Recognizing Women artists Essay

Linda Nochlin’s article tries to bring to light the differences that exist between men and women art and how this disparity has been linked to the distinct nature of men and women. However, Nochlin believes that the differences that may exist in art do not come about as a result of ones gender but rather these discrepancies are influenced by particular social institutions. This, Nochlin says, is because art develops in a specific social situation and that it is usually a fundamental component of that social structure. Nochlin further explains that art can not be considered a free self-directed activity that can be influenced by social forces since it crops up in a social situation, gender, previous artists and other things normally considered influential notwithstanding (Nochlin, 1988, pp. 147-158). As a result therefore, Nochlin states how feminity does not count when it comes to evaluation of great artists. Therefore Nochlin defines the background of some of the great artists like Picasso who came from already artist families. Nochlin also cites how the works of Redon and Corot, both male, had a feminist touch thus it could not be concluded that women art should be classified according to its own standards. This argument makes sense because art is not gender based; rather it is learned through teaching, apprenticeship or even from a long experience period (Nochlin, 1988, pp. 147-158). I agree with Nochlin’s reasoning because one can not classify art as masculine or feminine. When one sees a piece of art, what comes out is the expression captured in that piece of work and not the masculine or feminine touch in it. Therefore Nochlin’s argument is sound because even if it is assumed that women artists are inward-looking, delicate and nuanced in their art pieces, other male artists also exude such characteristics in their work. For instance Redon’s pieces were inward turning and Corot’s art was also delicate and nuanced (Nochlin, 1988, pp. 147-158). Nochlin’s position relies upon the assumptions that great art is a result of intelligence and talent. It is not merely influenced by gender, social class or any other social forces. This is true because great artists like Michelangelo produced exemplary pieces because of the talent they had and not because of social influences. Further still, artists such as Giotto became great artists even though he started off drawing on stone. It is the intelligence and talent that he had in art that elevated his work to great art (Nochlin, 1988, pp. 147-158). Besides, Nochlin’s position also relies on the assumption that the creation of art entails its own form of language. What is more, this language comes to life in paper and not in a mere story that could be told to another party thus disregarding the feminist notion in art. This argument is true because art is learned and perfected through experience and this means that regardless of gender artists with the experience can bring out great art work (Nochlin, 1988, pp. 147-158). Therefore this means that women can produce great art as much as men because art is not gender based. Art is learned and comes to perfection from a period of experience. Besides, great art is also primarily a result of an individual’s intelligence and talent therefore other social forces are just secondary factors in the creation of great art. This therefore implies that women art can be accorded much attention and appreciation if only people could get a deeper insight into what art really entails (Nochlin, 1988, pp. 147-158). Reference Nochlin L. (1988). Why have there been no great women artists? Women, Art and Power and Other Essays. Westview Press.

SWOT analysis for G-shock watch from Casio Essay

Strength In the SWOT analysis of G-shock watch from Casio, strength of G-shock watch from Casio is an important element. Firstly, we know that G-shock, Baby-G, Edifice and Pathfinder are sub-brands of Casio; they have targeted for a different group and marketed accordingly. Those brands targeting group are urban upper middle class youth. They have targeting it with clear and focused. Plus, the positioning of Casio is watches that are technology advanced. Because Casio most popular product is watches and it already designed world’s first LCD watches with having a full auto calendar. Other brand might not have those technologies yet, but Casio already have it. Now a day, people love much for LCD technology product, for example LCD TV, LCD laptop, LCD desktop and others. That is why the Casio designed LCD watches and it very popular now. There is many other innovations are synonymous with the Casio image. In addition, we can see that Casio has focus on sponsored events in the area of sports and also we can found a lot of athlete in G-shock from Casio’s advertisement. That is because G-shock watches have a similar function with those sport’s watches and sponsored events in the area of sports and use an athlete in their advertisement can prove beneficial to the brand image. The most important is, G-shock watches from Casio are cheaper if comparing to others brands but have an excellent quality. People now a day always prefer cheaper product with a good quality, and it is suitable for youth today because youth have low income. Casio brand can stand so long and popular in today because it is protected with 1986 registered trademarks in 187 countries around the world. We can see the Casio everywhere around the world. This is also the reason of why it is popular, because almost every countries around the world recognize G-shock watches from Casio. Weakness For G-shock watches from Casio, we found that it more like a watches brand than electronics brand. Almost all the watches have the same function, but just a different design and style, from here we can see that G-shock watches from Casio have put a lot of effort for designing the watches but not doing an innovation to improve the technology of the watch. We also can see that  they have a different colour watches and famous athlete in their advertisement but not a high technology watches in their advertisement. In my opinion, designing watches is not that simple like only for the appearance. Because G-shock watches from Casio are focusing in their watch’s appearance. Opportunity G-shock watches from Casio have a fashion design and style, it means that it has an opportunity to tied up with those fashion house and sponsoring events. For example, G-shock has produce watches that with a Starbuck’s logo and design. Not only the Starbuck, there is a lot of fashion house like to cooperate with G-shock watches from Casio. Now a day, we can see that many famous athletes have wearing G-shock watches, and many models like to wearing it because of it fashion design and style. As what I am saying at the strength of G-shock from Casio, G-shock from Casio have targeting youth today, and it is very successful because we can see that youths today are really attracted by G-shock from Casio because of it fashion design and style. One more reason that G-shock watches from Casio is attractive because it have a similar function as the old style sport watches. Threat G-shock watches are popular right now, but it also having threat. We know that G-shock is a sub brand of Casio, so they might face threat of counterfeit Casio product. Not only Casio, other sub-brands like baby-G, Edifice, Pathfinder also produce watches, and the appearance from those sub-brands has almost similar to G-shock. Not only the appearance, they also produce sport watches and digital watches, even the function also similar to the G-shock brand. In addition, there is one more threat that G-shock might be faced, that is competition in watches with the â€Å"sport look† in the market is heavily populated, that is because not only G-shock having a â€Å"sport look† watches in the wide market. Like what I’m saying that is a lot of brands that having those â€Å"sport look† watches and also having the similar function as sport watches. So that is hard to populate if just having a â€Å"sport look† watches. To solve this threat, we can found that G-shock now has trying to develop and designing other type watches that not just only â€Å"sport look†.

Games to Life Essay

Pong, Super Mario Bros. , and Pac-Man are a couple classic games most everyone has played. These games were some of the first video games ever made and had very little to no violence in them. These video games have now evolved into more graphic, gory, and violent games. This increased violence in video games has caused more aggression in society. On April 20th, 1999 at Columbine High School in Colorado a shooting occurred killing 12 students, 1 teacher and also injured 24 other students. Two students were the cause of this shooting. The two seniors played video games religiously and were big fans of a game named Doom. Doom is a game where players is a space marine who must fight his way through hordes of invading demons from Hell. The two shooters liked and played this game so much that even designed their own based off of it. Eric and Dylan’s, the two shooters, game was created based on the Columbine High School’s floor plan. Their game contained characters based off student at their school whom they did not like. When students, in their game, that believed in God would die they would say â€Å"’My Lord, why did you do this to me? † which is what Eric and Dylan believed they would say as they would kill them. When a newer game called Duke Nukem came out, a similar game to Doom, Eric and Dylan were quick to design another levels based on Columbine High School. In this game they had more realistic guns and bombs, which the shooters liked. They also mapped out how they would invade the school and whom they would target in these levels they created. Through both these games, that Eric and Dylan loved to play, inspired them to create there own games using their school as a layout and students as the characters. They planned out how they would approach their shooting and where they would place their bombs based on what they did in their games. They knew whom they would kill first and where they would be. They also placed bombs around the school as they would in the game that thankfully did not go off. Video games have become a big part of our culture in today’s society. When video games first came out they were simple, friendly, and non-violent. Since then video games have become more sophisticated, completive, and especially more violent. Eric and Dylan’s shooting on their school was an act of aggression supported from the violent videos games they played.

