Is King Lear Nihilistic or Hopeful?

Is King Lear nihilistic or hopeful? Satisfying, hopeful, and redemptive: some critics would say that these adjectives belong nowhere near a description of King Lear. One critic, Thomas Roche, even states that the play’s ending is â€Å"as bleak and unrewarding as man can reach outside the gates of hell† (164). Certainly, Roche’s pessimistic interpretation has merit; after all, Lear has seen nearly everyone he once cared for die before dying himself. Although this aspect of the play is true, agreeing with this negative view requires a person to believe that Lear learns nothing and that he suffers and dies in vain.Indeed, this is exactly what Roche believes when he states that at the play’s end, â€Å"Lear still cannot tell good from evil . . . or true from false† (164). This nihilistic approach, however, not only disregards many of the play’s moments of philosophical insight, but it also completely misinterprets Shakespeare’s intent. Th at is not to say that Lear is without fault at the end of the play; as Shakespeare surely understood, Lear is still human, and as such, he is subject to human frailty. What is most important about Lear, however, is not that he dies a flawed man but that he dies an improved man.Therefore, although King Lear might first appear â€Å"bleak,† Shakespeare suggests that Lear’s life, and human life in general, is worth all of its misery because it is often through suffering that people gain knowledge about the true nature of their individual selves and about the nature of all humanity (Roche 164). From the very beginning of the play, Shakespeare suggests that King Lear has much to learn. As Maynard Mack explains in his essay â€Å"Action and World in King Lear,† the reader/audience is immediately invited to sense that Lear is â€Å"too deeply . . . omfortable and secure in his ‘robes and furr’d gowns’, in his rituals of authority and deference . . . and in his childish charades† (170). In other words, there is an immediate sense that Lear is not truly aware of the harsh realities of human life. For instance, when Lear says that he has divided his kingdom into thirds for each daughter so that he can retire and â€Å"Unburthened crawl toward death,† he shows that he is completely lacking in common sense by assuming that his plan will go according to his will and that the transition of power will run smoothly (1. . 43). Almost instantly, Lear is proven foolish when Regan and Goneril â€Å"hit together† and agree to â€Å"do something, and in the heat† to strip their father of any power that he has remaining (1. 1. 306, 311). Mack calls this rapid string of events that follow Lear’s hasty abdication â€Å"the waiting coil of consequences [that] leaps into threatening life,† bringing with it the unmistakable message that Lear was terribly wrong in choosing to reward his false-flattering dau ghters with the gift of his kingdom (170).Lear’s gift to Goneril and Regan, whose quick deception shows the falseness of their affections toward their father, proves that Lear is unable to see the love, or lack thereof, that others have for him. Likewise, when he becomes enraged at Cordelia after she refuses to flatter him, Lear reveals that he, like Goneril and Regan, is unable to have altruistic love for another person when he says to Cordelia that it would have been â€Å"Better thou/ Hadst not been born than not t’ have pleased me† (1. . 235-236). In essence, his â€Å". . . power [and his love] to flattery bows† and he is only able to love another person when that person appeals to his sense of vanity, so when those who truly do love Lear, namely Cordelia and Kent, refuse to appease his vain nature, Lear banishes them, â€Å"Without grace . . . love . . . or benison† (1. 1. 149, 266). This inability to accept love and relationships â€Å"as t heir own reward,† Mack states, is Lear’s fatal flaw (170).Mack argues that relationships can lead to happiness but that they lead to heartache and despair equally as often; in order to have any good relationships, then, a person must accept others for who they are, which is something that Lear is unable and unwilling to do (Mack 170). Indeed, Lear would have been very happy living his remaining years without any meaningful knowledge about love or relationships, surrounding himself in a â€Å"childish charade† of false love and false truth; from this point forward, however, Lear will have to learn the consequences of his blindingly ignorant actions (Mack 170).The ignorance about life and human nature that Lear demonstrates in the play’s first scene, then, leads to his largest mistake, the mistake that serves as a turning point from which all other actions are the direct consequence. As Mack explains, because Shakespeare put the turning point at the beginnin g of the play, â€Å"The meaning of action [in Lear] lies rather in effects than in antecedents, and particularly in its capacity, as with Lear in the opening scene, to generate energies that will hurl themselves . . . in reverberations of disorder† (170). That is, because Lear’s fatal flaw resents itself early rather than later on in the play—as is customary for Shakespearean tragedy—the meanings and consequences of his actions, as well as Lear’s own thoughts/awareness, have a longer time to evolve. How the early turning point in Lear helps to emphasize Lear’s learning experience is clarified by comparing the play with another Shakespearean tragedy; the turning point in Othello, for example, occurs in act 3, scene 3 when the seeds of jealousy that Iago has planted throughout the first three acts finally take root inside of Othello’s mind.It is not until this time that Othello’s fatal flaw emerges, when, in a jealous rage, he v ows that his bloody thoughts â€Å"Shall nev’r look back . . . / Till a capable and wide revenge / Swallow them [Desdemona and Cassio] up† (3. 3. 454-457). The play is already half over before Shakespeare reveals Othello’s fatal flaw, and it is not until the final scene that Othello learns how gullible he has been. In essence, Othello learns nothing from his experience; he dies in vain, humiliated and heartbroken.In Lear, on the other hand, the main action throughout the entire play revolves around Lear’s painful suffering and his purgatorial learning experience, all stemming, of course, from his rash, ignorant behavior in the first act. In order for Lear to learn from his selfish and ignorant ways, he must first realize that he has been blind to the truth. Lear is served a cold dish of reality when Goneril and Regan disrespectfully refuse to allow their father the privilege of his noble knights, which of course, are the last symbol of his past authority and his kingly pride: GONERIL. Hear me, my lord.What needs you five and twenty? Ten? Or five? To follow in a house where twice so many   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Have a command to tend you? REGAN. What need one? (2. 4. 259-263) Not only do these lines represent how Lear’s daughters have contemptuously taken away his remaining power, but they also represent the loss of Lear’s dignity by leaving him a shell of his former self, without a single conciliatory knight left to appease his sense of self-importance. Once this happens, Lear is left enraged and desperate, pridefully stating that even â€Å"our basest beggars / Are in the poorest superfluous† and that he needs â€Å". . . ore than nature needs,† else â€Å"Man’s life is cheap as beast’s† (2. 4. 263-266). In other words, Lear feels that his daughters are treating him like an animal by depriving him of his royal train. Clearly, Lear still clings to t he pompous supposition that his needs are above the needs of the â€Å"basest beggar†Ã¢â‚¬â„¢ and he still feels like the innocent victim of his daughters’ cruel behavior (2. 4. 263). Even with all of Lear’s continuing faults, however, the seeds of knowledge are beginning to grab hold; it has been painful, but he finally sees that Goneril and Regan’s false tongues had blinded him from their true, unloving natures.That is, when he calls them â€Å"unnatural hags† and  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å". . . a disease that’s in my flesh,† he finally sees what love is not (2. 4. 277, 221). In this way, Lear has had his idealized vision of the truth—one where he is flattered, pampered, and adored—painfully stripped away from him; even still, it will take a purgatorial storm and subsequent repentance before Lear learns what the true meaning of love is. Fittingly, as Lear storms out of the castle and into the harsh weather, Regan states tha t â€Å"the injuries† that â€Å"willful men† do â€Å"themselves procure / Must be their own schoolmasters† (2. . 301-303). What Regan means by this is that the storm will teach Lear that he must swallow his pride, but the statement also foreshadows how Lear will learn something much more important about human nature while he suffers from the elements. In fact, it is in the rage of the storm, interspersed with his own rage, that Lear has his first unselfish thoughts, as is evident when he asks the Fool â€Å"How dost my boy? Art cold? † and he (Lear) says to him â€Å"Poor Fool and knave, I have one part in my heart / That’s sorry for you yet† (3. 2. 68, 72-73).Lear further portrays the empathy that he has for others when he stands alone on the heath and, in a moment of heartfelt lucidness, laments over the houseless masses:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poor naked wretches, wheresoe’er you are, That bide the pelting of this pitiless s torm, How shall your houseless heads and unfed sides,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Your looped and windowed raggedness, defend you   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  From seasons such as these? (3. 4. 28-33) Not only does Lear express sincere concern for others during this soliloquy, but he also expresses regret for the way that he has treated his subjects when he says that â€Å"O, I have ta’en / Too little care of this! (3. 4. 33-34). Indeed, this is the first time in the play that Lear admits any kind of wrongdoing, and as such, it is the first time that he looks inside himself at his own soul and sees that it, like his eldest daughters’ souls, is far from spotless. Following Lear’s profound insight on the heath, he moves into the hovel where, after meeting Edgar, who is disguised as the beggar Poor Tom, he begins to question the nature of all humanity.When Lear sees Edgar’s cold, shivering, and â€Å"uncovered body,† he asks the eternal question †Å"Is man no more than this? † (3. 4. 105). When Lear says that â€Å"The unaccomodated man is no more / but such a poor, bare, forked animal,† he is essentially saying that human beings, like their naked bodies, are pitiable creatures (3. 4. 109-110). Likewise, when he proceeds to strip of his garments, he is making the symbolic gesture that he is no better than Poor Tom; that is, he realizes that he, too, is pitiable.Lear’s recognition that his own body is pathetic, the literary critic Paul Jorgensen argues in his book Lear’s Self-Discovery, is Lear’s first insight. Jorgensen argues, â€Å"self-knowledge means understanding the vileness of the flesh†; in order to attain wisdom, he asserts, people must be willing to recognize that they â€Å"are born of the seed of Adam† and as such, are â€Å"impure . . . and abominable before God† (26). Shakespeare, however, does not suggest that Lear is necessarily doomed because he is the So n of Adam.Rather, the episode with Poor Tom in the hovel simply suggests that all of humanity, including its royalty, is flawed; using Lear’s insight as an example, Shakespeare suggests that in order for people to be redeemed by God, they must first realize humankind’s shortcomings and learn to pity one and all. Lear’s compassion toward Edgar’s frailty and his insistence that he have the company of the naked, â€Å"noble philosopher† proves that he has learned more than just empathy and self-awareness; he has also learned to value his relationships with people despite their flaws, regardless of what he might gain from these relationships (3. . 175). Another example of Lear learning altruistic acceptance comes from his relationship with the Fool, who, as A. C. Bradley explains, makes â€Å"incessant and cutting reminders of [Lear’s] folly and wrong†; indeed, Lear gets nothing from the Fool other than insults, such as when the Fool sugg ests that Lear has â€Å"a little tiny wit† (Bradley 24; 3. 2. 74). Yet despite his lack of reward, Bradley argues, â€Å"Lear comes in his affliction to think of others first, and to seek, in tender solicitude for his ‘poor boy,’ the shelter he scorns for his own bare head† (24).In essence, Lear has learned how to accept his relationships as â€Å"their own reward,† which, as surely Mack would agree, is the first step in learning how to love (Mack 170). Clearly, the relationship that Lear has with his Fool is unusual; in fact, the Fool’s role in the play is so unusual that one critic, Jan Kott, argues in his essay â€Å"King Lear, or Endgame† that the Fool’s character represents the theme of the entire play, namely, â€Å"the decay and fall of the world† (152).In an absurd world where no action has any real meaning, Kott states, the Fool is the only character to realize that â€Å"the only true madness is to regard this world as rational† (167). Certainly, what Kott says about the Fool is correct, to a point. The soliloquy he gives while in the hovel in which he prophesizes that â€Å"the realm of Albion† will â€Å"come to great confusion† certainly proves that the Fool does represent an absurdist viewpoint, but Kott misinterprets Shakespeare’s intent when he states that the play is itself absurd (3. 2. 91-92). One must remember that Shakespeare makes the Fool disappear at the end of act 3 for a reason.Surely, life is meaningless during the first half of the play when Lear blindly lives his life without truly learning anything about the nature of humanity, but as Lear suffers in the third act, he also learns how to feel for the weak and houseless poor, to â€Å"discern the falseness of flattery and the brutality of authority,† and to â€Å"pierce through rank and raiment to the common humanity beneath† (Bradley 24). As a result of learning, Shakespeare sug gests, the world—and Lear’s part in it—ceases to be absurd; consequently, the Fool, and his philosophy, quietly disappear.It is by no coincidence that Lear’s suffering and subsequent learning in the third act occur during a miserable storm. In fact, Shakespeare uses the storm as a physical representation of the raging storm of emotions that occurs in Lear’s mind; that is, the â€Å"contentious storm† symbolizes and embellishes what Lear himself calls â€Å"The tempest in my mind† (3. 4. 6,12). Likewise, it is by no coincidence that Goneril, Regan and Cornwall grow worse from their success; they all remain warm, dry, and comfortable during the storm and they have all gained great power, but not one of them learns anything during the course of the play.Indeed, as Bradley explains, â€Å"The warm castle becomes a room in hell and the storm swept heath a sanctuary† (33). The power of comfort to corrupt is apparent several times dur ing the play, but it is perhaps most shocking when Cornwall gouges out Gloucester’s eyes and proceeds to stomp on them, telling the old man that â€Å"Upon these eyes of thine I’ll set my foot† (3. 7. 69). It is in these lines that the reader/audience sees how powerful, and indeed untouchable, people feel when they have all of the comforts of the world to support them (3. . 69). Cornwall, like Lear at the beginning of the play, feels invincible, but unlike Lear, he never learns that he is â€Å"not ague / proof† (4. 6. 105-106). Therefore, by contrasting Cornwall, and the other â€Å"bad† characters, to Lear, Shakespeare not only reinforces the idea that knowledge and redemption come to those who suffer through physical and emotional storms, but he also suggests that people who have power and comfort often feel that they are superhuman and have nothing left to learn (Bradley 33).Of course, the eventual demise of all of the wickedly comfortable prov es otherwise. In addition to the evil characters acting as foils to Lear, Gloucester’s symbolic blindness and subsequent literal blindness also help to emphasize how Lear gains knowledge through suffering. Indeed, Gloucester acts as a foil to Lear throughout the play: both are initially blind to the actions of their wicked children, both disown their loyal children, and, in turn, both learn the truth in very painful ways.Until his blinding, Gloucester believes that Edgar is a â€Å"strange and fastened villain† who has betrayed him and that Edmund is a â€Å"loyal . . . boy,† but the quickness with which Gloucester realizes Edmund’s true intent after Cornwall has blinded him, screaming â€Å"O my follies! Then Edgar was abused† strongly implies that, like Lear, Gloucester had to suffer in order to see the light (2. 1. 79-86; 3. 7. 92-93). In this way, Shakespeare uses irony to reinforce the idea that those who have eyes are often blind to the truth and those who suffer often see more truth than their bodies and minds can handle.Yet another person one might compare Lear to is his loving and loyal daughter, Cordelia, who is so angelic that her tears are like â€Å"holy water† that from â€Å"heavenly eyes† flow (4. 3. 31). In essence, she is the â€Å"goodliest† of human figures and a model to which Lear can aspire to become more like (4. 3. 17). Indeed, Lear shows that he has become more like his blessed daughter after he reconciles with her and tells her that â€Å"When thou dost ask me blessing, I’ll kneel down / And ask of thee forgiveness . . .† (5. 3. 10-11).This humble, indeed shameful statement seems not to have come from the same selfish, egotistical king who banishes his daughter for not proving her love to him, and in fact, it does not. Lear is a changed man. What his purgatory has prepared him for, his reunion with Cordelia, the play’s Christ-figure, has set in stone. Lear h as finally and completely learned how to love, and for that, he is forgiven and completely redeemed. There are some critics, of course, who believe that Lear does not learn how to love, or learn anything else for that matter.In his essay â€Å"‘Nothing Almost Sees Miracles’: Tragic Knowledge in King Lear,† Roche even argues that Shakespeare intended Lear to be a â€Å"total failure, in fact and in vision† (168). Roche continues by stating that at the end of the play, Lear â€Å"sees nothing† because â€Å"every gesture of his love is countered by an equal and opposite gesture of hatred† (164). Indeed, Roche is correct when he states that Lear is still flawed at the end of the play.After all, he still feels like a victim to Goneril and Regan’s cruel behavior and he is still vengeful, as is evident when he proudly states to Cordelia’s corpse that â€Å"I killed the slave that was a-hanging thee† (5. 3. 276). Even in his def ense of Lear’s knowledge, Jorgensen states that â€Å"Lear is still pathetically unwise in worldly matters at the end of the play,† but he continues by stating that none of this matters because Lear â€Å"has learned that which, especially for a dying man, is all-important† (7).That is, Lear has learned about the meaning of love, the pitiable frailty of the human form, and the miseries of the unfortunate. In essence, he has learned what it means to be a human instead of a king. Therefore, it does not matter that Lear still has faults because his suffering has taught him eternal truths—truths that are worthy of his redemption. In the end, King Lear almost ceases to be tragic (Bradley 32). Certainly, Lear’s suffering is severe, but Shakespeare shows that it is Lear’s suffering that leads to his learning and his subsequent redemption.Prior to Lear’s painful banishment, he is a pampered, flattered king living a false life, full of false l ove. It is excruciating for Lear to face that his life has been 80 years of lies, but in order to learn the truth, he must first suffer through the pain, and as Shakespeare clearly shows, it is better to learn through suffering than to remain comfortable and ignorant. Therefore, Lear’s life is worth all of the agonies it incurs; after all, it is only after Lear begins to suffer that he truly begins to live.

