Essay The Liberation of Aunt Jemima Analysis - 819 Words

Dwayne D. Moore Jr. Women In Visual Culture AD307I Angela Reinoehl Visual/Formal Analysis The Liberation of Aunt Jemima by Betye Saar When we look at this piece, we tend to see the differences in ways a subject can be organized and displayed. This assemblage by Betye Saar shows us how using different pieces of medium can bring about the wholeness of the point of view in which the artist is trying to portray. So in part, this piece speaks about stereotyping and how it is seen through the eyes of an artist. At 1st glance this piece does look like a photograph, even a painting, but this series is a work of mixed-media layered one on top of the other in a box. Yet this assemblage of random found objects, with the artists†¦show more content†¦By doing this, Saar dramatically changes the viewers perspective of the piece, and utterly alters the image. This could mean several things, she could be depicting the fact that this woman is expressing that she will go to war for her race, and does not care about what questions arise about her and her beliefs. Saar, now draws us to the outermost part of the assemblage. Here we see a completely different depiction of Aunt Jemima. This Jemima stands holding a white child on one of her hips, with a smile that can kill you on her face-- or a dont mess with me smile. She is also depicted standing behind a white picket fence with a white sheet draped over it. This could be seen as something that can be defined as complex, based on how the viewer depicts it. Going forward, the sheet is almost obsolete, due to a brown fist raised in the black power salute. This gives us a sense that Aunt Jemima is transformed from a negative stereotype, to an independent, assertive, strong individual human being. Saar has given us the sense that she has seized control of this piece to define identity. She is also holstering this pistol, which also shows the viewer that she will fight for what she believes in. As a â€Å"Mammy† its seen by the white population that she has nothing worth fighting for, but a s we can see, the white child she is bearing helps ease the role of Motherhood and Nurturer. She takes it a step further by giving everyone ample timeShow MoreRelatedComparing Beale Street Blues And No Easy Rider By Palmer Hayden1261 Words   |  6 Pagesthis African American s household. Both artworks are displaying good times despite to tough times of life in that era for blacks. In comparison both paintings demonstrates the positive effects of music in the African American community. Formal Analysis: Both pieces use actual lines to define the space in the artwork. In â€Å"Beale Street Blues† Hayden uses vivid colors to capture the energy and lively hood of Beale Street. Yet the background colors in both paintings are grayish with highlights ofRead More15. . . . . Womanism Vs Feminism . Tessa King. Evans High4725 Words   |  19 Pagescommunity period and in a way it kind of paralyzes the thought process of the people. Also, religion never justified that African American women even had an important place in society. â€Å"Dehumanized and demeaned as hyper-sexual Jezebels or asexual Aunt Jemimas, black women have always been considered less human, and less moral than a ‘good’ Christian white woman---the gold standard for femininity, morality, and Eurocentric beauty ideals. Thus, being tacitly religious is almost a litmus test for being

Looking Back By John Steinbeck - 2124 Words

For most writers, including John Steinbeck, writing is a talent, a passion, and a lifestyle. More often than not, the experiences and memories that one undergoes as he or she grows up become the basis and storyline of their fiction writing. Looking back, John Steinbeck left behind a legacy through his writings such as Of Mice and Men, The Red Pony, and The Pearl, each with a special touch of his personal life and embedded moral lessons. John Steinbeck was born on February 27, 1902, in Salinas, California. He was the only son, with two older sisters and one younger sister. At birth, John was physically distorted due to complications in the delivery process. Becoming self-conscious of his looks and personality, Steinbeck loved to be alone, play in the woods, or was often found locked away in his room reading books. In fact, one of Steinbeck’s earliest memories was â€Å"of sitting with his mother in the parlour while she taught him to read† (Parini 27). Soon after John enrolled in primary school, his teacher realized that, as a student, he was ahead of his classmates in reading and writing. Steinbeck attended Salinas High School, and due to the size of the school, he was forced to participate in activities such as football, basketball, and yearbook. In addition, with the United States at war, Steinbeck was named junior officer of a student training corps, preparing himself and others his age for enlistment. All in all, Steinbeck was successful in academics, especiallyShow MoreRelatedThe Grapes Of Wrath And Of Mice And Men1644 Words   |  7 PagesJarvis Johnson Research Paper John Steinbeck is an American author of 27 books, widely known for award winning novels, The Grapes of Wrath and Of Mice and Men; Steinbeck is also a Nobel Prize winning of Literature. 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Steinbeck uses several literary elements to help relate the story to the reader. In The Grapes of Wrath, as in his other works, Steinbeck relies on the use of symbolism to strengthen and enhance the plot. By far, the mostRead MoreAmerica Is Home To Many Great Writers Whom Come Different1709 Words   |  7 PagesAmerica is home to many great writers whom come different backgrounds. American authors like John Steinbeck who add biographical elements into their pieces of writing. John Steinbeck, one of the most honorable authors of time, is known for receiving Nobel Prize, California commonwealth club medal, Pulitzer Prize, and other great accomplishments towards publishing sixteen novels. Steinbeck’s realist style of writing and life experiences impacting his life show the reader he’s been through a lot inRead MoreSteinbeck’s Quest for Friendship, Dreams, and Personality in Of Mice and Men1742 Words   |  7 Pagestraveled together everywhere they went. 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Steinbeck states ‘You do bad things and I got to get you out’. PreviouslyRead MoreCharacter Analysis the Chrysanthemums1220 Wor ds   |  5 PagesApril 15, 2013 Paper 1 Character Analysis â€Å"The Chrysanthemums† by John Steinbeck John Steinbeck was born in 1902 and lived during what is said to be the most troubled time in American history. Steinbeck was alive during the Dust Bowl paired with the Great Depression, which is believed to be the reason for his almost melancholiac tone in some of his works but he seemed a very diverse writer. Along with â€Å"The Chrysanthemums†, Steinbeck is the author of the well-known and famous novel turned movie TheRead More Truths Exposed in John Steinbecks Of Mice and Men Essay1045 Words   |  5 PagesTruths Exposed in Of Mice and Men  Ã‚        Ã‚   John Steinbecks timeless novel Of Mice and Men is a somewhat controversial story of the hardships of life. To illustrate these hardships, Steinbeck takes the reader back to an era of bankruptcies, migrant workers, and drifters. Today, this time, the 1930s, is branded the Great Depression. The quest of George and Lennie, two migrant workers, is an example of the dilemma of thousands of homeless and unemployed men in America during the Great Depression

