Should General Education School Continue Year Around

Should General Education School Continue Year Around? From the early 1900’s through today, America society as a whole has embraced the nine month general education school year. As we progress into the future, we need to look for more efficient ways to educate the general populous. When we initially went to a nine month school year, there were a multitude of reasons. As we look at the reasons why we began to utilize a nine month school schedule, we need to consider both the advantages and disadvantages of transitioning to a year round school model. While we continue to grow and expand as a nation, we need to reevaluate our current school model. From this, we will look at why schools should transition to year round schools, and abandon the†¦show more content†¦The third is that wealthier families in the urban schools would vacation in the summer. The fourth reason is that it would become extremely hot in the summer, classrooms would become unbearably hot due to high temperatures. The fifth reason, it provided time for scho olmasters to train and prep for the next year. The final reason was, Doctors thought that kids would need a break from school or it could be detrimental to them. While each of these six reasons were valid in the 1900’s, they no longer holds the sway that they once did. While reason one was to standardize the schools, this is still a very valid reason a standardize school schedule should be maintained and adjusted to a year around school. Looking back at the second and fifth reasons we transitioned, teachers are now required to attend college, which limits the need for additional educational needs that the old schoolmasters once needed. This also means that teenage girls no longer teach the summer classes, eliminating the academically weaker summer classes that they presented. The third reason, was basically based on privilege of the wealthy, and we should not placate to one class of people, it should be fair across all classes of people. Reason four was very valid until the introduction of Heating Ventilation and Air-conditioning (HVAC). We

Beowulf Movie Review Free Essays

In Partial Fulfillment of Requirements In English MOVIE REVIEW Of BEOWULF Merry Anjela M. MendozaSeptember 16, 2011 Ms. Maria Dolores Fiao-ag Introduction Beowulf is an epic from England. We will write a custom essay sample on Beowulf Movie Review or any similar topic only for you Order Now It is a story of a brave man who killed many monsters and died defending from a dragon. It is also a great story of adventure. From an old English poem, it became a 3D movie with the faces of real actors and actresses. Although there has a difference from the original poem, it still showed great and it attracted wide audiences. Throughout the movie review, I gave my own opinions about the movie especially in the effects, how the characters played their role, and how they captured the eye of the audiences. Movie Review The Movie Beowulf is a three dimensional movie directed by Robert Zemeckis. It was inspired by an Ancient English poem and known as the epic of England. Unlike the other 3D movies, the characters here are based from the faces of real artists. The settings played on Denmark, A. D. 507. The movie was released on November 16, 2007. My Opinion For me, the use of real faces of the artists is nice and the outfits matched the role of the characters especially for the role of Grendel who has a performance capture suit which represents a sad creature. His face and body was altered to fit his role. I also like the look of Grendel’s mother which was Angelina Jolie with her golden fitted outfit but I don’t understand why does she is wearing a high heels which was not yet popular during that times. The Expected Audiences Beowulf was rated as PG-13 which means that all people are allowed to watch the movie but children below thirteen years old must be given a parental guidance due to some violences including disturbing scenes and sexual interruptions. The Outline Scene 1- Celebration at the mead hall Scene 2- Grendel attacked the hall Scene 3- Beowulf arrived in Denmark Scene 4- Beowulf fights Grendel Scene 5- Grendel died and his mother revenged by killing people. Scene 6- Grendel’s mother seduced Beowulf Scene 7- Celebration at the hall Scene 8- Hrothgar killed himself Scene 9- Beowulf become the king and married Wealtheow Scene 10- The Dragon attacked the hall Scene 11- Beowulf entered the lair of the Dragon Scene 12- Battle between Beowulf and the Dragon Scene 13- The Dragon died together with Beowulf Scene 14- Funeral pyre for Beowulf Actors/Actresses Ray Winstone- Beowulf Crispin Glover- Grendel Angelina Jolie- Grendel’s mother Anthony Hopkins- King Hrothgar John Malkovich- Unferth Brendan Gleeson-  Wiglaf Robin Wright Penn-   Queen Wealtheow Alison Lohman- Ursula Costas Mandylor  Ã¢â‚¬â€œHondshew The Structure Beowulf 3D movie is based from an Old English poem which was considered as epic of England. Based on my research, it was written between the  8th  and 11th centuries A. D. , and it is the oldest surviving piece of  English  literature. The general events of the poem were adapted into an  animated  action-adventure movie  in  2007. But there are many changes in this movie from the real epic which is not good for me because they must show the real essence of this epic tale. For the scene transitions, for me nothing is wrong and everything was just made right. The Cinematography At the first time I saw the movie, I thought that the characters here are real but it was truly an animated movie. The light and special effects are great especially when Grendel attacked the hall which brought a lot of intense. I also like how they covered Beowulf’s manhood in many scenes in this movie. Also, for me, the battle between Beowulf and the Dragon was a great scene especially when they fight in the mid air and the Dragon was shot by hundreds of arrows. The look of the past can be seen with the images but it lacks the essence of the vision, the ancient stones, and the sacral light which are essential part for a tragic tale. But besides that, it still looks great and every scene was taken carefully that keeps their audiences attached to the movie. The Music Background For me, the soundtrack was not that good but the sound effects throughout the movie are really nice. I can’t even remember the soundtrack or the music played in this movie. So it is really a great factor that every director must consider so that the audiences will be keeping in touch with the movie. Conclusion I therefore conclude that Beowulf movie, as a whole, is a great animated epic tale with just some revisions from the original one is still a great movie and very fun to watch. Mr. Robert Zemeckis and the other producers and casts had job well done. They were able to show the audiences the story of a brave man who fought and died in killing monsters. Vocabularies: 1. Mead- a fermented beverage made of water and honey, malt, and yeast 2. Heave- to move a ship in a specified direction or manner 3. Thane- one resembling a feudal baron by holding lands of and performing military service for the king 4. Reek- a strong or disagreeable fume or odor 5. Troll- to sing the parts of (as a round or catch) in succession 6. Gobble-   to swallow or eat greedily . Vexes-   to bring trouble, distress, or agitation 8. Whore-   a male who engages in sexual acts for money 9. Shrink- to contract or curl up the body or part of it 10. Gouger- to scoop out with or as if with a gouge 11. Vomit-   to disgorge the stomach contents 12. Fallible-   capable of making a mistake 13. Flawed- a defect in physical structure or form 14. Fierce-   violently hostile or aggressive in temperament 15. Teeming-   to become filled to overflowing 16. Hasty-   done or made in a hurry 17. Glamour-   an exciting and often illusory and romantic attractiveness 18. Corpse-   a dead body especially of a human being 19. Hag- an ugly, slatternly, or evil-looking old woman 20. Heir- one who inherits or is entitled to inherit property 21. Slaughter-   the act of killing 22. Bard- a tribal poet-singer skilled in composing and reciting verses on heroes and their deeds 23. Feeble-   markedly lacking in strength 24. Bollocks-   make  a  mess  of,  destroy  or  ruin 25. Mock-   to treat with contempt or ridicule 26. Martyr-   a person who sacrifices something of great value and especially life itself for the sake of principle 27. Slip-   to pass quickly or easily away 28. Talon-   the claw of an animal and especially of a bird of prey 29. Groat- a grain (as of oats) exclusive of the hull 30. Fornication- consensual sexual intercourse between two persons not married to each other Acknowledgement This Movie Review would not be possible without the Beowulf and Clash of the Titans cd which was borrowed from Ms. Hannah Alvendia and from my neighbor Thea Abella. I also want to acknowledge GOOGLE for the scripts of this film where I got the vocabularies and for giving some ideas on hot to make a movie review. And of course, I would also like to acknowledge our English teacher, Ms. Maria Dolores Fiao- ag for giving us this opportunity to make this kind of movie review. Movie Review The Movie Clash of the Titans is a 2010 fantasy film which is a remake of the 1981 film of the same name. It is about the Greek myth of Perseus, a demigod and it was directed by Louis Leterrier. The film was originally set for standard release on March 26, 2010. It was later announced that the film would be converted to 3-D and expected release on April 2, 2010 My Opinion For me, the story was really great but actors did not portray their roles well. They can deliver the lines well but they lack of emotions. Just like Beowulf, Clash of the Titans remake had also differences from the original and for me; it is not a big deal unlike the other comments that I had red that they always compare it to the original one and they say that it had no notable delivery. The Expected Audiences Clash of the Titans was rated as PG-13 which means that all people are allowed to watch the movie but children below thirteen years old must be given a parental guidance due to fantasy action violence, some frightening images and brief sensuality. The Outline Scene 1- Narration of the battle between the Olympians and the Titans Scene 2- Spyros found Perseus and his dead mother Danae Scene 3- Soldiers destroying the statue of Zeus Scene 4- Hades killed the people and Perseus’ family Scene 5- Feast at the castle of Argos Scene 6- Hades entered and threatens them Scene 7- Perseus led a quest in killing the Kraken Scene 8- Perseus encountered Calibos and a scorpion Scene 9- Djinn helped in their battle against the big scorpions Scene 10- Arrived at Garden of Sygia Scene 11- Went to Medusa and cut her head. Scene 12- Calibos killed Io Scene 13- The Kraken was released Scene 14- Perseus arrived at Argos and killed the Kraken Scene 15- Perseus banishes Hades back to the Underworld Scene 16- Perseus saved Andromeda under the sea Scene 17- Zeus and Perseus met again and Io was resurrected. Actors/Actresses Sam Worthington  as  Perseus Gemma Arterton  as  Io AlexaDavalos  as  Andromeda Jason Flemyng  as  Acrisius/Calibos Tine Stapelfeldt  as  Danae Nicholas Hoult  as Eusebius Hans Matheson  as Ixas Liam Cunningham  as Solon Liam Neeson  as  Zeus Ralph Fiennes  as  Hades Ian Whyte  as Sheikh Sulieman Pete Postlethwaite  as Spyros Elizabeth McGovern  as Marmara Polly Walker  as  Cassiopeia Vincent Regan  as  Kepheus Luke Treadaway  as Prokopion Danny Huston  as  Poseidon Natalia Vodianova  as  Medusa The Structure Clash of The Titans is a mythical Greek tale about a demigod named Perseus, son of Zeus and Danae. It was actually a 2D movie but it was later converted in 3D. Inmy research, Leterrier approached the studio early on about a 3D conversion but it was expensive and very new technology. After  Avatar, the studio put pressure on Leterrier to convert the film. He was worried because of his previous concerns but was convinced after seeing the View-D conversion process. The transitions of scenes are good but sometimes it is boring to watch because some lacks emotion. The Cinematography The cinematography by Peter Menzies Jr is nicely done, adding some gorgeous scenery to the mythological soap opera. Louis Leterrier handles the directing task equally well, proving up to the job of helming a big production. The one major sequence with Perseus riding Pegasus through Argos chasing down the flying henchbeasts is simply beautiful. But some scenes look very pale to me and lacks of suspense and intense. Despite its general failure, some scenes from  Clash of the Titans  remain memorable. Chief among them is the duel with Medusa, a scene that ripples with tension. Sadly, the battle with the Kraken lacks a similar sense of danger. The Music Background The music background and the sound effects are good making it exciting, and adding atmosphere to the Greek mythological aspect of the film. The soundtracks are well suited to the scenes but I’m finding more suspense in some scenes especially in battles. Conclusion As a summary, Clash of the Titans movie contain a really great story, and has good visual and sound effects. I really like the action scenes which are really great. But the acting is mercurial, some are good, and some are bad. The director brought nothing really new that will make us amaze, but aside from these, everything was perfect. Vocabularies: 1. Frail-   physically weak 2. Defiance- disposition to resist  :  willingness to contend or fight 3. Awe- an emotion variously combining dread, veneration, and wonder that is inspired by authority or by the sacred 4. Insolence-an instance of insolent conduct or treatment 5. Legion- a large military force 6. Demigod-   a mythological being with more power than a mortal but less than a god 7. Whirled-   to turn on or around an axis like a wheel   8. Plaint-   to express sorrow audibly . Tyranny- oppressive power 10. Colossal- of a bulk, extent, power, or effect approaching or suggesting the stupendous or incredible 11. Agony-   intense pain of mind or body 12. Torment-   the infliction of torture 13. Limbus- the marginal region of the cornea of the eye by which it is continuous with the sclera 14. Reek- a strong or disagreeable fume or odor 15. Conjurer- one that performs feats of sleight of hand and illusion 16. Clever- skillful or adroit in using the hands or body   17. Ferryman- a person who operates a  ferry 18. Feat-   a deed notable especially for courage 19. Mundane- of, relating to, or characteristic of the world 20. Sympathetic-   existing or operating through an affinity, interdependence, or mutual association 21. Spare-   to forbear to destroy, punish, or harm 22. Bounty-   something that is given generously 23. Filth-   moral corruption or defilement 24. Whip-   to take, pull, snatch, jerk, or otherwise move very quickly and forcefully 25. Kraken- a fabulous Scandinavian sea monster 26. Speck-   a very small amount 27. Siege- a persistent or serious attack 28. Affront-   to insult especially to the face by behavior or language 29. Lance-   to throw forward 0. Plague- a disastrous evil or affliction Introduction Clash of the Titans is a fantasy film based on the Greek myth of Perseus. This was just a remake of 1981 film of the same name. This movie also talks about the war between the man and the Greek Gods. Perseus embarks on a perilous journey to stop the underworld and its minions from spreading their evil to Earth as well as the heavens. Throughout this movie review, I had showed my opinions and my criticisms about this movie- the cinematography, structure, music background, and even the acting of the characters. MOVIE REVIEW Of CLASH OF THE TITANS How to cite Beowulf Movie Review, Papers

