University of New Mexico.Despite the uproar in 1933 Sanchezs talents were in high demand, however, as GEB agent Leo Favrot and Rosenwald director Edwin Embree coordinated which agency would carry Sanchezs salary with the New Mexico State Department of Education in early 1935 (GEB) and during a yearlong research project on Mexican higher education from 1935 to the middle of 1936 (Rosenwald Fund) until he joined the staff of the Rosenwald Fund on a regular basis for his work at Grambling. * G. I. Sanchez to Leo M. Favrot, April 27 and May 11, 1933, Folder 900, Box 100, G.
Media changes EssayMedia changes the rules of how we can view the world. It lets us see that there argon realities aside from the reality that we already come. The media shows, for instance, how tragic calamities bid tsunamis and hurricanes could be. It also reveals that worldly concern school teachers in U. S. could also be violent and abusive towards their students. Now, if these realities didnt come out of media, would we know that such in aloneices and inequalities still rampantly occur in human existence? Media also spreads bad influences like violence and pornography. However, these should not constitute the only basis for condemning media. Pornography and hostility already existed decades forwards media came out. Negligence of p atomic number 18nts cant be blamed for this violence. But it we want our children to view wholesome materials, consequently parents should initiate a move in monitoring their childrens activities and orient them what materials would be conside red as garbage. Youtube. com is just one of the popular forms of media where the people visit to watch and upload videos.While some other orders concord a team of reviewers to check on the videos beings submitted to their sites, YouTube o n the other hand is the free site where people can easily upload and access even the inappropriate ones. Inappropriate means videos containing obscene, violent, and repellent language. Kids 11-14 can say that there are videos with inappropriate content. Videos like Hentai (a Japanese pornographic animation) and Harry tamper Puppet Pals are examples of videos that have sexual, gory and foul content.These videos are obviously catchy to children. Indeed, children should never be deprived of their rights to be educated of ugly realities but posting violent and pornographic videos in a site where people, even the young ones, often drop by when theyre on the net could be dangerous. These videos might bring shock to these young, or they might think it is okay to show pornography. With all these issues, parents should talent scout their children on what they watch and, in some cases, what they upload.Some of these inappropriate videos can only be accessed when he/she registers and must not be a minor, but anybody could lie about the age. It is also advised that children on a lower floor 18 should have parental guidance, but some parents are not aware that these sites exist. Some parents are not even familiar with the Internet. If children are guarded at home, the could always go to Internet cafes if they would asseverate or too curious to access these videos.This could still be possible since some cafes are very lenient when it comes to censorship. In our generation today, technology is changing and evolving every minute. Though measures are taken and warnings are given, improvement will only be realized with the virtue of responsibility.ReferencesMedia Awareness entanglement (n. d. ) Violence in Media Entertainment. Retrieved October 12, 2008, from http//www. media-awareness. ca/english/issues/violence/violence_entertainment. cfm
Saturday, April 13, 2019
Howard Gardner and Applications of Multiple Intelligences EssayGardner retrieves that there atomic number 18 different ways of resolve problems and that there be different ways that intellectual ability is sheered or expressed (Gardner, 1993 1999). What had been accepted in education in general had been to assess scholarly persons in terms of their capabilities in Science, Math and Language or Communication (English in written and spoken communication).Gardner expanded this to what he termed as iifold intelligence which introduced the domains with which every(prenominal) individual may possess in whatever degree. These domains include, the logical-mathematical, musical, spatial, bodily-kinesthetic, linguistic, intra and inter-personal, naturalistic and existential intelligences (Gardner, 1993 1999).There atomic number 18 evidences that bridge over the surmise in terms of the biological and cultural underpinnings such as those done on maturement foc employ on childr en, empirical research from individuals with brain damage and persons with giftedness. The theory has significant implications on some(prenominal) structure and curriculum in the educational setting such as the kind of set up with which the classroom is arranged or the strategies employed in introducing material or sagaciousness of encyclopaedism (Gardner, 1993 1999). job statementSince Gardner believes that the educational setting at all levels must foster and promote the understanding of multiple intelligences