Suspense in Jekyll and Hyde Essay - 1572 Words

How suspense is built up in ‘Dr Jekyll and Mr Hyde’ by Robert Louis Stevenson Robert Louis Stevenson was born on the 13th November 1850. He wrote Dr Jekyll and Mr Hyde in 1886, with that 40,000 copies of the book were sold in the first six months. This was designed to mirror the Victorian secret and based on good and evil. Stevenson later died in 1894 in Samoa. Stevenson used the contemporary setting of Victorian London to write his gothic horror novel. The streets with the gas lamps were the perfect setting following the true horrific stories of Jack the Ripper. He refers to Mr Hyde well as he wanders the streets of London not knowing who he’s going to meet. The elements in gothic horror include irony, movement, time, senses, horrific†¦show more content†¦More clues are revealed to everyone over the book for example, Dr Lanyon’s letter tells people some shocking facts about Dr Jekyll and that is when people start to suspect things. At the end of the book, Dr Jekyll retells the whole story in a narrative style which explains everything about Jekyll and Hyde and that Jekyll would kill himself after he wrote the letter. That is when the book ends. This shows how suspense is built up. Stevenson sets the scene and creates the mood in the book, from the very beginning; he does this by using the devices of gothic horror. He uses zoom lens a lot in the third to last chapter. ‘The last night’; it goes into heavy detail about the Laboratory and the surroundings of it. ‘The candle was set upon the nearest table’ creates a picture in the readers mind about all the visual aids in the area. He describes it so well; you could almost go into the Laboratory and navigate yourself around it with great ease. This shows how suspense is built up. ‘That evening’ refers to time phrases. I think is what makes the book so well and so popular. This also makes the book flow so well, so the reader can understand the book well enough to keep reading without getting lost. It also helps the reader visualise the time of day it is, so that refers to zoom lens again. This shows how suspense is built up. At the very beginning of the book Utterson is introduced as this sort of boring, quiet man â€Å"cold,Show MoreRelatedEssay on Suspense and Horror in Dr. Jekyll and Mr. Hyde2192 Words   |  9 PagesHow does Stevenson create an atmosphere of suspense and horror in Dr Jekyll and Mr. Hyde? Why was this so significant at the time it was written? In the book Dr. Jekyll and Mr. Hyde, Robert Louis Stevenson truly proves himself as a wonderful writer. Throughout the story he keeps a huge sense of suspense and horror, capturing the reader’s interest and making them want to read on. From just the first paragraph he has gained the readers interest and pulled them into the plot of the story.Read MoreEssay about Tension and Suspense in Dr. Jekyll and Mr. Hyde2269 Words   |  10 PagesHow effective is the setting in creating tension and suspense in Stevenson’s works? Dr Jekyll and Mr Hyde is a novella about a scientist who experiments with the morals of good and evil. He then decides to try to separate these elements and difficulties arise with this. This novella concerns how one individual has conflicting emotions that are both good and evil. Dr Jekyll tries to make one-person ‘wholly’ good and another ‘wholly’ evil, but his experiments become quite dangerous. ‘TheRead MoreAn Atmosphere of Mystery and Suspense in The Strange Case of Dr. Jekyll and Mr. Hyde1352 Words   |  6 PagesAn Atmosphere of Mystery and Suspense in The Strange Case of Dr. Jekyll and Mr. Hyde During the Nineteenth century, horror stories were getting more popular than ever. Several distinctive horror stories, like Dracula, Frankenstein and Dr. Jekyll and Mr. Hyde are still known today. These stories were not set in busy countries, but written as happening in Transylvania, Switzerland, the Arctic, and other far away and little known countries. The setting links to some peculiarRead More How Stevenson Builds Suspense and Tension in Dr. Jekyll and Mr. Hyde1137 Words   |  5 PagesHow Stevenson Builds Suspense and Tension in Dr. Jekyll and Mr. Hyde After thoroughly examining the question at hand. I have understood that I should comment on at least three episodes of the novel and clearly stress out how the writer built up the suspense and tension of the story. However I am going to look at techniques such as using shot quotations and not being to repetitive. The episodes l am going to be explaining are the incident of the letter, the remarkable incident of Dr LanyonRead MoreHow Robert Louis Stevenson Builds and Maintains a Sense of Mystery and Suspense in Dr Jekyll and Mr Hyde1109 Words   |  5 PagesHow Robert Louis Stevenson Builds and Maintains a Sense of Mystery and Suspense in Dr Jekyll and Mr Hyde Robert Louis Stevenson wrote Dr Jekyll and Mr Hyde in 1886 after waking from a dream in which he recalled a fine bogy tale. The book was published in the same year and its likes had never been seen before. It gave a chilling insight into the murky depths of both experimental science and the duality of the human mind. These two fields of study were both in their infancyRead MoreHow does R. L. Stevenson create suspense in The Last Night chapter of Dr. Jekyll and Mr. Hyde?2039 Words   |  9 PagesRobert Louis Stevensons Dr. Jekyll and Mr. Hyde is a gothic novel in many of its aspects, but one of the most important reasons is that there is constant building of suspense. There are many ways that this is done: through his characters, through his vocabulary, the setting and even through the origins of the character of Hyde. Stevenson created the character of Utterson as a neutral base for the whole story; much like the table on which the dinner is served. But in the chapter of The Last NightRead MoreDr. Jekyll And Mr. Hyde Essay722 Words   |  3 PagesEnglish Essay (Prompt 3) Dr. Jekyll and Mr. Hyde, created by famous writer R. L. Stevenson, can be considered one of the most famous 19th century novella in the whole world. The author used quite a lot of diversified skills to create an ambience of suspense and mystery. The perspective of narrative used from Mr. Utterson is one of them. First of all, the usage of the perspective of Mr. Utterson draws out the ‘suspense’ element because he is not actually omniscient. The readers can only decipherRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1035 Words   |  5 PagesHyde-ing In Plain Sight: The Duality of Dr. Jekyll Robert Louis Stevenson s initial notoriety came as an avatar of expansive adventure fiction, most famously through 1883 s Treasure Island. Just three years later, however, he would cement his status as one of the 19th century s most popular and versatile writers by releasing the horror suspense novel, The Strange Case of Dr. Jekyll and Mr. Hyde. It s a testament to Stevenson s concept of the duality of man-- the pious intellectual and the wantonRead MoreDr. Jekyll And Mr. Hyde1019 Words   |  5 PagesDr. Jekyll and Mary Reilly Robert Louis Stevenson established himself as one of the masters of adventure novels in English literature. His skills as a suspenseful storyteller can be seen in his 1886 novel The Strange Case of Dr. Jekyll and Mr. Hyde. Stevenson tells the story of the Dr. Jekyll and his murderous alter ego Mr. Hyde, through the eyes of Dr. Jekyll’s lawyer Mr. Utterson. Valerie Martin’s Mary Reilly tells the story of Jekyll and Hyde, but through a very different set of eyes. Martin’sRead MoreHow Does the Use of Setting and Imagery Affect the Readers Understanding of Dr. Jekll and Mr Hide?1190 Words   |  5 PagesIntroduction Robert Louis Stephensons masterpiece, Dr. Jekyll and Mr. Hyde (1886) symbolizes Hyde as a representative of the specific Victorian anxieties. He is seen as the ugly, deformed, apelike, but also reflecting Victorian fears about Darwinian evolution theories of humanitys deform from ape, and fears the newly enfranchised working classes. This essay will explore the function of the narrative which helps the readers to perceive the meaning of the narrative. It will do so in terms

Sexism Traditional Gender Role - 3861 Words

Introduction Sexism is an ideology that one sex is superior to others, and it’s generally referred to males superior to females. Sexism is defines as discrimination against people based on their sex or gender, be it males toward females or vise versa. Sexism occurs in almost everywhere in the world, its worldwide issues that have been happening all the time, until today, although the issues like sexism have been decreased gradually. The issues is very important because its unfair to the women in this society we are live in today, it is not like back at 1940s where women have to stay home to cook, clean, and look after the kids while the men go to work. The woman today have the authority to vote, and getting jobs that are usually†¦show more content†¦Now that we understand the gender role of male and female, we can make the assumption that sexism appear as soon as the civilization begun in earth. Like we mentioned earlier, sexism generally refer to male superior than f emale, and from the gender role, we can see that it is a fact that it has been unfair for female ever since. How can we avoid or prevent sexism under such unfair expectation of society? Now let us take look at how three major societys perspective on the issues. Functionalist perspective Functionalist perspective believe that the difference in gender helps maintain the stability of society. And below is two main viewpoint of functionalist perspective which focus on male and female. I. Instrumentality Instrumentality tells that a man should focus more on a task toward society, future goal. It is mans responsible to go earn a living for his family, and bring greater contribution to the family. II. Expressiveness Females is responsible for maintaining the harmony and internal emotion of the family. She took care of all affairs happen in the family, and its her responsibility that every members of the family live in healthy way. From functionalist view point, gender differences contribute to social stability and integration. Women and men perform their tasks for which they are biologically best suited (Elshtain 1987). Example, women should concentrate on domestic and family responsibility while men workShow MoreRelatedBenevolence Sexism And Its Impact On Women s Accomplishments1433 Words   |  6 Pages Ideologies surrounding benevolence sexism are constructed on a basis of doubt; for instance a woman being appraised for her accomplishments, while highlighting the disbelief that she can accomplish that specific task. Benevolence sexism gives rise to positive attitude towards women’s accomplishments, while placing a gender gap on what they are able to accomplish, when compared to men. According to, Viki Abrams (2002), Benevolent sexism is any form of expressive acts that are discriminatoryRead MorePerceptions of the Inferior Gender768 Words   |  3 PagesPerceptions of the Inferior Gender Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. Many women who have encountered discrimination will be the victim of loss of income and loss of opportunity to their own detriment. An alternative to being the target of continuous discrimination is to speak up. I have worked in the IT field for 13 years. I have been sexually harassed, the target of countless gender role discrimination and have experienced the motherhoodRead MoreEssay on Examples of Hostile Sexism702 Words   |  3 Pagesis because of ambivalent sexism. There are two different types of ambivalent sexism: hostile and benevolent. A Hostile sexist is someone who as combative and antagonistic view towards a woman. He believes that women are trying to gain control over men using feministic views and their sexuality (which they are threatened by). Examples of hostile sexism: â€Å"Women do not appreciate everything that men do for them† or â€Å"Women use sex to g ain power over men†. Hostile sexism punishes women who do notRead MoreJapanese culture is one of the most well appreciated yet, sometimes intriguing and difficult to1000 Words   |  4 Pagesthere, touches several important themes found throughout the book in relation to sexism. By the use of imagery, Mishima exposes the subtle sexism apparent on the island of Uta-Jima based on gender roles, stereotypes and religious ideologies to distinguish the role of men and women within Japanese culture. Mishima portrays gender roles to distinguish the role men and women had in the island of Uta-Jima. Gender roles become apparent as the novel progresses because Shinji is looking for a woman of beautyRead MoreInequality Between Men And Women1315 Words   |  6 PagesUniversity System Mrs. Decter Table of Contents Introduction 3 Defining â€Å"Social Problem† 3 Explaining Sociological Viewpoint 3 Chosen Social Problem Introduction 3 Thesis 3 Defining Sexism 3 Why is it a social problem? 3-4 Statistics 4 Identifying and Defining Four Concepts Related to Sexism 4-5 How is this problem being addressed? 5 Conclusion 6 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 Social problems have always been a part of society. AlthoughRead MoreGender Roles in the United States842 Words   |  3 PagesThroughout history, women have been regarded as of lesser value than men particularly in the public sphere. This is the result of gender stratification. Gender stratification refers to the issue of sexism, â€Å"or the belief that one sex is superior to the other† (Carl et al., 2012, p. 78). The theory that men are superior to women is essential to sexism. Sexism has always had negative consequences for women. It has caused some women to avoid pursuing successful careers typically described as â€Å"masculine†Ã¢â‚¬â€perhapsRead MoreThe Problem Of Gender Sexism1716 Words   |  7 Pagesin this world, such as the group of women. The problem of gender sexism exists from the beginning of the history and still continues in today’s society. Women are still inferior to men in my country, whether from family and job status, social position and political views, women are treated unequal and disrespectful, therefore, this problem needs more abundant attention. â€Å"Sexism, like many forms of prejudice, only survives in a traditional environments and this is how it continues in China† from All-ChinaRead MoreThe Little Mermaid : A Sociological Idea Essay947 Words   |  4 PagesGender is a sociological idea, in which it is not based on biology. While there is some biological differences between the sexes, the â€Å"meaning† of being male or female is based on social norms. Like race, these â€Å"biological† differences provided a system of enabling inequality between the sexes. History offers many examples of the gender norms over time. Women, for centuries, are few as the homemakers and often viewed as intelligent. Despite living in the twentieth century with greater equality, oneRead MoreThe Mainstream Media And Gender Inequality Essay1517 Words   |  7 Pagesreceived a quite a large amount of medi a coverage in history, throughout the years, and currently, is gender inequality. Specifically, the issue of women being stereotyped into traditional â€Å"home† roles and not being able to join the work force or, rather, being pressured not to attempt to join. This particular issue has definitely lost much of its ammunition with the breaking of traditional gender roles in the past few decades, the successes of women’s movements and the overall national attitudes. HoweverRead MoreThe Women s Movement And The Development Of Feminism Essay1702 Words   |  7 PagesThroughout history, gender roles have been pressured on humans by society from the moment that they enter the world. Traditional gender roles of what is considered â€Å"masculine† or â€Å"feminine† make it hard for people to live with who do not portray these certain characteristics. Not only does society limit human identity but their sense of self worth as well. For hundreds of years, people have been raised to live in a certain gender role based on the genitalia they were born with. For example, women