Circle Game free essay sample

I sat on a stump by the sparking birch-bark fire, strumming a guitar to the tune ofThe Circle Game. I sang the lyrics so ingrained in my mind afterhearing them for six years: The seasons, they go round and round, and thepainted ponies go up and down. Were captive in the carousel of time.Another summer at Camp Kenwood had ended, and I was playing guitar during theannual closing campfire. Looking at the glowing faces of the children whowatched me sing, the memories of my years as a camper flooded my mind. Iremembered my first bus ride to camp, a strange new place with strange newpeople, and how I had stared, teary-eyed out the tinted bus window and wondered,What did I get myself into? But even with a horrible counselor, tears ofhomesickness every night, and impetigo (a skin infection caused by unfoundedfears of showering), I managed to survive that first summer. We will write a custom essay sample on Circle Game or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Four summerslater, with a 50-pound backpack laden with food, cooking utensils, a Bunsenburner and tent, I learned to be responsible for others by leading a group upMount Washington. A year later I faced an even bigger challenge: I was diagnosedwith ulcerative colitis a week before camp was to start. With the support of myparents, the decision to return to camp was easy, and that summer I learned tomanage my illness. That was my fifth and final summer as a camper. Thefollowing year I returned to Camp Kenwood as a counselor and my life there camefull circle. I helped a group of eight-year-olds survive their first summer. Icomforted them at bedtime while they silently cried tears of homesickness intotheir pillows. I walked them to the infirmary at midnight after they had thrownup all over the bunk. Some mornings, I secretly took their wet sheets to thelaundry so the other kids wouldnt laugh at them. During that summer, Ialso tried to pass on my love of camp to my campers, and through them Iexperienced the joys of camp all over again. I vividly relived all the earlymornings as a camper, waking up to find the ball fields laced in morning dew, thelake masked in mist, and the air scented with spruce. I reminisced as theyenjoyed capture-the-flag in the hollow, pigs eye on rainy days, snipe hunt,rackit smackit, hollowpalooza, and Jell-O wrestling: all the events that had mademe love camp. Watching my campers fall in love with camp was as rewarding asenjoying it myself. If just one of my campers returned year after yearuntil he became a counselor, Id be happy. Then together wed look out across anew group of glowing faces and together wed sing The Circle Game atthe closing campfire. We cant return, we can only look back from where wecame. And go round and round and round in the circle game.