Rresearch Paper on Corporate Social Responsibility free essay sample

Corporate Social Responsibility Ronald Bellamy MBA 6001-10F-S5A11-S3 Professor: Dr. Marie Gould June 18, 2011 In a 1970 Times Magazine article, economist Milton Friedman argued that businesses’ sole purpose is to generate profit for shareholders. Friedman maintained that companies that chose to adopt â€Å"responsible† attitudes would be faced with more binding constraints than companies that did not take a socially responsible position, rendering them less competitive. Unfortunately, not everyone accepted Friedman’s view on social responsibility. In 1979, Quaker Oats president, Kenneth Mason stated, â€Å"Friedman’s profits-are-everything philosophy are a dreary and demeaning view of the role of business and business leaders in our society. Making a profit is no more the purpose of a corporation than getting enough to eat is the purpose of life. Getting enough to eat is a requirement of life; life’s purpose†¦likewise with business and profit (Makower, 2006). † The purpose of this paper is to weigh the pros and cons of social responsibility in today’s global economy. Corporate Responsibility Defined Corporate Responsibility is a manager’s or corporation’s duty or obligation to make decisions that nurture, protect, enhance, and promote the welfare and well-being of stakeholders and society as a whole (Jones, G. , 2010, pg. 200). Stakeholders are important in reference to corporate social responsibility because stakeholders are people who have an interest, claim, or stake in an organization, in what it does, and how well it performs. It can easily be said that social responsibility is the â€Å"do the right thing† of business. There are four different approaches that corporations can take in reference to social responsibility: Obstructionist Approach where managers choose not to behave in a socially responsible manner. As a result, they behave unethically and illegally and do everything in their ability to prevent outsiders and stakeholders and other organizations from finding out about their behavior (Jones, G. , 2010). Prior to the enforcement by the Surgeon General of the United States, cigarettes manufacturers, i. e. , Philip Morris, took an obstructionist approach. Cigarette manufacturers had full knowledge that the nicotine in cigarettes was harmful to the lungs and refrained from informing the public. Defensive approach is when managers and corporations have at least a commitment to ethical behavior. When managers take a defensive approach to social responsibility, they ensure that they abide by all laws; but, they make not attempt to exercise social responsibility beyond they legal requirements. In the defensive approach managers also ensure that their employees behave ethically and do not harm others. Yet, these same managers always put the claims and interest of the stakeholders first—even if it is at the expense of other stakeholders (Jones, G. , 2010, pg. 201). Again, the cigarette manufacturers are a good example of taking a defensive approach. After it was mandated that the public be warned (legal requirement), the cigarette manufacturers placed the following warning: Warning: smoking causes lung cancer, heart disease, emphysema, and may complicate pregnancy. The manufacturers at this point had met the legal requirement; but, absolutely did nothing else, i. . , setting up a fund for patients with lung cancer or funding programs to prevent teen smoking. Accommodative approach is basically the acknowledgement of the need to support social responsibility. Managers using this approach realize that the organization should act in a socially responsible manner and should behave legally and ethically. The accommodative manager does his best to balance the interest of differen t stakeholders against one another in order to insure the claims of stakeholders and seen in relation to the claims of other stakeholders (Jones, G. 2011, pg. 202). In these organizations, when managers have a problem they implement a social responsibility strategy in which the company chooses to accept responsibility for the problem and do everything in their power to solve the problem in a manner that meets the expectations of society and stakeholders as a whole. Proactive approach is the approach where corporations and managers fully embrace the need to behave in a socially responsible manner. Managers take a collaborative approach to ensuring that they behave ethically and legally at all times. To ensure the corporation is socially responsible, they are willing to use corporate resources to promote the interest of stockholders while simultaneously supporting the claims of stakeholders. The perfect example of proactive social responsibility happened on September 1992 when Saturn found a fault in 1,696 of its new cars. An article in the Seattle Times stated, â€Å"A crush on 1,696 new cars: A new GM Saturn car sits in a crusher, while others are lined up at the Saturn plant in Spring Hill, TN. A faulty coolant that included a corrosive was discovered in the cars, and Saturn Corporation officials decided to crush all 1,696 of them to make sure no faulty models or parts got into the marketplace† (Seattle Times, 1992). It is totally up to a corporation which approach they would like to take towards socially responsibility; but, in today’s competitive global business environment, social responsibility and looking out for the interests of stockholders and stakeholders play an integral part in the success of a corporation. According to John R. Schermerhorn, Jr. , the four approaches to social responsibility and the stakeholders affected can be easily defined as (Schermerhorn, Jr. , 2010): †¢ Proactive strategy—take leadership in social initiatives, meet economic, legal, ethical, and discretionary responsibilities. †¢ Accommodative strategy—do minimum ethically required and meet economic, legal, and ethical responsibilities. †¢ Defensive Strategy-do minimum legally required and meet economic and legal responsibilities †¢ Obstructionist Strategy—fight social demands and meet economic responsibilities Stakeholders Affected by Social Responsibility Stakeholders are the people who have an interest, claim, or stake in the organization, in what it does, and how well it performs (Jones, G. , 2010, pg. 28). There are two man groups of stakeholders—inside and outside stakeholders. According to Gareth Jones, â€Å"inside stakeholders are the people who are closest to an organization and have the strongest or most direct claim on organizational resources, i. e. , shareholders, managers, and the workforce. Outside stakeholders are people who do not own the organization, are not employed by it, but do have some claim or interest in it. Customers, suppliers, the government trade unions, local communities, and the general public are types of stakeholders (Jones, G. , 2010, pgs. 28-30). Rethinking Social Responsibility In October 2002, a debate occurred between Milton Friedman (currently a senior researcher at the Hoover Institution and a Distinguished Service Professor Emeritus of Economics at the University of Chicago), John Mackey (CEO Whole Foods), and T. J. Rodgers (founder and CEO of Cypress Semiconductors). Friedman strongly believed that businessmen practicing social responsibility are products of pure and unadulterated socialism. In his mind, businessmen who focus their actions on being socially responsible were, â€Å"unwitting puppets of the intellectual forces that have been undermining the basis of a free society for decades (Friedman, Mackey, Rodgers, 1992). During the debate, John Mackey strongly disagreed with the ideas of Friedman concept that the only social responsibility a law abiding business has is to maximize profits for its share holders. Mackey stated during his argument, â€Å"I strongly disagree. Im a businessman and a free market libertarian, but I believe that the enlightened corporation should try to create value for all of its constituencies. From an investors perspective, the purpose of the business is to maximize profits. But thats not the purpose for other stakeholders-for customers, employees, suppliers, and the community†¦ Not that were only concerned with customers. At Whole Foods, we measure our success by how much value we can create for all six of our most important stakeholders: customers, team members (employees), investors, vendors, communities, and the environment† (Friedman, Mackey, Rodgers, 1992). Mackey was a firm believer that there was no magic formula to calculate the value each stakeholder should receive from a corporation; but, he felt it was a dynamic process and that no stakeholder remains satisfied for long. Mackey’s opinion was that the function of company leadership was to develop solutions that continually for the common good. T. J. Rodgers, who was dubbed one of America’s toughest bosses by Fortune Magazine, argued that corporations add far more to society by maximizing â€Å"long-term shareholder value† than they do by donating time and money to charity (Friedman, Mackey, Rodgers, 1992). Is Corporate Social Responsibility Responsible? In 2006, an article in Forbes debated over whether corporate social responsibility was really responsible. According to the article, the concept of corporate social responsibility deserves to be challenged. Why? Because some people strongly feel that political correctness has slowly obstructed the way business is done. According to the author of the article, Betsy Adkins, â€Å"the corporation’s goal is to act on behalf of the owners. The company’s owners—its shareholders—can certainly donate their own assets to charities that promote causes they believe in. They can buy hybrid cars to cut back on fossil fuel consumption or support organizations that train the hard-core unemployed; but, it would be irresponsible for the management and directors of a company, whose stock these investors purchased, to deploy corporate assets for social causes† (Atkins, 2006). The bottom-line-up-front, Ms. Atkins feels that corporations should act socially responsible; but, not at the cost of the investors. Investors pay for profit and not social responsibility. Everyone does not feel like Ms. Atkins. There are corporations like Saturn who are willing to take a loss to ensure they are socially responsible. Saturn lost millions of dollars; but, publically crushing the cars and letting society know the reason they were being crushed saved the corporations image with the public. Current and Past Issues in Social Responsibility In 2010, Penn Olson, an Asian Corporation, made a list of the top ten most socially responsible corporations. Listed below are the top five and the reasons they are considered the most socially responsible: Vodafone was listed as number one because of its promise to cut down their carbon dioxide emissions in half by 2020 by improving the energy efficiency of its global mobile phone networks. The company further pledged to recycle 95% of network equipment waste and reduce work-related accidents. Most importantly, Vodafone is the leading business in producing socially responsible pr4oducts such as â€Å"text –to-speech† software for blind people and user friendly handsets for the elderly (Noam, 2010). The Body Shop was number two because it is considered one of the pioneers of social responsibility. In 1985, the corporation worked with Greenpeace and obtained more than 4,000,000 signatures against animal testing in the European Union. The Body Shop’s founder, Anita Roddick, places great emphasis on the environment, animal rights, and human rights (Noam, 2010). Starbucks Coffee has always been known for being socially responsible. Starbucks came in third place for most socially responsible companies. Starbucks has been steadfast in their goal to green coffee and supported Ethos Water. Ethos water is a corporation that provides clean potable water to billions of people who otherwise would not have safe drinking water. Ben Jerry’s Ice Cream notably came in fourth place. For years the company has been known for giving back to the community. One of the most amazing aspects of Ben Jerry is their promise to link their prosperity between the corporation, its employees, and the local community. From the time when the corporation was founded, the two brothers have donated 75% of their pretax profits to charitable organizations (Noam, 2010). HSBC Holdings came in fifth place for being socially responsible. HSBC is known for providing small businesses with sustainability insurance options and developing an index for climate change (Noam, 2010). Furthermore, the corporation partnerships with other financial institutions to promote affordable home ownership. Arguments Against and for Corporate Social Responsibility According to Schermerhorn, there are several arguments against social responsibility. Most importantly, as Friedman thought, it reduces business profits; increases business cost, dilutes the purpose of doing business—which is to make a profit, and causes lack of public accountability. In favor of social responsibility Schermerhorn finds that it adds long-run profit, improves the corporation’s public image, helps avoid the need for government regulation and intervention into corporate business policies, and finally provides business with resources and ethical obligations. In conclusion, in today’s society most business people agree that the ethical and moral way to conduct business is for corporations to be socially responsible. If corporate America took the stand of Friedman, they would believe totally opposite. Corporations must do what their finances and budget can handle. On the norm, lack of social responsibility results in loss of revenue and valued customers and suppliers. As stated in the introductory paragraph, Friedman though corporate social responsibility was the end to free enterprise. The decision to practice corporate social responsibility will ultimately be up to the corporation. The corporations will have to decide whether they are in pursuit of profit or in pursuit of acceptance by society for being socially responsible. As always, there will continue to be companies who strive for the pure love of money (profit). There will be those who also will consistently never place profit before society as a whole. The individuals who are in search of the almighty dollar at any cost—even at the cost of being socially responsible will always be around too. Those people will believe the pursuit of profit only is wicked. In believing so they will be firm believers of Friedman statement, â€Å"The shortsightedness is also exemplified in speeches by businessmen on social responsibility. This may gain them kudos in the short run. But it helps to strengthen the already too prevalent view that the pursuit of profits is wicked and immoral and must be curbed and controlled by external forces. Once this view is adopted, the external forces that curb the market will not be the social consciences, however highly developed, of the pontificating executives; it will be the iron fist of Government bureaucrats† (Friedman, 1970). Works Cited Atkins, Betsy (2006). Is Corporate Social Responsibility Responsible?. Forbes. , retrieved from web May 17, 2011 from https://forbes. com/2006/11/06/leadership-philanthropy. Friedman, Milton (1970). The Social Responsibility of Business is to Increase Profits. , The New York Times Magazine. , The New York Times Company Mackey, John ((2005). Rethinking the Social Responsibility of Business. , Reason Magazine. , retrieved from web May 15, 2011 from http://reason. com/archives/2005/10/01/rethinking-the-social-responsibility. Makower, Joel (2006). Milton Friedman and the Social Responsibility of Business. , retrieved from web on May 17, 2011 from http://www. worldchanging. com/archives/005373. html Schermerhorn, Jr. , John R. (2005). Management, 8th Edition: Valparaiso, In. , John Wiley Sons, Inv. Seattle Times (1992). A Crush on 1696 New Cars. , retrieved from web on May 29, 2011 from http://community. seattletimes. nwsource. com. Hizan (2010). 5 Socially Responsible Companies: Penn Olson Asian Tech. , retrieved from web From www. penn_olson. com/2010/08/03/socially-responsible-companies.

