The Expansion Of The Jewish Population - 868 Words

Before World War II there had been Jews living in Eastern Europe since before the Medieval Ages. It seems as if the Jewish population had grown accustom to their ever changing role in society, based off of who was in power and in what area they lived. There had always been persecution towards Jews based off of their religious practices, which seemed foreign to their neighbors all across Eastern Europe. Despite the consistent religious persecution Jews found ways to assimilate into their new surroundings while keeping their faith alive. For a long time Jews believed that as long as they could continue praying, follow the Torah, keep Kosher, and participate in charity everything would be all right. Once modernization began in Eastern Europe there were numerous changes for the Jewish population. During Enlightenment new ideas came into practice which allowed for new economic opportunities, jobs, and housing. Previously, most Jews lived in shtetls, small rural village communities, but now they were starting to move toward the cities. Modernization also allowed for the creation of modern Jewish institutions and the secularization of their faith. These changes ended special protections and lead a charge towards the emancipation of Jews across Eastern Europe. New economic opportunities allow millions to emigrate, and 1.5 million take advantage of that opportunity and move to the United States. Through industrialization many Jews move into the cities in order to partake in theShow MoreRelatedTransportation : A Small Country, Israel s Primary Mode Of Transportation1276 Words   |  6 Pagesupgrades and expansion of rail stations and adjacent parking areas are some of the projects either planned or underway. Current projections are for the system to carry 40 million passengers by 2010, a huge jump, compared with the fewer than 3 million passengers that used the system in 1990. Israel’s primary air hub is in Ben Gurion International Airport, located near the city of Lod, about 15 km (9 mi) southeast of Tel Aviv. Having operated since 1936, the airport has undergone several expansions as theRead MoreAnti Semitism By Jacob Von Konigshofen1196 Words   |  5 PagesSince the beginning of Jewish history, there has always been an underlying feeling of anti-Semitism. The most well-known acts of anti-Semitism was the atrocities of the 20th century obliteration of the Jewish population within Nazi Germany. While this is the most commercialized, it certainly was not the first and only acts of anti-Semitism. From the sack of Jerusalem to the Crusades and later Hitler’s Final Solution, anti-Semitism has been a far reaching and invasive opinion of the masses. The â€Å"CremationRead MoreHow The Holocaust Was A Long Term Plan1461 Words   |  6 Pagesplan and Berghahn who argues that it was a reaction to the circumstances brought about by expansion duri ng world war two. All of the historians agree to a certain degree that the extermination of the Jewish people from Germany was a long term idea of Hitler’s, but it is at the point where ‘idea’ becomes ‘plan’ that they differ. The efforts the Nazi party expended on carrying out their ‘final solution to the Jewish question in Europe’ involved changing the structure of a whole country’s economic, socialRead MoreThe Romanov Dynasty That Ruled Russia From 16131605 Words   |  7 Pageswithin their control. The Jews bore the brunt of this persecution as they experienced strict laws governing their rights and constant threats of violence. Tsars throughout the Romanov history acted to strengthen their Orthodoxy by punishing the Jewish population in order to drum up support for their own regimes and domestic and foreign policies. The status of Jews in Eastern Europe was never a pleasant or hospitable one. Jews lived lives banned from certain parts of the area and within ghettosRead More Trinity of Beliefs Essay1361 Words   |  6 Pagesbetween the Jews and the Christians. At their first emergence the Christians were considered a sect of the Jewish faith by both themselves and other Jews. However, the relationship between the different sects and the rest of the Jewish community became increasingly problematic as Jesus teachings were considered blasphemous by the Romans. Jesus all embracing theories and disregard for Jewish law made his movement all the more loathsome to the Jews. This is the primary reason for the stormy relationshipRead MoreGenocide : A Complex Item1569 Words   |  7 Pagesamounts of people helps keep the world safe from over population and also helps keep people afraid of their superiors. Although using genocide as a solution is a very harsh choice of action, it has helped keep populations of races down, and has also shown civilians what the power of their government is. The purpose of keeping the civilians in order is so that there are no uprisings, or rebellions. But Adolf Hitler had no interest in keeping his population down, or preventing a rebellion. Hitler was solelyRead MoreThe Holocaust Memories759 Words   |  4 Pagesworld domination would continue until his goals for racial purity and spatial expansion would one day be his driving force behind his foreign and domestic policy. In March 1933, the first official concentration camp opened at Dachau. In 1933, Jews in Germany numbered around 525,000. Under the Nuremberg Laws of 1935, to be considered a Jew, you would have to have three or four Jewish grandparents and those people with two Jewish grandparents were considered half-breeds. This law made Jews open targetsRead MoreThe Holocaust And Western Imperialism And The Holocaust1271 Words   |  6 Pagesthese campaigns, many of the people doing the killing, believed that it was for the greater good. Western imperialism used the notion of bettering the native population and expansion in order to justify their mass killings. On the other hand, the Holocaust rationalized its mass killings by making its main purpose the bettering of the population of Germany with its own form of ethnic cleansing. Western imperialism and the Holocaust were rationalized by a false sense of bettering society, with the imperialistsRead MoreHow is the extinguishing of the Jewish and Native American races similar?1743 Words   |  7 PagesI will be researching extinguishing of the Jewish and Native American races; the reasoning behind the atrocities, the suffering, and the aftermath. Both groups of people were stripped of their rights. The Native Americans were simply denied their rights and in Germany, during World War II, the Jewish population’s rights were taken away. The plight of the Native American expanded over a longer time period, but there race was practically eradicated. The systematic state-sponsored murder of six millionRead More‘the Final Solution Evolved Because of the Chaotic Nature of the Nazi Regime in the Y ears 1939-42.’ How Far Do You Agree with This Opinion?1465 Words   |  6 Pagesas there was a lack of formal policy with dealing with the Jewish Question. An exemplar example of this is the conquest of Poland by which it was split into district regions called Gau by which a Gauleiter was in charge of each district. By 1939 all the Gauleiter were pushing to have the Jews removed from their territories so as soon as one Gauleiter transported his Jews East another Gauleiter found himself with an increasing Jew population. This then escalated by 1941 as pressure came from Gauleiter

Importance Of The Views Of Karl Marx And Abraham Kuyper

Taylor Neuroth Dr. Scott Culpepper Modern Western Culture The importance of the views of Karl Marx and Abraham Kuyper are detrimental to the growth in society. When looking at two different ideas, people are able to pick up more information and better solutions. This is where the saying two brains is greater than one comes to play. While looking at different views people can come up with different ideas on how to solve a problem. The main purpose is to look at Marx’s and Kuyper’s ideas of human nature, main causes of social inequality and economic hardship, the solution, assumptions that come with the solutions, and if their ideas hold up in the twenty-first century. Marx has the idea that human nature is based on communism. Through history we see the oppressors and the oppressed in some type of battle. There are examples in history such as, â€Å"Freeman and slave, patrician and plebian, lord and serf, guild-master and journeyman†¦Ã¢â‚¬  (Marx, 14) who Marx brings up. The usual way the conflict is resolved is by revolution or in the classes’ common ruin. Looking back at the examples that Marx has given, all of the conflicts were ended in revolution or in the classes’ common ruin. Marx’s believes that humans have the capability of making and shaping their nature. Marx sees human nature being more pushed towards social relations rather than as a species. Throughout history, society has been arranged into different class structures. In the Middle Ages, the classes were set up

