Essay on Student Loan Debt Should be Forgiven - 1256 Words

Does the amount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with an average debt of twenty-six thousand dollars† (Fischer). This means that the average student debt has doubled since 2007 (Ross 24). The total student loan debt is $1.2 trillion with $1 trillion being from federal student loans (Denhart). This debt accounts for six percent of our nation’s $16.7 trillion debt (Denhart). Since student loan debt is such a big part of the national debt, if the student†¦show more content†¦A graduate who wants to be a public school teacher has the option of applying to the Teacher Forgiveness Program. In this program up to â€Å"seventeen thousand five hundred dollars of federal Stafford loa ns or the entirety of their Perkins loans can be forgiven in exchange for five consecutive full-time years as a teacher at certain low-income elementary or secondary schools† (Atteberry). This sounds like an excellent program, but what if the graduate student cannot find a job at one of these schools? The economy is not very good in today’s society and many schools are facing budget cuts. These budget cuts often effect the teachers by their salary. Also, if the teacher in the Teacher Forgiveness Program got laid off because of budget cuts before their five years where up then none of their loan would be paid. Another option that students with debt may take would be joining the military. The military has its own loan forgiveness program. Another thing that the military has is strict rules about who can be in the military. People in the military rather it is the Army or the National Guard have to be healthy. It is not someone’s fault if they are not in perfect cond ition because for the most part our health is out of our hands. Basic things like not smokingShow MoreRelatedShould Student Loan Debt Be Forgiven?1344 Words   |  6 Pagesï » ¿Student Loan Debt: Should We Forgive? EN1123 Most Americans would agree that higher education is important. Compared to years ago, when a high school education was acceptable in most jobs, a college degree is now required in the majority of positions. But what if you can’t afford to get a degree? What then? For many, student loans are the only way to finance one’s education. Paying out of pocket simply isn’t a reality for most, so they rely on state and national government to provide them theRead MoreIntroduction. In The Recent Years, There Has Been An Increasing1016 Words   |  5 Pagespaying tuition fees for college students. This has been brought about by high cost of living and inflation. In addition, college tuition fees today as compared to 50 years back have increased exponentially. As a result, more students are opting to applying and taking student loans provided by the federal government. Consequently, statistics show that the amount of student dept is souring. This has led to economists start debating on the impact the ever-increasing student dept has on the economy of theRead MoreWhy Is Not Student Loan Forgiveness?1161 Words   |  5 PagesStudent loan forgiveness remains such a vital topic to many individuals because the exorbitant costs of post-secondary education require a majority of students to take on debt in order to simply improve themselves and advance intellectually. Thousands of students are graduating college every year, each with several thousands of dollars in debt. This area is important to research because it will provide insight into the futures of all college students immersed in the deep debt that appears to consistentlyRead MoreThe Debt And Interest Of Student Loans1164 Words   |  5 Pages The amount of student loans that one accumulates throughout post-secondary education can become a heavy burden. In addition, the study conducted by Scheresberg, Lusardi, and Yakoboski (2014) show that a surprising amount of students are not aware of the financial burden that they have acquired until they are deep in debt and interest. They summarize that: Overall, there is a notable mismatch among college-educated Millennials between their perceived and demonstrated levels of financial literacyRead MoreStudent Loan Loans Should Not Be Forgiven938 Words   |  4 Pages Should student loan borrowers be forgiven for their debt? The cumulative total of student loan borrowing has already reached $1 trillion dollars already make up more than half of what Barack Obama is pushing to cap the amount any borrower must pay back and forgive outstanding debt after 20 years, even so calling to forgive some or all of the debt that is escalating. Robert Applebaum, the Author behind the Student Loan Forgiveness Act, believes that student loan should be forgiven to highlight anRead MoreForgiving Student Loan Debt Essay examples822 Words   |  4 Pagesamount of student loan debt have an effect on the economy? If so would forgiving student loan debt help lower the national debt or would it just increase it? According to Mary Claire Fischer, a writer for Kiplinger’s Personal Finance magazine, â€Å"two-thirds of students who receive bachelor’s degrees leave college with debt in tow† (Fischer). Among these students, the average amount owed is twe nty-six thousand dollars (Fischer). There is a six month grace period after graduation to allow the student timeRead MoreReducing The Burden Of Student Debt1526 Words   |  7 PagesStudent debt has been growing over the years rapidly, not just because the majority of people attending college but also because the prices of college have gone up. One of the reasons is that parents don’t really look into making a college fund. Most parents haven t saved a penny for education or for anything else in recent years. There has been so many students today that are in major debt and don’t know how to get out of the hole they have made. Student debt is still going up here recently inRead MoreStudent Lo 7 Students Loan887 Words   |  4 Pages7 student loan myths debunked When it comes to student loans, there is a lot of information to take in—especially for a new college student who is exploring their financing options for the first time, or a new graduate who has just started paying off their student loan debt. With all of the different information out there, it can be easy to get confused, and perhaps even misunderstand certain things about student loans. The following are some common student loan myths, debunked: Myth #1: I’m notRead MoreAvoiding Using Student Loan932 Words   |  4 PagesAvoid Using Student Loan Most Millennials constantly try to stay on trend, and believe that a high-paying job is very important to do so. With the state of the economy, I have to agree I feel the same way. College is a means of furthering one’s education, gaining more knowledge and a foundation stone to securing a career. However, the means of attaining a college education is rather tedious. The bane of going to most colleges is paying tuition and fees but this is unsurprising, nothing good comesRead MoreIs Forgiving Student Loan Debt A Good Idea?1009 Words   |  5 PagesForgiving Student Loan Debt a Good Idea?† states Robert Applebaum’s solution for student loan debt is a â€Å"radical and wildly unfeasible solution† in both economically and politically. Applebaum’s proposal is to â€Å"provide a one-time bailout of student debt†¦as a way to stimulate the still-limping economy.† However, Webley counters the solution has to have â€Å"the purported benefited a nd fairness of a one-time student loan bailout.† In Webley’s essay, in the sixth paragraph she mentions the average debt total

