Professional Sports Essay Example | Topics and Well Written Essays - 750 words

Professional Sports - Essay Example The analysis of the advertising campaign made it evident that NHL’s â€Å"Inside the Warrior† campaign is an example of exploring the crisis masculinity in the field of sports. The articles made it evident that without the presence of a masculine character in sports, the success of that is a cause of concern. In the similar milieu, the NHL’s success will be in doubt for public consumption, without the presence of a masculine figure. A number of scholars have argued that the presence of masculine character is vital in every field so as to fulfill the objectives and serve the purpose. In the words of Connell, 2005; Edwards, 2006; Messner, 1992, â€Å"MacInnes and other scholars within sociological and cultural studies suggest that men, both individually and collectively, are experiencing a displacement of male power/privilege regarding their customary roles in institutions such as politics, employment, education, and family.† Despite several literature debat es pertaining to the veracity, scenery, and potential effects of a crisis of masculinity remain unresolved. Whannel (1999) suggests, â€Å"Whether or not there is a crisis, there certainly is a lot of talk of one† (p. 254). In the next half of the study, a critique of the article that describes the impact of masculinity crisis in the field of sports will be done. CRITIQUE At the outset, I would like to throw light on the fact that sport is medium that provides man to prove his masculinity. I would not compare the levels to which different sports offer different levels of masculinity, but what I would like to shed light upon is the role played by hockey in showcasing one’s masculinity or the other way where an individual gets the opportunity to reflect upon his masculine ability. I agree with the thoughts put forward in the article that the visual representation in the form of looks and appearance are extremely important. As mentioned in the article that â€Å"The visu al representations of men circulated by the media, including those available through advertising and marketing campaigns, provide benchmarks of masculinity against which some men measure themselves† clearly exemplifies the statement made above is true. However, the role of the promotional media is important as they are the one who are responsible for creating the image of the sports person. On the contrary a good image always does not resemble a masculine image and the question of masculine image is also a subject of debate among the scholars and practitioners around the world. Arguably, the various forms of masculinity portrayed through advertising can contribute to social constructions of the crisis of masculinity. According to my opinion masculinity can be conceptualized in a number of forms and one of forms which I believe is the sportsperson’s ability to appeal to the audience. Hence I agree to the articles where it mentions masculinity â€Å"involves persuasion o f the greater part of the population, particularly through the media, and the organization of social institutions in ways that appear ‘

Characters in Animal Farm Essay Example for Free

Characters in Animal Farm Essay The over worked and malnourished animals over throw the humans in charge and took power; only to find that the obligation of freedom maybe more dangerous. Out of all the animals, however, one is sure to stand out. That animal is Boxer, the farm’s hardest and strongest worker. George Orwell’s novel, Animal Farm, is an allegory that reflects events leading up to the Russian Revolution of 1917, and then on into the Stalinist Era in the Soviet Union. Through a depiction of Boxer, George Orwell allows the reader to make a discernment of the Russian proletariat’s loyalty and hardworking skills, by presenting him as an allegiant, reputable, diligent worker. From the beginning to the end, Boxer remains a diligent worker despite the abundance of toil. After the Rebellion, â€Å"Boxer [seems] more like three horses than one; [and] there [are] days when the entire work of the farm seems to rest on his mighty shoulders.† (46) Therefore, Boxer is precisely the hardest worker on the farm for the reason that he agrees to do the majority of the labor on the farm. In comparison to Mollie and Moses, who depart from the farm without doing any work, Boxer agrees to do additional tasks. Furthermore, after Boxer’s severe depravity, â€Å"Boxer [refuses] to take even a day off work, and [makes] it a point of honor not to let it be seen that he [is] in pain.† (114) Thus, Boxer is an eager worker for the reason that he never renounces his job. On the contrary, Mollie â€Å"[is] late for work every morning and [excuses] herself by saying that she [has] overslept.† This proves that Boxer loves to work. When the going gets bad he sees working as the solution. Boxer is truly the farm’s hero because of his hard work. In addition to his resolution to work harder, Boxer demonstrates fidelity. After Snowball’s expulsion, Boxer is worried about the farm, but he is not smart enough to figure things out on his own. Rather than thinking for himself, Boxer forces himself to believe others. Boxer tries to think things  over for himself, but all he can come up with is, â€Å"If Comrade Napoleon says it, it must be right,† and he takes up a new personal motto: â€Å"I will work harder.† (70) For this reason, Boxer illustrates allegiance for coinciding with authority. Furthermore, when Napoleon begins executing other animals, Boxer can only say, â€Å"I would not have believed that such things could happen on our farm. It must be due to some fault in ourselves. The solution, as I see it, is to work harder.† (94) Therefore, Boxer is devoted considering that he always falls back on his personal motto: Napoleon is always right. Boxer is loyal to the farm animals and allegiance is w hat makes a worker a good worker. Throughout the most troublesome times on Animal Farm, Boxer is praised by the animals. As time goes on, the animals are much inspired by Boxer’s work ethic than by Squealer’s clever speeches. â€Å"With his tremendous muscles [Boxer] always [pulls] them through. Boxer [is] the admiration of everybody.† (46) Hence, Boxer is admired by the other animals for the reason that he is an inspiration for them. Unlike the pigs who are considered the most intelligent, it is Boxer, who commands the animals simply because of his work ethic. Moreover, during the winter, little progress is made; the animals can not feel so impelled about it as they felt before. However Boxer never loses heart, â€Å"the other animals [find] more inspiration in Boxer’s strength and his never-failing cry of ‘I will work harder!’† (85) Ultimately, Boxer is honored by the other animals as a result of the animals being propelled by Boxer. In comparison to Squealer’s adroit speeches, the other animals find more inspiration in Boxer. This clearly identifies that Boxer’s role and personality is highly respected by the animals. These are just some of the examples that prove why Boxer is am allegiant, reputable, diligent worker. These three traits are what make Boxer unique. Unfortunately, his loyalty makes him easy to manipulate. Boxer is a very important character and without him Animal Farm would not exist. Boxer is the one who gives everyone hope and a reason to work harder. For these reasons Boxer is the farm’s hero and is one of the most beloved characters in Animal Farm.

Analysis Of Grendel And Beowulf Essay -- essays research papers

Point of View in Grendel and Beowulf  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Contrasting points of view in Grendel and Beowulf significantly alter the reader’s perception of religion, good and evil, and the character Grendel. John Gardner’s book, Grendel, is written in first person. The book translated by Burton Raffel, Beowulf, is written in third person.   Ã‚  Ã‚  Ã‚  Ã‚  Good and evil is one of the main conflicts in the poem Beowulf. How is Grendel affected by the concepts of good and evil? Grendel is an alienated individual who just wants to be a part of something. His desire to fit in causes him to do evil things. Grendel is fascinated by the Shaper’s poetry. He often returns to the mead hall to listen to it. One night while he is listening, he hears the story of Cain and Abel, including the Danes explanation of Grendel. His reaction to this leads to one of his most dramatic emotional reactions: “I believed him. Such was the power of the Shaper’s harp! Stood wriggling my face, letting tears down my nose, grinding my fists into my elbow the corpse of the proof that both of us ere cursed, or neither, that the brothers had never lived, nor the god who judged them. ‘Waaa!’ I bawled. ‘Oh what a conversion’';(Gardner 51)! Grendel then cries for mercy from the Danes. He wants their forgiveness as well as unification with them, which represents the good in him. The Danes reject him by confusing his outburst of sorrow as an attack. After visiting with a dragon who tells Grendel a fictional version of the Shaper’s tale, Grendel continues to believe the Shaper’s story. He searches for the goodness in human beings, which was mentioned in the story. He eats people only because it provides a place for him in society, even if it is a negative position (The Two Faces of Grendel, 2). Good and evil is one of the main conflicts in the poem Beowulf, and ultimately both wipe each other out. Good, is portrayed by God, and evil seems to be what fate has in store for the hero. Beowulf occasionally talks to God and asks God to give him strength before the battle and to give him the valor he needs to overcome his enemy. Evil seems to always get the bad side of things since it always gets conquered by God’s good side. Even tho... ... of the book Grendel allows the reader to see another side of Grendel.   Ã‚  Ã‚  Ã‚  Ã‚  In Beowulf, Grendel is viewed as the antagonist and the evil villain. Grendel is both feared and hated in Beowulf. Upon reading Beowulf, the reader discovers Grendel as seen through the eyes of his terrified victims. King Hrothgar, leader of the Danes, fears his visits: “The renowned ruler, the prince of long famous, sat empty of joy; strong in might, he suffered, sorrowed for his men when they saw the track of the hateful monster, the evil spirit.'; Hrothgar would dread the fatal nights when Grendel would dine on human flesh. The ruler understands that Grendel attacks his men out of spite and jealousy (The Two Faces of Grendel, 1).   Ã‚  Ã‚  Ã‚  Ã‚  In reading Grendel and Beowulf, one can find many similarities in the way the events occur in the books, however because of contrasting points of view, the reader gets insight on the entire picture from two different sides. This allows the reader to better understand each book and its contents, such as their beliefs and the concept of good and evil, and acknowledge the ways the character Grendel can be described.