Review of Related Literature Essay Example

Review of Related Literature Essay REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Related Literature Computerized Enrollment Sytem This proposal also tells us how automation and computer software greatly accelerate human technological processes and advancement. A software development and IT service firm implemented its catalyst in Governor Andres Pascual College was integrated web platform to provide content management, transaction processing, marketing and interactive community functions to the two rice schools. The content management tools of the Jones school staff edits update or add to the volume of curriculum and event information without calling for technical assistance. It simply cut and paste document into the content management system for consisting and publish to the web in the school. The study focuses on creating computerize inventory system for the Jones school. REVIEW OF THE RELATED LITERATURE AND THE STUDY This chapter presents the different literature and studies that are related and relevant to this research. We will write a custom essay sample on Review of Related Literature specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Review of Related Literature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Review of Related Literature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This chapter also tells us how automation and computer software greatly accelerate human technological processes and advancement. Foreign Literature India’s higher education system is the third largest in the world, after China and United State. The main governing body at tertiary level is the University Grants Commission. Which enforces its standards, advises the government, and help coordinate between the center and the state? Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. As of 2009, India has 2 central university 215 state universities, 100 deemed universities, 5 institutions established and functioning under the state act, and 13 institutes which are of national importance. Other institutions include 16000 colleges, including 1800 exclusive women’s colleges, functioning under these universities and institutions. A software development and IT service firm implemented its catalyst in Governor Andres Pascual College was integrated web platform to provide content management, transaction processing, marketing and interactive community functions to the two rice schools. Catalyst  delivers on the Jones Schools two primary criteria for selecting web-based platform simplifying content management, and enabling user’s response to information such as event RSVP and course registration. The content management tools let the Jones school staff edits update or add to the volume of curriculum and event information without calling for technical assistance. They simply cut and paste document into the content management system audit for consisting and publish to the web. The schools diverse audiences, which include MBAs executive Mb As executive education participants, and alumni, now receive prompt notifications of news

Christoper Jones essays

Christoper Jones essays Some challenges the English faced in settling Virginia were challenges like disease and death because of the location of the colony, challenges involving leaders because there were no real leaders and there were arguments over trivial things, and challenges involving work being done because none of the settlers had ever done any hard work in their lives. Even though North America was a difficult, dangerous place for both the Spanish and the English, they still wanted to settle there because it offered economic strengthening opportunities, a possible trade post or route, and it provided a safe haven for people escaping religious persecution. (a) New England Colonies four English colonies in the northeastern U.S. that included Massachusetts, New Hampshire, Connecticut, and Rhode Island (b) Puritan person who favored the purification of Englands Anglican Church (c) Persecute to oppress someone because of his or her beliefs (d) Pilgrim one of the group of English separatists who established Plymouth (e) Mayflower Compact agreement in which settlers of Plymouth Colony agreed to obey their governments laws (f) Great Migration migration of English settlers to Massachusetts Bay Colony beginning in the 1630s (g) Religious Tolerance idea that people of different religions should live in peace (h) Salem Witch Trials the prosecution and execution of twenty women and men for witchcraft in Massachusetts in 1692 (i) Sachem a Native American leader (j) Pequot War war between English settlers and Pequot Indians in 1637 (k) King Philips War war, beginning in1675, betwee ...

Simple Dépêcher (to Hurry) Conjugations in French

Simple Dà ©pà ªcher (to Hurry) Conjugations in French How would you say hurry up in French? One way is to use a conjugate of the verb  dà ©pà ªcher. For example, you can use dà ©pà ªche toi for a single person and dà ©pà ªchons vous for multiple people. That is just one very simple conjugation of the French verb. There are many others that you will want to know in order to use  dà ©pà ªcher  beyond a quick command. A short lesson will run you through the most common forms. Conjugating the French Verb  Dà ©pà ªcher Dà ©pà ªcher  is a  regular -ER  verb  and that makes the conjugations a little easier to remember. This is particularly true if you have already studied similar words like  demander  (to ask) or  dà ©cider  (to decide). Thats because they share the same infinitive verb endings. Before you can add an ending to  dà ©pà ªcher, we must identify the verb stem:  dà ©pà ªch-. To this, the endings are added to  match the subject pronoun with the appropriate tense. For example, I am hurrying is je dà ©pà ªche while we will hurry is nous dà ©pà ªcherons. Subject Present Future Imperfect je dpche dpcherai dpchais tu dpches dpcheras dpchais il dpche dpchera dpchait nous dpchons dpcherons dpchions vous dpchez dpcherez dpchiez ils dpchent dpcheront dpchaient The Present Participle of  Dà ©pà ªcher Adding -ant  to the verb stem of  dà ©pà ªcher  gives you the  present participle  dà ©pà ªchant. Its helpful beyond the verb usage and can also be an adjective, gerund, or noun. The Past Participle and Passà © Composà © Another way to express the past tense hurried is with the  passà © composà ©. To construct this, attach  the  past participle  dà ©pà ªchà ©Ã‚  to the appropriate conjugate of  avoir, the  auxiliary verb. As an example, I hurried is jai dà ©pà ªchà © and we hurried is nous avons dà ©pà ªchà ©. Notice how  ai  and  avons  are conjugates of  avoir  and that the past participle remains unchanged. More Simple  Dà ©pà ªcher  Conjugations to Know When the action of hurrying is in question or uncertain, you might use the subjunctive verb mood. In a similar fashion, the conditional form implies that the hurrying will only happen  if  something else occurs. The passà © simple is a common literary form of  dà ©pà ªcher  and its likely you wont use it yourself. The same can be said for the imperfect subjunctive, however being able to recognize these is a good idea. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dpche dpcherais dpchai dpchasse tu dpches dpcherais dpchas dpchasses il dpche dpcherait dpcha dpcht nous dpchions dpcherions dpchmes dpchassions vous dpchiez dpcheriez dpchtes dpchassiez ils dpchent dpcheraient dpchrent dpchassent The imperative forms of  dà ©pà ªcher  are those short commands like, Hurry up! When using these, formality is dropped, so you can skip the subject pronoun: use dà ©pà ªchons rather than nous dà ©pà ªchons. Imperative (tu) dpche (nous) dpchons (vous) dpchons