Younger and Younger Girls are Obsessed with Looking Good (Being beautiful). Its more Important to them than Anything Else in Their Lives

Advanced technology has contributed increased desire of younger and younger girls who consider being beautiful more important than anything else in the world. Today's society portrays the message that outside beauty is more important than the inner beauty through beauty pageant magazines, television programs, films, advertisement, internet and peer pressure among others. Children films and story books also depicts the importance of beauty for example Cinderella and Snow White among others, thus further idolizing the society (La et al. 2004). This has increased the desire and the pressure of the young girls to look alike with the prominent figures they see everyday and the messages portrayed such as being thin is beautiful and being overweight is ugly (La et al. , 2004). Several surveys that have been conducted reveal that advertisements geared to attract boys rarely reflect on appearance as those geared towards attracting girls for example the Barbie girl doll advertisement which reg ularly changes to meet the fashion standards set by the society (McLellan, 2002). The blame is not entirely on the media, parents too have also contributed to this fanaticism, especially when mothers have low esteem of their images and spend most of their time on the mirror flipping their hairs and pouting their lips to get the most desirable looks (La et al. , 2004). This affects the development of the children because as toddlers they try to imitate the actions of their mothers and when they grow up they aim at having better looks than their parents to improve their tainted self esteem (La et al. 2004). Today most of the parents rarely spend enough time with their children because of working for long hours thus the children spend most of their playing time watching television. Furthermore, the children of today are embraced with a pop up culture that advocates for upgrade of everything including breast implants, liposuctions and sexual competition among others. Parents of these children were teenagers in the 1980s where the beauty industry was strongly evolving resulting to the increased rate of bulling and teasing in elementary schools from those who considered themselves to be beautiful and match the standards portrayed by the over-sexed media. This explains their laxity in controlling and limiting the time and money their children spend on beauty treatments (Lowes & Tiggemann, 2003). According to Bob Reitemeier the Chief Executive of Children's society in UK reports that the two year study that they recently conducted on ten year old girls revealed that they were under pressure to grow up quickly from the society and their parents (La et al. , 2004). Other surveys that have been recently conducted reveal that more ten year old girls are focused on losing their weight because of the anxiety they have of impersonating beauty models who most of the time are their idols (Lowes & Tiggemann, 2003). The young girls spent almost all their pocket money on exercises to lose weight while saving some for future plastic surgery on their breasts or noses. There has also being reports that young diabetic girls skip out on their regularly dose of insulin as it makes them add on weight further worsening their health condition. This is because they consider beauty to be the most important aspect in their lives than anything else, even health. Thill is among one of the many girls that adores this impeccable behaviour. She has damaged her kidneys and has had to undergo surgery on her eyes twice in a period of six months because of blood vessel haemorrhage (McLellan, 2002). According to La et al. (2004), the anxiety and pressure build up in the young girls is attributed to the freedom they are accorded by their parents to access information that is linked with maturity as it perpetuates sexual and relationship behaviours. Young girls own large collection of make-up, shoes, clothes, handbags, are addiction to sexually enticing programs, spend a lot of time on the mirror when preparing themselves and must check their appearance when walking past a mirror to maintain the mature look they have adopted which they believe is beautiful. Most beauty spas report that younger and younger girls are regularly visiting their parlous to get beauty treatments like manicure, pedicure and laser hair removal among other things. Moreover the beauty spa attendants report their astonishment at the tender age of girls even five year old that are predominantly becoming their regular customers (McLellan, 2002). A survey that was recently conducted in London by Lewes & Tiggemann (2003), shows that more kids spas have been established as the youngsters are enticing the beauty industry because they earn over ?40 million per month therefore, they estimate that by the time the ten year old girls will be fifty years they would have spend a minimum of about ?400,000 on beauty treatment. Although women have greatly strive to be beautiful over the years, the trend practiced by girls at their tender age is consuming time that they can utilize to nurture their talents for instance in sports and to further improve their performances in school by reading vastly. The children also have a higher possibility of suffering from health issues in their later lives because of the early exposure to chemicals which mostly are untested. From the above information it is likely that the young girls will end up with depression from the anxiety of looking like their dream models in their later life. Most of them develop anorexia in the event of losing weight. Therefore, parents should set limitation to the kind of television programs, movies, magazines and the amount of time spent on beauty treatments parlours to avert this obsession that is slowing seeping of the pride and confidence of young girls. Parents should encourage their children to watch educational programs that have limited advertisement interruptions and allow them to participate in childhood games and activities. Moreover, they should monitor sleeping behaviour of their children as those who have a habit of sleeping late are more exposed to programs that portray sexuality and fashion as the norm of today. Furthermore, the parents should create time to spend with their children and thus monitor their growth effectively to teach their kids their purpose in life to avoid them developing future insecurities on their beauty. By so doing they will have helped their children to learn that inner beauty is more important than outside body. In conclusion I totally agree with the statement that ‘younger and younger girls today are obsessed with looking good (being beautiful). Its more important to them than anything else in their lives'. This fanaticism is wholly sad because these young children will be the future leaders of tomorrow and if not well nurtured will not effectively perform their roles thus greatly affecting their children and the old generation that will be under their care. Therefore, it is a high time for the society to start respecting children and stop regarding them in accordance to their gender.