Crime and Intelligence free essay sample

Criminologists have debated back and forth the question, â€Å"Does a person’s IQ level really affects their probability of committing a crime and if lack of intelligence increases criminal behavior throughout a person’s life. † Some believe that IQ is a more important variable than race, social or economical class in foretelling criminal behavior. The theory of crime being linked to a person’s intelligence says that if IQ does not affect the probability of crime, it can have a chain reaction. Academic incompetence as a child is the stressor for many adult criminals; children with low IQs tend to have difficulties in school and in performing tasks that their peers can do. Criminologists believe that IQ affects future criminal behavior because many criminals do crimes out of â€Å"necessity† for example, the child who failed all his classes and struggles even further into his academic career may drop out, this person has to work for minimum wage or take the easy way out and submit to crimes like burglary, robbery and shoplifting however these criminals are more likely to get caught and sent to prison. However one can argue that low IQ cannot determine a possible increase in chance criminal behavior because after all most crimes are rational. Many types of crimes are crimes that are carefully planned and thought out for example fraud, identity theft, non-negligent manslaughter/ voluntary murder, burglary, assault, psychopaths, cases of arson, insurance scams and the list can go on and on to a numerous amount of other crimes. To burglaries a home the burglar has to make sure he studies his target like the time the residents are and are not home, if they have an alarm system or a guard dog, is any one patrolling the area. Some criminologists argue that a person with a low IQ cannot be able to plan so well even the chance of not being caught and if the satisfaction derived from the crime is worth the risk. These examples are a product of rational thought, and to be logical and rational IQ cannot be that damaged. More study has to be done to decide the IQs effect on criminal behavior. Arguments have technically just assumed that low IQ increases criminal behavior; however, it is possible that in various ways high IQ actually increases criminal behavior. A vast amount of studies have shown that violent behaviors, delinquency and adult crime are linked to low IQ’s (Bower,1995). Goodman concluded, after testing children between the ages of 5 and 15, excluding children with hyperactivity, psychosis or retardation, that children with lower IQ’s seem to have more tendencies towards conduct disorders than those who did not or had â€Å"normal† IQ’s (Goodman,1995). The theory about low IQ’s does leave open for idea of maybe it’s just that their low IQ’s leaves them more vulnerable to get caught and imprisoned. For example, more-intelligent individuals may feel greater confidence of committing crimes without getting caught and feel like they’re â€Å"above the law† or invincible, which in theory may lead to more criminal behavior. More-intelligent individuals might also have more opportunities for some crimes, such as white-collar crime. An example of high intelligence in crime can be seen in 1941, Hervey Cleckley’s published book The Mask of Sanity. His book was the first to discuss the psychiatric description of psychopaths as dangerous people because many were violent or guilty of white-collar crimes. Cleckley concluded that many psychopaths carry common traits such as, â€Å"Exhibit shallowness and narcissism, callousness and lack of empathy, impulsiveness, a lack of remorse, and egocentricity† (Johansson Karr, 2005) After studying 370 men he noted that psychopaths and non-psychopaths we not different in overall levels of intelligence, however they did differ in how high intelligence was related to the severity of their crime. Cleckley commented that the high intelligence just enhanced the psychopaths’ ability to in being destructive. Cleckley wanted to understand why normal people didn’t evolve into psychopaths as well and his findings made him conclude that the high intelligence in relation to impulses and irresponsibility didn’t allow them (psychopaths) to succeed as most law abiding people do. Sigmund Freud developed the psychoanalytic theory, this theory states that all humans have natural drives and urges that are hidden in the unconscious. This means that all humans have criminal tendencies. According to Freud because we socialize as children the urges are put under control by our unconscious; also our development as children helps control urges. Freud believed that the most common factor that contributes to criminal behavior was the child’s identification with her or his parents. According to Freud children who had problem in socialization developed personality disorders that causes her or him to direct antisocial impulses inward or outward. The child who directs them outward becomes a criminal, and the child that directs them inward becomes a neurotic. Goleman,1984) According to this approach, criminal behavior results from the way in which people organize their thoughts about morality and the law. During middle childhood, children are at the first level of moral development. People who do not progress through the stages may become delinquents. If we base our ideas on Freud criminal intelligence begins as a child, if the child is raised in a home where the parents are violent, anger or allow the child to see the violence can be the solution to some problems. Everything we learn as children begins with our parents or legal guardians. For example, a child who is consistently punished for inappropriate behavior by physical or psychological abuse and tend to only gain attention from their parents because of bad behavior and receive no praise for good behavior, overtime the child will develop an unpleasant physiological and emotional response whenever they think about committing an inappropriate behavior. Generally this may seem like a good thing because it should stop the child from doing wrong behavior however the anxiety and guilt that arise from this result in the development of a conscience. It is also believed that criminal tendencies may be inherited and passed down to the offspring’s by their parents during reproduction. People maintain their criminal behavior due to consequences or reward they think the benefit. It is argued that criminal and noncriminal behavior has gains and losses. If the gains that result from committing the crime for example money out weigh being punished then the person will commit the criminal act. The immediate rewards that result have a lot to do with criminal behavior. If the criminals reasoning for committing a crime or the punishment that may result from committing the crime, or the time that it would take to earn the reward by noncriminal means, they will probably do it. They take the lazy way out; some persons may be more prone to committing criminal acts than others for example a crack addict robbing a person who has a nice ring on the bus or train. To some criminals the gains associated with committing the crime may help to restore a persons feelings of being treated unjustly by society. Factors such as intelligence and arousal determine how a person weighs the gains and losses associated with committing a criminal act. Physiological arousal determines the ease in which people are; therefore, people who are unable to associate negative feelings with committing crime will not be deterred from committing criminal acts. Some argue that impulsive, poorly socialized children of low intelligence are at the greatest risk of becoming criminals. One of the reasons people believe that criminal behavior is a hereditary trait is because it is believed that if a parent or both parents has criminal past or criminal tendencies the child will most likely pick up on this and continue the cycle. Dr. Mednick said that he did not believe that criminal behavior itself was inherited. Rather, he theorized, what can be inherited are the biological factors that might be associated with crime and a life of crime. Dr. Mednick studied the life histories of 14,427 Danish children who were adopted by mostly middle-class, law-abiding families soon after birth from 1924 to 1927. For example, among sons placed with adoptive parents having no criminal backgrounds, 20 percent of those whose biological fathers were criminals were found to have had criminal convictions, but only 13. 5 percent of those born of noncriminal fathers did (Reinhold,1982). Studies have only demonstrated that low intelligence and crime occur together frequently; they have not demonstrated that low intelligence is the cause of crime.

Totalitarianism Between the Wars Germany vs USSR Essays

Totalitarianism Between the Wars: Germany vs USSR Totalitarianism is the act of which the political authority holds power over the people of the state. Germany and The Soviet Union were places that supported this way of dictating their countries. With these ideas of using totalitarianism to lead their countries, we could all see that in the future things don't turn out very well. The Soviet Union ended up falling apart and became Russia in the late 1900s. While in the other hand, Germany resulted in owing tons of debt and losing chunks of territory. Even though the ways they governed had many similarities, they also had a fair share of differences. Totalitarianism affected the USSR and Germany the same military wise, control of their people, and economy wise. However, they were different due to Hitlers idea of expansion and nationalism. While Stalin had ideas of class elimination and he didnt really expand, it was more internal. In the reigns of these two countries with ideas of totalitarianism Germany and The Soviet Unions militaries grew in power and size. Germanys military grew due to the negative response to the Treaty of Versailles. The Germans rebelled against the terms of no rebuilding of the military or air forces. The Soviet Unions army developed due to more people and some advances. But nowadays, the military is declining because of the lack of advances in technology. Both states were very controlling and had a place in political and economic terms. In Germany, Hitler was, in the views of his followers, very charismatic. He was looked upon as a strong and influential leader. Also in the USSR, the reigns of Mussolini and Stalin were very powerful. All of these political leaders had a strong say into what happens in their state. The consequences of refusing to their terms could end up very bad. To scare their people, which leads to the third similarity, is Germanys and The USSRs use of propaganda to scare the people and make them believe. The propaganda tactic was used to keep the citizens under control. The two countries being different in the ideas of totalitarianism were also present. They were different because Germany was more into the idea of nationalism and the Russians weren't into nationalism but class elimination. Another difference is Germany was more into expansion and invading. For example, when the Nazi's invaded Poland. The Soviet Union was more "internal". They stuck more to their own country other than trying to invade others. Totalitarianism is not the smartest way to run a country. As we know now, Germany and The Soviet Union did not last as long with these ideas. In the end Germany ended up with debt, loss of land, and the split of their capital. The Soviet Union ended up collapsing due to too much central power, bad economy, and Ronald Reagan's strong will to end communism. Totalitarianism affected Germany and the a Soviet Union similarly with the economy, military, and authority of their people. But it was different because Germany was more greedy with their land and was more into the idea of nationalism. However the Russians were more internal and more focused on the progress on their country as one.

Job Opportunity Vs School Example

Job Opportunity Vs School Example Job Opportunity Vs School – Term Paper Example Ethical Dilemma More often than not, we are faced with tough decisions that will impact on our lives no matter which of action we take. Handling ethical dilemmas is challenging especially when the ethical dilemma affects other people as well (Cohen, 2007). Recently, I faced an ethical dilemma whereby, I had to choose between quitting school despite staying for so long without proper education and accepting a job offer that did not consider my level of education. Additionally, I had to leave U.S at the same time to vising my ailing wife who had a miscarriage. This scenario was a tough ethical dilemma because it was unethical for me to quit school despite the amount of money spent on school fees, travel, and residence expenses. Sadly, I was only two weeks to the end of the learning period. Wasting all that hard-earned money and valuable time was unethical. Additionally, giving up the rare learning opportunity especially when I needed the education to improve my bargaining edge in the w orking field was also unethical (International, 2005). Quitting my education and going back to Haiti meant that all the money that had been spent would certainly go to waste and lose the learning opportunity as well. However, on the other hand, my wife who had a miscarriage needed me the most at this crucial time. Leaving her alone to deal with the problem was also unethical since I am responsible, as a husband, to stand with her in times of difficulties (International, 2005). She needed moral and physical support, which I could only offer by going back home. More importantly, I got a job offer that fit my present academic qualifications. Owing to the obligations of supporting my family especially having stayed for long without a job, I found it hard to resist the offer. Supporting my family is my first priority in life and a moral obligation too (Cohen, 2007). This added to the complexity of the dilemma since, the job was not well paying. Furthermore, if I happened to lose the job, then the same family I was trying to protect would suffer greatly. This scenario was a tough ethical dilemma since each course of action had ethical considerations.ReferencesCohen, M. (2007). 101 Ethical Dilemmas. London: Taylor & Francis.International, F. S. (2005). Families in society: the journal of contemporary human services, Volume 86. New York: Family Service America.

