People have become overly dependent on technology

The World Wide Web is a huge world that should be controlled. The Internet has many advantages and disadvantages. It is either to be a useful tool or to be a harmful weapon. The Internet had many effects and side effects in the social life, Safety and also purchasing or shopping. If it was controlled all those will be much better and life will be easier. However, if it was uncontrolled that will lead to huge problems. The peaceful tool will convert to be a harmful weapon. It won't kill humans but I will kill nations and cultures. First, the Internet had developed the teaching methods and made the education uch easier and better.The student can look up for any subject that he need in the internet and It will Just pop up to him. It is better than referring to books. Internet will take you seconds to find specific information, while books may take hours and day to look up on them. The student homework's, assignments and projects also require him to use Internet. The students and kids ar e totally able to look up for anything in the Internet, so that can lead to one of two things. First, Either the kids will use that to improve their skills, knowledge and they will catch up with the technology.Second, they will start to look up for pornographic media and it will be easy to obtain. It will destroy a lot of their parents work. They may addict online games as most of the kids in this time. This will cause them their social life. They wont be able to make friends or to contribute with anyone. They will not feel that they are wrong until they grew up and become adults. In that time they will notice that they have no friends or anyone around him. It will be very hard in that time to recover what he did. Not to mention that the kids who stay a lot in the Internet they got some issues.They will have pain in their packs and in their hands. This pain will be noticed after they grew up. But they will feel that their eyes are becoming weaker with time. It is the main reason for why too many people are wearing glasses in these days. They should be censored in what they see, how long they set in front of their computers or laptops and how they set. Second, The Internet can be used by governments to ensure the safety. It is a tool that the governments can use to detect the strange cases and stop them right away. There were some cases those terrorist used emails to contact each other.If their emails were controlled and under the government eyes they would probably save human lives. Governments should also watch the text massaging and instant massaging such â€Å"WhatsApp† or â€Å"skype† because it may used to plan for something. If governments work harder in the telecommunication security side, they would achieve many things that they are trying to do by other methods. They may detect a terrorist or also a murder evident, these things should not be ignored. Other wise we will watch a new type of terrorist that is more crazy than the previous on es.Third, There are types ot thieves and terrorist. In these days the worse type ot it is the hacker. There are a lot of hackers in this time. Those hackers may do small things such hacking an email. They also may do huge things like trying to hack a financial websites and steal the money from it. There are a lot of people who shops in the Internet and they are all afraid from the hackers or the fake website. Since they Just fill in their credit card information. They will find out that they were stolen. There are many fake websites and hackers that use Internet to gain money.The huge what hackers can do is trying to steal a bank. If government do not secure banks, people money will Just disappear. All the financial websites should be secured and controlled by the government so no body get stolen. Finally, The Internet can be a very useful tool to develop and to live a better life. However, this can never be unless that the Internet was secured and under the government eyes. I hope that people understand the meaning of the Internet and how harmful can it be. I also hope that people understand how a useful it is if it was used properly. People Have Become Overly Dependent on Technology Humans have been called the animals which make things, and at no time in history has this been so obvious as the present. Today, every human activity is dependent upon various tools, machines, and systems, from growing food to providing shelter to communication, healthcare, and entertainment. Some machines, like the tractor, speed up and make more efficient activities that humans have done for hundreds of thousands of years. Others such as the airplane or the Internet, make possible things that humans have never been able to do before. This collection of devices, capabilities, and the knowledge that accompanies them is called technology. We can say that â€Å"living without technology is like living without air† in this technical world of today. Therefore, we are much dependent on technology. Broadly speaking, technology is how people modify the world to suit their own purposes. From the Greek word techne, meaning art or artifice or craft, technology literally means the act of making or crafting, but more generally it refers to the diverse collection of processes and knowledge that people use to extend human abilities and to satisfy human needs and wants. Technology has been going on since humans first formed a blade from a piece of flint, harnessed fire, or dragged a sharp stick across the ground to create a furrow for planting seeds, but today it exists to a degree unprecedented in history. Planes, trains, and automobiles carry people and cargo from place to place at high speeds. Telephones, television, and computer networks help people communicate with others across the street or around the world. Medical technologies, from vaccines to Stem Cell therapy, allow people to live longer, healthier lives. 00 years ago people’s average age of death was from 40 to 45. But now it’s 75. Furthermore, technology is evolving even as we speak, with new technologies being created and existing technologies being improved and extended. The benefits of technology are usually obvious, if they were not, it would probably never be developed, but the disadvantages and dangers are often hidden. A perfect example is chlorofluorocarbons, or C FCs. When CFCs were invented, no one realized that these chemicals used as refrigerants would eventually damage the ozone layer. Today, the Internet is having profound effects on society, how people interact and communicate with one another, how they do their business, and how they get their entertainment and recreation, but no one knows exactly what to expect from it in future. Computers make our lives easier and give us new ways to learn about the things we're interested in. They make it possible to do many things from the comfort of our own home — we can shop online, keep in touch with our friends online, even go to school online. They make it easier to record and organize information and entertain us with a nearly endless variety of games. However, it's still important to maintain a life outside of the cyber world; a life spent attached to a computer screen isn't a real life. When a computer becomes the central point of a person's life, they undergo a change in behavior; they become lazy and develop anti-social tendencies, and, in some severe cases, simply cannot function without a computer. Some people say that we are not really dependent on technology. We can live without the technology. Our ancestors did it, so why can't we? I would ask these questions: When was the last time you solve math problems without using calculator? When was the last time you went to library to find information instead of searching from internet? Also time has changed since our ancestors era. Has technology really taken over our lives this much? Where we can't go 2 minutes without checking our phone to see if we have a text? Where we can't go a day or two without checking our e-mail, and facebook? We can't even walk across a campus without seeing a student on the phone, laptop or listening to their iPods. All this makes it particularly important that people understand and are comfortable with the concepts and workings of modern technology. Today's people, including me, have become socially inept and too dependent on technology. Now this isn't meant to be a hate technology thread, because technology really can be awesome at times. From a personal standpoint, people benefit both at work and at home by being able to choose the best products for their purposes, to operate the products properly, and to troubleshoot them when something goes wrong. And from a societal standpoint, an informed citizenry improved the chances that decisions about the use of technology will be made rationally and responsibly. But sometimes we take technology too seriously, and depend on it too much. If your computer breaks, don’t get pissed about it. If the Internet goes down, it’s not the end of the world. If your phone is broken, don't kill yourself. And ask this question from yourself: How long can you â€Å"survive† without technology?

