Essay on Gay Marriage - 1455 Words

â€Å"Men and women of full age, without limitation due to race, nationality or religion, have the right to marry and have a family† (The Universal Declaration of Human Rights 5). This article from the Universal Declaration of Human Rights set forth by the United Nations clearly states that any adult, man or woman, has the right to marry. At the beginning of the Declaration, there is another article saying that every human being is entitled to all rights set forth by this document without exception to any status. Unfortunately, most countries in the world, including the United States, except one status from this right: homosexuality. The marital rights of gay couples are violated every day because of the fear of the destruction of marriage and†¦show more content†¦A lot of opposition for gay marriage comes from the issue of society’s portrayal and fear of homosexuality. Homosexuality has come to represent something uncool or bad. Children can be heard describin g they consider stupid as â€Å"so gay† and taunt others for being gay (Tushnet 2). The issue of public disapproving nature of homosexuality is also a problem. Nineteen percent of New Yorkers polled thought there should be no legal recognition of homosexual couples (Poll: 41 Percent New Yorkers Support Gay Marriage† 1). Even the families of gay people often times disapprove of their sexuality. Many people are thrown out of their homes, even disowned, after coming out. Many are harassed for their sexuality, even assaulted. For example, in 2006, a French man by the name of Bruno Weil was lured from a gay bar in Paris into a hotel room where he was beat and burned to near death by four men in what is being called a homophobic crime (Keaten 2-3). The legal issue, however, is the main source of the problem. The Defense of Marriage Act (DOMA) states that homosexual marriages will not be recognized on a federal level (Topic Overview: Gay Rights† 1). The problem also resides on a state level. Forty-three states have laws prohibiting homosexual marriages. Twenty-nineShow MoreRelatedGay Marriage Should Be Legal Essay1850 Words   |  8 Pageswhat it means to be a gay man – even if that is not the language that always would be used to describe homosexual behavior in a given place and time. In the United States, gay marriage has been legalized in all 50 states by a federal court ruling, but many Americans do not realize that there is still a long way to go in terms of embracing gay citizens (and the rest of the LGBT community) into the â€Å" societal norm.† Despite the strides that have been taken to legalize marriage for same sex couples,Read MoreGay Marriage Should Be Legal1848 Words   |  8 Pageswholly ash amed of. Gay marriage is legal in all 50 United States, something that has been fought for since the conception of the LGBT movement. In fact, gay couples are routinely being featured on popular television and other forms of media. Some might say that in 2016, the dreams of the rioters in Stonewall have been realized. Marriage rights and the spotlight on nighttime television; equality seems to truly be right on the horizon. If one is a white, cis, gay man, that is. Gay women are featuresRead MoreThe Supreme Court Ruling On Gay Marriages893 Words   |  4 PagesIts time for me to share my opinion and perspective regarding the Supreme Court ruling on gay marriages. Forewarning, this post will be long because I have more than just an opinion to express, but rather a story to tell which will enlighten anyone who chooses to read this as to what my true perspective and opinion regarding gay marriages. (and gay people in general as a Christian) A few months ago I faced a difficult time in my life. I was homeless and I had nowhere to stay with my newborn babyRead MoreGay Marriage Should Be Accepted And Respected932 Words   |  4 Pagesopen-minded. The rise in the LGTB movement has allowed people to openly express their sexuality without being discriminated against. Although homosexuality has become more socially acceptable, some states still have anti-gay laws and there are numerous individuals who believe that gay marriage is harmful and unnatural. Hozier’s â€Å"Take Me to Church,† Demi Lovato’s â€Å"Really Don’t Care† and Macklemore’s â€Å"Same Love† demonstrate society’s discrimination of homosexuals and why homosexuality should be accepted andRead MoreThe Tragedy of Gay Marriage1757 Words   |  8 PagesWorst Thing About Gay Marriage† presents an interesting argument against gay marriage that hinges upon maintaining a traditional form of marriage. He act ually claims that gay marriage is â€Å"unnecessary†(381). According to Schulman, there are 4 primary effects of marriage within his definition he calls the kinship system. First, marriage protects and controls a woman’s sexuality. Second, the possible pairings are limited by the kinship system to avoid incest or other taboos. Third, marriage creates a situationRead MoreThe Issue Of Gay Marriage1464 Words   |  6 Pages Marriage is one of the oldest, passed down traditions since the beginning of time. As humanity evolves through generations, traditions change, but the act of choosing your partner stays the same. For an example, not until President Barack Obama was in office, gay marriage was unacceptable. When President Obama announced that gay marriage was legal, that was a moment in history that will never be forgotten. The process of marriage continues to be the same, but each generation has been going outRead MoreGay Marriage And Gay Rights2550 Words   |  11 PagesComp II 8 May, 2015 Gay Marriage and Gay Rights For years there has been a debate on gay marriage and gay rights in America. Often government keeps pushing the issue back, or refuses to partake in the debates and discussions on whether or not this type of union is â€Å"legal† in the United States. My hope with this paper is to prove that gay marriage is not in fact unconstitutional, but that there is a right to freedom for everyone, no exclusions. When it comes to gay marriage, there seem to be a numberRead MoreThe Issue Of Gay Marriage Essay3392 Words   |  14 PagesWell it is 2007, and we are still dealing with the issue of gay marriage being good, and not good for America. Now maybe in 20 years gay marriage will be legal in each state, and this issue will be over. However, I deal in reality. And reality tells me the idea of two men frotting inside a home with children, frankly makes people sick to their stomachs. I prefer women, but I think what two grown people do in their bedrooms is their private moral, and legal business. Just like a straight couple thatRead MoreGay Marriage1280 Words   |  6 Pagesburrows, but flamboyantly celebrate their identities. The gays are now a people willing and ready to be heard. It has come to all of our attentions that in the light of marriage they have been depraved and deceived. Homosexuals cannot allow this persecution to continue, as they are constantly forfeited equal rights. The arguments are of lifestyle differences and the legalized discrimination of these people. It encompasses same-sex marriage as a cause worth fighting and defending so that we all mayRead MoreGay Marriage1041 Words   |  5 PagesCompare-Contrast Synthesis 10/11/2013 English 111x Gay Marriage Gay marriage is a topic that is heavily debated in this day and age. Whether or not it should be legal for homosexuals to get married is a theme that authors Andrew Sullivan, who wrote â€Å"For Gay Marriage† and William J. Bennett, who wrote â€Å"Against Gay Marriage† use in there articles. The main points the authors both discus is the meaning of marriage itself, the social impact same sex marriage will have on society, and the influence on children

