TEEN Magazine Essays - Teen Magazine, Nicole Schmitz, Startup Cult

TEEN Magazine Lately I have been reading the teen magazines YM and Seventeen and I've noticed one thing; they really annoy me. I feel like they are just for preps and the trendoid freaks. Well what about the other groups? The gangsters, punks, skaters, bikers, or whatever. They should really give recognition to the other people in our society. Maybe they want just the good teenagers around. They are not going to get what they want. Maybe they think if they print stuff up all about preps and trends everyone will follow. Well they should guess again. I for one, will not follow any of that shit they say. They give some of the most whacked advice for things. Take romance, I've tried to follow the advice, but my outcome has not been successful. I know other people who have tried, and their outcome has been the same. Take their quizzes, then tell me that you do all that stuff. If you know me, then tell me how often I wear bellbottom pants, or platform shoes, or pink make-up, or little shirts that fit me. For those of you who don't know me, I can tell you right now, I wouldn't be caught dead in that stuff. That takes me to the clothes the models sport. How many girls in this society are actually that skinny? It's actually kind of sick. I think they should widen their models to all sizes and shapes. What? Just because a girl who is not amazingly skinny for a model, the company won't sell anything? Well I can't exactly describe the clothes they wear, but I have never run across a person wearing the same thing. But in Seventeen they have a section called "School Zone" and they go around different schools and take pictures of the students. I can understand the way they dress and they do show different looks. Both magazines put out information about bands, but I don't listen to those bands. As a matter of fact, I hate those bands. They are alternative bands, and coming from me, they just suck. Well I will confess to one thing. I have run across about 3 bands that I do like, but I have been reading these damn magazines for about 3 years. So that tells you something right there. I still haven't listened to a word either one the magazines have said. Otherwise I think I would have been a changed teenager. The only thing that changed about me is that my clothes got baggier and bigger. I have to say one thing about their make-up and their little jewelry and other crap like that. Some of it is way cool, but the other stuff is only stuff that the run-way models would wear. They never tell you where you can buy the stuff, but they will tell you the prices, which are way the hell out there. So all a teenage girl can do it just sit there and drool and wish she had that. Well I'm sick of that, and so are my friends. My best friend and I have subscriptions to these magazines. You may ask why, if I'm talking so badly about these magazines, then why do I still subscribe? The first reason is that my mom gave it to me and sometimes I can actually enjoy reading YM and my best friend likes Seventeen even though it annoys her sometimes. We'll sit down and flip through them when we get them and the first thing we'll notice (well besides the guys) is that all the advertisements show a girl and the first thing that comes to our mind would have to be the word "sluts." Well one thing I've noticed is that yes they do have white and black models now. But I'm still not seeing any Latino's or Indian girls. To conclude, I do share my opinion with many of my friends that they should not just stick to the trendoids and preps. Much of what is in these magazines is just plain sick. If people disagree with my opinion, I respect their opinion and hope they respect mine. If Seventeen and YM don't want anything

An insight into baroque and rococo art essays

An insight into baroque and rococo art essays During the baroque period of great theatrical energy, and a dramatic use of light, scale, and balance, French artists adopted Italian Renaissance ideas but made them their own; by the end of the seventeenth century, France had began to take the lead in European art. Early eighteenth-century France, the heavy theatrical qualities of Italian Baroque art gradually gave way to the decorative Rococo style, a light, playful version of the Baroque. The curved shapes of shells were copied for elegantly paneled interiors and furniture, and they influenced the billowing shapes found in paintings. The enthusiastic sensuality of the Rococo style was particularly suited to the extravagant and often frivolous life led by the French court and aristocracy. Some of the movement, light, and gesture of the Baroque remained, but now the effect was one of lighthearted abandon rather than dramatic action or quiet repose. Rococo paintings provided romantic versions of life free from hardships, in which cou rtships, music, and festive picnics filled the days. The conversion of Saint Paul is a fantastic example of the Baroque period in all its glory, encompassing many of its characteristics. In the oil on canvas piece, painted in 1601, The Conversion of Saint Paul, Caravaggio used light to imply a blinding flash, symbolizing the evangelists conversion: And suddenly there shined around him a light from heaven: and he fell to the earth (Acts 9:3). The figure of Paul, in Roman dress, is foreshortened and pushed into the fore-ground, presenting such a close view that we feel we are right there. In keeping with the supernatural character of the spiritual events he portrayed, Caravaggio evoked a feeling for the mystical dimension within the ordinary world. He wanted his paintings to be accessible and self-explanatory, and for this purpose he brought the emotional intensity of his own rowdy life to the stories of the bible....

