Frankenstein and Female Monster. Victor

Are you a made man? In Mary Shelley’s (1797-1851) Frankenstein; Or the Modern Prometheus (1818), Victor Frankenstein creates a fiend out the dead body parts. Frankenstein, as a product of the Enlightenment and the Scientific Revolution, is obsessed with advancing the cause of science, and in becoming famous and respected. â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me.I might in process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption †(Shelley 48). This modern day Prometheus, succeeds in doing what no man has done before, create life. The man he creates is contrary to what Victor envisioned. â€Å"How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form? His limbs were in proportion, and I had selected his features as beautiful. Beautiful! Gre at God!His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips†(Shelley 51). After his creation comes to life, he refuses to accept his (parental) obligation; he does not care for the fiend, he does not provide it with shelter nor with food or love. He fails to teach and to instruct dismissing a relationship with his creature.Instead, in disgust of what he has done, Victor abandons â€Å"the fiend. † The fiend attempts to live a normal life; however, being abandon leaves the monster confused, afraid, left to his own devices, and angry. â€Å"‘I am alone and miserable: man will not associate with me;’’ (Shelley 129) Victor abandon and left t he monster as a fatherless child like his mother did when she died â€Å".. She whom we saw every day and whose very existence appeared a part of our own can have departed forever† (Shelley 38-39) All of the thing that he loved about his mother had been taken away and he was left as a motherless child.The story of Frankenstein and his creation is ultimately a story of abandonment. Abandonment (and neglect), Shelley suggests, is detrimental to growth and maturity; abandonment might result in the dehumanization of both the creator (parent) and his creation (child). Shelley’s novel is an exploration of where abandonment might lead. [NOT SURE WHERE YOU ARE GOING WITH THIS. KEEP IT FOR NOW, IF YOU DECIDE THAT YOU NEED MORE OF A HISTORICAL FRAMEWORK] Ultimately, Frankenstein refuses to accept the responsibility of providing a source of companionship for the creation since he does not allow for any connection between himself and the monster.Victor basically flees, hoping to f orget what he has created. He attempts to live a normal life however his abandonment leaves the monster confused, angry, and afraid. Frankenstein is an Enlightenment scientist, who crosses the boundaries of science and feels the need to discover the secrets of life. The Enlightenment Period was a cultural movement of intellectuals beginning in the late 17th and 18th century Europe emphasizing reason and individualism rather than tradition. [START HERE] Victor Frankenstein has always been fascinated by nature and always wanted to conquer the unknown[PLACE AND ANALYZE THE QUOTE HERE – WHERE HIS FASCINATION BEGINS – â€Å"When we visited it the next morning, we found the tree shattered in a singular manner. It was not splintered by the shock, but entirely reduced to thin ribbons of wood. I never beheld anything so utterly destroyed. Before this I was not unacquainted with the more obvious laws of electricity† (Shelley 36). After being introduced to science Victor b ecame fascinated with it. In retaliation to his fascination, Victor betrays nature by creating the Monster. Victor frankenstein felt the need to challenge nature with him imagination and creating his own being.The Romantic believed there was good in all things, and the darkness could not be ignored. Many expressed their beliefs in through dark romantic writing and art work using the ideas of nature, emotion, individualism, and creativity and passion was a reaction against the rules and conventions of society. To all romanctic writers believed nature is devined there for violating nature is a violation of there god and themselves. Victor’s fascination led him to successful create a creature and Privately abandon his own needs, hidden away in his apartment where no one can see him work, he decides to begin the construction of the creature.Abortion and devoting himself to this labor, he neglects everything else family, friends, studies, and social life. This lead victor to grow increasingly pale, lonely, and obsessed. â€Å"My cheek had grown pale with study, and my person had become emaciated with confinement. Sometimes, on the very brink of certainty, I failed; yet still I clung to the hope which the next day or the next hour might realise. One secret which I alone possessed was the hope to which I had dedicated myself; and the moon gazed on my midnight labours, while, with unrelaxed and breathless eagerness, I pursued nature to her hiding-places.† (shelley 48)Victor creates the Monster to replace the lonely feeling he had after his mothers death. In creating the monster, one might say, that Victor is reconciling his own sense of abandonment. In other words, he creates a creature to validate him (often what our parents do) and to reconcile his feelings of maternal abandonment. Ironically, he in turn abandons the creature that he builds. Frankenstein feels abandoned by his mother and the Monster feels abandoned by Frankenstein. After creating the M onster, Victor takes takes one look at the monster and immediately abandons him, â€Å"But I escaped and rushed downstairs.I took refuge in the courtyard belonging to the house which I inhabited; where I remained during the rest of the night†¦ † (Shelley 59). When he returns to his chamber, the monster is gone and Victor feels relieved from his creator. Two years go by before Victor and his eight feet tall creation, face each other again. Victor is headed home after receiving his fathers letter informing him that his little brother William had been murdered. Victor is soon aware that the fiend is responsible for the murder of his brother.His adopted sister Justine is framed by the fiend. She is found guilty and is soon executed. Although Victor feels sadness, anger, frustration and guilt, especially about Justine’s death, he feels that he cannot confide his suspicion that his creation is responsible. Who would believe him? Victor begins his traveling toward Geneva with thought of the Monster. During his traveling he sees his creature , while coming face to face with his creating he insisted on the creature diapering and having the slightest contact with him.On one hand the creator had different feelings he almost seemed excited about seeing his creator and wanted to share all the thing he had learned with him even while victor continued to abandon him. â€Å"Be calm! I entreat you to hear me, before you give vent to your hatred on my devoted head. Have I not suffered enough that you seek to increase my misery? Life, although it may only be an accumulation of anguish, is dear to me, and I will defend it. Remember, thou hast made me more powerful than thyself; my height is superior to thine; my joints more supple.But I will not be tempted to set myself in opposition to thee. I am thy creature, and I will be even mild and docile to my natural lord and king, if thou wilt also perform thy part, the which thou owest me. Oh, Frankenstein, be not e quitable to every other, and trample upon me alone, to whom thy justice, and even thy clemency and affection, is most due. Remember that I am thy creature; I ought to be thy Adam; but I am rather the fallen angel, whom thou drivest from joy for no misdeed. Everywhere I see bliss, from which I alone am irrevocably excluded. I was benevolent and good — misery made me a fiend.Make me happy, and I shall again be virtuous. † â€Å"Begone! I will not hear you. There can be no community between you and me; we are enemies. Begone, or let us try our strength in a fight, in which one must fall. â€Å"(shelley 89) though the monster had been abandoned several times by his creator he tried every chance he got [THIS IS AN IMPORTANT SCENE AND MOUNTAIN, SO MAKE SURE THAT YOU DO IT JUSTICE. AND REMEMBER THE MONSTER NOTIFIES VICTOR TO EXACTLY WHERE HE WILL MEET HIM, BECAUSE HE WANTS THIS AUDIENCE WITH HIS CREATOR]. {YOU DON’T HAVE TO BRACKET THIS, BUT YOU SHOULD TRANSITION INTO THIS.IT IS EXTREMELY IMPORTANT TO NOTE THAT THE MONSTER IS ABANDONED MANY TIMES†¦ VICTOR, WHO LOST HIS MOTHER SHOULD UNDERSTAND THAT THE MONSTER LOST HIS FATHER – VICTOR – YET HE FAILS TO EMPATHIZE WITH HIS CREATION] He told Victor about how he grew to love the DeLacey Family and learned to see what it meant to love another. Studying the family led to the monster feeling abandoned because he couldn’t connect with them. â€Å"I had admired the perfect forms of my cottagers — their grace, beauty, and delicate complexions: but how was I terrified when I viewed myself in a transparent pool!At first I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence and mortification. Alas! I did not yet entirely know the fatal effects of this miserable deformity†. (Shelley ____ ) Before the c ottage family met the creature he had already opened his heart to them wishing for adoption. When the monster finally felt he had completely prepared himself to meet his teachers he was rejected and again abandoned.This abandonment was held a great deal of the creatures hate for mankind. He then told Victor that he had met a little boy on his way back to find Victor, his creator. He tells that he thought he could make the little boy except him, because of the little boy's youth mind. The Monster then learned that the boy was a brother to Victor, who had abandoned him first. (talk about how he tried to grow comfort with the boy but was abandon) He got very angry at the thought of being friends with the brother of the man who caused the Monster such great pain.The Monster then killed the little boy and had taken the locket and put it into the pocket of a lady. Justin was soon executed for the murder of the little boy (William). â€Å"I determined to seek that justice which I vainly a ttempted to gain from any other being that wore the human form. † (Pg. 136) Victor then told the Monster to leave and never come back or he would kill him. The Monster then realizes that the blame is on him, himself and he decides to kill himself. â€Å"Cursed, cursed creator! Why did I live? † (Pg. 132) Once again this left me wondering if the Monster killed himself, would that leave another void in Victor's life?Victor had already lost so many loved ones that were so close to him. Did he have feelings for the Monster? Not feelings of love, because all that he had done; but some type, any type of feelings since he after all created the Monster. At the end of the book the Monster finally talks Frankenstein into creating a female for him. The Monster wanted another like him so he could feel normal and not feel the abandonment for the rest of his life. Victor begins making another replica of the Monster, but then abandon the thought in the middle of his work.Victor then r ealized what could happen if he finished the female Monster. victor realized that if he finished the female Monster that it too could turn against human kind, and also go on a killing spree. Victor then destroyed his half way complete work. This angered the Monster and he then swore to make Victor the most miserable person in the world. The Monster did this by going on another killing spree of people that were close to Victor. He killed Victor's best friend Henry Clerval and Victor was almost executed for the murder. In the mean time Victor had met a lady called Elizabeth, whom he planned to marry.So the Monster waited for the night after Victor and Elizabeth's wedding and then murdered Elizabeth. Victor's father had also grown very depressed from all the void's in his own life and too soon died after hearing the news Elizabeth's death. Victor then was very ragged and obsessed to get a bitter revenge on the bitter Monster. Victor chased the Monster up into the North. He nearly kille d himself when he was chasing the Monster on dog sleds and broke through the ice and fell into the water. Victor was saved by a passing ship. He recovered enough to tell his long, remorseful story to Robert Walton.Victor then got very sick and soon died. Thus, leaving a void in Walton's life. That same night the Monster came to see Victor in his death-bed. The monster met Walton while doing this and told him of all of the rage he felt toward Victor. Walton did not like the Monster at all. The Monster told Walton that he would kill himself now that Victor had died. He told Walton he would do this by going where nobody could see him, in the North, and set fire to himself. In conclusion, I feel the theme of the book is abandonment. I think this because every event that happens is the result to some sort of abandonment.Victor Frankenstein felt abandoned and had a void because his mother died. As a result to that feeling, he betrayed nature and created the Monster. He abandoned the Monst er, leaving a void in the Monster's life. The abandonment from Victor made the Monster angry, wanting to make Victor's life miserable. The Monster then began to kill people who were close to Victor, making Victor have even more abandonment in his life. Finally, Victor died from being sick and the Monster killed himself. All of the events in this book support that the theme of the book is abandonment.

