Funeral Customs

Funeral custom world wide Death: the act of dying; the end of life; the total and permanent cessation of all the vital functions of an organism. Death is a very painful and emotional time, yet one that may be filled with hope and mercy and is base off of the world's religious traditions and of philosophical enquiry. Belief in some kind of afterlife or rebirth has been a central aspect of most, if not all, religious traditions and as a result of that over time there has been different type of funeral customs developed in the world. The trace of funeral service is a history of mankind. Funeral customs are as old as evolution itself. Funeral customs are rituals surrounding the death of a human being and the subsequent disposition of the corpse. Such rites may serve to mark the passage of a person from life into death, to secure the welfare of the dead, to comfort the living, and to protect the living from the dead. Disposal of the body may be by burial , by conservation or by cremation , by exposure or by other methods. Funeral ceremonies have certain common features: for example, the laying out of the corpse; the watching of the dead, of which the wake is a standard example; and the period of mourning with the accompanying ceremonies. www. encyclopedia. com/doc/1E1-funeralc) â€Å"Every culture and civilization attends to the proper care of their dead. Every culture and civilization ever studied has three things in common relating to death and the disposition of the dead. Some type of funeral rites, rituals, and ceremonies or a sacred place for the dead and memorialization of the dead Researchers have found bur ial grounds of Neanderthal man dating to 60,000 BC with animal antlers on the body and flower fragments next to the corpse indicating some type of ritual and gifts of remembrance†. www. wyfda. org/basics) Funeral customs were diverse in many cultures. Some culture treated the male funerals different from the female funerals. The Cochieans buried their women, but suspended their men from trees. The Gonds buried their women but cremated their men. The Bongas buried their men with their faces to the North and their women with their faces to the South. (www. wyfda. org/basics) Body burial or direct burial simply means placing a body in the ground after death, although it also applies to storing the whole body aboveground in a ausoleum, vault, or other type of crypt. (www. caring. com/articles/body-burial-arrangements)they also found that in the medieval time the king would be buried without a heart. (Puckle 120) The Gonds are among the largest tribal groups in South Asia and perha ps the world. The term Gond refers to tribal peoples who live all over India's Deccan Peninsula. Most describe themselves as Gonds (hill people) or as Koi or Koitur. (www. everyculture. com/wc/Germany-to-Jamaica/Gonds. ) Funeral custom hasn’t really changed over time there are still similar or same customs still used today. They often had Memorials which allow friends, relatives and acquaintances to express their feelings and to share their memories. Many bereaved people find them helpful and are pleased to have provided a ceremony their loved ones would have wanted. (www. humanism. org. uk/ceremonies/humanist-funerals-memorials) Native American burial customs have varied widely, not only geographically, but also through time, having been shaped by differing environments, social structure, and spiritual beliefs. Prehistoric civilizations evolved methods of caring for the dead that reflected either the seasonal movements of nomadic societies or the life ways of settled communities organized around fixed locations. As they evolved, burial practices included various forms of encasement, sub-surface interment, cremation, and exposure. Custom usually dictated some type of purification ritual at the time of burial. Certain ceremonies called for secondary interments following incineration or exposure of the body, and in such cases, the rites might extend over some time period. Where the distinctions in social status were marked, the rites were more elaborate. The Plains Indians and certain Indians of the Pacific Northwest commonly practiced above-ground burials using trees, scaffolds, canoes, and boxes on stilts, which decayed over time. (www. nps. gov/history/nr/publications/bulletins/nrb41/nrb41_5) Many of our funeral customs have their historical basis in pagan rituals. Modern mourning clothing came from the custom of wearing special clothing as a disguise to hide identity from returning spirits. Pagans believed that returning spirits would fail to recognize them in their new attire and would be confused and overlook them. Covering the face of the deceased with a sheet stems from pagan tribes who believed that the spirit of the deceased escaped through the mouth. They would often hold the mouth and nose of a sick person shut, hoping to retain the spirits and delay death. Feasting and gatherings associated with the funeral began as an essential part of the primitive funeral where food offerings were made. Wakes held today come from ancient customs of keeping watch over the deceased hoping that life would return. The lighting of candles comes from the use of fire mentioned earlier in attempts to protect the living from the spirits. The practice of ringing bells comes from the common medieval belief that the spirits would be kept at bay by the ringing of a consecrated bell. The firing of a rifle volley over the deceased mirrors the tribal practice of throwing spears into the air to ward off spirits hovering over the deceased. Originally, holy water was sprinkled on the body to protect it from the demons. Floral offerings were originally intended to gain favor with the spirit of the deceased. Funeral music had its origins in the ancient chants designed to placate the spirits. (www. wyfda. org/basics) Funerals rank among the most expensive purchases many consumers will ever make. A traditional funeral, including a casket and vault, costs about $6,000, although â€Å"extras† like flowers, obituary notices, acknowledgment cards or limousines can add thousands of dollars to the bottom line. Many funerals run well over $10,000. (www. pueblo. gsa. gov/cic_text/misc/funeral/funeral. ) More and more people are choosing to be cremated, and there are even more choices for cremation urns than for caskets (www. uneralplan. com) The time after the death or passing away of a people in India are given a lot of importance. As per the Hindu Holy Scripture like the Bhagwat Git, it is believed that the soul of the person who has just passed away is on its way to the next level of existence at such a time. As such, it is with an intention to help the departed soul in a peaceful crosso ver to that next level of his /her existence, that Indians observe so many death rites and rituals. Basic idea behind the Indians' following all these funeral traditions is to show reverence to the deceased person. Normally during this time, all the family members share each other’s sorrows and pray, so that the soul of the deceased person rests peacefully. At the end of one year, all elderly members of the deceased person gather once again for the Shraad ceremony. The 3rd, 5th, 7th or 9th day after the death of the person are also important, as all relatives gather to have a meal of the deceased's favorite foods. A small amount of the food is offered before his /her photo and later, it is ceremonially left at an abandoned place, along with a lit diya. However, there may be slight variations in the way people of different religious sect observe this death rite. (www. iloveindia. com/indian-traditions/funeral-traditions) Chinese funeral rites and burial customs are determined by the age of the deceased, cause of death, status and position in society, and marital status Preparation for a funeral often begins before a death has occurred. When a person is on his/her deathbed, a coffin will often have already been ordered by the family. A traditional Chinese coffin is rectangular with three ‘humps', although it more common in modern times for a western style coffin to be used. The coffin is provided by an undertaker who oversees all funeral rites. When a death occurs in a family all statues of deities in the house are covered up with red paper not to be exposed to the body or coffin and all mirrors are removed it is believed that one who sees the reflection of a coffin in a mirror will shortly have a death in his/her family. A white cloth is hung over the doorway to the house and a gong is placed to the left of the entrance if the deceased is a male, and to the right if female. At the wake, the family members of the deceased gather around the coffin positioned according to their rank in the family and special clothing is worn: Children and daughters-in-law wear black signifying that they grieve the most; grandchildren, blue; and great grandchildren, light blue. Sons-in-law wear brighter colors, such as white, since they are considered outsiders. The children and daughters-in-law also wear a hood of sackcloth over their heads. The eldest son sits at the left shoulder of his parent and the deceased's spouse on the right. Relatives arriving later must crawl on their knees towards the coffin. The funeral ceremony traditionally lasts over 49 days — the first seven being the most important. Prayers are said every seven days for 49 days if the family can afford it. Otherwise, the period can be shortened by three to seven days. Usually, it is the responsibility of the daughters to bear the funeral expenses. The head of the family should be present for at least the first and possibly the second prayer ceremony. The number of ceremonies conducted depends on the financial situation of the family. The head of the family should also be present for the burial or cremation. In the second tradition, the prayer ceremony is held every 10 days: The initial ceremony and three succeeding periods of 10 days until the final burial or cremation. (www. chinaculture. org) The funeral and religious custom of burying the dead in Africa has some of the most complex customs. The ceremony is purely animist, and apparently without any set ritual. The main exception is that the females of the family of the deceased and their friends may undergo mournful lamentations. In some instances they work their feelings up to an ostentatious, frenzy-like degree of sorrow. The revelry may be heightened by the use of alcohol, of which drummers, flute-players, bards, and singing men may partake. The funeral may last for as long as a week. Another funeral custom, a kind of memorial, frequently takes place seven years after the person's death. These funerals and especially the memorials may be extremely expensive for the family in question. Cattle, sheep, goats, and poultry, may be offered in remembrance and then consumed in festivities. Some funerals in Ghana are held with the deceased put in elaborate â€Å"fantasy coffins† colored and shaped after a certain object, such as a fish, crab, boat, and even an airplane. www. a-to-z-of-manners-and-etiquette. com/funeral-and-religious-customs. ) Japanese funeral customs vary widely from region to region, so a generic description is not possible. The religion of the deceased person's family also has a bearing on the final arrangements, as do other factors such as the age at which the person died social st atus and the family's economic circumstances. The body is put on dry ice(3) in a room at the mortuary or in front of the family altar (most Japanese are Buddhists) and the next of kin stay with it or close-by until it is time to put it in the casket. By this time all of the close relatives will have changed into black suits and black kimono or black dresses. The Buddhist priest arrives at the scheduled time and is offered green tea. He speaks briefly with the family, during which time people who have not entered the room yet come in and sit on the floor (or on chairs if it is a funeral hall). After everyone has entered, the priest turns to the altar, bows, lights incense and begins to read a sutra. During the sutra reading, the priest gives a signal and the members of the family, who are seated in hierarchical order, rise and go to the incense urn, bow, offer incense, bow again and return to their seats. After the family members have finished, the visitors repeat the ritual until everyone has finished. The priest finishes the sutra, after which everyone bows to the altar and the wake service ends. Depending on the Buddhist sect, everyone may chant the â€Å"mantra† of the Buddhist sect in unison at points during the service. The funeral is usually held on the day after the wake service. The body is transferred to a temple (in the case where the wake was held at home) and placed before the altar that the mortuary has constructed in front of the temple altar. A wooden tablet inscribed with the posthumous name (4) of the deceased is placed on the altar or in front of it. The posthumous name is assigned and inscribed by the priest. (www. tanutech. com/japan/jfunerals) A Jewish funeral service is conducted in a funeral home or the family home as soon as possible after death – typically within 24 hours. Funeral attire consists of dark-colored clothing, a dress or skirt and blouse for women, and a jacket and tie for men. Men also wear a head covering known as a yarmulke, which will be provided by the funeral director for non-Jewish male guests. Guests should refrain from wearing symbols of other religions, such as a cross. Only family members attend the burial. Condolence visits by friends and extended family are welcomed during the seven-day mourning period known as shivah. Friends and neighbors may prepare the family's first meal following the funeral and may also bring gifts of food during shivah. If you bring food, make sure it is kosher, unless you know for certain that the family doesn't keep kosher. www. thelightbeyond. com/funeral_etiquette_customs_across_cultures) Just as there is a way to live as a Jew, there is also a â€Å"way to die and be buried as a Jew,† writes Blu Greenberg in her book, How to Run a Traditional Jewish Household (Fireside, 1983). This classic guide to Jewish living outlines traditional death rituals and practical issues, although many of these practices have be en adapted somewhat by Reform Jews. The first thing to do after a death in the family, if you belong to a synagogue and the family member lives near you, is to contact your rabbi or another synagogue leader. Usually, the synagogue will take over many of the arrangements. However, when your family member lives far away and is not a member of a congregation, or when you are not a member, funeral homes can often suggest rabbis who will conduct a funeral. Jewish burials take place as quickly as possible, following a principle of honoring the dead (k'vod hamet). Only if immediate relatives cannot arrive in time from abroad, or there is not enough time for burial before Shabbat or a holiday, are burials postponed for a day. Anything less is considered a â€Å"humiliation of the dead,† Greenberg explains. www. jewishfederations. org/page. aspx? id=937) .When a Muslim is near death, those around him or her are called upon to give comfort, and reminders of God's mercy and forgiveness. They may recite verses from the Qur'an, give physical comfort, and encourage the dying one to recite words of remembrance and prayer. It is recommended, if at all possible, for a Muslim's last words to be the declaration of faith: â€Å"I bear witness that there is no god but Allah. † Upon death, those with the deceased are encouraged to remain calm, pray for the departed, and begin preparations for burial. Muslims strive to bury the deceased as soon as possible after death, avoiding the need for embalming or otherwise disturbing the body of the deceased. An autopsy may be performed, if necessary, but should be done with the utmost respect for the dead. (islam. about. com/cs/elderly/a/funerals) The male in Muslim culture body get completely washes before they die. (Triton 1) The different funeral customs has provided evidence that there are so many different way to perform a ceremonies burial rituals etc†¦ Funeral customs has provided different tradition around the world to be spread through different culture and countries worldwide. Work Cited 1. http://www. chinaculture. org/gb/en_chinaway/2004-03/03/content_46092. htm 2. http://www. iloveindia. com/indian-traditions/funeral-traditions. html 3. http://www. wyfda. org/basics_2. html 4. http://www. caring. com/articles/body-burial-arrangements 5. http://www. humanism. org. uk/ceremonies/humanist-funerals-memorials 6. http://www. a-to-z-of-manners-and-etiquette. com/funeral-and-religious-customs. html 7. http://www. encyclopedia. com/doc/1E1-funeralc. html 8. http://www. tanutech. com/japan/jfunerals. html 9. http://www. jewishfederations. org/page. aspx? id=937

