George Orwell – “Shooting an Elephant” (1936)

â€Å"Shooting an Elephant†, by George Orwell, is a highly effective piece of non-fiction. Although written about an event many years ago, in a society that no longer exists as it did then, the essay still holds relevance in the ideas it contains. It is how Orwell puts across his views on colonialism and human nature that I intend to investigate. The essay revolves around Orwell recounting an incident which he experienced as a policeman in colonial Burma, in the 1920's. Orwell was called to act when a tame elephant went ‘must' and started ravaging a bazaar, killing one of the indigenous Indians. However, by the time he had located the elephant, the attack seemed to have passed, so there was no need to destroy it. Yet such was the pressure from the local populace, and Orwell's fear of being mocked, that he shot the elephant. When he first introduces himself to the reader, Orwell seems to be a fairly level-headed person, with his self- depreciating tone showing that he doesn't take himself too seriously in the ‘great scheme' of things; drawing the reader to sympathise with him. This sympathy is extended further when the reader is made privy to the ambivalence of Orwell's feelings towards his position in Burma. In direct contrast to the majority of Westerners in the East at that time, Orwell was very conscious of the hypocrisy of his position and conflicting opinions, and found it all â€Å"perplexing and upsetting†. â€Å"Perplexing† because he felt sympathetic towards the Burmese, and was against the Western domination of the colonial territories, and sided with the â€Å"evil thing† that was imperialism. Yet at the same time the Burmese took great delight in treating him like dirt, in petty revenge for their situation – making his job and life hell. These conflicting feelings are echoed in the register and style of Orwell's writing; the high-flowing language of â€Å"Imperialism was an evil thing† contrasts with the slang of â€Å"The sooner I chucked my job†¦the better†, to bring out Orwell's intense dislike of his duties, doing the â€Å"dirty work† of the â€Å"Empire†. Yet despite the highly emotive language used to describe his job, the â€Å"wretched prisoners† and â€Å"intolerable† sense of guilt, Orwell still found himself hating the Burmese. The sheer pettiness of the â€Å"evil spirited little beasts†, their cumulative bitterness making it impossible for him to help them, led to a feeling that it â€Å"would be the greatest joy in the world† to â€Å"drive a bayonet into a Buddhist Priest's guts†. Even the word choice and sentence structure indicate the extent to which Orwell was in two minds about the Burmese; the contrast between the â€Å"British Raj as an unbreakable tyranny†¦ in soecula soeculorum† – lapsing into Latin, formal language – with the informality of â€Å"drive a bayonet into a Buddhist Priest's guts†. In addition, the sentence structure adds to this idea of being pulled in two directions; the differing statements are separated by a semi-colon, balancing the one against the other, neither dominant. Once the extent of his feelings towards the job and the Burmese have been established, Orwell starts to recount the incident involving the elephant. Originally Orwell introduces it as a â€Å"tiny thing† in itself, using understatement and irony to begin the narrative. He first refers to it as something which â€Å"in a roundabout way† was â€Å"enlightening†. Yet at the same time, ‘it' was an insight for him into the â€Å"real motives for which despotic governments act†. Human nature and the reasons for our society's structure – not important? However, after this hidden intensity, Orwell then continues in a fairly congenial manner, of how he was informed – through polite, unstressed telephone call – that there was an elephant gone ‘must' and escaped, and â€Å"would I please come and do something about it?† At which point Orwell does go out â€Å"to see what was happening† – but out of curiosity, not duty. When a list of things that the elephant has done is presented, some of them fairly serious, they are ordered in such a way as to make them seem irrelevant, through anti-climax. Rather than working his way through progressively more serious offences, Orwell begins the list with destroying someone's house, killing a cow†¦ then working ‘down' to stealing some fruit – and finally, overturning the rubbish bin van and â€Å"inflicted violences† on it. The hyperbole of â€Å"inflicted violences†, the exaggerated anti-climax, leads to a light-hearted, unstressed mood. However, at this point Orwell constructs the first of several pivotal points in the narrative, bringing about an abrupt contrast in mood. At the beginning of this paragraph, Orwell is unsuccessfully searching for the elephant, and even beginning to doubt its existence, starting with â€Å"questioning†¦ failed to get any definite information†¦ vaguer†¦Ã¢â‚¬  until the existence of any elephant was denied. Yet then this carefully constructed conclusion is shattered by the painful death of a Coringhee native Indian, ground into the mud by the elephant. To add to the effect of this sudden seriousness and shock, Orwell uses extremely emotive imagery and word choice to detail the obvious pain of man's death. With the description of â€Å"arms crucified† there is the connotations of one of the most excruciating deaths; being crucified. Also, this idea would have been imaginable to a primarily Christian Britain of 1936, when Orwell wrote the essay. A British readership would also have been able to conceive what the man's back looked like, as Orwell describes the friction from the elephant's foot as having â€Å"stripped the skin from his back as neatly as one skins a rabbit†. Most Britons of the time would have prepared, or seen prepared, a rabbit skinned and cooked, so this imagery brought a potentially unimaginable event to an understandable level. It is at this point that Orwell goes on to work through the implications and factors behind shooting the elephant, and upon discovering the creature, apparently calm and past it's attack of ‘must', he decides not to shoot it. Elephants were expensive to buy, keep and train, and as such, worth a lot of money alive – dead, they were worth only the value of their tusks. In addition to the financial complications, the elephant no longer seemed to be a danger; away from people, â€Å"peacefully eating† in a field – there was no need to shoot it. Lastly, and perhaps most importantly, Orwell himself did not want to shoot the elephant; a moral choice, that he felt it was ‘wrong'. However, throughout this decision making process, Orwell was becoming increasingly conscious of the growing crowd of Burmese at is heels; and this became another pivotal point in the passage. Initially Orwell mentioned feeling â€Å"vaguely uneasy† about the growing size of the crowd, intensifying to â€Å"looking and feeling like a fool†. He describes the crowd as looking at him as a â€Å"conjuror about to perform a trick†. The ‘magician', the centre of attention, if not the object of respect, at a show, usually with an audience half hoping he will fail; clear parallels to Orwell, surrounded by the mocking Burmese. Perhaps the comparison is also apt because many people – especially in the time when Orwell was writing – view those who work in the ‘occult' as not having a proper job, aren't really important at all, despite the glitter and attention. Mere amusement for others – an echo of British colonialism? Orwell's growing feeling of helplessness is summed up in the theatrical language and imagery which he uses in this point in the passage. He refers to himself as â€Å"seemingly the leading actor of the piece†¦ in reality, I was only an absurd puppet†. Puppets have no control over the actions they act out – inanimate, passive, subjected to the will of the puppeteer. Who's actions, in turn, are dictated by the audience – else how could the puppeteer survive, without a livelihood? Similarly, it was the will of the crowd that was beginning to control Orwell's actions – a puppet. This image is then furthered by Orwell drawing parallels to a â€Å"Hollow, posing dummy†, holding many of the same connotations, posed into the positions that its owner or dresser dictate. No choice, subjugated to the will of others completely. This position which Orwell find himself in is summed up in his chilling conclusion; â€Å"I perceived at this moment that when the white man turns tyrant it is his own freedom he destroys†. Seemingly paradoxical, for a â€Å"tyrant†, by definition, sacrifices others freedom for personal gain – so why should they lose freedom as a result? Yet in the context of Orwell, and Britain's situation at this time, the concept begins to make sense. Once people expect a given set of actions or set behaviour, the ‘peer pressure' can compress those it is aimed at into the mould; so British citizens in the colonies, including Orwell, ended up losing their freedom as individuals, in order to conform to stereotypes they otherwise might not have followed. In Orwell's case, having sent for the rifle, the Burmese expect him to use it, else seem weak and indecisive – and â€Å"my whole life, every white man's life in the East, was one long struggle not to be laughed at†. The ultimate sign of derision – laughter. The only other option for Orwell was to walk up to within 25-odd yards of the elephant, and see if it charged him; if not, then he had proved the attack of ‘must' had passed, and would be justified in the eyes of the Burmese in not shooting the creature. However, if still in ‘must' then the elephant would charge Orwell – and at that distance, he would only get one chance to shoot before being trampled into the earth in the same painful death the Coringhee Indian had experience. Yet it is not the pain that Orwell was so anxious to avoid, but the fact that such a death would be incredibly humiliating – and â€Å"if that happened it was quite probable that some of them would laugh. Tha t would never do.† It is this that led Orwell to conclude â€Å"There was only one alternative. I shoved the cartridges into the magazine and lay down on the road to get a better aim.† This paragraph is clearly another pivotal section; previously Orwell had thought he was the one in control of the situation, and could therefore follow a logical train of reasoning to decide not to shoot the elephant; yet is here that he realises he does not control his own actions. All Orwell cares about at this point is saving face in front of the ‘natives' – realises this obsession, and doesn't care, so deeply is he concerned with the idea of being laughed at. This leads to the true climax of the narrative – the shooting of the elephant. By this point the author skilfully manipulates the word choice and language to convey how, when the bullet hits, a â€Å"mysterious, terrible change came over the elephant.† Previously the creature had been tall and strong, full of life and power; now he seemed â€Å"stricken, shrunken, immensely old†¦paralysed† – the impression of life seeping away with such speed that the elephant was left reeling in shock at the alteration, not ‘merely' the pain of the bullets. The sheer force of language shows the intense pain of the elephant's drawn out death; from the â€Å"frightful impact of the bullet†¦ agony†¦ jolt his whole body† until the creature finally â€Å"collapsed†, to lie with â€Å"tortured breathing†¦gasps†. The implications behind â€Å"tortured† are clear, yet there is also the angle of the guilt Orwell felt coming through here; â€Å"tortured† implies a deliberate act inflicted on the undeserving, as Orwell had inflicted his fears on the elephant. Yet despite – or perhaps because of – this guilt, Orwell still seems to convey a strange sort of dignity to the elephant's death; as it lay there, â€Å"Powerless to move and yet powerless to die†. He was dying, yes, an excruciatingly drawn out death, yet he seemed to be â€Å"in some world remote from here† – there is a surreal quality to Orwell's description of the death and dignity of the beast, removed in some way from this world. The elephant is in direct and superior contrast to Orwell's frantic efforts to kill it and end its suffering, and the Burmese as they swarmed around the body, stripping the flesh and hide even before it was dead, while it lay there, passively accepting the pain and death. Orwell also highlights his reaction to this change, first of his frantic activity, then, in the face of his inability to help the creature he had fatally wounded, his intense guilt. He writes of how â€Å"In the end I could not stand it any longer and went away†; the overwhelming guilt at having caused such pain merely to avoid being laughed at, and then his underlying guilt at ‘running away'. Looking back on the events of this incident, which occurred ten years previous to Orwell writing the passage, it is clear that Orwell's own opinion of his actions is not a positive one. This feeling of self-discrimination and regret is brought out in his extended description of the elephant's death, portraying it as possessing a quiet dignity; while portraying his younger self as ‘unworthy' and weak, uncertain in himself as to who he really is, or what he believes in. It is this disgust that Orwell tries to instil in his readers, towards his actions. After the death of the elephant, he writes how â€Å"I was very glad that the Coolie had been killed; it put me legally in the right and gave me a sufficient pretext for shooting the elephant.† Seemingly uncaring as to the death of the ‘Coolie' – through this shock tactic, attempting to persuade others to condemn him as Orwell condemns himself. Orwell even goes so far as to make several racist comments – even though the author of 1936 was not racist, and his younger self only conforming to the accepted mould of his times, in order to survive – to prompt the reader to judge him harshly. With his extended, detailed description of the elephant's death, Orwell condemns his own actions, in a tone of bitterly ironic self-derision. Orwell might seem to be being racist in the last paragraph, but in fact, this racism is dramatised to show just how integral to the colonial system it was. Orwell is not excusing, or even denying the fact that he was racist while in Burma. The point is that, in his descriptions of his younger self as â€Å"young and ill-educated† – ironic, as he attended Eton – he was forced to â€Å"think out (his) problems in the utter silence that is imposed upon every Englishman in the East†. Expensive education had failed to prepare him for real life, so Orwell resorted to the customs and conventions of his peer grouping, or risk complete isolation from society. In the final paragraph, Orwell puts forward two arguments concerning his reasons for shooting the elephant. When he talks about being â€Å"legally in the right† in shooting a creature that could be mad and a danger, it seems as if Orwell is going to use a deontological reasoning. He was following the law, and his actions were required by virtue of his position, so he morally did the ‘right' thing. The other approach to an argument for a set of actions, rather than the backwards looking deontological reasoning, is the forward looking consequentialist approach, of the ends justifying the means. However, it is in the last sentence that Orwell shatters all charade of having been following a deontological reasoning; â€Å"I often wondered whether any of the others grasped that I had done it solely to avoid looking a fool†. When Orwell states that he was â€Å"very glad† that the man had been killed by the elephant, in that through it he could ‘justify' his preservation of ‘dignity', it might seem callous to some. Yet this desperation, this willingness to sacrifice anything also elicits a sort of sympathy in the reader, at how pathetic the situation has become – perhaps reflective of the mixed feelings of contempt and pity that the Orwell of 1936 seems to feel towards his younger self. There are several possible themes to this essay; the condemnation of the colonial system – perhaps seemingly without significance in today's post-colonial world. Yet there are possible parallels to modern day ‘superpowers' and dictatorships, conforming to stereotypes, unwilling to back down from, say, war, for fear of changing perceptions. People still discriminate, still conform to other's standards against their will. There is also the idea that if you hate an enemy viciously enough, you demean yourself to the same level as them. Even if originally ‘justifiably angry', following reasonable logic, in hatred, you degenerate into conforming to the same behavioural patterns as your enemies; hatred contaminates. Orwell himself is an example of this; he seemed reasonably level headed, yet as his hatred for the Burmese grew, he gradually degenerated to similar levels of cruelty. Perhaps because he was formed by their perceptions, and the Burmese seemed to have had a cru el streak in them – which coloured their expectations? Either way, it is clear that while world situations have changed radically, there are still many relevant issues that are demonstrated in Orwell's â€Å"Shooting an Elephant†. Perhaps it would be fair to say that it is not so much Orwell's views on Colonialism that are shown in this essay, but his uncannily accurate observations of human nature.

