Modern Art - Avant-Garde, Cubism, Russian Design Essay

Modern Art - Avant-Garde, Cubism, Russian Design - Essay Example The essay "Modern Art - Avant-Garde, Cubism, Russian Design" explores movements and artists of the modern art. The researcher of the paper also analyzes Charles Jencks's opinion about avant-garde. Jencks’ theoretical considerations about art were based on his views on European and American art development. Jencks underlined that a ‘mythical’ modern man required ‘multiple coding’ in art in order to satisfy his aesthetical needs. A concept of â€Å"participatory design† implied that an architect would follow not only his tastes, but also tastes of other people, residents and participants. Jencks claimed that avant-garde potential may blossom in case its revolutionary nature would be embodied not in academies, but on a broader space. The main idea of avant-garde art is a transfer of initial idea of public interests and not only tastes of the artist. The main three stages of avant-garde art are: Cubism, Futurism or Surrealism. Cubism was known for innovations of form; Futurists and Surrealists were focused on a non-traditional reality transfer; a reflection of reality in movement. â€Å"Gardens like cities are whispering games in which the key is to pass on meaning even as it changes.† And â€Å"Design is like a conversation, if you knew the outcome it wouldn’t be worth having†¦Ã¢â‚¬ . Thus Charles Jencks was sure that avant-garde art is a perfect chance to embody hidden and unseen aspects of reality. Thus an avant-garde artist should reflect not only his ideas, but also public vision of reality of modernity.

Google the Best Company Essay Example for Free

Google the Best Company Essay The competition is steep for any company seeking to become one of the Best, and certainly for any company that shows up in the #1 slot. Yet Google chose a great role model to help them create the special culture that has supported their success. While definitely creating and following their own path, leaders at Google also turned to Genentech (#1 on the Best Companies list in 2006) as a source of ideas and wisdom to guide their growth as a company. And they have grown well, with confidence that their unique culture and approach to work life have contributed to the overall suc- cess of the organization. In their Culture Audit (a key component of the Best Com- panies evaluation process) they state, There is no hard data that can ever prove that a free lunch and a multicultural, campus-like environment con- tribute to the organizations success and profit. What can be proven is that Google is growing at an immense pace retention of employees is high, attrition is low and revenues are strong ($6. 1B in 2005). People are eager to work at Google and applications to our job openings are exceedingly high (approximately 1,300 resumes a day). Googles employees confirm what is reported in the Culture Audit, with 95% of the employees who responded to the employee survey part of the Best Companies evaluation process saying, Taking everything into account Id say this is a great place to work. Thats an extraordinary sentiment for a fast paced, stressful yet exhilarating work environment. Even people who leave Google to try something different do so reluctantly (SF Chronicle, 1/7/07). Googles leaders have figured out the formula that works for them by treating people with respect, supporting their creative endeavors, and working hard to adhere to their motto of Dont be evil. Its not magic, or rocket science or paternalism or entitlement. In some ways it is plain common sense. As they explain in their Culture Audit: Our employees, who call themselves Googlers, are everything. Google is organized around the ability to attract and leverage the talent of exceptional technolo- gists and business people. We have been lucky to recruit many creative, principled and hard working stars. We hope to recruit many more in the future. As we have from the start, we will reward and treat them well.

Observations at the Park Essay -- Observation Essay, Descriptive Essay

Observations at the Park A cigarette butt lies next to my foot, still emitting a trace of smoke. Nearby on the dusty asphalt a pigeon waddles self-consciously, bobbing its head as if pecking the air for some invisible food. A squirrel churrs a threat to his brother, challenging him to romp. The walkway before me never becomes silent. A buzz of voices blends with the city soundscape of cars driving and trucks backing, swingsets squealing and sparrows chirping. A toddler, holding tightly to his sister's stroller, yells "Achtung! Achtung! Achtung!" at a squirrel that crosses two inches from his foot. His mother comforts him, in German. A man sits down on the bench across from me, eyelids dropping on his creased red face as he stirs his cup of coffee. The bench I sit on is green, painted over years of dents and names scratched in wood. My backpack sits to my left with its main zipper opened just wide enough for me to extract my notebook and pen. At my right is my suitcase. Its pockets are crammed full like the subway this morning, barely room left to breathe, creaking and comp...

Linguistic culture

When I finished read Laura Bohannan’s essay â€Å"Shakespeare in the Bush† I felt that I was smiling. Can you beat it: Elizabeth Bowen-Smith (who will became Laura Bohannan later), intelligent student of Oxford university, sits on the calabash, drinks beer and explain the story of Hamlet to group of tribesmen. Some of them are a very experienced, old person who knows things. It seems that Laura met very interesting company: they are bilingual (but their English is much worse than their native Tiv language (Tiv-Batu sub-group of the Bantoid branch of the Benue-Congo subdivision of Niger-Congo)), they know only own culture and believe that people in all world are the same. This concept of â€Å"universal understanding† brought her audience to idea that this young European girl (because all whites should be Europeans) do not remember this history exactly. She made a lot of mistakes and some details of Hamlet history were so strange for Tiv traditions that they were even fain to acknowledge that Europe is really another world. Bohannan told about Hamlet in very simple words and Tiv understood Hamlet plot, but very generally. Different cultural backgrounds not only make the Tiv and Bohannan have very different interpretations of Hamlet status (â€Å"son of chief†) or the general ideas of life and death. But the Tiv people interpreted several specific aspects of the story much differently than the modern Western culture. Almost from the beginning of Bohannan’s tale, tribe members interrupted to question and disagree with her about most of the key elements in the story. There was the appearance of Hamlet’s father’s ghost, Claudius’ marriage to Gertrude, the fact that Hamlet couldn’t marry Ophelia, Hamlet’s madness, Polonius’ death, Ophelia’s drowning death and the poison for after the final duel. The ghost of Hamlet’s father appeared in the castle to inform Hamlet of the truth about his death. The most of modern people could easily explain what is a ghost. The Tiv thought otherwise. The tribesmen scoffed at the notion that Hamlet's father is a ghost because they don't believe that any individual part of human personality survives after death. Tiv culture believes in witches and witchcraft, and then Hamlet’s father image must have been a zombie sent by witches as an omen. I like this passage from Bohannan’s essay: â€Å"The old men muttered: such omens were matters for chiefs and elders, not for youngsters; no good could come of going behind a chief's back; clearly Horatio was not a man who knew things† (Bohannan). It seems that witches and their magic power were reality for Tiv people. You know that their religious beliefs were centered around the concept of akombo, defined as magical forces and their emblems. Between concepts of â€Å"ghost† and â€Å"akombo† we have intercultural gap. These words cannot be translated to other language without loosing some sense. Any translation is approximation only. For full understanding people should be members of certain society. Let’s go on. In the story of Hamlet, Hamlet’s uncle, Claudius, marries Hamlet’s mother, Gertrude. This marriage was only two months after Claudius’ brother, the King, was killed. The modern Western culture feels that this marriage was incestuous. It also took place too soon after the death of her husband. The Tiv, however, found no problem with it. It was a custom for the natives for the brother of a deceased man to marry his wife. This way, the fields could be taken care of and the farms could be managed. Another detail: one of the younger Tiv men asked Laura who had married the other wives of the â€Å"dead chief† (King). When she told that the King had only one wife they were surprised. â€Å"But a chief must have many wives! How else can he brew beer and prepare food for all his guests?† (Bohannan). Laura explanation about European tradition to have only one wife and to use servants for homework (and especially mentioning taxes) makes Tiv men to adduce an argument: â€Å"It was better for a chief to have many wives and sons who would help him hoe his farms and feed his people; then everyone loved the chief who gave much and took nothing† (Bohannan). As you remember, in the Shakespeare’s play, Hamlet could not marry his true love, Ophelia, because he was royalty and she a commoner. The Tiv disagreed with this also. They felt that the marriage should be permitted because since Hamlet was royalty, then he could shower Ophelia’s father, Polonius, with gifts and money. This seemed to be very rational to the Tiv, although it seems to be an odd to the modern Western culture. Since Hamlet was not permitted to marry Ophelia, he went mad. In the western tradition the positive imaging of love madness appeared probably in troubadours’ songs, probably in more ancient times. But for African tribe it was impossible to attribute madness to unhappy love affair. The Tiv felt that Hamlet’s madness was attributed to more serious cause – to witchcraft. They said her that â€Å"only witchcraft can make anyone mad, unless, of course, one sees the beings that lurk in the forest† (Bohannan). Laura did the best to explain relations between Hamlet, his uncle and his mother. These episodes of the play were absolutely unclear for Tiv people. They had several arguments for their position. Hamlet scolded his mother for her sin but man should never scold his mother. Hamlet wanted to kill Claudius who killed his father but nobody can kill or attempt to kill his elders (in Tiv traditions). Tiv men said Hamlet should have contacted his father’s friends to avenge the murder of King but do not try and avenge the murder himself. I found no Tiv reactions (and no explanation by Laura) to the moment when Hamlet went to kill Claudius but found him praying. He did not kill him because he believed that killing Claudius while in prayer would send Claudius’s soul to heaven. We know that Tiv do not believe in the beyond. So this motive should not be clear for them. Laura missed this episode. May be she felt that she had no chances to explain this for her audience? She also did not tell about Hamlet’s words about Polonius’ murder â€Å"Heaven hath pleased it so / To punish me with this, and this with me† (Hamlet, III.iv.157–158) and about Polonius’ body â€Å"The body is with the king, but the king is not with the body† (Hamlet IV.ii.25–26). When Hamlet killed Polonius, Ophelia’s father, she was so distraught after hearing about this that she committed suicide by drowning herself. The Tiv were strongly opposed to this. They felt that only witches could make someone drown because water alone cannot hurt someone. â€Å"It is merely something one drinks and bathes in† (Bohannan). They understood that Ophelia’s brother, Laertes, killed her to sell her to the witches because he ran out of money. Also, at Ophelia’s funeral, Laertes jumped into her grave to say his last goodbye. Hamlet then jumped into the grave to say his last goodbye, also. The Tiv thought that Laertes was trying to steal the body so he could sell it to the witches. Since Hamlet jumped in, then he saved Ophelia’s body from being sold. They felt that Laertes wanted to kill Hamlet because he prevented him from selling Ophelia’s body. And I like Tiv explanation very much: â€Å"Hamlet prevented him, because the chief's heir, like a chief, does not wish any other man to grow rich and powerful.† (Bohannan) About understanding the duel between Hamlet and Laertes. King Claudius gave Laertes a poisoned rapier (probably Laura translated it as â€Å"machete†) so that Hamlet would die even if he was just scratched by the sword. Laertes has his sword poisoned in an effort to do Hamlet in once and for all. Claudius wanted Hamlet dead because he knew the truth about his father’s death. Just in case Hamlet survived the battle, a glass of poisoned wine was waiting for the victor. The wine unfortunately fell into the wrong hands, and Hamlet’s mother drank it and died. The modern Western culture believes that the wine was intended for Hamlet in case he survived the duel. The Tiv believe otherwise. They felt that the wine was intended for the victor of the match, either Hamlet or Laertes. They thought that it would be used to kill Hamlet because he knew true about the murder of his father, or it would be used to kill Laertes so no one would know about the conspiracy between him and Claudius to kill Hamlet. I think that the main point of Bohannan’s essay was to illustrate that different cultures interpret things differently. What we accept is influenced by our own cultural and linguistic values. Both interpretations of Hamlet are correct according to the cultural values of the two different cultures. (May be Tiv opinion is more correct because they proposed for Laura to tell them some more stories of her country. They said â€Å"We, who are elders, will instruct you in their true meaning, so that when you return to your own land your elders will see that you have not been sitting in the bush, but among those who know things and who have taught you wisdom.† (Bohannan)) It seems that the author intentions is not a matter. If our interpretation is different than that of the author, but the story still influenced our life, then that is all that matters. Word is just symbol and everyone can understand it how he can. But if you want to communicate with other people you should learn their culture and to speak their language. References: Bohannan, Laura (1971), from Conformity and Conflict: Readings in Cultural Anthropology, eds. James P. Spradley and David W. McCurdy Boston: Little Brown and Company. Ethnographic Atlas of the Center of Social Anthropology and Computing. University of Kent at Canterbury William Shakespeare. Hamlet The Oxford Shakespeare.1914   