Discuss the notion of age or generational differences with reference Essay

Discuss the notion of age or generational differences with reference to certain characters in A&P - Essay Example Sammy Sammy, who assumes the role of narrator of A & P, is a thoughtful young lad who has keen interest in the members from opposite gender. He keeps a robust sense of observation. Sammy observes his surroundings and takes notice of the physical appearance of the girls that visit the A & P store. Sammy studies the texture as well as the designs of the bathing outfits of girls along with their suits’ tan lines. His observations are not limited to the surface. Along with the patterns of their outfits, Sammy also makes judgments about the pattern of their everyday life, specially Queenie, who appears to be the leading lady. While examining Queenie’s body, Sammy observes the strap of her bra dangling. This both arises sexual sensation in him as well as gives him clues about the lifestyle of Queenie. Sammy gains an assumed insight into Queenie’s social life through her speech. This further clarifies her image in front of him and defines it in detail. His undue ogling of the girls speaks of Sammy’s own chauvinism, weaknesses and youthful immaturity. His immaturity can be estimated from the fact that lost in the world of lust, Sammy forgets about the ethics of professional life and becomes ignorant towards other customers in comparison to the girls. Sammy calls the other A & P customers as â€Å"houseslaves† and â€Å"sheep†. His immaturity can fundamentally be attributed to the fact that he is a bachelor. His coworkers like Stokesie also take interest in the girls, but their interest is far different than that of Sammy. They have a natural inclination towards and attraction for such an overt expression of sexuality particularly when it comes from the opposite gender. However, unlike Sammy, Stokesie talks about the girls only sarcastically and his attraction for the girls is only apparent. This may be because Stokesie is an aged and married man while Sammy is a young unmarried man. Sammy’s argument with Lengel has no ro le in building his relationship with Queenie and it is rationale to assume that he knows this as well. Despite that, Sammy takes stand for Queenie to such an extent that he looses his fundamental source of income and for what? Nothing, but lust! Only after he has done the act, Sammy realizes what he has done to his life. Sammy narrates, â€Å"†¦my stomach kind of fell as I felt how hard the world was going to be to me hereafter† (Updike). This clearly speaks of the fact that young girls’ mere expression of sexuality is enough to cause young and immature bachelors to make life changing decisions for no practical reason. Queenie: Queenie is a young girl who knows that her sensual expression impacts boys. She is in a phase of constant experimentation in which she tests the limits to which exposure can be allowed by the opposite gender in public. She has assumed that boys would not mind her showing up in a bathing suit. According to her assumptions, her sensual messag e is too strong and appealing for boys to condemn it. Perhaps, she gains a sense of independence from this. Embarrassment arises from lack of expectation. Queenie essentially does not expect any male to stop her from her expression of sexuality, though in her assumption, she is being ignorant of the fact that all males are not young, and have more important preferences in life than falling prey to the appeal of young

Hate Speech Summary Essay Example | Topics and Well Written Essays - 500 words

Hate Speech Summary - Essay Example However, there are those who say that speech should be restricted if it encourages hatred or prejudice against someone of a different race, sex, religious group, or sexual orientation. One example that the article uses is that of the University of Michigan in Ann Arbor from 1987. Racist fliers were distributed that used foul language such as saucer lips, porch monkeys, and jigaboos. Many universities responded to this outrage by banning hate speech through the use of speech codes. The reasoning for this is that hate speech may encourage people to go out and attack certain individuals based on their ethnic or religious background. The article uses statistics to prove that the number of hate groups is on the rise in the U.S. Some of the major groups that it mentions include the Ku Klux Klan, neo-Nazis, and the Nation of Islam. The problem with acting against these hate speech groups is that it would be a violation of their First Amendment rights, which protects them from prosecution fo r any words that they might say about another group of people. In my opinion, banning people from freedom of speech opens up a whole can of worms. This is because once you ban one group from speaking out, it would only seem fair to ban the next one, and the next one, and so on. Also, the matter of who is the authority to decide what type of speech is allowed and what type of speech is not allowed becomes a dividing issue. In fact, cracking down on hate speech could result in an increase of even more hate speech; this is one outcome that those who champion restricting hate speech would not want to see. I agree with the views of David Cole, a law professor at Georgetown University in Washington D.C., who says that the restriction of hate speech would only take away the rights of one particular group only to give even more rights to another. This would be biased because it would be treated