Digital Fortress Chapter 16

â€Å"A ring?† Susan looked doubtful. â€Å"Tankado's missing a ring?† â€Å"Yes. We're lucky David caught it. It was a real heads-up play.† â€Å"But you're after a pass-key, not jewelry.† â€Å"I know,† Strathmore said, â€Å"but I think they might be one and the same.† Susan looked lost. â€Å"It's a long story.† She motioned to the tracer on her screen. â€Å"I'm not going anywhere.† Strathmore sighed heavily and began pacing. â€Å"Apparently, there were witnesses to Tankado's death. According to the officer at the morgue, a Canadian tourist called the Guardia this morning in a panic-he said a Japanese man was having a heart attack in the park. When the officer arrived, he found Tankado dead and the Canadian there with him, so he radioed the paramedics. While the paramedics took Tankado's body to the morgue, the officer tried to get the Canadian to tell him what happened. All the old guy did was babble about some ring Tankado had given away right before he died.† Susan eyed him skeptically. â€Å"Tankado gave away a ring?† â€Å"Yeah. Apparently he forced it in this old guy's face-like he was begging him to take it. Sounds like the old guy got a close look at it.† Strathmore stopped pacing and turned. â€Å"He said the ring was engraved-with some sort of lettering.† â€Å"Lettering?† â€Å"Yes, and according to him, it wasn't English.† Strathmore raised his eyebrows expectantly. â€Å"Japanese?† Strathmore shook his head. â€Å"My first thought too. But get this-the Canadian complained that the letters didn't spell anything. Japanese characters could never be confused with our Roman lettering. He said the engraving looked like a cat had gotten loose on a typewriter.† Susan laughed. â€Å"Commander, you don't really think-â€Å" Strathmore cut her off. â€Å"Susan, it's crystal clear. Tankado engraved the Digital Fortress pass-key on his ring. Gold is durable. Whether he's sleeping, showering, eating-the pass-key would always be with him, ready at a moment's notice for instant publication.† Susan looked dubious. â€Å"On his finger? In the open like that?† â€Å"Why not? Spain isn't exactly the encryption capital of the world. Nobody would have any idea what the letters meant. Besides, if the key is a standard sixty-four-bit-even in broad daylight, nobody could possibly read and memorize all sixty-four characters.† Susan looked perplexed. â€Å"And Tankado gave this ring to a total stranger moments before he died? Why?† Strathmore's gaze narrowed. â€Å"Why do you think?† It took Susan only a moment before it clicked. Her eyes widened. Strathmore nodded. â€Å"Tankado was trying to get rid of it. He thought we'd killed him. He felt himself dying and logically assumed we were responsible. The timing was too coincidental. He figured we'd gotten to him, poison or something, a slow-acting cardiac arrestor. He knew the only way we'd dare kill him is if we'd found North Dakota.† Susan felt a chill. â€Å"Of course,† she whispered. â€Å"Tankado thought that we neutralized his insurance policy so we could remove him too.† It was all coming clear to Susan. The timing of the heart attack was so fortunate for the NSA that Tankado had assumed the NSA was responsible. His final instinct was revenge. Ensei gave away his ring as a last-ditch effort to publish the pass-key. Now, incredibly, some unsuspecting Canadian tourist held the key to the most powerful encryption algorithm in history. Susan sucked in a deep breath and asked the inevitable question. â€Å"So where is the Canadian now?† Strathmore frowned. â€Å"That's the problem.† â€Å"The officer doesn't know where he is?† â€Å"No. The Canadian's story was so absurd that the officer figured he was either in shock or senile. So he put the old guy on the back of his motorcycle to take him back to his hotel. But the Canadian didn't know enough to hang on; he fell off before they'd gone three feet-cracked his head and broke his wrist.† â€Å"What!† Susan choked. â€Å"The officer wanted to take him to a hospital, but the Canadian was furious-said he'd walk back to Canada before he'd get on the motorcycle again. So all the officer could do was walk him to a small public clinic near the park. He left him there to get checked out.† Susan frowned. â€Å"I assume there's no need to ask where David is headed.†

Reality Tv series research paper Essay

Keeping up with the Kardashians The reality TV series Keeping up with the Kardashians is about a family of 8 who got famous because of their late dad/ex-husband Robert Kardashian who was a famous lawyer. Later on the mother of the family Kris Jenner married olympic games winner Bruce Jenner, they now have 2 kids together, Kendall and Kylie Jenner. Kris had 4 kids from her previous marriage to Robert, Kourtney, Kim, Khloe and Robert Jr. The 6 kids has also by themselves established sucsessful carrers such as models, designers, business men and entreprenuers etc. The family has become more and more famous n the media and out with the years, but what really was the breakout for the family was when one of the daughters, Kim, had a sex tape that got out in the media and made headlines all over the world. More so after this incident the family has been a media favorite. Basically the show is about this family and their daily life and activities, everything from their working scenes to birthday parties and marriges. In this particular episode they start off by talking a bit about Robert Jr’s overweight issues and how media has bashed him about it. Later on in the episode Bruces other on Brody, from a previous marriage, tells that he and Bruce has had issue in the past with their relationship and that the feels that he doesent know his father at all. The main plot of the episode is that late Robert Kardashians widdow is now claiming that the mother Kris has beaten and abused her children ever since they were toddlers and the widdow is selling different kinds of stories to the media about it. There are various of family members or characters in this reality series but the main ones are Bruce Jenner: who is the â€Å"father† according to Propp ‘s 8 character roles. Bruce is a concervative man and hates when the family uses bad language or behave inapropriate. Kris Jenner: the â€Å"donor†, the mother, has made all of this possible, she is the executive producer of the show and also the mother of all of the childrend. You can call her the backbone of the family. Kourtney Kardashian: is a calm but very sarcastic and spontaneous person. She likes so be funny and act silly but in a very calm manner. Her character would be the false hero. Kim Kardashian: Kim is the princess of the show, the reasons are because she is the favorite daughter according o Kris and she is also the most famous one and she is the center of the attention. Khloe Kardashian: she is the villian of the show and that is because she is far from being conservative, she says whatever come’s to her mind and she can act crazy and just be herself all the time. Robert Kardashian Jr: is a special character. He has different personalities, sometimes he is funny, humouristic and sarcastic but at other times he can be mad at the world and evil. According to Propps character, Robert would also be the false hero. This show is a typical open narrative show because the rama and events go from episode to episode. the show relies alot on the drama and conflicts between family members and others, because thats what the show is about, without the drama and conflicts there wouldent be anything fun to watch. And since the drama and conflicts are the main reason for the show they tend to exaggerate of scenes to magnify what is not really that big of an issue to begin with. There are 2 major binary oppositiones in this show and that is between the mother Kris and the father Bruce, and between the sisters Kim and Khloe. The first one is that Kris is very pen and crazy she can act a bit childish sometimes for example when she â€Å"teepeed† Kims house, she acts sometimes as one of the sisters and not like a mother. The complete opposite is the father Bruce, he is a conservative and old fashioned man who is reserved and do not act wild in any way. He does not like it when people act innapropriate or use bad language and bad behavior. This is a major binary opposition for the show, because the contrast between these 2 are huge and you could think â€Å"how come that they are married but so different from each other† and that is also what makes good TV when a show has totally different characters. The second binary opposition is the sisters Kim and Khloe. Khloe is very wild and crazy, she acts however she wants, says whatever she wants and is always herself. She likes to do outrageous things and be funny. On the other hand we have Kim who is more introverted, personality-lacking and boring. She tries to be perfect and that in a TV perspective translates as boring. Binary oppositiones are very important to a show like this because it gives you variety and also contrast between certin people. It would be very boring to watch a show where everyone it quiet, shy and likes to be by hemselves, and also the same with the complete opposite. People like variety and also different kinds of characters. Consequenses that people think about while watching the show is that money is everything. The family lives a very lavish life they have a lot of money and spends alot of money, this can portray that money is everything and that you have to have money to live a similar lifestyle that they do. Another very negative impact that the show has is that people look at them and think that looks and appearence is whats important in life and that you should strive to be s beautiful and thin as possible. They market looks alot, like when they sit for hours in a makeup and hair chair, when they buy 75. 00 $ earrings, or when Kanye West sends a whole racket of new chlothes because he thinks Kim has a bad clothing style. They are indirectly conveying that you can buy beauty and that whats on the outside is whats important. This, espesially to younger girls (but also older women), can be problematic because they think that they have to look as good as one of the sisters and be thin to become something in life. They can start to believe that money and ame is what you should strive for in order to be sucsessful. The family prioritize image infront of everything. For example one time Kris told Khloe indirectly that she is ruining their empire and image from being too fat. This can translate for audience members as being the norm and okay to say to your daughter. The mother here basically is priotitizing their image infront of her daughters health and feelings. Furthermore they show their lives as being the ideal life and that what they do is the norm. One example is that they have no privacy in their lives, everything that is their business is also the worlds business. People can start assuming that if you let everything out in the public for everyone to see, and spreading your sex tapes, that that is normal and is how you should live.

