Servant Leadership as Leadership Philosophy Free Essay Example, 2250 words

By providing opportunities for receipt of employee input, thus improving communications, the manager establishes a base where the results of his collaborative efforts begin to trickle back in the leader s direction in double the measure. This is how this pyramid would appear, visually, if it were inverted. The most virtuous elements of servant leadership include love, vision, trust, humility, service, and empowerment (Irving McIntosh, 2010, p. These are philosophical and humanitarian-related concepts that indicate a servant leader should be equipped with more compassionate characteristics related to personality and emotional bonding. These concepts border on moral and ethical principles, also with characteristics of marital relationships or close-knit friendships. In order to engage in these emotional attachments such as humility and love, there must be a foundation. That might indicate that the definition of servant leadership, as characterized earlier by Page Wong, requires tim e for a development of rather intimate or philosophical relationship arrangements. Whatever the actual or most fitting definition, servant leadership involves having a comprehensive understanding of the interpersonal and somewhat otherwise confidential knowledge of others in order to gain a response from others. We will write a custom essay sample on Servant Leadership as Leadership Philosophy or any topic specifically for you Only $17.96 $11.86/page

Reflections on Privatization and Criminal Justice Essays

Reflections on Privatization and Criminal Justice Thank you very much for the welcome, and for giving my talk. When the Fraser Institute called me last year, they rang up and said they were having a conference and we would like to invite you, and I thought I think you have the wrong person. Basically, everybody else there, except myself and one person from Nova Scotia, were in favour of privatization and very strongly in favour of it, especially with respect to prisons. It was actually very educational and interesting to engage in that debate. First of all I would like to thank you very much for the invitation and to wish you all the best with your new programme. I am glad that you have asked me to speak about privatization and criminal†¦show more content†¦So on the one hand we are surrounded by the phenomenon and on the other hand we dont know as much about it as we should. Even my own work, I might add, privatization is more or less a tangent for me as I do other areas of research. I think it is indication that very few people in Canada, criminologists, are systematically focussing on this but I keep getting roped back into this. I just wish I had three lives at once so that I could pursue it the way I really want to. Privatization is an area that really needs attention, and lets hope that students here at St. Thomas are going to take this up. Let me just mention one or two topics that need attention. Many people talk about privatization in criminal justice, including myself, mention that it is likely that private companies will try and influence criminal justice policy in various places. Yet when you look for the empirical support for this there is very little factual information there. Or we talk a bit about the decline of the military in industrial conflicts, the end of the Cold War, and new markets opening up for these companies internationally and we see some of the companies moving from the United States into Britain, Australia and now also Canada, and we hear things about them moving into La tin American countries and East European countries, but again this international dimension is one that there has been very little systematic research on. So the whole area is just begging forShow MoreRelatedArticle Critique Of Prison Privatization967 Words   |  4 Pages Article Critiques of Prison Privatization Tammy Martin Liberty University Abstract The following paper will examine two articles pertaining to prison privatization, and the reasons for advocacy for prison privatization, or for the opposition of prison privatization. Three authors write the first article examined the authors are Shaun Genter, Gregory Hooks, and Clayton Mosher. 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Romeo and Juliet was, and still is the most famous tragedy of all time Essay Example For Students

Romeo and Juliet was, and still is the most famous tragedy of all time Essay Romeo and Juliet was, and still is the most famous tragedy of all time. Although written by William Shakespeare over 400 yrs ago when views of marriage, sex, age of consent and religious concerns were very different from today. In that time things were stricter, yet the age of consent was a lot younger, it was definitely more religious and sex before marriage was forbidden during the late Elizabethan time in which Shakespeare was writing. However being a wise 33 yr old man Shakespeare managed to write this wonderful play which people then, and even now seem to relate to. But can Romeo and Juliet show us the true meaning of love? In my opinion I would say Romeo Juliet has to be the most celebrated, romantic and beautiful story of all time. Which has gone into production with great success and has been made a very popular play. The language used is written with beautiful poetry to communicate each ones love felt for one another With loves light wings did I oerperch these walls. Here we think of angels, as the word wings is used. Angels are beautiful and add this magical, loving feel to everything. On the other hand other emotions are brought upon you throughout the play. With a great feelings of hate and sadness through to deep compassion and overwhelming happiness. Giving the play great effectiveness. It could be argued that its just a play simply for entertainment and nothing more, but if you look into the themes of the play, you will see there are many lessons we can learn from the two doomed lovers. The three major themes are love, hate and fate. Love is the strongest, most important role in the play. Shakespeare shows love in many ways, which together are equally as strong. He explores lustful love, which is basically loved for the purpose of sexual pleasure. The nurse and her comments to Juliet No less, nay bigger, women grow by men show this type. Samson and Gregory also bring up issues of love and sex, this is done for addition of light relief and comedy within the play Tis true, and therefore women being the weaker vessels are ever thrust to the wall. Therefore I will push Montagues men from the wall, and thrust his maids to the wall. How relevant is this to today? He explores love secondly as infatuation. When Romeo is described as an aimless wanderer, preoccupied with thoughts of Rosaline and believing he is in love with her. Teenage love is mainly in the head of teenagers, smitten by it all when they think they have found the one when really its that they have found an obsession. Which is exactly how we see Romeo. The third type is shown where Paris, a rich man who is highly respected by the parents of Juliet, is introduced in the play for the planned marriage to Juliet. Due to the fact that marriages were arranged, and how the parents analyse whether the man is fit enough for their daughter. However when the parents truly like the guy and they seem perfect for their daughter, here love is seen as an image, but we shouldnt look upon Paris as just an image, as love is expressed as much more in that it is commitment and true feelings rather than false feelings. However when Romeo meets Juliet at first sight he knows she is different and we finally come to true, 100 % love. This love then can change people as we notice Romeo becomes a more passionate, eager person and Juliet becomes more independent. .u71f446b53e092143a0cf3e2e40a4be0d , .u71f446b53e092143a0cf3e2e40a4be0d .postImageUrl , .u71f446b53e092143a0cf3e2e40a4be0d .centered-text-area { min-height: 80px; position: relative; } .u71f446b53e092143a0cf3e2e40a4be0d , .u71f446b53e092143a0cf3e2e40a4be0d:hover , .u71f446b53e092143a0cf3e2e40a4be0d:visited , .u71f446b53e092143a0cf3e2e40a4be0d:active { border:0!important; } .u71f446b53e092143a0cf3e2e40a4be0d .clearfix:after { content: ""; display: table; clear: both; } .u71f446b53e092143a0cf3e2e40a4be0d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u71f446b53e092143a0cf3e2e40a4be0d:active , .u71f446b53e092143a0cf3e2e40a4be0d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u71f446b53e092143a0cf3e2e40a4be0d .centered-text-area { width: 100%; position: relative ; } .u71f446b53e092143a0cf3e2e40a4be0d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u71f446b53e092143a0cf3e2e40a4be0d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u71f446b53e092143a0cf3e2e40a4be0d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u71f446b53e092143a0cf3e2e40a4be0d:hover .ctaButton { background-color: #34495E!important; } .u71f446b53e092143a0cf3e2e40a4be0d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u71f446b53e092143a0cf3e2e40a4be0d .u71f446b53e092143a0cf3e2e40a4be0d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u71f446b53e092143a0cf3e2e40a4be0d:after { content: ""; display: block; clear: both; } READ: Twelfth Night, Or What You Will EssayLove goes through those hardships and is not just feelings, but something the partner is willing to do for the other partner. Whether it is fight with a friend or lose a friendship just to be with them. Or in the extreme case like in the play, even die for each other. Now this must be true love. Again love was so strong within the play that they were willing to go against years of hatred between their families and try to make things work and not just give up on it. So to put this together you should say that love is not an obsession but is shown through actions. The role of hatred also plays an important role, as this is what ends up killing two innocent children (Romeo Juliet) of two opposed families. All because of hatred and nastiness between the Montagues and Capulets. Juliet being a Capulet and Romeo being a Montague. However if the 2 families had stopped fighting earlier then the consequences would be much different and the lives of the 2 lovers could have been saved. The everlasting lesson that Shakespeare has obviously tried to get across is that hatred never leads to any good and it is pointless to fight and quarrel, just for the sake of it. Fate has obviously taken place, as Romeo Juliet were two star crossed lovers who had fate against them. In that time, if 2 peoples lives described as stars being crossed in the sky. People were wary, as crossed stars would never remain together. With the play ending in them both dead then you can definitely say they didnt live happily ever after. You cant say its their fault as it was all the unfortunate happenings that led up to their death. Fate was not on their side at all. Firstly Romeo met Juliet only by chance. Only, because he got into the ball wearing a mask and the servant couldnt read the list of guests anyhow. By unfortunate chance Romeo Juliet fell in love at first sight before they actually realised they were from opposing families. Romeo would not have fought Tybalt, cousin of Juliet if it wasnt for the fact that Romeos best friend Mercutio being killed by Tybalt in the first place. Although Tybalt was Juliets cousin, Romeo just had to get revenge. Which led to things being complicated even more as Romeo was then banished and if it wasnt for this maybe things could have worked for them. In the meantime while Romeo was in banishment the plans for the arranged marriage of Paris to Juliet were going ahead by Juliets parents. The Friar who had already married Juliet to Romeo had other plans, which was to give Juliet a drug to make her appear dead, even though she would wake 42 hours later. However fate is yet again against the 2 of them. As the letter sent by the Friar never reached Romeo explaining what is going on, in return there is a bad shock as the Friar arrives too late to find Romeo has killed himself lying next to his love Juliet. Who awakes only minutes later to find him dead. All this illustrates the power of Fate in the case of Romeo Juliet.

