Tuesday, April 30, 2019

Clear and Simple as the Truth in Dressing Essay Example | Topics and Well Written Essays - 250 words

defecate and Simple as the Truth in Dressing - Essay ExampleMeaning (p.59) that writing is thought about the paper and thought is writing on the mind. Before the ideology of the war tragedy tote up to be on the paper, it must be concrete in the writers mind, thus the magazine stimulates when the stylistic ability of the writer brings the war tragedy already written the mind to be as concrete as it should be.In what seems practical, thought proceeds speech, meaning that writing is not thinking, but rather the reverse is true. Keagans war tragedy is written as a stylistic output of the written news report in the mind of the writer that it becomes more concrete and tangible. Truly, a classic writer presents the concrete diamond and its aesthetic beauty as if both are visible, clear, and exact. Before the ideology of the war tragedy come to be on the paper, it must be concrete in the writers mind, thus the meter comes when the stylistic ability of the writer brings the war traged y already written the mind to be as concrete as it should be.

Monday, April 29, 2019

Leader ship Assignment Example | Topics and Well Written Essays - 1500 words - 1

draw ship - Assignment ExampleLeadership is the backbone of the judicature. Leaders of an organization argon given the statute of seeing into it that all the organizational operations run smoothly to ensure organizational success. Barnard (1938) defines leadership as the capability of the superior to influence the behaviour of subordinates and convince them to follow a particular strategy. Leaders should motivate confidence to their followers. Various theories have been associated with leadership and have been applied to solve difficult management issues arising in organizations. Individuals in leadership positions must posses vast knowledge of social behaviour of individuals or teams within the organization (Robins & Judge, 2010, p. 597). Leaders are innovators and change facilitators. Leaders are concerned with the planning, organizing, staffing, directing, coordinating, reporting and budgeting. Leadership Theories/Concepts There are several leadership theories that have been proposed. They include great man theory, trait theory, behavioural theories such as the managerial grid, theory x and y, chance theory and many others. The various leadership styles include participative leadership, transformational leadership, stanceal leadership and many others. Some leaders think more about their employees than themselves. Others are more committed to their defecate and have excellent communication skills. For every organization to be successful the leader should show committal to his work, communicate effectively and motivate employees to perform their tasks (Hassan & Shaw, 2012). The trait theory assumes that individuals have natural traits that help them stimulate leaders. They believe that these merits are inheritable. These traits include intelligence, conduct, sociability, commitment, devotion, determination and perseverance and other inherit abilities (Gorman, 2004). Situational theory argues that leaders germinate from different situation in individ uals face in life. The leaders are expected to adjust and line up to new circumstances to be able to deal with the new situation. The path goal theory deals employees motivations so as to enable them achieve the set goals and objectives (Gorman, 2004, p.82). According to this theory leaders have the ability to break employees motivation by clarifying the goals and providing the resources necessary to ensure improved employee performance and achievement of the desired goals. The contingency theories are an expansion of the situational theories. They are based on categorizing various components which can be used to scream of the best and effective management technique to be applied in a given situation (Hassan, 2009). The Fiedler contingency model proposes that for effective group performance the leaders approach must match with the situation, which gives leaders some control. Fiedler tried to establish whether a person is task-oriented or rapport oriented using the LPC scores. He further identified three dimensions, which could be used to determine effective leadership (Robins, & Judge, 2010, p. 522). These include leader-member relations, which involves individuals levels of confidence, corporate trust and respect individuals had in their leaders, task structure, which involves the structured and the unstructured peak of job assignments position power which measures the degree of influence a leader has in relation to

Sunday, April 28, 2019

Theories of Nationalism and Ethnicity Essay Example | Topics and Well Written Essays - 3750 words

Theories of Nationalism and Ethnicity - Essay ExampleThis is what they call the Toyota government agency. Whatever characteristics it may carry, it moldiness be systemic, truly lasting and valuable to them. Along this line, the main concern of this paper is the Japanese ethnicity magnanimous in the Japanese-based Toyota Motor Corporation (TMC). The intended framework is to scrutinize the uniqueness of the much researched management style_ the Toyota Way at the same time determine which sociological perspectives and paradigms that would apply to the characteristics of Toyotas Japanese ethnicity as considerably as determine how it has given great impact to the success of TMC. This paper seeks to draw some answers to questions manage has Japanese ethnicity posed more of a problem or an advantage to TMC? What techniques does TMC use on its commonwealth to be able to build and attain such reputation which won the authorisation of the public to give away TMCs woodland-made vehicles and services within a Western-dominated work area? What is this Toyota Way? How does Japanese ethnicity affect the quality performance of TMC? This academic exercise would attempt to relate selected socio-ethnical principles to the established ethos or principles used by TMC as well as possibly draw out some answers whether these principles overlap, contradict or complement each(prenominal) other? It is then within these parameters that the discussion on this paper will revolve. On the other hand, the boundary of this paper will only be on the time frame used to feature real conditions of TMC as this paper uses data and time series, specifically a year before to date or prior to the March 11, 2011 tsunami disaster and nuclear meltdown. Keywords Toyota Way, Ethnicity, Ethnocentrism, Corporate culture Toyota Motor Corporations subject field Before interpolating the sociological perspectives of ethnicity to TMCs management principles and to understand better the subject understudy , it is important to have familiarity first of Toyota Motor Corporation, its corporate philosophy, values, vision, and how it operates. TMCs domain belongs to the automotive industry and thus, its main product is the automobile. However, TMC immediately has expanded its business to other non-automotive related business activities to embarrass community livelihood support, education, financial services, among others. Their stakeholders include customers, business partners (dealers and suppliers), investors, consumers, nongovernmental organisations government, community, stockholders.(Toyota Company Overview, 2011) A Window to Toyota Motor Corporation (TMC) Toyotas Significant Achievements Through the years, Toyota has repeatedly outperformed its competitors in quality, reliability, productivity, cost reduction, sales and market share growth, and market capitalization (Spear, 2010). TMC, within its domain, has gained public confidence in the quality of its luxurious, economical and environmental-friendly vehicles and other hi-tech products it produced. It has in addition expanded to venture on intensify advanced technology products like robotics, prototyped environment-friendly electric cabs spearheaded activities that lessen carbon emission in the environment and in its other involvement related to its aspiration to actualize its corporate social responsibility. Not to forget, TMC has expanded also its non-automotive activities like community education and livelihood support packages as

Saturday, April 27, 2019

MANAGEMENT PRINCIPLES Term Paper Example | Topics and Well Written Essays - 1250 words

MANAGEMENT PRINCIPLES - Term Paper ExampleHe said, Will the principles have any management code? in his discussion, it shows that his principles came to shape the management of most organizations that were in existence and those to come. To date, his principles have formed the basis of management. However, management is not complete without leadership principles. Good leaders are managers and know what and how to manage. In espoused Stauffacher leadership principles, it is the full integration of management principles.Division of work - it is unclouded that specialization by employees increases the output since they become increasingly efficient and skilled. The idea is to produce more and break out outcomes using the same effort. This principle forms the basis of the modern economy which allows an increase in productivity. When my father bought other new car, I thought he would give me the old model. Ironically, he showed no interest to my plea. integrity day, we organized for a trip to the coast. As we were three sons, he decided that he will ascribe us various duties. It was not a punishment, but it was a way of making us go through something. He had been a senior manager for nearby tea estate and more often he had been applying his skills. I washed the car my younger brother fetched the water while my elder brother dusts the seats. Since we valued to go, we had to prove our desire by working diligently and committedly. In my little knowledge, I did my work because of the reward- divergence for a trip. Little did I know that it was one way of managing a small family. This will excite every worker carry through efficiently in his/her area. The overall outcome would be higher than no division of duties. In our house, we have employed people to assist us in daily chores. Since they cannot perform equally, we have assigned them duties according to their specialization. Some may work in the kitchen while others in the garden. The results would be

Friday, April 26, 2019

Leadership and management Assignment Example | Topics and Well Written Essays - 750 words

leadership and management - Assignment ExampleI pass on measure the productivity of the skills that I will thrust acquired on communication and relationship building.A Attain able literature search can be make through the meshwork library and am able to appraise websites to find credible sources of information. Peter, Psychiatrist officer, has agree to meet with me next week. I have the support of Peter, to practice my skills and obtain the feedback.R Relevant I am currently working as a nurse and would like to become a omnibus within my organization or another organization after I have roundd my BSN. I believe that the in building my communication and relationship skills in the position of a nurse will aid me to be more comfortable and competent in a manager position because I will have learned how to relate with everyone in the organization. I will resolve any scrap that might arise, leader of change, communicating freely with the longanimous , employing all types of com munications in the organization and orgasm up with a culture.T Time bound literature search through the library and the internet are in progress and will be completed by week three. The interview with an knowing is scheduled on the second week. Practice of the skills will occur during weeks 3-5, evaluation during week six, and later complete my development (Rossiter, 2004).S Specific I will identify patient care management skills by undertaking a search in libraries and also conducting experts in the skill. I will practice patient care management skill in order to better my skills.A Attainable learning from my chap colleagues is the simplest way of grasping full ideas that will be required of me. I will be able to delegate duties, my deliveries should be directed to the patient, communicate effectively with other departments within the organization.S Specific I will identify the strategic planning skills after working in the

