History of the Yellow Star Inscribed With Jude

The yellow star, inscribed with the word Jude (Jew in German), has become a symbol of Nazi persecution. Its likeness abounds upon Holocaust literature and materials. But the Jewish badge was not instituted in 1933 when Hitler came to power. It was not instituted in 1935 when the Nuremberg Laws stripped Jews of their citizenship. It was still not implemented by Kristallnacht in 1938. The oppression and labeling of the Jews by use of the Jewish badge did not begin until after the start of the Second World War. And even then, it began as local laws rather than as a unified Nazi policy. Whether Nazis Where First to Implement a Jewish Badge The Nazis rarely had an original idea. Almost always what made the Nazi policies different was that they intensified, magnified, and institutionalized age-old methods of persecution. The oldest reference to using mandatory articles of clothing to identify and distinguish Jews from the rest of society was in 807 CE. In this year, Abbassid caliph Haroun al-Raschid ordered all Jews to wear a yellow belt and a tall, cone-like hat.1 But it was in 1215 that the Fourth Lateran Council, presided over by Pope Innocent III, made its infamous decree. Canon 68 declared: Jews and Saracens [Muslims] of both sexes in every Christian province and at all times shall be marked off in the eyes of the public from other peoples through the character of their dress.2 This Council represented all of Christendom and thus this decree was to be enforced throughout all of the Christian countries. The use of a badge was not instantaneous throughout Europe nor were the dimensions or shape of the badge uniform. As early as 1217, King Henry III of England ordered Jews to wear on the front of their upper garment the two tablets of the Ten Commandments made of white linen or parchment.3 In France, local variations of the badge continued until Louis IX decreed in 1269 that both men and women were to wear badges on the outer garment, both front and back, round pieces of yellow felt or linen, a palm long and four fingers wide.4 In Germany and Austria, Jews were distinguishable in the latter half of the 1200s when the wearing of a horned hat otherwise known as a Jewish hat — an article of clothing that Jews had worn freely before the crusades — became mandatory. It wasnt until the fifteenth century when a badge became the distinguishing article in Germany and Austria. The use of badges became relatively widespread throughout Europe within a couple of centuries and continued to be used as distinctive markings until the age of Enlightenment. In 1781, Joseph II of Austria made major torrents into the use of a badge with his Edict of Tolerance and many other countries discontinued their use of badges very late in the eighteenth century. When the Nazis Decided to Re-Use the Jewish Badge The first reference to a Jewish badge during the Nazi era was made by the German Zionist leader, Robert Weltsch. During the Nazi declared boycott upon Jewish stores on April 1, 1933, yellow Stars of David were painted on windows. In reaction to this, Weltsch wrote an article entitled Tragt ihn mit Stolz, den gelben Fleck (Wear the Yellow Badge with Pride) which was published on April 4, 1933. At this time, Jewish badges had yet even to be discussed among the top Nazis. It is believed that the first time that the implementation of a Jewish badge was discussed among the Nazi leaders was right after Kristallnacht in 1938. At a meeting on November 12, 1938, Reinhard Heydrich made the first suggestion about a badge. But it wasnt until after the Second World War began in September 1939 that individual authorities implemented a Jewish badge in the Nazi German-occupied territories of Poland. For instance, on November 16, 1939, the order for a Jewish badge was announced in Lodz. We are returning to the Middle Ages. The yellow patch once again becomes a part of Jewish dress. Today an order was announced that all Jews, no matter what age or sex, have to wear a band of Jewish-yellow, 10 centimeters wide, on their right arm, just below the armpit.5 Various locales within occupied Poland had their own regulations about size, color, and shape of the badge to be worn until Hans Frank made a decree that affected all of the Government General in Poland. On November 23, 1939, Hans Frank, the chief officer of the Government General, declared that all Jews above ten years of age were to wear a white badge with a Star of David on their right arm. It wasnt until nearly two years later that a decree, issued on September 1, 1941, issued badges to Jews within Germany as well as occupied and incorporated Poland. This badge was the yellow Star of David with the word Jude (Jew) and worn on the left side of ones chest. How Implementing the Jewish Badge Helped the Nazis Of  course, the obvious benefit of the badge to the Nazis was the visual labeling of the Jews. No longer would the rabble only be able to attack and persecute those Jews with stereotypical Jewish features or forms of dress, now all Jews and  part-Jews  were open to the various Nazi actions. The badge made a distinction. One day there were just people on the street, and the next day, there were Jews and non-Jews. A common reaction was as Gertrud Scholtz-Klinks stated in her answer to the question, What did you think when one day in 1941 you saw so many of your fellow Berliners appear with yellow stars on their coats? Her answer, I dont know how to say it. There were so many. I felt that my aesthetic sensibility was wounded. 6   All of a sudden, stars were everywhere, just like Hitler had said there were. How the Badge Affected Jews At first, many Jews felt humiliated about having to wear the badge. As in Warsaw: For many weeks the Jewish intelligentsia retired to voluntary house arrest. Nobody dared to go out into the street with the stigma on his arm, and if compelled to do so, tried to sneak through without being noticed, in shame and in pain, with his eyes fixed to the ground.7 The badge was an obvious, visual, step back to the Middle Ages, a time before Emancipation. But soon after its implementation, the badge represented more than humiliation and shame, it represented fear. If a Jew forgot to wear their badge they could be fined or imprisoned, but often, it meant beatings or death. Jews came up with ways to remind themselves not to go out without their badge. Posters often could be found at the exit doors of apartments that warned Jews by stating: Remember the Badge! Have you already put on the Badge? The Badge! Attention, the Badge! Before leaving the  building,  put on the Badge! But remembering to wear the badge was not their only fear. Wearing the badge meant that they were targets for attacks and that they could be grabbed for forced labor. Many Jews attempted to hide the badge. When the badge was a white armband with a Star of David, men and women would wear white shirts or blouses. When the badge was yellow and worn on the chest, Jews would carry objects and hold them in such a way as to cover their badge. To make sure that Jews could be easily noticed, some local authorities added additional stars to be worn on the back and even on one knee. But those werent the only rules. And, actually, what made the fear of the badge even greater were the other innumerable infractions for which Jews could be punished. Jews could be punished for wearing a creased or  folded  badge. They could be punished for wearing their badge a centimeter out of place. They could be punished for attaching the badge using a safety pin rather than sewing it onto their clothing.9 The use of safety pins was an effort to conserve badges and yet give themselves flexibility in outfits. Jews were required to wear a badge on their outer clothing — thus, at least on their dress or shirt and on their overcoat. But often, the material for badges or the badges themselves were scarce, so the number of dresses or shirts that one owned far exceeded the availability of badges. In order to wear more than one dress or shirt all the time, Jews would safety pin a badge onto their clothing for easy transfer of the badge to the next days clothing. The Nazis did not like the practice of safety pinning for they believed it was so the Jews could easily take off their star if danger seemed near. And it very often was. Under the Nazi regime, Jews were constantly in danger. Up to the time when Jewish badges were implemented, uniform persecution against the Jews could not be accomplished. With the visual labeling of Jews, the years of haphazard persecution quickly changed to organized destruction. References 1. Joseph Telushkin,  Jewish Literacy: The Most Important Things to Know About the Jewish Religion, Its People, and Its History  (New York: William Morrow and Company, 1991) 163.2. The Fourth Lateran Council of 1215: Decree Concerning the Garb Distinguishing Jews from Christians, Canon 68 as quoted in Guido Kisch, The Yellow Badge in History,  Historia Judaica  4.2 (1942): 103.3. Kisch, Yellow Badge 105.4. Kisch, Yellow Badge 106.5. Dawid Sierakowiak,  The Diary of Dawid Sierakowiak: Five Notebooks from the Lodz Ghetto  (New York: Oxford University Press, 1996) 63.6. Claudia Koonz,  Mothers in the Fatherland: Women, the Family, and Nazi Politics  (New York: St. Martins Press, 1987) xxi.7. Lieb Spizman as quoted in Philip Friedman,  Roads to Extinction: Essays on the Holocaust  (New York: Jewish Publication Society of America, 1980) 24.8. Friedman,  Roads to Extinction  18.9. Friedman,  Roads to Extinction  18. Sources Friedman, Philip. Roads to Extinction: Essays on the Holocaust. New York: Jewish Publication Society of America, 1980.Kisch, Guido. The Yellow Badge in History. Historia Judaica 4.2 (1942): 95-127.Koonz, Claudia. Mothers in the Fatherland: Women, the Family, and Nazi Politics. New York: St. Martins Press, 1987.Sierakowiak, Dawid. The Diary of Dawid Sierakowiak: Five Notebooks from the  Lodz Ghetto. New York: Oxford University Press, 1996.Straus, Raphael. The Jewish Hat as an Aspect of Social History. Jewish Social Studies 4.1 (1942): 59-72.Telushkin, Joseph. Jewish Literacy: The Most Important Things to Know About the Jewish Religion, Its People, and Its History. New York: William Morrow and Company, 1991.

Greek and Roman Military Influences in Modern Warfare

Current militaries have benefitted from the principles of ancient Greek and Roman warfare by studying the ancient battles, tactics, and use of supplies to develop effective military plans. Current militaries study and debate historical turning points of the ancient battles to understand how the leaders planned and executed battles. The empires’ growth was due in part to the might and successes of their military. The strength of their militaries came from many factors including their use of armor, weapons, and military tactics. The empires’ leaders used these three advantages to create the superior armies of their time. An important contributing factor to an armys success is armor for defense. An army can have skilled soldiers, but cannot be successful without the right armor. Roman and Greek armies wore similar types of armor. The Roman and Greek foot soldiers wore a square breastplate on their torso. 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Indian Textile Industry free essay sample

Textile IndustryStructure, Problems and Solutions Subject: Term Paper of Organization Management Under Guidance of Dr. Vinayshil Gautam Written By Jaimeen Rana Entry# 2012SMF6890 1 INDEX a) Introduction 3 b) History 3 c) Structure of Indian Textile Industry 3 d) Communication and Effectiveness 4 e) Problems faced by Textile Industry in India 5 f) Steps taken by government till now 7 g) Strategies for growth 8 h) Conclusion 9 i) References 10 2 a) Introduction Indian Textile and Apparel Industry is second largest manufacturer in the world with an estimated export value of US$ 34 billion and domestic consumption of US$ 57 billion. It stands at number two position in generating huge employment for both educated and uneducated labor in India. Over 350 lakh people are employed in this industry in India. 14% of total industrial production is done by this sector. 4% of India’s GDP is obtained by this sector. It contributes 17% to the India’s total export earnings. Top companies in Textile industry in India: Bombay Dyeing Fabindia JCT Limited Welspun India ltd Lakshmi Mills Mysore Silk Factory Arvind Mills Raymonds Reliance Textiles Grasim Industries ) History India’s textile industry evolved and developed at a very early stage and its manufacturing technology was one of the best ones. The government of India has also agreed to the proposals to support the textile industry by approving hundred percent Foreign Direct Investment in the market.Owing to the uprights and instantly incorporated textiles cost sequence (price chain), the Indian textile industry signifies a tough subsistence in the total value chain from raw products to finished products. The Synthetic and Rayon Textile Export Promotion Council (SRTEPC) has taken every required steps to meet the target of doubling the synthetic textile export in India to US $6. 2 billion by grabbing four percent of market share by fiscal year 2011- 2012. Taking into consideration the persistent funds in the textile industry, the Govt. of India may possibly widen the Technology Up gradation Fund Scheme (TUFS) by the end of the 11th Five Year Plan- in the financial year of 2011- 2012 in order to protract the industry. Indian textile industry is extraordinarily providing to meet the targeted production of $ 85 billion in the year of 2011, intending exports of more than $ 50 billion which was in year 2010.There is massive progress foreseen in Indian textile exports from the $ 17 billion accomplished in the year of 2005 -2006 to $ 50 billion by the year of 2009-2010. The assessment for the exports in the current fiscal year is about $ 19billion. There is significant potential in Indias exports of technical textiles and home textiles, as most European businesses desire to set up facilities near- by the emerging markets, such as China and India. So, the future of Indian textile industry is very bright, as it has open up the market for inter national business people.