African Journal Of Political International -Myassignmenthelp.Com

Question: Discuss About The African Journal Of Political International? Answer: Introduction Ethnocentrism is closely related to cultural relativism (refer to link: https://www.youtube.com/watch?v=9imf2B_u_jI). It is the practice of comparing ones one cultural practices with those of others (Van der Geest, 2014). It is basically meant to judge others culture by comparing by the values and standards of ones own culture (refer to link: https://www.youtube.com/watch?v=A-S-lQH9Fpg). The ethnocentric individuals automatically find their culture as superior and others culture as inferior. The basis for the judgement is generally religion, behaviour, language and custom. The main purpose of the distinctions and subdivision is to define the unique cultural identity of each ethnicity. The words Ethnocentrism itself means grouping of a culture to the centre. It is a means by virtue of which people believe that they have been granted the highest position not only among the people of present condition but also in comparison to the people belonging to the history. The term was composed by Ludwig Gumplowicz and later was further employed by William G. Sumner. It was characterised as leading to the belief of superiority of ones culture and contempt of the other. It often leads to pride and vanity among the members of the particular group. Ethnocentrism is considered as the major reason for the division among the members belonging to different groups, religion, races or ethnicity in a particular society (Clayton, 2014). It is a global human reaction which is found not only in societies but also in all individuals. This characteristic is learnt by the individuals as they grow up and is not inborn. Ethnocentric individuals generally have the tendency of giving superiority to ones culture in terms of religion, language and behaviour (refer to link: https://www.youtube.com/watch?v=nevjyUjhfsE). Ethnocentrism is generally meant to maintain those orders which are not social but more apparent. It discourages change but negatively provides continuance of the particular status (Cargile Bolkan, 2013). Ethnocentric individuals believe that the culture followed by them is the best and when they interact with the people of other culture they find that those cultures and traditions are not appropriate. This leads to hindrance in adopting and understanding the culture of other groups. It also incorporates the feeling of hostility, suspicion and disdain (Njoroge Kirori, 2014). Ethnocentrism may be subtle or it may be overt. However, in human psychology it is generally taken as a negative connotation. Ethnocentric individuals have a belief that their culture is better than other cultures and the reason for such belief is based only on the heritage that they possess. Moreover, these believes gives rise to racism and prejudice among the people of other culture (Maxwell Parent, 2013). It often leads to conflict among different culture which leads to social change and ethnocentrism acts as a vehicle for promoting such changes. It occurs not only in local levels but also in political level. Ethnocentrism has positive as well as negative impacts on the society (refer to link: https://www.youtube.com/watch?v=WUabgCxFnjs). The positive effect includes encouraging the solidarity in the society as well as in groups and in the long run builds stronger co-operation among the members of the society (Ridzuan, 2016). It also creates a sense of belonging among the group members and provides protection to them. However, it limits an individual to only the group to which he/ she belongs and is unacquainted with the changes taking place in the society. Hence, people remain backward as he/ she adopts little changes. Thus, with the above discussion it is clear that ethnocentrism creates boundaries among various groups. It gets developed within an individual as he/ she grows up. The ethnocentric people tend to give superiority to their culture and condemn others culture. It also hampers the co-operation among the other groups and leads to the creation of racism and prejudice. References: Cargile, A. C., Bolkan, S. (2013). Mitigating inter-and intra-group ethnocentrism: Comparing the effects of culture knowledge, exposure, and uncertainty intolerance.International Journal of Intercultural Relations,37(3), 345-353. Clayton, P. (2014). Religion, ethnicity and colonialism as explanations of the Northern Ireland con?ict.Rethinking Northern Ireland: Culture, Ideology and Colonialism, 40. Maxwell, A., Parent, T. W. (2013). A subterranean agenda? Racial attitudes, presidential evaluations, and Tea Party membership.Race and Social Problems,5(3), 226-237. Njoroge, M. W., Kirori, G. N. (2014). Ethnocentrism: Significance and effects on Kenyan society.African Journal of Political Science and International Relations,8(9), 356. Ridzuan, a. R. B. H. (2016). Mediating effect of ethnocentrism on relationship between social networking site factors and social solidarity. Van der Geest, S. (2014). Overcoming ethnocentrism: how social science and medicine relate and should relate to one another.The Concept of Race" in Natural and Social Science", 173.

The Writing Process Part 1 Finding a job in today’s tough job market Essay Example Essay Example

The Writing Process Part 1 Finding a job in today’s tough job market Essay Example Paper The Writing Process Part 1 Finding a job in today’s tough job market Essay Introduction The Writing Process Part 1 Finding a job in today’s tough job market It is well known that we are in the midst of an unfathomable economic depression or otherwise the worst economic situation since the period of the great depression. Almost every organizations or companies are announcing daily about reducing employment and the unemployment level is increasing rapidly to the worst level. There is high competition in the job market so it is essential that you use the available tools so that you can achieve the position that you aspire. Now let us take some of the essential key rules of thriving into a job search in the tough job market. The Writing Process Part 1 Finding a job in today’s tough job market Essay Body Paragraphs However, before I start giving out essential principles of successful job search, I want to present to you how I managed to get my job. When I graduated from the college nearly eight years ago, I bought a newspaper, read through the advertisement job pages and I was ever connected on the network. I kept on like this until one time I received a call from one of the biggest automotive industry. Therefore, you have to know that going through a job search is mentally exhausting. However, you should be patience because it can be sometimes frustrating and leads to rejection especially when you fail to get a job for a long time. It is essential to prepare for a job search just like the way athletes prepare for a competition. You should know that everybody is going though the same process and it is normal but eventually success comes after when you adhere to the following tips, First, use the technology for your own benefit. In the modern world, technology has become a vital tool in that one cannot do without it. Therefore, you should utilize technology as much as possible. It is good to create e-mails and subscribe for job alerts that match with your course criteria. Create blogs on the subject of your expertise area and stay connected to social networks. I am sure that you are aware of the network and even familiar with it because mostly you do research work or course work using the computer or form a group discussion. So do not go outside and forget that computer have completed their college work. It is now that you should understand that you are going to need computers more than ever. Take use of social networking. Make sure that to attend various organizational events where you can be able to meet all kinds of people and try to seek advice on job search from them. Do not get tired and feel discouraged even though they will not attend you positively. You should be patience and understand why you are out their and what you are searching for because it is through har dworking and tolerance that you can be able to achieve your goals. You should bear in mind that the purpose of attending events on different organizations is to be acquainted with the skills and grow in your networking. This will enable you to develop potential skills that will one time help you when being called for an interview (Roebuck and McKenney, 2006). You should prepare fully for an interview. I know everybody will search to get an interview but the interviews are not meant for open positions. In this point, you should now realize that social networking is crucial because you might be interviewed on what you know about the company where you have gone for an interview. Incase you had already attended the company’s events you are then likely to pass your interview. Another thing you should not forget is dressing code when going for an interview. Some people tend to forget that dressing is part of an interview therefore, incase you are interviewed for a manufacturing ind ustry, be in a conservative attires. Part 2 The process I used to draft my message was that first, I had to organize the message by choosing on the essential ideas that can enable me to deliver my message. I started with prewriting my speech whereby I outlined many points. Secondly, I started writing down the crucial ideas on another draft. In addition, I had to revise on my points that can enable me to draw the attention of my audience. Lastly, I revised my points in order to ensure whether my speech met the required value. My audiences are the students who will be graduating because they are the one mostly affected especially when it comes to competition for jobs in today’s job market. However, other audience may include parents and guardians who will accompany them to graduation because they are affected indirectly especially when it comes to helping their children find a job. Others may include honorable guests and lecturers who will be present in graduation day. In addit ion, business managers and others executive members from different companies or organizations who will be present will be my audience because they have knowledge about the existing job issues in the economy. My audience was displeased because of the high unemployment rates in the economy and the way I expressed my points to them. I used inductive approach by giving examples about the situation that I went through before I got a job. My audience were displeased especially students who realized that getting a job is not easy after they listened to my speech. I outlined the main ideas from the first draft and included the major points in the second draft. This is because I did not want to make long speech that could have ended boring my audience. I used inductive information sequencing approach because this is a constructivist form of passing across the information and it is more student-centered. This is because my speech aims mostly students who are ready to face the challenges of jo b market. This method is widely used because it is more experimental and it gives practical example that indicates a direction of something. I wrote the second draft because the first draft had many ideas but after proofreading, I had to choose the essential ideas that can benefit my audience. I had to revise on my points to make sure the points are correct and if they are in line with the speech that I was to present. Reference Roebuck, D. B., McKenney, M. A. (2006). Improving business communication skills. Upper Saddle River, N.J: Pearson Prentice Hall. We will write a custom essay sample on The Writing Process Part 1 Finding a job in today’s tough job market Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Writing Process Part 1 Finding a job in today’s tough job market Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Writing Process Part 1 Finding a job in today’s tough job market Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

