Canadian Cinema Essay Example | Topics and Well Written Essays - 1000 words

Canadian Cinema - Essay Example Mostly, his films follow a non-linear plot structure meaning that events are placed in a sequence manner to bring out emotional reactions from the audience by withholding key information. Most of his films end with opretic emotional and are mostly rooted in the romantic search through intimacy. David’s style in filmmaking involves exploring people’s fears of body transformation and infection. He tries to combine psychology with physical. From the viewer’s point of view, of of Egoyan’s work has been highly influenced by cronenberg’s sense of remoteness from emotions in his style and narrative. Line of specialization Atom Egoyan is one of internationally recognized figure is known as a stage director and a film maker. On the other hand, David Cronenberg is a known as an actor, film maker and screenwriter. The only similarity between these two Cinema Icons is that they are both filmmakers. Career and commercial success Egoyans career can be classified as pre and post Exotica. Prior to Exotica, the first major release in America, Egoyan was only recognized in Canada for his ultra-low budget films which the government subsidized partially. Such films include Next of Kin (1984), Speaking Parts (1989) and Family Viewing. Exotica, was first produced in the year 1994. The release of Exotica in 1994 made him gain local and international recognition as it marked a transition point in his artistic work. In 1997, he made another film that gave rise to international recognition called The Sweet Hereafter based on an American Novel by Russell Banks. The film made him the winner of 8 GENIE Awards in Canada. In 1998, he was nominated for two awards at the Hollywood academy awards after the release of the sweet hereafter ... In 1998, he was nominated for two awards at the Hollywood academy awards after the release of the sweet hereafter Awards David Cronenberg has several awards. In 2004, he was named 2nd best director in the history of genre by the science Fiction magazine, strange Horizons. In the same year, he was listed 9th among world’s best 40 directors by the guardian. In the year 2007, he was named 17th greatest director by the Total Film. Aton Egoyan has won four awards at the cannes Film and Toronto International festivals. In april 2012, he received TARA Awards. History of studio D It was created as a branch of the National film board to make films and documentaries for and about women in Canada. This happened in 1974 when Kathleen Shannon gave this idea as a recommendation to the Canadian parliament. Kathleen had joined NFB in 1956 and was among the more influential persons who fought for the improvement of the status of women in the board. Initially women occupied a minority role at t he NFB and were give duties as support stuff instead of key roles such as film directing and production. In that year 1974 with the anticipation of the a world’s women day she presented the idea of creating a new studio that would be dedicate to women and their contribution in the film making, to the board. This created a motivating factor for the women working at the NFB to demand for changes and pressurize the government and the public sector to reconsider and improve on the position of women in these institutions. Shannon was then appointed as the pioneer executive producer of the studio d. Some of the things that set studio D films aside from other NFB films Iconic women documentaries production films created by NFB since it was dedicated to development of films

Association football and soccer Essay Example for Free

Association football and soccer Essay Soccer is the world’s most popular sport. It is the national sport of most European and Latin-American countries and many other nations. Millions of people in more than 140 countries play soccer. Soccer is one of the most famous international sports. There are three distinct reasons that soccer is so widely popular. I- Soccer is a relatively easy game to learn and play. II- It provides many physical benefits and III- Has the ability to benefit cultures by bringing countries together. I- Soccer is an easy game to learn. Many children start to play the game around the age of three. Actually, as soon as most kids learn to walk they learn to kick a ball around which is a key component of soccer. Very little equipment is needed to play soccer. This adds to its accessibility to the masses. All that is needed to play the game of soccer is a soccer ball, shin guards, and goalie equipment. A soccer game may be played either indoors or outside. It is played on a rectangular field with a goal net on each short side of the field. A soccer team is comprised of 11 players. All players must hit the ball with their feet or body and only the goalie is allowed to touch the ball with his or her hands. A soccer game begins with a kick off en the center of the field. A coin is flipped to decide which team will kickoff. The other team kicks of at the start of the second half. At this time the teams also switch sides or nets. After a team scores the other team gets to kickoff to begin play again. The kickoff takes place in the middle of the field. When the ball is kicked it must travel the circumference of the ball and touch another player before the kicker can touch the ball again. After the ball is in play it remains in play unless it crosses a goal line or a touch line. All players attempt to stop the ball from coming in there zone while at the same time trying to score a goal. A player may kick the ball into the net with any part of the body except the hands and arms. If the ball goes out of bounds the play is restarted with a corner kick, a goal kick, or a throw-in. The referee decides what type to use. If the ball crosses the goal line and the defensive team touched it last then there is a corner kick by the offense. If the offense touches the ball last and crosses the goal line then it is a goal kick. A throw in happens when the ball crosses the touch line. When it crosses the touch line the team that did not touch it last throws the ball in bounds. The ball is thrown over their head with two hands. Fouls are called when a player does not obey the rules and acts unsportsmanlike. When a foul is called the opposite team receives a either a penalty kick, a direct free kick or and indirect free kick. Although, it may sound complex, very young children are able to learn the game quite easily. II- Soccer is a good sport to play if you like to stay physically fit. There are many exercises that are required for the soccer player to be at their peak performance. Exercises that strengthen your legs and improve flexibility are ideal. Physical conditioning is important if you plan on being good at soccer. Here are five important exercises I will discuss that are ideal for soccer: 1. Running: running helps to improve cardiovascular fitness. In soccer there is lots of running for the ball so endurance and a speed is a must. 2. Leg Extension: using weights can help strengthen the legs. Using weights makes you kick harder and makes the ball travel farther; as a result you become a better player. 3. Leg Machines: exercising all muscles in the leg makes you kick harder and prevents injury when you are diving all over for the ball. The strong muscles help prevent injuries. 4. Stretching: stretching allows you to be more flexible. Sometimes soccer players need to kick the ball in the most awkward positions. Flexibly helps the player to kick the ball in those positions more effectively. 5. Weight Training: all around weight training makes a soccer player even better. A stronger body helps prevent injury and improve all around performance. Practice helps the soccer player become more skillful and physically fit. Soccer drills like dribbling the ball and head butting add to a players endurance and physical agility. Soccer can be a very demanding sport. A players strength, flexibility, and overall physical condition is put to the test. Soccer players are able to stay healthy, strong, and obtain â€Å"life long† fitness due to their preparation and participation in the game. Another added benefit is the stress relief that is found in participating in a strenuous sport such as soccer. III- Lastly, soccer has the ability to be a great unifier. Soccer can be a unifier of countries, their people, and spirit. In every society and culture, there are many things in common and many differences but there is one thing that links us all. The link is the world of sports. Sports are a way of life in many nations and cultures. There are many types of sports, but there is one sport that is known in every corner of the world. This sport is soccer. Soccer is a sport that is played in every continent in the world; it is the one and only sport without borders. Millions of people watch soccer, which is why people know other cultures. I am from Pakistan. Our national game is field hockey, but everybody prefers to watch cricket. I remember in the year 1992 when Pakistan won the first and only world cup of cricket. Everybody praised the team because they were the heroes of the nation. After two years, in 1994, Pakistan had four world cups in four different sports: field hockey, cricket, snooker and squash. After that, Pakistan never won another world cup in any sport till now. In the 1999 cricket world cup final Pakistan suffered a humiliating defeat by the Australians that disheartened the people. After a bad 2003 world cup performance, Pakistanis took less interest in cricket and took more interest in soccer. Now days most people prefer to watch soccer, even though Pakistan does not have a soccer team that plays an international game. Why do I like soccer? The main reason is the passion and the thrill of the game. Millions of soccer fans like me like soccer because of tactics: how the player tackles ball, how they make moves, how they use skills. The more skillful the soccer player the better. That’s my life experience. Now I watch soccer more than cricket. It takes less time to watch and it is an interesting game. My cousins and friends are also fans of soccer. We are all fans of different teams and players. We all watch mostly European Leagues such as English Premier League, UEFA Cup etc. Why those leagues? We prefer these leagues because the clubs pay high prices to buy world class players to play for the clubs. Those leagues play every year. We have a craze for soccer. When we watch games how we support the team or players we like, wearing the shirts, shouting and even praying for them. Soccer has the ability to unify  us as a people, to unify our hearts and minds. When I was over there, and even here, when I talk to someone we always talk about soccer. My opinion is that soccer affects the Pakistani culture very much. How does soccer affect the culture of the United States? Outside the United States and Canada the game of soccer is called football. Soccer is very popular among American youth and has the most professional players out of any nation in the world. Chuck Klosterman in â€Å"George Will vs Nick Hornby† writes â€Å"Soccer will soon become part of the fabric of this country and will be as popular as any other game here. † â€Å"According to the Soccer Industry Council of America, soccer is the No. 1 youth participation sport in USA. There are more than 3. 6 million players under the age of nineteen registered to play and that number has been expanding at over 8 percent a year since 1900†. Those are going to be a fans, players, referees, coaches etc. for the future of United States Soccer. His favor is a critic. Klosterman criticizes soccer in â€Å"George Will vs Nick Horby. † He says we will never care about soccer in United States because soccer is inherently un-American, is it Outcast Culture. He also mentions is most that children do not love soccer. Most youth soccer players end up joining the debate team before they turn fifteen. Youth do not like soccer the way it is played. He compares soccer with baseball. Baseball is most common sport played by youths. He wonders why we care that soccer is the most popular game on the earth and is played by millions of people. To love soccer is to say you believe in enforced equality more than you believe in the value of competition and the capacity of the human spirit. I disagree with his criticism of soccer because most people like soccer. Why did the soccer star David Beckham come here to teach soccer? Why does America have a soccer team play in almost every World Cup? I agree that soccer is not as common as other games, but still people play soccer here. In fact, the biggest reason for soccers failure in the United States is that it doesnt conform easily to the demands of television. The reason soccer isnt as popular in the US is not because it isnt physical enough. I play and I know for certain that it is, and I used to live in US. I just recently moved to Pakistan in Asia. I used to watch soccer all the time, of course it was international soccer, but I watched it on ESPN sports. Soccer hasnt reached its peak in the US, to be frank. I see people beginning to take interest in it. Of course, the most unrecognized form of soccer is womens soccer, but that is a different subject all together. The reason is because the major US sports Baseball, Football (Rugby) , Basketball seasons take up the entire year. I think there may be 1-2 days in a year where none of the sports is played. Also, the major sports cover everything that soccer does, scoring in a net NBA, physical roughness NFL Football, hitting an object MLB. The major US sports had already established themselves in the US, so there is not really a good entry point for soccer. In conclusion, you can see that I am crazy about soccer. It is a sport that is very easy to learn and takes very little money to participate in. It is a sport that can easily get a person into top physical shape and develop â€Å"life long† fitness. But most importantly, it is a sport that allows many countries to become unified through their love of the game. That is why I love soccer.

