Mini Lesson Plans - Lessons Plans to Upgrade Downtime

How many times have you finished a lesson, looked at the clock, and found you had about ten minutes left in the period--not have enough time to start a new activity, yet too much time to feel comfortable letting students sit and talk? Your discomfort with this downtime is certainly justified, for if you teach a one-hour class that meets five days a week, ten minutes of downtime a day add up to six weeks of instructional time lost each year. If this seems hard to believe, check out the table located at the bottom of this page. With so much instructional time at stake, it behooves us to plan carefully for possible downtime at the end the period. To make the job easier, I have gathered a variety of activities and related internet links. Although the activities may be completed in 2 to 15 minutes, some may require instruction the first time they are used. However, once students can manage the activities independently, you will be free to confer with individual students making otherwise wasted time even more productive. Time Lost to Downtime 10 min. x 5 days =50 minutes/week 50 min./week =7 1/2 hours/9 week qtr. 7 1/2 hours/9 week qtr. =30 - 1 hour classes/year 30-1 hour classes/year =6 weeks of classes/year! 1. SCAMPER Using the acronym SCAMPER you place an object in view and ask students improve something altering attributes using the following changes: SubstituteC ombineA daptM inify or MagnifyP ut to other uses.E liminateR everse Set a time limit, and have students share their new creation. Sharing helps rigid thinkers loosen up and provides reinforcement for creative thinkers. 2. List Making Have students make lists like those in Edward de Bonos in his thinking skills materials.If you are unfamiliar with de Bonos material, be sure to treat yourself to it, as its effective and great fun. 3. Guessing Mystery bag - Students ask yes or no questions to guess whats in a bag. Fun with Numbers - Students must guess the questions to the answers you write on the board. Brain Teasers - Some ideas for brain teasers and lateral thinking puzzles. 4. Creating Mnemonic Devices Show students the top ten list of mnemonic devices and challenge them to create their own for your the days lesson, or other important material in your course. 5. Discussing Unusual Topics Use topics from The Book of Questions, by Gregory Stock, for discussion ideas. 6. Reading Poems Aloud Gather a collection of poems you can read aloud to students or have students read their favorites. 7. Examining Optical Illusions Put optical illusions on transparencies to end the period on a light note. 8. Writing Cryptograms Challenge students to decipher the codes of literary cryptograms. 9. Think of New Ways Add to the creative list of 101 Ways To Say No. 10. Solving Word Puzzles Challenge students to solve word and crossword puzzles found in you local newspaper. 11. Solving Other Kinds of Puzzles Exercise reading skills with mini mysteries.. You will find an abundance of other types of puzzles are available at thinks.com. 1. Reading Mini Plays Scope Magazine often contains short plays which typically take 15 minutes to perform. Many thanks to Susan Munnier for this suggestion! 2. Journal Writing Download the following four lists to have a ready supply of over a hundred journal topics: Journal Topics Encouraging Self Understanding and Clarifying Thoughts and PositionsTopics dealing with various aspects of who I am, why Im that way, what I value, and what I believe. Journal Topics Exploring Relationships Topics dealing with what I want in a friend, who are my friends, what I expect of friends, and how I relate to family members,teachers, and other significant people in my life. Journal Topics Prompting Speculation and Viewing from a Different Perspective Topics causing the writer to predict or see things from an unusual perspective. These may be highly creative, such as describe the events of yesterday from the perspective of your hair.Academic Journal Topics Generic starters for the beginning, middle and end of a lesson make writing journal topics that compliment your lesson a cinch. 3. Following Written Directions Challenge students with read only directions for folding origami figures. 4. Following Oral Directions Have a student read oral directions to the class which require students to write, draw and or calculate. Im searching for these. If you know of a URL for some, please let me know! 5. Solving Puzzles At the Puzzlemaker Web site, you can make eleven different kinds of puzzles, print them out and run off a supply to cover emergencies. 6. Writing Haiku Give students a short handout on the structure and examples from Haiku Headlines of the Day. Then challenge your class to write a haiku about the days lesson or a current event. If you have time, have students read them aloud just before the bell, or save that for another day. 7. Using Icebreakers Use icebreakers to help students get to know one another and to build good feelings within the whole class or on teams. 8. Writing Limericks As with the haiku, provide a handout containing the structure of a limerick and a few examples of limericks. Then challenge them to write their own. (Please note: Some of the haiku and limericks on these sites contain material inappropriate for the classroom. )

The World War Of 1914-1918 - 1641 Words

Since the First World War of 1914-1918, historians have argued which events leading up to the war; some as far back to the end of the Napoleonic period in 1815, or which of the Great Powers were to blame. After the war, Germany were made to sign Article 231; or the War Guilt Clause, thus accepting all blame for the war, this presented an easy target to blame, which some historians accepted and believed. However other historians argue that various other nations or events were actually at the root of the cause of the First World War. These include, the assassination of Franz Ferdinand, the Bosnian Crisis, Germany’s Blank Cheque, the alliance system, the mobilisation of Russia and France, the Schlieffen plan and the Franco-Prussian war. Many causes interlock or link back to other causes, creating a ‘domino effect,’ this makes it difficult to grant sole blame to one event or nation. On June 28th 1914, Bosnian Serb, Gavrilo Princip, assassinated Archduke of Austria, Fr anz Ferdinand, who was visiting the capital of Bosnia, Sarajevo, to inspect the imperial armed forces. Princip was a member of the Black Hand terrorist group, whose objective was to break off Austria-Hungary’s South-Slav provinces, thus creating independence for groups of people who speak the South Slavic languages. The Black Hand group was angered by the annex of Bosnia and Herzegovina in 1908, as they believed that these territories should be part of Serbia. Many historians argue that because the Black Hand wasShow MoreRelatedThe World War I ( 1914-1918 )854 Words   |  4 Pagesâ€Å"World War I [1914-1918] brought about many significant changes in the aviation field. At the start of World War One, aircraft were very basic and crude. By the time World War One had ended, aircraft had become far more sophisticated and had differentiated into fighters, bombers and long-range bombers. The development of aircraft was stimulated by the war’s requirements, as was the way aircraft were actually used† (â€Å"Aircraft and World War One†). At the start of the war, aircraft was thought to beRead MoreWorld War I ( 1914-1918 ) Essay1550 Words   |  7 Pagestime. World War means a war that affects the whole world; it specially involves and destroys the most powerful and biggest nations of the time. It is a war on such a huge scale that affects also countries of different parts of the world, it lasts for multiple years. So far only two events that happened on a huge scale that humanity has never seen before the 20th century and have been labeled as World War; those are World War I (1914-1918) and World War II (1939-1945). The term World War III isRead MoreWorld War I ( 1914-1918 )2472 Words   |  10 PagesWorld War I (1914-1918) was the first war to involve almost all of Europe; Austria-Hungary, France, Germany, Great Britain, Italy, and Russia all participated. The war wiped out a significant amount of the young generation and changed politics, economics and public opinion in Europe for decades to come. While many countries had a role in the war’s outbreak, Germany probably bore the greatest responsibility due to three factors. The Germans had pushed for war since the founding of the modern GermanRead MoreWorld War I ( 1914-1918 )2071 Words   |  9 PagesIntroduction World War I (1914-1918), as one of the most destructive global conflicts that ever happened in human history, has not only left 17 million hot-blooded idealistic young men returning home in urns of cold cremation ashes, buried in tears of their heartbroken parents, but also has left the post-World War I society haunted by people’s profound doubt towards the past as a source of barbarous and inhuman atrocities. Therefore, instead of looking back to the past that was significantly woundedRead MoreWar I ( 1914-1918 ) And World War II ( 1939-1945 )1407 Words   |  6 Pagesand most destructive wars human civilization had to see. World War I (1914-1918) and World War II (1939-1945). Both of these wars had massive impact on civilized world. It didn’t start in one day. In the beginning of 20th century there were a lot of things going on in Europe. Unfortunately people of the Europe and the rest of the world had to suffer for some country’s disbelieve. There wasn’t just one cause instead there were several causes that brought whole world into war. Militarism is one ofRead MoreWorld War I (1914-1918) Was A War That Changed World History1841 Words   |  8 PagesWorld War I (1914-1918) was a war that changed world history forever. The technological, industrial, social and political advances that took place at beginning of the 20th century paved the way for today s world. And the parties involved in World War I used those advances to create one of the first modern wars. For those reasons World War I is referred to as many things including, an industrial war, a war of attrition, and as a total war. These aspects is what makes the war so revolutionary andRead MoreWorld War I, Took Place Between The Periods 1914 To 1918.1437 Words   |  6 PagesWorld War I, took place between the periods 1914 to 1918. During this period, the British had already settled in India and were oppressing the local Indians. When the war broke out, they asked the Indian soldiers to take part in the war with a promise of Independence if they emerged victoriously. The Indians kept their word and sent their soldiers to war and even became successful, but the British did not keep their end of the deal. They failed to grant India their independence and continued to oppressRead MoreWorld War 1: Changing attitudes to war in Britain and Germany focusing on four key times. 1)Outbreak, 2)Christmas 1914, 3)After the Battle of the Somme and 4) Mid 19181808 Words   |  8 Pageshome before the leaves have fallen from their trees. As in most war, the first casualty was the truth. When Europe slid from a nervous peace into raging war, almost everyone anticipated a brisk, spectacular and triumphant campaign. In the summer of July 1914, war was a great and glorious suggestion. Not yet real, a good ole biff was a glamorous image that appealed to soldiers and civilians alike. Indeed, attitudes towards war were most enthusiastic and joyous amongst almost everybody in bothRead MoreWorld War I ( Wwi )959 Words   |  4 PagesWorld War I (WWI) had many main events from 1914 – 1918. It was known as the Great War and the war to end all wars. It also introduced us to many new technology to including Barbed wire, machine guns, artillery, poison gas, airships, aircraft s, new naval vessels and tanks. All these wartime machines and equipment resulted in unprecedented carnage and destruction, with more than 9 million soldiers killed by the end of the war. This First World War or the Great War, was a globa l war centered in EuropeRead More Experience of World War One Portrayed by Siegfried Sassoon and Erich Remarque1383 Words   |  6 Pagesmen to war in 1914, by 1918 the idealism soon changed with the reality of trench warfare. Soldiers from across Europe, and indeed the world, first entered World War One with innocent enthusiasm. The expectations of the young men who joined, however, were shaped by the culture of age. It was the romantic mood of the time which essentially reinforced the hope that war would be won in honorable battle and ‘be over by Christmas’. These expectations were far from reality. The experience of war at the

