Kate Chopin s The Story Of An Hour - 1336 Words

Looking at the early and late 19th century paintings, one can see that majority of them showed women and children in their respective roles. Motherhood was revered and something to be honored and commemorated. The women were seen only in the roles of wives, mothers and caretakers and society considered this their appropriate place. Women who were single were termed as spinsters and were not given the same status in society as married women. In the story of an hour, the author, Kate Chopin describes the emotions of a woman who is married and tied down to this oath for the rest of her life. The author uses the ways of the society during that time to construct a story that accurately reflects the feelings of majority of women of that†¦show more content†¦Mallard are crying are not of grief but of joy. She considers her husband s death as an escape from a prison that she is bound to be faithful to. As soon as hears the news she starts planning for her life ahead that she can n ow enjoy. The story is reflective of how the women lived in the 19th century. Women were fixed into roles that society prescribed for them. Even the paintings and drawings reflected their roles that were submerged deep into the society of that time. There were many books and literature written during that time that accurately reflected the role of the society that forced women to stay at home. Whatever have been the cares of the day, greet your husband with a smile when he returns. Make your personal appearance just as beautiful as possible. Let him enter room so attractive and sunny that all recollections of his home, when far away from the same, shall attract him back (Hills Manual of Social and Business Forms, 1888) This statement in one of the literatures of that time very accurately reflects what women were taught to do in those time. This statement clearly shows that women were considered homemakers primarily and their main role was to please the husband in every way, even at the cost of their own emotions. the line whatever have been the cares of the day means that women were supposed to hide their true feelings and emotions and just put up a pleasant front in front of men at all times, so that men should feel

The Cherokee Removal Essay - 1162 Words

A long time before this land was called the United States, the Cherokee people used to live in this land in the valleys of rivers that drained the southern Appalachians. These people made their homes, farmed their land, and buried their dead. Also these people, who are now called Indians claimed larger lands. They would use these for hunting deer and gathering material, to live off of. Later these lands were called Virginia and Kentucky. As it is mentioned in the text, these people had their own culture and own way of life. They had their own gender roles and religion; even eating food had a different definition than the white man’s culture. They had equality between genders, and other members of the tribe had equal rights to talk. But†¦show more content†¦Since neither the United States nor Native Americans would give up their goals, the government of United States figured that to win Native Americans and get all they wanted, government needed to spend lots of money and time. The United States tried to figure out a peaceful way to communicate with Native Americans. The new workable system fell to President George Washington’s first Secretary of War Henry Knox (p. 10).Henry Knox brought a new relation between Americans and Native Americans. Knox and Washington believed that the â€Å"uncivilized† Indian life was based on them not knowing better. On the other hand, their inferiority was cultural not racial (p. 11). In 1791 they announced the Cherokees may be led to a greater civilized society instead of remaining hunters. So women started to weave cloth, these Cherokee planters became rich, and the first law established in 1808 was about preventing the theft horses, also Cherokees invented a system for writing the Cherokee language. The Indian Removal policy started by Andrew Jackson and passed in 1830. In 1790s the Georgia legislature planed a lottery system, that was system of land distribution and qualifying citizens could register for a chance to win these lands. United States could not force tribal leaders to sell their lands and many of leaders refused to sell their lands. However, in 1827s Resolution of Georgia General Assembly declared that under constitution, the federal government had noShow MoreRelated The Removal of the Cherokee Essay5749 Words   |  23 Pagesthe Cherokee nation has haunted the legacy of Andrew Jacksons Presidency. The events that transpired after the implementation of his Indian policy are indeed heinous and continually pose questions of morality for all generations. Ancient Native American tribes were forced from their ancestral homes in an effort to increase the aggressive expansion of white settlers during the early years of the United States. The most notable removal came afte r the Indian Removal Act of 1830. The Cherokee, whoseRead More Removal of the Cherokee Essay1065 Words   |  5 PagesThe Cherokee Removal, Perdue and Green show the trials that the Cherokee faced in the years from 1700 to 1840. This book shows how the Americans tried to remove these Indians from the southeastern part of the United States. The Cherokees tried to overcome the attempts of removal, but finally in 1838, they were removed from the area. nbsp;nbsp;nbsp;nbsp;nbsp;The Cherokees lived in the valleys of rivers that drained the southern Appalachians (Perdue, 1). The British first came into Cherokee countryRead MoreCherokee Removal Essay1329 Words   |  6 PagesThe Cherokee people were forced out of their land because of the settler’s greed for everything and anything the land had to offer. Many Cherokee even embraced the â€Å"civilization program,† abandoning their own beliefs so that they may be accepted by white settlers. Unfortunately for the Cherokee though, the settlers would never accept them as an equal citizen. A quote from historian Richard White says it very well, â€Å"The Cherokee are probably the most tragic instance of what could have succeededRead MoreCherokee Removal Essays886 Words   |  4 PagesThe Cherokee role in the American society was an ongoing battle amongst closed minds and sheer ignorance to rights of original land owners. For years the fight over land was the dividing in strument amongst the new citizens of a new, free country and the traditions of the Cherokee people was being pushed back into the west. Since international law said that England had discovered the American colonies, they therefore owned all of the land. That meant that the natives or quot;uncivilizedquot;Read MoreIndian Removal Of The Cherokee Indians991 Words   |  4 Pagesthey grew stronger. It was a story of hope, courage, and survival. This was the Trail of Tears. Many events led up to the Cherokee’s removal. The Indian Removal caused the Cherokee indians to move west. A man named Major Ridge struck lots of bargains with the United States. This man, Major Ridge, was one of the native sons, born in 1771, that lived in the Cherokee territory. The Cherokee’s lived in the Christians Eden because they believe their ancestors once lived in the same area. Throughout MajorRead MoreThe Horrors Behind Cherokee Removal967 Words   |  4 Pages The Horrors Behind Cherokee Removal The day the colonists first set foot on American soil marked the beginning of an arduous struggle for Native Americans. When the colonists first arrived, there were ten million Native Americans; over the next three centuries, over 90% of the entire population was wiped out due to the white man. The removal of Native Americans marks a humiliating period of United States history. President Andrew Jackson attempted to consolidate the Native Americans when heRead MoreCherokee Trail Of Tears : Removal849 Words   |  4 PagesCherokee Trail of Tears: Removal: 500 Nations In 1830, congress passed President Andrew Jacksons Indian Removal Act. This policy allowed the United States government to extinguish the Cherokee, Chickasaws, Choctaws, Creeks, Seminole and many other tribes title to their land. The Indians had to leave the land and life they had always known in the Southeastern United States behind. This disturbing event was named the Trail of Tears because many Native Americans died during the process of marching toRead MoreThe Cherokee Removal Book Review Essay725 Words   |  3 PagesThe Cherokee Removal Book Review The Cherokee Removal is a brief history with documents by Theda Perdue and Michael Green. In 1838-1839 the US troops expelled the Cherokee Indians from their ancestral homeland in the Southeast and removed them to the Indian Territory in what is now Oklahoma. The removal of the Cherokees was a product of the demand for land during the growth of cotton agriculture in the Southeast, the discovery of gold on the Cherokees land, and the racial prejudice that manyRead MoreTrail of Tears: the Removal of the Cherokee Nation1747 Words   |  7 PagesThe old Cherokee nation was a large thriving tribe located in northern Georgia, North Carolina, Alabama, and Tennessee, which was a region known as Appalachia. Because of greedy landowners wanting more money, land for themselves and land for their crops, this forced the Cherokees out of their land and into another region. The government, specifically Andrew Jackson, wanted the land because it was land that he â€Å"needed†. He needed t his land because he felt it would increase the white population andRead MoreCherokee Removal, Part Of The Trail Of Tears2515 Words   |  11 Pages  Cherokee removal, part of the Trail of Tears, refers to the forced relocation between 1836 and 1839 of the Cherokee Nation from their lands in Georgia, South Carolina, North Carolina, Tennessee, Texas, and Alabama to the Indian Territory in the then Western United States, and the resultant deaths along the way and at the end of the movement of an estimated 4000 Cherokee. The Cherokee have come to call the event Nu na da ul tsun yi ; another term is Tlo va sa --both phrases not used at the time