Best Private Schools Offering Summer Experiences

Best Private Schools Offering Summer Experiences Many folks hear the words summer camp and think of living in cabins for a month, swimming in lakes, and participating all kinds of outdoor activities, like archery and ropes courses. Rarely does the phrase summer camp make someone think about an opportunity to prepare for the upcoming school year. ​ On the other hand, many folks hear the words summer school and  think of the stereotypical student who failed a class or needs more credits to graduate. Rarely does the phrase summer school make someone think of a positive summer camp-style experience. What if we told you theres a middle ground? A summer experience thats both fun and educational? Its real. And some of the best private schools in the country are offering students unique educational opportunities that are way more than just your typical classroom experience.   Lets look at a few of the  unexpected opportunities  that you might find at a private schools summer program. Travel the World Summer camp doesnt have to be  limited to only one campsite. Some schools offer summer travel experiences, taking students around the world to experience life away from home. Proctor Academy in New Hampshire offers a summer service opportunity, which takes students to places like Guatemala for two-week sessions. See the World From 30,000 Feet in the Air Thats right, aspiring aviators can attend a summer camp at Randolph-Macon School in Virginia. Students get the chance to participate in a highly specialized program  leading towards taking a solo flight in a Cessna 172.   Space Camp and Sustainability Sustainability is a popular topic at private schools  and is one that has led to several summer camp programs designed to educate students and get them thinking about how we can better serve the planet Earth. One such program exists at Cheshire Academy in Connecticut, which offers two different tracks from which students can choose for their summer study. One track focuses on the impact of humans on the earth, while the other takes a new approach to a space camp by exploring both the oceans and space. You even get to take field trips and even launch rockets - and were not just talking about small model rockets!   Learn a New Language For students looking to come to the United States for a boarding school experience, a summer camp can be a great way to master their English language skills. ELL/ESL students can often greatly benefit from these highly specialized summer classes that are often several weeks long and designed to immerse students in an English language environment. This not only helps participants to master their speaking, reading, and writing skills, but also gives them a preview of what dorm life is like, making the adjustment to boarding school in the fall a little easier. Some schools even offer an accelerated program, like New Hampton School in New Hampshire.   Get a Competitive Edge in Athletics Aspiring athletes, especially those looking to improve their skills in order to play varsity sports at private school, can benefit from a summer camp focused on athletics. Starting to participate in these camps during middle school can be a great way for high school coaches to see a student athletes drive and potential, which means building relationships with the school even before the admission season arrives. Athletic camps are available for the more novice student-athletes, as well, helping those players still learning the game to prepare to play on a sports team at a  private school for the first time. Baylor School in Tennessee offers a camp that meets the needs of both the competitive athlete and the recreational athlete.   Perfect a Creative Craft Young artists can find numerous private schools that offer creative summer camp experiences, ranging from drama and dance to music and drawing. And, some of the best private school programs even offer creative writing and literary-focused programs, as well as digital photography and animation courses. The opportunities for creative expression are endless, and the levels of experience can vary. While some schools, like the Putney School in Vermont, offer a wide variety of workshops for artists of all experience levels and interests, other schools take a more specialized approach. The Idyllwild Arts Academy in California offers intensive two-week programs as part of the  Idyllwild Arts Summer Program. These programs can sometimes help students looking to attend competitive art schools for college get a head-start on art portfolios. Try Your Hand at a Non-Traditional Trade Some schools offer incredibly unique programs, like Emma Willards Rosies Girls camp. Drawing inspiration from the fictional character Rosie the Riveter, the boarding school in New York offers girls the chance to experience what its like to work in  carpentry, automotive repair, masonry, and other non-traditional trades.

Occupy Wall Street Movement Essay Example | Topics and Well Written Essays - 1500 words

Occupy Wall Street Movement - Essay Example The moral and economic implications of Occupy Wall Street movement are quite diverse in nature. The major facets of the movement are social and economic disparity, greediness, corruption and unwarranted power of business organizations on government. The moral issues of Occupy Wall Street movement comprise equality, care and freedom (Kaneck, 2012). The common concern recognized in the movement is the wealth gap between 1% (who are categorized as wealthy businessmen and bankers) and the 99% (who are the other citizens including the protestors). According to the protestors, the 1% has excessive wealth and authority and also has power over economic well-being of the nation. The protestors of Occupy Wall Street movement view the rich as frauds who misuse the economic systems and policies (Jickling & Hoskins, 2011). Thoroughly Analyze Each of the Implications Identified Above Against the Utilitarian, Kantian, and Virtue Ethics to Determine Which Theory Best Applies To the Movement; Thoroug hly Supported Your Position with Examples and Evidence Ethical theories have been considered for analyzing the protest movement. The above implications of Occupy Wall Street movement can be analyzed by using three major ethical theories which are Utilitarian, Kantian and Virtue Ethics. Utilitarian approach generally depends on the view that ethical activities can generate most of the good outcomes for society and economy. It is a general belief that society is the net outcome of individual choices for conducting certain activities. Utilitarian ethics possess the view that appropriate course of activities can enhance the value of individuals, increase the happiness and minimize the sufferings of people in a society. Kantian ethics is based on the thought of ethical responsibility. It proclaims that an activity can only be considered as ethical if it is conducted on the basis of duty, rather than on the basis consequences of such actions. The outcome of Kantian ethics is subject to th e statement that there is no inherent connection between happiness and virtue. It highlights the right activity over the good activity. On the other hand, virtue ethics concentrates on the role of an individual for defining or assessing ethical behaviors and activities. The differences between these three ethics depend on the way ethical problems are approached (Cobbett & Germain, 2012). With respect to the Occupy Wall Street movement, unseen events of bailout, movement of money and economic crisis are all agreed upon certain activities of people. Considering the above three ethical theories, utilitarian ethics best match with the implications of Occupy Wall Street movement. It can be observed that the objective of Occupy Wall Street movement is to minimize the corruption and enhance the participation of government in order to support the economic growth and to ensure equality of wealth and income. Furthermore, the moral and economic implications with respect to the minimization of unemployment, income inequality and equal wealth distribution can only be possible if utilitarian ethics is followed (Asanuma, 2011). Thoroughly Determine Who Is Responsible For Income Inequality And Wealth Distribution In The U.S. In Your Analysis, Make Sure To Include If This Is Something That Happened Suddenly or If It Built Up

Operation Analysis w5 discussions Essay Example | Topics and Well Written Essays - 500 words

Operation Analysis w5 discussions - Essay Example Graphical solutions in linear programming have limited number of decision variables. The technique of LP plots constraints on graph paper and then identifies the feasible region that is represented by the constraints. The objective function is then drawn and used to identify optimal points in the feasible region. However, graphically, linear programming can only be done in one two variables. Thus, the maximum number of variables in LP model is two. However, it can be done in more than three variables using special algorithms. Business managers use linear programming models to come up with concrete and measurable performance improvements. The kind of decisions that are arrived at using LP models represent the optimal solutions or decisions that are possible with the given constraint variables at the disposal of managers. For instance, the optimal decision would be the maximum profit that a business can generate using available limited resources or the minimum costs that the business can incur to produce products in order to maintain its current maximum level of profits. Therefore, LP can help managers use available limited resources effectively, reduce costs, improve profitability, and reduce risks among other key benefits. Simplex method is a special algorithm that is computer based used to find optimal solutions to linear programming problems that contain thousands of constraint and decision variables. The simplex method uses iterative algorithm to find solutions to optimization problems. The method uses or provides data on slack variables, which represent unused resources and opportunity costs or shadow costs useful in sensitivity analysis. Therefore, simplex method is an effective and efficient method that overcomes the limitations of the linear programming model to find solutions to problems of optimization by ending at an optimal solution by jumping from