Troy vs. the Iliad Essay - 1398 Words

Over the thousands of years that the epic story the Iliad has survived, there has no doubt been some form of alteration to Homers original. Last May, Wolfgang Petersen directed a movie based on the Iliad. This movie, Troy, has proven to be a very loose adaptation of Homers original, as are almost all stories that are made into movies, unfortunately. With its timeless storyline, amazing scenery, gorgeous actors/actresses and most of all, its reported two hundred million dollar budget, it is easy to see why Troy was hyped up to be a box office hit. However, the film critics were harsh on this movie, as they had every right to be, and it ended up being a total flop. Compared to Homers Iliad, Troy is rather disappointing. But, to be†¦show more content†¦We will never be here again (Troy 2004). The suspected start of the war- over the abduction of Helen, Queen of Sparta- was caused entirely by a godly conflict over who was the most beautiful- Hera, Athena, and Aphrodite. P aris, son of King Priam of Troy, was selected to judge. He chose Aphrodite, who in turn gave him Helen, who was her equivalent in beauty amongst humans. In both versions, Paris is portrayed as a wife stealing, thief in the night. His brother Hector and he were on a peace mission in Sparta on behalf of Troy visiting the king, Menelaus, when Paris ran off with Menelaus wife, Helen. This action divides the Gods who constantly meddle with the mortals lives. Naturally, Aphrodite is on the Trojans side, as was her lover and God of War, Ares, and Apollo. Although Zeus, King of Gods, tried to be neutral, he was pro-Trojan. Hera, Queen of Gods, and Athena help the Greeks because they were mad that Paris chose Aphrodite. Poseidon, God of the Sea and Zeus brother, also sided with the Greeks whenever Zeus was not looking. An example of this constant intrusiveness of the Gods in the Iliad was when King Menelaus hurls his spear, lightly wounding Paris. Paris helmet strap becomes caught at his chin and Menelaus has nearly dragged him away before Aphrodite intervenes, breaking the strap. She then wraps Paris in a mist, sets him in his own perfumed bedchamber, and hurries to catch Helen (Bloom 13). OfShow MoreRelatedThe Iliad Vs. Troy1692 Words   |  7 PagesSlater Poem vs Film The Iliad vs â€Å"Troy† Achilles and Hector fighting with Athena and Apollo on both sides of the Warriors Introduction Written by the ancient Greek poet, Homer, The Iliad was an epic documented on the nearly 10-year long war between the Trojans and the Greeks. Although the epic had occurred in 1194–1184 BC, the epic was passed down through generations, orally, until Homer wrote the Iliad 500 years after the Trojan war in 750 BC. An adaptation of the Homers’ Iliad is David Benioff’sRead More Troy vs. The Iliad Essays1385 Words   |  6 PagesTroy vs. The Iliad Over the thousands of years that the epic story the Iliad has survived, there has no doubt been some form of alteration to Homer’s original. Last May, Wolfgang Petersen directed a movie based on the Iliad. This movie, Troy, has proven to be a very loose adaptation of Homer’s original, as are almost all stories that are made into movies, unfortunately. With its timeless storyline, amazing scenery, gorgeous actors/actresses and most of all, its reported two hundred millionRead MoreComparison Between The Odyssey And The Iliad1068 Words   |  5 Pagesdescribes an outcry against death; whereas in the Iliad death is portrayed as an accomplishment., Both were in the times that is also known as Before Common Era, or BCE. It is known that Iliad begins 10 years before the great Seige of Troy and eventually the odyssey had begun a couple years after that(Classical Lit). When Homer had written these novels it is clear that they have numerous lines, and Homer had written both. In the novel The Iliad it consists of fifteen thousand, six – hundredRead MoreAchilles vs. Hector Essay689 Words   |  3 PagesAchilles vs. Hector In the Iliad is a very interesting epic with features two main central characters that are similar in some ways but totally different in other ways. In this epic you will be introduced to Hector and Achilles. Two men from each side in the great Trojan-Greek war. They were both heroes to their people despite their clearly different contrast in their personalities. In this paper I will highlight the life of both of these two leaders of the Greek and Trojans in this epic theRead MoreThe Iliad And The Book Of Genesis1225 Words   |  5 Pagesthemes of suffering, war, violence, and sin, the characters of both the Iliad and the book of Genesis strive to live and define their lives as their own. The women in particular best exemplify this struggle as they contend not only with the circumstances to which they are born into, but must also grapple will the role they play in their society and how their actions influence the greater fate of their people. Within the Iliad, Andromache’s r ole as a woman and wife to a warrior during war contributesRead MoreAchilles Vs. Hector Of The Iliad910 Words   |  4 PagesAchilles vs. Hector The Iliad is an epic poem usually attributed to Homer. The poem narrates the story of the war between the Greeks and the Trojans, known as the Trojan War. The Trojan War started when Paris of Troy took Helen, wife of Menelaus, to his homeland. Angry by the kidnapping of his wife, Menelaus (king of Sparta) asks his brother the King Agamemnon (king of the Achaeans) to march to war against the Trojans. The war is fought in the outskirts of Troy, and lasted ten years. The importanceRead MoreComparing Homer s Iliad With Wolfgang Petersen s Film Troy Essay2192 Words   |  9 PagesIn my response I am going to compare Homer’s Iliad with Wolfgang Petersen’s film Troy. The points I am going to compare are the fight between Paris and Menelaus, the role of the gods, the death of Patroclus and the fight between Hector and Achilles. The Iliad is an epic poem consisting of 23 books by Homer, which focuses on 50 days in the ninth year of the Trojan War, whereas the movie Troy directe d by Wolfgang Petersen tells the whole 10 year story of the myth. The Trojan War happened in the BronzeRead MoreTroy Versus Homers Illiad2234 Words   |  9 PagesTROY VS HOMERS ILIAD (A comparison between the two with a mix of movie reviewing) by Amber Shepherd When comparing the movie Troy, directed by Wolfgang Petterson, and The Iliad, written by Greek poet Homer we can clearly see that although Petterson has made an excellent film he has clearly left out certain aspects of the Iliad which really define the story. Both versions portray the Trojan War between Greece and Troy, Achilles killing Hector and King Priam visiting Achilles to ask for the bodyRead MoreComparing the Characters of Beowulf and Achilles1291 Words   |  5 Pagesand different cultural backgrounds. While each is unique in his own way, the two heroes also share similar characteristics. This paper will compare and contrast the medieval Germanic hero Beowulf with the classical Greek hero Achilles (of Homers Iliad), and show how the two are similar and how the two are different. The first way in which both characters are similar is in the fact that they both travel from great distances to take part in a battle against some evil. In the medieval Germanic epicRead MoreAnalysis Of Homer s The Iliad 3570 Words   |  15 PagesInterdisciplinary Studies Dr. Packer Eric G. Shuping March 3, 2015 Final Paper Homer’s poem, The Iliad, explains to us how the Trojan War started with Paris stealing Menelaus wife, Helen, and affected the lives of the Greek and Trojan people. The gods and warriors all desire to earn their honor to prove they are great, which Homer proves that it ends disastrously at times. Homer’s definition of honor in Iliad shows us that the gods, Greeks, and Trojans will do anything to prove their honor, while in

