Tuesday, August 25, 2020

How is conflict portrayed in Shakespeares Romeo and Juliet Essay Example For Students

How is strife depicted in Shakespeares Romeo and Juliet? Exposition Shakespeares depiction of contention is clear in an assortment of ways. The crowds view of the passionate and physical clash depends on the language of the characters, character activities and the differentiating scenes mirroring the differentiating clashes. Good, enthusiastic, strict, social and private power strife are completely communicated and investigated through the play. How fruitful has Shakespeare been in examination these types of contention for impact on the crowd? Romeo and Juliet is a lamentable show that comprises of a few components of satire, sentiment and disaster. The play was composed by William Shakespeare supposedly between the years 1591 and 1596 and was first imprinted in 1597. The story was at that point settled in the Elizabethan period and was acquainted with the English crowd by the artist Arthur Brooks from his adjustment of Pyramus and Thisbe. A few subtleties and parts of Shakespeares play have been straightforwardly joined from Brooks sonnet and such appointment of different stories and utilization of existing material is normal for Shakespeare. The portrayal and the consistent utilization of differentiating pictures of chaos, love, esteem and associations with society, religion and family would interest the crowd through its utilization of disastrous ruin, human pulverization and connection of humankind to sad activity. People in general or social organizations that either unequivocally or verifiably contradict the presence of their adoration remember families and the position of familial force for the dad, law and want for open request, religion and the social significance put in on the manly request. These cultural organizations give a deterrent to Romeo and Juliet and join to make a significant clash for the couple. There are a few shows consolidated into Shakespeares plays, pieces and messages. The terrible saint was normally utilized and was an aristocrat of flourishing and status. By and large, the character had some ethical shortcoming or lopsidedness which in the end prompted their enthusiastic or physical defeat. A few instances of these are Macbeth and his desire, Romeo and his feelings and Othello and his envy. Another show that was reliably utilized was a character that was liable for reestablishing or keeping up request despite problematic or anarchic conduct (Prince Escalus and Theseus) and a figure that spoke to such confusion and unsettling influence (Mercutio, Tybalt, Bottom and Pluck). Outside impacts, for example, destiny and extraordinary were additionally included, and the ruin of an honest is clear are a few of his plays, including Mercutios, Banquos and Desdemonas passing. A philosophical perspective is likewise as often as possible utilized, including issues and subjects such close to home character, the significance of adoration in human presence and the intensity of language to help or block correspondence. The depiction of contention using explicit language is recognizable in Shakespeares Romeo and Juliet. The utilization of absolute opposite and confusing expressions communicates and overstates strife through its utilization of immediate or precise restrictions and conflicting expressions. The difference among light and dim is a predictable visual theme and is utilized to give a tactile differentiation and a proposal of contradicted choices. A case of such light and dull symbolism is apparent in act 3 scene 5, when ousted Romeo stays with Juliet and imagines that it is still night and the softness is the dimness: More light and light, progressively dim and dim our burdens. The resistance of destiny and through and through freedom and the certainty of foreordained activity are additionally tended to a few times in the play to make an idea that pervades and impacts the crowds view of the occasions. The initial scene in Romeo and Juliet states that the couple are star crossed darlings and that a force vested in the development of the stars rules their action. The characters familiarity with the presence of destiny can be deciphered through the characters steady dreams and signs. Upon the updates on the passing of Juliet, Romeo shouts: at that point I oppose you, stars! what's more, strengthens the idea that the adoration among Romeo and Juliet is contrary to the pronouncements of fate. It would then be able to be commented on that the quarrel between the group of Montague and Capulet, Friar Lawrences intend to rejoin the couple and the appalling planning of Romeos self destruction and Juliets arousing were appearances that drew out the unavoidable result of the sweethearts passing. Topic Of Love In Romeo And Juliet EssayThe clashes that Mercutio oversees all through the play incorporate rough clash, outrage and the significance of manly respect. Shakespeares change of scene differentiates and differentiating types of physical and enthusiastic clash is clear all through the play and requests to the crowd through the incitement of animated and energized reactions. In act 1 scene 1, there is an energizing physical clash between the Montague and Capulet family unit which intentionally draws in the crowds consideration and gives foundation data on the family competition. The initial scene of the play sets up a larger part of the significant subjects and presents the significance of manly respect in Verona, where a man must safeguard his regard at whatever point it is violated verbally or genuinely against. This idea of manly respect exists in all the divisions of the social chain of command and acts a chief reason for the physical and brutal clash in the play. The foundation of contention between the two family units and affections for one another is legitimately drawn nearer in this scene and quickly make a cultural clash for Romeo and Juliet. After the sovereign shows up and initiates capital punishment for any one who upsets the harmony again in the roads of Verona, the stakes for letting private energy overpower open moderation ascends to another level and results in the expulsion of Romeo. The Princes cautioning additionally establishes a superior comprehension of the seriousness of the contention and gives the crowd with an acknowledgment of the familial clash among Romeo and Juliet. In the principal scene of act 3, there is a development to battling and lethal brutality that outcomes in the demise of Mercutio and Tybalt and an accentuation of manly world wherein thoughts of respect, pride and status are inclined to emit in a fierceness of contention. The risk of the plays social condition is an emotional device that is consolidates by Shakespeare produce a sentiment that progressively powerless to brutality and confusion. Romeo acknowledges the obligations upon him by the social foundations of respect and family obligation through his utilization of the term womanly, which is applied by the open universe of respect upon those things it doesn't regard. The appearance of the Prince brings about the expulsion of Romeo to safeguard the open tranquility of Verona. The Prince reluctantly defeats the adoration for the couple, and the relationship of Romeo and Juliet places Romeo at risk for vicious response from both Juliets family and the state. In act 3 scene 5, the subject of language versus reality happens again as Juliet claims that the warbler is genuinely the songbird and that the day has not yet come upon. In the showdown with her folks after Romeos flight, Juliet topples the man centric force structure natural in Renaissance families. The contention against the familial intensity of the dad is one of the fundamental challenges for Juliet. The insubordination of her dad communicates her development increased through her relationship and sexual involvement in Rome. Her refusal to wed Paris gives understanding on her restricted powers and turns into an essential explanation of the subsequent catastrophe. In the last demonstration, the passings of Romeo and Juliet happen in an arrangement of aggravating stages. All through the play, Shakespeare has held up the chance of self destruction as an inborn part of exceptional and sensational love and thinks about this self-destructive drive as a component as much piece of it as the sentimental happiness. The twofold self destruction in the play speaks to the satisfaction of affection and the foolish motivation that has flooded and flexed underneath their adoration. Juliet attempts to execute herself with a kiss: a demonstration of adoration planned as viciousness. At the point when this falls flat, she wounds herself with a glad knife, upbeat since it reunites her with her affection. This outcomes in savagery being the last deed of significant love.

Saturday, August 22, 2020

Mythology- Romulus And Remus Essays - Roman Mythology,

Folklore Romulus and Remus Folklore Romulus and Remus A legend is a complex social wonder that can be drawn nearer from various perspectives (Mythology). Legendary animals are normally evolved to disclose something or to give an explanation why something exists. Most Gods have a heavenly force or power, which makes them a God. Some fanciful saints are known as divinities, for the incredible things they have done. Romulus and Remus are two of the most notable legendary divinities, they were conceived of a vestal virgin, also, they were the legendary originators of Rome. Of every legendary animal Romulus is one of the better known. They were viewed as the fanciful makers of Rome. The residents of Rome adored Romulus and Remus since they were accepted to have made the city. They were made up to clarify the strange appearance of Rome. Generally they are two of the most acclaimed legendary manifestations. Romulus and Remus were naturally introduced to an unanticipated situation. They were conceived of the Vestal Virgin, Rhea and the Divine force of war, Mars. Lord Amulius sent them down the Tiber River so he would have the option to deny their demise, yet they didn't kick the bucket. They were found by a she-wolf and a fowl that took care of and sustained them to wellbeing. They were later found by a shepard, Faustulas, who brought them home to his significant other Acca. Faustulas and Acca then raised them until they were solid grown-ups. Romulus and Remus were made up to clarify the formation of Rome. Romulus and Remus established the city of Rome on the place where they were to be suffocated (Rosenburg 113). To name the town, since neither one of the ones was more seasoned they chose to separate and see who saw the first sign. Six vultures, the feathered creature of Mars, flew over Remus' head, minutes later twelve vultures flew over Romulus' head. Romulus was the genuine victor(Mythology: Romulus). The city Rome was named after Romulus (Jay 60). A couple a long time later while contending over designs for the city, Romulus killed Remus. Romulus was the roman head for forty additional years until the Gods executed him. Additionally, they were enormously known and acknowledged for what they created what's more, represented. These Gods and Goddesses were conceived, fell in adoration, battled with each other, and by and large acted like their human admirers (Littleton 813). The individuals of Rome made up these animals to offer them responses and yet they gave the world one more extraordinary story. Romulus and Remus were solid legends who constructed an extraordinary godlikeness from nothing. All in all, Romulus and Remus were incredible names in folklore, were deserted during childbirth and were the makers of the incredible city of Rome.

