The Race On Reality Tv - 866 Words

Race on Reality TV A unique feature of reality TV makes the show as a site where we can find how the tolerance is conducted in real life, in terms of race, gender, and foreignness. As an â€Å"unabashedly commercial genre united less by aesthetic rules or certainties than by the fusion of popular entertainment with a self-conscious claim to the discourse of the real’’ (Murray Ouellette, 2004, p. 2), reality TV enjoys its privilege of dealing with the controversial issue such as racism with ease, through a sense of reality or â€Å"reality credentials† (Kilborn, 1994), on the plea of establishing realism in the show. Focusing on this unique feature, many media scholars have discussed how racial issues are portrayed in the artificial-but-actual apparatus and what particular implications we can draw (Bell-Jordan, 2008; Boylorn, 2008; Orbe, 2008; Squires, 2008). Several studies on reality TV criticize the genre fails to offer broader context to grasp the complicated and serious social issues (Andrejevic, 2004; Bondebjerg, 1996; Kraszewski, 2004; Syvertsen, 2001), and depends on the pre-established framework about race by casting its participants who fit into racial stereotypes (Tyree, 2011) or by emphasizing the stereotypical facets of the participants (Bell-Jordan, 2008; Kraszewski, 2004). Several reality TV shows, MTV’s Real World, FX network’s Black.White., CBS’s Survivor: Cook Islands, have ambivalence in promoting and dramatizing racial conflicts between different racedShow MoreRelatedThe Reality Of Reality Tv951 Words   |  4 Pages Reality TV and You Television shows were created to entertain the public and soon generalized shows became a bore. Reality TV shows are widely varied but are similarly based on the lives of non-fictional characters that brings out their daily challenges and achievements. This genre of TV programs gives a huge impact to its audience of, mostly, twelve to nineteen year olds. Critics and bloggers heavily criticize the negative teachings of Reality TV and indirectly force viewersRead MoreThe Reality Of Reality Television882 Words   |  4 Pages What is it about these reality shows such as: Keeping Up with the Kardashians, Bad Girls Club, and The Real Housewives that we cannot stop watching? After watching reality shows like this, it leaves people craving the next episode of the next week. Reality television producers are exploiting people by giving the public a â€Å"sense† of reality but not the real version of it, but rather exploit people and use stereotypes to make money for entert ainment. The specific points of this argumentRead MoreAfrican American Stereotypes Reality Television1531 Words   |  7 PagesReality programs have dominated television networks since their rise in popularity began in the early 1990s with MTV’s The Real World. The reality genre quickly gained viewership as it redefined the formulaic set up of televisions shows from the past. Reality television has infiltrated television because networks prefer low budgets for their programs that also generate high ratings (Hasinoff, 2008). People watch reality shows because they are intrigued by the seemingly â€Å"real† drama with ordinaryRead MoreStereotypes In Reality Television730 Words   |  3 Pagesadvantage† (thefreedictionary. com). This is what reality television manages to do to the world we live in today. Reality television in fact, is not always real. Many shows on television create a false sense of reality for their viewers. This influences people to think, act, and feel certain ways about others and the world around them. We will write a custom essay sample on Reality TV or any similar topic specifically for you Hire Writer These reality television shows use stereotypes in many casesRead MoreThe Representation Of Race, Class And Gender925 Words   |  4 PagesThe representations of race, class and gender in the media promote various forms of oppressions. Ideologies of class that commemorate the upper class and diminish the lower class are seen in many programs. Ideologies of gender that discriminate women and promote sexism, ideologies of race that misrepresent people of color are mostly created by people who have different perspectives and ideologies. For instance in a 2008 television commercial for the Japanese cell phone companies, a monkey is shownRead MoreThe Impact of Reality Tv on the Teenagers1732 Words   |  7 PagesThe Impact Of Reality TV on the Teenagers in Mumbai Nimish Satpute St. Andrews College Instructors : Prof. Meenakshi Kamat : Prof. Jenny Benoy Abstract Reality-based television programming has become a dominant force in television over the past seven years and a staple of most networks’ primetime lineups. This relatively quick change in the television landscape and the sudden increase in viewers’ consumption of reality televisionRead MoreThe Media And Its Impact On Society1678 Words   |  7 Pages When you are young you don t realize that what you are watching on the television is shaping many of your beliefs, distorting what is fictional and what is reality. The media plays a huge role in stereotyping black people compared to white people which has a major impact in how we view the people in our world. When we are watching tv or listening to the radio and it is constantly relating the color of a person s skin to their actions. This causes the audience to associate these actions with aRead MoreReality Television Has A Harm Than Good959 Words   |  4 PagesReality television has grown to be one of the most popular genres in TV history. Ten years ago, you would find maybe one or two reality shows on air . These days, there are numerous kinds of reality television shows on just about every channel. They range from dating shows, game shows, and shows about â€Å"real life.† Some examples are The Bachelor, The Amazing Race, Survivor, Jersey Shore, Real Housewives, Teen Mom, etc. Most of these shows don’t promote any harm; however, they’re starting to take aRead MoreNegative Stereotypes in Reality Television1639 Words   |  7 PagesAs Reality TV becomes more prominent it seems as though negative stereotypes overtly saturate this genre of entertainment. The popularity of reality TV shows subliminally support the preconceived or self-fulfilling prophesy consumers may have towards a certain person or group of people. Reality TV has had an extensive run demeaning African Americans while perpetuating stereotypes. More specifically today, black men are portrayed as stereotypical Brute individuals on the reality TV show Love andRead MoreReality Tv - the Real Issues E ssay1246 Words   |  5 Pagesfavorite movie star dresses, or listening to the newest bands, media makes a difference in everyone’s life. Recently reality television has become a bigger, more popular pastime that many American people enjoy. With so many different reality shows coming out one of the biggest problems that America faces is what kind of message these shows are projecting to their viewers. Almost every reality show that’s out there right now is in some way almost degrading to regular human beings. Shows that get some of

A Controversial Painter of Post-Renaissance, Michelangelo...

Michelangelo Merisi de Caravaggio (1571-1610) is heralded as the last, and the most controversial painter of the Italian post-Renaissance. In an age when the papacy itself was self-indulgent, corrupt and immoral, Caravaggios sexual ambivalence, his propensity for violence and his scorn for the law made him the enfant terrible of the Italian aristocracy. Qualities that only succeeded in furthering Caravaggio’s notoriety and success. Caravaggios endeavors into art began In 1584 when he was apprenticed for four years in Milan to the Lombard painter Simone Peterzano (1540-1596), who claimed to have studied under Titian. Peterzano’s speciality ‘was doing frigid and cluttered pastiches of Michelangelo’ - Caravaggio - documentary by Robert Hughes (1975) 1 of 7 After which he moved to Rome. Caravaggio would use models from the street, hiring pimps, prostitutes and street urchins to pose as sensuous, sometimes nude models for the Catholic Churches commissions of sacred religious icons, dressing the New Testament figures in his paintings in the clothing of his own contemporaries, complete with bare feet and dirt under their fingernails. This radical naturalism shocked and delighted his patrons, who (in light of the Protestant reformation) were seeking a simpler, more direct art that would have a maximum effect in stirring emotion and recruiting the Protestant dissidents. What little is known of Caravaggio’s life is exposed as the artist having a deeply troubled personality,

Implementing An Anti-Oppressive Framework †MyAssignmenthelp.com

Question: Discuss about the Implementing An Anti-Oppressive Framework. Answer: Strategies: As suggested in the chosen article, by implementing an anti-oppressive framework the organizational practices can be influenced. The suggested framework consists of elements like social development, locality development, active participation, social action, consciousness raising and defining the situation structurally (Karabanow, 2004). It thereby means a change in the social surrounding by influencing the organizational behavior and practices. This is needed indeed as national governments across the world are silent or have no effective remedial of the social issues as highlighted above. In the identified context, organizational practices need to be incorporated with effective CSR (corporate social responsibility) policies to enhance the number of social practices and thereby, attempting to help society from identified social ailments (Karabanow, 2004). Direct task environment indirect task environment: Those organizations which do not have their own products rather, rely on the private-label services or products, would be in the indirect task environment. Organisations that directly dealt with manufacturing of goods are in the direct task environment (Karabanow, 2004). This is because manufacturing is responsible for wastages that are a resource to many polluted substances like CO2. CO2 is one of the substances those effectively contribute to the polluting environment and thereby, disturbs the balance of environment (Seinfeld Pandis, 2016). Contribution of workers: Negotiation means settling with the differences. A number of employees in an organization represent a varied range of cultures. Hence, there is a need for a plan, so that, effective parameters are taken to address the social issues. Hence, in an organizational setting, meeting needs to be done with employees discussing the plan related to social works. The goals of the plan and the consequent advantages need also to be addressed, so that, employees could feel the importance of it. A motivation is indeed required to bring the different thought process to just one platform. References: Karabanow, J. (2004). Making organizations work: Exploring characteristics of anti-oppressive organizational structures in street youth shelters.Journal of Social Work,4(1), 47-60. Seinfeld, J. H., Pandis, S. N. (2016).Atmospheric chemistry and physics: from air pollution to climate change. John Wiley Sons.