Rose Ziegler :: Biography

Rose Ziegler grew up in Pennsylvania Amish Country. After marrying, she moved to Oklahoma where she made her living primarily in traditional medicine, but her avocation has always been the study of Mental Science. Though she admits much of what is known of the mental sciences is steeped in Eastern religious philosophies, her emphasis has been on the science behind such principles. Rose Ziegler grew up in Pennsylvania Amish Country. After marrying, she moved to Oklahoma where she made her living primarily in traditional medicine, but her avocation has always been the study of Mental Science. Though she admits much of what is known of the mental sciences is steeped in Eastern religious philosophies, her emphasis has been on the science behind such principles. Rose Ziegler grew up in Pennsylvania Amish Country. After marrying, she moved to Oklahoma where she made her living primarily in traditional medicine, but her avocation has always been the study of Mental Science. Though she admits much of what is known of the mental sciences is steeped in Eastern religious philosophies, her emphasis has been on the science behind such principles. Rose Ziegler grew up in Pennsylvania Amish Country. After marrying, she moved to Oklahoma where she made her living primarily in traditional medicine, but her avocation has always been the study of Mental Science. Though she admit s much of what is known of the mental sciences is steeped in Eastern religious philosophies, her emphasis has been on the science behind such principles. While in Oklahoma, Rose spent seven years in a formal study of Metaphysics and served as Director of a school branch for several years. She has taught hundreds of students and has had various articles published in newspapers and magazines.