Maternal Mortality in Somalia Free Essays

string(156) " of infibulation is not done properly and the woman attempts to do it without specific precaution, the death of the baby and the mother can easily results\." II. Global Public Health Issue Somalia is a country that has suffered from many issues since the collapse of any sort of centralized government. The Somali people have suffered from countless diseases, poverty, conflict, environmental disasters, and constant displacement. We will write a custom essay sample on Maternal Mortality in Somalia or any similar topic only for you Order Now For almost an entire generation the country has been without an effective central government, which in turn had major effects on the country’s health system. The Somali health system consists primarily of fragmented and privatized services that are insufficient and unequally distributed. The country’s public health system has very little central governance or management. Due to these factors most of the population do not have access to the most basic health services and definitely do not have access to higher level of services if needs arises. The lack of an overall adequate health system that is controlled by a centralized government has crippled the progress of reproductive health. Giving birth in Somalia is extremely dangerous and very unpredictable. Somali woman are among the highest risk women in the world with a Maternal Mortality (MMR) of 1,044-1,400 per 100,000 live births compared to a 12 per 100,000 in the United States. Even after a mother survives all these risks and delivers her baby, both mother and child continue to face constant risks. The under-five infant mortality rate is 225 per 1,000 live births2 compared to 8 per 1,000 live births in the US3, putting infants in Somalia in the highest risk category worldwide. A woman’s health and behavior during pregnancy affects the health of her unborn baby. A poor diet, certain environm ental exposures, illnesses, medication, and other factors affect the baby’s development. Prenatal and antenatal care is extremely important in order to ensure the health of the baby and the mother. In Somalia only one out of every four pregnant woman gets antenatal care and for those lucky few that do, the service isn’t even good enough and they do not receive vital interventions. 4This missed opportunity to catch any complications that would arise contributes to the high MMR and IMR in Somalia. The lack of adequate antenatal care also increases the chances of pregnant women developing eclampsia during their pregnancy, a complication that is one of the major causes of maternal mortality in the country and could be easily prevented with a simple blood or urine test. Interestingly the amount of women that receive antenatal care differs across the region. Somaliland, a northwestern region of Somalia that has declared itself a sovereign state and enjoys a higher level of stability and governance, has the highest antenatal care coverage percentage according to the last survey done by MICS in 2006. Somaliland had 32% of its population receiving at least four antenatal visits, followed by Puntland that has 26% of antenatal care coverage. The lowest coverage in the country was recorded in the central south region, a pattern that is the same for most other health disparities in the country. Aside from the lack of proper antenatal care during pregnancy, traditional beliefs that are held by the Somali population affects the maternal mortality rate in the country. Most Somali mothers do not believe in prenatal health precautions, such as taking vitamins and attending checkups. They take on the motto of, â€Å"if one isn’t experiencing pain or bleed ing there is no need to see a doctor until birth. The rest should be left to god†. This type of behavior greatly contributes to the high MMR. Infections due to unattended and unhygienic deliveries also contribute to the high maternal mortality rate in the country. For all the births that take place in Somalia only a mere 2% of births take place in a health care facility that is attended by skilled staff6. Most rural women do not have the resources or access to deliver in facilities with staff that are trained in child delivery. By the time they go into labor most are alone or with untrained family members and neighbors. They resort to unsafe traditional methods of delivery, using equipment that is unsanitary or harmful to the mother and child. These methods mostly result in postpartum hemorrhaging; a major cause of maternal mortality in Somalia. Also with the high number of deliveries outside of maternal facilities, the attentions that mothers would have received if complications arise are not available. Prolonged and obstructed labor leads to the death of the mother or infant, and in some cases the death of both. Aside from those mothers who do not deliver in health facilities, the few that do are not that much better off. Due to the high personal risk in Somalia aggravated by the violence, most hospital staff do not come to work in fear for their own personal safety. The health care system in the country uffers from poor healthcare workers retention, lack of medical supplies, lack of neonatal facilities, and extreme lack of trained personnel on duty. For those mothers that do give birth at a facility most do not have access to an emergency obstetric referral care. A pregnancy complication called postpartum hemorrhaging is treated in emergency obstetric referral care. Most mothers that are suffering from this excessive blee ding only have a one to two hour window to be treated or else they die due to blood loss. Unfortunately many mothers lose their life in this timeframe in Somalia. Some other factors that also contribute to maternal mortality is a custom practiced by many Somali woman in the country. Female genital mutilation (FGM) is the process of partial or total removal of the external female genitalia for whatever purpose that is not a medically prescribed surgery. It is a painful process that many young girls go through and most experience infections and in some worse cases death. During pregnancy women that went through FGM experience complications and have to go through a de-infibulation process in order for her to even deliver vaginally. If this process of infibulation is not done properly and the woman attempts to do it without specific precaution, the death of the baby and the mother can easily results. You read "Maternal Mortality in Somalia" in category "Essay examples" Many young mothers, especially those that live in rural and nomadic areas, do not have access to health care facilities that can do this procedure and they are forced to do this procedure with unsanitary equipment and methods. Moving beyond the pregnancy and birth, mothers and children that survive this risky situation, have to deal with a lot more. According to the Multiple Indicator Cluster Survey (MICS) that was taken in 2006 the infant mortality rate (IMR) is at 86 per 1,000 live births. A survey collected by UNICEF in 2008 calculated the under five child mortality rate (U-5MR) to be at 135 per 1,000 live births. The lack of proper supplies and vaccination contributes to infants passing away due to polio or malaria. Subsequently since most mothers do not give birth in facilities and opt to delivering at home, infants do not receive postnatal care at all, exposing them to a deadly world with no defense mechanisms. Diarrhoea, disease-related dehydration, and respiratory infections are also the highest reason for more than half of infant death. The major reason for the contraction of Diarrhoea being the lack of safe water and poor food hygiene a child experiences during pregnancy or after birth. The countries harsh weather conditions and natural disasters in Somalia also affect maternal mortality rates and infant mortality rates in the country. Harsh famines that occur leave pregnant mothers and infants extremely malnourished with no access to food, clean water, or medication. Pregnant woman sometimes have to deal with no food or water for many days while they walked in the harsh weather to the nearest shelter. This results in miscarriages and stillbirths. Infants that are born into these situations mostly die of malnutrition and disease since they have no access to food, water, or medicine. Subsequently environmental health in Somalia is extremely lacking and services are concentrated in small towns and wherever security conditions allow. After the collapse of a centralized government, public health and environmental health services became almost non-existent. Due to the lack of regulation and monitoring by a strong government, the environmental and public health situation has declined tremendously. Somaliland and Puntland seem to have at least some adequate levels of public health and environmental services, but they too are only focused on small densely populated areas. As you travel out into the rural parts of these regions, any sort of health services becomes minimal. South and Central Somalia seems to be suffering the most, with large populations going without much health care and environmental services. One of the biggest environmental risks in Somalia is access to safe drinkable water. Only 29% of the population has access to safe drinking water7. In the urban areas people depend on wells that are located on private property and are dependent on the purchase of water. In the villages people and animals use the same water source, sometimes causing the water to become contaminated. The situation has been worsened with the constant and massive movement of the population from rural areas to more stable cities, cities that do not have the capacity to provide safe water for their steady population rise. To aggravate the situation even more, due to the lack of national environmental services, most Somali households live in a situation where they do not have proper means to dispose of waste and excreta. This is felt more in places where people live close to one another and have their waste near where they dwell. Due to the poor hygiene and sanitary precautions, outbreaks such as cholera between woman and children become extremely common. Lack of a garbage collection system also affects environmental health and contributes to water pollution. Since there is not regulation to where garbage is dumped or any garbage collection system, it is normal to see trash everywhere. Whether it is the streets, inside buildings, or even in bodies of water, it is not uncommon to see garbage lying around. The smell that neglected garbage emits and the health risk it brings, not to mention the unsafe animals it attracts, is something that the population is left to deal with. III. Public Health Impact and Policy Reducing maternal mortality rates in Somalia has had a global affect on the public health world. Many campaigns were launched in order to reduce this staggering high MMR in the country. Whether big or small, each campaign primarily focuses on ways to support the pregnant women during pregnancy and transition her and her newborn into the world. One of the larger and more global campaigns Somalia is a part of is the launch of the Millennium Development Goals (MDGs). At a sit down that occurred at the end of he 20th century, governments from across the world came up with a set of goals for all developing countries known as the MDGs. These goals, which would be completed by the year 2015, would help cut world poverty in half, improve health standards across the world, and save millions of lives. The MDGs are time sensitive and have a set and pre-determined outcome. With connection to the MDGs pertaining to Somalia’s maternal issues, MDG1, 2,3,and 7 are closely related to reproductive health. While some progress has been made with some of the goals, most of the goals pertaining to maternal and infant health have seen little to no progress thus far. Somalia has shown a commitment to achieve all the MDGs, and has submitted the first report this year on the status of the MDGs since the campaign was launched. Although it is recognized that the progress reached is not as high as expected, with a country like Somalia that is extremely suffering in all categories, any progress is welcomed. In order to fully reach all the goals set by the MDGs, a commitment by the government to create a strong national health system with strong policies that will lead stakeholders in providing quality services is needed. Globally the MDGs pertaining to maternal health are showing a positive result. According to a report produced by the United Nations, the number of woman dying during pregnancy or childbirth has halved in the twenty years this program was launched. The report they submitted, called Trends in Maternal Mortality: 1990 to 2010, show that between 1990 and 2010 the number of maternal deaths decline 47% annually. Even though progress has been made, many countries that are mostly in sub-Saharan Africa will not make the MDG goal of minimizing maternal death by 75% at the end of 2015. Thirty-six of the forty countries that have the highest maternal death rate are in sub-Saharan Africa. Ten countries have already reached the MDG goal of 75% reduction in maternal mortality. Those countries are Belarus, Bhutan, Equatorial Guinea, Estonia, Iran, Lithuania, Maldives, Nepal, Romania, and Viet Nam. Recently in 2010 at a UN Leaders Summit for the Millennium Development Goals, a Global Strategy for Women’s and Children’s Health was launched with a total of US 40 billion for funding. The MDGs that are at target are MDGs 4 5; those that are aimed to reduce child mortality and improve maternal health. In Somalia the National Reproduc tive Health Strategy is aimed to reach the highest possible reproductive health for Somalis and reduce the amount of women and children that die from easily preventable diseases and complications. With just three years left till 2015, initiatives have to intensify in order to reach satisfactory progress. Malaysia and Sri Lanka are an example of successful implementation of the policies set by the MDGs. Both countries have succeeded in reducing maternal mortality to levels that are comparable to industrial countries. In Sri Lanka female literacy was expanded and with Malaysia’s strong economic performance, both succeeded in a steady decline of their MMR. All it took from them was a steady and modest investment in poverty reduction, providing maternal health services that were accessible, and improving access to quality emergency obstetric care. Both countries took step to remove inancial obstacles that pregnant woman face in order to receive maternal care. Both countries success was also aided with their increased skilled birth attendants that were vigorously trained in the art of child delivery. The more accessible skilled birth attendants and emergency obstetric care that a country has, the more chances for pregnant woman to have successful deliveries. Culture can either take on a role of aiding or impeding the implementation of public health practices. In the case of Somalia, the widespread practice of FGM in the past has caused great harms to public health practices. The repercussion FGM has caused to woman health is immeasurable. Even though FGM is so deeply woven into the Somali culture and has been practiced almost since the establishment of the Somali people, Somali woman have been working hard to eradicate it as early as 1977. The Somali Women’s Democratic Organization (SWDO) was formed in 1977, to become the implementation agency for the eradication of FGM. In 1988 a campaign was launched to eliminate the practice of FGM under the premise that it was unhealthy and completely unreligious. Shortly after a research center was opened solely to focus on the harmful affects of FGM and ways to eradicate this practice. Unfortunately, the fall of Siad Barre’s regime and the countries collapse in 1991 halted all progress made. Since 1996 UNICEF in Somalia funded series of awareness seminars attended by women organizations, religious leaders, government officials, and health professionals. In 1997, Somaliland’s government with the help of UNICEF organized a national seminar on FGM and established committee to develop policies in order to eliminate this practice. UNICEF also sponsored workshops in Mogadishu, Galgaddud, and Mudug regions in 1999-2000. Religious leaders have also been doing their own work informing the public that FGM is not a religious practice and is in fact prohibited by Islam. On November 1999, the Parliament of the Puntland administration approved legislation making the practice of FGM completely illegal. Since then there is no real evidence that this law is being enforced 9. Through many campaigns and initiative people across Somalia are actively talking about the discontinuation of FGM. More and more women are joining he fight against this practice, a feat that in of itself is huge. Talking about this topic publicly was a taboo for such a long time, and it is a huge progress for people to just be talking about it. Changes are gradually being seen in the Somali community. Recently, with the collaboration of an NGO called TOSTAN, UNICEF, and Somali community leaders, an awareness programme was launched in Somalia. This pro gramme is aimed to create community awareness around many issues including FGM. So far a total of eighty-four communities already have been engaged and of those eighty-four, twenty-eight have declared abandonment of FGM10. IV. Costs: Economic and Societal â€Å"There is no tool for development more effective than the empowerment of women. † This quote was said by the former General Secretary of the United Nations, Kofi Annan. In this simple sentence Kofi Annan explained the importance of women in our society. Women play a key role in improving the health, education, and economic productivities of their families and communities. Yet strangely, even though the health of woman is so essential to the wellbeing our society, they are the poorest and most vulnerable people in the world. out of every 10 women dies in childbirth. All public health professionals and frankly everyone around the world should be very concerned about maternal mortality. When a mother dies she most likely leaves behind children. Those children become neglected because it is the mother who really takes care of the kids, ensures they are fed, well educated, and medically well. If those children lose their mother they either pass away themselves, or become unfit members of their community. A child that could have become a positive asset to his or her community is now part of the chain of poverty. Keeping mothers alive is essential part of helping end the chain of poverty. Most mothers that die during pregnancy or childbirth die due to an easily preventable disease or complication. In the case of Somalia where maternal mortality rate is at an all time high, most complications could have been easily preventable. Mothers face economic hardship, no access to healthcare services, and face harsh environmental risks. Also due to the lack of stability and a strong central government that has equally strong public health policies and procedures, their chances of survival while pregnant or giving birth is very slim. Major stakeholders on this public health issue in Somalia are: private sectors, NGOs, United Nations, Ministry of Health of Somalia, and Regional Ministry of Health in Puntland and Somaliland. Unfortunately, the Ministry of Health of Somalia has no real power due to lack of financing and resources. Its regional counterparts (Somaliland Puntland) may fare a little better by they too have no major resources. That leaves this issue to heavily depend on private sector and Non Governmental Organizations. Groups such as UNICEF and WHO have launched many great campaigns, but the greatest challenge they face is in security. Due to the threat posed by Al-Shabaab and its terroristic activities, aid worker’s lives are at a constant risk when performing within the country. This forces these organizations to either work outside the country or wait until conditions become more favorable. Working outside the country entails using local leaders an workers to implement projects, and due to the chaos in governance, corruption is inevitable. V. Proposed Resolutions In order to reduce MMR in Somalia there has to be many steps taken. Somalia must first develop and maintain a strong healthcare system that supports maternal health. There must be universal access to antenatal and prenatal care by every pregnant woman, with consistent checkups. These facilities should also be created in rural and urban areas where there is little to none in order to ensure the health of pregnant woman in those areas. Abundant supply of Trained Birthing Attendants need to be established that are skilled and have gone through training in safe and sanity birthing, and are equipped with all the supplies they need to carry out this procedure. Emergency Obstetric Referral Care must be developed and made accessible. Programme in family planning, use of contraceptives, and reproductive health should be developed for woman and families to go through. Policies should be implemented for families that cannot afford maternal care, through free services or vouchers. Vaccinations and other preventatives measure must be taken during and after pregnancy to ensure the health of both mother and child. Campaign to eliminate cultural practices that bring harm to mothers must be created and advanced. Sexual health education programme should be provided to young girls in order to prevent young pregnancies. Somalia is a war torn country with little no to none stable governmental structure, and lacking in a strong health care system. All proposed solutions require a functioning government to implement and monitor these solutions. Until Somalia can develop this, it will be extremely hard to lower the maternal mortality rate. 1 http://www. unicef. org/somalia/health_53. html 2 http://www. unicef. org/infobycountry/somalia_865. html 3 http://www. unicef. rg/infobycountry/usa_statistics. html 4 http://www. unicef. org/somalia/SOM_ReproductiveHealthReport-WEB. pdf 5 http://www. childinfo. org/mics/mics3/archives/somalia/survey0/outputInformation/reports. html 6 http://ethnomed. org/clinical/mother-and-infant-care/perinatal-profile-for-patients-from-somalia 7 http://intersos. org/en/countries/africa/somalia/somalia? page=1 8 http://www. un. org/apps/news/story. asp? NewsID=42013Cr=materna lCr1= 9 http://www. asylumlaw. org/docs/somalia/usdos01_fgm_Somalia. pdf 10 http://www. unicef. org/somalia/reallives_7723. html How to cite Maternal Mortality in Somalia, Essay examples

