What did Hoggart and other British cultural critics see the “juke box boys” (Hoggart, 1958, 247) as a portent of?

Dan Bednar The essay will introduce the notion of consensus – the agreement reached between political parties as well as in the society as a whole. However, due to the limitation of this paper, this is a rather an abbreviated description of the whole situation. As a result the British foreign affairs, as well as the importance of immigrant waves on forming the new British culture, will be ignored. Furthermore, the youth phenomenon did not appear overnight as it might seem from reading the following lines. In fact as the teenagers gained more and more attention from the marketplace and the popular press, they also gained more confidence and their voice was heard. The focus here will be on the Teddy Boys youths; the nation's young generation, however, was much more diverse, ranging from middle and upper class youth (with their specific culture) to youngsters organised in clubs and societies. Consensus Since 1951 the Conservative Party won three subsequent elections. The political consensus between the parties â€Å"reflected a consensus in the nation. In the spectrum of political opinion from right to left, the majority of electors had moved towards the middle †¦ leaving only minorities at the extremes† (Hill, 1986 p.7). This was due to a relative affluence of the working classes. They were better off, ate better food and watched more and more television. The Conservative party followed the political line of the Labour years, and, therefore, many ordinary citizens lost their interest in politics as well as their post-war collective enthusiasm (Hill, 1986 p.5). Furthermore, the consensus seemed to be reached between classes: the affluence of the lower classes made it seem like the class distinctions would eventually disappear (Hill, 1986 p.7). The consensus also reached the mass media. After the war the BBC set up a task of a â€Å"‘cultural mission'- elevating national standards† (Caughie, 1986 p.194).* Television hours were limited to a few hours a day: an act of protectionism. The contrast between what the public wanted and what was BBC's policy of educational entertainment was to be challenged by the first private channel. The British cinema was also rigorously protected. Import quotas secured the showing of a certain number of British films. New films were also censored or banned (McKibbin, 1998 p.423-435). As MsKibbin argues, â€Å"contemporaries thought the cinema was a uniquely powerful medium. The country's elites were persistently worried about its potentially subversive effect on England's politics and morality† (1998 p.455). The consensus reached in this area was set up to protect the citizens from what was then thought to be extremely dangerous: exposure to violence, sex and Americanisation. Contemporary studies supported these views: mass media supposedly had immediate effect (Street, 1997 p.62). The Horror of Rock'n'Roll The critics and academics saw the working class youth as the most endangered group. Thanks to the after war baby boom they were large in numbers, were often employed (We Are the Lambeth Boys) and earned more money. They are ground between the millstones of technocracy an democracy; society gives them almost limitless freedom of the sensation, but makes few demands on them – the use of their hands and of a fraction of their brains for forty hours a week. For the rest they are open to the entertainers and their efficient mass-equipment (Hoggart 1957 p. 249). Hoggart describes the Teddy Boys as frequent customers of milk bars, throwing one coin after another into the jukebox machine, reading sex and violence novels. These novels inspired the first British films targeting youth. With the emergence of the X certificate, some of the British studios concentrated on the horror and the sci-fi genres, the most famous being the Hammer studio. Although the cinema attendance numbers dropped drastically, due to the impact of television and shifting demographics (more and more people moving into new towns), the youth remained the largest cinema audience (McKibbin, 1998 p.420). The Hammer horror films were attractive for the youth audience (Street, 1997 p.76) as well as the Rock'n'Roll imports and their British versions (films with Cliff Richard and Tommy Steel). The horror and Rock'n'Roll films had their exploitational strategies in common. They were both taking advantages of certain novelties (scandals, wars) or/and their cinema audiences. These films usually had an inaccurate, sensational approach similar to that of the tabloid press. They, however, managed to express contemporary anxieties (nuclear threat, crisis of masculinity) (Street 1997, p.76-78). Films like Rock Around the Clock benefited from the Rock'n'Roll hype and from the controversy of the music; the assumed link between music and violence. Some Rock'n'Roll features were banned in local cinemas which only added to their popularity. Parents feared their children would turn into delinquents as the youth crime numbers were raising and the tabloid press blew the violent acts of a few into a nation-wide phenomenon (Hill, 1986 p.13-14). Famous filmmakers like Pressburger and Powell were clearly inspired by the horror genre in their film Peeping Tom. As well as some of the Hammer films, the film comments on the danger of science manipulation (Tom was a subject of scientific experiments of his fathers), but goes deeper into examination of the media exploitation itself, reflecting on contemporary anxieties (â€Å"fear of independent women† (Street, 1997 p.78)) and the supposed ‘higher morality' of the older generation (the elderly man, buying pornographic material in the kiosk). We might go further and suggest that the film is a call for realism. The studio in Peeping Tom produces popular murder stories, but when confronted with a real murder, we realize how remote these people are from the topics of their films. Similarly to Hitchcock's Psycho, Powell and Pressburger cast the main character with a good-looking young man – instead of a villain looking character. As Lowenstein argues, the social realism of Peeping Tom shows that these shifting social currents are shot through with anxieties that include viewers ‘like you and me' as agonized participants in ‘life here today'. (2000 p.229) Powell's and Presburger's interest in products of the mass culture is of the same sort as Warhol's interest in advertising, Kubrick's interest in popular genres in The Shining as well as Tarantino's obsession with pulp novels. Angry Young Men Hoggart's appeal was to preserve and enforce original ‘working class' culture. This appeal came about at the same time as the new breed of writers, first just called Movement and later on called the Angry Young Men. They were often of working class origin, and wrote novels about working class youth or about young men fighting bureaucracy and the current social order (Kingsley Amis – Lucky Jim). These ‘angry young men' represented the part of society that was slowly waking up from the consensus dream. The British Empire was facing internal and external crisis (racial upheavals, Suez War). Problems like class distinctions and national identity re-emerged with greater strength. The writers showed discontent with both the traditional highbrow culture as well as the faceless mass culture. However it turned out, that the mass culture swallowed the new subculture soon afterwards*. The films based on the Angry Young Men novels differed from the exploit features in their respectable treatment of the young individual and investigating the causes of their revolt. They might have been inspired by some of the American youth films, like A Rebel Without a Cause: the film is not just another exploit; it examined psychological depths of delinquent behaviour (the influence of the family background). Also the documentary tradition of some of the filmmakers like Karel Reisz was important. Reisz carefully observed youngsters and disclosed that they are much more than young delinquents in We Are the Lambeth Boys. Braine's novel Room at the Top was turned into a successful film. The film's revolt is in its exposed sexuality. As Marwick suggests: â€Å"censorship was itself changing its views as to what was now acceptable to British audiences† (1991 p.73-74). One of the illusions of the 50s was that the class distinction seemed to disappear (Hill, 1986 p.10-11). Clayton's film is a cruel awakening from the classless dream. The young man in the Room at the Top, puts up a tough fight to be accepted by the privileged class, only to realise that he had to pay huge prize for it. His lover dies in a car accident (suicide?). Joe Lampton hates the everyday routine and the oblivion of his own class, but also despises the class he is trying to join: their power and money are the only way to realise his potential. Sillitoe who wrote Saturday Night and Sunday Morning was of working class background. Reisz, who directed the subsequent film, already got a reputation with We Are the Lambeth Boys. Saturday Night and Sunday Morning is a fierce attack on the ‘great' values of the fifties: affluence of the working class, full employment and mass culture (television). In a way, Arthur is a representative of the disappearing working class culture with his spare time ‘activities': fishing, drinking with friends and revolting. Arthur's parents and his colleague, Jack, represent the new emerging mass culture. They all watch television: Arthur's father to such an extent that he becomes totally absorbed by the medium. When Brenda is getting ready to go out, Jack suggests that one day they will be able to afford a TV set so that she can stay home. The disaffection ..of the young worker is directed against organized society and it bureaucrats, and against the more docile members of he working class, rather than against any identifiable enemy (Marwick, 1982 p.135). Arthur's culture is that of a revolt. He knows that there is something very wrong, but he is not sure how to fight it. Arthur says ‘no' to Hoggart's definition of working class youths: use your hands and a fraction of your brain and you can then be entertained. Arthur's ‘no' is also a ‘no' to the boom of the fifties. The youths were the first to realise the drawbacks, while the older generation was blinded by relative affluence and the pleasures of television. Arthur carries on with the fight until he agrees to marry Doreen. He then conforms to the mass culture of regular wages, consensus and television. His culture of revolt is lost to mass culture. The same can be said of the Angry Young Men movement: it later assimilated with the mass culture, since â€Å"media interest nearly always means immediate expropriation and assimilation by the mass culture† (Taylor, 2000). Conclusion Hoggart saw the emergence of the mass culture as a serious threat to the authentic working class culture. He was one of the first critics who realised the richness of the original popular culture, but he also criticised the highbrow values imposed on the working class. He saw the horror and science fiction films as a sign of classless mass culture and Teddy Boys as a portent of losing one's culture to the universal culture. At the same time, however, a group of writers emerged that created and re-created original working class culture, giving young men the potential for cultural revolution. I have argued that the exploit culture targeting a young audience had a profound effect on the art of the next decade. The Pop art had it's inspiration in trivial entertainment and commercials. The Pop art (art for everyone) made no distinctions between popular and highbrow culture and freed art from all preconceptions. Furthermore, the open dealing with sexual matters in some of the films and novels, opened up the censorship and gave way to artistic freedom. The youth shook the power of the â€Å"highbrow minority† that dictated the shaping of the whole culture and helped the existence of working class bands like the Beatles and the Rolling Stones. The youth also gained more attention from advertisers and this resulted in strictly teenage products – fashion, such as jeans and short skirts. The youth changed the whole nature of cinema production. From then on film producers became more aware of their audiences and the films targeted increasingly younger audiences. Also the age of the media planners, directors and producers decreased and the young filmmakers gained more power both in Britain (Anderson, Reizs) and Hollywood (Beatty, Hopper), only to loose it later on due to further commercialism of cinema during the 70s and 80s (Biskind,1998: Introduction). The strength of the youth influence is also in its diversity: it inspired Marxists, trash artists, nihilists, hedonists, feminists and the list could go on. Its main strength is that it enabled wide cultural and political discussions. Arthur was a portent of complex socio-cultural changes that started during the sixties and carry on until today.