Tuesdays with Morrie Paper Essay Example for Free

Tuesdays with Morrie Paper Essay Tuesdays with Morrie is a classic piece of literature that depicts an atypical student-teacher relationship. An unusual twist of fate takes the student and this book’s author, Mitch Albom, to once again cross the path of his college professor, whose terminal illness brings both of them to compose their final thesis.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrie Schwartz started out as Mitch’s sociology professor back in Brandeis University, Massachusetts.   Mitch could be described as the typical college student who hid beneath his tough impression in order to compensate for his being a year younger to be a freshman. Mitch was a good student and in the long run, despite his initial impression of Morrie, took to the professor’s classes and belief that educating was experience over theory. With their classroom and one-on-one discussions coupled with the number of sociology classes that Mitch took under Morrie, the professor finally encouraged Mitch to write an honors thesis, a year-long task which Mitch proudly submitted to is teacher by spring of that year.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sixteen years after, life has drastically changed for both of them. Mitch became the career-chasing sports journalist, a job he had traded for his dream to become a piano player. Morrie, on the other hand, had been diagnosed with amyotrophic lateral sclerosis (ALS), a brutal illness of the neurological system. It was a typical night in the life of Mitch, as he was changing channels when he heard the once familiar Morrie Schwartz named in one of the popular nighttime shows on television. It featured his old professor, now stricken with the illness, and all their memories back in college came rolling back to him, including the promise he made during graduation that he would keep in touch with his once favored teacher, one that he never fulfilled.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Back on campus, the relationship of Morrie and Mitch’s as professor and student proved promising. One was a very dedicated teacher, the other, a willing student. Their initial acquaintance was concluded with Morrie hoping that one day, Mitch, as many of his friends called him, would also be his friend.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With most of our generation being in school at one time or another, it would be a truthful observation to say that the relationship between Morrie and Mitch is not the typical teacher-student relationship that we know of. In this time and day, students come and go, and seldom do teachers have the steadfast dedication that Morrie maintained to leave a lasting impression on his students. Although their relationship started out in academics, it eventually developed into a friendship where the old professor became a mentor of life to the young student. They sometimes sat together to eat, had lively discussions about human relationships, and through all these Mitch had agreed to become the player of Morrie, whom he started to call â€Å"Coach.† Despite the need to make up for lost time, the time they met once again, and the Tuesdays after that defined a relationship that was unquestionably one that naturally became a continuation of the friendship they once had.   That reunion after 16 years marked a renewed beginning of a deeper relationship between the two. Both had agreed to meet on Tuesdays immediately after making the pact that the remaining days of Morrie would be devoted to the composition of the â€Å"literature of death.† This would discuss what Mitch pertained to as the issues of his generation such as death, fear, aging, greed, marriage, family, society, forgiveness and a meaningful life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The tape recorded topics of the â€Å"Tuesday people† started with a discussion about the world. Morrie described it as a world where dreams were traded for bigger paychecks, something which Mitch was very guilty of. The culture that the world has generally does not make people feel good about themselves. Morrie suggests that if this is what culture sells you, then you don’t have to buy it. But because of the daily exposure of people to these ads and their promises of beauty, fame, or fortune, they are lured to thinking that being themselves is not enough. As such, each day they fall prey to this very culture that promulgates that what is trendy is equivalent to â€Å"normal.† In the long run, people walk around leading meaningless lives, busy doing things they believe to be important. In their desperation to put meaning in their lives, they chase the wrong things. After chasing these wrong things and end up finding out that they too, are empty, they keep running. And unfortunately this goes on until the day they leave this world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Each morning that Morrie wakes up and feels sorry for himself, he cries for a few minutes and then moves on, deciding that wallowing in self-pity would not be the way he wanted to live his remaining days. This is what he calls detachment, learning to let go after feeling the moment. Dying is about accepting it as a natural phenomenon in this world. Humans should not be thinking that they are above nature but rather, a part of it. As one of Morrie’s favorite stories said, the wave is not going to crash into the shore and die. Instead, it had to remind itself that it was part of the ocean.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When asked about the regrets he had in life, Morrie simply said that it is about vanity and pride. He regretted losing a friendship because of pride. This is where the topic on forgiveness comes in learning to forgive yourself, and then forgiving others before you die. Most important of all, despite his impending death, Morrie faced it with the acceptance of a child. Instead of letting the terminal illness disintegrate his spirit, he enjoyed his dependency on other people as a baby would on a nurturing mother. Ironically, awaiting his death ultimately served as their biggest lesson about living. As Morrie put it, â€Å"once you learn how to die, you learn how to live.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Topics in their Tuesday sessions dwelled on the importance of love, spirituality, responsibility and awareness. Morrie pointed out that the most important thing in life is learning how to give out love and letting it come in. Quoting his favorite poet, Auden, Morrie frequently told Mitch, love each other or perish. Over and over throughout the book, Morrie emphasized the importance of love and that it would be the only way for your memory to be alive when you’re gone. If the people you leave will remember that feeling, even if you die, you will never really go away. Although death puts an end to life, it doesn’t end a relationship. The only reason people wished to stay young, as the professor said, was because they never had satisfied and fulfilled lives. It is only when one was able to find meaning in life that they were able to move forward and look forward to their destiny.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What Morrie wanted Mitch to learn was to live a life that was devoted to loving others, the community around you, and being able to create something that gave you meaning and purpose. After loving others, one needs to be able to love the community they live in. Even if every society has its own problems, Morrie proposes that the answer is not about running away but about creating your own culture and embracing your community like your own family. Morrie taught about investing in the human family, in people, by building a community of those you love and those who love you. Showing off to people above you is futile because they will always be looking down on you while showing off to those in the bottom will only cause them to envy you. Status, according to Morrie, gets you nowhere. As the professor once exclaimed, there was nothing wrong with being number two. Who cares?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other important values during the final days of Morrie were about being compassionate and taking responsibility for each other. He rationalized that the world would be a better place if people had learned these basic lessons in life: regrets, acceptance of death as part of nature, the importance of family, showing emotions, love, and forgiveness. In fact, when Mitch asked Morrie how he wanted to spend his â€Å"last day† on earth, it was neither about being able to experience the exotic nor being a VIP. Surprisingly, it was just about getting in touch with nature, with the people he loved, and enjoying the simple things that truly mattered in life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among all the things that Mitch has learned from Morrie during his final days, it is the importance of love that proved very essential for me. Even if one had all the riches in the world, clichà © as it may sound, material satisfaction is never enough. Morrie in his final days, as he was stripped of his independence, had learned to be more alive in giving himself, his ideas, to those who wished to hear him out—family, meditation teachers, discussion groups, old students, and friends. He had found more meaning in being able to listen to the problems of other people and contributing in whatever way he can to its solution. He had achieved what he had aspired for in life by having his loved ones surround him in death, rather than hearing of praises when he was on the grave. Morrie imparted the basic idea that indeed, death was not the end of a relationship.   Death was just a phenomenon of nature that we had to understand, that life was not about what society dictated. Life was about living in the moment, being happy with the simple things in life. Not running after the next job, or the next big thing. Paycheck was never in Morrie’s equation of living a happy life. A meaningful life was more about being in touch with those you love, and manifesting that love through affection and uninhibited communication.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As life comes to an end, you only cared about the legacy you leave in this world. How far has your influence gone? Have you told people you cared about that you loved them? Do you want to leave with regrets? Seemingly mediocre to many, these are questions that Morrie challenges us with. As we are posed with these questions, Morrie leaves us the inspiration that we ought to deal with life as if we were dancing with it. Dance with all your heart, with all your might, as if nobody’s looking. If Morrie Schwartz only had the chance, he would have danced his life away, until his last step, until his final breath.

The Vietnamese American 1.5 generation Stories of war, Revolution, Flig

When we talk about the Vietnamese, most people will think them as refugees because of their history. The book â€Å"The Vietnamese American 1.5 generation Stories of war, Revolution, Flight, and New Beginnings† by Sucheng Chan described the history of Vietnam; the Vietnamese refugees’ experiences and sufferings they had gone through while on boat to go out of Vietnam, and their settlements outside of Vietnam. The Vietnamese as refugees who had gone through many hardships while escaping to other countries. Vietnam had to fight for its independence from Japan and French. It made them suffered more when they had to fight against their own people during the Civil War. By trying to declare its independence, Ho Chi Minh started the revolution in the North to fight with invaders, and fought with the South people who was supported by the United States to finally took over the South and make Vietnam a Communist state; this civil war caused many Vietnamese suffered because they h ad to fight with their own people in the war and became the refugees to leave Vietnam to seek for freedoms after the Fall of Saigon. The book is divided into two sections. The first section is about the history of Vietnam and the Vietnamese refugees’ experiences and different reasons they travel to America or other countries. In the early time of the history, Vietnam was influenced by China that the emperor was in control of ruling the dynasties. The French went to Vietnam in 1614 to try to colonize and cultivate the Vietnamese to promote Catholicism. French forced Vietnam to sign The Treaty of Saigon in 1862 to cede Saigon to French. Under French’s control and suppression, the Vietnamese wanted to start the movement of anti-French and declare its independence. To fig... ...ch discriminations in school because China’s power is increasing. Not like Vietnam in 1970s, it has been 30 years after I came here because a lot of things are different nowadays. As refugees in America, Vietnamese experienced many difficulties adopting the American culture. They came from Asia where there is complete different culture from the United States. They had to change their life styles and believe. In order to fit into the American culture, they have to start everything newly again and abundant everything they had in Vietnam. They were still being discriminated at even though they tried to assimilate fully. They did not have to experience this if there were no wars in Vietnam. The war only gave them suffering and nothing else. Especially, when there is a Civil War when people have to fight with their own people. Therefore, peace is important to people.