Outline the main problems with the biological approach to crime and Essay

Outline the main problems with the biological approach to crime and criminality - Essay Example (1) The main theme of Demonic perspective is that crime was caused largely by demonic influence. Although the â€Å"devil made me do it† is certainly an explanation of criminal behavior, it is not a scientific theory. Supernatural forces cannot be observed, and the demonic perspective (like our â€Å"little green creature† example) is therefore not testable. Toward the end of the 1700s, the demonic perspective was challenged by a group of philosophers who came to be called classical school criminologists. (1) Classical school believed that God instilled in humans the capacity to exercise free will and the ability to choose a course of behavior through reason. Several scholars — chief among them Cesare Beccaria and Jeremy Bentham — used this general platform to argue for legal reform. In doing so, these penal reformers also articulated a scientific Theory of criminal behavior. Classical school theory dominated criminological thought into the late 1800s, until it was challenged by a new group of theorists. The influence of the classical school of criminology began to wane in the late 1800s. One reason for this decline was that changes in the legal system based on classical theory failed to reduce crime (i.e., crime rates continued to increase).43 More importantly, the underlying assumption of the classical school—that behavior was the result of rational calculation — was criticized for being too simplistic. Throughout the 1700s, scientists such as Galileo and Newton made great discoveries about the workings of the physical world. These demonstrations of cause-and-effect relationships were made through careful observation and analysis of natural events. It was not long before scholars applied this scientific method beyond the physical world to the social world. Auguste Compte, the 19th century scientist considered the â€Å"father of sociology,† argued that human behavior was

4.3 Analysis of Strategic Factors Research Paper

4.3 Analysis of Strategic Factors - Research Paper Example The strengths of the organization help to improve the current and future performance of the organization. Other strength of the organization is the highly qualified medical staff members who have the knowledge about the use of innovative technology for better treatment. The medical staff members deliver flexible treatment to the patient. In this respect, medical staff members provide services to multiple numbers of patients, which enhance the current as well as future performance of the organization. The organization is also identified to be having certain weakness that can affect its current and future performance to a large extent (Ascension Health, 2015). The organization does not have adequate resources and therefore, the organizational structure cannot be improved and correspondingly, it can affect the performance of the organization. The number of specialized doctors for handing the serious case is very few in the organization and accordingly, the doctors face problem at time o f providing treatment in different serious cases. Therefore to improve the current along with future performance of the organization, critical or expert doctors should be available in the organization to handle the serious cases (Ascension Health, 2015; Hunger & Wheelen, 2010). The organization also has certain opportunities that can positively affect its future performance. The several opportunities can be to develop number of healthcare centers in several places. In this context, the organization possessing expert medical staff members can expand its medical services in several services and can provide services to increased number of patients. Other opportunity can be to develop healthcare programs through which people can know about the organization and also about the treatment to be provided by the medical staff members of the organization. Along with certain opportunities, the organization also has certain threats that

A sense of humor can make difficult times easier to bear Essay

A sense of humor can make difficult times easier to bear - Essay Example Planners organize the event and personalize the funeral through the suggestions of the deceased’s loved ones and according to the personality of their dearly departed. Furthermore, the eulogies are no longer formal accounts of incessant praise. â€Å"Even amid tragedy, todays eulogy increasingly includes anecdotes that point to the deceaseds foibles and quirks, offering a nuanced character sketch† (Rosman, 2011, par.4). To be able to determine the appropriateness of an anecdote or a comment, some clergy take it upon themselves to advise the content of the speech. The growing inclination of people to have a different approach can ease the saddest affair with the infusion of humor. A good funeral is now measured by the amount of laughter instead of the outpour of tears. Because what is more important than how a person dies is how he lived his life and any life well lived is incomplete without

Determinants of Effective Tax Rate in Thailand Research Proposal - 1

Determinants of Effective Tax Rate in Thailand - Research Proposal Example Just about a year ago the price of international crude oil was about $130 per barrel, but things have come to such a pass now that the oil exporting countries headed by OPEC is worried about the falling prices. These days the prices have come down to about $30 per barrel. This implies better bargains for oil importing nations. Therefore the tax rates would’ve been higher during the period when crude oil prices were high, but there is strong possibility that the tax rates will be comparatively lower if the oil prices are low. This is just one situation explaining the manner in which the tax rates are determined. There are scores of other determinants which help in shaping the fiscal plan of a country. In addition the procedure for calculation of taxes by the government bodies and corporate sector also depends upon a number of factors. This raises our curiosity about the manner in which the tax regime functions. This research study is therefore being taken up to understand the i ntricacies regarding the determinants of effective tax rates in a developing country like Thailand. The taxes in general are of many types collected in direct or indirect manner. But, in this study an emphasis will be laid on finding out the corporate tax structure in particular. In Thailand taxes in general are divided in two broad categories namely direct tax and indirect taxes. Two key components of direct taxes are the personal income tax and corporate tax. On the other hand taxes like excise taxes, stamp duty and value added taxes (VAT) are known as indirect taxes. The modus operandi for calculating these taxes depends upon the revenue generation mechanism being set in place in the country and the level of competition within the industry. The revenue department of Thailand is entrusted with the task of taxation. Main responsibilities assigned to the revenue department are1; Led by the mortgage crisis in US, a crisis like situation is emerging in almost all parts of the world.

Consumer Brand Relationships Literature review Example | Topics and Well Written Essays - 2000 words

Consumer Brand Relationships - Literature review Example In this framework the definitional association is also pertinent. Linking human personality with brand image is not, though, an easy undertaking. The difficulty that psychologists face in determining and assessing personality equally becomes an issue for people who study the art of brand imaging (Bradley, 2010). It is not unusual, therefore, that those who identify brand image by alluding to human personality do not try to identify the latter concept in any more comprehensive way. They just suggest that goods possess behavioural images, or they centre in on some markedly human factor like age, gender or social caste (Batra, Ahuvia and Bagozzi, 2008). Fig. 2 - The determinants of customer-brand relationships (Martensen and Gronholdt, 2010) Brand Relationships Brand relationship, an alleged interpersonal connection in a branding framework,  assumes that brands and customers are able to have a special connection through a shared communication system. Still, some critics have stated th at a brand relationship cannot really be said to reflect an interpersonal association because of the fact that the key components in interpersonal relationships like interdependence and intimacy are lacking. Even though research has in the past revealed that consciousness actually decides how people perform their daily duties, evidence shows that behaviour can actually be in accordance with the pursuit of individual objectives where cognisance is induced (Carroll and Ahuvia, 2006). However, the function of human consciousness is not always obvious a consumer and brand relationship situation. This suggests that the lack of consciousness can actually stop people from value their  relations in a suitable manner. For example, the related members of a... In the present extremely competitive business field, singular images or one-way messages are no longer relevant in capturing and holding consumer interest. A brand’s value is connected to the relationships it creates and the social connections it inspires among consumers who purchase the service or product. The task of managing such extensive relationships that seem to cover every aspect from the production of a product to its consumption is what most marketers are occupied with. If its creators and marketers have taken care to ensure the existence of such relationships, a brand can actually stop being seen as a mere product to become a platform for the shared experiences of its consumers, thus generating more revenue. Defining a brand’s social nature means considering what consumer’s expectations about a certain brand are and how to encourage the consumers to have even loftier expectations in future. Marketers such as eBay and IKEA, for example, are some of thos e that are at the forefront in intentionally inducing a desire for less acquirement of phenomenal experiences with goods or even the products themselves, for more lasting and consequential varieties of fulfilment.