Importance of Education Essay

Generally, at a young age, children learn to develop and use their mental, moral and physical powers, which they acquire through various types of education. Education is commonly referred to as the process of learning and obtaining knowledge at school, in a form of formal education. However, the process of education does not only start when a child first attends school, education begins at home. A person does not only acquire knowledge from a teacher, they can learn and receive knowledge from a parent, family member and even a friend. In almost all societies, attending school and receiving an education is extremely vital and necessary if anyone wants to achieve their goal. On the other side of the coin, we have places in the world where not everyone has an opportunity to receive this formal type of education. The opportunities that are offered are greatly limited as they do not meet the academic requirements. Everyone who has a job needs to use their brain which is why the importance of education is so great. In some instances, children cannot attend school because parents need their children to help them with their work. Since it is not traditional in some places to receive a formal education, the one who receives an education is usually envied, praised and even admired by members of the community. They are the ones that go on to be businessmen and work in the city. Children sometimes look at other children with awe; just the same way as one child might envy another because he got a new pair of sneakers, and wishes that he could have one too. There is a sense of admiration but at the same time there is a sense of jealousy as well. Seeing your classmate doing better than yourself causes tension and jealousy as a result of the scarce opportunities available. Listening to your teacher is one of the most important things to do in school. In Australia, education is free. Children are very lucky to live in Australia and do not recognise the importance of education. How hard you study in your early life makes a huge difference. Depending on how much you  value education, you may be the next Steve Jobs or the next cleaner of Luna Park. In conclusion, there are many reasons why education is valuable to young children. One of the main reasons is to secure your income. Having a career in sport is rare and is dangerous. You can break your leg and be scarred for life. However, if you aim to be good in the business world academically, you can’t exactly have a â€Å"work-related accident.† If you’re a child, I suggest you work hard so that your brain is overflowing of knowledge.

Case study on Managing Resistance Essay

What lessons about power, politics and resistance, in relation to organizational change, do you draw from this study? Resistance: Resistance to change is the act of opposing or struggling with modifications or transformations that alter the status quo in the workplace. Politics in resistance to change management – As based on the case study, it shows the confliction of interests and politics were the main reason deterring the necessary changes that should be implemented when the problem was identify. As the reward power of leaders will find all ways of means to suppress any emergent resistance which therefore forming an obstacle towards the possible change of the culture or risk management practices. -Despite the consequence, Paul Moore voiced out the problem ignoring the resistance from the upper management (Senior Executives) and managed to identify the issues that was happening 1) The company secretary failed to minute crucial comments he made at a formal board meeting reporting his investigation that the sales culture at HBOS had got out of control. 2) During the report for the group auditing meeting, problems such as systems and controls, risk management and the sales culture that he identify was intentionally being left out of the reports that should be represented to the auditing committee. 3) An ex-sales manager who had no experience of risk management was appointed as the group risk director after Moore was dismissed. 4) A close friend of the HBOS chairman was appointed as the chairman of the risk control committee who had no knowledge in banking or credit risk management to oversea such a vital position which were meant to challenge the chairman if problems arise. Five tips for: Managing resistance 1. Do change management right the first time 2. Expect it 3. Address it formally 4. Identify the root causes 5. Engage the â€Å"right† resistance managers

Electric and magnetic fields Essay Example | Topics and Well Written Essays - 750 words

Electric and magnetic fields - Essay Example In the universe, magnetism has a great importance as most of the heavenly objects are influenced by the magnetic fields. The planet earth has also a constant magnetic field around it, as the magnet has a north and south poles; the earth has also the north and south poles. These poles were being in use from many years and people find their ways and directions utilizing the earth magnetic poles. Magnetic and electric fields are utilized to generate electrical power. Similarly, electric and magnetic fields are utilized to convert the electrical energy into mechanical energy by the utilization of a motor. A field of physics is dedicated to study the electric field that is Electrostatics. Electrostatics studies the electric field in relation with the electric flux, electric potential energy, electric potential, electrostatic induction and electric dipole movement. Electric field is a vector quantity having no fixed direction and has the units of N/C (Newton per Coulombs) or V/m (Volt per meter). The field is produced due to the movement of the electrical charged particles. The movements of the charged particles produce a magnetic field. The magnetic and electric fields are such linked to each other that one influences the other. In this way, the electric fields can be described by force that a charged test particle face. The force directs the electric fields in the similar direction as that of the force (Oatley 5-27). In this perspective the idea of electromagnetism grown and referred as the field dealing with both the quantities. Magnetic field is termed to be vector; the field has a direction and magnitude. The movement of the electrical charge produces the magnetic fields (Herlach & Miura 1-65). In this way, electrical charge or the charged particles highly influence the magnetic field. Magnetic fields are much important in determining the direction on the ship along with the most modern system like GPS (Global positioning system). Changing the magnetic

Who is your role model and how did that person impact your life Essay

Who is your role model and how did that person impact your life - Essay Example He made me realize my purpose and potential, my dreams are to change the world to become a better place where the world would be free from diseases, and quality healthcare would be available to all. Like Obama, I am determined not to give up on my dreams. Moreover, President Obama has taught me never to lose my hopes, always focus on the future, and press forward always no matter the obstacles. According to Price (92) his opponents said negative things about him such as he did not have any political experience to govern a state like America, but he did not listen to them because his intentions were focused on the best lives for all. Becoming the president of America was not an easy thing considering that he was an African American, he came from a humble family, was not famous, his family had no political background, and of all things his father was a Muslim. Therefore, I have emulated Obama’s behaviors, and now I am a persistent, strong minded and compassionate person. Many thanks to Obama as a weak, intolerant, and unconfident me, is now gone. I am now the most passionate and outstanding person in whatever I do, and I am not ready to stop. Price, Joann. Barrack Obama: A Biography. U.S.A: Greenwood Press, 2008. Google books. Web. 28 Oct. 2014.

The Current Evidence of Human Evolution Essay Example | Topics and Well Written Essays - 1000 words - 2

The Current Evidence of Human Evolution - Essay Example Interestingly, humans, Homo sapiens, have not yet stopped the journey of evolution. To date, humans still evolve (Schumann, 1998, p93). Nature is very dynamic and with every change in nature, humans have always found a way of adapting to the new domains. Change in nature is inevitable obliging life forms to keep abreast to the changes in order to thrive or survive. A life form that finds it hard to transform to the changing demands of nature eventually dies out (extinction). Humans are the most intelligent creature in the world and they have been so dynamic to the dynamic life conditions they get subjected to by nature. Scientists have come up with new ideas to study this course and a wealth of evidence has been established that supports the fact that indeed, human beings (Homo sapiens) do still evolve to date. One can only imagine the next life forms human would be like if the currently continuing trend. Before the evidences were discovered, many scientists believed that humans have stopped evolving because the advanced cultural and technological states have annihilated the possibility of natural selection that induces evolutionary changes. However, recent scientists have established that humans are still evolving due to social and environmental changes. There is always a specific and special need for humans when the environment changes. The assumption that human technology has been able to create provisions to humans, hence, reducing the biological pressures that could trigger genetic alterations has been disqualified by recent research. In fact, it is reported that the genetic signals are very vivid and can be detected in few births. In Quebec, a town in Canada, for instance, recent human evolution has been detected. Researchers (scientists in this quest) say that micro-changes in the overall gene structure in humans can be detected in

Livia 2 Essay Example | Topics and Well Written Essays - 250 words - 1

Livia 2 - Essay Example Janaina Tschà ¤pe was born in Brazil where she lived for most of her life. She got her education in New York and Germany and currently resides in the United States. Paintings in watercolor and oil, photographic and video, and watercolor drawings constitute the survey Janaina Tschà ¤pe: Chimera as organized by curator Rachael Thomas. In most of her works, she employs themes such as danger of beauty, seductions of natures as well as the establishment of personal versions and themes in regard to mythical stories in the context of the themes. Examples include chimera, lemanja, the Brazilian water spirit, mermaids, and sirens. In most instances, most of her works are in regard to a relationship with her body as well as the body’s perception of the world thereby replacing her human body in and with sites of mythical exchange. It is complicated to denote the meanings of these representations and the questions of many are whether these images are results of imagination or mutants as a result of the polluted environment. It is up to the audience to decide on the most viable interpretation in regard to personal experiences and opinions (Janaina & Victoria