The College Entrance Essay What Not to Do

The College Entrance Essay What Not to Do SAT / ACT Prep Online Guides and Tips What’s the point of the essay? Put yourself in the admissions officers’ shoes. They’ve got hundreds, maybe thousands of data sets to review, one for each potential student. Imagine the big conference table where these folders are spread out under the fluorescent lights. You’re just one folder in a pile, and the essay is their one window into who you are. What about the rest of my application? Sure, grades show you can study and that you care about academic success; test scores show something of critical thinking skills; extracurriculars and volunteer work show you’re â€Å"well-rounded.† But everyone knows that these things, for most college-bound students, are standard. People have been telling you they’re â€Å"important for college† since you were in 8th grade, and admissions officers know that. So there’s a limited amount even a 4.0 GPA and a perfect score on the SAT can say about your readiness for many aspects of college. College isn’t high school 2.0 See, college isn’t just classes and parties; it’s a transition between childhood and adulthood. Plenty of kids with high GPAs and great test scores can have a hard time in college due to the lack of supervision and the less defined reward structure. In other words, high schoolers with determined parents can be coaxed or bribed into hundreds of hours of AP studying, varsity sports practice and all kinds of SAT prep. Those kids might build great applications that get them the acceptance letters they want. But none of that stuff will help them once they’re on campus. In addition to possessing academic prowess, students who get the most out of college know what they want and are willing to work for it. They are mature, self-motivated, curious, and able to think outside the box. In short, they’re (mostly) ready to be responsible adults. Why do different schools have different prompts? Different schools are looking for different variations on this ready-for-adulthood theme; Juilliard wants students who apply this maturity and determination to their art. Tiny liberal arts schools want students who will bring their passions to enriching the community on campus. Ivies want students who are clearly head and shoulders above their peers. But all colleges want students who, as alumni, will enhance their alma mater’s reputation, whatever it may be. And the admissions essay is unique in its ability to convey much of the information that could convince a school you’ll be able to handle the job of succeeding, not just in school, but in life. To that end, here are our top 3 tips on what not to write in your college admissions essay. 1. Don’t write about the easiest thing High schoolers have a bad reputation for being shallow. Adults tend to think of them as Facebook-obsessed, smartphone-dependent text-monsters who do whatever (and only) what their friends do. Along with these charming characteristics, teenagers are also seen as closed minded and self-obsessed. The essay is a chance to prove definitively that you are not one of these teenage whiners who thinks only of themselves, and one way to do that is to really put some thought into your topic. In other words, don’t write about the first thing you think of, or the thing you think you could most easily tailor to the prompt. Let’s look at an example: one of the 2014-2015 Common Application essay promptsis, â€Å"Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?† If you ask the average high schooler this question, some of the most common answers will be not making the team, not getting a desired grade, or losing the student government election. These are easy kinds of failure to talk about; they are the most obvious. But you want to show that you understand all the things failure can mean: disappointing someone you love, doing something you know is wrong, giving up when you could’ve persevered. Some kinds of failure are painful to think about, but hiding from painful feelings is exactly what teenagers are expected to do. Be unexpected. Think about the prompt from multiple perspectives and try to make it your own. 2. Don’t write about something lots of kids have done This one might seem obvious, but let’s examine it using another prompt from the current Common App: â€Å"Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.† Again, do not write about the most obvious things: graduating to Eagle Scouts, your Bar Mitzvah or your first job (unless you have an amazing twist on those old tales). Even events that may seem less common than the ones above aren’t: thousands of kids each year write essays about their mission trips, their parents’ divorces, and moving to new towns or schools. Maybe it seems like nobody at your school has done it, but that doesn’t mean kids at other schools all over the country aren’t doing it right now. Do a little research, give it some thought, and reach for an essay that will make the admissions counselors think, â€Å"oh, right, that’s the kid who was in the circus for a year.† 3. Don’t write about something that happened to you, write about something you did This one is less about your topic and more about the way you frame it. Let’s examine it using another Common App prompt: â€Å"Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?† This might seem like an impossible prompt to answer with something you do, and that’s why I chose it. When most people think of the word ‘content,’ they think of relaxing or lounging in a private space. But content actually means â€Å"in a state of peaceful happiness,† or â€Å"satisfied with a certain level of achievement, good fortune, etc., and not wishing for more.† Peaceful, here, doesn’t mean restful: it means untroubled, complete. This state can easily be attained through doing. See, they don’t really care about the place or environment you’re describing. They care about how your answer reflects your personality, maturity, and ability to think and write creatively. Note the question â€Å"What do you do or experience there?† So while a ton of students will answer this prompt with â€Å"my bedroom,† or â€Å"the hammock in the garden,† they’re losing ground by not considering the other varieties of contentment: a strong tennis player practicing forehands, a musician picking out strings for his guitar, a volunteer working with infants in the hospital nursery. Don’t worry about seeming weird or being wrong; the point isn’t to â€Å"do it right,† as it is in so many high school courses. The point is to communicate something unique and deep about yourself. 4. Consider the Bigger Picture The essay is only one part of the college application. Other parts include your GPA, extracurricular activities, and SAT / ACT score. If you're late in junior year or already in senior year though, you don't have too much leverage to increase your GPA and activities those have already been set by your high school career. The only two things you can affect at this point would be the essay, which you should write well, and your SAT / ACT score. Be sure to ensure your SAT score is good enough or ACT score is good enough. If not, seriously consider retaking it, as even a couple of weeks of study can boost your admissions chances a lot. For more information on admissions essays, see these resources: Essay Hell New York Times lesson plan for Common Application essay prep Essay Tips from the Admissions Office at Lewis Clark We at PrepScholar Online SAT Prep aren’t just SAT experts, we’re also admissions experts. If you liked what you read above, subscribe to our blog to the right to keep updated on the information we’re sharing not just with our customers, but with the whole world. Like what you read? Get our free Ebook to SAT prep!

Strategic Management Essay Example | Topics and Well Written Essays - 2250 words

Strategic Management - Essay Example Therefore, to understand the identity of Tolapp Corporation and define it, clear perception of what is being conveyed in the corporate communications to their audiences, like the sales papers inserted in the newspapers twice a week, is essential. The mission statement is an essential component of corporate communication in establishing its identity. It aims to achieve this externally by expressing what its various target audiences can expect from the services and products (Schnelle, 2008). The corporate communications to their audiences, like the sales papers inserted in the newspapers, is a primary source for the information required for preparing the mission statement for Tolapp Corporation. The synopsis of Tolapp Corporation provided, gives information on the products of the organization, manufacturing locations of their products, and the distribution chain used by Tolapp Corporation to male their products available to their customers. The nine essential components of a mission st atement are customers; products and services; markets; technology; concern for survival, growth, and profitability; philosophy; self-concept; concern for public image; and concern for employees (Rigsby & Greco, 2003). The mission statement developed for Tolapp Corporation is as follows: At Tolapp Corporation we strive to provide energy saving power products, globally acclaimed, through innovative ideas in the creation, development, and manufacture of our products that exceed expectations in value for our customers, and thereby fulfilling the aspirations of all our stakeholders. We believe that to achieve this, empowerment of employees, development of sustainable operations, and commitment to the natural environment is essential. Principle for Prioritizing of Implementation Steps The principle for prioritizing the implementations towards achieving strategic objective of penetration of the global market place is developing the strategic priorities, and developing a response plan on th e basis of the strategic priorities. For example, understanding which country markets are the strategic priorities towards achieving the strategic objective of the global market expansion makes it possible for developing a response plan for penetrating the market of that particular country, and the order in which the markets of different country markets need to be tackled for successful achievement of the strategic objective of global expansion. This priority is necessary as resources are always limited and it is only through the identification of strategic priorities that successful prioritization of resources can be achieved. In addition, by identification of strategic priorities response planning consisting of identification of actionable goals ?communication of priorities ? understanding what can be done ? iterative work ? outcomes review ? next strategic priority can be undertaken (Cooke, 2010). Thus, using the principle strategic priorities helps in identifying and prioritizat ion of the implementation steps towards achieving the strategic objective of penetration of the global market place by Tolapp Corporation. Feedback Mechanisms for Evaluating Effectiveness Monitoring and controlling the response plan of global expansion as a strategic objective is necessary to evaluate the effectiveness of the response