Nursing Implication for Teenage Pregnancy Research Paper

Nursing Implication for Teenage Pregnancy - Research Paper Example Therefore, studied below are the important trends in the issue of teen pregnancy with its nursing implications for it. Also when it comes to the control and establishment of any aspect of health in a society, we cannot help ourselves but refer to the support of family and friends along with medical sustainability. Hence, after a qualitative research, discussed below are the important measures that need to be taken in order to control and affect this issue by the nurses. Nursing and Teen Pregnancy: Corroborating Implication and Insinuation INTRODUCTION Bastable (2008) believes that the role played by the nurses is that of a ‘caregiver’. Thus, during the process of coming to a decision regarding the status of young and old patients, it is necessary for nurses to not commence through logical verifications or commonsensical conjectures, where they take risks by being unaware of what the results or consequences might be. A large number of problems are originating in the publi c health sector if the current state of affairs is reviewed. Teen pregnancy is amongst these frequently originating colossal problems. The targets of this problem are the females under the age of twenty and the involvement comprises of both young and adult males. Young girls become a victim of this issue due to both societal and personal concerns. As the following chart represents, an increase has been found in the rates of this issue again in the past few years even after 2005 states Centers for Disease Control and Prevention (2009). . Thus, this review not only publicizes this subject, but it focuses on one segment of the verification: the relationship (preferred to be formal in clinical settings and semiformal in community set ups) and the implications of nursing for teenage pregnancy. Furthermore, it raises a subject upon the explication with orientation to the issue with interaction procedures and advising basis, because while most females prefer not attending clinical appointm ents, not everyone trusts the sentry of community set ups. Hence, this review puts forth the explication where teenage pregnant females arrive at clinics and are dealt with various strategies and advanced care. REVIEW OF LITERATURE As per SmithBattle’s (2006) research, it was evaluated that the children of teen mothers are considered to be at a highest risk of being targeted by adolescence pregnancy. This research was based to find out the data which would relate to the increase of this disease amongst children who had teen mothers but an astonishing fact which was out of the research was gained. This study was divided into further sub divisions and sixteen families were interviewed through dialogues and conversational assessments. After an interval of 4 years, the same families were interviewed again and the interesting fact that was gained lead to expounding that female mothers who were themselves pregnant in their teens were a victim of conservative set back which led thei r children to becoming a target of the same issue and not being able to consult clinical treatment or advice. Similarly, after a study carried out by Reynolds (2005) to evaluate the behavior of healthy pregnancy amongst teenage mothers and its knowledge, it was gained that females who consulted nursing advice in clinical associations reported less risky behaviors during their

Management Essay Example | Topics and Well Written Essays - 1500 words - 2

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International Trade Policy Case Study Example | Topics and Well Written Essays - 1250 words

International Trade Policy - Case Study Example Development of trade and commerce is essentially linked to the survival, growth, and progress of a nation, particularly by concise means of imports and exports. The policies or regulations that essentially govern and deal with defining the international trade between countries are known as the Foreign Trade Policy or International Trade Policy. These policies include, but are not restricted to, the tax brackets, import duties on various pieces of equipment (goods and services), items for trading, non-allowable items, quotas and tariffs, and so on. Inclusive of this data, there are also the incentives for foreign investment that encourages foreign investors to invest in the country along with incentives for local producers to export, and so on [2]. Thus, the policy defines the terms and regulations for trading i.e. imports and exports. The Asian region has been prospering of late with good speed, and amongst the many nations, Pakistan has been one of the prime examples of prospering nations particularly under the current military regime. The name of this nation has been in the headlines since a while now, thus, it would be very informative to analyze their trade policy structure. Particularly considering the fact that the foreign direct investment has been growing in the region of late, it would be very interesting to see the structure that is enhancing this figure in recent times[3]. Since October 1999 to date, Pakistan has moved towards being a much more stabilized nation than it has ever been since its existence in 1947. Under the military regime of General Pervaiz Musharraf, the nation has moved towards economic stability and growth to the current day, with economic development prospering in particular. This stability in the economic and political environment has led to tremendous growth in the net trade figure, inviting foreign investors and trades to contribute and interact with the local ones and have a good prospectus for the future outlook[5]. This report highlights the trade policy for the year 2006-07 so that judgements can be made on fairgrounds that whether this policy has been a success or otherwise. The following paragraphs highlight the main aims and objectives of the international trade policy relating to the export of goods and services [7, 9].

Write a report for a fictional human rights NGO on the issues of Essay

Write a report for a fictional human rights NGO on the issues of justice it should consider when forming its policy stance on international norms around humanitarian intervention.(1600 word count) - Essay Example This is a policy pursued by the United Nations, in conjunction with major world powers, such as United States, United Kingdom, and France. This policy gained prominence after the Rwandan genocide of 1994 (Alkopher, 2013, p. 17). During this genocide, more than 500,000 people were killed in a span of three months, without the international community doing anything to stop this killing spree. To protect humanity against dictatorial regimes, and natural disasters, there is a need of engaging in humanitarian interventions. Humanitarian intervention refers to the use of military force, against another state, for purposes of protecting the rights and dignity of the citizens of the state under consideration (Roberts, 1999, p. 36). However, this definition is narrow, because it is possible to use non-military force, when carrying out humanitarian interventions. The following are the three general consensuses that surround the concept of humanitarian intervention (Alkopher, 2013, p. 22), This report identifies the various debates and norms that surround the concept of humanitarian interventions. It provides an analysis of these norms, and it explains the different perspectives concerning this notion of humanitarian intervention, and justice (Meggle, 2004, p. 16). Furthermore, this report contains a summary on the major issues, concerning humanitarian intervention that the agency should concentrate in. It is important to explain that this concept of humanitarian intervention is not supported by all states (Meggle, 2004). This is because countries such as China and Russia, who hold veto powers within the UN Security Council, are opposed to its use. They view it, as interference with the domestic activities of a state, and this is against the UN charter. This report will therefore highlight the issues for the organization to consider while developing its policies, regarding humanitarian interventions. In gathering information for this paper, the writer

The History of Winter Olympic Games Term Paper Example | Topics and Well Written Essays - 500 words

The History of Winter Olympic Games - Term Paper Example The Winter Olympic Games were disrupted by both World War 1 and World War 2. Other than the games being completely canceled because of the war and the plans being suspended, there were strained relations after the war between the nations that had been at war and their allies (Wickenheiser, 2009). The Olympic Games were feared to be held in some nations such as the Soviet Union after the war for fear of reaction of the enemies of the Soviet Union. The Worlds Wars also led to world depression and hence after the wars, few nations were able to participate in the next winter Olympic Games as the rest lacked expense money. The participants even from the nations that attended were few. Doping has been a headache to the organizers of this particular sport as with many other sports. The measures taken since 1967 have been to perform random drug tests on the participants and banning those found with positive results. The most common doping drugs are the performance enhancers. The other controversy that has rocked these games is the bribing of the planning committee officials with expensive gifts in order for their countries to be selected to host the games. The most controversial and which saw 10 officials sent packing is the 2002 Salt Lake City, USA Olympics (Gerlach, 2004). Politics have always been a silent but present issue in these winter Olympic Games. Most nations still have cold war amongst themselves and they push them in the games. Some nations use the winter Olympic Games as an opportunity to show off to the nations and those which have been successful in the number of medals use this as a way to express their powers such as the US. The nations that have always had a grudge against each other go to the extent of skipping the winter games when they take place in the enemy country. Even though the politics are silent and not expressed openly, it still affects the sole purpose of the games