Theravada Buddhism Essays - Spirituality, Nondualism, Monism

Theravada Buddhism Throughout history there have been numerous religions and theologies that men and women have entrusted their lives and ways of living to. One of the most intriguing is that of Buddhism. The great Buddha referred to his way as the middle way, and he, as the "Enlightened One" began the teachings of the religion with his first five Ascetics who he shows his middle way. This great occasion is the start to what will be known as Theravadan Buddhism. Although Theravadan Buddhism would later be seen as the "small vehicle," it provides the first idea of the doctrine anatman or having no-self that shapes the ideas of every Buddhist today. Theravadan Buddhism which means "The teaching of the elders," is the teaching of the Buddha in its true traditional form. After attaining enlightenment under the Bohdi tree, the Buddha returns to five ascetic monks he had been associated with previously. He taught them the essential parts of Buddhism which include the vital Four Noble Truths. These teachings were taught by monks, and they give the fundamental truths on which the religion was founded. These are the Four Noble Truths: (1) all life is inevitably filled with sorrow; (2) sorrow is directly due to craving; (3) sorrow can only be stopped by stopping the craving; and (4) this can be done only by disciplined and moral conduct with meditation led by the Buddhist monk. These truths show that the Buddhists saw all things as transient, and being transient there is no eternal Self or soul, hence anatman or no true self. While the Theravadan Buddhist practiced the idea of anatman, there were other movements that practiced the idea of atman or true self. The Upanishadic movement, which started about 300 years before the Theravadan practice, revolves around a story of a boy who Yama tells there is a self in everyone. This true self or atman is covered up by the illusion of an individual. As this way of thinking was being taught, people began to uprise and question if religion is worth it. This leads to many ascetic movements in which people leave their homes to be scavengers. Because this could be done by any it began to get very popular. The many ascetic movements gave rise to many different individual movements, but the main one besides Buddhism was Jainism. Jainism was a movement that said in every thing there is a Jiva or soul which resembles the atman. Karma is the stuff or gunk that covers up the Jivas and makes things appear to be different. Even though a monk was the only one who could totally free Jivas, lay people could do good deeds and suffer willingly to dissipate karma from their atman. In this movement the final step for a monk to reach Nirvana was the starving to death of one's self. In a complete contrast to the teachings of the Jainic movement the Theravadan Buddhists saw there being no atman at all. Buddhists accepted the teaching of the doctrine of karma which causes all who have it to be reborn into a state of life according to the built up karma. The only way to stop this rebirth is to achieve Nirvana. The state of non-existence or annihilation. They also felt that when passing from one existence to another no permanent entity or atman transmigrated from body to body. The reason for there being no self is because self can not be found in the five basic aggregates or Skandhas. These being matter, feeling, perception, constructing activities, and consciousness were all made up of dharma or small atomic units. This seems to be contradictory because if there is no self then these dharma shouldn't be present because they would in a sense create a self, even if they just came in and left every second. The Theravadan Buddhists were very particular in what they practiced and what they worshipped. They were never found praising idols or human images, rather they took to praising the Bodhi trees, footprints, and stupas or burial mounds. Their worship centered around the continuous life and rebirth into one of the five levels of society. These were heavenly devas, humans, animals and plants, praeta, and hell beings. All of ones karma that he or she accumulates in their life determines the level they are reborn into. This is all tied into the seeing of existence as Dukka and the goal is to get out of Dukka into Nirvana. In almost a total contrast to the Theravadan way

Hedwig Glass Beaker Essays

Hedwig Glass Beaker Essays Hedwig Glass Beaker Paper Hedwig Glass Beaker Paper or memorable religious objects. During Medieval Europe, people believed the at relics were important because they were connected to miracles. Since Heeding beaker s miraculously turned Water into wine, her beakers Were carefully cherished and preserved I n church treasuries and princely collections in castles(MacGregor, A World in a 100 Objects). He twig glass beakers were also used as chalices, or precious glassware, to use for import ant ceremonies in churches and royal chapels(MacGregor, A world in a 100 Objects). Now we have a better understanding on how the Heeding Glass beakers were made and used in the context of trade, war, and faith. The Heeding Glass beakers were made and used during the crusades, a war where the Christians launched an armed expedition n to recapture Jerusalem from Muslim control. Despite war and conflict, trade flourished du ring the war where both Christians and Muslims benefited from each other. The Heeding Glass be Akers was traded by the Muslims and commissioned by the King of Hungary since glassware since it was one of the many items that was hard to make in Europe and also an item that was in high h demand. The Heeding Glass Beakers were finally made in the context of faith.

Solar Heating †Converted Energy From the Sun

Solar Heating – Converted Energy From the Sun Free Online Research Papers Solar Heating Converted Energy From the Sun Solar heating is energy from the sun that is converted into either thermal energy or electricity. It is a renewable resource that is environmentally friendly. Unlike fossil fuels, solar energy is available just about everywhere on earth. This type of energy is free, and cannot be raised in price. Solar energy is also one of the major sources of the world’s power. It is used to provide lighting, mechanical power, and electricity in cities all around the world. Energy from the sun in the form of heat can be utilized either passively or actively to replace traditional energy sources in commercial and residential buildings and homes. This type of energy can also be used to keep a person warm and may also assist in the warming up of food. Passive solar energy is one form of solar energy. This kind of energy represents an important strategy for replacing traditional energy sources in buildings. Anyone who has sat by a sunny window on a cold winter day has felt the effects of passive solar energy. All passive techniques use walls, windows, floors and roofs, in addition to exterior building elements and landscaping, to control the heat generated by solar radiation. The term passive means that no extra mechanical equipment is used, other than the normal building elements. Passive solar heating of buildings happens when sunlight passes through a window, hits something, is absorbed by that object and is converted to heat. Once the heat has entered the building, many different methods are used to keep and scatter it. A well-insulated and airtight building helps prevent heat loss and allows solar heat to provide more of the heating needed. Approximately 25 percent of a buildings heating requirement can be gained with passive solar techniques. Active heating of buildings is one of the major uses of the suns energy. In some cases, the cost is almost as high as that of non-renewable energy sources. One way of actively heating a building is by using solar energy to heat water in solar collectors, then transferring the heat to the rest of the house by liquid or air. Another way to actively heat a building is to heat air and send the heated air throughout the rest of the building. In addition to those methods, a building can be heated by using the solar energy found in the environment in the form of heat through heat pumps. The amount of heat that these techniques can generate is dependent on the strength of the sun’s rays. Solar energy can be used to warm up food in numerous ways. The Solar Oven is one way to cook food using solar energy. This product’s energy source is the sun, which is absolutely free. It also provides food without the taste of smoke or gas and does not need to be preheated with charcoal or wood. Solar energy can also be used to keep people and animals warm. Radiant Space Heating is a strategy that conserves a lot of energy and brings warmth to many areas in a house or building. Radiant heating works basically with different kinds of forced air. It controls the heat loss from a person’s body. Heat leaves the body in three ways, through breathing, airflow, and radiation. However, half of all the bodys heat loss occurs through radiation. Therefore, if the air surrounding a person is heated using solar energy then the amount of heat loss through radiation is reduced and the person stays warm longer. Solar energy in the form of heat is the least polluting of all known energy sources. Today, we are just beginning to discover its ultimate potential. While solar energy has been available to mankind since prehistoric times, it has not been as effectively used as other sources of energy. The challenge that today’s society faces is creating a system that provides a reliable energy supply using solar heat. Definitions Solar collectors- any of various devices for the absorption of solar radiation for the heating of water or buildings or the production of electricity. Solar energy- energy obtained from radiation emitted by the Sun. Passive solar heating system- relies on natural methods of collecting and distributing heat from the sun. Active solar heating system- collects heat from the sun and circulates it through a hot water or heating system. Radiant heating- A system to heat and cool buildings that relies primarily on radiation heat transfer. Typically, heated or chilled water is circulated though floor or ceiling panels to condition the space. Non-renewable resource- an energy resource that is not replaced or is replaced only very slowly by natural processes. Primary examples of non-renewable energy resources are the fossil fuels: oil, natural gas, and coal. â€Å"Glossary of Solar Heating†. Graylab 1995. 17 November 2001. . McLaughlin, Charles W., Thompson, Marilyn. Physical Science. New York City: McGraw- Hill Companies, Inc., 1999. 163- 165. â€Å"Solar Heating†. ACRE 1997. 12 November 2001. . â€Å"Solar Heating and You†. Consumer Energy Information 1998. 14 November 2001. ddddd . Sun (astronomy). Microsoft Encarta Online Encyclopedia 2001. 14 November 2001. . Research Papers on Solar Heating - Converted Energy From the SunPETSTEL analysis of IndiaBionic Assembly System: A New Concept of SelfMind TravelThe Spring and AutumnThe Project Managment Office SystemOpen Architechture a white paperGenetic EngineeringQuebec and CanadaMarketing of Lifeboy Soap A Unilever ProductThe Effects of Illegal Immigration