Color Me Butterfly Essay

Me Butterfly Essay In Color Me Butterfly, L. Y. Marlow describes an African American family in the 20th century. Not only does she describe the family’s experiences, she also explains events common to many African-Americans during this time. The book covers Isaac’s experience in the Great Migration. It also describes the Civil Rights movement, racial tension in America, and history from the late 1980’s through 2001. In studying this novel, the reader follows the experiences of many African Americans during the 1900s. The Great Migration was the movement of large numbers of African Americans from small southern towns and rural neighborhoods to large northern cities. Many African Americans moved up north because of the economy. Because of the lack of work, Isaac wanted to move up north to have a steady income. â€Å"Isaac convinced his parents to let him move by telling them; he’d make plenty more money in the big city than the little he earned sharecropping, and he’d be able to send them something every now and then. This proves that because of the lack of work in Kingstree, he moved up north not only for his family but himself to have a better life. The Civil Rights movement is mentioned several times throughout Marlow’s novel. People involved in the movement worked to ensure equality among African Americans and whites. In the south, it was all about segregation, but it was also segregation up north. One night, Mattie, Roy, and their friends were on their way to visit his neighbor.

Free Essays on Against The Evil Genius

In Descartes ¡Ã‚ ¦ first meditation he spends the majority of his time in an attempt to disprove some fundamental beliefs. He argues that his senses are, at times, misguiding as they lead him to take some falsities for truths. He also states in his  ¡Ã‚ §dream theory ¡Ã‚ ¨ that it is sometimes impossible to discern waking reality from dreaming reality. All of these instances of miscued reality lead Descartes to an alternative hypothesis, the evil genius argument. This  ¡Ã‚ §evil genius ¡Ã‚ ¨ argument states that there is an all-powerful, all-knowing, and all-clever being causing us to believe in a false reality set up by himself, the evil genius. In the evil genius argument, Descartes abandons all previous beliefs of a benevolent, caring, and supremely good god and replaces it with this idea of an evil genius, whose sole purpose is to deceive Descartes. Later on in Meditation VI Descartes makes a stand against his evil genius theory relying on the idea of God as backing. He makes the statement that God has given him reasons to believe in the physical existence of reality. However, there is no way to disprove that physical existence. If the external physical world familiar to Descartes did not exist, then that would make God a deceiver. Under our supremely good view of God, the notion of him being deceitful in nature would certainly be untrue. The conclusion of this would be that the external physical world is in existence, in essence disproving the evil genius argument. P = No physical world exists. G = God is a deceiver. If P „ ³ G ~G______ ~P (Modus Tollens) In defense of the evil genius argument, a problem is raised in regards to the second premise, stating that God is certainly no deceiver. Given that god is our omniscient, omnipotent, omnipresent, and benevolent caretaker, anyone would certainly agree that he is as well, no deceiver. However, what if Gods characteristic of being perfectly good contradicted his ... Free Essays on Against The Evil Genius Free Essays on Against The Evil Genius In Descartes ¡Ã‚ ¦ first meditation he spends the majority of his time in an attempt to disprove some fundamental beliefs. He argues that his senses are, at times, misguiding as they lead him to take some falsities for truths. He also states in his  ¡Ã‚ §dream theory ¡Ã‚ ¨ that it is sometimes impossible to discern waking reality from dreaming reality. All of these instances of miscued reality lead Descartes to an alternative hypothesis, the evil genius argument. This  ¡Ã‚ §evil genius ¡Ã‚ ¨ argument states that there is an all-powerful, all-knowing, and all-clever being causing us to believe in a false reality set up by himself, the evil genius. In the evil genius argument, Descartes abandons all previous beliefs of a benevolent, caring, and supremely good god and replaces it with this idea of an evil genius, whose sole purpose is to deceive Descartes. Later on in Meditation VI Descartes makes a stand against his evil genius theory relying on the idea of God as backing. He makes the statement that God has given him reasons to believe in the physical existence of reality. However, there is no way to disprove that physical existence. If the external physical world familiar to Descartes did not exist, then that would make God a deceiver. Under our supremely good view of God, the notion of him being deceitful in nature would certainly be untrue. The conclusion of this would be that the external physical world is in existence, in essence disproving the evil genius argument. P = No physical world exists. G = God is a deceiver. If P „ ³ G ~G______ ~P (Modus Tollens) In defense of the evil genius argument, a problem is raised in regards to the second premise, stating that God is certainly no deceiver. Given that god is our omniscient, omnipotent, omnipresent, and benevolent caretaker, anyone would certainly agree that he is as well, no deceiver. However, what if Gods characteristic of being perfectly good contradicted his ...

The Doctrine of Ijma

The Doctrine of Ijma Ijma as a source of jurisprudence in Islamic banks As noted by Farooq (2006), Ijma is an Arabic word with two meanings. One of the meanings is to determine while the other is to agree upon something. This word has usage both in the hadith and in the Quran. The author further states that the Sunnah and the Quran are foundational sources, while qiyas and ijma are derivative sources. Ijma plays a critical role in the lives of Muslims from a socio-religious perspective because it helps to promote integration. Ijma has become a significant source of influence on many religious issues. In the past, Muslims regulated all their religious doctrines through ijma, which meant that disapproving it amounted to digression. The wide recognition of the concept shows that it is possible to integrate it in Islamic banks.Advertising We will write a custom report sample on The Doctrine of Ijma specifically for you for only $16.05 $11/page Learn More Modern views regarding ijma The emergence of numerous schools of jurisprudence (also known as madhabs) plays a critical role in promoting ijma. Besides, Muslims have appreciated that some of these constituting beliefs signify a systematization of the approach, including the various laws, views and regulations. The doctrine of ijma is critical because it helps to regulate the actions of Muslims. Diversity in terms of thinking, as well as providing room for disagreement represents some of the modern views on the issue. These positive moves are essential because they signify dynamism in many ways. However, the modern Muslim thinkers thought it advantageous that broad agreement should prevail in all madhabs with regard to the various facets of customs and worship (Farooq, 2006). Various limitations of ijma as a source of Shariah One of the most notable limitations of ijma is that there is no consensus regarding the source of authority of the various issues surrounding it. In addition, distinguished intellectuals h ave made several claims that the concept of ijma does not have its foundations on the Quran. Besides, both the hadith and Quran have not been compellingly accepted as the foundation of ijma, which then raises doubts regarding the foundation of its authority. Outstanding academics such as al-Amidi have made serious claims that ijma is probabilistic, which raises doubt regarding its reliability. In addition, Farooq (2006) provides a long list of the issues in which there is no consensus. Findings The findings of this report indicate that while Ijma plays a vital role in the lives of Muslims, some sections of people in that community highly criticize it. Although ijma is a derivative (secondary) source, it helps to promote integration among Muslims. The modern views on the issue signify appreciation for some of its constituting beliefs. Modern views on the issue also reveal diversity in terms of thinking, which is positive because it suggests enthusiasm in some way. The report has also noted a number of limitations regarding ijma that prevent its acceptance across the board. Notable scholars have criticized ijma, which weakens its credibility (Farooq, 2006). Conclusions Ijma is a highly influential concept among the Muslims. The concept has usage in both the hadith and in the Qur’an, which explains its influential role among Muslims. Although modern views regarding the concept are positive, the various limitations have a considerable influence on its applicability as a source of Shariah in Islamic Banks (Farooq, 2006). In the first place, there is no consensus regarding its meaning. Secondly, the various claims by different scholars regarding its foundation also contribute in weakening its acceptance in Islamic Banks. Recommendations This report presents the following recommendations to ensure the acceptance of ijma as a source of Shariah in Islamic Banks (Farooq, 2006): There is a need for consensus on the meaning of the concept There is also a need to i dentify the parties to the agreement to avoid uncertainty Comprehensive measures are necessary to determine the level of competency that should apply to the participants of ijma As Banks usually require some level of certainty, measures such as identifying the scope and period covered are indispensable There is also the need to define the meaning and scope of other terms closely associated with ijma. Reference Farooq, M. O. (2006). The doctrine of Ijma: Is there a consensus? [PDF document]. Retrieved from Lecture Notes.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More