The role of effective communication free essay sample

Communication is the imparting or exchanging of information by speaking, writing, or using some other medium. With in all health and social care settings workers have to talk to service users. It’s important that they are communicated to in the correct way to way and they are made to feel accepted and respected. Verbal communication Verbal communication is getting across a message, idea, or feeling through the use of mouth. Verbal communication is the main way of communicating face-to-face. The key components of the verbal communication are words, sound, speaking, and language. Non-verbal communication This is communication without words, the messages we send out with our eyes, facial expressions, hands and arms, gestures and posture. Posture can affect the way interactions are interoperated. This could be the way we sit or stand e. g. sitting with your arms folded could be interoperated as the person â€Å"doesn’t care† or â€Å"isn’t listening† and leaning back could be seen as the person is relaxed or bored. We will write a custom essay sample on The role of effective communication or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Whereas leaning forwards could show interest and involvement. The way we move can also effect the way we are interoperated e. g. The way we walk, move our head, sit, cross our legs can send out messages whether your are bored, happy sad or tired. If you face someone it may come across that you are angry or formal, a slight angle can create a relaxed friendly feeling. Some hand and arm gestures help us understand what a person is saying. Facial expressions can also indicate your emotions and effect the may your communication is being interoperated. For example if a person is sad they may look down and there may be tension in there face, where as a happy person will have wide eyes that make eye contact with you. You can also tell a persons emotions trough eye contact, if the person has a fixed stare it may come across that they are angry. One-to-one communication When you start a conversation with someone you don’t know well, you should try to create the right kind of feeling. It is important to create a positive emotional atmosphere before you discuss complicated issues or give people information. The people need to feel happy and relaxed to talk to you. Often people start a convocation with a greeting like ‘good morning’ or ‘hello’. You can help the other person stay relaxed by showing you are relaxed and friendly. Once you have created the good feeling, you can move on to the business (whatever you want to talk about). When you finish the convocation you want to leave the person with positive emotions so you may say something like ‘see you soon’ so the individual feels valued. Formal convocations often follow a three stage model. 1)Emotional warm up stage with a greeting 2)Business or exchange of information 3)Winding down with a farewell e. g. a social worker meeting with a new client will want to make them feel at ease and like they can talk and not feel anxious and worried about sharing information with them. Group communication Group discussions only work if individuals actually want to be involved. Talking to a group can often make people feel threatened and they may keep quiet to avoid this feeling or to avoid other people’s reactions to their opinions. It is therefore important to make sure the group has the right emotional atmosphere. People in groups often use humour or other friendly behaviour to give the group the right feeling to encourage everyone to talk. In some group talks such as team meeting and class room discussions there is a leader. Having this leader can be useful to encourage people to express their ideas and opinions and help the group co-ordinate taking turns with talking. The group leader can also help focus the group on one topic. Group communication fails if everybody speaks at once. It is important that people sit in a circle so they can see each other to creating a positive feeling and it makes it more successful in turn taken. e. g. during counselling there may be group sessions for things such as bereavement. The group talk about there experiences of loss as a coping mechanism. Informal communication This is often used when we know people well e.g. family and friends. Some family, friends and local groups may use terms that other people may not understand and have their own ways of speaking. Example â€Å"Hiya mate. How’s it going? † if you belong to this group you would understand that this is a friendly way a greeting and speaking to one another but to an outsider they may find it hard to understand. Formal communication Health and social care settings can provide both formal and informal communication. If you went to any health and social can setting you may speak to someone at reception who would speak to you in a formal manner. You would be greeted by a phrase like â€Å"Good morning, how may I help you? † this formal communication is used as it widely understood and shows respect to others. The degree of formality used is called the language ‘register’. Some people may prefer to greeted in an informal manner as it puts them at ease and feel like the person they are speaking to is like them. However in many situations informal language can make people feel that they aren’t respected. If you are formal you may also offend others and come across posh and pretentious. Communication between colleague Even if you communicate poorly your friends and family usually understand you but communicating with the people you work with can be different because: †¢It’s important care workers communicate respectfully to each other. Colleagues who don’t show each other respect may not show clients the respect they deserve †¢You may often have to greet colleagues by asking if they are well and spend time on a warm up talk in order to show them you value them †¢To demonstrate you are a good listener you will need to listen and remember details of convocations with colleagues †¢Colleagues have to develop trust in each other. This way you demonstrate you can respect the confidentiality of convocations with colleagues †¢Work settings have their own social expectations about the correct way to display thoughts and feelings. These may differ from social expectations when communicating with friends and family. Although communication between colleagues may often be informal but it’s important that care workers use skilled communication to develop respect and trust. Communication between professional people and people using services Professional people, like doctors, sometimes communicate in a specialised language. A ‘language community’ is a group of people that develop its own special words phrases social expectations and ways of interacting. Professionals are aware they need to translate technical language into simpler terms for the people who use their service. Its important professionals should check they have been understood. Multi-agency working Health and social workers often have to communicate with people who work with different organisations. Example, home care organiser may have to communicate with nurses, doctors, hospital staff, occupational therapists, voluntary group, day care groups and many others. It’s important to remember people from other group may not understand your service uses needs, formal communication with they may be necessary when talking to a new organisation to give an them a good impression about you. Multi-professional working Professionals from different back ground sometimes work together, e. g. doctors and psychologists, to get the best for the services uses. Communication will often need to be formal and careful to avoid barriers to understanding. This may be a doctor referring a patient to a councillor after the death of a family member.

Free Essays on Turn Of The Screw

The book, The Turn of the Screw written by Henry James, is about a young woman taking on the position of governess to two orphaned children. Their uncle is their guardian, but he doesn’t live with them or want to be bothered regarding to the children. The previous governess, Miss Jessel, is dead and soon after there is the heart of this story the new governess comes to the house. When the new governess arrives, she meets the housekeeper, Mrs. Grose, who is taking care of the girl, Flora. The boy, Miles, later comes back from school for summer vacation. For the first time, the governess is impressed by innocence and perfect behavior of the children. However she receives the letter from the school saying that Miles is no longer accepted by the school, so she becomes confused. The governess spends almost all the time with the children and she finds them lovely. She confides in Mrs. Grose saying that they are wonderful and innocent children. Everything seems to be perfect until the governess starts seeing a strange man. She tells Mrs. Grose whom she saw, and from the description Mrs. Grose finds out that the man is Peter Quint, the master's previous servant. However, Peter Quint is dead so it must be a ghost. Afterwards, the governess sees the ghost of Miss Jessel. She is convinced that Miles and Flora also see the ghosts of Quint and Jessel, but yet for some reasons they pretend that they do not see the ghosts. The governess is told that Peter Quint and Miss Jessel had an inappropriate relationship - both with each other, and with the children. Mrs. Grose sounds like she does not know much, perhaps she is hesitating to say things she knows, but the governess seems to understand the situations. The governess conveys to the children that she is no harm to th em, and she tries to make them confess that they also see the ghosts. The story goes on until the end with the deal between the governess and the children about the ghosts. At the ver... Free Essays on Turn Of The Screw Free Essays on Turn Of The Screw The book, The Turn of the Screw written by Henry James, is about a young woman taking on the position of governess to two orphaned children. Their uncle is their guardian, but he doesn’t live with them or want to be bothered regarding to the children. The previous governess, Miss Jessel, is dead and soon after there is the heart of this story the new governess comes to the house. When the new governess arrives, she meets the housekeeper, Mrs. Grose, who is taking care of the girl, Flora. The boy, Miles, later comes back from school for summer vacation. For the first time, the governess is impressed by innocence and perfect behavior of the children. However she receives the letter from the school saying that Miles is no longer accepted by the school, so she becomes confused. The governess spends almost all the time with the children and she finds them lovely. She confides in Mrs. Grose saying that they are wonderful and innocent children. Everything seems to be perfect until the governess starts seeing a strange man. She tells Mrs. Grose whom she saw, and from the description Mrs. Grose finds out that the man is Peter Quint, the master's previous servant. However, Peter Quint is dead so it must be a ghost. Afterwards, the governess sees the ghost of Miss Jessel. She is convinced that Miles and Flora also see the ghosts of Quint and Jessel, but yet for some reasons they pretend that they do not see the ghosts. The governess is told that Peter Quint and Miss Jessel had an inappropriate relationship - both with each other, and with the children. Mrs. Grose sounds like she does not know much, perhaps she is hesitating to say things she knows, but the governess seems to understand the situations. The governess conveys to the children that she is no harm to th em, and she tries to make them confess that they also see the ghosts. The story goes on until the end with the deal between the governess and the children about the ghosts. At the ver...