Alexander - Movie Historical Accuracy

Alexander Movie Historical Accuracy Essay Alexander the Great Who is Alexander and why is he so great? Born in Pella in 356 BC (Central Macedonia, Greece) Alexander was one of the most successful military commanders in history, winning his first battle at the age of 16. By the age of 20 he was the king of his homeland Macedonia succeeding his father Philip II after he was assassinated. By 25 Alexander had conquered the known world (from Greece, Egypt to Pakistan). British Historian Tom Holland described him as ‘the ultimate conqueror’ The Film The film is based on Alexander the Great, the military commander and King of Macedonia, and his life experiences, hardships and triumphs. Directed by Oliver Stone, the cast included Colin Farrell, Anthony Hopkins, Angelina Jolie, Val Kilmer and Jared Leto and was shot in locations such as England, Morocco and Thailand. Overall the historical action film received poor ratings. 16% from Rotten Tomatoes, 2/4 from Roger Ebert, 5.5/10 from IMDb and 39% from Metacritic. Bucephalus Alexander commemorated his conquests by naming over 70 military forts Alexandria, after himself and 1 Bucephala for his horse Bucephalus. Bucephalus originally was strong and untameable by even King Phillips best riders however a 13 year old Alexander tames the stallion, realising the horse is afraid of its own shadow he turns it towards the sun. Bucephalus served Alexander in numerous battles but died due to fatal injuries at the Battle of the Hydaspes (June 326 BC). The film captures the taming and death of Bucephalus perfectly according to historical accounts in 344 BC. Ptolemy The film begins with Ptolemy as he narrates Alexanders story, reciting his memories to a scribe in Alexandria, Egypt. Ptolemy (367 BC – c. 283 BC) actually fought alongside Alexander in his conquests as a Macedonian general and became ruler of Egypt in 323 BC. In the film Ptolemy refers to the hero as â€Å"Alexander the Great,† however history shows that the â€Å"Great† was not added until much later, in Roman times. Alexanders Parents Stone recreated the scarred right eye of Alexanders father, Philip II as he lost his eye to a Greek arrow during the siege of Methone in 354B.C. Alexanders mother Olympias convinced Alexander that Phillip was not his father and that he was the son of Zeus himself, when one night in the form of a snake he impregnated her. Angelina Jolie’s portrayal is very historically similar to Olympias, who was the fourth of Philips seven wives and was believed to kill Philip or hire someone to kill him in 336 BC. Battle Scene Alexander had to fight the battle of Granicus, Siege of Tyre, Issus and Gaugamela to eventually beat King Darius however the film only has 1 battle which is actually an amalgamation of two battles fought between the them (Gaugamela and Issus). The Macedonian military equipment seen in the battle was accurately reproduced due to the director’s historical consultant Fiona Greenland, an oxford graduate. However in the film, Alexander wore a lions-head helmet. According to Plutarch, Alexander wore a burnished iron helmet molded for him by the Greek craftsman Theophilus. Stone apparently decided to fashion a battle helmet based on later representation of Alexander as Heracles. Additionally there is an outstanding representation of the Macedonian infantry phalanx wielding their 17ft long spears. Before the Battle Before the battle, Alexander says to the Macedonians â€Å"for the glory of Greece.† Ancient sources however write that Alexander didn’t fight for Greece but for Macedonia. Three ancient historians detailed Alexander’s speech to the army before the battle and each one of them made a clear distinction between Greeks, Macedonians, Thracians and Illyrians as four distinct civilizations that made Alexanders army. This created confusion throughout Oliver Stone’s film whether the people from Macedon differed from other Greeks. Ironically the film synopsis indicates a distinction between Macedonians and Greeks. It reads: â€Å"Alexander led his virtually invincible Greek and Macedonian troops.† http://www.historyofmacedonia.org/AncientMacedonia/AlexandertheGreat.html http://www.biography.com/people/alexander-the-great-9180468 http://www.britannica.com/biography/Alexander-the-Great http://www.bbc.co.uk/history/historic_figures/alexander_the_great.shtml http://www.history.com/topics/ancient-history/alexander-the-great http://www.ancient.eu/Alexander_the_Great/ http://www.eyewitnesstohistory.com/alexanderdeath.htm http://www.sbs.com.au/ondemand/video/472665667520/secret-life-of-alexander-the-great https://en.wikipedia.org/wiki/Ptolemy_I_Soter https://en.wikipedia.org/wiki/Death_of_Alexander_the_Great https://www.archaeological.org/pdfs/papers/AIA_Alexander_Review.pdf http://www.boxofficemojo.com/features/?id=1601 http://www.historyofmacedonia.org/AlexanderOliverStone.html http://www.moviemistakes.com/film4636/corrections https://en.wikipedia.org/wiki/Alexander_(2004_film) https://prezi.com/i_s3bsfd388w/was-the-movie-alexander-the-great-historically-accurate-and/ https://answers.yahoo.com/question/index?qid=20070520132655AAvGt9v http://www.imdb.com/title/tt0346491/ Books: Jennifer Lawlwss Unlocking the past: Preliminary Studies in the Ancient World (1996) Jennifer Lawlwss Unlocking the past: 2nd Edition Toni Hurley Antiquity textbook Louise Chipley Slavicek Heroes and Villains: Alexander the Great (2005) Michael Wood In the footsteps of Alexander the Great (2001) Laura Foreman – The epic story of the warrior king Alexander the Conqueror Steven Pressfield The Virtues of War: A Novel of Alexander the Great (2004) Paul Anthony Cartledge Alexander the Great (2004) Nicholas Geoffrey Lemprià ¨re Hammond The Genius of Alexander the Great (1997) Michael Alvear Alexander the Great: The Man Who Brought the World to Its Knees (2004)

The Wechsler Intelligence Scale for Children Essay

The Wechsler Intelligence Scale for Children - Essay Example The WISC-III was standardized on a representative sample in North America based on U.S.A. census data for 1988 (N = 2,200) (Canivez, Neitzel, & Martin, 2005). The sample was stratified across age, gender, ethnicity, geographical region, parental occupation, and urban-rural residency (Kaplan & Saccuzzo, 2001). A four-factor model of index score is widely supported (i.e., Verbal Comprehension, Perceptual Organization, Freedom from Distractibility, and Processing Speed) (Canivez, Neitzel, & Martin, 2005). The WISC-III has high internal consistency for all three IQ scores and the four factors, ranging from .80 to .97 (Canivez, Neitzel, & Martin, 2005; Kaplan & Saccuzzo, 2001). This reflects the 11 subtests (Symbol Search and Coding excluded) reported moderate to excellent internal consistencies, of .61 to .92 (Kaplan & Saccuzzo, 2001). Split-half reliabilities for the three IQs in 1991 were found to be .96 (FSIQ), .95 (VIQ), and .91 (PIQ) (Kaplan & Saccuzzo, 2001). Standard errors of measurement for FISQ, VIQ and PIQ average at 3.20, 3.53, and 4.54 respectively (Kaplan & Saccuzzo, 2001).

Fantasy Elements in The Rocking Horse Winner Essay

Fantasy Elements in The Rocking Horse Winner - Essay Example Her entire focus is on money and, as a result, her kids are being neglected. Through the house taking on the personality of the mother, Lawrence is able to show the effect it has on the children and how the mother’s mentality influences them. A few sentences later the reader learns that the toys as well as the puppy can hear the voice too. Lawrence writes that â€Å"even the [rocking] horse heard it† and â€Å"the big doll, sitting so pink and smirking in her new pram, could hear it quite plainly† (2). Lawrence likely puts this fantasy element in the story to show how much the mother’s attitude permeates the house and eventually leads to seemingly unnatural occurrences. After his mother tells him that the way to get money is by being lucky, Paul takes her philosophy to heart. He begins to think if he can have luck he can get money and give it to his mother so she can pay off her debts. He desires this because he thinks that once his mother has money, she w ill stop neglecting him and give him more attention. Later we learn that the catalyst for Paul’s luck is his rocking horse, hence the title, â€Å"The Rocking Horse Winner.† The house and the rocking horse seem to be magically possessed: The house is obsessed with getting more money while the rocking horse is obsessed with choosing a winner. Both have the same goal in mind -- making more money. As the house gets more demanding with getting money, Paul becomes obsessed and thinks that if he can just make more money the voices will stop.

Proposal assignment Essay Example | Topics and Well Written Essays - 1250 words

Proposal assignment - Essay Example Audience: The audience of this study is government officials and policy makers. The study will help policy makers while making decisions regarding climate change, global warming and Law of the Sea. The decisions taken by the government officials regarding the future of arctic will have implications for humanity. If they decide to protect the arctic environment, that would be sustainable. If they decide to exploit arctic by using ice breakers etc, the consequences are unpredictable. Contents Introduction 4 Statement of the Problem 7 Research Questions 7 Hypothesis 8 Objectives 8 Audience 8 Introduction Climate change has brought global focus on arctic. The ice in the arctic is melting. If the present trend continues, Arctic Ocean would be ice-free by 2050. The arctic is the region around earth’s North Pole, opposite of Antarctica. The arctic circle includes arctic ocean and parts of Canada, Greenland (a territory of Denmark), Russia, the United States (Alaska), Iceland, Norway, Sweden and Finland. Among these eight countries in the Arctic Circle, five are arctic coastal states- United States (Alaska), Canada, Russia, Norway and Denmark (Greenland). The Arctic Ocean is covered with ice and is surrounded by treeless permafrost. The sea ice in the arctic has declined very much in recent years. ` The recording of extent of ice in arctic began in 1953. Since then, the extent of the summer sea ice has been declining. The extent of ice was the lowest in 2007, the second lowest in 2008, and the third lowest in 2010. . Currently, the snow cover in the Arctic is present for about 200 days per year. A decrease in the duration of the snow season results in increased warming. Between 1970 and 2000, there was a decrease in duration of the snow season by approximately 2.5 days per decade. From the commercial point of view, it is a new opportunity as exploration of the arctic has become easy now. Estimates show that Arctic can contain about 20 per cent of world's reserve s of hydrocarbons. Most of these resources happen to be in the Russian part of the arctic. New trade routes linking the Atlantic and the Pacific via arctic instead of Panama Canal has become a possibility now. So, there began a geopolitical competition in the region to gain control over transport routes and natural resources. All these have increased the strategic importance of arctic region. Countries bordering arctic are also in the process of preparing territorial claims for submission to the Commission on the Limits of Continental Shelf. Russia claims a large portion of arctic. The Arctic is highly vulnerable to the effects of global warming. There is greater warming in the Arctic than global average. Because of this, there are concerns that the melting of ice in Arctic could result in rise in sea levels. The current Arctic ice melt might also lead to Arctic methane release. Large amount of methane is stored in the permafrost. Methane is a greenhouse gas and is more dangerous th an carbon dioxide. Scientists are not sure whether this is natural cycle or manmade. Apart from concerns regarding the negative impact of warming in the Arctic, some potential opportunities have come up. Since the middle ages, world’s maritime powers looked for a shorter route between Atlantic and Asia. The melting of ice opens up the possibility of two trans arctic routes- The Northern Sea route and the Northwest passage. The new routes will reduce distances between Europe and Asia. It will also provide