Spelucian explorers Essay Example For Students

Spelucian explorers Essay Speluncean Explorers v. Court of General Instances of theA. Five members of the Speluncean Society went into a cave to explore. While they were in the cave a landslide occurred covering the entrance and trapping them in. B. Twenty days later after the entrapment messages were sent from the explorers to a rescue team outside of the cave. C. The explorers explained their conditions and rations to doctors and asked if they would beable to survive until the predicted date they would be saved. The doctors said no. We will write a custom essay on Spelucian explorers specifically for you for only $16.38 $13.9/page Order now D. Eight hours later, Roger Whetmore speaking on behalf of the explorers, asked if they could survive if they ate one of their own. The doctors said yes. E. Whetmore than asked the doctors if it would be advisable to cast lots to determine whoshould be eaten. The doctors didnt answer. He then asked if any judge, official, minister,or priest was present none of the rescuers said they were. F. On the twenty third day Whetmore was eaten. G. Whetmore was the explorer who came up with the idea of killing someone in order for theothers to survive. H. Whetmore also came up with the idea of rolling dice to decide who would be killedI. After the rescue of the four remaining explorers on the thirty second day the survivors were indicted for the murder of Roger Whetmore. Is being trapped in a cave with little chance to live an exception to the statute N.C.S.A (N.S.)12-A?No. The Supreme Court sentenced the four survivors to death for the murder of Roger Whetmore. The Supreme Court was evenly divided so the original conviction of murder from the Court of General Instances was affirmed. Law and morality most definitely share a relationship. Lon L. Fuller, the author of The Case of the Speluncean Explorers, distinguishes this connection between the morality of duty and the morality of aspiration, both of which bear on the design and operation of social institutions. Well in this case, the social institution happens to be the Supreme court of Newgarth in the year 4300. A group of four members of the Speluncean Society, which was an organization for amateurs interested in the exploration of caves, are appealing there sentence handed to them from the Court of General Instances of the county of Stowfield. A panel of five justices presided over the case, and after extensive hearings, each justice reached a unique judgement. The events that took place in the case are a bit extraordinary. Roger Whitmore and the four defendants, also members of the society, penetrated the interior of a limestone cavern. While they journeyed further into the cave, a landslide occurred, and jammed the only means of entrance and exit for the cave. As the men realized they were in a serious situation, they set camp near the boulders that set them apart from the world to wait on a rescue party. The task to remove the boulders proved to be a difficult one for the rescuers, and days went by without success. On the thirty second day, success was finally achieved, but only four members of the society had survived this tragedy. The explorers carried into the cave only scant provisions, so the need for food was great in order to survive. The life of one of the explorers was taken by the others to use as nourishment for the remaining survivors. The testimony heard in the first case, declared that the life of Roger Whetmore had been ta ken, but it was he who initially proposed the killing of one explorer to feed the remaining. Whetmore proposed the rolling of dice to declare the victim. The dice toss went against Whetmore, so he was put to death and eaten by his companions. This is where the courts enter this bizarre case. After the survivors were treated and released from a stay in the hospital, they were indicted for the murder of Roger Whetmore. A trial found the defendants guilty of murder and sentenced them to be hanged. The defendants wanted the case to be sent to a higher court and it was heard before a panel of five justices. This is where the philosophy of jurisprudence enters the case. Were the men out of line by committing murder to prolong their lives? According to the laws of the Commonwealth, yes. The language of this situation is well known, Whoever shall willfully take the life of another, shall be punished by death. But if you take the natural law point of view, which is when a situation arises in which the coexistence of men becomes impossible, then a condition that underlies all of our precedents and statues has ceased to exist. (Foster, pp.620). This means that the men in the cave were in such a predicament, that all common law known to man ceases to exist, and the men are bounded by no known jurisprudence. The law now rests solely in their hands. The five justices take different views on the philosophy of jurisprudence. Justice Truepenny, C.J. admires the decision made by the jury and trial judge. He feels they complied with the only course that was open to them under the law. Statue N.C.S.A. (n.c.) Sec. 12-A, The willful taking of another mans life must be punishable by death permits no exception to this case and our personal sympathies must not overshadow the strength of this statute. Truepennny feels though as if executive clemency seems suitable for a case like this. Some sort of pardon or forgiveness should be sent out to the defendants. If this is done, then some sort of justice will be accomplished without impairing the soul of our statutes and without offering any encouragement for the disregard of law. Justice Foster, J. does not see it as Truepenny does. Foster believes something more is on trial than the fate of these men. That is the law of our Commonwealth. The law should not compel that these explorers are murderers. He believes it declares them to be innocent of any crime at all resting on two independent grounds. One is the inapplicability of the positive law of this Commonwealth including all its statutes and precedents. The case should be handled in the manner of what ancient writers in Europe and America call the law of nature. This means when man is in so far over his head that coexistence becomes impossible, the force of positive law should disappear. Exactly as in this situation where the taking of one life was able to prolong others, the basic premises underlying our entire legal order must lose their meaning and force. Jurisdiction rests on a territorial basis. These men were pretty much living in their own private and secluded world unattainable by any outsiders Th e law of nature entitles these men to make their own laws and jurisdictions within the confines of their cave. So the life of Roger Whetmore was taken in a state of civil society,but rather in a state of nature. Foster has no difficulty stating that under these principles, the explorers were guiltless of any crime. What these men did was done on pursuance of an agreement accepted by all and first proposed by Whetmore himself. Their extraordinary predicament left them no choice but to leave the usual principles that regulate mens relations and form some sort of government related to the situation at hand. .ua05779c1934fac171114c127f25d6d86 , .ua05779c1934fac171114c127f25d6d86 .postImageUrl , .ua05779c1934fac171114c127f25d6d86 .centered-text-area { min-height: 80px; position: relative; } .ua05779c1934fac171114c127f25d6d86 , .ua05779c1934fac171114c127f25d6d86:hover , .ua05779c1934fac171114c127f25d6d86:visited , .ua05779c1934fac171114c127f25d6d86:active { border:0!important; } .ua05779c1934fac171114c127f25d6d86 .clearfix:after { content: ""; display: table; clear: both; } .ua05779c1934fac171114c127f25d6d86 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua05779c1934fac171114c127f25d6d86:active , .ua05779c1934fac171114c127f25d6d86:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua05779c1934fac171114c127f25d6d86 .centered-text-area { width: 100%; position: relative ; } .ua05779c1934fac171114c127f25d6d86 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua05779c1934fac171114c127f25d6d86 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua05779c1934fac171114c127f25d6d86 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua05779c1934fac171114c127f25d6d86:hover .ctaButton { background-color: #34495E!important; } .ua05779c1934fac171114c127f25d6d86 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua05779c1934fac171114c127f25d6d86 .ua05779c1934fac171114c127f25d6d86-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua05779c1934fac171114c127f25d6d86:after { content: ""; display: block; clear: both; } READ: Civil Disobedience EssayFosters second ground proceeds by rejecting his entire exposition of the first ground. For purposes of argument, Foster states he is wrong in saying that the situation these men found themselves in removes them from the effects of our positive law. It is assumed that the Consolidated Statutes have the power to penetrate five hundred feet of solid rock. These men without a doubt violated the statute that states he who shall willfully take the life of another is a murder. An example of taking statutes literal word for word is in Commonwealth v. Staymore. The defendant here had his vehicle parked in a two hour parking zone, but due to a political demon stration, was unable to remove his car within the two hour limit. His conviction was set aside by the court, although his case fell squarely within the wording of the statute. Statutes are never taken literal. The statute that holds the fate of the explorers has never been applied literally. Take for example killing in self defense. The statute mentions nothing about this exception, yet murderers for centuries have been set free by this plea. The statute at hand was not intended to apply to self defense cases. A man threatening the life of another would naturally repel the threatened man. The same reasoning is applicable to the case at hand. If a group of men ever find themselves in a predicament such as explorers, you can be sure decisions on whether to live or die will not be controlled by the contents of our law. Therefore, the statute in question does not at all apply to the case at hand such as the self defense plea. Fosters conclusions is that the defendants are innocent of th e murder of Whetmore, and the conviction should be set aside. Justice Tatting finds himself letting his own emotions get the better of him when viewing this case. He finds himself torn between sympathy for the explorers and disgust in the brutal act they committed. Tatting finds Justice Fosters opinions on the case shot through contradictions and fallacies. Tatting is confused in Fosters point that the men were not in a state of civil society, but rather in a state of nature. When exactly did this transition from civil to nature take place? That is the question that baffles Tatting and it is an uncertainty that produces a lot of difficulties. Tatting uses an example that what if a man in the cave had his twenty first birthday. Is he twenty-one at the exact time of his birthday, or does the new character of government not make him twenty-one? Justice Foster and Tatting are appointed judges of a court of the Commonwealth of Newgarth, sworn and empowered to uphold the laws of that Commonwealth. Entering a court of nature, what kind of empowerment does a justice hold now? If the explorers were under a court of nature, what gives the justices power to enforce. Nothing at all. We are in a state of positivistic law, not in a state of nature. Another implication embarked by Foster that Justice Tatting cannot find tolerable is the actual murder of Whetmore and the fashion in which it took place, by their bargain. Suppose Whetmore had a handgun and blasted his companions before they attacked him. Whetmore would naturally be made out the murderer, since the excuse of self defense would have to be denied to him. You cannot attempt to kill the man who releases the gas in the gas chamber and call it self defense. The natural law in the cave called for the death of Whetmore, and the death of him must be upheld. All the considerations brought forth by Foster make it hard for Tatting to reach a conclusion. Tatting has a hard time coping with Fosters second opinion which states no statue whatever its language, should be applied in a way that contradicts its purpose. In Commonwealth v. Valjean, the defendant was indicted for the larceny of a loaf of bread. His defense was that he was starving to death and needed that bread to survive. The court refused to except the defense. If hunger cannot justify the theft of wholesome and tasty food, how could it justify the killing and eating of a man. Fosters view would have caused the court to overrule Commonwealth v. Valjean, by reading between the lines of that particular statute that forbids theft. Tatting concludes Fosters arguments are intellectually unsound. Yet, he finds it absurd to direct these men to death when the cost of ten workmens lives were lost in rescuing the explorers. The confused Tatting declared his withdrawal from the decision in this case. .ua9de4d117ced1745a46b4e072e9ae854 , .ua9de4d117ced1745a46b4e072e9ae854 .postImageUrl , .ua9de4d117ced1745a46b4e072e9ae854 .centered-text-area { min-height: 80px; position: relative; } .ua9de4d117ced1745a46b4e072e9ae854 , .ua9de4d117ced1745a46b4e072e9ae854:hover , .ua9de4d117ced1745a46b4e072e9ae854:visited , .ua9de4d117ced1745a46b4e072e9ae854:active { border:0!important; } .ua9de4d117ced1745a46b4e072e9ae854 .clearfix:after { content: ""; display: table; clear: both; } .ua9de4d117ced1745a46b4e072e9ae854 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua9de4d117ced1745a46b4e072e9ae854:active , .ua9de4d117ced1745a46b4e072e9ae854:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua9de4d117ced1745a46b4e072e9ae854 .centered-text-area { width: 100%; position: relative ; } .ua9de4d117ced1745a46b4e072e9ae854 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua9de4d117ced1745a46b4e072e9ae854 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua9de4d117ced1745a46b4e072e9ae854 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua9de4d117ced1745a46b4e072e9ae854:hover .ctaButton { background-color: #34495E!important; } .ua9de4d117ced1745a46b4e072e9ae854 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua9de4d117ced1745a46b4e072e9ae854 .ua9de4d117ced1745a46b4e072e9ae854-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua9de4d117ced1745a46b4e072e9ae854:after { content: ""; display: block; clear: both; } READ: Values in Family Stories EssayJustice Keen would empower executive Clemency to the defendants if the conviction is affirmed. But that is a question for the Chief Executive, not for the courts to decide. Due to all the ordeals that explorers have been through and all they have suffered, he felt they have already paid for their crime, if there was at all a crime that was committed. The sole question that lies before the panel is whether the defendants did, within the meaning of statute N.C.S.A.secl2-A, willfully take the life of Roger Whetmore. Obviously, in every sense of that statute, the defendants are guilty. This is where all the difficulties of the case take action. Al l these difficulties trace back to a single source, and that source is the failure to distinguish the legal from the moral aspect of this case. Truepenny, Foster, and Tatting do not like the fact that evidence against the defendants proves them guilty. But unlike them, Keen puts his personal feelings aside and takes the liberty to uphold the law of his Commonwealth. It is the responsibility of the judiciary to enforce faithfully the written law, and to interpret the law in accordance with its plain meaning without reference to our personal desires or our individual conceptions of justice. The process of judicial reform requires three steps:1) Divine some single purpose which the statute serve 2) Discover that a mythical being called the legislature, in thepursuit of this imagined purpose, over looked something orleft some gap or imperfection in his work. 3) To fill in the blank thus created, Quod erat faciendum. This case is a model for all models in cases that illustrate the gap-filling process. If we do not know the purpose of Sec. 12-A, how can we possibly say there is a gap in it. Only the draftsmen of that statute actually know the true meaning of murder. Keens decision is a hard decision and that type is never a popular one. Keen concludes that the conviction should be affirmed. Justice Handy is the fifth and final justice to preside over this case. Handy is amazed at his colleagues ability to throw an obscuring curtain of legalisms about every issue presented to them for decision. Handys only disappointment was that his fellow Justices failed to arise the issue of the legal nature of the bargain struck in the cave. Whether it was unilateral or bilateral, and whether Whetmore could not be considered as havingrevoked an offer prior to the murder. Handy takes the point of view that government is a human affair, and men are ruled by other men, not words on paper or abstract theories. Of all the branches of government, the judiciary is the most likely to touch with the common man. The public tends to keep a tie between the law and man. A newspaper held a poll that said what do you think the Supreme Court should do with the Speluncean Explorers? Ninety percent of those who reported back expressed the belief that the defendants should be pardoned. Handys concluding remark has to do with executive Clemency. Due to the Chief Executives aging years, he feels he is incapable of handing these men pardons. He holds very stiff notions. The public clamor will not uphold with him for it actually has a reverse affect. So in return, Justice Handy finds the defendants innocent of the crime charged, and that the conviction and sentence should be set aside. The Supreme Court, being evenly divided, the conviction of the court of General Instances is affirmed. Each defendant is ordered to be hanged around the neck until death. In conclusion, I feel this case if it was real would of been very interesting to see unfold. In todays society I think that the defendants would have been pardon for the crime they committed. If they were not pardoned I do not think execution would have been an option. This case was very interesting to read. You can look at what happened as murder or survival of the fittest. There are so many different opinions and ways you can look at what happen. If you believe that precedents and statues are what need to be followed with no exceptions, then yes the four defendants should be found guilty and sentenced to death. If you think that under the circumstances the actions that were taken for the four to survive were reasonable, then yes they should be pardoned. If I was in the cave I dont think I would of just raffled my life away. It is hard for me to even think of eating a dead body, so it is even harder for me to think of what I would of done if I was in that situation. As I am sitting in front of the computer typing this paper in a climate controlled room, with dinner consumed less than two hours ago I would have to say that what I would of done is not kill or raffle for some ones death. What I would suggest is no one gets killed, but the first one to die is eaten. This is the only logical decision I can think of. Why should anyone sacrifice their life for me. Its not like one persons life is more important than the other. If I was the judge on this case I would have found them guilty of murder, but sentence them to two years of therapy, and not death or prison time. I would sentence them to therapy because if you eat a dead person I pretty sure your going to have some kind of psychological problems. Bibliography:

Systems Design Specification essays

Systems Design Specification essays New Age Media has designed an entire business solution for William Ellis Books. After reviewing all the existing manual documentation, analysing the requirements of the business and understanding the need for a more effective and efficient method of performing his business needs, William Ellis has demonstrated his approval of the system requirements specification. Therefore the design specification phase is illustrated throughout the attached report. In designing such a system several elements were taken into account. The design specification addresses the problems that were initially recognised as affecting WEB. Manual filing systems have been replaced to enhance client sales and marketing service. Orders are now placed electronically in the corresponding order file and then crosschecked for availability. This allows for better time management. The user-friendly system allows customer details to be obtained at the right click of a mouse, new customer details can be entered while at the same time building a customer and rare book database. The objective of this is to send current information via WEB newsletter to the database which ensures a higher standard of customer service and marketing. Further design specifications focus on each section of the context diagram, structure charts and more importantly the actual design of system templates including input and output screens, devices and controls that will enable the effective i mplementation of this system. This document is the blue print for the construction of a business system to be implemented by New Age Media. The system will add value to WEB and give the business a competitive advantage in the rare book and manuscript industry. It is the recommendation of this report that con ...

The Importance of the Proclamation of 1763

The Importance of the Proclamation of 1763 At the end of the French and Indian War (1756-1763), France gave much of the Ohio and Mississippi Valley along with Canada to the British. The American colonists were happy with this, hoping to expand into the new territory. In fact, many colonists purchased new land deeds or were granted them as part of their military service. However, their plans were disrupted when the British issued the Proclamation of 1763. Pontiacs Rebellion The stated purpose of the Proclamation was to reserve the lands west of the Appalachian mountains for Indians. As the British began the process of taking over their newly gained lands from the French, they encountered major problems with the Native Americans who lived there. Anti-British feelings ran high, and a number of groups of Native Americans such as the Algonquins, Delawares, Ottawas, Senecas, and Shawnees joined together to make war against the British. In May 1763, the Ottawa laid siege to Fort Detroit as other Native Americans arose to fight against British outposts throughout the Ohio River Valley. This was known as Pontiacs Rebellion after the Ottawa war leader who helped lead these frontier attacks.  By the end of the summer, thousands of British soldiers, settlers, and traders were killed before the British fought the Native Americans to a stalemate. Issuing the Proclamation of 1763 In order to avoid further wars and increase cooperation with the Native Americans, King George III  issued the Proclamation of 1763 on October 7th. The proclamation included many provisions. It annexed the French islands of Cape Breton and St. Johns. It also set up four imperial governments in Grenada, Quebec, and East and West Florida. Veterans of the French and Indian War were granted lands in those new areas. However, the point of contention for many colonists was  that  colonists were forbidden from settling west of the Appalachians or beyond the headlands of the rivers that eventually flowed into the Atlantic Ocean.  As the Proclamation itself stated:   And whereas it is ...essential to Our Interest and the Security of Our Colonies, that the several Nations...of Indians...who live under Our Protection should not be molested or disturbed...no Governor...in any of Our other Colonies or Plantations in America, [is allowed to]  grant Warrants of Survey, or pass Patents for any Lands beyond the Heads or Sources of any of the Rivers which fall into the Atlantic Ocean.... In addition, the British restricted Native American trade only to individuals licensed by parliament. We...require that no private Person do presume to make any Purchase from the said Indians of any Lands reserved to the said Indians.... The British would have power over the area including trade and westward expansion. Parliament sent thousands of troops to enforce the proclamation along the stated border.   Unhappiness Amongst  the Colonists The colonists were greatly upset by this proclamation. Many had bought up land claims in the now forbidden territories. Included in this number were  future important colonists  such as George Washington,  Benjamin Franklin, and the Lee family. There was a feeling that the king wanted to keep the settlers confined to the eastern seaboard.  Resentment also ran high over the restrictions placed on trade with the Native Americans. However, many individuals including George Washington felt that the measure was only temporary in order to ensure greater peace with the Native Americans. In fact, the Indian commissioners pushed forward a plan to increase the area allowed for settlement, but the crown never gave final approval to this plan. British soldiers attempted with limited success to make settlers in the new area leave and stop new settlers from crossing the border. Native American land was now being encroached upon again leading to new problems with the tribes. Parliament had committed up to 10,000 troops to be sent to the region, and as the issues grew, the British increased their presence by inhabiting former French frontier fort and constructing additional defensive works along the proclamation line. The costs of this increased presence and construction would result in increased taxes among  the colonists, eventually causing the discontent that would lead to the American Revolution. Source:   George Washington to William Crawford, September 21, 1767, Account Book 2.  George Washington to William Crawford, September 21, 1767, Account Book 2. Library of Congress, n.d. Web. 14 Feb. 2014.