The Battle of Chapultepec in the Mexican-American War

The Battle of Chapultepec in the Mexican-American War On Sept. 13, 1847, the American army assaulted the Mexican Military Academy, a fortress known as Chapultepec, which guarded the gates to Mexico City. Although the Mexicans inside fought valiantly, they were outgunned and outnumbered and were soon overrun. With Chapultepec under their control, the Americans were able to storm two of the city gates and by nightfall were in tentative control of Mexico City itself. Although the Americans captured Chapultepec, the battle is a source of great pride for Mexicans today, as young cadets fought bravely to defend the fortress. The Mexican-American War Mexico and the United States had gone to war in 1846. Among the causes of this conflict were Mexicos lingering anger over the loss of Texas and the US desire for Mexicos western lands, such as California, Arizona, and New Mexico. The Americans attacked from the north and from the east while sending a smaller army west to secure those territories they wanted. The eastern attack, under General Winfield Scott, landed on the Mexican coast in March of 1847. Scott made his way towards Mexico City, winning battles at Veracruz, Cerro Gordo, and Contreras. After the Battle of Churubusco on August 20, Scott agreed to an armistice which lasted until Sept. 7. The Battle of Molino del Rey After talks stalled and the armistice was broken, Scott decided to hit Mexico City from the west and take the Belà ©n and San Cosme gates into the city. These gates were protected by two strategic points: a fortified old mill named Molino del Rey and the fortress of Chapultepec, which was also Mexicos military academy. On September 8, Scott ordered General William Worth to take the mill. The Battle of Molino del Rey was bloody but short and ended with an American victory. At one point during the battle, after fighting off an American assault, Mexican soldiers crept out of the fortifications to kill American wounded: the Americans would remember this hateful act. Chapultepec Castle Scott now turned his attention to Chapultepec. He had to take the fortress in combat: it stood as a symbol of hope for the people of Mexico City, and Scott knew that his enemy would never negotiate a peace until he had defeated it. The castle itself was an imposing stone fortress set on the top of Chapultepec Hill, some 200 feet above the surrounding area. The fortress was relatively lightly defended: about 1,000 troops under the command of General Nicols Bravo, one of Mexicos better officers. Among the defenders were 200 cadets from the Military Academy who had refused to leave: some of them were as young as 13. Bravo had only about 13 cannons in the fortress, far too few for an effective defense. There was a gentle slope up the hill from Molino del Rey. Assault of Chapultepec The Americans shelled the fortress all day on September 12 with their deadly artillery. At dawn on the 13th, Scott sent two different parties to scale the walls and assault the castle: although resistance was stiff, these men managed to fight their way to the base of the walls of the castle itself. After a tense wait for scaling ladders, the Americans were able to scale the walls and take the fort in hand-to-hand fighting. The Americans, still angry over their murdered companions at Molino del Rey, showed no quarter, killing many wounded and surrendering Mexicans. Nearly everyone in the castle was killed or captured: General Bravo was among those taken prisoner. According to legend, six young cadets refused to surrender or retreat, fighting to the end: they have been immortalized as the Nià ±os Hà ©roes, or Hero Children in Mexico. One of them, Juan Escutia, even wrapped himself in the Mexican flag and leaped to his death from the walls, just so that the Americans would not be able to take it in battle. Although modern historians believe the tale of the Hero Children to be embellished, the fact is that the defenders fought valiantly. Death of the Saint Patricks A few miles away but in full view of Chapultepec, 30 members of the St. Patricks Battalion awaited their grim fate. The Battalion was composed mainly of deserters from the US army who had joined the Mexicans: most of them were Irish Catholics who felt that they should be fighting for Catholic Mexico instead of the USA. The Battalion had been crushed at the Battle of Churubusco on August 20: all of its members were dead, captured or scattered in and around Mexico City. Most of those that had been captured were tried and sentenced to death by hanging. 30 of them had been standing with nooses around their necks for hours. As the American flag was raised over Chapultepec, the men were hanged: it was meant to be the last thing they ever saw. The Gates of Mexico City With the fortress of Chapultepec in their hands, the Americans immediately attacked the city. Mexico City, once built over lakes, was accessed by a series of bridge-like causeways. The Americans assaulted the Belà ©n and San Cosme causeways as Chapultepec fell. Although resistance was fierce, both causeways were in American hands by the late afternoon. The Americans drove the Mexican forces back into the city: by nightfall, the Americans had gained enough ground to be able to bombard the heart of the city with mortar fire. Legacy of the Battle of Chapultepec On the night of the 13th, Mexican General Antonio Là ³pez de Santa Anna, in overall command of the Mexican forces, retreated from Mexico City with all available soldiers, leaving it in American hands. Santa Anna would make his way to Puebla, where he would unsuccessfully try to sever the American supply lines from the coast. Scott had been correct: with Chapultepec fallen and Santa Anna gone, Mexico City was well and truly in the hands of the invaders. Negotiations began between the American diplomat Nicholas Trist and what was left of the Mexican government. In February they agreed on the Treaty of Guadalupe Hidalgo, which ended the war and ceded vast tracts of Mexican land to the USA. By May the treaty had been ratified by both nations and was officially implemented. The Battle of Chapultepec is remembered by the U.S. Marine Corps as one of the first major battles in which the corps saw action. Although the marines had been around for years, Chapultepec was their highest-profile battle to date: the Marines were among those who had successfully stormed the castle. The marines remember the battle in their hymn, which begins with From the halls of Montezuma†¦ and in the blood stripe, the red stripe on the trousers of the marine dress uniform, which honors those who fell at the Battle of Chapultepec. Although their army was defeated by the Americans, the Battle of Chapultepec is a source of much pride for Mexicans. In particular, the Nià ±os Hà ©roes who bravely refused to surrender, has been honored with a memorial and statues, and many schools, streets, parks, etc. in Mexico are named for them.

PTSD in Adolescents Research Proposal Example | Topics and Well Written Essays - 500 words

PTSD in Adolescents - Research Proposal Example Also, it useful in obtaining information regarding a phenomenon’s current status, in this case, PTSD in adolescents and possibility for the use of technology in research. The population for this research study will be adolescents aged between the ages of 13 and 19 who meet the DSM IV criteria for PTSD. In addition, the guardians or parents will have to provide written permission for the participation of the minors. The participants will be recruited via purposive sampling that will only consider a specific subset of the population (Bryman & Burgess, 2009), in this case, adolescents presenting with PTSD symptoms. Data will be collected from both primary and secondary sources. Secondary sources will include previous research studies and peer-reviewed articles, while primary data will be collected through interviews. The secondary data will provide information about the earlier use of technology in PTSD research, while the interviews will present information about perceptions and behavior of adolescents with PTSD. The interview will have a general inquiry plan with no specific set of questions or any particular order to avoid making the participants uncomfortable (Bryman & Burgess, 2009). The Structured Interview for PTSD has been utilized in numerous studies and assesses symptoms of PTSD, as well as behavioral guilt, survival, and risk factors (Bryman & Burgess, 2009). These are the issues, which the research study is seeking to address. It has 17 items that assign severity rating reflecting intensity and frequency. This method was chosen because it takes less time, around 20-30 minutes, which is important given the mental state of the participants. Other methods that could have been used include document review and observational methods.

Case study- psychosocial paper Essay Example | Topics and Well Written Essays - 4000 words

Case study- psychosocial paper - Essay Example Mobile communication has turned out to be an indispensable part of contemporary life, a need, and a way of life. Mobile media, especially, is the up-and-coming digital interconnected media form that focuses on cellular mobile networks and meets with other technologies such as the Internet and portable music and video devices. Amongst the number of mobile phone designs that have been developed in mobile media market, none of the handset manufacturers have been able to reproduce the user experience of the iPhone. Thus, it will not be wrong in saying that other smartphone possess similar features, but they do not equal the sleekness, pinching, and other features of the Apple iPhone (Faber, 2008). The present study seeks to study the different aspects of social theory, cultural history and psychoanalysis to explore the historical significance of consumption of the currently highly popular iPhone and its role in contemporary psychosocial life. These new types of mobile media and the relat ed psychosocial meanings are such recent and dynamic phenomena that their influences on society and human behavior are yet to be observed. However, what remains for sure is the fact that the new smartphones, and especially the iPhone, have given users unparalleled connectivity, greatly enlarging their social reach and power to change remote physical circumstances. Some of the effects of mobile technology on people include empowerment and liberatiion, evading the limitations of a certain ordering in regards to blurring of the boundaries between public and private areas and domestication of the outer world (Katz, 2006). It is in light of this that the present study seeks to explore different aspects of social theory, cultural history and psychoanalysis to explore the historical significance of consumption of Apple iPhone and its role in contemporary psychosocial life of the youth. The study further aims to provide an analysis of satisfaction, fears and desires that motivate consumer b ehavior and the processes of individual consumption of Apple iPhone. The study aims to cover the consumption behaviors of the young adults who have bought and are using iPhone. Young adults are frequently linked with innovation (Rubicon, 2008), particularly for cell phones, and can, therefore, offer an understanding regarding the young adult’s behavior towards buying and using iPhone. Apple Inc. has surfaced from the market with its iPhone as simply the most publicized new mobile device in recent memory. Most publicized meaning, here, more than just most promoted, but also most fashionable and most talked about. This is illustrated, for example, in statistical reports, which assert that smartphones comprise of 56% of the UK mobile phone market, of which a surprising 80% is comprises of Apple’s iPhone (Admob, 2010). The iPhone is a remarkable thing to study. The reason behind this is not only its popularity, but its status as a new cultural artifact and the newest mediu m of contemporary culture. iPhone is has accomplished this status due to its links with a certain social behaviors such as accessing email through phone, which are particular to today’s culture or ways of living. It is cultural because it is linked with certain types of individuals such as young people who are technologically confident, with certain places such