Ebonics and Education Essay

A Persuasive Research Paper on the Why Education Should Pave Way for Ebonics All a person needs to do is turn on the television or browse the Internet to see the proof that there are very important changes in the society. Among those changes is how the use of language increased and how its forms have greatly grown. With much slang, dialects and language transformation and combinations, the number of languages all over the world and not just in the United States, have significantly grown larger and bigger. However, the question of whether this continuous dynamic change in languages is for the better remains to be seen. This is because, though languages have changed and grown, problems caused by miscommunication and misunderstandings are still rampant and present. Although language and all its combinations with other languages aimed to bridge the gap between nations and cultures, different people with different origins and speech are still unable to bridge that gap. There are still many issues concerning the cropping up and usage of new languages. Most common among those is the problem that languages which are combined or which undergo a linguistic blend tends to be disruptive of formal, correct and grammatical language. A simple example would be those music videos which feature artists that combine and contract structure of words to make the song more likeable or even more attuned to the rhythm of the song. However, this has a negative effect as people, most especially young adults and children, become familiar with such language usage to the point that they begin to emulate them. Such debate has long been the topic in educational boards and institutions of whether they should correct and put stop to such language usage or encourage such exchange of words since clearly, the young are affected. In fact, Ebonics or Black English or African American English has become such a heated topic when it was quite obvious that there is a problem among the academics of African American students because they have such low grades and low performance levels that could be attributed to the usage of Ebonics. Many people sided against and for the encouragement of Ebonics. Study after study ensued to prove that Ebonics was an important and integral part of the many pupils and students since that is the language they actually use while others also discouraged its usage. Through this paper, it can be argued that Ebonics is not a mere slang which African American students can do without and that it is not something which should be corrected just because it is seen as ungrammatical. Instead, what the educational boards and institutions should do is cater to their learners and use Ebonics to implement knowledge transfer among their pupils and students and eventually make them learn and use Standard English. Ebonics is formally known as African American English or AAE according to the Center for Applied Linguistics (n. p. ). It is a kind of sociolect or social dialect where it is often used by people who are of African American origins in particular surroundings or situations. The difference of Ebonics with American English is its structure wherein African dialects and sounds are combined, blended, mixed with American English. American English is also sometimes contracted with African dialects or sounds to be inserted within the contractions. Such example is presented by John R. Rickford in his discussion of Ebonics as presented in the Website of the Stanford University. In the example, Rickford uses a simple sentence which is grammatically correct: â€Å"I asked Alvin if he could go† (n. p. ). He then conveys the example to a student known to use Ebonics and the student gives his own version of the sentence: â€Å"I as’ Alvin could he–could he go† (Rickford, n. p. ). Ebonics is not the mere transformation of structure of words to ungrammatically correct versions. In fact, though not completely grammatically acceptable, Ebonics is still considered a structured and coherent dialect. As what the Center for Applied Linguistics or CAL states, â€Å"AAE (or Ebonics) is a regular, systematic language variety that contrasts with other dialects in terms of its grammar, pronunciation and vocabulary† (n. p. ). Thus, Ebonics is not wrong or incorrect, it is merely different and a contradiction with other languages, in this case, the language of American English or Standard English. The origin of Ebonics is unclear but the origins of why it became a topic of heated arguments and debate is quite known. Because nations cater to other nations, and migration and immigration (and even simple leisure travel) are inevitable, it is also natural that the language which people of different cultures use would also be transferred and assimilated by other people with other languages. According to Ladonna Lewis Rush’s argumentative paper on the Ebonics debate titled The Ebonics Debate, the origins of Ebonics can be explained by Smitherman who wrote in Talking and Testifyin: Black English and the Black Experience that: Black English contains elements of Standard English, elements of West African languages, and elements unique to African-Americans. The structure of speech in Ebonics can be analyzed and related to African language structures as well as to the black experience in America. (as cited by Rush, n. p. ) Thus, Ebonic came about because the African Americans needed the language which they could adapt to and use while in America who used American English for their communication. Like what the CAL stated, Smitherman and Rush also believe that Ebonics is not mere slang which is featured and used by African American music artists but it is considered as a distinct dialect all on its own. The concept of Ebonics must have been unknown to most people before the year 1996 but because of a certain state in America, Ebonics and everything related to the dialect and term suddenly exploded to the point that it became a topic of debate. According to Tracey L. Weldon in her write up titled Reflections on the Ebonics Controversy which appeared in American Speech, the Oakland Unified School District in California passed a resolution on the month of December year 2006 that â€Å"recognized the legitimacy of Ebonics† and it called â€Å"for teachers in the district to be better educated about the rules governing the variety (Ebonics)† with the aim that the teachers would be able to improve â€Å"the teaching of standard English to Ebonics speakers† (275). The issue sparked up debate after debate because linguists approved the resolution stating it was correct and adequate while Ebonics speakers and family members of African American origins complained that it was an obvious tactic of discrimination and identification of who were the students that does not have the ability to speak the â€Å"proper English† (Weldon 276). Ebonics and the usage of the dialect is quite obvious in the society as it can be heard from people in most social gatherings, informal meetings and even in the media. According to Rickford, many terms and structures in Ebonics are used by common people because of what they have learned from â€Å"rap, hip hop† and other means of â€Å"popular Black culture† (n. p. ). As what Rickford uses to describe this massive usage of Ebonics in popular Black culture, it becomes â€Å"an icon of youth culture itself† wherein young African Americans are immediately identified as being users of Ebonics. Since Ebonics is a mere means of communication among African Americans, then it should not be a great deal of a problem. However, unfortunately, the usage of the sociolect has become increasingly an issue most especially in educational institutions wherein grammatically correct and linguistically sound structure and vocabulary should be used and encouraged. Rush points out the case why Ebonics has become a problem among pupils and students in schools and this is because they manage to have poor academic standing and it was revealed that because of this dialect that the students have such appalling results. Rush writes in her paper that â€Å"language skills are directly related to success in academics† (n. p. ). This is obviously true since language is used to communicate and interact with other people. Poor language skills or inability to produce and understand the language would make it for one’s self and for other people to have a clear conversation and communication. It is also Rush who pointed out that African American students have a high rate of being suspended (around 80%) and that the students are â€Å"lagging behind in measures of academic success† (n. p. ). There was also an article which appeared on NEA Today that interviewed Lisa Delpit who is a professor an author that focused on Ebonics. In the interview, Delpit mentioned the reason why Ebonics is important and why the resolution passed by the school district was commendable: Most of the African-American children in Oakland were performing miserably. But one school, the Prescott School, consistently performed near the top of the district. Its students were all low-income African-American children. And it adopted a program called the Standard English Proficiency, which uses the children’s home language and culture to teach them Standard English. (17). If Ebonics will be used to relate to the students and slowly pave their learning for Standard English, then there is a high possibility that African Americans’ percentage of academically challenged students would significantly decrease. The question then is how does one go on solving such problem to ensure a fool proof way of solving the issue? This of course lies with the educational board and teachers. Teachers in formal schools teach Standard English because it something which society and the rest of the English speakers use. There is no problem with using Ebonics if it is outside professional and academic grounds; it is after all part of the African American culture. However, Standard English should be the language that is encouraged by the teachers to be used by their students because it would help them in the long run. Based on different discussions on the resolution passed by the school district of Oakland, the debate on whether Ebonics should be studied by the district’s teachers and used to pave the way to teach Standard English should not even be a topic of debate. This is because the debate started because of a mere misunderstanding about the resolution, another proof that language does not only bridge gaps it also creates them, when people saw Standard English as the only form of English that linguists identified as â€Å"proper English†. Linguistically speaking, there is indeed a Standard English as what Weldon has stated but the term â€Å"proper English† is incorrect since there is no wrong or right English. If it can be remembered, Ebonics is even identified as being a dialect that is structured thus, it is very much acceptable. In conclusion, the issue that Ebonics be used to gap and slowly push the learners toward Standard English (as aimed by the resolution) is created by the definition and need of the Standard English. Standard English is not the only English nor is it the only form of the language which is encouraged to be used; instead, Standard English is something which is needed to make all forms of English languages coherent and uniform in the sense that there would be no linguistically and communicatively wrongly structured words. It is the same case of having a one school uniform designated to students of a school to identify who are the members of that school or the generally approved legal age for drinking or voting or driving. There is a common factor which envelopes the entities of a school, a state or a nation. Standard English therefore is needed by the Ebonics speakers if they are desirous of being successful in society which is also the language used by the many. Ebonics is not slang, wrong nor should it be discouraged. However, the Ebonics speakers should be able to understand that learning the Standard English is important since it would make them socially adept at communicating with other people. With all the turmoil and misunderstandings that society is currently under, it needs all the unity and harmony it can get—even if it just comes from having a language they can all understand and speak. Works Cited â€Å"A New Take on Ebonics and Teaching. † NEA Today 17. 2 (1998): 17. Academic Search Complete. EBSCO. Web. 26 July 2010. Center for Applied Linguistics. 2010. â€Å"Dialects – African American English†. Cal. org. Web. 26 July 2010. Rickford, John R. 1996. â€Å"Ebonics Notes and Discussion†. Stanford. edu. Web. 26 July 2010. Rush, Ladonna Lewis. â€Å"The Ebonics Debate†. Princeton. edu. College of Wooster. 1997. Web. 26 July 2010. Weldon, Tracey L. â€Å"Reflections on the Ebonics Controversy†. American Speech 75. 3 ( 2000): 275-277. Project MUSE. Web. 26 July 2010.

How to Write an Analytical Essay

1In the first paragraph really explain what it is about. Ads by Google Technical Writing ToolsTechnical Communicators Resource. TCS 2 Includes FrameMaker, RoboHelp www. Adobe. com 2Start to plot out what you want to write. Do this underneath your introduction. 3Come up with a main idea for each paragraph. Explain your main idea; maybe throw in a quote that will help to explain it in better detail. 4Back up your ideas with examples. If you're writing a descriptive essay, consider a personal example. Otherwise, find an objective example to support your analysis. 5Follow these procedures for each paragraph that you need to write. 6State your conclusion. Restate your introduction and leave the readers thinking. Make your conclusion something very brief and to the point that anyone could read. Ads by Google Resume Writing ResultsJob-Winning Resume Writing Services Personalized & High Quality Resumes resumes. FINS. com Company brochuresYoung Zeck Image Communications creates high-impact brochures www. youngzeck. com dit TipsBeginnings and endings are good places to use quotes, metaphors, and repetition, for effect, because introductions and conclusions should not have any details or in-depth analysis; that is what your body paragraphs are there for. Ads by Google Paper RaterFree Online Grammar Check, Writing Analysis, and More www. PaperRater. com If you are writing a formal analysis or critique, then avoid using colloquial writing. Though informal language may bring some color to a paper, you do not want to risk weakening your argument by influencing it with verbal slang. Ask yourself â€Å"What am I trying to prove? † The answer should be in your thesis. If not, go back and fix it. edit WarningsAvoid making your essay too tacky by using too few quotations. Remember that you want to incorporate others' ideas, too. Don't try to add useless sentences to make an analytical essay longer; it is better to leave it short and to the point. Make each sentence count. edit Things You'll NeedPaper Pen/pencil Spell checker (if using a computer) Thesaurus Microsoft Word (if using a computer) Articles for You to Write