Thursday, April 25, 2019

Model of Albert Memorial Essay Example | Topics and Well Written Essays - 2250 words

Model of Albert Memorial - Essay vitrineBuilt round 1863 by Sir George Gilbert Scott, model of the Albert Memorial still remains to be an unquestionable emblem of neo-Gothic architecture till date. The plastered and gilt model neatly wears a polished gander testifying to the facsimile of the true Memorial tower located in Kensington Gardens in the English capital.2 The model was commissioned by Queen Victoria to commemorate Prince Albert, her beloved husband who passed away in 1861.This essay is going to hold forth the key points related to the model of Albert Memorial and not the Memorial itself. These points will pertain to the designing and employment of the object as well as the technical aspects of the neo-Gothic style of architecture. The literature studies will involve stark(a) analysis of relevant sources, including images, critiques, historical accounts and other informative data.The model of Albert Memorial depicts a seated estimate of Prince Albert shielded by a c overing which is adorned with symbolic figures of angels. It is topped by a vex and positioned on a platform having ornamented horizontal bands between the architrave and the cornice. Figures of poets, painters, architects and authors are carved on the friezeswith moulded plaster. ... It was orchestrated by the fact that middle class segment of the society gained ascendance following steady decline of the puritanic upper class. The industrial Revolution that shook the whole of Europe during this time also opened up new job avenues for the skilled craftsmen. Subsequently, both the elite class and the growing middle class could character a common point of interest ahead of the revivalistic phase during Queen Victorias regime. In essence, the Industrial Revolution captured the spirit of the Aesthetic movement in the British society.4 Veblen (2004 194) argues that the flurry of products conforming to the genre of manufacturing arts was not caused by some arbitrary movement in aesthe tic competence. Rather it was really much an acquired skill mastered through proper grooming of the workers within a systematic framework.5 frankincense it would be justified to claim that the deployment of skilled workforce by Queen Victoria for the task of building the Albert Memorial model corresponded to the norms of the transition from the Elizabethan to the Victorian era. Figure 2. Red House, Kent Aesthetic Movement (Strickland and skilled 2001 101)Mainly cast plaster is used to build the model, with a metallic framework to provide support. As far as decoration is concerned, an array of architectural techniques is incorporated to make it look like the original Memorial. The triangular gables beneath the covering are affixed with gilded and pied paper works representing mosaic. Granite arrange is created through a scagliola-like decoration vested in the column shafts, the model floor, bases of the four corners, and the steps. The sculptured band around the base and other po rtions of the model are painted with a thick layer of

Wednesday, April 24, 2019

In what sense and to what degree are consumers in China distinctively Essay

In what sense and to what degree ar consumers in China distinctively varied from their counterparts in Western countries - Essay ExampleThus, analysing the nature of consumers tastes and preferences is important for determining the long electric arc growth of an economy. The essay enumerates the distinctive nature of the consumers demand in China from that of the western countries (Molano, 2009). Consumption in Modern China The framework of the society of China is primarily collectivistic in nature. The volume in China give lavishly value to tradition, conformity and benevolence. However, with the emergence of economic growth and modernization, the country has undergone dramatic changes in its heathenish and social aspects (OECD Insights, 2013). Chinese society now resembles individualistic and materialistic principles apart from the antique collectivistic attitude. The trace of modern ingestion pattern in China is observed when some enlarge analysis is made over the sales of several goods and services in the shopping malls of the country. It was empirically engraft that collectivism, individualism and materialism were all directly proportional to the consumption set of the consumers in China (EIA, 2013). These values include epistemic, functional, social and emotional principles in them. For the materialistic and individualistic consumers it can be found that they dumbfound greatest magnitude of consumption value (Alabama, 2005).The individualistic and materialistic consumers achieve high utility from consumption of goods and services. However, if the underlying disparities ar ignored, then it can be analyzed that the overall living standard of the people in China has improved in the recent era. This is because the country has achieved a substantial growth in its Gross Domestic and National Products (USITC, 2011). China is now regarded as an emerging economy in the world. It is include in the group of BRICS, who are the nations showing higher gro wth rates in the world than the genuine economies. It is believed by the analysts that by 2050 Chinas growth will surely make it one of the worldwide leaders in the world (World Bank, 2013). Since 1970 the country has undergone rapid development in its industrial sector. Consumer Value depth psychology (Source Alabama, 2005) The above diagram elaborates the idealistic values of the consumers in China in the modern world. Consumer behaviours can be estimated by observing the actual purchase decisions of the consumers in the economy. It can also be estimated by examine the amount of expenditures made by the consumers in China. It is found that the relation between the consumption value and socio cultural value is extremely high in modern China. Those consumers who have high social values are more attracted towards the expensive branded goods and services. These rich consumers invest high in conspicuous consumption. On the different hand, the consumers who have less social values a nd are not very rich and generally go for less speculative investments (Selden, 1993). On the other hand, most of the emerging economies in the world are enumerating high level of debt crisis in their economies. The sovereign debt crisis in the European economy has slowed the velocity of circulation of money in the European nations. Thus, the European Central bank is now implementing quantitative easing by which the commercial banks are capable to get access to some fluid fund to lend the borrowers. Thus, the consumers in the western world are now having less purchasing power. Unlike the emerging affluent classes in China the consumers in

Tuesday, April 23, 2019

Classics 20 - discovering Romans Essay Example | Topics and Well Written Essays - 1250 words

Classics 20 - discovering papisticals - Essay Exampleas such(prenominal) a playwright who infused humor in comedy with several other literary techniques to enact and recess such types of cultural conflicts as generational and social problems as portrayed in the discussion below.In his play entitled Brothers, Terence uses fictional characters as he attempts to analyze and represent that various types of cultural conflicts that existed in the society. The characters possess appropriate personalities a deliberate feature that Terence employs in order to justify the conflicts that existed during the early papist society. Demea one of the key characters is an Athenian man with two sons Aeschinusand Ctesipho. Demea is a strict father who strives to raise his children in a manner he considers upright. In an unprecedented shift, Demea separates his children at a tender age thereby giving one of his sons to his brother Micio while he remains with one of the sons, Ctesipho. While the playwr ight does not validate Demeas decision to separate his children, the separation helps portray the various types of cultural conflicts that existed in the Roman society.The early Roman society expected parents to raise their children. Such is a portrayal of responsibility. Parents therefore authorize decisions for their children as they receive. This way, children grow into adulthood as defined by their parents. By separating the two sons, Demea develops a scenario where his sons grow into two different adults with different personalities. The birth between sons and fathers for example influences the nature of adults the sons become. As explained earlier, Demea is a pissed father and a strict disciplinarian. His brother Micio is an easy going and liberal bachelor. His lifestyle therefore influences the relationship he creates with his nephew, Aeschinus. The separation of the boys at such tender age instigates the formation of difference personalities in the boys owe to the fact t hat they live the rest of their lives with two different men

The Leadership of Saladin Essay Example | Topics and Well Written Essays - 1000 words

The Leadership of Saladin - Essay ExampleSaladin is known to withstand founded the Ayyubid dynasty of Egypt, Syria, Yemen, Iraq, Mecca Hejaz, and Diyar Bakr (Saladin 1). He has also won battles against crusaders which highlights his exemplary chivalric and merciful nature. This writing will take a closer look at the lead style which Saladin has employed in order to gain the wide of the mark recognition both in his times and in the current era. The first section will lend an overview of the general leadership style, followed by an account of how this style is reflected in Saladins actions and words. In order to fully take in the personality of the leader, this paper will also give an account of Saladins strength and weaknesses and compare his style with the pentad challenges of leadership. Lastly, the author will compare his leadership style with Saladin.Taking account of how Saladins life, the battles he fought, and what he stood for, it becomes bare that he can be classifi ed as a charismatic leader. Before going further, this paper wants to clarify how a charismatic leader is mentiond and characterized.A charismatic leader set the groups means by establishing goals and motivating its followers in attaining the established objectives. The charisma of the leader will significantly assist in instilling a dose of motivation to other employees. Five distinct behavioural attributes of a charismatic leader includes vision and articulation, sensitivity to the environment, sensitivity to members needs, personal risk taking, and performing unconventional behaviour. Thus, a charismatic leader always stands out and is sufficient to win people through his charisma. This type of leadership strategy often capitalizes in winning the trust of his subordinates in order to succeed.In order to describe his way of influencing people, Hillenbrand notes that Saladin made himself known to the rank and file soldiers in the army, creating bonds of loyalty and solidarity, and enhancing corporate morale. It can be seen that instead of keeping emphasizing his position as a general by keeping his outmatch with his subordinates, Saladin has exerted effort in winning the trust of his members by making joining them in their conversation and establishing hearty relationship with them. Through the use of his charisma, Saladin is able to win the support of his subordinates and enable him to convince them into going to contend with them and win the battle. It should also be noted that through this dealings with his subordinates, Saladin is able to instil inspiration and psyche his soldiers for victory.The charisma of Saladin becomes a significant influence and driver in the performance of his members. Hillenbrand (515) characterizes Saladin as a leader whose presence could snatch victory from the jaws of defeat. This is exemplified his armys conquest of Acre where Saladin stood firm with a handful of men until he was able to withdraw all his men to the hi ll and then lead them down into the battle again, shaming them into turning and fighting. This instance indicates how the charisma of Saladin has worked in order to motivate his soldiers. Currently, there are five practices which indicate exemplary leadership model the way inspire a shared vision challenge the process by taking risk, accepting, and seeking challenges enable others to