International Trade Law and Institutions Essay Example | Topics and Well Written Essays - 2500 words

International Trade Law and Institutions - Essay Example In this paper, the dispute resolution procedures used by two of the most prominent global arbiters, the World Trade Organization (WTO) and the International Chamber of Commerce (ICC) will be compared and contrasted in terms of the types of cases that each respective organization would deal with, the methods by which disputes are referred to them, the process/methodology for the dispute resolution and the mechanisms for redress. In addition, reference will be made, where appropriate, to relevant sources of law. In order to accurately evaluate and understand the various aspects of these organizations that will soon be presented, an adequate understanding of the structure of the WTO and the ICC both need to be explained briefly. The WTO has its origins in the words of a man who lived and studied economics centuries before the WTO ever existed. Considered by many to be the father of modern economics, Adam Smith put forth the original theory that the key to true economic progress and prosperity for all nations is international trade. He theorized that by making a wide variety of goods and services available anywhere in the world, not only would the country of origin benefit, but also the receptions of these goods would benefit due to the improvement of their quality of life through the utility of the goods themselves (Miller, 2003). With the idea of free international trade already very popular, the WTO was formed not only in an effort to promote free international trade, but also to attempt to police the international marketplace to prevent violations of trade laws. Like, the WTO, the ICC seeks to serve as an advocate for, and protector of international trade. Possessing a similar mindset to that of the WTO, the ICC also tries to peacefully resolve international trade disputes through an arbitration process, promote free trade in every corner of the globe, and seek ways to improve world commerce, much as one's local chamber of commerce promotes the interests of a given city or town (International Chamber of Commerce, 2006). Having given a brief overview of the origins, goals, and mindsets of these two organizations, it is now possible to properly analyze them as was detailed at the outset of this paper. Types of Cases Speaking in the broadest of terms, both the WTO and the ICC handle cases of a non-criminal nature; both organizations, in the course of evaluating a case, will refer any criminal matters to the appropriate law enforcement agency anywhere in the world. The types of cases that these organizations handle would best be described as non-criminal civil matters in that the cases usually involve some sort of business or trade dispute that centers on financial gain or loss, and the disputes of both organizations can often be resolved by the use of monetary reparations for the injured party or parties. However, there are some fundamental differences in the ways that the WTO and ICC handle their respective responsibilities.In general, the WTO is more of a reactive organization, which is to say that the organization handles the disputes that are referred to them as they are

Terrorist Organizations Analyze Research Paper Example | Topics and Well Written Essays - 1750 words

Terrorist Organizations Analyze - Research Paper Example USA has been the prime target of the terrorist mainly from the Islamic countries of the Middle East. Recent attacks on USA by the terrorist groups generated a path for exploring the detailed requirement for the study of modern terrorism. The author Robert, J, Chasdi delivers a perfect insight within the complexities of state sponsored as well as non state sponsored terrorism. A quantitative analysis have been made by the author to highlight on the terrorism acts within the period of 1968 to that of 1993 through his previous book Serenade of suffering which covers the terrorism spread in Middle Eastern countries within the time span of 1968 to that of 1993. The author stressed on terrorist systems and their activities mainly within the four countries namely Algeria, Turkey, Egypt and Israel. He also focuses on elucidating various socioeconomic parameters that promote terrorism, help of political factors and the people who are adversely affected by these terrorist attacks. This book de livers the fact that the international terrorism has augmented at high levels along posing immense threats on the Western nations. The foreign terrorist organizations (FTOs) are mainly international terrorist organizations that are designated by the US Secretary with legal jurisdiction under Section 219 of the Immigration and Nationality Act (INA). The FTOs play a significant role for the purpose of neutralizing the terrorist organization and their violent activities. ... : http://www.state.gov/j/ct/rls/crt/2011/195553.htm The foreign terrorist organizations (FTOs) are mainly international terrorist organizations that are designated by the US Secretary with legal jurisdiction under Section 219 of the Immigration and Nationality Act (INA). The FTOs play a significant role for the purpose of neutralizing the terrorist organization and their violent activities. In this article published from the US department of State also elucidates the detailed activities of various terrorist groups designated by the US department of State giving a chronological analysis of the activities of the terrorist organizations and also measures taken by them. The appropriate legal criteria for the purpose of designation of the terrorist organizations by Secretary of State have been also provided. 4. Shishani, M,B, (2010), Abdullah Azzam Brigades Claim to be Defenders of Sunnis in Lebanon. Terrorism Monitor, 8(45) This journal article is based on the perspectives of global terr orism analysis. This article is dedicated towards depicting the terrorist group Abdullah Azzam Brigades and their activities in Lebanon. The backdrop of this article starts with activities of a Saudi leader of Lebanese state who has proactively urged the Sunni Muslims for the purpose of refusing cooperation with the Lebanese state claimed to be infiltrated as well as dominated by Shite Hezbollah movement. The leader of Lebanon Abdullah Azzam Brigades is Al-Qarawi. Al Qawari leads the movement from Lebanon and he possesses immense access to Lebanon’s political activities and debates. This article also reveals the group’s objectives and the leader’s criticism. In a statement Qari defending the Sunni Muslims stated that Sunnis in Lebanon are â€Å"among the greatest sects of the oppressed

