HST130SP4 The Fall of the Roman Republic 1000words Paper Essay

HST130SP4 The Fall of the Roman Republic 1000words Paper - Essay Example 269). Although these two statesmen were born in different eras and had different family backgrounds, both had marked similarities of thoughts and values aside from being novus homo or â€Å"new man†, along with Cicero. A novus homo is a Roman who got elected to the position of consul, the highest elected position in Rome then, even without having ascendants who were themselves consuls (Mellor 1999 p 40). One similar trait between Cato and Marius was their anti-Hellenistic attitudes. To Cato the Greeks personify material indulgence which was abhorrent to most Roman aristocrats. Cato who also held the position of a censura, the highest Roman magistrate, spoke against Romans who took to wearing Greek dresses, visited the gymnasium and imitated the hedonistic way of Greek lifestyle. Similarly, Marius looked down on Greeks as militarily inferior and refused to learn the Greek literature on the ground that it was ridiculous to learn from teachers who were subjugated by another people (Isaac 2006 pp 387-388). In addition, both men were ambitious although Marius was a little bit overambitious, as can be gleaned from the way they lived their lives, running for the consulship position after serving in wars, with Marius having been elected for seven times. Both are driven men: Cato in accumulating riches through accumulation of agricultural estates, and; Marius for glory in warfare and politic s (Humphrey 2006 pp 137-138; Boatwright, et al 2004 p172). In addition, the fact that both men were able to have themselves voted to the highest elected position, the first in their families, attest to their ambitious nature. Statesmen who rose to prominence on their own without the backing of ancestral nobility are examples of â€Å"the ideology of novitas,† a principle espoused by the likes of Cato, Marius and Cicero. The ideology put emphasis on personal valor rather than on the standard Roman aristocratic principle of ancestral right. Romans that

Management Questions Coursework Example | Topics and Well Written Essays - 1500 words

Management Questions - Coursework Example Some of the questions that may arise in identifying a market need include the possibility of consumers buying the product and the possibility of their demands being profitable. I would establish a market need through the use of consumer focus groups (Cameron & Freeman, 2001, p. 100). These groups have vital information about consumers including their needs and preferences. This information is vital for an entrepreneur to analyze the properties of the product and align them to the needs of the market. The same applies to Creative Minds as a business in the market for art products. Vital information for the business relate to the needs of children in the market for art services. The needs of the children may include information such as pricing, delivery and forms of arts. What is a new product development process and why is it necessary? The new product development process is a mechanism used by a business in identifying the appropriate features of a product. The process involves a number of stages that include idea generation, screening, concept analysis, development, testing and launching. The process is necessary for a business to determine the suitability of its product in the target market. It ensures that the product entails appropriate features that will make it attractive in the market hence become profitable for the business (Denison & Mishra, 2005, p. 188).

The Shabbat To The Jewish People

The Shabbat To The Jewish People For thousands of years, millions of Jews/Hebrews around the world live according to the Jewish Law. Jewish and some non-Jews believe G-d created the world in six days and G-d took the seventh day to rest and reflect on his creation (Exodus 20:11). What is the importance of the Shabbat to the Jewish people, what are some of the symbolic items used during the Holy Day which starts at sundown the night before? The symbolic of the word Shabbat was given to this day because the root of the word Shin-Beit-Tav, meaning to come to an end or to rest. Shabbat is the only day mentioned in the commandments therefore it is the most important of all the holy days (jewfaq.com). While the word shamor, means to observe however the word observe has a different cogitations to the Orthodox Jews, then to the Reformed Jews or Conservative Jews. Generally there are variations amongst the different Jewish communities but for the most part the traditional Jewish lethargy is the same. The Orthodox Jews are the more restrictive and will walk two to and from their place of worship while reformed Jews are likely to drive. It is also customary Orthodox men and women to sit separately to allow for the focus on prayer, while in the Conservative and Reformed synagogues the focus is on family, which prays together. My wife and I while traveling to Athens, Greece on our honeymoon attended Friday Evening Sabbath services at Beth Shalom Synagogue. The Temple was constructed in 1930 and is extremely Orthodox. We had no prior knowledge but the usher whom spoke no English, pointed upstairs to my wife and the main floor for me. Like the Hebrews in ancient times, many religions of the Verdic period and the Roman Catholic faiths only Men are Priests. Perhaps traditions and rituals of the past have symbolic meaning but have not changed all that much? The Conservative and Reformed Jewish movement has already crossed this bridge and my research paper will be written from a conservative to reform traditional Jewish approach. My Wife, Kids and I frequent Temple Beth Elle in Boca Raton where my relatives are members. Its not unheard of to see more than one Rabbi in a synagogue but is unheard of to see a template with three full time Rabbis two of which are women. In addition they have a female cantor soloist that makes for a beautiful service. The second candle is lit the welcoming of the Sabbath begins. The welcoming is also known as the Kabbalat Shabbat and is the first of two very short services. Several Psalms are recited such as the Lchah dodi, which is the greeting of the Sabbath Bride. The Psalm is beautiful both in lethargy and the Hebrew melody. My beloved, come to greet the bride; let us receive the Sabbath. The Pslams translation is as follows The only God caused us to hear keep and remember in one utterance; the Eternal is One and Gods name is One, for honor and glory and praise. Come, let us go to greet the Sabbath, which is the source of blessing. From its opening it is pouring as from the beginning; the end of Creation from the beginning of thought. Wake up! Wake up! For your light has come! Rise up my light! Awake! Awake! Sing! The Eternals glory is revealed to you! Enter in peace, O Crown of Your husband; enter in joy and exultation. Come, O Bride! Come, O Bride! To the faithful people of the treasured nat ion. The last prayer, the mourners Kaddish, which is referred to as saying Kaddish and is for those that, have recently lost a loved one(s). The mourners Kaddish does not refer to death at all. The Kaddish is a prayer to praise of G-d in Gods name. The prayers main idea goes back to ancient times and is reflected a similar lethargy of the Christians Lords Prayer (http://www.britannica.com/). The Barchu prayer, meaning to Praise God, the Exalted One starts the Evening Shabbat Services. Two short prayers are recited before the most important prayer the Shema, which means Hear, Israel, the Lord is our G-d, the Lord is One. The Shema affirms G-ds unity and is often said several times throughout the day but most notability when you wake and before bed. The second paragraph of he Shema is also recited followed by three short prayers, then comes the Amidah, a series of 7 blessings which talks about the Avot The Ancestors, Gevurot The Devine Power, Kedushah G-ds holiness, again the blessing of the Shabbat, Avodah The Sacrificial worship, Hodaah The Thanksgiving and Shalom The prayer for peace. Several more prayers complete the evening service including the silent prayer, which is usually last for a few minutes to give everyone a time for a personal prayer. The Mourners Kaddish said a second time followed by one of two medieval poems Adon Olam, meaning, Before creation shaped the world, God, eternal, reigned alone or my personal favorite, Yigdal meaning, Revere the living G-d. The poem has always had a great tune and I have always felt something spiritual to the Yigdal prayer. While reading the comments written by R. Eliesers I have learned the Yigdal poem is a poetic variation of Maimonides thirteen principles of faith (myjewishlearning.com). Meaning summarizes the required beliefs of Judaism. It is also the name of a hospital in Brooklyn where my Grandmother had passed on. Now I understand why I felt so connected to the Yigdal and what a great way to end the service reaffirming my beliefs. The festive meal awaits, the Kiddish, which is an overflowing glass of wine or grape juice is said. The overflowing reminds us of the fullness of joy that we have in the Shabbat. We proceed to wash our hands with a short prayer and finally the blessing of the Challah, called the Ha-Motzi or just the Motzi for short. Symbolically, two Chalot are used for the reason during the time in Egypt on Fridays a double portion of Manna fell from the heavens. The prayer is as follows: Blessed are You, Lord, our God, King of the Universe who brings forth bread from the earth. (Amen). Many years ago my wife and I befriended an Israeli couple and adopted the dipping of the Challah into sea salt. Not understanding why, we looked it looked it up and found sea salt never spoils or decays, therefore, it is symbolic of our eternal covenant with G-d (http://www.askmoses.com.) Finally, the festive meal begins filled with an evening of singing, laughing, rejoicing with family before repairing to bed. Around 9:00am Saturday morning Jews begin to congregate to synagogue also called Shul. The adult men are required to place a Yamaka and a Tallit which both sanctifies a personal space between you and g-d. The Shacharit service begins; the Torah is taken from the Ark and a series of selections are read which are based on the past weeks teaching. The Torah is written with no vowels and is difficult to read even by most skilled Torah readers. It is so important two proof readers called biguys follow along carefully to ensure its accuracy. The Hoftorah is recited, which many Jews like I ask why the Hoftorah is read when its reading are linked to the same torah portion. My understanding is during a period of time Jews were forbidden from reading the Torah and the Hoftorah was a substitute. The Hoftorah reading had continued although the Torah was once again allowed to be read. The Ashrei prayer is repeated and the Torah scroll is returned to the Ark again in a care but accurate procession. Usually, the Rabbi will offer a weekly spiritual sermon, something that is related to the weekly Torah portion. The liturgy in the Musaf service has been changed, identifying the State of Israel as the Jewish homeland, but recognizing the Temple only as historical and not as a structure that will one day be restored (Wikipedia find other source). The Musaf service also includes the Amidah and it follows the same service read Friday evening. The Mincha begins; the second Torah is removed from the Ark using the same procession as the first. The first portion of the upcoming weeks Torah is read and the Torah is returned to the Ark. By the time birkat ha-mazon is done, it is about 2PM. The family studies Torah for a while, talks, takes an afternoon walk, plays some checkers, or engages in other leisure activities. A short afternoon nap is not uncommon. It is traditional to have a third meal before Shabbat is over. This is usually a light meal in the late afternoon. Shabbat ends at nightfall, when three stars are visible, approximately 40 minutes after sunset. At the conclusion of Shabbat, the family performs a concluding ritual called Havdalah separation, division). Blessings are recited over wine, spices and candles. Then a blessing is recited regarding the division between the sacred and the secular, between Shabbat and the working days. As you can see, Shabbat is a very full day when it is properly observed, and very relaxing. You really dont miss being unable to turn on the TV, drive a car or go shopping. Cersus the Christian point of view as a day of prayer much different then that of the Jewish faith. While the following day for morning services. For everyone Simcha, I assure you the oldest grandparent will also do the Mostzi regardless of how shaky their hand is. What does Shabbat mean to me and why is it after all these years I dont consider the things I do on Saturday as working My Grandmother Ida, may she be rested and Im sure she would be very proud to know that we continue to use her candle stick holders each Friday night as she did for some seventy plus years Do not get me wrong here there are variations amongst the different Jewish communities but for the most part the traditional Jewish liturgy are the same and are sung or chanted with traditional melodies.