Temptation of Eve Essay Sample free essay sample

Satan has made it his intent in life to seek retaliation on God for ostracizing him from Eden. The extract of The Temptation of Eve when Satan speaks to Eve is grounds of this. Throughout these lines Satan fast ones Eve into disobeying God. attempts to turn Eve against God. and efforts to demo Eve that cognizing good and evil will do her more like God. The Tree of Knowledge is a really powerful tree that God has created. Line 243-247 explain how God made this tree so powerful that it non merely can’t be eating off of. but touched either. Satan lures Eve into eating the fruit from the tree by stating her that he has eaten the fruit one time earlier and it made him hold the ability to speak and believe. So she is believing at this point that if she eats from the tree as good possibly she will derive more cognition merely like the snake did. Eve is incognizant of the difference between right and incorrect so she begins to believe Satan. but still inquiries him about God. Besides Eve doesn’t realize that the snake is truly Satan so she easy becomes more funny to what he has to state. Since Satan is seeking retaliation on God. he is seeking to destructing his most perfect creative activity which is Adam and Eve. At this point Satan is seeking to carry Eve that she won’t dice from eating the fruit of the tree. In the narrative Satan claims he has already eaten the fruit of this tree and when he did eat it. he purportedly gained the ability to believe and speak. He besides brings up a point to her that none of the other animate beings can believe and speak and they didn’t eat from the tree. but he did. so that draws her in more into believing his prevarications. Satan says in line 270 from the reading that you can’t decease from the tree because it gives you life. Which he is mentioning to when he ate of the fruit and it gave him more cognition. So now Eve is get downing to tilt more toward what Satan has to state because she thinks. good if he ate the fruit and now thinks and negotiations. so I wonder what I will derive from eating the fruit. Eve is taken in by Satan’s false premises because she is nescient of common sense and doesn’t realize that she is bei ng hoodwinked. She hasn’t developed the cognition of good and evil yet so she has no hint that her and Adam’s lives are in danger within her appreciation. In line 271. Satan refers God as a â€Å"threatener† . He is seeking to flim-flam Eve into believing that God has no power over anyone else and that she could be merely every bit good as God. He is seeking to convert her that God is no more powerful than any other animal. Once once more she doesn’t have adequate cognition to cognize what evil is so she is stealing into what he is throwing at her. Some techniques that he uses on her are kindness by stating sweet things to her and remaining composure with her. he gives her regards and calls her a goddess. Eve is falling for his hocus-pocus because he is feigning to be a gentleman and because she is a fleeceable and vulnerable miss. She is fleeceable because she is so guiltless toward bad and evil. that anything anyone tells her she believes. She doesn’t even know evil exists or what it is because God didn’t set it into the universe and by her being defenseless with no aid. Satan can easy acquire into her hea d. Adam is a large portion in Eve’s life and since he isn’t at that place when Old nick shows up. she is incapacitated and exposed for Satan’s evil program to come into action. Possibly if Adam was with Eve at the clip of Satan’s reaching. Satan likely wouldn’t of tested flim-flaming Eve because she had Adam at that place to protect her. Satan is seeking to peruse Eve that he has eaten from this tree and when he did he gained cognition and the ability to talk. He claims that life is more perfect now that he has eaten from this tree and that he has touched and tasted from the tree and lived. In lines 272-276. he explained how destiny has given him a better opportunity to populate now that he has eaten off this tree. Besides he explains to Eve in those lines that God has must of set that tree at that place for a ground because when he ate from it nil happened. He besides was stating that if merely good comes from eating off the tree. so why would God state you non to eat from it? It besides says in those lines that if its shut for worlds. so why non for beats? Satan tells Eve that God didn’t acquire huffy at me for eating from the tree. so why would he be angry at you? By stating all these prevarications to Eve. she begins to oppugn God’s authorization and inquire why nil has happened to the snake when he has eaten from it. Eve besides one time once more doesn’t cognize what evil is so that draws her in more into Satan’s program. At this point into Satan’s strategy. Adam still isn’t at that place for Eve to protect her and do certain she isn’t eating from the tree. Now that Eve knows that the snake didn’t acquire punished for eating the bad fruit. she has 2nd conjectures about whether or non God will see her eat the fruit and penalize her. In lines 273 and 274 Satan says. â€Å"And life more perfect have attained than Fate/Meant me. by embarking higher than my batch. † I believe Satan was seeking to state that he has a more perfect life now than destiny has intended and volunteering higher than he could travel. He was explicating to Eve that he transcend and went beyond the degree of his outlook and it turns out that when he took the hazard he got something positive out of it. Satan tried to state Eve that he took the hazard of traveling against destiny and he found something good out of it. so this is demoing her that if she does the same. possibly destiny will allow her something good every bit good as the snake. His â€Å"new knowledge† has brought Eve to believe that her destiny could convey her something positive for her life and she could derive the apprehension and power of God. Eve merely continues to listen to what the snake has to state and she is so incognizant and naive that everything she hea rs from him is right to her. No animal like the snake has of all time came up to Eve and started congratulating her. bowed to her and done the things the snake has done. so her experience of this evil and trickery doesn’t apply to her well-being. Satan has non giving up on seeking to entice Eve into eating the fruit. He now begins to state her in lines 277 and 278. that â€Å"For such a junior-grade trespass and non praise/Rather your dauntless virtuousness. † In Satan’s words. â€Å"petty trespass† . is mentioning to Eve’s undistinguished invasion of the garden. He is seeking to state. why God would be angry at Eve if she is merely harmlessly walking through the garden. incognizant and unarmed. He’s seeking to acquire her to understand that she isn’t making any injury by walking near the tree. Harmonizing to Satan. â€Å"dauntless virtue† . agencies Eve is unafraid and has goodness. At this point Satan is seeking to butter up Eve some more and get down to give her regards. so she will go more comfy with him. The more nice things he says to her. the more she is traveling to believe what he is stating is the truth. He is still seeking to acquire Eve to be more on his side. than God’s side so he can set his program into action. Eve is taken in by these words because she realizes that he is congratulating her and stating things to her that make her feel better about herself. In this manner she is falling for Satan’s fast ones and is acquiring more comfy with him and acquiring closer to him. so she will experience safe with Satan and go friends with him. Eve as being a miss besides has a disadvantage because to Satan misss are more weaker than male childs because they are easy fooled with by regards. Satan attempts to acquire Eve to understand that she could be a â€Å"better topic of God’s† . He says this because if Eve eats from the tree she will hold a happier life cognizing the difference from good and evil. He explains this in lines 280-283 and continues to state that if evil is known. and so won’t it be good for you to cognize what evil is so you can avoid it and be a better retainer of God. So if she knows what immorality is. it will be easier to avoid and non make so God will be happy that she didn’t choose to make the incorrect thing. Satan is stating by eating from this tree you will so cognize what good and evil is so non merely you will hold a better life. but God every bit good. Now Eve is being taken in by this point by what Satan is stating is doing complete sense to her and cognizing that eating the fruit will be O.K. because she will cognize the difference between making good and evil. Yet once more Adam still is non with Eve. so it ma kes it easier for Satan to go on with his program to acquire retaliation on God for kicking him out of Eden. By Satan stating Eve that she will populate a better life for herself and God. takes a batch of force per unit area off her if she eats it. Eve is certain by Satan stating that God â€Å" can non ache ye. and be just† . Satan is seeking to state Eve that God can’t hurt one of them and believe it’s O.K. to make it. Besides he is stating that your fright of decease takes off the fright of God. Satan is seeking to acquire Eve to understand that she shouldn’t be afraid of God even if she eats from the tree. He is acquiring acrossed Eve’s attending by converting her non to fear God because if he were to penalize you. why would he make you to be nescient and low? In lines 284-293. Satan is explicating to Eve that she shouldn’t unrecorded in fright of God and the twenty-four hours you eat the fruit God will open his eyes and recognize that her and Adam are Gods. Satan at this point is good at perusing Eve because he is now speaking to her about God and how if she eats from the tree God will recognize that they are Gods. Besides he is doing Eve experience good about herself and stating h er if she eats from the tree she will so derive the cognition of good and evil. Satan is seeking to acquire Eve to grok that God won’t acquire disquieted if she eats from the tree and she won’t acquire killed. Eve is being drawn by Satan at this portion of the narrative because he continues to give her positive feedback and he tells her she won’t demand to worry about God killing her for eating off the tree. Eve besides doesn’t have Adam at that place once more to assist her through Satan’s hocus-pocus. The ground Satan goes for Eve in the first topographic point because he knows that misss are easier to entice in and they can be influenced really rapidly and easy. Toward the terminal of this narrative. Satan begins to inquire Eve a figure of inquiries such as: â€Å"if they all things who enclosed cognition of good and evil in this tree. that who so eats thereof Forth with attains wisdom without their leave? † Throughout this whole choice Satan has used many techniques and ways to flim-flam Eve into eating the fruit from the tree. These techniques besides had a large consequence as good. Some ways Satan used to flim-flam Eve is blandishing her and giving her regards. He uses these because for adult females it’s easier to acquire what you want from them. merely by being sort and allowing them hear what they want. In the narrative he besides kissed her pess and licked the grounded she walked on. To Eve this is a large consequence because he is demoing her regard and demoing how of import he is to her. Satan utilizations regards by naming her beautiful. pretty. and a goddess. Satan besides affects her self-esteem by doing her feel good about herself and by giving her the pleasance of experiencing like a queen. The effects of his techniques are acquiring Eve to believe all the prevarications he told her and how she fell for his fast ones. when in the terminal she did fain the cognition of good and evil. but her life got worse alternatively of better. It besides affected her by now she fears life even more because how will she cognize who to swear.