Economic Analysis Essay Example for Free

Economic Analysis Essay The enthusiasm, as well as the anxieties that is generated by the working of the economy of the United States is not just US economy generates is not just obvious but also easy to understand. The United States, with a GDP of 13. 2 trillion USD, and a population of 300 million (with an average yearly per capita income of more than 44,000 USD), is the largest economy of the world (CIA Factbook, 2008). Its currency, the US dollar, even in the throes of its greatest financial crisis, is the world’s preferred currency, and its markets the world’s biggest. In diversity and amount, the natural resources of the country are greater than those of most other countries. Many US industries are global leaders, and it remains the favorite marketing target for companies from across the world. With the US being the largest trading partner for numerous north and south countries, a large portion of the global economy relies upon US consumption for survival; significant changes in its pattern can lead to global euphoria or gloom. The performance of the US economy is influenced by an assortment of local and international factors. Distinguished by particularly low government control, a guiding principle that was first chosen by the founding fathers and followed painstakingly ever since (Oppenheimer, Reddaway, 1989). Although the government stipulates regulations and ensures inviolability of contracts, most microeconomic decisions are taken by private firms and corporations. (Rowe Silverstein, 1999) Governmental and Federal Reserve activities occur mainly through the modification of tax policies, changes in interest rates, and control of money supply; their endeavor being to push the economy in chosen directions rather than to compel it to take up preferred paths. (Oppenheimer, Reddaway, 1989) The last two decades have been particularly turbulent for the economy, marked by sharp expansion, occasional slowdowns, and the occurrence, in 2008, of a slump of dimensions sharp enough to affect the economic fortunes of numerous nations and millions of people. This assignment aims to assess and analyze the performance of the economy from 1990 until the present day, taking up various economic developments, the reasons behind the same, and their local and global impact. Commentary Overview of 1990 to 2001 The economic performance of an extremely intricate and influential economy like that of the US relies upon various local and global developments like investments, agricultural, manufacturing and service activity, exports and imports, global and local commodity prices, currency strength, disposable incomes, and consumption patterns. It is also influenced by fiscal and monetary measures like changes in tax policies, interest rates on loans, and reserves of banks, as well as by ongoing developments like price rises, job levels, and induction of fresh participants into the work force. Whilst the United States is one of the leading exporters of coal, wheat, corn, and soybeans, its continuous and strong economic growth has increased its dependence upon other countries for oil and many other raw materials. In fact the country had become a leading consumer of practically every sort of raw material by the 1960s and growth continued to rise thereafter. The 1970s and the 1980s, the decades that preceded the 1990s, were difficult ones and were distinguished by slow economic growth and inflation. While the period was marked by the entry of Japanese industry onto the global stage, the oil price shocks, and the forced bailout of Chrysler, it also witnessed the emergence of the service industry and the numerous small businesses in the United States. Whilst the 1980s saw a reduction in inflation rates and the creation of millions of jobs, such developments were accompanied by drastic increases in military expenditure, Medicaid and Medicare costs, corporate debt and household borrowing (Julius, 2005). Thousands of banks failed because of a combination of reasons that included high inflation and interest rates, bad loans to developing nations and speculative real estate ventures. The total national debt reached a figure of 290 billion US dollars, the highest till then. The US economic recovery commenced in 1991 and continued for the rest of the decade; it was distinguished by a long period of constant growth and by strong performance in key economic indicators like growth, inflation, unemployment and interest rates. Real growth in GDP stayed at around 3 % for the whole period with a low of 2. 5 % and a high of 3. 9 % in 1998. Unemployment fell from a peak of 7. 5 % to 5. 6 % by the middle of the decade and to less than 5 % after 1997. â€Å"Americas labor force changed markedly during the 1990s. Continuing a long-term trend, the number of farmers declined. A small portion of workers had jobs in industry, while a much greater share worked in the service sector, in jobs ranging from store clerks to financial planners. If steel and shoes were no longer American manufacturing mainstays, computers and the software that make them run were. † (The 1990s and beyond, 2008) Inflation, which had reached dangerously high levels in the 1980s also moderated significantly and remained below 3 % for most of the decade. The only area that witnessed volatility was the stock market, with stock prices rising by more than 60 % in the closing years of the decade on the back of low unemployment and good growth figures. The Dow Jones Industrial Average, which had stood at around 1,000 in the late 1970s, went up to as much as 11,000 in 1999, adding substantially to the wealth of many Americans (Julius, 2005). Whilst Clinton, who occupied the Presidency from 1993 to 2000, declared the era of big business to be over in the United States, he worked to strengthen market forces in areas like long distance telephony, reduced the size of the federal work force and ensured the continuance of most of the New Deal innovations (The 1990s and beyond, 2008). The economy was also helped greatly by the collapse of the Soviet Union and the consequent enlargement of trading opportunities. Technological advances led to the introduction of a wide assortment of sophisticated new electronic products. Numerous innovations in telecommunications and computer networking led to the development of a vast IT industry and revolutionized the operating methods and ways of numerous industries. â€Å"After peaking at $290,000 million in 1992, the federal budget steadily shrank as economic growth increased tax revenues. In 1998, the government posted its first surplus in 30 years, although a huge debt mainly in the form of promised future Social Security payments to the baby boomers – remained† (The 1990s and beyond, 2008) The Economy in the 21st Century Whilst such developments led a number of economists to believe that the United States was entering a period of sustained economic growth, economic growth came to a halt in the early 2000s. Much of this was due to the slowing down of the investment boom and the economy went into recession in the second half of 2001, cutting a ten year period of economic growth. Along with slowdowns in investment and the widespread crashing of dotcom organizations the economy was terribly hurt by the World Trade Center attacks worsened the economic situation. The recession was short lived and lasted for a period of 8 months and whilst the labor force continued to grow, its rate moderated significantly. Whilst the actual recession was short lived the following years were ones of slow growth. Growth in GDP, which was estimated at 2. 5 % in 2002 continued to be slow in 2003 and unemployment rose significantly in 2003 (Julius, 2005). Huge corporate scams, like the ones at Enron and WorldCom led to erosion of domestic confidence and the recovery process remained slow and sluggish. The downturn in the US economy, which had spurred global economic growth during the 1990s led to a worldwide economic downturn, not just in Europe but also in Japan, Latin America and Southeast Asia (Julius, 2005). Consumer spending increased only after the commencement of the war in Iraq and was accompanied by the improvement of most economic indicators. The movement of the economy in the 2000s can be broken up in three distinct sections, the recession of 2001 followed by sluggish growth in 2002 and 2003, sharp economic growth from 2004 to 2007 and financial crisis that enveloped the economy after the housing crash and the mortgage disaster of 2007 (The 1990s and beyond, 2008). The years following 2003 witnessed a recovery powered by consumer spending as the Federal Reserve lowered interest rates and the government reduced taxes. The economy grew at an average annual rate of 3. 1 % during this period, a rate not much lower than that achieved during the growth phase of the 1990s. The economy was also bolstered by a USD 500 billion spending on homeland security and the wars in Afghanistan and Iraq, a jump of 4 trillion USD in household debt and a 50 % increase in prices of real estate (The 1990s and beyond, 2008). With the Fed engineering finance at low interest rates, consumer debt, credit card, and vehicle loans went up from 7. 9 trillion USD to 12. 2 trillion USD, and US consumers went on a spending spree that had no precedent. Inflation was fuelled not just by increasing demand but by sharp increases in oil prices, which went up from 28 dollars a barrel in 2001 to the mid 60s in 2006 and finally to USD 148 a barrel in 2007 before the current crisis brought it crashing down. â€Å"The rise in GDP in 2004-07 was undergirded by substantial gains in labor productivity. Hurricane Katrina caused extensive damage in the Gulf Coast region in August 2005, but had a small impact on overall GDP growth for the year. Soaring oil prices in 2005-2007 threatened inflation and unemployment, yet the economy continued to grow through year-end 2007. † (CIA Fact Book, 2008) Tragedy struck the US and global economy in 2007 in the form of the mortgage crisis when economists were predicting a boom the likes of which the world had never seen before. The majority of the problems impacting the US economy have come about because of the development of housing crisis. Whilst housing and construction activities had grown sharply since 2004, they slackened significantly in 2006 after successive interest rate increases by the Federal Reserve made monthly housing loan repayments substantially more costly for home mortgage holders. With loans having become far more expensive to service, the housing industry went into a slump in 2006 with far lesser home sales on a Year on Year basis. The continuation of this phenomenon into 2007 led to a sharp economic slowdown and was in many ways responsible for the precipitation of the mortgage crisis. The sub prime mortgage financial crisis in the USA first evidenced itself in 2006, and assumed global proportions in mid 2007. With a combination of a number of economic causes like increased monthly repayment figures and declining home values restricting the inability of mortgage holders to meet their repayment terms, mortgage lenders, who until the had ridden the wave of real estate expansion, were hit with huge cash deficits and the inadequate securities to make good their losses (Bernanke, 2007). The emergence of the sub prime crisis led to the opening of a virtual Pandora’s Box of wrong and risky banking practices, and the financial bankruptcy and mortgage foreclosures of thousands of borrowers. It also led to the bankruptcy of huge financial institutions like Lehman Brothers, the virtual collapse of a monolith like Citibank, the collapse of stock markets, the extinction of stock market fortunes of thousands of Americans and finally to a tremendous crunch in availability of funds and credit. Apart from creating havoc among financial institutions the crisis has also led to tremendous slowing down of economic activity, the loss of thousands of jobs, increasing unemployment, contraction of GDP and enormous economic uncertainty. The sub-prime crisis has put a huge doubt over broader economic functioning by choking spending and by impacting the progress of the building sector. Whilst most impartial observers are likely to attribute the sub prime crisis to the greed of borrowers and lenders, the lax policies of regulatory authorities is seen by many to be a major contributory factor for the development of this crisis. Laxity in the activity of the Federal reserve, which reduced interest rates in 2001 and kept them low for five years, is considered to be a major reason for the reckless borrowing and lending practices that finally led to the sub prime crisis. The collapse of major banks and financial institutions has led to the development of an enormous credit crunch, with banks unable to lend money to businesses and to individuals. â€Å"So far this year, 15 banks have failed, compared with three last year. And Wall Streets five biggest investment firms were swallowed by other companies, filed bankruptcy or converted themselves into commercial banks to weather the financial storm† (Bush: Bailout Plan †¦, 2008). With losses not being confined just to mortgage lenders, many banks lost billions of dollars in the bad mortgage debts that they had bought from mortgage companies. This in turn led to sharp reduction in the money available with them and made them unable to engage in any further lending activity. Businesses across a wide spectrum of industry and service sectors find it difficult to obtain funds for operations and growth, a phenomenon that is seriously affecting their regular working, and leading to contraction of business activity, reduction in production and sales, and to reduction of workforce. Thousands of people have been laid off in the banking sector and job losses are now increasing across the spectrum of business companies, not just in the United States but across the world. Reduced employment figures, accompanied by lesser money availability with people who are fortunate enough to hold their jobs, is also leading to sharp drops in demand for a range of products, including automobiles and household goods, and leading to crisis conditions in various sectors of the economy. The US automobile industry, which has been going through a bad patch for the last few years, has been particularly badly hit, with mostly all companies announcing production cuts and job terminations. Conclusion The duration and severity of the current financial crisis has led many analysts to compare it with the events of the Great Depression, when 9,000 banks failed. Others however feel that while the current crisis is undoubtedly severe it is far away from reaching the levels of economic grief that characterized the depression of the 1930s. Contracting money supply, tax increases, and protectionist tariffs, factors that were associated with the Great Depression are not present today. Unemployment levels, while rising today are also far below the levels of 25 % that were breached in the 1930s. Today’s problem remains associated with the crisis of banking solvency, as is evident from the bankruptcies, forced takeovers and virtual nationalization of large private sector banks. Banks are desperate to first balance their banks and are looking for funds to stay afloat and manage their existing obligations rather than in providing fresh credit. The government of the United States has come out with a bailout plan that was first estimated at 700 billion US dollars and has now come up to nearly a trillion dollars, a figure equal to the GDP of many prosperous West European economies. The bailout plan envisages the provisioning of hundreds of billions of dollars that the treasury can use to for the purchase of distressed assets, particularly mortgage backed securities and for making capital injections into banks. The purpose of the bailout plan is to protect banks, stabilize the economy, improve liquidity, restore confidence in financial markets, and encourage consumption. The Federal Reserve has in recent weeks joined with other major central banks to reduce interest rates and the world’s top economic powers are getting together to take concerted action. Such efforts are yet to show significant results and stock markets continue to remain depressed. â€Å"Slowing consumer demand, labor productivity and, potentially, trade growth worsens the prospects of a mild recession. If the bailout does not soon restore financial stability-and many economists doubt that it will-bailing out the broader economy will require additional public funds and increase burdens on future taxpayers† (Gokhale, 2008) Economists also estimate unemployment to increase to hit 7. 5 % by next year and most are in agreement that while the current crisis may not prove to be as severe as the great depression, economic recovery does not appear to be immediately visible and that the economy will remain difficult even if financial markets were to stabilize. In the meanwhile Americans will most probably have to live with shrinking salaries and reducing net worth at least for 2009.