Great Leadership Free Essays

Great leadership is a rare skill. It is much more rare than most people realize. For most people it doesn’t come naturally. We will write a custom essay sample on Great Leadership or any similar topic only for you Order Now It is amazing how many organizations are successful even though they have only marginally competent people leading them. Many times this is because the structure of the organization helps make up for a leaders short comings. Sometimes it is because a particularly talented staff that makes up for the leaders deficiencies. While great leadership skills can make someone successful, the inverse is not true. Being successful doesn’t make you a good leader. If you are looking for leaders to learn from make sure you are looking for people who actually have good leadership skills and not just someone who is successful. You can’t assume that someone is a good leader just because they have had success. Many times people try to emulate people who have had success and try to follow their leadership styles. While this might be a good thing people often end up mimicking the bad habits of individuals. Don’t assume that someone’s leadership style is effective just because they are successful. Many times they may be successful in spite of their leadership skills not because of their leadership skills. A good organizational structure can often hide someone’s poor leadership skills. Many times leaders are simply riding the wave of momentum from an earlier success that their leadership skills may have had very little part in actually creating. Actually creating. Communication skills, is an important element. Communication will help the leader to easily interact with people and his followers. By having good communication skills with others, the leader can give and get opinion, shares ldeas and so on. Commuincation is important to avoid miscommuincation in an organization. A leader should have this skill to interact with his client from different language and background as well. Listening skills also important, a leader should listen to his followers, and get feedback from them. Feedback from the followers is important by this way the leader gets to know about the followers better. This help to improve the job too. Besides this, a leader should have a clear vision on what he is doing. Vision will gives the leader a clear mindset on what he is doing. Important to have a vision and working towards achieving it. For example in an organization without a clear mindset a leader will not have a proper and clear mindset to get things done. Passion or desires. It important to have passion towards the job we are doing . Without passion or desires we will not fell satify with the job we are doing. Passion is the door of achievement. Positive attitude. A good leader should have a positive attitude and positive thinking. By being a positive person it gives a lot of inner strenght and bulid confident in a person life. Positive mindset and attitude always help to understand and gives a good solution to the problem. A leader has to be a good problem solver as well. To solve the problem the leader has to be calm and does not blame others for his mistake. A leader should find the solution to every problem he come across in life. A leader should not run away from the problem but stand and face it will full confident. Futhermore, a leader should always be focused on what he is doing to achieve his goals. Focused and always work closely to achieve his mission and vision in life. By being focused in life it will be easy to achieve their dreams. A leader should be a good example to others. In other words be a set of example to others by having a strong character and also able to lead his followers. Be an example by having a good and pleasant personality, be a confident and etc. A leader should be a risk taker. Risk taker in what he is doing. For example bring in new product or giving a solution to the problems. By being a risk taker it will motivate to be a good leader in future. A leader should not be scared to try something new but a leader should accept to the changes in the organization. A leader should also be tolerant and always remain calm. A leader should be patience and calm at all the time, especially went making a decision. A leader has to have a control of emotions too. A leader cannot bring his famliy problem to the office. A leader should always show a profesional attitude. Futhremore, a leader should always have am important element which is honest and intergity. For example a leader should be an honest person. In and company; a leader should be a good example and must be honest to take over responabitily. Honest by being trust by others is important to create the trust. Dedication towards work is a must. The leader should havr the feel of dedication to wards his job. By having the feel of dedication the leader will feel tha he has the full responibolity towards his job. A leader should be an ambitions person. A leader also must like new challenges in life and always wants to learn something new in life. A leader should be a disciplined person. Disciplined refers to have control in what he is doing, A leader should be diciplined by being disciplined and following the rules and regulations of the company or the organization. A leader must show a very good example to others. A good personalities is important in being a leader. A leader should know how to be persentinfront of others. Foe examlpe the leader should know how tgive a good persentationinfrornt of others as well. Be a leader has to be courage and brave to face any kind of situation in life. A leader should also protect his followers as well. Not only protect them but giving them strenght and courage in what ever they are doing. A leader should also be a good teacher ti his followers and guide them went they fece difficult in solve any task. Leader havetoshould give 100% of committed to his job. It is important to give 100% of committed in what he is doing. A leader should also be a good role model to others. Leader has to be an example by having all the good characteristics in himself. Being leader is not a simple thing. A leader has to overcome all the opticsal. A leader should remain calm in what ever problem comes to him. Example of a leader our DR. Seri Mahathir, had been a good leader to our country Malaysia. He had ruled the country for several years. He also had work hard to bring success to our country. A leader shoud have the charchater of care for the team. Care to the team refers to understand the followers have a close ralationship with each of them. Listen to them gaving them space and freedom to think and give opinion too. Besides this having a often meeting with them to know their process by weekly meething and can give them enough of traning to each task or projects thea the followers are doing. Praise the followers after each task or projects that they are doing. By just appreciate them for a good job. Foe example just saying them well done or thanking them will make a different to them and this will encourage them to do better job in the future. A leader should also accept critism from others. A leadr should accpet critism as a feedback and work to be a better person in life. A laeder should not be arrogant to his followers to have a good working enivorment. Puncity is also an importantto be leader. By being on time for meeting or wokt it will set a good example to his followers to follow it. How to cite Great Leadership, Papers

