Death theme In the play Hamlet by Shakespeare - 1418 Words

Death has always been the most debated subject regarding humans belief. It is part of life, yet a mystery nobody has experienced to tell. It is said to drive peoples actions, however Death is still a mystery as the whole human race still wonders how it acts on peoples lives and what is next after Death. In the play Hamlet, Shakespeare uses the theme of Death to drive the characters actions, and portrays the tragedy through their dialogues and significant symbols to create a tragic atmosphere. The first sign of Death is the appearance of King Hamlets ghost. The play is set only two months after his death, which is the lead for the events following in the play. He appeared at the platform before Elsinore castle as Horatio pictures, with†¦show more content†¦When Polonius is alive, Ophelia is absolutely obedient and dependent on him Ill teach you: think yourself a baby (I.iii.110 p1338). It is possible to say that Hamlet indirectly kills Ophelia through slaying Polonius. With her suicide, Laertes her brother is given even more reason to kill Hamlet. In the chain of Death, the following one is Laertess. He is driven to face his fate by Claudiuss manipulation and Hamlets carelessness. Hearing the news of Poloniuss death and his sisters going mad leading to her suicide; he goes mad and thirsts for Hamlets blood. However, just how Hamlet avenges his fathers death with the price of his life, Laertes too will avenge his family in exchange with his youth in the grave. Death itself is also presented through Hamlet the protagonist character. Although at first he fears Death, slowly he becomes the sword of Death; and then he becomes a represent of Death after killing Polonius and then in the graveyard scene in Act IV (Boyce, Hamlet 1). Hamlet fully realizes that everyones fate is death, regardless of status or wealth. He also realizes that no matter what a person does in life, in death, that person is merely nothing Your worm is your only emperor for diet: we fat all creatures else to fat us, and we fat ourselves for maggots: your fat king and your lean beggar is but variable service, ---two dishes, but to one table: thats the end (IV.iii.22-26 p1390). Or again in the graveyard, as he picks up the skull of Yorick hisShow MoreRelatedHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This so liloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide and Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreAct 3 Scene 1 Of William Shakespeare s Hamlet Essay947 Words   |  4 Pagesact 3 scene 1 of William Shakespeare â€Å"Hamlet† the main protagonist, Hamlet, recites a soliloquy â€Å"To be, or not to be.† Throughout his lines Hamlet explains the concept of suicide and why people choose to live long lives instead of ending their suffering. The main point he speaks on is the mystery of one’s afterlife, they never know for sure what happens when they die. For this reason, his speech does a good job highlighting the plays underlying themes of pervasiveness of death, and tragic dilemma, andRead MorePoison Motif Within Hamlet By William Shakespeare1227 Words   |  5 Pagesthroughout Hamlet The concept of poison is all around society: poisonous people, poisonous ideas, and poisonous environments; however, the poison in society cannot be avoided, it’s inevitable some would say. As Michael Uhl once put it â€Å"you’ve got to pick your poison†, and hope for the least of the evils, which unfortunately is not always the case. In Shakespeare s Hamlet, the motif of poison functions to be the symbol of corruption throughout the play that highlights the theme of death, madness,Read MoreLanguage Techniques in Hamlet by William Shakespeare Essay1087 Words   |  5 PagesLanguage Techniques in Hamlet by William Shakespeare Shakespeare used a variety of language techniques throughout Hamlet, which contribute to the themes in the play. They also help to add more meaning and understanding for the audience. Soliloquies, word play, symbols and other figurative language are some of these important techniques that enhance Hamlet. The way Shakespeare switches fromRead MoreHamlet Theme Of Death1278 Words   |  6 PagesWall of Death (A analysis of the theme of death in Hamlet, Acts 3-5) â€Å"The undiscovered country, from whose bourn No traveller returns, puzzles the will,† (Shakespeare 144 Act 3 scene 1 lines 86-87). The question that still plagues humanity today. What is after death, where do we go? No one of this earth can answer this question. In the play Hamlet, by William Shakespeare, the theme of death is one of the main themes of this famous play. The theme of death continues throughout the entire play fromRead MoreWilliam Shakespeare s Romeo And Juliet856 Words   |  4 PagesWilliam Shakespeare is an American playwright and poet. He was born April 23, 1564 and died on the same day 52 years later on April 23, 1616. Throughout his life, he has accomplished many things. Some of his most famous works include but are not limited to Romeo and Juliet, Macbeth, and Hamlet. For one of his famous works, Hamlet, Shakespeare uses plot to strengthen the point of corruption in the play. Another element used to further help the theme of the play is character. The final literary elementRead MorePerfect Idealism In Shakespeares Hamlet1631 Words   |  7 PagesIntroduction The play Hamlet is a fable of how the ghost of a slain king comes to haunt the living with disastrous consequences. A rancorous ghost and a brother s murder, lead the gloomy setting of Hamlet s Denmark. Hamlet story opens with an encounter between young Hamlet, his dad s ghost as well as the prince of Denmark. The ghost reveals to Hamlet that its murderer was his brother Claudius, who then rapidly wedded his widowed queen, Gertrude. As a result, the ghost presses Hamlet to seek vengeanceRead MoreEssay on Vengeance in Shakespeares Hamlet - The Theme of Revenge1162 Words   |  5 PagesThe Theme of Revenge in Hamlet    In Shakespeares tragedy,  Hamlet, the thoughts of revenge are introduced early in the play. At the end of the first act, Hamlet meets the ghost of his deceased father. He is brought to see him by Horatio and Marcellus, who saw the ghost yesternight (Shakespeare 1.2.190). During this exchange of words between the Ghost and Hamlet, the Ghost tells Hamlet, [s]o art thou to revenge, when thou shalt hear. (Shakespeare 1.5.5). He is telling Hamlet to listen closelyRead MoreEssay on Hamlet Metaphor1089 Words   |  5 Pagesexpressing a theme or concept in a literary work. This is the case in William Shakespeares Hamlet, a revenge tragedy that continually depicts the vibrant metaphors of manifesting corruption and festering disease in order to auger the impending calamities in the state of Denmark. Throughout Shakespeares play, there are successive images of deterioration, decay and death. These images are skilfully accomplished through the use of metaphors of rotting and dead gardens. Sh akespeare wonderfully createsRead MoreThe Tragedy Of Hamlet By William Shakespeare1543 Words   |  7 PagesShakespeare’s play, The Tragedy of Hamlet, seems to have a domino effect. As Hamlet tries to get his revenge, he brings ruin upon the kingdom. Hamlet is self-doubtful; he doubts himself to a point where he does not know what is true in his life. He constantly contradicts himself, causing many people, whose death was unintended, to die. In Williams Shakespeare’s The Tragedy of Hamlet, in order to portray Hamlet’s tragedy, Shakespeare uses soliloquies, metaphors, symbolism, and anti-thesis. Shakespeare utilizes