Theology of the Church II Essay Example | Topics and Well Written Essays - 1750 words

Theology of the Church II - Essay Example ighlighted by Dules include liturgy renewal, emphasizing the sacristy of the scriptures, reevaluation on the concept of authority, religious liberty, and acceptance of the world. McCormick (3), concentrated on moral theology that was a part of institutional models. The attributes of moral theology were confession-based, sin-centered, seminary-controlled, and magisterium-dominated. Until the 19th century, the Catholic Church was a hierarchical society that was under the leadership of the Pope as the successor of Peter. Inspired by the realization that Christians were capable of affiliating with true church in varying ways, Pope Pius XII in mystici Corporis introduced the concept of mystical body theology. The emphasis by Pius XII was on visible and invisible unity as the body of Christ. The mystical body is identified as the Catholic Church and no one would be a true member of the mystical body without being a member of the Roman Catholic Church (Vatican Council II #64 907). In addition, members of the mystical body had to be bound by faith, sacrament, and obedience in order to partake the Holy communion. Vatican II however emphasized the image of the people of God and its development to imply hierarchical and institutional structures. However, there were no detriments to its authority. However, Vatican Council II distanced itself from referring to the Catholi c church subsist in the Church of Christ thereby Leaving room for other Christian communities (Dulles 430). One weakness of the institutional model is in the tensions arising between the church as a mystical communion of grace and friendly interpersonal relationships. As a social organization, the church needs of charisma are crucial in understanding the tensions intrinsic in the humans and theological tasks of the church. The church needs charismatic priests and this is only achievable through clarification of the needs of priests as humans hence their role on church as an institution (Dulles

Cause of Divorce Essay Example for Free

Cause of Divorce Essay Marriage is supposed to be a sacred and beautiful union. In present day America, marriages are not lasting as long as they use to. Marriage is not the same anymore. It is like people forgot what it takes to be married and the true meaning of the union. Statistics show that the main causes of failing marriages are infidelity, high expectations, and lack of communication. Infidelity often seems to be normal in many relationships. It is probably the single most damaging cause that leads to divorce. Infidelity is also a problem most couples would face. Years ago when a spouse was cheated on, most likely they would have stayed together because getting a divorce was illegal. Over the years it has become easier and easier for couples to become separated and then divorced because of law changes. The betrayal and emotional pain you feel once you learned your spouse had an affair is what often leads to divorce. High expectations often lead to disappointment. Men and women both make a lot of assumptions when it comes to marriage. Women are taught by society that men want sex, that men think about sex and that sex is just second nature to men. According to society, if you marry a man you can expect that man to want sex with you. If a man lacks a desire of sex the woman’s expectation of her husband’s sexual performance is lacking. Nine times out of ten if a husband or wife cheats it is a result of a problem in the relationship. The lack of communication is a common problem in daily life. Unfortunately there are problems that avoid being talked about between couples. For example, growing up I would always see either my mother or father at home, rarely both. My mother worked all day and my father worked nights. The difference in work schedules caused issues. If a topic was to be discussed it seemed as though it wasn’t enough time to address it therefore it was not address. My parents did not have the time to often exchange ideas with each other so there was not a confidence for trying to solve their problems. Marriage is not an easy journey. It takes a lot of love, patience, commitment, and communication. Beat statistics. Show them you can make your marriage work. Let’s keep marriage sacred and beautiful.

Management: Managing Individuals and a Diverse Work Force Essay

Chapter 12 is an entire chapter devoted to diversity. It explains exactly what diversity is, common mistakes in dealing with diversity, what are the individual differences associated with diversity and finally how to manage a diverse work force. Diversity is a variety of demographic, cultural, and personal differences among people who work in an organization and the customers who do business there. The main misconception is that diversity is interchangeable with affirmative action. However, that statement is far off basis. Diversity is much more in depth because it deals with a wider variety of contributing factors.   Ã‚  Ã‚  Ã‚  Ã‚  The chapter talks about the individual differences associated with diversity. These factors include surface level differences such as age, gender, race, and physical disabilities. There are also deep level differences such as personality, attitudes and values. Finally, the chapter discusses how to manage diverse working environments. They introduce methods such as: 1) The discrimination and fairness method, 2) The access and legitimacy method, and finally 3) The learning and effectiveness method. They also mention some types of training that are already out there to help diverse working environments work as a whole, from the top positions to the lowest positions. â€Å"What Would You Do II† The question that Avon, the worldwide distributor of makeup and personal products to women, has is whether to choose a man or a woman for the new pos...

Race-Specific Schools in Ontario Essay

Throughout the years Ontario has become a very multicultural province, meaning all schools are multicultural. Recently the government of Ontario has thought about the idea of having schools that are race-specific. These schools would only be open for a specific race and base it on the abilities of that race. Could a school like this work in our multicultural society? There are many people today that would not agree with this decision for many reasons. Society believes that these schools will not prepare students for the real world; they are an old-fashion idea. The Canadian dream is to be multi-cultural but an inclusive place. This idea of race based schools is looked down upon in this society. People think that making schools for specific races will not prepare students when they enter the real world after finishing high school. Going to race-specific school students will only be taught about the culture, and history of their own country. Also, they will be taught about the history of their race in Canada, and what their people have done that has impacted our history. This is not right because they need to learn about what every race did that impacted our history. Since we are now living in a multicultural county. Zanana Akande, an Ontario Legislature speaks on black focussed schools and says â€Å"The situation in which we live, work and raise our kids is not a segregated one, it is an integrated one. † When these students finish high school they will be so use to dealing with people of their own kind, it will be difficult for them to interact with others. Therefore these schools will not prepare them for the future in for university/collage and in the workplace. In all these institutions people are of all races, and cultures, so they need to learn how to treat, and speak to these people. The idea of having race-specific schools is archaic. In a modern multi-cultural society this would be moving a step in the opposite direction. Ontario is trying to move up culturally, but this would just move the province back. In many institutions they have programs that speak against racism, and try to prove that everyone is equal, and is able bodied to intake the same amount of knowledge and information. Making these schools would bring back the racism into our country, and go against all these racism acts. This would bring us back into time, where racism was part of the norm. Students should be learning in an environment where they are surrounded by people of different race. Dalton Mcguinty speaks on black focused schools and says â€Å"I think our shared responsibility is to look for ways to bring people together. † (Toronto star). We should not be moving backwards, but rather move forward to a better system and society.

Ad analysis

We know this because not only is the watch predominantly black in color, normally men's etches are black, but also because it's a large watch with a precise and detailed whiteface. We can tell that the advertisement also is aimed at more athletic, or sporty, men who would want to be like NFG quarterback Eli Manning. The advertisement is using the technique of giving the reader an idea of what they could possibly be if they bought the product. The advertisement is inadvertently saying that if you wear a Citizen Codeine watch, that you could possibly be a superstar, Super Bowl winning, quarterback.They are trying to entice men to buy the watch cause most men have dreams of being a handsome, sophisticated, superstar like Eli Manning and the company Is hoping that men will buy this watch In order to try and become like Eli Manning. This advertisement also features 4 large sentences on the right side of the page. The first sentence Is simply â€Å"Unstoppable†. It then goes on to s ay how Ell Manning Is unstoppable and then It makes the claim saying â€Å"It's unstoppable, Just like the people who wear It†.These sentences are the mall part of the ad, they are trying to make men realize that If they want to be sophisticated and unstoppable† then they must have this watch Like Ell Manning. The advertisement also boasts the fact that the watch will never require a battery. This Is meant to show men that they will not have to worry about buying a new watch battery and getting It Installed. In this ad we see mostly ethos, they are saying that Ell Manning wears this watch so It must be sophisticated and classy. They are using his credibility and hoping that people will trust a NFG superstar.Pathos Is also found In this ad, they use very vivid language when describing Ell Manning and people who ear the watch. They use one word and It Is bolted and repeated throughout the ad. Pathos Is also found In this ad because they are making the reader feel Like If they don't have this elegant watch then they are able to be stopped, but If you do have this watch you are Indeed unstoppable. They are trying to make the reader feel Like they need to buy this watch In order to be successful. Ad analysis By Maydays Eli Manning and the company is hoping that men will buy this watch in order to try the right side of the page.The first sentence is simply â€Å"Unstoppable†. It then goes on to say how Eli Manning is unstoppable and then it makes the claim saying â€Å"It's unstoppable, Just like the people who wear it†. These sentences are the main part of the ad, they are trying to make men realize that if they want to be sophisticated and â€Å"unstoppable† then they must have this watch like Eli Manning. The advertisement also boasts the fact that the watch will never require a battery. This is meant to getting it installed. In this ad we see mostly ethos, they are saying that Eli Manning wears this watch so it must be sophistic ated and classy.They are using his credibility and hoping that people will trust a NFG superstar. Pathos is also found in this ad, they use very vivid language when describing Eli Manning and people who wear the watch. They use one word and it is bolted and repeated throughout the ad. Pathos is also found in this ad because they are making the reader feel like if they don't have this elegant watch then they are able to be stopped, but if you do have this watch you are indeed unstoppable. They are trying to make the reader feel like they need to buy this watch in order to be successful.