MOUNTAIN DEW Assignment Example | Topics and Well Written Essays - 250 words

MOUNTAIN DEW - Assignment Example One familiar commercial shows a Cheetah being chased by a cyclist to retrieve the MD can it swallowed. Later, three other cyclists holding MD cans quench their thirst as the cheetah displays the slogan, â€Å"Do the dew.† This commercial typically shows that MD drinkers are unique. They can slip an arm into the animal’s throat without being hurt and can beat a cheetah in a dessert race, which normal people cannot do. The other commercial called â€Å"The Labor of Love† shows a healthy baby boy who jumps off his mom’s womb at birth. Apparently, his father loves to drink MD so the baby is unique. He does things that are not typical of boys at his age. Therefore, this commercial confirms that MD is for unique people. The third commercial called â€Å"Mock Opera† shows four guys singing MD’s â€Å"Do the Dew Song.† This ad also implies the notion that MD drinkers are uniquely talented. They can lead multitudes to sing the MD song. The position of the singers, juxtaposed with the crowd, emphasizes their superiority over others. Clearly, the three ads emphasize the identity of MD as a unique drink from the mountain. They also illustrate that MD is different from other popular soda drinks. They attract consumers who opt for a drink with extraordinary or unique taste. With its commercials, MD also suggests that its drinkers are unique and by drinking the dew, consumers will be capable of doing the extraordinary. Among the three ads, the third one best represents the identity and direction of MD. Letting the singers have the dew instead of giving it to the physically active illustrates that MD is not actually for the physically active but for extraordinary or uniquely talented people. As the four talented singers take the dew, the ad implies that MD is for those with distinct taste and style. The view of the singers leading the public in chorus suggests that MD drinkers have summed up to multitudes, thus many have made a unique

Auditor's Professional Ethics and Legal Liability Essay

Auditor's Professional Ethics and Legal Liability - Essay Example instance, ‘Compensation’ though is a legitimate action it can become unethical when the top executives of companies fix ‘excessive compensation’ for themselves (Anthony, 2004, p.28). Accountants and auditors must have a code of conduct so as to coordinate their work and to fix a standard for their actions. The significance of the predetermined code of conduct is that it enables accountants and auditors to carry out their duties and responsibilities more accurately and transparently. The code of conduct remains to be an assessment tool for management to evaluate employees’ professional ethics based on their performance. In order to uphold the reliability and integrity of the profession auditors must comply with legal and ethical norms of the firm. For instance, an auditor should not reveal the audit report or any information concerned with the firm under audit to any persons or companies other than to the management which assigned the audit work. It is very difficult to bring out a fraudulent action if it is committed by persons at the higher level of the management. However, auditor should take all possible efforts to reveal the organizational misconduct of any sort. The auditor being held criminally liable under current regulations may suffer cash fine or imprisonment subsequent to his/her mistake on the concern. The punishment may also differ for intentional and unintentional mistakes which have committed during the course of audit. An auditor can minimize his legal liability by submitting audit memorandum in order to prove that he has discharged the responsibilities correctly. Audit memorandum is a personal document of the auditor which consists of all details and explanations of audit work he/she had performed. This document helps to defend the auditor in case of lawsuits and thereby minimizes his/her legal liability. Individuals like accountants, managers, and auditors play significant roles in the sustainable profitability of a firm. If the

Examination Results in Mathematics and English Essay Example for Free

Examination Results in Mathematics and English Essay INTRODUCTION Every student is required to take exam to determine if he really understands the particular subject and to measure his capability to remember certain things. Teachers use these examinations to find out the number of students who paid attention during class discussions. These are also essential to cope with the requirements of the school, so the students will think of any way or strategy to pass it. They will try to use some techniques that will help them to restore their knowledge; remember certain information and important details that might be asked in the examination. The factors that could affect a student’s performance in the said examination are still unknown. The factors may vary according to the student’s likes or the subject. The researcher wanted to pursue this topic because she wanted to find out the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy. BACKGROUND OF THE STUDY Passing the examination is not a requirement, it is a choice made through a decision. It is a student’s fault if he failed the exam. No one else is responsible for that except him, because the time he should have spent for preparing was wasted by doing nothing. CONCEPTUAL FRAMEWORK Figure 1 illustrates the independent variables: Time spent for reviewing, Test Anxiety, and Difficulty of the subject to be tested, and Study habits of the students; and the dependent variable: Examination results in Mathematics and English. The concept of the study is presented in the paradigm below: Independent Variables Dependent Variables * Time spent for reviewing * Test Anxiety * Difficulty of the subject to be tested * Study habits Examination results in Mathematics and English Figure 1.1 Research Paradigm of the Study STATEMENT OF THE PROBLEM Factors that Affect the Examination Results in Mathematics and English of selected High School Students from Mt. Moriah Christian Academy. What are the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy? HYPOTHESIS 1. There is no significant relationship between the time spent for reviewing and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 2. There is no significant relationship between the test anxiety and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 3. There is no significant relationship between the difficulty of the subject to be tested and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. 4. There is no significant relationship between the study habits and the examination results in Mathematics and English of the selected High School students of Mt. Moriah Christian Academy. SIGNIFICANCE OF THE STUDY Many people could benefit from this research. They are the students, teachers and even the school. The students will benefit from this research because they will know the importance of reviewing, and learn some useful tips that might help them pass the exam. The teachers will also benefit because they will know some things that they could apply in their teachings, and some advices that might help in preparing their students. And the school will have well-prepared and smart pupils for the real world, and great teachers that could mold a student into something better. SCOPE AND LIMITATIONS OF THE STUDY The research was conceived on the High School Department of Mt. Moriah Christian Academy. It focuses on the factors that affect the Examination Results in Mathematics and English of selected High School students from Mt. Moriah Christian Academy. DEFINITION OF TERMS Cram To force, press, or squeeze into an insufficient space; stuff. English A course or individual class in the study of English language, literature, or composition. Examination A process prescribed or assigned for testing qualification; as, the examination of a student, or of a candidate for admission to the bar or the ministry. High School A secondary school that usually includes 1st year to 4th year. Mathematics The study of the measurement, properties, and relationships of quantities and sets, using numbers and symbols. Review To go over and examine critically or deliberately. Study Habits Buying out a dedicated scheduled and un-interrupted time to apply ones self to the task of learning. Without it, one does not grow and becomes self-limiting in life. Test anxiety Is the uneasiness, apprehension, or nervousness felt by students who had a fear of failing an exam.