Blood Diamond Study Note Free Essays

sBlood Diamond (2006) CHARACTERS Danny Archer – Diamond Smuggler Maddy Bowden – Journalist Solomon Vandy – Fisherman Dia Vandy (see me no more) Jassie Vandy – Solomon’s Wife Captain Poison Benjamin Kapanay M’Ed Ambassador Walker Diamond Traders Diamond Traders Rudolf Van De Kaap Rupert Simmonds SETTING Sierra Leone 1996-1999 Civil War THEMES R. U. F (Revolutionary United Front) T. We will write a custom essay sample on Blood Diamond Study Note or any similar topic only for you Order Now I. A (This is Africa) SCENE 1 Early Morning Solomon with his son Dia telling him to go to school so one day he can become a doctor instead of a fisherman like his Dad. SCENE 2 Solomon and Dia walking to school and Dia say’s one day this place will be a paradise. Solomon and Dia have a really good relationship. They see the RUF and run to the village to get the rest of their family. Soloman gets captured by the RUF but saves his family. Solomon tells Dia to run because he has to look after Jassie and the daughter SCENE 3 The RUF are executing people and cutting of their hands. We are introduced to RUF and Captain Poison who is the leader. They bring Soloman forward to chop off his arm, but before they do Poison says no put him in the truck because he doesn’t show any fear and Poison respects that. SCENE 4 There is a G8, conference about Diamonds in Antwerp, Belgium. Ambassador Walker is talking about the Diamonds in Africa. While the meeting is talking clips of slaves in Africa are shown. Slaves dig the diamonds and then Poison keeps them. Slave finds a diamond and tries to hide it in his mouth. Poison sees it takes the diamond and then kills him. The conference introduces Mr. Van De Kaap and Mr. Simmonds which are the people from the diamond business. SCENE 5 There is a high up shot of Africa where Archer is arriving in Africa off a plane to meet Drunk RUF soldiers. Archer does not act scared so the RUF doesn’t kill him as he gives him his gun and plays it cool. Archer speaks to Captain Rambo while he wants to go see Commander Zero. Archer talks to Commander Zero and says there is not enough Diamonds and says he will not help them with the government. Archer acts very calm and experienced. He is a good negotiator and is very determined to get what he wants. SCENE 6 Archer is crossing the border with cattle. He is attempting to smuggle the diamonds into Liberia with the diamonds inside the goat. He gets caught by an intelligent army soldier claims he is from national geographic doing a story on Liberia. The soldier arrests Archer after he finds the diamonds smuggled in the goats. He tries to intermediate, bribe and threatens the soldier but the soldier does not give in and they arrest him. SCENE 7 Back at the mines, Soloman is in the river trying to find diamonds. He finds the pink and he doesn’t know what to do with it. The water valve pops which draws the attention away from Soloman so he puts it between his toes and asks to go to the toilet. He runs into Poison and Poison searchers him and can’t find anything. Poison finds Solomon hiding the Diamond and asks to take it but as he does that the Government troops attack which injure Poison nd free Soloman. He grabs Poison machete and does not kill him and runs away. He finds a spot and buries the diamond. He then gets taken by the government troops and taken to the Jail. SCENE 8 Now Soloman and Archer are both in the same jail. Poison is brought in and starts talking to Solomon about the big diamond. Soloman strips and starts screaming â€Å"where is the diamond!! † Poison threatens Solomon’s family saying â€Å"I will find your family† meaning he will find them and kill them. Archer is attracted to this because he is very interested in the big diamond. SCENE 9 Archer is released from jail where he meets the pilot who bailed him out. Archer is being watched by one of the Colonel Coetzee’s men. Archers name and photo has been printed in a newspaper as being publicized as a diamond smuggler which is not good for his reputation as a smuggler. He tells his pilot to bail Solomon out of jail. SCENE 10 Archer immediately rings London to speak to Simmonds the owner of the diamond company. He pulls a diamond out of his tooth. He gets changed and goes into the street where some prostitutes/thief comes up to Archer and talks about diamonds. Cordell goes into Archer’s room to try and find the diamond. SCENE 11 The pilot bails Solomon out and says â€Å"it seems you have made a friend in prison† and hands him money. SCENE 12 Danny meets M’Ed at his bar and hands him money for a really good gun. Archer asks him when the RUF are going to come to Freetown and M’Ed says very soon. Archer meets Maddy Bowen and they talk about how the world is falling apart, they are being very political, Maddy tells Archer she is a journalist. We’re here TIA for the first time. â€Å"America its bling-bling, out here its bling-bang†. Archer tells her to piss off. She continues to follow Archer. SCENE 13 Archer returns to his room and realizes it has been searched looking for a diamond. Archer and Cordell meet and start talking like they are best mates. Archer asked for a smoke and then punched Cordell in the stomach and says â€Å"that’s for breaking my TV Bru†. This shows that Archer will not be intimidated by anyone. SCENE 14 Soloman legally searching for his family, (he is looking on the list). Soloman says he has been to kissy waterloo and Port Loko in search. He is sent to the whites and asks for help, the agency replies â€Å"then God help you, because I can’t†. The RUF comes to the village where Dia and his family are and takes Dia away. SCENE 15 Archer is in Cape Town South Africa because he is Meeting Colonel Coetzee. They are in the car going to see Colonel and Archer is asleep and very relaxed. Colonel and Archer are walking through the vineyards talking about diamonds and about how Archer worked for Colonel as a soldier. Colonel says that Archer owes him money and he will stake a stone in payment. Archer says if he had the pink he wouldn’t be on this continent. Colonel says â€Å"you will never leave Africa†. SCENE 16 Back in Sierra Leone and showing all the poverty. Solomon is living in a burnt out car. Archer finds Solomon, asking him about the Pink, Solomon rushes off to work. SCENE 17 They are in the RUF base punished the children, teaching them how to shoot and brainwashing them telling them they by killing people they are going to save the nation. â€Å"Shed their blood†!! Dia kills his first man and is shocked. Poison comes to see Dia and is being sympathetic because he knows Dia is upset. He is acting like a Father so Dia is attracted to Poison as he says â€Å"I will take care of you I am now your Father†. Dia has been rewarded with a position of Captain to make Dia feel special but its deliberate because he knows Dia’s dad Solomon has the Pink SCENE 18 At M’Ed’s bar talking about when the RUF is coming and M’Ed is saying he is not scared he underestimates the RUF. Archer and Bowen meet again and go for a dance talking about how Archer is a smuggler. Maddy says â€Å"is it possible that you don’t care how many die because of the deals that â€Å"you do? † and Archer replies â€Å"people here kill each other as a way of like. Always been like that! † now Archer is annoyed for the second time and walks off. She follows him again. Maddy gets offended by Archer’s generalization. SCENE 19 In free town Archer is talking to Solomon, Archer says â€Å"I got you out of jail we are partners† Solomon replies â€Å"we are not partners, you’re a liar† archer says â€Å"without me you’re just another black man in Africa. † The RUF arrive and while they are running Solomon says â€Å"you will say anything, how can I trust you† Archer replies â€Å"you don’t have to trust me I said I don’t give a fuck about you, this diamond could be priceless, we split the diamond and I’ll get your family back? † There are people dying everywhere and Archer gets himself and Solomon through the Chaos. The army surrenders because they were scared by the RUF. SCENE 20 Rebels have taken Freetown and Killed M’Ed. The RUF are having a big party. Solomon and Archer are wandering around and eventually escape. SCENE 21 Archer and Solomon need to get across the bridge. Solomon and Archer are working together but Solomon does not approve. Solomon and Archer are travelling with refuges. Solomon says to Archer â€Å"I have agreed to nothing† Archer replies â€Å"you have no choice†. SCENE 22 They arrive at the refugee camp and Archer is trying to be nice but Solomon is being very short. Archer tries to bluff his way into being a journalist. Archer asks a man if he can tell Maddy Bowen that Danny Archer is looking for her because he has the story she wants. Maddy and Archer meet and Archer gets straight to the point about helping Solomon out, Maddy says â€Å"your using him† archer replies â€Å"I’m using him your using me this is how it works, isn’t it? † SCENE 23 Maddy, Solomon and Archer are flying to the refugee camp to find Solomon’s family. Maddy is in charge and gives the name for Solomon’s family. Maddy starts taking of the refugees for her story. Solomon spots Jassie and his daughter but not Dia, he starts yelling because he realizes that Dia has been taken by the RUF, he gets wacked away from the fence by the army. Archer pulls Solomon away from the fence and says â€Å"do you want your family to see you get killed, get away from the fence. † They fly over the hills where the diamond is. SCENE 24 Solomon won’t tell Archer where the pink is because he still doesn’t trust Archer. Solomon is telling Archer that Dia was very smart and was going to become a doctor. Archer goes to speak to Maddy and Maddy is still angry and him. Maddy is writing a story. She is really angry and she realizes that what Archer said about using each other is true because she need facts. Archer tells Maddy that the only chance Solomon’s family will be released is through the Diamond. Archer explains the process of the diamond smuggling. Archer gives Maddy the details with the names and bank accounts, and he says â€Å"you right this story before I have given them the diamond I’m dead. † SCENE 25 Archer and Solomon get on the bus and pretend to be journalists. They get off the bus due to an accident so they take photos of the accident. The RUF start shooting at them and Archer starts taking leadership. They get in a car because someone on the bus doesn’t let them on. SCENE 26 The RUF are partying again and they are giving the kids Heroin. Dia calls himself â€Å"See me no more. † They are invading on different villages. Archer, Maddy and Solomon are getting shot at by the RUF again. Archer gets them out of trouble and starts driving off. The RUF start chasing them but they run into a bush and then run off. Archer starts to show affection towards Maddy to make sure if she is alright. Archer, Maddy and Solomon are walking through the forest in the dark. SCENE 27 The Sun is shining through the trees. The locals from the forest are protecting the own land and threating to kill them, Maddy takes charge and saves Archer and Solomon with her camera. The locals bring them to a school where they meet kids that have been saved from the RUF. They meet Benjamin and he explains what this place is and what he does. SCENE 28 Benjamin shows them around the school to show them the normal kids and how he saved them. They show some kids that are suffering. Archer says â€Å"you did well today† and Maddy replies â€Å"you too† this shows they start to bond. Benjamin brings Archer a beer and they start to talk about the attacks in the area. Benjamin asks Archer â€Å"would you say that people are mostly good? † Archer replies â€Å"I’d say there just people. † Benjamin says â€Å"a moment in love even in a bad man can give meaning to a life†. Solomon is having fun playing soccer with the kids. SCENE 29 Children are singing and Maddy is in there in the light and Archer is outside in the dark. The light represents the happy life and the new day. The dark represent how he is finished if he stay, is in Sierra Leone. Maddy and Archer start drinking some wine which is very strong. Archer starts being completely honest to Maddy. Archer said his Mum was raped and killed and his Dad was decapitated. Archer says â€Å"sometimes I wonder, will god ever forgive us for what we’ve done to each other, then I look around and I realize, god left his place a long time ago. He is showing some emotion and is asking her without saying do you understand. Maddy holds his hand and become a kind of couple. SCENE 30 They are driving with Benjamin and run into some kids from the RUF kids asking what they are doing and who they are. They shoot Benjamin and Archer threatens the kids with a gun and drives off. They are trying to help Benjamin and he cracks a joke. So Archer has now saved them again. They drive to Colonel Coetzee to save Benjamin. They meet Colonel and Archer is forced to go with Colonel. Maddy and Archer start talking. Maddy distracts the soldier so Solomon and Archer can steal colonel’s goods so they can survive and not go with the army. Archer and Maddy say goodbye for the last time and Maddy gives Archer all her contact numbers. Archer is telling Maddy to get on the plane. SCENE 31 Solomon and Archer run off to go get the diamond. Archer is telling Solomon what to do and Solomon replies â€Å"yes, boss† which means that Archer is treating him like a slave. They are walking through the jungle/forest. SCENE 32 In the dark when the RUF drive past and Solomon and Archer are hiding in the bushes on the side of the road. Solomon thinks he sees Dia on the RUF truck so he yells out which almost gets them caught. Luckily Archer grabs Solomon and runs to safety. So after all Archer has done for Solomon he puts there life in danger yet again. The next morning Archer wakes Solomon up and is talking about how he can capture baboons and how he can kill anybody, as archer says â€Å"if you risk my life like that again, I will peal your face back off your head. † SCENE 33 They are walking through the hills. SCENE 34 They walk through a village and they meet another black African and he says the RUF are in the next town. Solomon lies to Archer saying they are going straight through to the RUF. Archer goes to turn right and Solomon continues straight. Archer starts threating Solomon and calls him a â€Å"kaffir† which is a huge insult to black people in Africa. Archer pulls a gun after fighting and says â€Å"your son is gone! † and Solomon replies â€Å"he is alive! † Solomon is getting really upset saying â€Å"I have to know if he is dead or not, shoot me if you want, why should matter I’m dead already. Archer replies â€Å"fine we will wait till dark† SCENE 35 They go into the RUF camp when it’s dark to have a look. The RUF base are walking and singing, part of the song is â€Å"go tell my parents they may see me no more† which is Dia’s new name. SCENE 36 Solomon and Archer are now walking and Solomon is asking Archer personal questions. Solomon says â€Å"I’m confused† archer replies â€Å"that makes two of us, my bru. † SCENE 37 Solomon is talking about his grandfather and his past. Solomon says â€Å"this place will be a paradise. † Archer makes a promise â€Å"we will get your back. After this they are walking up a hill and Archer falls and Solomon helps him up. SCENE 38 They are looking down on the view to the diamond mine. Archer calls an attack helicopter as a diversion. Archer promises that Dia is not in the mine, but says â€Å"you can look all night†. SCENE 39 Solomon goes into the camp by himself in the dark. He spots Dia and goes up to him. Archer goes to rescue Archer again. Dia denies Solomon and screams â€Å"enemy, enemy, I hate you† SCENE 40 Poison finds Solomon and threatens him and his family in front of Dia. Poison says that he wants to get out of Africa. Poison tells Solomon to go get the Diamond or he will kill Dia. As this is about to happen to chopper appears and starts shooting. Poison takes Dia and Solomon starts chasing them. Solomon catches poison and kills him. Archer saves Dia. SCENE 41 The rebels are dead, Dia is alive, and this should be the happy part. Colonel comes to Archer and threatens to kills them if they don’t get the diamond. Archer screams at Solomon because he wasn’t telling them where the diamond was. Archer puts Dia at risk so Solomon tells them where it is. SCENE 42 They go to find the Diamond. They find holes that Poison has tried to find it. He asks Cordell for a smoke, Cordell puts a gun to him and says â€Å"smoking will kill you†. Archer says â€Å"better stop smoking, hey, Solomon†. Solomon finds the diamond and then Archer and Solomon start to kill the army. Archer shoots Colonel and before he dies he says â€Å"TIA, huh, Danny† and Archer then shoots him. Archer realizes he has been shot and wounded. Solomon finds the diamond and then Dia holds a gun towards Archer and then Solomon, Solomon starts talking to Dia and reminding him what and who he really is and what he loves doing and who is his proper father. SCENE 43 Archer, Dia and Solomon are walking up the hill to where they are meeting the plane, Archer can’t walk any further and collapses, and Solomon picks him up over his shoulder and carries him. Archer tells Solomon to stop. Solomon has a worried look on his face as he realizes that Archer is dying. The plane flies over and Archer realizes that he cannot go on and gives Solomon the Diamond. Archer tells them to go. Archer says â€Å"take your boy home†. The Army troops start shooting and Archer shoots back at them. SCENE 44 Archer calls Maddy and tells her what’s happened, he tells her to meet Solomon and help him out. The plane flies over Archer. Archer says â€Å"you can write the hell out of the story† because he is dead now. Archer says â€Å"I’m exactly where I’m supposed to be†. SCENE 45 It cuts from the silent calm Africa, to London where Solomon is meeting Mr. Simmonds. Maddy is taking photos for her story. Simmonds says â€Å"you diamond could not have ended up anywhere else† and offers him 2 million pounds. Solomon says â€Å"this isn’t enough, I want what is promised to me by Archer, and I want my family and the money†. Solomon looks around London and sees a diamond necklace and realizes this is what all the trouble is about. He meets with his family and then the diamond is put into a secure safe. SCENE 46 Kimberley, South Africa, January 2000. There is a conference about the blood diamonds. Solomon opens a magazine to Maddy’s article to see a picture of Archer. Solomon gets called in to talk about what happens in Africa. SCENE 47 There are credits telling us what has changed. Sierra Leone is at Peace, but there is still 200,000 children soldiers in Africa. DISCUSSION QUESTIONS 1) ARCHER – â€Å"you take your home boy, huh? Archer’s death proves he was a noble character all along – Discuss 2) Benjamin – â€Å"A single moment of love can give value to a life† does archer sacrifice himself for the sake of Solomon and Dia or does he just give up because he is wounded? 3) Then I realize, â€Å"God left this place a long time ago. † Archer complains about â€Å"this god-forsaken continent â€Å"without realizing that he and people just like him have helped to make it that way. Do you agree? 4) â€Å"T. I. A† (this is Africa) – Archer, captain Poison and Colonel Coetzee believe this is to be true: Solomon, Maddy and Benjamin believe it is a lie, who is right? Discuss. How to cite Blood Diamond Study Note, Essay examples