King Louis XVI, Deposed in the French Revolution

King Louis XVI, Deposed in the French Revolution Louis XVI (born Louis-Auguste; August 23, 1754–January 21, 1793)  was the French king whose reign collapsed because of the French Revolution. His failure to grasp the situation and to compromise, coupled with his requests for foreign intervention, were factors that led to his execution by guillotine and the creation of the new republic. Fast Facts: King Louis XVI of France Known For:  King of France at the time of the French Revolution, executed by guillotineAlso Known As:  Louis-Auguste, Citizen Louis CapetBorn:  August 23, 1754 in Versailles,  FranceParents: Louis, Dauphin of France and Maria Josepha of SaxonyDied:  January 21, 1793  in Paris,  FranceSpouse: Marie AntoinetteChildren: Marie-Thà ©rà ¨se-Charlotte, Louis Joseph Xavier Franà §ois, Louis Charles, Sophie Hà ©là ¨ne Bà ©atrice de FranceNotable Quote: I die innocent of all the crimes laid to my charge; I pardon those who have occasioned my death; and I pray to God that the blood you are going to shed may never be visited on France. Early Life Louis-Auguste, the future Louis XVI, was born on August 23, 1754. His father, Louis, Dauphin of France, was the heir to the French throne. Louis-Auguste was the oldest son born to his father to survive childhood; when his father died in 1765, he became the new heir to the throne. Louis-Auguste was a keen student of language and history. He excelled at technical subjects and was deeply interested in geography, but historians are unsure about his level of intelligence. Marriage to Marie Antoinette When his mother died in 1767, the now-orphaned Louis grew close to his grandfather, the reigning king. At age 15 in 1770, he married 14-year-old Marie Antoinette, daughter of the Holy Roman Emperor. For uncertain reasons (possibly related to Louis’ psychology and ignorance, rather than a physical ailment), the couple did not consummate the marriage for many years. Marie Antoinette received much of the publics blame for the lack of children in the early years of their marriage. Historians postulate that Louis initial coolness to Marie Antoinette was due to his fear that she might have too much influence over him- as her family actually desired. Early Reign When Louis XV died in 1774, Louis succeeded him as Louis XVI, aged 19. He was aloof and reserved, but possessed a genuine interest in the affairs of his kingdom, both internal and external. He was obsessed with lists and figures, comfortable when hunting, but timid and awkward everywhere else (he watched people coming and going from Versailles through a telescope). He was an expert on the French Navy and a devotee of mechanics and engineering, although this may be overemphasized by historians. Louis had studied English history and politics and was determined to learn from accounts of Charles I, the English king who was beheaded by his parliament. Louis restored the position of the French parlements (provincial courts) which Louis XV had tried to reduce. Louis XVI did so because he believed it was what the people wanted, and partly because the pro-parlementary faction in his government worked hard to convince him it was his idea. This earned him public popularity but obstructed royal power. Some historians deem this restoration as one factor that helped lead to the French Revolution. Weak Ruling From the Start Louis was unable to unite his court. Indeed, Louis’ aversion to ceremony and to maintaining a dialogue with nobles he disliked meant that court took on a lesser role and many nobles ceased to attend. In this way, Louis undermined his own position among the aristocracy. He turned his natural reserve and tendency to be silent into an act of state, simply refusing to reply to people with whom he disagreed. Louis saw himself as a reforming monarch but took little lead. He allowed the attempted reforms of Turgot at the start and promoted the outsider Jacques Necker to be finance minister, but he consistently failed to either take a strong role in government or to appoint someone like a prime minister to take one. The result was a regime riven by factions and lacking a clear direction. War and Calonne Louis approved support of the American revolutionaries against Britain in the American Revolutionary War. He was eager to weaken Britain, Frances longtime enemy, and to restore French confidence in their military. Louis was determined not to use the war as a way of grabbing new territory for France. However, by refraining this way, France accrued ever greater debts, which dangerously destabilized the country. Louis turned to Charles de Calonne to help reform Frances fiscal system and save France from bankruptcy. The king had to call an Assembly of Notables in order to force through these fiscal measures and other major reforms because the traditional cornerstone of Ancien Regime politics, the relation between the king and the parlement, had collapsed. Open to Reform Louis was prepared to turn France into a constitutional monarchy, and in order to do so, because the Assembly of Notables proved to be unwilling, Louis called an Estates-General. The historian John Hardman has argued that the rejection of Calonne’s reforms, which Louis had given personal backing, led to the kings nervous breakdown, from which he never had time to recover. Hardman argues that the crisis changed the king’s personality, leaving him sentimental, weepy, distant, and depressed. Indeed, Louis had so closely supported Calonne that when the Notables, and seemingly France, rejected the reforms and forced him to dismiss his minister, Louis was damaged both politically and personally. Louis XVI and the Early Revolution The gathering of the Estates-General soon turned revolutionary. At first, there was little desire to abolish the monarchy. Louis might have remained in charge of a newly created constitutional monarchy if he had been able to chart a clear path through the momentous events. But he was not a king with clear, decisive vision. Instead, he was muddled, distant, uncompromising, and his habitual silence left his character and actions open to all interpretations. When his eldest son fell ill and died, Louis divorced himself from what was happening at key moments. Louis was torn this way and that by court factions. He tended to think long about issues. When proposals were finally put forward to the Estates, it had already formed into a National Assembly. Louis initially called the Assembly â€Å"a phase.† Louis then misjudged and disappointed the radicalized Estates, proving inconsistent in his vision, and arguably too late with any response. Attempts at Reform Despite this, Louis was able to publicly accept developments like the Declaration of the Rights of Man and his public support increased when it appeared he would allow himself to be recast in a new role. There is no proof Louis ever intended to overthrow the National Assembly by force of arms- because he was afraid of civil war. He initially refused to flee and gather forces. Louis believed France needed a constitutional monarchy in which he had an equal say in government. He disliked having no say in the creation of legislation and he was only given a suppressive veto that would undermine him every time he used it. Forced Back to Paris As the revolution progressed, Louis remained opposed to many of the changes desired by the deputies, privately believing that the revolution would run its course and the status quo would return. As general frustration with Louis grew, he was forced to move to Paris, where he was effectively imprisoned. The position of the monarchy was further eroded and Louis began to hope for a settlement that would mimic the English system. But he was horrified by the Civil Constitution of the Clergy, which offended his religious beliefs. Flight to Vergennes and Collapse of the Monarchy Louis then made what would prove to be a major mistake: He attempted to flee to safety and gather forces to protect his family. He had no intention, at this moment or ever, of starting a civil war, nor of bringing back the Ancien Regime. He wanted a constitutional monarchy. Leaving in disguise on June 21, 1791, he was caught at Varennes and brought back to Paris. His reputation was damaged. The flight itself did not destroy the monarchy: Sections of the government tried to portray Louis as the victim of kidnapping to protect the future settlement. His flight did, however, polarize people’s views. When fleeing, Louis left behind a declaration. This declaration is often understood as damaging him; in fact, it gave constructive criticism on aspects of the revolutionary government that deputies tried to work into the new constitution before being blocked. Recreating France Louis was now forced to accept a constitution neither he, nor few other people, really believed in. Louis resolved to execute the constitution literally, in order to make other people aware of its need for reform. But others simply saw the need for a republic and the deputies who supported a constitutional monarchy suffered. Louis also used his veto- and in doing so walked into a trap set by deputies who wished to damage the king by making him veto. There were more escape plans, but Louis feared being usurped, either by his brother or a general and refused to take part. In April 1792, the French newly elected Legislative Assembly declared a pre-emptive war against Austria (which was suspected of forming anti-revolutionary alliances with French expatriates). Louis was now seen increasingly by his own public as an enemy. The king grew even more silent and depressed, being forced into more vetoes before the Paris crowd were pushed into triggering the declaration of a French Republic. Louis and his family were arrested and imprisoned. Execution Louis’ safety came further under threat when secret papers were discovered hidden in the Tuileries palace where Louis had been staying. The papers were used by enemies to claim the former king had engaged in counter-revolutionary activity. Louis was put on trial. He had hoped to avoid one, fearing that it would prevent the return of a French monarchy for a long time. He was found guilty- the only, inevitable result- and narrowly condemned to death. He was executed by guillotine on January 21, 1793, but not before ordering his son to pardon those responsible if he had the chance. Legacy Louis XVI is generally portrayed as the fat, slow, silent monarch who oversaw the collapse of absolute monarchy. The reality of his reign is generally lost to public memory, including the fact that he tried to reform France to a degree few would ever have imagined before the Estates-General was called. An argument among historians persists as to what responsibility Louis holds for the events of the revolution, or whether he happened to preside over France at a moment when much greater forces conspired to provoke massive change. Most agree that both were factors: The time was ripe and Louis faults certainly hastened the revolution. The ideology of absolute rule was collapsing in France, but at the same time it was Louis who consciously entered into the American Revolutionary War, incurring debt, and it was Louis whose indecision and mangled attempts at governing alienated the Third Estate deputies and provoked the first creation of the National Assembly. Sources EyeWitness to History. The Execution of Louis XVI, 1793. 1999.Hardman, John. Louis XVI:  The Silent King. Bloomsbury Academic,  2000.  Hardman, John. The Life of Louis XVI.  Yale University Press,  2016.