Monday, April 22, 2019

English 101 Essay Example | Topics and Well Written Essays - 500 words - 5

English 101 - Essay shellThe online course though pre structured follows and asynchronous structure which is quite opposite to the Campus course which is a grimace to face synchronous course with potentially greater flexibility. The online course has one or two instructors and is team up taught, whereas the campus course has only one instructor.In an online course, the participants take the course that is easily available and no judge is made to see that students are assigned to courses according to their talent or ability. The Campus course gives the students opportunities to discuss with their professors and separate peers as to which course would be suitable to study.Where studying for the course is chargeed, the participants of the online courses spent fairly more measure on studies each week, whereas the campus participants spent much lesser time. In an online course, though the atmosphere is conducive to learning, insofar the classroom is not as merry as a campus cla ssroom where students and professor conduct lively face to face discussions and interaction.Qureshi et al. (2002) noted that distance education students were less motivated than their on-campus peers. Others bring forth expressed concern that online learners experience motivational problems as evidenced by high dropout rates (Cheng- Yuan 2000). Researchers are of the sagaciousness that online students are more self paced and enjoy greater autonomy unlike the on campus students who are restricted by a lot of rules and regulations.By enrolling themselves in online courses, the students procure greater technological experience and have a much better knowledge of how to handle computers which is quite opposite to the traditional campus courses. The participants of online courses were more impelled by intrinsic motives without looking forward to traditional rewards of a regular class, but on campus participants take to embrace a more collaborative style of teaching learning and obtain the rewards of the

Sunday, April 21, 2019

World history and american history Assignment Example | Topics and Well Written Essays - 500 words - 1

World history and american history - Assignment ExampleIn sum, the conquests of Islam in the eye due east set the stage for the birth and elaboration of a rich and diverse impudently acculturation of Islam that persist to today. Moslem civilization reworks and combines elements of older traditions such as Judaic and Christian with the ethical and religious ideas of the Quran and Muhammads teachings to produce a coherent, dynamic new Islam that is evidenced today.The Islam had one motive, to ensure that they converted everybody to Islamic across the shopping mall East and to accomplish this, they used means rather than the message in order to convert people into Islamic. With their prominent leader Muhammad, who they adored as their god, every utterance he make was to be followed by every Muslim without questioning. He was recognized as distinctive prophet who was a God revealed word by the Quran, and he was willing and worked to ensure he converted everyone in the Middle East to Islam.b) Secondly, the political change was other means that led to the mass spread of Islamic trust across the Middle East. The political shift to Islam meant the emergence of the new ruling elite. Although the Believers movement came to include locals in the conquered areas, the new elite was, at first, overwhelmingly composed of Believers who were of Arabian origin and who spoke Arabic as their native tongue.c) Thirdly, another consequence of the conquests for the Islam in the Middle East was the influx of Arabian immigrants, specifically to the new garrison towns in Iraq, Egypt, and various districts and towns in Syria leading to population pressure of Arabs across the Middle East nations.This shows a high similarity with Christianity where the Christians have strongly followed the Bible and the footsteps according to the Christs teachings. The believers will be exceedingly appreciated during the judgment do while the non-believers will be punished, and worship of God is re quired in order to receive

Saturday, April 20, 2019

Investigate the design of Lighting Systems, Electrical Energy Essay

Investigate the picture of Lighting Systems, Electrical Energy Management and Tariffs - Essay ExampleThis is done when the consumption is less and halal and no wastage of energy is in that location. The lamps and other devices should be of proper rating and proper standard. The design should be such that required illumination is obtained in a least possible cost.a) Fluorescent Lamp - The basic construction of this quality of lamp is that it has a discharge tube made up of glass. in that location ar two electrodes at two the ends. This tube contains gases at certain pressure which on ionization emits blithe. The fluorescent powder is coated at both inside and outside the tube. The electrodes at both the ends are coated with any(prenominal) electron emitting material. A choke coil is attached in series with the lamp to stabilize current. One capacitor is also connected to compensate the power factor. This lamp emits white colour and widely used in homes, offices and shops.b) Electric Discharge Lamp - These were the starting type of lamps that were used. In these type of lamps there is a discharge tube in which two electrodes are connected to both ends and excited by electric source. The gas inside the tube gets ionized and emits light. There are various(a) types of electric discharge lamps namely sodium vapour lamp and mercury vapour lamp.c) filament Lamp - In this lamp a bewitching filament is connected to the electrodes and excited which emits light. The construction of these kinds of lamps is very simple. Earlier fine carbon was used as element in these lamps later on tungsten was preferred in place of carbon.Principle of good lighting While designing lighting system following considerations should be done.1) Proper illumination level - This is the major factor because for proper vision the brightness of the purpose should be proper which depends on illumination level. Degree of illumination depends upon some factors like size of the object, di stance from the observer, object background contrast. There are some standards made by ISI for illumination level in various parts of he building. For street lighting also some standards are made. Table below shows some average value of illumination level.PlacesIllumination levelHeavy Traffic routes30 Average duty routes15Secondary roads with local calling 8Secondary roads with light traffic 42) Uniform Illusion - The vision of eye depends on the brightness of the object. If the uniformity of light is there the eye has to adjust more. This will cause fatigue. The method to achieve uniform illumination Generalized light should also be employed with local light.3) Colour of light - The brightness of any object basically depends on colour of light falling on it. The composition of light should

Friday, April 19, 2019

Novels and god Essay Example | Topics and Well Written Essays - 250 words

Novels and god - Essay ExampleIn this context, the author quotes and correlates the Bible by stating, Woe to those who go to great depths to hide their plans from the Lord, who do their work in darkness and think, Who sees us? Who will know? (Isaiah 2915). This gives us a great understanding of deity and morality that behind human actions, this itself is free will.I think one can sense the peace of mind of Susie and other authors on acceptance of faith even though they had the misfortune of this terrible crime much(prenominal) as Susie in Lovely bone. However, some readers may feel angry and even frustrated roughly religion and morality. It almost seems that one can be mad about God not surd these killers. On the contrary, nothing is ever hidden from God and this world is just an illusion. Some readers understand that everyone must(prenominal) give account to God and it may seem that they get away with their heinous crimes, but that is not the reality of the matter.The Lovely B ones also known as Lovely Bone, Lovely Bones, Desde mi cielo, Amabili resti, Cennetimden Bakarken, Flickan frn ovan, In meinem Himmel, Oma taivas, Pevn pouto, Um Olhar do Paraso, V mojih nebesih, Visto do Cu. The Lovely Bones (2009) ...review and/or viewer comments Christian Spotlight on the Movies ChristianAnswers.Net. N.p., n.d. Web. 10 June 2014.

Thursday, April 18, 2019

Biotech Case Study Example | Topics and Well Written Essays - 750 words

Biotech - Case Study showcaseAt the beginning of my lessons, I learnt that biotechnology involves the utilization of bioprocesses and living organisms in medicine, technology and engineering. This knowledge shake my lay knowledge of what the term means. I realized that the chief objective of biotech was the modification of the organism in order to fulfill human needs and purposes (Jefferis 47). The application of technical and scientific advances in the reading of products is the entire business of biotech. It is imperative to note that biotech does not only draw its entire knowledge from pure biological sciences, but also from information technology, chemical engineering and bio-robotics. I was amazed to realize the numerous field that biotech finds useful applicability, and this paper will shift its focus to provide a brief overview and highlight these uses. The sign applicability of biotech is in the field of medicine. Although I had a faint clue that biotech was useful in medi cine, I was not sure how the two fields were connected. Therefore, I took a keen interest in lessons the lessons revealed that biotech was the backbone of pharmacogenomics and the synthesis of pharmaceutical products, which can be regarded as essential in medicine (Jefferis 50). Further, biotech solves issues that arise from genetics testing, and it is used to settle cases that involve identity and p arnting disagreements. Furthermore, biotech holds the lifeline for gene therapy and cloning the latter is widely apply to create clones that donate organs to people, prolonging their life. The world faces the danger of food crisis as a result of fast growth of the population the rate of population growth beats the capacity of the planet to produce subsistence. Further, gent and crop diseases result to crop failure, not forgetting erratic, unfavorable weather conditions. Biotech stepped in to address the issues that face agriculture. In agriculture, Biotechnology is applied to impro ve crop yields in a remarkable way this ensures plenty of yields from a small area of land. I was able to understand how biotech has facilitated the development of drought yucky and pest resistant crops (Jefferis 56). These crops were well advanced that they could withstand environmental stresses, and give yields that have advanced nutritional qualities. Further, biotech has enabled scientists to minimize pesticide and fertiliser dependency. As such, the crops that grow under this technology can be altered to produce plenty of substances that be to be novel. Livestock breeding and cross breeding has strong associations with biotechnology it facilitates the production of high producing animals, which are also resistance to diseases and parasites. Furthermore, I learnt how bioremediation facilitates a safe way of reclaiming an environment that has been contaminated through maturation organisms that clean up the mess. These organisms do not have negative impacts on the environment. Further, biodegradation is extremely significant in decomposing wastes to allow release of humus (Jefferis 62). This process is essential in enhancing the flow of the energy cycle. This technology allows the development of strains of bacteria, which attack wastes and allow for more disposals. The above knowledge was extremely helpful to me because it opened my eyes and my point to plenty of knowledge, which I had taken for granted for a long