History of Globalization Great Depression Essays

History of Globalization Great Depression Essays History of Globalization Great Depression Essay History of Globalization Great Depression Essay The consensus about the causes of the Great Depression remains today very little. Through empirical testing, Fickler and Parker (1994) considered the main mono-causal theories and showed that none of them could explain on their own the depth, the length and the consequences of the Great Depression. This international crisis was a complex phenomenon which resulted from the combination of different occurrences. We shall then consider each of these parameters and evaluate the extent to which they contributed to cause the Great Depression. The Great Depression may firstly be considered as the result of structural Issues f the inter-war economy induced by World War l. Both political and economic structures were indeed deeply disrupted by the international conflict which tore the whole world up. Disruption of production during the war had permanent effects on trade patterns, trade politics and policy preferences. World War I may be an indirect cause of the Great Depression to the extent that it had profound consequences on international trade and investment flows. First of all, war-induced diversion of production(Horopito, 2004, 33) logically created a propitious context to the rise of protectionist measures. As a matter of fact, World War I had a deep Impact on the Inter-war real economy. The Inter-war period was marked by excess supply issues due to two mall mechanisms. Firstly, non- European primary production highly expanded owing to trade restrictions during the war. As the world economy returned progressively to freer trade after 1918, these new sources of supply induced an extra-offer and a downward pressure on prices. This harder competition reawakened a real demand for protectionist policies. Secondly, European heavy-industry over-expanded in order to sustain the war effort. This over-expansion led to post-war excess supply and contributed to the development of protectionist forces. This protectionist tendency is confirmed by the increase of post-war tariffs across the major trading countries. Protectionist measures depend on the scarcity of productive factors; that is to say that governments protect sectors for which the main factor of production is scarce. For example, Britain and France implemented high tariffs on capital-intensive manufacturing Industries, whereas the united States of America set protective tariffs on labor-Intensive manufactures. This shift In trade policy preferences may have averred the Great Depression. The rise of barriers and the increase of trade costs Down lea Inane to market Allegations, Down In terms AT volume AT trace Ana international capital flows (Haynes, Jacks and Recourse, 2009). Market disintegration is undeniably harmful to economic growth and global competitiveness, owing to the fact that it implies a strong tightening of outlets and a growing uncertainty in the global economy. In this way, World War I deeply affected the structures of trade policy preferences and entailed a shift in international cooperation. These consequences described above may have contributed to cause the Great Depression. Nevertheless, it seems that the sasss global crisis resulted not only from this international context but a greater number of economic parameters. Many scholars studied the Great Depression and its origins in the late 20th century. Certainly useful to understand current economic phenomena, the Great Depression arouses both academic and public interest. We shall then see which causes have been put forward and how convincing they each are. First of all, Anna Schwartz and Milton Friedman put forth the hypothesis of a monetary cause of the Great Depression. According to their analysis, movements in the real economy can be linked to the disruptions in the financial sector at that time. The Great contraction of the money supply (Friedman and Schwartz, 1963) may be an explanatory factor of the Great Depression to the extent that it worsened deflation. This hypothesis seems to be supported by empirical facts; money supply dropped by 35% in the United States, a great number of banks bankrupted, and prices decreased by approximately 33%. The banks failure induced a decrease of private wealth and a drop of money supply, which both contributed to exacerbate fellatio. The monetary explanation of the Great Depression implies a failure of the Federal Reserve in its role of lender of last resort. The simultaneity of deep deflation and continuous contraction in money supply reveals a systemic flaw. Schwartz and Friedman claim that the Federal Reserve had the ability to block deflation and therefore limit the damages of the crisis. As a matter of fact, the Federal Reserve did not lend to banks to avoid panics and did not implement a monetary expansion whereas the amount of gold allowed such a policy in the early sasss. The monetary lice of the United States may have in this way contributed to the strengthening of the Great Depression, but this hypothesis does not explain the reasons behind the behavior of the Federal Reserve and fails to explain the crisis on its own. The monetary hypothesis is not enough if considered as an isolated cause, especially since it cannot account for the unprecedented decline of output during the Great Depression (Brenan, 1983). In this perspective, financial disruptions other than shocks to the money supply also have an impact on the level of prices and level of output. The main argument supporting this non-monetary explanation is debt deflation and financial markets inefficiency. Firstly, over-indebtedness and deflation in the inter-war period led to a downward deflationary spiral which was detrimental to the global economy. Deflation created indeed an increase of real debt burdens for many countries, and therefore drove them to insolvency. To this phenomenon is added a decrease of aggregate demand, which contributes to worsen deflation in a villous clear mechanism (Hasher, 1 ) secondly, ten Atlanta panics enlarger markets efficiency. Financial disruptions of the recession period led to misinformation and inefficient allocation of funds from lenders to borrowers, which induced an increase in the cost of credit. As credit intermediation was getting more expensive, this non-monetary mechanism contributed to lower aggregate demand and therefore to make the recession even worse (Brenan, 1983). The combination of the monetary hypothesis and non-monetary financial disruptions seems to provide a satisfactory understanding of the phenomenon that contributed to turn the initial recession into the Great Depression. However, these approaches mainly account for the experience of the United States and do not entirely apprehend the international nature of the crisis. The main cause of the internationalization of the financial crisis remains in the major flaws induced by the gold standard, which provide a reasonable hypothesis to comprehend the Great Depression as an international economic cataclysm (Parker, 2002). Issues linked to the reconstruction of the gold standard during the inter-war period constitute the most important factor explaining the cause, the depth and the Engel of the Great Depression. It is here essential to go back to the premises of the gold standard in order to understand how its mechanisms combined with contextual conditions led to the Great Depression. During the 1870-1914 period, the gold standard operated as a fixed exchange rate system, that is to say that each national currency was convertible in gold at a fixed exchange rate. The success of the whole system is based on free flows of gold between countries involved and requires free international capital flows. The gold standard allows indeed an automatic adjustment f trade balances, known as the Home mechanism, which requires specific conditions to work efficiently. Countries experiencing a trade deficit lose gold to the benefit of their trading partners. In order to meet the gold standard rules, this phenomenon leads to a monetary contraction and to the rise of interest rates. The trade balance can progressively go back to equilibrium through an increase of foreign capital influx in countries losing gold. In addition to this mechanism, money contraction in these countries applies a downward pressure on prices. The improvement of imitativeness therefore contributes to re-establish the trade balance equilibrium. Such an adjustment mechanism requires a strong international commitment and a real cooperation within members in order guarantee smooth gold and capital flows on an international scale. Predictably enough, the gold standard was suspended during World War I but by the end of 1928, the United States, France, the United Kingdom and Germany had re- established the system of pegged exchange rates. If it worked between 1870-1914, the inter-war period was a completely different time, and the re-establishment of the old standard was doomed to failure. We can firstly underline a difference in terms of wages flexibility. Before World War l, wages were relatively flexible, and an adjustment was possible in case of a bad shock on the gold standard system. The rise of democracy, socialism and trade unions during the inter-war period made this adjustment more Doolittle to Implement. I Nils macerate progress also reluctance political costs of neglecting the internal balance. Because of electoral stakes, it became essential for governments to deal with unemployment rates, and internal affairs progressively overrode the gold standard necessity to maintain a sound external balance. As a result, the main conditions to ensure currency convertibility was often not observed, I. E. A domestic monetary policy based on long-term prices stability and a commitment to fiscal soundness (Hamilton, 1988). In addition to this, an other characteristic of the inter-war period was against the gold standard success. World War I left inter-allied debts and war reparations as a legacy, which favored non-financial disputes and damaged international cooperation. This contextual aspect partially explains the difficulty to get cooperation between central banks. The academic literature analyzing the structural flaws of the inter-war gold standard is very broad (Gingerers, 1986; Teeming, 1989; Brenan and James, 1991). Four main technical defects may however be considered as the cause of the gold standard collapse. Firstly, the lack of coordination between gold-losing countries and gold-gaining countries produced asymmetries in their responses. As described above, a lost in gold reserves must be followed by a decrease of money supply in order to meet the gold standard requirements. This condition was not observed during the inter-war period, and governmental behavior led to deflation and deeper recession. Countries experiencing gold influx did not implement monetary expansion and therefore corrupted the equilibrating mechanism. In the absence of this appropriate monetary policy, gold-gaining countries such as France and the United States kept extracting gold from the reserves of other countries and imposed even more deflation on gold-losing countries. In 1929, France and the United States indeed concentrated most of the world gold reserves and did not implement monetary expansion. Secondly, the system was widened so that national currency could be back not only by gold reserves but also by reserves of a foreign convertible currency. This new parameter introduced instability and risk as a great pressure was put on some countries. The United Kingdom, for instance, had to control its domestic money supply in accordance with its gold reserves, but also needed to closely follow the amount of currency possessed by foreign actors. Thirdly, the lack of power of central banks negatively impacted cooperation within members. For example, the Bank of France was not allowed to participate in open market operations, and the Federal Reserve failed to detect that a monetary expansion in the United States would benefit the whole world. Last but not least, each government fixed its own parity rate unilaterally when Joining the gold standard. Some countries over-valued their currency and others under-valued it, creating a situation in which the return to the equilibrium was nearly impossible. The system was in that way doomed to fail since it was biased from the very first moment it was re-established. It is obvious that the gold standard was highly corrupted in the inter-war period and that its dysfunctions intrinsically made it unsustainable. Empirical research has proven that the recovery of national economies was highly dependent on leaving the gold standard, which adds value to this hypothesis. By leaving the gold standard, governments were able to use monetary policy as an economic tool again. The obstinacy of political leaders to remain in this fixed exchange rate system explains ten Patten an ten rear Depression. The gold standard hypothesis appears to be a key explanation of the mechanisms that led to the Great Depression in the sasss. As a matter of fact, it allows to comprehend not only the flaws of monetary policies within trading countries, but also he deflationary spiral which significantly dropped the level of international output. Both the monetary hypothesis and the hypothesis of non-monetary financial disruptions seem to follow on from the major flaws of the gold standard. The latter performed as a policy constraint and prevented countries from using the monetary tool in order to revive their economy. This kind of mechanism is reminiscent of the situation encountered by the Euro-zone during the 2008 economic crisis. The requirements related to the common currency do not allow members to use monetary policies with the aim of adjusting their external balance. Even though the 2008 crisis and the Great Depression are assuredly different, bearing in mind historical precedents allows a sharper understanding of current events, in particular when it comes to strategic choices and policy preferences of the main political leaders and policy-makers. Bibliography Brenan, B. S. (1983), Monetary effects of the financial crisis in the propagation of the Great Depression, American Economic Review, June. Brenan, B. S. And H. James (1991), The Gold Standard, Deflation, and Financial Crisis in the Great Depression: An International Comparison, in R. G.