Species Essay Example | Topics and Well Written Essays - 750 words

Species - Essay Example The US alone estimate that invasive species cost its economy approximately $138 billion per year (Pimentel, Lach, Zuniga & Morrison, 1999). The introduction of this non-native species has proved to have dire consequences to the environments and ecosystems. One invasive species that has had severe costs to host nations is Bufflegrass. As an invasive species it has now become naturalized in the Americas, Australia, Hawaii and Mexico to name a few. Bufflegrass thrives in low rainfall a condition which makes it the perfect species to introduce to arid countries and was first introduced in the US and Mexico to improve forage for cattle, Arizona and the Sonaran desert were the ideal ecosystems for the grass to grow. Bufflegrass is drought resistant so thrived in its native countries including Africa. The grass will withstand heavy grazing and so was introduced for this purpose so the conversion of forest, homogenous grassland and savanna to pasture for grazing created the ideal environment for this hardy grass to grow. However the problem lies in that this invasive grass has spread from cultivated areas to natural ecosystems at an alarming rate as it will grow in all soil types and including sandy and stony soils. Bufflegrass grows densely and so crowds out native plants of similar size and due to its ability to resist drought will remain dense even in dry years. It attacks native plants by its ability to win competition for natural resources such as water, space and soil nutrients so prevents homogenous plants from maturing and germinating and secondly it is highly flammable but resistant to fire, once a grass fire has occurred it is not unusual that only the Bufflegrass grows back. The Sonaran Desert evolved without fire as an ecological factor and most of its plants cannot tolerate it. The Bufflegrass populations in Saguaro National Park have quadrupled in size between 2002 and 2006 despite the outbreaks of several vastly spread fires (Bean & Betancourt, 2006). The economic factor is that with the increased risk of fires utility infrastructures are threatened, property may decrease in value as areas become known for fire hazards, insurance rates rise not to mention the cost to governments in having to find means of managing the invasive grass. There is also the cost of life involved, in November 2005 a man was burned to death in a Bufflegrass fire in Arizona Bibliography Bean, Travis M. & Betancourt Julio L. (2006) Bufflegrass in theS onoran Desert: Can we prevent the unhinging of a unique American ecosystem The Plant Press THE ARIZONA NATIVE PLANT SOCIETY VOLUME 30, NUMBER 1 (Retrieved on 18th November 2008) http://aznps.org/PDFs/PlantPress/PP30.1.pdf Pimentel, D, Lach, L, Zuniga R, & Morrison, D. (1999) Environmental and Economic Costs associated with Non-Indigenous Species in the United States College of Agriculture and Life Sciences, Cornell University, Ithaca

Preformance Appraisal Essay Example | Topics and Well Written Essays - 250 words

Preformance Appraisal - Essay Example The book covers crucial elements of an effective performance review such as clear job expectations, training, and the establishment of performance-based rewards. This book provides useful information for understanding and developing effective performance appraisal systems, thus remain very crucial for every management scholar as well as practicing managers. This book outlines performance appraisal system aimed at enabling managers to appraise their employees effectively. The book identifies setting task objectives, documentation of employee performance, training employees, creating feedback mechanism and developing performance-reward system as some of the most crucial elements of an effective appraisal system. The book thus remains crucial for providing indispensible information about performance appraisal. In this book, Sims explores organisational performance in the dimension of employees. The author identifies employees as the main driver of organisational success. Sims proceed to explore performance appraisal as a means of boosting employee performance identifying specific elements of effective appraisal system that can ensure high level of employee performance and hence the performance of the overall

Hamilton summary Term Paper Example | Topics and Well Written Essays - 250 words

Hamilton summary - Term Paper Example The country has not been able to maintain commerce or command respect from other countries, which would be a major step towards safeguarding the country against encroachments (Hamilton, 298). Most significant is the poverty and disorder that threatens to tear the country apart, while it is endowed with great natural advantages. Therefore, the councils and maxims that hinder the adoption of the proposed constitution are the main obstacles towards the achievement of American union (Hamilton, 299). The maxims work towards denying US government the energy it requires, by advocating for the sovereignty of the member states. This is dangerous since it would create a situation of state alliances and rivalry against one another, demolishing the unity of the people and jeopardizing the achievements of togetherness (Hamilton, 296). There are many challenges associated with a federalist government. However, the only solution towards avoiding the creation of a League of Nations, and instead pres erve the union, is to adopt a government, which has the overall authority over the states (Hamilton,

THE MULTI-FACETED ROLE OF THE TEACHER Essay Example | Topics and Well Written Essays - 2500 words

THE MULTI-FACETED ROLE OF THE TEACHER - Essay Example All countries are on the same boat in terms of increasing the quality of education in their respective countries. In this regard, the countries have set aside programs that augment the current educational background or expertise of the teachers. Specifically, the findings of both the McNair Report of 1944 and the James Committee of Enquiry in 1971 have focused on the improvement of the U.K. educational institutions. The two research findings indicate that the government’s priority is the recruitment of new teachers and the retention of currently hired teachers. Likewise, both reports show that the governments’ thrust is on the educational training of current as well as prospective teachers. However, the training of currently teachers has been placed on the backseat of car known as education. \ Further, the article clearly shows that the government and the educational organizations must focus on improvement of the teaching quality because the students are the hope of the nation. The same article clearly shows that the government should join in the plan to give the current and prospective teacher the best quality education training. The training will ensure that the child will grow up to be astute and law –abiding contributors to the education (Machin 2005). The article clearly shows the reality that the teacher should be trained make a difference in the growing child’s enthusiastic mind to learn the day’s lessons on how to survive the complex world outside the four walls of the classroom. The article also shows that the U.K. government’s role in the education process is to encourage the system where the teachers have a successful interaction with the students. In this regard, the government continues to help in the building and upgrading of school buildings and premises. Likewise, the government’s focus is to be

Law Enforcement Response to School Violence Essay

Law Enforcement Response to School Violence - Essay Example This includes elementary school, colleges and even universities. This means that the child is prone to violence in school regardless of which level of education he is at. Some people view this phenomenon as a manifestation of the failing standards of the public health. It is a form of antisocial behaviors that could have originated earlier in the life of the child. It continues to young adulthood. School violence takes place when the youth, or the child, takes these anti social behaviors to the school. It comes in many forms. The child may bully his school mates. He might use physical violence and even weapons on his victims. The child in school can be the perpetrator or the victim of this act. He may also be a mere victim. Whichever way you look at it, the child is the most affected by school violence. School violence has many effects. It can result to death or even persisting effects like trauma. That is the reason why society has always tended to respond to this phenomenon. One such kind of response is the application of law enforcing techniques. This is mainly by the authorities concerned, may it be the school or police authorities. There are various ways to determine whether violence is school based or not. It has to meet certain thresholds for it to be labeled school violence. It has to occur on the school property (Guthner, 2002). Alternatively, it could have occurred on the way to the learning institution. When it takes place on the way to or from a school sponsored occasion, it can also be called school violence (Malinowski, 2003). In looking at the law enforcement response to school violence, we will look at how they respond to both the victim and the perpetrator. The school administration is the first line of response to school based violence (Kimberly, 2004). This involves the teachers and the school security apparatus. Remember that school violence can be perpetrated by the students or from an outsider to the school. Then the other fall back is the law administrators. There are various ways to respond to this form of violence. There is the strategy that is used when the violence has already taken place. This is called the intervention strategy. 0It includes evacuation of the victim. The victim of violence is taken to a medical facility. This is if he had acquired injuries (Russell, 2005). The school should be having a medical facility on the property. This is a dispensary or a school based health provider. This goes a long way to save the life of the victim. Arrangements could be made to take the victim to a professional doctor using ambulance or any other form of school transport. Counseling is very important if there is evidence that the victim could have experienced psychological problems. The perpetrator is then taken by the school administration for interrogation. It is the responsibility of the administration to find out why the perpetrator resorted to violence. If he is a student, counseling or expulsion from the school are some of the strategies employed by the school administration. He is apprehen ded by the school administration if he is from outside the school. Another response is to prevent the occurrence of the violence (Tonkin, 2006). This includes the process of identifying sources of threats and neutralizing them. The law enforcers should be

THE MULTI-FACETED ROLE OF THE TEACHER Essay Example | Topics and Well Written Essays - 2500 words

THE MULTI-FACETED ROLE OF THE TEACHER - Essay Example All countries are on the same boat in terms of increasing the quality of education in their respective countries. In this regard, the countries have set aside programs that augment the current educational background or expertise of the teachers. Specifically, the findings of both the McNair Report of 1944 and the James Committee of Enquiry in 1971 have focused on the improvement of the U.K. educational institutions. The two research findings indicate that the government’s priority is the recruitment of new teachers and the retention of currently hired teachers. Likewise, both reports show that the governments’ thrust is on the educational training of current as well as prospective teachers. However, the training of currently teachers has been placed on the backseat of car known as education. \ Further, the article clearly shows that the government and the educational organizations must focus on improvement of the teaching quality because the students are the hope of the nation. The same article clearly shows that the government should join in the plan to give the current and prospective teacher the best quality education training. The training will ensure that the child will grow up to be astute and law –abiding contributors to the education (Machin 2005). The article clearly shows the reality that the teacher should be trained make a difference in the growing child’s enthusiastic mind to learn the day’s lessons on how to survive the complex world outside the four walls of the classroom. The article also shows that the U.K. government’s role in the education process is to encourage the system where the teachers have a successful interaction with the students. In this regard, the government continues to help in the building and upgrading of school buildings and premises. Likewise, the government’s focus is to be

Responsible tourism Essay Example | Topics and Well Written Essays - 5000 words

Responsible tourism - Essay Example However, the Park has untapped natural resources such as rivers, rocks, lava flow and dust-elephants. All of these can be utilized to generate streams of revenues for the survival and growth of the region. Literature on responsible tourism suggests that poverty alleviation is possible if all the stakeholders work in cooperation to achieved the defined goals. However, this requires all the stakeholders to accept and discharge responsibility. Through a case study analysis it has been identified that the locals play a critical role in the sustainable development of any region. Motivating the locals becomes a major issue which can be shouldered by the NGOs. The tourists, the hotel operators and the tour operators, each have responsibility towards sustainable development. ... km. It is nine times bigger than the Maasai Mara National Reserve (Expert Africa, n.d.). The Park lies to the east of the Nairobi –Mombasa road, equidistant between Nairobi and Mombasa, amidst flora and fauna, and the meandering Galana River (Kenya Wildlife Service, 2013). The Tsavo river flows west to east through the national park, it borders the Chyulu Hills National Park and the Mkomazi Game Reserve in Tanzania. The climate here is warm and dry. The Tsavo East National Park was once home to 35,000 elephants, reduced 4,300 by 1988 due to poaching from Somalia (Joshua, 1993). However, under pressure from conservationists and western donors, and under new leadership, corruption was cleaned up and there was ban on trading in ivory. Investments were brought in which facilitated the growth of herds; tourism too picked up as infrastructure was enhanced. The elephant population in the entire Tsavo ecosystem as of 2011 was 12,570 (McKnight, n.d.). The biggest draw of the Park is th e herds of dust-red elephants that bulldoze their way around. Visitors to the park can watch wildlife under a huge sky and experience the wilderness in solitude (Expert Africa, n.d.). In addition, is the Aruba Dam, located on the North Bank of the Voi River, which makes a great game viewing destination. Other attractions include Mudanda Rock, the longest lava flow in the world and Lugard falls. The Park houses the largest mammals, Rhinos, buffaloes, lions, leopards, hippo, crocodile, Gerenuk and Hirola (Kenya Wildlife Service, 2013). 1.2 Aim of this report The aims of this report are as follows: To evaluate the concept of responsibility and sustainability in tourism To analyse a case study in terms of sustainable and responsible tourism To establish an appropriate