The Zoo Story Essay Example for Free

The Zoo Story Essay Analyse the dramatic effect of a passage, paying close attention to the language and stage directions whilst relating your observations to your understanding of post-1945 Drama. (PASSAGE- from pg. 27- GET AWAY FROM MY BENCH! A to the end of the play) During the passage I have selected here, the dramatic tension that has been simmering for much of the play reaches boiling point as the quarrels, territorial struggles and one-upmanship reach a climax. In this essay I will be looking at how this is conveyed in the language, imagery, and tone that Albee uses and how these can be related to other texts of the time. The comparisons to other plays that Albee has written could not be more clear and references to private games and battles over territory that we see here are written about in both Whos afraid of Virginia Woolf? and The Homecoming. The passage starts with Peter screaming at Jerry GET AWAY FROM MY BENCH! The anger and passion that we see here from Peter makes the scene quite unnerving for the audience due to the way that Peter is getting so worked up about an object that seems completely frivolous to outsiders. Albee actually states here in the stage directions that Peters self-consciousness has been possessed by his all-consuming anger due to this inanimate object. In this way, the audience would feel even more uneasy at the fact that a grown man seems to be acting in a way that a child might over a toy. I would have to argue though that it is the way that Jerry antagonizes Peter more even though he can see that he is howling like a fatally wounded animal that is the most horrific part of this scene. You have everything in the world you want and now you want this bench? The dramatic irony here is plain for everybody to see; Peter doesnt have everything in the world that he wants. In fact, his life is perhaps as much incomplete as the broken life that Jerry leads. As the audience urges Jerry to stop gnawing away at the parts of Peters life that he does not want to share, the viewers becomes emotionally attached to Peter and want his sufferings to stop. Much like in the private battles that are played out in Whos Afraid of Virginia Woolf? , Georges life is torn apart by Martha at the beginning of the play as she tries to mock him in every possible way that she can. The only difference in the other Albee play is the fact that George can defend himself from the verbal attacks thrown at him from Martha. Here, Peter is said to be quivering, horrified, struggling and whispering after the abuse that he receives. In stark contrast, in the other of the plays, Albee states that George is containing the anger within himself, laughing ruefully to himself and showing mocking appreciation. Indeed, this play, much like the other two synoptic plays, is driven by conflict and how people react to situations placed unwillingly upon them. The origins of the tension here are evidently more profound than the bench for Peter. The bench just serves as a metaphor for all of the other troubles that Peter and Jerry have in their lives. The relationship that these two strangers share with one another serves the same purpose as well. The roots of conflict and strife are embedded much deeper in Peter especially than one may have first thought and it is only through the anger that Jerry provokes in him that causes all of his bottled up emotions to come rushing out. One could argue here that this climax to the play where Peter kills Jerry acts as a kind of release for both of them and there is a sense of new beginnings for the pair underneath the shock that the audience experiences. Throughout this passage Jerry holds the upper hand in the private games and struggle for status and power that the pair have which is at times subliminal. Jerrys speech at the beginning of the scene about the irrationality of the fact that they are fighting over a bench shows this well. He turns the situation on its head when he says to Peter Is this the thing in the world youd fight for? Can you think of anything more absurd? Unlike in The Homecoming when Max has a lot to say about every possible subject that is brought up and yet he is the weakest of all of the characters, Jerry seems to have turned his techniques for domination over other characters into a finely honed routine and manages to dominate and govern not only the power struggle that is shown here but also the way in which Peter would usually think and act. Slowly, Jerry urges Peter into truly letting himself go at the end of the scene. Indeed, throughout the play, Jerry carefully and mathematically makes conversation with Peter by talking about subjects that he thinks he would be interested in. Such topics as family, animals, houses and work seem like normal things to ask somebody that you have only just met. In fact, Jerrys normal approach to talking with a stranger is also very calculating. He talks about the standard experiences of life and puts in throwaway remarks about subjects that Peter seems to feel strongly about. For example, at the start of the play, Jerry asks him whether he is married to which Peter replies Why, certainly. Jerry then instantly retorts back at Peter It isnt a law for Gods sake. By arguing passionately back at Peter like this during their conversation, he feels that he constantly has the upper hand in the heated discussion that they are having with one another and manages to stay one step ahead of his newly found acquaintance much like what we see in both The Homecoming and Whos afraid of Virginia Woolf? Indeed, during the passage I have chosen Jerry says You dont even know what youre saying, do you? This quote is an echo of Pinters play when Teddy utters, I can see you what you do. Its the same as I do. But youre lost in it Jerry and Teddy both accuse their rivals of being lost in the games and private battles that they are indulging in when in fact, they are as much to blame as the people that they target. The build up of dramatic tension is a big part of Albees play here and it becomes especially important as it reaches its climax. For example, when Jerry gets the knife that he has out of his pocket, the play seems to have reached its peak and end. In fact though, Albee is being very clever here in the way that he makes us think that this is going to be the finish to the play when it is in fact the start to a crescendo of emotion that we are going to experience over the next three pages. This therefore makes the real ending even more shocking when it actually arrives. The ways in which Albee builds up and releases the dramatic tension in this scene especially is very skilful. Much like in the scene in Whos Afraid of Virginia Woolf? When George comes into the room with a double barrelled shotgun, aims it at Marthas head and pulls the trigger, we see the same sort of quick crests and troughs in tension in The Zoo Story. When George pulls the trigger in Albees other play, the suspense of the scene is released due to the dark humour that is shown when a flag comes out of the end of the gun instead of a bullet. Here, we think that Jerry is going to kill Peter when in fact he simply throws the weapon onto the floor in order to give him the instrument with which he wants to be killed at the end of the play. Certainly, Albee often defies expectation and does things to surprise the audience in order to provoke a bigger reaction and keep them on the edge of their seats as the story unfolds. As shown in the previous paragraph, actions and non-verbal communication in this play often speak much louder than the words that the pair say to each other. At the start of the drama, Peter is said to be bewildered by the seeming lack of communication in the stage directions from Albee and then at the end we see this lack of communication transform as Peter resolves to show his feelings in actions and not words. Indeed, Albees stage directions at the end of the play mirror this conscious attempt from Peter to act on his resentment towards Jerry. As Peter unwillingly puts the knife into Jerrys chest at the end of the passage, Albee says just a few words that give a much greater resonance onto the audience than any sort of music or sound effects ever could; Tableau: For just a moment, complete silence. This moment of silence after all of this dramatic tension and suspense acts as a quick release for the audience and allows us, Peter and Jerry to stop and observe the absurdity of the situation that has arisen. The tableau is a way of giving the audience an image with which they can take away with them, resembling the play. Albee wanted to provoke and shock the audience into some form of reaction and this moment here in the stage directions epitomises this fact. We are given a moment to calm down our emotions as the tempo and the intensity of the passage falls to a lower velocity. Moreover, in the second half the scene, Albee describes Jerry and Peter in the stage directions as motionless, almost fainting, talking most faintly and transfixed as opposed to the descriptions of the pair struggling, horrified, still angry and acting contemptuously at the start of the passage. Indeed, the atmosphere of the play constantly changes during the course of this scene and the entire play with Jerry always seeming to dictate and direct what is going to happen next. Although there is a certain aggression shown from both of the characters here in their actions and non-verbal communication, the verbal violence that we encounter during the play and especially in the passage that I have chosen is particularly resonant and would have had a big impact on the audience at the time. Jerry especially tries to provoke Peter into killing him throughout the play until he realises that his words only aggravate his newly found friend and do not provoke him into a blind rage in which he would be prepared to do Jerrys bidding. As Jerry goads Peter into action, he uses verbal violence alongside physical violence in his speech on page. 29. Fight for you daughters, fight for your cats, fight for your wife. At the same time as verbally attacking Peter, he slaps him in the face on every fight that he utters here to emphasize and underline the fact that he is waiting for a reaction and response that he so desperately craves. At the end of the lecture he gives Peter he spits in his face; the lowest form of insult that a man could inflict upon somebody else. It is not surprising then that Peter reacts to this insult more than any other that has been imposed upon him. Much like in Whos Afraid of Virginia Woolf? where George manages to control the characters of Nick, Honey and Martha due to his quick wit and sharp intelligence, Peter is dominated here by Jerrys astute use of language and is provoked and manipulated quite easily by Jerry. Indeed, Nick and Peter are probably the most impressionable characters in both of the plays by Albee here but Peter emerges with a much more sympathetic view from the audience than the pretentious and pompous mannered Nick. Interestingly, more often than not, the clever and manipulative language that both Jerry and George use in both of the plays mean that although that they cause much grief for other characters, they come out with a respect and sympathy that often shrouds the less dominant characters and masks the fact that they are sometimes quite immoral and merciless at heart. In this passage and the whole play we are often attracted to the direct manner with which Jerry addresses his new found acquaintance. Peters comportment is very different. Throughout the play we see a certain reserved attitude; even at the end of the play, he holds his knife in a defensive way and never wants to make the bold, more aggressive move. He is said to back off a little, hesitate and retreat during the passage, which are made to seem like quite unattractive traits, compared to the brash, lovable-rogue and sometimes outrageous personality that Jerry boasts. In this passage and the rest of the play, the main thing that Albee tries to do is explore the dramatic tension of the arrival of an outsider as seen in the other synoptic plays with Teddy, Ruth, Nick and Honey. Albee explores the social and cultural boundaries of the 1950s in The Zoo Story and makes some very intuitive remarks about preconceptions that some people have towards other. In capturing a very normal and quotidian scene, the audience can really relate to some of the messages that Albee gives in regards to human beings failure to connect and communicate with each other. However, Albee also deliberately tries to shock and provoke the audience in some of the ideas that he gives us during the play. Whilst some of the social boundaries may have changed since the time of publication, the issue of murder, suicide and euthanasia still rages today and in its own way the play confronts a very taboo topic whose dramatic impact will never be lessened over time.