the following pertinent parts of the educational set up involving curriculum and assessment strategies must be changed or reformed (Gardner, 1993 1999). This research therefore attempts to answer the following problem statements What is Multiple Intelligences as a good example in school? What is the description of a curriculum in the secondary level (high school) incorporating the Gardner theory? In this framework, how can assessment be done on school-age child learnin g and overall pass off of students?DiscussionNature of the learner in the Secondary LevelThere are basic observations poised by experts on the kind of learner expected to enter into the secondary level. Since the concept of Multiple Intelligences by Gardner would be revolutionary even today, when in essence, most institutions of learning already recognized the brilliance and pertinency of his position. It would be helpful to have alongside in the direction of this notion, quite important figures and principles that would further mark the application of the Gardner framework in the secondary level easier to grasp and more feasible to comprehend.The curriculum would go to to reflect how learners inch their way into the classroom and courses they are about to undertake and to finish. It is always important to bring out right by understanding how the learner apprehends and appreciates the material, his preparation in terms of physical, emotional, and psychological maturity, and th e way these materials or knowledge could be absorbed and thereafter applied at the correct time and place. It was Malcolm Knowles (1978, 1990) and his theory andragogy who evince the model of adult learning.The premise is based on his hypothesis that the maturation of an individual into adulthood is manifest when people conduct themselves in adult behavior and consider themselves to be adults. Then they should be dealt with as adults. By adulthood people are self-directing. Knowles taught that adult education was special in a some(prenominal)(prenominal) ways. This will mean that the presence or absence of some significant details will ameliorate or pull down adult learning experience. This implies that knowledgeable background on adults and the developmental characteristics of that finicky stage will spell effective or disastrous results.This paper attempts to show the various convinced(p) and negative learning environments specifically for adults. Positive Learning Environmen t include 1. Adult learners carry with them a vast amount of experience to the learning environment. This means that tuning in to their particular psyche creates a conducive atmosphere for learning 2. Adults expect on the kind of training they are exposed to and how they are to be educated. ExampleUnlike the younger learners where most take on passive role, adults have goals in mind and the learning they receive must fall within those predetermined personal goals 3. the active pursuit of students should be encouraged in planning and implementing educational programs 4. Adults need to be able to see applications for newly learning 5. Adult learners expect to have a high degree of influence on how learning will be evaluated 6. Adults expect their responses to be acted upon when asked for feedback on the progress of the program. Andragogy is therefore student-centered, experience-based, problem-oriented and collaborative (Brooks, J 1995). On the other hand, the following can influenc e adults specifically in the learning experience in an unaccommodating way.The Negative Learning Environment includes the fact that 1. some adults can move toward prescribed educational settings with fretting and feelings of high or low self-efficacy. Their method to new learning milieus can be prejudiced by how they assess or evaluate the new experience. A case in point prone two adults in a classroom where an exercise is about to begin, one individual may interpret the date in such a way that leads to a feeling of excitement, while another individual interprets the travail in such a way that leads to the feeling of embarrassment. It is a fact that the way the individual interprets the post and the consequent emotion that arises, will affect the kind of action the individual is to take (Burns, 1995, p.16).Burns considers that such assessments, together with the labels such as fear or anxiety can direct some learners to psychologically disengage from the source of distress tha t is the learning experience. Conversely, when coupled with labels such as excitement or contest the learner is conducted to take measures that focus on the undertaking.With this slant, the abovementioned findings just aptly show how the Multiple Intelligences framework is the relegate if not best option to amplify what adult learning insights have offered and how the issues are met and addressed. It would seem that the Gardner framework can be both an approach in the arrangement of teachers approach to the students ease assimilating information and training of skills development Gardners framework serves as assessment musical instrument as rise up to further check and evaluate status of learning as well as secure its usefulness (i.e., training and knowledge) for a future job (Gardner, 1993 1999).The curriculum then would emerge more like a university level type that can be seen as implementation of several tracks, individualized in nature, with personal advising installed, and students are evaluated on their overall grade point average performance. disposition tests that are primarily geared to measure the Gardner traits are indispensable tools to discovering the possession of either or combinations of the intelligences (Gardner, 1993 1999). On the course or subject level, students are also handled in individual cases but getting used to the variations will be established in the long run and may no longer be as difficult to implement and follow-up.Evaluation of the student performance and any behavioural changes are pertinent tasks that teachers are to be cognizant of. In this manner, the application of formative and summative assessments would not unaccompanied be appropriate but timely as well. According to studies on the subject, both summative and formative assessments are employed to provide a very objective result as to the efficiency and efficacies not only of the teachers methods. The evaluation itself (i.e., assessment for and of learning) is a vital factor that is found to help the student realize his potentials and attenuate the weaknesses hes had in the process of learning (Northern Arizona University, 2009).I believe that the methods of evaluating the interventions for the problem cannot be easily applied or even seen/grasped. However, this can only be mute well when applied (hands-on) to a particular school, class, and individual during a certain period like during the number 1 half of a given school year. A detailed lesson plan, or syllabus is part of this tool with specific dates and key result areas to serve as a buy the farm.This way, every student has each given the chance to shine his best and not just be a statistic in an otherwise asymmetric contest where no real winners are found but instead disillusionment for failed dreams and succumbing to societal pressures are more common and expected.ReferenceBrooks, J (1995) Training and Development Competence a practical guide Kogan Page, London.Burns, S. (1995) Rapid changes require enhancement of adult learning HRMonthly June, pp 16-17.Knowles, M.S. (1978) The Adult Learner a Neglected Species second edition, Houston disconnectedness Publishing Company, Book Division and Knowles, M.S. 1990 The Adult Learner a Neglected Species 4th edition, Houston Gulf Publishing Company, Book Division.Gardner, H. (1993). Multiple intelligences the theory in practice. New York, NY Basic Books. And Gardner, H. (1999). Multiple approaches to understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models (pp. 69-90). Mahwah, NJ Lawrence Erlbaum AssociatesNorthern Arizona University. Formative vs. Summative Evaluation. Retrieved on May 9, (2009), from http//jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._formative.htm
Thursday, April 11, 2019
Polonius has roundtimes been presented Essaythither has been much debate amongst critics and coachs a resembling on the depth of Poloniuss character, and his function in the play. at that place be those, such as critic Myron Taylor, who view him as a to a wideer extent sinister persona, arguing his ineffectuality does not exc purpose his moral deviousness. Appearance has become his reality, thus implying he is used for work forceacing dramatic effect.However others take a more sympathetic view, for example Elkin Calhoun Wilson that second childhood repeatedly amuses us in his fondness for lecturing and giving advice, however sound, to his meandering young, thence interpreting him as a more bumbling and comical element to an otherwise serious play. contempt understanding both these views I take over, like hamlet, see Polonius as a rash, come in fool flirt. 3 pic. 4 line33and believe anything d one and only(a) that may appear enigmatic or ominous female genital organ only stick out occurred unintentionally (in the script) or through exaggeration in directing.Similarly to Wilson, I can see how Polonius would sum light-hearted, comic relief to the play, especially when paired with quick-witted Hamlet, highlighting the cracks in Poloniuss delusional wise role he has adopted. Polonius has traditionally been played as a sinister character, with exaggerations on his spying and sneaking nigh castles, as is portrayed in Franco Zeffirellis version, though many productions in the 20th Century curb kind of portrayed him as older and more bumbling to bring a comic element to the play. There are two sides of Polonius shown in Act 1 survey 3 and Act 2 Scene 1.These focus on his relationships with Ophelia and Laertes, and to me portray him as foolish again, though not unintelligent. He appears authoritative suppose tot I charge you come your ways Scene3 line. 135 to Ophelia and gives further instructions to Laertes Aboard, aboard.. neither a borrower nor a lender be lines55+75. This donationicular line enforces the idea he is comical/foolish advising Laertes to vanish else hell miss his crossing, yet proceeding to bombard him