Hybrid Cars Pros and Cons Essay Example | Topics and Well Written Essays - 1000 words

Hybrid Cars Pros and Cons - Essay Example This is not to suggest that hybrid vehicles do not provide certain benefits, they most certainly do, but that some of the benefits are not as complete as the media would have us believe. Indeed, in addition to certain overstatements regarding the benefits of hybrid vehicles, there are some disadvantages. A more sober analysis of hybrid vehicles demands a careful examination of the extant of the advantages and disadvantages rather than lofty statements unsupported by the evidence. To this end this essay will discuss the rationale for pursuing hybrid technologies, define more precisely what is meant by a hybrid vehicle, and discuss the advantages and disadvantages. As an initial matter, one cannot understate the significance of the motor vehicle to the American way of life. They are pervasive as they are used by individuals for leisure, by individuals for getting to work, and by businesses for commercial transportation. A review of the statistical data is staggering. In a recent report by the United States Department of Transportation it was stated that there are more than one hundred and thirty-six million automobiles, more than ninety-five million other types of two-axle four tire motor vehicles, and more than eight hundred busses, more than eight million trucks (Number of Aircraft, Railcars, Vehicles, and Vessels, 2005: n.p.). In short, there are there are, perhaps, more motor vehicles in the United States than human beings. Having this many vehicles, in turn has consequences. The pollution generated by these motor vehicles is similarly staggering. The 28th National Air Quality and Emission Trends Report, for instance, that motor vehicle mi les traveled continues to increase and that this factor is one of the most significant contributors to air pollution (2003: 1). This pollution poses severe risks to public health; indeed as again stated by the 28th National Air Quality and Emission Trends Report "Exposure to air pollution is associated with numerous effects on human health, including respiratory problems, hospitalization for heart or lung diseases, and even premature death. Children are at greater risk because they are generally more active outdoors and their lungs are still developing. The elderly and people with heart or lung diseases are also more sensitive to some types of air pollution" (2003: n.p.) Even a cursory examination of the relevant statistical data demonstrates that motor vehicles are pervasive in American society and that they generate substantial expenses both in terms of financial expenditures and in terms of public health. Hybrid Cars: Definition and a Comparative Analysis It is within this context, attempting to minimize financial, environmental, and public health costs, that the hybrid car has generated so much excitement. Most generally, a hybrid car refers to a car that can use two or more separate sources of power. Although there are different types of hybrid motor vehicles, this essay is most concerned with a hybrid car that uses an internal combustion engine and an electric motor as its two separate sources of power. This further reduces the analysis to power which is typically generated by oil versus power which is generated by an electric battery. This type of car has proven extraordinarily

America Exceptionalism Essay Example | Topics and Well Written Essays - 2000 words

America Exceptionalism - Essay Example Enthusiasts of the myth of American exceptionalism need a radical change on the conception of the nation and the world around, if any efforts against racism, human right violation, and other ills are to bear fruit. The United States of America has had different descriptions in the past two centuries by some of its prominent leaders, ranging from titles like the indispensable nation, free world leader, and the best last hope of earth, the empire of liberty, and the shining city on a hill. These descriptions constitute the concept of American exceptionalism. This is an ideology that America’s political system, history, and values are unique in the universe (Jacobs). Moreover, enthusiasts of the ideology argue that the US is entitled and destined to play a positive and distinct role in the universe. The concept is an international debate among specialists and experts from all lifestyles, from law to former US government officials. Among them is Ted Bromund, a senior research fellow from Margret Thatcher Center for Freedom. Bromund advocates for the American exceptionalism ideology, mainly basing his arguments on the history of the great nation. On the other end of the debate are individuals like Harold Hongju Koh, a laws specialist and former government official in both Reagan’s and Clinton’s administrations. Koh, argues that the American exceptionalism has two facets, the good, and the bad. This paper focuses on the arguments of Koh and Bromund to assert that the American exceptionalism has both the good side and the bad side. In the article American Exceptionalism and its Enemies, Bromund strongly argues that the US is an exceptional state. Bromund begins his statement by pointing out that America has the oldest and the most capitalistic liberal democracy. He further re-asserts that it was the first nation whose foundation was on the belief of inherent human rights, also the

Analysis report of Shuttle Wagons project Essay

Analysis report of Shuttle Wagons project - Essay Example This happened due to the fact that the safety regime was not defined properly and lacked clarification at the start of the project. Some approvals took longer than expected; the safety regulators did not fully know what the environment of the Channel Tunnel was like because of the Kings Cross Fire incidents which took place in 1987. These are the main considerations of the entire project. Analysis Report of Shuttle Wagons Project Purpose of the Report The task of constructing the shuttle wagons was given to Trans Manche Link who subcontracted other manufacturers to build the wagons. The project faced a lot of business problems and the major problem was the delay in building the shuttle due to several reasons and the approval of safety regulators (Clancy 2008). The purpose of this report is to give comprehensive analytical and evaluative business recommendations and to present solutions to the problems which the Shuttle Wagon Project has faced. In this regard, it is pertinent to addre ss some issues first. Background of the report The Eurotunnel is the biggest infrastructure to be owned and financed privately in the world’s history. ... iven to Trans Manche Link (TML) who in turn subcontracted different manufacturers to build high speed shuttle wagons which were to transport freight as well as passengers to different parts of Europe (Clancy 2008). The project was a combination of two different functions firstly it needed the finance and secondly it needed construction contractors. So naturally there were two groups who were involved in the projects, banks and constructions companies. But despite all that there were a number of equity issues that the project was facing due to the fact that the financial institutions were risking more than they originally planned, a number of things got delayed due to the UK general elections, there were no negotiations on a credit agreement and everything was turning out to be a mess due to the delays (Harris 1996). On top of that there were various shuttle design issues and as there was no concise safety regime plan which developed the shuttle wagons were brought back to be redesign ed according to the safety regulations. Interest on payments was piling up due to the delays and it was getting difficult for the project to determine the profits. Plus there a number of problems gave birth to other problems for example as all the changes which were to be made systematically as the issue was with the product which was the shuttle, it was necessary to change other elements of their design as well which took time. Secondly there were complications in the design of the under car (Rosenberg 2012). The manufacturing of cross related products became complex, the fact that in order to make one element or design one element a number of elements had to also be re designed this caused problems for the technicians and the manufacturers who were already over burdened with the

Experiences Pt.2 Essay Example | Topics and Well Written Essays - 250 words

Experiences Pt.2 - Essay Example It furthermore provides them with the opportunity of staying physically fit and healthy. What I took home from this experience, in addition to fine tuning my body, is how to plan and organize activities, exploring new places for climbing, encouraging members to keep climbing till they reach the top and celebrating with them once we reached the peak. In addition to being a source for doing something I love, this club has helped me better enhance my leadership and communication skills. With the recent dire situations going on in Gaza, I now believe more than ever that I should be given a chance to become a medical professional so I can save people’s lives. Having been brought up in economically and financially backward situations, I have always been at a disadvantage since my birth. I have only seen my family struggling, and in order to fend for the family, once I was old enough I started to help my father with the family business too. Despite the lack of financial resources, we together as a family have strived into leading at least an average life. Although I am fortunate my family now considers the US as our home, my roots of being a Palestinian have always caused me misery. When an individual is afraid to speak of their origin to others, it becomes clear that others are prejudiced and racially discriminating against them, and my case is no different. Thus, I always felt as an outcast and I never had the fortune of feeling a good affiliation no matter wh ere I

Kearlsey Case Study Essay Example for Free

Kearlsey Case Study Essay Tony Kearsley applies for a position as a firefighter with the City of St. Catharines and was accepted on condition that he were to pass a medical examination by a doctor specified by the city. However, during the medical exam the doctor discovered that Kearsley had an atrial fibrillation (an irregular heartbeat) and refused to pass him. Kearsley took it upon himself to consult a medical specialist who advised him that his condition would indeed not affect his ability to perform his job as a firefighter. Kearsley then filed a complaint against the city with the Ontario Human Rights Commission. At the Commissions Bored of Inquiry hearing, the doctor who had originally examined Kearsley testified that atrial fibrillation led to increased risk for stroke meaning his heart could fail to pump sufficient blood to his organs during the extreme conditions that come with firefighting. The Board of Inquiry called a medical expert in atrial fibrillation. The expert testified that the increased risk for stroke in someone of Kearsley’s age was inconsequential. The expert further testified that there was no increased risk for heart failure in someone like Kearsley because he was otherwise in good health. Meanwhile, after Kearsley got turned down by the St. Catharines fire department, Kearsley had become a firefighter in the City of Hamilton, achieving the rank of first-class firefighter in October 2001. 2. Why did the Board of Inquiry rule in Kearsley’s favour? The Board of Inquiry ruled in Kearsley’s favour because they came to the conclusion that Mr. Tony Kearsley had in fact suffered discrimination. The Board noted that it would have been the City of St. Catharines responsibility to seek an expert opinion when confronted with a medical condition such as that found in Kearsley. The Board also indicated that this was the procedure used in other municipalities. The City did not follow their responsibilities which led to Mr. Kearsley’s unfair treatment and discrimination based on disability. For these reasons, this is why I think the Board of Inquiry most definitely ruled in Kearsley’s favour. 3. Do you agree with the decision in this case? Why or why not? I strongly agree with the decision of the case. Tony Kearsley was without a doubt, discriminated based on disability which is illegal in Canada. I feel like the city of St. Catharines defiantly should have handled this matter in a more ordered and professional way, as it seems that none of the facts in favour of the city of St. Catharines truly added up. I feel like the city jumped to conclusions too quickly not taking into account that Tony Kearsley was still fully capable to fulfill all duties of a firefighter. They did not treat Mr. Kearsley as an equal after finding out he had a disability; this is an act of discrimination and this is illegal. The city of St. Catharines owes at the least these things to Mr. Tony Kearsley in return for their lack of knowledge towards him while doing their job. 4. In what ways in this case a question of human rights? This case is a question of human rights because it is strongly discriminating against disability in the workplace. The Ontario Human Rights Code provides in part: 5(1) Every person has a right to equal treatment with respect to employment without discrimination because of †¦ handicap. 10(1) â€Å"because of handicap† means for the reason that person has or had, or is believed to have or have had a) any degree of physical disability that is caused by illness. 17(1) a right of a person under this Act is not infringed for the reason only that the person is incapable of performing of fulfilling essential duties or requirements attending the exercise of the right because of handicap. It is obvious at once that a person with very bad eyesight is not discriminated against when refused a job as a truck driver nor a person with inadequate strength when refused a job as a police officer or firefighter. There is no doubt that St. Catharines considered that Mr. Kearsley had a physical disability, atrial fibrillation. The issue is whether St. Catharines was justified in concluding that because of this perceived disability; Mr. Kearsley was incapable of performing or fulfilling essential duties as a firefighter. It was later found out that Mr. Kearsley could indeed perform all duties as a firefighter, as he got hired by the City of Hamilton later that year. Therefore, Mr. Kearsley was discriminated against based on disability and this is without a doubt, a question of human rights.