Business - The Nature of Leadership Essay Example | Topics and Well Written Essays - 2000 words

Business - The Nature of Leadership - Essay Example The workplace should be meaningful that provides opportunities for all stakesholders. This meant power is distributed equitably in the business organization where the costs and benefits of doing business are shared by all. Ultimately, the vision of Christian based business should provide growth and development not only among those who are in the organization but also on the society at large. Chapter two deals with the formulation of an employment strategy that reflects Christian values that will overcome any form of injustice and discrimination. This differs from the traditional perspective of work in a way that a business run through faith views â€Å"work is a healing process† that seeks to reconcile and overcome past injustices. It affirms the diversity in the workplace and thrives on it as it looks at differences as assets rather than a liability. Part three talks about Christian leadership which is unique among different leadership styles because it focuses on servant lea dership. The overall plan or strategic plan of a business is being implemented through the use of servant leadership which inspires employees to focus on the bigger purpose of the organization. Ethics and moral leadership comes naturally which is lacking in today’s business leadership and desists from using manipulation to motivate employees and emphasizes true stewardship of a business. A management that is Christian centered is one that listens and truthful and values cultivation of communication as an essential element towards business success. While being truthful, Christian centered management is neither brash or harsh nor judgmental in conveying truths. Finally, â€Å"Business through the Eyes of Faith† translates the broader meaning of its principles into ethical practice on how it deals with its external stakeholders. It exegetes "business, as an institution, provides the opportunity to participate with God in the creation and distribution of God’s wealt h in God’s world " (pg. 195). It enforces it social contract theory to reconcile the business dilemma of making profits and calls on to exercise â€Å"its stewardship responsibility to God by managing businesses in ways that serve the needs of their communities† (pg. 208). It distinguishes what it produce by having the right criteria between wants and needs and treats the marketplace with honesty and competition where competition is viewed as a healthy competition rather than a guerilla warfare that abandons ethical propriety. Ultimately, business that is run through the eyes intends to make the world better by having a business that is less rapacious and more concerned and conscientious not only within its organization but also towards the society at large. Mere Christian Summary Clive Staples Lewis Book I. We as humans are created by some being who also dictates, through our conscience, how we  ought  to behave.   All of us are subjected of a Law of Nature whic h is present within us in a form of a conscience that provides us a common sense of what is right and what is wrong. Many of us fails to follow it because of our inordinate instinct but this Law can provide us a better instinct that will defeat our baser instincts which are often justified with our excuse of circuitous reasoning. The world is created with two opposing theories. The church posits that this Law is given to us by God through our consc

Supply Chain Comparison between Urban and Peri-Urban Agriculture Dissertation

Supply Chain Comparison between Urban and Peri-Urban Agriculture Programmes in Developed and Developing Countries - Dissertation Example Research Method: This study conducted a secondary research study to explore the existing studies and articles behind the practice of urban farming in developed and developing countries. Research Findings: Access to market strategies used by urban and peri-urban farmers in developed and developing countries are different in the sense that urban farmers are using direct selling approach whereas the peri-urban farmers are using intermediaries. Applicable to both urban and peri-urban farmers in developed and developing countries, farmers are required by the law to practice and observe food packaging to prolong the life span of agricultural products. For food safety issues, farmers are required by the law to practice food labelling. Conclusion: Even though the law in US and India requires the farmers to practice and observe food packaging and labelling, not all urban and peri-urban farmers are following this requirement. Recommendations: (1) Incorporate food labelling in the supply chain system of urban farming; (2) Keep the supply chain system of urban farming as short as possible. ... 9 2. Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 2.1 Supply Chain of Urban and Peri-Urban Agricultural Product †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 10 2.3 Urban and Peri-Urban Farmings’ Access to the Market †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 2.4 Three (3) Cases †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 2.4.1 Mumbai, India †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 2.4.2 New York City †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 2.4.3 Pomona Valley, California †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 3. Research Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 18 3.1 Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 18 3.2 Three (3) Cases †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 3.3 Research Analysis and Discussion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 3.4 Research Ethics †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 4. Research Findings and Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 4.1 Different Ways for the Urban Farmers to Access the Market †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 4.2 Comparison between the Urban and Peri-Urban Agricultural Practices in Developed and Developing Countries .†¦Ã¢â‚¬ ¦...........†¦Ã¢â‚¬ ¦......... 26 5. Conclusion and Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 31 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 32 to 38 Chapter 1: Introduction 1.1 Background More people are living

Accounting Case Study Essay Example | Topics and Well Written Essays - 500 words - 1

Accounting Case Study - Essay Example There is a belief that poor branding identity is the root cause of declining market fortunes. In addition, its recent methods of retailing have been overcome by recent market shifts. Looking at the giant entrants as if the Wal-Mart and Canadian Tire depicts a total shift in retailing strategies. Perhaps the failure of the manufacturer to respond to market trends has largely caused the problem that is being currently mitigated. More importantly, the larger manufacturers have adopted the use of modern information technology and sophisticated inventory management systems. It is certain that deliberate steps need to be undertaken immediately. Apart from a shift of the marketing trends towards information technology, the company has failed to build a strong brand as the marketing forces become fierce. Today, the category suppliers have grown significantly that they command specific designs for manufacturers to produce. Evidently, the recent times has seen category supply, demand particular sizes and colors of goods being supplied. While Clearwater remains stagnant in the traditional retail systems, the market forces have overwhelmingly become unbearable. Besides, the problem has arisen because of untimely management decisions. In business, the management team should be vibrant and creative. Acting timely to respond to changing market patterns is critical in ensuring that a company is not forced out of the market. With a timely and a continuous product adjustment, the company would not be experiencing the current marketing doldrums. In addition, it is certain that the problem is solely a marketing and strategic step. One of the problem would have been solved before it became evident was branding, as a business grows that need to maintain a highly competitive manageable is crucial, management decisions should explore product and study market patterns with a view of making necessary