AP Literature “The Author to Her Book” free essay sample

Anne Bradstreet’s seventeenth-century poem, â€Å"The Author to Her Book† she compares the awareness of nurturing and properly raising a child to the writing and revising of a book. The speaker is caught between conflicting love of her book and shame of its weaknesses, both of which are expressed in the metaphor and in the tone – both expressing the true mammalian nature of her motherhood, ultimately creating a tone of sincerity and loyalty. The sonnet begins with the words, â€Å"Thou ill-formed offspring,† demonstrating? he speaker’s perilous and somewhat despised attitude towards the book. Albeit, the following line shows a polar sense of indebtedness of the book’s blind allegiance with the words: â€Å"Whoafter birth did’st by my side remain. † No matter how terrible the book may be or how negative the reaction of critics, the book will always remain loyal to the author. The metaphorical semblance of a mother simply cements the loyalty of such a bond. We will write a custom essay sample on AP Literature: â€Å"The Author to Her Book† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, the binary opposition between love and? disdain continues throughout the poem, and likens to the complex relationship between mother and child. This antagonism between love and hate symbolizes a mother’s cold-heartedness towards a fetus she perhaps did not desire. However, the birth of the child, like the publishing of the book, softens the mother’s heart and she finds comfort in the unquestionable loyalty. The opposition and eventual changing of heart bolsters both sincerity and loyalty, solidifying the poem’s tone. Through the sincere and loyal tone, it becomes apparent that the? speaker herself is proud of her work, but fearful of others’ responses to it. Although she refers to the book as a â€Å"rambling brat† and â€Å"hobbling,† due to the impressions of others, the? tone is of protective sincerity, thus the mother-child metaphor. The? narrator says, â€Å"‘mongst vulgars may’ st thou roam,† in reference to the? outside world being ultra-critical of the book and child – purporting a deep sense of motherly protection. This outside world of critics and â€Å"vulgars† cannot penetrate the relationship and love the author has for her book, and, in effect, the bond between mother and child. The fact that the poem is in second person also increases the intimacy of the poem. Even the? line, â€Å"If for thy Father asked, say thou had’st none,† sets the speaker and? her subject apart. No one can break the bond between the two. The metaphorical representation of this bond, along with the tone of trustworthiness and sincerity, fosters the poem’s message. The final two lines of the poem are perhaps the most sincere and therefore strengthen the loyalty between the titular character and her object of affection. The lines: â€Å"And for thy Mother, she alas is poor†¦which caused her thus to send? thee out the door† reads as excuses for sending the? book (and therefore the child) away. The line reads both as charming and telling, for, regardless? of the necessity to publish the book, the fact remains that the speaker has? grown to accept the book for all of its shortcomings and to deem it, finally, fit for light. Using a metaphor of motherly love to describe her relations to her book the speaker establishes the tone and creates sincere and loyal emotions about separation and fear.? Emotions of love, shame, insecurity, devotion, and finally, acceptance all? shine through this metaphor and tone, leaving the reader relating the poets? words to more than just a book.

a happy married life Essays - Love, Emotions, Personal Life

Love There are different kinds of love, and these are variously expressed as motherly love, brotherly love, sensual love, emotional love, sexual love, selfish love, selfless love, and universal love. If people develop only their carnal or selfish love towards each other, that type of love cannot last long. In a true love relationship, one should not ask how much one can get, but how much one can give. When beauty, complexion and youth start to fade away, a husband who considers only the physical aspects of love may think of acquiring another young one. That type of love is animal love or lust. If a man really develops love as an expression of human concern for another being, he will not lay emphasis only on the external beauty and physical attractiveness of his partner. The beauty and attractiveness of his partner should be in his heart and mind, not in what he sees. Likewise, the wife who follows Buddhist teachings will never neglect her husband even though he has become old, poor or sick. "I have a fear that the modern girl loves to be Juliet, to have a dozen Romeos. She loves adventure . . . . . The modern girl dresses not to protect herself from wind, rain and sun, but to attract attention. She improves upon nature by painting herself and looking extraordinary."