Wednesday, April 17, 2019

The Color Purple. Applying Adult Learning Theory Through Character Assignment

The Color Purple. Applying Adult Learning Theory by dint of Character Analysis - Assignment ExampleDescription of the characters listenThe film identifies its narrator, Celie, as an uneducated woman who is oppressed by her stepfather who rapes her, makes her pregnant and then steals her children. She writes letters to communicate to God simply she maintains a passive role in her life as she submits to abuses under her stepfather and later from her husband. Her tuition relegates from a nave uneducated woman to an informed woman who knows of herself worth and can take a al-Qaida to defend her position and ideas. She initially assumed little control over her life and environment and a quiet and invisible position for survival, as is evident in her passive position towards her abusive stepfather and her husband. Celies learns through her fundamental interaction with Shug Avery, a music icon who is beautiful and have potentials to achieve her objectives. Avery stimulates Celies br eeding and allows Celie to unwind her history to gain sexual, spiritual and voice empowerment. Avery also succeeds in exposing Celie to unsanded perspectives from which Celie can develop new insights about live. An example of such exposure is in religion in which Avery exposes Celie to a new form of God who is non traditional and one who treats people as equals regardless of their gender. Avery also table services Celie to pick out Netties previous letters. The letters informs her of her history and empowers her to comprehend her thoughts and emotions towards independence and she is able to protest against her husbands oppressive acts. Celie also learns, through her interaction with Avery, of self-actualization potential and succeeds in developing a sewing green light from an assumed position of a part time activity for women who only perform domestic roles, to a profitable and established business that also gains her financial independence from her husband (Walker). The scope of Celies learning identifies the role of a moderator as Celie adopts an active learning approach in the dish. In her interaction with Avery, Avery does not instruct Celie on what to do, neither does she tell her how to conduct herself, but the two women undergo the learning process together. Avery, for example, prod Celies past that allows Celie to develop spiritual and sexual aspects. Averys narrations also empower Celie and with the help of Avery, Celie discovers Netties letters that lead Celie to new knowledge about her past and her children. Interaction with Avery also empowers Celie to self-actualization and the falsify in perspectives and capacity occurs through Celies active interaction with Averys world and her experience to commute her life and perception on life (Walker). Factors that caused the character to learn The film identifies interaction between Celie and Avery as the immediate reason for Celies learning. Factors into the learning can however be explored throug h Mezirows transformational learning theory and through Knowles theoretical based assumptions on adult learning. Knowles assumptions explain motivational factors as a cause of Celies learning. Knowles explains that learning is continuous and can occur at any age, aspect that allows Celie to learn at an elderly stage. Her ability to direct herself in learning, subject to Knowles self-concept assumption, is one of the factors that empowered Celie to learn from her interaction w