Things impact on the effectiveness of the communication process Essay

1.Needs & Expectations Needs and expectations help people predict the action of ourselves and other people under different environment. If an employee does not complete a work on time, the manager must be disappointed. Also, if the manager does not communicate clearly with an employee when the manager give the employee his expectations, then the person will have some problems on meeting his needs. However, if the manager communicates clearly expectations, then the employee can do works productively and minimize problems. 2.Technology Most people now use e-mail to communicate with each other. E-mail is really a useful and convenient communication method in the world. However, it also can bring some troubles. If X send an e-mail to Y but there are many mistakes in grammar and spelling, this e-mail must leave a bad impression on Y. As we lack of fact-to-face communication, the impression of someone is from using electronic communication mode such as e-mail, but sometimes this mode will influence the effective of communication progress. 3.Cultural Differences Culture differences in language, customs, behaviors and so on. Sometimes, culture may set a barrier to communication between individuals. People with different cultural backgrounds may think their culture is the best. This thought may affect the communication between individuals from different cultural backgrounds and set barrier to our stable and harmonious society. 4.Attitude Bad attitude will affect the effective of communication with another person. The bad attitude can lead to mistrust or nervous or fears which will set barriers to communication. These feelings will make people lack of interest in the topic that they are talking now. Good attitude can make communication effectively. For making a good communication, people need to use â€Å"I†¦Ã¢â‚¬ ¦Ã¢â‚¬  and find the point of other people.

Gansz V. Alton Haunted House Essay

The case of Gansz V. Alton Haunted House originated when a girl tripped while running from an individual with a loud motor driven chainsaw at a haunted house in Alton, Illinois on October 29, 2011 (Faces of Lawsuit Abuse, 2013). The girl’s father, Terry Gansz, claims the haunted house tour included a section where patrons were directed through a passage leading to a ramp with an entry to the rear of the haunted bus. American Legion is being blamed for the design of the haunted house making it difficult for patrons to exit the attraction (Madison Record, 2013). Arguing that the plaintiff voluntarily assumed the risks of the haunted house, the defendants claim they are not at fault and should not be liable for any injuries claimed (Madison Record, 2013). Issue: Has negligence been demonstrated? Rule According to Cheeseman (2013), negligence is a â€Å"A doctrine that says a person is liable for harm that is the foreseeable consequence of his or her actions† (p.91). The elements of negligence include: Duty of Care Breach of Duty Harm Legal Causation The case of Gansz versus Alton Haunted House exemplifies the foundation of the fault principle. Terry Gansz the father of a young girl who was injured when she tripped over a ramp at the Haunted House alleges that there was failure to ensure the safety of the patrons who visited the haunted house.  Alton Haunted House had a duty to exercise reasonable care for those who would visit the haunted house. The unforeseen danger of the participants were not averted and the injuries suffered by the young girl is the fault of Alton Haunted House. Alton Haunted House believes the young girls harm was the result of her own negligence. It was not the duty of the young girl to research beforehand the possible dangers of the haunted house. Analysis In our analysis of the case team D recognized that there were flaws in the defendant’s case. The defendants had a responsibility, a duty in fact, to ensure the safety of the patrons. There should be a limit as to how far actors should be allowed to come to patrons. Also nowhere in the case did it state that a sign was posted stating enter at your own risk or anything of that nature. So team D concluded that the defendant must be held liable for their action because there were no clear policies in place for employees with regards to chasing patrons. . Duty of care is listed as â€Å"Duty of care is defined as the â€Å"obligation people owe each other – that is, the duty not to cause any unreasonable harm or risk of harm† (Cheeseman, 2013, p. 91). We believe that is was there duty to ensure safety. Conclusion Learning Team D reviewed the case of Gansz v. Alton Haunted House using the IRAC method. Based on the issue, rule, and analysis conducted, the team’s conclusion is that Alton Haunted House is liable for negligence because they breached their duty of care. This breach resulted in foreseeable injuries to the plaintiff. In this case, patrons did assume a level of risk by entering into the house; however, Alton Haunted House still had a responsibility to ensure their employees were properly trained and supervised prior to interacting with patrons in order to minimize the risk of injury. This case provides an excellent example of the liabilities business owners may encounter. Therefore, in any business managerial setting it is imperative that owners carefully consider how their actions or lack of actions could lead to a lawsuit. References Faces of Lawsuit Abuse. (2013). Girl chased at haunted house sues Alton. Retrieved from http://www.facesoflawsuitabuse.org/2012/10/girl-chased-at-haunted-house-with-chainsaw-sues-alton-american-legion/ Madison Record. (2013). Bellville attorney to represent Alton in haunted house lawsuit. Retrieved from http://madisonrecord.com/issues/366-personal-injury/249477-belleville-attorney-to-represent-alton-in-haunted-house-lawsuit Madison Record. (2013). November trial vacated in girl’s suit against Alton haunted house. Retrieved from http://madisonrecord.com/issues/366-personal-injury/259790-november-trial-vacated-in-girls-suit-against-alton-haunted-house-cmc-set-eve-of-halloween

A Vindication Of The Rights Of Women Essays - First-wave Feminism

A Vindication Of The Rights Of Women Essays - First-wave Feminism A Vindication Of The Rights Of Women In A Vindication of the Rights of Women Mary Wollstonecraft wanted to point out the indifferences women faced at that period in time. In the her work of literature she stated, they are treated as a kind of subordinate beings, and not as part of the human species, In this point in time women could never of gained their independence they were ruled by society itself. They had to adhere to certain standards as if it was a rule and if they broke it they were punished. Women were seen as inferiors to men. They werent allowed to get an education or even have their own ideas. The character of women in my opinion was falsified as if they had to repress their desires and goals in life. Like a mask put on and not allowed to take it off until your total existence as an individual ceases to exist. I think that the way women were treated contributed to a change. This type of change would create assertiveness in freethinking. A beginning that can lead to a woman standing up for what she believes is true. Independence and strength was needed. Society needed to see that the qualities in women were of a maternal nature as well as a prominent stature of independence. Ideas and rules should not be forced into a person brain. Women arent puppets or dolls to be moved or put in a place of limit in their own existence in life. Limits should never exist in an individuals life. What shall remain vital is knowledge and intellect in order to decisions in life as an independent unique individual.