E-learning that is a Reflection on an Online Issue Essay

E-learning that is a Reflection on an Online Issue - Essay Example Swan (2001), made me realize and identify the various course designs that has significance factors in finding out the quantity, quality and nature of instructiveness among my fellow students, in my group in a particular course. Kearsley (2000) struck my attention as I learned the significance of the instructor in being skilled, establishing and managing communication in online courses in the classroom, as this will have a nonstop impact on me and the rest of the students. I also prefer the instructor teaching us new skills and behaviors; that I will employ when in collaboration with the rest of the students in a particular course in the group discussions. The quality of learning experience has a positive effect on me and has linked me in a good position to engage, interact and collaborate with the other learned students (Chen, 2008). I want to gain better collaboration in group discussions and develop vital skills in critical thinking, co-construction of knowledge and self-reflection through the social learning and group learning in the classroom. I have come to learn and appreciate quality that learning environments creates and the opportunity for me and the students to involve ourselves in interactive and collaborative actions. It is through precise knowledge of collaborative learning that I have development the vital part of learning that involves critical thinking skills. I have known how to co- create with other students in groups collaboration, and also learned the art of transformative learning (Pallof and Pratt, 2005). Diverse learning styles and cultures have taught me to learn how to handle more learning issues and topics without difficulty, because effectual collaborative learning has a variety of values to learn from. The instructor suggests that the skills that I have gained through the experience of collaborative learning may be transferred to the team - based work environment; which I may use to teach the other students the value of online learni ng in collaborative groups (Shaw, 2006). Siemens (2005) came to my interest and made me learn that in collaborative learning situation, the knowledge that I personally acquire can be shared and transmitted to the other learners as they strive to work in the same direction of common learning goals. I myself, like the rest of the learners, am trying to perfect processes of knowledge acquisition as I am involved in researches in class assignment, through the period where I exchange opinions with the rest of the students as, I constantly search for information in books, print sources, and the media and also in the World Wide Web. I have improvised my knowledge that I have acquired in co-creating hence sharing it between the ever greedy students who failed to obtain the knowledge from the course material and the instructors. That knowledge has helped me create a bond among my fellow learners as they depend and gain knowledge from me also from the little they have acquired from each other s experience. My order of thinking has been improved through collaborative learning in the e- learning techniques and I have gained richer and healthier knowledge generating from the shared goal and process of meaning and exploration into collaborative lea

Comprehensive classroom management plan Essay Example | Topics and Well Written Essays - 1250 words

Comprehensive classroom management plan - Essay Example Philosophical Statement I believe that an effective classroom management puts into consideration the unique individual capability in need of a safe, supportive, and a motivating environment in which to improve socially, emotionally, and intellectually towards building a successful career. It is my wish as a professional educator to assist my students to reach their full potentials by providing the conducive and supportive environment, which encourage the sharing of various classroom and coursework ideas. I expect the students in my classroom to have diversified levels of learning desires in their preferred areas. I feel that a learning community is in a way that the students, teachers and parents, uncover an environment that encourages a positive student-teacher relationship and effective parent-teacher relations. It is my responsibility to ensure that there is no student isolated from accessing equal education in my classroom. Equally significant to students’ self-esteem and self-empowerment is have an opportunity to contribute towards relevant issues in classroom meetings. Scheduling regular classroom meetings helps identify individual student needs fostering confidence and support among students. Inviting students’ dialogue about what affects them and their contributions on the learning process contributes to learning directed towards the students’ needs and interests. I believe group work is a key to a supportive learning process in a classroom. My profession is engrossed to ensuring that individual students potential are nurtured efficiently and provide an environment that encourages talent growth for students academically, socially, and psychologically. I see my role as an educator as ensuring that course content knowledge is transferred to students. Moreover, I am committed cultivating the students’ critical thoughts capabilities by providing the relevant information and will strive towards instilling curiosity among students, which will create a challenging learning environment. Classroom Arrangement General classroom arrangement is as shown in the classroom map below, designed to ensure minimal distractions and a spacious student seating arrangement for ease of movement. On entering the classroom, the first thing the students see the bulletin placed direct situated directly to the entrance. This sets students mind on what to expect for the day such as lecture topic, assignments, and classroom meetings. On the entrance, a tray containing common commodities such as pencil sharpeners whereby students can pick one in case they left their sharpeners home. The carpet on the floor brings a sense of comfort to the students setting a comfortable learning environment (Fraser, 2012). The bags and other student belongings are packed at the back of the classroom to minimize distractions and ease movement. The desks are spacious and easily accessible to all students including those with physical disabilities (Hallah an et al, 2012). Several resources are strategically arranged in the classroom to facilitate studies and research carried by the students. The computers are placed on close to the walls to

Learning Coaching Supporting Young people Essay Example for Free

Learning Coaching Supporting Young people Essay 1. Understand and implement the mentoring process My experience as a Learning Coach has led my sessions to move on from one to one with each student and can now include Group sessions. Group sessions involving a small group can be as effective when compared to one to one interaction. Before the group is brought together I can decide on which students might interact better with each other, for example a group I have worked with included 2 boys and 2 girls who didn’t know each other well in the school but were all studying the same subject, I considered if any prejudgement would prevent the group from bonding so chose this setup. The first session involved planning the steps that would be involved and purpose for having them in a group environment. I set goal deadline to meet within the group so they were aware of how long the time period would be, in this case 4 sessions over 4 weeks. The goal I had set was to discuss revision techniques and different Learning styles with, by the fourth week I hoped to have achieved an understanding for how they can motivate each other while learning from each other. As a group they had all been properly introduced to one another and indentified key areas they were struggling in with the particular subject they had in common. I used a group exercise where they created two spider diagrams labelling the parts they like and didn’t like in the subject, they were quick to indentify similar areas they were either stronger or weaker in as a group. Following the previous session I had each member of the group complete a VAK (Visual Auditory Kinesthetic) Questionnaire to indentify their own Learning Style. They all came out stronger in the Visual/Auditory side of learning and I showed them techniques such as using diagrams and bright colours, discussing topics as a group and making short notes that can be revisited. Each member of the group seemed keen to get involved and contribute their own ideas as we went along. To keep motivation high I always used positive comments as they worked, having the understanding and deadline established at the beginning helped them reach the goal and work together As the group reached the final session we reviewed the work involved and how they had achieved the understanding of what was set out. I asked them to explain by each of them writing 3 key points they had learned that could involve either what they had learnt about Learning styles or about the subject they had applied them in. Although each member had remembered a different point they realised the potential in working as a group. 2. Be able to organise and initiate mentoring support in group settings For a group to come together efficiently you have to consider how they will function as a whole. Will the members of the group bond immediately or will it take some time to reach a normality. You can help this process come together by developing techniques such as creating a Poster or Spider Diagram together about something in common. This will help ease any tension and allow you to see the more dominant members in the group and who might sit back during the process. Bruce Tuckman developed a model that looks at the stages of group development (Web Ref 1) 1. Forming: The group comes together and gets to initially know one other and form as a group. Can be a very important stage as it allows the group to see who is more dominant and how they will work together. 2. Storming: A chaotic Vying for leadership and trialling of group processes This can lead to confrontation in the group if somebody is seen not to get along with the others. Problems in this area would arise from individuals giving a different opinion or idea on how to do the task set before them. 3. Norming: Eventually agreement is reached on how the group operates (norming) Possibly a leader in the group is set out who takes charge. The group might have specific tasks that each of them are focusing on. 4. Performing: The group practices its craft and becomes effective in meeting its objectives. Now that the group can work together they focus on the tasks and perform what they grouped together to achieve. 5. Adjourning: The process of â€Å"unforming† the group, that is, letting go of the group structure and moving on. As it was important for each of them to get together and understand it’s important to leave the process effectively. They each need to recognise what they have done and hopefully be proud of their achievements. Coming away from a group badly can affect future group processes. (Web Ref 1) This model of how a group evolves with each other briefly describes how they operate from the beginning to the end of the group process. Being the Learning Coach allows you to have a unique position in the group allowing you to take on any position you see suitable. It’s advisable to set ground rules for them to follow, these could be to be open and honest, keeping confidentiality within the group, not letting each other down or just respecting each other. With these sort of ground rules in place you can take a position of just watching the group or be a member of the group, if you feel they need some guidance raise the issue they are concerned with and put them on the right path. It is important to consider what differences might be there for the group, so with the ground rules and having them focus on themselves as a whole and trust and respect each other can be a main focus. With some students coming from different backgrounds and diversity’s or having issues they might not want to talk about in a group environment can put a block on the groups progress. Don’t pressure them into these kind of topics and let the group flow naturally. 3. Analyse the mentoring skills, experience and qualities you used in this group setting. When I deal with any students I always try to be friendly and make them feel comfortable to talk in front of me while being professional. I understand that the students will often look to me for guidance so I make sure not to be judgemental towards any of the group members and give everyone a fair chance. Hopefully this will promote them in doing the same to each other. While my role in the group was more observational I did question them from time to time, making sure they were on the right path and understood what they had said. While talking with them I did try and avoid using questions that lead to a yes or no answer, asking them to explain, once they explained it to me I would try and relate to them personally. My observation in the group kept them disciplined and focused more on the task. I didn’t have to be talking for them to know I was there. I didn’t want to be intimidating them either, I would occasionally agree and give my opinion on something they said to see if I was following correctly and more importantly they knew I wasn’t ignoring them. At the beginning of the time together we set out a goal that they all had in common. Something they all felt they could benefit from. I picked them all for this group originally because of that reason. The goal deadline was set out from the start for them to know when it would definitely be coming to an end. I hoped that from the sessions they would have learned everything they needed to and not need to come back to me. I have always said I keep an open door policy and if they needed to see me individually I would open it up as a new session time and new goal, this way they can understand that it’s not being dragged on from the previous time. 4. Be able to review the outcomes of the mentoring process With my Learning Coach group sessions what went well was discussing the matters with them and being a guide to keep them on the right track. The discipline was always fair and I never had to take any real precautions just focus them on the goal in sight. With future groups I will try to focus more on achieving a greater goal. I possibly set the goal to easily for them to achieve but this is hard to see when you don’t know how the group will work with each other. I would also try and give some kind of reward incentive to give them more of a morale boost throughout the sessions. I didn’t present them with anything that could give them real pride in what they did other than knowing themselves what they achieved. I will consider giving them achievement points on the school system to acknowledge how well they have done. My overall support I felt was just the right amount. I didn’t want to take total control of the group so I focused more on guidance to push them in the right direction. I may possibly in the future take more control of a group if I feel they are not going to achieve their goal within the deadline or not focusing on the task in hand. I would like to involve a different group activity for them to start with. The activity I have given them may not appeal to everyone. I would like to arrange a few activity’s they could pick from. I asked the group afterwards how they felt the process went. They were generally happy with the result but were not sure if they would bother to use it when not in these group sessions. One individual was not happy with not being listened to and felt she would have directed her time in a different area to what the group decided on. I might consider making the groups smaller so that others get a chance to say something rather then just listening to others.