The borrowing system Essay Example For Students

The borrowing system Essay In the play, â€Å"Doll’s House† by Henrik Ibsen, portrays the protagonist, Nora as a very child-like character who understands a man’s world better than she will let on. She is treated very similarly to a doll; she is played with and treated like a child. Her husband Torvald Helmer does not believe that Nora understands the world of money and business. Nora doesn’t let on that she does, and she plays along to this facade of being someone with no knowledge on the outside world. It is evident that she is aware of the world of business when she says â€Å"† In business, you know things called quarterly payment and †¦. We will write a custom essay on The borrowing system specifically for you for only $16.38 $13.9/page Order now I couldn’t save much out of the housekeeping money† (Ibsen, 161). From this quote, it is evident that Nora is very much aware of the borrowing system in the business world. She understands the system of borrowing money, and paying it back in quarterly payments. By her knowing this information, it is clear that Nora is not just the puppet of Torvald, but an intelligent woman who is informed of the world’s events. Furthermore, Nora proves that she knows about the world of men by saying, â€Å"Last winter I was lucky enough to get a lot of copying to do, so I locked myself in and st writing-often till after midnight. Oh, I was so tired sometimes†¦so tired. Still, it was really tremendous fun sitting there working and earning money. It was almost like being a man† (Ibsen, 162). By Nora using the words, â€Å"it was almost like being a man,† she demonstrates the difference of society’s perception of what men and women are supposed to do. By saying that she was similar to a man, she is implying that she had taken part of a man’s world, thus proving that she does understand a man’s world better than she will let on. She also demonstrates that she had worked for money, which is unheard of for a woman. If she had worked, she had done a man’s job. In society, the man’s job is to go to work, while the woman’s job is to stay at home and care for the children and make the house look pretty. By her working, and by her use of words, it is evident that Nora is a hardworking woman who knows the struggles of working hard for money. Lastly, when Nora tells Mrs. Linde that she was the one who had come up with the money to save her husband’s life; Mrs. Linde refuses to believe her due to the fact that women can’t borrow money without their husband’s consent. In retaliation, Nora had said, â€Å"Ah, yes she can-when it’s a wife with a little flair for business-a wife who knows how to set about it†¦Ã¢â‚¬  (Ibsen, 160). She implies that she has a â€Å"little flair for business†, which proves that she knows more about the man’s world. She also suggests that she knew how to set about it, proving that she’s intelligent. This proves that Nora is not an ordinary woman, but a woman who can understand business matters very well, thus proving that she understands the world of a man very well. Although she understands this world, she never shows that she does. She plays along with her husband; he believes she has no knowledge on this subject matter. Nora suggests that they can borrow money, and when Torvald warned that the people they borrowed from will come looking for them, Nora said â€Å" Them? Who bothers about them? They’re just strangers† (Ibsen, 149). In reply to this, Torvald had said, â€Å"Nora, Nora! Just like a woman† (Ibsen, 149)! This demonstrates Nora’s acting skills as a typical woman. She doesn’t let on that she is aware of the matters in a man’s world. .u4fb9db15b47d96cc2b37f238d136f99d , .u4fb9db15b47d96cc2b37f238d136f99d .postImageUrl , .u4fb9db15b47d96cc2b37f238d136f99d .centered-text-area { min-height: 80px; position: relative; } .u4fb9db15b47d96cc2b37f238d136f99d , .u4fb9db15b47d96cc2b37f238d136f99d:hover , .u4fb9db15b47d96cc2b37f238d136f99d:visited , .u4fb9db15b47d96cc2b37f238d136f99d:active { border:0!important; } .u4fb9db15b47d96cc2b37f238d136f99d .clearfix:after { content: ""; display: table; clear: both; } .u4fb9db15b47d96cc2b37f238d136f99d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4fb9db15b47d96cc2b37f238d136f99d:active , .u4fb9db15b47d96cc2b37f238d136f99d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4fb9db15b47d96cc2b37f238d136f99d .centered-text-area { width: 100%; position: relative ; } .u4fb9db15b47d96cc2b37f238d136f99d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4fb9db15b47d96cc2b37f238d136f99d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4fb9db15b47d96cc2b37f238d136f99d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4fb9db15b47d96cc2b37f238d136f99d:hover .ctaButton { background-color: #34495E!important; } .u4fb9db15b47d96cc2b37f238d136f99d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4fb9db15b47d96cc2b37f238d136f99d .u4fb9db15b47d96cc2b37f238d136f99d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4fb9db15b47d96cc2b37f238d136f99d:after { content: ""; display: block; clear: both; } READ: THE MANY SIDES OF HAMLET EssayShe explains the importance of her playing this role of the innocent, helpless wife when she tells Kristina, â€Å"Besides, Torvald has his pride-most men have- he’d be terribly hurt and humiliated if he thought he owed anything to me. It’d spoil everything between us, and our lovely happy home would never be the same again† (Ibsen, 161). From this, it is evident that Nora only puts up with this act just to please her husband. She does not show her true, intelligent colours to her husband, but acts as the damsel in distress wife that he wishes her to be. In conclusion, Nora merely pretends to be a doll-like character in front of her husband. In reality, she is a very intelligent, well-informed woman who has a lot of knowledge on the business world, but never shows that she does to her husband. 2. In this play, â€Å"A Doll’s House† by Henrik Ibsen, there are two female characters that have experienced the world very differently. Mrs. Linde and Nora were childhood friends who have recently met again. They reflected on each other’s’ lives, and it is clear that Mrs. Linde had been through more hardships than Nora. This is because she had married her husband for money, to support her family, but once her husband had passed away, she had to support herself. Because of her accomplishment, she has a slight haughtiness to her personality. When Nora says, â€Å"You’re proud because you worked so hard for your mother all those years† (Ibsen, 159), she responds, â€Å"I don’t look down on anyone; but of course I’m proud-and glad- to know that I was able to make Mother’s last days a little easier. When Nora tells her that she’s proud of what she did for her brothers, Mrs. Linde says, â€Å"I think I have every right to be†. From this, it is evident that Mrs. Linde clearly thinks that she should have the right to be proud of her accomplishment. She also believes that she is superior to Nora. Mrs. Linde had said to Nora, â€Å"Well, good heavens, a little bit of sewing and that sort of thing! You’re only a baby, Nora† (Ibsen, 158)! These phrases demonstrate that Mrs. Linde’s terrible experiences changed her character for the worse; it made her more arrogant. Unlike Mrs. Linde, Nora has had a different experience in the world. She is treated like a doll at home, and plays the role of a helpless wife. When Nora tells Mrs. Linde of her husband’s new post at the bank, she says, â€Å"Oh, not just what we need! Heaps and heaps of money† (Ibsen 155)! This shows her childlike nature when she says, â€Å"heaps and heaps of money†. She plays into the role of the innocent wife, who cannot support herself. Thus, gets excited when there is a lot of money involved. Furthermore, Nora says to Mrs. Linde, â€Å"No, you first- I mustn’t be selfish today- I’m not going to think about anything but your troubles. I must just tell you one thing, though. Do you know we’ve just had the most wonderful stroke of luck- only the other day† (Ibsen, 155). In this, Nora first says that she will listen to Mrs. Linde, but then she ignores that and carries on with her life story. Nora was too excited and happy that she just told Mrs. Linde about the new bank manager post, being inconsiderate to her feelings. She was being too hyper and peppy that she could no longer hold that piece of information within herself. This further demonstrates Nora’s childlikeness. Since Nora receives everything she desires, and is treated similar to a pet, she acts very childlike for a grown woman. Compared to Mrs. Linde, Nora has not faced many tragedies. .u1f26e3d7a925bc8c23593c8efd4a0b6c , .u1f26e3d7a925bc8c23593c8efd4a0b6c .postImageUrl , .u1f26e3d7a925bc8c23593c8efd4a0b6c .centered-text-area { min-height: 80px; position: relative; } .u1f26e3d7a925bc8c23593c8efd4a0b6c , .u1f26e3d7a925bc8c23593c8efd4a0b6c:hover , .u1f26e3d7a925bc8c23593c8efd4a0b6c:visited , .u1f26e3d7a925bc8c23593c8efd4a0b6c:active { border:0!important; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .clearfix:after { content: ""; display: table; clear: both; } .u1f26e3d7a925bc8c23593c8efd4a0b6c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1f26e3d7a925bc8c23593c8efd4a0b6c:active , .u1f26e3d7a925bc8c23593c8efd4a0b6c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .centered-text-area { width: 100%; position: relative ; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1f26e3d7a925bc8c23593c8efd4a0b6c:hover .ctaButton { background-color: #34495E!important; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1f26e3d7a925bc8c23593c8efd4a0b6c .u1f26e3d7a925bc8c23593c8efd4a0b6c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1f26e3d7a925bc8c23593c8efd4a0b6c:after { content: ""; display: block; clear: both; } READ: The Atomic Bomb EssayNora did have to save her husband’s life, yet she is so subtle about it. She does not use this as an advantage and become arrogant like Mrs. Linde. Instead, she hides the fact that she too has worked hard for someone else, and pretends to be childish instead. Mrs. Linde has openly faced many challenges, and overcome them, which made her haughty. On the other hand, Nora is seen to have not faced many problems; however she has secretly overcome many challenges. She hides this and acts childish, proving that she is humble. In summary, it can be said that the different experiences of the world one has, shapes the personality of oneself.