The Physiology of Fitness Essay Example for Free

The Physiology of Fitness Essay What is an acute response? An acute response is an immediate response to exercise. Acute exercise will last throughout the full length of your training session. During the training session our bodies begin to respond to the exercises we are doing and begin to feel the changes within our bodies and mind due to physical strain and stress of the physical activity in lots of different ways. Musculoskeletal response Increased blood supply: the increased blood supply occurs in the body due to the increase in demand for more oxygen and this is due to the working muscles needing more oxygen and energy during exercise. With there been an increase in blood supply that means there will be greater amounts of oxygen been delivered around the body at a faster speed due to the heart pumping blood around the body at a faster pace. Increase in muscle pliability: Muscle pliability is the stretchiness of your muscles and connective tissues. When muscles become warm they become more pliable and this helps reduce the risk of an individual becoming injured during exercise and this is because the muscles contract quickly when the body is exercising. When the muscles are contracting they produce heat which then a=makes the muscle more pliable. The warmer the muscle becomes the further you can stretch it each time without the muscle becoming weakened or injured. Increased range of movement: Synovial fluid is the result of joint movement and allows joints to move without them rubbing together and causing friction. During exercise joint changes occur and this is because the synovial fluid becomes less viscous (the measure of thickness of a fluid) so therefore the range of movement at the joint will increase. Muscle fibre micro tears: When muscles are put under pressure whilst exercising tiny tears occur. These tears within the muscles cause swelling, which then puts pressure on the nerve endings which causes a lot of pain. To help strengthen the muscles and help repair the micro tears you need to rest and you can strengthen the muscles  by training. Energy systems Everything in our bodies requires energy and our body mainly needs energy to move. Energy can be generated in different ways and this is depending upon the duration or intensity of the exercise that the individual is performing. Phosphocreatine: The ATP-PC system can also been known as the alactic acid system. During exercise the ATP-PC energy system works between 1-10 seconds long it usually consists of different sport activities like: high jumpers, long jumpers, javelin and shot putters. This energy system doesn’t produce lactic acid and it works without oxygen. When the body has been doing exercise your body uses the energy source ATP. When ATP has been used within the body this energy system is the first fuel to be called upon the body to resynthesize ATP. ATP-PC utilizes Phosphatecreatine and this then allows high intensity muscle contractions. The maximum storage this energy can take up without the individual training is less than 8 seconds in duration. So this means tha t this energy system can work at a high intensity but only for a short period of time! There are ways in which Creatine phosphate (CP) can be increased within the human body and that is through training. By training levels of CP will increase by: †¢Speed training †¢Creatine loading Both of these delay the use of the lactic anaerobic system but even though it delays it still gives 15 seconds of energy stored in the body. The ATP is stored in the muscle and liver and this can produce energy quickly. Nerve impulses in the body trigger the breakdown of ATP into ADP, however for this to continue ad for the body to continue to use this energy system, the ATP must be resyntesized /rebuilt and this comes from the splitting of phosphocreatine. When the ATP is used, it is rebuilt but this will only happen as long as there is phosphocreatine available within the body. Energy is released from the phosphocreatine breaking off and from this it resynthesizes in the mitochondria and the ADP adds on the phosphate to remake ATP. The ATP-P system doesn’t provide a lot of energy but it is used for quick and powerful movements. For example: A 100m runner would use the ATP-PC system due to the fact that the athlete would need a short powerful burst of movement to be able to get off the blocks quickly. Another example  of this energy is for a shot putter. They would use this energy system because they don’t need a lot of energy for their sport, all they need is a short powerful burst of energy to be able to get a strong, powerful thrown and to be able to throw the shot-putt a long way. All these different sporting examples last up to 8-10 seconds and this is the energy production. The speed of energy production for Phosphocreatine is very fast, although the amount of ATP produced is very limited. The time it takes to recover from the ATP-PC energy system is 30 seconds up to 4 minutes. The phosphocreatine works when your body is working at high intensity at around 90-100%. The strengths of the Phosphocreatine system is because the source is stored in the muscles and liver so it can produce energy very quickly using a short burst. This means that there will be a higher force of contraction. There are also no waste products within this system. Another advantage/strength of this energy system is the recovery time. Phosphocreatine recovery time is shorter than the others which mean that the athlete can perform the event again quickly. For example: shot putters use this energy system because they have to perform 3 throws within a short period of time, so because the recovery time is between 30 seconds to 3 minutes this is the perfect energy system due to the fact they need to recover quickly to be back to their top level of performance. To improve the force of contraction, an athlete should do plyometric training and Creatine loading, this will increase powerful movements. There are some weaknesses of the Phosphocreatine system and there are: the amount of ATP that is produced is limited. It is limited due to the Creatine been stored in the muscles and liver. Although it gives a short burst of energy it only lasts around 8 seconds which is a weakness if it is used for endurance events because it wouldn’t be able to produce an explosive and powerful movement. A marathon runner wouldn’t be able to use this Phosphocreatine system because it only releases a short burst of energy of about 8 seconds whereas marathon runners need to use the aerobic energy system because the duration is unlimited and the oxygen will never run out. Lactic acid: This energy system is used without using any oxygen. It is used for activities that use large amounts of energy over a short period of time. The glycogen stored in the muscles helps the breakdown of ATP to become ADP  with no oxygen involved. Seen as though the glycogen is stored in the muscles and liver it is available quickly. This system provides ATP when ATP-PC runs out. ATP-PC lasts for a few seconds; the lactic acid system is an anaerobic energy system which allows 2-3 minutes of work. In the lactic acid system the process to produce ATP is not as fast as ATP-PC which makes contractions slower. When oxygen is not present the end product of glycolysis is lactic acid this causes the muscles to fatigue. Anaerobic glycolysis but it is then less efficient in producing ATP than aerobic glycolysis but is needed for a large burst of energy lasting a few minutes. The speed of the energy production in the Lactic acid system is fast, the energy source is glycogen. Although the amount of ATP produced is limited. Lactic acid is the by product in the production of waste products. This anaerobic energy system is used when the body is working at a moderate intensity of 60-95%. The length of time it takes to recover when the Lactic acid system has been used is 20 minutes up to 2 hours. For example: This energy system would be used for events and sports such as 800m, football and rugby games. The Lactic acid energy system would be used when an athlete is performing the 800m because you need a large burst of energy but you need it to last for a few minutes, as you do for a football, rugby game. Although all these sports would use all of the energy systems in some form. You would also use this anaerobic energy system for football/rugby game because the glycogen is stored in the muscle and liver so it is available quickly and the time is takes to recover is short so it can keep replenishing itself throughout the game. The strengths of the Lactic acid system is that is produces energy quickly, compared to the aerobic system because that releases energy slowly but lasts for an unlimited duration whereas the lactic acid system is a high intensity but for a long duration. This system lasts longer than the Phosphocreatine system because the lactic acid system uses glycogen stores which aid the resynthesis of ATP. The weaknesses of this system are that it doesn’t last as long as the aerobic energy system because the glycogen stores are limited which means it doesn’t produce energy for as long. Another disadvantage is that it causes lactic acid within the muscles which causes muscle soreness and fatigue which could lead to a drop in intensity. Aerobic: The aerobic energy system is the energy system that uses oxygen; it uses large muscle groups continuously over a period of time. Aerobic glycolysis and fatty oxidation is the resynthesis of ATP from carbohydrates and fat. Aerobic glycolysis uses glucose from the stores of the body. Glucose and oxygen are transported by the working muscles by the blood. These substances are then used by the body to produce energy. These substances are then used by the body to produce energy. This process creates the by-products carbon dioxide and water. This energy system is used for intensity exercise because this system uses oxygen. This allows unlimited duration at low intensity. Aerobic energy system uses long chain stores of glucose, this then break up further into glucose which is then used as a fuel within the body. This happens through the process of glycolysis and then in to the Krebs cycle where here it completes the oxidation of glucose, this creates more ATP. The chemical process in which it goes through, an aerobic glycolysis occurs is when Creatine Phosphate runs out, the muscles call upon the stores of glucose (glycogen). This system creates a waste product which is called Pyruvic acid. The body deals with this by the oxygen breaking down the Pyruvic acid into carbon dioxide and water. However if activity levels are too intense and not enough oxygen can be inspired then the Pyruvic acid is not broken down and it then converts into lactic acid. The speed of energy production for the aerobic energy system is slow but the amount of ATP that is produced is unlimited. This is why this energy system is used for marathon runners and cross country runners because they need to use large muscle groups within their body but for a long period of time. They also use this system because the amount of oxygen produced is unlimited so they can produce energy forever and ever without the oxygen never running out. This is why the lactic acid system and Phosphocreatine system isn’t used for long distance runners because the oxygen will run out. The advantages of the anaerobic energy system are that the system will work for an unlimited period providing glycogen stores and oxygen with high enough levels. This system lasts longer than the other two which allows an athlete to maintain high workloads for longer period of time. Another advantage would be that it can respond to high workloads much more quickly than the aerobic system meaning it can last for longer periods of time. Furthermore the anaerobic energy system is capable of supplying fuel to the cells even  when there is an oxygen deficit, which means that even when there is low oxygen the cells will still get some energy. The disadvantages of the anaerobic system are the fact that due to the lack of oxygen, glycolysis takes place which is catabolic (destructive) to the muscle cells if the process continues for too long. Lactate and hydrogen ions are produced. The lactate is used to continue energy production (current theory), while the hydrogen ions irritate the muscle tissue and chemically limit muscle contraction. This creates the burning sensation and the heavy wooden feeling in the muscles. Another disadvantage to this energy system would be that the system cannot supply energy for extended periods. When fully trained, an athlete can sustain sub anaerobic threshold intensities for 1 to 1.5 hours. Fuel resources are used up very rapidly and the body cannot synthesize fats and protein quickly enough to supply this system so, glycogen and carbohydrates must be used. Energy continuum: The term energy continuum is used to describe the types of energy system that are used during various physical activities. Energy is obtained through food and this is particularly carbohydrates and fats. This energy is transferred from the food into the proteins that are in the muscles. By the body doing this it will help determine the capacity at which intensity the body will exercise for. †¢The energy continuum is the interaction of the 3 energy systems to provide energy to resynthesize ATP. It shows the predominant system or percentage of each system dependant on their intensity and duration of the activity. †¢The most dominant energy system within our bodies would be the ATP/PC. At the beginning of exercise all three energy systems start however as we begin to exercise the PC (Phosphate Creatine) is used up meaning the lactic acid system then takes over. After this (depending on the intensity of the activity), the lactic acid/aerobic energy system is reached between 1-3 minutes. The aerobic system now becomes the main provider of energy for the ATP resynthesis. Describe the cardiovascular and respiratory systems responses to acute exercise Heart rate anticipatory response: This means the rate that the heart reaches before the start of exercise. When the body knows that it’s about to do exercise, the heart rate increases even though no exercise has  been done yet. Nerves release chemicals in the body which adjust the heart rate to increase the heart rate. This is because the body knows exercise is about to be done therefore the heart rate increases pumping more oxygenated blood to the muscles ensuring that the muscles already have a sufficient supply of oxygen for when they begin to exercise. Activity response: The activity response is very similar to the heart rate anticipatory response. At the start of exercise, nerves in the medulla detect cardiovascular activity. The nerves then send out chemical signals which increase the heart rate and the strength at which the heart is pumping. This makes more blood travel to the working muscles faster which is vital as the blood contains oxygen which ensures the muscles can carry on working. Regional blood flow is also altered to meet the requirements of blood needed at working places. This means that the working areas such as the quadriceps when running will have a higher blood flow coming to it than un-working areas such as the kidneys. Increased blood pressure: There are two types of blood pressure and these are known as systolic and diastolic. One of the body’s acute responses to exercise is to increase the blood pressure. This is because the demand for oxygenated blood to the working muscles increases therefore the amount and speed of the blood going to the working muscles must also increase. There are mechanisms in place which prevent blood pressure getting too high as this can cause a heart attack and possible death. Vasoconstriction: Vasoconstriction is when the body notices a change in temperature and begins become to come cold and it does certain things to ensure the body doesn’t lose too much heat. The blood vessels of the body constrict which means they decrease in size and this ensures as much heat as possible remains in the body as there is a smaller surface area and the blood flow decreases. Vasodilatation: Vasodilatation is one of the mechanisms the body has in place to ensure it remains at a safe temperature. It is the opposite of vasoconstriction in the way that vasodilatation functions to cool the body down. When the body notices the temperature is too high, the blood vessels will dilate which means to increase in size in an attempt to increase the blood flow. The larger surface area allows more heat to diffuse out of the body and therefore cools the body down. Control of breathing (neural): When an individual is doing exercise their body  needs more oxygen to be brought into our to the fact the demand for oxygen increases from the working muscles in order to carry on working. This is why our breathing rate increases when we are doing exercise. More oxygen is brought in by the increased breathing rate which goes on to be diffused into the blood and transported to the working muscles. If breathing rate didn’t increase, there wouldn’t be enough oxygen to meet the demands of the working muscles and exercise wouldn’t be able to take place. Control of breathing (chemical): Within our bodies there are things called chemoreceptors and these are what help to detect an imbalance of carbon dioxide levels and oxygen levels in the blood. Chemoreceptors are hydrogen ions that measure the pH levels of the blood. If something is not right, this hydrogen ion can tell the breathing rate to increase to ensure that the blood becomes neutral again. Increased tidal volume: Tidal volume is the measure of the amount of air inhaled and exhaled with each breath we take. During exercise, the tidal volume increases a significant amount. This increase happens as the breathing rate has to meet the huge demands of oxygen needed by the respiring muscles. The increase of the tidal volume allows a bigger intake of oxygen and also a bigger exhale of carbon dioxide which is produced by the working muscles and needs to be out of the body as it is a waste product.