Allusions in Canto IV of Dantes Inferno Essay Example For Students

Allusions in Canto IV of Dantes Inferno Essay Allusions in Canto IV of Dantes InfernoAdam was the first man, whose creation, fall and history are told in the opening chapters of Genesis. Abel, in Hebrew Hebel (breath, vapor), the second son of Adam, murdered by his brother Cain. He was considered by God to be a man of faithNoah was spared for his piety when God, angered at the corruption of the world, destroyed it with a flood lasting 40 days and 40 nights. Noah had been warned to build the ark, and to take on board with him his wife, his three sons and their wives and two mated specimens of every species of animal on earth. Moses was a Hebrew prophet, lawgiver and founder of Israel, and the Jewish people. With Gods blessing he helped save the Jewish people from Egypt. Abraham is a biblical patriarch, according to the Book of Genesis (see 11:27-25:10), progenitor of the Hebrews, who probably lived in the period between 2000 and 1500 BC. David (king) (? -961 BC) was the king (1000-961 BC) of Judah and Israel, founder of the Judean dynasty. Rachel (biblical figure), in the Old Testament, was the daughter of Laban, favorite wife of the Hebrew patriarch Jacob, and the mother of Joseph and Benjamin. Homer has nothing recorded about him as an individual but is credited for writing the Iliad and the odyssey. Horace (65-8 BC), was a Roman lyric poet and satirist, whose works are masterpieces of Latin literature of the Golden Age. Ovid (43 BC-AD 17?), was a Roman poet, whose narrative skill and unmatched linguistic and metrical virtuosity have made him the most popular of the Roman poets. Lucan, full name Marcus Annaeus Lucanus (39-65), a Roman poet, was born in Crdoba, Spain, and educated in Rome. Virgil (70-19 BC), Roman poet, author of the masterpiece the Aeneid, the most influential work of literature produced in ancient Rome. Electra, in Greek mythology, was the daughter of Agamemnon, king of Mycenae, and Queen Clytemnestra. Hector (mythology), in Greek mythology, the eldest son of King Priam and Queen Hecuba of Troy, and husband of Andromache. In Homers Iliad, Hector is the greatest of the Trojan warriors. Aeneas in Roman mythology was the son of Anchises, a Trojan prince, and Venus, goddess of love. Caesar, Gaius Julius (100-44 BC), was a Roman general and statesman, who laid the foundations of the Roman imperial system. Camilla, Volscian woman and warrior, enemy of Aeneas and ally of Turnus in the AeneidHippolyte, in Greek mythology, queen of the Amazons and daughter of Ares, god of war. Tarquinius Superbus, Lucius, also called Tarquin the Proud (?-495 BC), and according to tradition the seventh and last king of Rome (reigned 534-510 BC), who was said to be the son of Lucius Tarquinius Priscus and the son-in-law of the sixth Roman king, Servius Tullius. Brutus overthrew TarquinTarquin in Roman tradition was an Etruscan family that ruled Rome. Aristotle (384-322 BC) was a Greek philosopher and scientist, who shares with Plato and Socrates the distinction of being the most famous of ancient philosophers. Socrates (469-399BC) was a Greek philosopher, who profoundly affected Western philosophy through his influence on Plato. Plato (circa 428-c. 347 BC) was a Greek philosopher, one of the most creative and influential thinkers in Western philosophy. Democritus (460? -370? BC) was a Greek philosopher, who developed the atomic theory of the universe, which had been originated by his mentor, the philosopher Leucippus. Diogenes of Sinope (412? -323 BC), Greek philosopher, generally considered the founder of Cynicism, an ancient school of philosophyThales (625? -546?BC) was a Greek philosopher, born in Miletus, Asia Minor. He was the founder of Greek philosophy, and was considered one of the Seven Wise Men of Greece. .u1f69b5515992f7dd0097fe4c7e062d7d , .u1f69b5515992f7dd0097fe4c7e062d7d .postImageUrl , .u1f69b5515992f7dd0097fe4c7e062d7d .centered-text-area { min-height: 80px; position: relative; } .u1f69b5515992f7dd0097fe4c7e062d7d , .u1f69b5515992f7dd0097fe4c7e062d7d:hover , .u1f69b5515992f7dd0097fe4c7e062d7d:visited , .u1f69b5515992f7dd0097fe4c7e062d7d:active { border:0!important; } .u1f69b5515992f7dd0097fe4c7e062d7d .clearfix:after { content: ""; display: table; clear: both; } .u1f69b5515992f7dd0097fe4c7e062d7d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1f69b5515992f7dd0097fe4c7e062d7d:active , .u1f69b5515992f7dd0097fe4c7e062d7d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1f69b5515992f7dd0097fe4c7e062d7d .centered-text-area { width: 100%; position: relative ; } .u1f69b5515992f7dd0097fe4c7e062d7d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1f69b5515992f7dd0097fe4c7e062d7d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1f69b5515992f7dd0097fe4c7e062d7d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1f69b5515992f7dd0097fe4c7e062d7d:hover .ctaButton { background-color: #34495E!important; } .u1f69b5515992f7dd0097fe4c7e062d7d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1f69b5515992f7dd0097fe4c7e062d7d .u1f69b5515992f7dd0097fe4c7e062d7d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1f69b5515992f7dd0097fe4c7e062d7d:after { content: ""; display: block; clear: both; } READ: Cold Winter EssayAnaxagoras (500? -428BC), Greek philosopher who introduced the notion of nous (Greek, mind or reason) into the philosophy of origins; previous philosophers had studied the elements (earth, air, fire, water) as ultimate reality. Zeno (426? -491) was an emperor of the Eastern Roman Empire (474-491), born in Isauria, Asia Minor. Heraclitus (540? -475? BC), Greek philosopher, who believed that fire is the primordial source of matter and that the entire world is in a constant state of change. Empedocles (490? -430 BC) was a Greek philosopher, statesman, and poet, born in Agrigentum, Sicily. He was a disciple of the Greek philosophers Pythagoras and Parmenides. Dioscorides, Pedanius (circa 40-c. 90), Greek physician, born in Anazarbus, in Cilicia. Orpheus, in Greek mythology, was a poet and musician, the son of the muse Calliope and Apollo, god of music, or Oeagrus, king of Thrace. Linus, in ancient Greek mythology, was a beautiful youth, who was perhaps a nature god. Seneca (4?BC-AD65) was a Roman philosopher, a dramatist, and statesman, who was one of the most eminent writers of the Silver Age of Latin literature. Euclid, (lived circa 300 BC), Greek mathematician, whose chief work, Elements, is a comprehensive treatise on mathematics in 13 volumes on such subjects as plane geometry, proportion in general, the properties of numbers, incommensurable magnitudes, and solid geometry. Ptolemy (AD100? -170?), astronomer and mathematician, whose astronomical theories and explanations dominated scientific thought until the 16th centuryHippocrates (460? -377?BC) was the greatest physician of antiquity, regarded as the father of medicine. Galen (129-199?) was the most outstanding physician of antiquity after Hippocrates. Avicenna (Arabic, Abu Ali al-Husayn ibn Abd Allah ibn Sina) (980-1037) was an Iranian Islamic philosopher and physician, born near Bukhoro. Averros, in Arabic, Abu al-Walid Muhammad ibn Ahmad ibn Muhammad ibn Rushd (1126-98), was a Spanish-Arab Islamic philosopher, jurist, and physician, born in Crdoba, Spain.