Evolution of Thought Essay -- Science Biology Biodiversity Essays

Evolution of Thought It is interesting to contemplate a tangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms, so different from each other, and dependent upon each other in so complex a manner, have all been produced by laws acting around us. –Charles Darwin, The Origin of Species I knew very little about and did not have much interest in evolution, systematics and biodiversity prior to the first week of this class. The knowledge I had about these topics came from introductory courses and what I was being told by my family. I soon discovered that I had a lot to learn. I was raised in the Roman Catholic Church. I completed my First Communion and Confirmation. I grew up being told that God created all that is around us. Everything seemed so cut and dry until I began studying evolution in school. It was hard for me to try and understand both points of view initially. However, through several courses and due to my interest in science, I eventually came to my own conclusion. This conclusion however, as I found out this week, was still incorrect. I thought what I believed in was evolution. I found out this week that what I thought was evolution was in fact progressionism. Progressionism is the idea that life on Earth can be characterized by forward movement from lower to higher life forms. In the beginning of the first class we were asked to answer a few questions related to evolution and systematics. One of the questions asked what we thought the most highly evolved organism was. I had al... ...ws he defines. I do not yet completely understand the laws Darwin defines, but I know that during the course of the semester I will learn so much more than I already have as I gain a better understanding of Darwin’s words, evolution, biodiversity, the study of systematics and how they are interconnected. I do understand one thing completely now as a result of this week, however. I understand that no matter how simple or disgusting an organism may seem to me, it is amazing, beautiful, and vital to understanding evolution, systematics, and biodiversity. Works Cited Darwin, Charles. 1979 (originally published 1859). The Origin of Species. Gramercy Books. New York. Larson, Gary. 1998. There’s a Hair in My Dirt! A Worm’s Story. HarperCollins. New York. Savage, Jay M. 1995. â€Å"Systematics and the Biodiversity Crisis.† Bioscience. 45(10): 673-697.