Constructions Of Working Class Masculinity English Literature Essay

â€Å" In recent old ages sociologists have been shocked to detect that blue-collar work forces really spend far more clip with their kids that their professional coevalss, and experience far less threatened by the additions of feminism. ( This is likely because, as DH Lawrence pointed out a long clip ago, the working categories are surer of themselves sexually ) . Propertyless work forces make natural male parents in a manner that other work forces, obsessed with position and calling promotion, merely do non. In Beckham ‘s relentless beauty, ne'er more compete than when looking at his boy, we seem to see all that work forces could be- that stamina and that tenderness combined without struggle or cruelty- if merely they stopped seeking to command everything so much, if they stopped worrying for five proceedingss about looking soft † ( Julie Birchill on David Beckham in The Guardian ) . Masculinity is frequently determined by a adult male ‘s physical visual aspect and how brave they are ; physical strength and following a epic nature is therefore necessary to stand up for oneself and support 1s household. Many of the work forces in working category literature execute manual labor, such as excavation or working in a mill, in order to supply a life for their household. In contrast, although it become more frequent for adult females to work during and after the Second World War, work forces did non adhere to this function reversal, and assisting out domestically was non something which they carried out. Richard Hoggart suggests that many adult females would non desire their hubbies to lend to the domestic jobs, despite their ain heavy work load, â€Å" for fright he is thought womanish † ( 35 ) . Furthermore, Hoggart asserts that working-class male childs shortly get the sense that â€Å" it ‘s different for work forces † and accordingly they contribute less to household care than their sisters ( 36 ) . And though a cause for concern, these â€Å" unsmooth male childs are frequently admired ; the head-shaking over them is every bit proud as it is contrite — ‘ [ H ] vitamin E ‘s a existent chap ‘ people say † . Therefore, although work forces must be married in order to to the full accomplish their maleness, they must besides continually emphasize their heterosexualism, doing certain to ever act in the right mode for their gender. Alan Sillitoe ‘s ‘Saturday Night and Sunday Morning ‘ conveys maleness chiefly through Arthur Seaton ‘s averment of his heterosexualism seen through his intervention of adult females and heavy imbibing, yet besides through his ambivalent mentality on matrimony. Arthur Seaton appears to contemn the thought of matrimony, naming it ‘the dizzy and unsought threshold of snake pit ‘ ( 156 ) , yet he loves disbursement clip with Brenda and entertaining her kids, and by the terminal of the novel, with Doreen, ‘they spoke of acquiring married in three months. ‘ ( 217 ) Arthur, nevertheless, is highly judgemental towards other work forces, ‘Arthur classified hubbies into two chief classs: those that looked after their married womans, and those that were slow. ‘ ( ? ) He says this as if to warrant his matter with Brenda ; Jack must be slow and therefore non worthy to be Brenda ‘s hubby. Arthur believes the ‘slow ‘ hub bies to be less masculine ; they are incapable of delighting their married womans, which is why their married womans are finally unpatriotic, ‘There was something lacking in them, non like a adult male with one leg that could in no manner be put right, but something that they, the slow hubbies, could easy rectify if they became less selfish, brightened up their thoughts, and looked after their married womans a bit better ‘ ( 41? ) . Ironically it appears that the less masculine hubby is less attentive to his married woman ‘s emotional demands. A farther sarcasm is evident when Arthur states that despite his utilizing Brenda and making incorrect, ‘If I of all time acquire married, he thought, and have a married woman that carries on like Brenda and Winnie carry on, I ‘ll give her the biggest gluing any adult female of all time had. I ‘d kill her. My married woman ‘ll hold to look after any childs I fill her with, maintain the house spotless. And if she ‘s good at that I might allow her travel to the images now and once more and take her out for a drink on Saturday. ‘ ( 145 ) This scene clearly depicts Arthur as the alpha-male. He wants to take control, and when he does hold a married woman, he is certain she will make as she is told. Furthermore, he is egotistic and indurate, particularly when he states, ‘Brenda was n't deserving the problem he ‘d been through to maintain her ‘ ( 145 ) , despite the fact it was his mistake she got pregnant, and his determination to trans port on the matter whilst cognizing she was married, which conveys Arthur ‘s irresponsible and barbarous nature. Arthur invariably acts how he wants ; ever taking to move as a ‘man ‘ , when truly, he is portrayed as objectionable and petroleum. We are introduced to Arthur ‘s stereotyped manfully physique early into the novel where he is depicted as a ‘tall, iron-faced, crop-haired young person ‘ ( 34? ) . The usage of the word ‘iron ‘ makes him sound tough, about unbreakable, and this becomes evident in the novel through his difficult imbibing and the battles he gets into. Arthur ‘s maleness is asserted from the gap of the novel, through his description of ‘crafty weaponries around female waists ‘ , conveying his involvement in adult females from the start of the novel. His manfulness is conveyed through his imbibing wonts besides, and the initial rhyme used on the phrases ‘best and bingiest ‘ and ‘piled-up passions ‘ ( 9 ) emphasises Arthur ‘s exhilaration that it is the weekend and he can imbibe more than usual, whilst adding a conversational tone. The colloquialism besides creates a welcoming tone to the gap of the novel, which encourages us to ab initio warm to Arthur as a character. The exhilaration in this gap chapter is starkly contrasted to the humdrum of Arthur ‘s workplace, ‘a hebdomad ‘s humdrum transplant in the mill was swilled out of your system in a explosion of good will ‘ . The apposition within this sentence clearly shows Arthur ‘s grasp of his weekends and the sibilance in the latter half of the sentence conveys a tone of felicity and relaxation since this is his clip to rest. Furthermore, the ‘slow-turning Big Wheel of the twelvemonth ‘ high spots the sense of humdrum and it mirrors the cyclical construction of working category life. The gap to the novel besides introduces Arthur take parting in a imbibing competition with a crewman. It is both the ability to imbibe and the component of competition that are stressed in this peculiar episode, ‘It seemed an even competition for a long clip, as if they would sit at that place sloping it back for of all time, until Loudmouth all of a sudden went green halfway through the 10th pint ‘ ( 11 ) .Arthur ‘s successful achievement in both can be read as an avowal of hegemonic maleness. In contrast to Arthur ‘s imbibing being associated with maleness, in Walter Greenwood ‘s novel, ‘Love on the Dole ‘ , imbibing appears by the way instead than conspicuously. The fresh condemns Ned Narkey for his inebriation and leads us to dislike his character. For illustration, when Ned confronts Sally about why she will non get married him, he states, ‘ah ‘ll mek certain that that chicken rat up street do n't either†¦ non if Ah have t ‘ swing for him ‘ , mentioning to Larry Meath. His bibulous province nowadayss him as unstable, and we do non desire him to be with any adult female. ( 145 ) . Furthermore, when he sees Sam Grundy speaking to Sally after he has had a few drinks, his