The Meaninglessness of Samuel Becketts Waiting for Godot :: Waiting for Godot Essays

The Meaninglessness of Samuel Beckett's Waiting for Godot  Ã‚  Ã‚  Ã‚  Ã‚   In Waiting for Godot, Samuel Beckett produces a truly cryptic work. On first analyzing the play, one is not sure of what, if anything, happens or of the title character's significance. In attempting to unravel the themes of the play, interpreters have extracted a wide variety symbolism from the Godot's name. Some, taking an obvious hint, have proposed that Godot represents God and that the play is centered on religious symbolism. Others have taken the name as deriving from the French word for a boot, godillot. Still, others have suggested a connection between Godot and Godeau, a character who never appears in Honore de Balzac's Mercadet; Ou, le faiseur. Through all these efforts, there is still no definitive answer as to whom or what Godot represents, and the writer has denied that Godot represents a specific thing, despite a certain ambiguity in the name. Upon study, however, one realizes that this ambiguity in meaning is the exact meaning of Godot. Though he seems to create greater symbolism and significance in the name Godot, Beckett actually rejects the notion of truth in language through the insignificance of the title character's name. By creating a false impression of religious symbolism in the name Godot Beckett leads the interpreter to a dead end. For one to make an association between God and the title character's name is completely logical. In fact, in producing the completely obvious allusion, Beckett beckons the interpreter to follow a path of religious symbolism. Throughout the play, references to Christianity are so often mentioned that one can scarcely identify a religious undercurrent; the presence of religion is not really below the surface. In the opening moments of the play, Vladimir asks "Hope deferred make something sick, who said that?" (8A). The real quotation, "Hope deferred maketh the heart sick," comes from Proverbs 13:12 of the Bible. Shortly after, Vladimir asks if Estragon has ever read the Bible and continues on a discussion of the Gospels, the "Saviour," and the two thieves surrounding Christ during the crucifixion (8B-9B). By inserting religious discussions in the first few moments play, the playwright encourages the interpreter to assume the play's themes are greatly connected with religion. Then, when the discussion turns to Godot, Estragon associates their request from Godot with "A kind of prayer" (13A). The connection between God and Godot is seemingly firmly established, leaving room for a variety of interpretations. The Meaninglessness of Samuel Beckett's Waiting for Godot :: Waiting for Godot Essays The Meaninglessness of Samuel Beckett's Waiting for Godot  Ã‚  Ã‚  Ã‚  Ã‚   In Waiting for Godot, Samuel Beckett produces a truly cryptic work. On first analyzing the play, one is not sure of what, if anything, happens or of the title character's significance. In attempting to unravel the themes of the play, interpreters have extracted a wide variety symbolism from the Godot's name. Some, taking an obvious hint, have proposed that Godot represents God and that the play is centered on religious symbolism. Others have taken the name as deriving from the French word for a boot, godillot. Still, others have suggested a connection between Godot and Godeau, a character who never appears in Honore de Balzac's Mercadet; Ou, le faiseur. Through all these efforts, there is still no definitive answer as to whom or what Godot represents, and the writer has denied that Godot represents a specific thing, despite a certain ambiguity in the name. Upon study, however, one realizes that this ambiguity in meaning is the exact meaning of Godot. Though he seems to create greater symbolism and significance in the name Godot, Beckett actually rejects the notion of truth in language through the insignificance of the title character's name. By creating a false impression of religious symbolism in the name Godot Beckett leads the interpreter to a dead end. For one to make an association between God and the title character's name is completely logical. In fact, in producing the completely obvious allusion, Beckett beckons the interpreter to follow a path of religious symbolism. Throughout the play, references to Christianity are so often mentioned that one can scarcely identify a religious undercurrent; the presence of religion is not really below the surface. In the opening moments of the play, Vladimir asks "Hope deferred make something sick, who said that?" (8A). The real quotation, "Hope deferred maketh the heart sick," comes from Proverbs 13:12 of the Bible. Shortly after, Vladimir asks if Estragon has ever read the Bible and continues on a discussion of the Gospels, the "Saviour," and the two thieves surrounding Christ during the crucifixion (8B-9B). By inserting religious discussions in the first few moments play, the playwright encourages the interpreter to assume the play's themes are greatly connected with religion. Then, when the discussion turns to Godot, Estragon associates their request from Godot with "A kind of prayer" (13A). The connection between God and Godot is seemingly firmly established, leaving room for a variety of interpretations.

New British Empire

Interview a senior citizen Tonya Williams PSYCH/500 March 25, 2013 Tanya Semcesen A face to face interview was held with Mr. C. Mr. C. is an 82 year old African American male. Physically looking at interviewee he does not look that age at all he looks like he is in his early sixties. Part I: Questions & Answers Q-How old are you? A-I am 82 years old. Q-When will you be 83? A-I will be 83 in mid-July Q-Are you married? A-I am a widow and have been for almost 53 years. Q-Do you have children, grandchildren, and great grandchildren?A-Yes I do. I had three children, eight grandchildren, and nine great grandchildren. Q-Do you live alone? A-No I do not, my youngest son lives with me. Q-Tell me a little about your background? A-I was born in the south and raised in the north by an aunt. Both of my parents died when they were fairly young. My mother at 56 and my father at 42. They were both ill the reason for their passing’s. I graduated high school at age 17. I am a retired restauran t worker for 21 years now. Q-What are no most memorable experiences that you have had?A-The most memorable experiences that I have had are a few good ones. My marriage is one, the birth of my children and grandchildren, and buying my own home. Q-What are the most significant life’s events for you? A-The death of my wife the mother of my three children, the death of my oldest son, my parents, and the death of my domestic partner was another significant stressful event for me. Q-If you had the opportunity to change anything would you and what would that be? A-Of course I would change the passing of my family members besides that it would be the type of job that I choose and when.I would have choose one that gave me better financial security and job happiness. Part II: Senior Citizen Developmental History There is a saying that says â€Å"once a child twice a man†. There a many stages in the development of the human lifespan. In middle and late adulthood people tend to lo ok at things in quite a different prospective as they reflect back on the journey of life. This paper and reflective interview will address the many developmental histories of a senior citizen. Mr. C. is an 82 year old African American who lives along with his adult son.Mr. C. is a widow whom had fathered three children one of which is deceased. Mr. C is the oldest of five children whom are all males. He was born in Virginia and raised in New York since he was age 13 with his aunt. He has been living in New York since then. He was educated in New York’s city public school system where he graduated high school at the age of 17. Married at age 27 and widowed at age 30. Mr. C. ’s father died at age 42 making Mr. C 15 years of age and at the passing of his mother he was 36 years old his mother was 56.Mr. C. never remarried he really never got over the death of his wife and children’s mother. Mr. C. lost his oldest son when the son was 27 years old. Mr. C. was in a d omestic partnership many years after the death of his wife. After multiple years in the domestic partnership yet again he was faced with another death, the death of her. Chronologically Mr. C is 82 and is an imperfect indicator of his functional age. Mr. C looks like he is in his sixties. People age biologically at different rates Mr. C. eems younger than he really is (Sutin, Wethington, et al. , 2010). Mr. C was so gracious to disclose his medical status with me. He is a survivor of prostate cancer, his cancer has been in remission on and off for 12 years. He suffers from congestive heart failure which he developed a few years ago. Not an indication of heart disease at all genetics and environment play a big role in the aging process and disease (Beck, 2010). During the duration of the interview when speaking about the deaths of his family members Mr. C. ecame a little emotional and seem to drift back into time a moment of reminiscence is what I think he was doing, trying to relive those moments in time. I asked him how he felt about their deaths. He responded by saying that he came to terms with it and that he was powerless over what had happened and that everyone has an appointment with God and his faith is what sustains him to carry on every day. According to ((Sutin, Wethington, et al. , 2010) the events that individuals define as stressful and how they cope with these events change across the lifespan (  Aldwin, Sutton, et al. , 1996).Starting in late adolescence, the ability to reconstrue negative experiences as positive develops, but it is not until young adulthood that this experienced wisdom is translated into a touchstone for coping with future situations (  Bluck & Gluck, 2004). The most surprisingly response in the interview process was the interviewee’s ability to remain powerless and come to terms about death. He spoke about what he wanted his son and daughter to do when the time came when he passed on in this life, He accepts death a nd knows that it is inevitable that it cannot be avoided no matter who you are.He keeps his faith in God to help deal with the end of life situations. Religious affiliations and psychological aids are helpful in handling depression and may improve the quality of life of aging individuals (Butler, Fujii, et al. , 2011). The birth of his children and grandchildren played a major part in the interviewee’s life. While interviewing he always said family first. I gathered the impression that he is a very family orientated person. In the bedrooms, living room, and hallway of the interviewee’s apartment is pictures of all family members, recent and the throw backs that is what the younger generation calls old pictures.A different demeanor hovers over the interviewee when he shows me family pictures and speaks about his family. I sense it brings him back to his more youthful days, days where he was the ruler of full independence. I asked Mr. C. did he belong to any senior citiz ens centers and his reply was no and he further elaborated for me. He wanted to be around younger people not people his age that constantly reminded him of what reality was indeed about but to feel vivacious for if only a moment when youth was on his side.He stated that is why he loved for his daughter to bring her youngest grandchild over. He loved the sound of the baby especially when he heard it cry it reminded him of youthfulness and independence. Aging is inevitable; becoming wiser with age is not. Researchers, theorists, and clinicians have noted that older adults approach their lives in one of two ways: Either they draw on their strengths and live life to the fullest, or they magnify their weaknesses and restrict their lives to succumb to life's inevitable end  (Gilbin, 2011). From listening to stories about when Mr. C. as much younger and able to take full control of his independence that making the transition from young adult and middle adult to the latter being late adul thood was the hardest to come to terms with and except fully. Hot cocoa was made for me and coffee was made for him by none other but Mr. C. I offered but that was not an option he insisted upon doing so. He maneuvered around his home with no assistance from anyone and when I attempted to do so he refused. I see that he is like a person with a special need and you opt to do it or help they respond by simply saying they can do it.He spoke about being able to do chores around his home that he no longer could do, his failing eye sight and the need for a therapeutic bed, he has difficulty getting up from lying flat. No longer being able to reach items that are on his top shelf in the kitchen cabinets was a hindrance at one time Mr. C. uses ingenious items to help around his home with activities of daily living. Self-efficacy allows one to develop and carry out a plan of action, allowing for a sense of competency (Butler, Fujii, et al. , 2011).His cognitive skills are on point and sharp and he held on to the conversation that he and I shared foe quite some time for a senior citizen his age. The second premise of successful aging is maximizing high physical and cognitive functioning, with these two factors partnering to optimize overall functioning. Physical function is maintained with moderate exercise and a network of support from family and friends. Cognitive function can be sustained with mental exercises and active engagement through conversation (Butler, Fujii, et al. , 2011).The most valuable information that I received from this interview  is to make sure that I take care of myself health wise, choose a career that I get satisfaction from, and live life like it is golden. Do what I want to do like life is a bucket list. At the end when life is almost near the end you hold no regrets. . References Berk, L. E. (2010). Development through the lifespan (5th ed. ). Boston, MA: Allyn ; Bacon. Butler, J. P. , Fujii, M. , ; Sasaki, H. (2011, January). Balanced agi ng, or successful aging?. Geriatrics ; Gerontology International. pp. 1-2. doi:10. 1111/j. 1447-0594. 010. 00661. x. Giblin, J. C. (2011). Successful aging. Journal of Psychosocial Nursing ; Mental Health Services,  49(3), 23-26. doi: http://dx. doi. org/10. 3928/02793695-20110208-01 Rowe, J. W. , ; Kahn, R. L. (1997). Successful aging. The Gerontologist,  37(4), 433-40. Retrieved from http://search. proquest. com/docview/210948228? accountid=35812 Sutin, A. R. , Costa, P. r. , Wethington, E. , ; Eaton, W. (2010). Turning points and lessons learned: Stressful life events and personality trait development across middle adulthood. Psychology And Aging,  25(3), 524-533. doi:10. 1037/a0018751