Tuesday, July 28, 2020

Average

Average As a freshman in college, one of the most important things I do is reflect on my experiences here at MIT. How am I doing in my classes here? What could I be doing differently? Am I asking for help when I need help? Do I leave my dorm room enough? Am I taking the most advantages of the opportunities I have here? Am I happy here? During one of my reflection times, one thing that dawned upon me was the concept of average. Being average is a strange idea. No one ever wants to be average. Society says that we should try to establish ourselves as individuals by being the best in something or by defining ourselves with certain characteristics. For example, I remember being average was BAD in high school because you needed to be different than everyone else to get into a good college. You needed to be a leader with drive to change something about your community, an academic scholar with good SAT scores and solid grades, and an individual with spunk and character. As a result, I strived for As, worked hard to become really involved in different clubs, and tried to establish myself as an individual at my school. Simply put, I wanted to be the best in everything I did. Then, I came to MIT.   Here, everyone is the best of whatever high school that they went to or the best in an activity or the best in some competition. Im not saying that here at MIT, we dont strive to be the best we can be (because some of the people here are probably the hardest workers I know). But I am saying that striving to be the best of the best will definitely cause some serious burn out. Accepting that its okay to be average (academically) is something thats hard to grasp, but a part of being a student at MIT. Being a freshman, my initial mindset was I have to get As on everything, I need to be involved in everything, and I need to try hard to be different than everyone. But lets be honest, this is Sparta MIT. Its physically exhausting to get As on every test, paper, and problem set. Plus, theres not even enough time in the day to really get everything done and be involved in everything. Now, I know its actually okay to be average sometimes. But dont think that this means that everyone here is the same. This would be a bad misconception to make about MIT. As a school, we consist of some amazing, high-achievers who are extremely talented in a wide range of different subjects and activities. Yet despite our differences in the passions we pursue, we all share the same dedication to our passions, which creates a diverse but unified culture here on campus. All in all, I just wanted to end with a message to all the high school students out there reading the blogs: Strive to be the best you can be in high school. Take the hardest classes you can take, get involved, and love what youre doing. People at MIT love a good challenge. Obviously, we wouldnt have come to MIT if we werent up for a battle over the next four years. Taking challenging classes in high school is one of the best things you can do to prepare for college. Not only does it keep your mind sharp, but it actually does prepare you for what lies ahead. Although I cant say I remember everything from every AP class I took in high school, I do feel like Ive learned the problem solving and studying skills that I needed for classes that Im taking here. But you only go to high school once, so academics shouldnt be the only thing that defines your high school career. Get out and try new things!! Get involved! In high school, I tried robotics and science olympiad for the first time and got hooked. Those two clubs were easily the defining activities of my high school experience. Through those clubs, I was able to learn what I loved to do. Lastly, the path to getting into a good college isnt about filling out the lines in your resume, but rather finding what youre really passionate about doing. The college activities and essays will come easily once youve spent four years doing what you love. Best of luck to the seniors applying for college!

Friday, May 22, 2020

Critique Of Twelfth Night - 1746 Words

Emma Rice revamps Shakespeare’s comedy Twelfth Night into a dazzling musical production, full of modern twists and references that encompass the original core of the play. In this eccentric production, comedy and music take center stage, supported by technical factors such as set, lighting, and sound, but brought to life by brilliant costuming, wondrous music, and the superb acting and singing abilities of the cast. Rice takes several liberties with the original structure and text of the play, manipulating roles and dialogue to fit the comedic understandings of a modern audience. While this removes some of playwright’s genius wit and style, it seemed necessary in order to relay the overall humor and mood of the play that would otherwise be†¦show more content†¦Other lighting aspects were crucial in providing context for a scene, such as the descent of the chandelier denoting Olivia’s home and the use of disco balls to indicate the production’s 70s era setting. The essence of this production, alongside the comedy, is its musicality, and Rice arranged the play into essentially a musical, backed by composer Ian Ross’ lovely soundtrack. The mishmash of classic 70s songs, Scottish jigs, and original tracks based on Shakespeare’s songs and words, performed by a kilt wearing band in the galley, left little doubt in the audience’s mind as to when and where the production was placed. The music accentuated the mood and emotion of every scene, from the hauntingly beautiful, but painful refrains during the shipwreck, to the exciting disco music of the parties, and the intense rock when Sir Toby and Maria beat their frustrations onto Sir Andrew and Malvolio. At one point, a marimba-ish sound played as Orsino described the feminine features of ‘Cesario’, and it’s repeated when Viola, as Cesario, regales in full emotion to Olivia how she would go about wooing the Lady. In both these instances, a character falls in love with another, Viola with Orsino and Olivia with Cesario. The parallel in music underscored the similarity of these scenes. While the production commanded a mastery in background music, it was the musical numbers and singing that drove the production forward, both in emotion andShow MoreRelatedCompare And Contrast Hamlet And Twelfth Night1162 Words   |  5 PagesFrom Hilarity to Tragedy in Shakespeare: How Hamlet and Twelfth Night Compare By Zawadi Bunzigiye William Shakespeare wrote plays covering the breadth of human experience. They seem to have transcended the restraints of age because of the universal themes that they contain. His body of his work is comprised of genres of plays varying from tragedies to comedies. Of them, Hamlet and Twelfth Night are perfect examples of both. A comparison between them would be of interest because their common pointsRead MoreThe Limitations Of Frye s Green World 1729 Words   |  7 PagesWhat are the limitations of Frye’s ‘Green World’ model as applied to ‘Twelfth Night’ by William Shakespeare? Twelfth Night was thought to be written in 1600-1. The play – known for adhering to a genre of romantic comedy by utilising pathos combined with humour – is listed under comedies in the First Folio of 1623 with another of Shakespeare’s works As You Like It. Twelfth Night adheres to Frye’s theory to some extent. The old world, one of repression, is conveyed through the puritanical beliefs ofRead MoreAnalysis Of The Article Twelfth Night 998 Words   |  4 PagesThe introduction of Twelfth Night, written by M.M. Mahood, provides a cultural setting for readers to better understand the play. 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While the textual clues concerning the geographic locationRead MoreRelationships Between 5 After School Activities And Academic Achievement Essay776 Words   |  4 Pages Mid Semester Article Review And Critique â€Å"Relationships Between 5 After-School Activities and Academic Achievement† Psych 103 Prof. Cornelia Rea October 22, 2016 Logan Roberts The article â€Å"Relationships Between Five After-School Activities and Academic Achievement† by Harris Cooper, Jeffery C. Valentine, James Lindsay, and Barbara Nye, was published in the Journal of Educational Psychology in 1999, and it delves into how various after-school activities impact academic performance.Read MoreEssay on The Fool as a Playwright in Twelfth Night2852 Words   |  12 Pages   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Feste, the fool character in Twelfth Night, in many ways represents a playwright figure, and embodies the reach and tools of the theater. He criticizes, manipulates and entertains the other characters while causing them to reflect on their life situations, which is similar to the way a playwright such as Shakespeare interacts with his audience. Furthermore, more so than the other characters in the play he accomplishes this in a highly performative way, involving song and clever wordplayRead MoreFences : Fences By August Wilson1541 Words   |  7 PagesPittsburgh, Pennsylvania. Here, Troy and others of his generation fled from conditions of the south and came to Pittsburgh to escape the Jim Crow laws, during the early years of the African-American Civil Rights Movement. Analytical A. Wilson critiques how money in American society is more important than individuality through how making money is always prioritized over everything else 1. Wilson uses a pattern of dissatisfaction that Troy displays to his children upon hearing the career of a musician

Saturday, May 9, 2020

What Role Does Anonymity Play At One s Online Activities,...