APWH Rome and China Notes

There were 3 wars, and the Romans won every time. This war turned Rome from a small city state to an empire. When they won this war, they got land, slaves, and wealth. This caused the Patricians to benefit greatly, but the plebeians did not. This caused a larger gap between the rich and poor. D The roman army started recruiting people and pay them for their service. This is when the Roman army shifts from a citizenship army to a Professional army. This change = very Important. The USA is now a professional army too and we also have a wealth gap. We are the modern day Rome. Republic In Crawls (146-31 BCC) a Patricians wanted to malting their privileges so they wanted to support political parties that would benefit the rich. B Plebeians wanted to support ones that would help the poor. This caused an outbreak and a loss of respect for the law (murder, and overall breaking laws) When people begin to not care about the law the republic started to fall. D Julius Caesar came from a Patricia n family, but made everyone love him. He tried to help the Plebeians too. He then got himself elected Consul for life. But, they assassinated Caesar because they thought he had too much power.They thought that they were saving the Republic, but his friends and family (Octavia {nephew} and Marc Antonym {friend)) They hunted down and killed everyone who was involved in killing Julius. But, Marc and Octavia hated each other, but they worked or with each other in memory of Julius. So, they broke out in a Civil war over who would have control of Rome. Octavia won, even though Marc Antonym had the help of Cleopatra behind him. After he won, Antonym and Cleopatra committed suicide. So, Peace= long period of Roman Prosperity) (31 BCC-ACE)- Octavia made governors that ruled each city state and he appointed them.They eventually dominated. F The Romans built things- Arches and Concrete were what they used. Concrete was good because you could mix it on site and it was easy to make. The arch was good because the more weight at the top the more weight got funneled through the columns award the ground which made it harder to destroy. They made aqueducts which transferred water from mountain stream to city. They had to keep it moving to keep it clean, so on flat areas they had to elevate it and have it gradually go down so it would keep moving. G They also had bath houses that they built.They were like spas with gyms, and they were segregated for women and men. Paid for by the state. H Coliseum- entertainment provided by state, the state provided so much so no one could or would complain and try to over throw them. 60,000 people could sit in the Coliseum and it has a retractable awning/roof. You could flood they floor and have mock naval battles. They used the violent acts to educate the people in the Punic Wars and promote Rome and its victories. I They also built basilicas that were like court houses that were also used for church structure on Sunday when there was no court .J Made use of the dome with a hole in the rooftop give light. When it rains, there is grated floor that can funnel the water off to the side. K They built roads to connect the empire I Bridges over water which helped make everything connected. M Walls to protect the frontier. N Ceremonial arches that commemorated war victories A level of urban life that no one had ever seen before. A When Vesuvius erupted, it preserved the city perfectly. This is good for us to help us see how life was then for them. B SLAVES- slaves had to wear a belt so you knew who they were. Legal system believed that people were innocent until proven guilty. 2 DECLINE AND FALL- Diocletian (tried to persecute Christianity and divided the empire between and east and west. This is important because they Western Roman empire collapses but the east rises into (180-476 BCC) a They had to satisfy the people like they had always been doing, but they over time ran out of slaves and $ to do it. Germanic Tribes (Anglo Sa xons, Franks, Goths) Hung also swept across central Asia and invaded Central Europe which displaces may Germanic tribes. They took advantage of this and moved in to western roman empire and took over.Western Empire fallen different people trying to compete for power) 3 classical belief systems then made Legalism- top down kind of way of looking at things. Imagine you're a coach of an unruly team with a bad coach before. The quickest way to whip them into shape is to give them clear rules and punishments, and it would generally work. It uses fear psychology because if people are scared then they do what you want. The biggest proponent of this kind of government was Sin Shih currency, text and punished people severely if they used something else.Began the great wall of China- built by slaves with staggering numbers of slaves that died. Tomb and Terracotta Army- obsessed w longevity or not dying. As he was dying, he had a tomb built that was in a secret place that no one at all could k now. In the tomb there were thousands of terracotta warriors with a river of mercury. It was accidentally discovered in the 20th century and is now a tourist attraction When he died, his successor was overthrown because everyone hated the Sin dynasty, but legalism did help them to get out of the warring states period.After he died, the Han dynasty came to power (206-220 BCC) Confucianism was the beliefs of the Han dynasty Sports ex: I am the coach and I think that I will train us to win, I value everyone's contributions. I Just expect you to work hard and so will l. If legalism is about fear- Confucianism is about respect for each other and honor. Capital Changed (Asian) outside is the Weaning Palace and is one of the largest Palace complexes in the world. About 100 football fields.