The Right to Live or Die

The questions concerning the matter of euthanasia are considered to be burning and significant during a long period of time. It is very hard to decide whether to support or be completely against euthanasia, both voluntary and non-voluntary. Advances, which are inherent to modern medical technologies, innovations, which make treatment safer, and painless, and choices, which patients get during their treatments – all this raises people chances to continue living, get proper treatment, and not suffer too much. Advertising We will write a custom research paper sample on The Right to Live or Die specifically for you for only $16.05 $11/page Learn More However, when we talk about the right to live or die, numerous doubts, uncertainty, and even fear take place. Lots of diseases cannot be treated, and patients often ask to end their lives by means of some drugs or medicines and deprive them from terrible suffering. Doctors can agree to help patients end t heir lives and use such practice as euthanasia, but still, lots of ethical, religious, and personal disagreements may become another problem for doctors, patients, and patients’ families. Jack Kevorkian and Karen Ann Quinlan are the names, which influence the development of euthanasia in the United States. The investigations around these names, evaluation of ethical and religious perspectives can help to clear us whether people still have the right to live or die, whether euthanasia is just another type of homicide, and who should be responsible for this very practice. Methodology The study under consideration originates from a burning need to decide whether modern medical services provide patients with the right to live or die and whether patients themselves make the decision to continue living or die. In 1976, the first Natural Death Act was approved and became one of the most controversial laws (Miller, 2003). Of course, not each state was eager to adopt the same law, ho wever, within two decades, all other states proclaimed the similar laws, which could protect the patient’s right to die. At the end of the 1970s, the case of Karen Ann Quinlan also became a significant factor for numerous ethical debates; however, it served as another important point that promoted legal protection of euthanasia (Naden, 2007). Finally, the questions of euthanasia were raised once again at the beginning of 1990, when Dr. Jack Kevorkian assisted more than 100 suicides and taped all the procedures. His actions, discontent of numerous religious people, and disparity of many ethical issues promoted the creation of the Oregon Death with Dignity Act with a number of safeguard issues (Ars Montero, 2004). The investigation of case of Karen Ann Quinlan and a deep analysis of Dr. Kevorkian’s actions turn out to be a good approach to decide whether the right to live or die is still available to people, or whether it is necessary to pay more attention to doctorsà ¢â‚¬â„¢ activities and the circumstances under which the decision to unplug feeding tubes and respirator is made.Advertising Looking for research paper on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Discussion Essence of Euthanasia and Its Consequences Lots of sources identify euthanasia as a practice of easy death, mercy killing, or just the right to die (Naden, 2007). There are actually several types of euthanasia: voluntary, also known as active, when a patient just asks to kill him/her and stop his/her sufferings; involuntary, when a person cannot express own wishes because of coma, immaturity, or other mental problems; and finally, passive, when all the necessary supportive devices are withdrawn, and the nature gets the right to decide whether a patient is able to live or not. The creation of these types of euthanasia is caused by numerous factors: first of all, financial support, second, worsening or invariability of patient ’s condition, thirdly, patient’s unwillingness to continue living, etc. People get unbelievable chance to decide and make a choice in accordance with personal interests, desires, and opportunities. However, such freedom may be regarded from different perspectives, and lots of cons can be found. Numerous ethical and religious approaches cannot present one certain question whether this right to live or die is necessary or not. Unbelievable trust in God and nature powers creates numerous contradictions, quarrels, and misunderstanding. People, who believe in God, may agree to passive euthanasia and ask nature for help to save a person. However, why these people cannot accept another reality that God has already helped them to find out this medical support and agree to prolong patient’s life by means of respirators and feeding tubes. Of course, this is just one more assumption to the problem, however, it may be also crucial for someone. Case of Karen Ann Quinlan In order to analyze the right to live or die by means of euthanasia and possible ethical problems, concerning making a decision, it is better to make use of real life examples and cases of euthanasia. Karen Ann Quinlan’s case proves that if a person is aware about the impossibility to recover and continue living healthy life, this patient can easily refuse any possible life-sustaining treatment and use his/her right to die. Karen Ann Quinlan was a 21-year old girl, who combined a Valium tranquilizer with alcohol and collapsed at the party. No one could believe that it was her last party in this life. This girl got a head trauma and was in a persistent vegetative state, that meant, she was alive, but lost her abilities to breathe and move. The most terrible point was that Karen could open her eyes, see her parents, cry, or laugh, but could not comprehend what was going on and that she could not move or do any other actions independently. It was a real disaster to Karen’ s parents, and they took a decision to fight for their daughter’s right to die (Naden, 2007). In this case, it is very difficult to think about medical ethics and other issues; when parents observe how their child is suffering and not live but exist, it is hard to make some rational and proper decisions. They decided to unplug the respirator, but use feeding tubes. This girl lived for about 10 years, the nature and attitude to the right to die was changed and lots of people agreed that some patients, who are sure that the treatment is useless can refuse medical care, ground on their right of privacy, and choose euthanasia.Advertising We will write a custom research paper sample on The Right to Live or Die specifically for you for only $16.05 $11/page Learn More Dr. Jack Kevorkian and His Approaches to Treatment When we talk about euthanasia and discuss the right to die or live, we have to mention such personality as Dr. Jack Kevorkian. This path ologist is famous due to his participation in numerous homicides; his actions established â€Å"licensing killing as an answer to suffering† (Ars Montero, 2004, 73). His attitude to euthanasia was rather simple – he did not consider dying as a crime, this is why his help for his patients to stop their sufferings and end this life was not that terrible and illegal. Those people, who suffer from unbelievable pain, do not even get a chance to think about ethics, moral, and other medical points. Of course, those people, who just observe how other people, not their relatives, suffer, analyze the situation at one level. The attitude of relatives to the same situation is rather different. This is why lots of people find Dr. Kevorkian’s actions appropriate and helpful. It is not time to think that God may save a patient: if God can help, why He torments people, innocent people. Lots of physicians have a certain fear to offer their patients euthanasia, because of crim inal responsibility (Miller, 2003), but Dr. Jack Kevorkian did not afraid to make such propositions and provide people, who were dying, with a chance to die quickly and without sufferings. He gave them the right to choose and he did not force or lie. This life is not always as good as many people try to imagine; and those, who do not observe human sufferings, will never understand that doctor’s actions. The Right to Live or Die: People’s Choice It is inherent for people to make mistakes; each person in this world has the right to choose and rely on personal interests only. Even if the situation is terrible, there are always several variants to choose from; even if these variants are both horrible, the right still exists. When people talk about the right to live or die, numerous issues have to be taken into consideration. For example, some people can easily end their lives in order not to be imprisoned; some young people can end their lives because of personal trouble s. To my mind, such actions and decisions to end this life cannot be justified. However, when a person realizes that he/she gets incurable disease, the right to die or live takes absolutely another sense. If a person does not want to continue living, other people can hardly prove that these ill people are mistaken. It is very hard or even impossible to live with a thought that you are dying. But when a person cannot even move, lose own parts of body, and observe how his/her relatives die with him/her just observing all these sufferings, the situation becomes worse. People have lots of rights, and the right to die or live is one of them, and no one can deprive a person from this right.Advertising Looking for research paper on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The right to live or die is a very debatable question: people can discuss it for a long period of time and present numerous points of view, however, much depends on whether these people see and comprehend why a person decides to use this right or not. In this case, it is very difficult to evaluate all pros, cons, and ethical points of the right to live or die. People live, enjoy this life, make new friends, earn money, fell in love, give births, grow old, and die. However, if a person is deprived of some of the above-mentioned issues, it is very hard or even impossible to continue living. The case of Karen Ann Quinlan and the activities of Dr. Kevorkian prove that euthanasia has certain positive aspects. This practice cannot be imposed, this is why it is the right, the choice that any patient should make independently or with the help of close relatives, who care about him/her. Reference List Ars, B Montero, E. (2004). Suffering and Dignity in the Twilight of Life. New York: Libra ry Research Associates, Inc. Miller, A. S. (2003). Gaia Connections: An Introduction to Ecology, Ecoethics, and Economics. Maryland: Rowman Littlefield Publishers, Inc. Naden, C. J. (2007). Patients’ Rights. New York: Marshall Cavendish Corporation. This research paper on The Right to Live or Die was written and submitted by user Raiden Hays to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why Job Hopping is Great for Your Career

Why Job Hopping is Great for Your Career The old days of being stigmatized for switching jobs too frequently are behind us. There’s even research to suggest that workers who stay at the same job for longer than two years end up being paid less, while workers who continue to seek new opportunities are quicker to learn, better at making first impressions, and more successful. Certainly they’re more adaptable, keeping their skills sharper and their strategizing more efficient. Keep these following tips in mind if you think the job hopping lifestyle is for you.Keep it internalYou can even hop between jobs at the same company, if that kind of loyalty is important to you. The main thing is keeping yourself sharp and engaged in the work you’re doing- and never letting yourself get bored.Don’t hide your true selfIf you’re a job hopper, consider selling this a strength, rather than hiding it as a weakness. Build your constant striving for bigger and better challenges into your hiring narrative. As long as you haven’t left a trail of burnt bridges in your wake, chances are you can make this trait an asset in an interview.While the stigma continues to fade, make sure to actively sell this aspect of your application in the hiring process. Being up front about it will help to assuage whatever doubts a more recalcitrant hiring manager might have about your resume.Know it’s never too lateFinally, there’s nothing out there that says older workers can’t be job hoppers as well! They day you decide you’re done learning is the day you’d better think about retirement. Keep on chasing those pots of gold- learning new skills and seeking new challenges.