Neutralization, Reaction between alkali and ammonium compound Essay Example

Neutralization, Reaction between alkali and ammonium compound Essay Example Neutralization, Reaction between alkali and ammonium compound Paper Neutralization, Reaction between alkali and ammonium compound Paper Strength of Acid and Alkali, Reacting Masses, Volumetric AnalysisIn which of the following cases may it obtain a complete neutralization?(1)25.0 cm3 of 0.120 M sulphuric acid and 50cm3of 0.120M sodium hydroxide solution(2)50.cm3 of 0.5 M Sodium hydroxide and 0.025 moles of aqueous ammonium chloride(3)20.0cm3 of 0.100M phosphoric acid and 30.0cm3 of 0.200 M potassium hydroxide solution(4)Dissolve 0.2025g of solid sodium hydroxide in water and make up to 250cm3 of solution, then 25.0cm3 of this solution is added to 50.0cm3 of 1M hydrochloric acidA.2B.1, 3C.3, 4D.1, 2, 4Option 1:H2SO4(aq) + 2NaOH(aq) Na2SO4(aq) +H2O(l)Mole ratio of H2SO4 : NaOH = 1:2?Using the formula,Molarity of a solution M or mol dm-3= Number of moles of solute (mol) / Volume of solution (dm3)?Number of moles of solute (mol)= Molarity of a solution M or mol dm-3X Volume of solution (dm3)Number of moles of H2SO4 given: 0.12 X (25.0 /1000)= 0.003molNumber of moles of NaOH given: 0.12 X (50.0/1000)= 0.006molMole ratio o f H2SO4 : NaOH = 0.003 /0.006 = 1:2Therefore, option (1) is correct.Option 2 :NaOH(aq) + NH4Cl (aq) NaCl(aq)+ NH3(g) + H2O(l)Mole ratio of NaOH : NH4Cl = l :1?Using the formula,Molarity of a solution M or mol dm-3= Number of moles of solute(mol) / Volume of solution (dm3)?Number of moles of solute(mol)= Molarity of a solution M or mol dm-3X Volume of solution (dm3)Number of moles of NaOH given: 0.5X (50/1000)= 0.025molMole ratio of NaOH : NH4Cl = 0.025/ 0.025= 1:1This indicates that neither NaOH nor NH4Cl will be in excess, thus the reaction is complete. However, option (2) is still incorrect as the reaction between alkali and ammonium compound is not considered as neutralization. Neutralization refers to the combination of hydrogen ions, H+(aq) and hydroxide ions ,OH-(aq) ( or oxide ions,O2- ) to form water molecules, H2O(l). The product of neutralization can only be salt and water.Therefore, option (2) is incorrect.Option 3This option tests the understanding of strength of acid an d alkali.Many students may have already rejected this option immediately when they have the first look on it as they have the common misconception that compared with a strong acid of the same volume and concentration, a weak acid requires a smaller amount of alkali for complete neutralization, as a result, the alkali will be in excess,thus it is not a complete neutralization. In fact, during neutralization with a strong alkali such as sodium hydroxide solution, more and more molecules of the weak acid will ionize and eventually all the molecules ionize to give H+ (aq) ions.Also, they may over-focus on the concept that weak acid can react with strong alkali to produce acidic salt, instead of normal salt.e.g : H3PO4(aq) + NaOH(aq) NaH2PO4(aq) +H2O(l)H3PO4(aq) + 2NaOH(aq) Na2HPO4(aq) +2H2O(l)These above reactions are absolutely correct, but we have to answer carefully for what the question asks.It said In which of the following cases may it obtain a complete neutralization? It is not n ecessary for the salts produced is acidic, we cannot eliminate the case that normal salt is formed.Whether the neutralization is complete or not can only be determined by mole calculation.H3PO4(aq) + 3KOH(aq) K3PO4(aq) +3H2O(l)Mole ratio of H3PO4: KOH = 1:3Using the formula,? Molarity of a solution M or mol dm-3= Number of moles of solute (mol) / Volume of solution (dm3)?Number of moles of solute (mol)= Molarity of a solution M or mol dm-3 X Volume of solution (dm3)Number of moles of H3PO4 given: 0.100 X (20.0 /1000)= 0.002molNumber of moles of KOH given: 0.200X (30.0/1000)= 0.006molMole ratio of H3PO4: KOH = 0.002 /0.006 = 1:3Therefore, option (3) is correct.Option 4:HCl(aq) + NaOH(aq) NaCl(aq) +H2O(l)Using the formula,Molarity of a solution M or mol dm3= Number of moles of solute (mol) / Volume of solution (dm3)Number of moles of solute (mol)Number of moles of HCl used: 1X (50/1000)= 0.05molFrom the chemical equation,We can see that mole ratio of HCl: NaOH = 1:1Number of moles of NaOH required for complete neutralization: 1X0.05mol= 0.05molNumber of moles in 250cm3 of NaOH: Mass(g) / Molar mass(gmol-1)= 2.025/(23.5 + 16.0 + 1.0)= 0.05molNumber of moles in 25 cm3 of NaOH : 0.005/10= 0.005 molMole ratio of HCl: NaOH = 1:1Number of moles of HCl reacted with 25cm3 of NaOH: 1 X 0.005 = 0.005mol?NaoH becomes the limiting reageant (HCl is in excess)The number of moles of HCl unreacted with NaOH :0.05-0.005 = 0.045mol?The neutralization is not completeSome students may forget to divide the number of moles in 250cm3 of NaOH by 10.Consequently, they wrongly think that 0.05 mol of NaOH reacts with 0.05 mol HCl , and so the neutralization is complete. We should remember to divide the number of moles in 250cm3 of NaOH by 10 as only 25cm3 of NaOH (one-tenth of the whole NaOH solution) is used to react with HCl.Therefore, Option (4) is incorrect.Overall : Only option (1)and (3) are correct so the correct answer is B.If a student chooses A, it means he has wrong concepts on mole calculation (reacting masses and volumetric analysis), neutralization and strength of acid and alkali.If a student chooses C, it means he has wrong concepts on mole calculation (reacting masses and volumetric analysis).If a student chooses D, it means he has wrong concepts on strength of acid and alkali.To conclude,The steps to tackle this question are as follows:1) See if there are reactions that are not considered as neutralization first. Option (2) can be eliminated instantly, thus the correct answer can only either be B or C.2) In both answers B and C, we can see that option (3) is included so it implies that options (3) must be correct. It is unnecessary to determine whether it is correct or not by mole calculation.3) We only need to determinate whether options (1) and (4) is correct or not based on mole calculation. If the calculation is correct, we can deduce that option (1) is correctwhereas option (4) is incorrect.4) Finally we can conclude that only options (1) and ( 3) are correct, which lead to the fact that the correct answer should be B.