Social Media Essay Example | Topics and Well Written Essays - 2500 words

Social Media - Essay Example Always on the front edge of emerging trends and fads as an integral element of standard business practices, those involved in public relations have been eager to use social media as a powerful new tool in their arsenal. However, the problem with using social media in this way is intrinsically related to the reason it has such transformative power to begin with. Social media has the power to transcend all borders, infiltrate every language system and instantly connect with a world that is ready and waiting to connect back - that is its strength. Yet this ability to connect to such a strong degree also has the ability to deliver erroneous messages instantly, fails to take into consideration the possibility that what is acceptable in one place may be diametrically opposed to values held in another place and the people receiving these messages are just as capable of telling the world how much they like a product as they are of revealing its failures. One model that may be effective when using social media is the two-way symmetrical model of public relations suggested by J.E. Grunig. By more specifically defining what is meant by social media and examining what Grunig's two-way symmetrical model is, it is possible to understand the various ways social media may help to make this model effective as well as how it may hinder the process. Social media has expanded well beyond the simple concept of email lists and newsletters. By the time children reach college age, they have likely already become familiar with the idea of scanning codes for everything from buying groceries to checking in to a store for discounts. They are proficient in using the high-tech features and apps of smart-phones and have played at least one interactive, real-time online video game with friends living hundreds or even thousands of miles away that they may or may not have ever met in person. These friendships are forged through numerous social media outlets such as texting, chatting, tweeting o r something invented tomorrow. In the modern world, email has now become common for personal, educational and business use; Twitter and Foursquare have become the new favorite means of keeping up with friends; news of the world is delivered via YouTube video, streaming video or status updates sent directly to an iPhone or similar device; and texting gives one the convenience of online chatting without the necessity of being chained to a desk. â€Å"Nowadays, we think nothing of emailing our aunts in Germany and getting an answer back within minutes, or seeing the latest streaming video full of up to the minute news† (Boswell, 2006). Information is able to travel literally at the speed of sound - traveling around the world in as little as a few minutes. For those who have grown up within this emerging technology, not only is it expected that instant answers to any possible question that might arise will be found, but that the answer should prove both entertaining and engaging while it informs. Through networking sites such as Facebook and Tumblr, this information can be requested directly from friends, former customers, and

Cultural myth in once upon a Quinceaera by Julia Alvarez Assignment

Cultural myth in once upon a Quinceaera by Julia Alvarez - Assignment Example Just as the cultural myth of gender roles is describe in the article â€Å"True Women and Real Men† in the book Rereading America, Alvarez explores the categories of gender as they are constructed by the society. She uses social research, the quinceanera story of a girl named Monica, her personal experience and history to explore the cultural myth of gender roles. This paper will describe how the cultural myth of gender roles is presented as one that enforces the differences between women and men in Once Upon a Quinceanera: Coming of Age in the USA. Ideally, Once Upon a Quinceanera: Coming of Age in the USA pushes readers to question the cultural perceptions of gender as embedded in rites of passage rituals. Having left the Dominican Republic at the time she would have had her own quinceanera, Alvarez examines how gender is perceived among girls who are not sure themselves of the significance of the ritual. The cultural myth of gender roles is deeply entangled with the identities of individuals as determined by the cultural values they have internalized from infancy. In her book, Alvarez neither presents arguments for gender superiority nor inferiority but, rather, presents the case as typically perceived by the Latina community. The clear message embodied in the quinceanera concept as opined in Alvarez’s book is that the Latina girl is expected to get married, devote herself to her husband and have children. In the US, as Alvarez implies, a quince (or Latina girl coming of age) is exceedingly dramatized and the scenario often entails the parents overspending in what seems to be advertising their daughter for marriage. Symbolically, during the ceremony, the young girl is dressed much like a bride. Then her father changes her flat shoes with high heels, claims the first waltz and passes her on to an uncle, brother or grandfather and finally an escort. Ideally, it is a wedding rehearsal just short of a

Information Processing and Learning Disabilities Essay Example for Free

Information Processing and Learning Disabilities Essay The body gathers information through five senses of sight, smell, hearing, taste and touch. However, in order to use the data or information that has been gathered by these senses one must constantly put the senses into constant use. After the body has collected information through the five senses it is taken to the brain, which in turn recognizes it, interprets it, understands it, responds to it and stores it. This is a continuous process which can be repeated even a thousand times in any given day. Newell (1990)] Information processing is responsible for the coordination and performance of the tasks that we carry out in any given day, from taking a shower to learning in school or participating in a sport. Discussion Within the field of cognitive psychology, information processing is the thinking and reasoning about mental processes, envisioning them, in the same way as a computer software runs on a computer machine. According to Ulric Neisser, who also goes as the father of the term ‘cognitive psychology’ human beings can be compared to dynamic information processing systems with mental operations that are identical to those of computer machines and that can be described in computational terms. [Neisser, 1967] The mind is the software while the brain is the hardware. The human mind processes information through the application of logical rules and strategies, that like a computer, the human mind has got a limited capacity for the amount and even the nature of information it can process, and that just as the computer can be made to process more information through the change or overhaul of its hardware and software, learners can become great thinkers if changes can be made in their brains through the use of authentic rules and strategies of learning. [Hetherington Parke, 199] According to Atkinson and Shriffin in their ‘stage theory’ model, the human memory processes and stores information in three stages. Information is processed in a serial and discontinuous manner as it transits from one stage to the other. [Atkinson Shriffin, 1968] Craik and Lockhart in their ‘levels-of-processing’ theory posit that learners make use of various levels of elaboration as they process information. This is achieved through a succession of levels beginning from perception, through attention, to labeling, and lastly meaning. Craik Lockhart, 1972] Another theory posits that information is processed simultaneously by several different parts of memory system as opposed to sequential processing. [Goleman, 1995] Lastly, Rumelhart and McClelland in their ‘connectionic’ model propose that information is stored in multiple locations in the form of network connections in the brain. It is grounded on the wisdom that the more connected an idea is the more the chances of it to be remembered. Rumelhart McClelland, 1986; Scientific American, 1999] In a learning situation, the measure of receiving and organizing information, remembering it, and expressing it will obviously differ from one learner to the other. There will always be discrepancies in reading, writing, comprehension, and reasoning among the learners. Those learners who experiences difficulties in organizing, remembering, and expressing information will definitely experience difficulties in reading, writing, comprehension, and reasoning. Such learners are considered as having learning disabilities: they tend to experience difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or mathematical abilities. They face difficulties in learning new skills, they have poor memory, and they tend to confuse basic words, experience difficulties in connecting letters and sounds, among other difficulties. Lerner (2000)] Since the process of information gathering occurs through the application of logical rules and strategies learners without disabilities are bound to organize, remember, and express information with great ease than those with disabilities. Learners with disabilities will experience difficulties in making use of various levels of elaboration as Craik and Lockhart reasons. They will experience snags in transferring information from one stage to another. In a nutshell the process of information processing is complex and therefore it requires proper learning strategies to make it a success. It requires the best learning strategies that are tied to the needs and interests of students and that are based on varied types of learning styles to enhance maximum learning. [Ekwensi et al, 2006] For instance, before the process of learning begins, a teacher should always aim at gaining the learners attention by using cues to signal when you are ready to begin and keep moving around the class while using voice variations. Always remember to bring to the mind of the learners prior learned content that is relevant to present content. This can be done through a brief discussion or a brief question and answer session aimed at forming a link with the present lesson content. This should be followed by a brief discussion of the main points of what is about to be learned. Learners may also be provided with handouts to get a deeper glimpse of the content. The teaching/learning process should now progress from what is already known to what is not known, from simple to complex. Bransford et al, 2000] The teacher should present the content in chunks while giving the learners opportunities to connect new information to information already known. In order to enhance maximum retaining of the learned content the teacher should also show the learners coding tips, e. g. , through the use of acronyms, simple songs, construction of silly sentences using the first letter of each word in the list and mental imagery techniq ues such as the keyword method. The teacher should also provide repetitive teaching and learning: by stating important points many times using different methods; this helps to build Short Term Memory (STM). [Miller (1956)] Include item on each day’s lesson from previous lesson or even periodically review previously learned skills for building Long Term Memory (LTM). The teacher should also provide enough opportunities for learning and over-learning of important concepts and skills; methods such as daily drills may be applied for arithmetic facts. Huitt (2003)] The teacher should aim at building both STM and LTM. The STM will help to increase the amount of time the learners pay attention to external stimulus and form some meaning out of it. According to Miller (1956) individuals can process up to 7 plus or negative units at any given time, therefore the teacher should aim at helping the learners to identify the most important information to learn at any given time. This can be achieved through proper organiza tion and repetition. To achieve organization the concept of chunking can be applied whereby information will be presented in bits representing units that can be easily remembered. To achieve repetition, the teacher should try to making the learners repeat what they have learned, especially after some time – few minutes (when forgetting begins). The process of learning should also be made sequential, relevant, and transitional. On the other hand, the LTM helps in the recalling of information learned long time ago particularly when such information is arranged and organized using the declarative, procedural, and imagery structures. The declarative memory will help in storing information about things that are talked about in classroom; [Stillings et al, 1987] the procedural memory will store information that touches on ways of doing things practically while the imagery memory will store information inform of images. This program helps to build ‘higher-order-thinking’ and self esteem. In order to build LTM the teacher should apply the ‘Direct Instruction’ method of teaching that provides constant interaction between the students and the teacher. Nonetheless, teachers should make sure that they teach small amount of material in sequential steps, they should make it possible for the learners to use as many of their senses as it is practically possible and that the content material should seek to build on, and enhance the learners’ prior knowledge. The teacher should also make the instructional language more simple but not the content by reinforcing on the main ideas through paraphrasing, repeating, and the use of stimulating learning aids such as charts, maps, and pictures. If possible, the use of technology should be encouraged as learners have been noted to feel free and productive particularly when they are working independently in front of a computer, rather than in crowded classrooms. [Singleton, Terrill, 1995/96] Conclusions In order to address information processing problems among learners with disabilities, a teacher should understand the common difficulties that they face so as to be able to employ the appropriate learning strategies. Learners with disabilities they experience the inability to manage their time well, they have spelling problems, they cannot follow if the teacher speaks too fast, they are slow readers, they have difficulties in recalling mathematical symbols, and sometimes they may portray impulsive behavior. This calls for a lot of patience on the part of the teacher when dealing with them. To achieve this, the teacher should watch, listen and talk to the learners to establish their strengths and weaknesses, and to use interest-arousing stimulus in the instructional process because learners are more likely to be attentive when the teacher uses a stimulus