Only Stricter Traffic Laws Can Prevent Accidents free essay sample

Every year hundreds of people die in car accidents as a result of bad driving. It is estimated that throughout the world, at least half a million people are killed and about 15 million injured on the roads each year. Most people suggest that we should do something to prevent the accidents and thus save many lives. Fortunately, society has become more life conscious, and over the last few years, people have become more aware of the reasons why they should drive more carefully. The facts that careless driving and poor road conditions are dangerous for other drivers, passangers and passers-by causes permanent disability and even death are just a few incentives to keep drivers from thhoughtless driving. First of all, the age of limit of young drivers should be raised to al least 21. A lot of young people are still irresponsible for their actions. Moreover, they do not realise the dangers of alcohol abuse and drive very fast or overtake improperly in order to show off. We will write a custom essay sample on Only Stricter Traffic Laws Can Prevent Accidents or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is still maintained that majority of car accidents is caused by teenagers who are between 17 and 19 years old. Secondly, governments should impose stricter fines for those who do not comply with speed limits on roads. Typically, more deaths occur on rural roads, where speeds are higher than in urban areas. Besides, the authorites should make an effort to improve road conditions. No holes, no bumps, but more motorways. Thanks to this, our vehicle can also be in a better condition. Additionally, no driver should use mobile phones as we are not concentrated on the road when we are driving. All in all, it is high time more sterner traffic laws were imposed. The fact is that road safety can be achieved through multidisciplinary approaches involving road engineering and traffic management, education and training of road users, and vehicle design. If we still do not realise how serious is the problem of bad driving and poor road conditions the next casualty of the accident may be one of us. It is high time a world code were created to reduce this senseless waste of human life. With regard to driving, laws of some countries are notoriously  lax and even the strictest are not strict enough. A code which was universally accepted could only have dramatically beneficial effect on the accident rate.

Bhagavad Gita Essay Example

Bhagavad Gita Essay Bhagvad Gita Is the book of authority for the Hindus. It literally means Song of the Divine. Although it appears in the mythological epic the Mahabharata, it is given the status of Shruti as it contains the essence of the Upanishadic teachings of the Vedas. It has 700 verses in 18 chapters. The Bhagvad Gita is in the form of a spiritual dialogue between Sri Krishna and Arjun on the battlefield of Kurukshetra.The background is apt as the dialogue concentrates on the use of spirituality in daily context. Arjun is torn between his duty to fight for justice and his love for his kinsmen who he has to fight. He becomes dejected and debates with Sri Krishna that no war can be justified on any grounds. Sri Krishna, through this dialogue convinces him that he has to fight; there is no other way. The discussion brings into focus various interesting aspects of the Hindu philosophy.Ideas developed in the Gita:The essential nature of man as Atman (The eternal witness as the Self).The essential nature of the universe as Brahman (God manifesting as everything).Maya (loosely explained as -ignorance) is the reason why this Essential nature remains hidden.Relationship between Atman and Brahman.Ideas about: Reincarnation/Law of Karma/Gunas-The Universe expressing itself through three qualities are developed in the Gita.Four pathways to God or Self-realisation.Idea of God as the Creator and Preserver who descends (Avatars) to earth for the good of mankind.Path of devotionPath of Devotion: Sri Krishna teaches the easiest path to God realisation is through devotion. One can think of God as having form and qualities. This allows one to build a relationship with God through worship, prayers and meditation. Bhakti and Parabhakti: Sri Krishna teaches that devotion to God in order to gain something from Him is lower form of love. Love for the sake of love is the higher form of devotion and is called Parabhakti. He further says: It does not matter what is offered to God; a fruit, a fl ower or a leaf. He accepts all offerings made with love. It is the love of the devotee that counts rather than any formal worship.Avat Avatars: God incarnates himself on earth again and again for the good of mankind. The Bhagavata talks of ten avatars of Vishnu. Krishna is considered to be the eighth avatar. Ninth being Buddha and the tenth is yet to come and will be called Kalki. Room for many other Avatars: Hindu teachings allow for many other Avatars. These Avatars come with tremendous compassion and ability to give God-realisation to others. They always herald a new wave of spirituality to engulf mankind. Hinduism allows for and accepts avatars of all other faiths.arsReincarnationReincarnation: Our essential nature is called the Atman that does not die with the body. It is eternal and all pervading. Its nature is that of consciousness, existence and bliss. The body is just the outer garment, which is discarded when worn out. Cycle of Birth, Childhood, Old age, Death and rebirth is called Samsara. The soul continues to reincarnate until it realises God. The spiritual progress made in each lifetime is not wasted but helps in the next life. The only things that come with us when we die are the fruits of our actions and the character we have developed. Reincarnation only stops when we merge with God or realize our true Self. That is called Moksha.Conclusions:Renunciation: The central theme of the Gita is renunciation. Work away; but offer the fruits of your actions to God. Do not run after the objects of the senses. Lead a detached life. We have to realise that the essential I is the witness it has to be extricated and seen as separate from the mind/body complex. Yet renunciation does not mean running away from ones duties. As long as we feel we are bound we have to make an effort to be free. The way to achieve this is by righteous living.Shrugging off our duties towards society is not the way forward, teaches the Gita. Live in the world in a detached way, is the central message of Gita. Renounce the trivial in order to gain the majestic. Devotion to Sri Krishna: The Gita teaches that the essential nature of man is divine; it is a manifestation of God. Yet the Gita makes it clear that for most of us the way forward may be through adoration and worship of an external God. Sri Krishna says that there is nothing wrong with this idea.It is an easier way to divinity. The idea of God with forms and qualities is an important tool in spiritual search. It is perhaps a better pathway as the tool we use is also the end product we strive for. Synthesis of many views of God: The earlier Upanishadic philosophies taught of the underlying reality as Brahman- manifesting as the universe. It also manifests as Atman in all living things. Gita synthesizes these views and adds to it the idea of God with forms and attributes. It makes a serious contribution in putting across many differing prevalent views on spirituality in a coherent manner. The concept of Brahman as being without attributes is modified to take on the idea of Brahman with attributes in the form of a personalised God. Synthesis of many pathways to God:The popularity of the Gita is, to some extent due to the fact that it managed to show that different pathways to God are all equally valid. God can be reached through Paths of Knowledge, Action, Devotion and Meditation. One can choose the pathway or any combination of pathways to suit ones own abilities. Pluralistic methods to reach God have been advocated by Hinduism and the Gita is a good example of this. We all have different starting points in spiritual progress hence the method we each adopt to reach the same destination will necessarily be different. This essential freedom does not have to be sacrificed.

A Charlie Brown Thanksgiving Quotes

A Charlie Brown Thanksgiving Quotes A Charlie Brown Thanksgiving serves up some surprisingly poignant and often funny quotes about Turkey Day. The Peanuts characters, including Lucy, Linus, Patty, Sally, Marcie, and of course, Charlie Brown, maybe youngsters, but they provide plenty of thoughtful wisdom about Thanksgiving traditions like football, turkey and  pumpkin pie. Of course, the words are put into their animated mouths by creator and writer Charles M. Schulz, who was just five days shy of his 51st birthday when the special aired in 1973. It won him the Primetime Emmy for Outstanding Individual Achievement in Childrens Programming. It continued to air every Thanksgiving on CBS until 2000, the year that Schulz died, and then on ABC. Enhance your Thanksgiving dinner conversation with some of these pithy quotes from the TV special, which is also available on DVD and streaming video. Thanksgiving History Linus: In the year 1621, the Pilgrims held their first Thanksgiving feast. They invited the great Indian chief Massasoit, who brought 90 of his brave Indians and a great abundance of food. Governor William Bradford and Captain Miles Standish were honored guests. Elder William Brewster, who was a minister, said a prayer that went something like this: We thank God for our homes and our food and our safety in a new land. We thank God for the opportunity to create a new world for freedom and justice. Expressing Thanks Peppermint Patty: Are we going to have a prayer? Its Thanksgiving, you know.Marcie: Thanksgiving is more than eating, Chuck. We should just be thankful for being together. Traditions Lucy: But Charlie Brown, it’s Thanksgiving. One of the greatest traditions we have is the Thanksgiving Day football game and the biggest, most important tradition of all is the kicking off of the football.Lucy: Isn’t it peculiar, Charlie Brown, how some traditions just slowly fade  away.Charlie Brown, after singing  Over the River and Through the Woods to Grandmothers House We Go: Well, theres only one thing wrong with that...My grandmother lives in a condominium. The Food Charlie Brown: I cant cook a Thanksgiving dinner. All I can make is cold cereal and maybe toast.Peppermint Patty: Look at this! Is this what you call a Thanksgiving day dinner? Did we come across town for this? Were supposed to be served a real Thanksgiving dinner!Peppermint Patty: What kind of Thanksgiving dinner is this? Wheres the turkey, Chuck? Dont you know anything about Thanksgiving dinners? Wheres the mashed potatoes? Wheres the cranberry sauce? Wheres the pumpkin pie? Uninvited Guests Marcie to Peppermint Patty, after they crash Thanksgiving dinner at Charlie Browns house: Wait a minute, Sir; did he invite you here to dinner? Or did you invite yourself and us too? Meet-Ups Sally: Why dont you come along, Linus? We could hold hands under the table. Stress Charlie Brown: Weve got another holiday to worry about. It seems Thanksgiving Day is upon us.