What role does anonymity play in one’s online activities, and why does this matter? The rapid growth in technological innovation has brought about an increase in information via digital platforms, bridging communications all over the world from different geographical locations. This progression of virtual interactivity has enabled the possibility of anonymity, and it has deliberated continuously whether it aids or hinders society, and questions the efficacy of anonymity. One aspect of anonymity is that it is implemented in the identity of online self-representation through the discourses of general communication, cyberbullying and hacker criminality. Therefore, the character of obscurity is crucial in specific online actions and this will be analysed throughout. Anonymity acts as a different tool for every purpose, and how it impacts individuals and society in varied measures. There are consequences of invisibility, in both positive and negative aspects which tailor an indivi dual’s online portrayal. Focusing on how invisibility can be democratic and influence community building, but at the same time encourage immoral behaviour, reflects the prominence of cyberbullying and corrupt activity. In the digital sphere, it can be argued that there are no interferences or obstructions from accessing and manipulating data, ‘any identity is ours for the taking and making’ (Milestone and Meyer, 2012). An online identity is undecipherable; a true identity cannot be deduced asShow MoreRelatedGetting It On ( Line ) : Sociological Perspectives On E Dating1709 Words   |  7 Pagesarticle titled â€Å"Getting it on(line): Sociological perspectives on e-dating† written by Jo Barraket and Millsom S. Henry-Waring focused on various views of online dating in a sociological aspect. 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History Several factors, including widespread popularity of radio and television, led to this amp;ldquo;strong effectsamp;rdquo; theory of media influence. Also important were the new amp;ldquo;persuasion industriesamp;rdquo; of advertising and propaganda being utilized by industries and governments alike. In the 1930s, the Payne Fund,Read MoreEssay about Trinity Cert Tesol9662 Words   |  39 PagesTeaching practice journal 49 Learner profile 51 Agreement to participate in learner profile 59 Self-study Self study follows the day’s input. Although there is flexibility in how you spend this time and the times we would recommend at least the following, which reflects the very intensive nature of this course. During the week 1 hour – background reading (as indicated on the main timetable) 1 hour – assignment preparation 2 hours – lesson preparation At weekends (each day) 1 hour backgroundRead MoreComputer Game Addiction Researches6657 Words   |  27 PagesFulfillment of the Course Requirement of Education 7 (Introduction to Research) ______________ By Agulo, Emily Monteverde, Rhay Brian Bedro, Edward Caesar October 2010 Holy Cross of Davao College Sta Ana Avenue, Davao City Approval Sheet This study entitled â€Å"Computer Game Addiction and its effect to the academic performance of Third year AB students of Holy Cross of Davao College SY 2010-2011†. Prepared and submitted by Emily Agulo, Anna Marie Ballesteros, Rhay Brian Monteverde, and EdwardRead More Internet - Disclosure of Personal Information On-line and Identity Theft1753 Words   |  8 Pagescritical and common process which we encounter on a regular basis as we carry out our daily activities. 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Wednesday, May 6, 2020

Fiction Analysis of aP and the Lesson Free Essays

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. We will write a custom essay sample on Fiction Analysis of aP and the Lesson or any similar topic only for you Order Now Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire. Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"AP† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"AP† take place in vastly different environments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting. The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn’t halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A;P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery. Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves. Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1). Despite being so cynical, the reader finds that both characters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world. Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A;P† and â€Å"The Lesson†, both protagonists narrate the story in first person. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot. With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls. So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain’t nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change. She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"AP† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves. Toni Cade Bambara grew up in Harlem, a setting very close to that found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"AP† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors. Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. †Ã‚  Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. †Ã‚  Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"AP. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic. How to cite Fiction Analysis of aP and the Lesson, Essay examples

Tuesday, April 28, 2020

Three Symbols in the Great Gatsby free essay sample

â€Å"The Great Gatsby† to criticise America from straying from the â€Å"American Dream†. Typically the American society tries to follow the American Dream, which is a dream of a society that allows everyone, no matter what economic class they were born into, to be able to accomplish whatever they want with hard work. With this principle no matter their social class Americans should be able to accomplish anything. Fitzgerald thought that the American society wasn’t following the American dream; he successfully used symbols to criticize different aspects of American society, showing the weakness of each deviation from the American Dream. Many symbols were used, but the three most significant symbols were: the â€Å"green light†, the godliness of the eyes of Dr. T. J. Eckleburg and the sadness of the â€Å"Valley of Ashes†. Each symbol played a key role in Fitzgerald’s criticism. How did these symbols play a key role in Fitzgerald’s criticism of the American society that doesn’t follow the American Dream? The first of the three symbols, the green light, was a powerful tool in which Fitzgerald used to criticise the loss of the American Dream from the American society. We will write a custom essay sample on Three Symbols in the Great Gatsby or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The green light was important because it represented the endless â€Å"hope† of which the American Dream promises. The hope for a desire should never be lost if the American Dream is followed correctly; Fitzgerald showed that this isn’t always true in the American society by showing that Gatsby’s hope fades away when he realizes because of class distinction he will never be able to marry Daisy. Fitzgerald emphasizes this though Nick Caraway, his narrator, who observes: -â€Å"Possibly it had occurred to him that the colossal significance of that light had now vanished forever. † (The Great Gatsby, pg. 125) Fitzgerald used Nick to show as Gatsby begins to realize that Daisy will never leave Tom and go with him, that the green light slowly begins to fade and symbolically so does his hope, his hope was what kept him going and now it was gone he had nothing to live for. When Gatsby’s hope dies does his will to live dies also. Gatsby realizes that because he wasn’t born in the upper class he wouldn’t be able to accomplish his dream. A green light means go, but in this case Gatsby has had to stop, thus stoping his hope and his American Dream. Fitzgerald is then able to symbolise how the American Dream has â€Å"stoped† in the American society. How did this play a key role in the criticism of the American society? It allowed the reader to see that even though some Americans work their hardest for something they were still not able to accomplish their dream because of the class they were born into, this completely goes against the American dream thus allowing Fitzgerald to criticise the American society on this aspect of the American society. The eyes of Dr. T. J. Eckleburg symbolizing God’s eyes watching over the people played a key role in the criticism of the American society because the reader was able to view the actions of various characters as being contrary to what God would agree with. Fitzgerald could then use the reader’s dislikes of the behaviour of the characters to inturn dislike the society. The readers disliking the society allowed Fitzgerald to criticise the American society more effectively. In order for a successful criticism the reader needs to agree with the criticism. If a reader sides with the group that is being criticised they probably won’t agree with the criticism, but with Fitzgerald using the eyes of Dr. T. J Eckleburg he was able to make the reader dislike the society, and in turn the reader wouldn’t want to side with them. The symbolism of the eyes of Dr. T. J. Eckleburg was made clearer to the reader when Michales looked to the billboard in the following quote: -â€Å"Standing behind him, Michales saw with a shock that he was looking into the eyes of Dr. T. J. Eckleburg. †( The Great Gatsby, pg. 152 ) Michales realizing the symbolism of the eyes of Dr. T. J. Eckleburg allowed the reader to realize this symbolism too. The reader than could decide that some actions of some characters were immoral. Fitzgerald went on to write that the sign was faded. This symbolized that god was leaving the hearts of the people allowing the reader to find more fault in the American society. Why were the eyes of Dr. T. J Eckleburg one of the most important symbols in the criticism of the American dream? For Fitzgerald to show that the society was doing things against God’s will, depicts that what they are doing is very immoral. A religious reader will probably want to side with what God judges so they would also think that some characters in the American society were immoral. The reader would then be more against the American society allowing Fitzgerald to better criticise it because the reader won’t be trying to defend it if they were against it. The American Dream allows all Americans the same opportunities for self improvement. The Valley of Ashes was a key force in the criticism of the American Dream because it was used in two literary devices of setting and symbolism. Fitzgerald by establishing the setting in the Valley of Ashes allowed the reader to better relate to the working class because they could see a very detailed picture of the daily life of the working class. The Valley of Ashes depicts the working class as not getting the same opportunities as the upper class for self improve. The working class will probably stay in the working class forever and so will their children. Fitzgerald tells this with the use of his narrator Nick Caraway’s description of the Valley of Ashes -â€Å"But above the gray land and the spasms of bleak dust which drift endlessly over it†¦Ã¢â‚¬  (The Great Gatsby pg. 26) The bleak dust that â€Å"endlessly covers† the land symbolizes how the working class lives are static, non-changing. Fitzgerald by showing the poor conditions of the working class makes the reader feel pity for the working class, causing the reader to be against that aspect of American society that puts the lower class into poverty. The idea of someone not being able to accomplish something just because of the circumstances of which they were born shows the corruption of the American society. How was the Valley of Ashes one of the most important symbols for Fitzgerald to use in the criticism of the American society that follows the American dream? The Valley of Ashes showing the poor qualities of the working class makes readers realize that some Americans aren’t able to accomplish their dreams because of circumstances from when they were born goes against the principles of the American Dream. Fitzgerald was better able to criticize the American dream with the use of three symbols. His symbols allowed the reader to, better relate to his writing, use prior knowledge to help in the understanding of his criticism, have a visual picture of the working class, and realize the flaws of some characters in a religious sense. The green light played one of the most important roles because without out it the reader wouldn’t have realized that people in the American society that do try to follow the American dream and work their hardest sometimes aren’t able to accomplish their dream thus showing that America isn’t following the American Dream. The seconded of the most important symbols was the Valley of Ashes, without the valley of ashes the reader wouldn’t have realized that sometime a person isn’t able to accomplish something because of the status of which they were born. The last most important symbol used was the eyes of Dr. T. J. Eckleburg with this symbol Fitzgerald was able to move the reader against the actions of the American society because he showed that god was against the actions, if the reader was against the actions than Fitzgerald could criticise the actions of the American society more effectively because the reader would agree more with what he was saying. Without the above three symbols playing their key role in the criticism of the American society, Fitzgerald’s criticism of the American society not following the American dream wouldn’t have been as greatly done.