Analyse the film Titanic Research Paper Example

Analyse the film Titanic Research Paper Example Analyse the film Titanic Paper Analyse the film Titanic Paper Essay Topic: Film In this assignment I intend to analyse the film Titanic in light of the statement A tale of forbidden love and courage in the face of disaster that triumphs as a true masterpiece. On April 10th 1912 the White Star Line luxury cruiser Titanic set sail. The Titanic was the largest ship of its day and was deemed at the time to be unsinkable due to its 16 watertight chambers. The first few days went by uneventful. Then the unthinkable happened and just days into its maiden voyage the Titanic hit an iceberg causing it to subside to the bed of the Atlantic just 3 hours after it had hit the obstacle. Consequent investigations suggested that the Titanic was traveling too fast in the icy conditions and was warned several times about the icebergs that lay ahead but nevertheless continued at its optimum speed. The film incorporates a fictional love story with the historical sinking of the ship. Cameron uses the love story between Jack, a third class passenger and Rose, who is traveling in first class to access all the areas of the ship to show the wide divide of the classes. Cameron uses the universal theme of forbidden love to get the audience attached to the characters to make the ultimate sinking more unbearable and to show the audience the emotion of such a catastrophe. I wanted the audience to cry for Titanic. Which means to cry for any lost soul in their hour of untimely death Camerons attitude to producing the film was of the highest standard. He wanted everything to be as authentic as possible. He wanted a film that could be entirely believable and would truly reflect upon what happened on the fateful journey. I want to be able to say to an audience, without the slightest pang of guilt: This is real. This is what happened. Exactly like this. He brings the tale into the modern day with a wrap-around story, with a much senior Rose as the storyteller. Cameron used every piece of new technology at his disposal to produce the film. His use of computer generated imagery was the best of its time, even the people who used the imaging every day could not tell the difference between the real people and the generated ones. James Cameron uses the theme of forbidden love to make the audience connect emotionally with the characters so that we can experience the true terror of the sinking. Cameron also uses this theme to access all areas of the ship. In this story the theme of forbidden love seems impossible because of two aspects; firstly Rose is traveling first class whereas Jack is a third class passenger and secondly Rose is already engaged to Cal. When we, as the audience, first meet Jack, he is deep into a game of poker. His clothes and mannerisms give us clues as to his background and his finances. He seems to be a likeable, happy-go-lucky character that lives on the edge of his seat, taking things as they come to him. In contrast Rose is first seen vacating a luxurious coach. Her first words are it doesnt look any bigger than the Mauritania. This suggests that she is snobbish, regarding herself to be superior to anyone else. Her character seems the opposite of Jacks. The voice-over from the senior Rose tells us that she was unhappy on the outside I was everything that a well brought up girl should be but on the inside I was screaming. We can conclude from this that Rose was not a typical first-class women of her time. She is a more modern character. The first time that the two characters meet is at the stern of the ship. During this scene Rose is seen, from a panning shot, to be running towards the aforementioned location. She has her hair down and is wearing a revealing red dress. This symbolizes Rose struggling to break free from the clutches of the demanding first class society, meaning that she doesnt like the characteristics of the way she and the first-class are living and she is unsure of what she wants to do and if she should marry Cal, her fiancà ¯Ã‚ ¿Ã‚ ½. Consequently we see Rose precariously balanced on the wrong side of the railings, looking likely to jump off the back of the ship. Jack persuades her not to and holds out his hand to pull her in. We are then shown a close up of their hands with romantic music in the background, because this is the first time that Jack and Rose touch each other. Subsequently we see close-ups of the characters faces showing an instant emotional connection between them. In a following scene Jack is having dinner in the first-class section of the ship. From a point-of-view shot we see how intimidating the foreign atmosphere of the first-class must have been to him. A low-angle shot is used to look up at the colossal dome, which dwarfs Jack and makes him look vulnerable. During the dinner we hear music from a violin that creates a soothing atmosphere. The scene is shot in artificial soft light, which gives the impression of a romantic and warm setting. Close-ups on Rose and Jacks faces show feelings and emotion for each other. The party scene is a complete contrast to the dinner. The Irish music creates an up-beat atmosphere and the scene has an enjoyable theme to it. The scene is shot in a duller light than the dinner scene; this creates a less inviting and colder environment. Throughout the scene we are shown close-ups of various characters faces to show the enjoyment in which they are experiencing. The most important close-up of the scene is when we see Jack and Rose swinging while holding hands because this not only shows the enjoyment of the occasion but also the enjoyment of each others company. Cameron uses the topic of courage in the face of disaster to take the audience through the final part of Titanics history. He uses it to move us through Titanics last actions and ultimately the sinking. Cameron uses various scenes to build up the terror of the disaster. In one scene we see water cascading down the corridors; this shows the audience the power of the water. Another scene used to show this is when the glass dome shatters. During the final scenes when the ship is sinking we are shown people falling from the raised end of the boat; this creates an atmosphere of terror and panic. When the ship finally submerges, all we can see is masses of people screaming and splashing; Cameron shows us this to illustrate how many people went into the water and consequently how many perished. In contrast to the noise we here during the scene mentioned last, in the scene where one lifeboat goes back, the only thing we here is the water and someone shouting to survivors. During this scene we can observe the amount of dead bodies floating in the water; this produces a solemn atmosphere. These scenes create a terrifying environment that Cameron uses to show the amount of courage that is subs equently shown by some characters. The third-class passengers are shown to be courageous during the sinking. This is portrayed in scenes like the one where a young boy asks his mother what is happening and she replies we are just waiting dear, when theyve finished putting the first class people into the boats then theyll be starting with us and were going to be all ready arent we? In contrast the first-class are exposed as being cowardly, for example when told that half the people on the ship are going to die Cal replies not the better half. This shows that not only where the first-class cowardly they were also egocentric. Rose is one of the few courageous first-class passengers. During the scene where she is on her way to rescue Jack, strobe lighting is used to create the effect of the power failing. Blue light is also used to manufacture the effect of the water being cold, both of these help to set the scene and make it frightening. This frightening atmosphere shows the audience the extent of Roses courage to go back for Jack. The ships crew on a whole are perceived to be brave during the disaster, none more so than the band, who played on through all the panic, trying to calm the passengers down. The Captain traditionally went down with his ship and the Titanic was no exception. Captain E. J. Smith, who was on his last voyage, is shown to be valiant as he locks himself in the bridge of the ship and prepares to die. During this part of the film we are shown people who are preparing to go down with the ship. Music from the band on the ship produces a poignant mood. After the ship has been submerged Jack and Rose are seen to be swimming towards a section of wood. Jack shows courage by letting Rose stay on the floating object, while staying in the water himself. Later on in this scene make-up is used to create the effect of icicles in the characters hair, this is to show the audience how cold the water is. Also the dialogue is spoken in such a way as to make us think the characters are shivering which creates a similar effect. The courage shown by the various characters manipulates the audience into feeling emotionally attached to them, which makes the final scenes even more tragic and distressing. Is Titanic a cinematic masterpiece? To answer this question we need to look at what the film achieved, not only financially, but also technologically. I mentioned in my introduction about Camerons use of computer-generated imagery. Titanic set down the standard for other films to follow in this area, making groundbreaking technological advances. Camerons use of flashbacks helped link the past to the present to make the story more relevant to the audience. He used actual footage of the wreck, which meant him taking several long journeys down to the bottom of the Atlantic to film, to show us what it looks like now and he used fade-ins to show us what it looked like in its prime. The fact that this film cost $200million to produce, making it the most expensive film ever made at the time, shows how much commitment Cameron and the associated film companies made to the production. The expense was worth it as they began to see the profit rolling in as the movie hit the screens, with many of the audience going back to see it several times. This made it one of the most successful films ever, one that could challenge classic films such as Gone with the Wind as the most popular movie of all time. Titanic received record numbers of VHS sales with 15-20 million sold in the first week. I conclude that Titanic is a cinematic masterpiece. I believe that the time, effort and money that was put into the film was justified and that the final outcome is one of the greatest motion pictures ever produced. It wasnt just the cinema audiences that liked the film, it also excited the media, who gave it encouraging and complimentary reviews. I admire the film because the special effects are still, even in todays high standards, deemed to be among the best ever created, even though most of them were designed not to be noticed. I think the film was and is successful because of its combination of storylines; it has a love story but it also has action in the sinking, these are two factors that are hard to combine but when merged correctly produce dazzling results. Both parts of the film, the action and the romance, are essential in making this movie a hit with the modern cinema audiences. Titanic became a landmark film, one that other filmmakers could use as the standard that they had to work to, a standard that has rarely been breached since.

The use of social media by criminal gangs Research Paper

The use of social media by criminal gangs - Research Paper Example The very basic, often considered as the pioneer, a text only social networking system was Six Degrees (Boyd & Ellison, 2007). Success of this free site did not go unnoticed and soon other enthusiastic companies came into play. MySpace was launched after this. In addition to the profile creation and connecting with different users of choice, myspace allowed users to change the layout of their profile as a direct reflection of their personality. Sharing and listening music was also added later. Myspace was one of the most popular websites ever launched though it has several problems like openness of profile to everyone in the network. The ease of finding other people in the network had influenced the stalker to harass the victims without minimal effort. Myspace’s problems pushed many users to visit a trendier and privacy concerned website, named Facebook. At the starting of the business, facebook was targeted to the young audience, but it is focused to a broader segment of users . Facebook tried to share more information about the people from their profile and they have changed their security settings numerous times. Continuous distraction of users by new messages, or any intimation has become an annoying factor. These drawbacks have shifted the site’s once loyal users to a different social networking environment. Twitter is the latest addition to this trend. Launched in 2006, twitter soon became successful because of their distraction free method of connecting with different users in the network just by posting the message. It is now integrated to many platforms, including mobile phones and different operating systems. Twitter is an instant success and the success of twitter inspired Google to launch their social networking website named Google+. The Company has registered more than 90 million users (Barnett, 2012) in a span of a few months and its contact management

A Quality Candidate for the Position of Teacher Essay

A Quality Candidate for the Position of Teacher - Essay Example Teachers are expected to create the most conducive learning environment that would design and impart theoretical concepts according to defined modules and encourage students to be actively engaged in the learning process. As a Bilingual Math teacher with extensive experiences in curriculum design, integrating technological applications and applying a multidimensional approach to teaching, I strongly believe that I am a quality candidate for the position of a teacher. Being a Bilingual Math teacher for the past 4 years has paved the way for the continued personal and professional growth in terms of honing skills in instructional design, the creation of an interactive learning environment, incorporating technology in education, and adhering to ethical and moral codes of conduct expected of the teaching profession. The continued interaction with various academic stakeholders from diverse cultural orientations enabled continuous improvement of knowledge, abilities, and skills required in the academe. Other than the teaching experience, one previously assumed the position of an accountant for Angelo & Carlos, lnc., an organization in New York and the role of a manager for the U.S. Marine. The leadership skills, professional discipline, interpersonal and communication skills, as well as problem-solving and decision-making abilities have all been gained from past personal and professional experiences. All of these are contributory to enhanced competencies in handling classroom management and maximizing learning opportunities in diverse academic environments.