violent nature is conveyed and we see the negative consequence which imbibing has on him, ‘Blind hatred and enviousness dominated him ; his urge was to snap at Grundy ‘s pharynx, fling him to the floor and kick his encephalons out. ‘ ( 188 ) . This perceptual experience of maleness is criticised and his aggressive linguistic communication is non applauded, contrasting to the light-heartedness of Arthur ‘s imbibing competition in ‘Saturday Night and Sunday Morning ‘ . Furthermore, in ‘Love on the Dole ‘ , Mr. Hardcastle ‘s opposition to ‘the enticement to travel drown concern and wretchedness in drink ‘ ( 94 ) is praised, which highlights that the more manful pick in this instance is non traveling down to the saloon to acquire rummy ; Mr. Hardcastle understands this will do no difference to his state of affairs. Therefore, in order to be manfully is to back up 1s household, which can non be achieved through heavy imbibing. Similar to Greenwood, George Orwell does non commend imbibing through his novel, ‘The Road to Wigan Pier ‘ , and decides non to include it at all. B. Clarke observes that Orwell, â€Å" Does non reproduce images of inebriation and force † which appear in Sillitoe ‘s, ‘Saturday Night and Sunday Morning ‘ . This elevates the mineworkers ‘ position and conveys their maleness in a different visible radiation. They are still physically powerful, yet Orwell presents them as non experiencing the demand to asseverate their manfulness through difficult imbibing, purposefully giving the mineworkers, who are stand foring the working category, a â€Å" stable individuality † . A farther building of maleness in ‘Saturday Night and Sunday Morning ‘ is the gallant nature of Sam ; he is masculine in a different manner to the other working category work forces in the novel since he does non utilize aggression or vulgar linguistic communication. His physical visual aspect is described as ‘a compact Black with a composure, intelligent face ‘ ( 191 ) which juxtaposes the old description of Arthur as holding a face every bit hard as Fe. Furthermore, he is ‘dressed in a well-pressed khaki ‘ ( 192 ) demoing how he takes pride in his visual aspect. Sam besides contrasts Arthur in his attack to hard state of affairss, for illustration, when a battle is about to get down when they go to the saloon for a drink, Arthur accidently spills a little sum of beer on a adult female when he is go throughing the drinks over, and when her hubby intervenes, ‘Arthur clenched his fists, ready to nail him ‘ . ( 194 ) Therefore, he sees fo rce as the reply, whereas Sam calmly states, ‘what ‘s the affair? ‘ ( 194 ) conveying how he is polite and well-spoken ; unlike Arthur, Sam uses fluency over force. Labor is made up of either physical work in the mill or office work ; the former bears associations with the working category whilst the latter with the in-between category. For illustration, the working category figure of Harry Hardcastle in Walter Greenwood ‘s ‘Love on the Dole ‘ despises his work as a clerk at the pawn store chiefly because he views being ‘a mere thruster of pens ‘ ( 21 ) as holding feminine intensions. Therefore, in-between category work was considered as effeminate, intending working category work forces who worked in offices were non considered every bit masculine as those who worked in manual, physical labor. This is contrasted to Harry ‘s dream of working at Marlowe ‘s, which he describes as ‘majestic, impressive†¦ tremendous technology works†¦ with work forces, engaged in work forces ‘s work ‘ ( 19 ) . Greenwood ‘s huge scope of adjectives used to depict Marlowe ‘s are all what Harry aspires to be, and he associates these descriptions with being a existent adult male. Similarly, George Orwell, through his novel, ‘The Road to Wigan Pier ‘ makes the physical work of the mineworkers appear really manfully, and as B. Clarke observes, Orwell, â€Å" insists that mineworkers are bound together partially by their attachment to a traditional signifier of maleness founded on manual labor, physical bravery, and endurance † . Orwell therefore praises these work forces ‘s masculine qualities, such as their physical bravery, endurance and solidarity. He appears really passionate about the work they do, portraying them as heroic, saying that excavation is a ‘Superhuman occupation ‘ ( 19 ) . Many of the work forces died whilst making their occupation, and Orwell presents the dangers of excavation through his narrative ; therefore underscoring the issue sing the development of the working categories. In contrast to the great regard we form for the mineworkers in ‘The Road to Wigan Pier, through ‘Saturday Night and Sunday Morning ‘ , we develop a deficiency of regard for Arthur ‘s hedonic attitude towards his societal position ‘And so it was possible to bury the mill, whether inside it sudating and striving your musculuss by a machine, or whether sloping ale in a saloon†¦ the mill did non affair. The mill could travel on working until it blew itself up from excessively much velocity ‘ . The initial rhyme on ‘sweating/straining/ ‘ and muscles/machine ‘ are all words connected with physical work, underscoring Arthur ‘s maleness. Although his statement about his work-place non counting seems careless, Arthur ‘s warmer side becomes evident when he juxtaposes this to things which do affair in life, ‘But I, he thought†¦ will be here after the mill ‘s gone, and so will Brenda and all adult females lik e her still be here, the kind of adult females that are deserving their weight in gold ‘ . ( 45 ) This description of adult females is beautiful and the initial rhyme on the ‘w ‘ sound conveys how Arthur is underscoring his point that his does hold some regard for adult females, and he is non wholly barbarous and remorseless ; he conveys how maleness does has a softer, more emotional side along with its stereotyped intensions. Due to the economic wants of the post-war period, Sillitoe intentionally presents his characters as taking to maximize their ain pleasance to foreground an dreamer inclination behind hedonism ; working category work forces found it difficult to confront the troubles of the post-war period. For illustration, when Arthur is present during Brenda ‘s gin and hot-bath abortion, he is highly insouciant about it, comparing it to ‘watching the telly with no portion in what he was seeing. ‘ ( 88 ) Arthur therefore conveys no mark of compassion for Brenda ‘s agony. Furthermore, on the same dark, he sleeps with Winnie, Brenda ‘s sister, ‘he could barely retrieve Brenda, believing that possibly he had dreamed about her sometime, but nil more ‘ ( 96 ) . This is flooring after he has merely watched her abort their babe, and his description of merely cognizing her through his dreams suggests that possibly something is incorrect with him mentally ; this coul d, nevertheless, merely be his manner of covering with guilt. If he truly feels no guilt, and has no scruples, although extreme, Arthur could good be thought of as a psychopath. Arthur ‘s rebelliousness of moral values and negligent attitude is conveyed when Arthur and Fred witness a adult male throw a pint glass at a store window, and a female informant ‘held the bewildered perpetrator by his carpus ‘ ( 108 ) whilst they wait for the constabulary. Arthur ‘s immorality and hideous nature is depicted through his sexually derogative description of this adult female ; he loathes her for non allowing the improper adult male flight, ‘She ‘s a bitch and a prostitute†¦ a blood-tub, a murphy face, a swivel-eyed gett, a Rat-clock. ‘ ( 113 ) This deadly spring of misogynism and barbarous linguistic communication portrays Arthur ‘s dominant, aggressive maleness, yet Sillitoe is finally showing this signifier of maleness in a really negative visible radiation.