Art or Propaganda? Essay

1. Introduction. W.E.B. Dubois and Alain Locke were important contributors to the epoch called â€Å"Harlem Renaissance†. With their writings atrists wanted to do something against racism, they wanted to show that the African – Americans don’t have to feel inferior. Writing in the April, 1915, issue of Crisis, DuBois said: â€Å"In art and literature we should try to loose the tremendous emotional wealth of the Negro and the dramatic strength of his problems through writing †¦ and other forms of art. We should resurrect forgotten ancient Negro art and history, and we should set the black man before the world as both a creative artist and a strong subject for artistic treatment.† DuBois stated what were to be recurrent themes of the decade of the twenties: the Negro as a producer and a subject of art, and the Negro’s artistic output as indices of his contribution to American life. (Linnemann R.J. p 79) In essense, both Locke and DuBois agreed about what constituted good art. It was the function of art on which they did not agree. DuBois doubted if one could really have a disembodied art or beauty; but Locke was not seeking for the Negro writer a disembodied beauty. (Linnemann, R.J. p 92) DuBois strongly disagreed with Locke’s view that â€Å"Beauty rather than Propaganda should be the object of Negro literature and art. †¦If Mr. Locke’s thesis is insisted upon too much is going to turn the Negro Renaissance into decadence.† (Marable, M.. p 130) First I will give some basical facts about the Harlem Renaissance. In the main part I will show the opinions of A. Locke, who preferred arts, and W.E.B. DuBois, who was for propaganda. In point three I will write about DuBois’s life. After that I will show what he wanted in general. The last part of point three I will show why he was for propaganda. Therefore I analysed several of his works, especially his paper â€Å"Criteria of Negro art†. In point four I will introduce Alain Locke with a short biography and then I will show what he wanted for the African – Americans. The second part of point four will show why he preferred art. My focus will be on his anthology â€Å"The New Negro† and his article â€Å"Art or Propaganda?†. Basically there were thoughts which DuBois and Locke shared. One example is the idea of education which will play a role in point five. In point six I will give a short summary. 2. The Harlem Renaissance In the early 1900s, particularly in the 1920s, African-American literature, art, music, dance, and social commentary began to flourish in Harlem, a section of New York City. This African-American cultural movement became known as â€Å"The New Negro Movement† and later as the Harlem Renaissance. More than a literary movement, the Harlem Renaissance exalted the unique culture of African-Americans and redefined African-American expression. African-Americans were encouraged to celebrate their heritage. (Johnson, W.) One of the factors contributing to the rise of the Harlem Renaissance was the great migration of African-Americans to northern cities (such as New York City, Chicago, and Washington, D.C.) between 1919 and 1926. In his influential book The New Negro (1925), Locke described the northward migration of blacks as â€Å"something like a spiritual emancipation.† Black urban migration, combined with trends in American society as a whole toward experimentation during the 1920s, and the rise of radical black intellectuals — including Locke, Marcus Garvey, founder of the Universal Negro Improvement Association (UNIA), and W. E. B. DuBois, editor of The Crisis magazine – all contributed to the particular styles and unprecedented success of black artists during the Harlem Renaissance period. (http://encarta.msn.com) More than a literary movement and more than a social revolt against racism, the Harlem Renaissance exalted the unique culture of African-Americans and  redefined African-American expression. African-Americans were encouraged to celebrate their heritage and to become â€Å"The New Negro,† a term coined in 1925 by sociologist and critic Alain LeRoy Locke. 3. About W.E.B. DuBois – what did he want? Pioneer in the struggle for Afro-American liberation and for African liberation, prolific black scholar, W.E.B. DuBois (1868 – 1963) was one of the giants of the twentieth century. (Foner, flap text) DuBois’ mature vision was a reconcilation of the â€Å"sense of double consciousness† – the â€Å"two warring ideals† of being both black and American. He came to accept struggle and conflict as essential elements of life, but he continued to believe in the inevitable progress of the human race – that out of individual struggles against a divided self and political struggles of the oppressors, a broader and fuller human life would emerge that would benefit all of mankind (Kerry W.). Dr. Dubois was awarded the first Spingarn Medal in 1920. This was awarded â€Å"to that Negro who achieved the highest in any human endeavor.† He was an activist for global affairs, editor of the NAACP Crisis publication, and set up the meeting for the first Pan-African Congress. He was an individual of principle and conviction. The seeds he planted still nourish us today. (http://www.websn.com/Pride/Pride/w.htm) To reach racial equality he founded the Niagara Movement – a group of African-American leaders committed to an active struggle for racial equality. The Niagara Movement was founded in 1905, by a group of African-Americans, led by W. E. B. Du Bois, John Hope, and William Monroe Trotter, who called for full civil liberties, an end to racial discrimination, and recognition of human brotherhood. (http://en.wikipedia.org) W.E.B. DuBois saw that racism and prejudices are a problem. Therefore he wrote: â€Å"Once upon a time in my younger years and in the dawn of this century  I wrote: ‘The problem of the twentieth century is the problem of the color line.’ It was a pert and singing phrase which I then liked and which since I have often rehearsed to my soul and asked:–how far is this prophecy or speculation? Today in the last years of the century’s first quarter, let us examine the matter again, especially in the memory of that great event of these great years, the World War. Fruit of the bitter rivalries of economic imperialism, the roots of the catastrophe were in Africa, deeply entwined at bottom with the problems of the color line. And of the legacy left, the problems the world inherits hold the same fatal seed; world dissension and catastrophe still lurk in the unsolved problems of race relations. What then is the world view that the consideration of this question offers?.(DuBois, W.E.B. â€Å"The Negro Mind Reaches Out†) DuBois wanted to encourage African – American people. In his essay â€Å"On Being Ashamed Of Oneself† from 1933 he described the feeling of inferiority. At the same time he encouraged the people to feel confident â€Å"†¦we must oppose all segregation and all racial patriotism; we must salute the American flag and sing ‘Our country’ Tis of Thee’ with devotion and fervor, and we must fight for our rights with long and carefully planned campaigns; uniting for this purpose with all sympathetic people, colored and white. †¦ But there are certain practical difficulties connected with this program which are becoming more and more clear today. First of all comes the fact that we are still ashamed of ourselves and are thus stopped from valid objection when white folks are ashamed to call us human.† (Weinberg, M. p 12) DuBois wanted to fight against the problems which African – Americans have. Their bad situation was explained in his paper â€Å"The Study Of The Negro Problems†: â€Å"†¦let us inquire somewhat more carefully under the form under which the Negro problems present themselves today after 275 years of evolution. Their existence is plainly manifested by the fact that a definitely segregated mass of eight millions of Americans do not wholly share the national life of the people, are not an integral part of the social body. The points at which they fail to be incorporated into this group life constitute the particular  Negro problems, which can be divided into two distinct and correlated parts, depending on two facts: First – Negroes do not share the full national life because as a mass they have not reached a sufficiently high grade of culture. Secondly – They do not share the full national life because there has always existed in America a conviction – varying in intensity, but always widespread – that people of Negro blood should not be admitted into the group life of the nation no matter what their condition might be. Considering the problems arising from the backward development of Negroes, we may say that the mass of this race does not reach the social standards of the nation with respect to a) Economic condition, b) Mental training, c) Social efficiency. † (Foner, p 108) Du Bois was a pioneer advocate of the black beauty concept and of black power although he refrained from attaching a color tag. In his â€Å"Immediate Program of the American Negro† (April, 1915) he asserted: â€Å"The Negro must have power; the power of men, the right to do, to know, to feel and express that knowledge, action and spiritual gift. He must not simply be free from the political tyranny of white folk, he must have the right to vote and rule over the citizens, white and black, to the extent of his proven foresight and ability.† (Moon, H.L.) One way of looking at it is that the Harlem Renaissance attacked the superstructure of White supremacy while legal and political activists in the 1930s and 1940s began to attack the daily practice of racism through the courts and demonstrations. For example, the Harlem Renaissance is generally credited with heightening awareness of the cultural contributions that African and African American peoples have made to American culture, specifically in music, dance, poetry, and speech, as well as in agriculture, medicine, and inventions. Here the idea was that (1) racism in America would be undermined not only through protest against racist practices, but also by changing the prevailing images and associations that European Americans, especially educated European Americans, had about Black people. And then (2)  by disseminating positive images of African Americans as contributors to American Culture, many of these Harlem Renaissance intellectuals hoped to raise the self-esteem of Black people themselves. A people with a higher self-esteem would be more resistant to segregation and discrimination, and more willing to challenge the system than those who were demoralized. (Powell, R.) 3.1. How did he want to reach his aims? After scholar Alain Locke compiled the New Negro – heralding a younger generation of black voices and establishing Harlem as a cultural center – Du Bois vented his ire about the state of the arts in Harlem. At the NAACP’s annual convention in June 1926, Du Bois delivered a lecture entitled â€Å"Criteria of Negro Art† in which he insisted that all relevant art should be propaganda. The lecture was later published in a special Crisis series, â€Å"The Negro in Art.† (http://artsedge.kennedy-center.org/) In his paper â€Å"Criteria of Negro art† W.E.B. DuBois wrote: â€Å"Thus all art is propaganda and ever must be, despite the wailing of the purists. I stand in utter shamelessness and say that whatever art I have for writing has been folk to love and enjoy. I do not care a damn for any art that is not used for propaganda. But I do care when propaganda is confined to one side while the other is stripped and silent.† (Weinberg, M. p 258) DuBois didn’t totally reject art but in his opinion art is supposed to have a message. He points out that there is no need to feel inferior and because of that Black people should fight for their rights. â€Å"Colored people have said: ‘This work must be inferior because it comes from colored people.’ White people have said: ‘It is inferior because it is done by colored people.’ But today there is coming to both the realization that the work of the black man is not always inferior.’ † ( W.E.B. DuBois â€Å"Criteria of Negro art† in: Weinbeg, M. p 255) I already mentioned that Harlem Renaissance intellectuals wanted to raise people’s self – esteem. In his paper â€Å"Criteria of Negro Art† DuBois also emphasizes that the art coming from African – Americans is good. â€Å"And then you know what will be said? It is already being said. Just as soon as true art emerges; just as soon as the black artist appears, someone touches the race on the shoulder and says, 2he did that because he was an American, not because he was a Negro; he was born here; he was trained here; he is not a Negro – what is a Negro anyhow? He is just human; it is the kind of thing you ought to expect. I do not doubt that the ultimate art coming from black folk is going to be just as beautiful, and beautiful largely in the same ways, as the art that comes from white folk, or yellow, or red; but the point today is that until the art of black folk compels recognition, they will not be rated as human. And when through art they compel recognition, then let the world discover if it will, that their atr is as new as it is old and as old as new.† (Weinberg, M. p 260) Du Bois’ extreme attitude regarding the relationship between art and politics was not entirely shared by Alain Locke, but adequately expressed the prevailing mood among the intelligentsia in Harlem in the early and middle part of the twenties. Post-war American might still be determined to deny the Negro social, political and economic equality, but art was another matter. It was the chink in the racist’s armour. (Williams, A. p 5) DuBois believed that art could bridge cultural gaps between black and white Americans if black artists were given the opportunity to explore their talents, because, he reasoned, art can inculcate a sense of cultural heritage and identity to an oppressed group. For DuBois, African culture and African American heritage were rich enough to help blacks in the United States regain their political and cultural consciousness. DuBois started a forum of discussion in the Crisis magazine, entitled, â€Å"How Should the Negro Be Portrayed?† in which he asked artists to write in and discuss what kinds of images of Black people ought to be disseminated by artists in America. While there was a wide divergence on how much control should be imposed on what images artists should create, most believed that out of the greater access to the publishing and art world would come an abandonment of the racist imagery that predominated in popular American culture and justified, by dehumanizing Black people, the racist social and political practices that also abounded in America in the 1920s and 1930s. Du Bois even coined the phrase, â€Å"all art is propaganda† to reflect his view that the purpose of an art movement among African Americans was to combat the negative propaganda against the Negro coming from racist America with a positive propaganda for the Negro. (Powell, R.) 4. About Alain Locke. For Alain Locke, propaganda was the slanted rhetoric that cautioned the Negro writers of the Harlem Renaissance to avoid. Being a Negro, he knew the harmful effects the contented slave stereotype of a Thomas Nelson Page, the buffoonery of an early Roark Bradford, and the savage beast in the works of Thomas Dixon had on his race. He new that the works of these authors, aside from presenting such insulting and distorted images, neither had verisimilitude nor were they great literature. (Linnemann, R.J. p 91) African American philosopher – educator Alain LeRoy Locke (1886 – 1954) played an influential role in identifying, nurturing, and publishing the works of young black artists during the New Negro Movement. His philosophy served as a strong motivating force in keeping the energy and passion of the Movement at the forefront. He spent his life seeking to understand the nature of cultural conflicts and suggesting measures that must be taken to reduce conflict and allow harmony to prevail. A fundamental question that lingered in his mind was: How can a multiethnic society, such as that in the United States organize itself so that its diverse groups can live together without intense violent conflicts? (Washington, J. p vii) He served for many years as a chairman of the philosophy department at Howard University, but his main contribution to American culture lies in his efforts to make the public aware of the Negro’s aesthetic achievements – from the art and artefacts of Africa to the poetry and novels of the American writer. (The Negro Almanac, p 990) Alain Locke played an influential role in identifying, nurturing, and publishing the works of young black artists during the New Negro Movement. His philosophy served as a strong motivating force in keeping the energy and passion of the Movement at the forefront. Ernest Mason explains that: â€Å"†¦much of the creative work of the period was guided by the ideal of the New Negro which signified a range of ethical ideals that often emphasized and intensified a higher sense of group and social cohesiveness. †¦The writers†¦literally expected liberation†¦from their work and were perhaps the first group of Afro-American writers to believe that art could radically transform the artist and attitudes of other human beings.