Water cooler Innovation and Technology (MMBA - 6540 - 1) Essay

Water cooler Innovation and Technology (MMBA - 6540 - 1) - Essay Example n comes with ownership, creation of the correct conditions, recruitment of innovative workforce, and development of processes and culture that support innovation. I particularly like this article because of its depiction of signs of an innovative leader and his/her importance in making the organizational culture innovative. The author has supported the claims in the article with practical examples e.g. Steve Jobs asking the Why and What if questions and Apple employees following him in the same direction, thus depicting the organization’s innovative culture. None of the four philosophies proposed by the author can be developed unless innovation is taken seriously by every member of the organization. Innovation requires everybody’s participation. It is not just the Research and Development (R&D) job. A good idea could arise from the most unexpected source, so nobody should be underestimated in his/her creative thinking ability. Initially some failures may be encountered, but they guide the company towards the success. Overall, the article is very informative and allows a quick insight into the fundamentals of innovation and its

Collective security as an approach to peace Essay

Collective security as an approach to peace - Essay Example Collective security movements, organizations, and agencies turn a deaf ear to the pain and plight of mass-murder and ethnic cleansing of the Rohingya Muslims in Burma. Collective security forces are not even doing anything to provide for the displaced Rohingya Muslims in any possible way, what to talk of taking measures to discourage or deter their displacement from the Buddhist majority in Myanmar. The author says that collective security does not recognize any inveterate enemies or traditional friendships. Collective security also does not allow for any alliances with or against any state. An alliance for collective security purpose proves superfluous as all states are committed to other states’ defense. The importance of confidence for success of collective security system cannot be overemphasized. â€Å"Collective security cannot work unless the policies of states are inspired by confidence in the system† (216). The satisfaction of basic conditions that the author has mentioned for the collective security namely the power, legal, and organizational situation cannot be achieved. First of all, it is not possible for all states to command nearly equal resources or for several great powers of nearly same strength to exist. Secondly, in the real world, it is not possible to have substantial universality of membership for collective security. The author argues that collective security is a plan for unprecedently organizing international police action rather than organizing coalition warfare like it was done in the 20th century. The purpose of collective security is to eliminate international brawls rather than sponsoring the winning team. â€Å"It purports to require of participating states not that they should consent to compulsory involvement in major wars, but that they should accept obligatory service in a system for preventing major wars† (218). The author establishes as an essential the existence of such a massive power of the police force for the

Moral Implication of Frankenstein Essay Example for Free

Moral Implication of Frankenstein Essay The message, merits, and moral implications of Mary Shelley’s Frankenstein have been long debated and discussed. Many recurring themes which are apt to surface in these conversations are those such as the woes of artificial creation and the â€Å"man is not God† argument. These themes have been so thoroughly explored and exploited that this essay could not possibly generate and original thought within the realms covered by these topics. In order to formulate something remotely fresh and at least relatively interesting, this essay seeks to shift the focus to the less explored dilemmas which Shelley may have purposely or subconsciously woven into the classic novel. The very fact that Mary Shelley is a woman casts the already remarkable tale in an entirely new light. To read it objectively is improbable, if not impossible, because stories like this are simply not written by women. As a matter of fact, there are some things—focusing on a thrilling plot for the sake of the thrill, centralizing characters like monsters and ghosts, prominently showcasing a male to male bond—that are seen from female authors so infrequently, the appearance of one or multiple aspects in a story would be a true shock. This is certainly not a knock against female authors! It is not at all an insult, actually. It is simply an analysis of the female niche in literature at a glance. The fact that Shelley annihilated this mold with Frankenstein is a testament to her creativity, uniqueness and skill, setting her apart from all authors, male or female, and elevating her to a position of respect and glory which spans generations and gender. When taking into account the female psychology, attempting to ascertain what a female would consciously or subconsciously attempt to prove with the novel is interesting. While several smaller points are made by Shelley in the text, the most important and overall message of the novel is this: no man or laboratory can replace the natural maternal nature of the human mother. The nurturing provided by a mother is the most necessary and vital experience of a child’s life and directly affects the person he becomes. While this process can be imitated with foster homes, day cares, orphanages and the like, only the direct bond between creator and creation will suffice to produce the best of outcomes. The first step is to show that Shelley intended for Victor to be viewed as a mother to his creation. The point that Victor is not a woman seems to enhance the idea that he is incapable of undertaking the tasks of a primary caregiver. Given Victor’s masculinity, she uses the characters to â€Å"experiment† with a creator-child relationship in the absence of the maternal nature of a woman. To do so she alludes to the strong parallels connecting the relationships. At the end of Volume 1, Victor’s thoughts turn to how he would â€Å"spend each vital drop of blood for [the family’s sake]† (Shelley 90). This quote is a reference to the womb and the â€Å"lifeblood† shared by a family. Each drop of blood circulating in a pregnant woman is shared by the fetus living within her as she literally creates the child in her womb. That blood is then shared by the next infant as mother and children grow together into a family united by this blood. Shelley is showing that just as Victor is bonded to his mother by blood, so too is he bonded with his Monster. This is not the first time Shelley portrays Victor as a motherly figure. In the description of the creation process, Shelley draws connections between it and a pregnancy many times. To begin with, the overall concept of the creation of an infant and the creation of a monster are nearly identical. Victor speaks of the â€Å"power placed within his hands† to â€Å"bestow animation† on â€Å"lifeless matter;† matter which will eventually become an incredible system with innumerable â€Å"intricacies of fibers, muscles, and veins† (Shelley 54). Is this not the same thing that can be said of a mother? For she, too, creates an intricate being from nothing with an â€Å"anxiety which almost amounts to agony† in the pains of pregnancy and labor (58). Having shown that Shelley intended for Victor to play the role of ‘mother’ in her analogy, focus will now shift to the ultimate point of the novel: The nurturing provided by a mother (Victor), is the most necessary and vital experience of a child’s life and directly affects the person he becomes. From the very beginning, Victor shirks the responsibility of nurture and literally runs from it. As the creature awakes he exclaims: â€Å"breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created; I rushed out of the room† (Shelley 58). The Monster then immediately assumes the role of infant in the relationship as Victor says, â€Å"His eyes were fixed on me. His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks† (Shelley 59). In the normal human realm this situation would be met with a dozen tear-filled eyes seeking to hold and coddle the creation. Unfortunately for the Monster, no such treatment is offered by Victor. Frankenstein leaves the Monster to fend for himself. The horrible consequences of this lack of nurturing follow with intensity and frequency. This is proven by the rapidly building sense of confusion and loneliness within the monster. Feelings which are only multiplied by society’s general rejection of him. The Monster laments to Victor upon their reunion on these feelings, â€Å"no distinct ideas occupied my mind: all was confused. I felt light, and hunger and thirst, and darkness; innumerable sound rang in my ears and on all sides various scents saluted me† (Shelley 106). The Monster needed a person to provide some context for these sensations, he needed a nurturer to steer him through the difficult path of modern urban existence. He knew essentially nothing and suffered for it. The Monster recalls in a story to Victor his finding of huts, cottages and houses: â€Å"The whole village was roused; some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escaped to the open country† (Shelley 109). Had Victor been there to guide and coach his creation through life as a mother does for her child, the Monster would have experienced exponentially less pain and suffering, if any at all. It was not just any instruction and care that the Monster desired. He yearned for the specific life-training that can only be offered by one’s creator. Although he learned language, work and more from the cottagers he observed, nothing could replace that which only Victor as the creator could offer. The Monster details this in conversation with Victor, â€Å"Of my creation and creator I was absolutely ignorant† he then complains of other calamities he faced before saying, â€Å"I cannot describe to you the agony that these reflections inflicted upon me: I tried to dispel them but sorrow only increased with knowledge† (Shelley 123). It was not the â€Å"knowledge† he desired—he was clearly receiving a more than satisfactory education from the cottage dwellers—it was the relationship with his creator that mattered most, from which the knowledge comes as a bi-product. To ask if Victor learns his lesson is not debatable. Shelley gives him a clear second chance to reevaluate his decision and he chooses correctly. The Monster asks, or more so, demands, point blank that Victor create him a counterpart: â€Å"You must create a female for me, with whom I can live in the interchange of those sympathies necessary for my being. This you alone can do; and I demand it of you as a right which you must not refuse to concede† (Shelley 147). Initially, Victor refuses, even under the threat of torture. Then, with the Monster’s convincing words and pleas for empathy, Victor agreed under the condition that the monster banish himself and his bride to South America. One night, however, in the midst of creating the second being, Victor suddenly came to the realization that the creation of a second female would not necessarily be for the better and â€Å"made a solemn vow in [his] own heart never to resume [his] labors† (Shelley 171). This resolution to not repeat his mistake shows that Victor recognized the error in his first creation. It is not the creation that was the problem. He obviously was more than capable of producing a counterpart for the first Monster, but realized that he could not provide the appropriate nurturing. He understood, finally, the main requirement of creation: the education and nurture of the creature to become what one intended for it to become, in other words, one has to finish the job. Just as with every human birth, one cannot just bring the creature into the world and let it fend for itself. Frankenstein saw the limitations he had as a creator and made the responsible decision to never repeat his mistake. While the original purpose of this essay was to elaborate on Shelley and the ideas she wrote about as a female, the themes of the novel are too universal to be pinned down as something only a female could create. Creation, it turns out, involves two parts: the first is the giving of life, and the second is the nurturing of life. As a female both of these are very prevalent, more so than with males, but this work shows that males are very responsible for creation. Maybe this entire book is a more than simple commentary on the need for males to step up into the second creation role to support their wives, or maybe it is just a good story about a monster and a man. Either way, Shelley produced a novel with incredibly far reaching themes which contains solid, undeniable arguments which were never touched by male authors, thus making Frankenstein one of the greatest novels of all time.