Does the UK have a Prime Ministerial government Free Essays

The Prime Minister is very much a staple of British politics today and it can be seen in the last thirty years that there has been a power shift in UK politics very much in favour of the Prime Minister. Traditionally, the UK government operated under a theoretical system known as cabinet government which is basically the idea that all members of the cabinet should have an equal say in policy making with the Prime Minister being ‘first among equals’ in the cabinet. However, in recent times it can be seen that the UK government has moved to a system known as Prime Ministerial government which is when a prime minister uses its powers and influence to dominate all areas of government including the dictation of government policy. We will write a custom essay sample on Does the UK have a Prime Ministerial government? or any similar topic only for you Order Now It can be seen that the powers of patronage the Prime Minister has, the control and bypass of the cabinet by the PM and the fact that the PM is in appearance the head of the country, all of which suggest a move towards a prime ministerial government in recent years. However, it can be argued that whilst the PM appears to be all dominant in fact the PM still relies on the support of its cabinet, its party and the strength of its party in parliament or in other words the success of the PM. One way in which in recent years, the UK has moved towards PM government is through the control and bypassing of the cabinet by various Prime Ministers. Government Regulation on Media in America iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/government-regulation-on-media-in-america/embed/#?secret=mrrZxn5C9z" data-secret="mrrZxn5C9z" width="500" height="282" title="#8220;Government Regulation on Media in America#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe In recent years, there has been a bypassing of cabinet government and an increase in the use of bilateral meetings (which is essentially a gathering of the PMs most trusted ministers from the cabinet and deciding what to do on certain policies before the cabinet meeting) which allows the pm to have more power over policy and also takes power usually reserved for the cabinet. An example of this is Blair’s ‘kitchen cabinet’ of which brown was the only ever present member whom he discussed policy with an example of this being the privatisation of the control of interest rates in the bank of England which was very much Blair’s own personal policy. Another way there has been a move from cabinet government is that the prime minister has become able to push their own policy forward with little or no support from their parties for example Thatcher pushed through the poll tax bill even though the party was more or less united in opposition to the idea. In addition to this in recent years we have seen a dramatic increase in the number of personal advisors to the PM in comparison to previous years where the PM had barely any personal advisors and the now established PM’s office which consists of advisors to the PM thereby limiting the need for cabinet consultation. These moves clearly show a bypassing and control of the government supporting the idea the UK has moved to a PM government rather than cabinet government. One restraint on the powers of the prime minister is the strength a majority in parliament. It could be argued that there is a correlation between the power of the prime minister and the parties size of majority in parliament for example Blair initially was a very strong prime minister operating under a strong majority in parliament going undefeated in parliament until after the 2005 election but, after significant lessening of the majority in the next election he wasn’t as strong as he didn’t have as much public support for him to justify himself and his policies to his party thereby lessening his/her power. This lessens or has a restraint on the Prime Ministers power as it ensures that they are very much under the power of the public opinion and that defines how powerful they are. For example, Brown was very much a weak Prime Minister in the sense of dictating policy as he simply didn’t have enough public support or a large enough majority to make his own personal policy which was shown in the defeat he suffered over the gurka bill in 2008 which once again shows the restraint that public support and parliamentary majority has on a Prime Ministers power. Which shows the PM not to be an all dominant figure in government and very much accountable to its own party thereby suggesting that we do not operate under a PM government as the PM is still held accountable and therefore any dominance over the government the PM has is in fact sustained by parliament and when the support from parliament wanes it can be seen that the PM is not able to dictate policy for too long. Another way in which it could be seen that we operate under a PM government is appearance of the prime minister as a supposed head of the country. In recent years there has been an increased media focus on the PM (even leading to puppet parodies which can be seen to represent the national mood at the time) making them the focal point or at least seem to be of British politics, the increased media focus has also led to many voters voting for the prime minister candidate rather than the party they represent which also leads to more power as it shows the PM to be instantly recognisable and important so it commands respect. An example of the Media focus on the prime minister which made him more powerful as they would be seen as the figure head of the government is Blair coming out of the G8 meeting to address the nation and to drive to downing street to sort it out after 7/7 which made him more powerful as he was seen to care and be able to take action. Another way the PM appears to be the head of the country is in foreign policy, Prime ministers can be seen to be the head of foreign policy in terms of conflicts diplomacy and such for example, Blair is often seen as the man who made the decision to invade Iraq and Afghanistan which gives him the appearance of being the head of the country, but it also shows him to be able to dictate policy at least in that area and this can be seen with a variety of PMs in recent years such as Thatcher being known as the Iron Lady after the Falkland’s war, Cameron’s presiding over the conflict in Libya and the subsequent military operations there and Major over the first gulf war. This showed the PM’s to be supposed heads of the country and gave certainly the appearance of a PM government and substance behind the appearance is perhaps shown by such decisive decision making during the conflict. Another way the PM’s powers are under restraint is by their own party in terms of support (or lack thereof). A Prime Ministerial government relies on its party for backing and allowance for the PM to dictate policy but they are also a restraint from the party in the sense that a lack of support would stop the PM from being able to do those things and usually ends in a new leadership election, there are numerous examples of this in recent history and Whilst it’s certainly true that recent history has shown there to be at least two very strong Prime ministers namely Thatcher and Blair, both of these were both in some way in debt to their parties in the sense that they needed the party support to be such strong prime ministers for example for Blair to carry out his reforms he needed substantial support from his party, for Thatcher to carry out her new right policy’s she needed substantial support from her party. This reliance can lead to the Prime Ministers downfall however; as it is very much the case the Party is very much happy for the PM to be powerful as long as they are successful in winning the next election so when this becomes under threat the Prime Minister is usually forced out, Thatcher was forced out after she forced through an extremely un popular poll tax bill for example. In other cases it can be seen because of a lack of a large party support some PM’s never get the chance to be powerful and all PM’s are restricted nearing the end of their Premiership e. g. Brown never really had the same power Blair had and at the end faced a leadership challenged which though he survived really signalled an end to any chance he had of being a powerful PM, in a similar situation with Major’s premiership It could be seen that his leadership was very much affected due to the spectre of the previous conservative leader (thatcher) and also powerful opponents in the cabinet such as Howard and Portillo. This shows that a Prime Minister really relies on its party for power and influence thereby making a PM government entirely reliant on its party which more or less challenges the whole idea of a PM government. Another way it can be seen that the UK operates under a PM government is the Prime Ministers power of patronage which allows the PM to control policy through the threat or use of his power of dismissal and can use this to dominate Cabinet and on extension it’s party. The PM chooses all of the ministers and junior ministers and all who sit in cabinet so whether the MPs progress in their political career relies on the favour to the PM thereby ensuring support of the PM from the lower down MPs and if they do not support the PM they are forced to resign for example MP John Hutton was forced to resign after saying Labour under Brown would be a ‘****ing disaster*’ which shows that whilst people may argue that PMs need support from its ministers it can be seen equally or more so that ministers need the support of a PM which shows a move to PM government as it show the PM making the decisions and also controlling its party. In conclusion, it seems that there has indeed been a move towards PM government in recent years especially considering both Thatcher and Blairs premierships and whilst it may be said that the style of government depends on the personality of the Prime Minister traits of a PM government still remained in the premierships of the likes of Brown and Major so overall its clear to certain extent that there has been a move to a Prime Ministerial government. However it does seem that this is facilitated by the party and the cabinet so one may argue that whilst indeed it is a Prime Ministerial government it is supported and facilitated by the government it is perceived to dominate. How to cite Does the UK have a Prime Ministerial government?, Papers

Computer Based Decision Support or Business Intelligence System

Question: Discuss about the Computer Based Decision Support or Business Intelligence System. Answer: Introduction The major aim of this study is to investigate and analyze data collected for the DSS payments by Commonwealth Electoral Division. Therefore, this project proposal also aims to evaluate the fact that whether social security payments are distributed fairly across the country or is there evidence of politically motivated spending in marginal electorates by major parties for the electoral gain. Hence, in this regard, this study provides a brief description of the project context and the issues relevant to the dataset. Moreover, this study also identifies the users of the proposed system along with the explanation of the decision structure. The BIS or DSS architecture is also aimed to be deployed along with proposing software option for DSS/BIS prototype solution. Finally, this proposal also highlights the design of an interface for displaying the research findings. Identification The context of project is based on the investigation of the facts regarding the fair distribution of social security payment across the country and the evidence availability of politically motivated spending in the marginal electorates by the key parties for electoral gain. Few issues have been identified related to the large dataset. The major problems are the excel butchery, date or time mismatch, text field formatting, undocumented missing data codes, confusing column names, undocumented or missing codes of data as well as something changed in the middle of the data collection (Turban, Sharda and Delen 2012). In order to get rid of these issues, business analytics should be properly incorporated while preparing the dataset as it is such a practice of methodical and iterative exploration of the huge range of data with the emphasis on the statistical analysis (Sauter 2014). Moreover, it is utilized by the organizations for the data driven decision making. Hence, in regards to the Business Analytics, DSS can be recommended, which is a computerized information system utilized for supporting decision-making and it lets the users for sifting through and analyzing the massive teams of data and compiling information that can be utilized for solving issues and making better decisions (Bonczek, Holsapple and Whinston 2014). Moreover, Business Intelligence System can also be recommended in terms of analyzing the raw dataset as it deals several crucial activities such as online analytical processing, reporting, querying and data mining. Both the Decisions Support Systems and Business Intelligence systems can help in resolving the issues mentioned and identified above. DSS is capable enough of producing the comprehensive information and it is different from the operations application (Zikmund et al. 2013). Moreover, BIS plays significant role in analyze large set of semi-structured and unstructured data. Analysis and Design The problem statement associated with this research is to find whether the payments for social security are distributed fairly across the country. Moreover, another problem can be the availability of evidence of politically motivated spending by the major parties in the marginal electorates for electoral gain. In this regard, the researcher intends to get these facts by accessing the data available on these DSS payments by the electorates as well as any other publically present data sets for seeing if there is evidence of biased spending. The major users would be the aged people who are eligible for social security payments and the government agencies who have the responsibilities of electoral operations (Wixom et al. 2014). For the proposed system, operational, tactical and strategic levels of managerial control are required. This is simply because, the huge data set are necessary to be operated through the tactical, strategic and operational processes of DSS or BIS. Apart from that the decision should be made in a structured manner in order to resolve the issue related to the DSS payments by the electorates. The DSS or BIs architecture should be implemented in this scenario by deploying model in terms of gaining more optimization (Ngai et al. 2014). On the other hand, implemented DSS or BIS architecture should have the capability of resolving the issues with the provided data of DSS payments of electorates. In other words, the DSS or BIS architecture should be capable of perfectly evaluating the fact whether the data set is accurate, complete, adequate, timely and clean enough. There are several software options those can be proposed for the DSS or BIS prototype solution such as Powerpoint click-through, Access, Excel, SAS software, C#, Tableau and many other software tools (Ik, Jones and Sidorova 2013). Hence, in this scenario, SAS software would be the most appropriate one as it has the capability of mining, retrieving, managing and altering data from various sources and performing statistical analysis on it. This software tool of DSS or BIS architecture would be helpful in implementing data visualization and business analytics through dashboards, charts and graphs. Figure 1: Development Plan of DSS or BIS prototype (Source: Rausch, Sheta and Ayesh 2013) Conclusion After outlining the entire project proposal, it can be stated that the implementation of an efficient DSS or BIS prototype can help Commonwealth Electoral Division for effectively analyzing the raw data given in a dataset and for generating insights by presenting the information in a meaningful way. Hence, in this regard, this proposal has successfully identified associated with the project and tried to portray the most suitable avenue for resolving the consequences through the implementation of BIS and DSS prototype. References Bonczek, R.H., Holsapple, C.W. and Whinston, A.B., 2014.Foundations of decision support systems. Academic Press. Ik, ., Jones, M.C. and Sidorova, A., 2013. Business intelligence success: The roles of BI capabilities and decision environments.Information Management,50(1), pp.13-23. Ngai, E.W.T., Peng, S., Alexander, P. and Moon, K.K., 2014. Decision support and intelligent systems in the textile and apparel supply chain: An academic review of research articles.Expert Systems with Applications,41(1), pp.81-91. Rausch, P., Sheta, A.F. and Ayesh, A. eds., 2013.Business intelligence and performance management: theory, systems and industrial applications. Springer Science Business Media. Sauter, V.L., 2014.Decision support systems for business intelligence. John Wiley Sons. Tank, D.M., 2015. Enable better and timelier decision-making using real-time business intelligence system.International Journal of Information Engineering and Electronic Business,7(1), p.43. Turban, E., Sharda, R. and Delen, D., 2012.Decision support and business intelligence systems. Pearson Education India. Wixom, B., Ariyachandra, T., Douglas, D., Goul, M., Gupta, B., Iyer, L., Kulkarni, U., Mooney, J.G., Phillips-Wren, G. and Turetken, O., 2014. The current state of business intelligence in academia: The arrival of big data.Communications of the Association for Information Systems,34(1), p.1 Wu, D.D., Chen, S.H. and Olson, D.L., 2014. Business intelligence in risk management: Some recent progresses.Information Sciences,256, pp.1-7 Zikmund, W.G., Babin, B.J., Carr, J.C. and Griffin, M., 2013.Business research methods. Cengage Learning.