Project management methodology

Project management methodology An Insight into Project Methodology PRINCE2 (20-Mar-2010) PRINCE is a project Management methodology that expands into projects in controlled Environments. It is a registered trademark belonging to the Office of the Government Commerce (OGC). OGC is an autonomous office of HM Treasury of the United Kingdom. The second major version was released in 1996 as PRINCE2 and has now become a popular standard for project management in the UK. The latest version was released in June 2009 under the name of â€Å"PRINCE2:2009 Refresh†. There are two manuals associated with this version. They are ‘Managing Successful Projects with PRINCE2 2009 Edition and ‘Directing Successful Projects with PRINCE2 2009 Edition. The main advantages pertaining to PRINCE2 is the technique of structured approach it provides to project management. It says that a project should have an organized and controlled start, an organized and controlled middle and an organized and controlled end. Basically it implies that things have to be organized and planned before initiation, continue to be organized and controlled and when the project delivers the desired outcome and is completed any loose ends should be tidied up. The PRINCE2 2009 gives definition to 40 separate activities and these are further organized into seven processes. Directing a project is a process that spans from project initiation to closure. This process is managed by the Project Board. The key processes for the Project Board consists of Initiation, Stage Boundaries, providing Ad hoc direction and Project closure. Starting up a Project (SU) is the first process in PRINCE2. It is to make certain that the pre-requisites for initiating the project are prepared. The work done in this process ensures that the information essential for the project team is on hand, the Project Management team is appointed and the Initiation Stage plan is formed. Some of the objectives of Initiating a project (IP) are to decide on the sufficiency of justification to proceed with the project, establishing a stable management basis, Confirmation of Acceptable Business Case, Agreeing on the commitment of resources, Project board taking ownership of the project and ensuring that time and effort are invested wisely. Managing Stage Boundaries (MSB) is process that focuses on providing the Project Board with key decision points such as assurance on the deliverables status, providing information to assess and approve current stage and authorize the continuance into the next stage and record measurements that can serve at a later stage. Controlling a Stage (CS) is a process wherein the Project Manager manages and controls the stage by handling day-to-day management activities. For all the stages activities like authorization of work, gathering information about progress, monitoring changes and reviewing the situation, reporting and taking corrective action are all part of the process. Risk management and Change control being imperative, are on-going integrated inclusions. The main objective of Managing a Product Delivery (MP) is to ensure that planned products are created and delivered as per requirements and quality. The process also ensures on obtain of necessary approvals and assessment of forecasts and work progress. The purpose of the process, Closing a project (CP) is to execute a systematic and controlled closure. The chief work goes towards preparation of input to the Project Board on getting acceptance of closure. The activities consist of checking the extent to which project objectives were met, confirming customer satisfaction and receiving formal acceptance and confirm on the maintenance and post implementation operations. Following this will be the preparation of Lessons Learned Report if any, Project End report and releasing of resources. Planning (PL) is a repeatable process and an important criterion in all other processes. PRINCE2 has a planning framework that is useful for any type of project. This involves studying the need of products, determining the order of production, defining form and content, deciding the activities that are required for the conception and delivery. The PRINCE2 Project Management Roles require a Project Manager, Customer, User and Supplier and also a Project Board consisting of the Customer and someone on behalf of the User and Supplier. The Project Management Techniques followed take care to providing Project Assurance, Project Support and a way to control the impact of changes. PRINCE2 is a proven method for managing projects, but does not guarantee success as successful projects depends largely upon the quality of the whole team. References: http://en.wikipedia.org/wiki/PRINCE2 http://www.prince2.com/