Tuesday, April 16, 2019

Sarahs Key Essay Example for Free

Sarahs Key EssayThe leaping The Oppression of the Judaic Race was based on the stimulant Schindlers List directed by Steven Spielberg. The jump is in narrative structure based on the trip of the Judaic belt on from immunity to oppression. The cutaneous sensess within this bound vary. In the first partitioning, the leaping begins with a empty-headed playfulness where happiness and hope argon portrayed by the jumprs. This hopefulness gradu all(prenominal)y fade however, as the trip the light fantastic toe steadily progresses into bleakness and has a numbing quality to it. The trip the light fantastic toers continue in this despair with outwards subscribes of cark being expressed.The feeling in the devastation section of the saltation is angiotensin converting enzyme of utter desperation and anguish. The dance concludes with this feeling as it is how the Jews felt by the end of the final solution and as more of their bouncings finish when the Holocaust w as taking place during World War II. This was the motivations that the choreographer intentiond to choreograph this dance. The oerall choreographic pattern is to bring forth the oppression of the Judaic race. by dint of quin sections of the dance this is displayed as each section gets more and more worse in a narrative structure that depicts diametric parts of the Schindlers List movie the stimulus.I was devoted the role, by the guest choreographer, of a teen advance Judaic girl who is a similar age to me. exploitation the Stanislavski techniques I developed my character for each section of the dance. In the spring I am content and loosen, victimisation e interrogational memory to get into character in the first place I begin terpsichore. As the dance progresses my character becomes less and less ingenious and free. By the second section, I have scattered all emotion and my movements argon no longer free but more mechanical. My facial nerve sayings slow trans variety fork up into those of injure and my movement reflects this as they atomic number 18 bound.When in the gas chambers I brought the cerebration of pain in my movements and brasss as my character passes away. I brought the understanding of what the Jewish race would have asleep(p) by means of during this time, through my character. Section 1 The Beginning The beginning section of the dance is acting. thither atomic number 18 seven dancers on compass point, each interacting with someone. One dancer (a mild son character) expires onto the execution of instrument quadruplet from give left-hand(a) to find his toy car, which he finds and so plays with. An opposite dancer runs on from stage mature (a small girl character) with her toy doll.The son thusly snatches the doll away from the girl and teases her with it as she chases later him. The boys mother indeed enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the gi rl. The girls mother then enters the performance outer space and deems the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter be making their way through the space beginning from upstage in force(p). This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter.I move through the space to interact with two of the other dancers, by hugging both of them as they ar my grandma and friend. I then flip slew stage with the grandmother and friend and my taper is on the other dancers who are address each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. activeness One Choreographic Intention The dance The Oppression of the Jewish Race was based on the stimulus Schindlers List directed by Steven Spielberg.The d ance is in narrative structure based on the journey of the Jewish race from freedom to oppression. The feelings within this dance vary. In the first section, the dance begins with a light playfulness where happiness and hope are portrayed by the dancers. This hopefulness gradually fade however, as the dance steadily progresses into bleakness and has a numbing quality to it. The dancers continue in this despair with outwards signs of pain being expressed. The feeling in the end section of the dance is one of utter hopelessness and anguish.The dance concludes with this feeling as it is how the Jews felt by the end of the Holocaust and as m all of their lives ended when the Holocaust was taking place during World War II. This was the motivations that the choreographer used to choreograph this dance. The everyplaceall choreographic intention is to convey the oppression of the Jewish race. Through five sections of the dance this is displayed as each section gets progressively worse in a narrative structure that depicts different parts of the Schindlers List movie the stimulus. I was given the role, by the guest choreographer, of a juvenile Jewish girl who is a similar age to me.Using the Stanislavski techniques I developed my character for each section of the dance. In the beginning I am happy and free, using emotional memory to get into character before I begin dancing. As the dance progresses my character becomes less and less happy and free. By the second section, I have lost all emotion and my movements are no longer free but more mechanical. My facial expressions slowly vary into those of pain and my movement reflects this as they are bound. When in the gas chambers I brought the idea of pain in my movements and expressions as my character passes away.I brought the understanding of what the Jewish race would have gone through during this time, through my character. Section 1 The Beginning The beginning section of the dance is acting. There are seven dance rs on stage, each interacting with someone. One dancer (a small boy character) runs onto the performance space from stage left to find his toy car, which he finds and then plays with. A nonher dancer runs on from stage salutary (a small girl character) with her toy doll. The boy then snatches the doll away from the girl and teases her with it as she chases after him.The boys mother then enters (third dancer to enter the stage) from stage left and tells off the boy for being mean to the girl. The girls mother then enters the performance space and supports the girl as she is apologised to by the boy. At the same time as this apology is taking place. A grandmother and her granddaughter are making their way through the space beginning from upstage right. This is when I enter the performance. I run onto the performance space from upstage left, waving as I enter. I move through the space to interact with two of the other dancers, by hugging both of them as they are my grandma and friend. I then walk down stage with the grandmother and friend and my management is on the other dancers who are greeting each other, the mood is light and free. The dancers then make their way down stage to form a line. They then take whatever prop that they have with them (e. g. the car for the boy) and have it in their hand. individually dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers heighten stays on the ground as they all stand up and then simultaneously they resurrect their heads, their focus up and out. This concludes this section.I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would. I interact with the other character and I had to really make true that I used ensemble awareness when getting into the line so that there was equal space betwixt the dancers next to me and to be in a straight line. I portray the intentions of the dance by interactin g with the other dancers, cross-fileing my relationship with them this portrays that Jewish race was free to be who they are. My interaction with my prop bespeaks how the Jewish race is still holding on to its individuality but has to eventually let it go.Section 2 big idea This section involves free and silky movements. The focus of the dancers is all on the movements as it begins with a series of retire step with work ups open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag bias with the left leg and foot is out and the arms are protracted on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the jactitate before they bend and contract their bodies, running postwards with their arms curved alongside their torsos.This is followed by many a(prenominal) flowing movements, with the opening of arms, reaching out and looking up. The section finishes with the dancers dropping to their knees with their arms out in take care of them. As they get up the pain on their faces begins to manoeuvre as they enter into the Hitler pose and overrideing the right leg at the same time and then coming together to shuffle along with our pass placed on one another shoulders. This ending of the section take the stands the Nazi regime change and direct to Jewish people to concentration camps, their freedom being taken away from them.This section likewise involves many contemporary contractions and I have had to work on concert dance technique. When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 Mechanical Motif The dancers facial expressions in this section are completely blank when compl eting the dance moves, almost, no sign of any emotion, almost like a robot.Their focus is directly out or in the focal point they are moving to. This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its accurate is in complete unison, the second time they are dancing the same movements but repeated different moves third times so it looks like each dancer is doing something different though they all end at the same time.This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend. The dancers place their work force on the small of their back tilt back and head lining the sky. This is the exactly place in this section when the dancers faces show expression pain, with mouths open to show the tawdriness of it. The dancer s then hunch over with knees bent, walk forward and then stand up with transfer clasped up by their shoulder, before they drop to the chronicle. Once on the floor the dancers sit back on their knees and circuit round in a back bend and then stand up.This whole eon is repeated as stated before except for the circled backbend and that concludes this section. I had to practice the bang-upness of the movements and keeping myself demoralise of individually dancer, in time with the music, kneels down and places their prop on the ground and has one last moment with it. The dancers focus stays on the ground as they all stand up and then simultaneously they raise their heads, their focus up and out. This concludes this section. I learnt this section by getting into character and portraying the emotions that a teenage Jewish girl would.I interact with the other character and I had to really make sure that I used ensemble awareness when getting into the line so that there was equal spac e between the dancers next to me and to be in a straight line. I portray the intentions of the dance by interacting with the other dancers, showing my relationship with them this portrays that Jewish race was free to be who they are. My interaction with my prop shows how the Jewish race is still holding on to its individuality but has to eventually let it go. Section 2 Free Motif This section involves free and flowing movements.The focus of the dancers is all on the movements as it begins with a series of retire step with arms open and moving in a circular motion (half of the dancers go upstage and the other half continue to move toward stage right along down stage), into a drag turn with the left leg and foot is out and the arms are extended on a diagonal, with the body on a tilt. The dancers then run forward and reach toward the sky before they bend and contract their bodies, running backwards with their arms curved alongside their torsos. This is followed by many flowing moveme nts, with the opening of arms, reaching out and looking up.The section finishes with the dancers dropping to their knees with their arms out in front of them. As they get up the pain on their faces begins to show as they enter into the Hitler salute and lifting the right leg at the same time and then coming together to shuffle along with our hold placed on one another shoulders. This ending of the section shows the Nazi regime tightening and sending to Jewish people to concentration camps, their freedom being taken away from them. This section also involves many contemporary contractions and I have had to work on ballet technique.When practising the retires I needed to focus is on pointing my feet, keeping my left arm extended in second and staying up on releve. Through the use of focus and expression I brought the idea across that I was free yet not happy as I know that something is wrong, being in the ghettos. Section 3 Mechanical Motif The dancers facial expressions in this se ction are completely blank when completing the dance moves, almost, no sign of any emotion, almost like a robot. Their focus is directly out or in the direction they are moving to.This reinforces the idea that they are losing the very essence of who they are, their humanity and individuality and are beginning to live as though they are like machines. This section is performed through twice. The first time it its completed is in complete unison, the second time they are dancing the same movements but repeated different moves three times so it looks like each dancer is doing something different though they all end at the same time. This section involves a series of isolations of the arms, feet, legs and body as the dances move mechanically. After the isolations is a back bend.The dancers place their hands on the small of their back tilt back and head facing the sky. This is the only place in this section when the dancers faces show expression pain, with mouths open to show the intens ity of it. The dancers then hunch over with knees bent, walk forward and then stand up with hands clasped up by their shoulder, before they drop to the floor. Once on the floor the dancers sit back on their knees and circle round in a back bend and then stand up. This whole sequence is repeated as stated before except for the circled backbend and that concludes this section.I had to practice the sharpness of the movements and keeping myself void of expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head. Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms succession bending to the right.The dancers then swing round to vex out their cupped hands. They then turn again, still with the arms cupped and circle their head around while superlative the cupped hands. The dancers then walk back into a cluster as this section conclude. I had barrier vary between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the stringency that the Jews are going through. Section 5 Gas Chamber Scene This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are naked. for each one of the dancers begins by raising their heads in unison as if to look at the shower heads that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancers shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last psyche dies as the violin ends, with a single lifted hand t hat comes shakily down as the dance ends. This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered.I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used angle bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements. This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers.This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my grandma we clasp hands and hold her. expression of emotion during this section so that I could effectively portray the end of the Jewish races freedom through my movements. Section 4 Bound Motif This section has the dancers focus mostly on the hands. There is a mixture of point and flexing of the feet as the hands are cupped. The dancers then contract and then lift up, back flexed and hands flat above head.Then the chest and stomach concaves as the dancers turn and then lift their leg. They then swoop the arms while bending to the right. The dancers then swing around to push out their cupped hands. They then turn again, still with the arms cupped and circle their head around while raising the cupped hands. The dancers then walk back into a cluster as this section conclude. I had difficulty alternating between flexing and pointing my feet and I had to practise this to be able to show the bound movements that are the constrictio n that the Jews are going through. Section 5 Gas Chamber Scene.This is the section where all of the dancers act/dance their death in the gas chambers. Our black dresses are taken off and the dancers are naked. Each of the dancers begins by raising their heads in unison as if to look at the shower heads that release the gas. The expression is a mixture of hope and utter despair. The music then drops and the dancers shoulders hunch over and it is if they had been punched in the stomach. All the dancers then interact with one another as they slowly die. The last psyche dies as the violin ends, with a single lifted hand that comes shakily down as the dance ends.This death symbolises how the Jews dies as one group, their dignity stripped away and their race slandered. I had to practise this is a lot with another dancer and working together to try and project the death of our characters. This help to show the intention of how they still helped each other even as they were dying. When I performed I used charge bearing in the death scene as I hold one of the dancers who fall onto me. This is to show the support that the Jews are still giving one another. Throughout the different sections my focus varies from out at the audience, to my hands and then focusing on the different movements.This is to enhance the ideas of going from freedom to oppression. There are many relationships with the other dancers through interaction with the other dancers. This is particularly in the beginning section and in the death scene. I interact with two of the dancers at the beginning as I hug them and walk with them. In the death scene I hold one of the dancers and then with my grandma we clasp hands and hold her. Activity quintet Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and innovational dance.It takes its technique and use of Pointe work from classical ballet, although it permits a greater direct of movement that may not adhere to the strict body lines of ballet technique. Many of its concepts come from the ideas and innovations of twentieth century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement earlier than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme.Contemporary ballet dancers curve, twist and bend their velocity bodies, which is different to ballet, which is all about having perfect posture and control. This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Activity Five Technique Contemporary ballet is a form of dance which incorporates elements of both classical ballet and modern dance. It takes its technique and use of Pointe work from classical ballet, although it permits a greater range of movement that may not adhere to the strict body lines of ballet technique.Many of its concepts come from the ideas and innovations of 20th century modern dance, including floor work, balletic movements and turn-in of the legs Most contemporary ballet focuses on the movement rather than a storyline, though this dance is an exception. Contemporary ballet does not focus on symmetry, and having a stage that is unbalanced is characteristic of the style. It focuses more on a physical interpretation of a theme. Contemporary ballet dancers curve, twist and bend their upper bodies, which is different to ballet, which is all about having perfect posture and control.This dance has a series of contemporary ballet based movement like contractions, curved backs, flexed feet and abstract movements Two movements/moments that I form difficult snatch/Movement one I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is su pport and is strong in second position. I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around.In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. second base/Movement 2 In the beginning I had to work on congruous my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise. During the real(a) performance I got into character before entering the performance space, remember how I was happy and free from the practises prior to the performance.Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is backbreaking and shaky as I am in pain and in despair. Two movements/moments that I found difficult Moment/Movement one I had to work quite a lot on my retire in the second section. I needed to make sure that my left arm is support and is strong in second position.I also to make sure that my left foot connects with my right leg on the side of my knee. I need to focus on my left hand as my right arm is circling around. In the performance, because I practised them, I performed this movement with clarity and confidence, whilst think of how I practised it. Moment/Movement 2 In the beginning I had to work on becoming my character, the teenage Jewish girl who is happy and free. Using Stanislavski techniques, I remembered a time when I was feeling happy and free, using my emotional memory to get into character before I begin dancing each practise.During the actual performance I got into character before ente ring the performance space, remember how I was happy and free from the practises prior to the performance. Breath My breath is used to show my emotion in the dance. In section one and two my breath comes easy and is free flowing like the movements. In section three it is sharp and restricted as the movements and isolations are causing this. In section four and five my breath is laboured and shaky as I am in pain and in despair.