Jim Morrison as the Byronic Hero

In this paper I’m going to describe in what way Jim Morrison projects the majority of the characteristics of the Byronic Hero. In the first hand, I need to make a clear and consistent statement concerning the most typical features of the conventional Byronic Hero. Thorsley, the influential researcher of the Romanticism, gives the following account of the Byronic Hero: â€Å"†¦the Byronic Hero is the one protagonist who in stature and in temperament best represents the [heroic] tradition in England. † The image of the Byronic Hero is surprisingly controversial. He is usually disapproved and disregarded by the larger part of the society.Thorsley notes that, â€Å"with the loss of his titanic passions, his pride, and his certainty of self-identity, he loses also his status as hero. † Now let me list the typical features of a typical Childe Harold successor and analyze to what extent a specific feature applies to the charismatic personality of James Douglas Morr ison. In order to do it, I’m going to analyze his biography and some characteristics of his personality and musical heritage. The Byronic Hero is an extraordinary and talented young man. The tremendous success of Jim Morrison leaves no doubt in his enormous talent and energy.I dare say he was a genius for the ample reason that if we speak about the overall history of contemporary music, we should remember only two names, the Beatles and the Doors, and the Doors in the first place. Secondly, the Byronic Hero is rebellious and opposes almost all social laws and norms. He deliberately distances himself from the social institutions. This feature was characteristic of Jim Morrison from the early childhood and youth. He used to question authority and for that he was dismissed from the scout club. At night, he used to leave home secretly and go to crowded and disreputable bars.His juvenile misbehaving soon evolved into a consistent social protest expressed trough music and show. Phi losophies of Protest was his favorite course in Florida State University. He rejected social institution, and we find evidence for it in the fact that he had never been married. Instead, he â€Å"married† Patricia Kennealy in a Celtic pagan ceremony. The Byronic Hero is never impressed by rank and privilege though he may possess it. Jim Morrison might have become a representative of the â€Å"golden youth† with good education, good job and stable social position. But his choice was in favour of the flamboyant bohemian lifestyle.Another feature worth mentioning is intelligence. The conventional Byronic Hero is well-red and possibly well-bread. Jim Morrison took a keen interest in self-education; he devoted time to reading Nietzsche, Jung, Ginsberg, Joyce and Balzac. He derived inspiration in the writing of French symbolists, especially Rimbaud. It’s very interesting to observe that Arthur Rimbaud himself was an exemplary Byronic Hero, with his dark passions and i mpressive talents. By the age of fifteen, Jim was a gifted poet and painter; some sources argue that Jim Morrison had an IQ of 149.He has got good education and seen the world. This again proves that Jim Morrison projects the predominant majority of the features of the Byronic Hero. Another indicator of the Byronic Hero is the exile, usually imposed by the young men himself. Paris exile is an essential part of Jim Morrison’s biography. Jim escaped to Paris with Pamela Courson. He did so because he disliked being treated as a celebrity. He was unsatisfied with the absence of seriousness with which he was treated as an American poet. Paris seemed to provide an asylum. The Byronic Hero is continually depressed and melancholy.It’s reported that in Paris Jim searched for a sense of life and a sense himself in the world as well as for inspiration to create impressive poetry. But even in the city of great poets Jim was constantly uninspired and severely depressed. The Byronic Hero is unusually handsome and inextricably attractive, often to both sexes. I dare label Jim Morrison as the most prominent male sex-symbol of the 20th century. The Childe Harold successor is isolated and self-reliant. Although Morrison was passionate with woman, he never sometimes rejected people at all.While studying at the university, Jim lived in a house with five other students. Soon, due to his same heckling shenanigans, his roommates asked him to move out. This scenario repeated several time during Morrison’s life career. Thorsley finds a great definition of the Byronic Hero, and Jim Morrison perfectly fits it. The researcher writes that the Hero is â€Å"larger than life,† in his feelings, talent, ambition and pride. The Byronic Hero is self-destructive in the longer run. That’s the most substantial argument in proving Jim Morrison connection with the discussed image.His addiction to alcohol and drugs that progressed during the course of his life was h is titanic passion. Finally, he is believed to have died from drug overdose. He abused large quantity of heroin without knowing what exact drug it was. The consequences were easy to foresee. The ingestion of such a large quantity of a drug he had never used before caused a shock and the heart attack. Another version suggests that he did it deliberately, and the case was a typical example of a suicide. Anyway, Morrison, as a typical Byronic Hero, is a master of his own life and death.Another quality of the Byronic Hero is the ability to stay forever young. Jim Morrison died at the age of 27. Those, whom Gods love, die young. The only counter-evidence I was able to discover, is the fact that the conventional Byronic Hero is distressed by a terrible thing he committed in the past; has a hidden curse or crime. This burden forces him into a voluntary exile. We can’t say that Morrison was constantly followed by the memories of his past. His only serious and continuous crime was con nected to drug abuse, but that was typical of him during all the lifetime.But I can minimize the importance of this evidence. When he escaped to Paris, he faced a tragic dilemma in his life. His two soul-mates, Pamela Courson and Patricia Kennealy, both demanded his love. Many say that his devotion to Patricia Kennealy was greater, but Pamela let him continue his experiments with alcohol and drugs. He may have always felt guilt and regret for leaving Patricia. I consider that this essay proves with essential argumentation and evidence that Jim Morrison projects almost all the features of the Byronic Hero.James Douglas Morrison was charismatic and talented, attractive and handsome, melancholy and drug-addicted, self-destructive and often isolated. He experienced exile, guilt and depression. So I strongly deem that there are substantial grounds to state that Jim Morrison projects almost all the characteristic of the conventional Byronic Hero. Sources: Stephen Davis, Jim Morrison: Life , Death, Legend, Gotham Books, 2004. James Riordan, Jerry Prochinichy, Break on Through: The Life and Death of Jim Morrison, Perennial Currents, 1992. Peter L. Thorslev, Romantic Contraries: Freedom Versus Destiny, Yale Univ Pr. , 1984.