A Critical Analysis Of Machiavellis The Prince Philosophy Essay

A Critical Analysis Of Machiavellis The Prince Philosophy Essay You have got to be cruel to be kind. Would this be an adequate summary of Machiavellis advice on cruelty? If so, why? If not, why? How does his advice on cruelty reflect his beliefs about politics? In the Prince, Machiavelli explores the world of governments and rulers and comes up with revolutionary ideas for a prince to acquire the leading position in the government and maintain his authority and leadership. However, the philosopher does not teach the ruler to be good and just; he aim is to provide the governor with practical applications of being a great prince but not a good one. Machiavelli focuses on evil features more because they would help to advance the power of the prince. In his book, it does not seem that an evil or cruel behavior is an unacceptable one, as he alters the moral vocabulary about vice and good. In the book, Machiavelli starts with his dedication to Lorenzo de Medici and finishes it with an assertion that Italy must revive and gain considerable power. Therefore, it is hard for me to judge if the philosopher was concerned with acquiring a better vocation or with genuine patriotic feelings that were expressed in his attempt to call for dramatic action. Y et, I will argue that in terms of Machiavelli a potential ruler has to pretend to be an old prince-the one that is familiar with the experiences of his predecessors-and act as if he is kind. This pretence makes a cruel prince a kind one and preserves his glory and prosperity of a state, which are supposed to be the aims of the ruler. In chapter fifteen, Machiavelli states that Many have imagined republics and principalities that have never been seen or known to exist in truth. For it is far from how one lives to how one should live. That he who lets go of what is done for what should be done learns his ruin rather than his preservation (p. 54). The passage hints to the Platos Republic, in which the he reports that the philosopher kings should govern society. The governors have to be good and just and they must help their subjects to maintain the purity of their souls and also be good. In the Prince, a ruler should read historical works, especielly for the light they shed on the actions of eminent men to imitate some eminent man, worthy of praise and glory (p. 51). However, Machiavelli is interested an actual truth of the matter and not the utopia of it. He compares a prince to a prophet, which does not necessarily mean that the he has divine knowledge; instead it gives them exceptional responsibilities like law m aking and shaping opinions that govern our lives. Thereby, Machiavellis prophetic prince has philosophers features as he tries to reform human opinion over the justice and evil; he acts as if he is good, but does not have to be good. To back up his conclusions, Machiavelli comes up with extreme examples such as Romulus and Cains murders of Remus and Abel respectfully. These murders were the fundaments of the societies and, therefore, the philosopher asserts that no good is possible without evil. Thus he redefines Platos ideas of the philosopher kings who approach pure reason to be good and just; instead, Machiavelli gives examples of extraordinary situations and draws the morality that would perfectly fit the situation. Also, he reforms the meaning of the word virtà ¹: a prince can act in an evil fashion, as fortune and circumstances [would] dictate (p. 23) in the chapter thirteen, he gives an example of the biblical story of David and Goliath. In the initial story, David is armed with a sling only; but, the philosopher also gives him a knife. This detail hints that the Gods promise is not enough and David would be safer with an additional secret weapon. This additional detail is a metaphor, which implies that the prince has to propagandize proper religious views; on the other hand, he has to use a certain extent of cruelty and be utterly self-reliant to achieve desirable outcomes. Self-realization, courage, and ruthlessness are the qualities that contribute to the effective exercise of power, which is a touchstone of political success. As Machiavelli puts it all the armed prophets conquered and the unarmed were ruined (p. 20). To describe the genuine prince, Machiavelli comes up with a metaphor of a beast. In chapter eighteen, he writes that there are two ways of contesting, the one by the law, the other by force; the first method is proper to men, the second to beasts; but because the first is frequently not sufficient, it is necessary to have recourse to the secondà ¢Ã¢â€š ¬Ã‚ ¦ it is necessary for a prince to understand how to avail himself of the beast and the man (p.62) Since in the Machiavellian theory the princes goal is to seek glory, the ruler has to be lucky. The luck or Fortuna is opposite to reason; it favors those who act or the brave. The Fortuna has to be mastered and, therefore, it requires a reservoir of force to master. Also, the deceit is, as Machiavelli puts it, a good quality. He exemplifies this with an Italian proverb Alexander never did what he said, Cesare never said what he did (p. 35). Following the winds of fortune, power, and deception, one would be conferred with glory. The p hilosopher is a pure consequentialist, as he justifies anything that is necessary to preserve the glory of his state and his own fame. The Machiavellian virtue is not the same with the Christian values. Thus, the duplicity of the prince and his behaviors are praised throughout the book and are perfectly excusable for the eventual purposes. To underline an exemplary behavior of the prince, Machiavelli gives an example of Cesares policies in chapter seven. When the duke had taken over the Romana, he found it had been commanded by impotent lords who had been readier to despoil their subjects than to correct them and had given their subjects matter for disunion, not union (p. 23). Cesare sends a lieutenant to that area who reduced it to peace and unity with the very greatest reputation for himself (p.23 ). However, Cesare did not want to have strong local government. Thus he set up court with wise civil authority that would judge and advocate each citizen from the lawlessness of his minister. And having seized this opportunity, he had emplaced one morning in the piazza in two pieces, with a piece of wood and a bloody knife beside him. He had him cut in two; the bloody knife and piece of wood beside him. Machiavelli concludes that the ferocity of this spectacle left the people at once satisfied and stupefied (p.23). The pri ncely virtà ¹ leaves people content and fooled. In chapter fifteen on the things for which man, and especially rulers, are praised or blamed, Machiavelli reflects on the very basic assertions of morality and virtues. He states that a ruler who wishes to maintain his power must be prepared to act immorally when this becomes necessary (p. 55). Thus the prince has to do what is generally done and not what he ought to do (p. 54). In other words, the chapter teaches the ways of not being good (in Platos meaning of the word). To affects the norms of everyday life, the prince had to learn how to manipulate the religion skillfully. In chapter eighteen, the philosopher states that the ruler has to be utterly religious. The prince should appear all mercy, all faith, all honesty, all humanity and all religion (p. 62) the pretence to be a genuine Christian is helpful for creating an appropriate public image; however, the actual practice of its values is evidently dangerous. In the Republic, Socrates states that it is better to be just then to seem just. The princes morale goes against the passage in the book, which teaches how to be good, as one cannot be good without being just. Considering the metaphor of the prince who reconciles a man and a beast, the man is a humble and submissive Christian, the beast in its turn is capable of performing courageous and bold actions. In Machiavellian opinion, Christianity should not constrain any political activity. The matters of government should be solely secular. The philosopher strives to create a new type of republic, which would deal only with practical issues and without asserting any transcendental moral law. As a scholar Steven Smith asserts, not only did Machiavelli bring a new worldliness to politics, he also introduced a new kind of populismà ¢Ã¢â€š ¬Ã‚ ¦ as Plato and Aristotle imagined aristocratic republics that would invest power in an aristocracy of education and virtue, Machiavelli deliberately seeks to enlist the power of the people against aristocracies of education and virtue. To maintain this kind of state, the republic has to have imperialistic ambitions and consequently be aggressive. Interestingly, the Machiavellian republic concerns only with practical worldly affairs; however, its the philosophers imaginary project or theoretical suggestion of his form of government. The new type of morality is a foundation for this reign. Thus, Machiavellian prince always has to pretend to be a man, but be a beast if needed. Altering the hypostasis, the brave ruler masters the fortune and gains glory for himself and his state. The philosophers morality asserts that the prince does not have to be good; instead he has to manage to be religious and pure on the public eye, but reasonably cruel and not always trustful in the reality. He justifies the actions of the ruler with the privileges one gets from the princes constant actions to maintain the prosperous state and peaceful sleep of the citizens. Thus the prince mixes his love for the good with the skillful cruelty. Machiavellian morale highlights that the good is only possible in the context of moral evil. This a clear break w ith Plato and the Christian values and, moreover, the philosopher seeks to set free the real politics from the ecclesiastical patronage. Thereby the prince uses religion for his benefit but does not allow himself to be used by it. One can see that Machiavellian authority is self-bestowed and not granted by ethereal forces. Machiavelli grants the rule with the knife he gives to David in one of his passages, signifying that the prince has to be more self-reliant then hoping for the otherworldliness help. In the Prince, a reader can access information that used to be not available to everyone. The philosopher gives the reader a chance to come to terms with the idea that the good in politics cannot exist without a certain extend of cruelty. Moreover, when this cruelty is adequately used, it becomes a virtue that sustains the well being of the state and makes the ruler glorious. Work cited: Machiavelli, Niccolo. The Prince. Cambridge: Cambridge University Press, 1988.   Ã‚  Ã‚  Ã‚  Ã‚  Print Plato. Republic. New York: Oxford Press, 1994. Print Smith, Steven. Machiavelli, the Prince:. Yale University.   Ã‚  Ã‚  Ã‚  Ã‚  2006. Open Yale Courses. Web. 26 Feb. 2010.   Ã‚  Ã‚  Ã‚  Ã‚  political-science/introduction-to-political-philosophy/content/sessions/   Ã‚  Ã‚  Ã‚  Ã‚  lecture10.html>.

Racial Divide In America Health And Social Care Essay

The United States wellness attention system is considered missing when compared to other developed states. The issues refering the quality of wellness attention raises polarized argument across the state, yet everyone agrees that on the whole, the U.S. wellness attention system is one of the better attention systems in the universe. Despite immense investing and changeless reforms, there is an overpowering organic structure of literature back uping racial disparity in the wellness attention system, particularly amongst African-Americans. This paper explores the causes for the disparity in wellness attention that prevail against African-Americans. The surveies on wellness attention disparity portion common decision that African-Americans suffer from terrible wellness attention disadvantages. Research has besides shown that African Americans have higher mortality and morbidity rates1. They experience hapless wellness runing from infant mortality and diabetes to cardiac disease, HIV/AIDS, and other unwellnesss. 2 There are many factors lending to difference in the wellness attention quality among the races. One of the most perennial and common documented factor is the socio-economic factor. It is good documented and recognized that disparity in socio-economic across racial and cultural groups correlatives to disparity in the wellness attention. 3 SES affects handiness to quality wellness attention and better populating criterion which leads to healthy diet. It besides affects instruction quality that has deduction for future development. A recent analysis of 1991 to 2000 mortality informations concluded that, had mortality rates of African Americans been tantamount to that of Whites, over 880,000 deceases could hold been prevented.4 These 800,000 African americans died because of hapless wellness quality and carelessness on the supplier ‘s side. In add-on, African American babies are two to three times more likely than white babies to hold low birth weight-a cardinal index of baby mortality.5 Even after commanding economic factors, surveies show that African-Americans receive poorer quality intervention than their white opposite numbers with same insurance. So why are African Americans having hapless quality wellness attention? The reply to this inquiry encompasses an intricate organic structure of history of racism, wellness attention construction & A ; policy and environmental factors that has put minorities ‘ wellness at a disadvantage. In the yesteryear, a turning figure of research relied on socio- economic position factor to explicate the racial disparity. In recent old ages, racial prejudices are good recognized and documented to explicate the difference in wellness quality. In fact, in the most recent study by Institute of Medicine ( IOM ) , they found strong grounds that racial prejudice, favoritism, pigeonholing, and clinical uncertainness besides play a function. 6 In the book Health Care disparity in the United States by Donald Barr, he concludes that â€Å" unconscious prejudice † is the chief cause of disparity in the wellness care7. Dr Barr exerts that most doctors carry unconscious prejudice when they treat patients of differing cultural or racial background. Experimental surveies besides confirm that doctors can keep negative beliefs about their minority patients. The negative stereotypes in bend affect the type of intervention or prescription offered to them. Thus the difference in intervention and lack in wellness among African Americans is largely due to their doctor ‘s bias.8 These prejudices stem from race as a societal building that existed from long ago and continues to make so. The difference in wellness attention intervention based on race roots from U.S. history of racism based on negative stereotyping that plagued the state for decennaries. The unconscious racial prejudice held by doctors entirely can non account for the disparity. The construction of wellness attention system, and policies in which the attention is provided, besides contribute to the inequality of wellness attention. For illustration, quality of wellness attention resources depends on the vicinity in which wellness centre is located. Many Afro-american vicinities are extremely segregated from white communities. In such countries, doctors have greater troubles accessing high-quality specializers, diagnostic imagination, and non-emergency admittance of their patients to the infirmary, than doctors who serve preponderantly non-minority patients.9 The other consequence of race is its deduction on the individual. Person ‘s racial individuality can do them to be prone to certain diseases like bosom diseases, higher blood force per unit area due to emphasize, and favoritism subjected to them. There is a figure of research that really supports this. In fact Dr. Arline Geronimus of University of Michigan proposed the â€Å" weathering † hypothesis, which states that Afro-american experience early wellness impairment as a effect of the cumulative impact of perennial experience with societal or economic hardship and political marginalization.10 From 1990, the racial disparity drew serious attending from outside organic structures like United Nations and World Health attention organization.11 Ever since so these outside organic structures have been pressing U.S. authorities to take actions. There has been lot done to document the disparities and implicate policies to diminish the spread. In certain countries, wellness attention for African Americans seem to better, yet from a bigger position the quality of wellness attention seems to increase small or no alteration at all. For case, among African Americans, decease rates from bosom disease were 10 % lower than in White persons in 1980, but 30 % higher in 200012. Cancer is the second-leading cause of decease in the United States and African-Americans have moved from holding a decease rate from malignant neoplastic disease below that for Whites in1950 to a rate 30 % higher than for Whites in 200013. Such statistics calls for serious argument, it is sad to see widening racial disparity of wellness attention in a state that has the highest Gross Domestic Product ( GDP ) . Studies point to new ways to incorporate racial determiners as cardinal factors to better the wellness attention for minorities. Dr. Barr in his decision calls for an addition in minorities in the wellness attention professionals. The racial disparity in wellness attention is a consequence of interaction of race with socio-economic factor, wellness attention construction, environmental conditions and biass. Merely as racial biass still pertain in today ‘s universe, the institutional racism in wellness attention besides pertains. The racial disparity in the United States is a serious issue that requires betterment and governmental attending. There has been lot done to bridge the spread, yet really small has improved. This issue requires calls for different professionals to work together. End Notes Kaplan, H Roy. The Myth of Post-Racial America. Old line state: Rowman & A ; Littlefield Education, 2011. Kahng, Sang Kyoung. â€Å" Can Racial Disparity in Health between Black and White Americans Be Attributed to Racial Disparities in Body Weight and Socio economic Status? † Health & A ; SocialWork, November 2010, 257-66. Kahng, Sang Kyoung 2 S.H. Woolf et al. , â€Å" The wellness impact of deciding racial disparities: An analysis of US mortality informations † , Public Health 2078, 2078-81 ( 2004 ) . Board on Health Science Policy: Unequal intervention: Confronting Racial and cultural disparities in Health Care, Consensus Report, March 20, 2003. Board on Health Science Policy 4 Barr, Donald, A. Health Disparities in the United States: Social Class, Race, Ethnicity, and Health. Old line state: The Johns Hopkins University Press.2008. Barr, Donald, A. 7 Dolores Acevedo-Garcia et al. , â€Å" Unequal Health Outcomes in the United States † , A Report to the U.N. Committee on the Elimination of Racial Discrimination, January 2008. Arline T. Geronimus, ScD, Margaret Hicken, MPH, Danya Keene, MAT, and John Bound, PhD, â€Å" â€Å" Weathering † and Age Patterns of Allostatic Load Scores Among Blacks and Whites in the United States † , American Journal of Public Health, May 2006, Vol 96, No. 5 Kim, E Annice, Kumanyika Shiriki, Igweatu Daniel, and Kim, Son-Ho. â€Å" Coverage and Framing of Racial and Ethnic Health Disparities in US Newspapers, 1996-2005. † American Journal of Public Health, Supplement 2010, 224-31 Airhihenbuwa, O. Collins, & A ; Liburd, Leandris. â€Å" Eliminating Health Disparities in the African American Population: The Interface of Culture, Gender, and Power † Health Education & A ; Behavior, August 2006, 488-501 Airhihenbuwa, O. Collins, & A ; Liburd, Leandris 12