Protocol on Assessing and Treating Autism Essay Example for Free

Protocol on Assessing and Treating Autism Essay Introduction Autism has been the focal point of extensive study and contentious debate. Issues pertaining to its etiology, classification, treatment, and education prolong to maneuver those who come into contact with this exigent disorder.   In a contemporary perspective, clinical practitioners used the term to describe a withdrawal into fantasy in schizophrenia.   Characteristics of autism, such as avoiding the gaze of others and showing no detection of a parents absence, continue to be viewed as archetypal symptoms—writers later described this communal dearth as withdrawal. Thus, despite all these, there has been overpowering sighting on autistic individuals; scholars resolute that children with autism had good cognitive potentialities. This then gave a spark of hope to parents and later scoured for means to at least try preventing the child from becoming autistic during his or her adulthood (Sicile-Kira, 2004). Autism: In a Broad Perspective   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Autism is described as multifaceted neurobehavioral disarray which is distinguished by mutilation in shared societal relations, communication impairment, and the existence of monotonous and typical prototypes of action, wellbeing, and activities. Basically, symptoms occur in the age bracket of three years and below, thus the severity of the medical impairment varies dependent on the diagnoses and on to what doctors would define as its â€Å"spectrum.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Children with autism may be initially hard to distinguish since that the cases of autism are similar to that of the actions pf a normal infant (Ami Klin, Schultz, Volkmar, 2003).   Thus, it ranges on the verity of social interaction and the ability to express emotions that the distinction is then patterned.   As a matter of fact, language and communication deficits are also considered as stereotypical factors, hence not undermining the possibility of being a â€Å"late bloomer.† However, unlike the previous centuries where autism has been treated as a genetically acquired and inevitable to cure impairment, studies and researches have shown that there are far more better means and   a series of protocols to help treat autism in the verge of its early years to not only help the child   but also give light to its families as well (Treatment, 2008). Behavioral Approach Behavioral and didactic interferences have turn out to be the principal approach for treating individuals with autism. It includes operant conditioning, respondent (Pavlovian) conditioning, and cognitive approaches.   Basically, it involves a reinforcer and a punisher.   In this sense, the key players in the treatment process and similar to that of Ivan Pavlov’s theory, the student shall learn the essence of following the reinforcer so as not to be punished. Cognitive Developmental Approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the behavioral factors that have been brought upon by scholars and medical practitioners, the neurodevelopmental differences were also observed to be an underpinning to the whirlwinds of autism.   These are considered because of the following reasons: firstly, autism is a varied turmoil and is prone to have manifold potential etiologies; secondly, structural neuro studies have specified an array of dispersed anatomical dissimilarities, thus weighty to that of an untimely developmental transformation in the expansion or pruning of neural tissue.   Further, relatively than contained abrasions; similarly, neurochemical researches advise early, neuromodulatory incongruities better than sickening or localized idiosyncrasies.   And lastly, numerous boundaries on studies of neurologically involved activities that to date disqualify definitive answers to questions of how the brain functions and responds differently in autism. Medical Approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Detecting autism earlier using new approach—this is the proposed strategy posted in me Medical News Today compliant to that of a press release of psychologists and psychiatrists in the University of New South Wales.   By this means, it is said that it is an up-to-date way of understanding the autistic inclined disorder through the collaboration of psychological and biological factors which are most likely to lead to conditions that are medically curable. Enactive Mind Protocol: Actions to Cognition Level of evidence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Due to the increasing demand of resolving the magnitude of discrepancy upon understanding the pathophysiology of autism as transcribed in newer techniques, researches have been made to document and decipher the answer to the social discrepancy of these individuals.  Ã‚   The EM protocol instigated from the work on ‘embodied cognitive science’—a neuroscience scaffold that drafts cognition as physical occurrences ensued as a product of an organism’s adaptive behaviour upon significant facets of the contiguous atmosphere. Perceivably, such offers a developmental premise of autism in which the progression of gaining of personified societal cognition is overturned prematurely, as an effect of condensed salience of social spur and parallel passing of generally extraneous aspects of the setting (Ami Klin et al., 2003). Ease of use   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perceivably, two of the most intriguing puzzles posed by autistic individuals are their social reasoning discrepancy and their failure to do naturalistic actions on normal situations.   Such distinction in character pounds them to the cognitive deficit of being different thus with the help of EM will then teach them better reasoning skills, which will have an impact on their real-life and communicative competence.   Further, the fact that these individuals have several cognitive, linguistic, knowledge-based and potentially useful vocational assets—but consequently in the contrary finding social situations challenging—would serve as their strength which will help them compensate their autism, and EM will help make it easier.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For individuals with autism, however, the topology of salience, defined as the foveal elicitation of socially relevant stimuli—exemplified in eye-tracking tests and in studies of preferential attention to social versus non-social entities. If corroborated in larger studies, this finding would point to a major disruption in a highly conserved skill that is thought to be a core ability underlying social engagement and, subsequently, the capacity to attribute intentionality to others. The EM approach early social predispositions are thought to create the basis and the impetus for the subsequent emergence of mental representations that, because of their inseparability from social action, retain their adaptive value (Ami Klin et al., 2003). Barriers to implementation In contrary though, when an effectual interference protocol is executed at as juvenile an age as possible, it is most likely to create a vast distinction in the childs upshot and height of functioning later on in his or her adulthood.   The kit is to be in an array of books, medicine and other materials which have been compiled by distinguished medical practitioners who have been focusing on looking for means to treat autism. The risk points out however, that the â€Å"social interaction tests† in this protocol may not hold hard evidence on determining a child from being autistic or the otherwise. But then again, even though the protocol is risky, giving the task to parents or guardians, it may help the general public save time and save money for that matter. Rationale I chose this protocol for the reason that several studies have been documented similar to such and therefore, its level of evidence and feasibility in assessing and treating autism is valuable.   We have learned that these characteristics—counting, tapping, flicking, or repetitively reiterating words—and habitual behaviors including as an inflexible observance to usual and an obvious struggle to change—are the most explicit signs of autism in a child.   In essence, medical teams and concerned parents of these children are collaborating together to find the most efficient and effective protocol in treating autism before it becomes worse in the later life of any autistic child’s life (Simmons, 2007).   Most importantly, these new protocols are characterized to be â€Å"out-of-the-box† since that it does not only focus on the potency of â€Å"psychological† instances but it has dwelled more on tangible factors which are then easier to dist inguish. The provisions of information and supplements to assist parents of young children who have been lately found to be within the autism gamut hastily put into practice an intercession course which is believed to bridge a treatment for autism (Ami Klin et al., 2003).   Such protocol has profited a considerable proportion of brood within the vortex of the issue.   Further, it is a sarcasm to articulate that it is overpowering to obtain a distressing judgment of autism and then to try to speedily establish a course of action to facilitate the medical challenge. Conclusions and further remarks Efficiency of the protocol, evaluation on the possible gaps, barriers to implementation—these are perceivably the astounding thoughts that may sprout in the midst of these shared and introduced protocols.   Thus, the sheer actuality that science is always open to new ordeals is an assurance that there is always hope in anything.   Even though these questions continue to be clouded by polemics, the results from systematic groups, as well as from classrooms all the way through the country point toward those constructive efforts to instruct students with autism can and do work (Sicile-Kira, 2004).   In a like manner, the field of autism and developmental disabilities is beginning to recognize that the questions asked in the past may need to be changed. There is an increasing identification of values such as enclosure, preference, and self-determination from mischief, and these are now being integrated into programs that concern the issue on assessing and treating autism.   Protocols serve as proof that the challenge is well taken. References Ami Klin, W. J., Schultz, R., Volkmar, F. (2003). The Enactive Mind, or from Actions to Cognition: Lessons from Autism. Journal, 358(1430). Retrieved from http://www.jstor.org/stable/3558147 Mehl-Madrona, L. (2008). Imaging Children with ADHD: MRI Technology Reveals Differences in Neuro-signaling. Journal. Retrieved from http://www.healing-arts.org/children/ Sicile-Kira, C. (2004). Autism Spectrum Disorders: The Complete Guide to Understanding Autism, Aspergers Syndrome, Pervasive Developmental Disorder, and Other ASDs. New York, NY: Perigee Trade. Simmons, K. (2007). Autism Treatments. Journal. Retrieved from http://www.autismtoday.com/alternative_options.htm The Association for Science in Autism Treatment   (2008). About Autism. Journal. Retrieved from www.asatonline.org