Process of Becoming a Climax Community

Process of Becoming a Climax Community A climax community by is a relatively stable and undisturbed biological community of animals, plants, and fungi that have evolved into a steady state of development which secures the stability of all the collective  communities. Through a natural successional  process of instability, all individual  organism ecosystems simultaneously transition  through a series of more stabilizing stages where they all finally maintain their individual positions in the community and where they become stable from egg and seed to maturity. So, all biotic communities on earth engage in a forward-moving evolutionary process that takes place in several major defined steps or stages. Until climax completion, these transitional  stages are each called a serial stage or a  sere.  In other words, a sere is an intermediate stage found in  ecological succession  in an ecosystem advancing towards a particular organisms  climax community. In many cases, there is more than one serial stage to pass through before  climax conditions are attained. A serial community is a name given to each group of biota within the succession. A  primary succession  describes primarily the plant communities that occupy a site that has not previously been vegetated. These plants can also be described as the vegetative  pioneer community.   Defining Plant Succession To understand a climax plant community, you must first understand plant succession which is simply the replacement of one plant community by another. This can occur when soils and sites are so harsh that few plants can survive and takes a very long time for plants to establish a root-hold to begin the process of succession.  When destructive agents like fire, flood and insect epidemic destroy an existing plant community, plant establishment can happen very rapidly. Primary plant succession starts on raw unvegetated land and usually  exists as a sand dune, an earth slide, a lava flow, a rock surface or a retreating glacier. It is obvious that these harsh conditions for plants would take eons for this type of exposed earth to decompose to support higher plants (with the exception of the earth slide which would start plant succession fairly quickly). Secondary plant succession generally starts on a site where some disturbance has set back a previous succession. The sere  can be continually setback which then lengthens the period to a potential  final plant community climax condition. Agricultural practices, periodic logging, pest epidemics, and wildland fire are the most common agents of secondary plant succession setbacks. Can You Define a Climax Forest? A plant community that is dominated by trees representing the last stage of natural succession  for that specific locality and environment, to some, is considered a climax forest. The name usually given to any particular climax forest is the name of the primary existing tree species and or its regional location. To be a climax forest, the trees growing within a particular geographic region should remain essentially unchanged in terms of species composition for as long as the site remains undisturbed. But, is this really a climax forest or just another late sere  that has avoided disturbance the longest. Do foresters who only manage trees over decades know enough to determine a climax forest and assume it to be the equivalent of late-stage succession? Should speculative ecologists conclude that there can never be a climax forest because cyclical disturbance (both natural and human-caused) will always be a constant in North American forests? The Climax Debate Is Still With Us The first published discussion(s) on the existence of climax communities started nearly a century ago with foundational papers written by two ecologists, Frederick Clements, and Henry Gleason. Their ideas were debated over decades and definitions of a climax changed with a greater understanding of a new science called ecology. Political winds also confused the topic with terms like virgin forests and old-growth forests. Today, most ecologists agree that climax communities are not common in the real world. They also agree that most exist in space and time and can be observed on large  time scales of many decades and on wide ranges of an  area, from a dozen acres to thousands of acres. Others believe that there can never be a real climax community because of constant disturbance over time. Foresters have adopted a silviculturally practical approach when managing large stable communities of climax tree species. They use and name a climax forest to be the final sere in terms of the stabilization of major tree species. These conditions are observed on a human timescale and can maintain specific tree species and other plants over hundreds of years. Examples of some of these are:   The coniferous forests of the Pacific Northwest.The wetlands  in North America.The redwood (Sequoia sempervirens) forests.Beech-maple of the North American Northeast.

Answers to Questions About Hyphens

Answers to Questions About Hyphens Answers to Questions About Hyphens Answers to Questions About Hyphens By Mark Nichol Here are several questions from DailyWritingTips.com readers about hyphenation, followed by my responses. 1. Please help settle an ongoing debate in my office. We often use the phrase â€Å"City of Los Angeles-owned property.† Of the following examples, which, if any, is correct? a) City of Los Angeles-owned property b) City of Los Angeles -owned property c) City of Los Angeles owned property Of course we could change the wording to something like â€Å"property owned by the City of Los Angeles† but that would take the fun out of the debate! The correct answer is d), â€Å"none of the above.† If the reference were generic, â€Å"city-owned property† would be correct, but when a phrase that represents a single concept (such as â€Å"City of Los Angeles†) is attached to a one-word adjective to form a phrasal adjective that precedes a noun, an en dash is used in place of a hyphen to signal that the entire phrase, not just the final word in it, is being attached to the adjective: â€Å"City of Los Angeles–owned property† (not â€Å"City of Los Angeles-owned property,† which appears to suggest â€Å"Angeles-owned property having to do with the City of Los†). (Many readers will miss the subtlety of this convention, which is also little known among writers, even those in the journalism and publishing realms if you see an en dash, thank an editor! but it observes a useful distinction.) Even correctly rendered, however, the phrase is cumbersome. Now that the debate has been settled, relax the wording to â€Å"property owned by the City of Los Angeles.† 2. I recently wrote a hyphenated word, and the spell-checking program underlined it and took out the hyphen. So I replaced the hyphenated word and made it unhyphenated. To my great surprise, when I did that, the spell-checking program highlighted it again and put the hyphen back in! You say look it up? A very good idea, but if a spell checker can’t make up its mind, can we rely on different dictionaries having the same spellings as each other? That’s puzzling! But take solace in the fact that spell-checking programs will never prompt you to misspell a word; they just might prompt a variant spelling. And, no, dictionaries don’t always agree on the best variant, but they never lead one astray. Just use a single dictionary (and, if you write for a client or a company, find out which dictionary it prefers). 3. â€Å"The less-traveled road† is correct. Is a hyphen required for â€Å"the road less traveled†? No. As is usually the case, the hyphen is omitted when the phrasal adjective follows the noun. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At"Certified" and "Certificated"8 Great Podcasts for Writers and Book Authors

Research a Healthcare Facility along with a Information System (IS) Paper

A Healthcare Facility along with a Information System (IS) used at this facility - Research Paper Example In other words, the facility serves a population of close to 1.5 million per year. The number of licensed beds as of 2006 is 2,700: patient care as of 2006 was as follows; the annual inpatient admissions were 145,000, annual inpatient days were 733,000, annual outpatient visits was 1,050,000 and the annual home health visits was 233,000 (MedStar, 2007). Programs and services offered by MedStar Health include adult day services, after hours care, cancer services, cardiac services, clinical trials and research, diabetes and endocrinology, executive health services, home care, international services, MedStar Partners Business Diversity Program, MedStar pharmacy, MedStar sportshealth, mental health services, nursing home, orthopedics, outpatient services, RadAmerica – Radiation therapy, rehabilitation, retirement residence, and women’s services (MedStar Health, 2011). The users of health information in MedStar constitute physicians, ancillary staff, IT professions, and pharmacists. The health information revolves around these individuals. In order to meet the requirements of MedStar Health professionals and also reduce the resources and costs needed to run an international healthcare organization, the health facility adopted a hospital information system called Microsoft Amalga (also known as Azyxxi) (Microsoft Corporation, 2008). MedStar has a network of hospitals and other healthcare services; in order to have a glimpse of how users access health information, Washington Hospital Center will be used. MedStar Health is on the move of adopting Electronic Medical Records (EMR) or Electronic Health Records (EHR). Currently, Washington Hospital Center is using both paper records and electronic records. A big challenge to the implementation is the inability to share information with other electronic records systems (Washington

The use, abuse and misuse of performance enhancing drugs including Research Paper