Tennessee Williams Conclusion Essay Example For Students

Tennessee Williams Conclusion Essay I. Teaching/Learning Objectives for College-Level StudentsIn this first section, I will list some teaching/learning objectivesfor college-level students studying Tennessee Williams. They are: * To read and comprehend the plays written by Williams. * To be able to explain quotes and/or passages from the plays. * To be able to tell about the life of Tennessee Williams. We will write a custom essay on Tennessee Williams Conclusion specifically for you for only $16.38 $13.9/page Order now * To have an understanding of the 20th century culture (ex. language, family life, etc.). * To be able to read and respond to the plays by writing essays ofcriticism. * To be able to do through research on Williams. * To learn how to enjoy the writings of Tennessee Williams. II. Brief Overview of Tennessee Williams CareerTennessee Williams was born Thomas Lanier Williams in 1911. Heattended the Universityof Missouri in Columbia (Blooms BioCritiques, 21). There he became thefirst freshman to win an honorable mention in the Dramatic Arts Club One-Act Play Contest (Blooms BioCritiques, 22). One of the poems he wrotewas published in his college yearbook in 1932. In 1938, Williams graduated from the University of Iowa (BloomsBioCritiques, 115) and in 1939, he received the Rockefeller grant(Blooms BioCritiques, 115). In 1944, one of his most famous plays, TheGlass Menagerie, opens up in Chicago. Three years later, A Streetcar NamedDesire is debuted. Within the next ten years, Williams had written atleast ten other plays. In 1961, he won the New York Critics CircleAward (Blooms BioCritiques, 116). He received that National Arts Clubgod medal for literature (Blooms BioCritiques, 117) in 1975. Williamsreceived an honorary degree from Harvard University (BloomsBioCritiques, 117) in 1982, a year before he died. III. Analysis/Close Reading of The Glass MenagerieThe Glass Menagerie has four main characters. They are AmandaWingfield, TomWingfield, Laura Wingfield, and Jim OConnor. Amanda Wingfield is thesingle mother in the play. Her husband had deserted the family yearsbefore. Tom Wingfield is the son of Amanda. He works in a shoe warehouseand is the main breadwinner of the family. Laura Wingfield is the daughterof Amanda. She is slightly disabled and enjoys playing with her collectionof glass animals. Last, but not least, Jim OConnor is the man who Laurahad liked in high school. He later shows up at their home as a gentlemancaller for Laura. There are many themes that the readers must take underconsideration. They are: escape, disappointment, dreams, hope, anddespair. This analysis comes from The Anthology of American Literature. In Scene I, Tom is seen addressing the audience from the fire escape. He tells the audience that this is a memory play (Williams, 1450). Healso tells them about the other characters in the play. Tom speaks abouthis father who had left the family some time ago. He said that his fatherwas a telephone man who fell in love with long distances (Williams,1450). Tom goes into the dining room where Amanda and Laura are. Amanda,being a nagging mother, is fussing at Tom about how he eats his food. Thisstarts a small argument between the two and Tom goes into the living room. Laura gets up the blanc mange (Williams, 1451). Amanda tells her to sitdown because she wants her to be fresh for her gentlemen callers. Lauratells her that she is not expecting any. Amanda then begins to tell herstory of how she had seventeen gentlemen callers in one day. Laura and Tompatiently listen to the story once more. Amanda sends Laura into theliving room to practice her typing. She also tells Laura to Stay freshand pretty Its almost time for our gentleman callers to start arriving(Williams, 1452). Laura is sure that she would not have any and she feelsthat her mother was afraid that she was going to be an old maid(Williams, 1452). As Scene 2 opens up, Laura is seen playing with her glass animals. Assoon as she hears Amanda coming, she puts them away quickly and pretends tostudy her typewriting homework. When Amanda comes in, Laura asks her howeverything was. Amanda accuses Laura of deceiving her, but Laura does notknow what she is referring to. She tells Laura that she had gone toRublicans Business College (Williams, 1454) to check on Laurasprogress. When she talked to the typing teacher, the teacher did not evenknow who Laura was. Amanda complains about losing fifty dollars on tuitionand the thought of her dreams for Laura going downhill. She demands thatLaura tell her where she goes when she is not a school. Laura explains toher that she takes walks in the park. She then tells Amanda that she hadgotten sick one day and could not go back. Amanda begins to wonder aboutwhat happens to young girls who do not have a future career in mind. Shesays, Ive seen such pitiful cases in the South barely toleratedspinster s living upon the grudging patronage of sisters husband orbrothers wife (Williams, 1455). Amanda then asks Laura if she had ever liked a boy. Laura tells heryes, a boy named Jim. She tells Amanda a little about Jim and how he usedto call her Blue Roses (Williams, 1455). Amanda all of a sudden says,Girls that arent cut out for business careers usually wind up married tosome nice man. Sister, thats what youll do (Williams, 1456). Lauradoes not think so because she is crippled. Amanda does not like for Laurato use the word cripple and says that all she needs to do is to developcharm (Williams, 1456). Scene 3 shows Tom on the fire escape talking about his mothers plansfor Laura. He tells the audience that in order to raise some extra money,she started trying to recruit subscribers for a magazine by telephone. Thescreen image changes to a glamor magazine (Williams, 1456) as Amandaenters the room. Amanda is having a phone conversation with a woman fromher D.A.R. group. She is trying to get her to renew her subscription tothe magazine. While shes talking, the woman says that she smellssomething burning in the kitchen and hangs up. The scene then dims out. As the lights on stage appear again, the audience can hear a heatedargument between Amanda and Tom. Tom is angry because Amanda had returneda library book without his permission. Amanda says, I took that horriblenovel back to the library yes! That hideous book by that insane Mr. .u03fde1068fd3699522e488bdac9c48f8 , .u03fde1068fd3699522e488bdac9c48f8 .postImageUrl , .u03fde1068fd3699522e488bdac9c48f8 .centered-text-area { min-height: 80px; position: relative; } .u03fde1068fd3699522e488bdac9c48f8 , .u03fde1068fd3699522e488bdac9c48f8:hover , .u03fde1068fd3699522e488bdac9c48f8:visited , .u03fde1068fd3699522e488bdac9c48f8:active { border:0!important; } .u03fde1068fd3699522e488bdac9c48f8 .clearfix:after { content: ""; display: table; clear: both; } .u03fde1068fd3699522e488bdac9c48f8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03fde1068fd3699522e488bdac9c48f8:active , .u03fde1068fd3699522e488bdac9c48f8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03fde1068fd3699522e488bdac9c48f8 .centered-text-area { width: 100%; position: relative ; } .u03fde1068fd3699522e488bdac9c48f8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03fde1068fd3699522e488bdac9c48f8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03fde1068fd3699522e488bdac9c48f8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03fde1068fd3699522e488bdac9c48f8:hover .ctaButton { background-color: #34495E!important; } .u03fde1068fd3699522e488bdac9c48f8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03fde1068fd3699522e488bdac9c48f8 .u03fde1068fd3699522e488bdac9c48f8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03fde1068fd3699522e488bdac9c48f8:after { content: ""; display: block; clear: both; } READ: Paper on Cheating EssayLawrence (Williams, 1457). Tom lashes back by saying that he is the onewho pays the rent on the house. Tom walks out into the dining room andAmanda follows. Amanda tells him, I am at the end of my patience(Williams, 1458). Tom tells he that he has too. Amanda tells him that shethinks that he is ashamed of some of the things that he has been doing andthat is the reason for his behavior. She also thinks that he has beenlying about going to the movies every night. She says that he has no rightto jeopardize his job and their security. Tom tells her that he does notlike his job at the warehouse. The only reason that he stays is so he cansupport the family . Amanda thinks that he is being selfish. Tom pointsout to her that if he is being selfish, Id be where he is -GONE(Williams, 1458)! He says this while pointing at his fathers picture. Tom attempts to leave saying that he is going to the movies when Amandagrabs him by the arm. As he looks for his coat, he calls her an ugly babbling old witch (Williams, 1459). Tom tries to put the coat on andthe shoulder rips. He throws it across the room and it hits Lauras glasscollection. Laura begins to shriek and yells, My glass! -menagerie(Williams, 1459). Amanda turns to Tom and says that she wont speak to himuntil he apologizes to Laura. He goes over to clean up the broken glass onthe floor. As looks at Laura as if he wanted to say something but he couldnot speak. When Lauras glass shattered, a piece of her was shattered too. Scene 4 opens up with Tom returning home from the movies. He tellsher that he went to see a big stage show (Williams, 1460) starringMalvolio the Magician (Williams, 1460). He explains to her how he hadchanged water into wine and beer into whiskey. Tom says the wonderfullesttrick of all (Williams, 1460) was when he managed to escape from a nailedcoffin. He asks, But who the hell ever got himself out of one (a coffin)without ever removing a nail (Williams, 1460)? Then, a grinningphotograph (Williams, 1460) of his father lights up. The scene fades. Amanda sends Laura to wake Tom up since she is still not speaking tohim. Laura begs him to apologize, but he refuses. He says, Her notspeaking is that such a tragedy (Williams, 1460)? Amanda keeps callingLaura because she wants her to go to the store to get some butter. AsLaura leaves, she slips on the stairs and Tom and Amanda rush to see whathad happened. Laura says that she is okay. Amanda keeps talking about howthe landlord should shape up. Then she realizes that is was not speakingto Tom. Tom goes to the kitchen and has a cup of coffee. The hot coffee burnshis tongue and he gasps. Amanda turned to see if he was okay. Tom thenapologizes to his mother. She starts to cry saying, My devotion has mademe a witch and so I make myself hateful to my children (Williams, 1461). She tells Tom how important he has been to her since her husband left. Theconversation then turns to Laura. Amanda tells him that she had seen Lauracrying in her room and she thinks that it is because Tom is unhappy. Sheasks him why does he go to the movies so much. Tom tells her that he goesbecause he likes adventure. Amanda says that most men find adventure attheir jobs. Tom says that he does not. He tells her that a man is byinstinct a lover, a hunter, a fighter (Williams, 1463). Amanda does notwant to hear that nonsense, so Tom gets up to leave. Amanda wont let himleave because she is not finished talking about Laura yet. Amanda says that she had found a letter from the Merchant Marines andshe knows that Tomwants to go. She says that he can go only if he finds a husband for Laura. She wants him to find someone at his job to bring home. Tom reluctantlyagrees to do so. Amanda is happy now. In Scene 5, Amanda is asking Tom to comb his hair and for him not tosmoke so much. Shesays that the money he sends on cigarettes could have been used to take anight-school course (Williams, 1465). Amanda comes out onto the fireescape with Tom. They both make wishes on the new moon. Amanda says thatshe wished for, success and happiness for my precious children (Williams,1466). Tom thought that she might have wished for a gentleman caller(Williams, 1466). He tells her that he had found someone at his job forLaura and that he was going to bring him home tomorrow. Amanda says thatshe does not have enough time to prepare. They go back inside so that Tom could tell her about the gentleman. He tells her that his name is Jim OConnor who is a shipping clerk(Williams, 1468). Amanda asks whether or not he drinks because, Old maidsare better off than wives of drunkards (Williams, 1468). Tom tells herthat OConnor does not even know about Laura yet, but Amanda is sure thathe will like her. Tom does not think so because Laura is crippled. Amandadoes not like for him to use that word. Tom gets up to go to the movies and Amanda yells down the fire escapeafter him that she still doesnt believe he goes to the movies. She callsto Laura to come make a wish on the moon. She asks what she should wish forand Amanda, with tears, says, Happiness and good fortune (Williams,1470). Scene 6 opens up with Tom narrating to the audience. He says that hehad brought Jim homethe next night. He then goes on to tell about Jims achievements in highschool. As the curtainsrise, we see Amanda hemming Lauras dress. Laura is nervous. Amandacannot understand why Laura is so antisocial. Amanda puts the finaltouches to Lauras appearance by stuffing her bra with two powder puffs. Amanda then goes off to get dressed also. Amanda comes back in the room wearing a yellowed voile with a bluesilk sash (Williams, 1472). She is also carrying a bouquet of flowers. Amanda then starts to tell the story about the summer she met her husband. Laura asks what Mr. OConnor full name is and Amanda says, Jim OConnor(Williams, 1473). After hearing this, Laura almost faints. She says thatshe will not come to the table if it is the Jim OConnor she knew fromschool. Amanda will not hear of it. She says that Laura has to let themin because Jim had left his key. .u35b9ae30d50c8a80ae4dc4821ad4ced8 , .u35b9ae30d50c8a80ae4dc4821ad4ced8 .postImageUrl , .u35b9ae30d50c8a80ae4dc4821ad4ced8 .centered-text-area { min-height: 80px; position: relative; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 , .u35b9ae30d50c8a80ae4dc4821ad4ced8:hover , .u35b9ae30d50c8a80ae4dc4821ad4ced8:visited , .u35b9ae30d50c8a80ae4dc4821ad4ced8:active { border:0!important; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .clearfix:after { content: ""; display: table; clear: both; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u35b9ae30d50c8a80ae4dc4821ad4ced8:active , .u35b9ae30d50c8a80ae4dc4821ad4ced8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .centered-text-area { width: 100%; position: relative ; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u35b9ae30d50c8a80ae4dc4821ad4ced8:hover .ctaButton { background-color: #34495E!important; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u35b9ae30d50c8a80ae4dc4821ad4ced8 .u35b9ae30d50c8a80ae4dc4821ad4ced8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u35b9ae30d50c8a80ae4dc4821ad4ced8:after { content: ""; display: block; clear: both; } READ: Violence: Dont Play That Game? EssayLaura is sitting in the living room when she hears the guys coming upthe fire escape. Amanda tells her to open the door, but she just sitsthere. Laura claims to be sick. After she lets them in, Laura immediatelyleaves the room. Tom explains to Jim that Laura is terribly shy(Williams, 1474). Tom and Jim go on the fire escape to smoke and to talk about work. Amanda calls them inside. Amandas dress and attitude surprise them. Shesends Tom to get Laura and Tom comes back saying that Laura is not feelingwell. Amanda insists that she comes and eats. Laura comes in and stumblesover a chair. Amanda realizes that Laura may actually be sick. She tellsTom to help Laura over to the sofa. The other three go back to eatingdinner. As Tom is praying, Amanda steals a nervous glance at Jim(Williams, 1478). Laura is seen on the sofa with her hands over her mouthtrying to hold back a sob. As the curtains rise for Scene 7, Laura is still seen lying on thesofa. As soon as the othersfinish eating dinner, the lights go out because the bill has not been paid. Amanda lights a candle and goes to check the fuse box with Jims help. She makes Tom help with the dishes. Jim goes to keep Laura company. Laura is nervous talking to Jim, but Jim is comfortable. He asks herto sit on the floor with him and she does. Jim tells her that he judgesher to be an old-fashioned type of girl (Williams, 1481). Laura asks himwhether or not he had kept up with his singing. Jim then realizes that hehad known her from highschool. She tells him that he used to call herBlue Roses (Williams, 1481). He remembers that she was a loner andalways self-conscious because of her leg braces. Laura then goes to get a highschool yearbook. The two begin to lookat pictures. Laura tells Jim that she went to three performances of ThePirates of Penzance hoping that he would sign her program. She says thatshe did not come up to him because he was always surrounded by a group ofpeople. Jim takes one of her programs and signs it saying, My signatureisnt worth very much right now. But some day maybe it will increase invalue (Williams, 1484)! They then talk about school and their futuredreams. Laura asks Jim about his highschool girlfriend and if they wereengaged or not. Jim says that they never were and that he never sees her. Laura shows Jim her glass collection. She points out that herfavorite one is the unicorn. Jimputs the unicorn back on the table and goes to the fire escape door. Heopens the door and hears waltz music coming from the Paradise Dance Hall(Williams, 1486). He asks Laura if she would like to dance. She says thatshe cant dance. He convinces her to try and they start dancing a clumsywaltz (Williams, 1487). As they are dancing, they bump into the table andthe unicorn falls on the floor and breaks. The horn is lost. Jim feelsbad because it was her favorite. Surprisingly, Laura is not too upsetabout it. She says, Glass breaks so easily. No matter how careful youare (Williams, 1487). Jim is impressed by her sense of humor. His voicechanges as he begins to tell her how different she is from other girls andhow pretty she is. He insists on kissing her and he does. After doingthis, he realizes that he has made a mistake. Jim explains to Laura thathe is dating someone else. He goes on to talk about how wonderful it is tobe in love and that this girl has turned his life around. Laura then givesJim the broken unicorn as a souvenir (Williams, 1490). This is a symbolthat Laura is heartbroken. Amanda comes into the room and Jim then tellsthem that he and his girlfriend are getting married the second Sunday inJune (Williams, 1491). Amanda is surprised and wonders why Tom did nottell them. Jim tells her that no one at his job knows yet. He then thanksher for her hospitality and Laura for the souvenir and leaves. Laura sits by the Victrola and winds it up. Amanda calls Jim in andtells him, What awonderful joke you played on us (Williams, 1492)! Jim does not know whatshe is talkingabout. Amanda tells him that Jim is engaged. Tom says that he did notknow. He says, the warehouse is where I work, not where I know thingsabout people (Williams, 1492)! Amanda insists that he lives in a dreamworld. Tom attempts to walk out saying that he is going to the movies. Amanda accuses him of being selfish once more. He tells her, The more youshout about my selfishness to me the quicker Ill go, and I wont go to themovies (Williams, 1492)! She tells him to just go to the moon. Tomsmashes his glass on the floor (Williams, 1492) and storms out of thehouse. At the end of the play, Tom is seen narrating from the fire escape. He says, I didnt go to the moon, I went much further for time is thelongest distance between two places (Williams, 1492). He explains that hewas fired from his job for writing a poem on the lid of a shoe-box(Williams, 1492). He says that he followed in his fathers footsteps. Hesays that he continues to think about Laura wherever he goes. IV.Williams Style and Literary MentorsThe World Book Encyclopedia says that Williams is an Americanplaywright whose dramasPortray the loneliness and isolation of man. He has been criticized forhis use of violence andsexual abnormality, but his dominant tone is one of tenderness andcompassion. The language of his plays is occasionally coarse n thenaturalistic tradition, but it is generally poetic (261). Tennessee Williams had many literary mentors. He enjoyed the works ofOscar Wilde (Blooms BioCritiques, 82), Percy Shelley (BloomsBioCritiques, 82), John Keats (Blooms BioCritiques, 82), Shakespeare andothers.