The Poetry of “Cosmic Love”

Elle McHugh English L202 Paper 2 – Analysis October 15, 2012 The Poetry of â€Å"Cosmic Love† Emerging in the summer of 2009, Florence and the Machine, a British indie-rock band, has a style of a mix between soul and rock. Nonetheless, their sound is best described by their lead singer Florence Welch as, â€Å"something overwhelming and all-encompassing that fills you up . . . † That said, their music contains an ethereal intensity with poetic elements that set them apart from other music. Such a song by Florence and the Machine that exemplifies poetic components is â€Å"Cosmic Love. This particular tune tells the story of girl who falls in love with a boy and becomes consumed by it. However, she fears that he may not feel the same, and becomes entirely absorbed by this anxiety. But, later, she comes to the realization that she was mistaken. In order to express this tale, Florence and the Machine employ poetic mechanisms to better explain the plot of this story . Thus, because of form and extended metaphor the song â€Å"Cosmic Love† by Florence and the Machine can be equated as a poem. The most evident of these poetic devices that are commissioned is form. Cosmic Love† is comprised of seven four-line stanzas or quatrains, which alternate between verse and chorus. As described by Kennedy, the use of quatrains, â€Å"is the most common stanza form used in the English-language [of] poetry,† (Kennedy, 531). Accordingly, this consistency gives the song a distinct configuration, which greatly aligns it with common arrangements of poetry. Along with its physical appearance, because â€Å"Cosmic Love† conveys a story, it has the textual appearance of a ballad. Thus from these two elements, â€Å"Cosmic Love† produces a parallel between song and poetry.Another facet of form that appears within this song is repetition. The chorus of â€Å"The stars, the moon, they have all been blown out/ You left me in the dark/ No dawn, no day, I’m always in this twilight/ Of the shadow of your heart,† (5-8) is repeated four times throughout. Due to such reiteration, the chorus is hugely emphasized. Accordingly, the importance of the girl’s feelings of blindness by the love she is experiencing is exhibited. Also, because this recurs so frequently, her inability to escape these emotions is articulated. It is as if she is constantly ambushed by these feelings.Therefore, from this recurrence of emotions, this song exudes poetic form, again. Another key poetic component represented within â€Å"Cosmic Love† is an extended metaphor. This tool is exercised to further the understanding of the story told. As can be seen throughout the song, this metaphor may refer to the laws that control the universe, as represented by the word â€Å"cosmic† in the title. For example, she explains in the first stanza that, â€Å"A falling star fell from your heart/ And landed in my eyes/ I screa med aloud, as it tore through them/ And now it’s left me blind,† (1-4).Though this may seem to be described as an actual occurrence, it does not mean that a star literally fell from the sky and landed in this poor girl’s eye, as that would be quite a painful ordeal. However, it may explain that she began to fall for this particular boy, and it has left her unaware of the rest of the world or of the happenings in it. Moreover, this reference to being blinded by a star may even be metaphorical allusion to the term of being starry-eyed. As defined by the Oxford-English dictionary, starry-eyed means to be, â€Å"full of emotion, hopes or dreams about someone or something. And, in this sense, it greatly relates to the sentiments that are being voiced, and breeds a connection to metaphors that are used in poetry. Such figurative language continues on through the chorus. Perhaps, the lyrics; â€Å"The stars, the moon, they have all been blown out,†(5), explain t hat the world as she knew it has been extinguished like a candle. She may have become oblivious to the constants that govern our universe. Furthermore, when the song states, â€Å"No dawn, no day, I’m always in this twilight/ In the shadow of your love,† (7-8), it may be describing that she is trapped in a vague unawareness of the outside world because of her love or this boy. Along with this, the cosmic metaphor persists into the second verse. And, as indicated by the lyrics, â€Å"And in the dark, I can hear your heartbeat/ I tried to find the sound/ But it stopped and I was in the darkness/ So darkness I became,† (9-12), just as everyday the earth dissolves into night, she too may have drifted into a similar darkness. She is possibly so terrified that this boy may not share her feelings that she has become like darkness of the night. And, again, the use of this metaphor continues to offer to connect poetry and this song.Finally, in the third and last verse, t his metaphor persists. This stanza possibly explains that she resolved to release herself from her blind and starry-eyed state by â€Å" . . . [taking] the stars from my eyes . . . † (17), and find a way out of the darkness as indicated by the lyrics, â€Å" . . . and then I made a map/ And knew somehow I would find my way back,† (17-18). But, soon realizes that she was not alone in her fears of unshared feelings because, â€Å"[he was] in the darkness too,† (19). Or, that he was lost in a similar night like darkness as she was. Then, because of this, she, â€Å" . . stay[s] in the darkness with [him]† (20). Thus, this metaphor to the cosmos deepens the supremacy of love they have for one another. And, in comparing their love to the laws within the universe, the description of their feelings for one another seem to be otherworldly and almost supernatural. Once again, this extended metaphor that was cleverly fashioned maintains to engender a likeness betwe en this song and poetry. Throughout â€Å"Cosmic Love,† Florence and the Machine uses poetic devices to exhibit, support, and further explain the story within the song.Their insightful ability to make use of form and an extended metaphor creates a respectable poem. Therefore, in applying popular poetic form and crafting an extended metaphor to describe this love-struck journey, this song is truly an artfully illustrated poem. Work Cited 1. â€Å"Cosmic Love. † Moshi Moshi Entertainment. 2009. Web. 11 Oct. 2012. www. florenceandthemachine. net 2. Kennedy, X. J. , and Dana Gioia. â€Å"Chapter 17: Closed Form. † Backpack Literature. Fourth ed. Upper Saddle River, New Jersey: Pearson Education, 2012. 512-31. Print.