An Ultimate Guide to Writing a Cause and Effect Essay Outline

An Ultimate Guide to Writing a Cause and Effect Essay Outline Writing an outline for your cause and effect essay will help you understand better what you are going to write about. Read the article to learn more. Cause and effect essays are popular ways of helping students understand the relationship between various events. They’re extremely popular in history classes, although students are certainly going to encounter them in English and writing classes as well. English and writing classes are often geared towards helping students be better at critical thinking in general, and cause and effect essays can serve as excellent critical thinking exercises in general. HOW TO WRITE A  CAUSE  AND EFFECT ESSAY When writing a cause and effect essay which generally requires the writer to illustrate a scenario in which one or more actions or events ultimately cause or caused certain effects to occur, the student should create and follow an outline. To illustrate an essay of this sort, below is an outline for a cause and effect essay for a fairly simple topic that pertains to a general writing composition course – Success: Causes of Success:  Diligence; talent or intelligence; high level of education; networking and making good, intelligent choices in life. Effects of Success:  Wealth and a potential increase in one’s quality of life; happiness and fulfillment. The writer can focus on just one cause and one effect, or a combination of the two. The writer can focus on just one cause and one effect, or a combination of the two. Every cause and effect essay should consist of no less than five paragraphs: Introduction paragraph At least three body paragraphs Conclusion paragraph TOP 50 CAUSE AND EFFECT ESSAY TOPICS Outline: Cause and Effect Essay on the Topic Success INTRODUCTION PARAGRAPH The first paragraph of the essay introducing the subject and informing the reader what the paper is essentially about (5-7 sentences): Topic Sentence – the purpose of the topic sentence is to simply introduce the topic or subject being examined. Thesis Statement – the main idea or purpose of the essay. Your first paragraph may sound like this: Although it is a rather ambiguous term, â€Å"Success† has specific causes and effects. For one, it is caused by one’s persistent diligence on a project or occupation, etc. In turn, success has certain effects, or consequences, as well: one is financial wealth. 3 BODY PARAGRAPHS Illustration of causes and effects. In this section of the essay, the student will show how diligence causes success and illustrate the effects of success on the individual – ultimately explaining at length their Thesis Statement from the first paragraph. To better convey the argument, the student may begin with explaining the topic being examined – perhaps including a definition, a source providing additional perspectives, etc. In this case: What is the success? What does it look like? How is it identified? What does it mean? What are its social, emotion and spiritual implications? Next, once the reader understands the context in which the term is being examined, the student should transition to a paragraph showing how diligence causes success. Perhaps a famous example (like a self-made millionaire) would suffice, or even some other scenario. But the writer should explain how a person could work hard to achieve personal success. This part is for demonstrating and explaining the effects of success – like it leads to financial wealth, or it leads to a better quality of life because a person is fulfilled in their accomplishment and is happy. CONCLUSION PARAGRAPH In this section, the student not only summarizes the essay – its topic’s causes and effects – but can also help the reader better understand the context of a term, an event in history, etc., by providing a few other examples of the term’s causes and effects. If you are looking for cause and effect essay examples here is a great one CAUSE AND EFFECT ESSAY EXAMPLE: GREAT DEPRESSION Need a cause and effect essay? Place an order  and our writers will help you write a well-structured essay on any topic.

buy custom The Organic Industry essay

buy custom The Organic Industry essay The organic industry has grown rapidly over the last decade particularly in the agricultural sector; today, over thirty million hectares are being organically managed in 118 countries (Yusuf Wilber, 2007). Organic products are made using biological and ecological farming techniques which exclude the use of pesticides and fertilizers; in addition, these products are characterized by a strong brand image which means that they command higher prices among retailers. On the other hand, inorganic products are characterized by monocultures, mechanization, and extensive use of chemical compounds in order to produce them. The inorganic product industry developed primarily as a consequence of technological advancement the Second World War; during this period, major breakthroughs such as the Haber Bosch process were used to promote the development of organic produce. The organic industry has many benefits over its inorganic counterpart; research published by the Journal of Applied Nutrition (2001) revealed that organic food products have more nutrients than inorganic foods this is due to the fact that organically grown food contains sixty three percent more calcium, seventy three percent more iron, eighteen percent more magnesium and ninety eight percent more zinc minerals. According to the Journal of Food and Agricultural Chemistry (2003), organically grown strawberry, corn and marionberries have considerably greater levels of anti cancer oxidants than inorganically grown food products. The research further suggests that inorganic methods such as the use of herbicides and pesticides inhibit the growth of natural protective compounds in food such as anti ageing, anti immune, and anti cancer properties. The European Clinical Nutrition Journal (2008) found that the average level of nutrients in eleven organically produced products was almost twice as high compared to inorganically produced products. Therefore in the long run if the country chooses to enhance and promote the organic industry it will lead to several benefits such as reduced fertilizer, machinery and fuel cost; organic practices will also earn the industry a significant amount of carbon credits which they can trade in the carbon credit market (Kipper, 2001). The endorsement of organic industry in the economy will also encourage organic labeling. This kind of certification will enable consumers to have confidence in organic products; improve record-keeping in order to maintain organic certification and create an opportunity for both producers and consumers to understand organic certification standards. Unlike inorganic products which lack clear accreditation standards, organic certification and accreditation ensure that the organic industry adheres to high quality product standards. This certification system has two major components: 1.A code of conduct, standards, criteria and guidelines for product certification. 2. Monitoring mechanism which assures that inorganic products are produced in accordance with certification principles. Organic industries also prevent long distant transportation of food; the average distance covered in transporting organically produced products is over 1800 miles while that of transporting inorganic products is 2500 miles Therefore inorganic industries consume a lot of energy and fossil fuels which leads to high carbon dioxide emissions. (FAO, 2002), on the other hand, it's relatively cheap to transport organic products since they are often produced near the consumers. The endorsement of organic industry and organic products will lead to three forms of biodiversity i.e. genetic diversity, ecosystem diversity and species diversity. This will dramatically improve the environment. According to Evans and Grice (2005) organic industries reduce green house emissions by over forty percent which slows down global warming effects. Another benefit which will result in supporting organic industries is long term productivity and food security. Accrding to FAO (2003), organic farming has a higher potential of ensuring food security in both developed and developing countries. Rundgren (2006) published an objective analysis of the contribution of organic industries to food security. He summarized that although inorganic industries can be used to solve food insecurity issues, its capital intensive and depends on chemical inputs which tend to reduce biodiversity. On the other hand, organic industries can tremendously increase food production without causing environmental degradation or loss of biodiversity. A study conducted by The Centre for Disease Control (2009) revealed that inorganic industries produce many toxic chemicals which often result to contamination of water supplies. These toxins have tested positive in blood and urine test of most citizens. In addition, the Centre for Disease Control found a cocktail of toxins and synthetic chemicals in most living organisms. Peer reviewed research has proven that most of these chemicals can disrupt nervous and immune systems, as well as disruption of hormone levels. The FAO report (2002) clearly states, "It has been proven that foods produced using organic methods have lesser levels of synthetic chemicals, lower nitrate content and lower veterinary drug residue. Animal feeding practices used in organic livestock production drastically decreases contamination of animal origin products." In light of these facts, promoting the growth of organic industries will prevent these problems as well as curb the escalating rise in cancers such as leukemia, lymphorma, uterine and breast cancers which are linked to synthetic chemical use. Similarly, the advancement of organic industries and products will curb the spread of autoimmune industries caused by inorganic chemical compounds. Surveys conducted in regions which undertake intensive organic practices have found that cases of Hodgkin's lymphoma disease are almost inexistent on the other hand cases of the same disease is fast growing in regions which have many inorganic industries as well as regions undertaking inorganic practices. Another benefit of adopting organic industries is the development of diversified landscapes as well as aesthetic values (Haltom Scalia, 2002). These industries also encourage the creation of semi natural habitats by maintaining biological connectivity which benefits both nature and agricultural conservation while still pursuing economic objectives. Its can therefore be accurately concluded that organic industries lead to greater aesthetic gains when compare to inorganic industries. Adoption of organic practices and industries offer greater social benefits than inorganic ones. For example, all organic products which have been certified meet International Organic Federation standards. These industries also conform to UN charter of human rights thus they ensure that they have safe working environments; abide by International Labor Organization laws; provide essential social security needs to employees and offer equal opportunities as well as adequate wages regardless of gender, creed a nd color. Accredited organic industries ensure the rights of indigenous people are respected and rarely are they involved in lawsuits due to exploitation of inhabitants, in the long run these industries provide a lot of social benefits. According to FAO (2002) the general social benefits which are directly linked to organic production systems are: First, tendency for these industries to align to traditions of inhabitants and less motivation to follow production paradigm i.e. increasing output via artificial inputs. Secondly, they depend on local knowledge of intricate interactions of conditions from place to place; this usually makes it unfavorable to use large production areas. This encourages reduced land and farm sizes thus enhance equitable access to land. The endorsement of organic industry in the economy also promotes social justice and fair trade productss this is particularly done through fair trade certification of organic produce. Organic certification considers reasonable wage in its standards thus ensuring that all certified organic industries are aligned with principles of fair trade. Furthermore, research conducted by the US bureau of Labor Statistics reveals that eighty six percent of firms in the organic industry have favorable gender distribution as well as promote women representation in senior management positions. Organic industries also stimulate the local economy by using local inputs and reduce the purchase of inputs on credit; this is in sharp contrast to inorganic industries which use imported inputs. Many firms in the organic agricultural industry use crop diversification, different harvesting and planning schedules related to crop rotation practices which evenly distribute labor demand throughout the year. They also ensure stability in employment, reduce labor migration problems, spread the costs incurred per employee throughout the year and reduce turnover. Finally, diversity in production created by organic industries and value added products boost income generating opportunities; they also spread the odds of failure over a broad range of products and crops. The US Society for Cultural Development, a private nonprofit organization conducted research and noted that over seventy certified organic firms had were members of democratic cooperatives and adhered to fair trade requirements. The study revealed that over eighty six percent of the firms paid employees salaries which had social premiums in order to improve quality of life. In addition, the organic movement has a consensus in support of the fact that social requirements are necessary even though many critics argue that pursuing these social standards impose trade barriers and restrictions to organic exports. Loir (2002) studied forty indicators of benefits of organic industry and products in US counties. A statistical comparison and analysis showed that twenty six indicators were in favor of organic systems while eight favored organic systems, six were neutral. The studies suggest that regions with organic farms have better farm economies and add more to county economies through net revenue, total sales, maintenance services, repair, payroll and taxes paid. Additionally, counties with many organic farms have better rural development support with greater direct consumer sales, higher worker pay and greater direct-customer sales. Organic industries also provide a mechanism for generating foreign exchange. Unlike inorganic industries which tend to import inputs, organic industries export more of their produce especially when they are internationally certified. In addition, international organic markets such as the European Union, Switzerland and Japan have well developed infrastructure and channels for successful exportation. Unlike inorganic products which usually have one channel of selling distribution, inorganic industries have many players such as foreign offices, foreign retail supermarket chains, organic marketing organizations etc. The premium connected to organic farming greatly benefits the economy as a whole. This premium has been estimated to as much as twenty percent above that of inorganic products. In conclusion, the growth of organic industries and products will continue to outpace that of its inorganic counterpart. Attractive premium prices in the lucrative export market, social and environmental benefits will continue to boost organic firms. Governments and state support are also likely to promote organic systems through legislating certification, export and market advice, development and research. State institutions and private corporations are increasingly admitting that it might be more cost effective to promote and encourage organic systems rather than rectify problems caused by inorganic industries e.g. environmental degradation. Buy custom The Organic Industry essay

Deductive Technology ( Project Plan) Essay Example | Topics and Well Written Essays - 4000 words