Free Essays on Online Education

The internet has created a world without borders consumers can purchase goods from around the world by going online and comparison shop for whatever he or she wishes, it could be a car, clothes, or a boat, and make a purchase. Once a purchase is made the items you received through the mail are tangible. Meaning you can interact with your products for example; you can wear your clothes, drive your car, and sail in your boat. What about services goods? The intangible things you love as well. Can you buy a service online? The answer is yes. You can now go online do your banking, see a concert, see an art exhibit, watch a movie, and the list goes on. What I found interesting is online education. You can go to grade school, High school, get your GED, undergraduate degree, master’s degree, even your PhD. In my paper I want to talk about how E-commerce has changed the future of services through education. I know that getting education online sounds like a good idea but, there two sid es to this service. I will discuss the advantages and disadvantages of education online. First, let me tell you how the whole idea of online education got started. â€Å"It’s not fair that I have to sit and wait for other kids.† (electronicschool.com) This is a statement that was given by a gifted student who was bored with the work in his classes. After reading an article on electronicschool.com I learned that parents were in search for a better alternative for their children’s education. Many of these types of students lose their potential and become problem kids because there bored with class. Many parents take time to father educate there children with the internet away and feel that they should be to keep them at home. This would also applies for students who are not as advanced. â€Å"Darren Smith has problems paying attention in a regular classroom.† (electronicshoool.com) An online education can give a student like Darren Smith the extra attention that... Free Essays on Online Education Free Essays on Online Education The internet has created a world without borders consumers can purchase goods from around the world by going online and comparison shop for whatever he or she wishes, it could be a car, clothes, or a boat, and make a purchase. Once a purchase is made the items you received through the mail are tangible. Meaning you can interact with your products for example; you can wear your clothes, drive your car, and sail in your boat. What about services goods? The intangible things you love as well. Can you buy a service online? The answer is yes. You can now go online do your banking, see a concert, see an art exhibit, watch a movie, and the list goes on. What I found interesting is online education. You can go to grade school, High school, get your GED, undergraduate degree, master’s degree, even your PhD. In my paper I want to talk about how E-commerce has changed the future of services through education. I know that getting education online sounds like a good idea but, there two sid es to this service. I will discuss the advantages and disadvantages of education online. First, let me tell you how the whole idea of online education got started. â€Å"It’s not fair that I have to sit and wait for other kids.† (electronicschool.com) This is a statement that was given by a gifted student who was bored with the work in his classes. After reading an article on electronicschool.com I learned that parents were in search for a better alternative for their children’s education. Many of these types of students lose their potential and become problem kids because there bored with class. Many parents take time to father educate there children with the internet away and feel that they should be to keep them at home. This would also applies for students who are not as advanced. â€Å"Darren Smith has problems paying attention in a regular classroom.† (electronicshoool.com) An online education can give a student like Darren Smith the extra attention that...

German Gift Ideas (Geschenkideen)

German Gift Ideas (Geschenkideen) Are you looking for a good gift for the German fan on your list? Heres a list of gift ideas for people who love German and the German-speaking countries of Austria, Germany, and Switzerland. In some cases, youll find a link to the product or more information, but most of the listings below are just helpful gift ideas related to German and the German-speaking countries. Books and Dictionaries A serious all-German dictionary (hardcover)A German-English dictionary (hardcover)Dual-language books (German poetry, literature)Harry Potter books in German, German audiobooks, travel guidebook You can also look online  for books, CDs, DVDs, and more German gift ideas Christmas Season Gifts If youre giving a gift to a German lover during the Christmas season, consider the following: Carved wooden Nativity setChristmas pyramidGerman pewter or crystal tree ornamentsNutcracker figureBook of German Christmas carolsAdvent wreath with candlesChocolate Advent calendar (before Dec. 1)Steiff teddy bear or dollGerman incense smokers (figures) Steiff Teddy Bears The German Steiff company made its first teddy bears in the early 1900s. Some early Steiff bears sell for thousands of dollars to collectors. Steiff still makes its high-quality bears, and they remain the most valuable of all teddies. A new Steiff bear or other figures generally cost between $30 and $250. German Incense Smokers (Raucher) Incense smokers can be very attractive- in both modern and traditional designs. These often colorful figures represent fisherman, firemen, soldiers, postmen, and people in traditional dress. The smoke from the incense comes out of the figures mouth. Cooking, Food, and Drink Gifts German cookbookRaclette set (for fondue)Glà ¼hwein (hot mulled wine) packet with bottle of wineGerman or Austrian wineGerman wine decanter stand (Weinheber)Gift certificate to a local German/Bavarian/Swiss restaurantAustrian/Swiss chocolateCookie and gingerbread moldsEgg cup set (Eierbecher) German Decor Austrian crystal (Swarovski, Kisslinger) glass ornamentsCeramic beer steinGerman, Austrian or Bavarian flagHummel ceramic figures  Decorative bells (Bavarian, Swiss, Tyrolian)Cuckoo clockGerman hand-made candles (modern)Pewter items (steins, ornaments)Posters and photos (German scenes, Austrian/German people: Bach, Einstein, Mozart, etc.)Stuffed animals (classic Steiff teddy bear)Good luck ceramic pig (a sign of good fortune in Germany). Austrian Crystal and Glass (Krystal) Austria is well known as a producer of beautiful crystal glass in many forms and designs. Although Swarovski is the best-known brand, you should also consider Kisslinger in Tyrol.   Miscellaneous German Gifts Dirndl dress or lederhosen (Austrian/Bavarian leather pants)German TV subscription (in North America)German wrap-around sling baby carrier (Storchenwiege) Music and Movie Gifts CDs by German-language artists (Falco, Fanta4, Die Prinzen, etc.)iTunes gift certificate (for downloading music by German music/artists)iPod or MP3 playerGerman movie DVDs Travel Gifts Set of plug adapters or voltage transformers (large small)Handheld computer/PDAMultiband cell phone (that works in Europe and North America)Electronic English-German dictionaryPortable DVD playerTravel guidebook and maps