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Lactate & Enzymes - Essay Example If pyruvate does not break down, it usually turns into lactate. When pyruvate is produced, the muscle cell will try to use it for aerobic energy. However, if the cell does not have the capacity to use all the pyruvate produced, it will be changed chemically to lactate. Some cells have a large capacity to use pyruvate for aerobic energy while others have very little. With training, many cells can adapt to use more pyruvate and, thus, produce less lactate. Lactate is present in our system at rest and as we go about our every day activities, although at low levels. However, as exercise or work activity increases in intensity, large amounts of pyruvate are produced very quickly. Because pyruvate can be produced quickly, not all of it may be used for aerobic energy. The surplus pyruvate will turn into lactate. This is why lactate is such a significant marker for training. When it is produced, it is a sign that aerobic energy is limited during the activity. There is a different reason why more lactate is produced as exercise intensity increases. As exercise increases, extra muscle fibers will be recruited. These fibers are used infrequently at rest or in light activity. Fast twitch fibers are not very good at turning pyruvate into aerobic energy. Hence, a lot of this pyruvate turns into lactate. Lactate is a major metabolic intermediate. Its fate depends on the conditions of the cell. In aerobic oxidation of glucose, glucose is converted to pyruvate, which is then converted to acetylSCoA (or AcetylCoA), a high-energy thioester. Under anaerobic conditions, pyruvate is reduced to lactate to regenerate the NAD + needed in Step 6 of glycolysis to keep glycolysis pathway going. 3. Which enzyme is responsible for lactate production Write out the equation for this reaction. Lactate Dehydrogenase (LDH) is an enzyme responsible for lactate production, which is present in varieties or organisms including plants and animals. This will catalyse the inter-conversion of pyruvate and lactate with concomitant inter-conversion of NADH and NAD+. As it can also catalyze the oxidation of hydroxybutyrate, occasionally called Hydroxybutyrate Dehydrogenase (HBD). Or D(-)Lactate + -NAD + Hydrazine LDH> Pyruvate Hydrazone + -NADH Abbreviations used: -NAD = -Nicotinamide Adenine Dinucleotide, Oxidized Form -NADH = -Nicotinamide Adenine Dinucleotide, Reduced Form LDH = D-Lactic Dehydrogenase 4. The student decided to use this enzyme to measure blood lactate levels. He reasoned that if he could produce reaction conditions that allowed the enzyme to metabolise all the lactate present, he would be able to calculate the lactate content of his sample by reading the change in absorbance at 340nm. Explain the reasoning behind this idea. LDH catalyzes the reduction of pyruvate to L-lactate with concomitant oxidation of NADH2 to NAD. Since the oxidation of NADH2 is directly proportional to the reduction of pyruvate in equimolar amounts, the LDH activity can be calculated from the rate of decrease in absorbance at 340 nm (334 nm or 365 nm). 5. In order to obtain suitable conditions for an assay to measure plasma lactate levels, the student chose a buffer containing 1.5% (w/v) hydrazine. Hydrazine reacts covalently with pyruvate to form a hydrazone: CH3 CH3 | | C=O + NH2.NH2 C=N.NH2+H20 |

Smoking Should Be Banned Research Paper Example | Topics and Well Written Essays - 1000 words

Smoking Should Be Banned - Research Paper Example But is it about making money or ensuring good health for everyone in the society? Human beings should be able to choose life and health than unnecessarily expensive addictions like smoking and that’s why smoking should be globally banned. The human population is categorized into smokers and non smokers. Smokers are known to infringe on the rights of non smokers in the society (Cunningham 14). Their open smoking in public places like playgrounds, parks and beaches triggers coughing or asthma attacks from the passive smoking by in non smokers. The stench that comes out of the lit cigarettes also makes the open air ridiculously unbearable. Smoking increases the chances of sudden infant death syndrome (Hanson, Venturelli and Fleckenstein 42).Sudden infant death is when there is an explained death of an infant usually between two and four months. Smokers however forget that smoke is in gaseous form and therefore easily reaches children whose lungs have not properly developed. Smoki ng leads to lung, mouth, larynx, ladder, liver and other common cancers. It is also known to be largest cause of cancer deaths. For these reasons, there should be a decree that prohibits smoking. Banning of smoking is the basic move to make to show respect for every human beings right to free movement, association and right to admission to public places (Hudson 19).with this they are easily able to move freely without being scared of inhaling smoke that have adverse effects on their health. Air pollution is one the effects of smoking globally, it is the governments initiative to ensure that smoking is banned to ensure a balanced ecosystem for every living organism, including the smokers themselves. â€Å"The release of dangerous chemicals into the environment by smokers is the best definition of a selfish move† (Hudson 27). If the government is able to bar smoking, it will prompt the smokers to slow down, cut back and probably quit smoking because it will be harder to smoke o n the rise of a smoking urge. It makes sense for people to stop smoking all together because it a financial and health benefit to them. Smoking evidently is an expensive addiction. The most addicted smokers use up to two packets of cigarette daily, which will round up to an average of forty cigarettes in a day. Clearly this is not a cheap addiction to venture in. Smoking helps you save the money and spend on vacation with your family or live larger. In any case, a Wisconsin-based study carried out in 2002, 16%of the light smokers do it for recreational reasons. This will be the first to bail out in case of a ban. In as much as smokers think banning smoking is an infringement on their liberty as citizens, and that the government should not dictate how they live especially with the hefty amount of taxes they pay, it still stands that making laws that disallow smoking is beneficial to the society in that it protects patron and staff at a work place. Most employees have picked up smoke related diseases from their work places, sometimes because their workmates smoke. There is no law that [protects such people and that is why smoking should be banned. Usually in such cases, the employer sucks the employee in question and hires a â€Å"smoke tolerant person† leading to unemployment and one more addition to baseless decision ever mad because nobody is smoke- effects –proof (Hanson et al 20). As vague is sometimes sounds to most smokers, the bother of ones hair and

International Protection of Human Rights Essay Example | Topics and Well Written Essays - 2000 words

International Protection of Human Rights - Essay Example Throughout history human rights violations have been rampant, often compromising the welfare of citizens. This paper shall discuss the fact that human rights are interdependent and indivisible. It will also discuss the international protection of human rights. This paper is being undertaken in order to provide an academic discussion on human rights including its varied manifestations and safeguards. The idea of interdependence, as well as the indivisibility of human rights, does not include the concept of rights having a hierarchical presentation or enjoyment (Quane, 2009). The re-emergence of the concept of interdependence and indivisibility rose at a time when much focus was attributed by the international community on civil and political rights, mostly as a means of securing and supporting economic as well as socio-cultural rights (Quane, 2009). Essentially, the interdependence and indivisibility of human rights indicated the importance of establishing an equally reinforcing dynamism between the categories of rights. Human rights activists observe that it is not possible to enjoy civil and political rights and not also enjoy economic, as well as socio-cultural rights (Koch, 2003). Under these conditions, the poor would not have much freedom of choice. Moreover, even where rich citizens do not have freedom of choice, they may also not be able to avoid hunger and poverty (Koch, 2003). Such conceptualization supports the essence of interdependence and indivisibility of human rights, mostly based on the fact that human rights mutually support and reinforce each other and have equal weight and importance (Koch, 2003). Outside the above conceptualizations, there seems to be no other acceptable understanding of human rights. At present, the focus of international practice has mostly been on the interdependence and indivisibility of human rights.