8th Grade Curriculum Essay

Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. Elements of Literature: Short Story : Collection 1 Plot and Setting Weekly Warm-Ups-Written Responses to Poetry Read: â€Å"The Treasure of Lemon Brown† â€Å"The Inn of Lost Time† â€Å"The Monkey’s Paw† â€Å"Aunty Misery† Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading â€Å"The Treasure of Lemon Brown† Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time† Graphic Organizers: Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart Selection Tests: Multiple Choice Test with Essay Question 8th Grade Language Arts Curriculum Map 2010 pg. 2 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: a. Prewriting b. Drafting c. Revising d. Editing e. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Pre-write Compare and Contrast Essay: Compare the Literary Elements in â€Å"The Monkey’s Paw† and â€Å"Aunty Misery† in Elements of Literature. Six Trait Writing Rubrics to teach and assess writing projects 8th Grade Language Arts Curriculum Map 2010 pg. 3 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. John Hopkins Social Skills training- Y charts Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 4 Unit Standard Skills Assessment, Projects & Resources Unit 2 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. Elements of Literature: Short Story : Collection 2 Characterization Read: â€Å"Hamadi† â€Å"A Retrieved Reformation† â€Å"The Wise Old Woman† â€Å"Mrs. Flowers† Graphic Organizers for Characterization-Character Analysis chart Continue with Story Maps-Summaries Selection Tests: Multiple Choice Test with Essay Question Compare/Contrast characters in â€Å"The Wise Old Woman† and â€Å"Mrs. Flowers† 8th Grade Language Arts Curriculum Map 2010 pg. 5 Unit Standard Skills Assessment, Projects & Resources Unit 2 Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: f. Prewriting g. Drafting h. Revising i. Editing j. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Prewrite Narrative Essay: Personal Experience Essay Six Traits of Writing 8th Grade Language Arts Curriculum Map 2010 pg. 6 Unit Standard Skills Assessment, Projects & Resources Unit 2 Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 7 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Reading and Literature B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting A C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and  literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style To introduce Theme-Read: â€Å"The Cub† â€Å"Stop the Sun† â€Å"The Medicine Bag† Aesop’s Fables: Small Group Activity: Read six fables, complete story chart, characterization, plot, and theme, or moral of the story. To introduce Author’s Style-Two Author Studies Read-Edgar Allen Poe: Tell-Tale Heart The Raven The Cask of Amontillado The Pit and the Pendulum-View film Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony Read-Ray Bradbury Ray Bradbury Biography-â€Å"Ray Bradbury is on Fire† â€Å"The Flying Machine† â€Å"The Dragon† â€Å"The Foghorn† â€Å"The Smile† â€Å"There Will Come Soft Rains† â€Å"All Summer in a Day† Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story 8th Grade Language Arts Curriculum Map 2010 pg. 8 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: k. Prewriting l. Drafting m. Revising n. Editing o. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia Multiparagraph Film Summary/Analysis: Essay on the Pit and the Pendulum Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 9 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Analyzing Visuals View â€Å"The Pit and the Pendulum† Complete story chart, analyze irony, write summary Small Group Activities 8th Grade Language Arts Curriculum Map 2010 pg. 10 Unit Standard Skills Assessment, Projects & Resources Unit 4 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, or motivation and give support from the text. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. 1960’s Study: Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s Read nonfiction relating to the 1960’s Era Create Timeline of Major Events Analyze Music and Poetry from the 1960’s Complete Setting Chart using Scholastic Issue: â€Å"The 1960’s† Novel: Vocabulary: â€Å"Think About It† charts to analyze context clues. Character Chart Plot Outline Variety of comprehension Activities Question Writing Activity Robert Frost Poem: â€Å"Nothing Gold Can Stay† 8th Grade Language Arts Curriculum Map 2010 pg. 11 Unit Standard Skills Assessment, Projects & Resources Unit 4 Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: p. Prewriting q. Drafting r. Revising s. Editing t. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 12 Unit Standard Skills Assessment, Projects & Resources Unit 4 Speaking & Listening A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: u. Prewriting v. Drafting w. Revising x. Editing y. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing

Milk (Movie with Sean Penn) Movie Review Example | Topics and Well Written Essays - 750 words

Milk ( with Sean Penn) - Movie Review Example Therefore, he was able to alter and strive for achievement of human right. However, his ambitions were short-lived by his death in 1978 (Sandhu, 1). This paper will review the movie "Milk" and it outlines changes in attitudes that has occurred since late 1970s after assassination of Harvey Milk up to the present. Attitudes have changed significantly since 1970s and this is evident assessment of the transition from the combustible and cynical period in the history to the present (Sandhu, 1). For instance, it was not common for people hear or talk about gays; in fact, there were attacks of the equitable-right litigation. However, this transition was evoked by Milk’s activism, despite being hampered by his death in 1978 due to political rivalry; this led to gradual change of attitude towards gays, which is seen today (Jones, 1). Moreover, Milk’s activism to promote equitable gay rights as has been substantially associated with the civil rights, which were supported by Mart in Luther King. Therefore, as presented by the movie, there is a significant role played by Sean Penn, whereby he presents a character, mediocre comic strips of battered manliness. Moreover, he presents a moderate, demonstrative masquerade of the extrovert businessmen operating from Wall Street (Travers, 1). The changes in attitude as introduced by this movie can be attested to by Milk’s reinvestments and political people’s imagination, who were not gays. Moreover, this acceptance of gays by other members of the public has continued from 1970s to the present. This movie presents Emile Hirsch, who becomes an activist, together with Diego Luna, who is Milk’s lover (Jones, 1). Moreover, this movie presents a good reason for change of attitudes towards gays, whereby Milk is both attractive, and has a perspective attributes. On the other hand, there are proponents of same-sex marriages such as California’s Propositions eight. However, due to the changed attitu de there are few politicians, who have been working hard to support legalization of same-sex marriages. The movie presents resentment towards gay people, which was portrayed by Dan White, who shot Harvey Milk and George Moscone in 1978 (Ebert, 1). In addition, their death was the forty-eight among the crusader for gay rights in San Francisco. Dan worked with these victims in the city’s board of supervisors, and he decided to shot them in the City Hall (Travers, 1). Nonetheless, cases of death among gay people due to the negative attitudes and heated from other members of the society have greatly reduced since 1978. It is evident that "Milk" offers pertinent ideas regarding transformation of lives among gay people since the death of Harvey Milk and his pursuit for achieving equitable rights (Travers, 1). Therefore, even after his death other that succeeded him was able to achieve prosperity, which was inform of freedom over state persecution, political and social cause. In thi s case, the movie indicates some decisions made by people despite their emotional devastation. In addition, this memorable situation is presented at the end of the movie, where Harvey Milk is considered a hero (Ebert, 1). Milk is also depicted as an ordinary man, who has a range of attributes such as being idealistic, humorous, inconsistent, insightful, optimistic, and

Software Architectures Essay Example | Topics and Well Written Essays - 1000 words - 1