Do the Poor Deserve Life Support Essay Example | Topics and Well Written Essays - 500 words

Do the Poor Deserve Life Support - Essay Example Therefore, a uniform or universal healthcare system should be made available to every person. The healthcare system can be funded by the government particularly for the poor people who may not be able to foot their medical bills. Morally, I am appalled, with what the hospital did and I think they pulled the plug for the wrong person (French & Fordney, 472). Even though, we are aware that the patient had almost no brain functionality left, it is ethically and morally wrong to do what they did. This was a cold act of greed on the part of the hospital. Their act showed no compassion. The hospital failed to show sympathetic consciousness of the patient’s distress as well as with the desire to alleviate it. I think rich people should also offer assistance to the poor either through the tax system or voluntarily. We should actually spend more to help the poor access the health care right with lots of ease. In addition, what we are currently spending should be spent effectively so as the poor can be helped (French & Fordney, 472). The current healthcare system requires a massive overhaul. But since that may require time and resources, with the current system, the federal government should effectively guarantee that nobody will die for lack of a ventilator. They should, therefore, give the poor fully funded ventilator insurance. There are also other ways that such patients can be helped. First, the hospitals are able to provide relief to the underinsured and uninsured patients who are not able to afford hospital bills by offering them discounts. In addition, they can offer waivers or reductions of Medicare cost-sharing amounts for those who are experiencing financial hardships. The hospitals effort in this area is fully supported by the Office of Inspector General. Hospitals, therefore, have the obligation to life support to the poor (French & Fordney,