The Management Of A Classroom Education Essay Free Essays

string(234) " the instructor organizes what goes on in the schoolroom, for this ground the instructor must be equipped with a figure of different accomplishments in order to supply an efficient and meaningful larning experience to all the pupils\." In the 19th century schoolroom direction was the cardinal factor which qualified a instructor as a professional. Classroom direction was in fact seen as dwelling chiefly of ; maintaining control and subject of a category of pupils and so learning them something. For this ground, maintaining order and instruction were considered as two separate countries, where subject preceded the instruction. We will write a custom essay sample on The Management Of A Classroom Education Essay or any similar topic only for you Order Now With clip these two countries have merged good into each other that one can non take topographic point if the other one is absent. Even the significance of schoolroom direction itself continued to develop and germinate since now we all know that it is non merely about maintaining subject and order in a category, but there are much more things connected to it. Different researches have showed that schoolroom direction affects a batch the pupils ‘ larning since how good the instructor manages the schoolroom determines a batch how good the pupils learn. Indeed we must add that it is the instructor him/herself who makes the difference in the pupils ‘ acquisition. â€Å" I ‘ve come to the awful decision that I am the decisive component in the schoolroom. It ‘s my day-to-day temper that makes the conditions. As a instructor, I possess a enormous power to do a kid ‘s life miserable or joyous. I can be a tool of anguish or an instrument of inspiration. I can mortify or humour, ache or mend. In all state of affairss, it is my response that decides whether a crisis will be escalated or de-escalated and a kid humanized or de-humanized. † ( Dr.Haim Ginott ) We need to travel off from the traditional manner of looking at schoolroom direction. Classroom direction is non about holding a set of regulations which pupils have to follow and penalizing those that do n’t conform. Classroom direction is all about the schemes the instructor adopts in the schoolroom and the affect they have on the pupils themselves. It besides involves set uping appropriate processs and modus operandis which the instructor and the pupils would hold agreed and formulated together at the beginning of the scholastic twelvemonth and so work hard in implementing and incorporating them in their day-to-day activities. These are of import since kids feel secure with a everyday particularly when covering with something new and different. As Harry and Rosemary Wong provinces, â€Å" The uneffective instructor begins the first twenty-four hours of school trying to learn a topic and spends the remainder of the twelvemonth running after pupils. The effectual instructor spends most of the first hebdomad learning the pupils how to follow schoolroom processs. † This is so since as Thody et Al. ( 2000 ) points out, processs are in fact cardinal to the schoolroom since â€Å" the deficiency of them would take the pupils to get unwanted work wonts and behaviours that would be hard to rectify † . The direction of a schoolroom includes the creative activity of an appropriate working environment which matches the activities and undertakings the pupils would be working on so that they are able to maintain focussed, motivated to larn new things and non losing concentration. The ambiance of the schoolroom must be relaxed and work-oriented while supplying a positive clime which makes the schoolroom a pleasant acquisition topographic point since this affects a batch how much the kids keep focused on undertakings and involved in activities. Therefore, positive instructions contribute a batch in the creative activity of a positive clime, for illustration in stating what we should make and non what we should n’t, such as, ‘We listen to each other when person is talking ‘ alternatively of stating ‘We do non speak when person is talking ‘ . In such schoolroom where positive clime is preached, pupils feel more confident in affecting themselves and take parti ng in activities. Thody et Al. ( 2000 ) came up with a model for developing positive behaviour in the schoolroom. This model involves 4 of import elements which are all inter-dependent amongst each other, these are ; the rights every bit good as the duties of the pupils and instructors, the regulations which help making a work-oriented ambiance and in the creative activity of positive relationships amongst all members of the school. Forming schoolroom infinite is besides portion of the schoolroom organisation because the usage of all the available infinite and desk agreement tells a batch about the direction of the category for illustration ; if in one peculiar schoolroom the desks are arranged in groups it clearly shows that in this category a batch of group work is enhanced. Good clip direction techniques are besides of import when running a category since as Fisher et al indicate out ; there is the thought of academic clip which is the sum of clip each pupil spends executing at a high degree of success. Therefore the instructor must be after the clip good for account and so, provided supervising, allowing the pupils work and seek out on their ain. The usage of appropriate resources is besides of import to be considered in a category, every bit good as, the choice of activities that match the single ability of each pupil because no two pupils learn in the same manner. Here the thought of differentiated schoolr oom comes in and for this to be efficient, good monitoring of all the single pupils must take topographic point so that adequate activities which suit the single pupil ‘s abilities and involvements are provided. Paul Hawken tells us a batch about the importance of schoolroom direction and the function of the instructor, in fact he came up with this interesting sentence, â€Å" Good direction is the art of doing jobs so interesting and their solutions so constructive that everyone wants to acquire to work and cover with them. † This reminds us that direction is all about how the job is framed and presented which is where the instructor comes in since it ‘s the instructor who makes all the difference. Classroom direction is all about the manner the instructor organizes what goes on in the schoolroom, for this ground the instructor must be equipped with a figure of different accomplishments in order to supply an efficient and meaningful larning experience to all the pupils. You read "The Management Of A Classroom Education Essay" in category "Essay examples" It entails good cognition of the capable affair in demoing assurance and carefully pre-establishing aims to maintain the pupi ls focused and non allowing them lose their concentration throughout. This besides implies that careful planning and readying must be done so that the instructor knows where s/he must take the pupils and work hard in assisting them obtain a peculiar aim. The instructor must besides expect what jobs could originate in order to be ever a measure before the pupils themselves and forming other activities which would come in ready to hand when jobs come up. Anticipation must even take topographic point while be aftering a lesson because it ‘s utile to cognize to which activities could necessitate more attending. In the procedure of going a professional instructor a novitiate instructor must be cognizant of the basic accomplishments and techniques needed to be enquired so that s/he would be good prepared when confronting a category of pupils. These accomplishments all sum up into three major classs ; accomplishments needed in utilizing tactics which help in the acquiring attending of the pupils such as pausing, re-starting or utilizing different melodies throughout the lessons. The other two classs involve reacting to misbehavior and in forestalling misbehavior such as usage of oculus contact, gesturing, synchronising and so on. These will assist the instructor in making a smooth productive acquisition experience for the pupils. Furthermore, schoolroom direction is besides affected by the instructor ‘s reaction to misbehavior and by the schemes employed in rectifying and forestalling misbehavior Acts of the Apostless. The instructor must be really careful in being house, carnival, and b esides consistent when covering with misbehavior because the pupils would be all the clip proving their instructor. Therefore the instructor must be really careful because otherwise s/he would stop up losing the credibleness. The instructor must besides be able to rectify misbehavior by doing the pupils realize what and where they did incorrect and why they should be punished so that the act is non repeated. The instructor must be really careful in non rediculate the pupil and so rectification should be done separately and non in forepart of the whole schoolroom. Disturbing behaviour is a slippery issue instructors have to confront which consequences in a loss of curriculum clip and even upset the acquisition environment. One major issue which a world in today ‘s schoolroom is that of unrestrained yak which is a hard challenge to manage. One ground of such misbehavior put frontward by Good A ; Brophy 1997 is in fact the deficiency of tuned schoolroom sensitiveness where instr uctors do non see the connexion between the misbehaviour of pupils and the planning of the lesson which in bends shows the instructor ‘s deficiency of direction accomplishments. On the other manus, the choice of appropriate wagess in promoting positive behavior is besides of import and so is congratulations since it helps the pupils constructing up their ego regard and assurance. Giving appropriate feedback is besides of import because primary school kids rely a batch on the instructor ‘s feedback, therefore the instructor must be really careful since feedback may interrupt or do the kid ‘s assurance. From the work of Kounin ( 1977 ) we can see the thought of ‘withitness ‘ of the instructor, where s/he must possess the accomplishment of covering with different pupils at the same clip. A clear illustration of this is ; the instructor who must be able to rectify misbehavior in category, assisting single pupils while besides cognizing what each and every other pupil is making. This is besides seen even while composing on the whiteboard where the instructor must hold eyes at the dorsum of her/his caput in cognizing what all kids are making and surprising the pupils by rectifying misbehavior even when non even looking straight at them. A good effectual instructor must besides be cognizant of the immediateness nature of the schoolroom where at times speedy determinations must be taken in reacting to troubles, covering with different state of affairss which might originate in the schoolroom and so on. The novitiate instructor must besides be able to ask the accomplishment of ‘overlapping ‘ ( Lang, McBeath and Hebert, 1995 ) where the instructor must be able to manage different state of affairss together. This can be seen for illustration when the instructor directs a inquiry to a pupil who is non paying attending because in so making s/he will pull this kid ‘s attending while non upseting the base on balls of the lesson. Another accomplishment which the instructor needs to be familiar with is the accomplishment to pull off motion in the category. This is done by modulating the flow and velocity with which the lesson would be traveling by choosing appropriate activities which will do the pupils get and kept engaged on their undertakings. Procedures and good instructions help a batch in pull offing this motion throughout. A good effectual primary instructor must possess a figure of other accomplishments which would assist him/her in covering with the mundane schoolroom state of affairss ; particularly in presentation the pupils with clear instructions in order non to stop up reiterating over and over once more what they have to make. Thus, the pupils must cognize what the instructor is anticipating from them and so avoiding blowing clip in confusion and in inquiring what they are meant to be making. Knowing what the instructor expects helps in cut downing anxiousness and creates more assurance amongst the pupils. Teachers with the most effectual schoolroom direction accomplishments are the instructors who know what is expected of a learning state of affairs and are determined to implement it. A good instructor must besides demo finding in set uping his/her authorization in the schoolroom otherwise s/he is bound to see impairment in the pupils ‘ behaviour. Furthermore, Hargreaves ( 1982 ) , follo wed by other sociologists, say that ; non merely the instructors have outlooks but besides the pupils themselves have their ain outlooks and thoughts about what makes a good or bad instructor. This is so since every pupil wants their instructor to be rigorous and just, lovingness, friendly, patient, apprehension, supplying interesting lessons and explains capable affair good. It is merely through difficult work and dedication showed from their instructor, that pupils themselves will recognize how much their instructor attentions about their acquisition and that s/he believes in them and wants them to accomplish. This will assist in developing common regard in the schoolroom which is cardinal in a good managed schoolroom where instructor respects the pupils and the pupils respect non merely their instructor but besides their equals. â€Å" Teaching is good when a category becomes a community of honest nurturing and common duty. † The instructor must transfuse in the pupils the thought of teamwork and in working together in groups. This is of import since kids must larn to portion ends and collaborate together while geting those societal accomplishments which will assist them a batch in their mundane