Bronfenbrenner’s Ecological Systems Theory Essay -- Sociology

The old African proverb ‘it takes a whole village to raise a child’ (Mohamed, 1996, p. 57) rings significantly through Bronfenbrenner’s Ecological Systems Theory (Bronfenbrenner and Evans 2000); a theory which focuses on gaining insight into human development through identifying the circumstances and considering the environmental influences of which a child is raised not just the genetic components. This essay will endeavour to encompass my understanding of Bronfenbrenner’s theory by incorporating the effect of the theory in child development and the significance of the nested systems with the purpose of illustrating the importance for the development of secondary emotion and the development of the expression of emotion from infancy through to adolescence. Bronfenbrenner’s approach was to study children in their natural environments to explore how a child experiences and interprets their world within a complex system of relationships (Berk, 2009, p. 26). His theory regards the environment of a child; taking into account the practices within that environment and how they might influence development and of the child’s individual connections to show the way in which external forces and the child interrelate to influence their development (Paquette and Ryan, n.d.). It is important to recognise how the interaction of the systems with bidirectional (adults affect children’s behaviour but children’s behaviour can also affect adults’ behaviour [Berk, 2009]) influences within and between the systems can strengthen or interrupt healthy child development as each system contains roles, norms, values, beliefs and rules that can effectively shape their development. From this writers perspective Bronfenbrenner’s theory ... ...ampos, R. G., & Barrett, K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, 25(3), 394-402. doi: 10.1037/0012-1649.25.3.394. Mohamed, E.R. (1996). It Takes a Whole Village to Raise a Child. Peabody Journal of Education, Mentors and Mentoring 71(1), 57. Retrieved from http://www.jstor.org/discover/10.2307/1492552?uid=3737536&uid=2&uid=4&s id=21100750938471 Paquette, D., & Ryan, J. (n.d.). Bronfenbrenner’s ecological systems theory. Retrieved from http://pt3.nl.edu/paquetteryanwebquest.pdf Wilson, R.L. (2003). The emotional life of children. Wagga Wagga: Keon. Wilson, R.L. (2012). Child and adolescent psychology. Week 4. [Psy113 CSU Forums]. Retrieved March 23, 2012 from Charles Sturt University website http://forums.csu.edu.au/perl/forums.pl?forum_id=PSY113_201230_B_D_forum