Absolutely True Diary of a Part-Time Indian by Sherman Alexie

They became very intimate and Arnold opened her mind and even told her how bad his life was. Likewise, Arnold became friends with a geek named Goudy, he told him he was a cartoonist. Arnold made his first bout against the university's basketball team and his former school, Wellpinit. Rowdy belonged to the Wellpinit team but eventually he defeated Arnold with his elbow to lose consciousness. In the next game with Wellpinit, the Reardan team triumph, but Arnold made me feel embarrassed. Sherman's part-time absolute real diary The absolute real diary of India by Alexei Sherman Aleksey explains the suffering of American high school students to Spokane in order to adapt to American cultural conditions. Arnold Spirit Jr. is a 14 year old high school freshman who experienced these experiences for himself. His poor career and a different culture made him the main target for the elimination and elimination of peers, and he also had difficulty in booking. I am 14 years old, I have been to 42 f unerals. This is truly the biggest difference between Indians and Caucasians. This novel is a good reading for those who are interested in the reality of cruel reality being reserved by many Indians but it can be very intense and emotional. - Gabe Moltz, grade 2021 Introduction Sherman Aleksey's part-time Indian absolute diary is a novel about Arnold's spirit (underage). The boy who came from SpookaneIndian Reservation decided to go to high school outside the reservation. bright future. - Absolute Real Diary of Perma Red and Part-time Indian In the past semester I read several books on Native American and its culture. The two most interesting books I found were the absolute real diary of the part-time Indian of Perma Red and Sherman Alex by Debra Magpie Earling. In each story, we will meet young people from reservations dealing with their local identity, love, loss and all that is between them.

International Relations Essay Example | Topics and Well Written Essays - 500 words - 8

International Relations - Essay Example It beats logic why it has not significantly contributed to a successful mitigation of security explosions that have continued to demonize the globe. According to one-time Secretary General of the United Nations Kofi Annan, there are â€Å"problems without Passport† that the UN ought to address more effectively than it currently does. This is an indication of a static structure characterized with a certain level of inefficiencies, which may not optimally perform to deliver the most desirable outcome. In the words of the head of UN development programme, Mark Malloch brown, water coolers and coffee tables of the UN ar5e more pervaded with reform agitations and stories than sex topics. That people often wish for reformation yet the structural organization responds dismally to reforms. To begin with, change is necessary in the permanent members of countries with the veto power. For a balanced approach to issues that concern the whole world or at least signatories to the Rome statute at large. It is clear that the Veto countries do not represent completely the diverse interests of the countries f the world. They are a mere representation of a chunk of interested parties leaving out other groups with diverse concerns (Goldstein et al. 302). It would be fair in immediately effect the permanent membership of countries like Brazil, India, Germany and Japan among the countries with the Veto power in the UN Security Council. Secondly, another level of Semi-permanent countries but with Veto power should also be validated to include several regions of the world that enhances the participation of African representatives. Apart from the changes in the Veto members, the organization of the council requires an almost complete overhaul. There need to be structures that respond to these ‘problems without passport’ such as climate change, terrorism, pandemics, migration, proliferation of long-range missiles and nuclear weapons,

Educational Problems in Philosophical Perspective Research Paper

Educational Problems in Philosophical Perspective - Research Paper Example John Dewey summarized this debate in his book Experience and Education (2007). According to Dewey the practical affairs at school surround the debate between the traditional and progressive education. The traditional view of education is based on the premise that education is a body of information and skills crafted in the past hence schools are supposed to transfer to the new generation (Dewey, 2007). Many develop standards in the past like moral training, such as developing habits in the students confirm to these rules. The normal pattern of a social institute is in sharp contrast to the schools. For instance one can imagine the environment in an ordinary schoolroom. It includes time schedules, classes, exams, rules etc. Hence there is a general pattern that is found in the organization. In comparison, the environment at home where families live and communicate with each other, is completely different from the picture of a school classroom just portrayed. Regardless of which side the debate goes there is no denying that the main aim of education is to equip the youth for future responsibilities. Education aims to make them successful in their lives. This is achieved through imprinting information and skills in the minds of students, whenever they are understanding any instructional material. However, there are certain dependent factors that come along with this approach.

Topic Paper # 2 Essay Example | Topics and Well Written Essays - 2000 words

Topic Paper # 2 - Essay Example Illusion arises from a feeling of 'something is right' when it isn't, the most common one being the Mirage of the desert. The brain's orientation, which depends on visual system and vestibular system (middle ear), is given a wrong input of the existing situation by these organs. This results in instinctual corrective action, which, if not based on facts but feelings, can lead to extremely dangerous situation in the air. Some sensory receptors throughout the body like pressure, stress, vibrations, position sense, temperature and discomfort also provide inputs to the brain prompting instinctual corrective action from the pilot. If this happens closer to the ground with inadequate understanding of the situation on the part of the pilot and inadequate time to switch over to aircraft instruments, the result could be a disaster affecting hundreds of lives direcly and thousands indirectly (Brock, 1998). Some important sensory illusions affecting the man in the air are discussed in succeedin g paragraphs. Spatial disorientation can be of two kinds: False perception, where pilot does not realise the gravity of the situation and Conflicting perception in which the pilot feels a conflict between his feelings and the information provided by aircraft instruments. Former is the more critical one to understand and important to take precautions against. This is inaccurate feeling or per... The visual system is by far most critical, and helps in determining speed and direction of flight with reference to some stationary input, like cloud or ground. These provide critical information to orient oneself on ground and also in the air. Even birds cannot fly without visual references, like, say in clouds or fog. Only bats have a developed auditory echo-location system (like Radar) so as to fly without problems at night (Antunano). Hence, it is normal for us humans to have difficulty in poor visibility conditions like in clouds o fog. Some important visual illusions affecting flight are being discussed below: Relative Motion Illusion. This happens when, for example, when the adjoining train moves, it gives us a false feeling of movement of our own train. Similar illusion in aircraft, for example in formation flying, can cause dangerous response from the pilot leading to mid-air collision. This is not an unfamiliar experience in military flying. Autokinetic Illusion. On a dark featureless night, when the pilot stares towards a stationary light like a star or other aircraft light, it appears to be moving after some time giving a false impression of it to be on a collision course with own aircraft. This again might prompt an unwarranted response from the pilot transfixed on to some harmless feature (Antunano and Mohler, 1992). To avoid this situation, pilots are trained to carry out random scanning and avoid visual fixation (Brock, 1998). Illusion due to Runway Width, Slope etc. Illusions due to sloping runways or different width/length than standard lead to a pilot assuming wrongly about his visual glide path, flare height and attempting to correct it closer to ground may lead him to entering a

MARKETING IMPLEMENTATION Essay Example | Topics and Well Written Essays - 250 words

MARKETING IMPLEMENTATION - Essay Example ucceed, there is a need to recognize a problem within the market niche, know where the problem is emanating from, executing plans and evaluating the results of the executed plans. The marketing strategies can be implemented by using internal marketing and total quality management approaches. Pride & Ferrell note, "Both approaches represent mindsets that marketing managers may adopt when organizing and planning marketing activities† (2004). Internal marketing involves the administrative actions that are needed to make the employees of the company accept their obligations in the marketing process. Customers are also important in the internal market as they buy a firm’s products. Total quality refers to the output that the firm(s) gives to its customers. It focuses to meet the customers need to gain satisfaction from a product. Total quality method relies on the ability of employees to repeatedly increase the quality of goods and services in the organization. It takes into consideration organizing the products, region it distributes its products to and organizes its targeted customers. â€Å"Just like external marketing activities, internal marketing can involve market segmentation, research, distribution, product development, and even public sales promotion" (Pride 2004). Constant enhancement of an organizations goods and services is by the idea that the quality is free but having low quality of goods and services can lead to the number of dissatisfied customers hence can be expensive. In conclusion, marketing implementation connects with market strategies. The strategies have to be implemented through internal marketing and total quality management approaches. The ultimate result of an appropriate strategy is satisfied employees and enhanced customer

Health Care Delivery System Case Study Example | Topics and Well Written Essays - 500 words

Health Care Delivery System - Case Study Example First of all, the requirement for high quality care, doubled by the social responsibility to patients, is counterbalanced by an increasing pressure to lower costs and to remain afloat financially. The Canadian model, on the other hand, is designed as public service, with health care provided considering medical needs first, and the ability to pay later. This, however, leads to high health costs supported by the government and to a lower quality and efficiency of services. The present paper will compare and contrast the two systems at four different levels: access, cost, quality and continuity. As far as access is concerned, there are fundamental differences between the two models. The health care system in Canada is characterized by universal access, with all residents being entitled to insured health services. In the US, by contrast, access is determined by the extent and type of the coverage, with no universal pubic health insurance plan (Madore, 1992). The two completely different approaches lead to major differences in coverage: whereas in Canada everybody benefits from the public health insurance, in the United States more than 10% of the population isn't covered at all. In the matter of costs, both countries allocate significant proportions of their income to health care.