Writing English Drama Scripts in ESL Class

Writing English Drama Scripts in ESL Class English learners need to use their English in productive settings to improve their communicative skills. One of the most fun ways to do this is by working on collaborative projects. Students work together towards some tangible goal such as a business presentation, creating a powerpoint slide or by performing a short work for each other. This lesson plan focuses on helping students write a short script, practice the dialogue and perform for fellow students. Having students perform a short drama script that theyve developed combines a number of production skills through working in groups. Some of the territory covered includes: Writing skills - writing up the scriptPronunciation - working on stress and intonation when actingFocus on specific terminology depending on subject - including target vocabulary taken from previous lessonsNegotiation skills with other students - working together to choose a romantic film, choosing appropriate language for linesImproving confidence - acting in front of others This activity is especially useful after students have been studying a particular topic area over a period of time. In the example lesson, Ive chosen romantic films for classes that have been developing their understanding of relationships. Its best to start off by exploring related vocabulary through the use of vocabulary trees and related exercises. Once students have expanded their vocabulary knowledge, they can work on speaking about relationships through the use of modal verbs of deduction for giving advice. Finally, students can put together their newly won knowledge by putting it all together creating a script on their own.   Drama Script Lesson Plan Aim: Building conversational and team working skills in English Activity: Creating an English drama script based on a romantic film Level: Intermediate to advanced level learners Outline: Ask students to name a romantic film. Make sure that most if not all of the students are familiar with the film.As a class, have the students choose a film with a limited (best two, three, or four) number of characters that are crucial to the overall plot of the film.Write the characters up on the board as in a dialogue between the characters.Solicit lines from the class for a short portion of the scene. Encourage students to use vocabulary theyve learned throughout the course of the past few lessons.Read the lines dramatically, have students practice the lines in their own small groups. Keep the focus on the acting to help focus on stress and intonation in pronunciation.Explain the project to the class. Stress that students should create the lines themselves, rather than try to find a clip from the film and reproduce the lines individually.Pass out the project worksheet.Have students access the internet to find the plot outlines on the site suggested below or another movie spoiler s ite. Once students have found the plot outlines, print out the outline so students can work together in groups to choose the appropriate scene.Follow the directions below in the handout for the students. Project: Writing a Drama Script You’re going to write your own script for a scene from a movie about a romantic relationship. Here are the steps: Go to themoviespoiler.com.Choose a romantic movie that you already know.Read through the movie description and choose one short scene (or paragraph) from the description to write a script for.Choose your characters. There should be one character for each person in your group.Write the script using the description as your guideline. Try to imagine what each person would say in that situation.Practice your script in your group until you feel comfortable with your lines.Get up and perform! You’re a STAR baby!! Next stop: Hollywood!