Conflict Resolution Project | Case Study

Conflict Resolution Project | Case Study Lynette Renberg Conflict is a part of all our relationships and friendship we endure. It is important to understand the context and nature of conflict in order to preserve our relationships. The situation is Pat and Chris have been saving for their annual trip. For this vacation, Pat wants to go to the shore and relax by the water, Chris wants to go hiking and camping in the mountains. They have usually been able to work out their differences, but Chris feels strongly this year since last year they went with Pat’s choice. Pat brings in a higher income and contributes more than Chris to the trip each year. I will be taking on the role of Pat in resolving this conflict with Chris. The climate that seems to be forming is a negative one. Chris isn’t regarding the facts that Pat does contribute more to the trip and isn’t considering her choice of where to go. Also Pat isn’t regarding where Chris wants to go for the trip and she still avoids the fact that Chris isn’t putting as equal amount of money into the trip as she does. The climate could continue to be negative if their communication stays disconfirming. Disconfirming communication is when those show lack of regard to the conflict and the other person involved. In the Knapp’s Model of Stages in a Relationship, this relationship is at the differentiating stage. Both Pat and Chris are exhibiting differences that are causing conflict. This situation appears to be a symmetrical conflict style in which both partners use the same behavior. Both partners save up money to go on a trip together every year and they both decide together where to go with knowing each other has differences in where to go. My character Pat has more power than Chris. Pat makes more money and puts more money into the trip than Chris does. Chris can confront Pat about how he feels about where to go for their trip, but Pat has more right and power to decide where they go until Chris pays just as equal amount for the trip to be fair. Pat wants to go somewhere with a shore to relax by the water and shouldn’t have to pay more for the trip because it should be equally split between the two. Using the Satir Model, one looks or analyzes their feelings, their partner’s feelings, context or place, and topic is the issue of conflict. There are five stages of this model. Placating can lead to avoidance for one ignores or doesn’t acknowledge their feelings. Pouncing or Blaming is when one ignores or doesn’t acknowledge their partner’s feelings by putting the blame on their partner and the outcome being a win-lose. Computing is when me, you, and context are cancelled out. The topic of conflict becomes the main focus. Distracting is a lose-lose style because no one’s feelings are being acknowledged, there is no place to confront the situation, and the situation is being completely avoided. Interpersonal Style is when all elements are considered in which can lead to a win-win outcome. Everyone’s feelings are being voiced at an appropriate time and place and the situation is being addressed in order to be resolved. For this particular situation, it would be ideal to use the Interpersonal Style stage. That way Chris can express his feelings on how he strongly feels that he should decide where to go this year. Then Pat can express her feelings on how she contributes more money to the trip and how she would like to go somewhere with a beach and relax. As long as a good time and place is chosen the situation can be addressed less defensively and hostile. Both Chris and Pat can talk things through by addressing each other’s feelings, why there is a situation, and figure out together how resolve the issue so everyone is happy. Another method to increase perception of the topic is by using the Pillow Method. There are also five positions in the pillow method to rationally approach a win-win outcome. By using the position five and acknowledging there is truth in all perspectives can leave compromise and consensus to achieve a win-win outcome to this conflict. Here is a win-win situation that can occur if followed right. Identify the problem and unmet needs is Chris feels he should get to choose where to go and what to do this annual trip since Pat chose last year and it is acknowledged successfully. Then Pat can address her feelings on why she wants to go to the shore and the money situation of her contributing more. Chris confronts Pat and asks when a good time to talk about the trip would be. So they both set a date to talk. During the time and place decided to talk about the trip, Chris can describe to Pat how strongly he feels about going camping and hiking this year. Pat can then explain to Chris that she understands where he is coming from and she can explain how she is still contributing a lot to their annual trip and that she really wants to be near a shore to relax. Chris and Pat can then negotiate trip locations where it has camping, hiking, and a shore. Also maybe Chris can contribute a little more to this trip. Once they settl e on a location then they can follow through on their solution and both enjoy a wonderful vacation together being happy with getting what they both want. During this process, if one party didn’t agree or successfully pass a stage, then they would have to start over to the appropriate stage until both agree and successfully continue through the stages. One part that will be difficult in my plan of action is both parties trying not to be defensive and stay sensitive to each other’s feeling and unmet needs. The reason this can be difficult is because since one party (Pat) contributes more money for the trip they may become defensive and say since they make more money it doesn’t seem fair that they would go with Chris’ plans for camping and hiking. That could make Chris feel bad and put him on guard as well. Chris may feel that his feelings and unmet needs are not being acknowledged. Or another scenario is Pat could acknowledge Chris’ feelings and compromise to letting him choose where to go on their trip in which would outcome to a lose-win situation. With there being difficulty in the plan for a win-win outcome, here are some consequences of using a win-lose, lose-win, lose-lose, and compromise method. A win-lose outcome is competing where this approach to conflict involves high concern for self and low concern for others. If Pat pursued this outcome, then she would use her power of how she makes more money and pays more for the trip to get her way to going to a beach or where ever she wanted to go disregarding Chris’ feelings and wants. A lose-win outcome is accommodating where one allows the other to have their way rather than asserting you own point of view. Pat could disregard her own feelings and wants by settling to go where ever Chris would like to go this year. Lose-lose outcome is avoiding where people non-assertively ignore or stay away from conflict. Pat and Chris could avoid the matter all together and just pick a place to go without resolving their problems they both are feeling. This down the road could lead into a bigger conflict. Compromising which is a partial lose-lose outcome is when both parties at least give some of what they want, although both sacrifice part of their goals. Pat and Chris could compromise on where to go and how much each will pay, but this delays and setbacks the conflict in which both parties don’t get what they really want to be resolved. A personal experience where I could have used a win-win conflict style approach is with my ex-boyfriend. The situation was my ex-boyfriend started a new job working out of town at least three weeks every month and we hardly were spending time with each other. I was feeling neglected and didn’t feel important to him. The outcome turned into a lose-win. I should have gathered my feelings and unmet needs better and set a date to talk to him about how I was feeling. Instead I had emotional outbursts because I bottled my emotions up and it all came out at really bad times. If we made a date to talk, then we both could have described the problem and our needs so we could be more understanding of each other. By acknowledging each other’s feelings and points of view then we could have negotiated what we wanted to do or how to better our relationship. Once we figured out what would make each other happy and strengthen our relationship then we could follow through in our solution . However, with having so much conflict that was unsuccessfully resolved we ended up parting ways so we wouldn’t hurt each other or continue being unhappy. My ex-boyfriend broke up with me while I still wanted to figure out a way to make our relationship work. It became a lose-win situation because the outcome went in the way my ex-boyfriend wanted and it wasn’t an outcome I wanted. Conflict resolution has many stages and outcomes in all different kinds of situations. I have learned through this course on how to better my communication and resolve conflict for a win-win outcome in my relationships. Pat and Chris will resolve their conflict while keeping their relationship intact and have a wonderful vacation doing the things they anticipated doing. By following the conflict resolution model, can strength relationships and help resolve conflict by addressing the problem, being sensitive and open minded to each other’s point of views, and negotiating to reach a solution that makes both parties happy. Situation Comedy: Analysis of Peep Show Situation Comedy: Analysis of Peep Show Carroll discusses the type of characters which the audience find most attractive in sitcoms: Much humour is undeniably at the expense of characters who are particularly stupid, vain, greedy, cruel, ruthless, dirty, lubricious, and deficient in other respects (2005, p.345). I intend to examine the ways in which Carrolls statement can be supported through the depiction of characters in contemporary sitcom, focusing on the British sitcom Peep Show and American sitcom Community. Peep Show (Clarke, 2003) follows the lives of two friends Mark Corrigan and Jeremy (Jez) Usbourne who live together in a flat based in Croydon, London. Mark has a pessimistic outlook while Jeremy is lazy and childish, with unrealistic goals about his future. American sitcom Community (Harmon, 2009) focuses on the lives of an ensemble cast of characters, Jeff Winger, Britta Perry, Abed Nadir, Shirley Bennett, Annie Edison, Troy Barnes and Pierce Hawthorne, who live in the fictitious town of Greendale, Colorado and attend Greendale Community College. The purpose of humour is to challenge social norms and morals within society. Humour is a part of daily life, and thus it should be relatable to the audience; humour can be culturally specific, or worldwide, focusing on issues such as gender, family or work life, religion, politics, wealth, class, or race and ethnicity: A standard definition of sitcom [is] concentrating on the recurring set-up and characters, the happy ending and the fact that individual episodes rarely refer to events in previous ones (Sander, 2012). The three theories of humour, are superiority, incongruity and release/relief theory. Plato and Aristotle held a negative view towards humour, as Plato perceived humour to be a malicious act while Quintilian, Aristotle and Cicero established that it is a form of behaviour from which civilized man should shrink (Chapman and Foot, 1995 cited in Perks, 2012). Superiority theory is the idea that humour is found in laughing at those deemed inferior. Theorist Thomas Hobbes talks about the sudden glory felt by viewers when they can identify their superiority over others: The idea of laughter is self-applause can nevertheless be defended by pointing out that, even though somebody elses joke occasions my laughter, what I am laughing at, what produces my joy, might be that I can see the point and thus appreciate my superiority (Ewin, 2001). It can be argued that Robert Webbs Peep Show character Jeremy triggers this type of response. Jeremys immaturity is highlighted throughout the show and is often the reason behind his involvement in regrettable situations. Jeremy lives in a fantasy world, he thinks highly of himself with illusory ideas about his future career in music. The audience are aware of Jeremys delusions, and this encourages a humorous element as we laugh at Jeremys expense. The viewer takes comfort in the knowledge that Jeremy is an example of who we aim not to be like; furthering the idea of supremacy and therefore, his character is highly entertaining and comical. This contrasts with Mark (David Mitchell) who is a rational and sensible character. It is evident that Mark is trying to succeed, especially in his work life. The audience may feel sympathetic towards Mark and the superiority notion may not be as dominant in his case, as he has more relatable and reachable goals. Superiority theory applies to Community. In the Introduction to Film episode, Britta (Gillian Jacobs) persuades Abed (Danny Pudi) to begin studying film. Abed enjoys the class, as he is seen later using a camera to create a documentary. Abeds fathers appears at Greendale college furious that Abed is studying film. Abeds friends defend his choice to take the class, explaining he can make his