Software Architectures - Essay Example The main content areas of an information system are data, process, infrastructure and organization. System design involves reviewing each of the content areas in order to solve the client’s problems when it becomes operational. Infrastructure defines the hardware and software components as essential to facilitate performing the activities of the system i.e. data storage and servers. System design involves modification of an organization in order to match the functioning of the system. It includes identifying persons who update, create or delete data. The data in the CDM are converted to data design. The process of system designing involves specifying the detailed system logic. This consists of elements such as the computers for database management systems, servers, telecommunications, and programming languages. Customer’s procedure, standards and policy manuals may bring constraints to the system design.11 The infrastructure design should specify the development environment. Critical issues under infrastructure include the following. †¢Language(s) of the system. This concern specifying what language and design approach will be is used to develop the system. Include versions, i.e. The system is a Client/Server system. The client wants Visual Basic language. The system will be installed in the computer using a run-time version †¢ Host environment. Specify what machines will be used. Include how the machines will fit into the infrastructure, i.e. the system will be installed in the MIS Division, which that are attached to the College of Computer LAN. These machines have a processor, 64MB of RAM and 500MB of disk storage. †¢ Network. For systems operating over a network it is always vital to specify network requirements. The issue is not in changing the network, but the impact of the new system. Large systems require new links and components. The design specifies the client, server, LAN and

Social net working in the uk Essay Example | Topics and Well Written Essays - 1500 words

Social net working in the uk - Essay Example This paper seeks to discuss social net working in the UK. Individual in United Kingdom use BBC Suffolk website to interact with other people where they use it alongside a traditional output known as BBC Radio. In most cases, communication among the youth is done through social networking which has made the means of communication cheaper compared with other means. Since the use of social networking websites is a valuable mode of communication globally, groups, feeds and other contents are being used by BBC Suffolk and its programmes. For one to view BBC Suffolk groups one must be a member of facebook and BBC Suffolk so that he or she can interact with others in different social networking. Facebook has more than 150 million users around the world. The use of social networking like facebook gives an individual a chance to communicate with friends from each corner of the world1. Additionally, peer counseling and sharing of related problems are posted in the site where peers can help one another to solve the problems facing them. Individuals who are members of facebook can as well join groups dedicated to musicians where one can view the recent released albums or campaigns which are being held or to be started. This is a social networking site that is mainly used by the UK young people since it is associated with music and especially the one that is current in the market. The musicians use the site to post their current album released and this help them to market them and advertise their music globally. BBC Suffolk is a site that is used by those who want to support the musicians around the United Kingdom where any kind of support is given. Update of what one is doing is posted in the Twitter where the numbers of characters are limited to 140 which are then linked to other sites which make it interesting. Videos can also be linked in the Twitter handle which can be posted and later friends will view them making it possible to communicate

Feeling after concert Essay Example | Topics and Well Written Essays - 500 words - 1

Feeling after concert - Essay Example The cast of the Legions of Black Collegians despite coming from from various groups, nationalities, and backgrounds sung a unified and inspirational music for the audience. They have given each of the audience the hope and unity with their songs. The performances of the students of MU School of Music, Department of Arts and Department of Theatre have once again proven the high-quality education that they received from the university. They have given another concert that touched that lives of the audience. Presenting Thomas Jefferson’s life this year has given each audience the knowledge about the 3rd President’s significant contribution to the country. Aside from the lessons we learned in school, the concert have shown us how President Jefferson helped the United States of America became independent. As we know, President Thomas Jefferson was the Founding Father and principal author of the Declaration of Independence. However, some of us are not aware of this. A lot of us were also not aware of his contribution and efforts for the United States of America. Therefore, this concert has not only given an exceptional performance but also left awareness and memorable information for the audience to ponder. The Corps of Discovery Opera as well as Trey Makler contributed their superb performances for the audience. Makler’s music was very unique. He really stood out and made each one alive with his extraordinary performance. He has proven that he was worthy of the recognition for Sinquefeld Prize. The Corps of Discovery Opera also delivered a brilliant performance. The audience was in admiration as expected. The stage presence of the cast of the concert is very remarkable. They have portrayed composure and mastery of their crafts. The stage is simple and the lighting is visually acceptable. The performance area had the right decorations. The crowd focused on the casts on stage and their exemplary performance. The concert is definitely

HP Case Paper Essay Example | Topics and Well Written Essays - 750 words

HP Case Paper - Essay Example HP also laid emphasis on differentiation, constant change, and creating a brand family, as well as offering additional services and accessories. For price, HP has introduced a wide range of competitive pricing based on the differentiation of products. This has seen an increased margin for retailers and wholesalers through the bundling of accessories and services (Kotler 394). For the promotion element of the marketing mix, HP, over the years, has focused more on the creation of a brand identity on the company and products. Thus, they changed their strategy to pull based from push based, with greater spending implemented on sales promotion and advertising (Kotler 391). Finally, for the place element, HP has begun to offer better terms of payment, as well as bigger quantity on discounts for the dealers. Because of the improved relationship with the dealers, HP has increased its number of full time retailers to 750 from 350, as well as stocking additional 1050 dealers for a portion of t heir line. Discuss two concepts covered in the chapter that best relate to this case and how? Social marketing is the adoption and adaptation of processes, institutions and commercial marketing activities as a way to induce behavioral change among the target market on a permanent or temporary basis in order to achieve its social goal (Kotler 395). It involves the induction of an approach of leadership, which involves deliberate use of persuasion and influence to move the target market to a course of action that is more specific. For the social marketing concept, the company should consider the long-term interests of the society and consider the needs and wants of the customers. HP has given its commitment aimed at drastically cutting down their impact on the environment. HP has managed the impact of its energy needs via the calculation of GHG emissions, which their daily operations produce through their use of electricity and by their daily operations. The selling concept is the not ion that the customer will not buy something automatically but, rather, it needs to be sold to them (Kotler 396). This means that a persuasive sales assistant or advert that tells the customer of the ways the product will alter their lives, which could make them buy a product that they do not desire. The consumer will not purchase enough products from the organization until they undertake promotional selling. Consumers are inert and require goading to buy through conversion of their inert need to a purchasing motive via selling and persuasive action. Hp understands the wants and needs of the customer and, therefore, customers will not purchase their products unless they are promoted and sold. Hence, HP has placed increased focus on the creation of sales transactions by conducting regular promotions, which are aimed at attracting customers, as well as increasing the truncation of sales. Which of the sales force structures described in the text best describes HP’s structure? HP utilizes a separated consumer sales force as its sales force structure. In decentralized organizations, field sales managers carry out the everyday operations of the organization, as well as shouldering responsibility for their sales staff performance (Kotler 392). The sales force also consists of a mixture of specialist generalist salespersons. However, the employees do not make all of the company’s sales; the company’s sales force structure utilizes home-based telemarketers. They also have independent sales agents on contract who conduct their sales in particular geographic areas. What are the positive and negative aspects of HP’s new sales force struc

Why did presidents Ford and Carter lose public confidence Essay

Why did presidents Ford and Carter lose public confidence - Essay Example The main intention of the pardon by President Ford was to move on from the Watergate scandal (Greene, 276-283). However, the people had a different view as they felt this was just an everyday political move. On the other hand, Carter campaigned with the promise of honesty to the citizens, which was well accepted at first and gained him the presidential position. However, his leadership was poorly reflected by his inability Another reason why President Ford was unable to gain the confidence of the people is that he inherited the economic problems from Nixon’s era, and was also incapable of restoring economic stability in the country. The inflation continued to rise along with the level of unemployment (Greene, 276-283). Furthermore, there was an increment in the interest and regardless of the reduction in taxes; the people were still economically unstable. There was also problems in the foreign interests of the country as in Vietnam the North significantly defeated the South. As mentioned above, Carter gained the confidence of the people through his campaign policy of honesty (Rosenbaum, 331-337). However, there was still an economic crisis in the country. In the addition, there was also a rise in the oil costs which further worsened the situation. Carter made some progress in the form of pioneering many peace treaties; however, we failed to fix the Iranian hostage problem (Rosenbaum, 331-337). There were American hostages that were captured by Islamic terrorists in Iran, and Carter failed to free them, which led to the loss of confidence from the people. Hence, the reason the two presidents lost the confidence of the people is that they unable to resolve the pertaining situations that were affecting the country such as the economy and the high levels of unemployment. In addition, some of the decision making was poor by both presidents, for example, the pardoning of Nixon by Ford when he

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

Positioning - Essay Example Product positioning should be focused not only on the present, but should be adaptable for the product and the marketplace in the long term also. (Hiebing Jr., Roman G.; Cooper, Scott W. 2003 pp.145-146). Product positioning focuses on the attributes of the specific product in a market type. First of all, it is essential to understand how the product outperforms the competitors. Adroitly picking one or two key product attributes which are superior as compared to the competition, is important. Attacking competitors along axes corresponding to these attributes is the next critical step. The axes may be: feature/ technology, price/ performance, and channel/ margin axis. In entering an existing market, product positioning specifically influences the value customers place on its new features. (Blank, Steven G. 2006 p.46). Brand positioning is a process of establishing and managing: the images, perceptions, and associations that the consumer applies to the product, based on the values and beliefs associated with the product. These are managed through application of the brand positioning elements (name and graphic components) consistent with the product’s positioning, in all target market communication relating to the company, product or service. Brand represents the values, the personality and the experience that people associate with the company. A brand provides a point of reference: a reason to choose the company, product or service over the competition. (Hiebing, Jr., Roman G.; Cooper, A product like chewing gum can be positioned by Mapping: mapping out visually what is important to your target market in terms of key product attributes. Most effective when based on quantitative research that is representative of the marketplace. This positioning approach will also help to more clearly evaluate how the product and the key competition are perceived on each attribute. The three steps