What to Do When Asked to Give Away Your Work

What to Do When Asked to Give Away Your Work Received a little bit of feedback from last weeks post on the flip side of free, but not as much as I wouldve thought. Which tells me something . . . more people are giving it away than I thought. Twice this past weekend, I heard authors rant about how little they were making, and how their incomes had plummeted in the last few years. They were red-hot about their publishers being the culprits. While many publishers are known for inserting questionable, strangling, taking-advantage clauses in a contract, I do not hold them totally to blame. Thats too easy, and its not completely true. It is true that publishers will take advantage. Their job is to make money publishing, not be friends with authors. I dont care how much you might love your publisher, sooner or later, youll feel slighted. And theyll just keep on keeping on, not ruffled in the least. While its nice to have a great working relationship, dont make the mistake of seeing it as anything but that. The problem is that writers are accepting less and less for their work. So publishers and editors become more than happy to pay less. They lower the rates, and authors kneel and accept without negotiation. And new writers are coming in thinking thats the norm. Can you see the shifting paradigm? That goes for ebook sales, literary journals, writing for magazines, and royalties. Anyone who has started trying to publish in the last three years thinks today is the norm. And because they make nickels and dimes from sales, they treat it like the income it provides: a hob I want to go back to what FFW stands for: writers making money not writers accepting what they can get. Come on, people. Ask for more. These days you can indie publish, for goodness sake, if they dont pay you what you deserve. Readers do not understand any of this and dont care. They dont have to care, and they dont have to understand. I dont care about how much a worker makes who builds my car or stocks my grocery store. But still, readers think writers who publish are making gobs of money. We are not going to change that thought, so dont try. Our payment issue  is an internal issue, not the reading publics. I spoke to one author whose husband is a musician, where its as bad as or worse than writing. She suggests declining the offers to give away work. When someone asks for free books from you, thinking you get tons of them for free, decline and suggest a library or a bookstore that offers a loyalty discount. When an editor of a publication asks for your work for free or an embarrassing figure like 1/2 cents per word, remind them you must be compensated for your work because you practice a profession, not a hob Now . . . to the hob Writing for a hob I use this additional example when I speak to writers about earning a living: Ill be a whore to whoever will pay me for my work. I will not give it away for free. However, Id rather be a call girl than a street walker, and get paid more of what Im worth.

Effects of employment insurance on unemployment (Canada) Essay

Effects of employment insurance on unemployment (Canada) - Essay Example policy is to increase the opportunity cost of those Canadian citizens’ who are unemployed and to reduce the cost of working by mobilizing the unemployed people to look for a job.1 It is believed that this policy will help unload the burden on low-skilled laborers as well as improving the Canadian public employment agencies. In the short term run, it is expected that there will be an increase in the unemployment rate because the employment insurance policy is expected to promote more people into job searching. The number of people looking for jobs will continue to increase because of the job searching performance that is being monitored directly by the Human Resources and Social Development Canada (HRSDC). The increase in the supply of manpower will create an adjustment in the supply and demand curve of labor in the market. (See figure 1) The increase in the number of people looking for a job will eventually affect the supply and demand for employment in the sense that the bigger the supply of manpower available in the market force will give room for employers to select a prospective employee at a lower salary. (See figure 2) Considering that the supply of manpower continuously increases, the demand for manpower decreases. This will give the company the privilege to select competent employees at a cheaper salary. Cheaper salary will result to a decrease in the operational cost per unit in production. A lower operational cost will result to an added profit for the company. (See figure 3) For example, a company is able to manufacture a toy that sells for $10 per hour. Given that there is no other production cost except for the salary of a worker, if the salary of a new worker is only $5 per hour as compared an old employee rate of $7 per hour, the profit per unit will be: Profit per toy (new worker) = Price – Cost per toy The same process applies in reverse. Given that the selling prices fall but the input costs are relatively fixed, the profit margin will

Imagining the Nation in British India Term Paper

Imagining the Nation in British India - Term Paper Example The prohibition of the practice in the year 1829 was considered to be an important step towards the emancipation of the Indian women. It is argued by Lata Mani that the women who were central to this practice had no role in the debate and the controversy was more about the meaning of Hindu tradition, the place of worship and the role assumed by the colonial state. She questions the motives of the British in the abolition of the practice. In her writings, she has shown how the colonial bureaucrats were divided in the intervention in the practice on the ground of the political implications of the issue. The role of the British in the mediation in a local matter cannot be considered as one based on humanitarian grounds. The author questions the objectives of the mediation as the practice of sati was initially condemned by the British but was later covertly approved by them and as a final stand they banned the practice officially. This transformation of stand only proves the views of the author that the acts of the British were not one based on humanity but were influenced by vested interests. When they understood that the open denouncement can cost them politically they approved it but later on in a bid to establish their political supremacy in a foreign country they banned the practice. Lata has also highlighted the scriptural interpretation related to widowhood. She explains how Rammohun Roy, a nineteenth-century noted Bengali reformer, interpreted the scriptures. The scriptures refer to the prescriptive tests that describe the rules of social living. Lata viewed these interpretations as an understanding mode that developed side by side along the colonial rule. Rammohun Roy highlighted that as per the brahmanic scriptures the sati can only be voluntary without any coercion. In her work she has also tried to draw attention to the role of Walter