The use, abuse and misuse of performance enhancing drugs including painkillers in sports - Research Paper Example This normally involves a series of workouts and hard training programs, which may make some of these athletes to turn to performance enhancing drugs (Barr, n.d). Traditional training methods involved by any sports athletes includes keeping on a strict diet of healthy foods and drinks that trainers prescribes, daily and routing work outs on their skills and training sessions to help keep their bodies fit. Some of these athletes turn to performance enhancing drugs to help them improve their performance in the field, or to get faster results in sports without lots of training. In addition, these drugs may be prescribed for medicinal use to athletes, but contain some chemicals that enhance the performance of the athlete unknowingly. The athlete acquires others for the sole purpose of enhancing their performance in the field (Orchard et al., 2006). The need to use drugs by athletes has been researched by Coleman and in an article by Prince (2007), whereby he states that an athlete’ s choice to use drugs is based on some of the following factors. First the athlete may use performance enhancing drugs due to cultural, social policy or attitudes and policing. This implies that the athlete’s cultures and norms may prompt him/her to use the drugs in order to fulfill gain acceptance in their culture. Secondly, environmental factors that includes conditioning, learning and life events, in which the athlete grows in and tries to emulate in sports. Thirdly, athlete’s interpersonal relationship with peers and family members may influence their use of performance enhancing drugs. Therefore, being from a family of athletes or working under the shadow of high performing athletes in the family or society may make them use these drugs to enhance their own performance. Another factor is at an intrapersonal, where the athlete develops cognitively feeling inferior, hence may use performance enhancing drugs to achieve high levels of performance. In addition, with al l these factors in place, the choice of use, abuse or misuse of performance enhancing drugs by any athlete comes to a matter of choice. Athletes use performance-enhancing drugs because in many cases they seek an easy way to achieve maximum performance, with minimum effort. Moreover, they feel that if they use these drugs they shall get a winning edge over their competition. As Coleman relates drive in profit, gaining techniques is the main driving force for any athlete to use performance-enhancing drugs. He clarifies that the athlete has a choice to choose between hard training and work or use performance enhancing drugs. Since benefits of using the drugs outweigh the bad, they turn to these drugs for an extra edge. In addition, athletes have the urge to get socially recognized and approved, and are mainly driven by the rational choice and force to succeed and break records in the fields influence their use of these drugs (Prince, 2007). Increase of use and misuse of performance enh ancing drugs has led to the formation of the World Anti- Doping Agency (WADA) to combat this in sports world wide. This agency later gave the criteria in which a drug is considered as illegal for use in any sports (Gerrard, 2005). The first criteria is that any drugs that performance enhancing to any athletes or gives them extra help over the other violates this rule. Secondly, it is stated that any drug that is deemed to cause health

Gustav Klimt Research Paper Example | Topics and Well Written Essays - 2000 words

Gustav Klimt - Research Paper Example In most cases, the most fundamental subject that he focused on was on the female body. According to most of his paintings, Klimt’s works possess frank eroticism. This paper will discuss the theme of love that is evidently portrayed in several paintings by Gustav Klimt. As stipulated above, Klimt has made a vast contribution in visual arts and film studies, in relation to his paintings. In 1897, he was one of the founding members of the Vienna Secession. This group aimed at providing the young and upcoming artists to show case their talent and bring works from other artists to Vienna. In fact, this group encouraged all styles including naturalists, symbolists and realists (Kallir 1995, 23). In 1894, Klimt was commissioned to come up with three paintings that were supposed to be used for decorative purposes in Vienna University. When he completed the paintings, several critics highlighted that the material was pornographic. In the paintings, he had altered symbolism and traditio nal allegory to a new language that was rather disturbing. Therefore, the paintings, which were supposed to be used in decorating the ceiling of the Great Hall in the university, were destroyed because of the public outcry. Afterwards, during the late 1890s, he painted several landscapes. According to some of his works, it is also notable that nature was a prime subject to Klimt (Kallir 1995, 15). ... 1 Some of the most common paintings that reveal this theme include â€Å"The Kiss†, â€Å"Love†, â€Å"Fulfillment† and â€Å"Death and Life†. The Kiss that was painted by Klimt around 1907 is known for its gilded style (Klimt Museum 2012). During this period, Klimt was 45 years, and he was living together with his mother and his two unmarried sisters. He was known as a man with a vicious sexual appetite. Sources confirm that Klimt had fathered at least three illegitimate children. Therefore, he had a fascination with eroticism and love. This painting presents a couple with their bodies entwined and embracing. The couple is adorned in robes that are decorated in a unique style, which is influenced by organic forms of Art and Craft and the linear constructs of Art Nouveau. In this painting, the couple is positioned at the boundary of a patch of flowery field. The male figure in the picture is dressed in a robe with black and white rectangles that are placed on a gold leaf that is also decorated using spirals (Kallir 1995, 17). The male figure in the painting also has a vine crown on his head while the woman’s hair is sprinkled with flowers. The woman’s tight-fitting dress has oval motifs. Her face also dazzles forming a halo-like circle that extends to her chin in what seems like a necklace. There are various individuals who claim that the female figure in this painting is a model who was known as Red Hilda. According to several critics, this is the most popular painting from Klimt. This painting is composed of conventional oil paint that also includes gold leaf layers which give the painting an evocative appearance. Also, in this painting most critics claim that Klimt had a perverted thinking (Neret 1999, 20).

Project Essay Example | Topics and Well Written Essays - 250 words - 15

Project - Essay Example Summaries of how the CEO or Chairman evaluates the firm’s past performances. A top priority in the past year was our continued journey to becoming a truly omnichannel retailer. We intensified our focus on providing a guest experience that seamlessly integrates physical and digital shopping, while offering outstanding convenience and a compelling assortment of distinctive style and exceptional value. Enhancements to Target’s mobile app; the launch of Cartwheel, our social savings program; strategic acquisitions that expanded our online assortment; and the rollout of pick-up-instore capabilities ensure that our guests can shop whenever and however they want. And, the increased development of our technology and evolution within our supply chain further support our omnichannel transformation. In addition, 2013 marked the largest single year of store growth in Target’s history. On top of 19 new stores in the U.S., we opened 124 stores and three distribution centers in Canada. We are proud of our team’s incredible dedication and commitment to achieving this unprecedented international expansion, but we are disappointed in our financial performance during our first year in Canada, which resulted in much higher than expected earnings dilution. We believe the operational changes we have made will deliver stronger performance in 2014, and we remain confident that our Canadian segment will prove to be an excellent investment over time. Finally, last year we also sold our entire consumer credit card portfolio to TD Bank Group. We’re very pleased to have reached the right agreement with the right strategic partner in a transaction that removes these more volatile assets from our balance sheet and allows us to continue offering valuable debit and credit payment options and rewards to our guests. 4. Future strategy: Find the letter to shareholders from the CEO or Chairman in the Annual Report to Shareholders described in the Information Source 2. Copy

Fiscal and Monetary Policy Essay Example | Topics and Well Written Essays - 1250 words

Fiscal and Monetary Policy - Essay Example From the study it is clear that  in the United States, moreover, the existing mandate to the Federal Reserve Board emanating from Congress is for the former to promulgate fiscal policy decisions that will push employment numbers to the maximum as well as achieve stability in prices of goods and services.As the paper highlights  separate from this general two-component mandate, however, the US Central Bank has autonomy with regard to the operational aspects of achieving those mandates, and that means that the US Federal Reserve Board has the independence to chart monetary policy without intervention from the US Congress. In contrast, when one talks about fiscal policy, one talks about things that relate to the way government raises revenues through taxation, in order to finance its activities in terms of government expenditures.  As the name implies monetary policy refers to the policy, as controlled bank, pertaining to the amount of money in circulation in the economy. The mech anisms of control of the monetary supply, or the effecting of monetary policy include tweaking interest rates for loans, as well as tweaking monetary reserve requirements for banks. The end result is that the central bank can calibrate the amount of money n circulation by controlling these monetary policy levers.  In times of recession, mostly, the central bank will try to lower interest rates to spur borrowing and also relax controls on money to increase the overall supply of money in the economy.