Presidents Commission on the Status of Women 1961-1963

President's Commission on the Status of Women 1961-1963 December 14, 1961 - October, 1963 While similar institutions with the name Presidents Commission on the Status of Women (PCSW) have been formed by various universities and other institutions, the key organization by that name was established in 1961 by President John F. Kennedy to explore issues relating to women and to make proposals in such areas as employment policy, education, and federal Social Security and tax laws where these discriminated against women or otherwise addressed womens rights. Protecting Women's Rights Interest in womens rights and how to most effectively protect such rights was a matter of growing national interest. There were more than 400 pieces of legislation in Congress which addressed womens status and issues of discrimination and expanding rights. Court decisions at the time addressed reproductive liberty (the use of contraceptives, for instance) and citizenship (whether women served on juries, for example). Those who supported protective legislation for women workers believed that it made it more feasible for women to work. Women, even if they worked a full-time job, were the primary childrearing and housekeeping parent after a day at work. The supporters of protective legislation also believed that it was in societys interest to protect womens health including womens reproductive health by restricting hours and some conditions of work, requiring additional bathroom facilities, etc. Those who supported the Equal Rights Amendment (first introduced in Congress soon after women won the right to vote in 1920) believed with the restrictions and special privileges of women workers under protective legislation, employers were motivated to higher fewer women or even avoid hiring women altogether. Kennedy established the Commission on the Status of Women in order to navigate between these two positions, trying to find compromises that advanced the equality of womens workplace opportunity without losing the support of organized labor and those feminists who supported protecting women workers from exploitation and protecting womens ability to serve in traditional roles in the home and family. Kennedy also saw a need to open the workplace to more women, in order to have the United States become more competitive with Russia, in the space race, in the arms race - in general, to serve the interests of the Free World in the Cold War. The Commission's Charge and Membership Executive Order 10980 by which President Kennedy created the Presidents Commission on the Status of Women spoke for womens basic rights, opportunity for women, the national interest in security and defense of a more efficient and effective utilization of the skills of all persons, and the value of home life and family. It charged the commission with the responsibility for developing recommendations for overcoming discriminations in government and private employment on the basis of sex and for developing recommendations for services which will enable women to continue their role as wives and mothers while making a maximum contribution to the world around them. Kennedy appointed Eleanor Roosevelt, former US delegate to the United Nations and widow of President Franklin D. Roosevelt, to chair the commission. She had played a key role in establishing the Universal Declaration of Human Rights (1948) and shed defended both womens economic opportunity and womens traditional role in the family, so she could be expected to have the respect of those on both sides of the protective legislation issue. Eleanor Roosevelt chaired the commission from its beginning through her death in 1962. The twenty members of the Presidents Commission on the Status of Women included both male and female Congressional representatives and Senators (Senator Maurine B. Neuberger of Oregon and Representative Jessica M. Weis of New York), several cabinet-level officers (including the Attorney General, the Presidents brother Robert F. Kennedy), and other women and men who were respected civic, labor, educational, and religious leaders. There was some ethnic diversity; among the members were Dorothy Height of the National Council of Negro Women and the Young Womens Christian Association, Viola H. Hymes of the National Council of Jewish Women. The Legacy of the Commission: Findings, Successors The final report of the Presidents Commission on the Status of Women (PCSW) was published in October 1963. It proposed a number of legislative initiatives but did not even mention the Equal Rights Amendment. This report, called the Peterson Report, documented workplace discrimination, and recommended affordable child care, equal employment opportunity for women, and paid maternity leave. The public notice given to the report led to considerably more national attention to issues of womens equality, especially in the workplace. Esther Peterson, who headed the Department of Labors Womens Bureau, spoke about the findings in public forums including The Today Show. Many newspapers ran a series of four articles from the Associated Press about the commissions findings of discrimination and its recommendations. As a result, many states and localities also established Commissions on the Status of Women to propose legislative changes, and many universities and other organizations also created such commissions. The Equal Pay Act of 1963 grew out of the recommendations of the Presidents Commission on the Status of Women. The Commission dissolved after creating its report, but the Citizens Advisory Council on the Status of Women was created to succeed the Commission. This brought together many with a continuing interest in various aspects of womens rights. Women from both sides of the protective legislation issue looked for ways in which both sides concerns could be addressed legislatively. More women within the labor movement began to look at how protective legislation might work to discriminate against women, and more feminists outside the movement began to take more seriously the concerns of organized labor in protecting womens and mens family participation. Frustration with progress towards the goals and recommendations of the Presidents Commission on the Status of Women helped fuel the development of the womens movement in the 1960s. When the National Organization for Women was founded, key founders had been involved with the Presidents Commission on the Status of Women or its successor, the Citizens Advisory Council on the Status of Women.

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Auditing Essay Example | Topics and Well Written Essays - 750 words - 5

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The market for Cancer vaccines - Essay Example Geography is also a decisive factor in the case of market characteristics of cancer vaccines as the demand is global and the producing countries are few which results in geographical constraints as the importing cost is involved. The key obstacle to enter this market includes the likes of authoritarian problem, compensation related matters, high cost implicated in manufacturing an oncology product, and government cost repression measures. Also, fear over the effectiveness and side effects of the vaccine of cancer is appearing to be the barrier in the growth of cancer vaccine market (Findlay, â€Å"Cancer vaccine - A giant leap in cancer treatment†). Incentives as such depend on the country where it is being produced. The research and development work related to the cancer vaccine is very expensive which calls for government subsidies and the incentives are correlated with these. Gears to help authorize cancer patients to assess research studies for which they may be entitled which includes the OncoLink/EmergingMed Clinical Trials Matching Service, which persuades patients to look for and consider medical test for the treatment of cancer. A channel to help one to navigate the territory of corresponding and substituting medicine with instructions and warnings on treatments such as vitamins, herbals, chemicals, acupuncture, diet, meditation and body-mind therapy. It comprises that the preliminary information relating to photodynamic therapy (PDT); an original cancer treatment which works by revealing a photosensitizing medicine to precise wavelength of light to kill cancer cells. Proton therapy is a highly developed form of radiation therapy that is at present in use at a limited number of centers worldwide. Protons are different from straight radiation because the beam can significantly diminish normal tissue revelation to surplus radiation. In today’s world, medical science has come of ages and quite a