Buddhism Versus Greek Mythology

â€Å"[A human being] experiences himself, his thoughts and feelings as something separated from the rest, a kind of optical delusion of his consciousness, â€Å"said Albert Einstein. â€Å"Our task must be to free ourselves from this prison by widening our compassion to embrace all living creatures and the whole of nature in its beauty† (â€Å"Heart Quotes†). Einstein’s view on nature is similar to that of Indian Buddhists. Life-giving Indian weather inspired the Buddhist cyclic view of rebirth while the rugged terrain of Greece inspired their harsh outlook on nature.Buddhists believe man is one with nature while Greek mythology emphasizes the all-importance of man. Buddhists live in harmony with nature whereas the Greeks show violence towards it and all its creatures. However, as the Greek mindset shifted towards philosophy, so did it shift towards similar reverence towards nature. The defining distinction between these two perspectives on life is that the ou tlook on nature of Buddhists show values from the belief that all is in harmony with Atman, whereas the Greek outlook on nature shows that man is above nature.India is a country of lush plains, striking mountains, beautiful deserts, and dazzling bays. 2, 545 years ago, this incredible scenery served as the backdrop to Buddha’s life and eventual Enlightenment, from which Buddhist teachings would one day grow (Eckel 6). The impact of Buddha’s surroundings on Buddhist thinking is obvious, especially when one takes into consideration India’s dramatic seasonal climate changes. Every summer in India, the monsoons arrive. Every summer in India is monsoon season, a time of torrential downpours raging uninterrupted for months.Before these monsoons, the earth is dried and parched; food and water are scarce. It is, in every way, a season of death. Then, however, the rain arrives, harsh and relentless, but life giving nonetheless. The rain is the amniotic fluid catalyzing t he re-entrance of life unto the barren earth. This annual cycle of death and rebirth presents the native people with a dire ultimatum: they must either obey nature or not survive. If they try to go against nature’s course, they will inevitably fail. Nature controls life. Observing this phenomenon, Buddhists learned from nature and realized that this cycle can be found everywhere.They realized that humans undergo an equivalent cycle called samsara, or reincarnation. ————————————————- â€Å"He could no longer distinguish the many voices, the cheerful from the weeping, the children’s from the men’s: they all belonged together. The lament of the knower’s yearning and laughing, the screaming of the angry, the moaning of the dying- everything was one; everything was entwined and entwisted, was interwoven a thousand fold. And all of it together, all v oices, all goals, all yearnings, all sufferings, all pleasures, all good and evil-the world was everything together.Everything together was the river of events, was the music of life. And when Siddhartha listened attentively to this river, listened to this song of a thousand voices, when he did not listen to sorrow or laughter, when he did not bring his soul to any one voice and did not enter them with his ego, but listened to all of them, heard the wholeness, the oneness- then the great song of the thousand voices consisted of a single word, which was ‘om’: perfection†¦belonging to the oneness† (Hesse 118-119). At the core of Buddhism lies an important lesson about maya and Enlightenment. To reach Enlightenment, one must understand all.One of the first steps towards such understanding is to understand maya, or illusion. Everything that one sees, feels, and tastes belongs to the world of maya. Even one does not exist but in the world of maya. Thus, if all doe s not exist, then all is equal. One is equal to everything in the surrounding world, especially nature. All are one in Atman, which is the heart of all of Buddhism. Everything is one. All of this separation from nature and from one another is simply maya, or an illusion. Consequently, in Buddhism, any injustice done to nature is an injustice to oneself.To reach Enlightenment, peace and oneness with nature are essential. Man and nature are one. Therefore, everyone and everything, especially nature, should be treated as so. â€Å"[Siddhartha said,] ‘This stone is a stone, it is also an animal, it is also God, it is also the Buddha, I love and honor it not because it would become this or that someday, but because of this because it is a stone, because it appears to me now and today as a stone, it is precisely because of this that I love it and see worth and meaning in each of its veins and pits, in the yellow, in the gray, in the hardness, in the sound it emits when I tap it, n the dryness or dampness of its surface. [T]hat is precisely what I like and what seems wonderful to me and worthy of worship†¦I love the stone and the river and all these things that we contemplate and also a tree or a piece of bark. These are things and things can be loved† (Hesse 126-127). In harmony with the principle of reincarnation, any plant, creature, or other aspect of nature is a part of the cycle of rebirth. Therefore, any of these can one day become a man, for when something in nature dies, it undergoes the cycle of rebirth and can be reborn as anything.One day, it will become a human. Nature holds the ability within itself to be a human and, for that reason, should be considered as an equal. The true magnitude of nature’s presence in Buddhism is truly portrayed by the distinct mentioning of Siddhartha reaching enlightenment under a tree, specifically the Bodhi tree or the Asiatic fig tree (Gach 16). The scriptural account of the Enlightenment of Buddha gives this significance to nature when Buddha sits under the Bodhi tree for seven whole days.After the seven days, the Buddha gets up only to sit down again at an Ajapala banyan-tree for another length of time. He rises once again just to sit down once more at the foot of a Mucalinda tree (â€Å"Bodhi Leaf†). Nature is therefore made clear as one of the most important aspects of Buddhism. As Buddhists have such a deep reverence for nature, they believe in keeping peace with every aspect of nature. This does not just mean plants but also animals and other living creatures. However, that does not mean that all Buddhists must be vegetarians although it is strongly suggested to do so.It is said that the act of eating meat is a form of karma that will lead a person farther from Enlightenment. Therefore, the more meat one eats in one’s various lives, the more times one will have to experience the cycle of death and rebirth. On the other hand, some Buddhists believe in anoth er view of meat eating. One is allowed to eat meat that one receives unless one knows or suspects that the meat in question was killed especially for one (Epstein). As far as sacrificial practices, meat is not sacrificed but instead herbs and incense are given up in prayer.Peace is a very important aspect of treating nature. Peace comes in many forms: peace towards environment, towards creatures, towards man, etc. A Buddhist definition of peace is â€Å"softening what is rigid in our hearts† (Chodron 17). In keeping with their attitude towards nature, Buddhists also believe that a man should not kill another man for any reason. In Buddhism, war is never the answer. In fact, the first few lines of the Dhammapada, a Buddhist scripture, state â€Å"For love is not conquered by hate: hate is conquered by love.This is a law eternal† (Chappell 81). Therefore, instead of fighting hate with hate, Buddhists believe in fighting hate with love. That is the only way to overcome an d to reach Enlightenment. â€Å"’When someone seeks,’ said Siddhartha,’ then it easily happens that his eyes see only the thing that he seeks, and he is able to find nothing, to take in nothing because he always thinks only about the thing he is seeking, because he has one goal, because he is obsessed with his goal. Seeking means: having a goal. But finding means: being free, being open, having no goal.You, Venerable One, may truly be a seeker, for, in striving toward your goal, you fail to see certain things that are right under your nose. † (Hesse, 121-122) As previously stated, to reach Enlightenment, Buddhists believe all that is needed is understanding. The ultimate goal of Buddhists is to attain this understanding, this meaning, this Enlightenment. However, one must be aware that spending a life seeking is not the way to reach Enlightenment. To be a faithful Buddhist, one must understand that the key is not to seek.For, in seeking, as this quote say s, the obvious is not seen. Buddhism then teaches that to reach Enlightenment, one must find not seek. Therefore, Buddhists do not seek to explain nature (Hanh 78). They are content with nature as it is- unexplained, for nature’s explanations can be found without seeking. â€Å"’Is this what you mean: that the river is everywhere at once, at its source and at its mouth, at the waterfall, at the ferry, at the rapids, in the sea ,in the mountains, everywhere at once, and only the present exists for it, and not the shadow of the future? ‘That is it,’ said Siddhartha. ‘And when I learned that, I looked at my life, and it was also a river and the boy Siddhartha was separated from the adult Siddhartha and from the old man Siddhartha only by shadow, not by substance. Nor were Siddhartha’s earlier births the past, and his death and his return to [Atman] are no future. Nothing was, nothing will be; everything is, everything has being and is presentâ⠂¬  (Hesse 94). A final important aspect of Buddhism is the concept that time does not exist. Time is a man-made notion that does nothing but bring about worries.All sufferings in life can be attributed to time. Buddhists believe that once the concept of time is released, life will hold no more problems, worries, or stresses. Only then can Enlightenment be truly reached. When the concept of time is destroyed inside oneself, it allows for a completely new philosophy to surface. Greece is a country lined with hostile, jagged mountains, in which there are very few arable location surrounded by threatening seas. There is no cycle, no preconception, no structure. To the Ancient Greeks, it seemed that nature was not kind; nature was no friend to them.Therefore, their logic decided that they should be no friend to nature. Such was the physical and mental location of this people, and the beginning of many differences between Greek thought and Buddhism. Greeks living about six hundred years ere the birth of Christ were very religious, as