lives. However, in early childhood the thought of group work may be a small abstract and so it is the instructor who has to be able to learn the pupils what working in groups entails. A instructor should present good leading accomplishments in order to steer the pupils to larn in a adept and experient manner. This normally requires a steadfast presence and a strong sense of intent every bit good as forbearance and good wit. The Ivey concern diary Tells us that, â€Å" alternatively of looking for Jesuss, we should be looking for leaders who can travel us to confront the jobs for which there are no simple painless solutions- the challenges that require us to larn new things † . Teachers should therefore steer the pupils in researching new things and assist them in coming with the right solutions themselves because pupils learn much more from first-hand experience in order to fulfill and feed their wonders. In the procedure the instructor must besides affect and expose the pupils to assortment of activities and instill in them the love of larning new things since â€Å" A director who leads Easts people, non to the old processs and function relationships, bu t to the worlds that must drive the development of new function relationships and processs † ( Ivey concern diary, 2003 ) . Furthermore, as it was written in 2010 by Gigs Gasper in the Philippines, â€Å" A good follower is ever a good leader but great leaders did non follow, they created good leaders. † Therefore, great instructors non merely take the pupils but work hard in the creative activity of other leaders. From different researches done in the educational psychological science, in peculiar that of Davis ( 1983 ) it was found that the instructor ‘s attack to the direction of the category is really much related to the instructor ‘s position of instruction and hence different instructors would respond otherwise to the same schoolroom state of affairss. For this ground different research workers have attempted to happen solutions and attacks to different schoolroom direction issues. These attacks have been grouped into three chief classs. One of which is ; the humanistic attack where shared job work outing between instructor and pupils must take topographic point. The 2nd is more of a behavioural attack where behavioural alterations are to be applied in the schoolroom. While, the 3rd attack trades more with the direction and organisation of the schoolroom. The latter attack being the most recent is largely applicable to today ‘s schoolroom state of affairss. However, one must maintain in head that no 1 attack is the best since no 1 of them fits absolutely to every job which might originate, but one attack complements the other. For this ground it is really of import that the novitiate teacher maintain up to day of the month with these different attacks so that when the demand arises s/he can do the necessary amendments to these attacks and use them to the schoolroom while besides improvizing depending on the state of affairs. On the contrary, while sing these different schemes in covering with the managing of a category, one must maintain in head that as future educators we must travel off from the thought that schoolroom direction is made up of a set of prescriptions to be applied when faced with a behavioural job. This is so since the behaviour and reactions of the pupils will be the consequence to how good the instructor manages to supply the pupils with the right ambiance and appropriate undertakings in order to actuate and prosecute the pupils in larning. Most of the misbehaviour that take topographic point in schoolroom is due to the instructor ‘s mistake in non taking into consideration some of import issues in sing peculiar single pupils ; being the kid ‘s abilities, involvements, or any other facet which is of import to cognize about the kid and to take into consideration. For this ground, an effectual director of the schoolroom must turn to a figure of issues which would assist in fostering good direction accomplishments. MacDonald A ; Healy ( 1999 ) province that effectual schoolroom direction depends on three chief factors which the instructor should hold complete control of, these are: committedness in supplying a meaningful acquisition experience to the pupils, perceptual sensitiveness in acknowledging what the appropriate schoolroom clime is and seting it if the demand arises, and in cognizing different schoolroom behavioral schemes which can be used flexibly in category depending on the demand. Most of the clip the instructor ‘s attack to instruction and schoolroom direction is really much related to the instructor ‘s ain experience of schooling in seeking non to reiterate the negative experiences s/he went through in the past and in edifice on what the instructor considers to be the best for the kids. Looking back at my ain school experience there were some instructors who made a positive impact on my learning experience but there were those who truly made me detest traveling to school. This negative experience was due to the instructors ‘ deficiency of good direction accomplishments, particularly the primary instructors. After so many old ages I still retrieve the incorrect direction schemes they used in category and all the unjust penalties which such direction entails. Therefore as a hereafter primary instructor I do n’t desire to reiterate any of the errors my instructors made with me, but alternatively I want to construct up on all the positiv e I ‘ve experienced so the I make my pupils ‘ larning a meaningful and interesting experience. One, which they will retrieve but in a positive manner. From my ain experience in learning primary school pupils although it was a short experience I still feel that I ‘ve learned a batch about schoolroom direction and I ‘m certain that in the hereafter I will go on to develop in order to ask all those accomplishments in order to go a good schoolroom director. During my last twelvemonth ‘s instruction pattern I did came across a twosome of jobs which influenced my schoolroom direction. This is so since I had some pupils who were ever misconducting in the category and no affair how much I tried no scheme seemed to work out. Then by passing clip with these pupils in order to acquire to cognize them better I ‘ve realized what the job was and so worked difficult in order to get the better of it. They did n’t swear me because for them I was n’t ‘their ‘ instructor since I was merely ‘a ‘ instructor who comes into their schoolroom to learn them something. I was in fact surprised when one six twelvemonth old pupil told that â€Å" I do n’t desire to be your friend because when you are gone so I will lose you! † For this ground, I worked hard in winning their trust and besides promised them that I will go on to see them even after learning pattern. I needed to demo them that I cared for them and that I wanted them to larn. Furthermore, I encountered a figure of other jobs which affected my direction of the category, for illustration in being able to accommodate my activities to all the different abilities that there were in the category since I had really bright pupils in category every bit good as others who find troubles even in composing their name. At times it was like an impossible state of affairs to get by with since some pupils managed to understand a new construct in no clip at a ll while others need a batch of repeat and illustrations. During category work the bright pupils ever used to complete much before the others and it is at this point where they start misconducting. In order to work out this job I looked up in a batch of books and articles and tried even a batch of schemes in category until I ‘ve managed to accommodate one to my state of affairs. Now I admit that books and researches helped me a batch but I do experience that I ‘ve learned much more from the concrete experience because it helped me seting into pattern what I ‘ve been reading and besides made me recognize that no one attack wholly works in the category, therefore one needs to follow and alter depending on the peculiar state of affairs. It is of import that the novitiate teacher develop an penetration of the schoolroom as a topographic point of professional pattern. From the work of Doyle ( 1986 ) on schoolroom direction, he identifies six belongingss which make the schoolroom a acquisition environment. These being ; the issues of multidimensionality and simultaneousness of the schoolroom where the instructor has to cover with different state of affairss together and at the same clip, for illustration in covering with all the different pupils ‘ demands present in one category. The issues of immediateness and capriciousness follow since the instructor has to move rapidly to unanticipated breaks. Another issue pointed out is the issue of publicness of the schoolroom where every action which happens in the schoolroom is of a public nature, for illustration in praising a pupil in forepart of all other pupils makes it a public action. Finally the last issue trades with the history in category since everything which happens in category all signifiers portion of the history of the schoolroom where both the life of the pupils and the instructor ‘s experience as a practician takes topographic point. The consciousness of these six belongingss creates sensitiveness in making a acquisition environment which matches the instructor ‘s instruction. Effective schoolroom direction is an indispensable characteristic which should be adopted in today ‘s schoolroom because it determines how much the kids are engaged in the acquisition procedure. The more the instructor manages the schoolroom the more the pupils are bound to larn. This is so since schoolroom direction keeps the pupils focused and engaged in the acquisition activity and therefore they are to accomplish much more academically. Furthermore, we must non see the direction of a category as something unreal because this direction in its ain right must be portion of the mundane modus operandi which implies that it must come out of the nature of the activity the kids would be working on. This direction is non merely about subject but it is a manner in which the instructor helps the pupils to concentrate and acquire themselves involved in the acquisition activity. Therefore, subject is non what governs the direction of the category since supplying the pupils with the righ t atmosphere, appropriate undertakings which match their abilities and in following processs should assist a batch in the direction of the category. Nowadays, we have moved off from the thought that silence in a category is ever positive and in believing that a soundless category is a bright hard-working category, alternatively we all know good that a noisy schoolroom may so demo that the pupils are actively involved in an activity, every bit long as, the category and the noise are kept under control by their instructor in cognizing what each and every pupil is making. During my forthcoming instruction pattern I will seek to use multiple acquisition manners in the schoolroom while besides supplying moderate challenges in order to accommodate every pupil ‘s learning manner and ability. I will besides seek to utilize group work sagely in avoiding unvarying grouping where some pupil will hold to fight. During group work I will besides delegate single work to each member of the group so that everyone can take part and lend within the group. I will besides assist them in pull offing struggles within the group and assisting them to pull off their clip efficaciously while besides learning them how to lend to the success of the group. I will besides assist the pupils in accomplishing their full potency since as Samuel J. Meisels provinces: â€Å" The highest interest of all is our ability to assist kids recognize their full potency. † I will besides learn them the accomplishments needed for success which will assist them in their present and f uture larning such as note pickings, sum uping, research schemes, and coaction in the schoolroom. I will get down my lessons by giving clear lesson aims and instructions while besides giving them an chance to review their ain work by happening their strongest and weakest points. I will besides seek to do usage of several appraisal techniques since non all pupils learn in the same manner and so they should besides be assessed otherwise. I will besides detect and acquire feedback from the pupils in order to cognize what they already know so that I can get down my lessons by mentioning to their anterior cognition and traveling bit by bit into the unknown. I will besides do it a point to stop my lessons by inquiring inquiries, such as â€Å" Mention at least one new point that you have learned today † so that I get feedback from the pupils. I besides want to learn the kids to measure their ain acquisition in order to transfuse in my pupils the assurance in going independent compe tent scholars. It is of import to inquire the pupils strategically appropriate inquiries that trigger their wonder since kids ‘s natural wonder makes them inquire a batch of inquiries. I will throw those inquiries back at them, for illustration ; while making presentations, I will get down with inquiries like, â€Å" Why did I make that? † or â€Å" If I were to make something else, what would go on? † It is of import to let the pupils to larn from each other and to portion their thoughts with one another. If one pupil has a inquiry, I will seek to go through it off to another pupil if I think that the pupil knows the reply. Finally, but most significantly I will seek non to reiterate all the negative experiences I ‘ve experienced in my yesteryear this is so since today we all know that the ground why many grownups retain a strong antipathy for any signifier of instruction is because of the detering experiences they had in their early school old ages. How to cite The Management Of A Classroom Education Essay, Essay examples