Presidential nomination Essay Example for Free

Presidential nomination Essay My first reaction to this paper was that I wanted to know more. The fact that Fremont rose to national prominence even though his mother was not married to his father seems unusual for the time period and as though it offers hope to others who come from single-parent families. I also liked that he was kicked out of finishing school and went on to explore the West and run for President of the United States. Though he did not win, it again shows that the American dream—that anyone can grow up to be leader of the free world—was alive and well. The explorations that Fremont conducted added greatly to the growth of the nation and I find it intriguing that he was a Southerner who opposed slavery and ran against Lincoln for the presidential nomination. It makes it interesting to contemplate how the country might have been changed if Fremont had defeat Lincoln to become the Republican nominee for president. I wonder if having a Southerner in the White House might have prevent the South from seceding. This was an interesting look at the way one man can help to change the course of history and helped give a better view on how the people alive during the westward expansion and the Civil War were all intertwined.

Of Mice And Men American Dream

Of Mice And Men American Dream The American Dream is presented as being unattainable in John Steinbecks novel, Of Mice and Men. This is predominantly evident in the case of George, Lennie, Candy, Crooks and Curleys wife. All of these characters admit to fantasising about the American Dream; untarnished happiness and the freedom to pursue their dreams. George and Lennies dream of owning land is unattainable as a result of Lennies careless actions caused by his ignorance of his physical strength. George constantly cautions Lennie not to retaliate if harassed. However, George knew it was inevitable that Lennie would act carelessly, thus endanger their dream. This is evident when George realises that Lennie has murdered Curleys wife: -I think I knowed from the very first. I think I knowed wed never do her. He usta like to hear about it so much I got to thinking maybe we would (Steinbeck, 2006, p.107). This portrays the doubt and uncertainty George had regarding his dream and the fact that he would never be successful in owning land. The American Dream, for George and Lennie, was unattainable due to Lennies careless actions that caused George to murder Lennie and, consequently eradicated their dream. Candys dream of owning land with companions to avoid becoming solitary, with the assistance of George and Lennie, was shattered when George murdered Lennie. Unlike George, Candy believed that the American Dream was within his reach from the initiation of the plan. However, after George murdered Lennie, all hope was lost. This is evident when Candy sceptically asked George if he still has the intention to purchase the land after slaughtering Lennie: Then-its all off? Candy asked sulkily. George didnt answer his question. George said, Ill work my month an Ill take my fifty bucks an Ill stay all night in some lousy cat house. Or Ill set in some poolroom til everbody goes home. An then Ill come back an work another month an Ill have fifty bucks more. (Steinbeck, 2006, p.107). Georges response to Candys question indirectly implies that George has resigned his. George has given up, making him and Candy no different to those people who waste their time and money in brothels for futile amusements as a result of lonely misery. Crooks views the American Dream as an unachievable objective. The visualisation of owning land and becoming self-sufficient was a modest ask, however, for many this was impossible because of the depression that occurred in 1937. Crooks states that he has heard numerous people have the same dream, however, never acquire a piece of land. For example, when Crooks strongly opposes the idea of Lennie and George reaching their dream, owning land: Youre nuts. Crooks was scornful. I seen hunderds of men come by on the road an on the ranches, with their bindles on their back an that same damn thing in their heads. Hunderds of them. They come, an they quit an go on; an every damn one of ems got a little piece of land in his head. An never a God damn one of em ever gets it. Just like heaven. Everbody wants a little piece of lan. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. Its just in their head. Theyre all the time talkin about it, but its jus in their head. (Steinbeck, 2006, p.83-84). This is one of the most powerful messages in the novel illustrating that the American Dream is unattainable. George and Lennie were never alone in the sense that every American has the dream of land in their minds, and every single person will result like every other, as they are all destined to fail. Crooks statement has reinforced Steinbecks intent on showing that the American Dream is unachievable. Curleys wife dream of becoming an actress in Hollywood is unfeasible for the reason that she has resigned herself to an unfulfilling marriage. She imagines how great it would be to stay in fancy hotels, own several elegant dresses and have people wanting to take her photograph. She desires friendship, fame and financial security though her dream differs from the dream of the men. Her marriage with Curley has restricted her from interacting with men and most importantly, accomplishing her dreams: [à ¢Ã¢â€š ¬Ã‚ ¦] I cant talk to nobody but Curley[à ¢Ã¢â€š ¬Ã‚ ¦] I coulda made somethin of myself [à ¢Ã¢â€š ¬Ã‚ ¦] [Curleys wife] doesnt like Curley[à ¢Ã¢â€š ¬Ã‚ ¦] Coulda been in the movies, an had nice clothes-all them nice clothes like they wear. An I coulda sat in them big hotels, an had pitchers took of me. (Steinbeck, 2006, p.98-100). From this it can be deduced that her marital relationship with Curley has made her lonely because she cannot interact with the ranch hands, only with Curley who is always working and, her standards of living would have improved if she had pursued her dream of becoming an actress. The American Dream of the freedom to pursue ones dreams is made unreachable for Curleys wife because she has married Curley depriving her of freedom to do so. In John Steinbecks novel, Of Mice and Men, the American Dream is presented as being unattainable for a number of characters. The dreams of the characters have been hindered by many factors that have made them unachievable. In Georges, Lennies, Candys case the American Dream was not possible as a result of Lennies ignorance and recklessness. Crooks views that the dream of owning land to be self-sufficient is the typical dream of an American worker, however, owning the land is impossible. Steinbeck is intent on showing that the American Dream is unattainable by providing the message that those who have the dream of untarnished happiness and the freedom to pursue their dreams will fail in brotherhood of desperation and disappointment.

How Sibling Relationship is affected by the Psychological and Emotional

Introduction Birth Order Birth order is addressed as the arrangement of births of children in a family. The four most common positions used in the Birth Order Theory of Alfred Adler are: only child, first born, middle child and last born. Adler associated those birth order positions with different characteristics for each. He also explained that with every child that will be added to the family there will be an effect for each family member in terms of communication, tasks and duties. (Craighead 2001) Origin of Birth Order Almost all of us are familiar of the Birth Order theory that Alfred Adler presented almost a century ago. Adler theorized that our personalities are hugely influenced by our chronological place in the family because parents attend to their children with different kinds of treatments according to their birth order. Adler identified four birth order positions as stated above and each of those birth order personalities is associated with personality traits. (Schneider 2004) Moreover, birth order does not require experts to understand human nature. It explains what factors affect our personalities even to average people. Awareness about birth order can be possibly shared although experts are still essential to understand it thoroughly. If many people will thoroughly grasp the idea of birth order, it easy to understand each and everyone’s actions, why are those actions done the way they are and how to behave when those actions took place. (Isaacson 2002) Birth Order’s Meaning and Implication In The New Birth Order Book, it was stated there that Alfred Adler alleged that when an individual was given birth, he easily copes up with the environment he belongs in and starts establishing goals. He may not knowingly... ... time, you can acquire the knowledge on why and how things are done and how these things can affect your upbringing. Birth order can enduringly affect your life. It can ruin your connection to other people during your adult life. (Khron 2000) According to a saying, â€Å"No man is an island.† We are united with others by being able to connect with them. We do not live merely by ourselves, we should be responsible to each and everyone in the society we are belong in. We must obey the rules of our society, for if not, society will be destroyed. (Stone 2004) Maybe indirectly, but birth order takes a big part of our interaction with other people. We may have distinct personalities but we can never get rid of the fact that we want to be better than others. At some point, we compare ourselves with them and it looks as if they are much better than what we are. (Munyua 2000)

Hywel Dda :: Essays Papers

Hywel Dda King of Wales Davies 1990; Walker 1990 By 950 A.D., Dinefwr was the principal court from which Hywel Dda, "The Good," (depicted in a 13th-century manuscript at right), ruled a large part of Wales including the southwest area known as Deheubarth. His great achievement was to create the country's first uniform legal system. Hywel shared with his brothers lands in Ceredigon and Ystrad Tywi after the death of their father, Cadell, about 909. He united their inheritance in 920, and acquired Gwynedd after the death of Idwal Foel in 942. He married Elen, daughter of Llywarch of Dyfed, and on Llywarch's death in 904 he took over the southern kingdom. In the perspective of the Dark Ages he was a powerful prince, and it may be that later generations borrowed his personal authority to buttress their own power. Like his grandfather, Rhodri the Great, Hywel was given an epithet by a later generation. He became known as Hywel Dda (Hywel the Good), although it would be wrong to consider that goodness to be innocent and unblemished. In the age of Hywel, the essential attribute of a state builder was ruthlessness, an attribute which Hywel possessed, if it is true that it was he who ordered the killing of Llywarch of Dyfed, as some have claimed. Although contemporary evidence is lacking, there is no reason to reject the tradition that Hywel was responsible for some of the consolidation of the Laws of Wales. Among Hywel's contemporaries there were rulers who won fame as law-givers. The law was Hywel's law, cyfraith Hywel; his name gave to the law an authority comparable with that given to the laws of Mercia by King Offa or the laws of Wessex (and a larger area of England) by King Alfred. He almost certainly knew of them; he was a regular visitor to the English court and in 928, when in the flower of his manhood, he went on pilgrimage to Rome. In later centuries it was claimed that he took copies of his laws to Rome, where they were blessed by the Pope. Tradition also provided details of the circumstances under which the laws were compiled and promulgated. It was probably the need to give cohesion to his different territories that prompted Hywel to codify the law. He was also successful in defending his territories, for there is no record that they were ravaged by the Vikings during his reign.