Trade openness and its impact on economic growth

Trade openness and its impact on economic growth The main objective of this chapter is to have an overview of what has been said in the literature regarding trade openness and its impacts, mainly on growth and exposure to external shocks. Infact, the benefits and costs of increased integration remain the subject of a hotly contested debate. Section 2.1 provides an overview of the theoretical perspective of different authors. Section 2.1.1 and 2.1.2 elaborate on the impact of trade on growth and exposure to external shocks respectively. Finally, section 2.2 reviews the empirical literature. 2.1 Theoretical review 2.1.1 Trade and Growth The net effect of trade openness on economic growth has been and remains a subject of much controversy. It is well known that periods of openness have generally been associated with prosperity while protectionism has been the companion of recessions. World international trade has experienced exponential growth over the past two decades. L. Fontagnà © and M. Mimouni (2000) have stated that since the end of the European recovery after World War II, tariff rates have been divided by 10 at the world level, international trade has been multiplied by 17, world income has quadrupled, and income per capita has doubled (p. 2). An economys openness is said to be one of the key determinants of its growth, along with human capital, the investment ratio and the rate of population growth (The Deutsch Bank Research, 2005). Countries that have successfully indulged in international trade, opened themselves to foreign direct investment and attracted foreign workers experienced much higher economic growth than countries that have failed to become integrated into the global economy. Explanations brought forward by The Deutsch Bank Research (2005) on how increased trade boosts growth are drawn from the neoclassical trade model, the technological transfer argument and the institutional improvements argument. In order to explain the neoclassical model of international trade, one should go back to Adam Smith (1776) and David Ricardo (1817). They showed that two countries with absolute and comparative cost advantages can benefit from trade given that each country specialises in producing the good that it can manufacture at a relatively lower cost. The total number of manufactured goods that both countries can consume thus increases and higher welfare follows. However, it is to be noted that economic growth is not an immediate consequence. Technology transfer occurs via the importing of high-tech capital goods, production facilities, patents and licences, as well as knowledge-intensive services. Furthermore, the importing of new technologies also stimulates the development of domestic technology via the imitation and enhancement of imported products. So trade accelerates technological progress, which in turn is the key source of long-term economic expansion according to growth theory. The institutional framework also plays a major role. It encompasses improving infrastructure, boosting capital market efficiency and safeguarding property rights. This process is facilitated by increasing international competition, which prompts domestic companies to continually optimise their production processes and develop new products; this also speeds up technological progress and thus boosts economic growth. In the same breath, Grossman and Helpman (1991) established that openness enhances economic growth through the following channels. Firstly, trade enlarges the available variety of intermediate goods and capital equipment, which can expand the productivity of the countrys other resources. Secondly, trade permits developing countries the access to improved technology in developed countries, in the form of embodied capital goods and thirdly, trade allows intensification of capacity utilization that increases products produced and consumed. To Fontagnà © and Guà ©rin (1998), openness is certainly a prerequisite, not the engine of growth. It simply fuels the engines of investment, reform and credibility. The trade performance of individual countries tends to be a good indicator of economic performance as well. Performing countries tend to record higher rates of GDP growth. The majority of developing countries have joined the World Trade Organization (WTO) and have taken initiatives aimed at opening their economies. Nevertheless, the outcome has not been systematically positive since export performance sometimes remains disappointing and these countries steadily follow contrasted development paths. Guà ©rin (1999) pointed out that there is no systematic gain in growth associated with the binding to the multilateral rules of international trade. Accordingly, Rodrik (2000) argues that integration into the world economy hardly substitutes for a development strategy. Nonetheless, some developing countries record high growth rates by specialising in niche markets and concentrating their export markets, while other developing countries record more moderate rates of growth with a well diversified array of products and partner countries. In other cases, successful performance is the result of a favorable product or market penetration since the beginning. Successful performance can also be gauged in terms of a countrys ability to adapt its export profile to changing patterns of world demand. The phenomenal differences among the growth rates of the East Asian, the Latin American, and Sub-Saharan African countries over the last several decades have stimulated a renewed interest in the effects of trade policies on growth. During most of the 20th century, import substitution industrialization (ISI) strategies dominated most developing countries development strategies. While developing countries in Latin America that followed ISI strategies experienced relatively lower growth rates, East Asian countries, that employed export-promotion policies, consistently outperformed other countries. This probably explains why a growing body of empirical and theoretical research has shifted towards examining the relationship between trade liberalization and the economic performance of countries since the late 1970s. 2.1.2 Trade and Exposure to External Shocks Trade provides countries with new growth opportunities but also exposes them to external shocks. Many economists believe that, though openness to trade increases average GDP growth rates, it also raises output volatility by exposing countries to terms-of- trade shocks. The term vulnerability is often brought up when referring to exposure to external shocks. Vulnerability refers to inherent characteristics which render countries prone to exogenous shocks Open economies are subject to external shocks and Rodrik (1998) has argued that more open economies have bigger governments, because government spending is used to smoothen those external shocks. The vulnerability of countries to some types of external shocks should be reduced when these countries exports are better diversified. More specifically, the effect of trade openness on growth volatility, might it be either negative or positive on average, is likely to be exacerbated when the country in question exports either a relatively small set of products, or sells its goods to a small number of destination markets. The argument is that a higher degree of concentration in exports would imply that any idiosyncratic price shock experienced is more likely to have a substantial impact on the countrys terms of trade, and this would then induce greater fluctuations in a countrys growth process. Furthermore, a higher degree of diversification would likely imply that a country is involved in a larger number of both implicit and explicit international insurance schemes, which would similarly serve as a cushion against such fluctuations. It has been argued that the structure of developing countries exports makes those countries particularly vulnerable to external shocks. Michaely (1958) showed five decades ago that countries with lower GDP per capita tend to be characterized by a higher commodity concentration of exports and argued that as a result, shocks affecting individual export products can have significant effects on overall export performance and potentially on economic performance in developing countries. However, it is to be noted that many small states manage to generate a relatively high GDP per capita when compared to other developing countries in spite of their high exposure to exogenous economic shocks. This would seem to suggest that there are factors which may offset the disadvantages associated with such vulnerability. This phenomenon was termed by Briguglio (2003) as the Singapore Paradox, referring to the reality that although Singapore is highly exposed to exogenous shocks, this small island state has managed to register high rates of economic growth and to attain high GDP per capita. This reality can be explained in terms of the ability of Singapore to build its resilience in the face of external shocks. Practitioners keep wondering whether being open, or in the process of opening up, can determine long-run negative effects linked to an increased exposure to external shocks or greater stress on certain actors. The open question is the following: does trade openness or the process of opening up magnify the risk exposure of the open economy and/or increase uncertainty towards the future, with negative consequences on its welfare? This question does not have a once-for-all answer. It concerns, in general terms, the issue of the balance between the advantages of trade openness and the drawbacks of a greater exposure to shocks and uncertainty. The simplest analysis of risk suggests that at low levels of trade (as typical in developing economies), further trade liberalisation would tend to reduce risk exposure, because (larger) world markets with many players are likely to be more stable than (smaller) domestic ones (Winters, 2002). The hypothesis of a likely long term negative welfare effect of exposure to external shocks and uncertainty a sort of vulnerability hazard induced by trade openness in developing countries (Montalbano et al., 2006 and 2008; Guillaumont, 2007a, 2007b; UNUWider 2008b) has been supported by a number of considerations: Dercon (2001) underlines the role of openness as a vehicle for an entirely new set of shocks and incentives able to put traditional mechanisms under pressure and hamper people standard management strategies; Calvo and Dercon (2003 and 2007) and Ligon and Schechter (2003 and 2004) highlight how risk averse households will have lower levels of welfare or a lower expected utility if they face greater variation in future consumption, as it is more likely in the case of trade openness; Winters (2002) and Winters et al. (2004) suggest that trade openness could alter households optimal portfolio leading to sub-optimal choices, especially for the poor, because of a poor ability to bear new risks and weak capabilities to insure themselves against adverse impacts or simply because their behaviour can be negatively affected by rising uncertainty. 2.2 Empirical Review Do open economies grow faster than closed economies? Almost all empirical growth studies have provided an affirmative answer to this question. The reason for this strong bias in favor of trade liberalization is partly based on the conclusions of a wide range of empirical studies, which claimed that outward-oriented economies consistently have higher growth rates than inward-oriented countries. It is also partly due to the tragic failures of import-substitution strategies, especially in the 1980s and overstated expectations from trade liberalization. Levine and Renelt (1992) show that trade openness may affect growth through investment. Continuous openness may lead to faster long-run growth since openness allows larger access to investment goods. Trade liberalization provides incentives for foreign direct investment; nevertheless, foreign investment may crowd-out domestic investment. Rodriguez and Rodrik [1999] also emphasize the indefinite sign of the effects of trade on growth. Net effects are positive if the resource allocation driven by trade policy promotes sectors that generate more long-run growth, but are negative otherwise. Economic volatility has been shown to reduce economic growth (Ramey and Ramey, 1995; Martin and Rogers, 2000; Imbs, 2007) and the positive growth impact of trade may therefore be attenuated if it leads to significant exposure to external shocks. Terms of trade volatility is probably the most widely used measure for external shocks. A number of studies have used quantitative, multi-sector equilibrium models to analyse the effect of terms of trade shocks on output volatility. Kose (2002) finds that world price shocks play an important role in driving business cycles in small open developing economies. His results confirm the results of earlier work by Mendoza (1995) or Kose and Riezman (2001). A number of recent studies have analysed the relationship between terms of trade shocks and changes in GDP growth in vector auto-regression (VAR) models. Ahmed (2003) uses a VAR model to study the sources of short-term fluctuations in the output of six Latin-American countries and finds that changes in the terms of trade and foreign output play a moderate role in driving output fluctuations. Using industry-level data, di Giovanni Levchenko (2009) investigate the channels through which trade openness might affect volatility. They find a strong positive correlation between the risk content of exports and the variance of terms of trade and also found that export specialization affect macroeconomic volatility. They find that trade openness appears to lead to countries becoming more specialised in their exports. This is problematic given that openness is likely to also expose a country to a greater number of shocks. Trade openness may expose economies to external shocks, but may also act as a buffer against domestic shocks. The overall impact of openness on volatility is therefore an empirical question. Easterly, Islam and Stiglitz (2001) and Calderon et al. (2005) find that higher trade openness leads to larger growth volatility. In contrast, Kose et al. (2002) do not find that trade openness have a robust effect on GDP volatility. Most studies on economic vulnerability provide empirical evidence that small states, particularly island ones, tend to be characterised by high degrees of economic openness and export concentration. These lead to exposure to exogenous shocks, that is, economic vulnerability, which could constitute a disadvantage to economic development by magnifying the element of risk in growth processes, without necessarily compromising the overall viability. Cordina (2004) shows that increased risk can adversely affect economic growth as the negative effects of downside shocks would be commensurately larger than those of positive shocks. The high degree of fluctuations in GDP and in export earnings registered by many small states is considered as one of the manifestations of exposure to exogenous shocks. In the analysis of the linkages between trade openness and volatility, for instance, an extensive use of panel data appears. Among the most recent exercises, Kose et al. (2003); Hnatkovska and Loayza (2004); Wolf (2004); Calderon et al. (2005) use panel data to measure the external exposure of a worldwide sample of countries by the sensitivity of first and second moments of economic growth (average rate and standard deviation) to openness and financial shocks. They also allow the possibilities of non-linearities by allowing growth and volatility effects to vary with the level of economic development. On the same wake, Loayza and Raddatz (2006) apply semi-structural VAR to a panel of 90 countries with annual observations for the period 1974-2000 in order to isolate and standardise the shocks; estimate their impact on GDP and examine whether and to what extent this impact depends on the domestic conditions.4 Using this technique, as mentioned, they show that trade openness magnifies th e output impact of external shocks. Santos-Paolino (2007) too, who applies the same Panel VAR approach for a selection of SIDS from the Caribbean, emphasises the negative impact of terms of trade shocks on current account and real output volatility. Malik and Temple (2006), in their effort to explain differences in output volatility across developing countries, use instead a Bayesian method to highlight explanatory variables that are robust across a wide range of specifications. They show the pervasive role of geography in determining aggregate volatility: since remoteness is associated with a lack of export diversification, a significant phenomenon of high volatility of terms-of-trade and output of the more remote countries is apparent. This result is not sensitive to the precise regression specification, nor it is driven by the contrasting geographies of low income and high income countries. Concerning the analysis of the linkages between trade openness and economic crises, Cavallo and Frankel (2007), following closely the definition of Calvo et al. (2003), Frankel and Rose (1996) and Frankel and Wei (2004), use a Probit model to measure the probability of a sudden reduction in the magnitude of net capital inflows; exchange market pressure and output loss for a set of 141 countries for the period 1970-2002. They find evidence that trade openness makes countries less vulnerable to sudden stops and currency crises. A special feature of this work is that they address the problem of endogeneity of trade, using gravity estimates to construct an instrumental variable for trade openness based on geographical determinants of bilateral trade which are supposed to be exogenous. In a slight different exercise, Glick and Rose (1999) explain regional contagion of crises, using a binary probit equation across countries via maximum likelihood. They use cross sectional data for 161 countries in five different episodes of widespread currency instability. Their conclusion complement that of Cavallo and Frankel (2007), arguing that no matter who is the first victim of the speculative attack and what factors are behind it there is a strong evidence that currency crises tend to spread regionally because of trade linkages. It emerges from the above how current analyses remain basically ex post assessments, mainly targeted to issues not directly linked to vulnerability. An additional effort is needed to build a sound methodology to assess vulnerability to trade openness. A. Federici and P. Montalbano in a paper entitled Assessing vulnerability to trade openness: a cross-country analysis offer a substantive contribution to current debate on the effects of trade openness on developing countries vulnerability. The main result of this cross countries empirical test is to highlight a robust and significative statistical relationship between consumption volatility linked to trade openness and a positive consumption gap, i.e. the presence of negative shocks on consumption growth. This phenomenon remains covered up by simple data analyses and largely overlooked by current empirical literature on openness and growth. This paper demonstrates that situations of vulnerability to trade can co-exist with a positive trade and growth relationship. Some countries keep higher probability to be worse off in case of negative external shocks, because of endogenous characteristics (resilience) and/or the use of inadequate coping strategies (responsiveness). Empirical work on the construction of an economic vulnerability index (Briguglio, 1995; Briguglio and Galea, 2003; Farrugia, 2004) is often based on the premise that a countrys proneness to exogenous shocks stems from a number of inherent economic features, including high degrees of economic openness (measured as the ratio of international trade to GDP), export concentration (measured by the UNCTAD index of merchandise trade) and dependence on strategic imports (measured as the ratio of the imports of energy, food or industrial supplies to GDP). All vulnerability indices using these or similar variables come to the conclusion that there is a tendency for small states to be more economically vulnerable than other groups of countries. L. Briguglio, G. Cordina, N. Farrugia and S. Vella (2008) provide an explanation as to why inherently vulnerable countries may register high levels of GDP per capita. It is argued that countries may be economically successful because they are inherently not vulnerable, or because they are resilient in the face of the vulnerability they face. The obverse is also true, in that countries may be unsuccessful because they are not sufficiently resilient. The paper has also shown that GDP per capita is positively related to economic resilience and negatively related to inherent economic vulnerability. Furthermore, per capita GDP is found to be more sensitive to resilience variables than to vulnerability variables. H. Yanikkaya (2002) showed that trade liberalization does not have a simple and straightforward relationship with growth using a large number of openness measures for a cross section of over 100 developed and developing countries observed from 1970 to 1997. The regression results for numerous trade intensity ratios are mostly consistent with the existing literature. However, contrary to the conventional view on the growth effects of trade barriers, our estimation results show that trade barriers are positively and, in most specifications, significantly associated with growth, especially for developing countries and they are consistent with the findings of theoretical growth and development literature. 2.3 Conclusion Much has been said in the literature regarding trade and growth. However, the more exposed to trade a country is, the more vulnerable it is to shocks coming from abroad. But nonetheless, economists believe that trade openness promotes economic growth. These have led some observers to identify an interrelationship between openness to trade, output volatility and growth.