Deductive Technology ( Project Plan) - Essay Example ld help them to understand the cause-effect relationship between different incidents and would also enable them to become familiar with numerical figures. The company wants to expand its presence across US, which has been estimated to have a market size of nearly six times than the UK market. As per the estimations of the company, the US market is estimated to offer a much greater growth potential than its UK counterpart. Though the company has set up a subsidiary unit in US, but it wants to tap the entire demand of the market. Moreover, the company is also eager to penetrate into the smaller markets like Canada and Australia. This makes it essential for the company to upgrade its technology processes and also the existing resources available. To meet the challenges of expansion, the company has identified the need of corporate restructuring and an absolute necessity of integrating the various facets of its operational processes. As per the management, in order to meet its underlined growth objectives in terms of sales, the company needs to bring about significant developments in its processes. The company had decided to strengthen it s marketing operations and integrate the various business operations so that they would be able to easily foray into any international market. As a project manager, it is important to adopt strategies by which an overall integration of the different functional operations of the company with the help of developed software tools is achieved as that would help the organization to strengthen its marketing strategy, which is vital for the adoption of an aggressive growth strategy. Such a strong marketing network would enable the company to procure more orders and meet the deadlines. This would enable the company to gain access to more projects which in turn would steer the company’s growth. The company wants to adopt a business reengineering process to bring about an overall corporate restructuring. This is necessary as that would help

Private International Law (Conflicts of Law) Problem Question Essay

Private International Law (Conflicts of Law) Problem Question - Essay Example It could be argued that because Chris has an office in London, the English jurisdiction applies in this case. This is because he is a domicile member. He rents the office not on temporary but permanent basis. In this case, English jurisdiction applies because Companies Act 2006 states that England can sue overseas companies if one of the parties in the case has offices located in England.1 The traditional rules govern foreign enterprises in this case. What is more, they are derived from Article 5(5). Companies Act 2006 also applies in this case; because Bratwurst GmbH and Havana entered into a contract, and was to sell some of their products in England; the England laws, therefore, govern the whole enterprise as well.2 The foreign company is this case has set shop in England as well, therefore the case can be determined by the English jurisdiction. Havana has the option of depending on the Companies Act. They have a right to do business in any place within the English Jurisdiction. Whether the company is legally registered in England or not, English courts have jurisdiction because Chris is involved and he has offices in London, England. An important law, CPR 6 states that whether a business takes a few days or the England is a market for the commodities produced; the English jurisdiction shall apply.3 In this case, the complainant, Havana, has lenient choices. The fact that in the original agreement the Spanish jurisdiction would apply is overridden. Naturally, English jurisdiction would have failed to apply because the complainant is not from England. However, he is allowed by law to request for an English jurisdiction. Despite the fact that both parties agreed to have a Spanish jurisdiction, the English jurisdiction still applies because the agreement was just mutual (oral). There was no written and legally binding agreement. Forum nonconvenience allows the claimant (Havana) the right to choose where he thinks it is convenient to have

Jesus had a way of teaching his disciples Essay Example for Free

Jesus had a way of teaching his disciples Essay Jesus always had a way of teaching his disciples how to be better people. He used events to teach them, he also used small talking sessions to teach them. The disciples were taught many valuable lessons from Jesus. In the modern world some people think that only bishops, priests or vicars are real disciples but every Christian who has been baptised should try to be a follower of Jesus. Christians today work for each other and for the people that they see as the weak in society such as the elderly, alcoholics, drug addicts and one-parent families. There are plenty of schemes run by voluntary Christian organisations for the poor and weak in society. The Salvation Army is well known for its concern of outcasts in society. They practise many different activities including childrens day centres and nurseries and family welfare work and homes for the elderly. The Salvation Army does plenty for the weak of society and other Christian denominations have their charity organisations, which provide similar services. There are international Christian organisations that include the Tear fund and Christian Aid, these groups care for the needs of developing nations. They help third world countries to live life as best as they can by providing clean water, health care and education. Some Christians today choose to become priests or join a religious order as their way of being disciples of Jesus in the modern world.A priest is a servant of Gods people. The Priests job is to proclaim and preach the gospel, to bless the bread and wine offered at mass. to care for the needs of people in the parish, especially by showing his worshippers what they can do for each other and to devote themselfs to God. Some people should use their talents to improve the world, to try and make the world peaceful and loving place. They have a duty to be aware of all the worlds problems such as crime, prejudice and violence. Christians who take part in the Eucharist are sent to serve others at the end of mass. The priest says, Go in peace to love and serve the Lord. We can serve others by donating our clothes to charity shops so that others will benefit. We can visit the lonely, offer shelter, feed the hungry, pray, provide love and comfort, in doing all of these things we are serving the Lord. Love the Lord your God with all your heart, with all your soul, with all your mind, and with all your strength(Marks Gospel 12: 30-31). This is an extract from Marks gospel in the passage of The Great Commandment; it is what Jesus said to be the greatest commandment of all. Jesus explains this to mean that God is the only Lord we have so therefore we need to love him in the best way that we can. The second greatest commandment of them all is to Love your neighbour as yourself(Marks Gospel 12: 31). When Jesus was talking of these two great commandments he wanted us to realise that life does not revolve around ourselves it is about what we can do for others. This message is to show us not to be selfish and be prepared to suffer for our beliefs. We should never contribute to Mickey taking or peer pressure as we would not like that if it was directed at us. We should give our time for other people which many people do as a careers options so they are also giving their life to God at the same time by serving to others such as Nurses, Doctors, teachers, fireman and missionaries all these jobs are for someone elses benefit giving their time up for people like us when we are in danger or ill. we can contribute our ways to discipleship by going to church to pray, prayer in general if it to be at home, personal or within a group in a community at school or in a parish. It is important Christians/disciples have childlike qualities that they are proud to be a Christian, they are honest, faith, enthusiasm everything seem brilliant hope and trust in God at the lowest times in your life.Even when tragic accidents happen such as suffering with cancer, A death of someone you love or such incidents as September 11th the attack on the twin towers New York. We should still have faith and believe they are with God and happy. I think that it is extremely difficult to be a modern day disciple because many people take the modern lifestyle for granted and the mission now has a different meaning to the one in Jesusà ¯Ã‚ ¿Ã‚ ½ time. in the modern world because so many people are judged by many different aspects of their lifestyle. They are usually judged in a positive way about their possessions and general lifestyle but they are judged in a negative way about their religion. Religion has become very unfashionableà ¯Ã‚ ¿Ã‚ ½ and this is not just because it is considered a waste of time but it is also because Jesusà ¯Ã‚ ¿Ã‚ ½ teaching methods were unfashionable. Todayà ¯Ã‚ ¿Ã‚ ½s world is so materialistic and people would not judge someone kindly if abandoned their family responsibilities to become a disciple. many people still suffer great persecution and rejection.. A modern day disciple would find it difficult because our world is so materialistic and it would be extremely difficult for a person to give up the wealth gained from a job. Many items in society like drugs can be a barrier between a person and their path towards discipleship. But I do think that some peopleà ¯Ã‚ ¿Ã‚ ½s faith is strong enough to enable them to be a modern day disciple. There are many people who have made great sacrifices to follow Jesus and do his work in our world today. Mother Teresa of Calcutta was a strong believer in Christ and she is an example of a disciple in the modern world. Society does hold back a personà ¯Ã‚ ¿Ã‚ ½s path towards discipleship but a true disciple should be able to overcome that difficulty. Being a disciple of Jesus has many implications for every area of a personà ¯Ã‚ ¿Ã‚ ½s life and this is because their every action is influenced by Jesusà ¯Ã‚ ¿Ã‚ ½ example. St Teresa of Avila once said, Christ has no body now on earth but yours, no hands but yours, no feet but yours. This means that we are on earth to represent Jesusà ¯Ã‚ ¿Ã‚ ½ and he lives in us and this is another way of us being disciples of Christ. In our lifetime today we are given a very important mission and that is to serve Jesus during our time on earth and be disciples, and also preach the word of Jesus to the people who do not yet know.

cuban missile crisis :: essays papers

cuban missile crisis "Nuclear catastrophe was hanging by a thread ... and we weren't counting days or hours, but minutes."Soviet General and Army Chief of Operations, Anatoly Gribkov The closest the World has ever been to nuclear war was with The Cuban Missile Crisis. The lives of millions lay in the ability of President John F. Kennedy and Premier Nikita Khrushchev to reach an agreement. The crisis began when the United States discovered that just ninety miles from the coast of Florida, the Soviet Union had set up nuclear missiles. On October 22, Kennedy announced the discovery of the missile installations to the public and his decision of the naval quarantine around the island. He also announced that any nuclear missile launched from Cuba would be regarded as an attack on the United States by the Soviet Union and demanded that the Soviets remove all of the missiles from Cuba. For thirteen days the two major superpowers of the world were on the verge of a nuclear war. The events leading up to the missile crisis as explained by Dinerstein were the long years of Cold War hostility and the revolutions occurring in countries of Latin America. The Soviet Union’s fear of losing the race in the weapons department and Cuba’s fear of an invasion by the United States sparked those thirteen stress filled days. In 1960 the United States imposed an embargo that cut off trade between the United States and Cuba because it was afraid that Castro would establish a Communist regime. Castro was determined not to give in to the pressure that was put on by the United States and decided to establish closer relations with the Soviet Union. An attempt was made by the United States to disintegrate Castro’s rule with the Bay of Pigs Invasion. The United States was easily defeated by Castro’s army. His victory during the Bay of Pigs Invasion asserted Castro's rule over Cuba. Most Cubans resented the intervention by the United States in Cu ban affairs. This resentment caused Castro’s supporters to increase in large numbers. With a confirmed rule over Cuba, Castro declared the island a Communist nation. Soviet premier Nikita Khrushchev made the wrong assumption by thinking that the United States would not take any action when it supplied Cuba with nuclear war heads.

Becoming Mexican American Essay

Becoming Mexican American: A study into the cultural developments of Mexican immigrants to the United States The purpose of this paper is to review and discuss the inviting work of George Sanchez, Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angeles, 1900-1945. While reviewing this work of Sanchez, the essay will make use of an article written by Grace Pena Delgado relating to the immigration issues of the United States in the early twentieth century. Delgado`s article, ‘_At Exclusion’s Southern Gate: Changing Categories of Race and Class among Chinese Froterizos_’ discusses the Chinese immigrants in northern Mexico. To provide the reader with accurate and concise information the original works of the two authors will be used extensively, as the purpose of the essay is to criticize these works. The essay will also make use of a number of internet web-sites for general information on the Mexican and American historiesof the early twentieth century. A detailed list of books and resources used in writing this paper will be provided at the end, in the form of a bibliography. In conclusion, the essay’s purpose is to provide detailed and concise criticism of George Sanchez’s book, Becoming Mexican American, while supporting the criticism with Grace Delgado’s article. Ceren Keskin 207138579 BIBLIOGRAPHY Sanchez, George. Becoming Mexican American: Ethnicity, Culture and Identity in Chicano Los Angeles, 1900-1945. Oxford University Press, 1995. Delgado, Grace Pena. â€Å"At Exclusion’s Southern Gate: Changing Categories of Race and Class among Chinese Froterizos_†__. _In the Continental Crossroads, 183-200. Duke University Press, 2004.