Daphne DuMaurier Essay -- Authors

â€Å"Last night I dreamt I went to Manderley again† is one of the most capturing opening phrases of the famous novel â€Å"Rebecca† written by Daphne Du’ Maurier and published in 1938. After the first two paragraphs the story’s unnamed narrator reminisces about her past, but the narrator's name is never revealed. She is referred to as "my dear", Mrs. de Winter, â€Å"my wife", etc., but her first and last name are never given by the author. This opening line gave form to the entire story â€Å"Rebecca† and for over sixty years audiences around the world have praised Daphne Du’Maurier’s novels for their spellbinding mix of suspense, romance, mystery, and horror. Very similar to writers like the Bronte sisters Daphne Du’maurier’s works stand out as a superb example of melodramatic writing. Daphne Du’Maurier was born on May 13th, 1907 in London, England. The middle of three daughters, Du’Maurier was born into a prominent artistic and literary household. She was the granddaughter of famed caricaturist George du Maurier, and the daughter of actor-manager George du Maurier and actress Muriel Beaumont. With her early introduction to literary and artistic accomplishments it is no surprise that Du’Maurier was fascinated by imaginary worlds and wrote her first short story to be published in a magazine, which led to a literary contract, when she was only in her teens. Daphne Du’Maurier’s father, Gerald Du’Maurier, was an English actor and manager, who married Muriel Beaumont in 1902 and proceeded to have three daughters. Daphne’s sisters Angela and Jeanne Du’Maurier were both writers, but not nearly so well known or accomplished as their sister. In 1931, Du’Maurier wrote her first full length novel, â€Å"The Loving Spirit†. After writing this novel when sh... ..., author, or artist, but above all as an intellectual individual with passion and talent in writing who changed literary history with each one of her works.  Works Cited GradeSaver. "Biography of Daphne Du Maurier | List of Works, Study Guides & Essays". GradeSaver, 13 May 2012 Web. 13 May 2012. Du Maurier, Daphne. Frenchman's Creek . Garden City, New York: Nelson Doubleday Inc., 1941. Print. Du Maurier, Daphne - Richard Kelly (essay date 1987). Short Story Criticism. Ed. Drew Kalasky. Vol. 18. Gale Cengage, 1995. eNotes.com. 14 May, 2012 Auerbach, Nina. Daphne Du Maurier, Haunted Heiress . University of Pennsylvania Press, 2002. Print. Leng, Flavia. Daphne du Maurier: A Daughter's Memoir. Mainstream Publishing, 1999. Print. 