Engineering and Ce 211c Ce

BACHELOR OF SCIENCE IN CIVIL ENGINEERING UNIVERSITY OF SAN CARLOS-TALAMBAN CAMPUS CEBU CITY, PHILIPPINES (Effective June 2008) FIRST YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Algebra 3 0 Trigonometry 3 0 Solid Mensuration 2 0 Engineering Graphics 1 0 3 Communication Arts 1 3 0 Sining ng Pakikipagtalastasan 3 0 Man in Search of God 3 0 Self Testing Activities 2 0 Civic Welfare Training Services 1 3 0 Total 22 3 FIRST YEAR/SECOND SEMESTER Lec Lab Hrs Hrs Course Title Analytic & Solid Geometry 3 0 Calculus 1 5 0 Advanced Algebra 2 0 Engineering Graphics 2 0 3 General and Inorganic Chemistry Lec 3 0 General and Inorganic Chemistry Lab 0 3 Communication Arts 2 3 0 Man the Christian Believer 3 0 Filipino sa Iba't-ibang Larangan 3 0 Rhytmic Activities 2 0 Civic Welfare Training Services 2 3 0 Total 27 6 SECOND YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Elementary Surveying Lecture 2 0 Elementary Surveying Laboratory 0 6 Computer Fundamentals & Programming 0 6 Engineering Physic s 1 Lecture 3 0 Engineering Physics 1 Laboratory 0 3 Logic 3 0 Life & Works of Rizal 3 0 The Christian Worship 3 0 Fundamentals of Games and Sports 2 0 Governance & Const with Current Issues 3 0 Total 19 15 SECOND YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Higher Surveys Lecture 2 0 Higher Surveys Laboratory 0 6 Calculus 2 5 0 Statics of Rigid Bodies 3 0 Engineering Physics 2 Lecture 3 0 Engineering Physics 2 Laboratory 0 3 Aural-Oral Communication 3 0 Man Witness in the World 3 0 Recreational Activities 2 0 Total 21 9 THIRD YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Dynamics of Rigid Bodies 3 0 Mechanics of Deformable Bodies 5 0 Engineering Surveys Lecture 2 0 Engineering Surveys Laboratory 0 3 General Computer Application 0 3 Differential Equations 3 0 Building Design 1 Lecture 1 0 Building Design 1 Laboratory 0 3 Basic Mechanical Engineering 3 0 General Psychology 3 0 Total 20 9 THIRD YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structures 1 Lecture 3 0 Theory of Structures 1 Laboratory 0 3 Fluid Mechanics & Hydraulics 1 3 0 Course Code EM 111 EM 112X EM 124 ES 12A ENGL 1 FILI 1 REED 10 PE 11 NSTP 1 Acad Units 3 3 2 1 3 3 3 2 3 23 Prerequisites (Co-requisites) Course Code EM 121 EM 122 EM 123 ES 14A CHEM 4 CHEM 4L ENGL 2 REED 20 FILI 2 PE 12 NSTP2 Acad Units 3 5 2 1 3 1 3 3 3 2 3 29 Prerequisites (Co-requisites) EM 111, EM 112X EM 111, EM 112X EM 111, EM 112X ES 12A ENGL 1 REED 10 FILI 1 PE 11 NSTP1 Course Code CE 211C CE 211CL ES 16ANL PHYS 31N PHYS 31NL PHILO 2 HIST 17 REED 30 PE 13 POSC 13E Acad Units 2 2 2 3 1 3 3 3 2 3 24Prerequisites (Co-requisites) EM 111, EM112X EM 111, EM112X EM 111, EM112X EM 121, EM 122 EM 121, EM 122 None None REED 20 PE 12 None Course Code CE 221C CE 221CL EM 211 MECH 1 PHYS 32N PHYS 32NL ENGL 3 REED 40 PE 14 Acad Units 2 2 5 3 3 1 3 3 2 24 Prerequisites (Co-requisites) CE 211C, CE211CL CE 211C, CE211CL EM 122 PHYS 31, (EM 211) PHYS 31N PHYS 31N Engl 2 REED 30 PE 13 Course Code MECH 2 MECH 3 CE 311C CE 311CL CE 311G EM 22 BLDG 1 BLDG 1L ME310 PSYC 1 Acad Units 3 5 2 1 1 3 1 1 3 3 23 Prerequisites (Co-requisites) MECH 1 MECH 1 (MECH 2) CE 221C, CE221CL CE 221C, CE221CL EM111, EM123, ES16ANL EM 211 EM 124, ES 14A EM 124, ES 14A MECH 1 (MECH 2) NoneCourse Code CE 321A CE 321AL CE 321BX Acad Units 3 1 3 Prerequisites (Co-requisites) MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 CE 321BLY CE 321C CE 321G BLDG 2 BLDG 2L EM 31 ECON 1N EE 320 Fluid Mechanics & Hydraulics 1 Lab Engineering Geology Probability and Statistics Building Design 2 Lecture Building Design 2 Laboratory Advanced Engineering Mathematics Principles of Econ with Agrarian Reform Elementary Elect. Eng'g Total 0 3 3 1 0 3 3 3 22 3 0 0 0 3 0 0 0 9 1 3 3 1 1 3 3 3 25 MECH 2, MECH 3 PHYS 32, CHEM 4 EM 111 BLDG 1 BLDG 2 EM 22 None PHYS 32, EM 22 Course Code CE 411A CE 411AL CE 411BY CE 411BL CE 411C CE 411CL CE 412AX CE 412AL CE 412B SOSC 6 PHILO 25FOURTH YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structure s 2 Lecture 3 0 Theory of Structures 2 Laboratory 0 3 Fluid Mechanics &Hydraulics 2 3 0 Fluid Mechanics &Hydraulics2 Lab. 0 3 Geotechnics 1 Lecture 3 0 Geotechnics 1 laboratory 0 3 Construction Materials and Testing Lec 2 0 Construction Materials and Testing Lab 0 3 Hydrology 3 0 Philippine Society and Culture 3 0 Philosophy of the Human Person 3 0 Total 20 12 FOURTH YEAR/ SECOND SEMESTER Lec Lab Course Title Hrs Hrs Reinforced Concrete Design Lec 3 0 Reinforced Concrete Design Lab 0 3 Environmental Engineering 3 0 Geotechnics 2 Lecture 3 0 Geotechnics 2 Laboratory 0 3 Geographic Information System Lec 1 0 Geographic Information System Lab 0 3Water Resources Engineering 3 0 Engineering Economics 3 0 Technical Writing 3 0 Survey of Arts 3 0 Total 22 9 Summer after 4th year/second semester Lec Lab Course Title Hrs Hrs On the Job Training 3 0 Total 3 0 FIFTH YEAR/ FIRST SEMESTER Lec Lab Hrs Hrs Course Title Highway Engineering 3 0 Steel Design Lecture 3 0 Steel Design Laboratory 0 3 Ti mber Design 2 0 Construction Planng, Prog & Safety 3 0 Project 1 Lecture 1 0 Project 1 Laboratory 0 3 Elective 1 3 0 Elective 2 3 0 Engineering Management 3 0 Total 21 6 FIFTH YEAR/ SECOND SEMESTER Lec Lab Hrs Hrs Course Title Transportation Engineering 3 0 Project Management Lecture 2 0 Project Management Laboratory 0 3 Foundation Design 2 Foundation Design Lab. 3 Project 2 0 3 CE Laws, Contracts, Specs, & Ethics 3 0 Elective 3 3 0 Elective 4 3 0 Total 16 9 Acad Units 3 1 3 1 3 1 2 1 3 3 3 24 Prerequisites (Co-requisites) CE321A, CE321AL CE321A, CE321AL CE321B, CE321BL CE321B, CE321BL MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 EM 211, (CE411B) None None Course Code CE 421AN CE 421ANL CE 421B CE 421C CE 421CL CE 421G CE 421GL CE 423B ES 25 ENGL 23G HUMN 1 Acad Units 3 1 3 3 1 1 1 3 3 3 3 25 Prerequisites (Co-requisites) CE411A, CE412A CE411A, CE412A CHEM 4, CE 412B CE411C, CE411CL CE411C, CE411CL CE311C, CE311G CE311C, CE311G CE411B, CE411BL EM 22 4th Year Standing None Course Code OJT Acad Units 3 3 Prerequisites (Co-requisites) BLDG2, Completed 4th yr 2nd sem coursesCourse Code CE 511C CE 512A CE 512AL CE 514A CE 513A CE 511G CE 511GL CE 511E CE 511F ES 27 Acad Units 3 3 1 2 3 1 1 3 3 3 23 Prerequisites (Co-requisites) CE311C, CE421C CE411A, CE411AL CE411A, CE411AL CE411A, CE411AL 5th Year Standing completed 4th yr 2nd sem courses completed 4th yr 2nd sem courses refer to pre-req refer to pre-req ES 25 Course Code CE 521C CE 522A CE 522AL CE 522B CE 522BL CE 521G CE 522G CE 522E CE 523E Acad Units 3 2 1 3 1 1 3 3 3 20 Prerequisites (Co-requisites) 5th Year Standing ES 27, CE 513A ES 27, CE 513A CE 511A CE 511A CE 511G 5th Year Standing refer to pre-req refer to pre-req Note: NSTP and PE courses should be completed within the first two years in college.Elective Courses: Lec Lab Hrs Hrs Elective 1: Course Title Cluster A Prestressed Concrete 3 0 Cluster B Irrigation, Flood Control and Drainage Engg 3 0 Cluster C Urban Planning and Land Develop ment 3 0 Elective 2: Cluster A Bridge Design 3 0 Cluster B Sanitary Engineering 3 0 Cluster C Geosynthetics in Geotechnical Engg 3 0 Elective 3: Cluster A Entrepreneurship for Engineers 3 0 Cluster B Hydrologic Analysis and Modeling 3 0 Cluster C Pavement Analysis and Design 3 0 Elective 4: Cluster A Special Topics in Structural Engg 3 0 Cluster B Special Topics in Water Resources 3 0 Cluster C Special Topics in Geotechnical Engg 3 0 Acad Units 3 3 3 3 3 3 3 3 3 3 3 3 Prerequisites (Co-requisites) CE 421A CE 422B CE 311C, 5th Year Standing CE 421A CE 421B CE 421C ES 27 CE 412B, CE321G CE 511C CE 511A CE 423B CE 511C