own decisions. His father states that Abed is no longer his concern and now his friends responsibility. Although this incident is comical due to the anger of Abeds father and the awkwardness of the groups response, there is an underlying sense of sorrow regarding Abeds relationship with his father. He is shown as controlling and forceful, and this may explain the reason for Abeds introverted personality. Abed is often the laughing stock of the group, which is also funny to the viewer. We laugh at Abed due to the ridiculousness of his experiences and how he deals with situations, as his actions are not conventional. However, the audience may or may not realise that Abed has had a difficult upbringing (especially evident with his domineering father) and although this can be interpreted as humorous on one level, it may be deeply distressing to Abed on another. We are laughing at Abeds problems and the areas in which he is lacking. Due to his fathers selfishness, Britta and Jeff (Joel McHale) are now cast in the roles of Abeds parents. This is amusing as their struggle of trying to provide for Abed is highlighted, however we are again laughing at the characters hardships, feeling thankful that we are not part of the situation presented. The viewer may also feel they could perform better in parenting Abed, and thus a feeling of superiority may arise in this way. Plato describes laughter: Plato believed that the laughter that attends humour is directed at the vice of self-unawareness. That is, we laugh at people who fail to realize the Socrates adage- Know thyself and who instead deceive themselves, imagining that they are wiser than they are (Carroll, 2005 cited in Levinson, 2003). Incongruity theory relates to the idea of comedy being absurd and irrational/illogical. Shifting away from what is accepted to be normal behaviour and societys values, often using exaggeration and rebelling against societys rules of protocol. Philosopher Immanuel Kant talks about incongruity theory: It is remarkable that in all such cases the jest must contain something that is capable of deceiving for a moment. Hence, when the illusion is dissipated, the mind turns back to try it once again, and thus through a rapidly alternating tension and relaxation it is jerked back and put into a state of oscillationà ¢Ã¢â€š ¬Ã‚ ¦to this sudden transposition of the mind, now to one now to another standpoint in order to contemplate its object, may correspond an alternating tension and relaxation of the elastic portions of our intestines which communicates itself to the diaphragm (like that which ticklish people feel) (Kant, 1790 cited in Bardon, 2005). Incongruity theory is evident in Community. Throughout the series, a dreamlike setting is apparent, especially in Abeds Uncontrollable Christmas. Abed Nadir is eccentric and quirky. It is often hinted at that Abed is suffering from a mental illness or personality disorder. During this episode, Abed believes the upcoming Christmas is particularly special as he views his friends as clay stop-motion animations. The group are concerned for Abeds mental health, and encourage him to find the cause for this delusion. The characters who come in and out of Abeds fantasy animated world do so through a curtain, and as the curtain opens, a glimpse of the normal study room is seen. This helps to connect the audience with Abeds friends, and offers a sense of reality. The animation effect is unusual and may surprise or disturb the viewer. This world is an impossibility and is irrational to the audience and to everyone else within the episode, aside from Abed. We are led on the same journey with Abe d and his friends, to try and help him return to rational thought. Community consists of non-linear narratives and surrealist themes throughout, which adds to its overall success as a sitcom. The audience are encouraged to find humour in the bizarre happenings. It should be mentioned that the characters make it known that Abeds stop-motion world is peculiar, and the viewer can laugh at Abed regardless that the cause for his hallucination is related to a more personal issue, which relates back to superiority theory. Peep Show portrays elements of incongruity theory. Mark and Jeremy often rebel against what is classed as normal behaviour. As a cringe-style comedy, Peep Show breaks the fourth wall and this allows for intimacy and immediacy with the audience. Incongruity theory is shown in the episode Shrooming, where Jeremy, to impress the girl he loves (Sus), hosts a drug party at the flat. Mark arrives home from work ill with gastric flu. Jeremy is furious that Mark has returned and this may hinder his chances with Sus and ruin the party. Jez puts sleep medication in Marks tea before locking his bedroom door. The episode is comical as the viewer can sympathise with Mark being very ill and not having access to a bathroom. Jeremy will do whatever it takes to fulfil his own selfish desires. In addition, Marks boss has suspicions over his condition and is unsure if Mark is well enough to attend the upcoming business trip, however Mark insists he is fine. It is evident that Mark is desperate to impr ess his boss and will risk his own health in doing so. This type of behaviour is somewhat strange and the viewer may question why Mark does not refuse due to his ill health; its as though he feels he has something to prove. Once Mark escapes the bedroom, he rushes to the toilet, however the bathroom door has been removed from the hinges. Unfortunately, his boss has come to the flat, but finds him in the bathroom alongside Jez. The two men are appalled and disgusted at Mark, who is extremely embarrassed and uncomfortable. The social awkwardness of the situation is outstanding and the audience experience the humiliation alongside Mark. This behaviour is shocking, as it defies what is deemed socially acceptable, and is an infringement on human privacy. Jeremy and his boss continue to observe Mark instead of realising the bizarreness of the situation and leaving. Feelings of sympathy towards Mark return, and Jeremy is viewed in a negative light as he has the option to allow Mark his privacy but refuses, showing little respect. Herbert Spencer talks about relief/release theory, and its psychological effects: That laughter is a form of muscular excitement, and so illustrates the general law that feeling passing a certain pitch habitually vents itself into [à ¢Ã¢â€š ¬Ã‚ ¦] action, scarcely needs pointing out. It perhaps needs pointing out, however, that strong feeling of almost any kind produces this result. It is not a sense of the ludicrous, only, which does it; nor are the various forms of joyous emotion the sole additional causes (Herbert, 1987 cited in Olson, 2007). Through the observation of an event or situation an initial build-up of tension is caused, and pleasure is found in the release of this energy.   Austrian philosopher/psychoanalyst Sigmund Freud expands on Spencers theory. Freud talks about the relief that comes with laughing or finding humour in the critique of society and its expectations of us. Freud goes on to explain that our sexual impulses are like our malicious ones, stating that these elements of humour are highly appealing and offer relief, as we are forced to repress these thoughts/feelings by society: The prevention of invective or of insulting rejoinders by external circumstances is such a common case that tendentious jokes are especially favoured to make aggressiveness or criticism possible against persons in exalted positions who claim to exercise authority. The joke then represents a rebel ­lion against that authority, a liberation from its pressure. The charm of caricatures lies in this same factor: we laugh at them even if they are unsuccessful simply because we count rebellion against authority as a merit (Freud, 1960). This illustrates that we will indulge in such thoughts, only if safe to do so; if there is no threat such as our reputation being judged. Relief theory can refer to humour and laughter at cruelty, obscenity, inappropriateness and nonsense. It can be argued that relief and release theory apply more so to a stand-up comedy routine where jokes are continuously told allowing for the sense of anticipation, rather than a sitcom television programme. Relief theory may apply to an episode in Community: Curriculum Unavailable. During this episode, the group have been expelled from Greendale, and notice Abeds behaviour becoming particularly erratic. Due to this, the group attend therapy alongside Abed. During the sessions, the group are informed that Greendale is in fact a mental health institution where the group were attending as patients due to nervous breakdowns, and they created the delusion that they were part of a community college. This revelation builds up tension and anticipation as the viewer begins questioning the entire series and setup of Community. Once Jeff insists this is not be true and the group discover the psychiatrist is a fraud, faith is restored in the narrative. Relief is experienced through this discovery, and we laugh at the ridiculousness of the joke. Nervous excitement is released through laughter at the realisation the counsellor is lying to the group. Also in this episode, it appears Pierce is addicted to pain medication. He experiences hallucinations of a small man, referred to as Tiny Man. Pierce is shown to enjoy his high from the drugs and no one has yet mentioned his addiction, even though it was witnessed earlier in the study room. This may glamorise the idea of taking drugs and we laugh at Pierces pleasurable experience. Drug addictions are viewed as extremely negative within society, and hinting at the idea that taking drugs is an enjoyable or fun experience is a prejudicial notion, thus allowing suppressed feelings to arise in the viewer and laughter to occur. A Peep Show episode Seasonal Beatings, where Mark is hosting a Christmas family dinner shows relief theory. Mark describes his father as having a critical personality and he fears this. It becomes evident that Mark does not have a healthy relationship with his parents and feels nervous about their arrival. Marks girlfriend, Dobby, also attends the dinner however Mark insists she does not inform his parents about their relationship. This sets up anticipation, the audience begin to feel the tension of the situation. There is a build-up of anxiety concerning the arrival of Marks parents as well as ensuring his relationship with Dobby is kept secret. Once his parents arrive, Dobby begins speaking negatively about her boyfriend- this continues the accumulation of anticipation (we want his parents to discover this horrible boyfriend is Mark). Finally, Mark becomes frustrated and it is revealed to his parents that he is Dobbys boyfriend. The relief is found in the reveal that Mark is the di sappointing boyfriend and his fathers reaction we laugh at this, and understand that Mark is the butt of the joke. To conclude, Carrolls account continues to be manifested through characters and storylines within the contemporary situation comedy. Both Peep Show and Community are examples of these types of sitcoms, with characters such as Mark, who we often feel sympathy towards or Jeremy, who comes across as rather selfish and egotistical. Community portrays a variety of characters who differ from one another, such as Abed who is unsure of himself and eccentric or Pierce, often depicted as being sexist through making crude or sexual jokes regarding women. Humour is found in these types of personalities and the way the characters interact with one another. The audience enjoy characters who are willing to push the boundaries and test or challenge social norms. References Bardon, D. (2005) The Philosophy of Humor. [Online] Available: http://faculty.swosu.edu/frederic.murray/philosophy%20of%20humor_1.pdf [Accessed: 10 March 2017]. Community. (2009) Series 1, Episode 3. US. [TV Programme] NBC. 1 October 2009, 9:30pm Community. (2009) Series 2, Episode 11. US. [TV Programme] NBC. 9 December 2010, 8pm Community. (2009) Series 3, Episode 19. US. [TV Programme] NBC. 10 may 2012, 8pm Davies, C. and Berger, P. (1998) Redeeming Laughter, The Comic Dimension of Human Experience. The British Journal of Sociology. [Online] Vol.49(4), p.670. Available: https://www.jstor.org/stable/1466184 [Accessed: 12 March 2017]. Ewin, R. (2001) Hobbes on Laughter. The Philosophical Quarterly. [Online] Vol.51(202), pp.29-40. Available: https://www.jstor.org/stable/2660519 [Accessed: 12 March 2017]. Levinson, J. (2003) The Oxford Handbook of Aesthetics. 1st ed. Oxford: Oxford University Press. Olson, E. (2007) The Horror of Humor. [Online] Available: https://gustavus.edu/philosophy/files/theses/horrorofhumor.doc [Accessed: 10 March 2017]. Peep Show. (2003) Series 3, Episode 3. UK. [TV Programme] Channel 4. 25 November 2005 Peep Show. (2003) Series 7, Episode 5. UK. [TV Programme] Channel 4. 24 December 2010 Perks, L. (2012) The Ancient Roots of Humor Theory. [Online] Available: http://scholarworks.merrimack.edu/cgi/viewcontent.cgi?article=1007context=com_facpub [Accessed: 10 March 2017]. Sander, J. (2012) The Television Series Community and Sitcom. [Online] Available: http://www.divaportal.org/smash/get/diva2:558088/FULLTEXT01.pdf [Accessed: 5 March 2017].