Vygotskys Work on the Zone of Proximal Development

Vygotskys Work on the Zone of Proximal Development Critically evaluate the contribution of Vygotskys work on the Zone of Proximal Development Vygotskys original ideas on the relationship between child development and learning, leading to his concept of the ‘zone of proximal development, have become hugely influential in education and teaching practice, spawning much research in this field in recent years.   It is important firstly, to situate  Vygotskys work alongside that of Piaget, whose theories have underpinned much of educational thinking and practice for many decades.   The concept of the zone of proximal development (ZPD) has opened up many new ideas, not only about the nature of child development itself, but also about how children may be helped to learn more effectively within the classroom context.   Researchers have studied work within the ZPD from a variety of perspectives and there are clearly contrasting views, emanating from Vygotskys work, about the nature of childrens learning and how it might best be enhanced through the interrelationships between children and adults and children and their p eers.   Vygotsky, a Russian psychologist writing in the 1920s and early 1930s, presented a view of child development and learning which was radically different from that of his contemporary, Piaget. Piagets work achieved recognition and subsequently became highly influential in the realm of education and teaching practice. However, as highlighted by Schaffer (1996) and Faulkner and Woodhead (1999), Vygotsky died in 1934 and his ideas became recognised only more recently, having been translated, during the 1960s and 1970s, into English from Russian.  Vygotsky criticised Piagets basic notion that the developmental process begins in infancy with the child progressing through a period of relative egocentricity, eventually reaching a condition in which his or her thinking and behaviour become socialised.   He suggests that this approach â€Å"precludes the notion that learning may play a role in the course of development or maturation of those functions activated in the course of learningâ⠂¬  (Vygotsky, 1978, p.79).   Whilst Piaget, then, essentially saw the child as initially egocentric, only gradually becoming a social being, Vygotsky turned this view completely around, suggesting that even the youngest infant is profoundly social.   In contrast to Piaget, Vygotsky believed that development moves from the social to the individual, the child progressively achieving self-awareness and a capacity for reflection through his or her interaction with others. Vygotsky, then, argued that interaction with others is crucial for the childs achievement of mental maturity and individuality.   He suggested further that this achievement depends upon interactions with those people, within the childs environment, who are more capable and advanced than the child.   Processes of interaction, through discussion and argument between the child and these others, become the basis for processes which take place within the child at an individual level (Faulkner and Woodhead, 1999).   These notions form the basis of what Vygotsky has termed the ‘zone of proximal development (ZPD).   Vygotsky (1978) points out that it has been commonly understood that learning, and instruction, should be matched in some way to the childs developmental level.   The teaching of reading, writing and arithmetic, for example, has been traditionally initiated at a specific age level.  However, according to Vygotsky, we should not â€Å"limit ourselves merely to d etermining developmental levels if we wish to discover the actual relations of the developmental process to learning capabilities† (Faulkner and Woodhead, 1999a, p.11).   Instead, he suggests that we must take account of at least two developmental levels. Vygotsky acknowledged the existence of the actual developmental level which is the summation of a childs mental functions, as determined through the childs performance on a battery of tests or tasks at varying degrees of difficulty.   He argues, however, that, through testing in this way, we tend to judge the level of the childs mental abilities according to those things that children can do on their own.   If the child is offered leading questions or is helped towards a solution in collaboration with other children, thereby perhaps just missing an independent solution to the problem, this is not regarded as evidence for his or her mental development (Vygotsky,1978).   We have failed, then, according to Vygotsky, to recognise that what children can do with the assistance of others could be even more indicative of their mental development than what they can do on their own. The zone of proximal development, then, constitutes those mental functions which are currently in an embryonic state but in the process of maturation.   Vygotsky summarises this idea thus â€Å"the actual developmental level characterises mental development retrospectively, while the zone of proximal development characterises mental development prospectively† (Faulkner and Woodhead, 1999a, p.12).   Vygotsky suggested, then, that if we were to seek to discover the maturing functions of a young child, his or her capabilities as shown in collaboration with others, we will be able to obtain an accurate picture of that childs future actual developmental level.   In terms of classroom practice, instruction which aims for a new stage in the developmental process, rather than oriented towards learning which has already been mastered, is seen as ultimately more effective for the learning process.   Vygotsky essentially argued that the relationship between learning and developme nt is not straightforward with development following school learning in a linear way.   Rather, the two processes tend to interact with each other continually in highly complex and dynamic ways (Vygotsky, 1978). The Vygotskian concept of the zone of proximal development, along with others, such as scaffolding and guided participation, is central to the socio-cultural approach to development.   Guided participation, for example, as outlined by Rogoff (1990), is rooted in the idea that cognitive, linguistic and social competencies are developed through childrens active participation in a variety of adult-guided activities.   Meadows (1994) describes how the more expert person, whether adult or peer, provides a context or â€Å"scaffolding† within which the child may act as though he or she were able to solve the problem posed and, ultimately, indeed master the problem.   The adult, for example, gradually leaves more for the child to do as he or she becomes more familiar with the task and is able to accomplish the whole task successfully and independently.   Once the task, together with its associated cognitive competency, is achieved, the child is then able to develop and pass o n these skills to peers.   Commentators such as Faulkner et al (1998) and King and ODonnell(1999) have highlighted that Vygotskys concept of ZPD has been commonly understood to imply that neither the task difficulty nor the guidance given to children should be too far in advance of their current level of ability.   The research evidence, particularly that presented by Tudge et al (1996) and Tharp and Gallimore (1998), for example, seems to be generally supportive of this observation.  Schaffer (1996) expands on Vygotskys emphasis on the importance of the ‘knowledgeable other for childrens learning and development.   He highlights the distinction between vertical and horizontal (also known as asymmetrical and symmetrical) relationships, and the unique contribution that each kind of relationship makes to childrens development.   Vertical relationships are those in which partners have unequal power and knowledge, such as that between adult and child or achild and older sibling.   The equal status between peers in horizontalrelationships, as Schaffer points out, allows children the opportunityto acquire skills, such as those involving co-operation andcompetition, turn-taking, sharing and leadership qualities moreeffectively than might be possible through, say family relationshipswhich are not egalitarian in terms of knowledge and power. Many researchers focus on play as an important medium through whichyounger children develop skills in negotiating shared understandingswith each other.   Pretend play, in particular, was seen by Vygotsky asproviding opportunities for children to explore role relationships andacquire social skills, perspectives and cultural roles that are far inadvance of their ‘actual developmental level.   Pretend play, thus,constitutes a good example of learning within the ZPD since childrenare constructing for themselves many possibilities for learning.   Whenwe consider peer collaboration in general, whether inside or outsidethe classroom, the concept of prolepsis, first articulated byRommetveit (1979), cited in Goncu (1998), has been identified as animportant mechanism through which children construct and communicateunderstandings with each other.   Stone (1993), for example, describesprolepsis as a communicative device whereby children take for grantedthat their partners share the ir knowledge and, therefore, will leaveimplicit some of the meaning embedded in that knowledge (cited inFaulkner and Woodhead, 1999).   This, in turn, is said to motivatepartners to test out assumptions about each others meanings andunderstandings, creating a climate for intersubjectivity to develop.   Schaffer (1996), however, points out that simply providing childrenwith appropriate experiences, whether in play or structured group workwithin the classroom, is insufficient for effective new learning totake place.   In keeping with the concept of ZPD, Schaffer defineseffective tuition as teaching which elicits from the child performanceat a developmentally advanced level.   Like Meadows (1994) mentionedearlier, Wood (1988) and Schaffer (1996) also argue that effectiveteaching involves the gradual transfer of responsibility for masteringthe task in hand from adult to child, as the child is able to masterincreasingly complex aspects of that task.   Although these lattertheorists focus upon adult-child tuition, these ideas could applyequally well to the transfer of skills and knowledge between childrenand their peers (Vygotsky, 1978). Vygotsky saw the ZPD as an essential feature of learning,maintaining that â€Å"learning awakens a variety of internal developmentalprocesses that are able to operate only when the child is interactingwith people in his environment and in co-operation with his peers†(1978, p.90).   However, as Faulkner and Woodhead (1999) point out,children do not necessarily acquire communicative and social skillsfrom each other.   Neither can it be assumed that effective learning isachieved by the strategies teachers use through discussion.   It seemsclear that, for example, in group situations the social dynamicsdictate that individuals tend to take on different roles.   Someindividuals emerge as dominant or natural leaders; some take on therole of mediator or critic or perhaps adopt a very passive stance.   Itcannot be assumed, therefore, that even the most skilled tutor canensure that group discussion and interaction will create an effectivelearning space for each participant (F aulkner and Woodhead, 1999). Researchers such as Wood (1988) and Mercer (1995) have noted thatformal teaching and learning contexts are ‘contrived encounters in thesense that, in contrast to informal, spontaneous gatherings, peoplehave to acquire specific ways of talking and behaving according toparticular ground rules.   Edwards and Mercer (1987) have presented adetailed analysis of one common teaching strategy, defined as theinitiation-response-feedback (IRF) mode of exchange.   In the IRF mode,the teacher initiates by posing a particular question or problemassociated with the topic of the lesson and pupils respond and aregiven feedback in terms of the rightness or wrongness of theiranswers.   However, it is argued that this reduces learning into asomewhat sophisticated guessing game which renders children as passiverespondents, merely trying to search for the answers required of them,rather than as active participants, through perhaps posing questions oftheir own, in the learning process (Wood, 19 88).   Mercer (1995) explores this theme further in his analysis of classroomdiscourse and its role in knowledge creation.   He describes how jointunderstandings and shared frames of reference between pupils andteachers are established in effective classroom discourse.   The aims ofskilled teachers are seen as firstly, to orientate students learningactivities to the formal curriculum, secondly, to co-construct with thestudents a shared understanding of educational knowledge and thirdly,to help students commit their learning to memory (Mercer, 1995).   Inhis socio-cultural analysis of the teaching/learning process, Mercerhighlights the many ways in which teachers sustain classroom discourseby â€Å"confirming, reformulating, repeating, elaborating, rejecting orignoring the contributions learners make to classroom discussions†(Faulkner and Woodhead, 1999, p.84).   Through his extensive experienceof classroom research across different societies, Mercer concludes thatsuch guidanc e strategies, although commonly used in schooled societies,are underpinned by certain ‘common-sense assumptions about teachingand learning and may, therefore, be questioned and challenged. Mercer and Fisher (1998) argue that scaffolding, as a concept, isuseful for analysing how teachers may actively organise and supportchildrens learning when they in pairs or small groups.   However, theymaintain that a focus upon learning within the ZPD is too narrowlyrestricted to the dyadic interactions between adults and children andis therefore less useful within the classroom context.   They suggestthat in terms of analysing the quality of teaching and learning inclassrooms, the ZPD seems to have limited applicability becauseâ€Å"practical circumstances force most teachers to plan activities on thescale of classes or groups, not individuals.   The notion of any groupof learners having a common ZPD seems untenable!†(Mercer and Fisher,1998, p.127).   Other researchers, however, such as Moll and Whitmore (1998), haveargued that the ZPD concept can be useful in classroom contexts.   Theysuggest that traditional conceptions of ZPD based on dyadicinteractions are, indeed, too narrow and do not account for thesocio-cultural dimensions of the classroom as a context for learning.  Moll and Whitmore (1998) use examples of childrens written work todemonstrate how one particular class teacher provided a series of‘authentic social contexts within which her bilingual students wereable to explore the myriad of oral and written conventions of theirlanguages.   Moll and Whitmore (1998), thus, suggest that it isunnecessary to view ZPD simply in terms of the characteristic of eachindividual child but that classrooms can accommodate ‘collectiveZPDs.   They redefine the ZPD as â€Å"a zone where children can beencouraged to participate in collaborative activity within specificsocial (discourse) environments† (Moll and Whi tmore, 1998, p. 132).  They conclude that classrooms should be viewed as socio-cultural systems where, over time, teachers and students build up a history of shared understandings and generate new knowledge. The idea of creating shared meanings and joint understandings, whilst central to the socio-cultural approach to teaching and learning, has been queried in other circles.   Stone (1998), for example, has been concerned to elaborate more precisely the mechanisms involved in the process of intersubjectivity.   He argues that the quality of the interpersonal relationship between teacher and learner is crucial for the quality of learning that takes place within the classroom.   Stone emphasises the importance of shared understanding between teacher and learner and observes that adults may not always be sensitive enough to the lack of understanding, particularly in younger children, of the pragmatic conventions apparent for effective communication and dialogue.   He is particularly concerned to point out that shared understandings and commonly understood frames of reference between teacher and pupils do not occur instantly but take time to develop.  The argument for longitudinal studies, such as the research by Moll and Whitmore (1998) mentioned earlier, is therefore a strong one since these provide a richer description over time of teacher/learner relationships than ‘snapshot studies of isolated teaching and learning exchanges which can often produce a skewed and negative view of teachers competence. King and ODonnell (1999) point out that although Vygotsky himself focused more on the benefits of adult-child interactions rather than those of peer collaborations, his theory has â€Å"tremendous implications for our understanding of peer collaboration† (p.40). Many researchers have explored the ways in which peer interaction impacts upon childrens learning, problem solving and cognitive development.   Forman and Cazdan, for example, investigated how â€Å"the reasoning strategies of collaborative problem solvers differ from those of solitary problem solvers† (1998, p.192).   They compared the performance of three pairs of 9 year old children working on a series of scientific reasoning tasks with the performance of three pairs of 9 year old children working alone on identical problems.   They found that, when a Vygotskian perspective is adopted, children gained more valuable social and linguistic experiences through working collaboratively on the tasks than throu gh working alone on the same tasks. King and ODonnell (1999), along with Light and Littleton (1998),provide evidence that, in some circumstances, peer interaction does not promote individual cognitive progress.   Not all children work well together, and not all tasks are conducive to joint problem solving.  King and ODonnell (1999), for example, argue that applying Vygotskys theory to collaborative problem-solving involves more than simply pairing a child with a more competent other and focusing on the interactions between them.   They suggest that relying on the ZPD in terms of the interpersonal aspects of interaction is insufficient.  What is required instead, according to King and ODonnell, is anâ€Å" interweaving of different aspects of development, involving the individual and the cultural-historical as well as the interpersonal†(1999, p.40).   They cite evidence which demonstrates that not all social interaction has beneficial effects and, under some conditions, collaboration can, in fact, have detrimental outcomes.   Factors such as age, gender and ability level of the child and partner(s) and childrens motivation to collaborate can all affect the quality of learning outcome.   The extent to which children are exposed to more sophisticated reasoning by a partner together with willingness to accept and use that reasoning can also play a key role.   King and ODonnell, thus, note that â€Å"individual and contextual factors interact and mutually affect each other† (1999, p.46). King and ODonnell (1999) cite other research by Ellis and Rogoff(1982; 1986) and Gauvin and Rogoff (1989) which provides support for the idea that a ZPD can be constructed with either an adult or a peer.  However, they also point out that this research â€Å"indicates that pairing with an adult has different consequences (often more beneficial) for childrens learning† (King and ODonnell, 1999, p.50).   Many researchers have explored the ways in which teachers can guide knowledge construction through promoting effective group work in the classroom.   As mentioned earlier, children are likely to need adult input if they are to work on collaborative tasks productively.   Tharp and Gallimore (1998), for example, use the concept of scaffolding to support their argument that individual self-determined competence in any area may be generated only after successful performance has been achieved by assisted learning in the childs ZPD.   They characterise the ZPD not as a disti nct, discrete growing point for an individual child but rather as a complex array of growing edges involving all areas of developing competence.   They describe in some detail how the adult assistance provided between parent and child is not a linear, step-like procedure but an ongoing process involving a myriad of reciprocal interactions which reflect, monitor and adjust to the childs learning needs at any given time.   Tharp and Gallimore argue that â€Å"attempts by assisting adults to assess a childs readiness for greater responsibility (in the mastery of a task) often are subtle and embedded in the ongoing interaction† (1998, p.105). One example of teaching as assisted performance through the ZPD, as delineated by Tharp and Gallimore (1998), is the study by Baker-Sennett et al (1998) which explored the relationship between group collaborative processes and the nature of childrens creativity.   This study includes a fascinating account of the ways in which the ideas, planning and organisation of a play based on a fairy tale by one group of six girls, aged between seven and nine, changed over a period of one month.   The role of the class teacher in structuring the task for her pupils was also discussed.   The ways in which this teacher encourages the girls to reflect upon and address the interpersonal dilemmas they encounter are also illuminated in the research report.   Baker-Sennett et al (1998) draw out the evidence in the study for the girls movement, collectively, through parallel interpersonal zones as well as literary, creative zones.  Ã‚  Ã‚  Ã‚   Tharp and Gallimore (1998) suggest, however, that the kind of assisted performance commonly evident, and successful, in the interactions of parents and children is rarely found in teacher/student relationships within the classroom.   The assistor, if he or she is to work effectively within the ZPD, must remain in close touch with the learners relationship to the task.   In short, it seems that commonly in the classroom, there are too many children for each teacher and not enough time available for working closely enough with the ZPD.   As Tharp and Gallimore observe, â€Å"public education is not likely to reorganise into classrooms of seven pupils each† (1998, p.107).   They do remain optimistic, however, suggesting that small group collaborative working, promoted through innovative instructional practices, together with the increasing use of new materials and technology could create the conditions for assisted performance to flourish in the future. In conclusion, then, Vygotskys work on the zone of proximal development, and its associated concepts of scaffolding and guided participation, has stimulated thinking and research about the nature of child development itself, its relationship to childrens learning and the implications for classroom practice.   It seems clear that there are contrasting views on the ways in which children relate to the ‘knowledgeable other, the nature and value of peer collaboration, the nature and extent of adult-assisted learning and the implications of all this for the quality of learning achievable.   As Tharp and Gallimore (1998), King and ODonnell (1999) and others argue, it seems that working effectively with the ZPD must take account of not only individual factors and immediate interpersonal interactions between children, adults and peers, but also the myriad of cultural-historical influences upon children and adults.   This undoubtedly presents a challenge in terms of current constr aints on classroom size and organisation in public education.   Some research studies, for example the account by Baker-Sennett et al (1998), have shown that through sensitive and creative classroom practice the conditions for optimal learning through working with the ZPD can be created.  Ã‚  Ã‚   References Baker-Sennett, J, Matusov, E, Rogoff, B (1998) ‘Sociocultural processesof creative planning in childrens playcrafting, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 237-257 Edwards, D, Mercer, N (1987) Common Knowledge: the development of understanding in the classroom, Methuen, London Faulkner, D, Woodhead, M (1999) Child Development in Families,Schools and Society Study Guide, The Open University, Milton Keynes Faulkner, D, Woodhead, M (1999a) Child Development in Families,Schools and Society Offprints, The Open University Press, MiltonKeynes Forman, E, Cazdan, C (1998) ‘Exploring Vygotskian perspectives ineducation: the cognitive value of peer interaction, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 189-206 Goncu, A (1998) ‘Development of intersubjectivity in social pretendplay, in Woodhead, M, Faulkner, D, Littleton, K, Cultural Worlds ofEarly Childhood, Routledge, London, pp. 117-132 King, A, ODonnell, A.M (1999) Cognitive Perspectives on Peer Learning, Lawrence Erlbaum Associates, London Light, P, Littleton, K (1998) ‘Cognitive approaches to group work,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp. 171-188 Meadows, S (1994) ‘Cognitive development, in Bryant, P, Coleman, A (Eds) Developmental Psychology, Longman, Harlow Mercer, N (1995) The Guided Construction of Knowledge, Multilingual Matters Ltd, Clevedon Mercer, N, Fisher, E (1998) ‘How do teachers help children tolearn?   An analysis of teachers interventions in computer-basedactivities, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 111-130 Moll, L.C., Whitmore, K.F (1998) ‘Vygotsky in classroom practice:moving from individual transmission to social transaction, inFaulkner, D, Littleton, K, Woodhead, Learning Relationships in theClassroom, Routledge, London, pp. 131-155 Rogoff, B (1990) Apprenticeship in Thinking: cognitive development in social context, Oxford University Press, Oxford Schaffer, R (1996) Social Development, Blackwell, Oxford Stone, C (1998) ‘What is missing in the metaphor of scaffolding?,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp.156-167 Tharp, R, Gallimore, R (1998) ‘A theory of teaching as assistedperformance, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 93-110 Tudge, J, Winterhoff, R.A., Hogan, D.M (1996) ‘The cognitiveconsequences of collaboration and feedback, in Child Development, Vol.67, pp. 2892-2909 Vygotsky, L.S (1978) Mind in Society: the development of higher psychological processes, Harvard University Press, Cambridge, MA Wood, D (1988) How Children Think and Learn, Blackwell, Oxford