My Language Community Essay Example | Topics and Well Written Essays - 750 words

My Language Community - Essay Example Slang language is based on convenience to the people who are using it and focusses on personalization of communication. This paper describes how I adapt my use of language, its importance and significance to the language. If we are to look at the type of communication that occur in my language community then we find that there is an adaptation of the formal language ad more simplification for informal usage. This simplification can be excluding to the people who are not part of my language community. For example, if I were at home, I would greet my father courteously by saying â€Å"Hello, Dad† or â€Å"How are you Dad† by that is in formal communication. On the other hand if I was out meeting my friends I would greet them by exclaiming â€Å"Hey bro, whaddup?† or â€Å"How’s it hangin’ yo?†. This communication if witnessed by my father would seem odd to him and he would not completely understand it. My language community involves my peers and because of the internet and cell phones we do not always communicate face to face. Communication takes place on places like Facebook and also through SMS. In these forms of communicate with my language community there is a vast change in the type of language used. Long words and sentences are not used by y language community because it takes too long and we prefer to shorten long sentences or complex words by turning them into acronyms. Because of the informal nature of our language community we do not follow rules regarding proper spelling and punctuation. The most important thing for my language community is to communicate is the fastest way and in a manner that is unique to our group. Our language has to be unique because most times we are engaging in a conversation that is very exclusive to us. We can be talking about secrets that we heard, or maybe tdiscussing somebody or something that could lead us to trouble if

Why I Do What I Do Essay Essay Example for Free

Why I Do What I Do Essay Essay Never forget why you do what you do and who you do it for, and make sure everything you do honors that. What I’ve seen happen often times (especially in†¦ yup, you guessed it: the education reform movement), is that intentions start out good but the sword starts to swing the other way when money, power, and statistics are valued over the lives and humanity of students. â€Å"Kids first† and â€Å"For the kids† becomes merely rhetoric, as people jump to enact radically dangerous and untested policies that do anything but put kids first. It’s even scarier when these policies are put in place by people with power and money, because then they are blinded by their power and money and fail to see all the intricate parts of the matter. This scares me, because I believe my intentions are good, and the last thing I want to happen is for what I fight for to put students at a greater disadvantage. But I know that won’t happen, as long as I make sure that everything I do for my students stems from why I do what I do. I need my vision to be clear and for that vision, story, and root of my passion to drive me. I need to stay humble and true to my roots. So why do I fight for educational justice? Well for starters, I want to be a teacher. Every time I play that â€Å"nine lives† game at conferences where in each life you can choose any career you want, high school civics and social studies teacher is written in #1-9. But why do I want to be a teacher? Is it so I can watch people’s face fill with disappointment and bewilderment when I tell them my life’s ambition? Is it so I can work 2 other jobs to pay for my first job? Is it so I can have my impact measured by my students’ test scores? Is it so I can get weekends and summers off? The answer is simple: I want to devote my life’s work to inspiring and fostering young, bright, creative, and passionate hearts and minds. The thought of crafting creative and engaging lesson plans, bringing them to life in my classroom, sharing my stories and wisdom with young minds, taking my students to places they’ve never been (both intellectually and literally on field trips and such), and watching the m grow into conscientious, open-minded, kind-hearted, passionate people excites me like no other. I’ve gotten a taste of it through working with children of all ages during my high school and early college careers, and I really cannot wait until I am finally fully trained and prepared to teach my own classroom. But why become active in educational policy and activism? Well the answer to that connects to what I want to teach and how I was taught. Let’s start with the latter. I am very lucky to have gotten the education that I got. It completely changed my life. As I’ve mentioned before in my other posts, I didn’t realize what learning was until I was exposed to a full, well-rounded curriculum that included the arts, humanities, and social justice education. Before, I depended on my high test scores to know that I was learning. Today, I know that no test score could ever reveal how much I had truly grown and learned through my education. For the first time, I was experiencing what I was learning, rather than passively regurgitating information that I barely internalized (something I’m really excellent at doing†¦ I could be a professional test taker and that’s something to be ashamed of). I was finally opening my eyes to the intricacies and complexities of our global society and the field of education, and fina lly understanding concepts like solidarity, inequality, privilege, human rights, justice, and my role in all of these things. Social studies and civics woke my mind and heart and sparked such an immense passion in me that in my spare time, I found myself delving into the issues I studied more and more, as well as becoming more involved in my local community through organizing work and volunteerism. During this time in my life was when I found my passion in education, partly because realized the magic of education through my own transformational experience, and partly because I decided to write my sophomore year research paper on standardized testing and it shattered my long-held (arrogant) faith in tests as well as everything I thought I knew about education. As time went on, I slowly developed my biggest belief: that EVERY student should receive a free, quality, democratic, and well-rounded public education, unhindered by huge class sizes, dilapidated infrastructure, terrible working/learning conditions, inadequate funding, child poverty, high stakes testing, or other broken reform policies. I believe that this is a fundamental human right and true justice. This is why I am fighting for educational justice now. My education helped me find my voice and understand the importance of standing up for justice and equality for my brothers and sisters. When I look at the current attac ks on public education, especially by a group of people I used to trust to improve education, I get this intense emotional reaction that  mirrors the kind I would get in high school every time I read about or discussed a social injustice. My insides burn, my heart races, and every inch in my body longs to get up and do something because what is happening to students, teachers, and schools today is not reform; it’s destruction. I cannot possibly stand by while countless students are literally robbed of true education by neoliberals under the guise of â€Å"innovation†, â€Å"high expectations†, and â€Å"accountability.† I cannot possibly stand by while I hear my students’ stories of feeling unheard and powerless in what should be THEIR fight for THEIR education. I cannot possibly stand by while students continue to be silenced and invisible, their humanity reduced to digits and their futures determined by people who ignorantly implement harmful policies without considering student voice. I cannot possibly stand by while people who don’t want to devote a day of their life to educating a child use their money and power to manipulate and profit from a system they destroyed in the first place (Why is there a billionaire boys club? Oh right, because poverty and economic inequity exist and are silently hurting public education). I realize that I could not care about any of this, live a very easy life, float through grad school, get my teaching credential, and just be a teacher in a high school somewhere. I’m sure the reformies would love that. But I refuse to do that. And that has as much to do with how I was taught as it does with what I want to teach. I want to teach the things that made me a more open-minded, empowered, and justice-seeking person. I want to be a high school teacher of social justice and civic engagement. I believe that true education can and should awaken the mind and heart by fostering critical thinking (mind) and a commitment to social justice (heart). Yes, learning about all the terrible injustice and oppression that has marginalized groups of people throughout history is naturally discouraging, but I feel that there is also such beauty in looking at how the marginalized have historically risen up against their oppressors and fought for the justice and freedom from oppression. W hen students engage with learning material that relates to them and their cultural histories, they are more empowered to think and learn for themselves and take action. This kind of social justice education brings not only knowledge and enlightenment, but also hope for students. Hope that they too can not only live in a better world someday, but also be the reason for that better, more just and equal world. This is what I hope to bring to students. Hope. Light. A true sense of wonder for the world and love for those living in it. Motivation to learn and turn learning into positive action. A sense of empowerment. But how can I possibly begin to teach social justice in a system with so much injustice? I fight for educational justice because I believe that I myself have the power to contribute what I can now so that by the time my future students reach my classroom, the education system will be a more just place. I believe that empowered students like myself can and will stand up for what they believe is right and demand educational rights for all. I believe that education is liberation from oppression. I know I’m going to get a lot of opposition for fighting for what I believe in. Social justice education is equally liberating and threatening to authorities that pray for compliance. But I will not comply under policies and rules that put students at a disadvantage. I will not compl y with people who wish divergent perspectives and beliefs be silenced. I will not comply until there is justice. Instead, I will continue to hope. Hope that I can not only teach in a better education system one day, but also be the reason for that better, more just and equal system. Hope to live my lessons now and one day have my lessons come alive.