† (Dictionary of Literary Biography p 313) As a pioneer collector, Locke was one of the first Americans to write about the significance of African art, demonstrating its importance far beyond an influence on the cubists and other members of the European artistic avant-garde. He wanted all African Americans, in particular contemporary African American artists, to seek inspiration and take pride in their rich artistic heritage. To this end he lectured, organized numerous exhibitions, and wrote the introductions for several landmark catalogs of African art. (http://www.africawithin.com) In his anthology â€Å"The New Negro† (written in 1925) Alain Locke wanted to show that Afro – Americans are able to produce art and literature as well as white people. He discussed the value of black art in terms of its contribution to community. In his defining essay of 1925, â€Å"Enter the New Negro,† for instance, Locke urges young artists to embrace the fullness of their  heritage, old customs married to new possibilities. Once again, Locke emphasizes the purpose for artists in doing so: the responsibility of these artists to be leaders for their people. In Locke’s words: â€Å"With his renewed self-respect and self-dependence, the life of the Negro community is bound to enter a new dynamic phase, the buoyancy from within compensating for whatever pressure there may be of conditions without. The migrant masses, shifting from countryside to city, hurdle several generations of experience at a leap, but more important, the same thing happens spiritually in the life-attitudes and self-expression of the Young Negro, in his poetry, his art, his education and his new outlook, . . . From this comes the promise and warrant of a new leadership.†(Locke, A.: Enter The New Negro† in: Bracey, J. p 222) The â€Å"New Negro† emerged from within the black community, in contrast to the white stereotyped literary image of the comic and pathetic plantation black. Alain Locke is acknowledged as the leading black philosopher who asked blacks to recognize their African heritage as â€Å"New Negroes†. 4.1. A. Locke -how did he want to reach his aims? Writing in 1928, Alain Locke, the influential philosopher of the Harlem Renaissance, observed that the fundamental question for any anti-racist social agenda was â€Å"Art or Propaganda. Which?† (Locke, A.) Artists and writers of the movement regarded the Harlem Renaissance not simply as a spontaneous flourishing of African-American creativity but as a critical historical moment to be seized in order to alter the course of American racism. Its social mission, as Locke and many others saw it, was to overturn the prevailing perception of Blacks as inferior to whites. Its effects would be two-fold: fostering pride amongst the Black population and addressing whites from a position of strength. Yet if the anti-racist social agenda of the Harlem Renaissance were to succeed in changing people’s minds about race, Locke believed, it could not proceed rhetorically. Art could offer a new social vision; propaganda would only exacerbate the polarization of Black and white positions. (Thompson, A.) His strategy was to create a new and an own esthetic in order to strenghten the standing and the self-confidence of African-Americans. (http://userpage.fu berlin.de) For A. Locke art ist he best means to prove that Black culture and art is as good as the culture and the art of white people. â€Å"†¦ Art in the best sense is rooted in self – expression and whether naive or sophisticated is self – contained. In our spiritual growth genius and talent must more and more choose the role of group expression, or even at times the role of free individualistic expression – in a word must choose art and put aside propaganda.† (Locke, A. â€Å"Art or Propaganda?† p 312) The problem with propaganda, he argued, is that it cannot reframe the terms of the debate. To try to discredit racism is already to accord racist arguments a presumptive legitimacy. â€Å"†¦ My chief objection to propaganda, apart from its besetting sin of monotony and disproportion, is that it perpetuates the position of group inferiority even in crying out against it. For it speaks under the shadow of a dominant majority whom it harangues, cajoles, threatens, or supplicates. It is too extroverted for balance or poise or inner dignity and self-respect. †¦Ã¢â‚¬  (Locke, A. Ibid. p 312. ) Propaganda, in Locke’s view, is inevitably either defensive or strident, if not both. By contrast, art â€Å"is rooted in self-expression and whether naive or sophisticated is self-contained.† (Locke,A. Ibid. p 312) Creating its own terms for understanding and appreciation, art allows us to sidestep the received, conventional terms of meaning, and to take up possibilities presented to us within the â€Å"self-contained† realm of the individual work. While art could not â€Å"completely accomplish† the transformation needed to realign Black and white relations in American society, Locke believed that it could â€Å"lead the way.† (Locke, Ibid. p 312) For the most part, therefore, the art and literature of the Harlem Renaissance were expressive rather than creative, creative rather than argumentative. And it was specifically because they avoided propaganda, avoided engaging racist ideology directly, that Locke believed that art and literature could teach the truth about blackness in the white world. For Locke, the educational value of the movement consisted above all in its capacity to represent blackness without reference to the terms set by a racist society. Disregarding conventional perceptions and assumptions, art could offer an objective look at black experience, physiognomy, and heritage. (Thompson, A. p 18) Key to Locke’s notion of art as education is its avoidance of argumentation. For him, the problem posed by propaganda is not that it serves a particular agenda – obviously, he meant for art to serve a distinct social, political, and intellectual agenda. The problem with propaganda, as he saw it, is that it is reactive, and thus reliant upon the very assumptions it is intended to displace. Unlike the more familiar opposition between propaganda and common sense or between propaganda and open inquiry, Locke’s art/propaganda dichotomy suggests that the most important obstacle to social understanding may be a form of literal-mindedness: accepting our starting points as a given and seeking change through incremental adjustments. In effect, then, Locke rejects the kind of approach to promoting interracial understanding taken by liberal education. In the traditional liberal arts model, the path to a freer understanding is through careful analysis, reasoned argumentation, and dialogue. But from Locke’s perspective, that approach reintroduces at every turn the very assumptions that preclude a transformed understanding. Particularly in the case of Black/white relations, what is called for is a reorientation in our thinking rather than the correction of each and every error in existing understandings. As a pragmatist, Locke saw change not in terms of incremental improvement but in terms of shifts: adopting new positions and entering into new relations. Whereas propaganda, in Locke’s formulation, refers to an emendatory or editing impulse, art refers to the development of new perspectives. The importance of art lies in its refusal to read social convention literally.  As a metaphor for anti-racist education, it means, in part, problematizing the supposedly neutral standards that privilege whiteness, and, in part, reconceiving both whiteness and Blackness. In invoking art as the opposite of propaganda, though, Locke grants too much to art. By holding on to Enlightenment assumptions about truth, Locke proposes a misleading role for art as somehow apolitical in contrast to propaganda as inherently ideological. The romantic strain in Locke’s conception of art is revealed in his belief that â€Å"the art of the people,† specifically peoples of African ancestry, is â€Å"†¦a tap root of vigorous, flourishing living.† (Locke, A. â€Å"Art or Propaganda† p 313) Such art, he believed, is the source of a beauty that reveals truth, for unlike academic art, it has not been subjected to â€Å"generations of the inbreeding of style and idiom,† (Locke, A. â€Å"The Legacy of the Ancestral Arts,† p 258) nor lost the capacity to see objectively. â€Å"The Negro physiognomy must be freshly and objectively conceived on its own patterns if it is ever to be seriously and importantly interpreted. Art must discover and reveal the beauty which prejudice and caricature have overlaid. And all vital art discovers beauty and opens our eyes to that which previously we could not see. â€Å"(Locke,A. Ibd. p 264) Art, Locke believed, offered a way to break with old stereotypes and invent new forms, while remaining true to â€Å"some sort of characteristic idiom,† (Locke,A. Ibd. p 267) is a distinctive heritage and expressive style. Pragmatist that he was, he saw art as a way to come to experience both with a fresh eye and with the funded experience of a rich ancestral legacy. (Thompson, A. in: â€Å"Anti-Racist Pedagogy: Art or Propaganda?†) 5. What is it that DuBois and Locke have in common? A. Locke and W.E.B. DuBois had different opinions about the question whether art or propaganda is the right way to integrate the African – Americans into the American society. I have written about W.E.B. DuBois ,who is for propaganda, and about A. Locke, who is for art, so far. What we should keep in mind is: basically they wanted the same. The thing they have in common is  that they generally had the same ideas: they wanted to do domething for the African – Amerians, they wanted a â€Å"racial uplift†. (http://userpage.fu-berlin.de/~wilker/harlem/Bildungselite.htm) One example is the idea of education and the idea of a Black elite, which they both shared. It is obvious that DuBois and Locke felt that the Black elite (or Talented Tenth) were to articulate the Black ideals for which the masses were to strive. A task that required members of the Talented Tenth to be well educated. For DuBois, no less than Locke, insisted that an education that allowed Blacks to achieve cultural freedom and autonomy would be an education that exposed the selected Black youth to the higher cultural values – the arts, music, drama, poetry, and history, aimed at the development of labouring skills. Alain Locke, no less than W.E.B DuBois, focused on Blacks cultural contributions to America. Hence, the importance of educating the Black elite, who would serve as Socratic midwives in such creative efforts. (Washington, p 22 ff.) Significant social transformations occurred, according to Locke, through the effort of what he called the black elite – the talented, well educated, cultured class of Blacks that distinguished itself from the Black masses through the former’s contributions to the development of art and culture. The black elite took initiative in the realm of human affairs. It was concerned with helping to shape, among other things, public policy. Booker T. Washington, Alain Locke, W.E.B. DuBois, Mary Bethune, Zora Hurston, Roland Hayes, Paul Robeson, Countee Cullen, Ida B. Wells, Langston Huges, Marian Anderson, James Weldon Johnson – these were among the Black elite during Locke’s time. It was their artistic and political activities to the civil rights movements of the 1960s that advanced the social – political status of Black Americans, and induced the country to make a more serious commitment to the principle of equality. Indeed, members of the Black elite inspired Africans on the continent of Africa in the 1950s and early 1960s as they sought to rid themselves of European colonial rule. In a word, the American Black elite, especially through the effort of W.E.B. DuBoi’s Pan –  African movement, was instrumental in helping to dissolve the closed societies on the continent of Africa, societies nurtured and sustained by colonialism. (Washington, p 34) In his speech, â€Å"The Training of Negroes for Social Power,† Dr. DuBois set forth clearly and fully his views at the time of the type of education he felt was essential for his people. â€Å"†¦The Negro problem, it has often been said, is largely a problem of ignorance – not simply of illiteracy, but a deeper ignorance of the world and its ways, of the thought and experience of men; an ignorance of self and the possibilities of human souls. This can be gotten rid of only by training; and primarily such training must take the form of that sort of social leadership which we call education. †¦ The very first step towards settlement of the Negro problem is the spread of intelligence.† (Foner, p 132 ff) 6.Summary W.E.B. DuBois emphasized that art must have a function. It is not the beauty which is important. In his magazine â€Å"The Crisis† he wrote: â€Å"We want Negro writers to produce beautiful things but we stress the things rather than the beauty. It is Life and Truth that are important and Beauty comes to make their importance visible and tolerable.† Locke suggested that fellow artists of the Harlem Renaissance always strive for art and avoid propaganda. Unfortunately, however, he felt that there have been very few â€Å"purely artistic publications†, as most of their expressions were included in the â€Å"avowed organs of social movements and organized social programs.† He felt that there must be discussion of social problems, but propaganda is too one-sided to serve that function, and there must be some means of bringing all views to the table. However, he never claimed that art can serve this function, and merely hypothesized such a forum of ideas. (Cabrera, J.) DuBois doubted if one could really have a disembodied art or beauty ; but Locke was not seeking for the Negro writer a disembodied beauty. He expected â€Å"tangible† results from the Negro knowing himself through his folk cultural experiences, particulary given the Negro’s special circumstances as an American citizen within the wider American cultural tradition. (Linnemann, R.J. p 92) I think it is important to mention that W.E.B. DuBois was for propaganda but he didn’t totally reject art as long as art has a message. DuBois had a strong sense of race pride and saw great value in drawing upon the racial heritage. He was an early advocate of the use of black folk music for classical American music tradition. Though he felt that art and propaganda could not be separated, he took the middle – class position that characterization of black life should project a proper image of the Negro. (Linnemann, R.J. p 78) The question â€Å"Who was right?† is difficult to answer. A. Locke saw the beauty of art but in my opinion every kind of art has a message and is therefore more or less propaganda. One cannot separate the terms. Artist are just able to influence the kind of propaganda when they create provocative works but it is not possible to produce art just for arts sake. Sources: Bracey, John H. ed.: African American Mosaic, Volume Two – From 1865 To The Present. New Jersey: Prentice Hall, 2004. Locke, Alain: â€Å"Art or Propaganda?† in Voices from the Harlem Renaissance, ed. Nathan Irvin Huggins. New York: Oxford University Press, 1976. DuBois, W.E.B.: â€Å"The Negro Mind Reaches Out (excerpts)† The New Negro, An Interpretation. New York: Albert and Charles Boni, 1925, p. 385. Foner, Philip Sheldon : W.E.B. Du Bois speaks – speeches and addresses 1890-1919. New York: Pathfinder Press, 1970. Linnemann, Russell J., ed. Alain Locke: Reflections on a modern Renaissance man. Baton Rouge: Louisiana State University Press, 1982. Locke,A. â€Å"The Legacy of the Ancestral Arts,† in The New Negro: An Interpretation, ed. Alain Locke New York: Arno Press and the New York Times, 1968 (1925). Marable, Manning: W.E.B.DuBois, Black Radical Democrat. Boston: Twayne Publishers, 1986. Ploski, Harry A. ed. The Negro Almanac : a reference work on the Afro-American. Detroit: Gale Research, 1983. Washington, Johnny: Alain Locke and philosophy : a quest for cultural pluralism. New York: Greenwood Press, 1986. Weinberg, Meyer ed.: W.E.B. DuBois: A Reader. New York: Harper & Row, 1970. Electronic Sources Cabrera, Jennifer. Art or Propaganda? 10 December 1999.< http://www.en. utexas. edu/ classes/bremen/e314l/student_pages/student.sites/jennifer/final/home.html> Moon, Henry Lee: History of the Crisis. November 1970. The Crisis Magazine Online 10.03.05 Powell, Richard: , 08.03.05 Thompson, Audrey: For: Anti racist education (p 1 – 38) 25.02.2005. University of Utah. < http://bama.ua.edu/~cdi/thompson.pdf, S.18 > Thompson, Audrey : Anti-Racist Pedagogy : Art or Propaganda? 27.02.2005. University of Utah William H. Johnson Feb.16, 2000 25.02.05.