stock market crash Essay -- essays research papers

The Stock Market crash of 1929 has been looked at as the greatest symbol of depression is our countries history. Although the Stock Market crashing had a huge effect on the beginning of the Great Depression, there are still factors to consider when looking for a source to blame. It’s hard to put responsibility on the stock market for something so huge and disheartening. The Great Depression is seen as a slippery road downward, not a sudden jolt into hopelessness.   Ã‚  Ã‚  Ã‚  Ã‚  The Stock Market in the 1920’s had consistently seen prices climb over the last few years. By the fall of 1929 the prices of stock were severely overpriced and unaffordable. When stockholders saw the severity in the prices they all panicked and began to sell all the stock that they owned. This is what caused the Stock Market to crash. Other causes for the Great Depression are there just not obvious.   Ã‚  Ã‚  Ã‚  Ã‚  The Tax system in the United States in this period was struggling. Income Tax on the middle class was way too high. The middle class would end up paying the vast majority of the tax. Rich and well off people, seemed to find loopholes in the system to get around paying the taxes that they should. This led to the rich getting richer and the poor got poorer. Unemployment rose to a high of 25%.   Ã‚  Ã‚  Ã‚  Ã‚  Due to the lack of money in the middle class Americans pocket, there was a great problem with overproduction. The products were being made, but...

McDonald’s Faces “Millennial” Challenge Essay

McDonald’s has been around for nearly 60 years and is accustomed to dominating the fast food industry. However, McDonald’s is losing that dominance to the more modern fast-casual restaurants such as Chipotle and Panera Bread. People of ages 22-37, also known as millennials, are a major reason for the decrease of McDonald’s success because they seem to prefer the healthier and more modern option. Fast-casual restaurants big selling point is the freshness and healthiness of the food they provide. While it may be slightly more expensive than the combo-meal choices at McDonald’s, millennials seem to care more about the quality and freshness of their food over paying bottom dollar. Take a fast-casual restaurant like Chipotle, for example. Their â€Å"claim-to-fame† is that they use the freshest meat available and allow the customer to see the food they are getting before they order and eat it. Another popular characteristic of Chipotle is that there is no set menu. There is a list of ingredients which you can pick and choose from; on the contrary, McDonald’s has an extensive menu of pre-selected combo choices which doesn’t allow for much personalization from the customer. Because of this wide variety of options at fast-casual restaurants, McDonald’s is beginning to lose many of its’ â€Å"millennial† customers. Not only is McDonald’s losing customers in the United States, but they are also experiencing a sales and customer decline globally. One recent crisis in China involved the selling expired meats to customers. McDonald’s reported a sales decrease of 7.3% in the Asia/Pacific, Middle East, and African regions. Recently, McDonald’s has admitted to having and overly large menu which resulted in slow service times to customers. In conclusion, McDonald’s will need to make some necessary changes if they wish to regain the coveted business of millennials. First, they could have less preset combos and allow the customer to pick which stuff they would like to pair up. The more power that is in the customer’s hands, the happier that customer will be because they are getting exactly what they want.  Another thing that needs to happen is to become healthier and more modern. Recently, McDonald’s has incorporated wraps into their menu which is a good start. Fast-casual restaurants are appealing to most millennials because they have the healthier/fresher foods. In order for this fast food chain to survive and thrive once again, they will need to make the changes necessary to get them there.

Progress during the early modern era essays

Progress during the early modern era essays PROGRESS DURING THE EARLY MODERN ERA Francois Marie Arouet said, "The most important value in the Western culture is freedom. The Scientific Revolution was caused by people seeking to free themselves from outmoded ways of thought. The Enlightenment was caused by people seeking to free themselves from traditional religious doctrines and social values. The French Revolution was caused by people looking for political freedom. The story of Western Civilization can rightly be termed the story of freedom." In this quote he is saying that the root of all human revolutions is freedom. In my personal studies I have come to the conclusion that this quote is in fact true. In all these revolutions the people involved were in fact searching for a freedom of some kind, whether that freedom be religious, political or scientific. Robert A. Hatch a Professor at the University of Florida stated, by tradition, the scientific revolution refers to historical changes in thought and belief, to changes in social and institutional organization, that unfolded in Europe between 1550 and 1700; it began with Nicholas Copernicus who asserted a heliocentric cosmos, it ended with Isaac Newton, who proposed universal laws and a Mechanical Universe. The Scientific Revolution started with Nicholas Copernicuss theory that the earth is not fixed and stationary but instead rotates on its axis each day and revolves around the sun each year. This theory challenged the traditional ways of thinking of the universe. In traditional ways of thinking Earth was the center of the universe and all things rotated around it. Copernicus theory called for a new explanation of traditional thoughts and started a study of cosmology and astronomy. Among these studying cosmology and astronomy were Tyco Brache who made astronomical observations, Johannes Kepler who studied planetary orbits and movements, and Galilieo Galilei, Rene Des ...

Free Online Resources for Writers - Paperell.com

Free Online Resources for Writers Free Online Resources for Writers From perfect grammar, compositions free from syntax errors, academic  referencing, and originality  to correct spelling, the concern of  how to write better  boils down to using the best resources. This post samples the best resources for writers. Because without an expert guide  finding free  writing software  on the web can be a real hassle.It is also important to note that resources for writers  cut across many issues. Some are best used at schooling level, others help company secretaries craft perfect reports, and some will help a blogger  to grab attention  and multiply the audience  with  top quality content. Of course,  that is not all. Writing is an expansive enterprise, and even after crafting a beautiful story, an author will still need editing software, which is a part of many writing resources  out there that help fine-tune a literary piece.Best tools to improve your writing skillsWhether you are a seasoned journalist or a newbie seeking to imp rove your  skills in crafting top-notch articles, blogs, news and essays, below you will find links  to  some  resources that will help improve your expertise. We categorize everything into subtopics  so that it is easier for you to navigate through the list. Take a look.Improving your language skillsGrammar handbook. A good handbook for writers is all you need to kick-start your grammar prowess. Access this masterpiece handbook via the Center for Writing Studies at the University of Illinois Champaign-Urbana.Guide to Grammar and Writing. 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