Harlem Renaissance Essays

Harlem Renaissance Essays Harlem Renaissance Essay Harlem Renaissance Essay There’s plenty men dat takes a wif lak dey do a joint uh sugarcane. It’s round, juicy an’ sweet when dey gets it. But dey squeeze an grind, squeeze an’ grind an’ wring tell dey wring every drop uh pleasure dat’s in em out. When dey’s satisfied dat dey is wrung dry, dey treats em jes lak dey do a cane-chew. Dey throws em away. Dey knows whut dey is doin while dey is at it, an’ hates themselves fuh it but they keeps on hanging after huh tell she’s empty. Den dey hates huh fuh bein’ a cane-chew an’ in de way ( Hurston 131).Unfortunately, this treatment from her husband was worse than what she endured from the white people in the story. She actually referred to the white people as protection. At the point of no return, Delia directed a threat to her husband saying, Ah’m goin tuh de white folks bout you, mah young man, de very nex’ time you lay yo han’s on me. Mah cup is done run ovah ( Hurston 200). The fear she once held for her husband dissipated and the beginning of her strength emerged from that declaration. Desiring to avert the many barriers set for African American’s in the South,people eventually began to leave to settle in Northern cities in hopes of better Page 4 opportunities. Hurston became one of the writers that found themselves in the North during this migration that produced a new sense of independence in the black community and contributed to the vibrant Black culture seen dur ing the Harlem Renaissance (Katzman 1996). This explosion of independence in the Black literary community is definitely seen in her character Delia. At the end of the story, Sykes tries to kill her with a snake. Consequently, because of his evil efforts, the snake ended up killing him instead.Delia is then vindicated for all the hurt and pain that he caused her in the past. In addition to her racial struggle, Delia’s failed marriage was a direct result of the struggling relationship that she held with her husband. Her home, a place that should have been a place of peaceful solitude was full of violent behavior and negativity. When Sykes dies as a result of the poisonous snakebite, she is no longer bonded by the restrictions of a man. Like the many African Americans that struggled for individuality and independence in the past, her battle for freedom was won.In this story, it is clear that Zora Neale Hurston exemplified African American strength through not only her work Sweat , but also throughout her life.Epstein, Mark. The Price I Paid for Civilization. Zora Neale Hurston on Blacks, Blacks, Brown and the American Nation State. 2004. Hurston, Zora. Sweat. The Hudson Book of Fiction: 30 Stories Worth Reading. Ed. Sarah Touborg. New York: McGraw Hill, 2002. 128-137. Katzman, David. Black Migration. The Reader’s Companion to American History. Houghton Mifflin Co. , 1996. :

Mexican Revolution Battle of Veracruz

Mexican Revolution Battle of Veracruz Occupation of Veracruz - Conflict Dates: The Occupation of Veracruz lasted from April 21 to November 23, 1914, and occurred during the Mexican Revolution. Forces Commanders Americans Rear Admiral Frank Friday Fletcher757 rising to 3,948 men (during the fighting) Mexicans General Gustavo MaassCommodore Manuel Azuetaunknown Occupation of Veracruz -  The Tampico Affair: Early 1914 found Mexico in the midst of civil war as rebel forces led by Venustiano Carranza and Pancho Villa battled to overthrow usurper General Victoriano Huerta. Unwilling to recognized Huertas regime, US President Woodrow Wilson recalled the American ambassador from Mexico City. Not wishing to directly intervene in the fighting, Wilson instructed American warships to concentrate off the ports of Tampico and Veracruz to protect US interests and property. On April 9, 1914, an unarmed whaleboat from the gunboat USS Dolphin landed at Tampico to pick up drummed gasoline from a German merchant. Coming ashore, the American sailors were detained by Huertas federalist troops and taken to the military headquarters. The local commander, Colonel Ramon Hinojosa recognized his mens error and had the Americans returned to their boat. The military governor, General Ignacio Zaragoza contacted the American consul and apologized for the incident and asked that his regrets be conveyed to Rear Admiral Henry T. Mayo offshore. Learning of the incident, Mayo demanded an official apology and that the American flag be raised and saluted in the city. Occupation of Veracruz -  Moving to Military Action: Lacking the authority to grant Mayos demands, Zaragoza forwarded them to Huerta. While he was willing to issue the apology, he refused to raise and salute the American flag as Wilson had not recognized his government. Declaring that the salute will be fired, Wilson gave Huerta until 6:00 PM on April 19 to comply and began moving additional naval units to the Mexican coast. With the passage of the deadline, Wilson addressed Congress on April 20 and detailed a series of incidents that demonstrated the Mexican governments contempt for the United States. In speaking to Congress, he asked for permission to use military action if necessary and stated that in any action there be no thought of aggression or selfish aggrandizement only efforts to maintain the dignity and authority of the United States. While a joint resolution quickly passed in the House, it stalled in the Senate where some senators called for harsher measures. While debate continued, the US State Department was tracking the Hamburg-American liner SS Ypiranga which was steaming towards Veracruz with a cargo of small arms for Huertas army. Occupation of Veracruz  -Taking Veracruz: Desiring to prevent the arms from reaching Huerta, the decision was made to occupy the port of Veracruz. As not to antagonize the German Empire, US forces would not land until the cargo had been off-loaded from Ypiranga. Though Wilson wished have the Senates approval, an urgent cable from US Consul William Canada at Veracruz early on April 21 which informed him of the liners imminent arrival. With this news, Wilson instructed Secretary of the Navy Josephus Daniels to take Veracruz at once. This message was relayed to Rear Admiral Frank Friday Fletcher who commanded the squadron off the port. Possessing the battleships USS and USS  Utah and the transport USS Prairie which carried 350 Marines, Fletcher received his orders at 8:00 AM on April 21. Due to weather considerations, he immediately moved forward and asked Canada to inform the local Mexican commander, General Gustavo Maass, that his men would be taking control of the waterfront. Canada complied and asked Maass not to resist. Under orders not to surrender, Maass began mobilizing the 600 men of the 18th and 19th Infantry Battalions, as well as the midshipmen at the Mexican Naval Academy. He also began arming civilian volunteers. Around 10:50 AM, the Americans began landing under the command of Captain William Rush of Florida. The initial force consisted of around 500 Marines and 300 sailors from the battleships landing parties. Meeting no resistance, the Americans landed at Pier 4 and moved towards their objectives. The bluejackets advanced to take the customs house, post and telegraph offices, and railroad terminal while the Marines were to capture the rail yard, the cable office, and the powerplant. Establishing his headquarters in the Terminal Hotel, Rush sent a semaphore unit to the room to open communications with Fletcher. While Maass began advancing his men towards the waterfront, the midshipmen at the Naval Academy worked to fortify the building. Fighting began when a local policeman, Aurelio Monffort, fired on the Americans. Killed by return fire, Monfforts action led to widespread, disorganized fighting. Believing that a large force was in the city, Rush signaled for reinforcements and Utahs landing party and Marines were sent ashore. Wishing to avoid further bloodshed, Fletcher asked Canada to arrange a ceasefire with the Mexican authorities. This effort failed when no Mexican leaders could be found. Concerned about sustaining additional casualties by advancing into the city, Fletcher ordered Rush to hold his position and remain on the defensive through the night. During the night of April 21/22 additional American warships arrived bringing reinforcements. It was also during this time, that Fletcher concluded that the entire city would need to be occupied. Additional Marines and sailors began landing around 4:00 AM, and at 8:30 AM Rush resumed his advance with ships in the harbor providing gunfire support. Attacking near the Avenue Independencia, the Marines methodically worked from building to building eliminating Mexican resistance. On their left, the 2nd Seaman Regiment, led by USS New Hampshires Captain E.A. Anderson, pressed up the Calle Francisco Canal. Told that his line of advance had been cleared of snipers, Anderson did not send out scouts and marched his men in parade ground formation. Encountering heavy Mexican fire, Andersons men took losses and were forced to fall back. Supported by the fleets guns, Anderson resumed his attack and took the Naval Academy and Artillery Barracks. Additional American forces arrived through the morning and by noon much of the city had been taken. Occupation of Veracruz - Holding the City: In the fighting, 19 Americans were killed 72 wounded. Mexican losses were around 152-172 killed and 195-250 wounded. Minor sniping incidents continued until April 24 when, after the local authorities refused to cooperate, Fletcher declared martial law. On April 30, the US Army 5th Reinforced Brigade under Brigadier General Frederick Funston arrived and took over the occupation of the city. While many of the Marines remained, the naval units returned to their ships. While some in the United States called for a full invasion of Mexico, Wilson limited American involvement to the occupation Veracruz. Battling rebel forces, Huerta was not able to oppose it militarily. Following Huertas downfall in July, discussions began with the new Carranza government. American forces remained in Veracruz for seven months and finally departed on November 23 after the ABC Powers Conference mediated many of the issues between the two nations. Selected Sources National Archives: The United States Armed Forces and the Mexican Punitive ExpeditionDavis, Thomas (2007). With No Thought of Aggression Military History Quarterly. 20(1), 34-43.

Competitive Balance Policy Essay Example | Topics and Well Written Essays - 1500 words

Competitive Balance Policy - Essay Example The essay "Competitive Balance Policy" presents a critical evaluation of the approaches and policies to achieve competitive balance in North American sports and European sports. One of the most used principles of football is "the good of the game and the interest of the fans, is enhanced when all clubs have a reasonable opportunity to compete for championships at least periodically†¦ the game is not enhanced when controlled by a few wealthy clubs". The above statement suggests that there has to be a fair ground for all clubs to compete in football, with the experience of football to the fans enhanced when there lack a few clubs that dominate the game over others. In case the chasm between the rich and the poor clubs becomes greater, there would be a negative effect on sporting competition, which would affect the quality balance making football a preserve of a few clubs. To prevent such unfair balance, clubs in European football, as well as North African, have undertaken to imple ment a number of policies. European football leagues employ collective selling of broadcasting rights to media houses to ensure quality balance among all the clubs. Today, the value of broadcasting rights has increased tremendously in European football league. For instance, in the 2011-2012 league sessions, the European premier league received more than 1.1 billion pounds as revenues from the sale of rights to media houses to broadcast matches from the European clubs, one of the most successful collective bargain systems

Fairytale Essay Example | Topics and Well Written Essays - 500 words

Fairytale - Essay Example Trapped in a magical cave and left to die while trying to retrieve a magic lamp for the magician, Aladdin perchance rubs a ring loaned to him by the magician himself. Upon rubbing the ring, a djinni (female djinn) appears and takes him home to his mother. His mother takes the lamp still clutched in his hand off of him and tries to clean it. Immediately, a powerful djinn or genie appears, bound to do the bidding of the lamp wielder. The genie transforms the once-impoverished Aladdin’s life and eventually helps him to marry the king’s daughter, princess Badroulbadour. Aladdin starts living in a huge palace built for him by the genie of the lamp. Soon, however, the evil magician comes to know of this. He returns and tries to steal the lamp by trickery. He succeeds by fooling Aladdin’s wife, the princess Badroulbadour into exchanging the grubby old lamp for a shinier, newer one. Once the lamp is in his possession, he orders the genie to move Aladin’s palace to where the magician lives. Not being able to interfere in the magic of the genie, the djinni of the ring helps Aladdin get to the place where the magician has ordered Aladdin’s palace to be taken.