Henry VIIIs Reformation Essay -- Papers

Henry VIII's Reformation In 1529 Henry VIII started to reform the Catholic Church in England, however there are different opinions as to why he began these controversial changes. The orthodox view concurs that there was a vast anti-clerical feeling in 16th century England; the corrupt church was unpopular with the masses. However the revisionist view claims that the reformation was actually due to politics. Henry needed a male heir and therefore needed a divorce. The needs and wants of the masses were not taken into consideration. In this essay I am going to look at England pre-reformation and reach my own opinion of whether or not England was actually in need of a reformation in 1529. There were lots of anti-catholic movements going on at the time such as the Lutheran movement and also Lollardry. This suggests that people were growing tired with the Catholic Church and therefore looking towards other religions. The Lollards were an active group based in England. Lollardy appealed to the lower and middle classes and its idea's closely matched those of Luther. They denied the existence of purgatory, rejected the pope and spoke out against war. It wished to see a reduction in church wealth and the bible translated into English. They encouraged new ideas and criticism of the church. However it is difficult to interpret just how much Lollardry actually influenced the reformation. It undoubtedly helped to weaken the church and open peoples eyes to new ideas, yet it was also relatively small scale and wouldn't have affected many people. However there was generally an anti-clerical feeling amongst people. The clergy of that time a... ...ay or another, none of the were indicating that the church needed to go through a full scale reformation but rather that the church needed to reform itself, they were calling for a reformation from within the church, they wanted the clergy to improve themselves. The Catholic Church in England deniably did have some faults, but generally people were content and satisfied with it. It wasn't the institution in decline as it is often portrayed but actually just as popular as it had always been. People were happy with what they knew and therefore didn't like the idea of a new church and religion, which is why there were protests after the reformation. Henry VIII and his parliament undoubtedly exaggerated these faults in order to reform the church for their own political needs, rather than the needs of the ordinary people. Henry VIII's Reformation Essay -- Papers Henry VIII's Reformation In 1529 Henry VIII started to reform the Catholic Church in England, however there are different opinions as to why he began these controversial changes. The orthodox view concurs that there was a vast anti-clerical feeling in 16th century England; the corrupt church was unpopular with the masses. However the revisionist view claims that the reformation was actually due to politics. Henry needed a male heir and therefore needed a divorce. The needs and wants of the masses were not taken into consideration. In this essay I am going to look at England pre-reformation and reach my own opinion of whether or not England was actually in need of a reformation in 1529. There were lots of anti-catholic movements going on at the time such as the Lutheran movement and also Lollardry. This suggests that people were growing tired with the Catholic Church and therefore looking towards other religions. The Lollards were an active group based in England. Lollardy appealed to the lower and middle classes and its idea's closely matched those of Luther. They denied the existence of purgatory, rejected the pope and spoke out against war. It wished to see a reduction in church wealth and the bible translated into English. They encouraged new ideas and criticism of the church. However it is difficult to interpret just how much Lollardry actually influenced the reformation. It undoubtedly helped to weaken the church and open peoples eyes to new ideas, yet it was also relatively small scale and wouldn't have affected many people. However there was generally an anti-clerical feeling amongst people. The clergy of that time a... ...ay or another, none of the were indicating that the church needed to go through a full scale reformation but rather that the church needed to reform itself, they were calling for a reformation from within the church, they wanted the clergy to improve themselves. The Catholic Church in England deniably did have some faults, but generally people were content and satisfied with it. It wasn't the institution in decline as it is often portrayed but actually just as popular as it had always been. People were happy with what they knew and therefore didn't like the idea of a new church and religion, which is why there were protests after the reformation. Henry VIII and his parliament undoubtedly exaggerated these faults in order to reform the church for their own political needs, rather than the needs of the ordinary people.

Regulating the Internet :: Argumentative Persuasive Essays

Regulating the Internet Part I: What I Know The internet has been one of the most influential technological advancements of the twenty-first century. It is in millions of homes, schools, and workplaces. The internet offers not only a way of communicating with people around the world, but also a link to information, shopping, chatting, searching, and maps. This freedom to be anyone and to "go" anywhere right from the comfort of home has become a cherished item. However, there is always a down side to every up. Because of the freedom to post anything and access anything on the internet, the issue of regulation has arisen; for example, what should and should not be allowed on the internet? Who has the right to regulate this space that we cherish for its freedom? Regulation is an issue that has formulated mostly because of how easily any child can access the internet. The thought is that if adult related material is easily accessible, then our children can view it also. People want to protect their children from items such as pornography, hate speech, violence, and gambling. All of which can be reached at the click of a button. So is regulating the internet the correct way of protecting our children? We as a people of the United States are guaranteed the right of free speech under the first amendment of the bill of rights. The first amendment has always been a difficult but necessary part of American life. It allows us to say what needs to be said without the fear of prosecution. Without this law we would be unable to question our leaders and society. The ability to speak our minds is what keeps us a truly free nation. However, this means we have always had to put up with other peoples opinions no matter how false they may be. The internet follows the same pattern. We have learned not to trust everything that is written down. It is our responsibility to refute anything that is incorrect or inappropriate just as it is our responsibility to do so in real life situations. For example, we could no more shut up a person who believes in white supremacy by arresting them for their beliefs then we could block them from the free space of the internet. We can not punish someone for their b eliefs even if those beliefs go against everything we know to be true.

Isaac’s Storm Character Analysis Essay

After reading about Isaac Cline and the examples that demonstrate his character and distinct personality, I’ve realized that he is a very strong, independent, and knowledgeable man who sometimes appeared to be arrogant and narrow-minded. Isaac Cline was very intelligent and adventurous at a young age with a raving passion to reach his dreams of performing something that would â€Å"give results beneficial to mankind.† Sometimes though, his confidence got a little out of control and made him appear a bit cocky about himself and the intelligence about the weather and the world around him that he supplied. By the time Cline had reached his early twenties, Cline’s eyes had seen many horrific events that scarred his memory forever. Despite his hardships, I believe Cline is a very talented man in a numerous ways and uses his talents in a very resourceful and rewarding way. I also believe that Cline has many sides to him that others, and himself, are not aware even exist. When trying prove himself, he reveals his strong, determined side. When singing to his wife, he reveals his romantic side. When training new recruits to perform cavalry assaults, he reveals a dedicated and serious side. Isaac hides a strong, hard backbone behind a welcoming smile and sweet eyes. In all, I believe that Isaac carries many different sides of his character with him and enjoys displaying his intelligent and determined side most of the time in order to prove to others and himself that he is very talented. He is a very strong, respectful, intelligent, opinionated, and absolutely talented man who sets his goals and chases after them wholeheartedly.