Friday, March 20, 2020

Making a standard solution Essay Example

Making a standard solution Essay Example Making a standard solution Paper Making a standard solution Paper To find the molarity of the unknown acid, first we had to create a standard solution, the solution we created was Sodium Hydroxide (NaOH). We wanted a 0. 1 molar solution of sodium hydroxide so to get this we had to dissolve 4g of NaOH into 1000cm? of water, but we didn’t want 1000cm? we wanted 250cm? so to work out how much sodium hydroxide would be needed you need to do the same equation to the number of grams (g) than with the volume of water, so to get 1000cm? down to 250cm? You divide it by 4, so you divide 4 by 4 which gives you 1, so one gram of NaOH is needed to make a 0. 1 molar solution in 250cm? of water. Next is making the solution, the equipment needed to make this standard solution is: a balance, beaker, volumetric flask, glass rod, wash bottle. And the ingredients for the solution are NaOH and distilled water. To make NaOH solution is to measure out 1g of sodium hydroxide and place on a scrap piece of paper which is on the balance, it isn’t essential that you get exactly 1g just approximately 1g. Then put some distilled water into a beaker enough to dissolve the sodium hydroxide, transfer the sodium hydroxide from the paper to the beaker and dissolve by swirling and stirring. Once dissolved transfer this solution to a volumetric flask, and wash out the beaker and glass rod which was used to stir the solid NaOH into the water, now add distilled water to the volumetric flask, up until the bottom of the meniscus is on the 250cm?line and shake and mix it up a little, then you have made your solution. In my solution it wasn’t 1g, I weighed 0. 99g. The next stage is to calculate the molarity of your solution. To work out the moles it is moles= grams ? relative molecular mass (RMM) so for my solution it will be 0. 99? 40 (40 is the RMM of sodium hydroxide, this is calculated by adding the mass of each atom in the compound together, so for NaOH it is Na=23 O=16 and H=1. 23+16+1=40 this is where the 40 comes from.) 0. 99 ? 40= 0. 02475 rounded to 4 decimal places is 0. 0248 that is the molarity of the 250cm? but molarity is always measured in 1000cm? so now you have to times 0. 0248 by 4, 0. 0248 x 4= 0. 992, and that is the final molarity of your solution so my molarity is 0. 992M. Now is to titrate you solution with the unknown acid, to do this you need: a clamp, a beaker for acid, a beaker for your standard solution and another beaker for waste, a conical flask, 50ml burette, 25ml pipette. Once all the equipment has been set up you now need to add your unknown solution into the burette and leave the tap open and put the waste beaker under it to make sure there is no air bubbles in the burette, turn the tap off and fill the burette up, now take the pipette filler and fill up your pipette with your standard solution and put that in the conical flask, add a colour indicator to the conical flask and put the conical flask under the burette open the tap, and you are looking for the first colour change that lasts for approximately 10 seconds, repeat the titration until you have 3 results within . 1 of each other. In my titrations I did 4, the first result was 22. 6ml used, the second was 23. 1ml, third was 22. 7ml and the final one was 22. 8ml. Now the calculation for the molarity of the acid can be solved. The first step in working out the concentration of the unknown acid is balancing the equation. The equation for our experiment is: NaOH + HCl i NaCl + H2O and this equation is already balanced because there is 1 atom of Na on each side, 1 atom of O on each side, 2 atoms of H on either side and 1 atom of Cl on each side. So this reaction is a 1:1 reaction. The reasons this is a 1:1 reaction can be found in the periodic table, the RMM of each side of the equation has to be the same and to work this out you need the atomic mass, Na=23, O=16, H=1 (x2) and Cl=35. The atomic mass is the larger of the two numbers on the periodic table found with an element. The total of these atomic masses is 76. And it is exactly the same on the other side it is just that the compounds are different, this is due to the groups on the periodic table that they are in and that determines the bonds between atoms. The equation to work out the concentration of the unknown acid is: moles x 1000 ? average titration. The average titration is all the titration results added together and divided by 4, but we are going to discard the 23. 1ml result because it isn’t close enough to the other three so is recognised as an anomaly, so (22. 6 + 22. 7 +22. 8)? 3 = 22. 7cm? so now using the equation you can work out the concentration of the acid. (0. 0248 x 1000)? 22. 7 = 0. 1093, the actual concentration of the acid was 0. 0984. My predicted concentration is 0. 0109 above the actual concentration this could be due to inaccuracies with the measuring of the mass of NaOH to begin with also wrongly measuring the amount of my standard solution was used to titrate the acid.