Special Effects

Special Effects Special Effects can be defined as a science and an art, which studies and applies the tools to fool human audio-visual sensory system, which perceive the events around us. Special effects focuses on making the unreal look alike real, or creating a non-existing event through a systematic approach. Motion film and television industry have undergone a lot of vigorous development stages during the past few decades. Out of them Special Effects and Visual effects are to name a few. But the impact of special effects in both areas is tremendous and outstanding. They played a very crucial role in making these two entertainment mediums more popular and amusing than the others. The very recent term, -Virtual Reality  was first introduced in Motion picture, when they portrayed scenes and characters which are impossible to exist in the real world. For example the Gorilla in the movie King Kong, and the robot transforming to a human being in the Terminator 1st part etc. They were very amusing at the time of these movies. Normal people could not imagine a scene where a Gorilla and a Dinosaur fighting. The first ever movement was Steven Spielberg„ ¢s Jurassic Park, in which hundreds of Dinosaurs were made artificially and animated. There are various arguments and concepts about the special effects in the motion picture and television industry. As a source for my thesis, I have studied various journals, magazines and books. The Journal called Elastic Cinema, raises few questions about the special effects and its application in the cinema and television. The recent developments in cinema show that the industry is not going to slow down in terms of special effects and virtual reality. The amount of special effects we use in the cinema today is increasing everyday and becoming more and more complex in nature. Whether these developments are economically affordable? Are they going to help the industry in a positive way? Can they still contribute to the society in a good way as how the classic films did? These are the questions raised by the movie buffs and the movie lovers. But, as the technology and the science grow bigger, their responsibility towards the society also gets bigger. After all cinema and television is an entertainment medium, the questions which are raised above become less relevant. Cinema„ ¢s primary objective is to entertain its audience. They some times amuse people in different ways. Special effects are considered to be the tool for creating this amusement. The literatures which I have gone through clearly state the different stages and the development phases of Special effects/Special Effects (VFX/SFX). They also discuss how the invention and the rapid development of Special effects changed the face of the cinema and television. The way cinema and television programs were developed and created have been changed by the invention and implementation of SFX. SFX has actually helped them to produce the -real  effect in the cinema. My study about the Special effects not only investigates the origin, development and the future of special effects, but also, its implementation in the industry and the software used in the production and development. Special effects have always helped the film and television industry to achieve what they have always desired for. They were in fact the cutting edge tool for perfection. They have helped the film makers to portray the future reality. We can now see what the future holds for the Special Effects. SFX has been through vigorous development for more than 60 years now. Its history is written in golden scripts. SFX acts as tool to bridge the present and the future reality in film making. SFX has changed the movies„ ¢ vision of making reality even more powerful. SFX has been successfully implemented in Science-Fiction cinemas. Their scope not only involves Sci-Fi movies but every areas of film production. Even the most normal and common movie or a television program we watch today involves a great deal of SFX implementation. Not every scene can be shot in real and SFX comes handy in these sorts of situations. There are two key concepts in SFX. One is Visual effect and the later one is Physical Effect. Visual effects are -any visual manipulation of motion picture frames, whether accomplished in cameras, projectors, optical printers, aerial image printers, front and rear screen systems  (Smith, 1986, p. 270). On the other hand Physical effects can be defined as -mechanical effects or practical effects that take place on the set during filming, such as explosions, wire tricks, bullet hits, etc.  (p. 264). Apart from these there is one more term which is very commonly used in order to indicate the -cinematic-illusion-of-reality , which is -reality effect  These are created by visual effects. The effect of Visual effect on the audients is different. They actually artificially produce events which are impossible in reality. The possibilities are even more. The point is that, they are very successful in convincing the audience about what they are seeing. Special effects involve more expertise and skills than the physical effects like a car explosion or a train derailment, which are actually shot in a protected physical space. On the other hand the visual effects create something that never happened in the actual world, like the auto bots transforming in to automobiles, or the massive war in the movie -Lord of the rings , which portrays more than a million artificial soldiers with out even leaving an animation feel in the audients„ ¢ mind. Visual effects in the early ages, for example, Superman (1978) has used a mixture of both physical and visual effects, they have used pre-filmed backgrounds with live action. However, in today„ ¢s world, visual effects can not only produce non existent illusions but also enhance the real-life-scenes. They help the film makers to reproduce or enhance the movie or a project with more detail. For example the latest version of Adobe After Effects and Adobe Premier Pro come with a lot of goodies in it like motion tracking and 3d layer editing etc.(www.adobe.com) Computer graphics in motion film and television is becoming more and more complex day by day. -Looking at effects films over the past few years, one could say that visual effects are following a kind of Moores Law, doubling in quality and quantity nearly every year . (Phil LoPiccolo (Editor-in-Chief), Computer Graphics World, January 2005, in the editorial note) What we see in the screen will become outdated in the next day when next movie come out. A great deal of enthusiasm and skill is required to do the special effects in the way the director and the author visualize it in their mind. As Phil LoPiccolo states, SFX is following the Moore„ ¢s law. The complexity and techniques keep doubling every day. The movie Lord of the Rings for example, casts nearly 70000 animated soldiers in a battle in the first part. The complexity and the number of effects has quadrupled by the third part in which they portrayed nearly 225000 animated characters and more than 1800 effects featur ed. Computer graphics and 3D imaging has become more common and complex and also helped the movie to become more popular. The invention and the implementation of 3D imaging have revolutionized the Special effects and the movie industry. These days, movies with out special effects are very less and are considered odd. They are fuelling mechanism for commercial cinema. As we all know, not every scene is practically possible to shoot live, even in controlled environments. Special effects come handy in such cases. After the 1980s, digital imaging and special effects have started revolving around three major area, they are digital characters, digital world and digital events. Technical experts in the early years had predicted that the technological advancement in the motion picture will replace the use of photographic techniques and the use of film eventually, but as of now, their enthusiasm seems very immature and inappropriate. History of Special Effects There are various methods to create a special effect. They can be generated through animation, miniatures or matte shots. Cartoons are a very good example of animations, they can either be computer generated or shot by a stop motion camera. The -illusions-of-reality  in the early stages were generated by using paintings, miniatures, and false back grounds. Miniatures are used everywhere. Whether it is a small scale production or a large scale one, they are a very important factor of special effects. In early ages of special effects, film makers used live action combined with a false background or another play-back-scenery, which is done by another rear-projector. This technique is called -rear projection . But as the era of colour film began, these systems showed instability in terms of the light and shadows, they were difficult to achieve in the same amount. So the system called -front projection  was implemented, where the camera is placed in the same place as the projecto r is placed. Then came the technique of fast and slow motion. These effects are achieved by adjusting the frames per second aspect of the film shot. Normally a film is shot in 24 frames per second, anything grater than this will slow down the motion in the screen and vice versa. We can clearly see that these above mentioned techniques are achieved by manual operation, in other words they are camera techniques. Computer aided film development and special effects were invented in a later stage. The combination of both computer and the film technology has given the film makers the advantage of -illusion-of-reality . They could easily manipulate and enhance the movie by using computer technology. A new era of sci-fi movie has begun with the invention of this technology. The technology brought them the ability to create physically impossible events in the silver screen and in the television. Graphics and animation can be easily created with the help of a computer. These computer generated graphics are then combined with live footage with the technique called -Analogue Image Synthesis . Film is once scanned and exported to computer graphics, they are then manipulated by graphics and motion authoring software like After effects, combustion, 3DS Max, Maya etc, also they can include more animated and non animated objects in this computer generated film. Once the editing and compositing is completed, they are then exported to film again. Another process include in the digital manipulation include -Digital Compositing . It is used to render the non-live objects into the film like dragons, fire etc. They uses miniatures and then capture its movements and converts them into actual movements in a computer software. Such innovations have fuelled the computer aided special effects in motion pictures. George MÃÆ'ƒÂ ªlÃÆ'ƒÂ ©es, a Parisian magician is known as the inventor of many techniques in special effects until the date. Many of his techniques are still use such as motion stop camera, substitution shot, double exposure etc. He has also agreed that some of these techniques are accidentally happened. For example, the substitution technique has happened when he was shooting a moving mob. He stopped the camera for some time and restarted it from the last point. When he projected the final film, he was astonished to see that people disappearing from the screen. Later he used this technique in many films. This incident is considered as the first special effect ever. During the early years, films were only few minutes long, especially in between 1890 and 1910. They were 10 to 15 minutes long. They included simple common scenes like people moving or a market place, a town centre, a train station etc. Audients only wanted to see the moving pictures at that time; they were very much satisfied with the idea. Sooner movie makers started telling stories. These stories included real characters and film sets etc. During the First World War, they started making feature length movies (90 minutes long), which is forefather of today„ ¢s motion picture. A movie called -The Great Train Robbery  which came out in 1903 directed by Edwin Porter. The movie used a matte painting effect in order to make the train passing cast through a window. They shot the train passing in the first sequence and they rewind it and recast the window matte. Everything was blacked out except the window. When the final film was projected people could see the train trough the window. This effect is said to be the first ever special effect using matte. As the time passed by special effects become more complex and they started creating more and more realistic as the audients become more sophisticated. Since the 1926, the special effects were called as trick shots. During the 1920s European Film studios have started equipping special departments for special effects. Special effects had become a very important element of any motion picture by that time. As the time passed by and the audients have become more sophisticated, it had become almost impossible for film makers to fool audients with the normal techniques therefore they had to come up with more ideas. Then they invented the technique of the travel matte. In the middle of the 20th century, with the invention of digital techniques and computer technologies, special effects have become more sophisticate and powerful. It has reached a level that even the whole movie could be produced with out any exterior exposure or shooting. This era of movies contains more than thousands of special effects and shots in a single movie. Special effects have a rich and a vast history which is dated to the early 17th century, where magicians have become a part of the society. They used to use many techniques to fool the public; they used to do optical illusions to entertain their audients. Their techniques are said to be the base of special effects. One of the earliest effects is said to be the -summoning of the dead , where the magicians used the semitransparent sheets of historic people to project a ghostly type of motion. The equipments which they used to do this optical illusion have become very famous in the late 1970s. The first motion picture ever was made in 1985, sound have become a part of the movie only after 32 years. Motion picture had to travel through a lot of revolutionary changes until it reached midst of the 20th century, only then special effects have found its way to the movies and television. In 1896, Robert W. Paul has developed a commercial film projector with Thomas Edison„ ¢s Kinetoscope. He has built Europe„ ¢s first film studio with all the necessary equipments like Dolly track and trap doors etc and produced his first motion film with few special effects in 1905. 20th century has seen many of the revolutionary developments in the special effects world. With the computers involved in the editing and the manipulation a new era has begun for the motion pictures and television. They could create virtually anything with the help of computers; let it be a building or people, or even a sequence of actions or events. Special effects have finally found its extreme heights with the help of computers. Digital Technology The computer aided designing, sound editing and authoring, special effects etc have revolutionized the motion film industry in the late 1990s. One of such movies which have implemented the extensive use of computer technology ever is Forrest Gump (1994), which cast an actor whose legs are blown off in a battle. They used the computer technology to erase his legs after the footage was shot. This movie is said to be the first movie which has successfully combined both the blue screen technique and computer graphics. Role of Software in Special Effects Software like Maya, Adobe after effects, Avid and 3DS Max etc have revolutionized the special effects galore in movies and television industry. They helped special effects creators to create, manipulate and animate the 3D models and create virtual scenes to create the virtual reality. Software like After effects and Combustion Studio have helped the creators to modify and blend the shots with the virtually created scenes, while maya and 3DS max stood for creating the backgrounds and miniature models and giving them the 3D aspect. These softwares being the industrial standard for special effects and 3D authoring, there are many more tools emerging day by day. As a successor to all these visual editing and creation tools, sound editing and authoring has also become a part of industry and also a part of the special effects. They could be both combined and used together in a successful way. Now, live-shots and editing could be done side-by-side using adobe after effects and such tools us ing the new timeline feature which they provide. Objective As an MSc student, my objectives are to narrate the history and the development of Special effects and stating its influences, motivations and advancements in different stages of its development. Also, identify the current scenarios and predict the futuristic developments and depict some of the techniques used in today„ ¢s world. The software which I mainly use to depict the techniques in this dissertation are 3DS Max and Adobe after effects. I use 3DS max for creating 3d objects and giving them movements and creating the environment. SPECIAL EFFECTS IN TELEVISION For most of the part, television is not considered as real, all that we could see fit in that tiny little box. It is a small little world what we see and the audients believe it. Televisions simulate the ideas; they do not shoot real events like the motion picture. In fact they can manipulate them to real-like events because the frame is very small. Being so unreal, television also will have to deal with the real world as well. It can be said as the combination of both real and unreal. CREATING SPECIAL EFFECTS The visual effects which we see today are mostly generated from a combination of both modern and traditional methods. Getting the right effect on the right time requires more planning and organizing. Visual effects peoples job starts right before the actual production of the movie or a TV commercial. They have to plan things and shots. They also discuss the possibilities and the credibility of the particular shot and the special effect to be used. The techniques range from reproduction of sequences to compositing multiple frames and creating miniature digital models and motion tracking the machines etc. There are certain problems though, creating special effects with the moving camera is not an easy task, it is unless we use a locked off camera, but once the camera starts moving, the special effect crew will have to track the camera movements too, and then only they could actually recreate or manipulate the specific action or the event. Such problems and obstacles should be discussed prior to the production of the film or the feature.