Project Content Elements Assignment Example | Topics and Well Written Essays - 250 words

Project Content Elements - Assignment Example The authors have chosen to focus on a prevalent culture-bound syndrome known as â€Å"Seizisman† for illustration of assessment, cultural beliefs and illness management among Haitians. This article will expound more on my research by showing how the Haitians’ cultural beliefs ultimately have an effect on their health care experience as the exemplification of the culture-bound syndrome, ‘Seizisman’ will indicate. Nicolas, G., DeSilva, A. M., Grey, K. S., & Gonzalez-Eastep, D. (2006). Using a multicultural lens to understand illnesses among Haitians living in America. Professional Psychology: Research and Practice, 37(6), 702. Published researches show that culture has a significant effect on how mental illnesses are expressed and manifested by diverse ethnic populations. Little has been done to focus on the growing number of Haitians in the United States. This article focuses on clinical observations made on Haitian immigrant women on expression of depression. The paper distinctively considers depression and how it is managed among these Haiti women by relief through God, pain in the body and fighting a losing battle. It then a more methodical and scientific depression investigation and management. Nicolas, G., DeSilva, A. M., Subrebost, K. L., Breland-Noble, A., Gonzalez-Eastep, D., Manning, N., †¦ Prater, K. (2007). Expression and treatment of depression among Haitian immigrant women in the United States: clinical observations. American Journal of Psychotherapy, 61(1),

Critical thinking Case Study Example | Topics and Well Written Essays - 750 words - 1

Critical thinking - Case Study Example This amounts to 8.5% of the total population. The American Indians are 16 people, while the Asians are 12. In percentage terms, the Indians amount to 0.77%, while that of the Asians was 0.58%. There are also other minority tribes, such as Eskimos and the Pacific Islanders. Their total number amounts to 98, which is 4.9% (Statistical abstract of the United States, 17). St. Juan is a city found in Hidalgo, one of the counties of the state of Texas. The city is located at 26Â °1133"N 98Â °9 10"W, and has an area of 11 square miles. In 2011, the city had a population of 34,091, which was an increase of approximately 30%, as compared to the statistical figures of 2000 (Statistical abstract of the United States, 36). The number of males was 16, 498, and this is a percentage of 48.4%. The female population amounted to 17,593, which represents a percentage of 51.6% (Statistical abstract of the United States, 21). The largest numbers of people in St Juan are the Hispanics, whose number was 32,734 representing a percentage of 96.7%. The Asians were 47, and the blacks were 32, which was a percentage of 0.1 and 0.09 % respectively. The total number of white people was 1012, and this was a percentage of 3%. The minority tribes of the Eskimos and the Pacific have amounted to 10 people, and this contributed to a percentage of 0.03% (Statistical abstract of the United States, 25). The reason as to why the Whites and the Hispanic are the majority in these cities is because they assimilated the minority groups of the Eskimos, the Pacific’s and the Black Americans. The Eskimos and Pacific’s are small in number; this makes them vulnerable to the dominant tribes of the Hispanics and the Caucasians. The Hispanics and the Caucasians intermarried with them, and because of their dominance, they were able to assimilate these groups. This led to the increase of the Hispanics in the St Juan city, and the increase of the whites at the city of St. jo. Intermarriage is an

The cultural and memory institutions Essay Example for Free

The cultural and memory institutions Essay There has been a radical change for the cultural and memory institutions across United Kingdom and these changes are moreover due to the changing facet of technology and the growing feature of user demands. The modern trends influence the purpose of the traditional as well as modern culture preservation and its management. The new technology has brought about rapid changes with its ways to preserve culture in its conventional form by scholarly studies and development of supporting strategies. In this regard, the possible ways, UK’s cultural institutions should probably approach is discussed here in this report. The objective of this study is provide recommendations and options so as to make visible the country’s cultural institutions and actors. It is hopeful that the study will help to improve the way UK’s cultural actors organize for the predictable changes that will take place in the next five years. This report aims to converge the three main trends discussed in the report – technology, culture, their interaction in order to increase the social participation and how new emerging web technology and online services can help to increase the public participation in culture. Definitely, internet technology or more profoundly, digitization has changes the scenario to a large extent and has created demands for on-demand, continuously available, personal access to products. Almost every library, archives and museums in UK have become digital by now and have changed their roles from the customary bodies to hybrid organizations that know how to take care of all the various cultural resources. The adaptation of the cultural contents to the digital form of content has presented a new dimension to the society to access their cultural heritage in ways that were unbelievable about a decade ago. According to Paul Fiander, Chief of BBC Information and records, UK, â€Å"The dividend from investment into going digital is substantial. † With the increasing levels of knowledge in the society, there will always be an increasing demand for quality and rich content and the Cultural institutions can cater to this need of learning services that are needed at all levels of the society. The modern internet technologies can play a major role in enhancing and delivering new content about culture heritage of the society. With this addition of innovative internet technologies, users will be able to enjoy easier access to their cultural lives and will be able top actively participate in events and cultural communities world wide. Users will be able to locate their areas of interest, visit virtual museums, and libraries to search for information they would have to toil hard to obtain. According to David Bearman,AMICO, â€Å"Offering highly interactive and rich environments will become a competitive factor within the cultural heritage community. In the future, we will expect that you can manipulate digital images in many ways, turn them around, look at the bottom, etc. Those resources that you cannot manipulate will be perceived as second rate. Moreover, the museums they come from will be perceived as second rate. † Displays, narrations and visuals combined with studies or information are learnt to have more positive effect on any student or end user. Latest advancements can provide a more effective and interactive learning environment for the users to add value to their studies and research works based on cultural heritage. Nevertheless, technology cannot alone boost the growing needs to reinforce a cultural scenario within the British society or anywhere else in the world, for that matter, but it also requires the understanding and the intellectual â€Å"capital† to create and develop new and rich cultural content material. This will help the cultural institutions to unlock the rich cultural heritage to the masses. Meanwhile the private sector has already started its efforts in the direction to re-invent the cultural content online. Amazon, BBC, Wikipedia, Second Life and MySpace have out in considerable efforts in this field and have changes the content landscape on the internet within a short period of time. These companies have done revolutionary digitization changes with the existing online content and have improved it beyond imagination. The truth is that they are inevitably assimilating. However, the next big question is that, what are most suitable policies that can meet the desired aims to merge technology and culture at the same time and what will the opportunities that online cultural opportunities can bring forward in a fast changing world. This paper throws some light in these issues and what can be the roles that the different organizations can play to achieve this aim.

Case Study on Dave Barry :: History

Case Study on Dave Barry Much can be learned about Dave Barry's personal life by reading his books, which are compilations of the articles that he has written. His articles can be seen every Sunday in the Daily Break section of The Virginian-Pilot. He is a comedy writer who often points out annoying aspects of everyday life and makes fun of them. All of the following excerpts have been taken from the book entitled, "Dave Barry is not making this up" (unless otherwise noted). He uses a lot of parentheses to add asides, which further explain what he has written. Another technique in his writing that I have noticed is personification, sometimes in the form of quotes. All of these techniques are used in the following excerpts from an article entitled, "Food For Thought." Another problem is that our ant is starting to sag, both in the front (or, in entomological terms, the "prognosis") and in the rear (or "butt"). It doesn't look like one of those alert, businesslike, "can-do" ants that you see striding briskly around. It looks depressed, like an ant that has just been informed that all 86,932 members of its immediate family were crushed while attempting to lift a Tootsie Roll. But the ants that showed up at our experiment were total morons. You'd watch one, and it would sprint up to a Cocoa Krispie, and then stop suddenly, as if saying: "Yikes! Compared with me, this Cocoa Krispie is the size of a Buick!" then it would sprint off in a random direction. Sometimes it would sprint back; sometimes it would sprint to another Cocoa Krispie and act surprised again. but it never seemed to do anything. There were thousands of ants behaving this way, and every single time two of them met, they'd both stop and exchange "high-fives" with their antennas, along with, I assume, some kind of ant pleasantries ("Hi Bob! "No, I'm Bill!" "Sorry! You look just like Bob!"). This was repeated millions of times. I watched these ants for two days, and they accomplished nothing. It was exactly like highway construction. It wouldn't have surprised me if some ants started waving orange flags to direct other insects around the area. A technique found often in Barry's articles are graphic indicators, especially italics. The above excerpt shows how he uses them to indicate exaggeration ("This was repeated millions of times") and also to emphasize words ("†¦accomplished nothing).