Classical Music Essay Example for Free

Classical Music Essay Kerala (/ˈkeÉ ªrÉ™lÉ™/), also known as Keralam (/ˈkeÉ ªrÉ™lÉ™m/) is a state located in the south-west region of India on the Malabar coast. Thiruvananthapuram is the state capital among the 14 districts; other major cities include Kochi andKozhikode. At a population of 33,388,000 in 2011, the state has the lowest population growth rate. It also has the highest literacy rate; It is also considered as the cleanest state in India. Production of pepper and natural rubber constitute prominent output in the total national output, as well as in the agricultural sector, coconut, tea, coffee, cashew, spices are important. Climate Kerala has a wet and maritime tropical climate influenced by the seasonal heavy rains of the southwest summer monsoon and northeast winter monsoon. Agriculture Kerala produces 97% of the national output of black pepper[180] and accounts for 85% of the area under natural rubber in the country.[181][66] Coconut, tea,coffee, cashew, and spices—including cardamom, vanilla, cinnamon, and nutmeg—comprise a critical agricultural sector.[182][183][184][185][89][186] The key agricultural staple is rice, with varieties grown in extensive paddy fields Fisheries Kerala is one of the leading producers of fish in India. about 1.1 million people earn their livelihood from fishing and allied activities such as drying, processing, packaging, exporting and transporting fisheries. Culture-Dance The culture of Kerala is composite and cosmopolitan in nature and its an integral part of Indian culture. Kerala is home to a number of performance arts. These include five classical dance forms: Kathakali, Mohiniyattam, Koodiyattom, Thullal andKrishnanattam, Culture-Music: Carnatic music dominates Keralite traditional music. Development of classical music in Kerala is attributed to the contributions it received from the traditional performance arts associated with the temple culture of Kerala. Culture-Cuisine- Kerala cuisine has a multitude of both vegetarian and non-vegetarian dishes prepared using fish, poultry and meat Elephants Elephants have been an integral part of culture of the state. Kerala is home to the largest domesticated population of elephant in India—about 700 Indian elephants, owned by temples as well as individuals.[324] These elephants are mainly employed for the processions and displays associated with festivals celebrated all around the state. Tourism Kerala is a tourist destination: the backwaters, beaches, Ayurvedic tourism, and tropical greenery are among its major attractions. Keralas beaches, backwaters, mountain ranges and wildlife sanctuaries are the major attractions for both domestic and international tourists. The city of Kochi ranks first in the total number of international and domestic tourists in Kerala. RÄ jasthÄ n, ) Known as The land of kings, is the largest state of the Republic of Indiaby area. It is located in the northwest of India. Jaipur is the capital and the largest city of the state. Eastern Rajasthan has the world famous Keoladeo National Park near Bharatpur, a World Heritage Site known for its bird life. It also has two national tiger reserves, Ranthambore and Sariska Tiger Reserve, and a famous temple in Khatu, Sikar district, Language: Rajasthani is the main spoken language of the state, although Hindi and English are used for official purposes. It is spoken by 13 million people in Rajasthan and o ther states of India. Economy Rajasthans economy is primarily agricultural and pastoral. Wheat and barley are cultivated over large areas, as are pulses, sugarcane, and oilseeds.Cotton and tobacco are the states cash crops. Rajasthan is among the largest producers of edible oils in India and the second largest producer ofoilseeds. Rajasthan is also the biggest wool-producing state in India and the main opium producer and consumer. There are mainly two crop seasons. The water for irrigation comes from wells and tanks. The Indira Gandhi Canal irrigates northwestern Rajasthan. The main industries are mineral based, agriculture based, and textiles. Rajasthan is the second largest producer of polyester fibre in India. Rajasthan is pre-eminent in quarrying and mining in India The state is the second largest source of cement in India Tourism: Endowed with natural beauty and a great history, tourism is a flourishing industry in Rajasthan. The palaces of Jaipur and Ajmer-Pushkar, the lakes of Udaipur, the desert forts of Jodhpur, Taragarh Fort (Star Fort) in Bundi, and Bikaner and Jaisalmer rank among the most preferred destinations in India for many tourists both Indian and foreign. Culture: The Ghoomar dance from Udaipur and Kalbeliya dance of Jaisalmer have gained international recognition. Folk music is a vital part of Rajasthani culture.Kathputli, Bhopa, Chang, Teratali, Ghindr, Kachchhighori, Tejaji etc. are the examples of the traditional Rajasthani culture. Rajasthan is known for its traditional, colorful art.wall painting in bundi . The block prints, tie and dye prints, Bagaru prints, Sanganer prints, and Zariembroidery are major export products from Rajasthan. Handicraft items like wooden furniture and handicrafts, carpets, and blue pottery are some of the things commonly found here. Rajasthani clothes have a lot of mirror-work and embroidery. A Rajasthani traditional dress for females comprises an ankle length skirt and a short top, also known as a lehenga or a chaniya choli. Cuisne Rajasthani cooking was influenced by both the war-like lifestyles of its inhabitants and the availability of ingredients in this arid region.[1] Food that could last for several days and could be eaten without heating was preferred. Rajasthani cuisine is a splendid array of colorful, spicy and unique dishes. Rajasthani food is incomplete without the mention of the famedDal-Baati-Churma, a distinctive dish of the state. Amir Khusrau AmÄ «rKhusrow was an Indian musician, scholar and poet. He was an iconic figure in the cultural history of the Indian subcontinent. A Sufi mystic and a spiritual disciple of Nizamuddin Auliya of Delhi, AmÄ «r Khusrow was not only a notable poet but also a prolific and seminal musician. He wrote poetry primarily in Persian, but also in Hindavi. He compiled the oldest known printed dictionary (Khaliq-e-bari ) in 1320 which mainly dealt with Hindvi and Persian words. He is regarded as the father of qawwali. He is also credited with enriching Hindustani classical music by introducing Persian and Arabic elements in it, and was the originator of the khayal and tarana styles of music. The invention of the tabla is also traditionally attributed to AmÄ «r Khusrow. Early life and background AmÄ «r Khusrow was born in Patiyali in Uttar Pradesh. His father, AmÄ «r Sayf ud-DÄ «n MahmÃ… «d, was a Turkic officer and a member of the Lachin tribe of Transoxania, themselves belonging to the Kara-Khitais.[5][6][7] His mother was the daughter of Rawat Arz, the famous war minister of Balban, and belonged to the Rajput tribes of Uttar Pradesh Khusrow the royal poet Khusrow was a prolific classical poet associated with the royal courts of more than seven rulers of the Delhi Sultanate. He is popular in much of North India and Pakistan, because of many playful riddles, songs and legends attributed to him. Through his enormous literary output and the legendary folk personality, Khusrow represents one of the first (recorded) Indian personages with a true multi-cultural or pluralistic identity. Last Days I 321 Mubarak Khilji was murdered and Ghiyath al-Din Tughluq came to power. Khusro started to write theTughluqnama. 1325 Sultan Muhammad bin Tughluq came to power. Nizamuddin Auliya died, and six months later so did Khusrow . Khusrow s tomb is next to that of his master in the Nizamuddin Dargah of Delhi. - Tulsi Das TulsiDas also known as Goswami Tulsidas), was a Hindu poet-saint, reformer and philosopher renowned for his devotion to the god Rama. A composer of several popular works, he is best known as the author of the epicRamcharitmanas, a retelling of the Sanskrit Ramayana in the vernacular Awadhi. Tulsidas was acclaimed in his lifetime to be a reincarnation ofValmiki, the composer of the original Ramayana in Sanskrit.[4] He is also considered to be the composer of the Hanuman Chalisa, a popular devotional hymn dedicated to Hanuman, the divine devotee of Rama.[5] Tulsidas lived permanently and died in the city of Varanasi.[6] The Tulsi Ghat in Varnasi is named after him.[3] He founded the Sankatmochan Temple dedicated to Hanuman in Varanasi, believed to stand at the place where he had the sight of Hanuman.[7] Tulsidas started the Ramlila plays, a folk-theatre adaption of the Ramayana.[8] He has been acclaimed as one of the greatest poets in Hindi, Indian, and world literature.[9][10][11][12] The impact of Tulsidas and his works on the art, culture and society in India is widespread and is seen to date in vernacular language, Ramlila plays, Hindustani classical music, popular music, and television series. Tulsidas is believed to be a reincarnation of Valmiki Early life Birth Tulsidas was born on the seventh day of the bright half of the lunar Hindu month Shraavana (July–August). After renunciation, Tulsidas spent most of his time at Varanasi, Prayag, Ayodhya, and Chitrakuta but visited many other nearby and far-off places. He traveled across India to many places, studying different people, meeting saints and Sadhus and meditating Tulsidas died at the Assi Ghat on the bank of the river Ganga in the Shraavan (July–August) month of the year Vikram 1680 (1623 CE). Like the year of his birth, traditional accounts and biographers do not agree on the exact date of his death. Different sources give the date as the third day of the bright half, seventh day of the bright half, or the third day of the dark half.[77][78] - Works Kamban Kambar (Kampan in casual address) was a medieval Tamil poet and the author of the Tamil Ramayanam Ramavatharam, popularly known as Kambaramayanam, the Tamil version of Ramayana. He was born in the 12th century in Tiruvaluntur in Tanjore district - Life Kambar belonged to the Ochchan or Occhan caste, traditionally nadaswaram players in southern India.[3][4] But he was brought up in the household of a wealthy farmer in Vennai Nellur in south India. The Chola king having heard of this talented bard, summoned him to his court and honoured him with the title Kavi Chakravarthi or The Emperor of Poets. The Ramavataram or Kamba Ramayanam of Kamban is an epic of about 11,000 stanzas as opposed to Valmikis 24000 couplets. Kamba Ramayana is not a translation of the Sanskrit epic by Valmiki, but an original retelling of the story of the God Rama. The poetic work is well known for its similes. Many Tamil poets, statesmen, kings and common people have praised Kambar for his Kambaramayanam which has more than 10000 songs forming one of the greatest epics of Tamil. Kambaramayanam has more than 45000 lines. Thyagaraja Kakarla Tyagabrahmam (May 4, 1767–January 6, 1847), was one of the greatest composers of Carnatic music or classical South Indian music. He was a prolific composer and highly influential in the development of the South Indian classical music tradition. Tyagaraja composed thousands of devotional compositions, most in praise of Lord Rama — many of which remain popular today. Of special mention are five of his compositions called the Pancharatna Krithis (English: five gems), which are often sung in programs in his honor. Tyagaraja was born in 1767 in Tiruvarur, Tiruvarur district, in what is now called Tamil Nadu, to Kakarla Ramabrahmam and Sitamma in a Telugu Brahmin family of the Mulukanadu subsect He was named Tyagaraja after Lord Tyagaraja, the presiding deity of the temple at Tiruvarur. Tyagaraja began his musical training under Sri Sonthi Ramanayya, a music scholar, at an early age. He regarded music as a way to experience Gods love. His objective while practising music was purely devotional, as opposed to focusing on the technicalities of classical music. Tyagaraja, who was totally immersed in his devotion to Lord Rama and led the most spartan way of life without bothering in the least for the comforts of the world, The songs he composed were widespread in their popularity. due to the labour of love by these musicians and researchers, there is a definitive collection of Thyagarajas music. However out of 24,000 thousand songs said to have been composed, about 700 songs remain known. Tyagaraja Aradhana, the commemorative music festival is held every year at Thiruvaiyaru in the months of January to February in Tyagarajas honour. This is a week-long festival of music where various Carnatic musicians from all over the world converge at his resting place. SAROD The sarod is a stringed musical instrument, used mainly in Indian classical music. Along with the sitar, it is the most popular and prominent instrument in Hindustani (northern Indian, Bangladeshi and Pakistani) classical music. The sarod is known for a deep, weighty, introspective sound, in contrast with the sweet, overtone-rich texture of the sitar, with sympathetic strings that give it a resonant, reverberant quality. It is a fretless instrument able to produce the continuous slides between notes known as meend (glissandi), which is important to Indian music. The sarod is believed by some to have descended from the Afghan rubab, a similar instrument originating in Central Asia and Afghanistan. The nameSarod roughly translates to beautiful sound or melody in Persian . Design The design of the instrument depends on the school (gharana) of playing. There are three distinguishable types, discussed below. The conventional sarod is an 17 to 25-stringed lute-like instrument — four to five main strings used for playing the melody, one or two drone strings, twochikari strings and nine to eleven sympathetic strings. The design of this early model is generally credited to Niyamatullah Khan of the Lucknow Gharana as well as Ghulam Ali Khan of the Gwalior-Bangash Gharana. Among the contemporary sarod players, this basic design is kept intact by two streams of sarod playing Another type is that designed by Allauddin Khan and his brother Ayet Ali Khan. This instrument, referred to by David Trasoff (Trasoff, 2000) as the 1934 Maihar Prototype, is larger and longer than the conventional instrument, though the fingerboard is identical to the traditional sarod described above. This instrument has 25 strings in all. Sarod strings are made either of steel or phosphor bronze. Early sarod players used plain wire plectrums, which yield a soft, ringing tone. Playing The lack of frets and the tension of the strings make the sarod a very demanding instrument to play, as the strings must be pressed hard against the fingerboard. There are two approaches to stopping the strings of the sarod. One involves using the tip of ones fingernails to stop the strings, and the other uses a combination of the nail and the fingertip to stop the strings against the fingerboard