Ethical Treatment of Prisoners Essay

Some people believe the history of corrections shows continuous movement toward more humane treatment of prisoners as society has progressed. In the beginning punishments for prisoners were considered a corporal punishment which was whipping, beheading, dismembering, torture or even death. There was fines, dispersion of property were common which was more common than the physical torture. Execution was the economic and corporal punishment as the estate was forfeited. The economic and physical sanctions have given way of imprisonment less depreciation in the liberty of parole and probation. When there are thousands of crimes incarcerated throughout the United States, the ethical treatment of prisoner’s rights must be analyzed. Throughout the years many modifications have been made to accommodate inmates and preserve their basic human rights. Have we as a society done enough regarding the ethical treatment of prisoners or have we made their lives in prison too easy that it is no longer a punishment for them? There are many people in the United States who have strong feelings of what is right and wrong and fall on both sides of this question. Utilitarianism is the belief that moral rules should be choices made by a society to promote the happiness of its members Mosser (2010). Through the utilitarian view the argument could be made that these prisoners are being treated to good and not good enough. Utilitarianism gives an understandable, theoretical foundation for moral decision making. Prior to coming to a decision upon a course of action, the utilitarian is asked to consider its effects on the entire population over an infinite period of time Mosser (2010). One problem with this method of decision-making is that many people might not agree with the premise that maximization of happiness should be the basis for morality. An example of this is an eye for an eye; if you kill someone in my family then I will have your life. In earlier history like the cowboy era this is how criminals were treated. Now, this is no longer accepted in our society. Our society’s ethical values have changed. For hundreds of years, prisoners had no rights. That is until 1909 when the Georgia Supreme Court ruled that although convicts have lost their freedom; they do have civil rights Davenport (2009). During this era, institutions were legally immune in state and federal courts from lawsuits, also called the hands-off doctrine, wardens ran their facilities as they felt necessary and were not held accountable for the conditions that existed in their facility Davenport (2009). Prisoners were beaten regularly and denied the basics such as food, medical care, and protection from staff or other inmates. These types of incidents continued for many of years. In the 1960’s several legal avenues opened for prisoners. Prisoners would now have the ability to have their grievances heard in state and federal courts. One of the major changes that enabled this is the cruel and unusual punishment clause of the Eighth Amendment; another is the civil rights provisions of Section 1983 of Title 42 of the U. S. Code Davenport (2009). The Eighth Amendment asserts that excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted Davenport (2009). The cruel and unusual punishment clause was not intended for prisoners; rather the focus was on punishment outside the law. The clause also did not apply to state prisoners. The Supreme Court heard very few cases in this era. In the 1960’s, the Supreme Court began to incorporate the Bill of Rights to state laws. This meant the cruel and unusual punishment clause now included prisons and prisoners. Prisoner’s then began to file suits to change the way prisons operated, citing cruel and unusual punishment, inadequate healthcare, demanding more access to courts and due process. People who are employed in the justice system have to exhibit strength of mind and body to prove they are worthy to be in charge of those who may be a danger to society. This fact alone places these individuals in a position of power, and without a personal and professional code of ethics to live by; this power could be taken out of context. This could lead to damage within the system, as well as out on the street. For these people must make moral decisions everyday. A personal set of ethics can often be hard to define. Ethics are not on a person’s mind as they make various choices throughout the day. When a person sub-consciously makes one judgment or another, they are not aware that ethics plays a role in the decisions that are made. In examining ethical egoism and utilitarianism my personal view is definitely closer to utilitarianism than ethical egoism. Utilitarianism is an exceedingly, even extremely demanding moral view for most people. If we have a duty to always bring about the best outcome, than any time we can increase the well-being of others, we have a moral duty to do so. I believe it is morally better to help the most people at a time than to serve the self interest of one person. The thousands of crimes incarcerated throughout the United States had their day in court and are now housed in a penal institution to serve out their sentence. As a society we have passed ethical laws to protect the prisoners against harm from others and to make sure they are treated with respect. Through the eyes of utilitarianism arguments are made that these prisoners are being treated to good by some and not good enough by others. Regardless of which theories or ethical beliefs a person chooses to believe in they must follow the law or they could end up as a prisoner in the United States. Those in the justice system sworn to protect prisoners can not choose to follow their own beliefs but they must follow the laws and regulation set forth before them. Ethics as a form of intellectual inquiry does not provide answers to moral questions. People with beliefs about right and wrong do. Societies are built upon those beliefs. As we have analyzed the ethical treatment of prisoners with theories of ethics we can argue that society’s views of right and wrong coincide with reality, are representative of the objective moral order, and encompass the will of the people with regards to their treatment. Davenport, A. U. (2009). Basic criminal law: the constitution, procedure, and crimes (2nd Ed. ). Upper Saddle River: Pearson

Managing people

Managing people AbstractThe history of managing people has reflected prevailing beliefs and attitudes held in society about employees, the response of employers to public policy (for example, health and safety and employment legislation) and reactions to trade union growth. In the early stages of the Industrial Revolution, the extraordinary codes of discipline and fines imposed by factory owners were, in part, a response to the serious problem of imposing standards of discipline and regularity on an untrained workforce. In the 1840s common humanity and political pressure began to combine with enlightened self-interest among a few of the larger employers to make them aware of alternative ways of managing their workforce, other than coercion, sanctions, or monetary reward. Theorists also suggest that the ways in which organisations choose to manage their employees are in a state of transition. Labour management practices have assumed new prominence in the 1990s as concerns persisted about global compe tition, the internationalisation of technology and the productivity of workers.English: Watt's steam engine at the lobby of the H...It is argued that these market input push work organisations to adjust their system of managerial control strengthen effective utilisation of human resources.The assignment consist in studying the need for new approach to the management of people in order to reflect the way in which organisations are evolving at the start of the 21st century.To proceed I will first introduce the debate concerning organization evolution and the need for new approaches to manage people. Then I will carry out an review of new methods to managing people in the organisation context, as well as people management philosophy and practices which concentrate on the way in which organisation overall approach of people contribute to the effectiveness.I will conclude with the controversy between the Modernist and Post-Modernist paradigms in regard to management science and empirical research. A...

homosexual education essays

homosexual education essays Teaching sex education in public schools alone has become a very controversial subject with some parents and other community members. So one can only imagine the reaction to teaching about homosexual lifestyles as part of the sex education program. There are basically two different views on the subject of homosexuality. Some people are perfectly okay with it, while others cringe at the thought. Many parents would be highly upset if their child came home from school one day and said, "Mommy, guess what? We got to learn about homosexuals today. Ms. Conner said we are supposed to accept them no matter what their sexual behavior. Why did you and daddy tell me it was bad? Ms. Conner said it was okay." The issue of teaching homosexuality in the sex education curriculum is important because it affects all of our children. Some of us may not have our own children, but most of us have children in our life which we care about deeply, such as nieces, nephews, and god children. Sometimes the public schools overstep their boundaries when teaching young children subjects such as homosexuality. For example, in Provincetown, Massachusetts, the school board has voted to begin teaching preschoolers about homosexual lifestyles. They also want to back hiring preferences for sexual minorities ( Clinton's homosexual agenda 2). There is also a school in New York City that have told their students they must come to an assembly for two days in a row to talk about how normal homosexuality is, and how indecent, undemocratic, and homophobic it is to have any negative views of such sexual functioning (Socarides 3). It is hard for me to accept this type of teaching in the public schoo l. When it comes to learning about homosexual lifestyles, I believe a child should be aware that these types of people are in the world, but I would never condone the matter. I would also never discriminate against homosexuals. Children should never ...