Curriculum Theory Essay

Historical accounts of public education reaching back into the nineteenth century reveal successive waves of polarization of view points, limited approaches to curriculum development, and recurring upsurges of dissatisfaction with school offerings. Curriculum development activities in the past show a seeming lack of rigorous, systematic thinking about curriculum development and give insight into the attic thinking about curriculum development and give insight into the need for an adequate theory of curriculum development. Without an inclusive theory of curriculum theory, child-centered, society-centered, subject-centered, and other approaches of limited dimensions will continue to compete with each other as exclusive routes to curriculum planning. Evidence of a long succession of limited approaches to curriculum development may be found in historical literature. In the colonial era, free public schooling had not yet been conceived. The prevailing concept at that time, borrowed from European schools, was that education was for the elite-a view that haunted public education in one way or another for generations. Traditional Theory The American Revolution added new power to the emerging spirit of democracy and focused new attention on schools and education. The colonial view that formal schooling was only for the upper classes came into question, and public schooling was introduced in this country. Its expressed purpose is in the poster evolutionary period were to inculcate moral standards by transmitting the traditional culture — a job previously. American culture out of the diverse cultures brought here by immigrants from many countries. Although educators viewed the Dewey (1916) concept as desirable, they disagreed on how to carry it out in practice. To some it meant a school without structure or predetermined objectives and content. Harold Rugg viewed such superficial interpretations with alarm in 1926 and urged educators to realize that curriculum-making is a complex, highly specialized task that must be the cooperative endeavor of many minds. Despite its varied interpretations, the Dewey (1916) concept brought an upsurge of curriculum development in the 1920s and 1930s that moved away from traditional classicism and toward emphasis on the needs of the individual and of society. Dewey (1916) finds that, when pupils are a â€Å"traditional† class rather than a social group, the teacher acts largely from the outside and not as a director of processes of exchange in which all have a share. In Dewey’s (1916) view, when education is based on experience and educative experience is seen to be a social process, the situation changes radically. Planning, in their view, is the structuring of a living situation with a wide range of educative alternatives. The transactions that take place within this structure cannot be planned in the traditional manner. They are more in the nature of â€Å"planned accidents† . . . . The curriculum is the cultural environment which has been selected as a set of possibilities for learning transactions (Dewey, 1916) When a range of educational alternatives is available, the principle of choice becomes an essential consideration in planning for freedom. The preceding discussion gives numerous examples of needs assessment procedures that encompass far broader concepts of needs than the traditional expert-determined or producer-determined needs or the narrow definition of needs that arises from comparison of student achievement scores with national norms on standardized tests. The examples given here include psychological needs as well as educational needs and describe ongoing procedures in various parts of the country in which individuals and groups directly concerned with a curriculum development process are also involved in identifying the needs that curriculum and instruction should meet. Structure of Disciplines Theory The work of Jerome Bruner (1960) and others emphasized the â€Å"structure of the disciplines† as a basis for curriculum design. Burner called attention to the general usefulness of structure within a discipline as an organizing principle, but he did not set forth a comprehensive curriculum development theory. Hilda Taba ( 1962) noted that the either/or practice still prevailed and that, while in the 1930s the cry was for attention to the child, in the 1950s the battle was to reintroduce disciplined content, with the problem of balance still unresolved. James Macdonald (1971) observed that the â€Å"curriculum reform movement† of the 1950s and 1960s was in no real sense a movement, because its separate parts were never really related or coordinated. Rather, it was a historical accident — a combination of Sputnik, McCarthyism, interested professors, federal money, and the ambitions of commercial publishers. Structure identifies order or sequence or notes that order is immaterial. Structure for an individual may develop from his or her interests and motivations, when a range of alternatives is available. Jerome Bruner’s widely publicized statement in The Process of Education (1960) that anything worth teaching can be taught in some intellectually honest way at any level has conveyed the impression to a wide audience that there is some definite pattern of construction or organization of the subject matter of the separate disciplines that should be known by curriculum-makers and used in sequencing information to impart it to children in an efficient and effective way. This point of view influenced the curriculum â€Å"reforms† of the 1960s, which did not in actuality reform curriculum. John Dewey (1916) would probably not have advocated a rigid or set structure as an intellectually honest way to introduce children to life and experience. Knowledge, of course, must be integrated to be meaningful, and curriculum structure can be constructed not only within the separate disciples but also across disciplines or interdisciplinary areas of social, cultural, or personal interest. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalizations, principles, laws, and the like. . . . Cultural systems are substantive aspects of social and personality systems and evolve in a constant interaction shaped and influenced by the dynamics of structures and actions in . . . culture, society, and personality (Macdonald 1971). George Counts (1952) maintained that the responsibilities of the school included curriculum development directed toward constructive modification and development of the nation’s economy, social structure, cultural institutions, and outlook on the world. Curriculum development should lead toward creating as well as transmitting culture, meeting and maintaining democratic social relationships, and increasing individual self-realization, Counts asserted. The scope of available culture is almost limitless. It involves societal conditions, knowledge from the academic disciplines, professional knowledge about learning and educative processes, philosophical and value bases, futures research, realities in the classroom, pluralistic ethnic backgrounds of the participants, and their needs and desires. Behavioral Theory A dominant influence on curriculum development since the early1950s has been the Tyler rationale, set forth in Ralph Tyler Basic Principles of Curriculum and Instruction (1950). Tyler’s frequently credited with providing impetus for the behavioral objectives movement of recent years. Its advocate proposition is that instructional goals be stated in behavioral terms, with built-in criteria for measurement of outcomes. Selections are then made from alternative activities expected to help the student attain the desired behavioral objectives. Scope and sequence decisions follow, and evaluation is carried out. Various interpretations of this approach have led to highly technical procedures to develop a preplanned program of behavioral objectives closely tied to subsequent measures of achievement. Behavioral and other models adapted from Tyler seem to over- emphasize educational need and underestimate psychological need. Although Tyler was cognizant of the latter and referred to two types of need, he gave psychological need no more than a nod of recognition (Tyler, 1950): The inclusion of psychological need in curriculum development is advocated by those who fear that overemphasis on behavioral objectives, academic achievement, and grading may develop negativism among students toward school learning. Academic objectives retain their importance, but these planners also stress the importance of psychological processes, human relations, positive mental health, and student involvement in setting goals, selecting options, learning how to work toward goals, and developing persistence in spite of occasional failures. Arthur Combs (1972), taking a strong position, outlines the hazards of accountability programs that focus almost exclusively on test scores of detailed behavioral objectives. A truly comprehensive approach to accountability, he says, must consider at least five major problems related to curriculum and instruction: 1. Basic skills. Specific, atomistic behavioral objectives can be applied successfully only to simple skills and problems for which they are appropriate and must be constantly updated. The information explosion and rapidity of change make â€Å"right† behaviors rapidly obsolete. 2. Intelligence and holistic behavior. Accountability must contribute maximally to intelligent behavior and problem-solving action directed toward fulfillment of the individual’s and society’s needs. 3. The nature of learning and the causes of behavior. Attention should be concentrated on the causes of behavior rather than on behavior itself. Personal meanings are the causes of behavior, and these are formed through two aspects of learning: the provision of new information or experience, and the discovery by the learner of its personal meaning for him. 4. Humanistic goals of education. Developing humane qualities, self-actualization of the individual, good citizenship, learning to care for others, and working together are all aspects of humanism for which schools must be accountable. â€Å"We can live with a bad reader,† says Combs, â€Å"but a bigot is a danger to everyone,† (Combs, 1972) 5. Professional accountability. Teachers can and should be held accountable for professional behavior: being informed in subject matter, being concerned about the welfare of students, being knowledgeable about their behavior, and understanding human behavior in general. Professional educators may be held professionally responsible for the purposes they seek to carry out and the methods they use. Constructivist Theory Outside the fortress of elitism’ in secondary education, political, social, and educational leaders began to awaken to the broader responsibilities of the schools and to look to the public schools for constructive approaches to the public’s needs and problems. Mark Chesler, a frequent observer and consultant in disrupted schools, gained some insights into procedures that seem to hold promise for constructive change. In â€Å"School Crisis and Change† ( 1970), he asserts that when school officials sought only superficial techniques for reestablishing the status quo, stress and turmoil were more likely to continue. When collaborative decision-making procedures were instituted among students, community people, school executives, and faculty, meaningful and positive curriculum improvements began to takes place. A statewide assessment of the Michigan plan, conducted by Ernest House, Wendell Rivers, and Daniel Stufflebeam (1974), reflected general support of the accountability process in principle but was highly critical of the implementation of the plan in Michigan. The evaluators pointed out that attention had been limited mainly to reading and arithmetic at two grade levels, that no constructive purpose had been gained by ranking schools on norm-referenced tests, and that the promise of providing needs assessment in relation to the full scope of goals had not been pursued. It is obvious that curriculum development must be a responsive process, constantly extending, expanding, and revising the curriculum. This requires continuous planning of learning outcomes that will help individuals draw effectively on growing realms of knowledge, develop new skills in a rapidly changing world, and develop insights into and constructive approaches to unresolved problems. The process of curriculum development must continue to be responsive to needs and problems and to generate alternative means for reaching desirable ends George Counts (1952) maintained that the responsibilities of the school included curriculum development directed toward constructive modification and development of the nation’s economy, social structure, cultural institutions, and outlook on the world. Curriculum development should lead toward creating as well as transmitting culture, meeting and maintaining democratic social relationships, and increasing individual self-realization, Counts asserted. Research studies have found that very young as well as older students formed important and serious work groups to discuss, plan, and carry out activities in cooperation with adults. In the cases reported, the schools provided constructive learning situations in which children were involved in forging their own roles, working out relationships, and assuming responsibility for self-evaluation. In these situations the teacher acted as guide and resource rather than a not- to-be-questioned authority, critic, and judge. A systems approach is an analytic rather than an erratic approach. It requires planning and action to be accomplished in a manner that allows participants to revise the plans, as action and experience proceed, and incorporate constructive improvements. A systems approach requires initiative and commitment. Curriculum-planners using a systems approach must be ready to document and make public exactly what they are doing, why they are doing it, and how the curriculum is being developed. The participants and consumers must evaluate the curriculum development effort so that it can be continually improved. Experiential Theory Active critics and reformers on the contemporary scene can be classified roughly into three categories. One includes those who focus on individual freedom in learning. They are sometimes termed the â€Å"romantics† or â€Å"radicals,† and they advocate free schools or the elimination of schools as they now exist. The free school movement can be traced to the publication of A. S. Neill’s Summerhill in 1960 and became manifested in various types of â€Å"free schools,† emphasizing experiential learning that places the highest priority on the â€Å"self† of the individual. Advocates of de schooling see hope in a network of opportunities for incidental education through which each child can discover itself and pursue his or her particular interests in special ways. In Kohlberg’s (1972) studies the main experiential determinants or causal factors in moral development seem to be the amount and variety of the child’s social experience and the opportunities he or she has had to assume a number of roles and to take other perspectives into account. Being able to put oneself in another’s place is a source of principles; for example, when parents sought their children’s views and elicited comparisons of views in dialogues, the children reached more advanced stages of moral development. Roger Pillet (1971) asserts that researchers have perpetuated a separation of experiential theory and practice. He lists as shortcomings (1) the locus of the leadership function in curriculum development that is external to the teachers, administrators, parents, and students who are expected to become users; (2) the negation of reality that occurs when new programs are designed on paper without regard to the knowledge and experience of the learners and educators who are expected to become the users; and (3) the use of abstract language that reduces the possibility of communication among those involved in various aspects of curriculum development. References Bruner Jerome S. The Process of Education. Cambridge: Harvard University Press, 1960. Chesler Mark A. â€Å"School Crisis and Change†. In Student Unrest: Threat or Promise? edited by Richard L. Hart and J. Galen Saylor, pp. 100-21. Washington, D. C. : Association for Supervision and Curriculum Development. 1970. Combs Arthur W. Educational Accountability. Beyond Behavioral Objectives, Washington, D. C. : Association for Supervision and Curriculum Development, 1972. Counts George S. Education and American Civilization. New York: Bureau of Publications, Teachers College University, 1952. Dewey John. Democracy and Education. New York: Macmillan, 1916. pp. 17 House Ernest R. ; Rivers Wendell; and Stufflebeam Daniel L. â€Å"An Assessment of the Michigan Accountability System†. Phi Delta Kappan 55 (June 1974): 663-69. Kohlberg Lawrence. â€Å"Moral Education in the Schools: A Developmental View†. In Curriculum and the Cultural Revolution, edited by David E. Purpel and Maurice Belanger, pp. 455-78, Berkeley: McCutchan, 1972. Macdonald James B. â€Å"Curriculum Development in Relation to Social and Intellectual Systems†, In The Curriculum: Retrospect and Prospect, part I, pp. 97-98. Seventieth Yearbook of the National Society for the Study of Education, Chicago: University of Chicago Press, 1971. Pillet Roger A. â€Å"Boundaries of a Curriculum Network†, In Elements of Curriculum Development, pp. 7-11, Monograph supplement of Curriculum Theory Network. Toronto: Ontario Institute for Studies in Education, 1971. Taba Hilda. Curriculum Development: Theory and Practice. New York: Harcorut, Brace and World, 1962. Tyler Ralph W. Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press, 1950. pp. 7-8