Three Mile Island free essay sample

Name Class Teacher March 15th, 2011 The Policy Effect of Three Mile Island Though we have had worries and issues on how to handle our power situation in the future, nuclear power has always been a sparkling prospect. It has been gleaming there just waiting to be tapped. After the bombs and destruction of Hiroshima and Nagasaki the world started to explore other avenues to use the science and power of atoms and came to discover nuclear power. Although this technology seemed like a god sent, there are inherent problems with the use and deployment of nuclear power. These problems have the potential to cause significant loss of life. In fact they have caused the loss of life before. Due to these issues, nuclear policy has always been a hotbed of debate. In actuality only several of the hundreds of reactors in existence have had problems. The first noteworthy accident and the one that will be discussed today was the accident at the Three Mile Island complex, here in the USA. Another accident occurred several years after at the Chernobyl compound. This accident which took place in the former USSR is the worse reactor accident to date and massive casualties were incurred. In addition to these; the earthquake and tsunami in Japan, which occurred earlier this month has put several reactors there in potentially an even worse place than Chernobyl. Focusing on Three Mile Island, this almost horrific accident occurred in the late seventies and was very close to going super critical (i. e. that is melting down). This accident at the Three Mile Island nuclear complex has greatly affected the United States of America and international nuclear policy. In the USA no reactors have been built since this accident. The accident reignited people’s fears of nuclear power. Stepping back for a minute, nuclear power first started evolving in the 1950’s. While research in this area had been done well before the fifties it was all for the purpose of academic and military use. This changes in 1954 when Congress passed the Atomic Energy Act; this law allowed the release of previously secret knowledge and data on nuclear power and physics. (Walker 3) The significance of this dissemination of knowledge is so that civilian ompanies and individuals may start creating an industry and field to advance nuclear power to everyone. The passing of this act effectively privatizes and commercializes nuclear power. Although this was a big step for achieving widespread adoption, nuclear power still didn’t really kick off right away. The main reason for this was probably do to the fact that at the time coal and oil (which were the primary generator type) was so cheap and readily available. (Walker 4) The industry started out small in 1962 when six small private reactors began generating power for the residential power grid. What really kicked it off was the production of turnkey reactors by General Electric â„ ¢ and Westinghouse â„ ¢. A Turnkey reactor literally means a reactor that one needs to just turn a key to start but generally the term is applied to low maintenance reactors where all one really has to do is watch over the reactor for it to work. While General Electric and Westinghouse lost vast amounts of profits building and managing these reactors; they achieved their ultimate goal which was to stimulate the nuclear industry. Walker 4) With these turnkey reactors, nuclear power became widespread to many civilian markets. Many of the nuclear reactors still operational were built in this turnkey reactor era. As for policy and regulation there have always been two distinct opinions on nuclear power. In politics and the media they always debate either for it with the unlimited miracle of power or against it with the death and human casualties that can come of it. Opposition has always been st rong; and with strong grounds after multiple incidents some of which resulted with the loss of life. Critics of the proposed plants cited dangers of radiological contamination that might result if the reactors were built† (Walker 9). Hence to help ease concern in the area of radiological contamination, steep fines and strict regulations of radioactive release have been put in place. Even with these policies there was still fear of nuclear power. â€Å"At the beginning of nuclear power organized opposition to nuclear power remained sporadic and localized but by the mid seventies antinuclear activism gained wide influence and apple† (Walker 9). This feeling of antinuclear activism spread across America much to the dismay of the industry. Even with this mindset against nuclear power, the people who were supporting it argued that this power was necessary to solve our energy crisis. They argued that while there may have seemed to be a sufficient amount of power at the time, in the relatively near future we would be put in a situation where coal and oil run out and are left with no alternative power sources. They (the pro nuclear supporters) acknowledge that developing the technology imposed risks on the population, but they insist the benefits far exceed the risks† (Walker 17). This was a considerably bold statement to make because of just how many casualties could come of nuclear development if it went wrong. â€Å"In the minds of its supporters, nuclear power was essential to meet the energy requirements of the United States† (Walker 19). This is the way the pro nuclear people looked at it; future generationsâ⠂¬â„¢ supply of power is a more pertinent concern than the current generation’s immediate health. As expected by that kind of strong comment; not everyone supported it and some people were even outraged by those kinds of decisions. â€Å"The issues surrounding the safety, necessity, and reliability had erupted into a full-fledged national controversy by the mid 1970s† (Walker 20). The debating did not evolve or amount to anything but vivid words, due to both sides having valid arguments; so in the end no one really won the nuclear debate. There are still people fighting for or against it. In ways it is still going on today in our government. A very accurate comment, perhaps even the most accurate comment; from those days of heated debate comes from Joanne Omang – a journalist for the Washington Post at the time observed â€Å"They’re either scaring us about the horrors of [a] nuclear holocaust or scaring us about the horrors of inadequate† (Walker 20). Both sides got really intense about this seemingly endless debate. Plastering it everywhere, both sides were guilty of guerrilla advertising. Both sides through their campaigns attempted to play on emotions and manipulate people based on this. While nuclear advocates used emotional appeals in advancing their arguments, critics were even more inclined to make their case by evoking strong sediments. Perhaps the most arresting example was a poster that antinuclear protesters often carried at rallies. It asked ‘what would you do in case of a nuclear accident? ’ and provided a hauntingly apocalyptic answer: ‘kiss your children goodbye. â €™â€  (Walker 20). This was really strong stuff to a lot of people; asking a parent to kiss their children goodbye implying they might not get the chance later or ever that they imply something bad will happen to them. These emotional campaigns and guerrilla advertising must have had an effect on the public due to public opinion of nuclear power rising. By 1975 a poll indicates that 63% of the public favored nuclear expansion while 19% opposed it and 18% did not feel one way or another. (Walker 22). With this kind of support from the public the power grid of nuclear power expanded to an all time peak. To regulate this new growth and to ensure that the nuclear complexes stay safe Congress created the Atomic Energy Commission. This commission was responsible for licensing all the new nuclear plants. Licensing involved ensuring all policies were followed in the building and operation of the plant. Eventually the Atomic Energy Commission was replaced with the Nuclear Regulatory Commission due to multiple shortcomings and incompetence’s of the Atomic Energy Commission; There biggest shortcoming is the lack of regulating they actually did as well as their emergency awareness and response factor. The act that caused this reorganization was the Energy Reorganization Act (Walker 29). This created newer up to date policies that allowed safer operation. With these newer regulations more building permits for new plants were requested. A request for license and building permit for the Three Mile Island location was submitted in 1968. The request was approved and the permit specified for an eight-hundred megawatt nuclear generator to be built. The plant was completed in 1974 and went right into commercial operation. The reactor was manufactured by Babcock and Wilcox; who was a generic manufacture for reactors. These Babcock and Wilcoxâ„ ¢ rectors were common in many other plants. Although they were fairly safe they had some inherent flaws. The actual reactor type used was a pressurized water reactor. The advantages in this type of reactor system come from their extensive stability and the quick ability to shut them down. (Walker 47). This being said the pressurized water reactor model is not perfect from flaws. The biggest flaw in this reactor type and what contributed to an escalation of the Three Mile Island incident is the fact that these reactors must always have high pressure water cooling them. Without this constant water flow they will overheat and begin to meltdown. Initially the reactor did not have a dazzling safety record. â€Å"In the year after it received its operating license, the reactor experienced at least twenty trips. † (Walker 48). A trip, also called a SCRAM, is an immediate shutdown of a reactor, either automatically or manually by an operator, in response to a malfunction. â€Å"The problems at the Three Mile Island reactor were not unusual †¦ The plant was off-line about 71 percent of the time during their first year. † (Walker 48). In terms of reactors, scramming is one of the last things you would want to do; it’s a worst case scenario. To say that the reactor had had dozens is a sign that it should have been shutdown and reexamined. Several years later on March  28, 1979 the reactor had the now infamous accident that would inevitably end in much suspense the closing of this reactor. The accident was caused due initially to system failure but then was escalated and aggravated by human error. If humans had not intervened, then the emergency shutoff system would have stopped the plant and the accident would have never happened (Nave). The initial problem that set the wheels of failure moving was the failure of the main feed-water pump. The second event to occur was the shutoff of the turbine automatically. Due to this shutdown of the turbine the pressure rises to 2255 psi, and opens relief valve which fails to close. Once the valve fails to seat the reactor detects high pressure and â€Å"scrams† by dropping all the safety control rods in the reactor. The fission reaction stops in the reactor but heat is still produced. This triggers the emergency water pumps but the fuel rods are so hot that the cooling water boils away immediately. At this point the ECCS (Emergency Core Cooling System) turns on once the reactors pressure drops below 1600 psi. ECCS basically floods the containment vessel with a massive amount of high pressure water. If the ECCS had been left on uninterrupted the reactor would have cooled down and the situation would be over. The operators decide however to override the system and shutdown the ECCS for fear of the reactor pressure rising to high. At this point radiation levels outside the reactor reached a peak of 0. 00035 rem with 200 rem being potentially fatal. Back to the relief valve failed to close, an overflow situation was caused in the â€Å"Quench Tank† which caused safety rupture disks in the quench tank to rupture and spill radioactive water onto the floor of the containment vessel. The spillage of water on the containment vessels floor caused a pump to be activated which pumped the spilled water to an auxiliary tank. Normally the filling of this auxiliary tank would not be of concern but the problem occurred when the auxiliary tank overflowed and cause some radioactive gasses to be released. The radioactive gasses that were released were Xenon-135 (several day half life), Krypton-85 (10 year half life), and a slight amount of Iodine-131 (extremely toxic; 8 day half life) (Nave). As for other radiation levels the plant had over twenty devices measuring the rems during the accident and most were reading between 1-7 millirems per hour (Walker 84). â€Å"The NRC requires that nuclear plants restrict their emissions during normal operation so that a person who stood on the boundary of a plant twenty-four hours a day, 365 days a year, would not be exposed to more than about 5 millirems a year† (Walker 84). So even with this small amount released it still violated regulations. What really come up as a concern here is that when these reactors were designed, they were made to the specification were no radiation should ever be released. It is clear that these reactors were not up to par since they were releasing radiation. As for the health effects of that small about of radiation, â€Å"Neither scientific experts nor regulatory bodies guaranteed that a person who received less than a permissible doses of radiation would remain free of injury; they did not claim that a threshold existed below which exposure was harmless. But they were confident that the limits offered an ample, if not absolute, margin of safety from radiation hazards. † (Walker 85). Many studies were done on all ranges of people who were near or on site at the Three Mile Island Complex such as children and women who were pregnant at the time and there have been no proven or linked health effects of the finite amount of radiation released. (Walker 86). Even the health effects are still debated though. With public concern rising to a level of hysteria during this crisis President Carter decided to visit to ease the public’s concern. Walker 81). President Carter arrived in Three Mile Island and achieved his goal. In his touring of the complex he showed the state and nation that there was nothing to worry about. Many though that he would not go there if he were actually in danger; in actuality he was in a very large amount of danger from radiation and explosions. When the accident occurred the first people who the plant turn ed to were the NRC (Nuclear Regulator Commission). The NRC was unprepared to handle this kind of accident. This is mostly due to the fact that they had not had any problems they have had to deal with before and also due to the fact that they generally deal with licensing and policies and not accidents. They set up a command center in Bethesda Maryland and then sent a team of inspectors and scientists down to the Three Mile Island power plant facilities. Their role in the crisis was to advise both the President and local government officials on courses of action. (Walker 80). The reactor was eventually declared safe after it had cooled and the threat of a nuclear leakage was over. Once the reactor was declared safe, they locked the reactor up for several years to let the radiation die down and also to allow the uranium fuel rods to cool. After several years specialist went back into the plant to open up the containment vessel to extract the fuel rods and other debris. What they found is that the containment vessel base was half way melted though and if they had not stopped it when they did the uranium slag would melt through the containment vessel and seep into ground water and our rivers and water supply (Nave). The reactor has been decommissioned, and sealed no more cleanups is necessary. Walker 85). The industry had a noticeable response to this incident through increasing safety. Their biggest fear is that they would be scrutinized by the public and be inspected thoroughly for safety violations. The pressurized water reactors that were manufactured by Babcock Wilcox were retrofitted modernized to prevent similar situations from happening. The reactors th at were ordered to be built were canceled. Also some of the other pressurized water reactors were decommissioned as well. The major point of Three Mile island is that no new reactors have been built since then (Stencel). Three Mile Island fortified the fears held by those opposed by nuclear power. They had proof to show how dangerous reactors could be. No one could put up an argument to this. With the living fear of what had just occurred the industry were not able to get public support on more reactors. This fear lives into today affecting our policy. The fact is even now when we are deep in a recession and in a power crisis the concept of new nuclear power plants has been touched on very little. Works Cited Boudreau, Jay E. Three Mile Island: Aftermath and Impact. Editorial. Los Alamos National Lab Research Library. Los Alamos National Lab. Web. 2 Mar. 2011. . Echo: The Accident at Three Mile Island. Echo Center for History and New Media. George Manson University. Web. 15 Mar. 2011. . Grunwald, Michael. Three Mile Island at 30: Nuclear Powers Pitfalls TIME. Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews TIME. com. 27 Mar. 2007. Web. 15 Mar. 2011. . History of Nuclear Energy. World Nuclear Association. World Nuclear Association, June-July 2010. Web. 09 Mar. 2011. . Nave, Carl R. Three Mile Island. HyperPhysics. Georgia State University, 2005. Web. 16 Feb. 2011. . NRC: Backgrounder on the Three Mile Island Accident. NRC: Home Page. United. Web. 18 Feb. 2011. . Penn State Libraries | Three Mile Island 2 (TMI-2) Recovery and Decontamination Collection. Three Mile Island Database. Penn State University. Web. 15 Mar. 2011. . Stencel, Mark. Washingtonpost. com: Three Mile Island. The Washington Post. The Washington Post. Web . 15 Mar. 2011. . Walker, J. Samuel. Three Mile Island: a Nuclear Crisis in Historical Perspective. Berkeley: University of California, 2004. Print.