Effective Approaches to Leadership Essay Example for Free

Effective Approaches to Leadership Essay There is talk that the nursing shortage is over, but the facts show that there is a substantial nursing shortage which is projected to intensify over the next several years. This fact alone will increase the demand on the remaining nurses leading to nurse burn out and increased turnover rates. Nurses are the largest group of health care professionals in America, but the majority of the nurses are close to retirement age (Institute of Medicine [IOM], 2010). This paper will address the issue of nursing shortage, nurse turnover and how nurse leaders and managers are approaching these issues, along with the personal and professional philosophy of nursing of the author of this paper. There are many reasons why a nursing shortage exists, and why it is only going to get worse over the next several years. The median age of the nursing workforce is 46 years of age and almost 50 percent of all nurses are close to retirement, which will substantially impact the nursing shortage (American Nurses Association, 2013). The Affordable Care Act of 2010 ensures that every American have access to affordable health care (U. S. Department of Health Human Services, 2013). This places an additional demand for nurses, and further increases the shortage. The results of the advances in medicine has increased the average life span, increasing the number of people living with chronic illness, and also increasing patient acuity levels which in turn increases the demand for advanced educated practioners. Nursing colleges and universities across the county are struggling to expand their enrollment levels in order to meet the rising demand for nursing care (American Association of Colleges of Nursing, 2012). Reductions in nursing budgets together with the growing nursing shortage has resulted in nurses working more, taking care of sicker patients and at risk for making mistakes. This further complicates the nursing shortage as this type of environment only drives the current nursing force away from the bedside. The current Registered Nurse turnover rate is 14% (American Association of Colleges of Nursing, 2012). One incentive that management and leadership nurses should be aspiring to is Magnet Status. The American Nurses Association in 1990 developed the Magnet status in an effort to reward hospitals that attract and retain nurses who demonstrate excellence in nursing practice (American Nurses Credentialing Center, 2013).

Cascade Of Service Delivery Options Education Essay

Cascade Of Service Delivery Options Education Essay The basic signal behind IDEA was to enable the disable to have equivalent access to education. It enables protection of the rights of disabled kids, their parents, and over all education of these families in United States. There are six main components of the original 1975 Individuals with Disabilities Education Act. The first is Entitlements and Allocations and this component provided the plan in order to implement the program. The Eligibility was the second component that provided the regulations for schools in order to implement IDEA. This Eligibility contributed more to the regulations of schools. Third is Application which is about uses and applications of cash within the program. This was also the essential component of IDEA. The Fourth component was Procedure and Safeguards that offered safeguards for almost everyone under project and hence this component protected the projects. Fifth component was the Evaluation evaluates students entering the program and the final and sixth component deals with the Payments. The sixth component focused the certain proposal. There can be several types of interventions in the system to aid disabled children in getting education and training. Pre-referral interventions were used to make the outline and facilities to students in order to reduce the stress of students. There can be several types of interventions in the system to aid disabled children in getting education and training. IDEA ensures that the child receives an appropriate, inclusive, multidisciplinary evaluation and assessment.   Multidisciplinary is the evaluation group that evaluates childrens speech and skills. Norm-referenced interventions help evaluate student skills and class using normal distribution methodology. Criterion-referenced tests benefit when comparing the performance to a set standard criteria. It helps find if the student has the special skill set or the knowledge required. IDEA The  Individuals with Disabilities Education Act is abbreviation of a law that summarizes rights and regulations of the disabled students needing special education in the U.S. This law enables all disabled children to a  Free Appropriate Public Education in the  Least-Restrictive Environment (What is I.D.E.A.? 2010).and also this law provided the refute services and other facilities to the development of children. Components OF IDEA 1975 (PL 94-142) There were six key components in original IDEA 1975. The first component Entitlements and Allocations guides the states how to apply the IDEA program. This Entitlement and Allocations provided the details to students in order to gather the implemented program assistance. The second component is the Eligibility that defined the instructions for the schools to work out this program and they must have this program in definite specific dates for the disabled students of specific ages (Protecting Students with Disabilities, n.d.). Program guided the children by means of delivering the requirements and implementing the services for the implemented projects or program. It likewise states that the government is liable for providing all these propositions to the children. The third component is about monetary aspects where its first part deals with uses of money and the applications in program (Mauro, 2012). Second part is about assurances that services and money are all the public property and the third part facts the exchange of the info. State educational agencies are required to provide the details of the disabled students who expected the services. The fourth component Procedures and Safeguards protects every one contributing in IDEA program. This permits the parents along with the guardians to for interpreting the accounts of students thats why children can get the guaranteed rights. Procedures and systems are followed by Evaluation, the fifth component and finally there is sixth component Payments that required the Commissioner to provide certain proposals in script for evaluation by the Committee, representatives and the board on Labor and Public Welfare of the Senate. PL 99-457 Key Components This reauthorization enables any disabled child for getting the early intervention programs. It allows the babies, infants and their families with an adapted family facility plan. These effects mostly focused on the children with certain disabilities. It is first reauthorization of Act after 1975 for the improved care of the schooling of the infants and babies having definite problems. PL 101-476 Key Components Second alteration was made in 1990 called PL 101-476. It mainly focused in switching the word handicapped with the term disabled. This augmented the privacy level of such disabled students. This plan also implemented several facilities in order to make the satisfaction to students. Consequently the schooling level of such pupils will be impressively improved. This key component influenced more on handicapped students effectively. PL-105-17 Key Components This was the essential action that helped to the handicapped students by resolving the educational problems. It was the third action plan telling that the parents will have the rights to resolve the educational matters for their disabled kids. It helps stay informed about routine of their child thus enabling parents to get regular notifications and participate in mediation. PL- IDEA 2004: PL 108-446 Key Components This amendment of PL 108-446 was made in the year 2004. This amendment is based on first time tutoring services for the disabled children. This amendment also focused on the disabled students demanding help for doing their education. Hence these disabled children can be motivated. Thus the disabled students will be benefitted away from their educational agencies. This will also offer more flexibility and control over the education of the disabled students. Pre-referral interventions Pre-referral interventions are for parents that know that their child is stressed in school. Pre-referral interventions outline a number of facilities and programs that may be there to benefit these children prosper before they are appraised for special education (Cortiella, 2012). MULTI-DISCIPLINARY TEAM IDEA necessitates a disabled child should receive an appropriate, inclusive, multidisciplinary evaluation and assessment.  The objective of the evaluation and assessment is to find out the nature of disabled childs strengths, interruptions, difficulties, and if he/she qualifies for early intervention facilities (What is a multidisciplinary evaluation and assessment? n.d.). Multidisciplinary is the evaluation group made up of capable people with different areas of training and experience so that they know about childrens speech and skills. Norm-referenced and criterion-referenced tests This test provided the contribution to students by means of delivering higher ranking. The results are often depiction of normal distribution that requires a few topers and a few failures. The majority of the class however lies in the middle of the evaluation report (Danielle, 2008). The Norm-referenced tests are designed to compare the performance of one student with that of the other and this technique helps in ranking of the students. On the other hand, Criterion-referenced tests help compare the performance to criteria set earlier. It also helped for determining if the student has the special skill set or the knowledge required (Danielle, 2008). Individualized Education Plan The individualized education program assists disabled students to succeed in their educational endeavors. It describes the aims the team sets for a kid during the school year, along with any special sustenance needed to help reach them (Mauro, 2012). Hence this plan helped to the handicapped or disabled students to come back effectively. Cascade of service delivery options Cascade of service delivery guides the placement options for disabled students along the education field. It is opposite to least restrictive environment concept that guides to students an inclusive environment. This service delivery option was used to promote the educational fields of children. CONCLUSION IDEA offers legal guidelines and protections for disabled children, their families and schools to guarantee their right to a free and suitable public education (Protecting Students with Disabilities, n.d.). Law states that children with disabilities must not be starved of the same chances offered to everyone else; everybody gets right of entry to public education and consequently so should children with disabilities. Hence the children with disabilities as well as their parents must be facilitated so that they can achieve a better destiny having themselves equipped with proper education and training.