Simple Conjugations of Danser, French for to Dance

Simple Conjugations of Danser, French for to Dance When you want to dance in French, which verb would you use? If you answered  danser, then youd be correct. The similarity of the English and French words makes it an easy one to remember. Its also a relatively simple verb to conjugate into the past, present, or future tense. Conjugating the French Verb  Danser Danser  is a  regular -er verb. It follows a standard verb conjugation pattern which is found in the majority of French verbs. This means that learning it is just a little easier, particularly if youve already memorized words like  dà ©cider  (to decide) and  cuisiner  (to cook). For the simplest verb conjugations, begin by identifying the verb stem:  dans-. To this, we will add a variety of infinitive endings to pair the subject pronoun with the appropriate tense of the subject. For instance, I dance becomes je danse while we will dance is nous danserons. Subject Present Future Imperfect je danse danserai dansais tu danses danseras dansais il danse dansera dansait nous dansons danserons dansions vous dansez danserez dansiez ils dansent danseront dansaient The Present Participle of  Danser Add the ending -ant  to the stem of  danser  to create the  present participle  dansant. This is a verb, though it can be an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © The  passà © composà ©Ã‚  is a common form of the past tense danced in French. To construct it, conjugate the  auxiliary verb  avoir  to match the subject pronoun, then attach the  past participle  dansà ©. Its quite simple when it comes together. For example, I danced is jai dansà © and we danced is nous avons dansà ©. More Simple  Danser  Conjugations There may be times when you need to use one of the following forms of  danser  as well. However, the conjugations above should be your primary focus at first. You can use the subjunctive verb mood when the action of dancing is uncertain. In a similar fashion, the conditional verb mood implies that the dancing will only occur  if  something else happens. In literature, you may also come across the passà © simple or the imperfect subjunctive. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je danse danserais dansai dansasse tu danses danserais dansas dansasses il danse danserait dansa dansà ¢t nous dansions danserions dansà ¢mes dansassions vous dansiez danseriez dansà ¢tes dansassiez ils dansent danseraient dansà ¨rent dansassent For stating  danser  in short exclamations, requests, or demands, the imperative form is used. For instance, Lets dance! is Dansons ! When creating these, skip the subject pronoun as its implied in the verb itself. Imperative (tu) danse (nous) dansons (vous) dansez

Food Movie Analysis (Moscow on the Hudson) Assignment

Food Movie Analysis (Moscow on the Hudson) - Assignment Example Sure, I have, and usually, I hear an interesting story with reference to a man who has fled from persecution or poverty, who in some isolated cases have abandoned a thriving business, and interestingly is starting all over again in the US. I also regularly get the name of a good restaurant.† Majority of the foreign-based workers are attached to an American way of doing things. Especially, in this case, Robin Williams defects from his Russian origins to the US when on a visit. He just likes the tastes of Americans food. He is marveled by the sheer number and size supermarkets around and the variety of flavors they seem to offer. He humorously goes asking for â€Å"coffee, coffee â€Å" in the mall and when he is lost for choice, he falls with the shelves as he tries to touch and read every coffee brand that he finds packed. He got to learn about the standard menu in American cultural food. For instance, people love talking coffee. Even when one wants to have a conversation, he would say, â€Å"Can we speak over a cup of coffee." Robin has to train himself to keep this information in his fingertips by repeating these common terms even when he is in the supermarket. The food revolution that took place in America has engineered more sophisticated consumers and piled up pressure on the restaurants to diver more authentic foods. This has been the case in the US where the restaurant’s owner strives to remain unique in the food culture which has given rise to principle flavors as depicted in the movie. Understanding the flavor principle of a region or cuisine is important as it will define what one can take within a given place. Americans have been known to combine certain ingredients that lead to them making a unique meal. This is identified by making the various categories of food such as aromatic, fats and spices.

Issue14 Essay Example | Topics and Well Written Essays - 750 words

Issue14 - Essay Example The major theme of this method was to simply identify the top performers of the company, along with employee’s slight developmental needs and the dismissal of underperformers. GE remained successful with the execution of this method; later several companies adopted forced ranking performance, because it gave them the positive outcomes. Two issues were brought into attention regarding this method, in association with Alex Blyth & Gail Johnson. Alex Blyth supported this appraisal method in accordance with ‘cull or cure’. Operating the culling system over the bottom employees, will elaborate morale among the rest of the employees. Culling must be done properly to gain the positive results. Gail Johnson profoundly disagreed with forced ranking performance method. He stated that, it is such a method which will give birth to negative environment within the company employees, in reflection to several perspectives (discrimination & highly competitive environment). Today, approximately 20% of the fortune companies are still adopting the method of forced ranking performance, out of which some gain benefit, some remains at average and some face the possible chances of enduring the case of unfair appraisal system. Jack Welch’s policy of ‘rank and yank’ got popularity among huge organizations with effective results. Giving financial rewards to the top 20% & training the middle 70%, have been satisfactory enough; but straight firing the 10% of the bottom, blasted as the red light agenda among the organizations. Critics argued it to be as undermining the team work within the company. In general, the main motive of the employees should be working as a group for the company’s benefits, but the action of firing would enforce the engagement of employees in wasteful playing game situations to get the reward. According to the survey of Sanford professors, ‘Jeffery Pfeffer & Robert Sutton†, forced ranking performance encouraged

Enterprise in events Essay Example | Topics and Well Written Essays - 2500 words - 1

Enterprise in events - Essay Example There are also many theories that have come up and they are trying to discuss the real meaning of an entrepreneur. Reasons that have made it difficult to discuss this time is the fact like, why are some people able to start business while others cannot. Also what’s the reason why some businesses succeed while others selling the same products cannot? These are a few of the asked questions when defining who an entrepreneur is. However, this paper will focus on describing what an enterprise is. From the point of what is an enterprise, it will also discuss the possible theories that describing the meaning who is an entrepreneur. Finally this paper will also focus on the real meaning of entrepreneurship as from different literature reviews. Many people are currently managing very big enterprises. Most of these enterprises are successful and they are gaining a lot of profit from them. The main goal of every business is to gain profit. Before we talk about how this businesses are ran, it is important to describe what an enterprise is. From business point of view, enterprise is the measures that are used to encourage people on how to be good entrepreneurs. It also involve spotting ideas and looking for the best ways in which to transform these ideas into reality (King, 2002 p. 23). Therefore, it is important for every enterprise to ensure that profits are maximized. To achieve these goals, all forces of production have to be considered. These goals are achieved through entrepreneurs’ hard work and determination. However, entrepreneurs are the ones who make enterprises run. The big question is, â€Å"who are these entrepreneurs?† To describe who really is an entrepreneur, there are some factors that have to be considered first. There some approaches that can be used to describe an entrepreneur. One of the theories that can be used to describe entrepreneurs is the trait theory. This theory describes

High Dropout Essay Example | Topics and Well Written Essays - 1750 words

High Dropout - Essay Example Parents are finding themselves helpless as they are not able to do anything about it. However, dropping out of school is not a random phenomenon. Every action has a reason behind it. The reason can be psychological, social or personal. To prevent students from leaving their education incomplete, it is a responsibility of the society and the educational institutes to find out the reason behind students dropping out of the school and work out an effective and permanent solution for it. If not taken care of on time, this problem can become a major obstacle in the progress of the country. This research is an attempt undertaken to understand the reason for the students dropping out of the school. Give balance The data shows that the proportion of undergraduates in the UK who failed to complete their first year at university increased by 0.3 per cent to 7.4 per cent in 2006-07, the year the government raised top-up fees to  £3,000. (http://www.studentloans.co.uk/news/2009). In England, 7.1 per cent failed to complete their first year, compared with 6.7 per cent prior to the student fees increase.(ibid) In contrast, between 15 per cent and 19 per cent of students at the universities of Greenwich, Sunderland, Bolton and London Metropolitan failed to complete their first year, while one in five studying at the University of Ulster dropped out (ibid). I have a personal experience of this problem. I have two brothers who left university and caused great pain for my parents, but when they grew up they realized that the university was the most important thing in their life. Even though we know that â€Å"university is the best thing†, why we drop out of college? That fact is that, we drop out from the University or college for many reasons. A

The Great American Indigence Research Paper Example | Topics and Well Written Essays - 1500 words

The Great American Indigence - Research Paper Example If the income distribution of a market is not equal, then the resource allocation becomes ineffective. In such circumstances, the economy gets bifurcated into two groups namely, the ‘haves’ and the ‘have nots’. An increase in the strength of the latter is the underlying factor which generates poverty in the economy. This research paper will explain the poverty of U.S. in details. United States Poverty: Poverty is the state of misery that can exist in any nation in the world. If a nation is poor, then it is not capable of meeting the basic requirements of its citizens. Poverty not only dampens the economic prosperity of a country, but also brings about the downfall of human development in a nation1. This research paper will consider the extent of poverty in United States. It was earlier believed by the economists that poverty only had its presence in the lagging and underdeveloped nations in the world. However, the contemporary economic affairs of the world show that rich developed nations like, United States, also house substantial amount of poverty in its domestic economy. Poverty in United States: As recorded in 2011, the level of poverty in United States was about 15%. It was estimated that around 46.2 million individuals in the country were poor11. The median level of the family incomes of the individuals of the country had fallen by almost 1.5% from 2010 to 2011. It has been claimed by the researchers that the poverty in U.S. is actually responsible for the rise in the country’s level of unemployment. After the globalization of the world economy in 1990, the competences of the developed nations have fallen significantly. The fall in the core competences in U.S. have resulted in a decline in employment opportunities in the nation. The fall in the income prospects have increased the poverty in U.S. Then again, the poverty in U.S. is seen to be generally urban in nature. III. Causes of Poverty There are various causes or reasons that have caused the poverty in U.S. The big American corporate companies always outsource their requirement of skilled labor workforce from t he developing nations in the world. This is because skilled and educated workers in those nations are available at a cheaper cost. This has made the U.S. workforce less competitive in nature, thereby lacking the proper knowledge which is needed for maintaining high paid jobs. Thus, lack of higher education and knowledge among the youth of U.S. is a prime reason for its impending urban poverty. The recession in the world economy since 2007 has added fuel to the fire of dismay for the U.S. individuals. Low velocity of money circulation in the economy has reduced the productivity and investment thresholds of the nation2. A fall in the level of productivity in the economy has been responsible for the job losses in the nation. In figure 1 at the end, it can be observed that down the years from 1968 to 2012, the workforce participation in U.S. did not increase. Rather, the trend shows a fall in the employment opportunities. Then again, it is obvious and quite natural that the population s trength of the country has increased with time. The employment level in the nation has not increased in equivalence to the rise in the population of the nation10. This shows that a large proportion of the individuals in U.S. is unemployed and therefore, leads their lives as poor urban individuals. The