Teleconnection patterns Essay Example for Free

Teleconnection patterns Essay 1. Explain how observed teleconnection patterns can help in the preparation of a seasonal weather forecast. So the simple way of explaining a teleconnection is a warmer and cooler pacific can influence rainfall. â€Å"we saw how a vast warming (El Nià ±o) or cooling (La Nià ±a) of the equatorial tropical Pacific can affect the weather in different regions of the world† (Ahrens, 2015, p.271). These major storms as we learned in earlier chapters affect people in many regions of the world. A seasonal forecast is very important because it gives people a chance to prepare for what could possibly be. Forecasters can give a prediction of a wetter or drier season. They have said that this type of forecasting has been seen to be very keen in this field of work. If we can predict weather patterns for the upcoming months will only prevail for regions abroad. This will only prepare us for the worst and hope for the best. 2. If the temperature is dropping and the dew point is holding steady, what is your forecast for the relative humidity? Explain your answer. Let’s first understand what a dew point is. The dew point is basically the temperature at which the if it cool’s to a certain temp you will get hundred percent relative humidity. If the dew point drops low enough the cold air won’t be capable of holding the moisture. If the temperature is dropping and you have a stable dew point I would predict a higher amount of relative humidity. The lower the dew point dropped is when you decrease in relative humidity. If you had a hot summer day and a steady dew point; you would actually had a lower relative humidity. 3. In what ways are severe thunderstorms different from ordinary cell thunderstorms? What are some of the meteorological or atmospheric conditions that favor the development of severe thunderstorms? The basics of a thunder storm are fairly easy, because they consist of thunder, lightning, winds, rain and heavy hail at times. â€Å"The storm itself may be a single cumulonimbus cloud, or several thunderstorms may form into a cluster† (Ahrens, 2015, p.288). Thunderstorms form in unstable environments with warm air. They are known as convective storms. Cell thunderstorms form in regions where limited vertical wind shear is present. The winds direction  or speeds do not abruptly change rapidly. Ordinary storms develop and mature through a cycle, as cell thunderstorms don’t have this development. Different conditions vary from warm air rising, random turbulent eddies and terrain. These are a few that can be a trigger to these more impactful storms. 4. Where do thunderstorms form most frequently in the US? Why is this the case? Is this also where most tornadoes occur? Explain. The most area that gets thunderstorms more frequently is the Gulf Coast. This area includes all of Florida, to include parts of Georgia, Alabama, Mississippi and Louisiana. â€Å"We also find that, in summer along the Gulf Coast, a thick layer of warm, moist air extends upward from the surface† (Ahrens, 2015, p.303). This also makes a point that more storms consuming Hail are located in the Great Plains. Thunderstorms typically form more in the tropical latitude, which makes the gulf coast a prime location. The two areas that tornados occur most is the Tornado Alley and the Dixie Alley. Tornado Alley stretches from Central Texas to Nebraska, as Dixie Alley over Mississippi to Alabama. â€Å"The Central Plains region is most susceptible to tornadoes because it often provides the proper atmospheric setting for the development of the severe thunderstorms that spawn tornadoes† (Ahrens, 2015, p.313). This area gets that humid dry air with a cold layer to follow which creates the perfect formula for a unstable environment. This makes Spring a high frequency for tornados and winter the low time for them to occur. 5. The region of greatest tornado activity shifts northward from early spring to summer. Why does this occur? This is really interesting because the peak for tornados is actually around June 12th. This makes early spring a probability between 25-60 percent. When you hit June the probability jumps through the roof to 90 percent. The biggest possibility for the shift is â€Å"El Nino†, but there is not an actual confirmation on why this shift happens. The next possibility is the warming weather moving north is shifting the peak period by 7-10 days. This making Dixie Alley and Tornado Alley more susceptible to tornados during that peak time.

Law and Criminality Perspectives

Law and Criminality Perspectives Laws are rules of conduct to guide all people; they are rules that can be enforced by a legitimate authority. More laws are made and enforced as our world and society becomes increasingly complex. Laws are basically rules of basic behavior and order written down by man as an attempt to help us all live together more happily and safely. Whether they are written or not, they are the basis for all societies, because without some form of agreement and co-operation between people, society would not exist. Most laws are for our own benefits and protection; they preserve public order and policy. Without laws, a society will be an anarchy, dysfunctional, full of chaos, injustice and immorality. Without laws, we would all live like animals in nature, each person pursuing ones own desires with no regard for the effects of his or her behavior on others and this would lead to suffering. Laws, in general do not try to limit the freedoms that people consider necessary, but rather to secure these freedoms by prohibiting anyone else from violating or robbing them. Laws prevent people from harming others, and do whatever one feels like to anyone else by setting punishments for those harms if they are committed. Another purpose of laws is to resolve disputes, since laws are consistence rules made to be applied in almost every situation. Though many of us do not need laws to guide us in everything we do, some others need very clear rules and boundaries to live by. Not everyone will agree or like ev ery law given, but rational people understand the need and purpose of laws. A crime is an act against the law and punishable by the law. Certain laws that exist would be considered by most of us as silly or unnecessary. Some of those laws are still enforced and may be even more enforced than other laws, because the government, often times makes a lot of money off of certain laws. There are usually so many laws from a government that if we were to read the whole list, we will probably be surprised at the number of laws we break on a regular basis without even realizing it. Most common examples are speeding, texting or talking while driving, littering, downloading music illegally and others.  [i]  Ignorance is one of the causes for people to break laws; it is however not accepted as an excuse. Desperation is another cause, someone who does not have enough food maybe driven to steal food, so people living in poverty may commit crimes as a way to survive. Many break laws out of greed and selfishness, for example committing fraud, theft or murder to gain what belongs to someone else deceitfully and unfairly. Others break laws out of malice, anger, jealousy or just carelessness. In general, the government of nations create and decide which laws to pass, as making laws to keep order is a part of governing. In the United States, laws are written and made by the Senate and the House of Representatives which make up the Congress.  [ii]  In Australia, laws are made by its parliament even though the country is a constitutional monarchy and has a queen.  [iii]  In Saudi Arabia, as one of the few absolute monarchies that still exist today, the creation and decision about laws are up to the king and his chosen ministers.  [iv]  Aside from laws of independent nations, there is also international law, which are laws guiding individual nations conduct and their relationships with one another, the international organization, the United Nations is responsible for this. The International Bill of Human Rights, which was first drafted as a common standard of achievement for all peoples is widely accepted as the list of rights that should be kept and respected by all states. Almost all countries that exist are members of the United Nations, and are obligated to respect the basic international human rights laws.  [v]  vi The International Court of Justice (based in the Peace Palace, The Hague, Netherlands pictured above) is the principal judicial organ of the United Nations. The ICJ settles legal disputes between states, who must agree to abide by the Courts jurisdiction before their case will be heard.  [viii]   There are different legal systems that are in use throughout the countries in the world, with three main ones. The most common legal system is Civil Law, which is the legal system of France and many nations that were conquered by France, including many countries of Latin America. In the UK, and countries that were colonies of the UK, including India, USA, Australia and many others, have legal systems which are based on Common Law. Common law is determined by judges, it can be applied to many different situations and it is more flexible. The Civil Law system on the other hand, is a collection of laws, they are not decided by judges or open for interpretation. Both systems have advantages and disadvantages. The third most common law system is religious Islamic law, which are enforced in Muslim countries, the Sharia and the Fiqh. This law is believed by Muslims to be directly from God and so cannot be changed by even a government or King.  [ix]   x Problems arise with different law systems in different countries. Examples of this are the cases of two British couples who were arrested and served jail sentences for kissing, and showing intimacy in public in Dubai, United Arab Emirates.  [xi]  According to the legal system of the UAE, what they did was indecent and offending behavior.  [xii]  Disputes arise as these couples were foreign citizens, and in countries where Islamic law is not practiced, it would be considered extreme to arrest or imprison people for kissing or displaying affection in public. Some other controversial issues surrounding different legal systems are: the one-child policy in China  [xiii]  , having a national dress code like that in Saudi Arabia, the capital punishment, executions by beheading, amputation of hands for theft, and others.  [xiv]  Torture, or other cruel punishments like amputation are prohibited by international human rights standards, but the punishments and seriousness of cr imes differ in different legal systems. This makes it difficult to judge a law or case fairly and morally. Practices, laws or policies such as controlling what people wear too strictly, harsh punishments such as death or amputation for crimes like stealing, or limiting the number of children a person may have may be viewed in an international perspective as violating human rights. The line between just and unjust in the legal systems we have today is not clear so such disagreement problems will remain. Local/National Perspectives The National Assembly of Vietnam is responsible for making and passing laws. The legal system practiced in Vietnam is based on communist legal theory and the French civil law system. As a Socialist state, the countrys government has much control over the media and organizations within the country. The Vietnamese government was able to outlaw many religious organizations, touching on the freedom of belief and has been criticize. As the country increasingly involved and joins into many international organizations, it has been more sensitive to human rights abuses due to global criticism. Vietnam is relatively safe with average crime rates. A few of the major crimes include corruption, illegal drug use and digital piracy.  [xvi] Since economic liberalization, corruption has risen sharply in Vietnam. In the Transparency Internationals corruption perception index for 2008, Vietnams corruption rate ranked 121 out of 160. A cause for high corruption rate in Vietnam would be the very low salaries of public officials. In 2006, the minimum salary for state employees is still only 28 dollars per month after it has been raised by nearly 30 percent. It has gotten so bad that after a corruption scandal in 2008, Japan, Vietnams biggest donor in development assistance suspended its aid to Vietnam, saying that Vietnam must take stronger measures in dealing with corruption. Corruption is a threat to investment and aid and it is a big problem on Vietnams road of development. There have been attempts in reducing this problem; an example of this is Vietnam has signed the United Nations Convention Against Corruption, which would criminalize the acts of Vietnamese officials paying bribes abroad or accepting bribes from foreign companies.  [xxiii] According to Business Software Alliance, the largest, and one of the most important of IT groups in the software industry that exist, Vietnam had the worst rate of software piracy in the world. A very large number of all kinds of software, movies and music are pirated, meaning they are illegally duplicated or distributed. In 1998 the digital piracy rate of Vietnam ranked first at 98%, this means that for every 100 copies of software application, 98 are illegal. In 2004, this number was 95%, and it is estimated that for each legitimately bought package of software, 20 illegal copies are made on average. A cause for this is many countries seldom make, let alone enforce laws to protect intellectual property. It is understandable that piracy is thought of as a path to enter the information and technology world with less expense, it actually hurts the countrys own economy. As piracy spreads, software developers are deterred from entering the market. Piracy, and the lack of laws to prevent piracy will not give a decent opportunity for citizens of a country to establish a software industry, preventing the country to become high-tech. In 2010, software piracy rate of Vietnam is 85 per cent. As result of the big efforts of the government and business community to protect copyright, despite still having a very high rate, through the years the percentage has gotten lower and there is no doubt that there has been progress in reducing piracy.  [xxvi] xxx Drug trafficking is present among Vietnams major crimes. It is estimated 200,000 Vietnamese, as young as 15-16 years old use opiate drugs, with 50,000 people using heroin. About 75% of all identified drug users in Vietnam are under 23, according to UNs Drug Control Progamme. Most people with HIV, about two-thirds are drug users, and this virus is spread along with drugs. A cause for this is unemployment in the country; much money is gained just for transporting drugs from one city to another. The lack of money also keeps the government from being able to help drug addicts or do very much. To deal with this major crime, the Vietnamese laws against drug trafficking are some of the harshest and most severe in the world. In 2009 a number of crimes have been removed from the list of crimes punishable by death, including rape and bribery, but not drug trafficking. The possession or smuggling of a certain amount of drug in Vietnam could result in the death penalty.  [xxxi]   Family/Personal Perspectives Most of us would consider ourselves innocent law-abiding citizens, but this is of course ignoring the mostly small crimes we commit regularly if not daily. If even the smallest act of crime was not over-looked, every one of us would be classified as criminals, including my family, friends and myself. Common offenses include stealing office supplies for personal use, littering, talking while driving among many other things. We all at one point or another have excused ourselves by saying certain laws dont apply to us, or since everyone else is doing it, why must I not? This however, doesnt really change the fact that were all quite guilty as law breakers, whether we want to acknowledge it or not. Like with almost every other issue we created in the world, some of their causes are our pride and will to resist or not take seriously the authorities we have above us, whether the authority is good or bad and there is also peoples tendency to ignore, or twist the truth to ones own preference and advantage. In my local community there isnt a high crime rate, or at least it is not very obvious and I feel relatively safe. Like most large, densely populated cities across the world, petty crimes are a typical problem. Although violent or armed crimes occur, they are rare, while little crimes like pick-pocketing, traffic violation and speeding occur regularly. In Vietnamese cities, motorcycles are the most commonly seen type of vehicle, and bag, jewelry or other belongings of people being snatched by motorcyclists are quite common. These types of crimes can result in serious injuries as in the process of purses or bags being snatched, the straps across the victims bodies could drag the victim along the ground by the thiefs motorcycle. There have been incidents involving crime, like mirrors on my family and friends vehicles being stolen often, and risks of frauds but there has not been a case where we are seriously affected. To come up with solutions to criminality, we must look back to its causes. Many break laws out of desperation, greed or lack of knowledge. Law-breaking starts at a young age, and education is a fundamental cure. A person with a better education and qualifications has a more hopeful future, and will less likely be unemployed and driven to criminality to survive. An education with focus on ethics and values should be able to reduce crimes committed out of selfishness and greed. Thus, a key to the criminality problem is giving all people and criminals a fair opportunity to be trained in to responsible citizens.