Defining Homogeneous Groups in Education

Defining Homogeneous Groups in Education Homogeneous groups in educational settings is defined as groups of students organized so that students of similar instructional levels are placed together, working on materials suited to their particular level, as determined through assessments.  These groups are also known as ability groups. Homogeneous groups can be contrasted directly with heterogeneous  groups  in which students of varying abilities are grouped together. Also Known As: Ability-Based Groups Examples of Homogenous Groups in Educational Settings When organizing reading groups, the teacher puts all of the high students together in their own group. Then, the teacher meets with all of the high readers at the same time and read a higher book with them, and so on, through the various reading levels that exist in the class. When composing classrooms for the year, a school may group the talented and gifted students into a TAG classroom, while grouping students who have intellectual, emotional, or physical challenges into a different classroom. Students who fall into the middle of the spectrum are assigned to a different classroom. Students may be grouped by ability for specific subjects, but be in a heterogenous classroom most of the day. There may be an advanced math group and a group for students who need more assistance in meeting grade level for math. Advantages of Homogenous Groups A homogenous group can have a lesson plan tailored to the ability of the group as a whole, rather than having to address students with a variety of abilities and needs. Students may feel more comfortable in a group of their peers who are able to learn at about the same speed. Advanced students may not feel the pressure they experience in a heterogenous group to be an assistant instructor and always help the students who are trailing. Advanced students may not feel held back to learn at a slower pace than they can achieve when with other advanced students. Parents of advanced students are often pleased that their child is in the advanced group. This may further spur the child to achieve even more. Students who have lesser abilities than average may feel less pressure when in a homogenous group. They may have felt stigmatized by always being the slowest learner in a heterogenous group. The teacher assigned to such a group may have additional training in assisting students who have special needs or a slower learning pace. Disadvantages of Homogenous Groups There has been a move away from homogenous groups. One reason is the stigmatization of groups of students of lesser learning ability, emotional needs, or physical needs. Some studies showed that reduced expectations for such groups were a self-fulfilling prophecy. Students may be given a curriculum that wasnt challenging and therefore didnt learn as much as they would in a heterogenous group. There have been concerns that minority and economically disadvantaged students were more likely to end up in a lower-level group. Students may have varying abilities by subject and therefore being grouped into a classroom that labels them either gifted or special needs ignores that they may be high-performing in some subjects and need more assistance in others.

Private School Teacher Recommendations

Private School Teacher Recommendations Teacher recommendations are an important part of the  private school admissions process. These assessments schools to hear from your teachers, the people who know you best in the classroom environment, in order to get a better idea of what you’re like as a student. The idea of asking a teacher to complete a recommendation may be intimidating to some, but with a little preparation, this part of the process should be a breeze. Here are some common questions, along with the information you need to prepare your recommendations:   How many teacher recommendations do I need? Most private schools will require three recommendations as part of the admission process, even if you complete one of the standard applications. Typically, one recommendation will be directed to your schools principal, head of school, or guidance counselor. The other two recommendations  are to be completed by your English and math teachers. Some schools will require additional recommendations, like science or a personal recommendation. If youre applying to a specialty school, like an art school or a sports-focused school, you may also be asked to have an art teacher or coach complete a recommendation. The admission office will have all of the details you need to ensure that you complete all the requirements.   What is a personal recommendation? A great characteristic of private school is that your experience goes beyond the classroom. From arts and athletics to living on dorm and being involved in the community, who you are as a person is just as important as who you are as a student. Teacher recommendations showcase your academic strengths and areas in need of improvement, as well as your personal learning style, while personal recommendations cover life beyond the classroom and share more information about you as an individual, a friend and a citizen. Remember that not every school requires these, so dont be concerned if its not an option when you apply.   Should my teachers complete my personal recommendations, too? Personal recommendations should be completed  by an adult who knows you well. You can ask another teacher (not the same teachers completing the academic recommendations), a coach, an advisor, or even a friend’s parent. The goal of these recommendations is to have someone who knows you on a personal level speak on your behalf. Perhaps you’re looking to play in a  private school athletics  program, have a strong passion for  art, or are regularly involved in community service activities. Personal recommendations can tell the admission committee more about these endeavors. In these cases, its a good idea to pick either a coach, art teacher, or volunteer supervisor to complete the personal recommendation. Personal recommendations can also be used to share information about areas in which you need personal growth, which isn’t a bad thing. We all have areas of our lives to improve, whether it’s your ability to get places on time, a need to not overcommit yourself to activities or the ability to keep your room clean that you need to work on, private  school  is the perfect environment in which to grow and gain a greater sense of maturity and responsibility. How do I ask my teacher or coach to complete a recommendation? Some students can get nervous when it comes to asking for a recommendation, but if you take the time to explain to your teachers why you’re  applying to private school,  your teachers will most likely be supportive of your new educational endeavor. The key is to ask nicely, make it easy for your teacher to complete the application (guide them through the process) and give your teachers plenty of advance notice and a set deadline to submit. If the school has a paper form to complete, be sure to print it out for your teacher and provide them with an addressed and stamped envelope to make it easier for them to return it to school. If the application is to be completed online, send your teachers an email with a direct link to access the recommendation form and, again, remind them of a deadline. It’s always nice to follow up with a thank-you note once they have completed the application.   What if my teacher doesnt know me well or doesnt like me? Can I ask my teacher from last year instead? The school to which you’re applying needs a recommendation from your current teacher, regardless of how well you think he or she knows you, or if you think they like you. The goal is for them to understand your mastery of the materials being taught this year, not what you learned last year or five years ago. If you have concerns, keep in mind that some schools will give you the option to submit personal recommendations, and you can ask another teacher to complete one of those. If you are still concerned, talk to the admission office at the school youre applying to in order to see what they recommend. Sometimes, they will let you submit two recommendations: one from this years teacher and one from last years teacher.   What if my teacher is late submitting the recommendation? This one is easy to answer: Don’t let this happen. As the applicant, it’s your responsibility to give your teacher plenty of notice, a friendly reminder of deadlines and to check in to see how its going and if they have completed it. Don’t pester them constantly, but definitely don’t wait until the day before the recommendation is due. When you ask your teacher to complete the recommendation, make sure they clearly know the deadline, and ask them to let you know when it’s done. If you haven’t heard from them and the deadline is approaching, about two weeks before it’s due, do another check in. Most schools today also have online portals where you can track the progress of your application, and you can see when your teachers and/or coaches have submitted their recommendations.   If your teacher recommendations are late, make sure you immediately contact the school to see if theres still time to submit. Some private schools are strict with deadlines and will not accept application materials after the deadline, while others will be more lenient, especially when it comes to teacher recommendations.   Can I read my recommendations? Most simply put, no. One reason why you have to work closely with your teachers to ensure they submit the recommendations on time is that teacher recommendations and personal recommendations are all typically confidential. That means, the teachers need to submit them themselves, and not give them to you to return. Some school even require recommendations to come from the teachers in a sealed and signed envelope or via a private online link in order to make sure the confidentiality of it is preserved. The goal is for the teacher to give a full and honest review of you as a student, including your strengths and areas in need of improvement. Schools want a true picture of your abilities and behavior, and your teachers honesty will help the admission team decide if you are a good fit for their  academic program, and in turn, if their academic program will meet your needs as a student. If teachers think youre going to read the recommendations, they might withhold important information that could help the admission committee better understand you as a scholar and a member of your community. And keep in mind that the areas in which you need to improve are things that the admission team expects to learn about you. No one has mastered every aspect of every subject, and there’s always room to improve. Should I submit more recommendations than requested? No. Plain and simple, no. Many applicants mistakenly think that stacking their applications with dozens of really strong personal recommendations and extra subject recommendations from past teachers is the best way to go. However, your admission officers don’t want to wade through dozens of pages of recommendations, especially not ones from teachers in elementary school when youre applying to high school (believe it or not, that happens!). Stick with the required recommendations from your current teachers, and if requested, choose the one or two individuals who best know you for your personal recommendations, and stop there.