Child Labor in Mexico Essay examples -- Argumentative Persuasive Essay

Child Labor in Mexico Veronica Hernandez began her working career in a factory sweatshop. She was only 8 years old. After more than 12 years of intense and monotonous work in a number of different factories, Hernandez still, â€Å"felt as poor as the day she first climbed onto the lower rungs of the global assembly line† (Ferriss, source#2). Veronica works about 45 hours a week for only a base salary of $55, an occupation where she assembles RCA televisions by the Thomson Corporation. While some people you know complain of not having cable or enough channels for their big screen television, Veronica is blessed that she even owns one. She lives in a one room hut that includes no more than an out-house and an old refrigerator. She has to haul water from a single faucet that services a group of other families as well as her own. Hoping that some development would come (either in working conditions or wage) since the beginning of her working career as a child, Hernandez knows that progress hasnâ €™t developed within the last couple of years. While she continues to slave in ‘maquiladoras’ (U.S. and other foreign-owned factories that assemble products for consumers), people around the globe are searching to find alternate ways to create work. The need for improvement in working conditions and withholding laws to keep young children out of factory work is urgent. Child labor is a serious issue that needs the world’s attention now more than ever. Child labor has become an ongoing global concern for many years. The practice sweatshops in places such as South America and Asia are responsible for much of the manufactured goods people own today. While hundreds of organized unions and corporations look for answers to this unheal... ... 29 Oct. 2003. Global march on Five Continents Target Child Labor. Labor Alerts-a Service of â€Å"Campaign for Labor Rights.† Washington, 2003. Greenhouse, Steven. â€Å"Nike Identified Plants Abroad Making goods for Universities† New York Times. 8 Oct. 1999. Homepage. www.Crea-inc.org/pr01.htm Homepage. www.gobalexhange.org/sweatshops/gap/background.html Homepage. http://www.ilo.org/public/english/standards/relm/ilc/index.htm Homepage. www.natlaw.com/pubs/torrient.htm Homepage. www.usinfo.state.gov/journals/ites/1002/igee/ftaa-derbex.htm Homepage. www.sweatshops.org. â€Å"How NAFTA Failed Mexico† The American Prospect. July-Aug. 2003. 14. Latapi, Agustin and Mercedes Gonzalez. Crisis, Restructuring and Urban Poverty in Mexico. Logan, Marty. Trade Americas: FTAA Environmental Outlook Break, experts say. 14 Oct. 2003.