The Supernatural in Macbeth Essay Example for Free

The Supernatural in Macbeth Essay The supernatural is always a vehicle for evil Using language and literary techniques, discuss to what extent you agree with this statement in Macbeth with reference to The Weir. Shakespeares play Macbeth, written in the Jacobean era, and Conor McPhersons play The Weir, set in rural Ireland, both include supernatural elements which help the plays progression. However, both plays are about entirely different things; Macbeth is a play in which the main character plots to kill the King, whereas The Weir focuses a lot more on companionship and the importance of a community as well as the effects of loneliness. In Act 1 Scene 1 of Macbeth, the setting, A desolate place helps to create an ambiguous and misty atmosphere right from the beginning whilst the weather choice of Thunder and lightning forewarns the audience of negative events and adds to the sense of equivocation, which is achieved through paradox like when the battles lost, and won. James I himself believed in witches and so did most of society in general therefore by including the supernatural, Shakespeare was clearly making the play relevant to his audience, as they would have believed in such matters. The opening interrogative, When shall we three meet again? suggests that the witches are up to something which could be interpreted as the supernatural being meddlesome, if not evil. The minor declarative Upon the heath shows the witches making a prediction, alluding to the fact that a Jacobean audience would have believed in them having certain powers. Iambic tetrameter such as And thrice again, to make up nine makes their speech sound chant-like, indicating something unusual about them as their speech contrasts with the blank verse of the other characters. The supernatural first occurs in The Weir when Jack begins his story about Maura Nealons house being built on what youd call that road where the fairies would come. The suspension marks highlights Jacks uneasiness when talking about the supernatural, and though he goes on to say that it isnt a true story, it is clear that he is moved by it. Shakespeares use of blank verse in Macbeth links to the dramatic tradition of the time and contrasts with the highly naturalistic style of speech used by McPherson, such as the interrogative Why not, says you, ha? (Finbar) which helps to portray the Irish vernacular of the characters in the bar, whilst the tag question ha? helps the characters to interact. Banquos interrogative why do you start and seem to fear? in Act 1 Scene 3 suggests that the witches predictions may be ones that Macbeth has already thought about, or desired, before. Here, the supernatural could be considered a vehicle for evil as the scene begins with the witches talking about how they will torture the farmer for his wifes actions. However, their prophecies are somewhat neutral and so it seems that Macbeth acts of his own will, rather than committing the murder because of the supernatural. The debate of Fate vs. Free Will was common in the Jacobean era and people believed in witches and such folklore therefore their presence could be merely to fulfil audience expectations rather than as a vehicle for evil. The witches simply spot the weakness in Macbeth and let him believe it is his fate, suggesting that they may be evil themselves but dont create evil in others. Banquos question to Macbeth shows how the witches are tempting Macbeth to proceed with an evil course of action that he has already thought about. Similarly, The Weir uses interrogatives but in the form of tag questions such as here, wouldnt it be?. Finbar seems to be seeking reassurance from the other characters which is similar to Macbeth in that Macbeth often seeks reassurance from Lady Macbeth, highlighting her as the dominant figure in their relationship. Similar to Macbeth, where the setting is upon a heath, the bar in The Weir is situated in an isolated place, which could be viewed as something typical of a ghost story, allowing a sense of mystery to build up. Declaratives such as which fate and metaphysical aid doth seem/ To have thee crowned withal in Act 1 Scene 5 highlight how Lady Macbeth believes that both fate and the witches want Macbeth to be King and the imperative look like thinnocent flower/ But be the serpent undert reflects how Lady Macbeth herself is portrayed she appears to be innocent and friendly but, as indicated by the contrastive conjunction but, she is instead planning treacherous acts, reflecting the plays theme of appearance versus reality. Saying that she will pour her spirits in thine ear suggests that the witches, who are arguably the main supernatural element of the play, only have a limited amount of power which they use to their advantage, and that evil actually resides in humans themselves. Shakespeare seems to be suggesting that everyone is responsible for the actions they take, which could reflect the growing belief in Humanism during the Renaissance. Such references reflect the time in which Shakespeare was writing, as do archaisms such as the second person archaic pronoun thy, which could be expressing Lady Macbeths belief that Macbeth is inferior to her. Shakespeare is also touching on the theme of appearance versus reality which is clear throughout the play. The serpent could be a reference to Satan in the Garden of Eden, highlighting how sinister and dark Lady Macbeths character really is. Contrastingly, the characters in The Weir do not make any implications of one being more inferior to the other. McPherson use of humour shows irreverence for characters, usually Finbar, such as the interrogative you were making it all up, werent you?. This helps to create a chain of adjacency pairs, allowing the characters to interact, which is central to the plays theme of companionship and to an extent presents the supernatural as something that shouldnt be taken too seriously. Humour is also used in Macbeth, by the Porter (2.3), which presents itself in a satirical way. Such humour would not be as familiar to a modern day audience as it was to the Jacobean audience, therefore many modern directors choose not to include it. Macbeths fatal vision in Act 2 Scene 1 symbolises the bloody course upon which he is about to embark and is part of his fatal flaw which leads to his downfall, as well as presenting the theme of appearance versus reality again. His interrogative, questioning whether it is a dagger of the mind caused by his heat-oppressed brain highlights his stress and tension, and the use of the premodifying adjective heat-oppressed signifies just how extreme this stress that he is feeling is, as committing regicide is a sin that cant be forgiven. An audience in the Jacobean era would know that Macbeth is about to break the Great Chain of Being and at the same time Shakespeare was maintaining the idea of the Divine Right of Kings a doctrine hugely believed in by the Christians of the time. By maintaining this, Shakespeare could be showing King James place in society and suggesting that no one should challenge Kingship. The tragedy therefore has a didactic purpose as it shows the audience what the consequences of such actions would be. The parallel analogy of Tarquin violating an innocent emphasizes the extremity of what Macbeth is about to do and the use of opposites, mentioning to heaven or to hell, builds up an antithesis between good and evil and shows his acknowledgement that both exist. The audience is left to wonder whether the dagger is simply a figment of Macbeths guilty mind, or whether it is being caused by a supernatural force. This could be considered similar to Jims story of Declan Donnelly where he says And wed been having the few little drinks showing how he searches for a loophole in the possibility that the supernatural exists. The fronted coordinating conjunction And conveys how he is building up reasons to show that the ghost might not have been real and the stage direction of A little laugh highlights his uneasiness. McPherson seems to be suggesting that the supernatural does exist and that humans need to have beliefs and that it is this need to believe which makes us humans. The slight doubt here would be crucial to a ghost story and to a play being watched by an audience as it would add an air of mystery. In Act 3 Scene 4 dramatic irony such as play the humble host makes Macbeths previous actions seem even worse as it reminds the audience that Macbeths behaviour is a pretence. Lady Macbeths asides to Macbeth (Are you a man?) along with his responses (Ay, and a bold one) draw attention to her being more partner in their relationship as she questions his masculinity, and portrays her in a negative light by showing she is more concerned with getting caught than feeling guilty. Aristotles idea of Peripeteia could be surfacing in this part of the play as Macbeths fortune is slowly being reversed. Here, the supernatural is perhaps presented in a good way and, from a Freudian point of view, Macbeths repressed feelings seem to be manifesting before his eyes, which is possibly the power of good over evil. Macbeths imperative, telling the ghost to Avaunt and quit [his] sight! highlights the extremity of his current guilt. This is furthered through it also being an exclamatory, and the use of the pronoun my could reflect how solely he feels the guilt, rather than Lady Macbeth also feeling it. The supernatural in this scene could suggest that justice is being served, and Macbeths reaction to the ghost could be his punishment for his previous action. Likewise, in The Weir, the supernatural is portrayed in a positive way as it is used as a source to unite the characters in the pub. This is shown in Finbars comment Valerie, love, nobodys going to. McPhersons use of the contraction nobodys along with the term of endearment love helps to mimic natural speech and also shows how close the characters have become after having spoken for the night, touching the plays theme of companionship. Hecates use of adjectives such as spiteful and wrathful in Act 3 Scene 5 highlight how she believes Macbeth wasnt worth the trouble, whilst the coordinating conjunction and furthers this notion. The use of rhyming couplets such as illusion/confusion enforces Hecates power when she shows her displeasure and the pairing of the two abstract nouns suggests that the witches themselves cause confusion which is achieved through an illusion. Shakespeare may have been suggesting that witchcraft isnt capable of evil but can trigger things that have already been thought about (1.3). It is arguable that the witches have overreached, which forms a parallel with Macbeths situation and conforms to Aristotles ideas. This scene is often omitted from productions as it may draw too much focus on the witches, making them seem a central part to Macbeths action, and in turn making free will seem less important. The imperative Get you gone highlights authority over the other two witches and diminishes their power as they are being told off. This implies that the supernatural is not a vehicle for evil, as the witches do not have much power to start with. Unlike Macbeth, McPherson shows normal human-beings meddling with the supernatural rather than vice versa. Finbars self mockery, like the low laugh helps the audience watching to see the tale as genuine by showing his stifled fear. To balance the sinister atmosphere created by his story about a woman at the bottom of the stairs, humour is used such as Luigi board! followed by taboo lexis, Ah fuck off, to highlight familiarity between the characters and articulate a lack of refinement as well as a distinct honesty in them. Equivocation in Act 4 Scene 1 such as for none of woman born leads Macbeth to believe he cant be killed, and presents the witches as yet again interfering. The stage directions, which would be important considering it is a play, show the witches dance, and vanish highlighting some level of power, but doesnt portray them as evil. The apparition of an armed head could symbolize how Macbeth himself will be killed at the end of the play, however, the witches present fate to him in an equivocal and esoteric way. Many references to time are made, such as Time, thou anticipatst my where Macbeth uses the vocative Time to personify it and emphasise how he is in battle with it. The many references to time, also including from this moment and even now indicate how time is of the essence for Macbeth and that he will be killed soon. As well as this, it helps to create irony as Macbeth is actually making decisions, even though they are the wrong ones, which shows that the evil is emanating from a human being. Shakespeare, within the realms of the Jacobean era, was again highlighting the dominance of free will over fate and could have been showing that overreaching can lead to social deformation. In this scene, the supernatural is shown to have some level of power, but at the same time the audience is aware that Macbeth is making his own decisions when deciding to have Macduff killed (thou shalt not live). Unlike Macbeth, The Weir does not pay much attention to the matter of man being a responsible agent for his own evil actions. Instead, it presents more positive feelings about humans, such as the barmans gesture of a sandwich is just such a small thing, highlighting how the smallest of actions can have a big impact, and also helps to restore Jacks faith in others. In spite of the many differences between Macbeth and The Weir, it is clear that the supernatural has a pivotal role in both. Overall, I believe that the supernatural is not a vehicle for evil in Macbeth, and that the inclusion of supernatural elements is merely to emphasise how evil resides within each human being themselves, which is emphasised through Shakespeares use of equivocation and also the theme of free will vs. fate. The final effect of the supernatural in Macbeth is that it causes destruction, whereas McPherson uses it to bring the characters together, therefore portraying it as a bonding agent as it gives them a shared experience. The supernatural, such as the witches, in Macbeth, in my opinion are only there to cause mischief and aid the plays progression. In both, the supernatural is far from a vehicle for evil, but could maybe be considered as a vehicle for catharsis as it helps to express the characters inner thoughts and feelings.