Case Analysis Ockham Technology Essays

Case Analysis Ockham Technology Essays Case Analysis Ockham Technology Essay Case Analysis Ockham Technology Essay Equity distribution Divided only by capital amount No sales Non-compete term Made sales calls to non-compete clients Differentiate their products/services First big sale to IBM -?a million-dollar contract Joining ATSC to add credibility Company name -? legal issue Changed the company name from SouthPaw to Champ Complete No investors The first big sale convinced investor with foreseeable profits Jims connections (Yates, Gorgon, Brewer) introduced investors Complete No product unreliable development team Look for another deep. Team KNIT, Thoughtful, or Hotshot Coders Build a self-owned development team -? Anderson, Taylor, or others In-process Raise money Build a board Bobby Crews $1 Mom, 50% equity Monarch/Cordovan $1. Mm, 33. 33% equity Nor $mm, 18% annual return before anyone else got anything In-process Tension with Mike Jim Split up company responsibilities Mike Keep control, be partner In-process b. Assessment i. Jim proved the products value and feasibility through his first sale to IBM ii. His success in the first sales helped him win more chance of further capital iii. He founded a team with diverse and complement background, which has contributed to forming an idea, developing a business plan, managing the product, and achieving the first successful sale. Iv. He fully used his connections to reach out to more talents and resources v. Though facing tons of problems, Jim and his team has overcome many of them and worked hard to solve the rest. They also have strong work ethic by obeying the non- compete term with TAG. 2. How will the current fund-raising efforts affect the formation of Chasms board of directors? A. Fund-raising and board orientation Fund-raising Board Composition pros Cons Bobby Crews 50% equity $ 1 Mom Jim, Mike, and Bobby Abundant money Bobby knows little about this business Bobby want half of equity Monarch/Cordovan 33% equity $1. Mm Jim, Mike, 1 or 2 PVC(s) from M/C, maybe 1 outsider A fast-growing PVC Bring more resources/value in the future < $2mm Relatively high equity requirement Noro $4mm 18% annual return before anyone getting anything Jim, Mike, 2 VCs from Noro, 1 outsider Biggest VC in the Atlanta area Rich resources and experience Over-influence from one VC -? Noro Investing in return rather than equity may lead to myopia on short-term profits Use two or more Vs. Jim, Mike, PVC from dif. Companies, 1 outsider Diverse board composition More capital Vs. may take over too much equity Less control 3. If you were Jim, how would you handle the increasing tension between y and Mike? A. Pros and Cons Jim Split up responsibilities Mike Involve in all decisions Be partners Pros More resources Grow faster Long-term profits More control More profits in a short term Sacrifice short-term profits Limited resources and development Less competitive b. Solution i. Negotiate with Mike ii. Identify common goals 1. Development: Long-term vs. Short-term 2. Long-term profits vs. Temporary more control iii. Define an acceptable range of decision-making for Mike iv. Emphasize Mikes importance to the company v. Explain why/how dividing the company into pieces will benefit more to try company and themselves vi. Convince Mike to agree on splitting up the companys responsibilities but secure his power and importance in this company 4. Should Champ outsource its system-development efforts?

Present Simple Exceptions in English Grammar

Present Simple Exceptions in English Grammar Here is the most important English language rule to remember: Almost every rule is about 90% valid. As confusing as that concept may be, it is certainly one of the most frustrating and truthful things about learning English. All that hard work to learn the correct grammar and then you read or hear something like this: Peter does want to come this summer. Its just that he cant get off work. As an excellent student, the first thought that comes to your mind is; wait a minute, that first sentence is a positive sentence.  Does want  cant be correct. It should be; Peter  wants to come this summer. Of course, according to what you have learned you are correct. However, in certain instances, you can use both the auxiliary and principal verb together to form a positive sentence. We allow this exception to add extra emphasis. In other words: Peter really wants to come this summer. Exceptions to the (English) Rules This feature will concern the various uses of and exceptions to the simple present. You all know that we usually use the simple present to express: Habitual actionsOpinions and preferencesTruths and facts You also know that the standard construction is the following: Positive: Tom goes to the beach on SaturdaysNegative: Mary doesnt like to eat fish on Fridays.Interrogative: Do they work in New York? Here are some simple present exceptions/extra possibilities. Exception 1 In order to add stress to a positive sentence, we can use the auxiliary verb to do. We often use this exception when we are contradicting what someone else has said. Example: A: I dont think Peter wants to come with us this summer. He told me that he wouldnt be able to come, but I think he just doesnt want to come with us. B: No, thats not true. Peter  does  want to come. Its just that he has too much work and cant get away from the office. Exception 2 The simple present can also be used for the future. We use the simple present to express future, scheduled, events with verbs that express beginning and end, or departure and arrival. Example: A: When does the train for Paris leave?B: It leaves at 7 tomorrow morning. Exception 3 We use the simple present in time clauses when talking about future events. The  when  is expressed with the simple present. The  result  is expressed with a future form, usually the future with will. Time clauses are introduced by time signifiers such as when, as soon as, before, after, etc. The construction is the same as the first conditional except that we use a time signifier such as as soon as instead of if. Example: A: When are you going to come and see the new house?B: We will come as soon as we finish the Smith project. Exception 4 We often use the simple present when we write timelines or biographical outlines even if all the events take place in the past. Example: 1911 - Pete Wilson is born in Seattle, Washington.1918 - Pete begins to play the saxophone.1927 - Pete is discovered by Fat Man Wallace.1928 - Fat Man Wallace arranges Petes first concert with Big Fanny and the Boys in New York.1936 - Pete goes to Paris. Exception 5 In the question form, we usually use the auxiliary verb to do. However, if the question word/words (usually who, which or what) express the subject and not the object of the sentence, the question is asked using positive sentence structure with a question mark. By the way, this is true of other tenses as well. Example: Regular: Who do you work with? (some people prefer Whom do you work with?)Exception: Who works with you? Regular: Which toothpaste do you use?Exception: Which brands of toothpaste use fluoride? Exception 6 Time words cause a great deal of confusion to English learners. Here are some exceptions concerning time words. Adverbs of frequency such as regularly, usually, normally, always, often, sometimes, never, etc. are generally put before the main verb. However, they can also be put at the beginning or end of a sentence. Example: Regular: John usually arrives home at 5 oclock.Also possible: Usually John arrives home at 5 oclock OR John arrives home at 5 oclock usually. Note: Some teachers do not consider the other possibilities correct. However, if you listen carefully to native speakers, you will also hear these forms used. Exception 7 The verb to be also causes special problems. If the adverb of frequency is placed in the middle of the sentence (as is usually the case) it must  follow  the verb to be. Example: Regular: Fred often eats in a bar and grill.To be: Fred is often late to work. Exception 8 This is one of the strangest uses of adverbs of frequency. Negative adverbs of frequency used in the initial position of a sentence must be followed by question word order. These adverbs include  rarely, never,  and  seldom. Example: Regular: Patricia rarely finishes work before 7 p.m.Initial placement: Seldom does John play volleyball. The above exceptions are certainly not the  only  exceptions, however, they are some of the most common ones that you will encounter in your English language-learning journey.

AppLIED 3000 word Essay Example | Topics and Well Written Essays - 3000 words

AppLIED 3000 word - Essay Example The report also includes a proposed budget for the year 2010-11 which will help to give an idea about the decisions taken by the management to improve the situation. Hard cash or liquid cash is required by any business organization to survive or to run successfully. Normally, most of the companies keep a lump sum amount of cash at their disposal for the daily expenses of the business. It ensures the smooth running of daily business operations. But, the financials of Cyclermate Ltd gives a shocking picture. There is only 675 pounds of hard cash left in the bank. With such a meager amount as its savings the company cannot even run a single day’s operation. The company is on the verge of close down. Mismanaged budget, uncontrolled cost and lack of proper supervision have lead to such a dismal situation. It is clear from the income statements of the last five years that selling price and total sales of the articles have gone down while total costs have shown a steady rise. The financial ratios also bring out the same poor condition of the company. The company’s Acid Ratio which is the relationship between the current assets (stocks not included) and current liabilities is 0.76:1. The Acid Ratio of 0.76:1 shows that the company will not be able to any financial problems nor needs that may rise in the near future (Netmba, 2010). The relationship between revenues and total assets is known as Asset Turnover Ratio. This company has an Asset Turnover Ratio of 2.06:1. The main reason for this ratio to be so high is the poor profit margin. There is also a possibility that the company is following a faulty a pricing strategy for its products. From the income statement of the past five years the return on capital employed is calculated as low as 0.11. The company is getting only a return of 11% on the capital it is employing which is not at all satisfactory. The debtors to the company generally

Business report Essay Example | Topics and Well Written Essays - 2250 words - 1

Business report - Essay Example London set out to fight this challenge by taking on a new technique in the preparation and carrying out of the games, and with its great success it set high standards for future host cities of the Olympics. From the outset, the London Olympics Delivery Authority has outlined a number of key objectives. These were: They would set out to make the London Olympic Games the Greenest games ever. This would be the greatest challenge given that the site of the new Queen Victoria Park, which would be the games main attraction, was highly contaminated. The Olympics Delivery Authority had to not just consider the games but beyond so as to determine how the utilization of the venues would bring about certain return on investment. The creation of the Olympic Park was one of London’s Olympics most visible achievements. The park was rehabilitated from what was once a contaminated industrial land full of waste materials and unfriendly environmental hazards. After construction, the Olympic Par k became the largest new urban parkland in all of Europe for the past 150 years. Slick incorporation of recycled materials into the architectural layout of the Olympic venues made them boast of quit impressive sustainability credentials. An example was the Olympic Stadium, where the ‘top ring’ of the venue was constructed using surplus gas supply pipes. Another major achievement was the utilization of recycled rainwater and the implementation of the "zero waste" policy. This was achieved in the construction of the following; The Olympic Velodrome. This was constructed with 100% sustainably sourced timber, and this drifted away from the normal use of stone and ballast or welded metal which are great contributors in pollution and also time consuming in construction. The Copper Box. This was covered with recycled copper that helped save on construction costs and also reduced water use by 40% with installations of water harnessing structures that recycled rainwater. The Lon don Olympics 2012 was able to measure its carbon footprint over the whole project term and it committed and achieved a ‘zero waste’ to landfill target implemented through the Zero Waste Games Vision. The organisers of the Games were able to save the correspondent of 400,000 tonnes of carbon dioxide and this was attributed to their sustainable practices. Recycling was a major achievement with 62% of that waste being recycled, reused or composted and 99% of the waste from the installation of the Games venues was recycled or reused. The innovative biomass boilers that supplied cooling and heating to buildings in the Olympic park by burning woodchips and a range of sustainable fuels continue to serve the community long after the completion of the games. The end of the Games did not mean an end to the sustainability project rather it was a flagship. A number of environmental projects in East London continue to benefit from funding in relation to the sustainability legacy of London Olympics 2012. There was a launch of government grants awarded to local community groups and civil societies to help provide practical information and advice about sustainable living. These initiated projects encourage the community to adopt more sustainable lifestyles, from reducing energy use and cycling more. These recent legacy highlight schemes include: Annual Ride-London Event- Two day world class cycling event. Wild Kingdom, Three Mills Greens in Stratford- A play-area for kids with