Changes of Hester Prynne in Hawthornes Scarlet Letter :: essays research papers

In Nathanial Hawthorne’s The Scarlet Letter, the reader meets the character Hester Prynne who as the novel progresses, one notices the changes in her character are very dramatic. The changes are both physical and in her mannerism’s. There are many significant events which took place before the start of the novel and during the novel. Some of these events that lead to this dramatic change include the affect of wearing the scarlet letter, the secrets which she keeps, and her daughter Pearl’s evil characteristics. By these events, Hester Prynne’s image is transformed throughout the time of the story. As Hester wears the scarlet letter, the reader can feel how much of an outcast Hester becomes. When walking through town, â€Å"†¦she never raised her head to receive their greeting. If they were resolute to accost her, she laid her finger on the scarlet letter and passed on† (Hawthorne, 127).She believes that she is not worthy of the towns acknowledgments and chooses to ignore them. The guilt that now rests in Hester is overwhelming to her and is a reason of her change in personality. The secrets which Hester keeps are because she is silent and hardly talks to anyone. â€Å"Various critics have interpreted her silence†¦ as both empowering†¦ and disempowering†¦ Yet silence, in Hester’s case, offers a type of passive resistance to male probing† (Elbert, 258). One may refer back to the scene at the beginning when Reverend Wilson is trying to get the name of the other sinner. As Hester refuses, one may see this as a foreshadowing for other events. Hester is a strong woman who would not tell a soul the secrets that interconnect Dimmesdale and Chillingworth. The secrets however begin to take a toll of Hester especially as Chillingworth comes to town and is dying to know who the father of Pearl is. As a living reminder of Hester’s extreme sin, Pearl is her constant companion. From the beginning Pearl has always been considered as an evil child. For Hester to take care of such a demanding child, put lots of stress onto her life. Hester at times was in a state of uncontrollable pressure. â€Å"Gazing at Pearl, Hester Prynne often dropped her work upon her knees, and cried out with an agony which she would fain have hidden, but which made utterance for itself, betwixt speech and a groan, ‘O Father in heaven- if Thou art still my Father- what is this being which I have brought into the world!’† (Hawthorne, 77).

Rate of Reaction Coursework Essay -- GCSE Chemistry Coursework Investi

Investigate if changing the concentration of an acid will change the rate of the reaction when marble is dissolved in hydrochloric acid. Apparatus Marble Chips Conical Flask Hydrochloric Acid Gas Syringe Delivery Tube Stop Watch Fair Test To make the experiment a fair test I will use the same amount of acid for each concentration. I will do this by using a capillary tube because they are very accurate. I will use 3g of marble in each concentration of acid. I will clean everything out before I start the next experiment with a different experiment. Safety ====== Magnesium is flamable and when it reacts with acid an exothermic reaction takes place releasing a large amount of heat energy. Acids are corosive so saftey glasses must be worn. Method I will use Marble chips all of a small size. I have decided to use 3g or marble chips. The amount of acid I have decided on is 20ml. I will measure this by using a burette, a very thin tube that lets out the acid when you turn the tap; it gets very accurate amounts of acid. I can measure the speed of the reaction by how much gas is given off. I can measure this in cm3 in a gas syringe. When the experiment takes place, I will take the reading every 10 second to get a good graph for the results. If the reaction goes very quickly, I will take the readings every five seconds. I will use acid of 0.5, 1, 1.5, 2 and 2.5 molar concentrations. To be sure I can rely on my results I will repeat he experiment twice or three times if necessary, because there is chance of inaccurate results for many reasons. Calcium Carbonate + Hydrochloric acid Calcium Chloride + Water + Carbon Dioxide CaCO3 + 2HCl CaCl2 + H2O + CO2 Prediction ========== I predict that if the concentration of the Hydrochloric a... ...would have been a lot similar. If I did use Powder however, the concentration of acid may have had to be weakened as the reaction would have taken place a lot quicker due to the very large surface area and readings wouldn't have been as accurate. Secondly, an inaccuracy may have been caused by the fact that the temperature may have dropped during the reaction. This could have been used if I used a water bath to heat up the acid to a constant temperature. You have to allow for a margin of human error during the experiment, some people react slower than others and you have to rely on the person taking the readings with the stopwatch. The results were reliable because they were almost the same in both experiments, even though there was an anomalous result; it happened in both experiments, so the results were still relibale, I have no explination for the anomalous result.

Life Struggling Against Death in Shakespeares Sixtieth Sonnet (Sonnet

Life Struggling Against Death in Shakespeare's Sixtieth Sonnet (Sonnet 60) Shakespeare's sixtieth sonnet is probably addressed to the same young, male friend to whom most or all of the earlier sonnets are said to be addressed. The sonnet does not specify this, however, so it could be to anyone or everyone. The theme is certainly universal; time steals human life away, but poetry is immortal. The poet uses diction and imagery to paint a picture of life struggling against death and losing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker of the sonnet tells the audience in the first quatrain that human life is fleeting. He or she refers to life as "our minutes" (813). This is a twist on the traditional expression "our days." The use of "minutes" in place of "days" makes life seem even shorter and gives the poem a sense of urgency. The speaker uses wave imagery to show the audience that life is rushing: "Like as the waves make toward the pibbled shore,/ So do our minutes hasten to their end" (813). The wave is a very appropriate symbol for life. First it is nonexistent, then it becomes a small groove on the water, then it swells to greatness. As it grows in size, it speeds up, as life seems to speed up as people grow older.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker says that the minutes of life are "Each changing place with that which goes before,/ In sequent toil all forwards do contend" (813). The speaker treats the minutes of life without glamour. The minutes, like the waves, pass in the same way as those that wint before them. The speaker uses the word "toil" to imply that life is drudgery. The wave, even when swollen to its zenith acts in an imitative and monotonous way. Then it begins to shrink more quickly than it grew, finally dissipating as it crashes o... ...d nothing stands but for his scythe to mow," but in the next line says that the "verse shall stand" (813). The speaker also implies that the poetry might be written more in spite of Time than in praise of the audience. "The worth" of the audience is mentioned only once, while the mighty enemy, Time, is the focus. The victor over Time is the verse.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speaker of the poem tells the audience that he or she should be flattered that they were chosen as the subject of the speaker's poetry. The speaker convinces the audience that life is weak and Time is strong, but the speaker's poetry is stronger still. Perhaps the speaker felt that the audience was not appreciative enough of some previous efforts at immortalizing him or her in verse! For whatever reason, the speaker of Sonnet Sixty gives the audience a profound example of the importance of poetry.   