Sustainability and waste management Assignment Example | Topics and Well Written Essays - 1000 words

Sustainability and waste management - Assignment Example 307). These emissions are harmful leading to destruction of the ozone layer and other parts of the universe thus resulting to numerous diseases and poor living standards of the people. Solid waste is not only a major health hazard, but also a breeding zone for harmful insects and dangerous to children growth. Liquid waste if discarded to water bodies leads to unsafe water for human and animal consumption. Harmful fumes released to the air leads to the destruction of the ozone layer and acid rains resulting to harmful rays that cause cancers of the skin and other related diseases. Many states have installed and implemented laws concerning water and air pollution. Since the company is involved in the production of final products that leads to the release of harmful wastes, it’s paramount that the company takes parts in environmental conservation. An action to prevent water and air pollution has been brought up at the national, international and minor levels so as to create awareness of the importance of this national act (El-Haggar, 2007, pg. 354). The company thus has a big role to play to ensure that the waste produced at the manufacturing level is treated before it is disposed. Various legislatures produced at the international level that the company employees should be aware of relates to marine pollution. These laws ensure that waste and any other hazardous material is not discarded in to water bodies. They also prevent spillage of oil from ships and other vessels in international water bodies. An example relating to this is the International Convention on Liability and Compensation for Damage in Connection with the Carriage of Hazardous and Noxious Substances by Sea and the Protocol on Preparedness, Response and Co-operation to Pollution Incidents by Hazardous and Noxious Substances, 2000 Protocol. The European Union has also come up with legislation since 1973 to prioritize water pollution control in European waters.

Homework Essay Example | Topics and Well Written Essays - 500 words - 1

Homework - Essay Example aw imposed by John Adams, it was required to deliver the commissions who were selected by him, where one of the members of â€Å"Midnight Judges† was William Murbury. But the commissions were not legally accepted till John Adams was the president of US. When Thomas Jefferson had become president, he rejected to admire the commissions. It had been claimed that the commission was invalid as they had not been delivered by expiration of John Adam’s presidency (Landman, 2002). Therefore, William Murbery who was the proposed addressee of â€Å"Justice of The Peace† by means of commission smeared straightforwardly to the supreme court of US for an injunction of mandamus to induce the Secretary of State, James Madison in order to bring the commission. In the year 1803, the Supreme Court had rendered an undisputed decision that court did not possess the authority to deliver commission. This decision proved that court had lacked jurisdiction and it was the win for Democratic Republicans because the claim for injunction of mandamus had been rejected (Cornell University Law School, n.d.). The American system enjoys mutual authority among state, federal and local governments and comprises a requirement for collaboration, synchronization and communication. In the American system, the local government possesses the right to conduct responsibilities for dealing with any emergency or disaster. The federal government is intended to deliver economic support and resources, and state government acts on behalf of applying the federal rules and policies. Notably, the three main elements of American system are: Executive Branch, Legislative Branch, and Judicial Branch (The White House, n.d.). The executive branch is controlled by the governor who is straightforwardly elected by citizens of US. The other members of the executive branch are also designated by the public such as deputy governor, counsellor general, commissioners, and secretary of state among others. The legislative

MODC Assignment Example | Topics and Well Written Essays - 1500 words

MODC - Assignment Example This assessment provides people as well as organizations to increase their capacities and abilities of making robust decisions. Scenario planning is based on a qualitative approach, which is in contrast with quantitative forecasting tools, which typically consider the predicted futures. Scenario planning is traditionally considered as useful for the identification of threats and opportunities in the future and even though organizations may not have an ability to discern the accurate nature of a specific threat, they will have a better position in the navigation of eventual outcomes if they consider an uncertainty from more than one view. This is better than taking the word from one pundit, or the extrapolation of a specific trend line as being the most probable future in the process of discounting other perspectives. Scenario planning does not entail forecasting the future; instead, it tries to make a description of what may be possible. The outcome of a scenario analysis is a set of distinct futures, which are all plausible. The main challenge that arises involved dealing with each of the possible scenarios but there are benefits of scenario planning. These benefits include manager being obligated to leave their standard view of the world thereby exposing blind spots, which might then be unnoticed in the more generally permissible forecasts. Additionally, decision makers have an enhanced ability to acknowledge a scenario in its early stages in case it actually unfolds. Another benefit is that managers will get a better understanding of the source of disagreements that typically take place as they envision various scenarios without their realization. Strategic drift takes place when an organization regardless of its level of success reacts too slowly to changes occurring in the external environment and maintains the strategies that initially worked well. This is