Brave New World: A Linguistic Analysis

The novel Brave New World by Aldous Huxley tries to show us the extreme consequences of social planning. As Huxley makes it, it is a project begun in philosophy, and ending in a few philosophers exercising control over larger society in order to suppress philosophy among the generality. The remnant of philosophers has earned the wisdom that thinking is deleterious to human happiness and social stability. Therefore the overriding goal of the 27th century world community is to suppress the natural human inclinations.In effect the community is only of the small coterie of philosophers at the helm, for the rest of humanity is maintained at a bestial level of existence by their machinations. They are bred artificially, and then raised through constant conditioning, all designed to make them function on their animal instincts alone, and so that they abhor the least tendency to reflection. All are made sexually sterile, and then encouraged to dwell on the sexual act with promiscuous abandon .Care is taken that the promiscuous partners do not fall in love, for love arouses the noble tendencies, and theses are dangerous to the status quo. Otherwise, any substantial thought in nipped in the bud, for the inhabitants of this society are encouraged to take the soma drug at the least onset of a serious thought process. It has been worked out that a hierarchy is necessary for this society to function, and according a five-fold caste system has been applied to the make-up of this society – from the alphas and betas at the top, to the deltas and epsilons at the bottom.The breeding and conditioning takes place according to this scheme. It is a triumph of logic, and yet it is also the death of the human. This conflict is the central theme of the novel. The opening section of the novel presents to us this theme variously and in poignant fashion. This essay carries out a linguistic analysis of the opening chapter, which sheds light on the overall theme. The general impression given is that society has progressed very far, so that logic and science have completely prevailed.The Director of the Hatcheries is describing to some students the process of artificially breeding the citizens of this society. His account tells us that it is a highly advanced process, and the machinery seems to be functioning flawlessly. As he enters the fertilizing room, there are fifty Fertilizer staff immersed in their work, and so the group is met with a â€Å"scarcely breathing silence, the absentminded, soliloquising hum or whistle, of absorbed concentration† (Huxley 2004, p. 16). All the clues point to a highly sophisticated society working on the factory principle.The factory principle is so esteemed years are counted from the year that the industrialist Henry Ford brought out his first mass-production car, the model T, which was in the year 1914. The present year is said to be 632 A. F. – the latter stands for â€Å"after Ford† (Ibid 15). But the fact ory is producing human beings. The cold calculation that is involved in this process reminds us of death rather than life. The suggestion is that the genesis of human being is also a process whereby humanity dies. Therefore, the general atmosphere painted is deathly, cold and uninspiring.â€Å"A SQUAT grey building of only thirty-four stories† (Ibid, p. 15). describes the Hatcheries Central, and defines a drab setting, to juxtapose it against its momentous function. Winter conditions are maintained to preserve the eggs and the sperm, and winter is also intimated in a symbolic sense. â€Å"Wintriness responded to wintriness. The overalls of the workers were white, their hands gloved with a pale corpse-coloured rubber. The light was frozen, dead, a ghost† (Ibid). The general impression is that this is not a place of life, but of death.The conflict is also between knowledge and ignorance. We are privy to a society where the excess of knowledge has begotten its antithesis, which is a will to ignorance. The society is based on a highly philosophical design, and yet the philosophy behind it is not supposed to be known by the citizens, because the entire object is to eradicate thinking. Thus the motto of World Society is emblazoned on the top of the entrance to the Hatcheries: â€Å"COMMUNITY, IDENTITY, STABILITY† (Ibid). The only possible way for the entire world to live as one community is to suppress thought.Individuality is encouraged, but only in so far as it pertains to action in particular, and eschews all generalizations that stems of thinking. â€Å"Not philosophers but fret-sawyers and stamp collectors compose the backbone of society,† we are told by the narrator (Ibid). â€Å"Identity† here means that one is able to fulfill one’s own immediate inclination or instinct. Stability is the result of this non-thinking and instinct-driven existence. In short, the plan is for a bestial existence, and one acquires stability just as a species of animal is stable in its jungle abode.Yet the highest philosophy must coexist with this manufactured ignorance, because the ignorance must be manufactured by someone. The Director of the Hatcheries is among the tiny group of citizens that must know exactly what is going on, for they must process and maintain it. He is part of the highest caste, the Alphas, those who are privy to all knowledge. But the second highest caste, the Betas, must also have a working knowledge, because they take on the high supervisory roles of the running of this society. â€Å"Just to give you a general idea† (Ibid 16).the Director is wont to say as he provides instruction to the Beta students. They are not supposed to know, yet they must be able to do their work properly, and with a modicum of intelligence. The knowledge that they are provided is just enough to keep them happy. They apply the knowledge towards the particular work that they have to do. If they do their work prof iciently they have job satisfaction and financial reward, and ask for nothing beyond these. But the danger is that the knowledge is applied generally, and beyond the confines of the particular situation.Such application of knowledge disrupts the whole pattern, and defeats the object of society. â€Å"For particulars, as every one knows,† the narrator tells us, describing the logic of the Director, â€Å"make for virtue and happiness; generalities are intellectually necessary evils† (Ibid). The last observation is told from the point of view of the Director, and it is significant that he describes generalities as â€Å"intellectually necessary evils†. This is admitting that evil has not been eradicated from this society. It is present in the process, especially in the thought process that engenders the entire system.But the intellection that takes place is necessary, so it is not the philosophers at the helm who are evil. There is no indication in the novel that the World Controllers abuse the power that they have appropriated. They are portrayed as selfless, and as having no concern but the greatest good of society. They hold the secret knowledge that thought is evil, but the evil does not touch their own person, while they proceed with their intellectual designs on society. The evil is instead diffused throughout the system. The evil aspect of this society is the aggregate loss of humanity.Happiness has been bought, but the price paid for it has been essential humanity. The gift of humanity is the greatest gift, and thus the price paid is the ultimate one. For all its apparent contentedness, this society is intrinsically inhuman, and the descriptions of the process taking place in the Hatcheries Central point towards an inhuman existence. â€Å"I shall begin at the beginning† (Ibid). This is how the Director begins his instruction, trying to manufacture a solemnity in keeping with the enormity of what is taking place, which is huma n genesis on a massive scale.But his effort falls flat, and it seems nothing more than a facetious pun. We notice the same effort towards solemnity in all his words and gestures. But solemnity is not possible in the presence of such mundane processes, no matter that the object is human genesis. He tells them about the operation that removes the female ovaries, which are then kept functioning artificially in order to provides the human eggs. We are told that the donors act voluntarily, but we know that it is actually a hefty bait of â€Å"a bonus amounting to six months’ salary† that induces them (Ibid, p. 17).Both sperm and egg cells are maintained at the right temperatures, before arriving at the fertilizing room, where cylinders containing the eggs are manually dipped into the sperm to effect fertilization. We are shocked to witness human conception under such a shabby process as dipping cylinders is seminal fluid. The calculation is relentless. Not all the fertilize d eggs are not all treated the same. Those embryos that are destined to become Alpha citizens are accorded the best treatment. All other embryos are deliberately maltreated, to various degrees, so that they form the lower hierarchies, from beta to epsilon.The â€Å"Bokanovsky’s Process† is the euphemistic term to describe this crime. The deliberate damaging of embryos in indicative of the inherent inhumanity of this society. It is one human being maiming another who is at the most defenseless state of existence. The evil is thus inherent in the process itself. Not just on the philosopher at the top, the indictment somehow falls on society at a whole. References Huxley, Aldous. Brave New World and Brave New World Revisited. London: HarperCollins, 2004.