Justice in “King Lear” Essay

Many themes are evident in King Lear, but perhaps one of the most prevalent relates to the theme of justice. Shakespeare has developed a tragedy that allows us to see man’s decent into chaos. Although Lear is perceived as ‘a man more sinned against than sinning’ (p.62), the treatment of the main characters encourages the reader to reflect on the presence or lack of justice in this world. The characters also vary in their inclination to view the world from either a fatalistic or moralistic point of view, depending on their beliefs about the presence or absence of a higher power. The theme of justice in relation to higher powers can be illustrated from the perspective of King Lear, Gloucester, and Edgar. When reading King Lear, it is helpful to understand the Elizabethan ‘Chain of Being’ in which nature is viewed as order. Rosenblatt (1984) states that there was a belief in an established hierarchy within the universe. Everything had its own relative po sition beginning with Heaven, the Divine Being, and the stars and planets which are all above. On earth the king is next, then the nobles, on down to the peasantry. Holding the lowest position were the beggars and lunatics and finally, the animals. Interrupting this order is unnatural. King Lear’s sin was that he disrupted this chain of being by relinquishing his throne. By allowing his daughters and their husbands to rule the kingdom, the natural order of things was disturbed. His notion that he can still be in control after dividing the kingdom is a delusion. According to Elizabethan philosophy, it would seem that this is the beginning of his mistakes and is also the cause of much of the misfortune that occurs later on in the play. Chaos rules the unnatural. As well, King Lear makes another devastating mistake which affects his relationship with his daughters by asking them to tell him how much they love him in order that he may divide his kingdom according to the strength of their love. Cordelia, the youngest daughter, states that she loves her father ‘according to her bond’ (p.4). She is saying that she loves him as much as any child could love a father. On the other hand, Goneril and Reagan easily speak the words that their father wants to hear, rather than the truth. Because Lear is not satisfied with Cordelia’s response, he turns his back on Cordelia and on her love. By doing this he is destroying the natural family unit and lacks the insight to know this. He unjustly punishes Cordelia by banishing her from the kingdom. He casts out his daughter in an unfatherly fashion, yet is gravely upset by the ingratitude of his other two daughters, Goneril and Reagan. Once again, due to Lear’s lack of wisdom, he fails to recognize the sincerity of Cordelia’s words. Thus, he puts his relationship with his daughters in jeopardy which results in a constant source of grief for King Lear. King Lear holds firm to his belief that the world is governed by the gods and in justice. Therefore he does not question the will of the gods in letting him suffer from his daughter’s unkindness, but prays If it be you that stirs these daughters’ hearts Against their father, fool me not with so much To bear it tamely; touch me with noble anger (p.50). Greer (1986) reminds us that Shakespeare uses the word ‘nature’ often, but rarely with the same meaning. For instance, Lear personifies nature when he calls Cordelia ‘a wretch whom Nature is ashamed/Almost to acknowledge hers’ (p.9). Here, it seems as though Lear thinks himself to be particularly special and close to nature because he is presumptuous in believing that he can read Nature’s mind. On the same note, Lear also seems to order his goddess, Nature, as though he is in control. He commands Nature to follow his orders, Hear, Nature, hear! dear goddess, hear! Suspend thy purpose, if thou didst intend To make this creature fruitful (p.29). Therefore, Lear is once again disturbing the order of things by putting himself above the gods. Lear disturbs the Chain of Being, unjustly punishes Cordelia and misinterprets his role in life by assuming himself to be the lord of creation. For these ‘sins’ he is punished when Goneril and Reagan turn on him and Cordelia dies. Thus, it would seem that justice is served. However, Holloway (1961) suggests that Lear suffers more for his ‘sins’ than seems reasonable. Holloway sums up this concept as follows: ‘the world can be to mankind, and has been to Lear, a rack: a scene of suffering reiterated past all probability or reason’ (p.506). Gloucester plays a parallel role to Lear in the play. He is elderly, gullible and taken in by his children. Again, the natural unit of the family is disturbed for Gloucester has a bastard son who is his downfall. However, unlike Lear, he is not weak and infirm and is more good- natured and brave. Like Lear, Glouceste r makes reference to Nature. However, Greer (1986) feels that Gloucester views Nature as neutral and sees it existing only for man’s benefit: These late eclipses in the sun and moon portend no good to us. Though the wisdom of nature can reason it thus and thus, yet nature finds itself scourged by the sequent effects (p.15). Rather than blame Nature, Gloucester is aware that his problems are a result of his own foolishness. He does not feel that the gods are necessary to explain Edmund’s treason or Cornwall’s brutality. However, he does make clear his belief that the gods are not interested in the affairs of men: As flies to wanton boys are we to the gods. They kill us for their sport (p.82). Although it may seem as though he is an atheist, Frye believes otherwise: Gloucester is not atheist: he postulates gods, divine personalities, and if he replaces them with a mechanism of fate or destiny he couldn’t ascribe malice to it. What he feels is that there is some mystery in the horror of what’s happened to him that goes beyond the tangible human causes’ (p.111). It is true that Gloucester has been lustful and has fathered an illegitimate son as the consequences. Since this, too, is an unnatural act, it seems justice must be served to restore order. However, to what degree is Gloucester responsible for Edmund’s evil behaviour? And was it just that Gloucester’s eyes were poked out by Goneril and Reagan? This leaves one wondering whether or not justice was served as Gloucester dies at the end of the play. The punishment would seem to exceed the crime. Edgar is Gloucester’s legitimate son who is in danger of losing his right to his inheritance. At first, he is the good and dutiful one. At times he is gullible and naive when responding to his illegitimate brother Edmund, who tries to take his birth-right. Edgar is the moralist in this play. When he reflects on his own undeserved troubles and the suffering of others, there is a religious tone. He has faith in the gods and their justice, and is quick to give the ‘higher powers’ the credit for what happens to men. Thus, he says to Gloucester, who believes he has fallen from the edge of a cliff: Think that the clearest gods, who make them honours Of men’s impossibilities, have preserved thee (p.96). And thus he points out the justice of the gods in punishing Gloucester by the hand of Edmund: The gods are just, and of our pleasant vices Make instruments to plague us (p.119). Edgar believes that there is order in na ture. He thinks that there is a natural ebb and flow in human fortunes, meaning that even the worst situation can become better (Greer, 1986). He believes in the Wheel of Fortune and if he is at the bottom of the wheel, his fortune will improve as he moves upward: To be the worst, The lowest and most dejected thing of fortune, Stands still in esperance, lives not in fear. The lamentable change is from the best; The worst returns to laughter. Welcome, then, Thou unsubstantial air that I embrace! (p.81). However, he comes to realize that this belief is not necessarily so. When he finds his father blinded, it becomes obvious that this suffering is renewed: The worst is not So long as we can say ‘This is the worst’ (p.82). Greer (1986) comments that it may seem that nature is indifferent to the fate of any individual. Edgar differs from Gloucester in that he takes a moralistic point of view. Frye suggests that while Gloucester ‘feels that there is some mystery in the horror of what’s happened to him that goes beyond the tangible human causes†¦Edgar†¦looks for human causes and assumes that there are powers above who are reacting to events as they should’ (p.111). In Edgar’s case it seems that he has received his just reward. He does not have an easy time when dealing with his brother, Edmund. Yet, it would seem that justice is served as Edgar regains his proper position in the natural order of things. In King Lear, each of the characters discussed have varying interpretations of the importance of the higher powers affecting their fortunes. As well, justice is handed out in different degrees. In the eyes of the characters, Shakespeare succeeds in illustrating the universal conflict that members of society have always had in understanding their fate in this world.