The Horrific Ending to Poes The Cask of Amontillado :: Cask Amontillado Essays

The Horrific Ending to Poe's The Cask of Amontillado End of the story is horrifying and shocking: Montresor traps and entombs living Fortunato behind the brick wall. The victim cries to the executioner: "For the love of God"(Poe, 214) but the only respond is ironical repeat of his own words. The story contains very strong and drastic images. Live burial practice is beyond any critic and "was once a practiced form of capital punishment. The historical context of this practice may indicate that Fortuanto wounded profoundly his friend. This wound must have been remembered and reconsidered since the end of the story reveals narrator's very strong emotions: hidden hatred, and cold anger. "Montresor implies that his rival, a member of the Freemasons, is responsible for his loss of status, happiness, love, and respect: "You are rich, respected, admired, beloved; you are happy, as once I was"(Platinzky, par 3). But this is a very vague explanation because the author doesn't give and specific details. When he completes his revenge plan he seems to be satisfied with his deed, and words "In pace requiescat" (Poe, 244) sarcastically emphasize his feelings and thoughts. It is difficult to determine what is more drastic: Fortunato's death, atmosphere of something unexpected, horrible, mysterious, and insincerity, false words, and betrayal, sarcasm, ironic, and pretended politeness, cold, calculated hatred. All of these images reveal the sophisticated cruelty of the protagonist. On the other side did Fortunato really do what he was accused of? Did Montresor was really right in his claims? If so, why Fortuanto was naive enough to accompany his enemy in the trip to vaults, to drink wine? Wine is a symbol of joy, consent, friendship, and companionship, but in this story is a very painful sign of betrayal. Maybe Montresor enlarged in his imagination Fortunato's real (or imagined) faults? Perhaps this entire story cover indirectly difficult problem of false, because both protagonists were ve ry insincere persons. In this context the end of the story shows that both dishonest protagonists failed, even Montresor, who achieved his goal. The end of the story is truly scary, and the most noticeable impression is the strength of hatred, negative emotions and feelings towards Fortuanto. I think that this kind of emotion is very destructive for a person who experiences it.

contiential not drifting but raising :: essays research papers

A skull of 95 million year old dinosaurs which unearthed from narmada river bed region of India has raised hot debate among researchers. Because the dinosaurs fossils totally contradict with the theory of continental drifting which proposed by German meteorologist Alfred Wagner. According to this theory before 200 million years ago all the present day continents were jointly present and the super continent was called as pangaea.and then splited in two major continents called as northern laurasia and the southern gonduwana.the theory continue to explains... From the gonduwana south America, south africa, antartica, australia, india and Madagascar separated before 150 million year ago and India was splited and drifted northward crossing the equator 70 million year ago and then collided with the Asian continet.due to the collision the Himalayas was formed and the collision also caused earthquake. But based on the study of dinosaur?s skull paleontologist say the dinosaurs that unearthed from the Gurath region was appeared 95 million years ago. The Gujarat dinosaurs have close relation with the dinosaurs that lived in South America and Madagascar. How this species can reach India that evolved after the splitting of these continents. To solve this problem today the supporters of Wagner explained that the splitting of gonduwana splited before 100 millions years ago instead of 150 million years ago. But this explanation was seriously questioned by a dinosaur?s species known as saropod.this saropod dinosaurs appeared just 65 million years ago. The saropod dinosaurs also lived in South America, and Madagascar. During this period the Indian continent splited from this continents and crossed the equator and existed as an island continent which surrounded by ocean. so obviously there is no way for the saropod dinosaurs to reach India. And supporters of Wagner also have no explanation for this question. But paleontologist said saropod dinosaurs entered in to the India before 65 millions years ago. This proves that India has always attached with Asia as now. And also disproved the drifting continents story. If the continents were not drifting then what caused the earthquake? Whale fossils are discovered from simla hill region and Kutch region of gujaath.which indicate the continents are raising from beneath the ocean. And it is become clear the rising of continents from the earth surface caused the earth trembling. PROOF FOR CONTINENTS ARE RISING UPWARD Posted Date : 26/05/2005 - Author: G.Ponmudi Trilobites is a shrimp like creatures which lived 540-560 millions years go under seawater and for some unknown reason they become extinct.

Jane Eyre: An Orphan’s Success Story Essay -- Charlotte Bronte Jane Ey

Jane Eyre: An Orphan’s Success Story       In Victorian literature, the orphan can be read as an unfamiliar and strange figure outside the dominant narrative of domesticity (Peters 18). They were often portrayed as poor children without a means of creating a successful life for themselves. Charlotte Bronte’s Jane Eyre, however, is a portrayal of a female orphan who triumphs over almost every environment she enters. Therefore, Jane’s ability to overcome the hardships that she encounters is a fictional success story. By discussing Jane’s early life as an orphan at Gateshead and Lowood, and also her relationships with Helen Burns and Adele Varens, one can see how Bronte’s novel is an escape from the familiar predestined fate of at least one orphan in the novel—Jane. Jane becomes an orphan after her father, a poor clergyman, is infected with typhus fever while visiting among the poor of a large manufacturing town. Jane’s mother becomes infected from him, and both die within a month of each other (37; ch. 3). Because Jane is still a young child when this occurs, she knows no other life but of that as an orphan. Mr. Reed, her uncle who informally adopts her, wants Jane to be brought up in a positive familial environment. After his death, however, Mrs. Reed makes certain that this is not possible. Through her character, Bronte draws on the archetypical literary figure of the wicked stepmother (Nestor 35). Although Jane now lives with the Reeds, a financially well-off family, she is still treated like a poor, working-class orphan. While at Gateshead, Jane is constantly reminded of her lower-class, orphaned status. Jane’s position in the Reed household is inferior and intolerable. Even the Reeds’ servant, Miss Abbot, tells her,... ...ops. Along with these experiences, she is involved in relationships with other children of orphaned status. Both Helen Burns and Adele Varens play a significant role in helping Jane become a successful governess and the eventual wife of her true love. Because of these experiences and relationships, Jane’s past as a passionate, oppressed, insignificant, orphaned child is buried by her ability to overcome it. Her ability to overcome this sentence for failure is, indeed, like a fairy-tale.       Works Cited Bronte, Charlotte. Jane Eyre. Ed. Beth Newman. Boston: St. Martin’s, 1996. Hochman, Baruch, and Ilja Wachs. Dickens: The Orphan Condition. London: Associated UP, 1999. Nestor, Pauline. Charlotte Bronte’s Jane Eyre. New York: St. Martin’s, 1992. Peters, Laura. Orphan Texts: Victorian Orphans, Culture and Empire. Manchester: Manchester UP, 2000.