Shellac 1000 Hurts

All good things come in threes. And so the albums of Shellac – the third one is a good thing. Since 1994, when the band was formed by Steve Albini with bassist Tom Weston and drummer Todd Trainer, â€Å"1000 Hurts† is the third album confirming the status of Shellac as an original, purposefully mean-spirited band.Albini, as some sort of an underground God, his band and their album did not need any promotion on the radio or TV, there were no interviews, no free copies for the press. 1000 Hurts is Shellac’s third and by far best album, which again and again let us enjoy Albini’s guitar pirouettes and his lunatic screaming voice, Trainer’s beating the hell out of his drums, and Weston’s unmatched bass tone.In this album one will find a number of new elements which were not heard from Shellac yet: the radio in â€Å"QRT†, Todd’s singing in â€Å"New Number One† or â€Å"Guitarsolo† in â€Å"Canaveral†. But as St eve Albini says: these all this new stuff was not planned, but this is something they just came up with accidentally. May be it is hard to believe that the two monsters of the music producing (Albini and Weston) did not plan anything to make this album really good in terms of commercial success of the album. But these guys do it for fun.What also makes this album different is the quality of the songwriting. It’s not a case of clinging to the verse chorus verse structure so much as an adherence to melody. â€Å"Song Against Itself† employs Shellac’s trademark meaty riffage, but it also incorporates its most melodic vocals yet. The riffs seem even more memorable this time- to the point where you would possibly hum them later. It is impossible to hum their older songs like â€Å"Doris† or â€Å"House Full Of Garbage†.The songwriting has polarized from the easily accessible rock and roll The songs on this album switch gears from straightforward 4/4 tim e rock to bizarre arrangements/time changes more quickly and at greater extremes than their past releases. To make the contrast even more blatant, the straightforward parts are very straightforward, and the crazy parts are even more crazy.The emotional content of lyrics has remained the same, just like Albini himself: mean and sarcastic. â€Å"Prayer To God† is an hysterical plea, in which Albini asks â€Å"the one true God above† to kill two people for him. The tone of his prayer is dripping with sarcasm but the point is simple enough: â€Å"her, she can go quietly by disease or a blow/to the base of her neck where her necklaces close/where her garments come together/where I used to lay my face/that’s where you ought to kill her/in that particular place.†The music rises to meet his anger. â€Å"Squirrel Song† is a â€Å"sad fucking song† that showcases Shellac’s incredible rhythmic precision. â€Å"Song Against Itself† starts out sounding almost as straightforward as pop punk, while â€Å"Mama Gina† starts with a dissonant melody being played over a slow rhythm section which then fades out to bass pulses and guitar beeps with Steve singing/talking about a woman who likes to dance.Shellac hasn’t lost an ounce of its brutality. Pounding rhythms, sharp but sparse guitars, and repetitive bass lines bust through the speakers with exquisite production. The songs and recording on 1000 Hurts don't deviate from the sound of their other releases so much as to shock the listener. The disk doesn't really break any new ground – like its predecessors, it's a collection of angular guitar lines, hypnotically repetitive rhythms, oddball time signatures, noise-rock squalls and twisted lyrics.Frankly, it's just nice to hear a record that you know was written without even the slightest thought for commercial potential, marketing or playlists. 1000 Hurts shows Shellac in prime form who seems to have real ized that 12-minute rock songs don't rock. This record's longest track, â€Å"Mama Gina,† clocks in at an appropriate 5:44, long enough to fully flesh out the song, but not so long that the groove gets tired.

Natural child birth VS. Medicated child birth Essay

Abstract: Natural childbirth and medicated birth are the two options practiced all around the world by the gynecologists, these days. However there are some issues related to both the birth process. In this paper we will discuss the pros and cons of both the natural child birth and the medicated child birth. Introduction Natural childbirth: it is a natural process with minimum medical intervention, specifically the use of pain relives medications and surgical interventions (Vernon, D (2005) Medicated child birth: in this type of birth, doctor make use of pain killers and other instruments like episiotomies, forceps and ventouse deliveries and caesarean sections during the delivery process. Every woman during her delivery undergoes pain which is a normal physiological reaction. In a normal birth, pain makes the women to react against the pain by tensing and fighting it. Majority of women around the world prefers natural child births however in some cases the mother prefers to be medicated thus reliving pain. Birth pain is sudden and intense. However, with every contraction the pain gradually fades away resulting in birth of a child. (Sakala, C. , M. Corry, and H. Goer. (2004) So for a mother there are both the options available either to select natural birth or a medicated child birth. Natural child birth is a natural process and there is now side effect except the mother undergoes sever pain. However in case of medicated child birth is artificial process therefore it does have some side effects despite it’s practiced very frequently all around the world Here are some of the pros and cons of both natural and the medicated child birth: Benefits of Natural Childbirth Natural child birth is completely without any medication. Remember that medicine is a medicine and, and even the most secure medicines also have some side effects Mothers that go through natural child birth is able to move freely throughout labor and after as the new researches reveals that medicated birth makes it difficult to move during and after the birth. ( Anderson, G. , et al. (2000) In natural childbirth women feel their body’s reflex, there how they can respond better by pushing faster, as the medication does affect the reflexes thus prolonging the pushing time. (World Health Organization Department of Reproductive Health and Research. (1999) Unmediated birth is natural process and the pain during the birth is also natural that guides the mother to seek specific positions that might help the child to move easily to get into right position of delivery. In majority of cases Mothers has fast recovery after a natural childbirth since they can move freely and easily. Generally they eat immediately and their appetite is normal. In natural child birth Endorphins is secreted within placenta and umbilical cord of the mother. That secretion helps the baby to deliver easily and get adjusted to new environment comfortably. (Lieberman, E. and C. O’Donoghue (2002) Naturally delivered babies are better responsive and show more interest in pre-breastfeeding behaviors such as sucking and massaging the mother’s breasts, as well as the proper length of time they spend nursing during the first one and a half hour. Natural birth also increases the possibility of a healthier and fast recovery because of better hormonal balance. (Righard, L. and M. Alade. (1990). This is because a woman who has given birth with minimal intercession does not need to recover from major abdominal surgery, instrumental delivery, and cut of the perineum, any damage from IV lines, or severe stomach pain, headache backache caused by the use of medication. Natural childbirth increases the natural delivery physiology and laboring progress of healthy, well- feed women and increases interventions in the normal course of natural childbirth. Benefits of Medicated Birth Medicated Birth has a lot of benefits and is been adapted by the mothers all over the world. Some of the benefits are as follows: Women that experience a very long labor pain can benefit from using pain medication to get some relief prior to pushing stage. (Simkin, P. (1992) if the woman is finding the pain unbearable, it will definitely affect the delivery process, pain medication would definitely act as an aiding factor so that her body might not fight against the labor. (E. Jones, Pregnancy, Contraception, and Family Planning Services in Industrialized Countries (1989) similarly if the woman is experiencing some sort of fear, medication would help her by reliving her from severe pain and anxiety. However on the other hand it does have side effects depending upon person to person. Sometimes it is found that Medication has caused the baby sleepy as the anesthesia can penetrate through the placenta. (Ransjo-Arvidson A. B. , Matthiesen. (2001) Moreover pain guides the mother to adjust her position through which the child can adjust within if the child is posterior. However in case of medication the mother can not feel the pain to adjust herself thus may case certain complications in some cases. (Uvnas-Moberg, K. (1998) Conclusion Mothers have the ability to give birth naturally. Despite the women faces the pain but the pain goes away gradually. It is a fast process and has no side effects. The baby is normal and responsive. Pain medication is a great resource in very difficult and prolonged labors when the mother loses her patience to deliver the baby. In such cases epidural is very much effective. Anaesthetics may increase the likelihood of complications ( Knapp, L. (1996) We can find variety of pain killers out there in the market. If the right medicine is used I can help the delivery. Most pain killers do not take pain completely away. It makes pain bearable for the mother thus can concentrate on the birth. However in medicated birth mother always need continuous assistance all through the process.