Chart and Reflection Essay

The â€Å"Somebody-Wanted-But-So† chart is an excellent way to summarize important information from history. In it, you identify a person or group of people; their goal, need, or want; what conflict of interest stood in the way; and the outcome. This strategy works great because history depends on the needs, wants, and actions of humans. Part 1 – Complete the following chart using information from the lesson. One example appears for you. Somebody †¦ Wanted †¦ But †¦ So †¦ President Abraham Lincoln the nation to heal as quickly as possible from the Civil War and planned to reunify the nation quickly he was assassinated in 1865 only days after Robert E. Lee’s surrender plans for Reconstruction were taken over by Vice President Andrew Johnson, who became president after Lincoln’s death President Andrew Johnson To continue the Reconstruction Congress kept over-riding his request Radical Republicans started the Radical Reconstruction. Radical Republicans Southerners to be punished for re-unifying with the Union. President Hayes took office and removed the federal troops from the south Federal protection for African American voters and pro-republicans, including freedmen, was over. Southern Democrats To have federal troops removed from the south and to have a southern Democrat named in the cabinet. Hayes accepted this request and removed the federal troops while also naming a southern democrat in his office. The reconstruction policy came to an end after the federal troops were removed from the south. Part 2 – Answer the following questions in a complete paragraph of your own words. What was the  main issue relating to Reconstruction that divided Republicans at the end of the Civil War? If you had been a member of Congress at the time, what type of plan for Reconstruction would you have supported and why? There were many different opinions which had divided Republicans at the end of the Civil War. One of these opinions was about the punishment that confederate leaders should receive. Whether the confederate leaders should be punished as traitors or just pay for damages was the main topic of interest. I probably would have supported Abraham Lincoln and Andrew Johnson’s plan for Reconstruction. They sought a perfect unification of America which was the ideal way to end things. It wasn’t their fault that the plan didn’t work either, if it wasn’t for Lincolns assassination and the Radical Republicans taking the policy from Johnson, all would have been well.

The Difference Between Un- and Dis-

The Difference Between Un- and Dis- The Difference Between Un- and Dis- The Difference Between Un- and Dis- By Maeve Maddox A reader asks about differences between the prefixes un- and dis-. The question is not easy to address. The prefix un- has been in the language longer than dis-. The Old English prefix on- (now spelled un-) was added to verbs to indicated a reversal of the action: wind/unwind bind/unbind fold/unfold do/undo This prefix has remained alive, giving us such verb opposites as: fasten/unfasten buckle/unbuckle cover/uncover wrap/unwrap Old English also had the prefix of negation un- that was added to adjectives, such as unborn and unburied. We continue to form negative adjectives in this way: unhappy unknown unwanted unavailable unconventional uncool unputdownable Dis- came into English during the Middle English period, along with many Latin and French words. The prefix dis- is related to bis, (two), and can be used in the sense of separation: disjoin disable In the course of centuries, distinctions between un- and dis- have blurred. Sometimes the prefixes are interchangeable. Sometimes not. Sometimes a perceived difference may exist only in the mind of the individual English speaker. Many speakers distinguish between disorganized and unorganized. Disorganized applies to the sort of person who stuffs receipts into the sock drawer and can never find the car keys. Unorganized applies to things which have not yet been arranged in an organized manner. By this reasoning, a person would be disorganized, but an office would be unorganized. At one time, unease and disease (first syllable stressed) could be used interchangeably with the meaning state of anxiety. Now disease (second syllable stressed) has taken on the meaning of illness. Angry arguments are waged over the differentiated meanings of uninterest and disinterest. The argument is that uninterested should be used with the sense of indifferent, lacking in interest, while disinterested should be used only when the intended meaning is impartial. Some argue against the distinction on historical grounds, but the perceived difference in modern usage is a useful one. When it comes to language, those who value logic above all else are just asking for elevated blood pressure. For example, the noun discontent is matched with the adjective discontented, but the adjective that corresponds to the noun discomfort is uncomfortable. About all one can safely say about the use of the prefixes un- and dis- is that their correct use is often a matter of idiom. The best way to master them is to read, listen, and look up questionable forms in a trustworthy dictionary. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"List of 50 Great Word Games for Kids and Adults10 Varieties of Syntax to Improve Your Writing

An Introduction to the Romantic Period

An Introduction to the Romantic Period The categories which it has become customary to use in distinguishing and classifying movements in literature or philosophy and in describing the nature of the significant transitions which have taken place in taste and in opinion, are far too rough, crude, undiscriminating- and none of them so hopelessly as the category Romantic   Arthur O. Lovejoy,  On the Discriminations of Romanticisms (1924) Many scholars say that the Romantic period began with the publication of Lyrical Ballads by William Wordsworth and Samuel Coleridge in 1798. The volume contained some of the best-known works from these two poets including Coleridges The Rime of the Ancient Mariner and Wordsworths Lines Written a Few Miles from Tintern Abbey. Of course, other Literary scholars place the start the Romantic period much earlier (around 1785), since Robert Burnss Poems (1786), William Blakes Songs of Innocence (1789), Mary Wollstonecrafts A Vindication of the Rights of Women, and other works already demonstrate that a change has taken placein political thought and literary expression. Other first generation Romantic writers include Charles Lamb, Jane Austen, and Sir Walter Scott. The Second Generation A discussion of the period is also somewhat more complicated since there was a second generation of Romantics (made up of poets Lord Byron, Percy Shelley, and John Keats). Of course, the main members of this second generation- though geniusesdied young and were outlived by the first generation of Romantics. Of course, Mary Shelleystill famous for Frankenstein (1818)- was also a member of this second generation of Romantics. While there is some disagreement about when the period began, the general consensus is... the Romantic period ended with the coronation of Queen Victoria in 1837, and the beginning of the Victorian Period. So, here we are in the Romantic era. We stumble upon Wordsworth, Coleridge, Shelley, Keats on the heels of the Neoclassical era. We saw amazing wit and satire (with Pope and Swift) as a part of the last age, but the Romantic Period dawned with a different poetic in the air. In the backdrop of those new Romantic writers, penning their way into literary history, we are on the cusp the Industrial Revolution and writers were affected by the French Revolution. William Hazlitt, who published a book called The Spirit of the Age, says that the Wordsworth school of poetry had its origin in the French Revolution... It was a time of promise, a renewal of the world - and of letters. Instead of embracing politics as writers of some other eras might have (and indeed some writers of the Romantic era did) the Romantics turned to Nature for self-fulfillment. They were turning away from the values and ideas of the previous era, embracing new ways of expressing their imagination and feelings. Instead of a concentration on head, the intellectual focus of reason, they preferred to rely on the self, in the radical idea of individual freedom. Instead of striving for perfection, the Romantics preferred the glory of the imperfect. The American Romantic Period In American literature, famous writers like Edgar Allan Poe, Herman Melville, and  Nathaniel Hawthorne  created fiction during the Romantic Period in the United States.

Case #3 Study Example | Topics and Well Written Essays - 500 words

#3 - Case Study Example Innovation is forming new ideas and coming up with solutions for the problems which arise in the future. It is a tool which the entrepreneurs use as an opportunity to acquire sustainability in the business and differentiating the product from that of the competitors. Through the use of innovation, competitive advantage can be acquired and this enables the businesses in acquiring a dominant position within the industry (Muller, Và ¤likangas, & Merlyn, 2005). Innovation is integral for the organizations in the modern day business environment. Innovations allow businesses to manage operations successfully and allow to come up with new ideas which support the business. The change in the locality is one of the biggest factor which impacts on innovation. Culture of the economies assists in the way organizations operate and propose methods through which the competitive advantage can be acquired. The culture of the society, success factors in the past, productivity in the area, efforts applied and management practices are dominant factors which aid the process of innovation. In the entrepreneurial setup, the factors such as knowledge sharing, development of competencies, quality control, culture of the organization, research & development and availability of funds can be considered as major contributors of the process. All these factors which prevail in the culture determine the study and performance of the firms. Allocation of funds and planning appropriate methods for utilizing the funds are extremely important for the business. During the planning and implementation phase the entrepreneurs need to adapt appropriately to the process (Zayas, & Garcà ­a, 2008). The small business entrepreneurs need to focus on the business operations. This is another important factor apart from innovation and breakthrough ideas. Strong management skills and catering exactly what the customers need are important for managing the business (Fenwick, 2003). From the research, it