A play that was written by Arthur Miller in the 1950s Essay Example for Free

A play that was written by Arthur Miller in the 1950s Essay The Crucible is a play that was written by Arthur Miller in the 1950s. The play was originally produced in 1953 at a time where McCarthyism was at its peak. This was a time of American paranoia when Americans believed that the Russians were planning start a war with them. The Americans accused members of the society of been a communist spy for the most trivial reasons. It was a situation of hysteria. This was very similar to the situation in Salem two hundred years earlier. The people of Salem would believe anyone to be a witch even if they had very little or no evidence. Salem was governed by theocracy this meant the church ran the local government, therefore they had orthodox religious beliefs. Arthur Miller compares these two situations to show that we all should learn from past mistakes. The past events in Salem contributed to the situation in 1950s America, this shows Causation. The title reflects the play because a crucible is a container used to expose its contents to very high temperatures, this can cause impurities to rise to the surface, its metaphoric meaning is a place of severe test or trial. In the play eighteenth century Salem becomes a Crucible, Judge Danforth creates a situation in which he is trying to force the supposed witches to the surface and purify Salem. Miller uses dramatic techniques to maintain the audiences interest the message that Miller conveys is to learn from your mistakes and not to jump to conclusions. Abigail changes the way she acts when interrogated by Hale. Abigail has previously been perceived as a dynamic and powerful individual however when Rev. Hale questions her she comes across as very desperate and paranoid. This is shown when Abigail says, I am a good girl, a proper girl. She attempts to make herself out to be a model Puritan, Parris and Hale are manipulated but the audience knows that Abigail is no telling the truth, this is dramatic irony. The playwright Arthur Miller presents Abigail to be extremely deceptive and two-faced, as he wants the audience to dislike her. This is shown when Abigail notices an opportunity to blame Tituba for the unchristian and unlawful activities that she has committed. For instance Abigail blames Tituba for making her laugh in the middle of prayer and for waking her in the night and Abi finds herself naked. Miller does this to give an insight of the sin Tituba is not given the chance to object or justify Abigails accusations. An example of this is Mister Reverend, I never. And Hale interrupts her by saying Tituba I want you to wake this child. Reverend Hale is not interested in Titubas defence but her satanic influence. This shows that Hale does not pity Tituba he hears that which he wishes to hear. This reveals that the citizens of Salem will believe what they are told, they follow the majority. When Tituba enters the room Abigail immediately puts the blame on her. This shows that Abigail was under a lot of pressure, so much so that she transferred the blame onto the first person that entered the room. Tituba was not expecting Abigail to blame her. She shows this when the stage directions are shocked and angry Tituba previously considered Abi to be a loyal and honest person. Tituba has misinterpreted Abigails character. Miller increases the tension as the audience sympathises with the slave since her English is bad and she is been tricked into admitting something she has not done. When Abigail mentions the word blood, Parris Mrs Putnam and Tituba all repeat it. This reveals that the incident that took place in the forest was not as innocent as was first thought. It shows that in fact it was a lot more sinister. The repetition of this key work creates tension since repetition creates a sense of hysteria. Miller reveals this information to increase the audiences interest. The characters that repeat the word blood are insecure and gullible.

Indecision, Hesitation and Delay in Shakespeares Hamlet Essay

     Ã‚  Ã‚   The very intelligent prince in William Shakespeare’s Hamlet is a dallying type, especially at the crucial prayer scene where the king appears very vulnerable. But some esteemed literary critics do not consider the hero to be a procrastinator at all. Let us in this essay examine various points of view on the prince'’ various episodes indicting dallying or the opposite. Harry Levin comments on Hamlet’s uncharacteristic hesitation in dispatching the king, in the General Introduction to The Riverside Shakespeare: Comparably, Hamlet has been taken to task – or, perhaps more often, sentimentalized – for an alleged inability to make up his mind. Actually, both the testimony about him and his ultimate heroism show that his hesitations are uncharacteristic. It is a measure of the baffling predicament in which he finds himself that the native hue of resolution Is sicklied o’er with the pale cast of thought (III.i.84) If Hamlet’s personality seems peculiarly elusive, if his different interpreters can endow him with such widely differing characteristics, it is because his part is presented subjectively, much of it confided to us through soliloquies. (24) David Bevington, in the Introduction to Twentieth Century Interpretations of Hamlet, eliminates some possible reasons for Hamlet’s hesitation in killing Claudius during the prayer scene:    Several limits can be placed upon the search for an explanation of Hamlet’s apparent hesitation to avenge. He is not ineffectual under ordinary circumstances. Elizabethan theories of melancholy did not suppose the sufferer to be made necessarily inactive. Hamlet has a deserved reputation in Denmark for manliness and princely demeanor. He keeps up his fencing practice ... ...n and Audio Performance. Rutherford, NJ: Fairleigh Dickinson University Press, 1988.    Levin, Harry. General Introduction. The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Co., 1974.    Nevo, Ruth. â€Å"Acts III and IV: Problems of Text and Staging.† Modern Critical Interpretations: Hamlet. Ed. Harold Bloom. New York: Chelsea House Publishers, 1986. Rpt. from Tragic Form in Shakespeare. N.p.: Princeton University Press, 1972.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.   

Law Enforcement Innovations in Reaction to The 9/11 Terrorist Attacks a

The terrorist attacks to the World Trade Center towers in New York City on September 11, 2001 has changed the way federal, state and local police departments communicate with each other, their structures, and operations. The new federal organization known as Homeland Security set out to coordinate their work at the state level, collect, analyze and share pertinent information and intelligence, protect key infrastructure and assets, secure the nation’s borders and ports, team up with federal and local task forces, and prepare new response training, equipment, systems and strategies (Foster and Cordner, 2005). The Federal Bureau of Investigation also shifted focus from addressing traditional crimes to preventing terrorist attacks. This is a change in strategy much like the change between the reform and community policing eras (National Research Council, 2004). It would be next to impossible for federal agencies to work directly with local agencies since there are around 18,000 local departments throughout the nation (Foster and Cordner, 2005). Occurrences such as these are the downfall of a decentralized police system, but 9/11 has created more cohesion through the federal, state and local agencies (National Research Council, 2004). This resulted from state agencies that were selected as a liaison between the federal and local law agencies to do business such as disseminating information, sharing resources and asking for assistance (Foster and Cordner, 2005). This centralization makes more levels of administration responsible for strategies and tactics (Kelling and Moore, 1988). State agencies saw a 75.4 percent increase in terrorism related intelligence gathering, analysis and dissemination, 61.3 percent increase in ... ..., 2008; Rush, 2008; Kelling and Moore, 1988). These systems fall into the category of community policing as these campus police departments engage the community in the prevention of crime (Walsh, 2001). 9/11 has placed terrorist prevention in the hands of the local law enforcement agencies and reorganized the systems of law enforcement throughout our country. School shootings such as the massacre at Virginia Tech have heightened the need for security measures that can reach people quickly and on a mass scale. Where we once thought we were safe, now large-scale acts of lawlessness have brought safety and security to the fore. These acts of violence have already changed the strategies of law enforcement. If these changes give any picture of the future strategies and tactics will become more centralized and the community will be engaged to a higher degree.