Mise En Scene Of Titanic Film Studies Essay

Mise En Scene Of Titanic Film Studies Essay This is the final chapter; the Mise-en-scene and Ideological model will be discussed and applied to the findings and analysis that have been discussed in chapter four. Besides that, this chapter will be answering the research question in chapter one, the achievement of the objective of this study will be discussed also. At last, there will have some suggestion for the future research in order to improve and develop a better thesis on this particular topic. 5.1 Concepts and Theories Applied There have two concepts and theories that applied in this research, which is the mise-en-scene and ideological models. Both theories will be discussed and applied to the findings and analysis that have been discussed in chapter four. 5.1.1 Concepts and Theories Applied Mise-en-scene The film Titanic has attracted audiences mind successfully, this is applicable to the theory mise-en-scene. According to Timothy Corrigan (1994), the mise-en-scene is a French term that roughly translated as what is put into the scene (put before the camera). So, based on the mise-en-scene theory, in order to produce a successful film, filmmaker needs to decide what put into the scene before the shooting work. There have five elements of mise-en-scene which are the setting, costume and make-up, lighting, space and also acting style. These five mise-en-scene elements are the key to make the film Titanic successfully. The setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. According to Heather Logas and Daniel Muller (2005), mise-en-scene in used in all genres of fill to shows the full range of human emotion. Through the focus group, respondent M1 and F1 are telling that the scene of Jack lets Rose lying on the wood after the ship sank is memorable to them, because this scene is emotional, and showing that the best human emotion in that kind of situation. Respondent F2 has credited to the scene the flying scene of Jack and Rose at the ship, this scene is romantically, she said that the mise-en-scene elements in this scene have done well. Based on the results on focus group, more than a half respondent are preferred the acting style when viewing a film. Debi Buckner (1983) stated that the actors job is to convey a message to the particular audiences. They will fail in their task if their work is so obvious that audiences are more concerned with their effort than with the message to be conveyed in the film. In the focus group, all respondents are only called the name of the main characters as Jack and Rose, there has nobody to call their name as Kate Winslet and Leonardo DiCaprio, this is fulfilled the statement of Debi Buckner (1983), because audiences watching the film are only remember their characters name and their characteristic in the film, the actor and actress has convey the message successfully in this film, the name Jack and Rose are still memorable while people discussing about the film Titanic. Heather Logas and Daniel Muller (2005) stated that the exploration of the concept of mise-en-scene has allowed filmmakers to communicate information to the particular viewers. Mise-en-scene is a holistic approach in the frame constructing process. Through the focus group in chapter 4, all the respondents are agreed that the film Titanic is a film successfully attracted audiences mind and created a lot of memorable scene. Until today, they are still remembering some particular scene in this film. 5.1.2 Concepts and Theories Applied Ideological Models Ideological models refer to the relationship between the films and society in terms of the representation of social and political realities. So, most of the films would add in the ideological elements into the plot or story. Teun A. Van Dijk (1996) stated that a variety of discursive structures and strategies might be used in order to express the ideological beliefs and also the social or personal opinions derived from them. Through the focus group, most of the respondents are stated that the class studies are strong portrayed in the film Titanic. The contrasting between higher and lower classes is obviously seen in this film. Respondent M1 said that the scene that the memorable class studies applied in this film is the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship while higher class peoples are playing violin, piano at the upper floor of the ship, the different treat to the different class in the ship is most obvious to portray the class studies in this film. Respondent F3 has noticed that the lifestyle of the passenger in the ship is also the class studies that the filmmaker intends to portrayed in the film Titanic, because the film was shows that the same social status people should group together. Most of the respondent in the focus group has stated that the ideological class studies were applied in the film Titanic. According to Douglas Kellner (1991), ideology refers to primarily, which those ideas that legitimate the particular class rule of the capitalist ruling class, ideology is those sets of ideas to promote the capitalist class economic interests. Respondent F4 stated that most of the time the higher class will look down at the lower class in the film Titanic. In this film, audiences can see the higher class, which is the rich person is having the special treatment in the ship. After the ship hits the iceberg, most of the save boat in the ship are given seat primary to the higher class, this is showing the contrasting between the poor and rich person treatment. Furthermore, Mise-en-scene elements in this film are aided to portray the ideological elements, especially the costume and setting between the lower and higher class people in the ship. Higher class is wearing the high quality and extravagantly shirt/dress, but the dressing of lower class is casually and low quality. For the setting, higher class are in the upper level with extravagant decoration, but the lower class are in the lower level with simple decoration. Because the mise-en-scene makes the ideological elements obvious in the scene, so, audiences can easily to get the message that the filmmaker intended to send out. Answering Research Questions How were the five elements of mise-en-scene applied into the movie Titanic? Through the content analysis, findings showed that the film Titanic has successful with well done of mise-en-scene elements. These five mise-en-scene elements are acting style, setting, space arrangement, costume and lighting. All the above elements was applied into the film Titanic to enhanced the storyline and also make the story run smoothly. Based on the findings of content analysis in chapter 4, the setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. So, these five mise-en-scene elements in the film Titanic is the important key to make this film successfully and memorable. What are the ideological elements portray in the movie Titanic? Through the discussion of the focus group, findings showed that respondent M1, F1, F3 and F4 also agreed that the film Titanic has portrayed the class studies, Because ,most the scene has showing the different classes life obviously. There have several scene in this movie has strongly portrayed the class studies in the discussion such as the scene of the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship, while the high class peoples are playing violin, piano and so on at upper level has showing the different lifestyle of different classes lifestyle. The film Titanic always showing different classes of people can get different treat in the ship. This film has shows the social status obviously through their lifestyle, this film has shows that same social status should be grouping together. The status symbol in this film is being portrayed most of the time especially the higher class will look down at the lower class. Besides that, respondent F2 said that the race studies were portrayed in this film; because the film has shows there have different races passengers in the ship, this show obviously through their costume and spoken language. What is the most preferred mise-en-scene element by the viewers in the movie Titanic? From the discussion of the focus group, findings showed that the most preferred mise-en-scene element by the viewers in the movie Titanic is the setting, there have three respondents are preferred the setting when viewing the film Titanic. The setting in this film mostly is in the ship, it is suitable and luxurious setting, show the social status of some character obviously in this film and also the Titanic cruise is grand and extravagant, its look real and viewer can feel like they are inside the ship while watching this film. Following is the costume; because it can giving audiences the knowledge about the England last century high and low classes people costumes. Besides that, findings showed that the most preferred mise-en-scene element by when viewing a film is the acting style. Four of the respondents said that they are preferred acting style when viewing a film. They are preferred acting style, the reason is because the good acting style can lead the movie into higher level and credit for the whole artwork, audiences will have no interest to certain film that the poor performance of actor or actress. The acting style of character can enhance the storyline of film. Achievement of Objectives This research has investigated the five mise-en-scene elements those are seen in the movie Titanic. We can know this through the findings of content analysis. The results showed that these five mise-en-scene elements (acting style, setting, space arrangement, lighting and costume) are done well in this film in order to make it run smoothly and memorable. Besides that, the finding of the focus group has showed that the ideological elements portrayed in the movie Titanic. Among five of the respondent, four of them agreed that the ideological element that portrayed the most in the film Titanic is the class studies. It is because the contrasting between high and low culture is strong portrayed in this film. Besides, the race studies also have portrayed in the film, because audiences can able to view that the passengers in the ship is consist by different races, this shows obviously through their costume and spoken language. The most preferred mise-en-scene of Titanic by viewers also has found in the focus group. The result shows that the setting in this film is the most preferred mise-en-scene aspect when they are viewing this. Among the five respondents, there have three respondent that is preferred the setting of the film Titanic. Besides that, the focus group also found out that normally audiences are preferred the acting style while watching a film. Suggestions for Future Research Researcher need to do a lot of research from various sources and aspects to develop a better understanding about the mise-en-scene and ideological models in conducting this research. Readings of the journals regarding the researched by past researcher was needed in the progress. So, the journal, past research and book is helpful for this research because it can give the researcher the ideas and suggestion which are helpful in guiding the researcher from the beginning until the end of this research. Furthermore, the focus group is useful for this research topic, better to find the respondent that who have the basis understanding about the mise-en-scene and ideological models, students of film studies was preferred, so that the result can be more deeply and accurate. Additionally, Researcher need to me consistent, persistent and stay awake all the time when conducting research, although it is stress, but the researcher need to be patient and confidence to finish it. Conclusion The main purpose of this research is to analyze the mise-en-scene and ideological elements portrayed in the film Titanic, and also to discover which mise-en-scene aspect that viewers preferred by viewing the film Titanic. The five mise-en-scene elements have been analyzed through content analysis at the end of this study. Besides that, setting, the most preferred mise-en-scene element by the viewers when viewing the film Titanic has found out through the focus group discussion. And the ideological elements portrayed in this film which is the class studies has found out through the focus group discussion. In order to get the better understanding and concepts for this study, readings for the pass research is very important either through online or book. These concepts can help to researcher conduct the research smoothly. As a conclusion, through this research assignment, the three objective of research has been achieved, and also answered the three question of study, hopefully the film Titanic can be conducted by future researcher because this film is the good example of film successfully.

The Benefits of Guide Dogs Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Benefits of Guide Dogs and the Process of Obtaining Them If you are 16 or older, legally blind, and have the ability to love and take care of a dog, you may be a candidate for a guiding eyes dog. Guide dogs help blind or visually impaired people get around the world. In most countries, they are allowed anywhere that the public is allowed, so they can help their handlers be any place they might want to go. To do this, a guide dog must know how to: keep on a direct route, ignoring distractions such as smells, other animals and people, maintain a steady pace to the left and just ahead of the handler, stop at all curbs until told to proceed, turn left and right, move forward and stop on command, recognize and avoid obstacles that the handler won’t be able to fit through (narrow passages and overheads), stop at the bottom and top of stairs until told to proceed, bring the handler to elevator buttons, lie quietly when the handler is sitting down, help the handler to board and move around buses, subways, and other forms of public transport ation, and finally, to obey a number of verbal commands (Fueoco, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Additionally, a guide dog must know to disobey any command that would put the handler in danger. This ability, called selective disobedience, is perhaps the most amazing think about guide dogs – that they can balance obedience with their own assessment of the situation. This capacity is extremely important at crosswalks, where the handler and dog must work very closely together to navigate the situation safely. When the team reaches the curb, the dog stops, signaling to the handler that they have reached a crosswalk. Dogs cannot distinguish the color of traffic lights, so the handler must make the decision of when it is safe to proceed across the road. The handler listens to the flow of traffic to figure out when the light has changed and then gives the command, â€Å"forward.† If there is no danger, the dog proceeds across the road in a straight line. If there are cars approaching, the dog waits until the danger is gone and then follows the forward command.   Ã‚  Ã‚  Ã‚  Ã‚  In a handler – guide dog team, the guide dog doesn’t lead the handler and the handler doesn’t completely control the guide dog; the two work together t... ...to the puppy - raisers if they are thinking of one day owning a dog but are unaware of the responsibility that comes along with it. Puppy – raisers are also just doing it out of the goodness of their hearts, which is a great thing, in my eyes. I believe that the process in which these dogs go through is necessary, and extremely important if there is expected success. Success, of course, is the ability of a blind person and dog to work together and live happily. The dog serves as eyes for the owner, and the owner is a companion to a dog that is required to have much socialization during training. It is not difficult to see how wonderful this practice of guide dog training can be, and the substantial benefits that develop once the training is completed. Works Cited: Fueoco, Linda. â€Å"Guide Dog Educates Students, Gives Owner Mobility.† Pet Tales. 1.2 (October 2001). Oct. 2001. http://www.post - gazette.com/pets/20001025spet.asp http://penny.myriad.net/chosen.html http://www.guidedogs.com.au/faq/faq_dog.html http://www.guiding-eyes.org/info/getdog.html http://thepuppyplace.org/page19.html http://www.guidedogsofamerica.org/pupraise/about.html