The Dark Side of Nathaniel Hawthorne in The House of Seven Gables Essay

The Dark Side of Nathaniel Hawthorne in The House of Seven Gables In The House of the Seven Gables, Nathaniel Hawthorne exhibits the fate of a family due to a curse by analyzing the most â€Å"disagreeable† secrets of a man’s soul (Great Lives 1077). Hawthorne shows the decay of an aristocratic family due to the sins of the past. He uses allegory within his character’s personalities and emotions to expose â€Å"the truth of the human heart† (biography). Hawthorne’s chosen location for this novel reflects greatly on his life and specifically his childhood. Salem is the home of The House of the Seven Gables. Ironically this is the same town in which he was born in and lived in through adulthood. He was raised in this town, therefore he was very aware of the dark side of its past. He was a part of this past through his ancestors. One of which was a judge in the infamous Salem witch trials. At this trial Hawthorne’s uncle is cursed by a so-called witch with the words, â€Å"God will give you blood to drink† (Magill 2736). This curse is much similar to Matthew Maule’s curse on the Pyncheon family (Magill 2734). The solitude of his characters reflects his childhood as well. Growing up, his 2 mother kept herself away from people which led him to become a very solitary man for much of his life. As a young child Hawthorne was lamed. During these years he became well learned with the writings of Edmund Spenser, John Bunyan, and William Shakespear(CSLF 1570). From these men he has gained technique and style. Having lived in Salem most of his life, Hawthorne is extremely influenced by Puritanism. His writings greatly reflect this. Hawthorne deals much with the sins of a man being pasted down for generations. This is very much a Puritan belief. Puritans are a very superstitious type of person. Thus, this explains Hawthorne’s belief that a curse, such as Maule’s curse, can destroy a well-to-do family (Walker 1577). Hawthorne’s characters dealt with guilt forced on by their ancestor, much of which goes back as far as the Puritans. He commonly plays guilt against innocence within one character, Hepzibah Pyncheon. She feels strongly that she must maintain the lifestyle and tradition of her ancestor Colonel Pyncheon. He shows her many personalitie... .... â€Å"Nathaniel Hawthorne.† Encarta Encyclopedia. (1997) â€Å"Nathaniel Hawthorne.† The Critical Temper. Ed. Martin Tucker. Vol. 4. A Library of Literary Criticism. Frederick Ungar Publishing, 1979, 509-514. â€Å"Nathaniel Hawthorne.† World Literature Criticism.† Ed. James P. Draper. Vol. 3. Detroit: Gale Research Inc., 1992, 1592-1605. â€Å"Nathaniel Hawthorne.† Novels and Novelists : A Guide to the World of Fiction. Ed. Martin Seymour-Smith. London : Shuckburgh Reynolds Ltd., 1980, 154-155. Wagenknecht, Edward. â€Å"Nathaniel Hawthorne.† Cavalcade of the American Novel. New York : Henry Holt and Company, 1952, 90, 9, 20, 25, 38-57. Walker, Ronald G. â€Å"Nathaniel Hawthorne.† Critical Survey of Long Fiction. Vol. 4. Englewood Cliffs : Salem Press, 1983, 1314-1328. Van Doren, Carl. â€Å"Nathaniel Hawthorne.† The American Novel. Ed. Revised. Vol. 1789-1939. New York : The MacmillianCompany, 1966, 58-83 135-137, 210, 213, 215. â€Å"American Transcendentalism.† â€Å"PAL : Nathaniel Hawthorne.†

A Class Divided Reflection Essay

Everyone is likely to experience some form of discrimination or prejudice; as is anyone capable of acting prejudiced towards others. On April 5th, 1968, a teacher in Riceville, Iowa named Jane Elliot conducted an experiment with her third grade class that dealt with the concept of discrimination; and was documented in Peters’ 1985 ‘A Class Divided’. The exercise originally took place the day after Martin Luther King was assassinated. The documentary is an eye opener to the world of racism and discrimination. Bucher (2010) describes racism as â€Å"discrimination based on the belief that one race is superior to another† (97). According to Bucher (2010) â€Å"discrimination is defined as the unequal treatment of people on the basis of their group membership† (100). Bucher goes on to say â€Å"treatment varies because of race, age, gender, social class or any number of other dimensions of diversity† (100). ‘A Class Divided’ exposes t hat discrimination doesn’t just go to the extent to the color of skin, culture or ethnicity, but discrimination can fall into any physical characteristics, social status, having a developmental disability, simply being a woman, and in this case the color of your eyes. The concept Elliot is teaching, is that racism is a learned behavior and not part of human genetics. This blue eyed versus brown eyed people experiment establishes that thinking and acting racist is learned. She also proves it can be unlearned. She wants us to see through the myth of white superiority. How we are told to believe that racism no longer exists and that it’s not as simple as the KKK. Today racism and discrimination go much further and are more complex. It’s being able to vote; it’s the stereotypes â€Å"an unverified and oversimplified generalization about an entire group of people† (Bucher, 2010, 86), children learn growing up; it’s portraying the colored people as the bad ones and the white people as victims; it’s not having the equal rights and opportunities. Elliot’s exercise with her class shows the effects of when there is a distinguished group of superiors and inferiors. A month from now I will recall several scenes from the movie. Especially all the faces and emotions the children went through when part of the inferior group. When Mrs. Elliot told her class that brown eyed people are not to get second helpings at lunch time, one little brown eyed girl looked utterly heartbroken. The scene that I’ll probably remember most is when Ms. Elliot did the test on the adults. It was shocking and interesting to see how adults act in such a situation as being discriminated against. Another scene that stood out was when the superior group of children felt like they were in power; they completely turned on the other group with no remorse. Best friends became worst enemies, and they didn’t even think twice about it. Elliot conducted this experiment on her third grade class based on students having blues eyes or brown eyes. The first day the blue eyed children would be superiors, because blue eyed people are better and smarter than brown eyed people, thus they were given extra privileges. For example, the superior blue eyed children were entitled to seconds for lunch, but the inferior brown eyed children were not, in fears they might take too much food. The superior group received unearned privileges, defined by Bucher (2010) as â€Å"those benefits in life that we have through no effort of our own† (135), like five extra minutes at recess and being allowed to play on the playground equipment. Just as blacks were forced to use segregated restrooms and water fountains, the inferior brown eyed people could not drink directly from the fountain; they were required to use a cup. The brown eyed children were also made to wear a collar around their necks, that way, they could be told apart, just as African Americans can be discriminated against from a distance. Elliot gave recognition to the blue eyed kids on being hard working, fast learners, while the brown eyed children were found at fault and told they were not as smart. On the day blue eyed people were superior; she brings up the point that blue eyed fathers never kick their children, like one brown eyed boy’s father had done the prior week. But when blue eyed Russell forgot his glasses the following day, it had to be because he has blue eyes, since Susan, whom has brown eyes, remembered her glasses. Elliot also led the children to decide that since blue eyed Greg said he likes to hit his litter  sister, this conveys blue eyed people are naughty. From here, we witness some of superior blue eyed kids began to act arrogant and bossy to the inferior brown eyed kids. Blue eyed Russell was taunting John at recess, calling him ‘brown eyes’ and John retaliated by hitting him. After the two boys fought at recess the teacher asked if responding with violence made him feel better, he replied no. His answer goes to show that responding with violence is ineffective and a waste of time and energy. They compared it to someone calling a black man the N-word. Even academic achievement goes up when the children were in the superior group. When doing the card packs the first day the brown eyed children spent five and half minutes to go through the deck, while the superior blue eyed children spent only three minutes, the following day the superior group of brown eyed students took only two and a half minutes compared to the four minutes and eighteen seconds of the inferior blue eyed group. In the documentary the kids didn’t refuse to obey their teacher, even during the exercise, but surprisingly when doing the exercise with the adults, they also followed along with her every order. Not even one of the adults stood their ground, as Ms. Elliot kept throwing out negative comments, the adults never really argued with her. This is because if they would have argued it would have made them seem argumentative and disobedient which would have just made the situation worse. When being discriminated against, one feels hopeless. Maybe they felt as if their words wouldn’t mean anything, even if spoken. While in the prison seminar, one of the white woman said that all people face some kind of discrimination, another woman disagrees by saying that whites can’t really know what it’s like to face discrimination every day. There is no way that a white person will ever feel or know what it’s like to face the discrimination that African Americans have ex perienced. Watching ‘A Class Divided’ really brought along a lot of different feelings. First and foremost I learned from watching the kid’s scene that you work better when you feel better and when you feel confident. Ms. Elliot’s way of showing these kids about discrimination and racism was very effective and  taught the kids that no one person is different from the next, we all were created equal and it isn’t right to judge. It is important for every child to learn in the early stages of life that everybody under the sun is created equally. We may not look the same, or dress the same, some of us may have a higher social status than others, but at the end of the day we still walk the same Earth, nobody is better than the next. The biggest impact from seeing the video is that it shows how easily discrimination can be taught to a young impressionable child. As Elliot explains that we adults train our children to think this way when we past judgment and then th ey see it and grow up to be familiar with it and think of it as ordinary. Works Cited Bucher, R. D. (2010). Diversity Consciousness Third Edition: opening our minds to people, cultures, and opportunities. Upper Saddle River, N.J.: Prentice Hall. Peters, W. (Director). (1985). A class divided. Washington, DC: PBS Video [Frontline].