Tuesday, March 3, 2020

How to Format a US Business Letter

How to Format a US Business Letter How to Format a US Business Letter How to Format a US Business Letter By Ali Hale Whatever you do – whether you’re a student, employed in an office job, or working as a freelancer – I can guarantee that at some point in your life, you’ll need to sit down and write a formal business letter. It might be to a customer, to an employer with a job that you want, or to apply for university funding. Perhaps it’ll even be to a literary agent or publisher who just might take on your undiscovered novel. Of course, you’ll want the letter to be well-written – but almost as important is knowing how to format it correctly. This article is about US business letter format (for UK readers, don’t worry, I’ll be writing a follow-up one for you.) The main formats for business letters in the US are called full block format and modified block format. Full block format means that all the elements of the letter are left-justified so that the start of each line is at the left-hand margin. This is the more formal style, so use it if you’re unsure which to go for. Modified block format means that some elements of the letter are shifted over to the right. Nowadays, this style is appropriate in most contexts. Here’s a full block format letter And a modified block format one: Let’s break those down into the main elements, in top-to-bottom order: Your Address Your address, also known as the â€Å"return address†, should come first. (Note that this applies when using standard plain paper. If you have letter headed paper, you should omit this.) 123 Acacia Avenue Newtown Anywhere AN 98765 Your return address should be positioned: On the left-hand side if you’re using full block format On the right-hand side (tab across, rather than right-aligning) if you’re using modified block format Why put your address? Even if the recipient has your details in their address book, you want it to be as hassle-free as possible for them to reply – you’re likely to receive a speedier response. The Date Directly beneath your address, put the date on which the letter was written: May 15, 2008 To avoid any confusion, especially if you are writing to a business abroad, it is best to put the date in word rather than number form, and you should omit the â€Å"th†. The date should be positioned on the left-hand side, for full block format and for modified block format Why put the date? It’s standard practice to include the date on which the letter was written. Correspondence is often filed in date order. It makes it much easier for the recipient to send a timely reply, and easier for you to chase up an answer if necessary. Eg. â€Å"In my letter of May 15†¦Ã¢â‚¬  Reference Line Ive not included this on the diagram as guidance varies on where it should be placed. You may include a reference line, starting with â€Å"Re:† This is often used when corresponding with large companies, or when applying for a job. The reference line can either appear beneath the date, OR beneath the recipients address. If you use a reference line, you should usually omit the subject line (see below). The reference line should be left-aligned for both full and modified block formats. Different types of letters will require different types of subject and reference lines, so choose the one thats most appropriate to your case. Why put a reference line? You should use a reference line if the recipient has requested specific information, such as a job number or invoice number, or if youre replying to a letter. This makes it easier for the recipient to get a speedy response to you. Recipient’s Name and Address Beneath this, you should put the name and address of the person you’re writing to, just as it would appear on the envelope. If you’re using a window envelope, this should be aligned on the page to show through the window – but even if it won’t be visible until the letter is opened, it should still be included. The recipient’s name and address should be positioned on the left-hand side, for both formats. Why put their address? If you’re writing to someone in an office, it probably won’t be them who opens the post. An administrator is likely to do so – and letters may be separated from their envelopes at this stage. Particularly if there are multiple departments within one building, or if you are starting your letter â€Å"Dear Bob†, a name and address ensures your letter reaches the correct recipient. The Greeting After their address, you should leave a line’s space then put â€Å"Dear Mr Jones†, â€Å"Dear Bob† or â€Å"Dear Sir/Madam† as appropriate. Follow this with a colon. The greeting, sometimes called the â€Å"salutation†, should always be left-aligned. Why put a greeting? Business letters are a formal type of writing, and it’s considered polite to start with a greeting. Although you can get away with starting emails â€Å"Hi† or â€Å"Hello†, letters follow more conservative conventions. The Subject Optionally, you may wish to include a subject for your letter. This is becoming more common, perhaps as people have become used to the subject lines of emails. If you do put a subject line, it should be in uppercase, directly below the â€Å"Dear name:† The subject (if you include one) should be left-aligned for full block format, but can be either left aligned or centred for modified block format. Why put the subject? It’s a good idea to include a subject so that the recipient can see at a glance what the letter refers to. Try to be succinct but include as much information as possible, eg. â€Å"Funding application from Joe Bloggs, candidate 222-456†. The Text of Your Letter Now, finally, you can write the main body of your letter. Your text should have: Single-spacing between lines A blank line (NOT an indent) before each new paragraph (And, of course, you should conform to all the usual rules of grammar, punctuation and spelling: for example, ensuring that you start each sentence with a capital letter, and finish with a full stop.) Why leave blank lines? In the business world, it’s standard practise to put a blank line between paragraphs. This helps to break up the text on the page and make it more readable. The Closing After the body of text, your letter should end with an appropriate closing phrase and a comma. The safest option is â€Å"Yours faithfully† (when you don’t know the name of the person to whom you are writing, ie. when you began â€Å"Dear Sir/Madam†) or â€Å"Yours sincerely† (when you do know their name). If you are already acquainted with the recipient, it may be appropriate to use a phrase such as â€Å"Best regards†, â€Å"With warmest regards†, or â€Å"Kind regards†. The closing should be: Left-aligned for full block format On the right (tab across so it matches up with your address) for modified block format Why use these phrases? Although â€Å"Yours sincerely† and â€Å"Yours faithfully† might sound archaic, they are time-honoured ways to close a formal letter. Your Name and Signature Put several blank lines after the â€Å"Yours sincerely,† or â€Å"Yours faithfully,† then type your name. You can optionally put your job title and company name on the line beneath this. Joe Bloggs Marketing Director, BizSolutions Your name and signature should be: Left-aligned for full block format On the right (tab across so it matches up with your address) for modified block format Why leave a blank space? The blank space is so that, when you’ve printed the letter, you can sign it with your name. This is taken as proof that the letter really is from the person whose name is typed at the bottom. Sometimes, another person may sign the letter on your behalf. If this is the case, they should put the letters â€Å"p.p.† before their name, which stands for the Latin per procurationem meaning â€Å"by agency†. Business letter tone Its very important that you choose the right voice and tone when writing your business letter. Using the correct format but choosing an improper type of language might affect your desired outcome. Heres what the guys from thebalancecareers.com wrote about this: Make the purpose of your letter clear through simple and targeted language, keeping the opening paragraph brief. You can start with, â€Å"I am writing in reference to†¦Ã¢â‚¬  and from there, communicate only what you need to say. The subsequent paragraphs should include information that gives your reader a full understanding of your objective(s) but avoid meandering sentences and needlessly long words. Again, keep it concise to sustain their attention. Enjoy writing your letters, and use the examples above to help you with the formatting if you do get stuck. Your Step by Step Recap Formatting a business letter correctly might seem a bit daunting, especially if you’ve never or rarely written this type of letter before – perhaps you’re applying for a job for the first time, for instance, and writing a covering letter. Here’s a quick recap of what we’ve covered, so you can use it as a handy checklist: Step #1: Decide Whether You’re Using â€Å"Full Block Format† or â€Å"Modified Block Format†. Try not to mix-and-match between these. Remember, full block format (with everything left-justified) is the more formal of the two styles – but these days, modified block format (with some elements shifted over to the right) is fine for most contexts. Step #2: Include Your Address Your address should go on the left for full block format and on the right for modified block format. Don’t right-justify the text – tab across. Step #3: Include the Date The date should go directly after your address, and should be left-justified whatever format you’re using. Write it like this: â€Å"May 15, 2008†. Step #4: Potentially Include a Reference Line If you’re corresponding with a large company or if you’ve been asked to include a specific reference number in your letter, type â€Å"Re:† then the reference line. If you’re using a reference line, omit the subject line. Step #5: Include the Recipient’s Name and Address This should be left-justified, whatever format you use. It’s important to include their full name as well as the address in case the letter becomes separated from the envelope (which it usually will in a large office). If you’re using a window envelope, make sure the recipient’s name and address are positioned to appear within the window. Step #6: Include the Greeting The greeting, sometimes called the salutation, should be followed by a colon. (E.g. â€Å"Dear Mr Jones:†) It should always be left-justified. Step #7: Consider Including a Subject Line The subject line is optional, but it’s become increasingly common practice. Your subject line should show the recipient, at a glance, what your letter is about. It can be left-justified or centered in modified block format. Step #8: Write the Letter Itself The text of your letter itself should be left-justified (in all formats) and single-spaced. You should put a blank line between paragraphs, rather than indenting them. Write in an appropriate business-like tone. Step #9: Add an Appropriate Closing Close your letter with a phrase like â€Å"Yours sincerely† (a safe formal option) or â€Å"Best regards† (a good option for someone who you already know). Follow this with a comma. Step #10: Add Your Name Leave a blank space for your signature, then type your name at the end of the letter. If appropriate, you can put your job title and company name on the line beneath your name. US Business Letter Quiz Select the correct answer for each of these questions about business letters. 1. Which business letter format has all elements of the letter left-justified? Modified block format Which format has all elements of the letter left-justified? 2. What should your greeting be followed by? A colon A semi-colon 3. Should you include the recipients name and address? Yes No 4. In the body of your letter, how should you mark the end of one paragraph and the start of the next? With an indentation With a blank line Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?50 Synonyms for â€Å"Idea†How to Style Legislative Terms

Sunday, February 16, 2020

Answer for 11 question Essay Example | Topics and Well Written Essays - 1250 words

Answer for 11 question - Essay Example An educated character would use education to find out the very basics of life which, as it is, is the most important aspects of life. Question 2 According to Plato, the Allegory of the cave is that human beings are chained to a wall (while facing the wall) behind them another wall with figures constantly walking across it. Behind the second wall is a pit of fire casting shadows on the wall for humanity to see and determine the object from its shadow. Freedom is breaking free from this wall on which one is chained on. In today’s life, the shadows can be compared to forms of media which paint the picture of how we humans should see things. Like believing all Muslims are terrorists. Freedom is getting away from such stereotypes. Question 3 The Bible details out, in the first three chapters in the book of Genesis, hoe creation was carried out by God and what became of man after his fall from grace. This imparts a very important lesson in people’s daily lives. First of all, the fact that man was created in the image and likeness of God is reason enough for each individual to consider themselves of equal importance to one another. Each individual is thus free from discrimination and owing to the fact that everyone is in God’s image and likeliness. ... tives who have lived together in harmony for several decades until Colonel Joll comes about and sows the seeds of suspicion between the two groups of people. Fear is one of the results of the suspicion between the two groups since each sees the other not as an old friend but a new enemy. In this confusion, the colonizers become more and more ruthless and barbaric even though they had called the natives ‘barbarous.’ Fear further manifests itself in the fact that the colonel Joll leads the Empire’s forces to burn trees along the river and thus keeps the natives fearful. Question 5 In the essay whose title appears above, George Orwell argues that it is detrimental to the understanding of one’s message by using parts of speech that only complicate the message intended for the audience. He faults political language for its distortion of meaning by saying that â€Å"This mixture of vagueness and sheer incompetence is the most marked characteristic of modern Engl ish prose, and especially of any kind of political writing.† This, he says, is used intentional by politicians to hide meaning from those they intend to serve. To the writers, he advices them to â€Å"Bad writers, and especially scientific, political, and sociological writers, are nearly always haunted by the notion that Latin or Greek words are grander than Saxon ones, and unnecessary words like  expedite, ameliorate, predict, extraneous, deracinated, clandestine, subaqueous, and hundreds of others constantly gain ground from their Anglo-Saxon numbers.? They should thus wean themselves off the use of unnecessarily complex words for simpler ones. Question 6 Cormac McCarthy discuses several themes in his book among them religion, belief, and race. He goes against the stereotype by depicting the black man as a