Ladainian Tomlinson Essays - LaDainian Tomlinson, San Diego Chargers

There have been alot of great sports stars throughout the history of NFL but Ladainian Tomlinson will be remembered for years to come. With his great elusive abilities, speed, and determination, he just baffles defenders that come across him. Ladainian Tomlinson plays on the New York Jets but started out on the San Diego Chargers. He is perhaps one of the NFL's best players on one of the worst teams. His running style compares to that of Barry Sanders, a great running back that was drafted to the Detroit Lions as a rookie and soon he began breaking tons of records but retired at the top of his game. At 5'10, 221 lbs, some would probably say that Ladainian Tomlinson may be the perfect size for being a professional running back in the NFL. Ladainian does a lot for charity and supports kids that hope to grow up and become athletes in the NFL which makes him a great role model for young athletes aspiring to become legends. Ladainian Tomlinson will be remembered for his amazing abilities as a running back to throw, catch, and the most important, run for outstanding yardage on almost every play. Also he will be remembered for being a role model for all kids around the world who hope to become great athletes one day.

Applying when you dont meet all the requirements for a job

Applying when you dont meet all the requirements for a job Ever come across a job you’re keen on but decide not to apply because you couldn’t check off every item on the requirements list? Many of us (women especially, according to internal research by Hewlett-Packard) tend to shy away from putting our resumes forward if our qualifications are less than perfect for a role. And while some explain this away as a confidence issue, a survey reported on by Harvard Business Review showed that a good 41% to 46% of people don’t apply for positions they’re not 100% qualified for because they believe that the listed job criteria are set in stone, and they don’t want to waste time and energy if they don’t have a chance. But the truth is, it’s not often that hiring managers will insist that every requirement is met. In fact, field experts will tell you that a job description is usually just a bold act of optimism and wishful thinking on the part of a recruiter, who doesn’t honestly believe that suc h a dream candidate even exists. It’s much like the search for a romantic partner: we’d all like to find someone who ticks boxes X, Y, and Z, but we’d probably settle for a match with just X and a little Y.So, should you apply for that role that doesn’t quite align with your experience? It depends, but you definitely shouldn’t dismiss the possibility too quickly. To decide whether it’s worthwhile applying when you don’t meet all the requirements, ask yourself these questions. And if the answer to most is â€Å"yes,† go for it. (And if you think you’ll need help revamping your resume to the job ad specifications, consider putting   a free resume builder to work.)Questions to Ask Yourself When You’re Missing a Few QualificationsDo I satisfy the non-negotiable criteria?There’ll likely be a lot of fluff in the job description – â€Å"bonus† requirements, you might call them – but thereâ⠂¬â„¢ll also be certain must-haves that are key to a candidate’s ability to do the job. Figure out what these essentials are, and if you’re confident you possess them, then go ahead and apply. Remember, you can always grow into the nice-to-haves.Am I confident I can do the job?Read the posting carefully and try to envision what the successful candidate would do on a daily basis. Based on this, think about whether the role is one you genuinely believe you can take on, and whether you’re confident you could quickly fill any gaps. You’ll know deep down whether you’re capable despite your shortcomings or whether you’re aiming too high.Am I a good overall match?Answering this one also requires some thorough research – into the company culture, the hiring manager, and the team you’d work with. Employers regularly hire candidates that feel like a good fit, even if they don’t satisfy all the criteria. So, if you can clearly comm unicate why you’re an outstanding match based on the business’s values, goals, and working environment, you could potentially make up for the fact that you’re wanting in other departments.Does the job genuinely excite me?It’s important to be realistic here – no matter how much the prospect of being a pilot thrills you, you’re not going to get the job if you’ve never flown a plane. But if you’re more or less qualified and you’re really enthusiastic about the job and the organization, this will hopefully come across in your application and help to compensate for the few qualifications you lack.Do I have transferable skills relevant to the role?These are competencies you developed in former roles that transfer well to new (unrelated) positions – soft skills, for example, like the ability to communicate clearly and work well in a team. Analyze the posting and make connections between your skillset and the strengths th ey’d like a hire to have. If you can show that you possess many of the required abilities, even if you have insufficient technical knowledge, you have a higher chance of being considered for the role.Planning to Apply? Keep These Tips in MindSo, you’ve answered â€Å"yes† to most of the above, and you’ve decided to apply. Follow this advice to up your chances of landing an interview.Perfect your cover letterIf you’re thinking about applying when you don’t meet all the requirements, then you’re going to need a strong cover letter. Use it to highlight your transferable skills and the unique value you could offer, rather than focusing on what you lack. Be sure to also convey your passion for the position, your confidence in your ability to do the job, and your commitment to hitting the ground running.Use the right keywords Take note of the kind of language that’s used in the job ad and pepper your resume and cover letter with iden tical industry-specific phrases (while still being honest). This way, you can work the system to your advantage and get your application through keyword-reliant applicant tracking systems (ATSs) and into human hands.Connect with an insiderWhen the odds are stacked against you, your best chances at success lie with having the right connections. Don’t know anyone at the company? Check LinkedIn to be sure. Still nothing? Then research relevant names and reach out to them to ask (politely) if you can send through a few questions – or better yet, meet over coffee. Once you’ve established a connection who can make introductions, you’re a lot closer to securing your dream position, and it starts to matter less that you don’t meet every requirement.LiveCareer  offers assistance to jobseekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview q uestions  of all stripes.