Reflection on Teaching Essay

In order to challenge my theory of teaching I first need very briefly to define it. When I was taught science it was mostly through direct teaching. Any experiments performed were deductive in nature with very little input from me. When I got to college and I started performing experiments then I suddenly started having little epiphanies where facts I had learned off by heart were unexpectedly connected in ways I hadn’t understood before. So I came to think that this was what was lacking at secondary level, the experimental experience that allowed people to physically test the ‘how’ of the world around them. To put it simply people are innately curious and that exploiting this curiosity is the way to teach. From the moment they learn to talk, children constantly ask questions about everything, from â€Å"where eyebrows come from?† to â€Å"what do worms eat?† Asking questions is the way they find things out and this really is just one small step away from learning. From personal experience of teaching I think that Arnstine (1967) was correct when he said â€Å"the arousal of curiosity can lead to learning†¦for learning to occur, curiosity must be guided†. Designing lessons in such a way as to tap into the natural curiosity of students and to connect the topics on the curriculum with their everyday experiences is surely the best way to teach science. I find enquiry / constructivism extremely interesting as it encapsulates the whole get their attention approach but I think it’s misused by an awful lot of people. I think that analogies and real world examples need to be reflective of the scientific concept yet simple enough that the student can grasp it. Also it requires that the student be actively involved, activities must provide the opportunity to demonstrate learning.  Ã¢â‚¬Å"To instruct someone†¦ is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that m akes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product.† (Bruner. J, The Process of Education: Towards a theory of instruction 1966: 72) So in approaching this assignment I realise that I am an ardent supporter of teaching through enquiry. I agree with Bruners theoretical framework of building on pre-existing knowledge by presenting new material in a logical manner at a level the student can understand, revisiting topic in stages and building layers of ever increasing complexity. I find the concept of a spiral curriculum to be a sensible one, but also to be at odds with the way in which individual schools plan the teaching of science. There is far too much relience on the text book, with strict adherence to the material inside. I prefer to leave the text book at home, for the student to be assigned reading and questions from it for homework so that it is new and different and provides a slightly different aspect to the same topic. At the very least it will provide the same information as was covered in class in a slightly different manner and provoke recall instead of boredom. A consequence of supporting enquiry is an aversion to direct teaching. Those who support direct teaching say that it is a highly effective method of teaching. The basic components are careful content analysis, sequencing of information and use of appropriate examples, specific instructional formats where both teacher and student responses are scripted and testing to mastery. The part that receives the most criticism is the scripted responses. Here is an example I found at Brainsarefun.com http://brainsarefun.com/Teachtk.html EXAMPLE 1. All: Teacher and students touch the answer to be learned. 2. Teacher: â€Å"The answer to this question is, 1492.† 3. Teacher: â€Å"When I signal I want you to answer, 1492.† 4. Teacher: â€Å"The answer is 1492.† 5. Teacher: â€Å"What year did Columbus discover America?† 6. Teacher: â€Å"Get ready.† Watch the students to make sure all participate. 7. Teacher: Signal by pointing or snapping fingers. 8. All: â€Å"1492.† 9. Teacher: â€Å"That’s right, Columbus discovered America in 1492.† 10. Teacher: Reward. â€Å"Good job saying 1492.† Make eye contact with individuals. Smile. 11. Teacher: Next answer, or repeat until everyone is participating and firm. If any student is unable to participate or answer correctly, start at the top of the sequence again. Most teachers believe that this type of teaching is too restrictive and prevents the students from developing critical thinking skills. I have to say that on my first reading of this example of direct teaching I was horrified at the way the students were indoctrinated. I knew that this method of teaching was not for me and I continued to develop my lesson plans along the constructivist enquiry model. I researched guided discovery and found that discovery learning is described as an inquiry-based, constructivist learning theory that occurs in situations where the learner draws on their existing knowledge to discover facts and comprehend relationships. Students interact with the world by manipulating objects, wrestling with questions or performing experiments. As a result, students are more likely to remember concepts and knowledge discovered on their own (in contrast to a transmission / direct teaching model). Proponents of discovery learning say it has many advantages, including encouraging active engagement, promoting motivation, autonomy, responsibility, independence, aiding the development of creativity and problem solving skills and is a tailored learning experience that helps minimize classroom management problems. Detractors point out the amount of time needed to teach a topic and that students do not always achieve the intended outcome of the lesson. That is they may draw erroneous conclusions about the investigation they are engaged in. My action research Now that I have explored my theories on teaching I need to test those theories by comparing the outcomes of direct versus enquiry teaching. Ideally in order to compare the two methods I should keep the conditions of the lessons the same and only change the method of instruction. Rigor would  dictate that I teach two groups of students that have been randomly segregated. The students would be in the same year of secondary school and assumed to be at the same academic level. Ability within each group would be expected to mimic normal distribution with some students excelling and some struggling with the curriculum content. Unfortunately in my teaching practice placement I have one class of first years and one class of second years. I am also following a subject plan laid down by the science department in the placement school, which further restricts my research topic. Hence rather than directly compare and contrast two sets of lesson plans that differ in instruction but not content, I shall attempt to make my methods of instruction the subject of the action research. My intention is to design a number of lesson plans along the guidelines of both approaches and to deliver these lessons as independent of personal bias as possible. I shall assess the success of each lesson plan as a measure of student value and under a number of points such as participation, motivation to learn, interest of students, as well as proficiency in summative tests. Bearing in mind my own learning, I will also be critically examining something about my ability to deliver a constructivist lesson; do I do as I say? In assessing participation of students I will make reference to number, frequency and relevance of questions asked. Time spent on-task will be used to measure motivation and interest as will content of questions asked. In line with standard research methods I established a baseline of knowledge on the topic of energy by giving the students a questionnaire which was designed to probe existing conceptions. (more here on the results of the questionnaire) From my understanding of enquiry teaching there seems to be a number of activities that should feature in my lesson plans and I have tried to incorporate these in the enquiry based lesson plans. I have included a list of these activities here and have also identified them in the appropriate lesson plans. Enquiry activities †¢ Think about scientifically orientated questions that are at an appropriate level and ask ‘how’ rather than ‘why’ (teacher provides questions at first) †¢ Gather and consider evidence using the tools of science †¢ Make explanations based on prior gain fact and ‘new’ knowledge gained through the process of enquiry / evidence gathering †¢ Compare  conclusions to currently scientific understanding and account for differences †¢ Communicate and negotiate their findings and explanations with others After the brainstorming session I jotted down as many of the words and phrases as I could during class. Light, wave, geothermal, heat, renewable, sun, plants, photosynthesis, comes from food, plants make it, atomic bombs, it keeps you moving, you are tired without it, it can change, there’s energy in batteries, joules, oil. Then I asked a series of questions designed to clarify facts that they needed to know (3A6 Energy, 3A7 Energy conversion: Junior Certificate Science Syllabus). From the answers it was clear to me that the students could not distinguish between forms of energy and sources of energy. Because the discussion section of the enquiry lesson plan is open-ended I was able to direct questions and highlight information on the board that students could use to ‘discover facts’. I tried to give minimum guidance but I found that the students were floundering and unsure of what they were trying to accomplish. This was a recurring theme during the discovery lesson plans and it seems to me from my readings that this is the main detracting feature of enquiry instruction. Those who oppose constructivist / enquiry instruction such as Kisherner, Sweller and Clark (2006) argue that minimum guidance during instruction does not work and Clark (1989) goes further to suggest that his data shows that ‘lower aptitude students’ show a loss of learning on post instructional testing. My Conclusion It is essential that the teacher do research work, i.e., he should comb the subject of chemistry from end to end for facts and for methods of exposition that will make such facts live and real to his students. (Patrick, W. A. (1924) What kind of research is essential to good teaching? J. Chemical Education, Volume 1, Issue 1, p16.) I have come to the conclusion that there is a need for direct teaching in the classroom in order to build up foundation of facts in long term memory to provide wellspring of knowledge which can be used to provide data when needed. Enquiry or discovery learning encourages the use of this knowledge so that students can put facts together to think critically. Dewey supported inductive teaching as the way to improve scientific teaching for a better educated society and said science lessons should include learning the process of science not just the facts, (Dewey, 1903). By this I believe he meant that the two methods complement each other and need to be used in tandem. But direct teaching cannot be taken as an excuse for unimaginative lessons recycled every year with minimal input from the teacher needed in the delivery. If investigatory activities are designed deductively, ie have only one conclusion, need more here about factors to consider when designing lesson activities.