Language Modes Essay Example for Free

Language Modes Essay Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to school. Reading and writing, the written language modes, are acquired differently. Although children from literate environments often come to school with considerable knowledge about printed language, reading and writing are widely considered to be the schools responsibility and are formally taught. A different way of grouping the language modes is according to the processing involved in their use. Speaking and writing require constructing messages and conveying them to others through language. Thus they are expressive modes. Listening and reading, on the other hand, are more receptive modes; they involve constructing meaning from messages that come from others language. (For those who are deaf, visual and spatial language modes–watching and signing–replace oral language modes. When one considers how children learn and use language, however, all of these divisions become somewhat artificial. Whatever we label them, all modes involve communication and construction of meaning. In effective language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms. Models of Language Arts Instruction Many changes in language arts instruction have taken place in American schools since 1980. To understand these changes, one must be conversant with the three basic models that have given rise to variations in language arts curriculum over the years: the heritage model, the competencies model, and the process or student-centered model. Each model constitutes a belief system about the structure and content of instruction that leads to certain instructional approaches and methods. The heritage model, for example, reflects the belief that the purpose of language arts instruction is to transmit the values and traditions of the culture through the study of an agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing, to be mastered through guided writing experiences. The competencies model, on the other hand, emanates from the belief that the chief purpose of language arts instruction is to produce mastery of a hierarchy of language-related skills (particularly in reading and writing) in the learner. This model advocates the teaching of these skills in a predetermined sequence, generally through use of basal readers and graded language arts textbooks in which the instructional activities reflect this orientation. The majority of adults in this country probably experienced elementary level language arts instruction that was based in the competencies model, followed by high school English instruction that primarily reflected the heritage model. Instruction in both of these models depends heavily on the use of sequenced curricula, texts, and tests. The third model of language arts instruction, the process model, is quite different from the other two models. The curriculum is not determined by texts and tests; rather, this model stresses the encouragement of language processes that lead to growth in the language competencies (both written and oral) of students, as well as exposure to broad content. The interests and needs of the students, along with the knowledge and interests of the teacher, determine the specific curriculum. Thus reading materials, writing genres and topics, and discussion activities will vary from classroom to classroom and even from student to student within a classroom. Authentic assessment is the rule in these classrooms, that is, assessment that grows from the real language work of the students rather than from formal tests. Clearly the process model leads to more flexible and varied curriculum and instruction than the other two models. While the heritage and competencies models have come under criticism for being too rigid and unresponsive to student differences, the process model has been criticized as too unstructured and inconsistent to dependably give all students sufficient grounding in language content and skills. In actuality, teachers of language arts generally strive to help their students develop proficiency in language use, develop understanding of their own and other cultures, and experience and practice the processes of reading and writing. Thus it seems that the three models are not mutually exclusive. They do, however, reflect different priorities and emphases, and most teachers, schools, and/or school systems align beliefs and practices primarily with one or another model. Focus on Outcomes From a historical perspective, marked shifts in language arts instruction have taken place. In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in correct forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today. In the 1980s a shift toward the process model emerged in the works of many language arts theorists and the published practices of some influential teachers including Donald Graves, Lucy M. Calkins, and Nancie Atwell. In 1987 the National Council of Teachers of English and the Modern Language Association sponsored a Coalition of English Associations Conference. Educational leaders from all levels came together at the conference to discuss past and present language arts teaching and to propose directions and goals to guide the teaching of language arts in the years leading up to and moving into the twenty-first century. The conference report specified the ideal outcomes of effective language arts instruction, in terms of the language knowledge, abilities, and attitudes of students. These outcomes were largely process oriented, as illustrated by the following examples of outcomes for students leaving the elementary grades, as reported by William Teale in Stories to Grow On (1989): * They will be readers and writers, individuals who find pleasure and satisfaction in reading and writing, and who make those activities an important part of their everyday lives. * They will use language to understand themselves and others and make sense of their world. As a means of reflecting on their lives, they will engage in such activities as telling and hearing stories, reading novels and poetry, and keeping journals. Principles to guide curriculum development evolved from the conference participants agreed upon student outcomes, and, like the outcomes, the principles were broad and process-focused. For example, two of the original principles are: Curriculum should evolve from a sound research knowledge base and The language arts curriculum should be learner-centered. Elaborations on these and other curriculum goals deviated from earlier recommendations in that they included classroom-based ethnographic research, or action research, as well as traditional basic research in the knowledge base that informs the teaching of language arts. There was also agreement that textbooks serve best as resources for activities, but that the most effective language arts curricula are not text driven; rather they are created by individual teachers for varying communities of students.