Women in A Raisin in the Sun

Lorraine Hansberry's A Raisin in the Sun is the story of a struggling black family in Chicago. This story embodies Hansberry's use of strong black women, she was a realistic artist, fascinated by ordinary and real people with each one clearly and vividly drawn. In this play, Hansberry portrays courageous and revolutionary women who share struggles with each other and also with their men. Hansberry speaks loudly about the role women have played in the struggle for freedom. In A Raisin in the Sun, Hansberry shows three major female characters in very different stages in their lives. Lena wants to save her family from dissolution by resolving conflicts, remaining righteous and being the rock and the leader of the Youngers. Beneatha wants to both develop her intellect by attending school and be of service to humanity by practicing medicine; Ruth, on the other hand, wants Travis to grow up in a decent home in a decent neighborhood. However, they all share a common goal for their family. Although different from each other, the women remain unified at the end of the play when the whole family decides to move into a new house, significant because they would rather face the dangerous risk of moving into a racist neighborhood than stay in their poor situation. Mama portrays the traditional, holy, black woman during the period of the civil rights movement, much like that of the time she is the backbone in their house and supports the family through their many trials and tribulations. Throughout the play Walter, Lena Younger’s son, is undoubtedly a catalyst in the troubles the family faces. He seems helpless and feels he is less than a man because his family is poor and he has so many aspirations. During the play he lobbies for the support of the family to give him the money to invest in a liquor store, and finally in a critical scene, even though she has her doubts, Mama hands over part of the ten thousand dollars of his father’s life insurance to him. Walter may not know it but she is handing over the duty as the head of the household to him. After their heart-wrenching face to face talk with her son, Lena doesn't want his dream to be deferred, she says, â€Å"Listen to me now. I say I've been wrong, son. That I been doing what the rest of the world been doing to you† ( ). Through giving this money to Walter, Lena hopes his spirits will lift before the family loses him. She then says, â€Å"There ain't nothing worth holding on to, money, dreams, nothing else if it means it's going to destroy my boy†. ( ). It is evident that there is nothing more important to Lena than her family's happiness, and as a mother she only has Walter's best interest in mind. Although Lena can be seen as an old-fashioned black woman she also displays some forward thinking on her part when she buys a house for her family. Not only does she just buy a house but she dares to buy one in a white neighborhood. She knows she is taking a risk but she does it anyway to improve her family's living situation, advancing on the concept that her family always comes first. The house that she brought was the best she could find for her money and she wasn't going to be denied such an opportunity because of the racist neighborhood. She is tired of her family being held back by white society in which Walter is mostly the victim. At one point Lena waivers at moving because Walter loses the money. She loses hope for a moment. This scene is the most dramatic scene because when Lena learns that Walter lost the money, she slaps him with anger. She then illustrates how hard his father worked for the money. She says â€Å"I seen†¦ him†¦ night after night†¦ come in †¦ and look at that rug†¦ and then look at me†¦ the red showing in his eyes†¦ the veins moving in his head†¦ I seen him grow thin and old before he was forty †¦ working and working like somebody's old horse †¦ killing himself †¦ and you – you give it all away in a day†¦ † ( ). Lena just couldn't stand the thought of her husband working everyday for nothing. However, even though she didn't like what he did, she later scolds Beneatha for criticizing him because she doesn't want Walter to be hurt any further. Ruth and Lena show tremendous understanding with Walter. In the story Hansberry describes Ruth by writing, â€Å"We can see that she was a pretty girl, even exceptionally so, but now it is apparent that life has been little that she expected, and disappointment has already begun to hang in her face† ( ). It is apparent by the way Hansberry describes Ruth that times have been hard for her. It is understandable though, black women were expected to do domestic work as well as work outside the home to complement their husband's income and effectively handle both major tasks. Ruth also displays a lot of strength when she deals with a pregnancy that the family may not be able to support. Through all of these responsibilities more stress is added on to the fact that Walter shuts her out emotionally. Ruth’s relationship with Walter becomes distant as the play goes on, Walter simply doesn't feel the support he needs from her and he doesn’t know how to get back to a good place with their relationship. Ruth doesn't seem supportive at first, however she really understands him, she wants a better life for her family, too but she's just more of a realist. Ruth does tip-off Lena that Walter wanted the money to start a business when she says, â€Å"Ain't nobody business people till they go into business. Walter Lee say colored people ain't never going to start getting ahead till they start gambling on some different kinds of things in the world – investments and things†. ( ). After Lena mentions buying a house Ruth gets excited because she knows that to save her marriage and her family they must move into the new house, it also means that she can keep the new baby on the way. Beneatha's character in A Raisin in the Sun portrays how a radical, independent black female would act, she represents a new generation of women that to be free. In one part of the play Beneatha rejects God, saying â€Å"I’m sick about hearing about god† Her intense personality and stubborn attitude is probably what causes her to lose her faith. She doesn't realize that faith is what helped her family through hard times. Beneatha's main goal throughout the play was to pursue her education and become a doctor. During the civil rights movement a black female doctor is very rare and even thinking about entering practice may be looked down upon. In the beginning Beneatha was not supported by her brother Walter, he may have felt jealousy and couldn't stand the thought of part of the insurance money going to her schooling. He criticized Beneatha's dreams, which is hypocritical because he does not want anybody criticizing his. Walter doesn't support his sister's dream of being a doctor because he wants the money for himself. Beneatha's love interests in the story confirm her beliefs. George Murchinson essentially believes in what her brother thinks and Asagai supports her. George is not sensitive enough to notice that Beneatha is an intellectual and only feels he needs to suit her physical needs as well. Asagai, on the other hand, appeals to Beneatha's intellectual and psychological needs. Beneatha is at a stage where she wants to feel at ease and be encouraged to philosophize and express her opinions. She is definitely more receptive towards Asagai because he supports her dreams. The Younger women may argue and disagree but would never betray their family or their race. They, as a whole, act not only as the rock of the family, but the glue that bonds everyone together. Walter would be lost without the support he receives and although he does not show it very often, he loves all of them very much. The women of Lorraine Hansberry’s A Raisin in the Sun play a key role in the stability of the family and a clear picture into the hearts and minds of the characters, they are an integral part of the play.

The Spence Company Essays

The Spence Company Essays The Spence Company Essay The Spence Company Essay Spence Company Announces New Natural Supplement Websitedate. In a joint venture with HerbalBiz, a natural supplement distributor and manufacturer, Spence Company launched a new online store at www.supplementpure.com, with products targeted towards General Skin Care, Weight Loss, Men’s Health, Women’s Health, and other General Health products, including vitamins, diet supplements, and other products for general well-being. Specific product offers include Hoodia, Nicocure, Dietrine, and Revitol.Spence Company seeks to become part of the multi-billion dollar health-supplement industry. After months of scouting for feasible business opportunities, CEO Mike Spence finally discovered HerbalBiz, which according to him â€Å"†¦can help our company compete in the expanding herbal supplement market.† Spence adds, â€Å"With a growing baby-boomer population health supplements and products will be in greater demand.†Spence also cites the â€Å"excellent standard s in quality control† that HerbalBiz practices, pointing out that HerbalBiz conforms to the Good Manufacture Practices of the FDA.Spence Company plans to invest in and launch more online businesses in the future.A trade and investment firm in DeKalb, IL, Spence Company specializes in the import/export trade and media, and has various investments. Spence Company also offers media sponsorships and many investor opportunities.

Social Contexts essays

Social Contexts essays 1. When analysing an artwork what is to be gained from considering the social context in which it was created? Are there possible drawbacks to this methodology? Provide clear examples to substantiate your argument. When analysing artwork, in any form, there are often times social contexts in which can be interpreted. Not always does the history behind the painting need to be revealed to fully understand the concept of the artwork, yet it is helpful in determining if the artwork is truthful in its representation. Although in analysing artwork it is likely that there are drawbacks to considering the social context. To illustrate this point, I'm going to use the visual arts as my medium of choice. Understanding the social context can be an important tool. An advantage of knowing the history of the painting or sculpture can really enrich our knowledge, being in the 20th (soon to be 21st) century, about some of the social periods from previous times. It can demonstrate how traditions were carried out, how they had an impact on the different social classes. It's a visual teaching aid of a sort. Even in the time period of which the artwork was created can be used as a tool to show how the life was in different parts of the world. It was also used as a hammer in the realist movement to show the upper classes that life for the poor was horrible. The visual arts is the only medium in which the pictorial image creates a universal language in which anyone, regardless of nationality or social class can interpret. The text which is created by this language often creates a context which is left open to interpretation. Contexts are created by the artist, critics, judges, the public, essentially, any one who views the work and forms an opinion relating to it. The contexts stem from subject or content of an artwork, and are usually facts regarding the content. Yet, the contexts almost always have backgrounds themselves, there...

Journalism and Mass media Essay Example | Topics and Well Written Essays - 750 words

Journalism and Mass media - Essay Example Therefore, from the point of view of the Associate Professor, Carmen uses methodological reductionism that the sites assist only those who require them urgently while in others it is not the case. Alternatively, Piskorski found that the online dating industry has worth of $2billion made of more than 14, 000 businesses that use various methods and techniques of matching up potential partners. For instance, OKCupid, an online dating site with a membership of about 3 million permits its users to surf each other’s profiles (Nobel, 2012). Furthermore, there are algorithms and comprehensive quizzes that allow partners to have compatible matches. Similarly, in a study of about 500,000 members of OKCupid, Piskorski discovered that older, shorter and at times overweight people viewed more profiles compared to their younger counterparts. On that account, there are several methods, data and evidence used to support the claims made in the article. For instance, Carmen uses secondary methods of data collection such as reading books, similar journals and internet sites to prove the validity of the article. Similarly, there is the interview on the Associate Professor of Harvard Business School on his studies and findings concerning various online dating sites (Nobel, 2012). Therefore, the available data to prove the claims made by Carmen include several online sites such as Match.com, eHarmony, OKCupid and Facebook among others that aim at matching up potential partners. ... For instance, Carmen uses secondary methods of data collection such as reading books, similar journals and internet sites to prove the validity of the article. Similarly, there is the interview on the Associate Professor of Harvard Business School on his studies and findings concerning various online dating sites (Nobel, 2012). Therefore, the available data to prove the claims made by Carmen include several online sites such as Match.com, eHarmony, OKCupid and Facebook among others that aim at matching up potential partners. On the other hand, the available evidence is the study of 500, 000 members of OKCupid who view the profiles of each other without any problem. Therefore, these claims hold because the members interviewed participate actively and report their results. There is also the presentation made by Piskorski on his findings in a HBS seminar concerning the various online dating sites (Nobel, 2012). On the same context, there is also the presence of the online dating sites t hat participated in the survey to determine the benefits of online dating. However, there are also biases and other missing information in the article by Carmen Nobel. For example, there is no alternative research on offline dating for comparison purposes with online dating. In other words, there is ecological fallacy in terms of the available statistics to support the benefits of online dating for its members (Nobel, 2012). Additionally, the research by the Professor does not conduct a follow up if the potential partners meet and the superseding consequences. This constitutes to individual fallacy whereby the other groups are not part of the research. Furthermore, Piskorski fails to mention the names of his variables during the findings hence

Comparison Paper Research Example | Topics and Well Written Essays - 750 words

Comparison - Research Paper Example This concise overview will further analyze the history of public health and look at the difference between the community health and public health. Public Health Resources Public health refers to the medical approach that covers the health issues of the entire community. Public health resources facilitate providing health services to the public through an integrated and coordinated approach. The public health resources range from the health infrastructure to the health personnel and the health information services. Public health has several core functions, which include the monitoring and assessment of the populations and communities health and identifying priorities and problems (Cromley & McLafferty, 2011). Further, public health contributes in the public policies formulation to address the national and local priorities and problems. Lastly, public health ensures that citizens access cost-effective and appropriate care, which includes services of health promotion, health care evalua tion, and disease prevention. The practice of public health in Clinton County occupied a central place to ensure public welfare of her residents. Public health in Clinton County has contributed immensely in disease diagnosis, disease prevention, health promotion and prolonging life through community efforts organized for environment sanitation (Cromley & McLafferty, 2011). ... Clinton County is situated in Pennsylvania State; most of the public health resources in these localities are similar. These resources provide residents with continuous evaluation of the community's healthcare needs, as well as epidemiology and surveillance. Further, both Clinton County and Pennsylvania State have public health resources that track the patterns of treatable and preventable diseases, referral services to patients who require such services. Other resources include immunization services, public health response and emergency planning, environmental protection and community awareness through outreach programs. The national public health resources are broad, and they do not concentrate on any single provision. Instead, the national public health resources are general, and they are disbursed to the respective counties and states to ensure that they reach the citizens (Cromley & McLafferty, 2011). Therefore, the national public health resources cover the entire nation, and t he resources facilitate the health activities at county and state levels to ensure that the public receive high quality health services. The history of public health services dates back to 1798 after an act was passed to cater for the health needs of merchant seamen who were injured. In 1870, the entire hospitals were controlled by the state from a central point; this happened to give room for efficient supervision. The hospitals that were controlled from a central place formed the Marine Hospital Service. The scope of this hospital service widened, and the hospital started to undertake other complex activities besides caring for the seamen. In 1902, the Marine Hospital Service was controlling the spread of diseases through quarantines.