Who Is Babylon? Essay -- Exploring the Scriptures

In Revelation chapters 17 and 18 we read about the great whore named Babylon who sits on many waters and is the mother of all harlots. The imagery in which the apostle John uses to describe Babylon has very significant meaning, in particular for the church as she approaches the end of the age. It is of paramount importance to understand who this Babylon is and how she affects the life of every believer. Throughout the ages there have been many attempts to identify Babylon. Most have agreed that she is the Roman Catholic Church (in particular the Vatican), even to the point of identifying the Pope as the anti-Christ himself. Others have suggested that Babylon is not a religious structure but more likely political, pointing to the EEC (the European Economic Community), or to the United States (in particular New York with Wall Street). Further more, others have gone as far as to suggest that Babylon is geographical, pointing to modern day Iraq from where that former great civilization originated, and suggesting that one day that civilization will rise again to become a modern superpower. While it is true that one may find levels of Babylon in all these things, however, none of these things in themselves can fully make up Babylon. In other words, Babylon may, and does exist in these things, but no one can point to any one of these things and say, "This is Babylon". The reality is, that all these (ie. the European Union, United States with its "big business", the Vatican, and other political and religious institutions) are made up of people, and it is IN THE HEARTS of people you will find Babylon. These entities have been allowed by God to visibly show us Babylon and point to something of the nature of fallen man. "The heart is deceitful above all things, And desperately wicked; Who can know it? (Jer 17:9). The origins of Babylon, as far as mankind is concerned, dates right back to the garden of Eden when Adam and Eve were given a choice as to whether they would follow the Lord through a life of obedience and faith, or try to become as God through their own striving. From the beginning, God's intention was that man would manifest the image of God and grow into full maturity through obedience to the will of the Lord. As we know, Adam and Eve chose to disobey and eat from the tree of knowledge of good and evil. From that time o... ...e it is the opposite of God's love which allows freedom of choice, it forces a person(s) to behave a certain way, usually through emotional blackmail. Extreme forms of witchcraft used by the occult involve black magic. However, subtle forms of manipulation can not only be found in the personal lives of many believers, but also in the everyday running of many of God's churches. Husbands and wives have found that certain emotions will result in receiving a favourable response from their spouse. Likewise, church leaders have found that certain words said in a particular manner, or maybe a tear at the right time, or even a certain physical gesture, is able to move the congregation towards the goal of that leadership. THIS IS WITCHCRAFT! This takes away a person's ability to make a free choice to obey by FORCING their emotions to make a favourable response towards the one displaying these emotions. THIS RUNS CONTRARY TO GOD'S LAW OF LOVE!..........Love commanded is not love at all. Work Cited The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical Books, New Revised Standard Version. Michael D. Coogan, editor. New York: Oxford UP, 2001. Print. Who Is Babylon? Essay -- Exploring the Scriptures In Revelation chapters 17 and 18 we read about the great whore named Babylon who sits on many waters and is the mother of all harlots. The imagery in which the apostle John uses to describe Babylon has very significant meaning, in particular for the church as she approaches the end of the age. It is of paramount importance to understand who this Babylon is and how she affects the life of every believer. Throughout the ages there have been many attempts to identify Babylon. Most have agreed that she is the Roman Catholic Church (in particular the Vatican), even to the point of identifying the Pope as the anti-Christ himself. Others have suggested that Babylon is not a religious structure but more likely political, pointing to the EEC (the European Economic Community), or to the United States (in particular New York with Wall Street). Further more, others have gone as far as to suggest that Babylon is geographical, pointing to modern day Iraq from where that former great civilization originated, and suggesting that one day that civilization will rise again to become a modern superpower. While it is true that one may find levels of Babylon in all these things, however, none of these things in themselves can fully make up Babylon. In other words, Babylon may, and does exist in these things, but no one can point to any one of these things and say, "This is Babylon". The reality is, that all these (ie. the European Union, United States with its "big business", the Vatican, and other political and religious institutions) are made up of people, and it is IN THE HEARTS of people you will find Babylon. These entities have been allowed by God to visibly show us Babylon and point to something of the nature of fallen man. "The heart is deceitful above all things, And desperately wicked; Who can know it? (Jer 17:9). The origins of Babylon, as far as mankind is concerned, dates right back to the garden of Eden when Adam and Eve were given a choice as to whether they would follow the Lord through a life of obedience and faith, or try to become as God through their own striving. From the beginning, God's intention was that man would manifest the image of God and grow into full maturity through obedience to the will of the Lord. As we know, Adam and Eve chose to disobey and eat from the tree of knowledge of good and evil. From that time o... ...e it is the opposite of God's love which allows freedom of choice, it forces a person(s) to behave a certain way, usually through emotional blackmail. Extreme forms of witchcraft used by the occult involve black magic. However, subtle forms of manipulation can not only be found in the personal lives of many believers, but also in the everyday running of many of God's churches. Husbands and wives have found that certain emotions will result in receiving a favourable response from their spouse. Likewise, church leaders have found that certain words said in a particular manner, or maybe a tear at the right time, or even a certain physical gesture, is able to move the congregation towards the goal of that leadership. THIS IS WITCHCRAFT! This takes away a person's ability to make a free choice to obey by FORCING their emotions to make a favourable response towards the one displaying these emotions. THIS RUNS CONTRARY TO GOD'S LAW OF LOVE!..........Love commanded is not love at all. Work Cited The New Oxford Annotated Bible: With the Apocryphal/Deuterocanonical Books, New Revised Standard Version. Michael D. Coogan, editor. New York: Oxford UP, 2001. Print.

Math Ia

Math IA Math Internal Assessment EF International Academy NY Student Name: Joo Hwan Kim Teacher: Ms. Gueye Date: March 16th 2012 Contents Introduction Part A Part B Conclusion Introduction The aim of this IA is to find out the pattern of the equations with complex numbers by using our knowledge. I used de Moivre’s theorem and binomial expansion, to find out the specific pattern and make conjecture about it. I basically used property of binominal theory with the relationship between the length of the line segments and the roots. Part ATo obtain the solutions to the equation ) | | Moivre’s theorem, (| | equation, we will get: , I used de Moivre’s theorem. According to de . So if we apply this theorem in to the (| | ) ( (| | ) ) | | ( ) If we rewrite the equation with the found value of , it shows (| | ( ( ( ( ) )) )) Let k be 0, 1, and 2. When k is 0, ( ) ( ) v v Now I know that if I apply this equation with the roots of ( ) ( ) we can find the answers on the unit circle. I plotted these values in to the graphing software, GeoGebra and then I got a graph as below:Figure 1 The roots of z-1=0 I chose a root of and I tried to find out the length of two segments from the point Z. I divided each triangle in to two same right angle triangles. By knowing that the radius of the unit circle is 1, with the knowledge of the length from D or Z to their mid-point C is length of the segment segment ) v , I found out . So I multiplied this answer by 2. And I got the v . I used same method to find out the length of the . (v v Figure 2 The graph of the equation z^3-1=0 after finding out line segment Thus we can write that the three roots of , and we can also factorize the equation by long division.Since I know that one of the roots is 1, I can divide the whole equation by (z-1). And then I got . So if we factorize the equation as: ( )( ) As question asks I repeat the work above for the equations . Using De Moivre’s theorem, can be rewritten as: ( ) Sup pose So the roots of the equation are . As we can see the graph below, I drew a graph of the roots and connected two other from a point A. The question wants me to find out the length of the line segments which I connected from a single roots to two other roots, . Since are isosceles right-angle triangles with two sides of 1.With the basic knowledge of right triangle with two I found out that the length of the v v Figure 3 Graph of z^4-1=0 before finding out the line segment Figure 4 Graph of z^4-1=0 after finding out the line segments Again I am finding out the roots of ( ( ( Suppose that the k is equal to 0,1,2,3 and 4. ) ) ) ( ( ( ( I plotted those roots of the equation ) ) ) ) ( ( ( ( ) ) ) ) ( ( ( ( ) ) ) ) in to GeoGebra and on an Argand Diagram. And as shown below I found out the length of the line segments Figure 5 Graph of z^5-1=0 before finding out the line segments Figure 6 Graph of z^5-1=0 after finding out the line segmentsSo if I rewrite the lengths of line segments fo r each different equations and , they are: , ( ) ( ) , | | | | | ( ( ( ( )| )| ( ) )| ( ) )| ( )| With my values of distance of the line segments between the chosen root and others, I made a conjecture that says ( | ( | | ( [ ]) |) ( | ( |) ) † I tried to prove this conjecture. But as shown below, it is impossible to prove due to unknown amount of multiple of the sin properties ( ) Then I tried to prove it by binominal expansion, which is totally different way. I drew a graph of an equation (shown below) and connected between a root to all the other roots.Figure 7 The graph of z^n-1=0, with its roots connected As shown above, the graph has certain amount of roots, and they are connected to a root as told in the problems. And the lengths of those line segments are able to be written as ( So I rewrote the equation ( And with the knowledge of ( )( )( )( ) ( ) )( ) in the form of )( )( ) ( ) And since the angles , And I will have ( ) And then, with the binominal expansion, I folde d it out, and got ( ( ( ( ) ( ) ) )( )( )( ) ( ) ) ( ) And I can find out that ( ) ( ( ( )( ) )( ) )( ( ) ( ) ) And I know that ( ) , so with this knowledge, I rewrote ( ( )( ) )( ( )( ( ) ) And all those ( to zero. So it finally has )and ( ) refer ( ( ( ( ( ) ( )( )( )( ) ) ) ( ( ) ) ) ) And there are two condition where n can be even number or odd number, And according to this condition the value of n ( { ) | | | | So the total product of the length of the line segment equal to the power of the equation Proved. And I factorized When I factorized ( ( ( )( )( , I got the answers like: )( ) ) ) And I also tried to test my conjecture with some more values of For ( ) Suppose ( ) ( ) ( ( ) ) Figure 8 The graph of z^6-1=0 with line segments The product of lengths of the line segments are v vFor ( Suppose ) Figure 9 The graph of z^7-1=0 with its line segments Part B I am going to find the solutions of this equation for each Moivre’s theorem to obtain solutions to the equation . And I will use de . And I also drew diagrams for each roots of the equation s. I used Geo Gebra to represent each roots of the equation on the Argand Diagram. So, when ( ) ( ( ) ) ( ( ( ) ) ) ( ( ) ) ( ) ( ) v v ( ) ( ) Figure 10 The graph of roots of equation z^3=i As shown above, the equation has three distinct roots. And the distance of arc between each neighboring roots are same with others.Roots of this equation increase by are three roots on the unit circle. , so we can find that there When ( ( ( ) ) ) Suppose ( ) ( ( ( ) ) ) Figure 11 The graph of roots of equation z^4=i When n=5, ( ( ) ) Suppose ( ( ) ( ( ( ) ) ) ) ( ) Figure 12 The graph of roots of the equation z^5=i Basically all the roots we found are on the lane of the unit-circle, because we use the complex ( ) number whose modulus is 1. ] . So if I generalize the equation of , I would get: ( ( So for the equation like equation is Generalize the equations of , ) ) that satisfy this ( ). And I can should be (0+1i)= i.And t he value of into , where n=3,4 and 5. rad. So we can change the equation ( ) ( ( ( ) ) ) With the knowledge of in the right triangle of a b So With the knowledge v It is possible state that This generalization is proved naturally as we found out that the angle of the roots is . When But when | under the condition of | | | has a generalization of the generalization would change as Conclusion I found out some patterns about two different equation: some conjectures that led me to find out and prove it. For of all length of the line segments connected form a root to others. . There were n is equal to the product