Youtube: Teaching And Learning English

Youtube: Teaching And Learning English Today, perhaps more than ever before, it is important to recognize that learning is a lifelong experience and is the key to the future we want for ourselves. Thus, with tireless efforts, people always want to explore different methods of learning and teaching. These days, lifelong learners are supported by advanced learning technology to structure and organize their lifelong learning process. Computers and the Internet have broken through school walls, giving students greater opportunities to personalize their education, access distant resources, receive extra help or more-challenging assignments, and engage in learning in new and unique ways. It has become a fantastic resource for anyone wishing to learn or practise a foreign language, especially English. A key aspect in the process of learning a language is repeated exposure to the language in its natural form, in a real-life context. Thus, video as a tool for education can bring multiple benefits for both teachers and students in this case. Money and Time are two things which have been creating so many hurdles in accessing the authentic video content in the past (Tarunpatel,2009). But today the English Language teaching process has been energized with the arrival of YouTube, a popular video sharing website where users can upload, view, and share video clips means it has become a wonderful tool for teaching and learning. The convenience is that English learners have to pay nothing to access to a seemingly endless supply of spoken and written content at anytime o the day via YouTube. A recent article in Wired cites claimed that an average of 65,000 uploads and 100 million videos viewed per day on YouTube (Godwin-Jones, 2007). YouTube is increasingly being used by educators as a pedago gic resource for everything from worthy events to slice of life videos used to teach student in English classroom. So the question to be raised is How can we as educators engage the YouTube? Therefore, the focus of this paper will be on the strategies and benefits of using Youtube in teaching and learning English. This study hopes to shed some light on finding out new trends in education make students more willing to learn the language. If you are a dynamic internet user, it is probably that you have heard of YouTube before, but there are many people who are actually unsure about what it is. If you are one of those, it is recommended that you should find it out, or you could be missing out on one of the best online experiences, ever. In the first part of this paper, the writer would like to give you an overview of YouTube. Overview of YouTube 1. What is it? YouTube was founded by Chad Hurley, Steve Chen and Jawed Karim. Hurley and Chen developed the idea for YouTube in 2005 after having experienced difficulty sharing videos that had been shot at a dinner party. YouTube is a compound noun of you and tube, in which Tube is American slang language means television, so YouTube would mean something like a TV in your hands. It is video-sharing service that lets users upload files to YouTube servers. With the exception of content that is offensive or illegal, videos can be animations, footage of public events, personal recordings of friends, virtually anything a user wants to post (informational, entertaining, or purely personalà ¢Ã¢â€š ¬Ã‚ ¦) One of an emerging class of social applications, YouTube allows users to post and tag videos, watch those posted by others, post comments in a threaded discussion format, search for content by keyword or category, and create and participate in topical groups. It ties into several blogging applications, giving users a quick way to blog about a particular video and includes a link to it (Educause learning initiative, 2006). 2.How does it work? According to Educause learning initiative (2006), YouTube is free and available for everyone, through you must register with the site, creating a profile in order to post videos or comments. Videos which include tags, categories, channels and a brief description can be public or restricted to members of specified contact lists. Several tools allow viewers to sort through videos to locate those of interest. Links allow a user to share a movie through e-mail, add it to a list of favorites, post a text-based or video comment about it, and read others comments. Meanwhile, YouTube also allows videos hosted on its site to be embedded in other Web pages, such as blogs or personal Web sites. In addition, videos generally stream smoothly. What are implications for teaching and learning? The total free and conveniences of YouTube are opening the experience of online video to a wide range of users. It draws members the opportunities for expression through videos by self-publishing, and making content available for anyone interested in consuming it. The site further engages users, offering them into an environment that encourages them to communicate to new people, view and share their own opinions as be parts of the community. Therefore, YouTube is casing a revolution amongst the educations with amazement and a certain amount of enchantment. It is found that YouTube contains hundreds of, thousands of educational video clips and becomes a foothold in academics as well as in corporate trainings. Many organizations are beginning to realize the power of Web audio and video to get their messages across to customers, members, investors, and employees. This includes training classes, executive speeches, product demonstrations, video news releases, shareholder meetings, and co verage of corporate events. In addition, The site offers users into the experience of viewing video and engaging with the content as commentators and creators, activities that heighten students visual literacy, an important skill in todays electronic culture. Many educators believe that the act of creating content-in virtually any form-is a valuable learning exercise, helping develop a deeper understanding of the subject matter and the tools used to create that content, enriching lessons and bringing lessons to students who are home sick, and capture the learners imaginations. To the extent that it facilitates such creation, it has the potential to expose students to new insights and skills, as well as link them to various online communities. As a social-software application, it is part of a trend among Net Generation students to replace passive learning with active participation, where everyone has a voice, anyone can contribute, and the value lies less in the content itself than in the networks of learners th at form around content and support one in learning goals (Educause learning initiative, 2006). On March 2009, it lauched YouTube EDU, an educational hub volunteer project sparked by a group of employees who wanted to find a better way to collect and highlight all the great educational content being uploaded to YouTube by colleges and universities (Arrington,2009). Video in an online course As video recorders are becoming more economical and available to use, it is easy for anyone to produce a video, so we should have a careful look at the use of videos in education Whatley and Armad (2007, p.186) showed that video , as an instructional tool and a communication medium has been widely used over last two decades in classroom, is a combination of a moving image and accompanying sound, so whereas an audio recording gives the voice or sound alone, video retains the visual cues that are essential for full understanding of the communication. Video, as an educational media, can provide vivid  ­descriptions to articulate tacit information and knowledge difficult to achieve through text or verbally (Goodyear Steeply, 1998, p.16). There are several ways to use video in teaching, including talking head lectures (images of the lecturers face and shoulders), interviews, video diaries, recordings, demonstrations and instructions. Broadband connection to the Internet enables us to distribute the recordings online for the benefit of students, providing for greater accessibility for all .We are now looking for ways to use video in more imaginative ways, which are pedagogically sound, and help students to achieve learning outcomes, moving away from using video just as a presentation tool, to using it also as a tool for networked learning (Young Asensio, 2003). According to Nash (2009), there are basically five different kinds of video in education, all of which contain the potential for various and observational learning: 1. Demonstrations of procedures and skills: These are often professionally produced and are incorporated within the online modules (economics, mechanics, technology, etc). Because students will learn what they are observing, it is important to show the procedure done correctly. If not, they maybe learn the wrong approach, so the videos should be careful when showing mistakes. 2. Movies, television, and film: Excerpts or snippets from television and movies are often used to illustrate certain points in a course. It is an opportunity to view critically, and to make connections between course content and examples. Active viewing, with the help of guided questions is a good idea; otherwise, it is too easy to become a passive, uncritical viewer. 3.News and documentaries: Some textbooks, such as Cengage, have made ABC News videos available. The Discovery Channel, the History Channel, and other documentary producers are eager to sell their content to strengthen curriculum. Students may be learning only one side of a story. Instructor-posted video content: Instructors may create their own content (introductory videos, explanations, more), often by sitting in front of their webcams and simply recording themselves as they sit at their computers and chat. Other instructors may post or embed videos they find on YouTube or in other locations. Student-posted YouTube videos: Students may post them as an illustration of a point made in the discussion board. They may be posting videos as a part of an e-portfolio. In either case, it is important to keep in mind that any violence, aggression, or antisocial behavior that is enacted will be learned by the viewer. Strategies for Using YouTube in Teaching and Learning We are all believed video can be a powerful educational and motivational tool; however, the power lies not in itself but in how we used it as a means toward achieving learning goals and objectives. YouTube is now increasingly being used by educators as a pedagogic resource from the latest events to daily life videos used to teach English for students. According to Duff (2008, p.126), video learning shouldnt be passive. These are some guidelines relating to the specific use of video to promote active viewing and maximize learning: 1. SEGMENT- Allow your students to watch the video in short segments 2. NOTES- Videos are ideal for developing note-taking skills. Take notes on the first viewing, then rewind, replay and check them. This can be done individually or collectively as a class discussion / brainstorming session. 3. PAUSE- Use the pause feature to temporarily stop the tape and allow your students to try to predict/recall what will happen next. 4. SOUND OFF- for video sequences that rely on visuals, turn the sound off and narrate. This technique works especially well for listing the steps of a process. 5. PICTURE OFF- Use the audio clues to describe what is on screen. Compare and contrast the predictions with the actual video. 6. LISTEN UP- Students concentrate on specific dialogue to listen to features of pronunciation. 7. SCRAMBLED GLOSSARY- Students put word cards in the correct order as they listen to a clip. 8. PREVIEW- each video carefully to determine its suitability for the lessons objectives and students learning outcomes. 9. INTEGRATE- the video into the overall learning experience by adding an experimental component to the lesson. Activities can be done prior to viewing; to set the stage, review, provide background information, identify new vocabulary words, or to introduce the topic. The activity can be done after viewing to reinforce, apply, or extend the information conveyed by the program. Often the video can serve as an introduction or motivator for the hands-on activity to come. 10. CUT-use online video editors like www.cuts.com or www.eyespot.com to capture the concepts that are most relevant for your lesson topic. It is often unnecessary and time-consuming to screen a program in its entirety. When previewing a program, look for segments particularly relevant or useful to the lesson or activity planned. 11. FOCUS- give students a specific responsibility while viewing. Introduce the video with a question, things to look for, unfamiliar vocabulary, or an activity that will make the programs content more clear or meaningful. By charging students with specific viewing responsibilities, teachers can keep students on task and direct the learning experience to the lessons objectives. 12. AFTER when students have viewed the video consider; what interested them? What didnt they understand? How can you relate the program to their experiences and feelings? Ask the students to add comments / blog on the video. How can you validate and appreciate diverse reactions to the material? Teacher can ask students to view a scene then write about what they have witnessed. Below are some specific examples of approaches to incorporating YouTube into the teaching and learning experience: YouTube can be used to create a learning community where everyone has a voice, anyone can contribute, and the value lies equally within the creation of the content and the networks of learners that form around content discovered and shared. (Educause Learning Initiative, 2006); Allow your students to create a short video as part of an assessment item instead of the traditional essay. Becoming involved in the creation of a video, heightens a students visual literacy, an important skill in todays electronic culture (Educause Learning Initiative, 2006); Record a video of a guest presenter relevant to your content and use the YouTube comments feature to generate some discussion; The use of video also has several advantages over graphic and textual media. For example, portrayal of concepts involving motion, the alteration of space and time; the observation of dangerous processes in a safe environment; dramatization of historical and complex events; demonstration of sequential processes the viewer can pause and review (Misanchuk, Schwier Boling, 1996); Benefits of YouTube Video It is said that images can be worth 1000 words, and moving images, as video, can add authenticity to the portrayal of theoretical material. Video can enable improved communication of lecture material. The English language teacher has been using video as an instructional tool and a communication medium for teaching English in since many years ago. The organizations like BBC and CNN have even made billions of dollars selling the video content for teaching purposes, but for last three and a half years, at YouTube, anyone can post / access to a number of different feature video content without having to pay a thing. There are two types of videos that you will use to learn on YouTube: The first type is created by language teachers who explain grammar points or give various kinds of lesson in the language. Often, you can get access to a variety of videos where people whose profession is to teach the language will sit down and teach you a grammar point or two. This is the most suitable for beginners The second type is created by native speakers of the language you are trying to learn. You can find video blogs and other types of entertainment videos which are probably the best for intermediate or advanced levels. Usually these types of videos are fun to watch, so you will not feel much like studying or doing work. Besides, YouTube contains enormous amount of video in many fields for users to choose, some of which is highly recommended in education. The site is considered as a huge library for English educators with a number of ways of ranking: Features Rising Videos Most Discussed  ­Ã‚ ­ Most Viewed Top Favorited Most Popular Top Rated Most Responded Or devided intoSeveral categories Auto vehicles Comedy Education Entertainment Film Animation Sports Gaming Music News Politics NonprofitsActivism People Blogs Pets Animals ScienceTechnology Travel Event In addition, the videos quality is relatively good and users can choose the quality levels of video (standard, high and definition high). Besides, there are many English channels from native teacher, non-native teacher, or English organizations (ETS, BBC, Havardà ¢Ã¢â€š ¬Ã‚ ¦..) for learners to enjoy on YouTube. After watching or learning, they can join video-conferences to discuss or raise their doubts by comment (Joe, 2009). For instance, On March 17th 2009, ETS officials announced the launch of TOEFL TV and indicated it was the official TOEFL channel on YouTube. The channel includes videos by teachers and students giving tips for improving English-language skills, videos by test, and videos by students about how they prepared for the test. Of course we want these videos to be fun and helpful for students to view, and we also believe that teachers can incorporate these videos into their lessons as teaching tools. says Gena Netten, TOEFL Brand Manager (2009). Koumi (2006) has described three primary value of videos such as: cognitive value, experiential value, and nurturing value to instruction. These functions have been mapped to existing online video clips from sites such as YouTube. Cognitive value may be added through strategies such as animated diagrams to show processes, use of real world examples, or demonstration of skills by experts. The experiential value of videos is illustrated through clips that capture real-world events that are unusual, dangerous, or involve interactions among people or animals that may be difficult to reproduce. The nurturing value of videos is introduced through the impact on motivation or attitudes. It is clear that learning in a classroom or from a book is one thing, but when students find themselves among people using the language in natural conversation, they often struggle to understand and feel overwhelmed or out of their depth. Online videos, such as those available on YouTube, show real speakers in a natural environment engaging in real social situations. The advantage here is that you can watch again and again without having to ask a person to repeat. To make the task of understanding even less daunting for learners, it would be useful, when using such videos, to pre-teach key vocabulary that is likely to be unknown, a recognized technique in language teaching (Richards, 1992). The real advantage of YouTube, at least from a language learning point of view is that it offers authentic examples of everyday English used by everyday people (Beare,2008),has potential to link students to various online communities(Ybarra-Green, 2003)and helps students to explore online English learning possibilities (Godwin-Jones, 2007) One of the best ways to learn English is to interact with other English speakers, and YouTube allows students to do that through video, says Gena Netten, TOEFL Brand Manager. And former ESL Teacher Not only will nonnative English speakers be getting tips about how to improve their English; they will also be able to make their own videos to practice (Ewing, 2009). At the same time, use of videos enables teachers to attach the students to the real life nature of these videos. By creating context for these short videos students can be helped to explore a world of online English learning possibilities. Some teachers reveal YouTube videos enrich lessons and bring lessons to students who are home sick, and capture the learners imaginations. Students in many contexts have said they like video activities because they provide a break from the usual textbook-based activities, and even when the activities challenge them, video learning is more enjoyable (Tarunpatel, 2009). Besides, Videos have been updated everyday which makes YouTube to become unlimited resources for people. It is estimated that 15 hours of new videos are uploaded to the site every minute and that in 2007 YouTube consumed as much bandwidth as the entire Internet in 2000 (Arrington, 2009). Easy access to the videos by all students should reduce the amount of time that tutors spend doing this in the future. Therefore, YouTube videos can be used in an English language teaching classroom for various teaching (vocabulary, pronunciations, translation, etc). There are two ways to teaching and learning from Youtube. They are directly on YouTube and on other websites which are embedded by youTube videos. Sample Lessons You and I were all students once, and all know how boring and monotonous classes could be if the learning resources are limited to textbooks only. It is wondered what if we could make our classes more educational but still interesting? In this part, the writer would like to represent a sample lesson of using YouTube video in an English class. In doing so, it is hoped to enhance English classes, ultimately making them more enjoyable for both English teachers and students. Speaking and Listening The video I would like to introduce lengthens 5:40 minutes. This is about Susan Boyle who is very famous for her voice and her dream. This is received 45,443,686 views and kept increasing now. You can download the video here http://www.youtube.com/watch?v=RxPZh4AnWyk Aim: Practice Listening Speaking Objective: By the end of the lesson, students will be able to Understand about Susans life and her talent. Materials : YouTube video Steps/ Activities: 1) Pre watching T gives a short introduction to Susan video. Susan Boyle, a 47-year old unglamorous Scottish woman, astounded the judges and the audiences in the TV contest of Britains Got Talent. Susan Boyle Singing Brings Tears to Eyes of Everyone, Everywhere Pre- teach vocabulary: Britains Got Talent: Cuà ¡Ã‚ »Ã¢â€ž ¢c Thi Tà  i năng nÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc Anh 2) While watching T shows the videos for Students and asks students to watch carefully. T gives some discussion questions for students 1. What do you think about Susan Boyles singing? 2. Why did it become such a sensational story worldwide? 3. Describe what you saw in the picture. 4. How will the success change her? 5. Why did people root for her despite of her look and age? T asks Students to work in pair. T calls on some groups and checks their vocabulary, pronunciationà ¢Ã¢â€š ¬Ã‚ ¦. 3) After- watching T lets student to write a Susans biography. As a new educator, the author is looking for the best means to help students in their learning. It is believed that there are improved means of helping through the use of learning technology advancements, which are becoming less costly everyday. Taking advantage of developments in technology combined with appropriate learning theory supports the suggestion that students should be exposed repeatedly to the topic through different delivery methods in order for them to digest the subject matter. Therefore, the rise of video-sharing technologies (besides classroom lecture, PowerPoint-slides note, handouts and tutorialsà ¢Ã¢â€š ¬Ã‚ ¦) have opened new possibilities for education, are another practical and technically possible means of achieving this. While video has long been used in education, there has never before been such a massive quantity of short video clips delivered through the Web, especially YouTube. The documents and data shown in this report demonstrate how YouTube is such a powerful technology, and if used correctly can really improve teaching and teaching techniques. The use of YouTube video as an educational tool has a very positive meaning for both students and teachers. These pilot study findings have implications regarding to provide the use of YouTube in class and online courses, and perhaps to student users as well.