Effective Business Communication Essay

â€Å"I like writers who shoot straight. When they are happy, you know it. When they are angry, they let you know.† Success of any business lies in effective communication. The more effective the communication is, the better the results are. Communication is effective when it produces desired action in the reader or audience. You should be straight forward and sincere while communicating in a business environment. If you are not honest and direct when communicating to others there is a greater chance that you may lose the trust of the person you are speaking with. Without trust there is no bonding between two parties which can lead to direct business loss and low morale in the workplace. In a business environment, the more you know about the person you are communicating to can make it easier to concentrate on their needs which in turn will make it easier for them to hear your message, understand it and respond to it positively. I like for people to speak to me direct and straight forward, no matter what the subject matter is about. If I did something incorrect, I want you to tell me what I did wrong, explain to me how to fix it, and then we move on. Working in Human Resources, I have learned everyone does not want to be spoken to in a straightforward manner. In the past I had to find ways to tell employees they messed up on a project, but I had to hold their hand (not literally) throughout the conversation so their feelings would not be hurt.

The Conflict of Women in 20th Century India

Throughout recorded history, women the world over have been held to different standards than men. They have been consistently oppressed in nearly all aspects of life, from political to personal, public to private. In the 20th century, great strides have been taken to end this oppression and level the playing field. In India however, a number of deeply rooted traditions have made this effort particularly difficult, and as a result, women's triumphs over oppression in India are all the more intriguing. To understand the position women found themselves in at the dawn of the 20th century, one must have a general understanding of the numerous historical women's conflicts unique to the Subcontinent. It took the overwhelming success of Gandhi's nonviolent revolution to unite women politically and create the an atmosphere whereby women, empowered by the times, could take a stand for their equality. The 1970's saw the beginning of a highly organized modern women's movement in India. Violence against women was one of the main focuses of the movement. Harassment, wife-beating, rape, and â€Å"dowry deaths† were all too common, and police enforcement was ineffective as were most attempts at prosecution. Commonly called â€Å"atrocities against women†, these acts occurred frequently. Why then, if these events were happening so often, was there so much apathy towards them on the part of the courts and the police? To answer this question one must look back upon a history marked by religiously and culturally accepted forms of oppression such as female infanticide, polygamy, purdah and sati. Purdah, still practiced today in many Moslem societies, is the practice of covering a women in cloth to protect them from the gaze of non-family males, in order to maintain their purity. This practice became common in India in the days of the sultanate. From a traditional western perspective this is a very repressive requirement. Gandhi took a particular pleasure in bringing women out of purdah, and involving them in the political movements of the times. Sati is another story. Early British rule in India was careful to stay out of the traditions and private lives of the natives. They ruled indirectly, typically demanding monetary tribute from local leaders in exchange for allowing them to rule as they pleased. This philosophy changed dramatically under the governor-generalship of Lord William Cavendish Bentinck which began in 1828. He began a much more interventionist policy that included the an increase in transportation facilities, industrialized cloth production (which displaced the ancient commercial structure) and he abolished the ancient tradition of sati (female infanticide was also outlawed by the British). The last of which caused a great rift in India's intellectuals and businessmen. Sati is an ancient Hindu tradition whereby a widow is burned in the cremation fire of her departed husband. This practice was abhorred by British missionaries and businessmen. However, to many of India's intellectuals it was an act of bravery and dedication on the part of the widow, to be admired. This is evidenced by the first petition against the intervention, which stated, â€Å"Hindoo widows perform (sati), of their own accord and pleasure, and for the benefit of their Husbands' souls and for their own, the sacrifice of self-immolation called Suttee (another spelling of sati)- which is not merely a sacred duty but a high priviledge†(Stein, p. 22). For those who did not take part in this practice, the life of a Hindu widow was a very restricted one. A census conducted in 1881 showed that one-fifth of all women were widows, so these restrictions were very important. The Dharmashashra of Manu (a Hindu text) talks about how a Brahmin widow should act stating, â€Å"†¦ but she may never mention the name of another man after her husband has died. (Stein, p. 94) As child brides were common in the Subcontinent, one often saw young widows unable by traditional law to remarry and make an attempt at a new life. Furthermore, they rarely had the education to support themselves. Education was historically bestowed solely upon the males. In the 19th century only the wealthiest of families sought after any sort of formal education for their female children, and there was no movement in the government to change this. â€Å"A survey of Madras found over 5000 girls enrolled in Indian language schools, as against 179,000 boys†(Stein p. 268). This lack of concern for the formal education of women exemplifies how their place in society was viewed. The treatment of high cast women was one of the first forms of oppression attacked by advocates of women's rights. In the 1860's action was taken by avid social reformer Madhav Govinda Ranade, who founded the Widow Re-marriage Association and the Deccan Education Society (which sought to increase young women's educational facilities). Although Ranade challenged some of traditions that prevented the liberation of women, he was seen by many as a hypocrite, himself taking on a child bride after the death of his wife. Soon however women would take the reins in the battle for their own independence. A woman by the name of Ramabia is considered, â€Å"the first Indian Feminist to address other women directly about emancipation† (Stein, p. 275). She, like Ranade, was a member of the Brahman caste. She would go on to travel and study in England and later in America, where she wrote about the mistreatment of women in India. A converted Christian upon her return to India, Ramabia opened schools for high caste women. This effort, in conjunction with various projects Ramabia worked on for women, was far ahead of its time and it would take nearly a century before women would tightly bind together to formally resist oppression. Early in the 20th century women were forbidden to protest their condition or even to congregate to discuss the matter. This was a right even the lowest cast males, the untouchables, was bestowed. It was a common belief at the time, that free women would inevitably come to neglect their marital responsibilities. The Indian National Congress, led by Gandhi, was one of the first political organizations to actively include woman, even women formally in Purdah. Although these women mobilized formally in the name of nationalism, it was this extensive political activity that would become a catalyst for future self conscious feminism (a school of thought that was looked upon with great caution and fear). In 1917 the congress demanded that women be able to vote on the same basis as men, but these efforts to were for the progress of nationalism rather than exclusively for the improvement of women's rights. The eventual partition and independence of India was seen as a tremendous success for passive resistance and the Gandhian way. In the decades to come a number of political movements would emerge that would utilize various forms of civil disobedience as their main form of protest. There was intense and organized women's participation in these movements, as a result of their participation in the independence movement there was a clear precedent for this. In the 1960's India saw the effects of dramatically improved agricultural techniques resulting from the new technology of the ‘Green Revolution'. However, these benefits did not come without a cost. Although food was more plentiful, farmers not wealthy enough to keep up with the technology got left in the dust. As a result women toiling on the land found themselves worse off than ever before. There were also severe environmental implications of the sudden and extensive use of technology. In response a number of movements emerged. Within these movements (such as the Marxist, the Farmers, and the Environmental movements) unified groups of women emerged and took on unprecedented responsibility. They actively and enthusiastically sought after redistribution of land and wages. The first group to cross over and actively seek out women's liberation was an organization of â€Å"new Marxists† called Magowa. Starting in Maharashtra, which would become the center for liberation activity, they wrote their second publication on the, â€Å"varied facets of women's oppression in India†(Omvedt p. 76). The population base of this movement was the rural and the toiling. This was important because the women of this group were already organized, although not all of these organizations with this base turned their focus toward feminist causes. 1974 was a pivotal year for the movement. Not only did it see the founding of POW (the Progressive Organization of Women), but it was the year that the official Status of Women Commission published their report, Towards Equality, on women's low and ever decreasing status in Indian society. This paper would add much fuel to the impending fire and validate it to the mainstream population. There were large conferences in Pune and Trivandrum in 1975 on women's issues further bringing the movement into the mainstream. Many autonomous groups popped up with different agendas and issues. Some of the common issues included; the division of housework, party politics, rape, and â€Å"dowry deaths†. The issues of violence, popularly called â€Å"atrocities against women† became the centerpiece of the movement in the early eighties and the cause for its expansion. A forum against rape in Bombay led to the creation of the Forum Against Atrocities on Women, or the FAOW. All over India these feminist groups were emerging. There constituencies came to included women from all walks of life No longer did women simply motivate toward third party objectives, they now fought for their own rights as the largest oppressed group in the nation. From an unanswerable and most often unaddressed problem in the 1800's, to a hotly contested issue on the cutting edge of politics in modern times, the conflict over women's rights in India has come full circle in one century. Although feminist sentiments existed throughout, it took active female inclusion in the political world by Gandhi's independence movement to give their voices strength and to eventually have them heard. There was avid political activity on the part of women and female organizations leading up to the 1947 split. The effectiveness of this work foreshadowed the influence women could have on politics when working together, and paved the way for the modern women's movement that began in the 1970's. Unfortunately, even at the end of the eighties â€Å"atrocities against women† were still occurring and they continue to occur today, but the change in attitude and the end of apathy that has emerged over the last century surely gives promise that someday there could truly be equality for women in India, and the world over.