Back ground of Venezuela

Gran Colombia collapsed in 1830 and out of it came Venezuela together with two other countries. Venezuela occupies an area of 912,050 sq. km. which is approximated to be almost three times more than the area of California. The capital city of Venezuela is Caracas and other major cities in the country are Valencia, Maracay and Maracaiba among others. In terms of climate, the country experiences tropical and temperate climate depending on the altitude. The total population is estimated to be 28 million with an annual growth rate of 1. 6%. About 96% of Venezuela’s citizens are Roman Catholics who live in the urban areas.Venezuela embraces compulsory education for at least nine years which has seen 95% of the total population become literate (Anon. 2010). There are many ethnic groups that live in the country such as the Arab, German, and Spanish. Venezuela’s export comes from natural resources such as petroleum, coal, natural gas, hydroelectric power and others. Statistics shows that the GDP is $313 billion with a per capita of $11,207 and an annual growth rate of 2. 9 percent. Government expenditure is estimated to be 27 percent of the total GDP (Anon. 2010).With the growth in the economy, most people have moved from the rural areas to settle in the urban centers leading to congestion and increased pollution. The consumer price index has been increasing significantly over the last five years. The government dictates over the economy and controls the oil company and the electricity sector. Most of the assets in the country have been nationalized denying private investors space for investments. For many years the country has been experiencing high inflation rates coupled with threats of poverty which makes it even harder for private investors (Anon.2010). The income inequality is quite significant with some people living in poverty and others in extreme poverty. The Gini coefficient has been estimated to be 0. 41. Unemployment rate was estimated to be 6. 6 percent in the formal sectors although this does not depict a clear picture of the unemployment in the country since more than half of the total work force work in informal sector. For a long time, Venezuela has been having border disagreements with Guyana and Colombia but policies are being employed to ensure that peace is restored (Anon. 2010).Some of the problems that the country is facing can be addressed through privatization of some of the government assets. Private investors play a major role in boosting the economy of any nation. The government should embark on policies aimed at making developments in rural areas so as to increase employment opportunity and reduce congestion in the urban areas. Reference list Anon, (2010). Background Note; Venezuela, Bureau of Western Hemisphere Affairs [Flag of Venezuela], Retrieved May 12, 2010 from, http://www. state. gov/r/pa/ei/bgn/35766. htm

Facing It Essay Example

Facing It Essay Example Facing It Paper Facing It Paper The Reflections of War In the poem, â€Å"Facing It,† Komunyakaa uses his personal experience while visiting the Vietnam Veterans Memorial after surviving the Vietnam War and the mental affect of the reality that death has left. In the poem the author uses imagery to illustrate to the reader the feelings he experiences while dealing with the loss of his fellow comrades. â€Å"I go down the 58,022 names, half-expecting to find my own in letters like smoke. (14-16) While at the memorial he is reminded of the ones he lost in the war, as well as that of the trials endured by people of all races even in a time where there was still a racial divide. The author uses imagery to develop the theme of the consequences and the affects that linger long after the war is over regardless of race. The theme of the poem is illustrated throughout but is identifiable in the middle with the words used to create imagery, â€Å"I touch the name Andrew Johnson; I see the booby traps white flash. (1 7-18) The author also uses imagery to show that the conflict had affected whites and blacks alike and had in some ways joined them as simply brothers in arms. â€Å"A white vet’s image floats closer to me, then his pale eyes look through mine. I am a window. † (25-27) The author uses these lines to show the reader that white or black they can both look back and reflect on the hells of war and relate to one another. Hurst2 As the poem closes out the author adds something else for the reader to think about. In the black mirror a womans trying to erase names: No, shes brushing a boys hair† (29-31). The author uses these lines to illustrate how the war affected many people including parents, wives, sisters, brothers and children for today and generations to come in the future. Hurst 3 Work Cited Komunyakaa, Yusef â€Å"Facing it†: Kennedy, X. J. and Gioia, Dana â€Å" An Introduction to Fiction, Poetry, Drama, and Writing 3rd Edition† Backpack Literature.

Combining Sentences

Combining Sentences Combining Sentences Combining Sentences By Mark Nichol One cure for flabby prose is greater attention to more lean, muscular writing by, whenever possible, creating a subordinate clause for one sentence by combining another sentence with it. Here are five examples of this approach. 1. Robert Gordon Sproul was a member of the University of California’s class of 1912. He was appointed to serve as comptroller of the university in 1914 and then served as president from 1930 to 1958. The two pieces of biographical information can be unified into one sentence by deleting was in the first sentence and making the rest of the statement a parenthetical, then deleting the subject of the second sentence and combining the subject and parenthesis of the first with the rest of the second: â€Å"Robert Gordon Sproul, a member of the University of California’s class of 1912, was appointed to serve as comptroller of the university in 1914 and then served as president from 1930 to 1958.† 2. â€Å"Senate Bill 7 had been written by the Water and Forest Association. It called for the creation of an unpaid three-member commission.† These sentences can be combined with the same procedure as used in the previous example, but the context may require the addition of which and the retention of â€Å"had been†: â€Å"Senate Bill 7, which had been written by the Water and Forest Association, called for the creation of an unpaid three-member commission.† 3. â€Å"The group meets once a week. During each meeting, students participate in a mini-lesson that explains specific conventions or spelling patterns.† Here, cannibalize the first sentence to insert modifying words or phrases based on the two nouns into the second one: â€Å"During each weekly meeting, students in the group participate in a mini-lesson that explains specific conventions or spelling patterns.† 4. He started work on a project he called Real Life/Reel Life. It was based on a book called Screen Test: How Movie Stars Separate Real Life and Reel Life. Alter the first few words of the second sentence to change it to an introductory subordinate clause, then attach the first sentence to it as the main clause: â€Å"Inspired by a book called Screen Test: How Movie Stars Separate Real Life and Reel Life, he started work on a project he called Real Life/Reel Life.† 5. â€Å"The documentary was based on Major Alexander De Severksy’s book Victory through Air Power, which was published in 1942. The book made the case that the nature of war was changing dramatically.† The easiest revision, â€Å"The documentary, based on Major Alexander De Severksy’s book Victory through Air Power (published in 1942), made the case that the nature of war was changing dramatically,† changes the meaning somewhat, attaching the thesis to the documentary rather than the book (which may be valid, as both the book and film may make the case). Here’s an alternative that preserves the intent of the original sentences: â€Å"The documentary was based on Major Alexander De Severksy’s book, Victory through Air Power, published in 1942, which made the case that the nature of war was changing dramatically.† 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 Style category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Among vs. Amongst10 Types of Hyphenation Errors

Sustainable Use of Gas in Israel Assignment Example | Topics and Well Written Essays - 2250 words - 2

Sustainable Use of Gas in Israel - Assignment Example Since then, other deposits have been found on the shores of Israel along the Mediterranean Sea. Initially, all the gas deposits were for exportation, but since 2004, there has been an increase in the demand for gas within the local economy. Industries were growing and the energy demand of the country was rising. However, the extraction of gas has numerous effects on the environment. This is made worse by the fact that drilling of gas is done in the sea as this endangers the marine life. Most drilling companies do not adhere to the strict environmental regulations due to the offshore nature of this activity. However, in the recent past, there have been instances that have resulted in spillages in the sea and this has brought to light the activities of these offshore companies. The main role of this project is, therefore, to come up with a framework by which the gas companies can operate sustainable businesses by considering the impact that this industry has on the environment. The country of Israel is well endowed with natural resources. Most of this has been in the oil sector with the country having many refineries. In 2009, the Tamar natural gas deposits were found off the coast of Haifa, Israel. This discovery marked a major turnaround in the energy sector for Israel (Cohn 2010). The Tamar gas fields are one of the largest natural gas deposits in the world and have the potential to meet all the energy requirements of Israel for the next 20 or 30 years. This was however only the beginning because in the next year there was the discovery of several other deposits in Leviathan and Tanin. The Leviathan deposit is twice as big as the Tamar deposit. This marked a major shift in the fortunes of Israel as it begun to exploit these natural resources. The location of Israel next to the major oil producers in the world had not helped it meet its energy demand given the hostile relations between Israel and most of these nations.  

Implementing The Learning Organization Essay Example | Topics and Well Written Essays - 2000 words

Implementing The Learning Organization - Essay Example One of the key components of a Learning Organization is a commitment to lifelong learning (Stinson, Pearson, & Lucas, 2006, p. 309). The rapid pace of change in technology, medicine, and education demands that a successful organization places a value on learning and makes adequate time for it to take place. Placing learning at the forefront of an organization's priorities characterizes it as a Learning Organization. At Booz Allen, a strategy consulting firm, they have a program called Discover Booz Allen. Senior executives have informal chats with junior colleagues on management techniques and insights into career success throughout a yearlong immersion process (Holistic approach to learning, 2006, p. 28). According to Stinson et al. (2006) to facilitate this type of learning, "[...] learning time must be protected" (p. 311). This commitment to learning creates an atmosphere for the successful Learning Organization to cultivate the key disciplines that are at the heart of the philoso phy. The Learning Organization revolves around the principles of not just what we learn, but how we learn. To motivate people to learn in this new environment, the needs of the organization need to be kept central to the process. A common shared vision among all members is the ability to envision a mutual goal which provides the framework, force, and energy for all learning to take place (Kezar, 2005, p.12). This vision is not a strategic plan or management mission statement. It is a vision that is created by the mutual understanding of all the members of the group, and contributes to the picture of the future of the organization (Giesecke & McNeil, 2004, p. 58). In this way each individual member of the group will be able to incorporate the vision into their daily activities. When there is a common view of the future and a mutual understanding of the purpose of the organization, learning can begin to take place. Though learning takes place at the individual level, it is team learning that is most effective. According to Senge (1990), 'Team learning is vital because teams, not individuals, are the fundamental learning unit in modern organizations. . . unless teams can learn, the organization cannot learn" (as cited in Stinson et al., 2006, p. 311). In the team environment, individuals must put aside assumptions and previously held notions and be open to new ideas as more creativity can come from a team than can be generated by the individuals (Giesecke & McNeil, 2004, p. 58). Within the structure of the team, each member must be open to self-examination and begin the process of critically evaluating what they believe to be true. Through the discipline of mental models, the individual turns inward and begins as Stinson et al. (2006) states, "learning to unearth our internal pictures of the world, to bring them to the surface and hold them up rigorously to scrutiny" (p. 310). This is an ongoing process that that is a part of lifelong learning. It is the understanding of our own vision and views, yet takes into account that others may have alternative views that are valid, valuable, and can contribute to the shared vision (Kezar, 2005, p. 19). Only when the limitations and barriers to learning are broken can true