Intercultural Communication: Globalization Essay

Globalization has had an effect in all aspect of our lives. However, these effects have not all been positive and it becomes important to consider both sides of the coin while trying to understand the phenomenon that is globalization. Globalization is a movement that seeks to establish more global integration especially in matters pertaining to trade and governance to increase prosperity and reduce conflicts. In this regard there was a strengthening of international institutions especially the UN and the signing of various treaties that abolishes tariffs and protectionist measures. This makes trade between countries easier and makes it possible to make capital and labor mobile across countries. Therefore, globalization also affects culture due to increased interaction of foreigners and the growth of the communication sector including the internet. Most of these effects have been positive allowing societies to benefit from each other. Nonetheless, other negative impacts have been exported leading to an erosion of indigenous cultures and a spread of vices like pornography and human trafficking. The most important aspect of globalization is the ability of companies to outsource their businesses to areas that have cheaper labor. This makes productivity cheaper since countries can set up factories in countries whereby labor is in plenty and wages are low. Furthermore, these countries have weaker laws and regulations making business easier and further reducing the cost of production. This translates to increased profits for shareholders and allows companies to survive stiff competition and bad economical times. Moreover, these benefit these developing countries to grow and provide a livelihood to the citizens of these countries. In addition, these countries provides new markets for companies who wants to sustain their growth in profitability and this has seen companies like Wal-mart to venture into markets like China (Martin & Nakayama, 2007). It also allows for work specialization since manufacturers can make various components of their products in different companies a classic example being computer manufacturer. These firms manufacture the various components of a computer in different countries and are finally assembled in one country. However, business outsourcing also has its disadvantages but the positive outweigh the negative. Since colonial times, the erosion of culture in several countries across the globe has continued. Colonization saw European countries impose their social, economical and religious cultures upon the native inhabitants. However, colonization came to an end but neo colonialism continues due to globalization occasioned by growth of the communication sector and increased interaction of people of different nationalities. Television has allowed people all over the world to view program most of which are made in the West. This together with secular music from western society has had a significant impact on other cultures. Most of these influences have been negative with many disregarding their cultures and blindly following the actions depicted on this popular media. Some countries like India has seen many youths engage in immoral behavior like premarital sex, cohabitation of unmarried youth and drug abuse, a trend associated with western values (Sundaram, 2007). This has increased the prevalence of Aids and crime due to the effects of drugs and immorality.

Individuality in 1984 essays

Individuality in 1984 essays In the end the party would announce that two and two made five, and you would have to believe it. It was inevitable that they should make the claim sooner or later: the logic of their position demanded it. Not merely the validity of experience, but the very existence of external reality was tacitly defined by their philosophy. The heresy of heresies was common sense. And what was terrifying was not that they would kill you for thinking otherwise, but that they might be right. For, after all, how do we know that two and two make four? Or that the force of gravity works? Or that the past is unchangeable? If both the past and the external world exist only in the mind, and if the mind itself is controllable-what then?" Freedom is individuality, and individuality is freedom. The denial of the rights to think and act upon unique thoughts is the basis of the partys power to control the mindless masses of Oceania in George Orwells hellish vision of 1984. In this passage, Orwell reveals his fear of the distinct possibility of the complete loss of individuality in modern society. Through the control of thought and stripping of human emotion, the party is able to abolish all diverse thought and action to ensure a stable environment robbed of all human dignity. And what was terrifying was not that they would kill you for thinking otherwise, but that they might be right. This forms the basis of Orwells fears of mind control. He illustrates here the partys ability to completely brainwash an entire society. If a single body can create a society in which every one of its members believes something that is not true, they are capable of anything. If facts are alterable in an instant, and lies can become truth, than opinions can be manipulated even easier. Individuality is the complexity and variation of thought, but the party values single-mindedness and ignorance. The people of Oceania are all conditioned ...

Amish and Modern American Society

Module B: Close Study of Text Text: Witness ‘Witness’, an American film, directed by Australian director Peter Weir, is a film set in 1985 about a clash of modern American society, and an idyllic Amish community. Maeri Saeli describes it as â€Å"the two worlds meet, but never merge† This is shown in the interaction between ideas, characters and techniques that make an impact on the audience. The main ideas represented in this text are Violence versus non-violence/ pacifism versus direct action, relationships, and the clash of cultures. Through exploring these ideas characterisation becomes evident and many techniques are used such as film techniques, symbolism and these can be recognised by analysing scenes. Violence versus non-violence is represented through the clashing of the two cultures and the differences of their cultural values and ideals. The modern American society, where Book is originally situated is evidently a society that uses much violence to achieve things whenever necessary. This type of society is visually implied by Peter Weir as being corrupted, seedy and violent in nature which is shown through darkness, and filming is often conducted under the cover of night, in crowded and cramped spaces, and by using artificial lighting. For example the scene conducted at the Happy Valley night club shows this type of violent and depressive society. Book grabs a suspect from inside the cramped and sordid bar, takes him outside into the night and slams his face into the car window, for Samuel to identify, where we see the shocked faces of Samuel and Rachel who wait inside a light blue car which represents their purity and innocence during this situation and this contrasts with the dark, violent and ‘foreign’ society that surrounds them. As this light coloured car is owned by Book, it is also suggestive that although he uses violence, Book is a good and moral man at heart which is revealed throughout the film. Thus these examples show that this modern American society is one where you cannot ‘judge a book by its cover’ and they allows the audience to observe the individualistic and greedy views of the modern American society. However, this American society is constantly juxtaposed by the peaceful, harmonic nature of the Amish, which seem to have a connection with their land and they possess much morality. They are a completely pacifist society, which means that they do not believe in resorting to violence under any circumstances. Their society is represented by light (natural lighting/daylight), pastel colour schemes, long shots of the sky, barns and open fields, particularly in the opening scenes, and they are shown as a community whereas those in the modern American society are represented as individualistic. Throughout the film, Book develops as a character and learns that violence does not necessarily have to be resorted to under every circumstance. This is specifically shown in the ‘showdown’ scene, when Book is able to disarm Schaeffer by persuasion rather than by violent means, and the Amish community all gather around to bear witness and thus act as an aid in persuading Schaeffer to give in. Witnessing is a reoccurring motif throughout the film and it is reinforced as a basis of the film through the title, as well as the audience who witness the narrative of the film unfold. The symbolism of the ‘gun’ represents the evil and corruption of humans; its creation was by humans and it is now used to kill other humans. This is shown through the corruption of Samuel against the Amish views, as he witnesses the murder, becomes curious of the gun and his corruption is shown ultimately when he states â€Å"I would only kill a bad man†. This scene involves the audience with purpose of raising the issue: who is to decide when a man is bad? This involves the audience as they are able to make their own opinion on the easy corruption of such an innocent and young character. Eli, Samuel’s grandfather is represented as an important mentor and role model for Samuel when he sits down to confront Samuel about the gun, so rather than avoiding the issue of violence and danger that has entered Samuel’s eyes he takes it as an opportunity to educate. The clash of cultures, and the understanding that they can never merge, comes through Book and Rachel’s relationship. The ‘Barn Dancing Scene’ clearly represents how their love is forbidden in the Amish community and that their culture differences could never let them be together, even though they are desperately in love. In this scene, the lyrics of ‘what a wonderful world it would be ’ are played through Book’s car stereo as they dance under the headlights of the car that he has been repairing in the barn – thus there is a juxtaposition here and ‘clash’ of the two worlds which is evident as the car does not look right in the setting of a barn. The lyrics suggest that although their relationship could be wonderful, the WOULD shows that it would never happen under the circumstances. The quick cut editing and close-ups as they dance show their ffection for each other, and the fun that they have in each other’s company, however this is interrupted by a shocked and angry Eli who represents the views of the Amish community and this strengthens the idea of forbidden love. The idea that the two cultures could never successfully cooperate with each other in the long term, and the idea that the Amish society are conformists and value community, and the modern Ame rican society functions under individuality and personal gain, is shown in a scene set in a nearby town of the Amish. When young American ‘rednecks’ insult and wipe ice-cream across Daniel’s face, Book get increasingly angry. However, Eli states to Book, â€Å"it is not our way,† whilst Book replies, â€Å"But it is my way. † The emphasis on OUR and MY represents the two different cultural ideals as well as reinforcing the different views on violence in the societies. Book has been trained to be a cop finds this belief in himself and his justification of violence very hard to deny, thus showing how he could not permanently give up his American lifestyle in order to live with the Amish, to be with Rachel. Although the Amish believe in pacifism, without Book’s help, Samuel would have most probably been murdered by Schaeffer and McFee and this would have caused much more devastation in the Amish community. Therefore the audience, and the Amish community, are thankful for Book’s contribution in the community. This acceptance of Book is shown in the ‘sendoff’ scenes where Eli says â€Å"Be careful among them English† to Book, showing that Book is now recognised as a good, valued man despite their differences and that Eli knows that Book is not the stereotypical ‘Englishman’ that Eli fears but that he is a much deeper and kind person than expected. Throughout the film, it is inevitably shown that Peter Weir possesses many skills in the art of film-making and his use of interaction between ideas, characters and techniques are effective in impacting on the audience.

Female Gangs Essay Example | Topics and Well Written Essays - 2000 words

Female Gangs - Essay Example In the technical sense, most of these females have not been considered as gang members, but as a relative or as girlfriends (SDCOE, n.d). In effect, they have often been viewed in a subservient role – people who would hold weapons or drugs or as sex toys. Today, most of these roles are still seen among female gang members, however, many female members have now taken on male roles as a means of integrating their lives into gangs (SDCOE, n.d). Many of them emulate male members in terms of clothing, criminal activities, tattoos, graffiti vandalism, weapons use, as well as the application of violence. Their reasons for joining gangs are as varied as their male counterparts and their activities in these gangs are also related to a variety of reasons. This paper shall now consider female gangs, their reasons for joining gangs, their usual activities in these gangs, the crimes they commit, their initiation process and related qualities. This paper is being carried out in order to est ablish a clear and comprehensive understanding of the female gangs and their involvement in these gang-related activities. Female gang members, as was mentioned above, have traditionally been considered by law enforcement authorities as nothing more than â€Å"accessories† to male gang members (Curry and Decker, 1998). As a result of these perceptions, law enforcers have been reluctant to qualify female activities in the gang as gang-related activities. The fact that there is a biased perception on these activities not being naturally feminine also affects the perception of these female activities. In the recent context however, attention has been brought forth to the commission of violent crimes by young women (Archer and Grascia, 2005). Females have not been considered capable of carrying out so-called male crimes because of gender