The Clash Of Civilization In The Arab World Research Paper

The Clash Of Civilization In The Arab World - Research Paper Example Chiozza attempts to test the truth in clash of civilization by forming various hypotheses (714). Furthermore, Wei (p.40) prevents confusion between culture and civilization, two words used interchangeable with different meanings; while Crittenden provides a deeper analysis of the causes of the struggle in Syria and gives a different view from (Manfreda). Al-Radhan (1) analyses the ways differing civilizations can interact, and how the western civilizations should attribute is origin to Arab culture and civilization. This study seeks to analyze, examine and cross-examine clash of civilization in the contemporary culture to determine relevance of such a theory. Ruan provides a historical context between civilization and culture and states that the two words are often used interchangeably. This outlines a comparison between a long service definition of civilization and culture alongside a geographical locus. Through this statement, civilizations are likely to arise in a given geographic al location, where they share similar cultural values. Culture emerged at earlier stages of human interactions and laid the foundation for civilization to take place. Civilization is based on a number of relationships including history, religion, language and tradition, and all these relationships are from a cultural background of a given society in specific geographical locations. The western civilization is incorporated in areas like Eastern Europe, Latin America whose cultures closely resemble each other, while Middle East cultures also resemble. States create strong relationships with others that seem to sympathize with their cultural ideologies, values and interest. With two civilizations contrasting, the western modern civilization will have to accommodate nonwestern modern civilizations, whose cultures differ in many ways. There is conflict between civilizations because of the misconceptions values, and achievement of different cultures especially the West and Middle East (Al -Rodhan 3). This implies that cultural transmission is the key to the development of modern civilizations. Cultural differences have played an important role in the transmission of ideas, and development of key institutions such as science, philosophy, finance and commerce. Civilizations have borrowed ideologies from different cultures, as Al-Rodhan continues to state that the Arab world played an important role in the western civilization (3). The western civilization can attribute the role of the Arab culture in the Renaissance, Reformation and Enlightenment period in Europe and America. Civilization is the highest form of cultural grouping and broadest level of culture that distinguishes two people, and provides some major classifications of civilizations in the contemporary world. In addition, he provides these classifications according to a geographical grouping, and according to differing cultural ideologies. According to the geographical groups, there are eight major civiliza tions that arise in the contemporary world including; western, Confucius, Japanese, Islamic, Hinduism, Slavic, orthodox, Latin America, and African civilizations. A greater classification is by differing cultural ideologies which give rise to two major civilizations, which Huntington feels conflict in the contemporary society. These are the western civil

Answer the question Essay Example | Topics and Well Written Essays - 4500 words

Answer the question - Essay Example Subjects of the research study should be chosen in order to meet the expectation of the other researchers, who will acquire benefit from the study. The researchers should check all the variables of the study and by applying effective strategies; they can minimize the ill effects of the characteristics of the subjects(Fraenkel & Wallen, 2009). In order to control the threats from the data collector characteristics, the researchers should be efficient to collect the authentic data, which are considerably reliable. Therefore, for the effective execution in the authentic data collection, the effective equipment and tools should be used, which can evaluate the collected data effectively and thereby reduce the threats (Fraenkel & Wallen, 2009). To control the regression outcome, data should be collected from reliable sources so that the research outcome is highly reliable. The regression data should be flexible enough to adapt the external changes and to prevent data manipulation that would contribute to convenient research study(Fraenkel & Wallen, 2009). In order to control the threat from the attitude of the subjects in a research study, the researcher should select those kinds of subjects, which have positive attitudes toward the study. The subject should be capable enough to participate in the research process and support the researchers to obtainreliable outcome of the study(Fraenkel & Wallen, 2009). Raw data and related information about the findings, which are provided in research study are collected from the reliable sources and endow with the scientific research. Research studies representing observable factsare considered true and valid(Berg &Latin, 2008). At instances, when the research study conducted by the researcher could establish casual relationships with the study, then it can be said that the study has an internal validity. The subjects of the study are specific and the researcher

Scope and System Dynamic Modeling Essay Example | Topics and Well Written Essays - 2750 words

Scope and System Dynamic Modeling - Essay Example From this discussion it is clear that the model will be unable to tell the whole story behind the topic. Therefore, only impacts of interest are selected and included in the model. With the green house effect rising to alarming levels over the past decade, it seems worhtwhile to investigate the relationship between CO2 emission and global manufacturing in the current model. In addition, monetary relations between the multinationals and the host country which include taxation, contribution to Gross Domestic Product from global manufacturing and gross profit of the multinationals are likewise include in the model. Change in living standard and creation of employment from global manufacturing are also integrated into the model for better understanding between these global multinationals and the host country. This paper outlines that the Vensim software is used to simulate a system dynamics model of the situation being studied. Running "what if" simulations to test certain policies on such a model can greatly aid in understanding how the system changes over time. In the brainstorming phase, a ‘perfect’ model is the primary goal. Such a ‘prefect’ model will require the inclusion of every possible component with respect to the topic of interest. As a prerequisite, a causal loop diagram must be drafted before constructing the system dynamic model. A causal loop diagram is a diagram that aids in visualizing how interrelated variables affect one another. The diagram consists of a set of nodes representing the variables connected together. The relationships between these variables, represented by arrows, can be labelled as either positive or negative. The following is the first draft of the causal loop diagram.