well as very diverse spiritually. All the answers to their questions were found in different religions. Ancient Greeks passed down their religious traditions orally through myths. A myth is â€Å"a story about the gods which sets out to explain why life is as it is† (Gaarder, 22).Greek mythology was an integral part of Greek culture. The ‘miracle of Greece’ is a phrase that describes the awakening of Greek culture and its effects on the rest of the world. One way the Greeks accomplished this was through their focus on man’s importance. They put mankind at the center of their world so that man was all-important. The Greeks even created the gods in their own image, complete with very human qualities. This was the first time in history that a god was made into a recognizable, tangible form. Erstwhile, gods had no lucidity about them. Greek artists and poets realized how splendid a man could be, straight and swi ft and strong. He was the fulfillment of their search for beauty. They had no wish to create some fantasy shaped in their own minds† (Hamilton, 9). Man was put on a pedestal and made the most prominent being in the world, so that he was made into a deity. Any human could be the son of a god, thereby half-divine, an idea unheard of before this time. This idea of man being the ultimate authority is in complete contradiction to Buddhism, where man was equal to nature, not above it. And soon as the men had prayed and flung the barley, first they lifted back the heads of the victims, slit their throats, skinned them and carved away the meat from the thighbones and wrapped them in fat, a double fold sliced clean and topped with strips of flesh. And the old man burned these over dried split wood and over the quarters poured out glistening wine while young men at his side held five-pronged forks. Once they had burned the bones and tasted the organs they cut the rest into pieces, pierc ed them with spits, roasted them to a turn and pulled them off the fire† (Homer 93)Myths were also used for other purposes than learning. â€Å"But a myth was not only an explanation. People also carried out religious ceremonies related to the myths† (Gaarder, 25). Like most other religions at the time, the Ancient Greeks’ religions consisted of brutal rituals and rites that contrasted greatly to the thoughts of Buddhism (Connolly 87). Buddhism teaches of kindness to animals whereas Greek religion utilized animal cruelty as part of their holy worship to the gods. The gods of Olympus, who were created in the ultimate image of the Greek people, used the forms of innocent animals to manipulate and get what they wanted.In many instances, Zeus used the guise of animals when he wanted to capture a woman and gain her trust. â€Å"[T]hat very instant [Zeus] fell madly in love with Europa [†¦ H]e thought it well to be cautious, and before appearing to Europa he chan ged himself into a bull† (Hamilton 101). However, rather than setting an example to revere animals, this teaches people to use animals in any way possible to reach the desired end. Even more opposed to Buddhism was the fact that a Greek hero was someone who had extreme strength or other physical features that he could use against animals.Hercules is one of the best examples of this notion. He is considered the greatest Greek hero ever to live. Through a tragic sequence of events, he killed his sons and wife, but was doomed to live on in order to undergo a series of trials to redeem himself. His first predicament was to â€Å"kill the lion of Nemea. Hercules solved [that] by choking the life out of [the lion]† (Hamilton 231). Hercules also had to drive out the â€Å"Stymphalian birds, which were a plague to the people of Stymphalus because of their enormous numbers† (Hamilton 232).This shows that, unlike Buddhists, Greeks could not live in peace with nature, but i nstead hated nature. Ancient Greeks did not want anything to do with nature, let alone be a part of it. Hercules also had to capture many animals in these trials such as the â€Å"stag with horns of gold†, â€Å"a great boar which had its lair on Mount Erymanthus†, â€Å"the savage bull that Poseidon had given Minos†, â€Å"the man-eating mares of King Diomedes of Thrace†, the cattle of Geryon†, and â€Å"Cerberus the three-headed dog† (Hamilton 232-233).Hercules inspired the Greeks not by staying in peace with nature but instead by forcing it to conform to his will in a harsh, cruel way. Hercules made sure he was above nature, a predicament the Buddhists avoided and even condemned. In summary, Greeks wanted to overcome nature whereas Buddhists wanted to be one with nature. â€Å"So by the beaked ships the Argives formed for battle, arming round you, Achilles –Achilles starved for war-and faced the Trojan ranks along the plain’ s high ground[†¦T]he Achaeans kept on gaining glory- great Achilles who held back from the brutal fighting so long had just come blazing forth.Chilling tremors shook the Trojans’ knees, down to the last man, terrified at the sight: the headlong runner coming, gleaming in all his gear, afire like man-destroying Ares† (Homer 503, 505). As previously stated, Buddhists lived by the doctrine to fight hate with love. If Ancient Greeks had a concise doctrine about war, it would have been to fight hate with more hate. Ancient Greek civilization centralized around their love of carnage. The majority of Ancient Greek myths revolved around war or other forms of fighting.The Iliad is a 537-page myth about one war and it glorifies all aspects of war. The heroes of The Iliad are not monks or The Buddha like in Buddhism. Instead, the heroes of The Iliad are Achilles and Hector, two soldiers magnificent in warfare and bloodthirsty through and through. In addition, Achilles is most illustrious in The Iliad when he is the most sanguinary. â€Å"[Diomedes] went whirling into the slaughter now, hacking left and right and hideous groans broke from the drying Thracians slashed by the sword-the ground ran red with blood. †¦]Tydeus’ son went tearing into that Thracian camp until he’d butchered twelve. [†¦]But now the son of Tydeus came upon the king, the thirteenth man, and ripped away his life. [†¦]Patroclus tore [Pronous’s] chest left bare by the shield-rim, loosed his knees and the man went crashing down. [†¦ Then Patroclus] stabbed [Thestor’s] right jawbone, ramming the spearhead square between his teeth so hard he hooked him by that spearhead over the chariot-rail, hoisted, dragged the Trojan out. [†¦Patroclus then] gaffed him off his car [†¦] and flipped him down face first, dead as he fell.Next [†¦] he flung a rock and it struck between [Erylaus’s] eyes and the man’s whole skull spl it in his heavy helmet. [Patroclus] crowded corpse on corpse on the earth. † (Homer, 292, 426-427) Even more horrific to the eyes of Buddhists would be the battle scenes in The Iliad that truly show the awe and glory the ancient Greeks saw in war. The Iliad was a myth that served more as entertainment than anything else. This shows that Ancient Greeks were amused by this kind of literature. Buddhists believe in not seeking to explain nature. By contrast, Ancient Greeks did precisely this with their myths. [A myth] is an explanation of something in nature; how, for instance, any and everything in the universe came into existence: men, animals, this of that tree or flower, the sun, the moon, the stars, storms, eruptions, earthquakes, all that is and all that happens† (Hamilton 12). Ancient Greeks wanted to know how everything happened around them so they could manipulate their environment more easily. This is a central division between Ancient Greeks and Buddhism. Whereas Buddhists believe that time does not exist, Ancient Greeks were engrossed by time.All throughout The Iliad, Homer stresses how long the war has been going on and how it worries and distresses everyone involved. Unlike Buddhists, the Greeks do not disown the belief of time. They stay true to the traditional man-made vision of time instead of throwing out their problems by abandoning the idea of time. â€Å"[The natural philosopher] Heraclitus (c. 540-480 B. C. )[†¦] was from Ephesus in Asia Minor. He thought that constant change, or glow, was in fact the most basic characteristic of nature. [†¦ ]‘Everything flows,’ said Heraclitus.Everything is in constant flux and movement, nothing is abiding. Therefore we ‘cannot step twice into the same river. When I step into the river for the second time, neither I nor the river are the same’† (Gaarder 34). Slowly, Greek culture started to move away from religion and more towards philosophy. It evolved from a â€Å"mythological mode of thought to one based on experience and reason† (Gaarder 27). People could make ideas for themselves and create new beliefs instead of going back to the myths. The world started a shift from relying on religion to analyzing the world with science and philosophy.Surprisingly, this is where similarities between Greek and Buddhist culture were born. At first, the two religions of the ancient Greeks and the Buddhists clashed greatly. However, through the move away from mythical religion the Greek beliefs were brought closer towards the religion of Buddhism. Heraclitus here used the same metaphor for his philosophy as Siddhartha used for his. Although the passages were said in different situations and with different words, both quotes have the same general philosophy that time does not truly exist. A river is usually a sign of separation; a river acts as a divider in most cases.However, this river brings two very different cultures together in a ve ry powerful way that is clear to all. Nature is everything outside and inside a man or a woman or a child. Nature is every breath taken, every step forward, every glance made, every wind blown, and every flower planted. The two cultures of Greece and Buddhism showed great contrasts in the beginning but one resounding similarity was found in something as simple as a river. India shows a cyclic weather that inspired the thought of rebirth while Greece shows a harsh terrain that inspired animosity between man and nature.As a consequence, Buddhists thought that nature and man are one while Greeks were taught to be above nature and manipulate it in any way possible. Buddhists lived in ultimate peace while the ancient Greeks lived in love of carnage. The Buddhist outlook on nature is derived from the belief that man is one with nature whereas the original Greek outlook is derived from the thought that man is above nature. Nature is the essence of the world, the aura of everything around p eople. These two cultures, although vastly different, impacted human belief and intellect forever.