Project Essay Example | Topics and Well Written Essays - 250 words - 15

Project - Essay Example Summaries of how the CEO or Chairman evaluates the firm’s past performances. A top priority in the past year was our continued journey to becoming a truly omnichannel retailer. We intensified our focus on providing a guest experience that seamlessly integrates physical and digital shopping, while offering outstanding convenience and a compelling assortment of distinctive style and exceptional value. Enhancements to Target’s mobile app; the launch of Cartwheel, our social savings program; strategic acquisitions that expanded our online assortment; and the rollout of pick-up-instore capabilities ensure that our guests can shop whenever and however they want. And, the increased development of our technology and evolution within our supply chain further support our omnichannel transformation. In addition, 2013 marked the largest single year of store growth in Target’s history. On top of 19 new stores in the U.S., we opened 124 stores and three distribution centers in Canada. We are proud of our team’s incredible dedication and commitment to achieving this unprecedented international expansion, but we are disappointed in our financial performance during our first year in Canada, which resulted in much higher than expected earnings dilution. We believe the operational changes we have made will deliver stronger performance in 2014, and we remain confident that our Canadian segment will prove to be an excellent investment over time. Finally, last year we also sold our entire consumer credit card portfolio to TD Bank Group. We’re very pleased to have reached the right agreement with the right strategic partner in a transaction that removes these more volatile assets from our balance sheet and allows us to continue offering valuable debit and credit payment options and rewards to our guests. 4. Future strategy: Find the letter to shareholders from the CEO or Chairman in the Annual Report to Shareholders described in the Information Source 2. Copy

Managing performance and participation Assignment

Managing performance and participation - Assignment Example Following are some issues, which are especially related to recruiting the artists faced by Cirque: Increasing no. of artists Initially, Cirque required around 50 artists every year and their casting staff had to travel only those areas where they believe that their required artists will be sought out. In the recent years, as the number of shows started to increase as well as the increase in artist turnover at Cirque, the casting staff now currently has to recruit at least 100 artists in a year. In order to address this issue, Cirque spread out the auditions in around 20 countries across the globe. However, the cast division of Cirque found themselves out in a burnt out situation due to so much travelling. They have started feeling monotonic in conducting auditions, which may cause leaving out some potential artists from recruitment process because casters are not fresh enough to concentrate. Child Artists Another important concern for Cirque regarding the recruitment of artists is th e inclusion of child artists in their artistic portfolio. Generally, the kids who live at the streets pose a problem for Cirque because of their growing up problems. For this issue, Cirque concentrated especially on recruiting those children who are supported and guarded by their parents. For those children who lack their family guardianship are less considered by Cirque. Individual artist out of the box At times, it happened that when conducting auditions especially in far off area like villages, only 1 or 2 artists are able to impress the casting teams. Since those artists is not educated and not aware of the cultural problems that he might have to face if he is recruited by Cirque as they cannot interact and mingle with other casts easily. It becomes a dilemma for Cirque as how to handle those artists. So in order to resolve this issue, the casting division made a strategy according to which a single artist from that village or area is not recruited rather several individuals wit h same talent are sought out and then the whole group is recruited because in the form of group, those artists can understand and help out each other. Management The management of those artists is still not a big problem for Cirque administration as appropriate coaching staff is recruited to enhance the skills and arts of the artists. Only the concerning issue is that as number of artists being recruited are increasing, the responsibilities and workload of coaching and training staff are increased but still they are under control not causing stress to them. Motivation Some of the artists blame Cirque as one of the place where artists are somewhat underemployed as they are only paid when the show is on. Fixed salaries are not paid to the artists, which stimulates a sense of being not equitable. However, according to some other artists working at Cirque, whatever the compensation is provided by Cirque is some double or triple from other industry participants. Apparently, it seems that management of Cirque has created a very flexible yet stable blend of providing rewards to its artists. As far as extrinsic rewards are concerned, triple times pay is something, which is more than enough to motivate the artists, as this much is extremely handsome for them even though their compensations are contingent upon the number of shows being conducted by Cirque. Conversely, Cirque believes highly upon providing the artists

The Great Gatsby Essay Example for Free

The Great Gatsby Essay In the novel, The Great Gatsby, Jay Gatsby represents the American Dream of the 1920’s comprised of social values, wealth and excess in hope to make his own dream a reality. Social Values: 1. â€Å"I hope shell be a fool—thats the best thing a girl can be in this world, a beautiful little fool† (17) Explanation: The social environment in existence within the novel does not value the intelligence of women. By wishing her daughter to be unintelligent Daisy is asserting that the social constructs in evidence at the time entail that her daughter would be happier if she was simple; she will not be bored and frustrated in her existence in the same way Daisy herself is. 2. â€Å"in a moment she looked at me with an absolute smirk on her lovely face as if she had asserted her membership in a rather distinguished secret society to which she and Tom belonged† (18) Explanation: Although Tom and Daisy are considered wealthy members of the aristocracy their actions reveal an underlying egotism that reveals the shallow nature of society. Tom and daisy have a disregard for people who are from a lower class and they believe that money makes them superior. 3. â€Å"Mrs. Wilson changed her costume sometime before and was now attired in an elaborate afternoon dress of cream colored chiffon which gave out a continual rustle as she swept about the room† (35) Explanation: By referring to Myrtle as Mrs Wilson, Fitzgerald is emphasizing the fact that she is married and is therefore acting in a manner that is inappropriate. The fact that her dress is cream further reinforces her lack of purity. Her willingness to engage in an affair that is morally wrong is representative of the values of the society of the twenties. 4. â€Å"Everyone suspects himself of at least one of the Cardinal virtues, and this is mine: I am one of the few honest people that I have ever known (64) Explanation: Here Nick is revealing a great deal about the society of the twenties. During this period a great deal of money was being circulated and, alongside it, dishonesty and corruption. His comment reveals the degree of dishonesty in evidence within society at this time. Wealth: 1. â€Å"a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and ash-gray men swarm up with leaden spades and stir up an impenetrable cloud. (23) Explanation: This quote describes the life of people who have failed to acquire wealth. Their existence and surroundings are represented by the color grey. They live in poverty and serve as an image of failure. 2. â€Å"A pair of stage ‘twins’- who turned out to be the girls in yellow- did a baby act in costume and champagne was served in bigger than finger bowls† (36) Explanation: The color yellow is of significance here and is a color that is used to emphasize the moral corruption the twins represent. The use of costume within the act is illustrative of the facade people use. As with the costume, the material items they possess entail that the characters in the novel are false and define themselves by material wealth as opposed to being true to their characters. 3. â€Å"They were careless people, tom and daisy they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together and let other people clean up the mess they had made† (170) Explanation: This quote portrays the impact that wealth has had on Daisy and Tom. They have no regard for anything or anyone else. When they encounter problems they simply throw money at them, they believe that their material possessions make them immune to difficulties, which are something that people who are not as significant as them can deal with. They are consumed by their superficial possessions. 4. It was a photo of the house, cracked in the corners and dirty with many hands He had shown it so often that I think it was more real to him now than the house itself (180). Explanation: This quote represents the relationship Gatsby has with his father. Even his own family value him for his wealth and not for who he truly is. His father takes a picture of a house to the grave with him. This shows what he values; material possessions. Excess: 1. â€Å"the one on my right was a colossal affair by any standard—it was a factual imitation of some Hotel de Ville in Normandy, with a tower on one side, under a thin beard of raw ivy, and a marble swimming pool, and more than forty acres of lawn and garden. it was Gatsbys mansion (9) Explanation: This description of Gatsby’s mansion reveals further conspicuous consumption. He has spent copious amounts of money on acquiring a status symbol that he hopes can attract the attention of Daisy. Whilst he has enough money to be able to spend excessively he do so in a futile manner; such material things can never make him truly happy. This can be perceived to be a criticism of the falseness of the American Dream. 2. â€Å"His family were enormously wealthy – even in college his freedom with money was a matter of reproach – but now he’d left Chicago and come east in a fashion that rather took your breath away: for instance he’d brought down a string of polo ponies from Lake Forest. It was hard to realize that a man in my own generation was wealthy enough to do that. † (10) Explanation: Nick was explaining the wealth of Tom Buchanan’s family stemming back from his college days. At that young age he had the unusual luxury of money and then showcased his wealth by bringing a fleet of polo ponies along with him when he relocated. The quote shows how people would spend all their money just for amusement, because they could not because they needed anything. 3. â€Å"The living room was crowded to the doors with a set of tapestried furniture entirely too large for it, so that to move about was to stumble continually over scenes of ladies swinging in the garden of Versailles. † (35) Explanation: Mrytle is obsessed with projecting an image of that of a wealthy individual. Her apartment shows that whilst she has money and possessions, she is lacking in class and is unable to grasp what is appropriate for her apartment. 4. â€Å"composed of oddly familiar pieces of ivory. Finest specimens of human molars, he informed me (77) Explanation: Here Wolfsheim is describing his cufflinks. This again shows how someone has made a purchase simply to make a point. In this case his elaborate cufflinks represent the combination of gentry with barbarinism. His conspicuous consumption is aimed at proving his status to those around him.