Philosophy of Truth Essay

There are many theories on the meaning of truth, and with those theories come beliefs and questions as to why one is more adequate than the others. The theory that I will discuss as the most adequate is the correspondence theory. Honestly, I don’t possess the capabilities to fully determine the most sufficient theory of truth. I do, however, have empirical evidence and solid reasoning to support the correspondence theory. There are many valid arguments and questions of this theory that I am not qualified to completely refute. For the sake of this essay I am only able to continue this age old discussion, not to conclude with an exact theory of truth to follow. First I will introduce the basic ideas of the correspondence theory and then I will show why I support these ideas. Then I will present what some other philosophers have said in regards to the correspondence theory and how I interpret these statements. To end, I will discuss the basic arguments against the correspondence theory, and show reasons as to why these arguments are applicable to any theory. The concept of the correspondence theory says that a statement is true only if the facts given match up with reality. (Solomon p. 268) This can be a very simple approach to determining the truth. The basic idea is that if, based on my understanding of reality, the statement given matches that reality then the statement is true. If the statement does not correspond to reality then it is false. A statement is a sentence that can be determined to be true or false but not both at the same time. So ultimately I use past experiences and beliefs to determine my concept of reality. Then, based on my idea of reality, I determine if a statement is either true or false. â€Å"To say of what is that it is not, or of what is not that it is, is false, while to say of what is that it is, or of what is not that it is not, is true† (Solomon p 268) This was Aristotle’s belief in Metaphysics and seems to be a very clear-cut statement on how to determine truth. Either a statement is true or false. The law of contradiction says that a statement and its denial cannot both be true. (Solomon p. 266) This reinforces the belief that a statement cannot be true and false at the same time. As Aristotle also said in Metaphysics â€Å"It is impossible for the same man to suppose at the same time that the same thing is and is not. † (Solomon p 266) This however, as some still argue, does not solve the problem that what may true to one, may be false to another. If reality is based on my experiences, then having different experiences can cause different perceptions of reality. The argument of whom or what would determine the final truth is well beyond my qualifications. This can cause a contradiction of truth. This contradiction, based on an individual’s idea of reality, is another concept that I am able to only understand and take a position. I do not have the final answers to these arguments but I do have a perspective. An individual’s concept of reality is unique to that individual. Based on ones’ experiences comes that person’s concept of reality. Just because someone’s experiences cause them to believe one truth, doesn’t mean they are wrong if I believe another truth. This idea of reality is what causes philosophers to discuss different theories of truth and their credibility’s on many different levels. These extreme cases and abstract ideas is where the correspondence theory draws in the critics. I feel that some of these arguments, though valid, are applicable to any theory. The first argument of this theory roots from the name itself. This argument of the correspondence theory states that â€Å"there is no such thing as a statement or belief that by itself is capable of corresponding to anything. † (Solomon p268) This means that mainly because our words have different meanings in different languages there is not one single statement that can â€Å"correspond† to anything. I feel that this is a weak argument in that it would mean that nothing can be true. There are many different languages and there is no single word I know of that is universal. This argument could be applied to any theory of truth. If what I say is not true to everyone, then it is false. That seems to be the basis of this argument and because of this belief nothing could be true. To me that is an outrageous and un-realistic argument. The next point critics of the correspondence theory make is that there in some cases may be physical implications with verifying correspondence. One example of this for me may be my diabetes. If I say â€Å"my blood sugar is low† the only way to verify if that is true is through the use of my glucose meter. Without the correct equipment there is no way to tell if that statement is true. (At least until I’m in a coma! ). To me this still seems to have a simple solution; the truth isn’t known until it can be verified. I truly do not know if my blood sugar is low until I have tested it. This may cause me to have to rely on another person’s statement but then I can only form an opinion. If I cannot verify the truth physically then I do not know if it is true. This brings up the next argument. The final point I will talk about is that of abstract ideas. Some people will argue that the correspondence theory does not â€Å"work† for abstract ideas, such as love and feelings. These are difficult to verify since they are mostly feelings. There is no concrete source to â€Å"match† them up with. To find the truth in these areas is very difficult with any theory of truth. The best answer I have to counter this objection is that the truth to these abstract ideas is unique to every individual and is really more of an opinion. If someone says â€Å"I am hungry† that is really more of an opinion than a statement. Therefore these claims cannot be either true or false, they are a feeling and that is not for me to judge as truth or not. This leads me to conclude that the correspondence theory is the most adequate theory for determining truth. As long as a belief or statement corresponds with my perception of reality then it is the truth. Though there are valid arguments against this theory I feel that they are a stretch and can be argued against any theory of truth. Bibliography Solomon, Robert, Introducing Philosophy, 8th edition, (Oxford University Press, NY 2005) pp266-279.

Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Rugged Individualism

History as we know has many ways of describing it, with all the historical events that occurred in the past it is a result of our American system. As Americans, we live in a land of opportunity and because of that we have the freedom to live . â€Å"Every individual should be able to support themselves out that wouldn't include the government's aid†. This idea was originally introduced in Herbert Hoover's speech when he was president of the United States. Although this idea refers back during the Great Depression, Hoover believed that Americans shouldn't be assisted somehow by the government, financially speaking.In my perspective, I see rugged individualism as to any individual who is not being aided from the government, but also not just financially, but incentively through the mind. As I read along through books that relate to the American Dream, Hoover's idea of rugged individualism became more visible. Similarly books like â€Å"Ragged Dick† by Horatio Alger, †Å"The Great Gatsby† by Scott Fitzgerald and â€Å"A Raison in the Sun† by Lorraine Hansberry, are comparable that the idea of rugged individualism is still being used and even through today's society.To illustrate rugged individualism through the book Ragged Dick, Alger created a book disclosing the 19th century lifestyle of a poor boot black. In this book rugged individualism shows because of how Alger describes the motivation through his main character â€Å"Dick†. He was fourteen years young and worked as a ‘bootblack' aka shoeshiner boy and slept in dirty torn up clothes on the streets of New York City. Alger portrayed him as any ordinary boy that lived the hard life in the streets; he smokes and drinks occasionally.However, Dick would still practice good deeds and some gentlemen would be impressed that how would a bootblack be so humble and attentive in his work in the streets of New York. â€Å".. He was above doing anything mean or dishonorable. He would not steal, or cheat, or impose upon younger boys, but was frank and straight-forward, manly and self-reliant. His nature was a noble one, and had saved him from all mean faults. † Dick is a good example of someone who I thought that reflected rugged  individualism.He was brought up by himself and never had much of a role mode to look up to while growing up. He relied on himself to get customers to get their boots shined, he didn't complain about living on the streets or how filthy is his clothes was from the work that he does. In my point of view, Dick didn't have help from anyone, or didn't expect anything from anyone, and if he did he would be more than grateful and smart enough to invest it in the right ways.In the book, he was treated very well by an older man and his son, and during that time in the book he acted very humble as he explains that he lives on a cardboard box on the streets and didn't really see that hygiene wasn't so important to him, but what was im portant was how he was going to feed himself and live in the future. And as soon as he found a plan to get better at what he does he uses that money to save for an apartment and to invest in for the future. Although wealth can bring you happiness and success in life, it can also you direct you in the wrong places.The main character of the book by Fitzgerald is Gatsby who is a wealthy man. He tries to use his wealth to attract the attention of a women named Daisy. This is not the right way of to get someone to love you but he's also thinking that his money can bring him success of happiness. He believes that his money will make him succeed in his attempt to get Daisy to fall back in love with him. He would be known to throw the largest parties every saturday, and his guest wouldn't even know who is he truly and why there's a party. At that time in the early 1920's, every person in new york city loved to party.Furthermore Daisy likes the fancy things, the partying and it all seems so good, but her heart is still committed to her husband. Therefor Gatsby's plan was not successful because his plan wasn't a way of receiving love back. Rugged individualism may not seem evident, but it does in a way that Gatsby wanted to help from his money to get his dreams to come true didn't work out. For he wanted the parties to draw her attention, even his large land and big mansion couldn't help him to fulfill his dreams with Daisy. Lorraine Hansberry created a book that was about dreams.In the story A Raisin in the Sun, the main characters each have their own dream that they want to fulfill. The Youngers family struggle to attain these dreams through out the end of the story. Walter who is the man of the house wants to afford things for his family and give them a decent life to live and not having to hold back for his wife and kids. There's Beneatha his sister who wants to be a doctor and their Mama who just wants to best for their family. Although things didn't go as planned, fights and tension between Walter and his family even his wife, things became a learning lesson to each one.Mama always knew best, and when it all came down to one decision, it had to go Mama's way. That Walter had to turn down the offer of a big check to keep them from staying away from living at a all-white neighborhood. This taught Walter that his son, Travis, looks up to him as the man of the family, and in the long run, his decisions will be reflected on his son. He wouldn't want his son to think this is right. Walter was stubborn throughout the book that he just wanted to money to provide for his family, another house to live in, pearls to wear on his wife, and a better life for his son.But Walter didn't earn that money, it was just the life insurance of his father and he didn't earn any of it himself. In this book Walter is the example of rugged individualism because although he was stubborn to realize that it was wrong to receive that check to not live in an all-white neigh borhood. If he accepted it, the money coming in wouldn't be because he worked hard for it, it would because he wanted the white people to have their way of keeping their neighborhood an all-white neighborhood.But no one shouldn't be told to live a certain area because of their skin color. So when Walter rejects the offer, he is also accepting the fact that he will have to work harder to provide, and try to uplift his family in some way. It's better than uplifting his family in the wrong way by accepting that offer. That insurance check was tempting for Walter to accept, but he didn't and later when his son would grow older, he can then explain to him that he has worked for every bit of that money that kept his family together.In America today, we still struggle with people who don't live up to the idea of â€Å"rugged individualism†. I believe it isn't really called by that term, but people know it as the American Dream. People who aren't familiar with both are those who thin k reaching your lifetime goals don't require any effort or any struggles. For those who become millionaires are results of hard work and labor that put in to achieve in life. Anything worth having is worth fighting for, and along the path there needs to be struggles and failures, but it is still a choice to keep trying and to not give up.History as we know has many its ways of describing it, throughout all the historical events that occurred in the past it is a result of our American system. As Americans, we live in a land of opportunity and because of that we have the freedom to live. With the three books that i've mentioned, they are examples of the having the opportunity to uplift themselves in their lives. In each book they have reflected to the idea called â€Å"rugged individualism† which was introduced by Herbert Hoover when he was president of the United States.According to Hoover this idea meant that â€Å"any each individual should be able to support themselves out that wouldn't include the government's aid†. Even so, I see rugged individualism as to any individual who isn't being aided from the government, but also not just financially, but incentively through the mind. As I read through the three books, each author had their ways of reflecting rugged individualism through their characters, and with the struggles and decisions they made through the books.