Defining And Evaluating Existentialism

Defining And Evaluating Existentialism Existentialism is a Humanism, to be human is defined by an existence (physical existence) that precedes its essence (true nature). As such, if existence is problematic, and it is towards the development of a full existentialist theory of what it is to be human that Sartres work logically evolves. In relation to what will become Being and Nothingness, Sartres early works can be seen as providing important preparatory material for an existential account of being human. But the distinctiveness of Sartres approach to understanding human existence is ultimately guided by his ethical interest. Thus the nature of Sartres topics of analysis, his theory of the ego and his ethical aims all characterise the development of an existential phenomenology. The general concern of existentialism is to give an account of what it is like to exist as a human being in the world. Existentialism is a philosophical movement emphasizing individualism, individual freedom, and subjectivity. Epistemologically, it is denied that there can be an absolutely objective description of the world as it is without the intervention of human interests and actions. The world is a given and there is no epistemological scepticism about its existence; it has to be described in relation to ourselves. There is no fixed essence to which beings have to conform in order to qualify as human beings; we are what we decide to be. The issue of freedom and choice are of crucial importance in existentialism. Sartre thinks that authentic choices are completely undetermined. If we make our decisions merely by reference to an external moral code or set of procedures, then we are, similarly, not arriving at authentic choices. Key Points of Jean Paul Sartres (1905 1980) existentialist Philosophy: 1.Existence precedes and rules essence Satires ethical behavior acknowledges our freedom in the world. We cannot hide behind the safety of tradition, culture and the moral code. Among the most famous and influential existentialist propositions is Sartres dictum, existence precedes and rules essence, which is generally taken to mean that there is no pre-defined essence to humanity except that which we make for ourselves. Since Sartrean existentialism does not acknowledge the existence of a god or of any other determining principle, human beings are free to do as they choose. To live according to these principles means to live in bad faith and is unethical Since there is no predefined human nature or ultimate evaluation beyond that which humans project onto the world, people may only be judged or defined by their actions and choices, and human choices are the ultimate evaluator. The concept of Existence preceding essence is important because it describes the only conceivable reality as the judge of good or evil. If things simply are, without directive, purpose or overall truth, then truth (or essence) is only the projection of that which is a product of existence, or collective experiences. For truth to exist, existence has to exist before it, making it not only the predecessor but the ruler of its own objectivity. 2. Anguish In Sartres Existentialism, anguish is the feeling one gets when one recognizes that one is responsible not only for oneself, but for all of mankind. Along with many of the other emotional states described by existentialists, anguish can be paralytic, and one of the goals of existentialism is to push people toward action even in the face of these emotions. 3. Bad faith Satre basically not acknowledging that as a human being our existence precedes our essence in the world and so not acknowledging our own ability create our self through our choices. The bad faith stories, young woman and a waiter, the young woman delaying her moment of choice in a way that for inauthentic and the waiter failing to acknowledge to be a waiter and he has his choice to choose not to be a waiter. Both the young woman and the waiter put essence before existence but they are slightly different in their choices. 4. Being in itself Being in itself is the self-contained and fully realized being of objects. It is to be contrasted with the being, or existence, of people. from the young woman story Ivich treats both Delarue and her own body as being-in-itself. According to Sartre, human beings want to attain being in itself while retaining their freedom, a tendency he dubs the desire to be God. 5. Being for others Being for others, in Sartrean existentialism, is that part of human existence that is social and socially defined. From the story of waiter he treat him/her self first and primarily as a being-for-others. One path to bad faith is to view all of ones existence as disclosed through others. 6. Being for self To act in good faith we must treat self and others primarily. Existentialism is not a complete philosophy and many arguments can be made against it. An accountant also a human being, sometimes he do accounting and sometimes do other things. A Existentialism, is that part part, though inseparable from the rest of human existence that is self-defined. Viewing human existence as entirely self-defined is one way toward bad faith. 7. Despair Sartre defines despair the feeling resulting from the realization that there is no sure footing in the world, and we can never know the results of our actions beforehand. Criticisms Existentialism is not a perfect and complete philosophy and many arguments can be made against it. The philosopher Marcues criticized that if avery one is already free and they are walking on the roads they why bother to fight for freedom? The opponents of existentialism assert that it fosters the particularization of human beings, stripping them of a universal sense of identity, which is entirely consistent with the claims of existentialists that the only universal allowed for human beings is their fundamental freedom. An another view is simply that existentialists are insane, which, many existentialists would reply, is correct, but, they would retort, only if you considered a lack of desire to live the traditional office life as reducible to insanity. Conclusion The existentialism is not a complete philosophy. It is philosophy which combines with Virtue ethics and deontology. Existentialist understanding of what it is to be human can be summarised in his view that the underlying motivation for action is to be found in the nature of consciousness which is a desire for being. It is up to each agent to exercise his freedom in such a way that he does not lose sight of his existence as a facticity, as well as a free human being. In so doing, he will come to understand more about the original choice which his whole life represents, and thus about the values that are thereby projected. Such an understanding is only obtained through living this particular life and avoiding the pitfalls of strategies of self-deceit such as bad faith. This authentic option for human life represents the realisation of a universal in the singularity of a human life. Existentialism declares that the individual must choose his way; there is no predetermination. Since the universe is meaningless and absurd, people must set their own ethical standards. The universe does not predetermine moral rules. Each person strives toward a unique moral perfection. Existentialists believe that morality depends on the individual, rather than a supreme being.

Portrayal of Women in James Joyces Ulysses Essay -- Joyce Ulysses Ess

Portrayal of Women in James Joyce's Ulysses The novel, "Ulysses", by James Joyce shows the reader hour by hour a single day in the life of one man.   But this epic which specifically deals with Leopold Bloom and has reference to Stephen Dedalus, holds so much more appendage to other areas of life.   One, is the portrayal of women in Ulysses. A common speculation is that men seem to have a more dominating status over women.   However, in Ulysses  that theory dwindles due to the women who   play significant roles in the story.   Although the women in the novel all use various tactics to entice the men to succumb and cower to them, it all ends up that the men do heed to the qualifying factors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first woman of purpose that we become aware of is Stephen Dedalus's mother.   Even though she is dead, her presence is accounted for in Stephen's night and day dreams.   His refusal to pray at her bedside while she was dying triggered an immense amount of guilt that he cannot shake.   His undeniable brooding over her was shown when he remembered the song by W.B. Yeats, " and no more†¦the brazen cars."   In the annotated text it claims that, "The song, accompanied by a harp, is sung to comfort the countess, who has sold her soul to the powers of the darkness that her people might have food."   That song is important because he is trying to lift the blame from his heart by reaching out for forgiveness.  Ã‚   The book then tells of a "bowl with bitter waters."   That bowl implies what is told in "Portrait of a Young Man", which is that his mother was an adulteress, and that recollection was bothering him. He even goes a s far to say aloud, "No mother, let me be and let me live."   It seems that he wants to escape her clutches, yet is clinging... ... get away with acting disdainful and speaking to Bloom with a harsh tongue, but he does not leave her.  Ã‚   In fact, he does cower, and takes her, illicit affairs and all.     Ã‚  Ã‚   The men in "Ulysses" are viewed as the warriors, or bread-winners, yet they are only characterized as that due to the women in the novel.   Many of the women are able to be looked upon as the "hierarchy" in a sense because of the way the people around them reacted.   It is said that whenever there is an action, there is a reaction.   As clichà © as that may be, the women were the ones that created the "action" and the men rebutted with the "reaction".   Despite the social conventions that most of us are familiar with pertaining to men and women, "Ulysses", can surely counteract with notable arguments. Works Cited Joyce, James. Ulysses. Ed. Hans Walter Gabler. New York: Random House, 1986.