High Renaissance and Baroque Period Art Essay Example | Topics and Well Written Essays - 1000 words

High Renaissance and Baroque Period Art - Essay Example Ugolino Martelli. 1535 has a background with a balcony and two other windows. The interesting point is the fact that he used the same points to draw pillars and what looks like a balcony in Portrait of Bartolomeo Panciatichi. 1540. The material used in this painting was tempera on wood which was a mixture of pigment with egg yolk.In these three paintings, other parallels can be drawn. They are all holding books. The two young boys have marble skin and exquisite black clothes showing the richness of their families. Third-dimensional background for three other paintings. Their eyes are not looking in the same direction. This artist was chosen of the Italian Renaissance as a portrait artist who could not paint exact likeness because he had to flatter his subjects. (Haughton 233) The next period in art history, the Spanish Baroque period allowed its artists to paint more realistically. Two portraits have been chosen and one large paintingDiego Velasquez, Portrait of Juan de Pareja, 1650 has far more freedom than Bronzino in his work. He was the court's principal painter and considered a diplomat as he traveled for the king. This painting was chosen to compare first to the Portrait of the Young Man. When Velasquez was in Rome to paint the Pope Innocent X, he wanted to practice, he did a life portrait from his assistant, slave, mulatto painter Juan de Pareja." (Rousseau 1) There is such realism in his facial expression, the sweat on his face, the hole in his painter's smock, the beard, the bushy hair.

Representation Of Consciousness In To The Lighthouse English Literature Essay

Representation Of Consciousness In To The Lighthouse English Literature Essay This paper examines the view that consciousness is a key theme in To the Lighthouse  [1]  and is used to explore the nature of reality both as it relates to the subjective world of individuals and the objective world that society agrees on. Further, that Mr and Mrs Ramsay appear to represent the two aspects, Mr Ramsay objective and Mrs Ramsay subjective and that Lily Briscoes character is used to resolve the question of how one person can make sense of these apparently conflicting internal and external views of reality. In a sense, the end of the book when Lily has her vision could be read as her solving Mr Ramsays life work into subject and object and the nature of reality. (p.26) In many ways Woolfs style is stream of consciousness; lots of thoughts presented without clear distinctions between them or who is having them. Sometimes we see the characters through their own eyes, sometimes one character is thinking about another one, and sometimes the author appears to be making her own comment on a character without being absolutely sure of her facts about them. We see how internal struggles impact outward actions and affect the way characters perceive each other. Woolf uses her authorial voice in the way she frames and selects certain aspects of her characters that she would like us to see and not others. If a stream of consciousness technique had been used throughout however, this would not have been so obvious. As Ayers puts it: To the Lighthouse presents the consciousness of various characters in an idiom which sometimes is borrowed from the minds and voices of the characters, and at other times is cast in a narrative voice which is independent of the character(s) even while it narrates according to their thought and knowledge. This means there is still an authorial voice present  [3]   She selectively dips in and out of her characters thoughts, into the mind of another character, and back again. à ¢Ã¢â€š ¬Ã‚ ¦the lines separating narrator and author, and narrator and character, are, in most cases, very obscure. In some instances, therefore, it is vital to see, to feel, the various ways the author places the narrator, since the position the reader feels will often establish for him the narrators location in the setting; and this not only firmly identifies him but also clarifies his relationship to the action.  [4]   All her characters speak in the same idiom, they can not really be differentiated by the words they use. They are not thinking off the top of their heads; their thoughts are articulated in a highly formulated prose. Mr Ramsay is characterised by the omniscient narrator in terms of rational facts and outward reality: What he said was true. It was always true. He was incapable of untruth; never tampered with a fact; never altered a disagreeable word to suit the pleasure or convenience of any mortal being, least of all his own childrenà ¢Ã¢â€š ¬Ã‚ ¦ (p.4) Later on in the first section the same argument about whether it will be fine enough to go to the Lighthouse tomorrow is continued, but this time we are taken into the consciousness of Mr Ramsay and see that his view of reality is, after all, coloured by passion. But it is a passion for the absolute as it affects his family. He wants their internal reality to match the external world: The extraordinary irrationality of her remark, the folly of womens minds enraged himà ¢Ã¢â€š ¬Ã‚ ¦and now she flew in the face of facts, made his children hope what was utterly out of the question, in effect, told lies. (p.36) More is revealed about how him, however, when we are shown Mrs Ramsays perceptions. Mrs Ramsay is depicted as the opposite of her husband, relying on her feelings and intuition to unite people  [5]  : To pursue truth with such astonishing lack of consideration for other peoples feelings, to rend the thin veils of civilization so wantonly, so brutally, was to her so horrible an outrage of human decency. (p.37) Three consciousnesses are used in this example to show that reality is not just what is out there in the physical world, but that there is also an inner reality of feeling, which cannot be separated from external pressures. In each example above, the sense of reality shifts slightly, as does the readers perception of each characters consciousness. This sense of shifts in consciousness and reality is set up from the first page: à ¢Ã¢â€š ¬Ã‚ ¦James Ramsay, sitting on the floor cutting out pictures from the illustrated catalogue of the Army and Navy Stores, endowed the picture of a refrigerator as his mother spoke with heavenly bliss. It was fringed with joyà ¢Ã¢â€š ¬Ã‚ ¦though he appeared the image of stark and uncompromising severity, with his high forehead and his fierce blue eyesà ¢Ã¢â€š ¬Ã‚ ¦so that his mother, watching himà ¢Ã¢â€š ¬Ã‚ ¦imagined him all red and ermine on the Bench or directing a stern and momentous enterprise in some crisis of public affairs. (pp.3-4) The omniscient narrator shows us James sitting on the floor, dips into his consciousness to tell us how he is feeling, goes back out again to describe what he looks like then goes into his mothers imagination as she looks at him. Auerbach  [6]  calls this the multipersonal representation of consciousness and Nussbaum  [7]  tells us the reader isà ¢Ã¢â€š ¬Ã‚ ¦constantly made aware of the richness of consciousness, and of the tremendous gap between what we are in and to ourselves, and the part of the self that enters the interpersonal world. None of the characters are shown to the reader with absolute clarity, as seen through a photographers lens, but as perceived by human consciousness; glimpses caught and revelations made. Woolf is trying to show life as it is lived. Not as a neatly packaged event with well understood motives and defined beginnings and endings, but as a series of perceptions and small moments of understanding which constantly shift over time according to the influence of those people around us. Characters are shown trying to deal with the conflict between their own internal reality, their consciousness or state of being, and the external reality, the real world with its expectations of how things are, as generated by society and the way nature is real independent of any human force on it. James thinks things that a six year old boy would not actually be thinking. Woolf takes James simple hate of his father thwarting him and uses highly stylised and metaphorical language comprised of grammatically precise sentences  [8]  to explain how he feels about his father disrupting his relationship with his mother. he hated him for the exaltation and sublimity of his gesturesà ¢Ã¢â€š ¬Ã‚ ¦but most of all he hated the twang and twitter of his fathers emotion which, vibrating round them, disturbed the perfect simplicity and good sense of his relations with his mother. (p.42) In this case, James consciousness is not hazy at all; it is sharp and focused, but the language used forces the reader to the conclusion that this perception is given to him by the narrator for her own purposes, to heighten the tension and create an atmosphere of instant hatred. That it does not accurately describe the words that a boy of James age would use does not necessarily mean that it is not truthful, that it does not accurately convey his feelings. That the voice of the narrator is mixed with James highlights the difficulty of reconciling an internal reality with an external codified and recognised one. This constant shifting in narrative voices also highlights the difficulties of ever knowing all of another person, which Love has presented as a problem: The difficulty with the Ramsays, in short, is this: People who seem to know one another do not truly know one another. They have a certain tense harmony and union, but even as they are united, they are discordant within themselves and with one another. Knowledge is unknowing; harmony contains disharmony  [9]   But much of what Woolf seems to be saying with her characters is that they do not actually know themselves fully. Just as there is no one reality, no meaning of life, there is no one unwavering internal core of self knowledge and belief; it is constantly changing with external influences. Even when Lily Briscoe has her vision it is acknowledged as fleeting, as a small part of life: à ¢Ã¢â€š ¬Ã‚ ¦she looked at her canvas; it was blurred. With a sudden intensity, as if she saw it clear for a second, she drew a line there, in the centre. It was done; it was finished. Yes, she thought, laying down her brush in extreme fatigue, I have had my vision. (p.242) Lily could be read as a combination of both Mr and Mrs Ramsay as she wants to get beyond her inner reality, typified by Mrs Ramsay and represent it through her art, in an outward way. This is what Mr Ramsay does, although he uses words rather than art and does not have to struggle in the same way that Lily does to give herself permission to paint. His internal struggle is more of the nature of knowing he is not quite the Great Man he would like to be, but he does know that it is his right to be one, whereas Lily feels that the mere act of painting and expecting to be taken seriously as an artist is something she has to fight for, she is aware of her own inadequacy, her insignificance. (p.22) Ayers sees To the Lighthouse as having a pessimistic conclusion because Lilys painting is destined to be confined to a future attic  [10]  but it could also be interpreted as being positive on the individual scale as Lily does have her vision; she comes to an understanding of life and her place in it that does not depend on being shown in an art gallery of the (male) establishment. So there is more than a [tentative suggestion of] the importance of art in transfiguring the moment  [11]  because that transfiguration takes place on an individual basis. Lily has achieved her own personal unity in the face of opposing, controlling forces and expectations such as Mr Ramsays greatness and his demands for sympathy, George Tansleys remembered women cant paint, cant write (p.184) and Mrs Ramsays reverence for men and her role as the familys emotional centre. In that moment she reconciled the internal and external, the subjective and objective. Woolf it seems is saying that it is only on this fleeting moment-to-moment basis that life can be understood but that these moments build on top of each other to provide fresh versions of reality, which can in turn be renegotiated and perceived.