Sunday, February 2, 2020

Ethics Essay Example | Topics and Well Written Essays - 1250 words - 9

Ethics - Essay Example One common practice includes amniocentesis which is used to determine whether a child will maintain chromosomal problems such as Down Syndrome. Unfortunately, this testing procedure does not identify these genetic abnormalities until the 16th week of pregnancy, long after the child is already well-formed (Ring-Cassidy and Gentles, 2003). A more modern diagnosis process, the Chorionic Villi Sampling method (CVS) occurs during the first trimester however the procedure has been known to cause limb defects (arms and leg) to healthy children (Ring-Cassidy and Gentles). There does not appear to be a viable prenatal testing system which can accurately predict genetic characteristics, plus the long-term damage to both the mother and the child creates a new ethical dilemma. Deemed bioethics, it is the study of whether prenatal, genetic results are sound enough justification for aborting the fetus. This paper describes the ethics behind this controversial abortion practice. Medical screening technology has not yet advanced to where physicians and geneticists can concretely identify future genetic deficiencies in developing fetuses. In a situation where a pregnant woman is relying on prenatal testing results to determine whether to carry a child to full-term, the current stage of medical research simply provides mothers with no viable options other than to prepare for the eventuality of raising a genetically-deficient child or abort the fetus immediately. Kuhse (1998) clearly offers that prenatal diagnostics is wrong at its very foundation, where abortion becomes the only viable alternative to carrying the child full-term. The author suggests that good-spirited attempts to locate genetic defects such as Huntington’s disease or cystic fibrosis will ultimately lead to a social shift where less-critical fetus issues are assessed