The Patriot Act Infringes on American Freedom Essay -- Argumentative P

The Patriot Act Infringes on American Freedom September 11, 2001 started off as a beautiful, sunny day, like many other countless days in America; however, it will now be a day that will live on in infamy. As the news played the shot of the planes driving into the sides of the twin towers, fear was driven into the hearts of all Americans.   People became panicked and demanded that there be a better way for the United States government to protect its people from any future attacks the terrorist might have planned.   This fear was the main contributing factor to the birth of all kinds of new legislation, giving the government new rights to â€Å"fight the terrorist.† The most powerful, and therefore the most controversial, legislation passed by Congress was the U.S. Patriot Act.   It was passed on October 26, 2001, and it is an acronym for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act (Fahrenheit 9/11).   It is composed of over 1,000 sections giving the government many new powers that they’ve utilized before in other wartime situations (Lithwick).   However, with the war on terrorism Americans are not fighting a clear cut â€Å"enemy† and there is no foreseeable end for this war in the near future.   Once the immediate fear of another attack calmed down around the nation, people began to realize the rights they were losing to the government that were once granted to them by our founding fathers in the Constitution (Townshend).   There are many sections of the Patriot Act that infringe on the rights of the American people and there is no way for the public to know how the government is using these new found powers; because the Freedom of Information Act requests have been... ...ive up other people’s records (Lithwick). Whether someone is for the Patriot Act or against it, it is clear that the Patriot Act dips into the freedoms once allowed in our nation.   Are these lost freedoms really going to protect America from another terrorist attack or is it finely the great excuse the government has been waiting for to have public support for spying on its citizens?      Works Cited * Egan, Timothy. "State Of The Union: Opposing the Patriot Act." BBC NEWS 3 June 2003. 8 November 2004 <http://newsvote.bbc.co.uk/mpapps/pagetools/print/new.bbc.co.uk/1/hi/programmes/36515.html> * Fahrenheit 9/11. Dir. Michael Moore. Videocassette. Dog Eat Dog, 2004 * Lithwick, Dahlia, and Julia Turner.   "From a Guide to the Patriot Act."   Slate.   1994.  Ã‚   * Townshend, Mike, and Maddie Trier. "Patriot Debate." State News 10 Nov. 2004, sec. A: 2+8.

Roman Entertainment :: essays research papers

Roman Entertainment   Ã‚  Ã‚  Ã‚  Ã‚  There were many things the Romans did for entertainment. Even though this entertainment was cruel and brutal it satisfied the Roman's need for excitment and relaxation. In Rome most people loved to watch others suffer and fight to their death. While others loved to go and get a good laugh at the theater or relax and talk about politics at the baths. In the city the state provided most of the entertainment. Outside of the city the people made their own entertainment.   Ã‚  Ã‚  Ã‚  Ã‚  One of the places that the state provided for entertainment was the Colosseum. The Colosseum could seat up to about 50,000 people, upper and lower class. The lower class and women had to sit in the highest level of the Colosseum. The rich and upper class had the best seating and the easiest access to the Colosseum. Even though many people think that the Colosseum was used just for gladiatorial battles, the Colosseum was also filled water so the navy could work on its strategies. The gladiatorial battles usually took place from sunrise to sunset. The gladiators not only fought against other gladiators but also against wild beast such as lions, tigers, and many other dangerous animals. In the beginning, slaves were the main fighters in the arena. Then they realized that the slave population was not enough to continue the battles; so many criminals were sent to the gladiatorial schools. Since the criminals were getting sent to the gladiatorial schools to become a gladiator, criminals thought twice before commiting a crime.   Ã‚  Ã‚  Ã‚  Ã‚  Another state provided form of entertainment was chariot racing. The chariot races were held in what was called The Circus Maximus. The chariot races held in the Circus Maximus were considered the most popular form of entertainment. The Circus Maximus' entertainment was much like the Colosseum, a visitor could come and stay all day. The Circus Maximus could seat as many as 255,000 spectators. Men and women could sit together, but there was reserved seating for the Emporer, senators, knights, Vestal virgins, and women of the Imperial family. On the day of the event, there were about ten to twenty four races. Just like today there were many precautions taken before each race. The horses and the drivers were both checked to ensure that they had not been drugged, and were able to compete in the games. After each race the crowd was amused with acrobats, rope-dancers, and trick-riders.

Finding Freedom with a Dodge Truck and Love with a Zales Diamond Essay

Finding Freedom with a Dodge Truck and Love with a Zales Diamond Television commercials, although usually ignored and generally disliked by the public, are more influential than most people think. Their concepts are subconsciously absorbed and whether or not viewers realize it, they leave an impact on their minds. Marie Winn quotes an English instructor in her essay, â€Å"Television Addiction,† as saying ‘I find television almost irresistible. When the set is on, I cannot ignore it. I can’t turn it off’ (506). Advertisers know that people become addicted to television shows and because of this, they are forced to watch the commercials as well. These repetitious commercials get the consumers influenced by what they see. For example, Dodge promoters use a ram as their mascot which is reflected in their motto â€Å"Grab Life by the Horns,† and it is shown at the end of all their commercials. They want you to seize the freedom in life that you have while making a Dodge car a part of it. Another example of an abstrac t idea promoted in a commercial is the Zales diamond advertisement where a man expresses his love for his girlfriend by not only unrestrainedly shouting it out loudly, but also by presenting her with a beautiful diamond ring. While these commercials induce people to buy their products, they also evoke certain emotions, more specifically the ideas of freedom and love. Dave Barry states in his essay, â€Å"Red, White, and Beer,† â€Å"Lately I’ve been feeling very patriotic, especially during commercials† (519). So, commercials have the power to make consumers feel particular emotions. For instance, the Dodge car promoters use an outdoor setting in their commercial to advertise their trucks. The area is a vast, wide open plain with no... ...tisement for it, because of its visual representation. In conclusion, advertisers have the job of not only tempting viewers to buy a product, but also the power to make them feel emotions through visually showing different situations. â€Å"Dodge† wants you to break away from the norm and embrace freedom while â€Å"Zales† encourages spontaneity in love. In order to fulfill these emotions, the viewers are induced to purchase the product, therefore accomplishing the task of the advertisers. Works Cited Barry, Dave â€Å"Red, White, and Beer† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 519-521 Dove, Rita â€Å"Loose Ends† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 503-505 Winn, Marie â€Å"Television Addiction† The McGraw-Hill Reader 8th ed. Ed. Gilbert H. Muller New York: McGraw Hill, 2003, 505-507