New school Essay

Adjusting to a new school is difficult for anyone, and those difficulties are magnified when a person is faced with an alien or hostile culture. In reading these two essays, the difficulties of the two writers fall into several categories. These categories are physical, emotional, educational, economic, and political and the family stresses that result from the new educational process that the child is subjected to. While there may be many more, these stand out as significant in helping or hindering in the assimilation process. The physical changes that one may undergo are most acutely seen in Zitkala-Sa’s essay. In her writing, she clearly outlines how she was not permitted to wear her traditional clothes or shoes, and that she even went to the extent of hiding to avoid having her hair cut. In her culture, having short hair was the sign of a coward, and she did not was the ignominy that having short hair would have meant. Once she was back on the reservation, she even writes that she â€Å"threw away her shoes† and was back in her moccasins. She desired to shed all the conventions of western life as soon as she could. The emotional tolls are much higher. Ning Yu writes that in order to understand English, he came up with comparatives in Chinese. While they were not as flattering, it was his way of coping emotionally with being forced to hate a culture he had never seen. When his adulterations of the language were discovered, he lived with the stress of wondering if he would be sent to jail for saying unflattering things about Chairman Mao. The emotional toll also played on his father, who watched his son struggle with a difficult language, and then taught him how to be fully literate in that self-same language. In Zitkala-Sa’s story, we see that she was terribly unhappy with what she was being subjected to. From hiding under a bed to crying in her mother’s arms, she shows quite succinctly how the idea of being assimilated into white society was affecting her. Her mother, while very upset that her daughter was upset, tries to console her by telling her to read the â€Å"white man’s papers (202)†. She shows herself to be a bit more pragmatic. She understands that for her daughter to be successful, she must be subjected to the inhumanity of going to the white man’s schools. The educational tolls are also high. Ning Yu and Zitkala-Sa were both initially resistant to the changes that were thrust upon them. By the end of their stories, they are both at some level embracing the language and the culture that they were being taught. By the end of Ning Yu’s essay, he was earning a living shoveling dung and selling it, and was proud of the â€Å"drudgery† that he had performed when he was struggling to read Pride and Prejudice (181). In Zitkala-Sa’s essay, we find that she wanted to go to the same party as her cousin, even though that cousin was dressed in the clothes of the white man (202). There existed within these two individuals a need for acceptance within the new language system and society that was being thrust upon them, and the internal struggle that came with that wrought an enormous emotional toll. The economic stresses are also severe. This is most apparent in Ning-Yu’s essay, when he talks about the differences between â€Å"black† and â€Å"red† Chinese people. He was a â€Å"black† Chinese, and his professor was considered a loyal â€Å"red† Chinese. He lived in a poor slum area of his city, and his family had been split apart. His father, who had been a professor, was disgraced for consorting with the British, and was considered a pariah. Zitkala-Sa was not from a wealthy family, but she was still considered a pariah in her own right because she was not a white child, and was being thrust into a white school with a completely different socieo-economic strata that she was not accustomed to. The political stresses were also severe. There was a complete and total expectation that these two were the new breed for their society and would lead them to a new era of success. This is most clearly seen in Ning-Yu’s essay. It is very clear that the whole motive for Ning-Yu’s education in English is to assimilate him into a new culture, and as a political maneuver by the regime of Chairman Mao. Finally, the family stresses are immense. Ning-Yu’s father was taken away from him for over a year and a half. At some level, Ning-Yu’s father may have been proud of his son, but at the same time, he knew that his son was being trained to be alienated from him. Zitkala-Sa’s family struggled with the assimilation of their child into a foreign culture while they watched their own culture slip away. There is no easy answer to these problems. The time that is taken away from these children can never be given back. It takes years to see the damage, if any, that the forcing of language and culture has on a person of foreign birth. In both of these cases, there appears to be no consideration for the home lives or the individual nature of these children. Instead, they are treated like cattle and are forced into a cultural melange that they do not understand or want to understand. Viewed with the hindsight of history, we must see that children are people, and are also individuals, and should be treated as such. The ultimate goal in assimilating a language or culture should also be in maintaining a pride and a link to their rich cultural past.