Multiyear Plans and Analysis Essay Example | Topics and Well Written Essays - 750 words

Multiyear Plans and Analysis - Essay Example We analyze data as revealed by the City of Charlottesville 2009, 2010 Financial Ratios and also carry out ratio analysis that helps us discover more information about the business (Gibson, 2012). We compare the City of Charlottesville’s 2009 and 2010 performance using relevant ratios. Liquidity measures, or short-term solvency measures -measure the ability of the city to meet its short-term debt obligations. These ratios majorly focus on current assets and current liabilities (Denise, 2013). The current ratio shows how many times the current liabilities are included with the current assets. Higher ratios are recommended. The city retained its current rate for the two years under study. The ratios are above one which is a good indication of the city’s ability to pay its short-term obligation. The working capital is the difference between a company’s current assets and its current liabilities. A higher amount is required as it shows the excess of assets after accounting for all liabilities. The city’s performance in 2010 is hence more preferred as compared to that of 2009. Long term solvency measures the city’s ability to meet its long-term debt obligations. Debt ratio indicates the ratio of total liabilities to total assets. A lower percentage is more preferred (Denise, 2013). In 2009, 39% of every dollar of the city’s asset was debt while the ratio was 38% in 2010. 2010 is hence more preferable to 2009. The profit margin indicates that the city is not generating income. Its expenditure is higher than its income. From a dollar in revenue the city is making 11 cents loss. The city’s management is hence not useful in converting the available assets into sales. They should hence come up with new policies of raising revenue that will help the adequately meet their expenses. Days payable ratio are the number of days it takes a city to pay their creditors. The longer the period, the better

The Great American Indigence Research Paper Example | Topics and Well Written Essays - 1500 words

The Great American Indigence - Research Paper Example If the income distribution of a market is not equal, then the resource allocation becomes ineffective. In such circumstances, the economy gets bifurcated into two groups namely, the ‘haves’ and the ‘have nots’. An increase in the strength of the latter is the underlying factor which generates poverty in the economy. This research paper will explain the poverty of U.S. in details. United States Poverty: Poverty is the state of misery that can exist in any nation in the world. If a nation is poor, then it is not capable of meeting the basic requirements of its citizens. Poverty not only dampens the economic prosperity of a country, but also brings about the downfall of human development in a nation1. This research paper will consider the extent of poverty in United States. It was earlier believed by the economists that poverty only had its presence in the lagging and underdeveloped nations in the world. However, the contemporary economic affairs of the world show that rich developed nations like, United States, also house substantial amount of poverty in its domestic economy. Poverty in United States: As recorded in 2011, the level of poverty in United States was about 15%. It was estimated that around 46.2 million individuals in the country were poor11. The median level of the family incomes of the individuals of the country had fallen by almost 1.5% from 2010 to 2011. It has been claimed by the researchers that the poverty in U.S. is actually responsible for the rise in the country’s level of unemployment. After the globalization of the world economy in 1990, the competences of the developed nations have fallen significantly. The fall in the core competences in U.S. have resulted in a decline in employment opportunities in the nation. The fall in the income prospects have increased the poverty in U.S. Then again, the poverty in U.S. is seen to be generally urban in nature. III. Causes of Poverty There are various causes or reasons that have caused the poverty in U.S. The big American corporate companies always outsource their requirement of skilled labor workforce from t he developing nations in the world. This is because skilled and educated workers in those nations are available at a cheaper cost. This has made the U.S. workforce less competitive in nature, thereby lacking the proper knowledge which is needed for maintaining high paid jobs. Thus, lack of higher education and knowledge among the youth of U.S. is a prime reason for its impending urban poverty. The recession in the world economy since 2007 has added fuel to the fire of dismay for the U.S. individuals. Low velocity of money circulation in the economy has reduced the productivity and investment thresholds of the nation2. A fall in the level of productivity in the economy has been responsible for the job losses in the nation. In figure 1 at the end, it can be observed that down the years from 1968 to 2012, the workforce participation in U.S. did not increase. Rather, the trend shows a fall in the employment opportunities. Then again, it is obvious and quite natural that the population s trength of the country has increased with time. The employment level in the nation has not increased in equivalence to the rise in the population of the nation10. This shows that a large proportion of the individuals in U.S. is unemployed and therefore, leads their lives as poor urban individuals. The

Sexuality Essay. The film “Casablanca” Essay Example for Free

Sexuality Essay. The film â€Å"Casablanca† Essay Sexuality Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The film â€Å"Casablanca† is a 1942 release that is close to the top ten films that have tasted the times. Its fabrication and filming was carried out in accordance with the creation codes of pictures. It intertwines the political temperature during the Nazism times and the fight between two men for one beautiful woman. The story is constructed around sexuality upholding women as objects that are the center of attention for neurotic satisfaction of men through ownership (Curtiz et al. , 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the film, the first introductory scene is dominated by a slow-spinning globe and a zoom-in shot technique is used to reflect on the Western Europe. A voice over is heard explaining the turbulent takeover of continent Europe by Nazis, the increasing flow of political refugees fleeing Hitler’s persecution, and the imminent Second War of the World. The only hope for the fleeing masses was Lisbon but for one to enter Lisbon, he or she had to possess the relevant documents (Curtiz et al., 2000). At this point, the producer applies the production codes by not showing the details of the required papers to safeguard the secrecy of the information pertaining to the documents. It is in the light of possession of these documents that the rivalry of two men, namely Laszio and Rick, that the topic of sexuality is developed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The camera quickly fades and zooms-in giving rise to a new scene at the evening in a cafà ©. The place is full of all types of clients from Italians, French, Germans and refugees eyeing to flee to United States. In a dimly lighted camera, Ugarte presented as a crook creeps in and becomes boastful of how he got transit letters from two German dispatch riders after murdering them. Urgarte’s strategy was to trade the correspondence that night at the club (Curtiz et al., 2000). At this point, the producer of the film applies the production codes by not showing how Ugarte killed the two German messengers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In terms of sexuality, the film so far seems to be dominated by male characters. The aspect of female essence is yet to be integrated in the big screen. At this point, the male power as the controller of things is dominant. This may have been attributed to the male construction of the female figure as a means to attain self satisfaction and thus should assume the subordinate position (Curtiz et al., 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The scene continues with the petty crook Ugarte being arrested by the neighborhood police under the directions of Captain Renault (Curtiz et al., 2000). He passes away when in detention without disclosing that he assigned the correspondences in his possession to Rick. The details for the death of Ugarte are not disclosed by the producer but rather, he just mentions about the death. This is conformity to the production codes on the disclosure of details pertaining to death of a human being. The male dominance continues to be seen in this seen when no woman has come in to influence the occurrence of events.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Immediately after presentation of Ugarte’s death, Lisa a lovely woman of Norwegian origins comes in and everything changes. She was ones Rick’s lover who left him on the knowledge that his husband Victor, allegedly killed in war, was alive and had gone in hiding (Curtiz et al., 2000). She thus left Rick to take care of her ailing husband wounded in war. At this spot, a woman seems to be the midpoint of interest. Everything in the film focuses on the beautiful woman character Lisa after she enters.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On her arrival in the cafà ©, she begs Sam, the pianist of the house and a friend of Rick’s, to play for her the song â€Å"As Time Goes By†. At this point, the power of a female is revealed when Sam does according to Lisa’s wish. She smiles at him thus yielding a compelling power which makes Sam act against the wish of his friend Rick. Since Rick had prohibited him from playing the song, he storms over to Sam angrily that he has violated his directions never to present the song (Curtiz et al., 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   His anger cools down when he spots Lisa, who was accompanied by his husband Victor to the Cafà ©. Continually, the supremacy of a woman’s attractiveness is exposed at this point. Lisa seems to possess an innate power that compelled Rick to cool down despite him being too much angry with her because of disappearing without a warning. Lisa and her husband, who is a fugitive, are in need of the correspondences to help them flee to America to keep on working.When Victor learns from Ferrari, a Rick’s business rival, that Rick in possession of the correspondences, he tries to talk him into selling the letters to help him and his wife Lisa to flee safely (Curtiz et al., 2000). Again, the essence of a woman’s power as the center for attention is revealed when Rick refuses to sell the correspondences to Victor telling him to ask his wife the reason for not willing to sell to them. The reality is that Rick is aggrieved of Victo r because he is the reason why Lisa left him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Rick refused Victor’s offer, he started a war like sabotage by inciting the band to perform the song â€Å"La Marseillaise†. The band fails to perform when Rick disapproves them from playing it. Victor does not just stop, but he leads the lyric and the in attendance crowd joins in followed by everybody who is present. For a pay back, Renault is ordered by Strasser to shut the club. This part presents a war of showing might among the two male characters constructed around the love for one woman. They are working towards out-shining each other on who is worth being with a woman (Curtiz et al., 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As presented in the film, a woman whose love for by the two men causes all these chaos is very attractive and charming. Her presence in the film stands for the erotic manipulation of a woman’s sexuality to men. Though not too much presented, the minimum times she appears in the scenes of the film makes all the change. There emanates anarchy where tranquility persisted. Friends turn into adversaries, and where there is compliance, insubordination shows up.After the people are evacuated from the club, Lisa confronts Rick on his refusal to give her the correspondences. She even goes to the extent of threatening him using a gun but in the process, she admits that she still loves him. At this point, a gun is used as a weapon that threatens a human being’s life. Similarly, love is used as a weapon to win a man’s heart and manipulate him into doing what a woman wants him to do. She also explains the reason why she left him un informed (Curtiz et al., 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Immediately, Rick’s anger disappears, and he agrees to help them flee (Curtiz et al., 2000). The camera is brought at a close range helping the audience to achieve a point of view of the long shot accompanied by a brilliant lighting that facilitates the zooming of Rick’s and Lisa’s faces to fill the screen. At this moment, one feels the control that Lisa has over Rick because of the love he has for him. The producer applies the production codes by interrupting their kissing intentions through the intrusion of Victor into the scene (Curtiz et al., 2000). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, the big screen has incessantly shown the sexuality of a female as a controlling means of a man. The producer has eminently shown this aspect in the two scenes discussed above and at the same time applying the expected codes of production. The historical concept of the construction of sexuality seems to have played a significant role in presenting a woman as the center for attention by a man. References Curtiz, M., Epstein, J. J., Epstein, P. G., Koch, H., Bogart, H., Bergman, I., Henreid, P. Warner Home Video (Firm). (2000). Casablanca. Burbank, CA: Warner Home Video. Source document