Saturday, January 25, 2020

An Introduction To Human Resource Development Management Essay

An Introduction To Human Resource Development Management Essay HRD is an emerging concept to distinguish between strategic and business-oriented learning from traditional learning and development (Sambrook, 2004). HRD is generally focused on three areas in organization, viz. training and development, career development and organizational development (Fenwick, 2004, p.193). According to McCarthy et al. (2003, p. 58), the purpose of HRD is to foster the process of training in a company and to facilitate the organizational learning process. Despite with history of about fifteen year, HRD is remains as a vague and poorly defined concept (Garavan et al., 1999; Sambrook, 2004; Stewart, 2005), partly due to the difficulties in defining the scope for the concept and lack of a unified definition (Garavan et al., 1999). The concept of HRD is interrelated with a wide range of disciplines such as economics, sociology, psychology, strategic management, leadership and human resource management (Stewart, 2005, p.91). Definitions are therefore varies with different perspectives adopted by different authors (Garavan et al., 1999). Most HRD literatures are performance-oriented or learning-oriented as pointed out by Simmonds and Pederson (2003). For instance, Sambrook (2004, p.611) defines HRD as all those activities that seek to facilitate all forms of learning and development at all levels within organizations. On the other hand, Slotte et al. (2004, p.485) defines HRD as covering functions related primarily on training, career development, organizational development and research and development in addition to other organizational HR functions where these are intended to foster learning capacity at all levels of the organization, to integrate learning culture into its overall business strategy and to promote the organizations effort to achieve high quality performance. According to Hatcher; Kalra (cited in Hatcher 2003), HRD has been attacked for treating human as resources which to be manipulated or used to achieve organizational goal. The authors further argued that the HRD definition emphasis too much on resources while overlook potential (Hatcher, 2003, p.1). According to the Hatcher (2003), there are potential in each employee which exceeds the economic value. Therefore, treating human as resources places them in a subservient and compliant position to organizational goals and limits our ability to be in harmony with nature (Hatcher, 2003, p.1). On the other hand, Sambrook (2004) added to the critiques of HRD by arguing that most HRD literatures generally emphasis on performance outcome and neglect the organizational issues concerning the marginalized populations. According to Bierema (2002, p.245), the issues of diversity, equality, power, heterosexism, discrimination, sexism, racism, or other issues of oppression in organizations are ignored by current HRD literatures. Bierema and Cseh (2003) further argued that these undiscussable issues are ignored but yet, have significant impacts on both individual and organization. To address such issues, Rigg et al. (2007) had argued that it is necessary to think HRD from a critical stance. They argued that there is a need for critical turn in HRD (Rigg et al., 2007). 2.0 Critical Approach to Human Resource Development Before discussing on what is critical human resource development (CHRD), it is necessary to understand the term critical. Antonacopoulou (cited in Fenwick, 2004, p. 195) defines critical as providing voice for the repressed and marginalized, exposing assumptions and values, revealing the use of power and control, and challenging inequalities and sacrifices made in the name of efficiency, effectiveness, and profitability through a self-reflexive critique of rhetoric, traditional, authority, and objectivity. On the other hand, Burrell (cited in Sambrook, 2004, p. 614) suggested that critical theory is associated with challenging rational organizational practices and replacing them with more democratic and emancipatory practices. The two definitions implies that being critical mean to challenge unjust practices in the organization and to pursue a more democratic and justice practice. Hence, according to Kincheloe (cited in Fenwick, 2004, p.198), critical approach to HRD is dedicated to change organizations and their HRD practices towards a more just, equitable, life-giving, and sustainable workplace. However, Francis (2007) argued that critical approach to HRD is not opposed to traditional HRD. In fact, it seeks to help practitioners and academics to better understand and aware of the ambiguities in current HRD (Francis, 2007). Besides, it also seeks to demonstrate how inequalities and shift in power can affect the abilities to control the production, distribution and consumption of HRD practices and ultimately, the effects of these inequalities to the individual development and participation of employees (Francis, 2007, p.84). After understanding the meaning of critical in the context of HRD, then how to be critical in HRD? According to Antonacopoulou in his definition of critical, being critical can be achieved through self-critique on rhetoric, traditional, authority and objectivity. On the other hand, Burrell (2001) proposed that a critical approach should comprise of six components, viz. political, iconoclastic, epistemological, investigative, revelatory and emancipatory (Burrell, 2001 p. 14-17). Sambrook (2009) applied Burrells framework in the HRD context and outlined the attributes that distinguish CHRD from traditional one, which presented as follow: Political. Burrell (2001) argued that political perspective of critical approach is to understand the use of power in an organization and how political forces in organization can shape or influence human life. Hence, CHRD seek to identify the key stakeholders and influencers of HRD and examine their influence on the HRD activities (Sambrook, 2004; 2009). Unlike traditional HRD where employees and trainees are suppressed and excluded from giving their opinion, CHRD aware of the need for the shift of power to allow traditional oppressed groups to have more freedom and voicing opportunities (Sambrook, 2004; 2009). Iconoclastic. According to Burrell (2001, p.15), being critical involve breaking down the solidity of dominant imagery and icon. Therefore, CHRD attempts to challenge current perception of HRD and seeks to identify the purpose underlying each HRD activities (Sambrook, 2009). HRD suppose to serve the purpose of employees development or merely focus on performance-outcome? Asking such question will then lead to the exposure of weaknesses in current HRD activities which is performance-oriented (as argued by most critical HRD literatures) while the development of individual in organization is neglected (Sambrook, 2009). Epistemological. Sambrook (2004, 2009) argued that epistemological perspective is concerned with understanding of the foundations of HRD and the methodologies used in the construction of the knowledge about HRD. CHRD challenges currently dominant positivism and quantitative approaches in the construction of the knowledge about HRD and to adopt a more qualitative methods which will enable more in-depth study on the values, morality and ethics in HRD (Sambrook, 2009, p.66). Investigative. Burrell (2001) argued investigative perspective of critical approach try to challenge something that others have taken for granted. Being investigative in the context of HRD concerns with surfacing the social equality issues in organization which have been neglected in current research and practice of HRD (Sambrook, 2004). This maybe include an investigation of why certain groups of people having the priorities in receiving training than the others. Besides, investigative perspective can also include the investigation of the difference between what is HRD (in the eye of practitioners) and what actually been done by them (Sambrook, 2004). Revelatory. Burrell (2001, p.16) argued that, by attacking illusion, there can be a concomitant demonstration of what is illusion and what is truth. Given the difficulties and ambiguities in defining the term HRD, revelatory perspective of CHRD attempts to challenge current understanding of HRD in order to find the truth of HRD and to unified the different discourses which currently regarded as HRD (Sambrook, 2004; 2009). However, Burrell (2001) argued that it is difficult to practice revelatory perspective as it is problematic to distinguish between illusion and truth. Emancipatory. According to Sambrook (2009, p. 67), there are arguments on whether HRD should serve the purpose of freeing employees from capitalist exploitation and employment degradation. However, Burrell (2001) argued that it is difficult to achieve emancipatory as organization system always involve control and the effect of power is unavoidable. From the above attributes, it is noted that these strands are interrelated (Sambrook, 2004). Sambrook (2009) argued that individual awareness of the attributes of CHRD is important for CHRD to be put into practice. In addition, individual antecedents such as understanding and acceptance of ones role, recognition of the boundaries of ones profession, political awareness, excellent communication skills, respect and trust are also essential for the success of CHRD (Sambrook, 2009, p.66). In addition to personal antecedent, organization antecedents that involved include organizational culture of participation, democracy, learning and personal development (Sambrook, 2009, p.66) 3.0 Contributions of Critical Human Resource Development Sambrook (2009) mentioned in her article Critical HRD: a concept analysis that the practice of CHRD will result in a more democratic work production, improved (working/learning) relationship, more effective and relevant learning, enhanced transfer of learning, improved creativity and productivity, and an acceptance of alternative approaches to knowing (Sambrook, 2009, p. 68). 3.1 Political Perspective Contributions to Individual As mentioned above, political perspective of CHRD aware of the needs for the shift of power in an organization to allow traditionally oppressed groups to voice out their opinion. In line with that, Lowe (cited in Fenwick, 2004) argued that CHRD plays the mediating role to allow employees unions and management to collaborate in designing jobs, training and working condition. He further argued that CHRD can help to counter management push for new HRM practices that undercut the union, could champion a people-centered agenda and help leverage management collaboration (Lowe cited in Fenwick, 2004). Besides, the shift of power also related to the concept of empowerment. Empowerment is the shift of decision making power to employees (Erstard, 1997). According to Zeithamal; Berry and Parasuraman (cited in Ravichandran, n.d., p.2), employee empowerment is proven to have positive impact on job satisfaction and reduces role stress. It is also suggested that empowered employees experience lesser job ambiguity and have quicker response to problem as they can avoid wasting time referring the problem to their superior (Singh cited in Ravichandran, n.d., p.2). In addition, empowered employees are also demonstrating greater commitment and loyalty to the organization (Greasley et al., 2008). Contribution to Organization Employee empowerment as mentioned above also has its positive impacts on the organization effectiveness. According to Ladden (n.d.), empowerment can improve the productivity, decision making process and quality of service. The improvement of decision making process is due to the fact that decisions are made by employees who have the most appropriate information, expertise needed (Ladden, n.d.). Besides, empowered employees will also likely to have greater commitment to the decision made, thus, enable product or customer problem to be dealt more quickly which in turn will have positive impact on productivity and customer service quality(Ladden, n.d.). 3.2 Iconoclastic and Emancipatory Perspective Contributions to Individual From the iconoclastic perspective, the breakdown of the dominant performance-oriented purpose of HRD activities and the recognition of true purpose of HRD will lead to individual development in an organization. Fenwick (2004) who examines the practices of CHRD in workplace suggested that one of the CHRD practices in organization takes in the form of emancipatory action learning where employees learns as a team and collaborate to solve a problem through direct experimentation, critical thinking and communication. According to Lanahan and Maldonado (cited in Spence, 1998), action learning can help participants to solve problems more effectively compared with simple training and at the same time, develop leadership in them. Marquardt (2000) in his article action learning and leadership added to the point of leadership development by arguing that action learning can help improve individual effectiveness by developing good leadership attributes such as system thinking; risk taking and innovative; openness and share decision making; and become teachers, coach and mentor to others. Participants can develop system thinking skill through the process of asking new questions to gain better insight of a problem before coming out with its solution (Marquardt, 2000). This will in turn increase their ability to handle complex, seemingly unconnected aspects of organizational challenge (Marquardt, 2000). Besides, action learning can also increase the ability of participants to think in new ways rather than following the traditional route which will then improve their innovativeness and willingness to take risk (Marquardt, 2000). Furthermore, participants in action learning program can also learn to accept others opinion, learn from others perspective and to provide valuable feedback which will then help to create a culture of openness among participants and leaders are learning how to share their decision making power with others (Marquardt, 2000). Contributions to Organization York et al. (cited in Spence, 1998) suggested that action learning can also help to facilitate the transfer of learning as participants are able to take immediate action, thus making changes to the practices in an organization. On the other hand, Alvesson and Willmott (cited in Fenwick, 2004, p. 203) argued that emancipatory action learning can help employees to develop critical assessment about unfair practices in organization and then helps to improve the organization through actions to address such issues. According to Fenwick (2004), another practice of CHRD is in the form of emancipatory project- a small projects aims at addressing a specific oppressive issue. Meyerson and Kolb (cited in Fenwick, 2004, p. 204) has conducted such project and found that the project can yield a fruitful result to initiate changes in organization. On the other hand, Tosey and Nugent (cited in Fenwick, 2004, p. 204) demonstrated another example showing critical inquiry-focused form of action learning help transform management team of a failing small manufacturing company to think creatively about strategy and change the way they related to one another to be more supportive, caring and challenging. Challenges in Practice Despite the fruitful benefits of emancipatory action learning as mentioned above, Fenwick (2004) argued that the practice of the approach was proven to be difficult. Difficulties arise as emancipatory action learning should involve employees at the lower level of hierarchy and punitive actions from managers when the project failed to achieve expected result may caused further oppressed or violence of employees in the organization (Fenwick, 2004). Therefore, to avoid that to be happened, Fournier and Grey (cited in Fenwick, 2004, p.203) argued that the intention of emancipatory action learning should not be emphasized on performance outcome. Contrary, emancipatory action learning should emphasize on dimensions such as equality, fairness, job condition and politics of knowledge legitimation that are embedded in problems of organizational bottleneck and communication blockages (Fenwick, 2004, p. 203). However, the non-performance intention is apparently contradict with the traditional business objective that pursuing business performance, efficiency and productivity. Fenwick (2004) argued that performance is arguably the purpose of organizational existence and the original purpose of HRD is to enhance performance. The practice of CHRD that emphasize on promoting equality, fairness and emancipatory of employees condemned the hierarchical management of human learning and the productivity-driven purposes of business (Fenwick, 2004). This becomes a great challenge for practitioners in their efforts to adopt critical approach in HRD. 3.3 Epistemological Perspective Contributions to Individual From the epistemological perspective, the challenge of the methodologies used in the construction of the knowledge about HRD is related to the concept of critical reflection (Sambrook, 2009). According to Brookfield (1988), there are four major activities in critical reflection, viz. assumption analysis, contextual awareness, imaginative speculation and reflective skepticism. Van Woerkom (2004) who studies about the effects of critical reflection on HRD argued that critical reflection in HRD will helps to facilitate more effective learning of individual in an organization. Employees who engage in critical thinking are likely to display critical reflective behavior of reflecting, career awareness, experimenting, learning from mistakes, critical opinion sharing, invites others for feedback, and challenging groupthink (Van Woerkom, 2004, p. 187). The author argues that the adoption of critical reflective behavior has proven to have positive impacts on both the individual as well as organization. In the individual level, the adoption of critically reflective behavior will increase employees self-efficacy and participation in the workplace (Van Woerkom, 2004). The improvement in self-efficacy is due to the fact that employees need to have a certain degree of competency and risk-taking behavior to display critical reflective behavior in the workplace (Van Woerkom, 2004). They have to withstand social pressure and be critical instead of following the traditional ways or practices (Van Woerkom, 2004). Van Woerkom (2004, p. 187) argued that critical reflective behavior not only allow employees to develop their own competences and to connect their working life to personal development, but it also enabled them to optimize or to critically analyze and try to change work practice. In addition, Van Woerkom (2004) further argued that employees who adopt critical reflective behavior are likely to have a steeper learning curve and this will have positive effect on their self-efficacy. On the other hand, the increase in participation is due to the fact that the adoption of critical reflective behavior requires employees to get involved in the organization and to understand the work practice at different level of organization as well as the scope to solve problem and learn from mistakes (Van Woerkom, 2004). According to Van Woerkom (2004), employees that display critical reflective work behavior are more often being invited to participate in organization. Contributions to Organization In the organizational level, Van Woerkom (2004) had conducted investigation in two organizations (a textile painting factory and a forensic psychiatric clinic) and found that critically reflective behavior is effective to transform organization from Taylorism to a modern organization, with participating and self-managing workers (p. 187). Van Woerkom argued that to achieve this, employees have to reflect on their own current and future position in the organization and to reflect on their own behavior, instead of blaming others for mistakes (Woerkom, 2004, p. 187). Besides, the practices of challenging groupthink, ask for feedback, critical opinion sharing will likely to stimulate double loop learning in organization (Van Woerkom and Croon, 2008). According to Argyris (2002), Double-loop learning occurs when errors are corrected by changing the governing values and then the action. By practicing critical opinion sharing, ask for feedback and challenging groupthink, employees are able to share what they have learned with others, thereby facilitate the effectiveness of learning and working of the organization (Van Woerkom and Croon, 2008). Furthermore, Natale and Nicci (2006) in their research of critical thinking in organization pointed out that low level of conflict can help to stimulate the quality of decision making of a team. Therefore, conflict that resulted from critical thinking of individual in organization is useful to stimulate the performance of the organization (Natele and Nicci, 2006). However, the research also revealed that when conflict intensified, its positive effects will diminishes and team performance will deteriorates (Natele and Nicci, 2006). Challenges in Practice Despite the benefits of practicing critical reflection in the workplace to both employees and organization, Sambrook (2009) argued that individual and organizational barriers may arise in the effort of organization to implement CHRD which caused by dogma, misunderstanding, and perceived threat of loss of power. Particularly, the implementation of CHRD requires the shift of power which will may causes authority or management to resist the adoption of CHRD because the fear of losing their power (Sambrook, 2009). Besides, Reynolds (cited in Rigg and Trehan, 2008, p.378) argued that dissonance resulted from challenging status quo and questioning their position may cause individual to resist engaging in critical thinking. 4.0 Conclusion Current HRD is emphasis on the learning and performance while ignore the issues of diversity, equality, power, heterosexism, discrimination, sexism, racism, or other issues of oppression in organizations (Bierema, 2002, p. 245). Therefore, CHRD is emerged to address these issues. Sambrook (2009) using Burrells (2001) framework of six strands to a critical approach has constructed the attributes of CHRD, which are: political, iconoclastic, epistemological, investigative, revelatory and emancipatory. Generally, critical perspective of HRD is about challenging contemporary practices, exposing assumptions, revealing illusion, and questioning tradition (Sambrook, 2004, p. 614) in the objective to create a more just, equitable, discrimination-free working environment and to contribute toward human capital development. CHRD facilitates more effective learning of individual which will then increase the competencies and self-efficacy of individual (Van Woerkom, 2004). It is also argued that critical thinker in an organization are more often being invited to participate in the organization (Van Woerkom, 2004). Furthermore, the practice of CHRD can help individual to develop leadership as argued by Marquardt (2000). On the other hand, empowerment of employees helps to increase the productivity and responsiveness to problem while reducing the job ambiguity and work stress of employees (Ravichandran, n.d.). In organizational level, CHRD can facilitate double-loop learning which will help to change the practice of the organization (Van Woerkom and Croon, 2008). Besides, CHRD can also help to create a company with independent and participating workforce as suggested by Van Woerkom (2004). In addition, the effect of employee empowerment can also help to increase the productivity, service quality and decision making process as argued by Ladden (n.d.). However, the practice of CHRD will meet certain challenges in term of contradiction between the objective of CHRD and performance purpose of business objective (Fenwick, 2004) and the reluctance of individual to engage in the practice of CHRD (Sambrook, 2009). Therefore, Sambrook (2009) argued that organizational and individual antecedents as mentioned above are crucial for CHRD to be put into practice. (3532 words)