Relations Between Blacks and Whites

Japan’s economy can be traced back to World War II. After this period, many structural changes helped transform the Japanese economy. This was necessary because Japan had undergone through war that saw its economy near collapse. These changes in policies were through interaction with America, international market, and social mobilization (Ohno, 2006). At the time of war, there was a rapid growth in Japan’s economy. This period saw a rise of manufacturing industries due to materials necessity for the war. Such industries included the automobile industry. Once the war was over, most of the technologies and companies were converted to peaceful economic development (Ohno, 2006). This also saw expansion of private companies. There was also a desire to catch up with the west; new technology and management. The changing US policies were an instrumental success of Japan’s economy. This is because Japan was given permission to export to the US and at the same time protecting its domestic market (Ohno, 2006). The venture into export economy also leaped enormously from international marker of low tariffs; low prices of oil and materials needed for industrial expansion (Ohno, 2006). Another significant trend to the expansion of the economy was the welfare society in Japan instead of the welfare state. This helped Japan to direct most of its resources that would have been spent on welfare to industrial expansion (Ohno, 2006). After the 1950s, Japan’s government engaged in massive financing of the economy. This was through collaboration between the state and private sector. This revamped the economy and the gross national product expanded more than 10 percent annual with limited downturns (Ohno, 2006). There was also development of export economy; investment in technology. The export economy has remained, until now, where over 70 percent of manufactured goods are exported (Ohno, 2006). The other factor that helped was the provision of loans for business by the private banks and removal of monopoly in various sectors of the economy. Additionally, there was an increasing role of trade unions, part time workers, and small companies. There was a mutual understanding between industries and workers. Most of the workers on the short-term basis worked hard to get long-term employment. This helped in post war Japan takeoff in terms of economics (Ohno, 2006). The transition from 1970 to 1980 saw Japan catch up with the other industrial economies of the world. However, this trend was not to remain due to unchanging policies. There was a lack of modern investment opportunities and poor management (Sakisaka & Gaimusho, 2007). This led to business firms, real estate and financial institutions falling prey to speculation. This finally led to the ‘bubble’ economy (Ohno, 2006). The effects were to be felt in the 1990s. Japan continues to struggle to get out of these effects until now. This will only be possible through sweeping reforms. This paper seeks to focus on Japan’s economy. Japanese Geography, Language, and Population Japan is a country of East Asia. It is made up of thousands of islands. However, there are crucial islands. They include Honshu, Hokkaido, Kyushu, and Shiloku; these are the largest of those islands. Japan’s neighbors are Korea, Russia, and China. It has a size equal to Germany or California (Japan Guide, 2013). The language of most of the population is Japanese. However, there has been infiltration of foreign languages. The population is estimated to be 125 million (Japan Guide, 2013). In this estimate, two million are foreign residents. Most of the foreigners are the Korean. Japan is also vulnerable to earthquakes and volcanoes. This is because this country is mostly mountainous. Japan also has variations in climate, due to different islands that make up the country. Economy Japan’s economy ranks high in the world. In fact, Japan ranks second among the most developed nations. Japan GDP has been on the rise since 2004 (Trading Economics, 2012). However, there was a little stagnation in 2005 and 2006. Moreover, there was a reduction in GDP during 2007 to 2008. This was due to the challenges that faced the economy during this time. The annual growth rate of Japan has averaged 2. 1 percent for the last three decades (Trading Economics, 2012). The economy of Japan is majorly dominated by technological advancement. This has enabled Japan to enhance any materials received from other countries. This is because Japan is not endowed with minerals and other forms of raw materials. Most of Japan GDP is dominated by services (Trading Economics, 2012). These se rvices include wholesale and retail, as well as the real estate. The other driving force of the economy is the manufacturing sector. This accounts for nearly 22 percent of the GDP (Trading Economics, 2012). Moreover, constructions industry contributes heavily to the growth of the economy. This accounts for over 5 percent of the country GDP (Trading Economics, 2012). The rate of growth is expected to increase because of changing fiscal policies. Japan has been struggling with inflation for a long time. However, inflation is expected to slow down. For example, the central bank has introduced an inflation target of 2 percent (Einhorn, 2013). Various initiatives have been taken to curb inflation are already in place. The current one has been buying Yen to issue bonds. This will help by weakening the Yen and reviving inflation rate. However, Japan trade deficits have declined significantly. It stands at 362. 4 billion yen that is half of what was reported at the beginning of the year (Einhorn, 2013). However, in Japan there has been an increased in the number of unemployed individuals. For example, in March the unemployment rate was 4. 10 percent as compared to the onset of the year when it stood at 4. 3 (Trading Economics, 2012). For the last six decades, unemployment rate in Japan has averaged 2. 68 percent. However, it was at its highest level in July of 2009 at 5. 60 percent (Trading Economics, 2012). Japanese Openness, Currency, Current Exchange Rate, Primary Exports, Imports, Current Account Balance, Major Trading Partners, and Agreements The rate of openness of a country influences its economy in myriad ways. There is a role of importance in this trend to economic growth. The openness is reflected in terms of international knowledge streams and international movement of people, resources, and technology (Research Institute of Economy, Trade and Industry, 2011). Openness can also lead to failure of some key sector of the economy. This is due to unemployment and failure to compete by some companies on a global scale. Japan is poor as compared to other country of its caliber in terms of openness. This is evident in terms of comparison of countries export and imports of good and services compared to GDP (Research Institute of Economy, Trade and Industry, 2011). The country also shows less inward investment. However, in Japan there exists a higher exposure to international competition. For example, over 50 percent of Japanese automobile makers occur outside Japan (Research Institute of Economy, Trade and Industry, 2011). However, an exception occurs in the food, beverage, and tobacco sector. The sectors that deal with agriculture are cautioned by the government international competition. In Japan, there is also exposure to international trade. In fact, Japan intra-industry business comprises half of all trade (Research Institute of Economy, Trade and Industry, 2011). In addition, Japan appears as one of the country hard to make use of foreign labor. The Japanese currency is yen. The US dollar to Japanese yen exchange rate currently is at 99. 25. Japan has largely focused on export due to its processing nature. Japan receives raw materials from different countries and then adds value before exporting. The main export of Japan includes transportation equipments, motor vehicles, electrical machinery, and chemicals (Economy and Trade Fact Sheet, n. d. ). Most of Japan’s imports are raw materials. They include oil, foodstuff, and wood (Economy and Trade Fact Sheet, n. d. ). The import/export stability has helped Japan have a significant trade partners. These partners include United States, China, Germany, Indonesia, South Korea, and the United Arab Emirates (Economy Watch, 2010). The country has also been the main export market for over ten trading nations worldwide (Economy Watch, 2010). The financial crisis of 2008 affected the international trade of the country. The export volume declined to $516. 3 in 2009 as compared to over 700 billion the previous year (Economy Watch, 2010). In 2010, the total value of export was over 750 billion US dollars (Economy Watch, 2010). Japan is also a member of world commerce and trade agreements. Currently, Japan is a member of many international organizations. They include APEC, WTO, OECD, the G-8, and the G-20 (Economy Watch, 2010). Japan is also advancing towards Economic Partnership Agreement instead of Free Trade Agreements. Japanese Trade Policy and Trade Barriers in Various Periods Japan’s trade policies and barriers have changed depending on the status of the economy in different periods of its history. These policies have changed depending on the status of the economy. In 19th century, the country was committed to industrializing as well as carrying out military expansion. Consequently, the government promoted imports of the manufactured and capital goods that were not available in Japan (Sato, 1999). On the other hand, in order to promote export, the government introduced policies that would ensure there was an improvement in quality, production, and standardization of potential or existing exports (Rapp, 1978). Another policy was the introduction of export quality checks. This took place after the end of World War II. There was screening of firms export technology imports and quality control were controlled and enhanced in the country (Rapp, 1978). There was also institutionalization of export cartel; to reduce competition that could be detrimental to individual firms and economy (Rapp, 1978). This was prominent during the 1950s and 1960s. The government have supported research and development in computers to make Japanese producers competitive worldwide. There was lowering on tariffs on raw materials. This increased the effective protection to value added and promoted manufacturing (Rapp, 1978). When the value of yen decreased in the 1930, some companies like Ford were forced to close. There was also checking on the import of assembled motor vehicles. Further policies were implemented after the war. These policies included quotas on import taking account of key raw materials such as coal (Sato, 1999). There were also protective tariffs on manufacturers and raw materials were outsourced toll free. In order to secure foreign exchange, the government regulated the import and amount paid on the required technology (Rapp, 1978). The government also encouraged exports through exceptional tax and credit incentives. Successes and Challenges Faced By Japan in International Trade A country involvement in international trade has its advantages and challenges. The liberal international economic order was beneficial to Japan. This was due to reduction of barrier. Japan exploited this growth and contributed to revenue growth and rising living standards in the country (Noland, 2000). There was a revival of key infrastructure through these programs. However, the country continues to face challenges in international trade. One of the challenges is economic domination by the United States. Secondly, there is growing suspicion from other Asian countries on activities of Japan. The political system in the country is also a challenge to this trade. There is also a replacement of Japan trading activities by emerging economy in East Asia such as China (Cooper, 2013). Trade and Investment Liberalization Should Be Pursued By Japan In Order To Achieve Economic Growth Japan currently is experiencing economic stagnation. This can only be rescued by trade liberalization. The first thing the country should do is to open its domestic market to foreign companies. This will help in areas such as agricultural revival. The other action should be Internationalization of science and innovation. This will help in submission of external earning, enhance the local currency, and will lead to improved direct investment. There should also be openness to labor; highly skilled foreign workers. This will help in improving materials for export, improved trade, and earnings. Conclusion It is clear that Japan’s economics has gone through a period of transformation. Especially before the 21st century. Initially, Japan experienced increased economic growth. However, at the end of the 20th century, Japan experienced an economic downturn. Currently, Japan is on the road to recovery through sweeping reforms it has been undertaking. There has been various policies and tariffs. In addition, there has also been increased revenue through adding value to manufactured goods. This has also helped Japan to be one of the main export/import partners in the world. Japan has benefited from global trade. On the other hand, the international trade has affected Japan.