Psychology Principles in the Breakfast Club Essay

A â€Å"quintessential 80’s movie,† The Breakfast Club is a film rich with psychological principles. This movie is about a group of high school teenagers filled with personal angst who spend a Saturday serving their detention sentences in the school library. Each teenager from a different clique, they didn’t expect to relate as much to each other as they thought. As they begin to get to know each other, the vengeful assistant principal Vernon starts to single out Bender, the rebel of the group of teenagers. Initially, none of the other teenagers help Bender. This demonstrates the bystander effect because they don’t help Bender; this effect can be explained by the absence of group membership and cohesiveness because the 5 strangers don’t really know each other yet. But when assistant principal Vernon locks Bender in a closet, the group has already established trustworthy relationships among its members, so they decide to help Bender escape. Also, assistant principal Vernon debatably exhibited deindividuation when he proceeded to threaten Bender and to lock him inside a closet. Normally, an assistant principal of a high school wouldn’t speak cruelly or do such things to a student, but because of the situation (their history together and how Bender always seemed to have won), Vernon acts this way. Finally, each teenager demonstrated conformity in his/her own way. Bender covered up his scars from the abuse he received from his dad so that he wouldn’t be judged as weak for them; Andy, the jock, covered up his hatred for his father because he didn’t want to be seen as abnormal; Brian, the geek, contemplated suicide but never told anyone because he didn’t want to be perceived as depressed; Allison, the outcast, lies compulsively because she has to keep up a reputation she has created; and Claire, the popular girl, hides the fact that she is still a virgin because all of her friends are not virgins and she doesn’t want to be considered strange.

child protection essays

child protection essays Discuss the impact of the media, cultural issues and commonly held beliefs on victims/survivors of child abuse and their families. 1000 words. In this paper I have examined the impact of the media, cultural issues and commonly held beliefs on victims/survivors of child abuse and their families. I have achieved this through examining current events in Australia; the published research of writers on the topic; and interviews with both victims and health professional in the child abuse area. Through examining this material I have drawn the conclusion that the impact is both negative and positive - and all places in between. Child abuse and neglect occur across all socioeconomic, religions and ethnic groups. No one single source can be identified (Finkelhor However, because many occurrences of child abuse and neglect go unreported or undetected, official figures do not necessarily state the true incidence. They tend to reflect on what State government agencies are doing. ( James, M. (1994) Child Abuse and Neglect: Incidence and Prevention.) Talk radio/television and magazine articles have found a bold new frontier, impacting on victims by allowing victims and survivors the legitimacy to broach the once unbroachable. The medias motives may not always have been altruistic, however publicity and campaigns have brought many cases into the open and many offenders to punishment. For example, the media long ran stories on abuses in the Catholic Church, resulting in investigation and improved monitoring by the church. Media attention could also be responsible for the emergence of agencies and self-help organisations to assist victims/survivors and their families and Governments are now more involved than they ever were. Prosecuting agencies worldwide now make the gathering of evidence less onerous on children. Closed circuit television has made victim statements a less frightening ordeal than b...

Celebrating Dr. Seusss Birthday with Your Classroom

Celebrating Dr. Seusss Birthday with Your Classroom On March 2nd, schools across the United States observe the birthday of one of the most beloved childrens authors of our time, Dr. Seuss. Children celebrate and honor his birthday by participating in fun activities, playing games, and reading his much-adored books. Here are a few activities and ideas to help you celebrate this best-selling authors birthday with your students. Create a Pen Name The world knows him as Dr. Seuss, but what people may not know is that was only his pseudonym, or pen name. His birth name was Theodor Seuss Geisel. He also used the pen names Theo LeSieg (his last name Geisel spelled backward) and Rosetta Stone. He used these names because he was forced to resign from his post as editor-in-chief of his colleges humor magazine, and the only way he could continue writing for it was by using a pen name. ​​ For this activity, have your students come up with their own pen names. Remind students that a pen name is a false name that authors use so people will not find out their real identities. Then, have students write Dr. Seuss-inspired short stories and sign their works with their pen names. Hang the stories in your classroom and encourage the students to try and guess who wrote which story. Oh! The Places You'll Go! Oh! The Places Youll Go! is a delightful and imaginative story from Dr. Seuss that focuses on the many places you will journey to as your life unfolds. A fun activity for students of all ages is to plan out what they will do in their lives. Write the following story starters on the board, and encourage students to write a few sentences after each writing prompt. By the end of this month, I hope to...By the end of the school year, I hope to...When I am 18 I hope to...When I am 40 I hope to...When I am 80 I hope to...My goal in life is to... For younger students, you can tailor the questions and have them focus on small goals like doing better in school and getting onto a sports team. Older students can write about their life goals and what they would like to accomplish in the future. Using Math for "One Fish, Two Fish" One Fish, Two Fish, Red Fish, Blue Fish is a Dr. Seuss classic. It is also a great book to use to incorporate math. You can use Goldfish  crackers to teach younger students how to make and use a graph. For older students, you can have them create their own word problems using the imaginative rhymes of the story. Examples might include, How much could a Yink drink in 5 minutes if he had 2 eight-ounce glasses of water? or How much would 10 Zeds cost? Host a Dr. Seuss Party Whats the best way to celebrate a birthday? With a party, of course! Here are a few creative ideas to help you incorporate Dr. Seuss characters and rhymes into your party: Hang kites from the classroom ceiling (Great Day for Up!)Have students wear non-matching or silly socks to the party (Fox in Sox)Place red and blue Goldfish crackers on the party tables and have students go fishing for fake fish (One Fish, Two Fish, Red Fish, Blue Fish)Decorate the classroom with stars (Sneetches)Add green food dye to eggs and serve Green Eggs and Ham

Read-Aloud Project Coursework Example | Topics and Well Written Essays - 750 words

Read-Aloud Project - Coursework Example I know this because I have observed how they read when we read in dyads before. I chose to read Peggy Parish’s (1971) Come Back, Amelia Bedelia. I selected to read only one book because it is long enough for the reading session to last for fifteen to thirty minutes, depending on the questions and comments of the kids on it. From this read-aloud experience, I learned that selecting stories is not easy because of their different interests, communication styles, and literacy skills, but some generalizations can be made through using age-appropriate criteria. I also understood that children like humorous characters and plots; they want a reader who knows how to change voices, facial expressions, and gestures; they respond openly to the reader and their peers when encouraged; and they also want characters with gender and races/ethnicities that they can relate to. In choosing the text, I used common criteria to text selection that include reader and audience characteristics. This approach considers the interests and needs of both readers and the audience in the book. The criteria are the following: (1) I chose a book that I enjoy reading; (2) The book is something that the children have not read yet to increase their interest in it; (3) The book has a large text font that children can read even when they are a foot or two from me; (4) The book has pictures where characters have perceptible facial expressions and do a wide range of actions, and the settings have details and things that can be sources of discussions too; (5) The language is simple enough for kids to understand, while there are some challenging words that will help them learn new ones; (6) The plot can be something that these children can relate to; and (7) The story has lessons on work ethics, family bonding, and differences between idioms and literal