Fiction and Work

1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot. 1970 Also. Choose a work of recognized literary merit in which a specific inanimate object (e. g. , a seashell, a handkerchief, a painting) is important, and write an essay in which you show how two or three of the purposes the object serves are related to one another. 971. The significance of a title such as The Adventures of Huckleberry Finn is so easy to discover. However, in other works (for example, Measure for Measure) the full significance of the title becomes apparent to the reader only gradually. Choose two works and show how the significance of their respective titles is developed through the authors' use of devices such as contrast, repetition, allusion, and point of view. 1972. In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work.Write an essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way. 1973. An effective literary work does not merely stop or cease; it concludes. In the view of some critics, a work that does not provide the pleasure of significant closure has terminated with an artistic fault. A satisfactory ending is not, however, always conclusive in every sense; significant closure may require the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of a novel or play of acknowledged literary merit.Explain precisely how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot. 1974. Choose a work of literature written before 1900. Write an essay in which you present a rguments for and against the work's relevance for a person in 1974. Your own position should emerge in the course of your essay. You may refer to works of literature written after 1900 for the purpose of contrast or comparison. 1975. Although literary critics have tended to praise the unique in literary characterizations, many authors have employed the stereotyped character successfully.Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the author's purpose. 1975 Also. Unlike the novelist, the writer of a play does not use his own voice and only rarely uses a narrator's voice to guide the audience's responses to character and action. Select a play you have read and write an essay in which you explain the techniques the playwright uses to guide his audience's responses to the central characters and the action.You might consider the effect on the audience of things like settin g, the use of comparable and contrasting characters, and the characters' responses to each other. Support your argument with specific references to the play. Do not give a plot summary. 1976. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society.In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose. 1977. In some novels and plays certain parallel or recurring events prove to be significant. In an essay, describe the major similarities and differences in a sequence of parallel or recurring events in a novel or play and discuss the significance of such events. Do not merely su mmarize the plot. 1978. Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit.Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. Avoid plot summary. 1979. Choose a complex and important character in a novel or a play of recognized literary merit who might on the basis of the character's actions alone be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work makes us react more sympathetically than we otherwise might. Avoid plot summary. 1980. A recurring theme in literature is the classic war between a passion and responsibility.For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Choose a literary work in which a character confronts the demand s of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work. 1981. The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature.Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work's meaning. 1982. In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the meaning of the complete work. Avoid plot summary. 1983. From a novel or play of literary merit, select an important character who is a villain.Then, in a well-organized essay, analyze the natu re of the character's villainy and show how it enhances meaning in the work. Do not merely summarize the plot. 1984. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness. 1985. A critic has said that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude.Select a literary work that produces this â€Å"healthy confusion. † Write an essay in which you explain the sources of the â€Å"pleasure and disquietude† experienced by the readers of the work. 1986. Some works of literature use the element of time in a distinct way. The chronological sequence of events may be altered, or time may be suspended or accelerated. Choose a novel, an epic, or a play of recog nized literary merit and show how the author's manipulation of time contributes to the effectiveness of the work as a whole. Do not merely summarize the plot. 987. Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader's or audience's views. Avoid plot summary. 1988. Choose a distinguished novel or play in which some of the most significant events are mental or psychological; for example, awakenings, discoveries, changes in consciousness. In a well-organized ssay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external action. Do not merely summarize the plot. 1989. In questioning the value of literary realism, Flannery O'Connor has written, â€Å"I am interested in making a good case for distortion because I am coming to believe that it is the only way to make people see. † Write an essay in which you â€Å"make a good case for distortion,† as distinct from literary realism. Analyze how important elements of the work you choose are â€Å"distorted† and explain how these distortions contribute to the effectiveness of the work.Avoid plot summary. 1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary. 1991. Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places.Write an essay explaining how the places di ffer, what each place represents, and how their contrast contributes to the meaning of the work. 1992. In a novel or play, a confidant (male) or a confidante (female) is a character, often a friend or relative of the hero or heroine, whose role is to be present when the hero or heroine needs a sympathetic listener to confide in. Frequently the result is, as Henry James remarked, that the confidant or confidante can be as much â€Å"the reader's friend as the protagonist's. † However, the author sometimes uses this character for other purposes as well.Choose a confidant or confidante from a novel or play of recognized literary merit and write an essay in which you discuss the various ways this character functions in the work. You may write your essay on one of the following novels or plays or on another of comparable quality. Do not write on a poem or short story. 1993. â€Å"The true test of comedy is that it shall awaken thoughtful laughter. † Choose a novel, play, or long poem in which a scene or character awakens â€Å"thoughtful laughter† in the reader. Write an essay in which you show why this laughter is â€Å"thoughtful† and how it contributes to the meaning of the work. 994. In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary. 1995. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed.Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values. 1996. The British novelist Fay Weldon offers t his observation about happy endings. â€Å"The writers, I do believe, who get the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events — a marriage or a last minute rescue from death — but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death. Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the â€Å"spiritual reassessment or moral reconciliation† evident in the ending and explain its significance in the work as a whole. 1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole.You may choose a work from the list below or another novel or play of literary merit. 1998. In his essay â€Å"Walking,† Henry David Thoreau offers the following assessment of literature: In literature it is only the wild that attracts us. Dullness is but another name for tameness. It is the uncivilized free and wild thinking in Hamlet and The Iliad, in all scriptures and mythologies, not learned in schools, that delights us. From the works that you have studied in school, choose a novel, play, or epic poem that you may initially have thought was conventional and tame but that you now value for its â€Å"uncivilized free and wild thinking. Write an essay in which you explain what constitutes its â€Å"uncivilized free and wild thinking† and how that thinking is central to the value of the work as a whole. Support your ideas with specific references to the work you choose. 1999. The eighteenth-century British novelist Laurence Sterne wrote, â€Å"No body, but he who has felt it, can conceive what a plaguing thing it is to have a man's mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time. From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary quality. 2000. Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery.In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in which one or more of the ch aracters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 2001. One definition of madness is â€Å"mental delusion or the eccentric behavior arising from it. † But Emily Dickinson wrote Much madness is divinest Sense- To a discerning Eye-Novelists and playwrights have often seen madness with a â€Å"discerning Eye. † Select a novel or play in which a character's apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the â€Å"madness† to the work as a whole. Do not merely summarize the plot. 2002. Morally ambiguous characters — characters whose behavior discourages readers from identifying them as purely evil or purely good — ar e at the heart of many works of literature.Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary. 2002, Form B. Often in literature, a character's success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all. Choose a novel or play of literary merit that requires a character to keep a secret.In a well-organized essay, briefly explain the necessity for secrecy and how the character's choice to reveal or keep the secret affects the plot and contributes to the meaning of the work as a whole. You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film. 2003. According to critic Northrop Frye, â€Å"Tragic hero es are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clump of grass.Conductors may of course be instruments as well as victims of the divisive lightning. † Select a novel or play in which a tragic figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 2003, Form B. Novels and plays often depict characters caught between colliding cultures — national, regional, ethnic, religious, institutional. Such collisions can call a character's sense of identity into question.Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the character's response and explain its relevance to the work as a whole. 2004. Critic Rol and Barthes has said, â€Å"Literature is the question minus the answer. † Choose a novel, or play, and, considering Barthes' observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the author's treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. 004, Form B. The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary. 2005. In Kate Chopin's The Awakening (1899), protagonist Edna Pontellier is said to possess â€Å"That outward existence which conforms, the inward life that questions. † In a novel or play that you have studied, identify a character who outwardly conforms while questioning inwardly.Then write an essay in which you analyze how this tension between outward conformity and inward questioning contributes to the meaning of the work. Avoid mere plot summary. 2005, Form B. One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character in a novel or a drama struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work. 2006. Many writers use a country setting to establish values within a work of literature.For example, the country may be a place of virtue and peace or one of primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole. 2006, Form B. In many works of literature, a physical journey – the literal movement from one place to a nother – plays a central role. Choose a novel, play, or epic poem in which a physical journey is an important element and discuss how the journey adds to the meaning of the work as a whole. Avoid mere plot summary. 2007.In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character's relationship to the past contributes to the meaning of the work as a whole. 2007, Form B. Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist; main characters may likewise be guilty of treachery or may betray their own values.Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work a s a whole. 2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasize, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor haracter serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work. 2008, Form B. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole. 2009.A symbol is an object, action, or event that represents something or t hat creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify meaning, or enlarge literal meaning. Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. 2009, Form B. Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue.Then write an essay in which you analyze how the author uses literary elements to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot. 2010, Form A. Palestinian American literary theorist and cultural critic Edward Said has written that â€Å"Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted. † Yet Said has also said that exile can become â€Å"a potent, even enriching† experience.Select a novel, play, or epic in which a character experiences such a rift and becomes cut off from â€Å"home,† whether that home is the character’s birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot. 2010 Form B. â€Å"You can leave home all you want, but home will never leave you. —Sonsyrea Tate. Sonsyrea Tate’s statement suggests that â€Å"home† may be conceived of as a dwelling, a place, or a state of mind. It may have positive or negative associations, but in either ca se, it may have a considerable influence on an individual. Choose a novel or play in which a central character leaves home yet finds that home remains significant. Write a well-developed essay in which you analyze the importance of â€Å"home† to this character and the reasons for its continuing influence. Explain how the character’s idea of home illuminates the larger meaning of the work.Choose a work from the list below or another appropriate novel or play of comparable literary merit. Do not merely summarize the plot. 2011. In a novel by William Styron, a father tells his son that life â€Å"is a search for justice. † Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the character’s understanding of justice, the degree to which the character’s search for justice is successful and the significance of this search for the work as a whole. 2011 , Form B.In The Writing of Fiction (1925), novelist Edith Wharton states the following: At every stage in the progress of his tale the novelist must rely on what may be called the illuminating incident to reveal and emphasize the inner meaning of each situation. Illuminating incidents are the magic casements of fiction, its vistas on infinity. Choose a novel or play that you have studied and write a well-organized essay in which you describe an â€Å"illuminating† episode or moment and explain how it functions as a â€Å"casement,† a window that opens onto the meaning of the work as a whole.Avoid mere plot summary. 2012. â€Å"And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency. † Pauline Hopkins, Contending Forces. Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you an alyze how surroundings affect this character and illuminate the meaning of the work as a whole. Do not merely summarize the plot.