The Historical Progression of African American Essay Example for Free

The Historical Progression of African American Essay In Unit One, life for African Americans was transformed by Lincoln’s proclamation of emancipation. The social/cultural issue they faced was without economic dependence, effective freedom would never be had. In response to that issue they chose to gain literacy, build black churches, and remain working for white land owners. The outcome of that was the establishment of black churches controlled by freed staves, blacks were trained to be teachers, and sharecropping agreements were made between white land owners and African Americans. In Unit Two, life for African Americans was plagued by violence and intimidation. The political issue they faced was reform for the support of white supremacy. In response to that issue they chose to protest against segregation, discrimination, and disfranchisement. The outcome was the establishment of the organization National Association for the Advancement of Colored People (NAACP) which rallied for the equal rights and privileges of African Americans. In Unit Three, life for African Americans was leaning toward financial independence. The economic issue they faced was securing better paying jobs. In response to this issue they sought employment in the railroad and automobile industries. The outcome was the black owned businesses, Pullman porters, and growth in the entertainment industry by way of the Harlem Renaissance. In Unit Four, African Americans became influential in the television and film industry. The literary issue that they faced was unbiased portrayal of their culture. In response to that issue African Americans became freelance writers and photographers. The outcome was the showcase of the talented African American writers and photographers who achieved rose above the achievements of their peers. In Unit Five, the life of African Americans was ridiculed by the increase in teenage pregnancies. The religious issue they faced is abstinence is more spiritually moral than birth control. In response to that issue they choose use the methods that they saw fit to counter act teenage pregnancies. The outcome of that was a decrease in the incidents of teenage pregnancies. The historical progression of African Americans was accompanied by new found freedom, racism, and struggle for equal rights and opportunities. The Civil War was supposed to be justification of social and political freedom for all American born people. The end of the Civil War bought freedom to enslaved African Americans but the change in social status did not provide much relief for them because they lacked economic dependence. The period from 1865-1876 was the most transforming period in history for African Americans. Emancipation freed slaves from whippings, the breakup of families, sexual exploitation, and constant confinement. For African Americans freedom meant the right to travel without the permission of their white captors. The south witnessed a massive migration of freedmen as they traveled to reunite families and establish permanent homes. Politically, it became evident that emancipation and equality were not synonymous and that oppression arose in a variety of forms. Political actions influenced an economic situation that was already bleak (Meacham, 2003). Prominent African American leaders fought the National Republican Party to secure rights promised by the Equal Rights Amendments and to extend those rights into material independence for the freed people. However this would be difficult because of the numbers of newly freed slaves who were largely uneducated, highly migratory while searching for family or employment, and largely disorganized by centuries of oppression (Meacham, 2003). After the Civil War, the newly freed southern blacks developed many methods to obtain the freedom and equality that they had expected from emancipation. One such effort was the Exoduster movement. The Exoduster movement was an attempt by Benjamin â€Å"Pap† Singleton, a former slave and others to encourage migration of African Americans from the old south to Kansas. Singleton worked towards this goal within the black community in a variety of ways and developed support in the dominant societys institutions. Singleton saw the need to improve the material status of freedmen. In 1880, he told the Senate, â€Å"My people want land we need land for our children and our disadvantages that caused my heart to grieve and sorrow; pity for my race, sir, that was coming down, instead of going up that caused me to go to work for them. Because of the freedmen history of agricultural labor, land seemed the most expedient need for their economic development (Meacham, 2003). Blacks remaining in the South after the war had few choices, so they had to continue to work for white landowners. Although they paid some wages, whites wished to continue the old system of labor consisting of close supervision, gang labor, and physical punishment. African Americans’ refusal to work under these conditions or live in the old slave quarters near the master’s house, afforded them the task of erecting cabins on plantation land located far away from the main house. Wages were at $5 or $6 a month but in the year 1867 wages increased to $10 a month. Because African Americans farmed were able to farm separate sections of land, a rise in sharecropping developed. African Americans would tend the crops and split them with the white landowner at the end of the planting season (Davidson, Gienapp, et al, 2008). After the Civil War, education became the main source of release from the mental chains of slavery. During this time there were many who had never experienced basic education due to the constraints of slavery. However, those who had been exposed to formal as well as informal education established what was called â€Å"Sabbath schools† which were operated in churches on Sundays and through the week. Religious denominations such as African Methodist Episcopal, Colored Methodist Episcopal, and Black Baptist helped to educate freedmen because they knew that education was a form of eradicating illiteracy, poverty, and the degradation of slavery. Education was not just a strike against discrimination, but a means of gaining respect and dignity ( Butner, 2005). The anti-freedom movement progressed and grew stronger. During the period from 1877 to 1920, the situation hardly changed for better. The discrimination of African Americans was ongoing. The 1890’s was one of the lowest points for African Americans. Lynching increased, black voting suffered drastic restrictions, and special facilities were used to segregate whites from blacks. This segregation was represented by signs painted with the words â€Å"For Whites Only. † African Americans from all walks of life began to fight back against such discriminations. Booker T. Washington tried to influence blacks to accept segregation but W. E. B. Du Bois believed that intellectual growth would be damaged if they settled for vocational training. Du Bois, not accepting of the discriminatory caste system structured by whites, also believe that blacks could achieve a better future if they fought politics to gain suffrage and equal rights. As a result of protest against segregation, disfranchisement, and discrimination; the Niagra Movement was formed in 1905. This movement sought political and economic equality for colored people. However, in 1909 a coalition of black and white reformers came together and changed the movement into the National Association for the Advancement of Colored People (NAACP) which challenged the legality of the Jim-Crow system of bigotry and segregation (Davidson, Gienapp, et al, 2008). Black professionals identified the Achilles heel of white supremacy. Segregation provided blacks the chance, indeed, the imperative, to develop a range of distinct institutions that they controlled. Maneuvering through their organizations and institutions, they exploited that fundamental weakness in the separate but equal system permitted by the U. S. Supreme Courts 1896 decision in Plessy v. Ferguson. For all their violence, lynching, prejudice, and hatred, white supremacists could not exterminate black people. The white supremacists major goal, after all, was to maintain an exploitable labor force that would remain in a inferior place (Hine, 2003). However, in 1921-1945, the situation started to improve and the civil right movement of African Americans had started to grow stronger. The 1920s were the period known as the Harlem Renaissance. As a result of the Great Migration of African Americans from South to North, their number of blacks in Northern states increased steadily. They had more opportunity to exercise their rights because oppression in the North was not as severe as in the South. The cultural movement, known as the Harlem Renaissance, spread nationwide and became a powerful movement which proved that African American communities had the power and ability to achieve success in the US (Tolnay, 2003). Since the time of Emancipation in the 1860s, economic circumstance handicapped Baltimores African-Americans. They understood that advances in economic opportunities were crucial to other gains in social access and civil rights. During the 1930s workplaces across Baltimore begin to yield such access and opportunity. Increased access and opportunities came in a wide array of industries. The strength behind the change rested on the expanding black population. Ariving by bus, train, and by car, African Americans came to Baltimore in search of higher wages and to escape from the hedged-in experience of the deeper South. They came in search of greater job variety and greater political freedom. By the mid-1940s, Baltimore-bound blacks averaged fifty people each day and as many as 300 per week. Drawn to Baltimore for the chance at something better, they more than doubled the citys African-American population in the forty years following 1910. Union goals and civil rights aims largely paralleled each other. Amid the talk of labor reform, a rights consciousness developed among blacks, supplying working-class militancy with a powerful, moral foundation. War-time protests, such of the 1942 March On Annapolis, also emphasized the need for opportunities. For example, when white workers walked off their jobs at Western Electric in 1943, in protest of the absence of worksite segregation, in spite of racial tensions many blacks progressed economically and occupationally. Beyond industrial work, blacks struggled through the 1940s. All of the 800 employees in the citys post worked as custodians or mail handlers. The municipal government as well as many other city departments barred African-Americans from employment. By the early 1950s, most municipal entities dropped their color bar, including the Baltimore City Fire Department, which appointed ten black firelighters in 1953. In the private sector, several important companies offered semi-skilled positions to blacks for the first time, including the Yellow Cab Company, which opened driver opportunities in 1951(Terry, 2004). In the post-World War II period, from 1946 to 1974, African Americans became major contributors in the television and film industry. African American actors and actresses were forced to accept demeaning roles or have no roles. However in spite of these demeaning portrayals, African Americans starved to see folks who looked like themselves in films and on television. During the 1970s, several African American families were introduced on American television with series such as The Jeffersons (George and Louise) and Good Times (James and Florida Evans). Both shows were spin-offs of Norman Lear programs: The Jeffersons hailed from All in the Family and Good Times from Maude. Two important components regarding these programs addressed are their overall societal harm and/or good and the different way, in which blacks and whites processed the programs contents. The widely popular Cosby Show arrived in the 1980s, providing a stark contrast to the ghetto based comedies of the 1970s (Mastin, 2006). In 1964, Sidney Poiter’s acting talent and skill earned him an Oscar, making him the first African American male to win this prestigious honor. Finally, teenage pregnancy has plagued the African American community for many years. The high rate of adolescent pregnancy among African-American adolescents and damaging consequences of premature parenting make it imperative that strategies be developed to address these problems. This oversight is tragic given that an early adolescent pregnancy often predicts the beginning of a rapid succession of unwanted births and that such repeat pregnancies have adverse consequences for the infants health as well as for the mothers developmental, educational, and occupational well-being (Okwumabau, Okwumabau, Elliott, 1998) The period from 1976-present, several attempts have been made throughout the African-American community to provide programs and services to prevent this problem. However, some scholars and practitioners argue that such prevention programs and services are doomed to failure when African-American communities lack the ability to recognize or build on the cultural integrity of that community. The continued high rate of adolescent pregnancy among African-Americans, despite extensive intervention and prevention efforts, brings to the forefront the issue of cultural consistency as a key ingredient in providing prevention programs (Okwumabau, Okwumabau, Elliott, 1998). The Let the Circle Be Unbroken: Rites of Passage program is a translation of the theoretical underpinnings of an Afrocentric conceptual model into a prevention program. It influences adaptation of socialization processes observed in African cultures, which acknowledge that it is necessary to assist adolescents in the transition or passage from childhood into adulthood. â€Å"Rites of passage† is a cultural experience which requires that ideology, education, training, and culture be taught prior to an activity or celebration marking the successful transition from one stage of development (adolescence) to another (adulthood). For example, young people in many African societies are involved in initiation and training experiences that can extend from a few days or weeks to several years. More often than not, the training is conducted by elders in the society and includes a period of total separation from ones family and community during which the young person lives alone or together (communally) with others who are also in training. The young persons return from the separation-back to her family or community-signifies the successful completion of a developmental process and the earning of the respect of the community for having done so. This is the time that new responsibilities and privileges are given to the youth The Rites of Passage program began in 1991 as a pilot project of the Memphis City Schools Adolescent Parenting Program. It initially targeted pregnant and parenting adolescents and was offered as an after-school program at the Comprehensive Pupil Services Educational Center (CPSEC), home to the systems special program for pregnant and parenting students. The subjects that are covered in the Rites of Passage program are: Knowing Africa increases awareness of global Africa, her geography, people, culture, beliefs, community, and family. Knowing Self and Others introduces participants, adult facilitators, leaders, and elders to the Rites of Passage program as a means of socializing youth for adult roles and responsibilities. Family History encourages appreciation of the African-American family, including its role and function from a cultural and historical perspective. The History of African People increases basic understanding of the history and accomplishments of people of African descent. Family Life Education increases knowledge and awareness about family life matters, including human sexuality and how ones sexuality relates to responsibility, values, and respect for self and others. Spirituality: The Journey Within increases understanding and awareness of the importance of spirituality to well being. Taking Care of Self and Etiquette promotes understanding of the importance of total wellness, including physical, emotional, and spiritual well being and enhances understanding of socially acceptable (appropriate and inappropriate) behaviors. Housekeeping and Finances increases understanding of the overall management of a household, including financial planning, money management, and homemaker skills (cleaning, grocery shopping, cooking, sewing, and mending). Values Clarification and Goal Setting develops awareness of the traditional value system that guided African people, and explores and begins to clarify individual values and encourages behavior, including life goals, that is consistent with values Conflict Resolution and Violence Prevention increases awareness and understanding of violence, including the kinds of violence that are destroying AfricanAmerican communities and people as well as the cause and consequences of violence. It also illustrates that violence is preventable and that there are alternatives to violence. Creativity increases basic understanding of the contribution of people of African descent to the creative arts as well as knowledge and appreciation of the creative arts, particularly those related to the history and culture of African people. X Life Management: Time, School, Work, and Leisure develops skills to appropriately manage ones life in regard to time spent at school, work, and at leisure. HIV/AIDS and Other Life-Threatening Conditions increases knowledge and awareness about sexually transmitted diseases and other health conditions (high blood pressure, homicide) that threaten the longevity of people of African descent. Communication increases awareness of the importance of communication skills. Assertiveness and Leadership increases awareness of the qualities of leadership, including those qualities shown by famous and/or high profile African-Americans, as well as the importance of assertiveness and leadership to ones growth and development. Career Development exposes participants to a variety of career options and the requirements for each career (Okwumabau, Okwumabau, Elliott, 1998). The Let the Circle Be Unbroken: Rites of Passage† program helped to decrease the incidents of teenage pregnancy among African American teenagers by providing them with knowledge of ancestrial heritage, self, family values, spirituality, and personal skills that influence them to make effective decision about birth control and sexuality which will not hinder them from succeeding in life due to teenage parenthood. Conclusion Lincoln’s signing of the Emancipation Proclamation in Unit One subjected African Americans to a life where economic dependence was vital in securing true freedom. The assistance of black churches enabled them recognize the importance of education in developing their own communities, securing employment, and gaining respect of white land owners. Although violence and intimidation was a part of the political reform of the Democrats in support of white supremacy, African Americans remained steadfast. Protests of social injustices such as segregation, discrimination, and disfranchisement, influenced the formation of the organization National Association for the Advancement of Colored People (NAACP) defenders of the equal rights and privileges of African Americans. African Americans’ achievement of financial independence in Unit Three was dependent on securing better paying jobs. The migration from South to North and the Harlem Renaissance afforded them the opportunity of employment as factory workers, postal workers and government employees. The unbiased portrayal of African Americans in television and film in Unit Four encouraged the creation of sitcoms and movies that presented the progression of blacks from demeaning roles to award winning roles that showcased their talents as award winning writers, photographers, actors, and actresses. The development of prevention programs in Unit Five, helped to decreased the incidents of teenage pregnancy by increasing community awareness. References Butner, B. (2005). The Methodist Episcopal Church and the Education of African Americans After the Civil War. Christian Higher Education, 4(4), 265-276. Retrieved July 20, 2009 from http://search. ebscohost. com. Davidson, J. W. , Gienapp, W. E. , et al. (2008). Nation of nations: a narrative history of the American Republic (6th ed. , Vol. 2). Boston: McGraw Hill. Hayes, J. (2009). Political-Cultural Exodus: Movement of the People! Black History Bulletin, 72(1), 7-13. Retrieved July 14, 2009, from Research Library. (Document ID: 1708145821). Hine, D. C. (2003). Black professionals and race consciousness: Origins of the Civil Rights Movement, 1890-1950. The Journal of American History, 89(4), 1279-1294. Retrieved July 20, 2009, from Research Library. (Document ID: 322744531). Mastin, T. (2006). Color Television: Fifty Years of African American and Latino Images on Prime Time Television/Representing Race Racisms, Ethnicities and Media. Review of Journalism Mass Communication Educator, 61(2), 218-222. Retrieved July 22, 2009, from Research Library. (Document ID: 1124893681). Meacham, M. (2003). The Exoduster Movement. Western Journal of Black Studies, 27(2), 108-117. Retrieved July 20, 2009, from Research Library. (Document ID: 828030721). Okwumabua, T. M. , Okwumabua, J. O., Elliott, V. (1998). Let the circle be unbroken helps African-Americans prevent teen pregnancy. SIECUS Report, 26(3), 12-17. Retrieved July 21, 2009, from Research Library. (Document ID: 26859760). Terry, D. (2004). Dismantling Jim Crow: Challenges to Racial Segregation, 1935 1955. Black History Bulletin, 67(1-4), 14-17B. Retrieved July 22, 2009, from Research Library. (Document ID: 1379490521). Tolnay, S. (2003, August). THE AFRICAN AMERICAN GREAT MIGRATION and BEYOND. Annual Review of Sociology, 29(1), 209-232. Retrieved July 21, 2009, from Academic Search Premier database.