The Curriculum For Excellence Has On Teacher Professionalism Education Essay

The Curriculum For Excellence Has On Teacher Professionalism Education Essay The existence of a relationship between curriculum policy and teacher professionalism would appear to be an established assumption. This is evident in claims that curriculum reform is often regarded as a threat to teacher professionalism (Al-Hinei 2003; Apple 2009; Locke et al. 2005). Most notably, it is often claimed that the level of prescription in the English National Curriculum, with the associated requirement to meet the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would seem, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The first page of the first Building the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach (Scottish Executive 2006:1). However, such a straightforward relationship between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans suggests that professionalism cannot be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must consider teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a culture change (Scottish Government 2009a:5) and the emphasis on the need for professional development (Scottish Executive 2006:2). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism. In light of the perceived association between CfE and teacher professionalism both as representing being and requiring a change it becomes pertinent to consider the nature of the professional judgements that greater teacher autonomy over the content of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that are associated with the selection of curriculum content, and an examination of different conceptions of teacher professionalism. Curriculum First therefore, we must consider what is meant by curriculum. As a term it would seem to be notoriously hard to define, with a multitude of potentially conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not refer to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and nature of education (Flinders Thornton 2009:8). They reflect different epistemological and pedagogical beliefs beliefs about the nature of knowledge and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the separation of knowledge into subjects and those that favour integration of subject areas. However it should perhaps be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not entirely coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning within a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?). However, notwithstanding the range of approaches to understanding and creating curricula, curriculum design necessarily entails a selection of what is to be taught. Different curriculum models may differ in both when and by whom this process of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy makers. At the other extreme, in a strongly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (2010:23) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A process of selection has already occurred at the national level in terms of the forms of knowledge and skills that are to be develop ed. Even within this clear framework of national expectations (Scottish Executive 2006:1), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young people should experience personalisation and choice (Scottish Government 2008:17), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism. Professionalism In order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 2003:41; Evans 2008). Generally however, the term profession may be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 2000:22), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from amateur which focuses on whether or not an individual is paid (REF-Carr?). The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005:558). Carr (:) suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005:558; Christie 2003:845). Whilst this diversity of views exists, there does seem to be a general sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000; Christie 2003; Goodson 2003; Locke et al. 2005). Professionalism itself may be perhaps regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003:126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved. In this way, the assertion referred to earlier, that the English National Curriculum is considered as a process of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (2000:15) refers to such a reduced autonomy and knowledge base as restricted professionalism. It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005: 564) point out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society. Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 2004:2) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 2008:3). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are accountable in ways that other professions are not (Carr 2000:44). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 2003:64). It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003:127; Menter et al 2010:21). Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to manage behaviour (Goodson 2003:130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000:456), rather than scrutinising and questioning policy and curricula. It would seem reasonable to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (2010:22) do. This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which gives teacher greater autonomy of what to teach. Therefore, through focussing on the specific issues which arise in relation to curriculum content selection, attention will be paid to models of professionalism which could perhaps be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first: the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of culture (Giroux 1980:228), pointing to content selection as having ethical implications. Curriculum Content Selection Viewing content selection as a pedagogical skill would perhaps reflect Whites (2004a:20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF). The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. Clearly this points to the need for some form of curriculum aims. As White (2004:6) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an understanding to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the type of person the curriculum seeks to develop (Learning and Teaching Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning. The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 2004:4). Such a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 2010:23), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 2010:23), which seeks to give teachers greater autonomy in curriculum development. These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise. However, if we turn to the second concept, an understanding of curriculum content as a selection of culture (Giroux 1980:228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate. Culture, in its broadest sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977:111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977:111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977:111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group. This again points to a consideration of the aims of education: it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 2004:6). Related to this, cultural selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of culture (Entwistle 1977:110). Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements. Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 2006:17). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient. However, it is perhaps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986:106) concept of cultural capital. Bourdieu (1986:106) suggests that different forms of culture are invested with value which can be drawn on for monetary gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can enable one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of possessing a particular form of culture (Bourdieu 1986:110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986:109). This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is supported by Girouxs (1980:228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the middle class (REF!). It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Ref). This is a reference to the values and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?) Moore (2004) provides an interesting illustration of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 2004:58), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58) It is in this sense that Young (2006:734) argues that social interests are always involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF). Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society. This would seem to highlight a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 2006:44). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge. It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need for reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009:). From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate. Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the moral characteristics of the profession (Goodson 2003; Campbell 2003; Carr 2006) Carr (2006:172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007:604) assertion that: It is far more challenging to disentangle the ethics of teaching from the very process, practice and content of teachingà ¢Ã¢â€š ¬Ã‚ ¦ (CHECK CONTEXT) It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 2003:1). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus possibly affect their future prospects. Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008:605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must address (Campbell 2008:605). It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003:847), includes reference to professional values and personal commitment (Christie 2003:848). There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006:178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (2003:2) argues that many teachers are aware of the moral implications of their actions. However, Locke et al. (2005:570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore. It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 2009:4). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting curriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (2010:23) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light o f the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.

The Triangle Fire Essay -- History, Industrial Work, Immigration

In an era of a rising unionization, The Triangle Fire, calligraphy written my Leon Stein, describes one of the worst industrial disasters in the nation’s history that ended up killing 146 of the 500 Triangle Shirtwaist Company employees, which happened to be female immigrant workers. These immigrants came to the United States with their families in search for a better life. Instead they found themselves working long hours only to receive low wages along with horrendous working circumstances with very little freedom. This thrilling event happened in New York on the late afternoon of March 25, 1911. The tendentious Max Blank and Isaac Harris owned the top three floors in the Triangle Shirtwaist Company in the Asch Building. Most of the workers were Italian and European Jewish woman immigrants. It was near closing time for the young workers until that calm afternoon quickly turned into a frightening moment for everyone. At this moment people’s lives were flipped upside down forever when the fire broke out on the eighth floor in the Asch Building. To this day, there is no set cause as to why the fire started. All they have is that people heard an explosion that came from the eighth floor followed by bundles of clothes falling from the sky. The people soon noticed that not only were there bundle of clothes falling but those ‘bundles of clothes’ were actually some of the young workers jumping and falling from the window seals. The outburst of the fire was horrible, woman were fal ling through the ceiling while other taking their lives by jumping out the windows. Female workers found themselves in trouble when they tried to open the ninth floor doors to the Washington Place stairs but the doors appeared to be locked. On the other ... ...event the immigrant workers from taking breaks. They also had younger workers at the age of 14/15 by having child labor matching up to the child labor back in the Gilded Age. The Asch building also relates to hundreds of other industrial areas that were treated cruelly and unfairly. Many strikes also happened throughout the gilded age just as the Ladies' Waist and Dress Makers' Union, Local No. 25 of the ILGWU did. An example from the gilded age would be the first labor strike, the railroad strike of 1877, where they refused to work due to cut wages. Hundreds of people died in the railroad strike. Another example is the Haymarket riot, where they demanded an eight-hour workday where this too had hundreds of people die. In peroration, the 19th and 20th century industrial labor was a crucial time in history. Many strikes, deaths, and under paid immigrants occurred.