Arendt-Theory of Totalitarianism Essay

Hannah Arendt is widely regarded as one of the most important, unique and influential thinkers of political philosophy in the Twentieth century. Arendt was greatly influenced by her mentor and one time lover, Martin Heidegger, whose phenomenological method would help to greatly shape and frame Arendt’s own thinking. Like Heidegger, Arendt was sceptical of the metaphysical tradition which tended towards abstract conceptual reasoning; ultimately at odds with the reality of human lived experience. Consequently, Arendt was highly dubious of being referred to as a philosopher, as she felt philosophy was, by its own essence, confined to the proverbial ivory tower. She believed political life was at the apex of human experience and so she identified as a political thinker/actor. Her emphasis on the phenomenological nature of the lived political experience permeates her life’s works and perhaps can be said to constitute her own distinct brand of political philosophy. Arendt’s early publication, Ideology & Terror: A Novel Form of Government, is a profound elucidation of the nature of the theretofore unprecedented (she argues) phenomenon of Totalitarianism and its â€Å"origins†¦ elements†¦ and functioning†¦ † A Novel Form of Government: Arendt posited that the totalitarian forms of â€Å"government and domination† (Arendt. 03) which characterised the Nationalist Socialist party in Germany and Stalin’s oppressive regime in Soviet Russia, which saw systematic genocide and terror visited upon literally millions of innocent people, were unprecedented in the history of political systems, and were not mere modern manifestations of ancient forms of violent government such as despotism or tyranny. She went further even, to suggest that totalitarian systems had destroyed the very foundations upon which traditional ideas and presuppositions of government rested. Although totalitarianism seemed to contain elements of tyrannical or despotic forms of government i. e. terror, violence, absolute power etc Arendt contended that totalitarian regimes differed in important ways which rendered them qualitatively distinct. Tyranny and dictatorships, she argues are marked by â€Å"Arbitrary power, unrestricted by law, yielded in the interest of the ruler and hostile to the interests of the governed, on one hand, fear as the principle of action, namely fear of the people by the ruler and fear of the ruler by the eople†¦ †(Arendt. 306) Terror, according to Arendt, has traditionally been used as a means to an end, or tool for tyrannical regimes, namely the end of maintaining and sustaining a position of power over its subjects. Totalitarian systems however, do not function in this way, ideologically at least, According to Arendt. â€Å"total terror leaves no arbitrary lawlessness behind it and does not rage for the sake of some arbitrary will or for the sake of despotic power of one man against all. † (Arendt. 311) Context and Content: In order to understand the nature (if there is one) of Totalitarianism forms of government, it is important first to understand both their historical contexts and the Ideologies which underpin them, as Totalitarian regimes, are by their nature ideological, as Arendt shows. Take for example National Socialism, the political ideology which took root in Germany during the 1930’s, characterised by militant nationalism and overtly inherent racism. The context in which the Nazi party rose to prominence was the extreme devastation, debt and resulting poverty and hunger left in Germany in the wake of the First World War. It can indeed be argued that Adolph Hitler’s demagoguery and flair for rousing public sympathy with his intense speeches, was also crucial to the widespread proliferation, acceptance and support for Nazi ideology, at a time when people yearned for a clear solution to their plight and poverty. Hitler’s bellicose rhetoric displayed a typical trait of ideologies; a final solution, the idea that the answer to all of life’s problems can be understood and solved by following a particular stringent course of action determined by a single unambiguous worldview. Ideologies-isms, which to the satisfaction of their adherents can explain everything and every occurrence by deducing it from a single premise† (Arendt. 315) Nazi Ideology had at its core, a politically and indeed racially motivated perversion of the Darwinian concept of a natural hierarchy of species, in which the stronger/more successful species would inevitably replace the weaker ones. Darwin’s profound insight into the ways in which organisms evolve was warped and misrepresented by the Nazis, who filtered it through their racist and nationalist worldview, justifying the extermination of Jews and other supposed degenerate races by claiming they were following and indeed implementing a Law of Nature. In Darwin, Arendt explains, the Nazi party had found what they saw as an unbending Natural Law, the very source from which positive (manmade) laws had been traditionally derived. far from being â€Å"lawless,† it goes to the sources of authority from which positive laws received their ultimate legitimation† (Arendt. 307) Arendt argues that this Law of Nature was taken to be a suprahuman edict which was used justify their campaign of terror and genocide, and furthermore usurp any positive laws which were counter-productive to their cause. Nature itself mandated the extermination of lesser â€Å"degenerate† races according to Nazi ideology. And so the carrying out and indeed hastening of the process of this â€Å"Natural† decree was the end which the Totalitarian regimes sough to effect. In fact, Totalitarian ideology sought for the actual societal embodiment of these supposed Laws of history and nature, and asserted that by the strict implantation and of these laws, a utopia on Earth would be realised. â€Å"the Law of Nature or the law of History, if properly executed, is expected to produce mankind as its end product† (Arendt. 307) Arendt is highly critical of this thinking which she describes as particular to Totalitarian government. One of the most obvious critiques which she makes is the complete disregard in this line of thinking for basic anthropological concerns i. e. ow humans actually tend to behave and function. â€Å"It applies the law directly to mankind without bothering with the behaviour of men†¦ Totalitarian policy claims to transform the human species into an active unfailing carrier of a law to which human beings otherwise would only passively and reluctantly be subjected† (Arendt. 307) Terror as the essence of Totalitarian rule: Built into the notion of executing the Laws of nature and history is an inherent eschewing of the legitimacy, importance and even relevance of manmade or positive laws, which are intended to govern and ease the functioning of societies in which people participate. The denial of positive laws and their replacement with the bringing into effect, a Law of Nature or indeed a Law of History as per Totalitarian ideology, is, Arendt argues largely what separates Totalitarian regimes from despotism and tyranny. Because they drew their justification from the very source of all positive laws i. e. Natural law, Totalitarian regimes were able to substantiate this denial of the legitimacy of positive laws by claiming that in aiming to produce the perfect rule of Natural Law on earth, that mankind itself would become the very â€Å"embodiment of the law† (Arendt. 08) By claiming to actualise and bring into effect fundamental laws which determine the inevitable course of history by establishing the perfect rule of Natural law on earth through use of terror, Totalitarian regimes subvert at the same time traditional notions of government and also notions of the utility of terror. Terror was no longer merely an arbitrary tool of oppression, (although it was of course the methodology with which the terrible ideology of Totalitarianism was realised) Terror was itself the embodied form which submission to the supposed Law of Nature took, or as Arendt puts it â€Å"Terror as the execution of a law of movement†¦ Arendt. 311)† Terror was in fact now the end goal itself; as such Terror is indeed Totalitarianism’s essence. Arendt uses a good analogy to illustrate this point. â€Å"the absence of crimes in any society does not render laws superfluous but, on the contrary, signifies their most perfect rule-so terror in totalitarian government has ceased to be a mere means for the suppression of opposition, though it is also used for such purposes. Terror becomes total when it becomes independent of all opposition; it rules supreme when nobody any longer stands in its way. If lawfulness is the essence of non-tyrannical government and lawlessness is the essence of tyranny, then terror is the essence totalitarian domination† Dangerous Ideology: What made Nazism and Stalinism so dangerous, according to Arendt, were not merely the ideas which characterised their respective ideologies i. e. racism and dialectical materialism, but the logic which one could arguably follow from these types of thinking. If Ideologies are the logic of ideas, (which they are! ) then it is the seemingly logical implications of these ideas, which made them dangerous. To put it simply, if one concludes that there are suprahuman forces which determine the very course of history, as espoused by Nazism and Stalinism, then one must be bound to follow the logical steps which lead from this idea. â€Å"Whoever agreed that there are such things as â€Å"dying classes† and did not draw the consequence of killing their members, or that the right to live had something to do with race and did not draw the consequence of killing â€Å"unfit races,† was plainly either stupid or a coward†. (Arendt. 318) The dangers of commitment to the logic of ideas bviously are determined by the extremity of the ideas themselves, however as Arendt rightly points out, it is this ice cold reasoning which both Hitler and Stalin were very fond of which gave their ideologies a trajectory of power and an pseudo-scientific guise which legitimated them. Rather than a principle of action aimed at some common good or societal benefit such as the prevention of crime, this â€Å"logicality of ideological thinking† (Arendt. 321) is what makes Totalitarian government tick. Isolation, The Phenomenology of Terror: As we have seen, terror is the essence of Totalitarianism. But it is important to realise exactly what this means for the experiencing subject of Totalitarian rule. Terror, Arendt explains, destroys the ability to engage in any public life. Isolation is the most salient feature of terror. Terror wrought isolation has been used throughout the centuries by tyrannical rulers to inhibit political agency and thus destroy the possibility of revoltâ€Å"†¦ terror can rule absolutely only over men who are isolated against each other and that, therefore, one of the primary concerns of all tyrannical government is to bring isolation about†¦ Isolation and impotence, that is the fundamental inability to act at all, have always been characteristic of tyrannies. † (Arendt. 321-322) The final way in which Totalitarian governments differ from those regimes of tyranny, which have also employed terror as a tactic, is for Arendt, the destruction by terror of the private sphere of human life. Total terror, as it were, is not content with merely destroying the public life of people and their ability to interact. Total terror permeates the mind and destroys the faculties of creativity and mental autonomy. Totalitarianism seeks to destroy the entire ability for people to create something new and bring it into the world. While it obviously needs to destroy the ability of political life, it also enforces utter personal isolation (loneliness) on the mind of the individual, so that he or she has no outlet vent and indeed no ability to form ideas of their own. â€Å"In isolation, man remains in contact with the world as the human artifice; only when the most elementary forms of human creativity, which is the capacity to add something of one’s own to the common world, are destroyed, isolation becomes altogether unbearable†¦ Totalitarian government, like all tyrannies, certainly could not exist without destroying the public realm of life, that is, without destroying, by isolating men, their political capacities but totalitarian domination as a form of government is new in that it is not content with this isolation and destroys private life as well. It bases itself on loneliness, on the experience of not belonging to the world at all, which is among the most radical and desperate experiences of man. † (Arendt. 24) The phenomenological and anthropological implications of this total terror are for Arendt the complete breakdown of the human actor. She argues that humans are essentially social beings who need social interaction to function and live as we are hardwired to do so; our complete sense of who we are and what our world means ultimately derives from our experience of interacting with others. â€Å"For the confirmation of my identity I depend entirely upon other people† (Arendt. 324) In conclusion I think it may be prudent to summarise the central elucidations which Arendt makes in Ideology and Terror. . Totalitarian governments were unprecedented governmental forms before the early 20th century. 2. Totalitarian governments are ideological in nature and functioning, and derive their justifications from suprahuman â€Å"Laws of Nature and History† and implement the logic of these ideas through use of terror. 3. Terror is the primary tool and also the essence of Totalitarian governments, i. e. Total terror becomes the actual embodied form of the Laws of History and nature made manifest 4.  Totalitarian governments destroy the ability to act politically as all tyrannies do, but also they destroy the realm of private life as well, rendering human existence a miserable one in attempting to make each person the actual embodiment of Natural and Historical Laws Arendt’s masterful work has shed light on one of the darkest periods in human history and it al so lends insight into the nature of government, society and the human subject more broadly speaking. She remains a seminal figure in the discipline of political philosophy and continues to inspire thought and debate to this day.