Select Two Short Stories by Sir Arthur Conan Doyle which you Believe :: Free Essay Writer

Select Two Short Stories by Sir Arthur Conan Doyle which you Believe are Particularly Effective Examples of the Detective Fiction Genre. Sir Arthur Conan Doyle uses many literary devices to convey an impression of suspense and mystery. To do this, he uses a proven formula in all his stories which the readers find effective. He was successful because his stories dealt with the relevant problems of that time such as; inept policing, Jack the Ripper, opium dens, and so Sherlock Holmes was the antidote and exactly what everyone needed, he was an extremely well-developed character. It was early days of the genre and so people didn’t know what to expect, it was a totally new read and many enjoyed it. Doyle’s stories dealt with known and familiar locations and issues such as the role of science being true and not superstition or religion. It was very successful in the late 19th century and early 20th, but some people today say that it has slow moving and two-dimensional plots. This may be due to the obsession of technology today or the relationship between violence and the genre today. The two stories I will be exploring in depth are, ‘The Cardboard Box’, and ‘The Speckled Band’ and there will be references to other stories as well. I will be comparing the features in the stories and exploring the style of Doyle and the detective genre and why it was so successful. To ensure that the mystery itself is properly described, no detail is left out and this creates vivid images. The details that Doyle puts across are not softened in any way and this makes the story seem more believable. He goes to great lengths to describe everything so that a full picture can be constructed without leaving anything to the imagination. The Cardboard Box is about a mystery where two ears are sent to a lady and Holmes has to find out whose ears they are and why they were sent to the lady. The story starts with Watson and Holmes in conversation with reflects their friendship for each other and in most stories they are shown to be loyal to each other. They read an article in the newspaper about Miss Cushing who receives a parcel with â€Å"Two human ears, apparently quite freshly severed.† Holmes goes to see Miss Cushing and they talk about the mystery. â€Å"That is my trade†, shows the arrogance of Holmes which is shown in nearly all the stories. Holmes does his investigating with Watson at his side. He finds out all the information he wants from Miss Cushing.

Implement Marketing Strategies

BSBMKG514A Implement and monitor marketing activities [ Revision Number: 1 ] BSBMKG514A Implement and monitor marketing activities Modification History Not applicable. Unit Descriptor Unit descriptor| This unit describes the performance outcomes, skills and knowledge required to implement marketing activities described in a marketing plan, to monitor their effectiveness in meeting organisational marketing objectives, and take actions to improve marketing performance. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. | Application of the UnitApplication of the unit| This unit applies to individuals working in marketing management positions who are responsible for implementing and monitoring organisational marketing strategies. In this role they would usually lead and coordinate a marketing team, implement the marketing plan, monitor the performance of marketing strategies and evaluate their effectiveness. They also invol ve team members in identifying improvements to marketing strategies and formulating recommendations for future marketing activities. | Licensing/Regulatory Information Not applicable. Pre-Requisites Prerequisite units| | | | | | | |Employability Skills Information Employability skills| This unit contains employability skills. | Elements and Performance Criteria Pre-Content Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. | Elements and Performance Criteria ELEMENT| PERFORMANCE CRITERIA| 1. Implement marketing strategies and tactics| 1. 1.Brief stakeholders who participated in the marketing planning process on their implementation roles and responsibilities 1. 2. Id entify and brief marketing and non-marketing personnel critical to the success of the marketing plan, on the objectives of the plan, performance measures, and their roles and responsibilities1. 3. Prioritise marketing strategies and identify resources for their implementation, in accordance with organisational requirements1. 4. Implement communication and team building strategies to ensure that personnel responsible for each element of the marketing mix work together to meet the organisation's marketing objectives1. . Implement strategies for monitoring marketing activities and analysing marketing performance, in accordance with the marketing plan| 2. Monitor marketing strategies and tactics| 2. 1. Monitor and implement promotional activity against communication objectives in the marketing plan2. 2. Monitor product, pricing and distribution decisions against organisational policy and the objectives of the marketing plan2. 3. Monitor marketing results against targets in the marketing plan2. 4. Monitor marketing revenue and costs against budget, and analyse record variations 2. . Prepare and present marketing reports that indicate ongoing progress towards marketing objectives| 3. Evaluate and improve marketing performance| 3. 1. Regularly assess marketing performance against objectives3. 2. Identify opportunities for improvement through discussion with customers and personnel responsible for each element of the marketing mix3. 3. Change business practices in line with changing customer requirements to maintain business relevance and viability3. 4. Document recommendations for improvement in accordance with organisational requirements3. 5.Communicate changes to marketing objectives and targets with relevant stakeholders, to facilitate implementation| Required Skills and Knowledge REQUIRED SKILLS AND KNOWLEDGE| This section describes the skills and knowledge required for this unit. | Required skills| culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilitiesliteracy skills to prepare complex reports on marketing performance numeracy skills to analyse marketing performance, revenue and cost teamwork skills to manage a marketing team. | Required knowledge| rganisational strategic and marketing objectives, plans and performance measuresprinciples of the marketing mixkey provisions of relevant legislation from all forms of government, codes of practice and national standards that may affect aspects of business operations such as:anti-discrimination legislation and principles of equal opportunity, equity, and diversityethical principlesmarketing codes of practice and conduct such as the Australian Direct Marketing Association (ADMA) Direct Marketing Code of Practiceprivacy lawsTrade Practices Act. | Evidence Guide EVIDENCE GUIDE|The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statemen t and the Assessment Guidelines for the Training Package. | Overview of assessment| | Critical aspects for assessment and evidence required to demonstrate competency in this unit| Evidence of the following is essential:successfully implementing marketing strategies identified in an organisation's marketing plancoordinating personnel involved in conducting marketing activitiesmonitoring, evaluating and reporting on marketing ctivities against defined objectivesmodifying marketing activities in line with new or emerging trends. | Context of and specific resources for assessment| Assessment must ensure:access to office equipment and resourcesaccess to organisational and marketing strategic plans. | Method of assessment| A range of assessment methods should be used to assess practical skills and knowledge.The following examples are appropriate for this unit:analysis of responses to case studies and scenariosassessment of written reports on marketing performancedirect questioning combine d with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidateobservation of team management activitiesobservation of presentations on marketing performance reportsoral or written questioningreview of authenticated documents from the workplace or training environmentreview of testimony from team members, colleagues, supervisors or managers. Guidance information for assessment| Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:other marketing units. | Range Statement RANGE STATEMENT| The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. Stakeholders may include:| Board of directorsfinance staffhuman resources staffIT staffmanagersmarketing personnelownersproduction staffsupervisors| Marketing may include:| business-to-business marketingdirect marketingideas marketingmarketing of goodspublic sector marketingservices marketingtelemarketing| Non-marketing personnel may include:| advertising personnelmanagerspublic relations personnelsales managersales teamstaffsupervisors| Resources may include:| financialhumanITphysicaltechnical| Marketing mix may include:| distributionlevel of servicepricingproduct or service variables such as:designqualityrangesafety featurestechnical featurespromotion| Unit Sector(s) Unit sector| | Competency field Competency field| Business Development – Marketing| Co-requisite units Co-requisite units| | | | | | | |