Essay On Pop Culture

Technological advancements the last decades have contributed to the creation of a globalized era, with the English language as a common denominator, as the major language spoken between those who do not share any language. Globalization have made it possible for an extreme output of popular culture that has mainly origins of English speaking countries with U. S. A. as the main exporter of popular culture through music, movies, television etc. In this essay I explore the positive aspects that using popular music in the classroom might potentially have.In my main issues I discuss the motivational aspects of popular culture, why teachers might feel insecure or unwilling to use the student's personal interests of popular culture in the classroom. Also how popular culture can be used to understand the cultural values of foreign countries and societies. Furthermore I will present some practical tasks and suggestions for lessons in how to use popular culture and the sub-category music as th e most important teaching resource within popular culture in exercises in the classroom as a motivating way to promote communicative skills of the language.Also important aspects on how cultural and historic influences on music by people and countries can be used to teach students of other values and how music can be used to create understanding for other peoples way of perceiving life. Major Issues: Inviting the student's social environment into the classroom: Motivational effects of popular culture one important factor for successful learning in any context is motivation, a concept that in all forms of education is a key to classroom learning (Harrett & Benjamin, 2009, p. 138).Language learning is not just about teaching student’s formal academic language. In order for a student to be able to effectively communicate in a broader context the student also needs to have knowledge of the informal language and social structures that might not be as present in the literature the schools provide. These issues can be however found within popular culture such as media from television or music, in order to engage in the situations of their life where they have to adapt their language to â€Å"the various domains of their world† (Lambirth, 2003, p. 11)In teaching languages, the introduction of popular culture is a method of creating motivation, as the students can then relate their classroom work to their knowledge, experience and interests of their social life (Harrett & Benjamin, 2009, p. 134). In a study of the English subject for second language learners in Mexican schools it is suggested that an increased attention to popular music in the curriculum would enhance the students motivation for the English language as activities involving this sub-category of popular culture would; â€Å"Using their knowledge, their music and their language.† (Domoney & Harris, 1993, p. 235).Music is such a popular concept for the students, used correctly, it will help to motivate and increase the interest of a subject through a conscious and emotional involvement from the students (Kanel, 1997, p. 218). Pop culture is a way of gaining the student's interest, by connecting the student’s familiar knowledge of the English language that they are exposed to outside of school. Using the students’ knowledge of popular culture will then serve as a meaningful resource to teach the language (Lambirth, 2003, p.12).Using popular culture makes students more prone to learning the subject and will prevent any inhibitions of learning that comes from an affective filter; Peter Krashen's metaphor for when the student feels anxiety, boredom, stress and/or other pressures, they create an emotional barrier that prevent learning (Kanel, 1997, p. 219, Griffee, 1988, p. 24). Developments in English language teaching have been on the interaction and negotiation of the students and on the importance of integrating their experiences, knowledge and feeli ngs into classroom.The ideas and discussions revolving about pop music included these valuable inputs from outside of school and came together and related to the more communicative focus of language learning that is still a popular method of teaching (Domoney & Harris, 1993). â€Å"They get enough of that at home†: Claims that pop culture does not belong in the classroom are outdated. Teachers might feel a general unwillingness toward incorporating popular culture in the classroom and there are often several issues that create this point of view.Teachers might not understand the contemporary popular culture of today’s youth and therefore project negative thoughts on what is popular, expressing ideas such as; children who are more interested in popular culture are not as bright as those who prefer reading. Teachers might also regard pop culture as contra productive for student’s creativity and reason that they get enough of input in their spare time (Lambirth, 20 03). However, the teachers are not those who can fully take the blame for not wanting to incorporate popular culture in the classroom.The teachers are caught between the two strong influences, of the popular culture industry and those who create the educational policies (Lambirth, 2003) It might therefore be unfair to lay blame on teachers for not wanting to take a gamble on their jobs and career by using methods that does not follow their curriculum. Using popular culture in the subject demands some knowledge of current technology and in using media properly in the classroom.The teacher education programs lack the teaching of these issues, young teachers are therefore anxious in using these kinds of modern methods of teaching as they do not want to stray too far from the curriculum. It is of the essence that the teacher training programs start education the students in how to properly use these ways to keep the next generation in tune with the progressive modern digital world. (Har rett & Benjamin, 2009)Classrooms can no longer be a room and place where local traditions are taught and implemented upon the students; the role that popular culture plays suggest that there is a need for better education of informal language (Pennycook, 2010, p. 82). The globalization have created transcultural flows of popular cultures that appeal the students in different ways and many students can no longer be affected by only the local traditions. The student's identities are instead reflected by the popular music and culture that are in constant flow.If the education for our future generations want to stay in touch with the trends of society, by paying attention to the student's knowledge, identity, interests and desires, then it is crucial that issues the students can relate to, such as popular culture are introduced into the language learning in schools (Pennycook, 2010, p. 82). Research supporting the use of pop culture & music in the classroom As i have mentioned above in my paragraph on motivation, pop music is a very large branch of the popular culture and there are studies that affirm musical knowledge and skill as useful and valuable in the classroomAll human beings possess varying degrees of musical intelligence, one of the intelligences that the human race has developed, the others are; linguistic, logical-mathematical, spatial, bodily-kinesthetic and personal intelligences. Asserted in the educational theory of â€Å"multiple intelligences† by Gardner in 1985 (Failoni, 1993). The theory of multiple intelligences confirm that excluding those with brain damage, every person on this earth possess some form of musical intelligence.Anthropologists have acknowledged after tests on both normal and learning disabled-students that music attributes to several functions of language learning that is important. The properties of music, that include: rhythm, melody, harmony, dynamics, form and mood, aids in the cognitive process of gaining vocabulary , enhance retention and is a good way to promote general language development and reading skills (Kanel, 1997). Music can be viewed as an instrument which everybody in the classroom can be involved in use and understand.It is therefore certainly arguable that integrating the musical intelligence in the classroom as a teaching tool by adopting and adapting it into lessons and activities without any demand on either teacher or student to have any knowledge on how to perform or compose music (Failoni, 1993). Audio-lingual method of teaching also supports the use of authentic songs, if the songs are properly chosen so that there is no abundance in non-standard grammar or excessive slang.As the songs that are constructed for ESL lacked the effectively to interest the student as the lyrics ended up being a collection of phonemes in a text (Kanel, 1997). Also the pedagogical theories of Vygotsky as well as Lave and Wenger are applicable to methods of using popular culture in the classroom. Lave and Wenger's theories of situated learning theory states that learning occur naturally through activities, contexts and cultures. The learners utilize their knowledge and experience from their informal sociocultural world and apply them to understand new information.Vygotsky's theories of the socio-cultural are based on how children acquire knowledge through their culture (Debbie, 2007). Even though these theories are abstract they are both successful and popular within pedagogical methods and theories. And they are highly related to the student's exposure of popular culture. the popular culture is an important sphere in which the student's identity outside of school is affirmed, challenged, taken apart and reconstructed (Pennycook, 2010). Teaching values of cultures: Understanding cultural aspects through contemporary popular cultureTo perceive cultures as national entities with shared values and are separated by boundaries of borders to other countries is to look at culture from a very narrow perspective. Culture can be described as â€Å"‘Big C & little c† The Big C are the formal institutions of a country, little c being the daily lives studied by sociologists and anthropologists, patterns of behavior and cultural traditions. When learning a second language, culture is a prominent theme in the process of learning the new language, and that involves studying customs and beliefs of a country (Yuen, 2011).This perspective of culture becomes complex and problematic when studying languages of a nation that have a lot of diversity and different ethnicities. France is an example of an ethnic diverse country because of their imperial history. Through the French hip-hop scene that have been one of the prominent genres for the last two decades we can study the way in which the informal languages of the streets have evolved by influence of various cultures. Traditionalists have disregarded these linguistic features because of their departure from t raditional grammar (Pennycook, 2010).The French hip-hop culture however despite averting from traditional grammar have their own grammatical rules that is followed, (Chi'en, 2008) discusses the weird English that is a result of globalization and of many different English languages co-existing, the same goes for the French hip-hop lingua, it is not broken or radical or â€Å"wrong† it is in fact a form of art; one which can be reproduced only with knowledge of the genre. The hip-hop scene has become a new symbol for the â€Å"tricolor† i. e. the French flag.The opposition of the nationalistic red, blue & white flag which does not symbolize the society of modern France should instead be ascribed to the new colors; â€Å"black, blanc & beur† representing the multiracial, multicultural & multilingual society that is a more objective reflection of how the French social scene looks today. (Pennycook, 2010) Discussing the history of either Jazz, Rock & Roll or Rap is a way of learning the cultural aspects of the African-American community and the roots of both genres which both were born in Africa and brought to America, carried by the slaves and further evolved there to what it is today.  (Omoniyi, 2006)The global use of English has been a key factor to the spreading of the popular culture from major informal institutions such as Hollywood, or the hip-hop music which has been very influential world wide. Studying the re-appropriation of the hip-hop music in African countries as Nigera gives insight of how their values are reflected in songs by comparing them to North American contemporaries.Although the artists in Nigeria are similar to their colleagues in the U. S.  by following the trends of popular culture in appearance, the Nigerian hip-hop differ a lot in their lyrics, such as different themes such as love instead of the misogynist ideals represented in the American hip-hop. (Omonyi, 2006) Studying the sub-genres of hip hop African coun tries gives us knowledge of the African countries that speak English as native tongue and is a part of the globalization of the English language, but are even so underrepresented in text books supplied by schools (Yuen, 2011)The result of the English globalization is that there are a lot of countries that have their own unique music, even though they share the same genre as other English speaking countries. Irish folk music is a popular sub-genre of the folk music, which has aspects of entertainment values with songs about drinking and what the comical consequences of drinking too much. Many songs also contain more serious and political protest songs against British tyranny or the songs about the civil war in Ireland, giving the audience a broad insight into the countries culture and history by listening to their music.But teachers using these methods to promote cultural understanding should be wary not to promote stereotypes of a country â€Å"That Mexicans only dance the hat danc e for example† (Failoni, 1993). Implications for Practice â€Å"Music, the great communicator† the phrase that popular rock group Red Hot Chili Peppers coined in their song Can't Stop. It cannot be assumed that they implicated anything regarding language learning, but they did in fact have a valid point with that statement. Music can be used in teaching the all four strands of language learning; listening, reading, speaking & writing.Students experiencing difficulties with communication skills are likely to react positively to the entertaining aspects of music and might improve their communicative skills as rhymes, melodies and rhythm are easier to remember than ordinary speech (Failoni, 1993). Teaching informal language is something that I have stressed in this article as the researchers have argued that it is important to integrate more of the student's experience from outside of school to promote student participation (Pennycook, 2010).Using authentic pop music as li stening material have been since the 70's gained an increased popularity, because it colloquialism that student's otherwise miss out on in the classroom (Griffee, 1988). Furthermore it will make student's aware of phonetic structures. Listening exercises can be used with mixing reading comprehension, having the students underlining vocabulary in text that is chosen by the teacher consciously as a specific goal for learning (Failoni, 1993).Taking the next step with music from the listening comprehension to speaking, pronunciation skills are improved by the student first hearing the lines and the repeating them with the rythm of music as a cognitive help for the student to more pronounce the words more aptly. (Failoni, 1993) Communicative exercises can be created on the base of exploring different musical styles which is an easy alternative for teachers willing to introduce music in the classroom.(Failoni 1993) There are also a lot of different cultural aspects and styling’s th at can be taught in the classroom to promote cultural awareness. Exercises to engage students about culture can be done through finding songs that are unique in the way that they are symbols of the country or region, some examples are: The Genius of Ravi Shankar (India) Rampal Japanese Melodies (Japan) Bagpipe Music (Scotland) Bach's Toccata & Fugue in D minor (Germany) (Griffee, 1988) Playing these kind of songs can be used in form of quizzes as relaxed competitive tasks for the students.World map’s in the classroom than this is a great tool for enhancing the task and going deeper into details. Further ways are giving the students pictures of things that symbolize the origin of the song, pictures of what kind of food is eaten there, how the buildings looks like, historical remnants like the coliseum. The songs are repeated and the students are asked to chronologically place the pictures based on the order of the songs. This is method is pedagogical in a cognitive way by the connecting the visual and hearing senses.After all the countries of the songs played then follow-up activities is a way to discuss further create cultural awareness by discussions on for an example based on the pictures in front of them, (Griffee 1988) Understanding of social and political structures, both past and contemporary can be discussed and understood under the basis of only discussing a genre of music, listening to Latin American pop music presents the listener to nationalistic views (Failoni, 1988).This is a way for the students to learn these things as many youths are interested in the music. And if it so happens that the students in that particular classroom is not interested in the Hip Hop / Rap genre then the positive thing is that there are an infinite amount of genres to explore. An option is also not using only one genre as a discussion point but bringing in the option for students to do research on the unique historical and cultural aspects of the music they listen to.