CFD Assignment Coursework Example | Topics and Well Written Essays - 2750 words

CFD Assignment - Coursework Example Please note that the University enforces a penalty of zero percent for work submitted after the published deadline without valid extenuating circumstances (see University student handbook on the portal for details). Intended outcomes – By the end of this coursework, you should be able to: Carry out a CFD simulation using ANSYS Workbench/CFX, demonstrating ability to import geometry, produce a mesh, set up and solve a simulation and effectively post-process results. Evaluate grid-dependency of a solution and demonstrate the process of finding a grid-independent solution. Demonstrate ability to compare CFD results with published experimental data, and critically evaluate results with reference to relevant literature. Recognise capabilities and limitations of a CFD analysis in a particular application. Present results of a CFD analysis clearly and concisely, with appropriate output from CFD-Post. Aim To use ANSYS CFX to simulate the flow around a two-dimensional NACA 642-015 aero foil section at a 5o angle of attack and to assess the accuracy of the simulation. Problem specification It is important to understand the lift and drag characteristics of aerofoil sections when designing devices such as aircraft (wings and tails) or yachts (rudders and keels). Traditionally, foil theory has been used to give performance estimates, along with extensive experimental testing. More recently, CFD has become another possible option when investigating foil performance. In reality, foils exhibit three-dimensional performance, because flow around the tip of the foil affects lift and drag. However, it is useful to determine performance of a two-dimensional foil – that is one that is so long (approaching infinite length) that the effects of flow around the tip are negligible. You are going to use CFD to simulate a 2-d foil, and compare your results to those obtained experimentally in a wind tunnel, detailed in a NACA paper from 1945. Instructions You will not be writin g a formal report for this project. Instead, you will work through this document (using it as a template), adding content and answering questions as instructed. You will then submit the completed document for assessment. Note that answers/images, etc. do not have to fit into the space provided – insert extra space as necessary, but keep answers concise. Carry out the steps as follows: Carry out a basic CFD simulation (named â€Å"Run_1†) of a NACA 642-015 foil noting the following: The foil geometry has been created in SolidWorks for you – the file aerofoil_CW_2011.SLDPRT can be found on the DSGN313 Tulip site under CFD Coursework. The file Aerofoil_Instructions_2011.doc (also on the portal) explains how to modify the geometry parameters using SolidWorks. Note that it is down to you to modify dimensions to set the extents of your domain in all directions, and to set your foil chord and angle of attack – don’t just run with the dimensions given to y ou. Your simulation should be for a 5o angle of attack, and a 24 inch chord length (for comparison against the NACA experimental data). You should run your simulation at a Reynolds number of 6x106. Note that the length scale used in the Reynolds number is the chord length of the airfoil section in the model. Use ‘Water’ as the fluid and assume that the flow is incompressible, steady, isothermal and turbulent. Use the k-? turbulence model. Run_1 should be a coarse, unrefined mesh purely to get your simulation working (you

The stanger and Truman comparison Essay Example for Free

The stanger and Truman comparison Essay The Stanger written by Albert Camus and The Truman Show both have irony in them. In the beginning their life is in a sense meaningless and nothing really to it. Trying to live a â€Å"normal† life is what they are striving for. Truman from The Truman Show and Meursault from The Stranger both have things that foreshadow their ultimate choices in life, which include symbolism, existential themes, and irony. In The Truman Show, there is irony present throughout the whole movie. During most of the film, Truman wanted to leave Seahaven and go explore the world. He had a desire to do more than just live a quaint, common life. He is unique, and it is his motivation that makes him stand out. His enduring determination helped him find the answer. For example, he almost drowned during a storm while sailing, but he persisted on. Truman got an answer, but it may not have been the answer he was searching for. Once Truman learned that his life was a television show, he realized he would not be as unique if he left. He would not be the center of attention, and now wants to be just an ordinary person outside of Seahaven. There also irony present throughout The Stranger, as Meursault also has somewhat of an epiphany towards the end of the novel. Throughout the story, Meursault is indifferent to many things and does not show strong moral values. For example, he kills a man without strong reasoning. After getting sentenced to death, he truly realizes why he is getting punished for his actions. He understands what will happen to him and accepts it. Ironically, instead of having moral thoughts or feelings of remorse, he believes that hatred of him would make him feel less Gonzales 2 alone. However, he realizes he becomes happier when he better understands human existence and purpose. â€Å"As if that blind rage had washed me clean, rid me of hope; for the first time, in that night alive with signs and stars, I opened myself to the gentle indifference of the world. Finding it so much like myself—so like a brother, really—I felt that I had been happy and that I was happy again. For everything to be consummated, for me to feel less alone, I had only to wish that there be a large crowd of spectators the day of my execution and that they greet me with cries of hate,† (Part 2, Chapter 5, P. 123). He feels lonely, and it is the hate from the crowd of spectators that help him feel less alone. There are also existentialist themes in The Truman Show. Although the show’s creator, Christof, tried to keep Truman in Seahaven, he ultimately could not. Truman’s freewill and control of his own fate led him to discovering the truth about Seahaven, and thus controlling the outcome of his life. He accepted the reality of his life being centered on a television show, but moved on by leaving Seahaven. Although Truman’s artificial world came to an end, he entered reality as he left Seahaven. Meursault faced a lot of things like an existentialist. For example, he was ready to accept his consequence after he shot the Arab. He also was ready for death, knowing it is inevitable. Some existential themes include freewill, controlling your own fate, accepting your fate, and taking responsibility for your own actions. These themes are all present in The Stranger. It was the freewill that led him to shooting the Arab, because he was in total control. He chose his fate, accepted the consequences, and took responsibility for what he did. For example, he realized he was going to die, and accepted it. Symbolically, Truman’s â€Å"fake† world coming to an end was foreshadowed by a previous event. The light fixture that fell as Truman left his home symbolized things starting to fall apart. Gonzales 3 Shortly after this even, there were more examples that caused him to be suspicious and doubtful of the world around him. Another great example of symbolism in the film was the unfinished bridge that Truman and Marlon had conversations on. Truman was always uncertain of something when he spoke to Marlon on the bridge, and it could represent Truman’s unfulfilled life and uncertainty. Although Truman’s life was unfulfilled in his eyes, there is something that foreshadows him traveling in the future and discovering something. The name of his sailboat was the Santa Maria, which was a famous boat that Columbus sailed to America on. This foreshadowed Truman leaving the town of Seahaven to explore a completely new world. There is much symbolism present in The Stranger as well. For example, Meursault does not like being uncomfortable, especially from the weather. Many perceive the sun as a source of warmth, sometimes beauty, but Meursault dislikes the heat. The sun normally brings joy, emotional warmth or comfort to an individual, but Meursault seems to dislike feeling emotional in any way. He also dislikes heat from the sun. The sun was a barrier of Meursault’s emotions. It also led him to murder. While walking on the beach, Meursault encountered the Arab again. The Arab reflected light off of his knife from the sun. Meursault thought to himself, â€Å"All I could feel were the cymbals of sunlight crashing on my forehead and, instinctively, the dazzling spear flying up from the knife in front of me. The scorching blade slashed at my eyelashes and stabbed at my stinging eyes, (Part 1, Ch. 6, P. 59). Right after this, he shot and killed the Arab. It seems like the little emotions that Meursault had took over his actions. Before he walks up to the Arab and shoots him, Meursault thinks to himself, â€Å"It occurred to me that all I had to do was turn around and that would be the end of it. But the whole beach, throbbing in the sun, was pressing on my back. I took a few steps toward the spring,† (Part 1, Ch. 6, P. 58). However, towards the end of the novel he did gain some morals and understood much more about life. When he did, he Gonzales 4 looked into the window, with the sun shining behind it, and gazed at his reflection: I moved closer to the window, and in the last light of day I gazed at my reflection one more time,† (Part 2, Ch. 2, P. 81). Not only do they come to a meaning for their life they also find ways to change it for them. As you can see, existential themes, symbols and irony not only foreshadow, but affect Meursault’s and Truman’s ultimate choices in life. Work Cited Camus, Albert. The Stranger. January 1955. Print. Gonzales 5 The Truman Show. Peter Weir. Perf. Jim Carrey, Laura Linney, Ed Harris, Noah Emmerich, Brian Delate, Holland Taylor. 1998. Film.

Religious Discrimination Essay -- Religion Discrimination Discriminati

Religious Discrimination Table of Contents 1. Introduction  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Definitions  Ã‚  Ã‚  Ã‚  Ã‚  2 2.1 Religious Belief  Ã‚  Ã‚  Ã‚  Ã‚  2 2.2 Religious Discrimination  Ã‚  Ã‚  Ã‚  Ã‚  3 3. Title VII of the Civil Rights Act of 1964  Ã‚  Ã‚  Ã‚  Ã‚  3 3.1 Prohibitions  Ã‚  Ã‚  Ã‚  Ã‚  3 3.2 Accommodations and Undue Hardship  Ã‚  Ã‚  Ã‚  Ã‚  4 3.3 Who is Subject to the Provisions under Title VII?  Ã‚  Ã‚  Ã‚  Ã‚  5 4. How to Handle Religious Discrimination in the Workplace  Ã‚  Ã‚  Ã‚  Ã‚  6 4.1 Preventive Measures  Ã‚  Ã‚  Ã‚  Ã‚  6 4.2 Filing a Charge  Ã‚  Ã‚  Ã‚  Ã‚  8 5. Cloutier v. Costco Wholesale  Ã‚  Ã‚  Ã‚  Ã‚  9 6. Religious Discrimination after September 11, 2001  Ã‚  Ã‚  Ã‚  Ã‚  12 7. Summary and Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  13 7.1 Summary  Ã‚  Ã‚  Ã‚  Ã‚  13 7.2 Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  15 1. Introduction Title VII of the Civil Rights Act of 1964 prohibits employers from discriminating against applicants and employees because of their race, color, religion, sex or national origin. Religious Discrimination as part of the Civil Rights Act is the subject of this term paper. Initially, I will give a brief definition of â€Å"religious belief† and â€Å"religious discrimination† and write afterwards about prohibitions regarding religious discrimination, reasonably accommodation of religious beliefs and practices, undue hardship, and about the question â€Å"Who is subject to the provisions under Title VII?†. Furthermore, I will enter into the question how employers and employees should handle religious discrimination in the workplace. Since discrimination in the workplace cannot only cause costly lawsuits, but also has an impact on the moral of the employees, I will name some preventive measures. After that, I will switch to the employee’s view and give the reader an idea of what an employee should consider when filing a charge because of religious discrimination. Then, I will present the case Cloutier v. Costco Wholesale, which shall illustrate how everything fits together – from the broad definition of religion to the handling of a filed charge. According to statistics of the Equal Employment Opportunity Commission (EEOC) and state and local fair employment practices agencies, the number of charges alleging workplace discrimination based on religion or national origin has been significantly increased after September 11, 2001. Therefore, I will deal in this term paper with the influence of the attacks on the World Trade Center and the Pentagon on religious discrimination in the workplace. Finally, I... ...pportunity Commission. (2002, June). Facts About Religious Discrimination. Retrieved from: http://www.eeoc.gov/facts/fs-relig.html The U.S. Equal Employment Opportunity Commission. (1997, June). Filing a Charge. Retrieved from: http://www.eeoc.gov/facts/howtofil.html The U.S. Equal Employment Opportunity Commission. (2002, May). QUESTIONS AND ANSWERS ABOUT THE WORKPLACE RIGHTS OF MUSLIMS, ARABS, SOUTH ASIANS, AND SIKHS UNDER THE EQUAL EMPLOYMENT OPPORTUNITY LAWS. Retrieved from: http://www.eeoc.gov/facts/backlash-employee.html The U.S. Equal Employment Opportunity Commission. (2004, November). Religious Discrimination. Retrieved from: http://www.eeoc.gov/types/religion.html The U.S. Equal Employment Opportunity Commission. (1997, January). Title VII of the Civil Rights Act of 1964. Retrieved from: http://www.eeoc.gov/policy/vii.html Vorys, Sater, Seymour and Pease LLP. (2002, October). Religious discrimination – Accommodating differences in the workplace. Retrieved from: http://www.vssp.com/CM/Articles/articles871.asp workindex. (2004, November). Ten Tips For Avoiding Religious Discrimination. Retrieved from: http://www.workindex.com/editorial/hre/hre0411-05.asp