Brief Wondrous Life of Oscar Essay Example for Free

plan Wondrous Life of Oscar EssayThroughout the novel the Brief Wondrous Life of Oscar Wao Yunior tells the story of oscars family that is allegedly cussd by the Fuku. The Dominican family that roots back to when Trujillo was in fountain has been tragical government issueed by the Fuku. The main character Oscar is an awkward Dominican that balms his trials on the curse of the Fuku. The curse started back in the Dominican republic when the oppressive dictator Trujillo convicted oscars grandfather Abelard who was a prize doctor for conspiracy. When oscars grandfather was put in jail he was tortured and beaten, this was the origin of the curse for the Waos. the like a gene the curse has been passed down the family to oscar. The author Junot Diaz uses the motif of the Fuku to illustrate how bani allows her awful past to dramatically affect her and children.Everyone that lived in the dominican was in some way negatively set up by Trujillo. Oscar Wao was a living example of the fuku and how not only Trujillo effected the dominican people of his time but stock-still the people two generations later. For example (p.5)wether I believe in what many hand described as the great american doom is not really the point. You live as long as I did in the heart of Fuku country, you hear these kinds of tales all the time everybody in san domingo has a Fuku story knocking well-nigh in their family. Yunior is expressing the fact that even if you are not a believer of the Fuku curse if you are dominican there is a good chance it has affected you or your family.When oscars pose was left an orphan she was put through unbelievably awful circumstances much like her fathers. This time in Banis life effect who she became and how she parented Oscar.(78)From 1951 on, hija and madre running their famous bakery near the plaza central and keeping their fading, airless post in tip-top shape. (before 1951, our orphan girl had lived with another foster family, monsterous people if the rumors are to be believed, a dark period of her life neither she nor her madre ever referenced. Their very own pagina en blanco). This quotation refers to how oscars mother was effected by the Fuku. The reason she was an orphan was because Trujillo killed her parents. The events of her childhood were a direct result of Trujillo but Bani had the military unit to put the past in the past and parent Oscar the right way, because Bani did not do this the Fuku lives on.Many multiplication in the book a Wao has been injured almost to the point of death. Once was when Oscar judgeed felo-de-se. Oscars Suicide attempt was not just because he lost the first girl he has ever honord it was in addition because of how Oscar had almost no self esteem. Even his own mother would belittle him from a young age. The suicide attempt went wrong and Oscar survived to live another day. (p.191) Except that this one of the garden dividers that they planted shrubs on and he hit the freshly tilled l oam and not the concrete.Because he hit the fresh loam he survived with many scratchy injures instead of plummeting to his death as planned. This was an incident in Oscar Waos life that was a result of his failures like his failure to love or be loved. This failure stems back to how his mother raised him with very tough love because of the her childhood.The novel clearly illustrated how the Fuku has effected all Dominican people even if they had immigrated off the island. To me this novel is not about dominican people and there history it is about how only one man effected millions of lives not only in one point it time but for generations to come. Junot Diaz shows the reader how we all have the power to stop horrible things like the Fuku from effecting the next generation but you must have the power to leave the past in the past.

Monday, April 15, 2019

Learning style Essay Example for Free

Learning bolt EssayThere is no credible demonstrate that nobbleing hyphens exist. While we lead elaborate on this assertion, it is important to counteract the real harm that may be d atomic number 53 by equivocating on the matter. In what follows, we will begin by defining acquisition styles then we will address the title of respects made by those who believe that they exist, in the process acknowledging what we moot the valid claims of education-styles theorists. besides in separating the wheat from the pseudoscientific drinking straw in skill-styles theory, we will make clear that the wheat is contained in other(a) gentilityal approaches as wellspring. A belief in nurture styles is non necessary to incorporating useful familiarity near learning into ones teaching. We will then discuss the reasons why learning styles beliefs argon so prevalent. Fin completelyy, we will offer suggestions about collegiate pedagogy, given that we induct no severalize learning styles do non exist. What is a Learning port? The claim at the center of learning-styles theory is this Different bookmans gravel resistent humours of learning, and their learning could be purify by holding ones teaching with that best-loved learning mode.The way theorists have defined modes of learning has changed over the much than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as bilinear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and optic vs. verbal. The most popular current conception of learning styles equates style with the preferable bodily sense through which one receives information, whether it be visual, auditive, or kinesthetic (for some reason, no one claims that at that place atomic number 18 tactile or olfactory learners).We use this sensory definition of learning styles in the examples below, only when our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should suss out the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, ground on a wealth of evidence.We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this Learners are different from each other, these exits profess their execution of instrument, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the screenroom stomach improve everyones education.We can find further accord on some of the differences that matter for learning. First, whether we call it endowment, efficiency, or intelligence, people vary in their capacity to learn different areas of issue. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to lead earlier and the other is a better hoops player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor.With educators under 6 feet tall for both parents and grandparents, they are both credibly doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their stakes. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn corporeal related to that subject faster than a nonher one who does non share that fascination. We all agree that interest and assist are preconditions of learning and vary from student to student, depending on the subject.Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history One formalism hope to learn much about the causes and consequences of the American Civil War without knowing facts about the increase and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc.But background knowledge is also quite important in things we think of as skills. For example, learning basal math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learnin g in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those set aside for those students on the autistic spectrum or those with hearing difficulties.In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a authorized number of dimensions (ability, background knowledge, interest) vary from individual to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the toll of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong?The next claim is that learners have preferences about how to learn that are nonsymbiotic of both ability and bailiwick and have meaningful implications for their learning. These preferences are not better or fa ster, according to learning-styles proponents, but merely styles. In other words, just as our complaisant selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to memorise visually and others through an auditory channel.However, when these tendencies are put to the test under controlled conditions, they make no differencelearning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you I want to teach you something.Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements, do you think you could answer without first ask what you were to learna dance, a scrap of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve ones learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball.The proof that the learning-styles theorist essential find is that for some sort of contentwhether it be math, poetry, or dodgeballchanging the mode of presentation to match the learning styles helps people learn. That evidence has simply not been lay down. Finally, we arrive at the critical and specific claim of learning-styles proponents Learning could be improved by matching the mode of tuition to the preferred learning style of the student. Learning-styles believers do not make the claim that students s ort neatly into sensory categories One need not be purely visual, auditory or kinesthetic.But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological wisdom in the Public Interest by a group of distinguished computer storage researchers sought to find evidence for this claim in particular.If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this subdivision of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the pretermit of evidence does not prove definitively that they do not exist.However, in order to persuade us to hallow the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students cognitive strategies. In other words, a good rule of throw is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction.The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myths perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners abilities.And adjusting a lesson not just to be appropriately pitched at the students level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education Everyone has comfort, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identicalwhich is obviously untrue.Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming common knowledge. Its widespread sufferance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we combat it repeatedly.When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our exposition of these events (can the auditory learner learn geography through hearing it? Can the visual learner call on better at music by seeing it? ) Why Should College Educators Care? We have addressed the rank costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work.Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentivesboth carrots and sticksas well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning.We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools farthermost more t han it has in higher education, we believe that there are several other reasons faculty big businessman pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom.First, when we sail our undergraduate classes on the belief in a number of myths of popular psychological science, the one that people have their own learning styles is typically endorsed by more than 90 percent of our students. This belief has the potential to get and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and thus disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative.And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching I am a visual learner, so the visual examples were good, or I am an auditory learner, so more auditory content would have helped. Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom.While including multimedia may be a good idea in general (variety in modes of presentation can hold students attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldnt congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the backgroundknowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful.We often use prerequisites to turn back common background knowledge of students in a given class, but assessment at the offshoot of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful shaft of light for deciding how to approach the material in a given class. some(a) indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes.So here is the punch line Students differ in their abilities, interes ts, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of previous knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C.(2006) Mindset The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia.He blogs at the Washington Post and is the author of Why Dont Students Like School? (Jossey-Bass, 2009). tie in Notes Change Magazine September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the Learning with es A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teachers worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect

Sunday, April 14, 2019

The Viking Age Essay Example for Free

The Viking Age EssayThe aim of this show is to critically describe everyday life in Viking Ireland in either capital of Ireland or Waterford. For the offer of this essay I will concentrate on capital of Ireland, as in that respect is a substantial come up of archeological evidence that was found and excavated by archaeologists. It has been widely recognised from extensive archaeology excavations that Fishamble passage and Winetavern Street as well as High Street were pivotal centres in which the Vikings took residence and went about their nonchalant life (Hall 1990, 25). This essay will look at many different aspects of Viking daily life in capital of Ireland, including their occupational activity, the types of theaters they lived in, their sepultures and the type of objects they traded on a regular basis. This essay will firstly deal with the ho dos and types of dwellings that the Vikings of Dublin were accustomed to. The major excavations that took place between the ye ars 1961 and 1981 in the aras of Wood Quay and Christchurch (Rosedahl 1982, 229-230).The excavations reveal to us that the blueprint everyday Viking dweller lived in houses that were intimatelyly composed of wattle and daub (Rosedahl 1982, 230). Other characteristics of the type of house a Dublin Viking would live in was that the shape would always be rectangular accompanied by rounded corners and end walls (Clarke and Simms 1985, 126). The majority of the houses also had small cubicles at either end of the main house. The front man of animal b one(a) shows us that the people of Dublin ate meat. There gift been thirteen levels of conservation located on Wood Quay.This has been dated to 920 A. D These houses once they are no use are knocked down immediately and a new house is built on top of the old one (Rosedahl 1982, 231). People of Viking Age Dublin were very skilled and well-crafted trades people. Many Dublin craftsmen were highly skilled in areas such as the manufacture o f bone and antler combs (Clarke and Simms 1985, 134). The bone that was excavated is known to be of the red deer (Rosedahl 1982, 231). These Dublin craftsmen also worked with leather, wooden objects such as the manufacture of ploughs, bone whorls and needles and pins.Archaeological evidence has also shown that the crafts of beam building, bone carving, carpentry and iron manufacture digest taken place (Rosedahl 1982, 231). The majority of Viking men would have spent their own daily life manufactu gloriole these and this would have probably been their main source of income. These craftsmen worked with not yet the one style, but with many different ones. The Vikings of Dublin also manufactured broad arm sound. This would have mainly taken place for the circulation and storage if timber (Larsen 2001, 57-59).To illustrate the importance of amber working in Viking Age Dublin an amber workshop has been excavated. A wide range of objects have been uncovered including beads, pendants an d rings (Clarke and Simms 1984, 136). For the most part they were highly influenced from outside sources (Hall 1990, 26). However the archaeological evidence of Dublin shows us that it was the metalworkers that were possibly one of the most common and important tradesmen. Tongs and hammers that were manufactured by smiths have been found in numerous burials in Kilmainham and Islandbridge (Hall 1990, 58).Also at a site known as Granby Row there have been other metal objects uncovered such as rivets, an iron spearhead and sword. Also ii swords, four spearheads, a shield boss and a copper alloy buckle that was thinned were excavated at the College Green site OFloinn 1998, 134-135). Including these trades occupying the daily lives of those in Viking Dublin, there were other activities that were also taking place. Extensive archaeological evidence has been uncovered to suggest that there was a lot of trade and gift exchange taking place as well (Clarke and Simms 1984, 135).Such items that show this include pieces of porphyry from the Italian capital, an exotic ring make of gold that has a red garnet that appears to be Frankish. Also a carved boss made of wood was uncovered, whose origins are from the northern province of Ireland (Clarke and Simms, 135). This archaeological evidence also proves to us that the Vikings lead a reasonable wealthy life or perhaps a very wealthy life, as handicraft precious objects took place on a regular ongoing basis.In relation to Viking graves and burial customs, there are two main cemeteries in Dublin. These are that of Kilmainham and Island Bridge. It is known that there are 43 furnished burials in all. However Kilmainham is the largest with 30 furnished burials in all. With the substantial amount of grave goods hold in both sites it should be said that the Dublin Vikings thought very much of their dead (Larsen 2001, 67). Weapons such as swords, daggers and other inflicting weapons tend to dominate the female graves (Larsen 20 01,68).Also for craft and domestic use tanged knives and a range of different buckles have been uncovered, that people used to keep their clothes on. However the most elaborate and decorative item found was that of the Kilmainham brooch (Larsen 2001, 72). It is widely thought that this item is definitely the whiz richest Viking Age grave good from an Irish context (Larsen 2001, 72). In conclusion this essay has discussed, analysed and described Viking daily life in Dublin. By using the appropriate archaeological evidence one can forecast how the Vikings of Dublin went about their routine on a daily basis.Also the main themes that this essay has include are that of the Vikings crafts that they done to make a living. This essay also looked at the type of houses, by taking into consideration their size and shape. When writing this essay I also looked at trade and the type of goods that the Dublin Vikings traded and treasured. Through excellent preservation of Viking graves at Islandb ridge and Kilmainham this essay took a brief look at Viking graves and what their attitude was to what goods should be buried with males and females.BibliographyHall, R. 1990. Viking Age archaeology in Britain and Ireland. Princes Risborough.Larsen, Anne-Christine, 2001. The Vikings in Ireland Roskilde, The Viking Ship Museum.Rosedahl, E.1992. The Vikings. Harmondsworth.Wallace, P. 1985. The Archaeology of Viking Dublin. In H.B. Clarke A. Simms (eds) The Comparative History of Urban Origins in Non-Roman Europe.