The dark comedy Scotland, PA relates the story in an understandable manner

1. The original Macbeth takes place in the 11th century Scotland, while Scotland, PA takes place in the American 1970s. Thousands of historical events and many generations set these two time periods apart. Yet, while the time span seems immense, noting really changed in human nature. People undoubtedly were and remain social creatures who intensively struggle for their rights, and, in extreme circumstances, power. Of course the setting of Medieval Scotland and modern America contrast each other, but what doesn't change is the characters' drive. Both in the play and in the movie, Macbeth wants recognition and rewards for his work, whether it will be a throne or a boss chair. Macbeth and his lady want to emancipate themselves from subjection and be the ones to take control. Thus the issues of social struggles are visible throughout both versions. Another human quality revealed is the abuse of power. In the original Macbeth, the lovers become absolute, despotic rulers of Scotland. They throw feasts, rejoice in their glory, and, unfortunately, often forget about their subjects. Although the film couple does not obtain this much control, its excessive pride does shine through. Pat used to complain about her boss, but once she herself took the position, she didn't change any of the things she disliked not so long ago. She couldn't remember an employee's name, annoyingly calling him ‘Richard,' and wore beautiful clothing, while the employees wore ugly, orange uniforms. Additionally, in both versions, Macbeth falls under pressure. In persuading her husband, Lady Macbeth uses her eloquence to achieve her greedy means, while Bet cunningly employs her charming looks. Macbeth also lets the witches/hippies guide him, albeit he suspects that they aren't the best advisors. It must be admitted that Scotland, PA did lose some of Macbeth's themes by switching the time setting. For instance, there are no battles between Norway and Scotland, no problems with the tyrannical ruler, no loss of followers, and no strong social dissatisfaction. However, the unrest and struggle between the subjects and the state can still be observed, only in the form of the workers versus the Duncan's restaurant. It can even be argued that the narrowing of the population circle serves well, because the struggles of the workers are easier to follow. 2. Macbeth is a noble work of literature that for many centuries was accessible only to the elite or educated people. By adapting the play into a film that contains things familiar to everyone, the creators of the film gain a larger audience. Now, the viewers don't have to relate the events to history or have any background information on the beliefs of the age. Keeping the work up to date also makes it easier for the audience to relate to it, while the themes of revenge, manipulation, guilt, and fate are well preserved. Additionally, for people who are familiar with the actual play the movie is particularly interesting. It is entertaining to parallel the events of the play with those on the screen. On the one hand, some details are cut out or diminished. For instance, instead of the commander's acclaim of Macbeth's performance on the frontline, the viewers see a scene in which Joe throws two troublemakers out of the restaurant. On the other hand, some events are completely new to the plot. For instance, the play avoids the actual killing of Duncan, while the film clearly shows how he gets boiled. If in the play the murder was intentional, in the movie the murder is shown as a result of Macbeth's carelessness. Other events are interwoven strictly with the original plot. For instance, Pat's guilt manifests itself as a burn that cannot heal, and the viewer immediately recalls Lady Macbeth's famous sleepwalking. The alterations in the plot somewhat dilute Shakespeare's tragedy, but yet keep it recogniza ble. Of course the â€Å"descending† of Macbeth to such level is open to criticism. For instance, conformists and lovers of classics would argue against such a rebuilding of Shakespeare's work. They might view the cutting out of important scenes and Shakespearean language and addition of too many kisses and curses as a bad reflection of modern culture. Also, if in the play there are slight hints on Macbeth's intellectual level, in the play he is openly displayed as a dummy. I would also agree that this is a wrong interpretation of his character, that doesn't look in the depth of him inner conflict. From my own standpoint, I would say that it has to be kept in mind how much time passed between the two versions. I would appreciate the way this film finds an inventive approach and risks standing out from the rest of the interpretations. 3. Scotland, PA completely revolutionizes the play by turning it from a tragedy into a comedy, and thus missing some of the play's serious issues. The film is also visibly low budgeted and should probably be viewed as an experiment. Nonetheless, through comical approach the film serves a purpose of social criticism. Morrissette satirically comments on fast-food, small towns, and culture of the 1970s. The viewer recognizes the people, the shops, the cars, and many other aspects of the 70s, but this recognition comes through a new light. By watching the events unfold from a side, the viewer sees how the lack of opportunities in the 70s created the most appropriate atmosphere for greed, lust, and dishonestly to proliferate. Since the film is an overall comment on human greed and desire for leadership, it can be viewed as a subliminal message about Richard Nixon, who covered up the Watergate break-in that led to his resignation. However, from a positive side, the viewer gets acquainted with the goodness of the age. For instance, the witty slang of 70's Middle America, the clothing, and the sneaky fellows introduce the culture of the time. Also, the soundtracks play the Bad Company's songs, which were extremely moving and valuable to the youth of the 70s. The youth itself is very well portrayed with Malcolm as a rock ‘n' roller, and Donald an enigmatic gay teenager. The progress and innovation are also showed in how Macbeth invented the â€Å"drive-thru† in the restaurant. This is the time when some of the major corporations begin to arise and attract customers. For example, in the matter of a few weeks after it underwent the renovations, the restaurant skyrocked in its popularity. 4. Many students have trouble following the events in Macbeth and interpreting Shakespeare's complex language. The dark comedy Scotland, PA relates the story in an understandable manner, but spares students of the real Shakespearean classic. The adaptation is oversaturated with its own whimsy, which obliterates most of the drama in the play. Shakespeare's dictions, allusions, and symbols, which are essential to the play, are completely obliterated. Instead, the addition of the references to the 1970s forces one to view the play as â€Å"American-made.† By over-simplifying the play and giving it new cultural references, the creators leave only superficial plot references to the tragedy. Thus the highly intellectual ideas that Shakespeare incorporated in his work are lost along the way. Very clever writing and great casting make this a comedy that is fun to watch even if one is not familiar with the source material. However, the adaptation can supplement the understanding of the play, but absolutely cannot take its place in the school's curriculum. The witches as three hippies, Duncan as a hamburger joint owner, Banqo as a hamburger seller, and Macbeth and his wife as self-advantageous couple undoubtedly may help the youth to perceive the characters' relationships. However, their original connections and motivations are not demonstrated in-depth. For example, the desire to become a King is much more powerful than desire to become a restaurant's owner. Similarly, predictions given by supernatural beings are much more convincing than those given by the three hippies on marijuana. Thus the power Shakespeare invested in his play is indeed undervalued and â€Å"dumbed-down.† 5. It sure was an original decision to give Macbeth a new birth by bringing it into the American 1970s. Although low-budgeted, the film literally re-builds the 1970s. This is partly achieved through shooting the film in a Canadian suburb that resembles the 1970s' streets. The shooting in the Nova Scotia, whether planned or serendipitous, adds a nice touch to the film production and even more unexpected irony to the modern interpretation of Macbeth. The switch of the settings may seem dramatic, but the Moorissette's underlying message is that human nature applies to every historical period and section of society. One can be a dignified man in 11th century Scotland, a homeless guy in American 1970s, or any other person in any other place and time, but the humiliation and power games will always exist. The adaptation proves that although Shakespearean epoch passed, his work is still appreciated in America. 6. On the one hand, Macbeth has always been considered one of the literary world's most celebrated tragedies. It is possibly the darkest and most gruesome of Shakespeare's plays. Scotland, PA steals all of the play's seriousness by turning it into something sloppily simple and funny. If the original version centered on characters' development, the reworking was unable to create characters of even the slightest interest and fully show how they change after their gruesome actions. The result is a lifeless film, which is only saved by its setting and soundtracks. The film will most likely be enjoyed by someone who knows absolutely nothing about Shakespeare, because those who know the original work would view Scotland, PA as a silly parody. Also, although much gets cut out, the added details get unnecessarily overcomplicated and the film gets unexciting. On the other hand, Scotland, PA stays on the task. It has many parallels with Macbeth and enhances some of its themes. Major themes from the original work: revenge, guilt, self-doubt, fate, and prophecy still exist in this manipulated adaptation, even in a new light. These themes are revealed straightforward through peculiar, funny, and incredibly well-conceived approach. The adaptation is also educational, for it shows an interesting piece of American history. For teenagers like me, the setting in the 1970s is very exciting to see because this is the time of our parents' youth. So looking at contrasting young characters – bold, rebellious Malcolm and gentle Donald – it is interesting to think about to which extreme our parents appealed. Also, the portrayal of vegetarian lieutenant McDuff and suspicious Banconi captivate the reader. Actors who played these two characters, in my opinion, showed the best effort and understanding of the actual characters in Macbeth. With both its drawbacks and its wonderful additions, Scotland, PA causes a lot of mirth and leaves the viewers with positive impressions.