Patient Rights Essay

Patient rights are also human rights. Every patient deserves to be treated respectfully and with every intention of helping patients improve their health. Due to past historical events, there was a need for the creation of two documents that give patients protection and rights when it comes to clinical experiments. These events were experiments that were conducted unethically and violated human rights. The names of these documents are: The Nuremberg Code and The Belmont Report. The first one that was created in the 1940’s was The Nuremberg Code which relates to the events that happened during the holocaust. Nazi physicians were responsible for performing malicious experiments on prisoners in the concentration camps. The Belmont Report was created later after the discovery of the Tuskegee Syphilis Experiment. In this study, which was conducted from 1930-1972, African American men were deceived into thinking they were being treated for syphilis when they actually were not. Even after the discovery that penicillin was an effective treatment for this disease, many men were still left untreated and left to die unnecessarily. The â€Å"Doctors’ Trial† was one of the main trials conducted after World War II in Nuremberg, Germany. This was an international trial made up of judges from the United States, Britain, France, and the former Soviet Union. This trial involved 23 defendants, 20 of them being physicians, all accused of torturing and murdering prisoners in concentration camps with the use of medical experiments. Sixteen of the 23 defendants were found guilty and sentenced to death, life in prison, 25 years, fifteen years and ten years in prison. The remaining seven were acquitted. After conclusion of the trial, the judges felt a strong need for an additional way to protect human research subjects. This is when they created the ten research principles now known as The Nuremberg Code. As the Hippocratic ethics was great for physician-patient relationships, it did not fit so well with scientific research. Everything changes because the primary goal of the physician is no longer the patient, but instead the results of his or her experiment. The Nuremberg Code solves this conflict. The first and main principle of the Nuremberg Code makes the voluntary consent of human subjects absolutely essential. Experiments should not be random or unnecessary; they should be in search of beneficial results. It should be based on experimentation of animals and help prove positive effects are the result. Mental and physical suffering or injury should absolutely be avoided. No study shall be performed when there is a risk of death or severe injury involved. The potential risks should never exceed the potential benefits. Sufficient preparations must be made and acceptable facilities must be used in order to protect against injuries, disabilities, or death. Only qualified individuals may perform such studies and the highest possible skill and care shall be applied throughout the entire process. Subjects will always hold the power to end the experiment at any time they feel is necessary for their own well-being. And last of all the scientist in charge must end an experiment as soon as there might be any reason to believe that there is a possibility that continuation of the study could result in injury, disability, or death to any of the participating subjects. In Tuskegee Syphilis Experiment the Nuremberg Code was disregarded and still continued to be sponsored by the U. S. government. The reason for this may be because the code and principles were not regulated and could not be enforced by laws. In 1978 the Department of Health and Human Services (HHS) published the Belmont Report. The Belmont Report is made up of three basic ethical principles which are: respect for persons, beneficence, and justice. All persons asked to be in a study should have total autonomy and complete control of their decisions. For beneficence researcher should not only attempt to achieve maximum benefits for the subjects, but also minimize all risks. Justice states all people should be treated fairly and benefits and problems should be distributed fairly as well. These are now regulation guidelines and remain the main focus to protect humans as subjects. To this present day the Belmont Report continues to be used as a reference for institutional review boards (IRB) which ensure that human based research follow all ethical regulations and guidelines. Anytime experiments on humans are being conducted, ethical issues will always be involved. With the creation of these two documents it helps determine whether a clinical trial is ethical or not. First of all the experiment must have some kind of social or scientific value in which it may produce results that will benefit health and well-being or even increase knowledge on a certain subject. Only qualified scientists or physicians are allowed to perform such studies using methods and techniques that will produce reliable results. Subjects must be chosen fairly. The risks of the study must be minimized while the benefits maximized, or at the least benefits and risks should be proportionate. Informed consent means subjects will be informed on the purpose of the research, its risks, benefits, and alternatives. This helps to make informed decisions and also subject have the power to end the study at any time. Subjects will also be provided confidentiality, information on any new discoveries and results of the studies. These documents not only provide protection and safety for test subjects, but it also protects certain individuals from being participants in any studies. There are certain populations or groups of people that cannot be selected for studies for certain reasons. Adults are preferred subjects over children. Individuals must be competent in order to give informed consent, which would eliminate using mentally ill people as subjects for a study. Prisoners should also be excluded as test subjects as they are already in a forced position. There must be a certain criteria met in order to use any of these subjects in a research study. I find it to be a real shame that the Nuremberg Code was overlooked in many studies performed in the United States after its creation. It was not regulated and it was not against the law to not follow these codes of ethics on research. Although it took a series of unfortunate events to come up with the Belmont Report, it sure is nice to know there is protection now for human test subjects. The creation of Institutional Review Boards (IRB) to enforce that studies are being conducted under ethical guidelines and researchers are following these rules was essential in helping to improve the search for better health in this country. This will continue to guide our effort as well as change when other issues arise. The good thing is that I do not seeing it ever changing much more as all the most important ethical issues is covered by these documents when performing any research on human subjects.

DQ 4 and DQ 5 Research Paper Example | Topics and Well Written Essays - 500 words

DQ 4 and DQ 5 - Research Paper Example In order to successfully implement change in the unit, the leader needs to involve other members of the unit so that they can share the same vision with the leader. This is aptly stated in the following statement: â€Å"Perhaps one of the most significant shifts that has occurred in the workplace relates to the change in the workers themselves,† (O’Grady, 2003, Part 1, p. 106). Thus, it is imperative to change the mindset of the employees so that they can also change their approach to their work. This can also help them to develop knowledge which can be used in their respective units. In order to achieve this feat, O’Grady (1998, p1, as cited in Grossman & Valiga, 2009) describes the following rules that can be taken in order to implement change in the organization: â€Å"Make no exceptions† where the leader should make an effort to involve everyone in the change process. The other rule is the nurse should â€Å"read the signs† where the leader ough t to be aware of the changes that may be taking place in the environment apart from the healthcare system. This also involves empowering the employees concerned so that they can take a leading role in implementing change. The other rule is that the leader should â€Å"construct new architecture† which is concerned with supporting the people so that they can integrate the new practices in the envisaged change process. Basically, the leader in this scenario should focus on creating social awareness among the followers so that they can also share the same vision for change with him. This will help the leader to be in a position to inspire the workers to adopt change in their operations. â€Å"Most followers want comfort, routine, stability, and good problem solving,† (O’Gradyy, 2003, Part 2, p. 173). It is also important for the leader to know that change is an ongoing process hence the need to constantly involve the employees in this change

The British Constitution Essay Example | Topics and Well Written Essays - 2250 words

The British Constitution - Essay Example It is also mostly embedded in the written form through various statutes, judgments and treaties apart from the conventional principles. In countries like the USA whose democratic origin has been very recent, writing constitution for a new country after their independence from British rule was a necessity. But, parliamentary democracy in Britain has a very long history and the Parliament of UK is one of the oldest democratic institutions in the world. After the merger of the Parliament of Scotland in 1707 and Ireland in 1801 with the English Parliament, it has been known as the Parliament of the United Kingdom.   The country has an established judiciary system with a long history and the system has been evolving over the period of time mainly based on precedents in the legal landscape.   Parliamentary sovereignty is the fundamental principle of the un-codified British Constitution. There were controversies at the time of UK’s accession to European community based on the con cerns that law-making functions could eventually be transferred to the EC Commission and the Council of Ministers. After the accession of the UK to European Economic Community, European common law has gained preeminence in the UK which is inevitable. In Thoburn v Sunderland City Council [2002] it was observed â€Å"All the specific rights and obligations which EU law creates are by the ECA incorporated into our domestic law and rank supreme: that is, anything in our substantive law inconsistent with any of these rights and obligations.... In Thoburn v Sunderland City Council [2002] it was observed â€Å"All the specific rights and obligations which EU law creates are by the ECA incorporated into our domestic law and rank supreme: that is, anything in our substantive law inconsistent with any of these rights and obligations is abrogated or must be modified to avoid the inconsistency†.   (Baili, 2002) But, it is important that the EU law for this purpose should originate from and authorized by the Parliament. It was asserted in the case that there is nothing in the ECA which allows the Court of Justice, or any other institutions of the EU, to touch or qualify the conditions of Parliament's legislative supremacy in the United Kingdom. In the Thoburn case there was criminal conviction of Steven Thoburn, a green grocer and other defendants for various offences inter alia calibration of weighing machines and the use of unapproved instruments or measures. In such cases which deal with constitutional issues, politica l and legislative implications are also involved. Drewry, G. (2007, p.112) states â€Å"the political and parliamentary implications are every bit as important as the legal ones. Both (one of which is Thoburn’s) cases, in their different ways, were concerned with important areas of national and European public policy, and with legislation that is a product of political processes’. The written constitutions in such cases are likely to pose adaptation problems as the issue covers various aspects of international importance and cross border activities. The establishment of European Court of Justice and its growing significance in the legal system of the United Kingdom and the supremacy of EC law in the event of conflicts with the UK laws have caused a great deal of discussions and

Key Areas Essay Example | Topics and Well Written Essays - 250 words

Key Areas - Essay Example Town hall meetings are an effective strategy because they offer opportunities for the nurses to discuss a policy issue with a policy maker in the presence of community members (Stewart et al., 2009). These structured discussions offer the nurses and the policy maker to listen to the community and identify some of the concerns and ways of dealing with the issue. In addition, the nurses can inquire for follow up questions to clarify some of the responses (Mason et al., 2011). Additionally, when people are going for a town hall meeting, they are aware of the issue at hand and try to get more information to ask the host (Mason et al., 2011). In this regards, it acts as a way of helping people get more information within the society to learn about its effects, prevalence and ways on how to control it. However, town halls are not an effective strategy because the people may become â€Å"numb† to town halls especially if there have been numerous others that have not addressed their concerns (Stewart et al., 2009). Therefore, in order to make town halls effective, it would be imperative to address the concerns aired and adopt some of the solutions offered. Stewart, P. A., Salter, F. K., & Mehu, M. (2009). Taking leaders at face value: Ethology and the analysis of televised leader displays. Politics and the Life Sciences: The Journal of the Association for Politics and the Life Sciences, 28(1),