Attitudes in Jesse Pope and Dulce Et Decorum Est

Compare the poets attitude to war in ‘Dulce et Decorum est’ by Wilfred Owen and ‘Who’s for the game? ’ by Jesse Pope In this essay I will be comparing the poets attitudes to war in ‘Dulce et decorum est’ by Wilfred Owen and ‘Who’s for the game? by Jesse Pope. ‘Dulce et decorum est’ is about the unglamorous reality of trench life, while ‘Who’s for the game? ’ is a propaganda poem published in the Daily Mail encouraging young men to join the army. Both have different views and attitudes to war and there poems are quite different. Wilfred Owen’s poem is positive, whilst Jesse Pope’s is positive.Although both poems are about war they have vastly different attitude to war. Pope’s ‘Who’s for the game? ’ encourages young men to join, promotes the positives and makes those who don’t join feel like outsiders. For example the ‘who’ll grip and tackle the job unafraid? ’, which is implying that those who don’t join the war are afraid of the war. This is very effective because they use emasculation to make a man feel like less of a man. Furthermore their family would feel embarrassed and pressured by others who have joined the army.Young men ,during that war, also thought that joining the army would be like an adventure and that they would have a blast. Many people also underestimated the war and assumed that it would all be over by Christmas. On the other hand ‘Dulce et decorum est’ focuses on the negatives aspects like death, war and the harshness of it. In the very first line Owen writes ‘Bent double, like beggars under sacks’ as soon as the reader starts the poem they already know that Owen is strongly denying the concept: ‘Dulce et Decorum est’- that it is sweet and honourable to die for your country.By using that it sets the theme for the rest of the poem, which is about the untold story of trench life. While ‘Dulce et Decorum est’ is a poem about the reality of war, Pope’s ‘Who’s for the game? ’ is promoting the war and portrays it as a game. She uses word and phrases usually used in sports such as: ‘grip’; ‘tackle’; ‘Signal to Go! ’ and ‘toe the line’. Using these words she makes the comparison between war and game more effective. On the other hand Owen’s ‘Dulce et Decdorum est’ is the hard reality of going to fight for your country.Therefore he focuses on describing the soldiers’ vunerable and poor situation as already seen ‘Bent double, like beggar under sacks’. Instantly this sets the subject matter for the poem, by comparing soldiers, who are thought to be of as strong and healthy, to beggars. This comparison is effective because beggars are thought of as weak, dirty and vunerable, which is what he is trying to get the reader to imagine. Although the Pope’s poem is about war she had never experience the war first hand, compared to Owen who was a soldier and had actually joined the army.Jesse Pope was a writer and journalist and her work was often described as being very patriotic as can be seen in ‘Who’s for the game? ’. Her attitude was that war was a game, and that young men should take part in the war. Pope was also part of the propaganda pro-war poets, who encouraged and pressured young men to join. Unlike today woman, during that time, were not allowed to join the army. The fact that a woman wrote this poem was also very significant, because men felt that they couldn’t refuse a woman and that their pride and honour was very important.Whereas Wilfred Owen was a soldier and had joined the army, been injured, but still came back. Sadly Owen, who was against the war, died in action one week before the end of the war. The tone in the poem reflects the poets different attitudes. Owen’s ‘Dulce et Decorum est’ tone sounds betrayed, angry and upset. One line that reflects the betrayal is ‘The old lie: Dulce et decorum est pro patria mori’. This line is also the title and the betrayal he feels towards the propaganda is clear, because his discusses the negatives of war throughout his poem and does not mention anything positive about the war.On the other hand Pope’s ‘Who’s for the game? ’ is more excited and upbeat and she uses words like ‘Come along, lads’ to suggest it’s a game and that all are welcome to play. I think both poems had alot of poetic techniques both use rhyme. Pope uses words that rhyme like ‘tight’ and ‘fight’, and Owen used word like ‘sludge’ and ‘trudge’ . I think both poets used rhyme (a sound device) so that the poem could be appreciated when read aloud. Especially words like ‘sl udge’ and ‘trudge’ really exaggerate the soldiers movement and how hard it was for them to walk.Pope also uses a extended metaphor comparing war to a game throughout the poem. This comparison is very effective because she tempts the reader by saying have fun and join us or watch and be part of the audience, which is made apparent when she writes ‘who wants a turn to himself in the show, and who wants a seat in the stand. She also uses repetition with the word ‘who’ll’ on the beginning of several lines and also uses collective personal pronouns like ‘you’ll, your and you’ as if she is speaking directly to the reader. On the other hand Owen uses the same technique (repetition) but for a different purpose.This can be seen when he writes ‘I saw him drowning†¦ He plunges at me guttering, choking, drowning’. He repeats these words to emphasize the shock and harshness that someone is dying and he canâ€℠¢t do anything about it, and the soldiers death is still haunting him after all this time. Likewise he repeats the words face ‘white eyes writhing in his face, his hanging face’ to really emphasize what he is seeing. Owen also uses personification, metaphors and similes in his poem. For instance ‘haunting flares’, ‘drunk with fatigue’ and ‘like hags’ to paint a picture of what the soldiers and their surroundings look like.This is effective because the reader can empathise with the soldiers just from the description. Pope also uses personification by comparing the country to a woman she writes, ‘Your country is up to her neck in a fight’. This use of personification is effective because men feel they need to protect woman and so they feel responsible for their country. Both poets use poetic techniques such as: personification; repetition and rhyme to express their different views and attitudes towards war. So whilst the y may have used the same techniques they used it for different purpose.I think that their attitudes towards war are very different. Wilfred Owen’s ‘Dulce et Decorum est’ is what he thought and had personally experienced, while Jesse Pope’s ‘Who’s for the game? ’ was propaganda poem encouraging young men that the war was a game. Even though I don’t agree with Pope’s approach, I think it’s very effective and shows how her attitude towards war is very patriotic. I think Pope’s poem is very effective and I can understand why so many men felt they needed to join the army. They have different views and attitudes to war and express their personal views through their poems.