The American Way: Courage, Pride, and Honor

The American Way: Courage, Pride, and Honor â€Å"These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country: but he that stands it now, deserves the love and thanks of man and woman. † These words, uttered by the great Thomas Paine on December 23, 1776, embody the true courage and sacrifice of the many American Patriots during the earliest stages of our country. It is words and ideals such as these that shaped and molded our country into the place we know it as today.As both an American citizen and student of US history, I believe that a man’s true character reveals itself in times of adversity. The leaders emerge and men and women of smaller fortitude weed themselves out, sometimes sooner rather than later. The early stages of our country were marked with great struggle and rebellion against the powers that kept us down. There has been struggle throughout the entire histor y of our country, and still is today, but not many quite like our struggle to gain independence and freedom.Our country made its first true attempt to gain independence from King George the III by declaring ourselves an independent nation free from any bondage to Great Britain. This led to the Revolutionary War, in which over 4,000 men gave their lives and another 6,000 were wounded, in the attempt to gain freedom for all Americans. General George S. Patton later explained what drove these men to go to any length for their country when he said, â€Å"The courageous man is the man who forces himself, in spite of his fear, to carry on.Discipline, pride, self-respect, self-confidence, and the love of glory are attributes which will make a man courageous even when he is afraid. † Thousands of men have died throughout the history of this country so that we may be able to live the life we live today, with nobody ruling us and the freedom to worship as we please, live how we please, and aspire to make the most out of ourselves in every aspect of life. Our country takes pride in the men and women who have given the ultimate sacrifice for their country, and hopefully we shall never be so foolish to forget the sacrifices made.We fly our flags at full height to remember these men, we celebrate independence day, and we celebrate veterans day because we need to remember the violence and adversity in order to appreciate the peaceful and prosperous lives we are able to live today. I’ve already spoken about the freedom fighters in the beginning of our time as a nation. However, many others have fought for freedom and equality in order to shape our nation into what it is today. The African-Americans had to fight in the 1960’s for equality.Imagine coming to Lackawanna College and whites and blacks drinking from separate water fountains and eating in different cafeterias. This would truly be a sad representation of the character of the average American man. Even before this the Irish immigrants were hated and discriminated against, but also the Italian and Polish immigrants. So many people have struggled and persevered for the better of our nation. I believe the American experience is one of courage, hardship, perseverance, freedom, and equality for any man who chooses to come here and pursue these ideals.John F. Kennedy described perfectly the importance of these beliefs and standards when he said, â€Å"Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear an burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and success of liberty†¦ We dare not tempt them with weakness. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed. †

New Public Management and Governance

New Public Management and Governance Over several decades, the implementation of successive policies has led to a complete change of the manner in which the government of Canada regulates the public sector. The most recent reforms concerning the stakeholders governing the public service considerably influenced the political figures such as ministers.Advertising We will write a custom essay sample on New Public Management and Governance specifically for you for only $16.05 $11/page Learn More Evidently, the recent policy formulation and advice has lead to the emergence of the New Public Management (NPM) and New Public Governance (NPG) to regulate the government actions. As a result, the government leaders have been entrusted with responsibilities and duties. Additionally, a significant responsibility is bestowed upon the ministers in form of policymaking and implementation. This makes it difficult for the ministers and other political figures in the government to formulate independent policies n ot influenced by the political situation of the country and partisan interests (Thomas 2). Moreover, the newly enacted laws seem to stunt the response to economic stimulus initiated by the government. However, the assumptions concerning the new measures to ensure accountability and transparency are not a total barrier to the functioning of the public service. A survey by the government indicates that the expected response was not realized even with the increased government spending on the public sector. The stimulus plan did not include a strategy to monitor the economy’s response. In this regard, a comprehensive investigation and report demonstrated that the money allocated to the various projects was appropriate. The lack of the political support for a quicker implementation of the projects was evident among the political class. The parliamentarians and municipal authorities who anticipated to be afflicted by the political implications of the failure to meet the set deadlin es were pressuring the state to ease on the deadlines and allow the projects’ implementation at a slower rate. This political pressure forced the federal government to accept the deadlines’ extension for the poorly performing projects and approve the funding of other projects as late as 2010. In 2011, the government extended the deadlines for the completion of the projects with the prime minister asserting that most of the projects would observe the deadline (Johnson 39). An examination of the economic situation in the world and the progress in Canada in particular, indicated that the government did not rely chiefly on the political factors in order to decide on extending the deadline. However, the political situation was a major factor that could have prevented the government from making an independent decision.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The fe deral government officials reported that natural adverse conditions had delayed the completion of most of the lagging projects. In addition, the complexity of some of the projects was a contributing factor to the experienced delays. An Investigation of the government spending indicates that the federal authorities were accountable for most of their actions, but the existing policies and reporting systems hindered the government from conducting a proper evaluation of the projects. The budget is another important aspect of the economy and the government’s plan for economic growth. The government formulates policies for the public sector based on the budget. In addition, the budget is the government projected spending on the public sector welfare. The effectiveness of a budget depends on the government’s policies that govern the use of money at the departmental level in the various public sectors. One problem that afflicts the budget is the power bestowed to the political authorities over the budget. The political leaders are responsible for the budget’s planning and implementation while the experts at the treasury insignificantly influence the budget. Trust is the main basis of interaction between the treasury officials and the political leaders concerning the planning and appropriation of the budget. For an effectively functioning public service, the policies regulating the government’s functions relating to the public service must be non-partisan for them to serve their purpose. The staffing of the public service should be non-partisan for proper functioning. A staffing system free of partisan influence is an essential component of the public service. Recent policies seek to govern the use of different types of labor within the public service. The non-partisan policy is significant in ensuring that the public service staff is able to execute its duties with due independence free of any political interference. The recent creation of the federal accountability act, that strictly regulates the public service actions, seems to nullify the relevance of ethics in the public service. The adoption of official policies as the guidelines to the implementation of all public service duties without including the ethical aspect of accountability in the execution of these duties poses a risk of imbalance. However, this does not mean that the policies should be eliminated for the proper functioning of the public service, but a blend of ethics and rules is necessary for the moderate regulation and promotion of liberal operations in the public sector. A policy that ensures that the public sector relies on the set regulations in its activities will limit the flexibility that is critical for the good performance of the public sector.Advertising We will write a custom essay sample on New Public Management and Governance specifically for you for only $16.05 $11/page Learn More In addition, the government s hould be viewed as a malleable system subject to external forces and internal conditions so that the functioning of its public service arm is governed in tandem with the requirements of the current situation. The unpredictable nature of the public sector and its susceptibility to swaying by the economic and social forces requires a moderate approach concerning governance (Hubbard 2009). Moreover, the incorporation of the human nature into governance makes it incapable of conforming to strict expectations and unrealistic requirements. Another impediment to the proper functioning of the public sector is the parliament’s effort to regulate the ministerial officials and monitor the financial situation in their ministries. The parliamentary bodies have sought to hold the deputy minister accountable for the appropriation of funds and the internal activities of the public service (Public Service Commission 4). To secure impartiality in the public administration relationships, the go vernment of Canada needs to reforms its public sector in such a way as to ensure the protection of the public servants from the transparency and scrutiny associated with the modern technology. The watchdog role the legislature has assumed to place the government ministers under scrutiny is retrogressive. Moderation is necessary concerning the system that places professionals under direct control and manipulation by the political class. Although the public service has endured the effects of the political environment for long time, more pressure to conform to the whims of the politicians has been witnessed where expertise and professionalism is of cardinal importance. In this essence, the political influence that accompanies the new public governance is a relative phenomenon. A crucial Ingredient of the governance of the public service is that it should be able to work towards the achievement of the political leadership goals when the political targets are for the public’s bene fits. However, the public service’s independence is essential to ensure that the political class does not exploit it to influence the political mood of the public in any way. The government must be cautious not to hand over the public service’s fate to the politicians since they may use it to further their agenda. Moreover, the use of the public service to achieve personal agendas may threaten its integrity. The new public governance has given the discretion of deciding the direction of the public service to the supreme political leadership that the prime minister represents. The prime minister’s party rarely monitors him, and the partisan power can seldom remove him from his position.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Once the prime minister has assumed office, it is difficult to pressurize his resignation or limit his actions within his constitutional power. Recently, the prime minister has gained control over his deputies such that he is capable of influencing the staffing of the public service departments under the authority of the deputy ministers. This is possible since the prime minister’s control of the deputy ministers is well established. In addition, the influence of the prime minister over his deputies is camouflaged in such a manner that it is mistaken for a public agenda. The political structure propagates this situation since the deputies close to the prime minister blindly propagate his agenda. Some moderate independence of the deputies and the public service is necessary for the effective performance of the public service delivery system (Johnson 28). Furthermore, the ministers are not in a position to hire or dismiss their deputies. Ministers are direct appointees of the p rime minister and will almost certainly respect his decisions regarding appointments no matter how pervasive they may seem. A few radical ministers may seek to challenge the prime minister’s decision, but most of them will not express any kind of objection. Consequently, the prime minister holds immense power over the top echelon of the government. In this essence, the prime minister inevitably holds a significant influence of the public service In some cases of the ministers and deputy prime ministers’ appointments, a consideration about whether the potential appointees are equipped with the necessary knowledge and expertise to deal with the public service issues is essential. However, for every appointment, political considerations are made and in most cases, the political correctness of the appointment is the more prominent of the considerations. In addition, even those appointees that have sufficient professional qualification in their respective fields cannot dist ance themselves from political influence to match the non-partisan nature of the public service (Thomas 2). Political institution’s appointees are non-professional staff in the public service. However, the current system allows them to seek positions as professionals with fewer odds against them as compared to the professionals who have previously not held political posts. This kind of partial judgment of professionalism seems to indicate the political influence in the public service, which may lead to the public service politicization. Current the centralization of the public service is the major cause of the political influence in the public service. Differentiation and separation of the public service from the political class will serve to lessen the effects of the new public governance. Hubbard, Ruth. Profession: public servant. Ottawa: Invenire Books, 2009. Print. Johnson, David. Thinking Government: Public Administration and Politics in Canada. 3rd ed. Toronto: Univers ity of Toronto Press, 2011. Print. Thomas, Paul. When Machinery of The Government Breaks Down. Optimum online 39.4,December (2009): 2. Print. Public Service Commission. Merit and non-partisanship under the. Ottawa: Public Service Commission of Canada, 2003. Print.