Did the Treaty of Versailles cause World War II Essay

Did the Treaty of Versailles cause World War II - Essay Example oposals were effective in ending the first war and initiated a peaceful dialogue among the nations2.  However, France’s Georges Clemenceau,  supported by David Lloyd of Britain, wanted revenge. Germany  could not compromise  its superiority. France’s intentions were mainly to suppress Germany and did not consider its grievances. Among the main driving factors to WW2 is the provision of the treaty that Germany was to pat for the damage. The provision in article 231 of the treaty, known as war guilt clause, had a major role in initiating WW2. Economic rebuilding of Europe was a key provision of the treaty3. France  attempted to devise strategies that impose limitations on the economic recovery and consequent rearmament of Germany. To achieve its mission,  French administration advocated that  Germany should  account for the damage caused by the war. The economic suppression caused an inward rebellion on the treaty and making Germans seek any possible opportunity to break away from the treaty. This had the effect of making the Germans give total support to any  radical  leader who would  promise  to offer them freedom from the liability such as Adolf Hitler. Another humiliation to Germany was on the directive to disarm and the limitation on army. They were not supposed to have an air force while opening crime cases on its leaders suspected to have caused ww1. Sovereignty of Germany was undermined by the condition that the ships its mercantile marine were to be taken by the allies and there were to make more for them henceforth. According to the treaty, boundaries of Germany were to be reestablished as well as lose its colonies. This instilled further economic strain on Germany while causing shame to it. This resulted in resentment against the treaty and its provisions. As a result, political parties were formed. This made Germans have the urge to secure more land, which was seen in the invasion of such as Poland and Russia. The League of Nations was supposed

Professional Resume Example Essay Example for Free

Professional Resume Example Essay MARKETING COMMUNICATIONS PROFESSIONAL    Bringing 7 + Years of Professional Experience in Communications and Public Relations as Follows: Project Management Program Coordination Press Releases Newsletter Creation Brochure Creation Sales Marketing Strategic Planning Advertising Research Team Building Client Relations Customer Service Vendor Management Media Relations Event Planning Promotions Web Media Proofing PROFESSIONAL SKILLS ACCOMPLISHMENTS Recognized throughout career for in-depth knowledge of marketing, communications, public relations, and project management.   Solid organization and team building skills.   Adept at maximizing media opportunities by leveraging strategic planning skills for successful media events.       Public Relations Demonstrated expertise in public relations by coordinating adoption events and securing event locations throughout metro Detroit. Solicited businesses and corporations to host events. Scheduled volunteers, ordered retail equipment, and facilitated event promotions such as media alerts, press releases, web calendar, flyers, and print calendars. Created monthly Pet of the Week media schedule and determined talking points for Fox 2, WDIV Channel 4, WXYZ Channel 7, Magic 105.1 (WMGC), 93.1 DRQ (WDRQ) and 96.3 WDVD. Developed weekly Pet of the Week articles with local print and web media including Detroit Free Press, Detroit Free Press Community sections (Detroit, Rochester/Troy and Westland), and Detroit News, Channel 7 and 93.9. Served as Pet of the Week spokesperson for 93.1 and 96. Conducted event promotions for major fundraising, adoption, and third-party events including Meet Your Best Friend at the Zoo and Mutt March. Coordinated information booths at various events such as movie premiers and expos. Marketing Communications Developed marketing materials such as brochures, catalogs, flyers, invitations, advertisements, and email blasts. Coordinated vehicles for events, photo/TV shoots, and trade shows. Conducted creative reviews for micro-sites, posters, and flyers. Developed new product press releases, media alerts, email blasts, and web content. Served as main point of contact for clients, promoters, and sweepstakes vendors.   Facilitated registration, travel arrangements, and meeting itineraries. Created email correspondence regarding client relations and managed client databases. As Sales Promotion Coordinator, planned station events including Woodward Dream Cruise, Salvation Army Radiothon, Dick Purtan Golf Classic and Downriver Cruise. Created and designed sales packages, presentations, contracts, and sales pieces. Promoted to Sales Promotions Director for Smooth Jazz V98.7 WVMV-FM to assist in the reorganization and restructuring of the Promotions Department. As Marketing Coordinator, created internal and external corporate communications, advertising and marketing material. Conducted model calls and auditions for fashion shows. Administered research information, layout design, proofing procedures, and approval process for brochures, advertisements, sales flyers, deal sheets, and publications such as Nail Biz Magazine. PROFESSIONAL SKILLS ACCOMPLISHMENTS   (Continued) Project Management Managed and coordinated marketing projects for firm and clients demonstrating exceptional project management Managed the promotion approval process. Strategically planned projects and programs. Provided leadership to the copywriting, research, and proofing process for significant marketing projects. Quoted printing costs and promotional items. Directed fulfillment procedures for client projects. Coordinated Mobile Adoption Unit events and served as spokesperson. Responded to fan mail and website inquiries. WORK HISTORY Digitas, Detroit, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2007 – Present Promotions Associate – GMC, Buick and Branded Entertainment PSI Advantage, Troy, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2007 Project Manager    T.M. Shea Products, Inc., Troy, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2006 2007 Marketing Coordinator / Sales Assistant    Michigan Humane Society, Southfield, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2004 2006 Promotions Coordinator (2004-2006) Mobile Adoption Unit Coordinator (2004) Infinity Broadcasting, Ferndale, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2003 2004 Sales Promotions Coordinator – Oldies 104.3 WOMC The Nailco Group, Farmington Hills, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2002 2003 Marketing Coordinator Brogan Partners Convergence Marketing, Detroit, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2001 2002 Public Relations Account Coordinator (Internship) Marketing Associates, Inc., Bloomfield Hills, Michigan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2001 2002 Project Administrator (Internship) COMPUTER PROFICIENCIES Word  ¨ Excel  ¨ PowerPoint  ¨ Outlook  ¨ Publisher Bacons MediaSource  ¨ Customer Service Databases EDUCATION Wayne State University, Detroit, Michigan Bachelor of Arts in Public Relations, 2002 Member of Golden Key National Honor Society Member of the Public Relations Student Society of America

America :: essays research papers

America as we know it includes a vast network of representative governments. During the colonial period of early America, Virginia was the first to introduce a representative assembly. This first glimpse of democracy influenced the shape of America today. It eventually caused the colonies to drift away from monarchial England, and to establish a democratic government. Ironically, from this government, slavery and racism sprouted. In an attempt to make Virginia a more pleasant place to live, the governor was instructed to create an assembly with the power to make laws. The assembly included two members from each plantation to serve as burgesses, or representatives. Convening in 1619 it became the first colonial, representative body (p.13). This was a significant step in the formation of America. A group of men representing the residents of a particular land would make laws that were meant for them. This was democracy at its earliest stage in America. Everywhere one goes today in America, there is democracy. Whether a church council, school club or the state general assembly, a representative group is always present. Democracy shapes America. One could view the first democratic group responsible for today's freedom. This was the assembly formed by George Yeardly (p.13). Perhaps, if the Virginia Company had not instructed the governor to establish an assembly, the idea of democracy might not have instilled into the minds of the colonists. Surely, without this first appearance, it is questionable that an idea suppressed for centuries under the English monarchy would surface anywhere else. Moreover, it led the way for other settlements to adopt a similar code. Another way the representative body shaped America was slavery. Most representatives approved slavery and practiced it. The early burgesses of the Virginian assembly received land as their pay wages (p.14). They needed people to work their newly acquired lands. Therefore, indentured servants were common on their plantations. The whole idea of indentured servants and their later inadequacy eventually led to the flood of black slaves to America. Because these representatives owned servants and slaves themselves, slavery was easily passed into law.

Dehumanization of the Jews Essay

Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. The Nazi’s didn’t make anything easy for them. The Jews endured a continuous struggle that they could do nothing about. In the beginning, it all started with the German’s forcing them out of their homes and sending them to the ghettos. The Nazi’s stripped them of their rights, took away their belongings, and removed them from their daily lives. This left them with nothing. They left behind their lives. â€Å"To live? I don’t attach any importance to my life any more. I’m alone,† states an early deportee, Moshe the Beadle. (pg. 5) The Jews were ridded of all sense of security. Once they arrived at the concentration camps, they were struck with another loss of â€Å"themselves. † At the camp, they received tattoos. These tattoos were a series of numbers which represented â€Å"who† they were in the concentration camps. They were known as numbers, not people, numbers. A name is sacred. A name is who you are, without it, you’re only a being. They were people with friends and family that knew them by this name, their name. It was just another way to break away the ties of humanity. In the camps, the prisoners were treated like animals. They had to work all day long. They had to eat when they were told to eat. They had do everything they were told. If anyone misbehaved they would be shot down like dogs. Wiesel asks, â€Å"Was there a single place here where you were not in danger of death? † (pg. 37) A human is meant to be free, do as they please, and not live life in fear. The Jews weren’t allowed to have these luxuries anymore. They were worn down to nothing, which is exactly what Hitler was trying to do. Dehumanization was carried on throughout the Holocaust. The Nazi’s wanted the Jews gone. They made them flee their homes and their personal lives. They were left with nothing. They were given numbers in replace of their own name, the name that makes them the person they grew up as. They Jewish prisoners were treated like animals. They worked, hardly ate, hardly slept, and worked some more. If someone was to do the slightest thing wrong, they were shot down. The person they used to be is gone. The Jewish weren’t given a chance to fight for their lives. The Nazi’s made this impossible. They had to hold onto the little bit of hope left in their wounded hearts.