Cognitive Dissonance Theory Essay -- Essays Papers

Cognitive Dissonance Theory Leon Festinger shared his brilliance with the world when he, opposing all previous psychological behaviorist work, created the Cognitive Dissonance Theory. In his own words, he quickly sums up this quite complex theory: "If you change a person’s behavior, his thoughts and feelings will change to minimize the dissonance" (Groenveld, 1999, p.1). In order to decode this dense statement, we must first be aware that Festinger held to be true that humans have a deep abiding need in their psyche to be consistent in our attitudes and behaviors; we want to feel in agreement and unified in thought and action. Inner harmony sounds good to everyone, and so it was Festinger’s view that when we feel a disharmony, or dissonance, within ourselves, between two factors, we strive to decrease this tension by either changing our original thought, giving strength to the opposing thought, or letting go of the behavior. All three techniques are in the name of decreasing dissonance because it is threatening to experience such a large crack in our rationale that dissonance often creates. Say I realized the college I am attending is not offering me the classes I’m interested in. I am feeling a post-decision dissonance, now that I’ve chosen my school, within myself due to this logical inconsistency: I value a college that offers classes interesting to me. I am not attending a college that offers classes interesting to me. I really want to work it out because otherwise I feel scattered like a "schizophrenic" as Festinger put it. Since my belief and behavior conflict, I seek to eliminate and reconcile the difference by choosing one of three paths (TIP:Theories, 1999): 1. I can devalue my belief and say, "Classes ar... ...ns that women find they love guys that use or abuse them, which is an unhealthy extreme of the minimal justification theory. It happens very frequently in college. References Griffin, E. (1997). A first look at communication theory. New York: McGraw-Hill Companies, Inc. Groenveld, J. (1999). Totalism & group dynamics [online]. Available: http://www.crl.com/~tzimon/General/cult_tot.html . Kearsley, G.(1999). Cognitive dissonance. Theory into Practice (TIP) Database [online] Available: http://www.gwu.edu/~tip/festinge.htm. Neilands, T. (1995 Dec). The time course of the self-concept threat reduction process among low and high self-esteem individuals (dissertation). [Online]. Available: http://uts.cc.utexas.edu/~neilands/psych/research/bigd/ch6.htm. Trenholm, S. & Jensen, A. (1996). Interpersonal communication. New York: Wadworth Publishing Company.

The Truth About The Big Two He Essay -- essays research papers

While reading Ernest Hemingway's short story 'Big Two Hearted River,'; one might think that it is just about a man named Nick Adams returning to Seney, to go camping and fishing. It may not be clear to some readers why the town of Seney is burned down or why Hemingway talks about each of Nick's action in great amount of detail. While first reading the story one might not notice that Hemingway has many symbolic parts, so that he can get the true meaning of the story across to the reader. The story is truly about Nick Adams wanting to get on with his life enjoying to its fullest and putting all of the awful events that have happened to him in the past. When Nick arrives at the town of Seney, he sees that the town is completely burned to the ground. When Nick was on the bridge he looked down at the water and saw trout in the water going against the current. Nick realized that the trout were changing their positions only to steady themselves once again: Nick looked down into the clear, brown water, colored from the pebbly bottom, and watched the trout keeping themselves steady in the current with wavering fins. As he watched them they changed their positions by quick angles, only to hold steady in the fast water again (472). Hemingway is trying to show that the trout are better then Nick, since they are not bothered by emotions or their surroundings. Nick is, he is bothered by the war, which created internal emotions that he is trying to resolve. Hemingway used the trout in t...