Unforgettable Place Essay Example | Topics and Well Written Essays - 500 words

Unforgettable Place - Essay Example Add to that, the cattle that reside on it are also one of the reasons why I frequent my father’s farm every now and then. Since I am young, being 22 years of age at present, my father has not given me the permission to call the shots as far as managing his farm is concerned. However I am sure that seeing my excitement at reaching his farm and with involvement that comes quite naturally to me, he will ask me one day to take over the reigns of the farm. This farm is unique because it has a number of trees within it. There is also a small house that my father has built so that we can spend the night over and enjoy the cool breeze that sweeps across the farm. I absolutely cherish the idea of spending nights at the farm because it is indeed one of my favorite pastimes. My happiness knows no bounds when my friends are given the permission to spend time with my family on my father’s farm. It is like a nightly picnic that my father allows once every 4 months or so. This unforgettable place however has its limitations as well. There is electricity but it keeps coming back and forth. Then there is the issue of a lot of mosquitoes which attack the individuals who are sleeping at night inside. Often times, with the permission of my father, I have spent a good amount of the night on the roof top of the house built on one side of the farm. But more often than not, we had to call it quits because the mosquitoes had a better army to destroy our fun and enjoyment. This farm is indeed very special and important for me. The biggest reason is that it is ours and no one can claim it to be theirs. Moreover, I have spent some of the best moments of my life at my father’s farm, thus making it an automatic choice to become the favorite place to be at any point in time. I have often dreamt of being at my father’s farm during the night and have told my father about what I saw. He appreciates my love for the farm yet disallows me from visiting it regularly. He believes

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

Communication paper - Essay Example In the conversation, the sender was my friend who sent a message to me by directly asking me my plans for the weekend. The question was clearly transmitted to me by my friend to which I responded positively. It was apparent that I am the receiver of the message and transmission was immediately achieved since I answered my friend with choices of places that we can visit. I also suggested some things that we can do like watch a movie or just play games in my room. In a way, there was noise between the message since I was excited by the fact that my friend is back so anything is possible. My friend’s message was clearly transmitted because that is also what I had in mind. Using the linear communication model, the conversation was successful because both parties were very optimistic and looked forward to the topic. If I were to analyze the conversation using simultaneous transactional model, it can be said that I was able to give a positive feedback, the message was decoded very well. I know that my friend has the best intention why he invited me so I relied on that belief. Even before my friend my called me up, I was already anticipating some invitation from this person. The conversation seemed very simple indeed but there lies many important lessons in communication. First of all, messages are can be easily decoded by the receiver when the person receiving the message feels positive about the sender. Since the message was transmitted by a close friend whom I trust, it was not hard to send a good feedback. Of course, this is not applicable in all times since noise can also be an obstacle in decoding the message. I could be experiencing some problems that my friend doesn’t know which can elicit a cold response. Probably, I could be feeling ill at that time and would not want to displeas e my friend so I just accepted the idea. No matter what the case maybe, there is another important lesson in communication

Greek Mythology and Platos Concept of the Soul Essay

Greek Mythology and Platos Concept of the Soul - Essay Example Platonic philosophy views the immortal soul and the body as separate entities. At death, the body decomposes and merges with the elements from which it was created but the soul is imperishable. This brings me to the point of linkage. To what degree was Plato influenced by Greek religious beliefs involving the immortality of the soul and what did Plato think of the afterlife compared to the earlier Greek religious beliefs about it? I cannot actually know this exactly but I can and will look at what Plato was reacting to. The Greek word for soul is psyche. Through the ages, the word psyche stayed the same but the meaning changed. My claim is that Plato’s idea of the soul differed from the earlier view expressed in Homer’s epics and other myths and he almost always chose the opposite position to Homer’s writings. Throughout the dialogues, Plato often argues against and almost ridicules Homer’s text, stepping outside the Greek societal box of thinking about the soul. Plato’s theory differs to that of the earlier Greek times because it portrayed the soul as being immortal and the means to knowledge. He did not associate the word psyche with de ath as did Homer. Hendrik Lorenz comments, â€Å"From comparatively humble beginnings, the word ‘soul’ undergoes quite a remarkable semantic expansion in sixth and fifth century usage. By the end of the fifth century -- the time of Socrates’ death-- the soul is standard thought and spoken of as the distinguishing mark of living things, as something that is the subject of emotional states and that is responsible for planning and practical thinking, and also as the bearer of such virtues as courage and justice.†1 Through the ages, Greek society associated the soul or psyche with the idea of death. The ancient Greeks’ religious beliefs were not prescribed in code on a set of tablets or papyri but rather passed down

Mutagenicity of Makahiya (Mimosa Pudica) Decoction

Mutagenicity of Makahiya (Mimosa Pudica) Decoction Chapter I BACKGROUND OF THE STUDY Plants have been a valuable source of natural products for maintaining human health, and the use of herbal plants as pharmacological treatments of diseases began long ago. A lot of people who are below the poverty line cannot afford the high cost of commercial synthetic medicines from drugstores and thus opt to use local plants within their reach since these can be obtained readily, cheaply and entail easy preparation and application (Racadio, 2008). Mimosa pudica Linn, which is known as â€Å"Makahiya† in Filipino, is a popular ornamental plant, as its leaves fold up when stimulated by touch, heat or wind (Balag-ey, 2009). It is considered as a common weed that abundantly grows here in the Philippines. Aside from ornamental purposes, local folks use the decoction of the plant for relief from common illnesses, such as asthma, dysentery, dysmenorrhea, rheumatoid arthritis, cough, fever, sore throat and a lot more (Castillo, et. al. 2005). One of the major concerns these days on the safety of plant extracts, is their mutagenicity. Mutagenicity refers to a chemical or physical agent’s capacity to cause mutations or genetic alterations. The identification of plant extracts with chemicals or compounds capable of inducing mutations is crucial since mutagenic compounds can potentially induce cancer (Ming, 2014). Makahiya has been discovered to contain mimosine. Mimosine is a toxic alkaloid that possesses an antimitotic activity that blocks the cell cycle and inhibits DNA synthesis (Xuan, et. al., 2013) thus might cause genomic instability. This may be a factor that leads to the onset of genetic mutations. So far, a study done by Jadhav et.al in 2013 shows that Mimosa pudica seeds, after S9 metabolic activation were found to be mutagenic and significant. Based on this premise, the researchers conducted a similar study, but instead of focusing on just the seeds of the plant, the researchers used the whole plant. Most importantly, this study utilized the decoction extract of the plant since this is the one being used by the local folks. Furthermore, the Muta-chromoplate kit was used instead of the standard Ames test used by Jadhav et.al. Objectives of the Study This study aimed to identify the mutagenicity of Makahiya (Mimosa pudica) decoction and fresh ethanolic extract using Muta-ChromoplateTM kit. Specific Objectives 1. To determine the number of wells with color change per plate of Salmonella typhimurium TA100 strain using: a. decoction with S-9 activation b. decoction without S-9 activation c. fresh ethanolic extract with S-9 activation d. fresh ethanolic extract without S-9 activation 2. To interpret the number of wells with color change per plate of Salmonella typhimurium TA100 strain utilizing 0.05 level of significance in the following preparations: a. decoction with S-9 activation b. decoction without S-9 activation c. fresh ethanolic extract with S-9 activation d. fresh ethanolic extract without S-9 activation Null Hypothesis No Hypothesis No Hypothesis Significance of the Study This study is essential and beneficial to the following: Society. The people will be equipped with more information and be aware of the mutagenicity of Makahiya as herbal medicine. Most specifically, they will be aware of the safety of the decoction preparation of the said herb as it is commonly used in a decocted form. Department of Health. With the understanding of the study, the Department of Health will be able to utilize the findings and disseminate information to the people in the City of Davao regarding the mutagenicity of the usage of Makahiya. Researchers. The study may serve as an avenue in enhancing the skills of the researcher, specifically on scientific inquiry. Moreover, this study may guide the researchers to explore further studies on the mutagenicity of Makahiya. Future Researchers. This study may provide invaluable knowledge, values, and expertise in performing research studies among future researchers if and when they plan to conduct a similar study. This study will be helpful when conducting a scientific inquiry on the problems or issues related to the mutagenicity of Makahiya. Scope and Limitations The scope of this experimental study was the determination of the mutagenicity of the decoction and fresh ethanolic extract of Makahiya. The herb was gathered in Davao City and the extracts were prepared in Davao Medical School Foundation, Inc. laboratory, Dr. A. Gahol Street, Bajada, Davao City. There was no utilization of animals as testing subjects. Rather, Muta-Chromo Plate Kit with Salmonella tyhimirium TA100 strain, which was based on the reverse-mutation test, known as â€Å"Ames Test† was used and provided by the EBPI Company. Also, the S9 enzyme activation was through the use of a crude liver extract provided in the kit. Theoretical Framework The theoretical framework of this study was based on a test developed by Bruce Ames, commonly known as the Ames test. In the study conducted by Ames et al. in 1975 (as cited in Razak et al, 2007) they used a test that utilizes a bacterial strain of the Salmonella typhimurium as tool to detect mutations. These S. typhimurium strains also have other characteristics that enhance their ability to detect mutations. Mutation in the histidine biosynthesis gene makes the cell wall of the bacteria more permeable to large molecules. Mutation in a gene responsible for proper excision and repair of DNA damage increases their sensitivity to mutagens. The strains of S. typhimurium are known as auxotrophs which mean that they are unable to produce a required nutrient. The test organism cannot synthesize the amino acid histidine, thus, it will not grow unless the nutrient is supplied in the growth media.Auxotrophs are usually produced as a result of a mutation that occurs in a prototroph, a bacterium that is able to synthesize the particular nutrient. The Ames’ test determines the ability of a tested substance to cause a reversal, also called a back-mutation of these auxotrophs to the original prototrophic state. During the test, auxotrophs are grown in glucose-minimal salts agar plates that contained all required nutrients but only trace amounts of histidine and biotin. The auxotrophs are able to grow for several generations until the histidine in the media was exhausted. This time they will stop growing unless they have sustained a back-mutation that has restored their ability to synthesize histidine. Suspected mutagenic substances were tested for their ability to stimulate back- mutations by placement set on the surface of the minimal agar plates previously inoculated with the auxotroph. The test substance diffused into the surrounding media and, if mutagenic, would induce back-mutations which would then allow growth into visible colonies. The more revertants observed near the test substance, relative to experimental controls, the more mutagenic the substance was likely to be. Conceptual Framework The study aimed to determine the mutagenic activity of decoction and fresh ethanolic extract of Makahiya on Salmonella typhimurium TA100 strain which involved substitution, addition, or deletion of one or a few DNA base pairs. The independent variables were the decoction and fresh ethanolic extract of Makahiya. The dependent variable was the number of wells with color change per plate of Salmonella typhimurium TA100 strain, with and without the addition of the S9 activation enzyme. Independent Variables Dependent Variables Makahiya (M. pudica) Decoction Fresh Ethanolic Extract Number of wells with color change per plate of Salmonella typhimurium TA100 strain: With S-9 enzyme activation Without S-9 enzyme activation Figure 1.1 Conceptual Framework of the study Definition of Terms Ames test.  A test used to determine the mutagenic potential of a substance based on the mutation rate of bacteria that were exposed to the substance. Decoction.  A method that involves boiling in order to extract a plant substance. Fresh ethanolic extract. Extract collected from M. pudica through the use of dilution with 95% ethyl alcohol followed by rotary evaporation process. Makahiya.  Scientific name,Mimosa pudica. The plant sample used in this study. Muta-ChromePlateTM. A 96-well micro-plate version of the Salmonella typhimurium â€Å"Ames Test Mutagenicity.  The capacity to induce mutation. Salmonella typhimurium.  The strain used for the Ames test. It carries mutant gene that prevents them from synthesizing the essential amino acid histidine from the ingredients in standard bacterial culture medium S-9 enzyme. S-9 is a crude liver enzyme extract utilized to mimic mammalian metabolism. This enzyme is purchased together with the kit.