Economic Growth Essay

Economic Growth Essay 1.Executive Summary Economic growth is what every economy tries to achieve for the good of everyone as a whole. Developing, producing more, increased wages, higher levels of education, better and better technologies is what we strive for. But doing all that, does that mean that we are living a better life? Or is it just the ideal of doing better, not really the result that keeps us following the dream of a perfect world. The effects of economic growth are full of positives points such as boost in infrastructures, urban development, higher education, globalisation, creates employment, higher wages for workers, better living standards for the population, and the list can go on and on. But aren’t there any externalities to all of this? There are some of the negative externalities of growing above what the economy can take, reaching the limits where growing is counter-productive. Some of those disadvantages of growth are outlined in this report, such as health problems arising, environmental issues, education issues as well, and how standard of living doesn’t always mean better is getting more. 2.Introduction â€Å"A useful metaphor for production in an economy comes from the kitchen. To create valuable final products, we mix inexpensive ingredients together according to a recipe. The cooking one can do is limited by the supply of ingredients, and most cooking in the economy produces undesirable side effects. If economic growth could be achieved only by doing more and more of the same kind of cooking, we could eventually run out of raw materials and suffer from unacceptable levels of pollution and nuisance. Human history teaches us, however, that economic growth springs from better recipes, not just from more cooking. New recipes generally produce fewer unpleasant effects and generate more economic value per unit of raw material.† (Henderson, D. 2007) This little introduction is a way to say that the more diversified an economy is the fewer side effects it will have to bare. A more sustainable and spread out use of the resources available in the economy. Back in the days countries tend to produce only the essentials for ‘survival’, most part of the economies were set to produce things like food, clothing, and houses. But nowadays, only small parts of economies are used to produce the so called essentials. The reason behind this change is the industrial revolution in the â€Å"late 18th and early 19th centuries when major changes in agriculture, manufacturing and transportation had a profound effect on the socio-economic and cultural conditions in Britain. The changes subsequently spread throughout Europe and North America and eventually the World, a process that continues as industrialisation. The onset of the Industrial Revolution marked a major turning point in human social history, comparable to the invention of farming or the rise of the first city states; almost every aspect of daily life and human society was eventually influenced in some way.† (Wikipedia.com, 22 April 2008) The growth has been so fast that some economies are almost reaching a stall, reaching the maximum. â€Å"On the one hand if we look at specific examples of natural resources (fresh water, ocean fisheries, atmosphere, ecosystem), there is strong evidence that the rates at which we are currently utilizing them are unsustainable.† (Dasgupta, P. 2008) But a major factor can prevent this to happen but it doesn’t mean it’s a good thing; this factor is ecological damages caused by growth. Global warming is one of those constraints that in sooner rather than later will effect on our everyday life and on how we should be monitoring growth. Damages to our environment is not the only problem caused by economic growth, one of the other concerns of every society is whether or not we have reached the limits of human needs as well. What more could we possibly need? Do we have to keep improving on technology; is it for our basic needs or just for pure luxury? People earn more today but doesn’t that mean that we should be better off than 40-50 years ago? Spending on education has become insanely high but are our children learning more today? Husbands and wives both are working full time jobs now to run their families, but 40-50 years ago when usually only the husband was working, weren’t families having a good life? Is growth helping or hurting society as a whole, and thus answering the question is economic growth becoming counter-productive? 3.Economic Growth and Unemployment Economic growth is believed by people to be a good thing because of the jobs it creates and how it helps increase per capita Gross Domestic Product and consumption of society as a whole. But studies in the United States showed, by using the â€Å"Daly-Cobb Index of Sustainable Economic Welfare (taking Gross National Product – environmental costs- extra spending on healthcare, education, commuting and urbanization needed to support growth) concluded that economic wellbeing in the US increased substantially during the 50’s and 60’s, but levelled off at the end of the 70’s and has been in decline since the 80’s.† (Siegel, C. 2006) And also according to ‘Okun’s Law’, for every one percent by which the actual unemployment rate exceeds the normal unemployment rate, real Gross Domestic Product is reduced by 2-3%. The Law outlines the negative relationship between the GDP growth and unemployment. Growth doesn’t always bring along what people usually expect: more work. The ideal growth in order to stop unemployment from rising is a 3% annual growth. (Siegel, C. 2006) So growth as well can be considered counter-productive, in terms of employment for an economy, if it is not properly managed. Unemployment rate won’t just stop because the economy created more jobs and making more money, as outlined by ‘Okun’s Law’. And the economy should have an ideal annual growth of 3% to maintain efficiency. 4.Economic Growth and Standard of Living â€Å"Economic development is sustainable if, relative to its population, a society’s productive base does not shrink.† (Dasgupta, P. 2008) The more you earn in terms of wages, the more you tend to buy. Wages are higher, so consumption tends to be higher as well. Going from bare essentials population tend to buy luxuries than they think they deserve for all the effort they put in at work. This is when the economy becomes more productive, when they are enjoying prosperity. However, ‘prosperity in an economy is not static, over time countries tend to become more or less prosperous. An economic boom may bring a temporary prosperous environment to a country and much greater wealth (in terms of higher wages, products quality, quantity, etc†¦) to its population. Same if there is a depression, the hard work done to improve standard of living may be brushed away’. (Sparknotes.com). A major enhancement of living standards is technology, the better the technology the more growth a country can experience. Technology is directly related to economic growth. To produce more we need more equipment, better quality, which can produce more at lower costs and in smaller time span. Also when a country is growing it tends to use more and more advanced material than it previously used to because of the greater productivity they will help them achieve in order to maintain the growth. Technology hence improves labour production. (That is how the inverse relationship between growth and unemployment rate is created; when economy is growing, unemployment tends to rise as well because now the economy needs fewer workers to perform same job) As far as health is concerned fast-foods and restaurants have become a common everyday routine for people. Cooking at home could be cheaper but why going cheaper when you can afford quicker and simpler, and when you can’t find the time to cook. Thus, to the ‘rescue’ are the restaurants and fast-foods, quicker and sometimes offer more variety as well. But the growth of fast foods and restaurants (but mainly fast-foods) consumption have somewhat caused a fall in health level of society as a whole. Not only food patterns caused this change in health condition but when we add to that the high consumption of cigarettes and the fact that besides work, eat, sleep people don’t have much time of their own, or just don’t want to find time (laziness) to do exercise, societies became less active physically and more obese. For that matter people seemed to think that spending more on health care would help them live longer and better. But now more and more people are realising that exercises and a healthy diet are the keys to a better life. The more spending we make on health care will somehow result in finding cures (hopefully sometimes sooner rather than later) for diseases such as cancer, diabetes, heart problems, aids, etc†¦ but the concern about this is that they are maybe the reverse effect of economic growth. If we think about it (as mentioned above) people are less concerned about their health, what they could prevent now at the beginning is instead ‘postponed’ to later when the need to try and find a solution to fight a health problem is here. Example of that would be obesity- our children are eating more fast foods than it was a case decades ago, they also are doing less exercises. Education of ‘our future’ is important to counter the negative effects of economic growth. ‘A point has been reached where the amount spent on health care is much less important than exercise, diet and other individual actions to improve health’ (Siegel, C. 2006). 5.Economic Growth and Education Education plays an important role on the road to economic growth of an economy. It could vary from education of employees to new technologies to education of the children, the future generation. Literacy is important nowadays anywhere, because it helps communicate easily and if needs be in different languages. And also the sooner the children learn the easier it makes it for them to undertake subsequent learning â€Å"results, obtained after examining information on Dutch school children (in the Netherlands, parents can enroll their children in school from age four), find that increasing enrolment by one month increases the math and language test scores of children from a low socio-economic background or ethnic minorities by .06 standard deviation, while those non-disadvantaged student’s scores remained the same† (Bredt, J., Cycz, C. 2007) The education of the population as a whole is vital for an economy to be prosperous, so providing children with the ‘tools’ to build a better tomorrow is the key for further successes. But that’s the good part of growth, it helps us educate our population but economic growth can also be viewed as detrimental to education, when it comes to children. Growth has created more work for a larger pool of labour, including women and men, mothers and fathers, thus reducing the quality of a traditional family life by much. Parents nowadays have each a job (mainly full-time) resulting in less time devoted to growing children, who most of the times find themselves in day-cares. This lack of family presence affect the children â€Å"emotionally, some of them end up using drugs, become delinquent, suffer from anxiety, depression, and some end up being unsuccessful in school.† (Siegel, C. 2006). Another side effect of growth on education is that now children at school want more than just learning, they want to be entertained to learn. They want teachers to get them hooked on the subject, not just teach them, they don’t want to make that extra effort to learn how to solve a difficulty on their own. They think it is like television or internet, everything is laid in from of them and they just have to sit back and watch. This phenomenon is outlined in a research paper ‘The End of Economic Growth’ by Charles Siegel in 2006. 6.Economic Growth and the Environment For the relationship between growth and environment I am using the example of newly industrialized Eastern-Asian countries. Countries such as Thailand, Hong Kong, Malaysia, Indonesia, and Singapore, for example, have been experiencing enormous growth over the past 20-30 years, lowering the population living under their poverty line by more than 50% and making good economic progresses. But the reverse of the medal is that this region is also among the most highly polluted part of the world with 9 cities in the world’s 15 most polluted cities. Other problems faced by those countries are soil degradation, erosion, coastlines and marine degradation, one of the highest deforestation rates in the world. In this region we can witness the damaging effects of rapid on the local environment. Environment was neglected because growth was viewed as the next essential step to evolution for the region, and now they are trying to â€Å"control pollution rates, make proper use of their forest s, take proper actions, such as tax and standards on further development, improving their methods and recycling.† (Thomas, V., Belt, T. 1997). The developed countries have the same problems and we would tend to think that the developing countries would be more careful when growing, but the ‘temptation’ of getting big and quick just overrides the fulfilment of a healthy environment. The questions here that appeal to us would be; do the other developing nations care enough about the environment, and will they instead of growing big at a faster rate, just slowly (taking into considerations the environment) grow their economies, or will they make the same mistakes? And also there was another point brought forward by Bjorn Lomborg, a Danish statistician, in 2003 which defies economic growth and its effects on the environment. He argues that instead of â€Å"restricting growth, environment decline is best cured by accelerating it†. He pointed out that pollution i n industrialised countries have been cleaned up and air pollution in big cities are better than it was 30 years ago. In a way he is saying that reducing environmental damages is going against economic growth, and that countries will get used to it, and that it is greater at the early stages of industrialisation. Those arguments made by Lomborg in his book, The Skeptical Environmentalist, brought a lot of controversies from world’s leading environmental scientists. So, we can see that ideologies differ from people, and it can also be the case for countries seeking growth. They can accept that environmental damages are the price to pay for a better growth. (Hamilton, C. 2003) 7.Recommendations Economic growth is more enjoyable when it comes with fewer negatives sides as possible, and there are ways to fully benefit from a growth without really impacting on other parts of the country, or even on the population. Some examples would be: Spending less on health services but instead focuses on a healthier way of living, with exercises, healthy diets, proper management of time. People could choose to work fewer hours, giving the chance to raise employment in the economy. Resulting in unemployed population getting a part time job. The whole economy will be able to work more as well, more people to work. Because â€Å"the economy can only grow if people work more or better.† (Mitchell, D. 1996) More people working at fewer hours. By choosing to work less, families also allow themselves more time to spend with their children and giving them a better family life resulting in better educated future. Imposing tax on development, putting severe penalties on pollution that may arise can be another way to put a ‘brake’ to harmful development and a way to promote sustainable development of the economy 8.Conclusion Counter-productivity is the problem that will sooner or later hit every economy, to reduce the impacts it can have some measures need to be taken. Sustainability of the development, which is always bearing in mind that every action can cause a reaction, and efficient use of resources would be a beneficial for future generations. We don’t have the right to be individualistic. Before people didn’t really realize that they could run out of resources at some point, they thought it would be here indefinitely, and we have reached a point now where everything is becoming scarce. Now, we know that our actions will have some effects on future generation; we have this knowledge and need to make the most of it. Protection of the environment we live in, protection of our people, and sustainability of our development.