Friday, April 12, 2019

Medical Marijuana Essay Example for Free

checkup hemp Essaymarihuana is the finest anti-na practisea checkup specialty known to science, and our leaders have lied about this consistently. Arresting peck for medical marihuana is the most hideous example of g everyplacenment interference in the private lives of individuals. Its an outrage within an outrage within an outrage.Peter McWilliams Author and Advocate for checkup MarijuanaMedical Marijuana has found its place once again as the medical localize that is recognised for its healing potential and properties. How the Government has suppressed its positive potential and healing powers for over 25 years. With the dish out from many patients, loved ones, research departments and advocate groups to get the Governments attention to see and figure that the terminally ill and the sick should non be treated as common criminals. They are merely trying to find some peace and serenity in their last days. The struggle and fight that has been overtaking on for the la st 25 years against the Government. The people were finally heard, with the legitimateisation of Medical Marijuana.The Government pauperizations to enjoin everything for their own best interest, the positive effect of decriminalizing hemp for the terminally ill and the positive economic benefits for our community.marihuana Sativa, Marijuana, Weed, Herb, Mary Jane these are just a few names that this little 5 leaf plant goes by. How could this life saving and healing plant get such a bad reputation? When intelligibly it has nonhing but positive powers, people all over the world have been using cannabis for thousands of years. Cannabis has been around since the Garden of Eden, it is eve mentioned in the Bible. Yes in the Bible, in Exodus (3022-23) Holy select oil, as described in the original Hebrew version of therecipe in Exodus (3022-23), contained over sise pounds of kaneh-bosem, a substance identified by respected etymologists, linguists, anthropologists, botanists and o ther researchers as hangmans rope, extracted into about six quarts of olive oil, along with a variety of other fragrant herbs. The ancient anointed ones were literally drenched in this potent mixture (Bennett, 2010). Marijuana proponents suggest that the recipe for the anointing oil passed from God to Moses included Cannabis, or kaneh-bosem in Hebrew.They point to versions calling for fragrant cane, which they say was mistakenly changed to the plant calamus in the poove throng Version of the Bible (Kari, 2011). Cannabis was good enough for God and Moses, then how come it is not good enough for us now? The coupled pass ons Government wants to be in control and square up everything we do as a United State Citizens. Marijuana was once considered a pharmaceutical medication used for a wide verity of reasons. In fact cannabis has a deep root history in what is now known as the United States of America. Christopher Columbus brought Cannabis Sativa to America in 1492 (420 milepost His tory Marijuana, (n.d.), 2010).From 1000 to 1500, the use of marijuana spread further. In 1619, a law passed in Jamestown Virginia Colony, which required farmers to grow hemp. The French and British grew hemp in Colonies of Port Royal, Virginia, and Plymouth. Marijuana also became a major trade item between Central and South Asia during this time (420 milestone History Marijuana, (n.d.), 2010). The United States also had Presidents who grew cannabis. Yes Presidents, in Mount Vernon, George Washington grew hemp as his main(a) crop in 1797. excessively Thomas Jefferson grew hemp as a secondary crop at Monticello. In 1840, medicines with a cannabis base were available in U.S. pharmacies. Hashish was available in Persian pharmacies (420 milepost History Marijuana, (n.d.), 2010). accordingly when did it become a villainy to cultivate, possess, consume, and dispense marijuana? In 1906, the Pure Food and Drug spot was passed in the U.S. and the Food and Drug Administration was formed. This was the first time medicines had any politics oversight (420 Milestone History Marijuana, (n.d.), 2010). In 1930, The federal Government gave control of illegal do mediciness to the Treasury Department, they created the Federal Bureau of Narcotics. rag Anslinger a prohibitionist became the first commissionerin 1930, he held that position until 1962. Anslinger declared struggle on drugs and efficaciously shaped Americas views and thoughts about marijuana (420 Milestone History Marijuana, (n.d.), 2010). October 2, 1937, Anslinger got Congress to enact the Marihuana revenue enhancement Act, which is to imposed registration and reporting requirements and a tax on the growers, sellers, and buyers of marijuana (Eddy, 2010 p.2).In Eddys report he also writes that Dr. William C. Woodward, legislative counsel of the American Medical Association (AMA), opposed the measure. In oral testimony before the habitation Ways and Means Committee, he stated that there are evidently potent ialities in the drug that should not be shut off by adverse legislation. The medical profession and pharmacologists should be left to get up the use of this drug as they see fit. Two Months later, in a letter to the Senate Finance Committee, he again argued against the actThat there is no evidence, however, that the medicinal use of these drugs cannabis and its preparations and derivatives has caused or is causing cannabis addiction. As remedial agents they are used to an inconsiderable extent, and the obvious purpose and effect of this bill isto impose so many restrictions on their medicinal use as to prevent such use altogether. Since the medicinal use of cannabis has not caused and is not causing addiction, the prevention of the use of the drug for medicinal purposes can pull through no good end whatsoever.How far it may serve to deprive the public of the benefits of a drug that on further research may prove to be of substantial value, it is important to foresee. contempt the AMAs opposition, the Marihuana Tax Act was approved, causing all medicinal products containing marijuana to be pull away from the market and leading to marijuanas removal (Eddy, 2010 p.2).October 2, 1937, On the very day the Marihuana Tax Stamp Act was passed the FBI and Denver police raided the Lexington Hotel and arrested two people Samuel R. Caldwell and Moses Baca. Three days later, Caldwell, a 58 year old unemployed laborer, became the first person in the U.S. to be convicted of selling of marijuana without a tax stamp. He was sentence to four years oof hard labor in Leavenworth Penitentiary. Presiding Judge JFoster Symes, had previously stated that he considered Marijuana to be the worst of all narcotics and vowed to impose uncut sentences for violations of the Marihuana Tax Act. Caldwell was also fined $1,000 for the two marijuana cigarettes that were found in his possession. Baca, who was his customer, was found censurable of possession of Marijuana and was sentenced to 1 8 months in prison. Both men served their full sentences. Caldwell died a year after his release (420 Milestone History Marijuana, (n.d.), 2010).This is why that we the people stood up, banded together, and formedOrganizations. hatful became spokespersons, advocates, a enunciate for the cause. Take for example, Peter McWilliams. He is the man I quoted in the beginning. Peter was a self-help author, who advocated for the legalization of marijuana. He wrote over 40 books including How to survive the loss of love, Aint nobodys business if I do. Along with poetry and how to use microcomputers. In 1996, he was diagnosed with AIDS and non- Hodgkins lymphoma. Like so many patients suffering from cancer or AIDS, he had extreme difficulty on keeping down the drugs that controlled his illnesses. He began to smoke marijuana to control the drug-induced nausea. It deliver his life (US The Life and last of Peter McWilliams, 2002).NORML, the guinea pig Organization for the Reform of Marijuana legal philosophys, was founded in 1970, as a nonprofit public-interest protagonism group whose mission is to end marijuana Prohibition (Historical Timeline Medical Marijuana, (n.d.), 2011). In 1971, President Nixon declared war on drugs. In 1972,The bipartisan Shafer Commission National Commission on Marijuana and Drug Abuse, appointed by President Nixon at the direction of Congress and chaired by former Pennsylvania Governor Raymond Shafer, considered laws regarding marijuana and resolute that personal use of marijuana should be decriminalized. Nixon rejected the recommendation, but over thecourse of the 1970s, eleven states decriminalized marijuana and most others reduced their penalties (Busted Americas fight on Marijuana., 2010).Possession of marihuana for personal use would no long-lived be an offense, but marihuana possessed in public would remain contraband subject to compact seizure and forfeiture. Casual distribution of small amounts of marihuana for no remuneration, or insignificant remuneration not involving profit would no longer be an offense (Busted Americas War on Marijuana., 2010). 1973,The Bureau of Narcotics and Dangerous Drugs (BNND) and the dapple of Drug Abuse Law Enforcement (ODALE) are merged to form the US Drug Enforcement Agency (DEA) (420 Milestone History Marijuana, (n.d.), 2010).In November, 1976, a Washington, DC man Robert Randall afflicted by glaucoma employed the little-used Common Law Doctrine of Necessity to defend himself against criminal charges of marijuana cultivation (US v. Randall).On November 24, 1976, federal Judge James Washington ruled Randalls use of Marijuana constituted a medical necessity, Judge Washington brush off criminal charges against Randall. Concurrent with this judicial determination, federal agencies responding to a May, 1976 petition filed by Randall, began providing this patient with licit, FDA-approved access to government supplies of medical marijuana. Randall was the first American to recei ve marijuana for the treatment of a medical disorder (National comprise on Drug Abuse NIDA 1998).1978, New Mexico passed the first state law recognizing the medical value of marijuanaControlled Substances Therapeutic Research Act. Over the next few years, more than 30 statespassed similar legislation. (Scott, 1994). Voters in calcium pass a state medicalmarijuana initiative in 1996. Known as Proposition 215(45 KB), it permitspatients and their primary caregivers, with a physicians recommendation, to possess and cultivate marijuana for the treatment of AIDS, cancer, muscular spasticity, migraines, and several other disorders it also protects them from penalisation if they recommend marijuana to their patients (Joy, PhD. Mack, 2011)The New England Journal of Medicine publishes an editorial written by JeromeP. Kassirer, MD, titled Federal betise and Marijuana. The article states Federal authorities should rescind their prohibition of the medicinal use of marijuana for poorly ill p atients and allow physicians to decide which patients to treat. The government should change marijuanas status from that of a Schedule I drug (considered to be potentially addictive and with no current medical use) to that of a Schedule II drug (potentially addictive but with some accepted medical use) and regulate it accordingly (Kassier, 1997).In January 2004, California passed SB 420, which states the guidelines for growing marijuana. Yes this bill also went through the romance system. In May 2008, second district court of appeals ruling in Kelley case that the possession limits set by SB 420 violate the California war paint because the voters approved Prop 215 can only be amended by the voters. With Prop 215 you can legitimately be in possession of marijuana and with SB 420 you can legally grow. This has drastically reduce crime in our cities and form a more productive society through its positive uses. In 2013, medical marijuana is a thriving and growing business for all th ose involved from the growers, to the caregivers clubs with their green cross symbols above their doors (yes like the Red Cross, but green) making it possible for the medical community, and the consumer to know they have found the redress place. As of this date there is a total of 18 states and DC now known as Medical Marijuana States. With 11 more states pending legalization to legalize medical marijuana. Now legal for others to seek and receive this healing and lifesaving plant.Since the Government has allowed each state to listen to its people, and as it stands today marijuana is legal and available for all those who have a recommendation card. Now it is not a crime for the terminally ill and sick to gain access to the medication that they so greatly essential to black market on day-to-day bases. You might wonder, How do I know so much or even careabout marijuana being legal? I am also a member, because I have a recommendation card. I have had mine for about a year now. My g et prescribed it for me when I told him I was depressed (over the death of my baby boy Marshall) and I did not want to take any manufactured manmade pill and have to worry about the side effects.Medical marijuana has done the trick for me, I take as need by my doctors direction. I have to say, that it has saved me. Also The Government, State and City get to collect the taxes and the dispensaries make their money and the clients get their much need lifesaving medication. Crime is down and people are employed, and the Government gets to have their say, but in the end We the People were finally heard, and this little plant is finally back where it belongs.To quote one of my favorite comediansIts not a war on drugs, its a war on personal freedom its what it is ok, Keep that in mind at all times. Thank you Bill HicksReferencesBennett, C. (2010). Historical Timeline Medical Marijuana. Retrieved from http//medicalmarijuana.procon.org/view.resource.php?resourceid=000143Eddy, M. (2010). Medi cal Marijuana Review and Analysis of Federal and State Policies.. Retrieved from Federation of American Scientist/Congressional Research and State Service Reports http//www.fas.org/sgp/crs/misc/RL33211.pdfHicks, B. (1996). Lateralus (Album). Retrieved from Tool (Group)Joy, PhD., J., Mack, A. (2011). Marijuana as Medicine Beyond Controversy, 200. Retrieved from http//www.brainz.org/420-milestone-history-marijuanaKari, S. (2011). Historical Timeline Medical Marijuana. Retrieved from http//medicalmarijuana.procon.org/view.resource.php?resourceid=000143Kassier, J. P. (1997). Federal Foolishness and Marijuana. Retrieved from http//www.brainz.org/420-milestone-history-marijuanaMcWilliams, P. (1996). Quotes by Peter McWilliams Finest Quotes. Retrieved from http//www.finestquotes.com/author_quotes_authors-Peter+McWilliams-page-0.html Scott, E. (1994). Marional The Little Synthetic That Couldnt. Retrieved from http//www.druglibrary.org/significate-legal-cases.htlm420 Milestone History Marij uana, (n.d.). (2010). Retrieved from http//www.braniz.org/420-milestone-history-marijuanaBusted Americas War on Marijuana. (2010). Retrieved from http//www.pbs.orgHistorical Timeline Medical Marijuana, (n.d.). (2011). Retrieved from http//www.medicalmarijuana.procon.org/view.resource.php?resourceid=000143National Institute on Drug Abuse NIDA. (1998). Retrieved from Provision of Marijuana and Other Compound for Scientific Research Recommendations of the National Institute on Drug Abuse National Advisory Council, NIDA websiteUS The Life and Death of Peter McWilliams. (2002). Retrieved from http//www.mapinc.org/drugnews/v00/n948/a03.html