Curriculum For Excellence Impact On Teacher Professionalism Education Essay

The being of a relationship between course of study policy and instructor professionalism would look to be an established premise. This is apparent in claims that course of study reform is frequently regarded as a menace to teacher professionalism ( Al-Hinei 2003 ; Apple 2009 ; Locke et Al. 2005 ) . Most notably, it is frequently claimed that the degree of prescription in the English National Curriculum, with the associated demand to run into the prescribed results, reflects a decrease of instructor liberty in favor of answerability ( Walsh 2006 ) . It would look, at this degree so, possible to reason that a decrease in cardinal prescription equates to an addition in teacher liberty which in bend equates to an sweetening of instructor professionalism. To an extent this would look to be an purpose of recent course of study reform in Scotland in the signifier of the Curriculum for Excellence ( CfE ) . The first page of the first ‘Building the Curriculum ‘ papers that claims that ‘teachers will hold greater range and infinite for professional determinations about what and how they should learn ‘ ( Scots Executive 2006:1 ) . However, such a straightforward relationship between course of study policy and instructor professionalism would, pulling on Evans ( 2008 ) , be an over-simplification. Evans suggests that professionalism can non be understood entirely, through analyzing instructors ‘ ‘remit and duties ‘ ( p.23 ) , and instead we must see instructors themselves understand their professional duties. To an extent this would look to be recognised in Scotland ‘s course of study reform, in for illustration claims that the reform requires a ‘culture alteration ‘ ( Scots Government 2009a:5 ) and the accent on the demand for professional development ( Scots Executive 2006:2 ) . This suggests acknowledgment that a alteration of instructors ‘ remit and duties entirely will non impact upon professionalism. In visible radiation of the perceived association between CfE and teacher professionalism – both as stand foring being and necessitating a alteration – it becomes pertinent to see the nature of the professional opinions that greater teacher liberty over the content of the course of study entails, and hence the construct of professionalism it would look to connote. This requires a consideration of the peculiar issues that are associated with the choice of course of study content, and an scrutiny of different constructs of instructor professionalism. Course of study First hence, we must see what is meant by â€Å" course of study † . As a term it would look to be notoriously difficult to specify, with a battalion of potentially conflicting definitions ( Dillon 2009 ) . By and large it can be suggested that ‘curriculum ‘ does non mention to a list, or patterned advance, of points to be taught. The course of study addresses non merely what is taught, but why and how instruction and larning takes topographic point. As such, curricula reflect and advance beliefs about the purposes and nature of instruction ( Flinders & A ; Thornton 2009:8 ) . They reflect different epistemic and pedagogical beliefs – beliefs about the nature of cognition and acquisition and learning – in, for illustration, their administration of ‘knowledge ‘ ( Carr 1988 ) , for illustration those that emphasise the separation of cognition into topics and those that favour integrating of capable countries. However it should possibly be no ted that Carr ( 1988 ) argues that the epistemic and pedagogical bases of much course of study policy is non wholly coherent. It should besides be noted that the current treatment is centred around the construct of ‘explicit ‘ course of study ( REF-moore? ) , – course of study as a statement of the planned or expected acquisition within a school context. Other constructs regard course of study to embrace all the experiences which impact upon a scholar ‘s development ( REF-Dillon? ) . However, notwithstanding the scope of attacks to understanding and making course of study, course of study design needfully entails a choice of what is to be taught. Different course of study theoretical accounts may differ in both when and by whom this procedure of choice takes topographic point. In a to a great extent normative, centralised, curriculum much of the choice is being made by policy shapers. At the other extreme, in a strongly child-centred course of study, choice is mostly made by the kid based upon their involvements. ( BACK THIS UP ) . If we consider the CfE itself, it is apparent that it can non be considered to be puting the determination of what to learn entirely in the custodies of instructors. Priestley ( 2010:23 ) suggests that it reflects a tendency in course of study development in general, in which there is an effort to pull on both ‘top-down and bottom-up attacks to curriculum be aftering ‘ . A procedure of choice has already occurred at the nat ional degree in footings of the signifiers of cognition and accomplishments that are to be developed. Even within this ‘clear model of national outlooks ‘ ( Scots Executive 2006:1 ) , instructors do non hold exclusive duty for course of study content choice. In the pledge, ‘all kids and immature people should see personalisation and pick†¦ ‘ ( Scots Government 2008:17 ) , there is an outlook that students will, to a certain extent, besides be doing determinations about course of study content. Further, there is a strong accent upon collegiality, with instructors working together on course of study development ( Scots Government 2009 ) . However it clearly does take to put more duty for pick in the custodies of the instructor, and in making so is potentially impacting the nature of instructor professionalism. Professionalism In order to analyze this claim more closely it is necessary to see the significance of ‘professionalism ‘ itself. As with ‘curriculum ‘ , it would look that ‘professionalism ‘ is a hard term to specify with many different positions as to what it truly means ( Al-Hinei 2003:41 ; Evans 2008 ) . By and large nevertheless, the term ‘profession ‘ may be regarded as bespeaking a distinguishable ‘class or class of business ‘ consisting of occupations such as physician or attorney, and sometimes teacher ( Carr 2000:22 ) , to which a certain position may be attached. This should be regarded as distinct from the mundane usage of ‘professional ‘ as distinguished from ‘amateur ‘ which focuses on whether or non an person is paid ( REF-Carr? ) . The intent of sing some businesss as ‘professions ‘ differs harmonizing to different positions. Some respect it as a socially constructed construct, proposing it is a agency of continuing power and position with a certain group of people ( Locke et al. 2005:558 ) . Carr ( ? ? : ? ? ) suggests it refers to those businesss that are required to keep civil society ( wellness, justness and instruction ) . Others suggest that there are certain specifying features which mark out an business as carry throughing the standard for ‘profession ‘ ( Locke et al 2005:558 ; Christie 2003:845 ) . Whilst this diverseness of positions exists, there does look to be a general sense that those businesss that are classed as professions involve a degree of liberty to do determinations, a distinguishable cognition base or expertness, and some signifier of attention or service to society ( Carr 2000 ; Christie 2003 ; Goodson 2003 ; Locke et Al. 2005 ) . Professionalism itself may be possibly regarded as the manner in which we describe a profession in footings of its features in relation to these constructs ( Goodson 2003:126 ) . In kernel professionalism is concerned with sing the degree of liberty afforded to persons by an business and the nature of the professional cognition or expertness involved. In this manner, the averment referred to earlier, that the English National Curriculum is considered as a procedure of de-professionalisation, may be regarded as a belief that the degree of prescription involved is cut downing teacher liberty and altering the nature of the expertness required to make the occupation. As such, the distinguishable features of learning are more narrowly defined. Carr ( 2000:15 ) refers to such a decreased liberty and cognition base as ‘restricted professionalism ‘ . It is suggested that instruction is alone amongst the professions in footings of its balance between liberty and answerability ( Carr? ? ) . As Locke et Al ( 2005: 564 ) point out, there is a ‘tension ‘ between professional liberty and answerability. This alone answerability is related to the relationship between instruction and society. Education, or instead schooling, is basically concerned with ‘the sort of society we want to be ‘ ( White 2004:2 ) and is frequently related to the economic wellness of a state ( REF†¦ . ) . This is apparent in the claim that the ‘Curriculum for Excellence can play a important function ‘ in accomplishing the Scots Governments purpose ‘to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier ‘ ( Scots Government 2008:3 ) . It is from this impression of schooling as helping, and potentially formative, society as a whole that it is suggested that schools and instructors are accountable in ways that other professions are non ( Carr 2000:44 ) . It is further suggested that instructors are besides more accountable to parents and must accept the legitimacy of the positions of ‘non-professionals ‘ in a manner that attorneies or physicians do non ( Carr 2003:64 ) . It may be as a consequence of this answerability to the province and parents that the dominant construct of instructor professionalism, in policy at least, has become that of the ‘competent instructor ‘ with a focal point on meeting prescribed criterions. ( Goodson 2003:127 ; Menter et al 2010:21 ) . Sing teacher professionalism in footings of criterions is argued to potentially take to a state of affairs in which the professional cognition base of instruction is strictly related to practical accomplishments, such as effectual communicating and the ability to pull off behavior ( Goodson 2003:130 ) . It is besides argued that such a position of instructor professionalism can take to ‘unreflective application of regulations ‘ ( Hegarty 2000:456 ) , instead than size uping and oppugning policy and course of study. It would look sensible to tie in a normative course of study with such a construct of instructor professionalism, as so Menter et Al. ( 2010:22 ) do. This would nevertheless, seem an deficient history of instructor professionalism to run into the demands of a course of study which gives teacher greater liberty of what to learn. Therefore, through concentrating on the particular issues which arise in relation to curriculum content choice, attending will be paid to theoretical accounts of professionalism which could possibly be regarded as more appropriate. Two thoughts will be addressed in relation to content choice. The first: the deductions of sing content choice as a pedagogical accomplishment ( REF†¦ ? ? ) with instructors pulling on, for illustration, cognition of kid development. The 2nd considers the deductions of sing course of study as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , indicating to content choice as holding ethical deductions. Curriculum Content Selection Sing content choice as a pedagogical accomplishment would possibly reflect White ‘s ( 2004a:20 ) averment that instructors ‘ ‘expertise ‘ prevarications in ‘deciding what specific purposes and what student experiences best suit the peculiar kids ‘ . In this instance, instructors professional cognition may be regarded as wider than that of practical accomplishments, instead it involves pulling on pedagogical, capable specific cognition and cognition of kid development, to choose and order the content that makes up the course of study ( REF ) . The instructor is using their professional cognition in order to do professional opinions as to the content which will travel an person to the following phase of development. Clearly this points to the demand for some signifier of course of study purposes. As White ( 2004:6 ) points out, we can non sanely make up one's mind what to learn without mention to an purpose, an indicant as to what the following phase of development really is. Using such an apprehension to the CfE, we can see that the overall curricular purposes are set out in footings of the ‘four capacities ‘ – statements as to the type of individual the course of study seeks to develop ( Learning and Teaching Scotland 2010 ) . At a more elaborate degree, the ‘experiences and results†¦ describe the outlooks for larning and patterned advance for each of the eight course of study countries ‘ ( Learning and Teaching Scotland 2010 ) . The instructor, so, would look to hold autonomy in taking what they teach in order to accomplish the expected acquisition. The demand to do professional opinions of this nature would look to indicate to a construct of a more enhanced professionalism than a more normative course of study, and may indicate to such theoretical accounts as the ‘reflective instructor ‘ ( Moore 2004:4 ) . Such a theoretical account of professionalism is regarded as comprehending learning as affecting more than practical accomplishments. Rather the instructor reflects upon their schoolroom pattern, measuring their instruction, possibly pulling on their theoretical apprehension with a position to bettering and developing their instruction ( Moore 2004 ) . It could besides associate