Arguments For or Against Women in Combat essays

Arguments For or Against Women in Combat essays Women should be allowed to fight in combat with infantry units and Special Forces units in a wartime environment. A number of arguments have been traditionally given against women in combat that range from women's lack of aggressiveness, the possibility that female soldiers will be raped, the familial damage caused by the absence of female soldiers, potential damage to military cohesion, and the physical weakness of women. Each of these arguments will be discussed, and revealed as inherently flawed. In addition, the historical value of women in combat suggests that women can play a valuable role in the US military in combat. Further, inability to experience ground combat seriously limits the potential career track for women in the military. Taken together, these arguments suggest a potentially valuable role for women in ground combat in the US military. The issue of women in a combat role in the US Military is one of the most hotly contested topics in the public arena today. Both supporters and detractors of women in the military seem to have deeply held, often inflexible opinions, and debate has often been emotional and heated. This paper will attempt to identify some of the key arguments of each side, and provide a reasoned, careful look at the issue of women in combat. Ultimately, the evidence and reasoning presented in this article suggests that women should be allowed to fight in combat with infantry units and special forces units during a wartime environment. Much of the opposition to women in combat seems to be based on the argument that women are not "geared" toward combat duties. This stems from a traditional, conservative view of women as nurturing and maternal, with few aggressive tendencies. Generally, I think that most people's experience would agree with the assertion that women, as a whole, tend to be less aggressive than men. After all, ...