How Successful Were Immigration Schemes in the British, French and Spanish Territories

How successful were immigration schemes in the British, French and Spanish territories? After the emancipation of the slaves, it was very difficult for planters to obtain a successful labor force. There were not enough people to work on the plantations and also planters found it difficult to control their remaining labor. As a result planters were at a loss. Immigration was introduced in the hope of fixing the labor problems of the planters. Although some colonies flourished, others failed horribly. There were three main territories in that era. The British territory used many schemes.They used the European, Portuguese, African, Chinese and Indian schemes. First was the European scheme. European labor was imported chiefly by the British colony Jamaica in order to increase its white population as well as providing plantation labor at the same time. Robert Greenwood and Shirley Hamber state that â€Å"between 1834 and 1838, thousands of Scots, Irish and a few hundred Germans came to J amaica. † However that scheme failed tremendously as most Europeans died because the lacked immunity to tropical diseases and others refused to work when they saw what they had to do and understood that it was the work of blacks.Even so, the Jamaican government tried this scheme again in 1841, importing more whites from Britain. Yet again, the scheme failed as most Europeans died n others asked to be repatriated. Finally the governments were convinced that labor from northern Europe was a hopeless prospect. Secondly, the British territory used the Madeiran scheme. It began in Madeira which is a Portuguese island in the Atlantic off the coast of morocco. Greenwood and Hamber state â€Å"that these laborers were paid 3 to 4 pence a day and were attracted to higher wages and prospects in the West Indies. The importations of the Mandeiran people began in 1835, but were suspended in 1839 because the British government was examining the conduct and morality of the schemes. The sche me began again in 1841 on an official basis where large numbers went to British Guiana until 1848 when the scheme was suspended again. It resumed in 1850 but not on a large scale. Mandeiran immigration lasted from 1835-1882 with a total of 36,000 immigrants to the B. W. I. It was an unsatisfactory scheme as it was irregular, it had a high death-rate of new arrivals and most Mandeirans especially in British Guiana went into trading as soon as possible.Thirdly was the African immigration scheme. In 1841, importation of Africans from Sierra Leone, the Kru coast, St. Helena and those rescued from slave ships began. The scheme lasted from 1841-1862. It was very popular at first but declined after the 1850s mainly for two reasons. The first reason was because chartered ships were used to carry the emigrants from Africa which made them think it was slavery all over again. The second reason was because the agents in West Africa undoubtedly lured the Africans with false promises of money and land.As soon as news of the conditions of the West Indies leaked back, it was hard to attract the Africans. Fourthly was the Chinese immigration scheme. At first it was difficult to attract Chinese immigrants to the B. W. I. for example when Trinidad attempted to import some Chinese, few arrived and they either refused to work or were unsuitable. A large scale of Chinese immigration began in 1852 from the Portuguese colony of Macao. These immigrants were only male convicts or prisoners of war. Therefore in 1859 a family immigration scheme was started.By having Chinese women immigrants less jealousy arose on the plantations. This scheme was more successful however, there was deception caused by agents in false promises about repatriation and also the nature of work. Moreover, Chinese immigrants were small farmers and market gardeners, not plantation workers. This scheme suffered many problems for example since china was not a British colony, the British government could only try to persuade the Chinese government to allow emigration. Finally was the Indian immigration scheme.The year 1838 was the arrival date of Indians to the B. W. I however, it was suspended by the Indian government in the same year because of ill-treatment of the Indians and also Indians were not being paid the promised wages. This scheme resumed in 1844 and lasted until 1917. This scheme was generally successful throughout the B. W. I because Indians were a cheap source of labor and were able to adapt to plantation life well. The French also tried to meet their labor needs. They used the immigration schemes of Regional, Europeans and Indian.First they tried regional immigration. Rosamunde Renard shared the view that â€Å"among the first immigrant workers introduced in Guadeloupe were those brought from the British West Indies (B. W. I). Approximately, they imported eighty Madeiran and seventy blacks from the British colonies. However, this immigration attempt was failed because that was a bad set of laborers. They also tried the European immigration scheme. Rosamunde Renard states that â€Å"the governor general of Martinique allocated a fund of 100,000 francs to facilitate European immigration to the colonies. The government prepared themselves to support European immigration at the rate of 250 francs per adult and 150 francs per child. Even so, this scheme was not successful at the end because Europeans contracted diseases easily and planters argued that they were not fit for plantation work. Contrary to that, planters argued that European immigration had two positive effects; it brought the native workers back to the plantations and also brought down wages. Finally they tried Indian immigration schemes.Indians were a good source of labor and Martinique and Guadeloupe showed high demands for this scheme. However the French were faced with problems. Since Indians were controlled through the British it was difficult acquire such a labor force. Moreover French plan ters argued that priority was always given to the British recruiters and they got inferior immigrant laborers. It was also argued that Indian immigration was seen as a vital part to the recovery of the French West Indies. The final territory was that of the Spanish.They used the African, Chinese, European immigration scheme. First was the African scheme. It was a source of inexpensive labor. However, this scheme was done illegally because they used slaves. They sent illegal Africans to Havana. This scheme did not last long. Africans grew resistant to work. Moreover, they used the Chinese immigration scheme. One can argue that this is what they are most notorious for. Chinese immigration was another source of cheap labor. The first Chinese contract workers were brought to Cuba in June, 1847.After the group arrived, the scheme was suspended for six years due to international prospects and other difficulties. Mary Turner states that between 1847 and 1874, a period conceding with 10 yea rs of the transatlantic slave trade, 125,000 Chinese were landed in Cuba. Their contracts were offered for sale. Chinese workers were contracted for eight years for about four (4) pesos a month for men and three (3) pesos a month for women. Even so, the scheme failed because the laborers were un-disciplined because of desertion and absenteeism.Furthermore they used the European immigration scheme. Lucia Lamounier states that â€Å"white immigration was first sought mainly to counteract the growing black slave population. † There were expectations that Europeans settlers were to become industrious, independent small landholders, providing a racial balance and political stability. However, the European immigrants were expensive and were unsuitable for plantation work. When Europeans noticed that methods used on plantations were like that of slavery, they refused to work. As a result this scheme was unsuccessful.In conclusion the immigration schemes used by all three territories was not entirely successful because not every scheme for each territory occurred without having any serious problems in which the planters could recover easily from. As a result, immigration was successful to a certain extent. Bibliography Hilary Beckles, Verone Shepherd, Caribbean freedom economy and society from emancipation from the past to present, London J: Curry publishers1993 Robert Greenwood, Shirley Hamber, emancipation to emigration book 2, Macmillan publishers limited 2003.Lucia Lamounier- Between Slavery and Free labor: Early experiments with free labor and Patterns of Slave Emancipation in Brazil and Cuba In Mary turner (Ed) – From Chattel slaves to Wage Slaves: the Dynamics of labor bargaining in the Americas. Rosamunde Renard: Immigration and the indenture ship in the French West Indies, 1848-1870 In Hilary Beckles, Verone Shepherd, Caribbean freedom economy and society from emancipation from the past to present, London J: Curry publishers1993