with a lengthy advisory speech that states what is obvious.It does be that he is rambling here as well, as of course Laertes is returning to university, not just starting, do the well-meant advice effectively knowledge that Laertes already has. Both his offspring create an impression of having to be longanimous with him, replying in just short sentences as if to make up for time lost Most nastily do I take leave my lord Laertes line 81. The audiences knowledge that he isnt as value as he thinks himself to be can be humorous, developing an almost bumbling man who is held in higher esteem by himself than plain his long-suffering, and in the case of Ophelia, oppressed, children.With Ophelia, there is a significant departure their relationship than that with Laertes Polonius seems highly insensitive to her feelings, and Ophelias replies become more restrained and subservient. When speaking to Ophelia, for example, Polonius advises her on her relationship with Hamlet Do not believe his vows, for they are brokers Act 1 sc. 3 line 127 in Kenneth Branaghs production of the play, Ophelia has already slept with Hamlet, and Branagh makes use of flashbacks in Ophelias mind of their sexual relations as she listens absent-mindedly to her father.This helps back up an image of Polonius as rather ignorant, especially as Ophelias reply is so submissive, building an impression of an advisor of little use to anybody, which in turn strengthens his role as a comic. However, this display of likeability could be argued to be compromised in Act 2 Scene 1 as Polonius plots to send spies after Laertes put on him What forgeries you please, Act 2 sc. 1 lines19+20, potentially revealing a darker side to him, yet for me this is ruined later on in talk And then, sir, doesa this-he does-what was I about t o say? suggesting he puts on an act whilst playing up his deviousness, as the inequality in run-in, dashes and faltering punctuation portray an inconsistent mind that runs away too easily and is not to be taken seriously quite like the character itself not intended to be a serious one. With relevance to Claudius, when both in a scene, Polonius can either be argued to be more devious or even more of a fool. The former view could have been picked up on because of the spying and meddling that occurs between the two of them, such as in Act 3 Sc. 1 Her father and myself, lawful espials, Will so bestow ourselves lines 32+33 and to some may show a more sinister shade to his persona. In Branaghs full-length version, Polonius is shown to be slyer, with the including of his (spying) scene with Reynaldo a scene some directors cut out to enhance their own, more positive view of the character, due to his scheming. Polonius is in a passe-partout position in the court, which has been argued to be deliberate to use his status power to a menacingly-inclined advantage, but is this because of his sapience (as critic Harry Levin believes Polonius is quotable because of the wisdom of his comments), or because Claudius just needs a friend?There is a theory which might explain his position, interpreting him as someone who once had a great mind, but is now losing control of it. This is Polonius in a more tragic light, though Claudius evidently still relies on him and trusts him, as he follows Poloniuss advice regarding spying, but also agreeing to a meeting between Hamlet and the sprite before Hamlet is sent to England. The latter theory is the viewpoint that perhaps Claudius and Gertrude see him as a fool. When Polonius in Act 2 Sc. 2 gets carried away in his own wordiness Why sidereal day is day, night night line 88 unintentionally, he is opposing himself to the idea of his speech brevity is the soul of wit line 90, and Gertrude even remarks More motion with less art. line 95, in other words, bluntly pointing out that Poloniuss act as a wise advisor is conjured by himself that he is not the mind he thinks himself to be. Act 3 Scene 1 reconfirms my original theory, as Polonius guesses-incorrectly and slightly hypocritically-that the cause of Hamlets madness is down to Ophelias rejection, again giving Hamlet, and the audience, the fastness hand yet do I believe The origin and commencement of his grief/ Sprung from neglected love. level(p) when it is confirmed that hamlets madness has nothing to do with Ophelia, Polonius sticks to his theory despite all evidence pointing to the contrary. Far from visual aspect sinister then, the two (Claudius and Polonius) together appear foolish, like puppets with Hamlet as their master, manipulating and playing their minds. This is demonstrated former in the play, as Polonius tells Ophelia not to believe his vows for they are brokers Act 1 sc. 3 line 127, yet here, he himself is taken in by Hamlets performance. It i s also worth noting that Polonius had previously told Ophelia Affection?Pooh, you speak like a green girl Act 1 Sc. 3, lines 127, + 101, showing he is proving to be stubborn on a matter he previously disagreed with-and seemed so ready to persuade Ophelia likewise of- himself. Polonius is often contrasted with Hamlet. It could be argued his place in the play is to emphasise Hamlets quick-wittedness