Overview of Strawman Theory

Overview of Strawman Theory Strawman theory traces its origins to the ancient Roman legal practice of capitis deminutio (decrease of head), a term used in Roman trials for the extinguishment of a persons former legal capacity. Capitis deminutio minima meant a person ceased to belong to a particular family, without loss of liberty or citizenship. Capitis deminutio media involved loss of citizenship and family, but not liberty. Capitis deminutio maxima involved loss of family, citizenship and liberty (e.g. being made a slave or a prisoner of war).[4] The term was later revived in the US by the tax protestor and sovereign citizen movements and combined with a misreading of the definition of person from Blacks law dictionary (an American law dictionary). Strawman theory takes the term capitis deminutio, misspells it (commonly as Capitis Diminutio) and claims that capitis diminutio maxima was represented by an individuals name being written entirely in capital letters (even though Latin only had capitals back then). This led to the idea that individuals had a separate legal personality now called a strawman, represented in capitals. (rationalwiki, 2015) Strawman theory holds that an individual has two personas. One of them is a physical, tangible human being, and the other as their legal person, personality or strawman, often referred to as a legal fiction. (The term legal fiction is used by woos as if it were synonymous with intangible, rather than using its correct meaning.) The main use of strawman theory is in escaping and denying debts, liabilities and legal responsibility. Tax protestors, commercial redemption and get out of debt free scams claim that ones debts and taxes are the responsibility of the strawman and not of the real person, freeing the real person from the need to pay them. Sovereign citizens movements and freemen on the land also extend this concept to law and legal responsibilities by claiming that it is only their strawman that is required to adhere to statutory laws such as paying taxes, having licences and obeying traffic laws. They also claim that all legal proceedings in courts are taken against your strawman rather than you as a person and that when one appears in court they appear not as themselves but as representing their strawman. The justification for this is their false notion that governments cannot force anybody to do anything against their will. They therefore create a strawman which being their own creation they are free to boss about at will. Woos believe that by separating oneself from their strawman or refusing to be identified as their strawman they can escape their various liabilities and responsibilities such as paying their debts or obeying laws they dont like. This is typically done by denying they are a person and the same thing as their strawman or by writing their name in various bizarre ways such as the following: John of the family Smith John of Smith John:Smith John (commonly known as) By doing this they are refusing to represent the strawman. In addition to capitals, the use of titles such as Mr and Mrs are claimed to indicate a reference to a persons strawman. Surnames are also typically referred to as part of the legal fiction and advocates will often insist that they dont have a surname but rather a family name. Some woos believe that the strawman is created by the government when a birth certificate is filed. Woos sometimes then try and present their birth certificate when their strawmans name is called for, such as in court. [edit] Debunking It should be noted that there is a legal principle known as Idem sonans (Latin for sounding the same) which states that similar sounding names are just as valid in referring to a person. The relevant UK precedent is R v Davis 1851. If two names spelt differently necessarily sound alike, the court may, as matter of law, pronounce them to be idem sonantia; but if they do not necessarily sound alike, the question whether they are idem sonantia is a question of fact for the jury. The strawman belief seems to stem from a misunderstanding of the concept of legal person-hood. In actual legal theory there is a difference between what is known as a natural person (which is a human being, i.e., not a legal fiction) and that of a corporate person (a legal fiction known as corporate personhood, which applies to business, charities, governments and any recognised organisation). Courts recognise human beings as persons, not as a legal fiction joined to a flesh and blood human being but as one and the same (though in the past not everyone was recognised as a person before the law). They have never recognised a right to distance oneself from ones person, or the ability to opt out of personhood. Where this defence has been tried in court, judges have rejected it. It is impossible to dodge the law by insisting that you are different from your person. If a court can establish your identity, regardless of your consent or cooperation, then it is free to engage in proceedings and sanctions against you. The use of block capitals to fill in forms is often used as evidence for the existence of strawmen. The idea is that the form is asking for your strawmans identity. In reality this is done for ease of reading by humans and computers alike; it is not evidence of some legal conspiracy. (rationalwiki, 2015) rationalwiki. (2015). Retrieved from rationalwiki.org: http://rationalwiki.org/wiki/Strawman_theory

Comparing Cultures in Things Fall Apart and Heart of Darkness :: comparison compare contrast essays

Clashing Cultures in Things Fall Apart and Heart of Darkness A culture defines what it's people perceive about evil, the place it gives to women, and its relationship with other cultures. The Ibo and European people in Things Fall Apart by Chinua Achebe, have two distinct cultures that begin to blend when the white men come as missionaries and try to communicate and live together with the Africans. European culture also differs from native culture on the Congo rivers in Joseph Conrad's Heart of Darkness. Only one man, Kurtz, really connects with the natives and then is taken away dying by his fellow Europeans. Evil is defined by it's culture, whether it be how the culture accepts another culture and condemns as evil or identifying specific items as evil. In Things Fall Apart, the Ibo culture veiled the Africans as primitive natives who held their own different, seen as evil, ways and traditions. In Heart of Darkness, Marlow viewed the natives with whom Kurtz is staying with as evil and feels their evil when he met them after traveling down the river. Once he heard that Kurtz ordered the natives to attack his ship, his views changed a little. Marlow experienced the evil that Kurtz did, and the even had the sickness that Kurtz died from. In both of these novels, specific places represent evil things in different cultures. Europeans treat a church as holy ground but to the Ibo culture who didn't know Jesus, it was just a building raised by the white invaders who settled among them. Europeans found the Congo River and a town on it's banks and it was thought of as evil because they hadn't exper ienced living there or vines covering them as they traveled along the river added to their thinking of an evil atmosphere. In Things Fall Apart, the clan refers to a forest as an evil forest and they cast everything they deem into it. For example, twins were thought of as a curse when born so they were cast into the forest and left to die. The evil forest didn't seem so evil to the European missionaries who came because they hadn't adopted this particular belief of evil into their culture. In fact, the clan purposely granted land in the evil forest to missionaries for their church, believing evil would destroy them, but the missionaries did last until the church was burnt down by members of the clan.

Parental Involvement Benefits Elementary School Childrens Essay

Parental Involvement Benefits Elementary School Childrens Parental involvement has many positive effects on both child and parent. Some of the benefits of parental involvement for children are a significantly increased cognitive development, an improvement in the child’s motivation, a stronger parent-child relationship and, of course, increased academic achievement. Some of the benefits parental involvement has on parents are gaining a more positive attitude about themselves and their parenting skills, increased self-confidence and an increased satisfaction about their child’s school and faculty at the school (Becher, 2001). There are many benefits to parents’ involvement in their elementary school child’s life, but, possibly the most important benefit is in helping the child’s academic achievement. First of all, why the recent interest in parent involvement? Many might give credit to Section 1118 of the No Child Left Behind Act of 2001. This section of â€Å"No Child Left Behind† requires any school district in the United States that receives Title I, Part A funds to execute programs, activities, and events that enable parents to get involved. Title I forces school districts to make a strong effort to communicate with and get feedback from parents who want to be involved in the programs, activities and events directed towards parent involvement. The districts are required to provide equal involvement opportunities for all parents, including those who speak limited English, are disabled, and parents of migratory children. Every school district is required to develop together, agree on with and distribute to parents the districts plan on parent involvement programs (â€Å"No Child Left Behind†, 2002).... ... Power. New York: Hyperion. This is a book I came across at the Towson public library. Kirshbaum starts off with a chapter full of various studies that have been done that prove how beneficial parent involvement is. The book is then broken down into four sections of ninety different ways parents can get involved in their child’s life and have their child get the most out of their education. Peterson, D. (1989). Parent involvement in the education process. ERIC Digest EA 43. Retrieved April 3, 2003, from http://www.ericfacility.net/ericdigests/ed312776.html This article briefly discusses why parent involvement is so important. Peterson then discusses how parent involvement is particularly beneficial for at-risk children. Peterson also mentions how parents can get involved and how parent-involvement programs can be implemented on a district wide basis.