Navajo Code Talkers: the Unspoken Heroes of World War II

It’s a normal day in June 1944 and we were located on the Pacific Island of Saipan. As were walking through the lush, tangled wilderness with dense sugar-cane, steep ravines and jagged volcanic mountains, there was no such thing as a battle line for us soldiers. Danger was everywhere. The unseen enemy could be hidden by the thick tropical vegetation and the pitch black darkness of the new mooned night. Our eyes where constantly looking from the left to the right as we crossed by the walls of caves looking at the trees sprouting out of them for barrels pointing back. When we would stop for the night, we cherished the passing day, for we know tomorrow could be our last. One morning as we woke up from our uncomfortable beds, the ground, we noticed a silence along the enemy front. Carefully we scouted the terrain. They were gone. The Japanese had abandoned the area and retreated to new ground. As we inspected the area where they once occupied, suddenly artillery shells exploded all around us. I jumped to the ground as shrapnel exploded and flew overhead striking the tree that was behind me. We were being attacked. Not by the Japanese, but from our own guns. The radioman started shouting, â€Å"We are Americans! Stop The Artillery! † Nothing stopped, for the artillery commanders faced a known problem. The Japanese were far more fluent in English then we were in Japanese and have been known to send out faulty reports in perfect English. They thought it was just an enemy trick. â€Å"Stop Firing! We are Americans! † was echoed through the radio, each one more desperate then the last. Finally, a message was sent back, â€Å"Do you have a Navajo? † I was rushed forward, almost swept off my feet. Handing over my rifle to the radioman and started talking code. Within seconds the artillery stopped (Bruchac 2005, 135-7). This was a reenactment of an incident involving the United States marines during World War II. Sixteen-year-old Ned Begay, a Native American Navajo from Arizona, was at this fire fight on Bougainville, an area of Saipan, where U. S. troops fired on their own solders, not knowing that they were not the enemy. If it wasn’t for the Navajo code talker, more men would have died that day. This paper will cover many topics about the Navajo code talkers, including how they were formed, how the code was used to save American lives throughout the war. Finally, I will talk about what happened to the after the war. By providing this information, I how that it will strike a new incite of what the unspoken heroes of World War II went through. During the beginning of World War II, the Japanese was able to break every code that the United States created. The Japanese had more solders that were fluent in English, making it easy to crack the codes and create false orders that would sent our solders to their death. While the U. S. military was struggling with a way to find an unbeatable code, a civilian came up with the answer. Philip Johnston, a civil engineer for the city of Los Angles, came across a news article stating that the military had an armored division in Louisiana that was using Native American languages for secret communications. Philip Johnston, son of William and Margaret Johnston, was a Protestant missionary to the Navajo for many years. Philip had spent his childhood with the Navajo and was one of the few outsiders to be fluent in the Navajo language. At an early age, he served as a translator for his parents and for other outsiders and by the age of nine, Philip traveled to Washington D.  C. to translate for a Navajo delegation that asked President Theodore Roosevelt to look into the governments treatment of the Navajos and their neighbors (AAaseng 1992, 18). Philip knew that the Navajo language was virtually impossible for an adult to master. Every syllable in the Navajo language had to pronounce correctly. Of one was to change the tone of the syllables, the word could have a completely different meaning, causing the sentence to misunderstood. This was due to the Navajo uses of four different tones, low, high, rising, and falling (AAaseng 1992, 18). Johnston had learned how secret codes where essential for military operation while enlisted with the French during World War I. The more he thought about it, the more convinced he was that it would work. In February of 1942, Johnston met with Lieutenant Colonel James Jones, a signal officer, and was greeted with uncertainty and misbelieves. Johnston pointed out that knowledge of other Native American languages would be of no use to the enemy in understanding the Navajo language. Navajos where so isolated from the world that the language was as foreign to other tribes as it was to outsiders. In addition to this, the Navajo language was a spoken language and had no alphabet and there for couldn’t be reduced to a written format that can be studied afar. After many hours of arguments and demonstrations, in March 1942, he was able to present a demonstration to an audience that included Major General Vogel and Colonel Wethered Woodward from the marine headquarters in Washington D. C. Johnston was able to gain the cooperation of four Navajos living in the Las Angeles area and a Navajo who was enlisted with the marines (AAaseng 1992, 21). He divided the four Navajos into two groups and had the sent messages back and forth, while the Navajo marine was attempting to translate the messages. After the demonstration, the Navajo Marine was unable to translate a signal word. General Vogel was so impressed that in February 1942, just two months after the booming of Pear Harbor, Philip Johnston was asked to prepare a proposal for organizing and using the Navajo code Talkers. In May 1942, the first 29 Navajo recruits attended boot camp. They were known as the â€Å"first 29. † At Camp Pendleton, Oceanside, California, this first group created the Navajo code. They developed an elaborate dictionary and hundreds of words for military terms [ (Navajo Code Talkers: World War II Fact Sheet n. d. ) ]. The dictionary and all code words had to be memorized during training for the Navajos where not allowed to write down any of of the code. Furthermore, while enlisted, they were not allowed to write to their families for fear that the letters would be used to try to break the code. Once the Navajo code talker completed his training, he was sent to a Marine unit who was deployed in the Pacific. The code talkers' primary job was to talk, transmitting information on tactics and troop movements, orders and other vital battlefield communications over telephones and radios. They also acted as messengers, and performed general Marine duties. While in combat, it was rumered that for each code talker, there was an officer assigned to protect him from cabture. If for any reason that the officer felt that the code would fall into enamy hands, the officer was ordered to kill the code talker to protect the code. One of the great triumphs for the Navajo code talkers was the battle at Iwo Jima in February of 1945. The island was so small that on most maps you couldn’t see the island at all. Although small, this island was of great importance. The new boomers that the United States were using, the B-29, was flying a 3000-mile round-trip when booming Japan. Due to the length of this trip many pilots where getting shot down. Iwo Jima was the answer. Iwo Jima would be able to be used as an emergency landing field to assist the pilot’s chances. At Iwo Jima, Major Howard Connor, 5th Marine Division signal officer, had six Navajo Code Talkers [ (Bingaman n. d. ) ]. The Major estimated that it would only take ten days, at the max, to win the battle. A month later, in March, was the island declared secure. By the end of the battle, the Navajo code talkers send and received over 800 messages, all without error, 6,800 U. S. soldiers died and nearly 20,000 more where wounded. Major Connor declared, â€Å"Were it not for the Navajos, the Marines would never have taken Iwo Jima† [ (AAaseng 1992, 88-97) ]. September 2, 1945 aboard the battleship A. S. S. Missouri in Tokyo Bay, the surrender from the Japanese was signed and World War II was officially over. The Navajo code was unable to be broken throughout the war. Because of this the code was classified as Top Secret and would remain so for over twenty years after the end of the war. It wasn’t until 1968 that the code was declassified and the Navajo code talkers would be able to tell their story. In 1982, the code talkers were given a Certificate of Recognition by U. S. President Ronald Reagan, who also named August 14, 1982 â€Å"Navajo Code Talkers Day† [ (Jr. n. d. ) ]. On December 21, 2000, Bill Clinton signed Public Law 106-554, 114 Statute 2763, which awarded the Congressional Gold Medal to twenty-nine World War II Navajo code talkers. In July 2001, U.  S. President George W. Bush personally presented the Medal to four surviving code talkers at a ceremony held in the Capitol Rotunda in Washington, DC. Gold medals were presented to the families of the 24 code talkers that where no longer with us [ (Gray 2001) ]. For many the Navajo code talkers played an important role in World War II. From when Johnston realized how the Navajo language would benefit America, the formation of the code, and how long it would take for the Navajo to be recognized for their part in the war, the Navajo where truly the unspoken heroes of World War II.

My first job experience

I appreciate the most. I feel the individual who I respect most is A. R. Raman. He is an composer, vocalist lyricist, music maker, performer and donor. For the duration of my life, music has dependably been a significant Impact. Music Is an exceptionally Imperative piece of our live, and the Individuals who make music are extremely extraordinary In this world. I appreciate A. R. Raman In light of the way that being a musical artist Is an extraordinary vocation on the grounds that the compensation is great, hard specialist and he got many awards.Most importantly, Raman is the extraordinary music composers in India. He is the writer and also an author and artist. Raman gets compensated as a rate of the quality his songs gets sold. He gets about RSI. 2 to 4 score for one film. The way it meets expectations for a top music author is this: he charges around 10 to 20 lake rupees for every tune; If there are six tunes, he gets paid RSI. 60 lake to 1 to 2 score. In Dalton to this Raman lives up to expectations hard to accomplish his objectives. For Instance when he Is nine his father was dead from that point he starts playing console and orchestrates groups, for example, Roots.He comprehended the console, piano, synthesizer, harmonium and guitar. He got many awards in India as well as in different nations too like Oscar for best melody in Slum dog Millionaire. In spite of the fact that A. R. Raman acquire a normal compensation of around 2 to 4 score for every film, this is just following 10-15 years of being in the music business. Before they achieve this pay, most artists likely battle Just to make a proper living and pay the bills. But at that point then there are plentiful, there are numerous different reasons, other than compensation, his dedicated nature and getting recompenses for his diligent work.