Exploring Qualitative Problems Essay Example | Topics and Well Written Essays - 1000 words

Exploring Qualitative Problems - Essay Example This may be due to them holding down a full time job, or their personal commitments that do not allow them to travel to school. Some students may be ill or may not be in a position to move out of their present residence to be able to attend college. Distance education schools provide such student with the chance to study and add to their knowledge and expertise without attending daily classes. These courses may be run via the internet by publishing lectures, by sending course material and receiving physical or electronic assignments from students or by using podcasts and interactive sessions on occasion. Many schools combine a number of methods in order to provide the best possible learning experience to their students. But often, this experience does fall quite short of the benchmark set by regular courses. This is often attributed to the reduced stimulation received by students taking distance education courses. Thus, a large body of research has been attempting to understand and a ddress this concern over the last few years. Research Addressing Quality Enhancement In a study by De Smet, Van Keer, and  Valcke (2008), the interactions amongst fourth year students who were trained to be peer tutors and freshmen were analyzed using content analysis (Shank, 2006; Bogdan, & Biklen; 2007). The study attempted to evaluate the kind of interactions and the topics covered by tutors and the support strategies provided by them in asynchronous discussion conditions. The authors evaluated the discussion threads and collected data by identifying the type of discussions and the points of change in topics. It was found that the importance of tutors was constant throughout. The discussions among participants and the strategies used by the tutors varied as per the discussion themes; but did not evolve to higher levels of conversation. The study also used cluster analysis to identify the types of tutors; and found three styles - motivators’, ‘informers’ and ‘knowledge constructors’. This was taken as more proof for the importance of tutors. While content analysis of conversation amongst peer tutors and the students has provided valuable information on this study (Bogdan, & Biklen; 2007); it would have been more valuable if some professional tutors were also to interact with students. The value and need of tutors is dependent on the students’ need to gain information that may not be otherwise accessible. Professional tutors may handle discussions differently from peers, and these differences may help us identify the kind of inputs that help distance education participants’ gain more knowledge and skills from their courses. The content analysis also gives us the type of interaction and the styles of interaction used to approach a given problem. This is a truly valuable technique in this case, as it helps us identify the structure of conversation that best helps in student development in a given topic. Another s tudy published by Menchaca and Bekele in 2008 provides an understanding of the elements that contribute to making distance education a success. The researchers wanted to identify the strategies and the tools that helped both instructors and students to succeed in online courses. To this end, they collected data from students, instructors and administrators over a long period and applied a qualitative method for constant comparative analysis

Geography Study Chart Places and Regions Essay Example for Free

Geography Study Chart Places and Regions Essay Studying the World Regions and Places units in your course Many students find the course content on world regions, countries, and places to be some of the most challenging material to learn. The combination of student unfamiliarity with the world regions and the large volume of information to be learned can be overwhelming. To help you organize your studies, keep in mind WGU’s intention behind this course, which is for competent students to have a strong grasp of the major human and physical geographic conditions that interact to shape our world. When you are studying world region, we want you to emphasize the 1) â€Å"big picture† of the geographic conditions in each world region, 2) the major countries of that region, and 3) how that region relates to the rest of the world. Creating a consistent framework for studying each world region may help you retain the knowledge you need to be successful in this course aspect. We recommend trying to identify the 2-3 most significant / most important physical, cultural, economic, and political characteristics that exist within each world region. We do not guarantee that you are only tested on those features, but the process of identifying the most significant characteristics from the broader range of information about each world region is an excellent study strategy that also will ensure you leave our course with a strong, general knowledge of the major geographic conditions around the world. You are welcome to use the grid, below, to help organize your study material.

Language Is A Virus :: essays research papers

Language Is A Virus A written work, whether it is a story, a poem or a song, can be as vague and indeterminable as a painting and given to many different interpretations. It gives an opportunity for the reader to use his imagination and his emotions in absorbing the writing and comprehending its meaning. The interpretation of written work varies with circumstances, such as different cultures, religions, historical times or just personal feelings. Folk tales and legends are stories that have been passed throughout generations and are being told in many parts of the world in different languages. These stories, originally written as local tales, pass the boundaries of their localities and become absorbed into the folklore of other religions and countries through publication in other languages. In many cases they are being altered to suit the tastes, customs and modes of behavior of the population to which the readers belong. In other instances the written works are absorbed in different localities, in their original forms, but even then their meaning varies in accordance with the cultural, religious and economical conditions of the country as a whole and of the reader as an individual. Obviously, a written work is a product of the period in which it is written. Unless it is a historical tale, the subjects, characters and events described, would be of a temporary nature or have a temporary outlook and appeal. Many writings are of a controversial nature and as such they appeal to some but can meet with a violent disapproval by others. Salman Rashdie has been lucky to survive the violent anger of the Muslim world. But at the same time he became popular with many segments of the population, not necessarily due to the greatness of his writing, but primarily because of the controversial subject he touches upon, the fact that he criticizes his own and that his criticism appeals to a non Muslim reader. Language is like a

How to reduce student stress(time, environment) Essay

Manage time wisely Student feeling stress when they are no enough time to do their work. Student always like to do the last minute work, because they didn’t plan well for their time. And also student lazy to do their job early, they feel that they can finish at the end, but when the due date was come, they have to rush and finish the job in the limited time. Most of the last minute job was not as good as the job start early. Few ways that student can do to manage their time well, example like create their own timetable Most of the students always forget what they have to do because they didn’t plan at all. Student should create their own timetable to arrange their time, example like week to start to do the assignment, make sure they have enough time to complete the job well before the due date; time to start study for their exam, if student got enough time to prepare for their exam, they can gain a more good result. Result also one of the reason cause student stress, all the source of str ess was related if student did not handle well. Besides that, student should jot down the list to do of the day. Example like what homework that lecturer given, or others important task should be finish, so they won’t miss out the important things. With the list to do, student can clearly know that what they going to do and can evaluate how they spending the time. Of course, while the time was arrange properly, student will found that they have a lot of time to do other things after they finish they tasks and work; they can arrange for others activity to take a break, example like sport activity they like, club society activity, have a high tea with friends, shopping, movie and so on. Always plan well, work hard to play harder, and must have appropriate time for rest, then the stress will far away from them. Create a good study environment A proper and comfortable environment to study is very important to student; it can influence student mood and motivation to study. If student be in a place was noisy and rowdy they will hard to focus and will feel annoying and irritating at the moment. The irritating emotion will also cause stress to student. Some factors will influence the comfortable of environment, example like noise, music, lighting, and temperature. For sure a quite place is suitable for study, some of the people need a totally quite environment to  study, but some people prefer have some music. The soft music can reconcile the mood of student and let them feel relax or not too tension. The lighting was also important to create a good environment to study, too harsh bright light was no suitable but too soft light will cause student feel sleepy. The lightness should in a moderate level to create the most suitable environment. Lastly the temperature, too hot or too cold both can make people feel uncomfortable. Some place was recommended as comfortable environment to study, the library, a peaceful coffee shop, bedroom, and a draughty balcony. People also can influence a comfortable study environment. Some students prefer a group study than individual, because they feel lonely and can’t stand off being alone, they need others friends accompany and they can have a discussion with friends when they have any question. And also friends can help student to share their stress when they feel pressure. References http://www.wcu.edu/academics/campus-academic-resources/writing-and-learning-commons-walc/course-tutoring-and-academic-skills/academic-strategies/ideal-study-environments-and-factors-that-influence-studying.asp