Friday, January 17, 2020

Desegregation Debate

The challenge of desegregating schools was brought upon in 1954 by five separate court cases, ultimately joined together and called Brown v. The Board of Education. Though each case was different, they all revolved around the main argument that segregation itself violated the â€Å"equal protection under the laws† guaranteed by the Fourteenth Amendment, and had detrimental psychological effects on Negroes. Segregation was almost always initiated by whites, and initiated on the basis that blacks were inferior and undesirable. A sense of inferiority affects the motivation of a child to learn. When blacks allowed themselves to accept their status at the separate school, the effect on their personalities was perpetually worse than any problem they might encounter in an integrated school. This element became a prominent part of the legal case against segregation (Stephan 9). The biggest argument against desegregation was the perception that blacks were not as intelligent as whites. Since the Fourteenth Amendment did not guarantee the right to a quality education, if a school chose not to accept them, there was nothing that could be done legally. Long after the â€Å"separate but equal† doctrine became law, it was clear that blacks were indeed separate, but they were not equal. Segregation still had a firm hold in the areas of public education, public transportation, hotels and restaurants, hospitals, housing and departments of the United States Government (Stephan 7). An example was the case of McLaurin v. Oklahoma Board of Regents of Higher Education in 1950. George McLaurin was admitted on a segregated basis to the graduate school of the University of Oklahoma as a result of a federal district court order. He was required to sit in an anteroom outside of his classes and was given separate tables at the library and cafeteria (Stephan 11). The expenditure disparity between white and black children was enormous in some areas of the country. In the South, the average expenditure for white children was $44. 00, but was only $13. 00 for black children. In Georgia, the figures were $35. 00 versus $6. 00 and in Mississippi, $45. 00 versus $5. 00. Considering the national average per pupil expenditure was $99. 0, it was clear that the school system was separate and unequal and blacks were not receiving their fair share (Stephan 8). There was also the cost of integrating schools to legal specifications. To minimize transportation costs and to accommodate distinctions between the suburbs and the inner city, the people who were supposed to pay those costs were those who lived near the ghetto inside the inner city limits. Even though the cost was no more than segregation had imposed on middle-class black people, the whites argued that they now had to pay more money in taxes to solve a problem that wasn't their fault. Black children were more likely to attend an inner city school and they felt that in return for their taxes they would receive an increase in crime and a lower standard of education (Stephan 175). Another major argument regarding desegregation was the fact that there was de jure (by law) segregation in the south and de facto (by geography) segregation in the north, with the differentiating factor being â€Å"purpose or intent to segregate. † (Stephan 91) Every standing court order related to school desegregation was based on the discoveries of de jure segregation, either in the north or south. In each case, the courts found that local school districts and occasionally state educational agencies as well, had systematically carried out policies leading to or reinforcing segregation (Stephan 122). One of the disadvantages of desegregation, however, was the way it destroyed the ethnicity of blacks. While they were segregated, it was easy for them to maintain their African-American background. Once they became part of an integrated school system, they were forced to conform to white society's views on dress code, religion and behavior. The busing issue was considered to be â€Å"an educational disaster. † Whereas previously, black children had been bused long distances to segregated schools, now they were busing white children to integrated schools. It didn't help the minority children and it hurt the middle-class children, creating conflicts where they weren't any before. The white middle-class families who felt violated by having blacks being bused into their schools and neighborhoods fostered hostilities. When rioting broke out, it became so serious that the police and National Guard were called in to protect the black students. In addition, it increased educational costs with the addition of new buses and the salaries of the drivers, and jeopardized the health and safety of children (Stephan 123). According to the government, the purpose of desegregation was to integrate the population with the expectation that racially, economically and socially disadvantaged children would benefit and therefore enhance their abilities of obtaining the knowledge needed to acquire higher status and better jobs. With all of the factors contributing to the problems of desegregation, it is obvious that the blacks were caught in a no-win situation. They were already considered to be mentally inferior to whites due to the white perception of them during the times of slavery. Now they were attempting to increase their intelligence level, but their inferiority was causing them to be excluded from the same education that whites were receiving. Once they were finally granted rights into the schools, the stress they were experiencing caused even more psychological problems and learning disabilities. During this time, it was forgotten that the major function of schools was and always will be to educate, and that should never be based on race, religion or color.