Romeo And Juliets Fate :: essays research papers

William Shakespeare wrote many great plays in his day. His tale of Romeo and Juliet portrays a tragic love. This play ends with the deaths of the key characters Romeo and Juliet, because of their forbidden love. Many factors contribute to their demise. The scene of when they first meet, the fight between Tybalt and Mercutio, and the final death scene all reveal why the two of them cannot be together in the end. Romeo and Juliet are ultimately killed because of their decisions and fate. The effects of Romeo and Juliet’s decisions and fate are first apparent in the scene when they first come together. When Romeo says to Juliet in the Capulet party, "Thus from my lips, by thine my sin is purged" (I,v,108), and then he kisses her, it obviously exhibitions how they exercise their choice to love each other. After discovering each other’s identities, Romeo proclaims, "My life is my foe’s debt" (I,v,119), and Juliet states, "My only love sprung from my only hate" (I,v,140). These lines foreshadow that there will be many impediments keeping them apart and eventually killing them both. It might be thought that the tragic ending is caused by them choosing to love each other. However, if fate does not bring them together in the first place, they will never have the opportunity to establish their love. Romeo and Juliet are affected by their choices and fate right from the beginning. Romeo’s actions and chance also cause the chaos in Romeo and Mercutio’s fight scene with Tybalt. When Romeo replies to Tybalt when he is first insulted and threatened on the street, "I do protest I never injure thee, but love thee better than thou canst devise" (III,I,67-8), it means he does not mean Tybalt any harm and is walking away from the fight. Then, Mercutio steps in for Romeo and starts fighting with Tybalt. Romeo gets between them, which allows Tybalt to kill Mercutio, and later results in Romeo killing Tybalt. It is very easy to point the finger at Romeo and accuse him of allowing Mercutio to be killed. His decision directly allows Tybalt to stab Mercutio, but he is trying work it out so no one will be injured, like peer mediation. Although he has no clue that he will do more harm, Romeo is actually trying to help. That’s where fate affects him. Also, it can be said that Romeo is entirely responsible for killing Tybalt.

A Plea For MME. Loisel

Understanding Mathilde Loisel, the main character in Guy de Maupassant’s story The Necklace, is not simple.   Madame Loisel lived a humble life as the wife of a clerk; however, she desired the life of her rich friend Madame Forestier.   One evening Matilde’s husband came home with an invitation to an event at the Palace and Matilde responded with a disgusting displeasure to the invitation: â€Å"What do you wish me to do with that.†Nevertheless, Matilde and her husband found the money to acquire a dress and borrow a special diamond necklace from her friend Madame Forestier. At the Ball Matilde was the prettiest, most joyful, desired female of the evening. Upon returning home, Matilde realized she had lost her friend’s necklace. Matilde and her husband made up a lie and borrow money to replace the lost item. The fate Matilde found in replacing the necklace—ten years of hard labor— was to harsh.Her VanityWhat is the cause of Matilde’ s self induced punishment?   At first it appears to the reader that she is being rebuked for lying and losing the necklace.   But is this the case?   The cause of Matilde’s problem is not lying about the lost necklace, but her vain attitude towards the envy of a better life.   How does the reader know the cause of her punishment is vanity?First, Matilde will not attend the ball without the proper material possessions of a dress or jewelry.   Second, she is consumed by forming a lie to protect the necklace rather then telling the truth and taking responsibility for her fault.Third, Matilda is willing to sacrifice 10 years of hard labor to pay for her mistake.   In the end, Matilde over-reacted to the situation and her vanity caused her to cover-up a simple venial sin. Matilde’s over indulgence in her own self-interest is to blame for the creation of her elaborate lie.   The loss of the necklace is the result of her vanity.The PunishmentWhat price did Matil da pay for her attempt to cover up the vanity underneath the loss of the necklace and the lie to cover it up?   The reader knows that Matilde suffered ten years of drudgery in hard physical labor to repay the monetary value of the necklace.   Furthermore, Matilde’s husband worked extensive hours at his job and forfeited his inheritance to pay for the necklace.   Consequently, Matilde suffered the loss of her physical beauty while being impoverished as a slave to the households she cleaned.   In addition, Matilde and her husband were forced to resign any possibility of climbing the social ladder because the majority of their lives would be spent working to pay back the price of the necklace.   Matilde’s punishment was too harsh for simply being vain.The PleaMadame Loisel’s pride, which is a product of her vanity, has dealt her the cold hand of an ironic fate.   The ironic part in the story is that Madame Forestier’s necklace was not real to beg in with and Matilde’s perception of Madame Forestier and the upper class life turned out to be just as phony. Matilde should not have to pay the price she did for something that was not real to begin with.   In the end, Madame Loisel suffered an unjustified form of an ironic punishment in relation to the severity that her vanity should have caused.In a different set of circumstances, Matilde should have told the truth about the necklace from the moment she found out it was lost.   Had she done this her fate may have had a more positive result.   Nonetheless, the simple mistake of having too much self-importance does not deserve a life sentence of chastisement.Fortunately, Matilde ended up learning a lesson from her mistake and was able to tell the truth.     As a result, Matilde returned to her humble self and had the courage to approach Madame Forestier to find out the real truth.   The mistake Matilde made was that she borrowed a necklace to feel important for o ne night in her humble life and experience what rich people took for granted.   Matilde’s faults in her character should not inhibit her until death.   Madame Loisel did not deserve the unforgiving penalty of ten years of hard labor.   

Gradgrinds philosophy of education in Hard Times Essays

Gradgrinds philosophy of education in Hard Times Essays Gradgrinds philosophy of education in Hard Times Paper Gradgrinds philosophy of education in Hard Times Paper Essay Topic: Education Hard Times Charles Dickens novel Hard Times is a classic story about family problems, detachments and inappropriate family values set in industrial England. The main point of the story focuses on Thomas Gradgrind, a single-minded man who lacks emotions and whose philosophy is one dimensional. In order to discuss how Dickens presents education, in particular Gradgrinds philosophy of education it will be important to look further at the following points: Gradgrinds teaching style, interaction with his pupils and finally Gradginds personality. Thomas Gradgrind was a man built on the idea that facts and statistics were the only truth in life and all that was needed to have a healthy and productive life. Gradginds teaching style can be seen as regimented and one dimensional. For example, he believes in stating facts based on principles and has no time for anything outside the obvious. This can be seen at the beginning of the first chapter when Mr Gradgrind says, Now what I want is facts. Teach these boys and girls nothing but facts. This makes him seem a stubborn scary person, who lacks creativity and doesnt like to be challenged. : Also he believes himself to be factual and proceeds upon a principle to be accurate. You can see that facts are very important to Mr Gradgrind as the word Facts has a capital letter most of the time. Dickens seems to give an over the top description of Mr Gradgrind, using dull, monotonous language through which he shows us that Mr Gradgrinds attitude towards education is purely based on facts. Dickens also presents Gradgrind as a very well organised man, who is described as square. Square wall of a forehead, where everything about him is dry and inflexible. Dickens has described this character for a reason, to make the reader imagine a very dull, unattractive character. Dickens use of repetitions creates effect on the character such as In this life, we want nothing but facts, sir nothing but facts! . This implies that Gradgrind is a firm believer of education and is accustomed to only one explanation, and he doesnt consider anything more complicated. Gradgrind has no imagination, creativity or inspiration of any kind because he has only one goal in mind. When Gradgrind speaks to his pupils he doesnt let them explore their thoughts of vision. For example in the conversation about horses with his class he quotes Do you ever see horses walking up and down the sides of rooms in reality- in fact. This shows that Gradgrind has no ability to believe in images or ideas in the mind, especially of things that never will be seen in reality. When Gradgrind addresses the pupils he uses an order to instruct, because he wants everything in the right classification of arrangement, for example when communicating he underlines them as numbers rather than names, for example Girl number twenty. This is his regimented way to organize his pupils because the children are not allowed any independent thought which takes their personality away from them. Also Gradgrind shows no respect for the students and believes he is superior to them. Another sentence Gradgrind uses: Sissy is not a name. Here he tells Sissy that her name is ridiculous and that she should change it, Call yourself Cecilia. This shows Gradgrind is ignorant to what the students may want or believe. He also wants everything in an appropriate order because of his factual regime. Gradgrind produces a quite ridiculous question for Sissy to answer Girl number twenty, give me a definition of a horse Sissy knows what a horse is as she was brought up with them, but she is unable to answer Gradgrinds ridiculous question because she does not know what the word definition means. Bitzer is then asked to describe the answer, he does so correctly, Quadruped. Graminivorous. Forty teeth This answer goes well with the question, it is also ridiculous, this is emphasised by the answer being something that a student of this age would not know. Bitzers mechanical reproduction of facts is the approved product of Gradgrinds system of education. Dickens uses other characters names to create effect in the philosophy. For example Mr Mr MChoakumchild who is portrayed as an unpleasant teacher at Gradginds school. His name suggests that he is not very fond of children, which stifles or chokes their imagination. Dickens describes Mr MChoakumchild as an intelligent man, the subjects and skills that he studied show that his knowledge was very high. For example Orthography, etymology, syntax and prosody . He believes that fact is all that the children need to know in life. Dickens chapter title gives an implied meaning, Murdering the innocents this gives a violent impression. This can be interpreted as cramming the pupils minds with facts and overpowering their ability to think in a wider context. In conclusion, it can be seen that Dickens presents Gradgrinds philosophy of education by portraying Gradgrind as a gruelling man, who is only interested in his own way of doing things. It is his teaching of facts and excluding imagination, fantasy and understanding. He is a very hard man and is representative of the title, for example Industrial England was full of hardship where people were poor and lead simple lives. Dickens also uses irony to symbolise his point, a good example is the name Mr MChoakumchild. It is ironic because the schools philosophy is to cram the childrens minds with facts thereby choking them. Dickens has succeeded in writing the opening chapters about education, and his use of language is very effective.