The Best Game Ever Made

It was the beginning of February of my senior year in high school. I had been conditioning for months leading up to tryouts for the baseball team so I was in the best shape of my life and I was confident. The past three years before that I was put on the JV team because the coaches didn't like my â€Å"attitude†, so my senior year I was determined to get a starting spot on the varsity team no matter what. During tryouts the coaches would always look at me like I didn't belong and would whisper things amongst themselves Just quiet enough so I couldn't hear.I knew I would have to work arder than anyone trying out to make the team and that is exactly what I did. I got my spot on the team. Workouts for varsity baseball at London High School were some of the hardest things I had ever done but I knew that it would be worth it once the season rolled around. We ran, lifted, ran, ran and then we ran. It was exhausting but rewarding. Towards the end of our offseason workouts the team st arted to throw inside the gym so our arms would be ready once it got warm enough to go outside. Two weeks of that and everybody on the team were worn thin with each other, the game and the oaches.It finally got warm enough to go outside and I was ready to show my coaches that I had what it took to start for the London Red Raiders. They put me in left field because they knew I could catch very well. It didn't start out too well for me the first couple of practices but once I got my throws down I felt like there was nothing that could stop me. I was fighting for a starting spot with a Junior who did not deserve to be playing on a varsity field. I knew then that all I had to do was keep the mistakes toa minimum and the starting spot would be mine. I was right.I earned my starting spot and played well through the first fifteen games of the season but the worst thing that couldVe happened to me, happened. It was game fifteen against Westland and we were up 4-0. A ball was hit to down the left field line and the only way I could make the catch was to dive so that is exactly what I did. I caught the ball but I also broke three ribs while making the catch. It felt like somebody was slowly pushing a hot knife in to my rib cage and twisting it. I couldn't breathe let alone stand up so I had to get help to the dugout. The doctor told me thatI would have to sit out at least ten games to let my rips properly heal. Ten games later our record was 20-5 and we had a good chance of making it to the state finals. Our first game of the playoffs was against Columbus Mifflin which was easily the worst team we had played all season. The second game was against Bishop Watterson. It was the top of the seventh inning and we were winning by one run at home. All we needed was one more out to win the game and move on to the regional finals. There was a runner on second and third with Watterson's best hitter at the plate.The second pitch of the at bat he hit a ball that I knew was going ov er my head as soon as it came off the bat. I immediately started running straight back and looked back for the ball after I had traveled about fifteen yards but couldn't find it at first. Once I did find it I realized that it was going over my left shoulder so I turned my As soon as I caught it, all I could think about was all of the months of hard work I had put in to making the varsity team. All of the drills and lifting I did by myself to make myself better.All of the time and effort I put in to baseball instead of going out very weekend or sitting around doing nothing. I stood up with the ball in my glove and instantly got tackled by my best friend who was playing center field. That's when it hit me that I made the game winning catch to send our team in to the regional finals. Ever since that day I have always been very confident in my abilities to play baseball and that only increased when I was called by the head coach of Clark State Community College and asked to play at the collegiate level. But still to this day, that one catch, was the best moment that I have ever had.

Progressive Era Essay Example | Topics and Well Written Essays - 1000 words

Progressive Era - Essay Example As Industrial Revolution receded into the background and new modes of production, manufacturing and economic management models emerged, the socio-economic impact of the period was exposed. Indeed, as argued by Anderson (1974), with all its economic contributions and previously unprecedented productivity and growth, industrialisation had given rise to unemployment, labor unrest and poverty. The working classes, as opposed to the middle and upper socio-economic ones, were the victims of disease and poverty. The wide-scale depression which beset America from 1893 to 1897 only compounded the suffering of this class (Anderson, 1974). Within the context of the socio-economic conditions outlined in the preceding, there was a lack of appreciation for childhood and education. Rather than be the recipients of steady and stable education, working class children were sent out to work for minimal wages. Their earning, however meagre, were integral to the survival of their families. There was, accordingly, little room for education or the consideration of the value of education, not just to the child but to the country itself. As the Industrial Revolution passed, implying the evolutio... The new methods of production had simply eliminated the need for child labor (Anderson, 1974). At the same time, the era gave rise to an educated, professional middle class. It was largely due to the efforts of this class that the Progressive Era came about. According to Dumenil (1990), as this class looked towards the conditions that the Industrial Revolution had reduced the working class and urban centers to, they saw poverty, slums, crimes, disease and corruption. They also saw a myriad of discriminatory practices, whether class, gender or race discrimination. Not only did this class, the progressives, establish volunteer organizations such as the American Bar Association, U.S. Chamber of Commerce, National Association for the Advancement of Colored People, and National Municipal League, among many others, to address the identified socio-economic problems but they exerted such political pressure as which incited reform. Teddy Roosevelt's Square Deal emerged in response to the stated (Dumenil, 1990). The issues and concerns of the era, whether civil rights, feminism, childhood or poverty, incontrovertibly impacted attitudes towards education. Apart from education being acknowledged as a right which all children should exploit to the fullest, greater focus was placed on the philosophy which informed education. As Roberston (1992) contends, John Dewey developed a philosophy of education which, rather than focus on children's absorption, often memorisation without assimilation, of a wide body of knowledge, emphasised the imperatives of personal growth. Dewey thought that children's freedom should be constructed, that it is not simply a product of their free will. He made a distinction between freedom based entirely on free will (doing whatever one wants

Proposal Letter Adult learning Essay Example | Topics and Well Written Essays - 250 words

Proposal Letter Adult learning - Essay Example Through this program, a drastic improvement has been recorded with most of the learners increasing their reading ability from two to three grade levels. Problem posing and problematization in overall learning processes: In this proposal, a reflection on the role of posing questions while learning processes are ongoing has been made. This is one of the best teaching methods for adult learners. Question posing in learning processes is an implicit aspect of many modern cognitive psychological theories and parody, which are the psychological parody of action and interacting. Learning and teaching of mathematics, for example, must start with the students’ discourse (dialogical attitude). My potential focus concerning adult learning relies on the knowledge of my own cognitive processes. My study of problem posing has been precisely motivated by a desire to approximate a process of problematization to come up with an effective argument for advocating problem posing as a means of attaining knowledge. Lastly, my beliefs and complexities in relation to problematization in adult learning are based on reflections, which underlay the problematization process. In order to synthesize problematization in the adult learning, questions such as why did I choose to investigate problematization as a means of learning and teaching of adults and why did I opt for problematization or problem posing in the planning of daily classroom activities must be critically analyzed. Belzer, Alisa. Improving Professional Development Systems: Recommendations from the Pennsylvania Adult Basic and Literacy Education Professional Development System Evaluation." Adult BasicEducation 15.1 (2005): 33-55. ProQuest. Web. 30 June 2015. Internet Source. Golbeck, Amanda L., Carolyn Ahlers-Schmidt, and Angelia M. Paschal. Health Literacy and Adult Basic Education Assessments. Adult Basic Education 15.3 (2005): 151-68. ProQuest. Web. 30 June 2015.

Southwest Airlines Case Study Example | Topics and Well Written Essays - 6750 words

Southwest Airlines - Case Study Example According to the report findings the remarkable success and innovative ways with that Southwest Airlines has achieved has made this study interesting. It is worth studying the business concept of Southwest, which involves attracting passengers by flying convenient schedules and getting passengers to their destination on time using several strategic initiatives. The efficiency, quality of service, controlled growth, increase in demand for reliable low-fare travel, and other key success factors like leadership, culture, strategy and coordination are some of the factors that contributed to the success of the airline. This project aims to study the relative contribution made by these distinct factors that made this remarkable transformation possible for Southwest. As the discussion declares the Company’s vision statement expresses a â€Å"dedication to the highest quality of customer service delivered with a sense of warmth, friendliness, and individual pride and Company spirit.† The Company has the mission to â€Å"provide safe and comfortable air transportation in commuter and short-haul markets, from close-in airports, at prices competitive with automobiles and buses and to involve customers and employees in the product and the process, making the airline a fun, profitable and quality experience.† From the very start, Southwest Airlines’ goals were to make a profit, achieve job security for every employee, and make flying affordable for more people. (Freiberg & Freiber

Eye witness account Assignment Example | Topics and Well Written Essays - 250 words

Eye witness account - Assignment Example There are no tables, no seats, just a long table. The darkness sets in, Kim is sent to work in the chief’s house. He brings leftovers home. The family eats them up hungrily and happily that they can get extra food. As days pass, Kim has scars, he is abused by the chief’s boys. The family suffers malnutrition. They look thin and sickly. The new people do not converse, everyone runs their life and does their job. They work for more than twelve hours a day in community gardens and rice fields. Twice a week they meet for a meeting under the chief for an hour or more. The Angkar government is all they hear of. Landmines are on the edges of the place to protect the people. If people are sent to work there, they are blown off and soldiers shoot them to kill. No religion is practiced. All areas of worship are destroyed. The temple ruins are full of art, animals of the wild, gods and goddesses sculptured and drawn. Monks are killed if they do not convert to Angkar. The working hours increase and young men are forcefully recruited to be soldiers. Khouy is forced to marry a young girl to avoid recruitment. Soldiers rape young women and the families can do nothing. The slavery and bondage goes