JUVENILE LAW :: essays research papers

ARE YOU A JUVENILE OR AN ADULT?   Ã‚  Ã‚  Ã‚  Ã‚   Mo. Laws make this question very complicated. Some times we might think we are juvenile’s, but by law we can be and treated as an adult. At age 13, you can go to some health clinics and get some medical treatments and testing done without your parents permission, such as pregnancy, alcohol/drug, and sexual transmitted diseases. Most of the time, if you are under 18, you need your parents permission, unless you are married, or in the military. At 15 1/2, you can get a special permit to drive with a legal guardian, but if you break a traffic law you are considered an adult. But at 16, you can get your own drivers license. If you are under 18 and even at age 12, you can be considered an adult if you commit a serious crime, such as killing, drug related. rape, repeated offenses, or stealing a car. If you are under 18, and are picked up by a police officer and taken to juvenile court, a juvenile officer will decide how to handle your case. Then a juvenile judge hears the evidence with you and your parents. The judge studies the whole complete picture of you, and your whole life and everything in and around you, and your crime, and then decides as to whether or not your case will be held in Juvenile Court or in a Adult Court. If your case is held in Juvenile Court and you are found guilty, and since he has made a complete study of you and your case, he will be the one to decide how and what will happen to you. If you are tried as an adult and found guilty, naturally the punishment will be more severe such as:

The Historical Biography of Martin Luther

It is obviously important to note that society has evolved and that the issues of the sixteenth century although dictated by time are not all that different than what our schools face today. There may not have been a separation of church and state but there was a need for educational reformation. â€Å"It is sometimes forgotten that the Reformation was as much concerned with school as it was with church and home. Appreciating the role of education in directing church and society back to the source of the Christian faith, the reformers were committed to the schooling of the young. (Faber, 1998) There is no doubt that Martin Luther appreciated the structured approach of schools since one of his first official acts as a reformer was an attempt to convert existing monasteries schools. â€Å"For Luther, of course, education was grounded in the study of Scripture, a study that was to take place both within homes and schools. Committed by the First Amendment to separation of church and state and to freedom of religious expression, pluralistic America of the twenty- first century is very different from Luther†s Germany of the sixteenth century. (Harran, 2004) Many of the underlying foundation of the modern public schools systems around the world owe a great deal to the sixteenth century Reformation and Martin Luther. â€Å"In home, school, church, and community, fostering that awareness and understanding is the purpose of education and the responsibility of educators. No challenge is more urgent than empowering young people courageously to step into the stream of human events, refusing to stand upon the shore as bystanders. (Harran, 2004) Who better to use as a scholar for this particular work. I believe that Martin Luther would agree with the notion that our graduates should not only have a desire for collaboration, but should also strive to develop the bonds within a school†s collaborative learning environment. Luther lived in a time where only the wealthy or well connected received an education. This class isolationism went against the philosophies of today where diversity and interdependent social cultures strive to exist. In opposition to those who saw education as the privilege of only a few, Luther argued vociferously for compulsory education for all, recognizing the value of each individual before God. In an age in which only a few could afford to attend school and women received little if any education, Luther eloquently argued for expanding educational opportunities. † (Harran, 2004) Luther believed that a universal educational opportunity offered more to society and that mass education would be more advantageous because of the fact that it offered more collaborative opportunities. In the words of Martin Luther, â€Å"My dear sirs, if we have to spend such large sums every year on guns, roads, bridges, dams and countless similar items to insure the temporal peace and prosperity of a city, why should not much more be devoted to the poor neglected youth? † (Harran, 2004) Luther believed that society would benefit if more individuals were given the opportunity to improve themselves and he also seemed to understand that this process should include more collaborative educational methods. I also agree with the idea of collaborative educational methods and goals. I also believe that as teachers, we should promote the idea of students working together so they can learn from one another and at the same time extend their willingness and ability to interact and learning outside of the classroom. Today†s kids need PDA†s and other technology just to keep up with their own and friend†s busy schedules. Between commuting, extra curricular activities and homework, students may find that it is hard to coordinate with their peers. That is why we as teachers must create scenarios that promote togetherness through properly applying classroom settings, the use of technology and sound planning to eliminate the barriers of collaboration. It is a teachers responsibility to create an atmosphere that provides a comfortable setting for contribution by all, enable collaboration without regard to time or place and to help students learn from each other no matter what their diverse backgrounds might be. Luther was an advocate of a well conceived educational process. Writing in times far different than ours, Luther underscored the importance of a curriculum that truly engages young people and that inspires them to a genuine love of learning in all its many forms. † (Harran, 2004) This atmosphere can only occur if the teachers and administrative entities support critical self-reflection by the teachers. Teachers can only provide curriculums that engage if they themselves are up to date in their personal reflections and educations. I also agree with the fact that self awareness, professional development and personal achievement by teachers are areas that are critical to the success of the entire educational process. Professional development for example can be considered important in the realm of critical self-reflection because it is a vital piece of the teaching puzzle. Teachers who evaluate their needs and performance can use professional development opportunities to stay current with the new or available practices in teaching, learning and presentation. Consider that a large number of math teachers simply place far too much influence and credence on outdated text books and techniques. â€Å"Even while educators work to reduce the dominance of text-based learning in mathematics classrooms, publishers and teachers need to explore new modes of publication that will enable good innovative ideas to enter expeditiously into typical classroom practice. † (National Research Council 1989, p. 67) Self reflection will provide opportunities to change. Martin Luther and his reformers were the most social conscious individuals of their time. The reformations that he promoted were basically social justice reformations. Luther believed that the existing class system was not fair and that all classes should receive the opportunity for an education. â€Å"Not only would the state benefit from a reformed education, but also – and especially – the church. † (Faber, 1998) In the sixteenth century, those who could not read or write were forced to learn their religious scriptures form the religiously factions thus putting the poor and uneducated at a distinct disadvantage. Luther promoted that all individuals be educated and therefore eliminate those social injustices. Similar to the unfair class separation of Luther†s times, I believe we must address the social injustices of our times. â€Å"Schools in the United States face a multiplicity of challenges, from gaining adequate funds to hiring well-qualified and dedicated teachers to meeting the ever-increasing obligations of state-mandated testing to determining policy about such complex issues as bi-lingual education. † (Harran, 2004) We today face the distinction of having schools in poor urban areas that have no books, are literally unsafe, have no clean running water and certainly few to no good teachers while less than a mile down there could be an affluent school with a plethora of extras and well manicured lawns. Social justice always boils down to the haves and the have not†s. Consider the differentiation with the technology have line today. Schools that can afford new technology have it in abundance and every child has access to the internet and other educational tools. But, in our urban communities there are whole high schools that may only have five or six computers and those are for administrative applications. Today we are more adept at working with the special needs of race, ethnicity, class, cultural and linguistic diversity, religion, gender, sexuality and special needs. In Martin Luther†s sixteenth century, diversity was focused more on the differences between rich and poor and religious preference was a one way street. So when he wrote or worked to reform the system, he was trying to incorporate those who were considered to be the minorities of their time. Yet, whether the differences were color or religion is not relevant. The key is that there was a need for reform with the existing process just like we have a need for change in our modern day educational process. â€Å"The need for educational reform was urgent at the beginning of the sixteenth century. At that time there existed no school system as such, and teaching was often limited to the children of wealthy merchants and city rulers. In many places the Roman Catholic church supervised the training of the youth in monasteries, cloisters, and other church-run institutions. But these were falling into disrepute and disrepair, as the populace reacted against the corruption and abuses among the clergy. † (Faber, 1998) Today, research covering the effects of diversity in the classroom show how and why effective teaching can be linked to the ability of instructors to incorporate diversity into their classrooms. These studies repeatedly show that there is a direct correlation between a child†s attitude towards his or her race and ethnic grouping and other cultural groups from as early as the preschool years. In other words, young children develop their stereotypes in the classroom or in the home environment at very early ages. Teachers can therefore help reduce or hopefully even eliminate negative stereotypes by being diversity conscious themselves. Through the use of culturally sensitive class initiatives for example, teachers have an opportunity to establish more positive examples for their students. â€Å"Researchers agree that new models of professional development are needed, and that such models must include a focus on the development of local cultures of interest if they are to be sustainable. (Swan, Vargas, & Holmes, 2004) In conclusion, this paper was on Martin Luther and also my interpretations of his views on the treatise of scholarship and education. From Luther†s point of view, this report attempted to propose possible reforms in the area of curriculum. The report was formatted in the form of an action plan that articulated my personal philosophies of teaching and identified with Martin Luther as my selected scholar. Issues addressed were the educational and conceptual frameworks of collaboration, social justice, diversity and critical self-reflection. Obviously Martin Luther appreciated the structured approach of schools since one of his first official acts as a reformer was to convert existing monasteries into schools. This may even be the underlying foundation of all modern public schools systems around the world. Who could be a better scholar for this particular project. â€Å"There is no denying the huge gap between the sixteenth century and the twenty- first. Luther†s Germany was overwhelmingly Christian; he could look to the state to further the agenda of Christian education, although he insisted that the responsibility for education was not solely, or even primarily, the responsibility of government. We live in a very different world from that of Luther. The United States is rich in cultural and religious diversity, and, from an early age, children experience that diversity and multiplicity of religious traditions and values in school and community. † (Harran, 2004)