to the construct of ‘the asking instructor ‘ ( Menter et al. 2010:23 ) , in which instructors are regarded as research workers, pulling on observations in the schoolroom to inform their professional determinations in their planning. It is suggested that such a construct of the instructor is ‘very apposite in the context o f the Curriculum for Excellence ‘ ( Menter et al. 2010:23 ) , which seeks to give instructors greater liberty in course of study development. These theoretical accounts would surely look to widen the construct of instructor professionalism beyond that of the sensed technicism of the ‘competent ‘ instructor. As such they may supply suited theoretical accounts for instructors who are involved in the choice of course of study content, puting an accent on instructors ‘ pedagogical expertness. However, if we turn to the 2nd construct, an apprehension of course of study content as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , understanding instructor professionalism in footings of pedagogical expertness may get down to look inadequate. Culture, in its broadest sense, may be regarded ‘as a whole manner of life ‘ , embracing all facets of society including the cognition, accomplishments and activities, such as athletics and ‘recreation ‘ , of that society ( Entwistle 1977:111 ) . However, if we regard instruction as being, in some manner, involved with ‘betterment ‘ ( Entwistle 1977:111 ) , schooling can non be concerned with all those things that make up a civilization. Rather, Entwistle ( 1977:111 ) , suggests that in schooling we select those facets of civilization which are regarded to be contributing to the ‘improvement of the person or group ‘ . This once more points to a consideration of the purposes of instruction: it is merely through an consciousness of what is regarded as ‘betterment ‘ , and hence, what we are taking to accomplish through instruction, that choice of content can sanely be carried out ( White 2004:6 ) . Related to this, cultural choice clearly besides implies a procedure of rating, separating between those things which we regard as ‘desirable or unwanted ‘ facets of civilization ( Entwistle 1977:110 ) . Therefore concerns about the choice of civilization which makes up the content of a course of study can possibly be regarded as originating both in relation to the purposes of the course of study and in the ratings of the comparative desirableness, or worth, of different cultural elements. Concerns that rise in relation to the purposes of the course of study are possibly best exemplified by the unfavorable judgments of a course of study whose purpose is, for illustration to increase employability accomplishments. Those who regard cognition acquisition as holding value in its ain right would see an instrumental attack to content choice as an poverty of instruction, restricting entree to many signifiers of civilization which may non hold direct instrumental value ( pulling on Carr et Al. 2006:17 ) . In this manner so, we can see that the choice of content is in some manner impacted upon by our beliefs about the intent of instruction, and as such sing choice of content as proficient accomplishment may be deficient. However, it is possibly in relation to the rating as to the comparative worth of facets of civilization that the most complex issues originate. It is in sing the relationship between cognition and power that cultural choice becomes debatable. This becomes apparent when we draw on Bourdieu ‘s ( 1986:106 ) construct of ‘cultural capital ‘ . Bourdieu ( 1986:106 ) suggests that different signifiers of ‘culture ‘ are invested with value which can be drawn on for pecuniary addition, or an addition in societal position. If we consider this in footings of ‘knowledge ‘ as a signifier of civilization, so acquisition of certain signifiers of cognition by an person can be utilised in bring forthing income and increasing societal position. For illustration, geting specific biological and medical cognition can enable one to derive both the income and position conferred upon a physician. However, it is non merely the acquisition of the cognition per Se. whi ch is valuable, but instead gaining institutional acknowledgment – in the signifier of an academic making – of possessing a peculiar signifier of civilization ( Bourdieu 1986:110 ) . In this sense, certain signifiers of cognition, certain signifiers of civilization, have greater value by virtuousness of being ‘institutionalised ‘ in the signifier of a making ( Bourdieu 1986:109 ) . This would propose hence, that schools are involved in both the transportation of signifiers of civilization which enable an person to derive economic capital or societal position, but besides in some manner specify what signifiers of civilization are of value. Such an averment is supported by Giroux ‘s ( 1980:228 ) statement that the civilization that is selected to organize the course of study becomes ‘legitimised ‘ by the really fact of its inclusion in the course of study. This construct can farther be seen in claims that the ‘traditional ‘ academic course of study is an elitist choice of civilization, giving value to signifiers of cognition associated with the in-between category ( REF! ) . It is the comparative value that become associated with different signifiers of cognition and different accomplishments that signifiers portion of what is termed ‘hidden course of study ‘ ( Ref ) . This is a mention to the values and thoughts that a school may non explicitly plan to learn, but which however are transmitted to students ( REF ) . It is suggested hence that the exclusion of an facet of civilization from the course of study communicates to pupils a belief about the comparative worth of this facet of civilization ( REF..exemplify? ) Moore ( 2004 ) provides an interesting illustration of this claim of elitism in cultural choice. Moore focuses on portraitures in movie of instructors who are regarded as ‘saviours and non-conformists ‘ ( Moore 2004:58 ) , such as ‘Ms Johnson ‘ in the movie Dangerous Minds. He argues that whilst the attack they take to instruction may be extraordinary, the content of that instruction is non. Moore ( 2004 ) contends that the cultural choice made by these instructors, of what he regards to be representative of in-between category values, ‘may be read as lending to and corroborating societal and cultural prejudices ‘ ( p.58 ) It is in this sense that Young ( 2006:734 ) argues that ‘social involvements are ever involved in course of study design ‘ , those with the power to choose what is included in the course of study have, to an extent, the power to legalize certain signifiers of cognition and certain patterns. It is suggested that through this procedure of advancing and legalizing in-between category civilization ( here we have the impression that a society consists of many ‘cultures ‘ ( ref ) ) , schools are implicated in intrenching inequalities of societal category ( REF ) . Such a claim requires closer consideration in order to understand the agencies by which cultural choice may be regarded to be implicated in affairs of societal justness. One manner in which it is suggested that this is the instance is that persons from a in-between category background have greater entree and exposure to the signifiers of cognition that are regarded as valuable by schools ( Reay 2006 ) . In this manner, Reay ( 2006 ) suggests, kids from in-between category backgrounds are at an advantage, able to pull on the cultural capital they already possess in order to execute good at schools, deriving institutionalized acknowledgment through academic makings, and therefore addition position in society. This would look to foreground a tenseness for those involved in choosing the content of a course of study. On the one manus, it is suggested that if schools do non supply the ‘high position cultural capital that academic and economic success requires ‘ so kids from working category backgrounds are potentially deprived of the ability to raise their societal position ( Anyon 2006:44 ) . However in making so, they are possibly complicit in reproducing prejudice as to what is regarded as legitimate and valuable cognition. It should be pointed out that this debatable history of cognition and cultural choice does non propose that ‘knowledge ‘ is incorrect or should non organize the footing of a course of study ( Young 2006 ) . Rather it suggests the demand to see the exact nature of the content we are taking to include, and significantly exclude, from the course of study. It suggests the demand for contemplation on our grounds for content choice, necessitating an consciousness of our ain prejudices we bring to the procedure ( Chan 2009: ? ? ) . From these observations, in which the choice of course of study content is regarded as holding societal deductions and is implicated in the transmittal of values, an apprehension of instructor professionalism which emphasises practical accomplishments or even pedagogical cognition possibly begins to look inadequate. Therefore the balance of this essay will see the impression that instruction is inherently ethical in its nature, and that teacher professionalism should therefore Centre upon the moral features of the profession ( Goodson 2003 ; Campbell 2003 ; Carr 2006 ) Carr ( 2006:172 ) argues that whilst all businesss are in some manner concerned with ethical issues, these by and large play a ‘regulative ‘ function – they indicate criterions for good pattern. However he suggests that this is non the instance with instruction, instead he suggests that ethical considerations are ‘constitutive ‘ of learning. This is possibly more clear in Campbell ‘s ( 2007:604 ) averment that: ‘It is far more ambitious to extricate the moralss of learning from the really procedure, pattern and content of teachingaˆÂ ¦ ‘ ( CHECK CONTEXT ) It would look that what is meant by this is that the determinations and actions taken by a instructor have ‘moral ‘ significance ( pulling on Campbell 2003:1 ) . By its really nature instruction is involved in organizing kids ‘s values and apprehension of the universe and as such is involved in conveying construct as to what is ‘right ‘ and ‘wrong ‘ ( REF ) . Further, as discussed earlier the determinations made potentially impact upon an persons accomplishment in schooling and therefore perchance impact their future chances. Following from this construct that issues of moralss are inbuilt into instruction, Campbell ( 2008:605 ) argues that ‘ethical codifications ‘ are deficient to turn to the issues faced by instructors. Rather she suggests that instructors requires an understanding by instructors of the complex moral issues they must turn to ( Campbell 2008:605 ) . It would look that within the Scots context there is acknowledgment of this. The ‘Standards for Initial Teacher Education ‘ in Scotland, which ‘specify what is required of a pupil instructor ‘ ( Christie 2003:847 ) , includes mention to ‘professional values and personal committedness ‘ ( Christie 2003:848 ) . There is a danger, Carr ( ? ? ? ) suggests, in bordering values as a competency or criterion, in that it would look to propose that the other facets of learning are ‘value-neutral ‘ . In this manner, the ethical nature of learning possibly can non be reduced to a competence or criterion. Rather Carr ( 2006:178 ) suggests that it is about instructors ‘taking moral issues and inquiries earnestly ‘ . It should be noted that this does non propose that instructors do non presently take moral and ethical considerations earnestly, Campbell ( 2003:2 ) argues that many instructors are cognizant of the moral deductions of their actions. However, Locke et Al. ( 2005:570 ) do suggest that when instructors are capable to high degrees of answerability it can take instructors ‘doing things right ‘ instead than ‘doing the right thing ‘ . Potentially, hence, the CfE ‘s focal point on greater liberty could supply greater flexibleness for instructors to do the determinations they regard to be ethically sound. At the same clip, by increasing instructors ‘ range for taking what to learn the ethical nature of learning possibly comes even more to the bow. It would look so, that in taking to give instructors greater liberty over the content of the course of study, the CfE both can be viewed as potentially heightening instructors ‘ professionalism as understood in footings of degrees of liberty. However, it besides seems to necessitate a consideration of the professional cognition base on which professionalism is based. The importance of pedagogical expertness and development is clearly of import and highlighted as so ( e.g. Scots Government 2009:4 ) . Yet, sing the complexness, and potentially value loaded nature of the cultural choice involved in choosing course of study content it would look of import to underscore the ethical nature of instructor professionalism. In kernel so, the greater liberty afforded to instructors to choose the content of the course of study by the CfE would surely look, as Menter et Al ( 2010:23 ) suggest, to indicate to a theoretical account of teacher professionalism in which instructors both reflect upon and develop their pattern. However in visible radiation of the basically ethical issues involved in content choice, it would look just to propose that instructors ‘ contemplations and determinations should pull non merely on theoretical and practical cognition, but must besides see the ethical grounds for taking to include, or non to include content in their instruction.