and intelligent nature. He seems not to understand the Prince is teasing him conversationally I did enact Julius Caesar, I was killed I th Capitol Brutus killed me Polonius Act 3 Sc. 2lines 105+106 It was a brute part of him to kill so capitol a calf there Hamlet lines 107+8.Scenes like this also help to contrast Hamlets tangy dialogue with Poloniuss slow, lengthy style of speech, particularly when he is with the King or Queen and uses it to impress as Elkin Calhoun Wilson has noticed and over-elaborating it his wisdom in speech with the King and Queen. Hamlet further makes Polonius the butt of his jokes in Act 3 Scene 2 By th mass and tis, like a camel indeed Polonius line 375 Methinks it is like a weasel Hamlet line 376 and has more fun at the old diplomats expense.It also quite blatantly makes a joke out of Polonius, the laughs in the audience this time actually being against him, as he ashes too involved in the sound of his own voice to properly register what Hamlet is saying, establishing him unarguably as a comic character. Hamlet is a character with an excellent command over language in the play though, and is naturally clever without striving to be, whereas Polonius speaks in dragging, slow bouts and wants to be considered wise.There is distinctly little respect towards Polonius from Hamlet (you are a fishmonger Act.2 Sc. 2 line 174, and, as he is the protagonist of the play, this sways the audiences opinion towards him. He is almost too cruel towards him at some points though, e. g. old men have grey beards they have a plentiful lack of wit Act. 2 Sc. 2 lines 197-201, clearly describing Polonius, and so perhaps enforcing the idea of him as a tragic character. Right until the end, Hamlet still treats Polonius as a second-class person showing no remorse at his death and branding him a rash, intruding fool Act 3 Scene 4 line 33 which of course he was.The words intruding convey a completely different meaning to cleverly inquisitive and rash doesnt invite the congratulations spontaneous would. He was then labelled a fool during his time in the play, and labelled a fool again upon his exit. It is ironic Poloniuss death should be so unceremonious Act 3 Scene 4, pegleg directions Exit Hamlet dragging in Polonius line 219 given that his persona in the play was one of elaboration and false grandeur.This is almost like a last, bittersweet laugh against him, exactly the opposite of how he would have liked to have exited, the word dragged being of particular importance, as when performed on stage this would have been so undignified as to ha ve crossed slightly into black humour territory, depending on the director (Ill lug the guts into the neighbour room, Hamlet, Act. 3 Scene. 4, line 213)It is also exposing that Polonius should have been killed from behind the arras, and in a foolish way too.It would have been wiser to remain hidden, and so by shouting, symbolically, perhaps Polonius was revealing the shallowness there was to his sinister persona. Hamlets reaction is one of brevity and disrespect I took thee for thy better line 134. However, his death does act as a catalyst for the race towards the ending of the play Hamlet is sent to England to meet his death, though Rosencrantz and Guildenstern are killed instead. This proceeds to him finally taking revenge on Claudius, and results in the murders of Gertrude, Hamlet, Laertes and Claudius.Whether this increases his worth or not in the play is open to interpretation. Elkin Calhoun Wilson decides Polonius has a minor tragic dimension as well as a major comic boasting my eyes catch a more embracive view of him than Hamlets possibly can and with this I can, to an extent, agree. It is tragic he should be cast off in such a way, and in him there was not just the doddering old fool, but also, as Elkin writes, a comic appendage. general then, looking at various views and studying the text thoroughly, I can stick by my feeling of Polonius as a foolish, though comic, character.Although considered unimportant by those in the play, I believe him to bring a welcome relief from the drama and tragedy entangled in the plot which would otherwise make for a very depressing production. Of course, it is down to personal interpretation how a director would present the character, but to me the lengthy and self-important dialogue is una dischargeable, and the undignified death inevitable, making Polonius -arguably- doomed to lack credible menace void of irony and humour, and therefore set firmly as a foolish prating character. 1999 words Sophie Mayall.Bibliography Websites usedhttp//www. metroactive. com/ papers/metro/02. 20. 97/branagh-9708. html http//en. wikipedia. org/wiki/Polonius www. jstor. org- Studies in English Literature 1500-1900 Vol. 8, No. 2, Elizabethan and Jacobean England www. jstor. org- Shakespeare quarterly Vol. 9, No. 1 (Winter 1958), pp. 83-85 Films Kenneth Branaghs film version Hamlet 1996 Franco Zeffirellis film version Hamlet 1990 Copies of the text Cambridge groom Shakespeare First Edition, published 1994 Heinemann Advanced Shakespeare, published 2000 Journals Shakespeare Quarterly Vol. 9 (winter 2005), Vol. 8 No. 2 (spring 1968).