George Herbert Mead †Symobolic Interactionist

George Herbert Mead – Symobolic Interactionist Free Online Research Papers George Herbert Mead Symobolic Interactionist George Herbert Mead, a symbolic interactionist, focused his thought on the role taking of individual behaviors. By emphasizing the process underlying social structures, Mead presents a very dynamic view of society for not only is society shaped by role taking, it can be altered by the unchanged processes. Mead was the originator of the thought of Mind, Self, and Society. This thought is shaped by thinking about your individual self through mind and how society sees you. Mead liked to look at the mind as something reflective; he said the mind was created by responses to environmental stimuli. He looked at the self as emerging out of the facility of using symbols and taking roles of others. He also said that there were two phases of self, the â€Å"I† which is spontaneous, inner creative and subjective, and the â€Å"me† which is the organized attitudes of others and the broader community. The â€Å"me† is derived from taking the role of others. What emerges from Meads view of society is not a vision of social structure but the underling patterns of social interaction from individualized role taking. His perception on society was that it is maintained by virtue of human’s aptitude to role-take and to assume the perspective of generalized other. Mead had many different influences in his work. He borrowed ideas from the four biggest intellectual perspectives of his time: Utilitarianism, Darwinism, Pragmatism, and Behaviorism. For utilitarianism, Mead emphasized three points: actors seeking rewards, actors as attempting to adjust to a competitive situation, and actors as goal directed and instrumental in their behaviors. Mead was interested in certain aspects of Darwinism. Mead argued that at birth, an infant is not a human. He said that infants acquire the unique behavioral capacities only as it adapts to social environments. Mead borrowed ideas from his intellectual peers who considered themselves pragmatists. Mead believed in the concept that humans use facilities to adapt and survive, and therefore said that everyone who wishes to adapt and survive has to adopt pragmatism. Mead rejected extreme behaviorism but accepted its general principle: Behaviors are learned as a result of gratifications associated with them. His behaviorist ideals tie in with his thoughts on mind, self, and society because he believed that the most distinctive behaviors of humans are covert, involving thinking, reflection, and self-awareness. In retrospect, we can conclude that mead borrowed ideas from a number of intellectual perspectives. Mead was not only influenced by these general intellectual perspectives, he also borrowed specific concepts from a variety of scholars, only some of whom worked within these general perspectives. Mead was able to take specific concepts and incorporate them into metaphors Research Papers on George Herbert Mead - Symobolic InteractionistRelationship between Media Coverage and Social andEffects of Television Violence on ChildrenThree Concepts of PsychodynamicInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseCapital PunishmentAnalysis Of A Cosmetics AdvertisementCanaanite Influence on the Early Israelite Religion19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and Crito

Media reading analysis and response Essay Example | Topics and Well Written Essays - 1250 words

Media reading analysis and response - Essay Example Some scholars, like Myoshi, have argued that we are in many important ways living in a more mobile world where transient actors experience greater freedoms and decreased loyalties. Such a frame work implies a substantial decline in the significance of traditional notions of borders and the nation-state. In the field of education William Brody, the President of Johns Hopkins University, sees opportunities and constraints as knowledge and services become less connected to nation-states and physical sites. How one views the world therefore affects how one anticipates the future. This essay will examine Myoshi's suggestion that the nation-state has declined in important ways; in addition, it will discuss the future implications for the future development of media systems in the Asia-Pacific. As an initial matter, while conceding that Myoshi characterizes the modern world as less national and more ethnically-oriented, he does not state flatly that the nation-state is non-existent or wholly irrelevant; the specific problem, in his view, that "we face now is how to understand today's global configuration of power and culture that is both similar and different vis--vis the historical-colonial paradigm" (1993: 727). This new global configuration is traced from colonization to decolonization to the modern setting. It is ironic that Myoshi refers to the decline of the nation-state in the article's title. This is ironic because the nation-state is also characterized as a myth created and perpetuated by major western powers and one must reconcile whether the decline to which Myoshi refers is to a decline in the influence of an actual nation-state or a decrease in the effectiveness or the legitimacy of the nation-state myth. A careful reading suggests that it is the myth that is in decline. This conclusion is the most plausible for several reasons. First, Myoshi suggest that the goals and the powers have over time been rather consistent. What has changed, mostly, has been the proffered justification for engaging in exploitive behavior. The world has evolved, for instance, from the War on Communism to the War on Terrorism. The world has evolved from colonization to globalization. Labels and slogans change, but the pursuits and the consequences do not. Indeed, referring to a decolonized globe, Myoshi sees little change in terms of consequences for the exploited and the powerless, arguing that the nation-state was always a western-imposed "cartographic unit" (1993: 729), a "counterfeit reproduction" of the colonizer's own administrative structure (1993: 730), and, in effect, a contrived and disingenuous creation. Second, Myoshi argues that with the end of formal colonialism new myths and contrivances have been manufactured by capitalist powers. One set of myths has been sw ept under the rug and another risen to accomplish the same objectives. Third, and persuasively, Myoshi demonstrates how western notions of the nation-state and nationality conflict significantly with more local notions related to ethnicity and ethnic identity. People tend to align themselves more along ethnic lines than national identity and this suggests that Myoshi may be correct of both counts: that the

Chinese Art in Europe Assignment Example | Topics and Well Written Essays - 750 words

Chinese Art in Europe - Assignment Example Four pieces recently on display in the National Museum of China demonstrate these contradicting desires, creating Chinese-inspired European art that often fails to capture Chinese aesthetic qualities. The desire to copy and imitate Chinese art in European art is a curious one: for much of European history Europe had been relatively assured of cultural superiority over others, especially non-Christian peoples. With China, however, something different seems to have taken place. European missionaries seemed to largely consider Chinese materially and culturally at least Europe’s equal, and possibly Europe’s â€Å"superior† (Mungello 85). This gave the Europeans the impulse to copy Chinese art. Furthermore, it was tempting for Europeans to attempt to form parallels between Chinese society and European society in order to bolster their own European institutions, such as the French Empire (Thomas 2). These forces led to an effort by European artists to imitate Chinese s tyle. Yet much of Chinese art was misunderstood by Europeans, or understood solely from their world view (Thomas 1). Many pieces of art in the National Museum demonstrate the desire to fit China into a European world view. The â€Å"Cup with Kinrade Decorations and German Gilded Silver Mounts,† for instance, features a highly ornate Chinese cup positioned on a gilded German mount, making the whole piece appear something like a massive chalice. Though the style of the bowl and the cup clearly clash fairly significantly, it is easy to see the European attempt to integrate Chinese art into a European formation, both making it part of something clearly European (an ornate chalice) and combining its style with European style. The Coffee Pot with Pierced Outer Wall, a later piece, shows a more genuine desire of complete imitation, possibly indicating a move away from stress about integrating Chinese culture with European that might have been associated with Europe’s ability to exert forms of colonial control on China (Thomas 17). While clearly there was a significant attempt to draw China closer to Europe, and form parallels between Chinese society and European, this does not change the fact that Europeans still showed an intense need to exoticize Chinese art and people. Joachim Kandler’s Sweetmeat Stand and Johan Lanz’s Inkstand with Exotic Figurines both demonstrate this desire to focus on the exoticness of China. Neither features a particularly Chinese style, both being highly ornate, even opulent in a rococo style, though the sweetmeat stand does preserve a few touches of Chinese authenticity (the lilies seem to have a Chinese touch about them). Instead, the focus of each work is on the figures, who are highly stylized in imagined Chinese dress. Each character features a highly ornate conical hat, clearly something Europeans were already associating with China at this point, along with robes of different sorts that do not seem to real ly bare a great deal of resemblance to Chinese dress. The clothing, however, is all clearly different from European clothing. The characters themselves are similarly stylized, with overwrought Chinese features. In these pieces, it is clear that the desire to express or imitate Chinese attributes through European art