Importance of play Essay

Introduction: I will be doing a project on which gender has more influence to play in home corner and what play also interacts with children? The reason I am doing this projects is because this project is going to help me find out the differences in each gender’s role. I want to find why children at the age of 4-5yrs do not play with the other gender (e.g. Girls with boys and boys with girls.) The three questions I will be focusing on are 1) How gender effects home corner? 2) How play promotes children’s relationship with peers and adults in home -corner? 3) Does resources of multicultural determine the gender of home corner? Home corner is a role-play that supports an individual in their learning about knowledge and understanding of the world. Play enables children to learn by exploring, to practise skills, to learn to use imagination in order to understand how things work and to understand social roles. Culture is a set of learned beliefs, values and behaviours the way of life shared by the members of a society. (www.saa.org/publications/sampler/terms.html) Culture is the collection of values and norms associated with the group. Culture is intended to describe all the features of a group that make it different and distinct from other groups. Culture differences due to different life and learning experiences can effect communication and understanding. Gender is the sex of an individual (boy and girl or man and woman). Literature Review: History of play In 1873, Spencer â€Å"declared that play activity, driven by surplus energy is directed towards activities which have a prominent role in the animal’s/person’s life. He emphasised a close relationship between art and play saying that â€Å". Art is but one kind of play.† There are many types of plays the children learn from: Sensory-motor play. Sensory/ Messy play touching, smelling, tasting and looking helps the child explores and experience the world through their senses, they then begins to explore objects, materials and toys outside themselves. Games with rules. Playing games with rules helps the child understand that you need to share and give a turn when playing with some toys. It gives the child an opportunity to learn about rules, which help a child become more disciplined and helps them share with each other. Symbolic play Children often represent their social world through symbolic play. Children signal that they are about to start, or change playing; by various methods such as saying â€Å"do you want to play with me?† â€Å"Now I’m a monster† and close the playing by negating the roles â€Å"I’m not dead any more† marking boundaries of when children enter and leave the play. Symbolic play enables the experience of subjective realities in alternative environments, whilst also sharing this experience with others. The participants agree To create an alternative reality. Abused children find symbols or metaphors to describe their pain, thus allowing them to explore past relationships in a multi-dimensional way and make some meaning and resolution of their past. Freud identified his theories of play as a repetition of symbolic games being the ego attempt to repeat actively a traumatic event, previously experienced passively, thus allowing the child to gain mastery over the event. From this, a psychoanalytic approach to child analysis developed which used play to interpret the child’s unconscious motivation. The two people, on the whole, who were responsible for this development, are Anna Freud and Melanie Klein, through their work with neurotic children. ( http://www.geocities.com/Wellesley/9158/play.htm) Recently there have been many theorists who have written many articles and journals about children and their imagination in play. Every child is unique, and has his/her own imagination that he/she can’t share with his friends or anyone else. Most theorists have different views about how play is important in the child’s life (e.g. Albert Bandura (born in 1925). Albert Bandura argues that people learn from what they see and hear, and that people often imitate or copy others without external reinforcement and conditioning association-taking place. Bandura argued that people are not only influenced by reinforcement but they are also influenced by what they see in the media and what happens to other people. Bandura argues that people will model themselves on other people who are rewarded or ‘reinforced’. Learning undoubtedly influences human development, conditioning and imitation in learning how local environment is about influencing people at different levels. Home-corner: Most children spend their time in home corner and try many things that they have seen from other people e.g. pretending to cook like they might have seen mummy cooking in the kitchen, or trying to feed the dolly as their mummy feeds them, or try dressing them selves etc†¦ â€Å"By providing a setting for role play, the home corner allows children to make sense of their immediate world.† By looking at other people, children try to imitate and pretend to be someone else with their friends and perform familiar roles (e.g. mom, dad etc†¦) Children also react the events they have experienced in the past or present like going to the doctor, talking to the policeman, looking at the builders, paying the money to the shop keeper when gone for shopping, or making noises when they see a fire engine going past them or acting out as fire fighters using their imagination and what they do as a fireman, talking on the phone, visiting daddy, having a birthday party, dressing up to ‘go out,’ celebrating holidays, going to church, and attending weddings, funerals, picnics, and movies. â€Å"By providing a setting for role-play, the home corner allows children to make sense of their immediate world. Children have numerous opportunities to work together, express their feelings, and use language to communicate roles and respond to one another’s needs and requests.† Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Role-play, it has been argued, is used to provide help to children so they can come to terms with their own experiences, ‘to play over and over the important happenings of their lives’ (Plowden et al., 1967) Other researchers suggest that play is held together by children’s knowledge of scripts, that is, by schematic representations of events including information about the temporal and causal organization of a set of related acts, which are obligatory and which optional, and the associated props and roles (French et al., 1985). Gà ¯Ã‚ ¿Ã‚ ½ncà ¯Ã‚ ¿Ã‚ ½ (1987) argues that children’s shared (public) script knowledge allows them to establish a general framework for their play and provides the grounds for the further negotiation of play through individual (private) contributions. Play: Play also helps people to meet emotional needs and adult ‘recreation’ often involves ‘play’. (Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (Hodder and Stoughton), 2004.) Skinner (1938) believed that conceptualized play as a learning response to a set of stimuli (e.g. toys). In his view, play was seen as a problem solving behavior because it is complex and has investigative features. Bateson (1972) considers play as a means of developing children’s communication skills. Piaget was the first theorist who separated social and emotional development but focused play toward cognitive development. He argues that play contributes to intellectual development through the process of ‘accommodation’ and ‘assimilation’ He believes that accommodation is the main sort of play that children achieve. They take this idea and fit in the knowledge they know and understand. According to Vygotsky, play is a leading activity of child development as it supports all the aspects of child development. This involves the ability to mentally represent experiences and what happens through play. He also made a note that make-believe play is socially and culturally determined, and as children explore this type of play they are depending on their understanding of the social life and rules of their communities. Gender: In the past decades there were activities in the society that men thought women could do and activities that women thought men could do. In the twentieth century there were gender roles for people and that worked according to the government (e.g. the boys have greater access than girls in education and men are over representing in important decision-making). On the present day, when children grow up probably at the age of 3yrs to 4yrs, some children tend to recognise themselves as boys and girls. In some plays, children stereotype other children and tend to play with the same sex (i.e. boys with boys, girls with girls). In most play boys tend to play freely and tend to be more active while girls take their time in exploring. Children don’t understand that in some activities girls can contribute just as much as boys can. Most children as boys, think that girls can’t be policeman and boys can’t look after babies. At the age of five, children tend to form a group of the same gender and won’t let the other gender play with them. Looking at their parents or their relative, boys think and also set in their minds that girls are suppose to be looking after babies and families, and boys are suppose to be working hard like, building a house, or doctors, or fire-fighters etc†¦ some children imitate other people’s language. They keep their concentration away from girls and also try to stay away from girls. Children are more knowledgeable about the wide variety of gender stereotypes and gender roles. At the same time they have open minds about what the males and females can do and this continues in the adolescence and this kind of thinking gets stronger. Gender stereotyping affects behaviour only when children incorporate those beliefs into their own gender identities, self-perceptions of what they can do at play in school and further perceptions in society. Gender Roles: John Locke believed that children are born as blank slate. He believes that children are tabula rasa. John Locke also believes children are born with nothing at all, and all kinds of experiences and responsibilities can shape them up in any way they wish, e.g. rewarding them for good behaviour not with sweets or money but appraisals and approvals. Jean Jacques Rousseau disagrees with John Locke and believes that children are not blank slate and children are filled with all the knowledge with the adult instruction. Children only need to know what is right and what is wrong and are mature enough to learn themselves. Piaget does not believe that children’s learning depends on the reinforcement, such as reward from the adults. According to his cognitive development theory, children actively construct knowledge as they manipulate the world. Vygotsky (1934/1987): According to Vygotsky social interaction in particular, cooperative dialogues between children and more knowledgeable member of society is necessary for children to acquire the way of thinking and behaving that make up a community’s culture. Vygotsky believed that as adults and more expert’s peers help children master culturally meaningful activities, the communication between them becomes part of children’s thinking. Bronfenbrenner emphasizes that the developing person is embedded in a series of environmental systems that interact with one another and with the individual to influence development. Methodology: The way I am going to be working towards my project is by having a structure-where I will be observing children in the home corner. Firstly I will ask at least six boys to play in the home corner. I will be observing their communication with other children. Then I will be taking brief notes of what they are playing with. I will also be observing the situation they will be playing at. When boys are playing they tend to chose their own activities that interests them and choose as much as character they like in their play. The main purpose of observation will e to see how they engage with role play and also what language is used during the role play.Boys are more likely to go towards action situations instead of sitting down to play. Boys tend to be noisier that girls and tend to make friends with children who have high confidence. Boys don’t like any equipment that they think girls play with or they think is for girls. Children tend to play out the situation they have been through e.g. boys mostly tend to be a policeman because they have telephone, guns, and different tools hanged to their belt. Boys when walking around with any thing in their hands they tend to use their imagination of that thing e.g. telephone made out of mega blocks or a toy drill machine they think it is gun. The reason I used a plastic drill machine is because boys tend to play with tools, which have some sort of action, more than girls. In a boy’s imagination if a toy or furniture is broken they start banging the toy/furniture until it is not fixed. I will then be observing the character boys are pretending to play with their friends and ask them few questions like what character they are playing? And observe them about who and how they relate to the situation to them? Then I will have six girls playing in the home corner with free equipment. I know girls are then to play quieter then boys and use their imagination to their familiar person (e.g. mum, dad, or their favourite auntie that they like very much). Just like the boys girls tend to choose their own activities and they prefer those, which are quietly done. They play toward kitchens and babies and looking after other children etc. I will be observing the girls in the same way as boys. I will then ask the children to play together (six boys and six girls). I will be observing their conversation towards each other and try to see if the boys contribute as much to the group as the girls they are playing with. I will also observe them in their situation /events plays, and see if boys tend to play with girls in their activities or if girls tend to play in boys activities. The method techniques I will be using are narrative report, which will help me to write a brief note on what the children are doing, their attitudes, communication and actions towards the other gender and play. Time sampling which will help me to observe the time each gender to play with each other and time they tend to spend in the home corner individually and in group events sampling, which will help me observe whether the child is playing and what materials/equipment/toys they are using. When there is a role-play, the setting needs to be free role-play for children to explore and express their feeli ngs and imaginations in the play. I would also like to observe how children interact with peers and adults around them. This will help me to see if children are different with peers and adults (e.g. if a child is talking to their friend he/she is talking freely, but if the child is talking to the adult he/she will watch his/her word and behaviour what they would be talking about.) in my method I would also like to observe the children about their culture and observe them if they are aware about the attitude, beliefs, and values about their culture. I will be able to see if they are expressing their feelings towards the knowledge that is given to them by their parents and expressing them in the setting with other children. I will also be observing the play that effects culture, gender and environment in the setting for the children. In my method techniques I would also want to interview the staff about the behaviour of the children in the home corner. The materials in the home corner that I am going to use for both genders, and have my observation done according to the materials I provide for them in the setting are the following: * Dolls – female and male, commercial and homemade, to reflect the skin colours, hair styles, facial features, and special needs of children in the programme * Stuffed animals * Doll beds, blankets, pram, front/back pack * Baby rattles, bibs, bottles, nappies, clothes (trousers and dresses) * Broom, dustpan * Toaster (wooden or de-electrified), clocks (wind-up or de-electrified) * Mirror * Two telephones * Small stepladder * Dress-up clothes and accessories-hats, shoes, purses, wallets, briefcases, scarves, head wraps, jewellery, masks, neckties, belts, suspenders * Lunch boxes, picnic hamper, laundry basket * Toolbox and tools * Envelopes, cancelled stamps, seals, stickers, junk mail * Typewriter, keyboard * Sturdy cardboard boxes * Low, movable partitions * Rocking chair or easy chair * Blankets, sheets, quilts, pillows, beach towels, sleeping bags * Photos of programme’s children and their families * Wall hangings reflecting local community * Real plants, watering can * Real cooking equipment (stored out of children’s reach and used only with adult supervision) * Hotplate, toaster oven * Electric frying pan * Reference photos and recipes * Cookbooks, picture recipes * Field-trip photos (for role-play ideas) Props- * Home-builders’ props: toolbox, tools, empty paint cans, brushes, pipe fittings * Doctor’ props: lab coats, plasters, gauze, stethoscope, cloth bandages * Farm props: overalls, pail, straw, animal brush, empty feed bag * Petrol-station props: empty oil can, hose, rags, empty paste-wax can, jack, spanner, steering wheel, hubcaps * Fire-station props: hats, raincoats, wellies boots, hoses * Restaurant props: hats, aprons, cups, straws, serviettes, menus, order pads and pencils * Fishing props: fishing poles, nets, heavy boots, buckets, oars, petrol can. When young children are watching television they are aware that TV images can represent reality. Since the 1950’s researchers and public citizens have concerns about attitudes and behaviour that children have by watching T.V. Most studies believe that TV is great impact on children by violence, other researchers focus on TV that teaches children to be undesirable gender and ethnic stereotype. Children who are aggressive learn from the media through TV because most of the cartoons have violence and they teach children that being violence and aggressive solves the problem and all the children like to have a go on whatever they see that they think is interesting by watching in the television. Violence has an impact not only on parents but also in peer relationships. Ethnic and stereotype is another impact on children by T.V. Even though females are involved in more careers but on T.V the media has still shown that women are loving, caring and looks after the family. This affects children because boys like to be hyper and loud whereas girls should not be loud but quiet. The T.V has an impact on both genders because children have seen the advertisements and people are with the same sex (boys talking to boys and girls talking to girls), so in the children’s view they might think that is how it should be like and they stereotype other children from what they see from the media. How gender affects Home-corner? How play promotes children’s relationship with peers and adults in home -corner? Does resources of multicultural determine the gender of home corner? Reference List: Bartlett, S and Burton, D. Introduction to Education Studies. (2007) (2nd eds), SAGE publication LTD. Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Cole, M., Cole, S.R. & Lightfoot, C. (2005) ‘The Development of Children’ edn. 5, New York: Worth Publishers