Abundance of drama Essay

She and the other girls give the names of innocent people who had nothing to do with witchcraft leaving the act with a dramatic hysterical close as all the girls try to cleanse themselves of the confrontation with Beelzebub hinting at the future prospects of the play. The act steadily builds up to when Tituba is accused at the end of the act of witchcraft. Each ingredient of the, story, which we know is hearsay, is added until it comes together and there is sufficient evidence for her to be accused by Hale. The story, which has been building, takes a turn and instead of the inquisitive nature of which it started, it becomes more action orientated and becomes a name and shame game where people are incorrectly blamed and gives a dramatic effect to the audience. This final dramatic scene of the act is placed there to end the act with a mini peak of the story and to keep the audience interested and wanting more. Act two begins with a long conversation between Proctor and his wife. They talk about the every day things but the stage directions and language Miller uses, like the scene with Proctor and Abigail, strongly projects the dramatic effect on the audience and emotions of the relationship. Proctor is not at ease with his wife, the atmosphere appears tense and uncomfortable. He attempts to make conversation, â€Å"are you well today? † which is not the sort of thing a husband would say to his wife. He tries to make her happy by complimenting her: â€Å"it’s well seasoned† and grinning. It is obvious that the atmosphere could be cut with a knife â€Å"as gently as he can† depicts that he is carefully choosing his words and trying to be a good husband but desperately trying not to bring up the affair. But it is not in vain as Goody Proctor reacts warmly to him, â€Å"blushing with pleasure†; giving an inkling that she still loves him. Though the feeling is that of betrayal and guilt there is a warm, gentle fragment of loyalty and love emancipated out of their conversation, which proves they still both feel love towards one another. Mary Warren comes in to the house-hold to discuss the events which took place in Salem earlier on and that, â€Å"Aye a proper court they have now. They’ve sent four judges out of Boston,† and that â€Å"39† women have been accused of witchcraft. She then proceeds to talk about the accused and that Mrs Proctor has been accused. This shocks them and that Rebecca nurse has also been accused, as she is a well-respected person in the Salem community and adds to the drama. Both of the women have enemies who wish to destroy them (Abigail and Mrs Putnam) and two rival factions are now clearly taking form, Goody Proctor is arrested. The home scene between Proctor and his wife is placed before she is arrested to dramatically show how innocent and plain Goody Proctor was and the contrast of her seeing John in the wrong by her being arrested, this dramatically portraits injustice. Proctor’s actions towards the arrest of his wife are dramatic as he runs out adding to the action and pace of the scene, â€Å"I will not have her chained! † The fact he will not have her chained when they are authorised to do so indicates conflict and gives drama, the use of an apostrophe shows his anger again adds gives a dramatic effect to the audiences Towards the end of the act pressure is placed on a character this time it is Mary who is being pressurised by the now fiery Proctor due his wife’s imprisonment. Proctor tries to force Mary to tell the court about the â€Å"poppet† which Mrs Proctor was arrested for, â€Å"You will tell the court how the poppet come here. † Mary claims she â€Å"cannot†, which she repeats and she begins to cry. Proctor’s language creates his mentality with the omnipotence of his language and the harsh anger which has built up inside to terrify Mary to get her to divulge her information to the court, â€Å"Aye naked! And the wind will, gods icy wind will blow! † His use of the word icy creates the chilling ominous threat to all the people who are dishonest and shows that he himself would not do it or he would be severely hypocritical. This, from what he said, is the first indication of his stern and ethical character and that Mary’s character is frail and easily manipulated both by Abigail and Proctor. Not only does the dramatic structure give the end of the act a dramatic finish but also the end of the act uses language to get across the seriousness and religious terror being brewed in Salem. Act three is set in the courtroom, the cases are being investigated and the questions and debating ensues. Mary now forced by Proctor to support Goody Proctor tells the court that she lied the day before. However she shows her weakness when she herself is blamed by Abigail, and cracks when Abigail condemns her by pretending that there is a spirit conjured by Mary, â€Å"Let me go Mr Proctor, I cannot, I cannot†. This leads to Proctor to loose his cool and condemn Abigail for doing all of this to spite him and to rid the world of his wife. He now has to admit to committing the sin of adultery: â€Å"I have known her sir! † This leads us to the turning point in the play. Proctor reveals to the court that his wife never tells a lie and that she would tell the court about his affair. By stating the truth it would obviously mean that she was telling the truth about the witchcraft and proving her innocence but would she be able to disgrace Proctors, name, which means so much to the people of the time period that the play was set. Miller’s dramatic structure brings the play to a mini climax if not the most important one by great structuring of the play; the play reaches a cross-roads. If Goody Proctor tells the truth it undermines everything that Abigail has said and shows her as a liar and everyone wrongly accused is released and brings about the end of court. But if she lies it means that all the people who have kept their morality and not lied will be charged. It defines the future of the factions and the play, having been built up throughout the opening acts. This is well dramatically structured to create complete unpredictability and a sense of curiosity as to how it will end. She is brought in and interrogated. Goody Proctor’s body language portraits the tension: â€Å"liking her lips to stall for time† now created in the court, as they all know this is the defining moment. She thinks about what she should say and â€Å"glances at Proctor† looks for help. In, agony, she answers the questions. Hard thought and constant silent pauses build the pressure within the room, â€Å"Is your husband a lecher? † Danforth the judge asks her. â€Å"No. † The pressure is lifted and the stomach churning feeling of the characters and audience takes over, this is summed up by the comment, â€Å"oh god! † when Goody Proctor realises what she’s done. But by lying, going against everything she stands for. She obviously forgives Proctor as she took one for him when he had committed adultery this shows the romantic drama that she loves him so much she would give up her morals for his name. Abigail then starts off again pretending to draw attention on to herself, that Mary is conjuring spirits and uses her power to create mass hysteria. Miller liberally uses exclamation marks to emphasise the shouting and adding to the general madness of the courtroom. Abigail’s actions are dramatised and create a lot of fear, â€Å"Abigail pointing with fear† and which is added to by having all the girls at once shouting. It gives a fearful representation that the girls are possessed by some sought of satanic spirit. Mary shifts the blame onto Proctor who is then accused by the court. This is dramatically used as the story declines after the climax in act three and the story needs to be built up quickly to reach the final climax. In Act four this is done by the hysteria and the fact that Proctor is now being blamed by Abigail and ironically the reason the trouble started was because she wanted him, now she is getting rid of him and achieving nothing. In Act four Proctor has an emotional talk with his wife as she tries to persuade him to confess and be released. Miller goes to work on giving the audience’s heart strings a pull using again language and stage actions to show the emotions of love and despair and create a great sense of drama using dramatic devices. Goody Proctor has forgiven him and believes; whatever, he does â€Å"it is good man that does it†, and thinks she drove him to have an affair. She states that, â€Å"John, I counted myself so plain, so poorly made no honest love could come to me! Suspicion kissed you when I did†. She thinks that there was nothing to love about her and before it was not her who kissed him but personified. This also implies that now when they talk and hold each other it is pure love for the first time in their relationship bringing a sense of romanticism to the ordeal that they’ve been through. Miller’s dramatically structure places the conversation before the final and ultimate climax to act as the calm before the storm and to increase the pressure on John and ultimately be decisive to the final sequence of events. Proctor is to be hung but because he was persuaded he confesses but all the official figures want his confession in writing. By doing this he is giving up his, name. He realises that he will die before he will give up his name and rips up his â€Å"life† which he had signed. This then brings us to the most powerful and dramatic action within the whole play in my opinion as, â€Å"His breast heaving, his eyes staring, Proctor tears up the paper and crumples it, and he is weeping in fury, but still erect. † This shows that he will not sign away his, name, showing his courage. He has thrown away his life but still stands â€Å"erect†, they’ve pushed him all the way physically and mentally but he has not fallen keeping his dignity, ethics and pride, which we know mean so much to him as does his life which is why it is so dramatic. Miller has created a twist luring the audience in with Goody Proctors persuasion, hooking them in with signing the confession but masking the fact he was to â€Å"rip up his life,† and die for what he believes and becoming a type of martyr or tragic hero. Miller’s, The Crucible, is structured to gain dramatic effect. Each act takes on the same structure and has very similar properties. The first two scenes to begin with build up information about different events, which take place off stage. All acts build up to a climax, giving away hints about the next act and each act ends with pressure being placed on a certain character. Act one it is Tituba; act two it is Mary; act three Mary and Mrs Proctor and act four John Proctor. â€Å"The Crucible† is a fitting name for the play as a crucible is a melting pot, which eventually displaces the pure from the waste. Which also happens in the play each act is a small melting pot as in act one, the different things are added by way of the story being built up and then heated. The heat in act one is Hale and overall the whole play is a melting pot. The story built up, the heat added by the way of the court and the pure displaced from the waste. The pure, being the characters that wouldn’t pass on the blame because they were too strong and would not give up their morals. The irony is that the people who deserved to be killed i. e. Abigail and Paris compared to the remorseful Proctor and the innocent Rebecca nurse. Miller created a dramatic play by incorporating dramatic language, stage directions and the play is structured in such a way that it gives the audience an abundance of drama.