Assessment Type

The general goal is to introduce and develop the skills needed to conceptualise a problem and a viable research topic. Students will make use of available literature, design a research strategy, evaluate, organise, and integrate relevant data (both existing and new), derive useful solutions, and communicate those solutions in an appropriate form to clients and colleagues. The module will prepare students to continue their own professional education and contribute to the development of the profession as a whole, at a standard commensurate with the current level of knowledge. The module surveys the basic processes of research methodology as practised in the social sciences. Underlying principles of science and logic are emphasised and special attention is directed toward the recognition of common sources of error and bias in the implementation and interpretation of research studies as it affects the outcomes of research utilisation. You are required to submit a research proposal. The content of the document produced by each student is required to cover the specific areas and to be within specific maximum word lengths (marks allocation and word lengths in brackets) as follows: 1. Title and Introduction. Form a clear title of a proposed research. Elaborate on the background of the industry and/or company to be researched as well as the problem or issue identified. Also explain the significance and rationale of the proposed research. (15 marks / 800 words maximum) 2. Research Questions. Construct the questions to be answered in the proposed research. (5 marks / 100 words maximum) 3. Research Objectives and Framework. State the research objectives in terms of the factors or causes identified (independent variables) and their relationships with the identified problem or issue (dependent variable). Following the stated objectives, construct a proposed research model or conceptual framework. (5 marks / 100 words maximum) 4. Literature Review. With reference to various relevant literatures, write a critical review and analysis of both the conceptual/theoretical and practical aspects of the identified problem/issue and factors/causes. (40 marks / 2,000 words maximum) 5. Research Methodology and Design. Elaborate the concept, types and approaches in research. Propose a research design for the research topic selected with detailed explanation on elements such as the sample, sample size, types and sources of information, collection methods and operationalisation or measurement of variables. (15 marks / 800 words maximum) 6. Ethical Considerations. Identify ethical issues involved and steps taken to prevent breach of research ethics. (5 marks / 100 words maximum) 7. Timescale or Gantt Chart. Construct a Gantt Chart in weeks that includes the stages and milestones of the research tasks and their respective time allocations. 5 marks / 100 words maximum) 8. References. Using the Harvard referencing system, provide a comprehensive list of references. (10 marks) Assessment Requirements: †¢ The submission of your work for assessment should be organised and clearly structured in a report format as outlined in 1. 0 to 8. 0 above. †¢ Maximum word length allowed is 4000 words, which includes sections 1. 0 to 7. 0 in the report. The word coun t excludes section 8. 0. †¢ This assignment is worth 100% of the final assessment of the module. Student is required to submit a type-written document in Microsoft Word format with Times New Roman font type, size 12 and line spacing of 1. 5. †¢ The Harvard Style of Referencing system is COMPULSORY. †¢ Indicate the sources of information and literature review by including all the necessary citations and references adopting the Harvard Referencing System. †¢ Students who have been found to have committed acts of Plagiarism are automatically considered to have failed the entire semester. If found to have breached the regulation for the second time, you will be asked to leave the course. Plagiarism involves taking someone else’s words, thoughts, ideas or essays from online essay banks and trying to pass them off as your own. It is a form of cheating which is taken very seriously. Take care of your work and keep it safe. Don’t leave it lying around where your classmates can find it. Malaysian Qualifications Agency Learning Outcomes Module Learning Outcomes: †¢ Demonstrate the skills necessary to assess and interpret existing research as a prelude to carrying out further investigation and the knowledge and understanding of range of research designs and their appropriate utilization. Conceptualise a problem; formulate hypotheses and objectives; design a research strategy, collecting, analyzing, and interpreting both quantitative and qualitative data, including commonly encountered statistical procedures. †¢ Understand the theoretical principles underlying inferential and descriptive statistics. †¢ Integrate the findings of existing research to ask a new research question. †¢ Engage in critical thinking when reading and comprehending research articles. Choose the most appropriate statistical analyses, interpret results, and write up the results accurately and completely. Notes on Plagiarism Harvard Referencing Plagiarism Plagiarism is passing off the work of others as your own. This constitutes academic theft and is a serious matter which is penalised in assignment marking. Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the student’s own work. Examples of plagiarism are: the verbatim copying of another person’s work without acknowledgement †¢ the close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation without acknowledgement †¢ the unacknowledged quotation of phrases from another person’s work and/or the presenta tion of another person’s idea(s) as one’s own. Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism if the absence of quotation marks implies that the phraseology is the student’s own. Plagiarised work may belong to another student or be from a published source such as a book, report, journal or material available on the internet. Harvard Referencing The structure of a citation under the Harvard referencing system is the author’s surname, year of publication, and page number or range, in parentheses, as illustrated in the Smith example near the top of this article. †¢ The page number or page range is omitted if the entire work is cited. The author’s surname is omitted if it appears in the text. Thus we may say: â€Å"Jones (2001) revolutionized the field of trauma surgery. †¢ Two or three authors are cited using â€Å"and† or â€Å"†: (Deane, Smith, and Jones, 1991) or (Deane, Smith Jones, 1991). More than three authors are cited using et al. (Deane et al. 1992). †¢ An unknown date is cited as no date (Deane n. d. ). A reference to a reprint is cited with the original publication date in square brackets (Marx [1867] 1967 , p. 90). †¢ If an author published two books in 2005, the year of the first (in the alphabetic order of the references) is cited and referenced as 2005a, the second as 2005b. †¢ A citation is placed wherever appropriate in or after the sentence. If it is at the end of a sentence, it is placed before the period, but a citation for an entire block quote immediately follows the period at the end of the block since the citation is not an actual part of the quotation itself. †¢ Complete citations are provided in alphabetical order in a section following the text, usually designated as â€Å"Works cited† or â€Å"References. † The difference between a â€Å"works cited† or â€Å"references† list and a bibliography is that a bibliography may include works not directly cited in the text. †¢ All citations are in the same font as the main text. Examples Examples of book references are: †¢ Smith, J. (2005a). Dutch Citing Practices. The Hague: Holland Research Foundation. †¢ Smith, J. (2005b). Harvard Referencing. London: Jolly Good Publishing. In giving the city of publication, an internationally well-known city (such as London, The Hague, or New York) is referenced as the city alone. If the city is not internationally well known, the country (or state and country if in the U. S. ) are given. An example of a journal reference: †¢ Smith, John Maynard. â€Å"The origin of altruism,† Nature 393, 1998, pp. 639–40. An example of a newspaper reference: †¢ Bowcott, Owen. â€Å"Street Protest†, The Guardian, October 18, 2005, accessed February 7, 2006.

Corruption under the Obama Administration Research Paper

Corruption under the Obama Administration - Research Paper Example His presidency emphasizes that all races in America, provided they are citizens of the United States, can become the President of the nation. Unfortunately, what can spoil the proud image of the Obama government is its supposed association with corruption. Are the reports on corruption under the Obama government reliable? We must define what corruption means. Deflem (1995, 243) provides a good definition: â€Å"Corruption†¦is a colonization of social relations in which two or more actors undertake an exchange relation by way of a successful transfer of the steering media of money or power, thereby sidestepping the legally prescribed procedure to regulate the relation. Two types of corruption of corruption are identified: monetary and bureaucratic. In monetary corruption, the exchange relation is carried out by way of a transfer of money, and in bureaucratic corruption by way of a transfer of power. Both types of corruption can circumvent regulations spelled out by legitimate or systemic law.† The Deflem (1995) definition of corruption has three characteristics. First, corruption may involve financial or power concessions and not only monetary consideration. Second, corruption involves sidestepping legal procedures. Finally or third, corruption circumvents the regulations of government. It follows, therefore, that corruption need not always involve evidence of money transfer and that sidestepping of legally prescribed procedures or circumvention of legal or administrative rules are manifestations of corruption. Adopting the Deflem (1995) definition therefore, we have good basis to argue that the Obama presidency is characterized by corruption. The indicative facts are described in our succeeding discussion. First, the Washington-based Judicial Watch, an institution generally-recognized in America as a watchdog of sound governance reported that the Obama administration has installed â€Å"personal advisors in czar positions in the White House and has created new czar positions elsewhere in the Executive Branch† that are â€Å"unconfirmed by the Senate and are largely unaccountable to Congress† (2011, 3). The word â€Å"czar† is â€Å"informally associated with presidential appointees who oversee certain government policies† (Judicial Watch 2011, 6). The Judicial Watch (2011, 3) added that many of the activities of the said czars â€Å"are often outside the reach of the Freedom of Information Act (FOIA), creating a veil of secrecy about their precise role in the administration.† This implies that many of the appointees of the Obama administration are above the law and this can provide evidence that signs of corruption if not corruption itself are pervasive in the Obama administration. At the very least, the Judicial Watch Report indicated that many of the top officials of the Obama government are outside the law, are not transparent, and pose a threat that the wide-scale prevalence of the transf ers of money as well as power is only a matter of time in the United States. Under the United States Constitution, presidential nominees have to be confirmed by the United Senate (Judicial Watch 2011, 6). In contrast, many of the White House advisors are not only unconfirmed by United States Senate but they also often claim exemptions from the Freedom of In