Sophia Coppola’s Marie Antoinette and the Traces of History

This paper probes in the historical events included in the Sophia Coppola’s Marie Antoinette. At the offset, the movie presented the events that have transpired in French history with fresh eyes. The result is both interesting and engaging. It is interesting in the sense that the form (which is film) through which history was rendered provided entertainment to the viewers. At the same time, the movie is engaging as it was able to capture the historical events that, to me, challenged the viewers to analyze history deeper. In this paper, I will highlight the historical allusions in the movie that coincide in the last instance with the actual events that occurred in France more than two centuries ago. I will show that, among others, the film articulated the extravagant life of Marie Antoinette, the French Revolution, the â€Å"human† side of the queen, and the period of Enlightenment. The fifth element that I will focus on is what the film unwittingly revealed in its precise attempt to conceal – that is the fact that Marie Antoinette and King Louis XVI are not innocent victims.   I will argue that the tenuous conflation of film and history proved a success (and failure) in the case of Marie Antoinette. . Music as Social Critique Of all its features, â€Å"Marie Antoinette† was an interesting cinematic experience because of the music. It is through music that the film was able to convey a historical account of Marie Antoinette’s life. It is already commonplace that Marie Antoinette lived a life of luxury, and the film showed this from the beginning until the end. According to historical records, Marie Antoinette’s lifestyle was too extravagant that the general populace suffered (see Fraser 2001).   This affluence of French royalty was showcased in the film with the help of music. It was a joy to watch French royalty in their elaborate garb cavorting with their consorts and ladies-in-waiting to the sound of 80s post-punk. Perhaps to evoke the ironic joie de vivre of the 80s juxtaposed to the dionysian lifestyle (as opposed to hedonism) of the French king and queen and her court, they danced to an adaptation of Siouxsie and the Banshee’s â€Å"Hong Kong Garden† which was played by a string ensemble. The song then segued into the original post-punk version signifying a higher level of joy and abandon for everyone. In one scene, The Cure’s â€Å"Plainsong† was played during the couple’s coronation – an important and extensive shot taken on the steps of the Versailles. I’ve always thought that the music of The Cure was cinematic but the band evoked visions of modern dystopia for me- of highways, electric poles and sad abandoned factories; instead of men wearing wigs and tights and women with exposed bosoms under dainty parasols during the last gasps of European feudalism. The forlorn but quintessential New Order song, â€Å"Ceremony† is played in another party scene to create a contrast to the revelry of the French royal upperclass. Jarring as these may have been, these clever bits of musical scoring not only comprise the best thing about the film but also serve as its ideological heart. Of course, the average listener is not expected to recognize many of these songs. In fact, in most parts, what one hears are just instrumental excerpts from some obscure track of a particular musical genre from the 90s labeled as â€Å"shoegaze† music. While this cultural referencing from the early 90s in film is unusual (only Araki has done this to much success in â€Å"The Doom Generation† which was made during the early 90s), it is also apt since these attempts highlight all the more the cinematic traits of the dated but enduring genre. The contribution of Kevin Shields (who also did work for Lost in Translation) from the legendary shoegaze band My Bloody Valentine as well as the excellent selections from current Swedish band The Radio Dept. attest to the â€Å"hip† and â€Å"cred† consistency in Sofia Coppola’s work as well as indicating her appreciation for the lost musical genre. Remember that in her first critically acclaimed oeuvre, â€Å"The Virgin Suicides,† she also featured in the soundtrack the French duo with high â€Å"cred† points – Air. However, this time around, I believe that the clever use of contemporary music serves a purpose beyond achieving the â€Å"coolness factor† that the director is known for. It foregrounds an interesting but controversial take on a pivotal moment in the history of western society. History in/through Cinema Not only did the film powerfully show the frivolous existence of Marie Antoinette and the French Monarchy but also the manner by which this existence was put to an end by the French people. The French Revolution was only shown at the last scenes of the film yet it serves a potent reminder of how the oppressed classes of French society stood up and fought. If only for this, the film briefly yet powerfully captured the historical change that transpired during the French Revolution of 1793. It must be noted though that the death of Marie Antoinette and other French royalties indeed sparked hope, however brief a moment. I say this since the French monarchy was soon after replaced by the rule of the bourgeois (see Doyle 2001). This transition was no longer included in the film yet the fact remains that the vital force of the French Revolution served as a compelling conclusion in the life of Marie Antoinette. Marie Antoinette and the Louis-Auguste were the King and Queen of France at the onset of the historic French Revolution. This event marked the political culmination of the unprecedented social and economic changes that began with the Renaissance and the Enlightenment. It represented the victory of an emerging economic order whose political form was represented by the French Republicans. At the prodding of the bourgeois liberals who pushed for the republican ideals of the right to suffrage and democratic leadership, the peasants stormed the Bastille and later the royal palace of Versailles effectively heralding the demise of the French monarchy. The defeat of the royalists as manifested in the violent deaths of Queen Marie Antoinette and King Louis XVI by the guillotine and the subsequent rise of the French Republic meant new political and social arrangements that to some represent the defining shift from the â€Å"Dark Ages† to the Modern Era. One of this epoch’s key features is the ascendancy of the belief that, finally, man’s destiny is in its own hands and not under the control of some sovereign and God-ordained power as represented by the monarchy and the Roman Catholic Church. Simultaneous, therefore, with the film’s showing of the French Revolution is the showing of the period of Enlightenment.   This includes the understanding that societies are wholly human artifacts subject to the collective will and power of the people that ideologically challenged the class structure of not only the monarchy and its feudal base but also early capitalism and its liberal pretensions. Many therefore, including Marie Antoinette, interpret the French revolution as a progressive step away from the extreme inequities of feudal society and monarchical political formations and some quarters even regard it as an event that points to the possibility of egalitarian human societies (see also Lancaster 1953). Marie Antoinette and Modernity However, the film â€Å"Marie Antoinette† takes on a different stance regarding modernity. For Coppola and Antonia Fraser, whose book the film was based on, to depict the relatively unknown but human story of the Princess of Vienna who became Queen of France from the other side of â€Å"his-tory† so-to-speak, is in itself an important statement. More so because Marie Antoinette is mistakenly vilified in history texts as the callous Queen who, in the midst of France’s bread shortage and general economic crisis, allegedly quipped â€Å"let them eat cake† in all her regal pomposity (see Thomas 1999). Coppola shows to us instead a sympathetic and unknown side to the lives of these pampered royalties. The film takes great pains to show the struggle of Marie Antoinette and the King as they fit in to the unreasonable demands of being royalties as well as the privileges that they enjoyed. We are made to understand their humanity as they recapture their innocence in the Dionysian abandon of royal masquerades, deal with deaths in the family, and even suffer the distinct boredom of the rich and spoiled. Some historians have also tried to present us this â€Å"human† side of Marie Antoinette and the French Monarchy. According to their studies, Marie Antoinette is not as evil as popularly presupposed (see Fraser 2001). Apparently, this is the same point the movie is trying to make. That is why when the mob arrived at the palace gates, we are immediately herded by the film to the side of royalty since it is they who we are more familiar with; it is they who we found funny and endearing. Never mind that it is the moment of justice for the angry multitude as they vent out their anger after centuries of carrying the feudal yoke in order to provide the monarchs with the resources for their grand lifestyle and capricious wars. Never mind that it is modernity and human progress that is, in a manner of speaking, knocking on the gates of Versailles and that this singular event would inspire movements of liberation throughout the world including our country’s own struggle against colonizers. Coppola deftly avoids all these issues by framing this historical narrative through Marie Antoinette’s eyes. What is presented to us instead is the consistent template in film of how individuals, in the general sense, are victimized by history’s unsentimental march. It subtly laments Maria Antoinette and Louis XVI’s persecution since they were merely thrown into circumstances they did not choose. The reach of the royal imagination, the film seemingly apologizes, cannot go beyond the intricate pastries, the petticoats and the other regal accoutrements of their regal existence. Thus, when the mob, who was comprised of the first liberals in their original incarnation, demanded the King and Queen’s literal heads, a degree of sadness was warranted. There was no indignation expressed in the film akin to the moral appeal of the liberal critique against Stalin (â€Å"the revolution will devour its own children,† and it seems that the liberals also had an appetite for pale monarchs), but through a somewhat Nietzschean lamentation for the lost of dionysian beauty and innocence. This was expressed in the film in a lingering shot of a defiled royal salon after the mob stormed the palace. The room was once full of vibrant life, colors, opulence and laughter. Now, it was a drab grey room of broken furniture and torn curtains perhaps anticipating the abandoned factories of Manchester. Was Coppola intimating the view that history’s march towards modernity must be interpreted in this way? Does she share the same dystopic vision of modern society as those espoused by this band of angsty and socially dysfunctional philosophers in the persons of Nietzsche, Heidegger, and Foucault whose disdain for modernity is legendary and influential to this day? The Element of Ahistoricity in Marie Antoinette By focusing therefore with the intricacies in the life of Marie Antoinette and Louis XVI, the film was able make the audience sympathize with them. The possible danger here is the dilution of the revolution which culminated in the reign of Maria Antoinette and Louis XVI. Some studies have also pointed out the quirks of the royal couple without dismissing the crime that they have committed (see Cronin 1989). The use of contemporary cultural references for an otherwise period setting is therefore an important element in the light of these observations. The film achieves an ahistorical sheen as if insisting that its lessons are timeless if not enduring to this day. It seems to argue an interesting point – that the fate of Maria Antoinette and Louis XVI, who also danced to Siouxsie and the Banshee’s â€Å"Hong Kong Garden† – they in an elaborate ball and we in our dingy night clubs – are also our shared destinies. We are, in a manner of speaking, modernity’s common victims. If the two were hanged by a vengeful mob at the cusp of modernity, we are its sad disenfranchised heirs existing in the rubble of modernity as a failed experiment two centuries hence. This is the shared stance of thinkers such as Nietzsche, Heidegger and Foucault. Modern life is synonymous to mediocrity, alienation (or inauthenticity) and debilitating bio-power (that society is one big prison and there is no escape). Our only refuge is towards individualism, introspection, and caring for the self. What better way to drive home this point through music than to employ the sensibility of post-punk’s true heirs – shoegaze. There are some interesting parallelisms between developments in social theory and popular culture. There was an attempt by the counter-cultural folk movement of the 60s in translating its agenda into a potent political force. However, the failure of the Paris Commune coincided with the cooptation of folk into â€Å"hippie†-dom and later corporate arena rock. In the academe, a post-political (or post-socialist condition) also assumed an influential position wherein the likes of Nietzsche, Heidegger and Foucault became the gurus of a veiled individualism that places in its diametrical opposite society and history. Punk presented a brief respite attracting a wide section of Britain’s disaffected and unemployed youth under Thatcherism but eventually folded because of its nihilism and absence of class politics. This resignation is now embodied in the broad post-punk category that includes a variety of styles – self-referential and heavily sentimental at times while being angular and loud in others. Most of these bands eschewed the political and even anarchic stance of punk and insisted on appropriating an introspective tone while salvaging the innocent harmonies of The Beach Boys and the pop songcraft of the Beatles from the 60s. Of course, in the larger context, mass culture was the more dominant cultural form where artists such as Madonna and Michael Jackson represented the new apex in consumerist popular culture. In the sub-cultural field, however, the post-punk ethos was eventually adapted by a new musical movement that melded together the dark undertones of cult bands such as Joy Division and The Cure with the ethereal pop sound of The Cocteau Twins and the drone of The Velvet Underground in the late 80s to early 90s. The result is a musical movement that has come be labeled as shoegaze because of the penchant of these genre’s guitar players to look down on their effects boxes to create their complex and dense signature guitar sound. Meanwhile, in the academe, the same sensibilities are also gaining ground with the fashionable rise of postmodernism and its celebration of eclecticism, ahistoricity, identity politics and a deep and unrelenting individualism. It is, thus, no accident that these post-punk and the shoegaze movements found its most rabid supporters among the college set. By the 90s, the cult status of these sub-genres has imploded into the mainstream with the rise of the â€Å"alternative† and Nirvana. With its wall of feedback, unintelligible vocals and sweeping melancholia, shoegaze’s sound performs the sad and confused resignation of the post-political era. Marie Antoinette now follows a long line of fashionably sad cultural icons that include Kurt Cobain and the wind-swept plastic bag in â€Å"American Beauty.† These films make a claim for sadness as the universal currency of modernity whether you be of royal lineage or a working class clone (or even an inanimate object) and our only balm or remedy is to wallow in Kevin Shield’s eloquent but loud and beautiful sound of sadness as we mourn the death of all-too-human Marie Antoinette – our new postmodern pop icon. But of course we know better. Therefore, what the film tried to do was paint Marie Antoinette as a victim of history. What strikes us as suspicious is our knowledge that she had the choice to change the social system. What prevented them for doing so was perhaps their passionate attachment to what the French people are asking them to give up. It was of course tremendously difficult for Marie Antoinette to give up her lifestyle that rests on the wretchedness of the general populace since it was perhaps what she has been used to all her life. This is precisely the problem with the ideological stakes raised by the film and the philosophical persuasions that side with such a dystopic reading of humanity’s past, present and future. For that matter, these also draw attention to the utter lack of radical promise among the educated American youth because an assessment of even indie culture indicates that they are either too emo, fragmented and individualist to wield any form of potent politics unlike their French forbearers who were willing to destroy the monarchy in order to build liberal democracy. Modernity continues to be a necessary human project in the light of the continuing inequalities of our modern life. Men and women must not relent in the political task of charting the direction of human history, the sadness and violence of the struggle notwithstanding. Works Cited: Cronin, Vincent, Louis and Antoinette. London: The Harvill Press, 1989. Doyle, William The Oxford history of the French Revolution. Oxford: Oxford University Press, 1989. Fraser, Lady Antonia. Marie Antoinette, The Journey. New York: Anchor, 2006. Lancaster, Carrington. French Tragedy in the Reign of Louis XVI: And the Early Years of the French Revolution, 1774-1792. Baltimore, MD: Johns Hopkins Press, 1953. Thomas, Chantal. The Wicked Queen: The Origins of the Myth of Marie-Antoinette. trans. by Julie Rose. London: Zone Books, 2001.