Number of People Killed Was the Most Significant Aspect of World War I Essay

The number of people killed was the most significant aspect of World War I. To what extent do you agree? It’s 1914 and Gavrilo Princip has just shot the heir to the Austrian throne and his wife. As he fired the bullet, little did he know that he was about to start one of the bloodiest and most tragic wars the world had ever seen. World War I was, for most people, the most horrific event of their lives. There were over 35 million casualties, a war second only to World War II. No other war had changed the map of Europe so dramatically. Four empires disappeared: the German, Austrian-Hungarian, Ottoman, and Russian. Four dynasties all fell after the war: the Hohenzollerns, the Habsburgs, the Romanovs, and the Ottomans. Belgium and Serbia were badly damaged, as was France. Germany and Russia were similarly affected. Some may argue that the number of people killed was the most devastating and tragic aspect of the First World War, that the soldiers were a ‘lost generationâ€⠄¢. Others argue, however, that other aspects come into play. Economic crashes, for example, crippled many countries, almost destroying Germany. Significance can be judged in different ways. It can be judged by the number of people affected at the time, or later on in the form of remembrance. It can also be judged by the duration of the effect or the severity. Occasionally, unexpectedness is taken into account. Of the 60 million European soldiers who were mobilised from 1914 to 1918, 8 million were killed, 7 million were permanently disabled, and 15 million were seriously injured. Over 11 million civilians died from a result of direct military action (i.e. military deaths and bombing) with a further 6 million dead due to famine, disease and accidents. Overall, 1.75% of the world’s population were killed in the war. The people at home were hammered by telegrams of deaths and occasionally, were bombed. Wilfred Owen, a famous poet, wrote in ‘Anthem for Doomed Youth’, ‘and each slow dusk a drawing-down of blinds’, which denoted that every day someone in the neighbourhood would die. The deaths were also devastating in the fact that for the next 20 years, some women would not be able to get married because of the lack of men. Germany lost 15.1% of its male population; Austria–Hungary lost 17.1%, and France 10.5%. Economic crashes did alarming damage to some countries that played a heavy part in the war and most that lost it. France, which was where most of the war was fought, was in ruins and it took billions of dollars for the government to rebuild the country. All of the Central Powers were heavily affected by reparations caused by numerous treaties, the most notable being: The Treaty of Versailles, The Treaty of St. Germain, The Treaty of Neuilly, The Treaty of Tri anon and The Treaty of Sà ¨vres. Germany had to pay the Allies approximately  £6.6 billion – an enormous sum of money, which, if the terms of the treaty had not been changed by the Young Plan in 1929, would have taken the German government until 1984 to pay. Germany also had problems with starvation, unemployment and general unrest which took a lot of money to fix. Austria also suffered huge economic problems and would have also faced reparations if it weren’t for the fact that it went bankrupt before they could be set. Bulgaria did well compared to Germany, Austria and Hungary. However, it still had to pay  £100 million in reparations. Bulgaria had played a small part in the war and was treated less harshly compared to other major powers. Hungary was also due to pay reparations but its economy was so weak that it never did. The destruction of empires and creation of countries had a resounding effect on some major powers. For example, Germany’s overseas empire was taken away as it had been one of the causes of bad relations between Britain and Germany. Former colonies were taken by the League of Nations, which effectively meant that Britain and France controlled them. Parts of Germany were given to France, Poland and Denmark, and Lithuania, Latvia, Estonia and Saarland were all created from parts of Germany. Austria and Hungary also lost important land. Formerly controlled by Austrian forces, the states of Bohemia and Moravia were merged to create the new state of Czechoslovakia; Bosnia, Herzegovina and Croatia became Yugoslavia, which also contained the former kingdom of Serbia. Previously Hungary -controlled, Transylvania became part of Romania, whilst Slovakia and Ruthenia went to Czechoslovakia, and Slovenia and Croatia became the northern part of Yugoslavia. Bulgaria lost lands to Greece, Romania and Yugoslavia and its access to the Mediterranean. The number of people killed was clearly significant because it affected millions of people and their families. It is remembered in most countries that were involved in the war in the form of Remembrance Day. However, whenever you go into a war, deaths are to be expected. Economic crashes were devastating for countries like Germany or France in the short term. Nevertheless, after about 30 years, most countries recovered. The destruction of empires was clearly damaging. 4 or 5 empires were never to be seen again, whilst most empires, except Britain and France, were severely crippled. Overall, I think that, whilst the number of people killed had amazingly tragic effects, the reparations given to the losing powers were even more significant.

End of the novel Essay

This is similar to Victor’s pursuit for glory, as both men (Victor and Walton) are putting the life of themselves and other men in danger by continuing to try and achieve their ambition. From Victor’s above words we can see that he is still motivated to seek revenge on the monster, despite the danger to his life. He also attempts to put the life of others in danger, as he asks Walton to murder the monster if he gets a chance:  If I do (die), swear to me, Walton, that (the monster) shall not escape; that you seek him, and satisfy my vengeance in his death.  (Volume 3, Chapter 7, p212) When Victor enters the novel, he is portrayed as a noble and kind person who is capable of both love and friendship. He has strong ambition and eager to learn. However, one gets the impression that when he starts to create life, he is trying to take the role of God, and becomes obsessed with gaining glory and power so much, that he forgets the importance of love and family. Victor also fails to care for the monster, which in my opinion is highly monstrous as it just like abandoning a new born baby. Furthermore, Victor acts selfishly in many occasions throughout the play. He decides to create a female companion for the monster, to stop the monster chasing him. But he goes against his promise when he thinks about what the world will think of him, if a â€Å"race of monsters† attacks the world. Everything Victor does is centred on himself and he only thinks about what benefit it would be to himself, when he considers an action. Now that I have considered Victor as a character, I will now examine the monster. The monster starts off his life as an innocent creature; however his abnormal figure and demented shape caused people to be scared of him and reject him. When the monster walked into an old man’s home to â€Å"obtain food and shelter†, the old man:  -turned on hearing a noise; and, perceiving (the monster), shrieked loudly, and, quitting the hut, ran across the fields.  (Volume 2, Chapter 3, p108) All the man had to see was monsters figure to make him run away without any enquiry. This suggests that the creature’s look posed a threat to everyone who saw him, and led to him being alienated from society.  However the monster is quite kind to start off with. While he was observing the De Lacy family, he demonstrates his kind gestures by gathering â€Å"a great pile of wood† for the De Lacy family to use as firewood. He also put their well being before his starvation, as he stopped stealing â€Å"a part of their store for (his) own consumption† when he found out that it â€Å"inflicted pain on the cottagers†. During the beginning period the monster spends with the De Lacy family, he â€Å"perceives that the words they spoke sometimes produced pleasure or pain, smiles or sadness, in the minds and countenances of the hearers†. He too wanted to be able to interact in this way and â€Å"ardently desired to become acquainted† with speech. This shows that the monster is eager to learn and wants to become just like other humans. Once the monster has mastered the use of speech, his desire to be like humans motivated him to enter the house of the De Lacy family, and speak to the blind old man when he was â€Å"left alone at the cottage†. This shows that the monster has some wit and cleverness as he selects a person who can’t judge him by his figure, but his personality and speech. However, whilst he is talking to the blind old man, the rest of the De Lacy family return home and were shocked by the appearance of the monster to such an extent that Felix, a male member of the De Lacy family, beat the monster â€Å"violently with a stick† using â€Å"supernatural force†. It is this mistreatment of the monster that sparks a deadly hatred within himself for his creator. The monster had received abuse from the De Lacy family after he had helped them, all because of the way that Victor had made him look, and the fact that he had failed to protect him. It is this anger that makes the monster monstrous by personality and drives him to kill William (Victor’s younger brother):  Ã¢â‚¬Å"‘Frankenstein! You belong then to my enemy–to him towards whom I have sworn eternal revenge; you shall be my first victim.’  (Volume 2, Chapter 8, p144) The monster also seems to be jealous of Victor, as he knows that he can never have love and relationship like him and other humans because of the way he looks. We know this because the monster frames Justine for murder of William, as he knew he could never possess anything as beautiful as her. And it is this feeling that brings the monster to demand Victor to make â€Å"a creature of another sex, but as hideous as† himself. From this, we can see all that the monster wants is a bit of love and companionship, to make him lead a life which is similar to humans. However Victor cheats the monster by first agreeing to create the female monster, but then â€Å"tearing (her) to pieces† in front the monster at the final stages of her production. This upsets the monster as Victor has effectively destroyed the monster’s only chance of love in front of his eyes. This antagonism caused the monster to become monstrous once again, as he murders both Henry Clerval and Elizabeth (now Victor’s wife): -what I now held in my arms had ceased to be the Elizabeth whom I had loved and cherished. The murderous mark of the fiend’s grasp was on her neck, and the breath had ceased to issue from her lips. (Volume 3, Chapter 6, p199)  Despite this, the monster does illustrate some humane characteristics towards the end of the novel. He presents great grievance for the death of Victor, and heartfelt remorse for his malicious actions:  Oh, Frankenstein! generous and self-devoted being! What does it avail that I now ask thee to pardon me? I, who irretrievably destroyed thee by destroying all thou lovedst.