AP World History Review 5-Step Study Plan

AP World History Review 5-Step Study Plan SAT / ACT Prep Online Guides and Tips It's difficult to know where to start when studyingfor the AP World History test. The few months you have to study for the class are dwarfed by the thousands of years of history covered by the curriculum. The good news is that the AP exammainly asks you to look at long-term trends rather than minute details, so it's not as daunting to review for as you might think. In this guide, I'll give a brief overview of the test content, lay out a template for a successfulAP World Historyreview plan, and provide some essential study strategies for making the most of your prep time. What’s on the AP World History Exam? The AP World History Exam covers five themes that stretch across six historical periods.For links to notes that go through all the content, you can visit my article that deals specifically with AP world history notes. The Themes Are: Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures The Historical Periods Are: Period 1: Technological and Environmental Transformations, Before c. 600 B.C.E. Big Geography and the Peopling of the Earth The Neolithic Revolution and Early Agricultural Societies The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Period 2: Organization and Reorganization of Human Societies, 600 B.C.E. - 600 C.E. The Development and Codification of Religious and Cultural Traditions The Development of States and Empires Emergence of Transregional Networks of Communication and Exchange Period 3: Regional and Transregional Interactions, 600 - 1450 Expansion and Intensification of Communication and Exchange Networks Continuity and Innovation of State Forms and Their Interactions Increased Economic Productive Capacity and Its Consequences Period 4: Global Interactions, 1450 - 1750 Globalizing Networks of Communication and Exchange New Forms of Social Organization and Modes of Production State Consolidation and Imperial Expansion Period 5: Industrialization and Global Integration, 1750 - 1900 Industrialization and Global Capitalism Imperialism and Nation-State Formation Nationalism, Revolution, and Reform Global Migration Period 6: Accelerating Global Change and Realignments, 1900 - Present Science and the Environment Global Conflicts and Their Consequences New Conceptualizations of Global Economy, Society, and Culture Here’s a chart that shows how much each historical period will show up on the multiple-choice portion of the exam: Historical Period Percentage of Multiple Choice Questions Before 600 B.C.E. 5 600 B.C. - 600 C.E. 15 600 - 1450 20 1450 - 1750 20 1750 - 1900 20 1900 - Present 20 Note that eighty percent of the multiple-choice section will ask about events in world history that occurred after 600 C.E. There’s a lot of information packed in here. How can you actually start reviewing for the AP test? In the next section, I’ll give you some advice on how to create a study plan that will get you the best score possible! This represents your progression towards a 5 as you go through the review plan. Hopefully, you'll end up less arrogant than the dude on the tallest pillar, though. He needs to tone down the attitude. AP World History Review Plan Here's a step-by-step review plan for the AP World History exam that will get you on the right track with your studying. Step 1: Take and Score a Diagnostic Test The first step in your review should be taking a full practice test to see where you’re scoring on the AP scale.Based on your scores, you can set a goal for yourself and make study plans that fit with the amount of work you need to do to improve.When you take this test, you should adhere to the time guidelines set by the real exam: 55 minutes for the 55 multiple-choice questions 50 minutes for the four short-answer questions 55 minutes for the document based question 35 minutes for the long essay questions It’s a challenge to write this fast, so you should get used to it as soon as possible.Also, circle any multiple-choice questions where you weren’t entirely sure of the answer. Even if you get them right, you should still review the content. If you find you’re in the lower range for a certain AP score, you should continue to work on your skills even if you’re satisfied with that score.The curve tends to get tougher over time, so the calculator givesa slightly inflated score estimate. Step 2: Analyze Your Mistakes After you take and score your test, go through your mistakes and detect any issues you had with the material.Categorize your mistakes by era so that you can get a better idea of what you need to study.Note any patterns that occurred. Were you especially rusty in one geographic area? Did questions dealing with particular themes give you the most trouble?Take this step very seriously because it will get you on the right track with your studying going forward! Step 3: Study Relevant Content Areas Now that you’ve gone through your mistakes, it’s time to dive back into your notes and review whatever you forgot.Work your way through all the gaps in your memory that manifested themselves on the test.Make sure that you’re absorbing the information and not just reading it over.Follow the tips in the previous section on looking for larger themes, and check in with yourself after each section of notes to make sure what you learned didn’t fall out of your brain immediately. Step 4: Essay Dress Rehearsal The next step before taking another practice test is to do a little essay rehearsal.I'll reemphasize the importance of practicing essay writing skills in the upcoming strategy section, butI also think they warrant their own step in the study process. Just knowing the information won’t guarantee you a high essay score if you write too slowly or aren’t prepared to connect specific examples with trends and themes.Take a look back at your first test, and note the strengths and weaknesses of your essays.Try to write new essays (or essay outlines) that improve on your original essays and would score higher based on the AP guidelines. Step 5: Take Another Practice Test Finally, take another practice test to see whether all that studying paid off!If you find that you’re happy with your new score, you can take a break and just do a few light review sessions before the test. If you’re still unsatisfied, you can repeat the study process again using the results of this test. If you find that you haven’t improved from the first test, you need to reexamine your study methods and your analysis of incorrect answers.You may have been distracted during part of the process or read through your notes too quickly without understanding them on a deeper level. Attention to detailis key if you want to see big improvements! Here’s an estimate of the timeline for these five steps: Step 1: 3.5 hours Step 2: 1 hour Step 3: 2 hours Step 4: 2 hours Step 5: 3.5 hours That’s a total of around 12 hours for one cycle ofthis process.It’s well worth your time to go through it at least once if you’re dedicated to earning a great score! Twelve hours is but a blink of an eye compared to the whole of human history! Try not to think about that too much. AP World History Review Tips and Strategies These are three of the most important strategies to keep in your back pocket as you review. Check out this article to findadditional study tips for AP World History! Strategy #1: Don’t Try to Memorize Everything The main thing you should know about AP World History, before you start reviewing, is that you’re not expected to memorize tons of specific dates or the names of every ruler of every empire in history.Don’t fill up valuable space in your memory with minute details that most likely won't come up on the test. You should have a good idea of how major events have progressed chronologically in each region throughout history, but there’s no need to get into the nitty gritty of less prominent names and places.Study the same way you might read Lord of the Rings (I assume you’ve done this if you’re truly a nerd):Skim over the insane names of minor characters and places that are peripheral to the main storyline, but hold onto key details that will allow you to make logical sense of the plot as you progress through the book. Strategy #2: Look for the Themes A strong understanding of the five themes and the ability to connect them to events throughout history is the key to doing well on this test.As you study content, think back to how the themes might play into the reasons for shifts in political dynamics, cultural developments, or other trends.This can help you to come up with supporting examples to use in your free-response essays.The essays will ask you to explain changes over time and compare different societies.The course themes are great jumping-off points for your essays that will help you explain how events are connected and why societies have adopted different values or political systems. Strategy #3: Practice Essay-Writing Skills I want to doubly emphasize the fact that the free-response section is your most challenging obstacle to a high score on AP World History. Twoessays in an hour and a half is no easy task, even for the best writers!That’s why it’s critical to practice plenty of essays before you sit down to take the real test. If you’re short on time, you don’t have to practice full essays. However, you should at least write a thesis and then outline how you would support it with specific examples.For the DBQ, which many students find to be the most challenging question on the test, look at questions from past exams, and think about how you would weave together your analysis of all the documents.Here’s some more information on the DBQ and what you need to include in your answer to get a high score. Just be thankful that you don't have to read the original documents. Most of these things are so illegible that I wouldn't be surprised if we were completely wrong about certain parts of our history. Conclusion Reviewing for AP World History doesn't have to be a super stressful experience. Despite the fact that the exam covers a huge amount of content, it's also pretty forgiving if you happen to forget some of the minor historical players. Themes and long-term trends are the focus of both the course and the exam. To recap, this is the process I recommend for conducting your review: Step 1: Take and Score a Diagnostic Test Step 2: Analyze Your Mistakes Step 3: Study Relevant Content Areas Step 4: Essay Dress Rehearsal Step 5: Take Another Practice Test As you go through these steps, some strategies to keep in mind are: #1: Don't Try to Memorize Every Little Detail #2: Look for the Themes #3: Practice Essay Writing Skills Regularly As you do more practice and start to get used to the format and content of the test, you'll see that a 5 is definitely within reach if you put in a strong effort! What's Next? If you're taking AP World History as an underclassman, you're probably still planning out the rest of your high school schedule. Read this article for advice on which AP classes you should takebased on your school's offerings and your goals for college. Are you bummed that your high school doesn't offer an AP class that you're interested in taking? Learn more about AP self-studying so you can decide whether it'sthe right choice for you. You may end up taking SAT Subject Tests in addition to AP tests if you're applying to very competitive colleges. Check out this article for the inside scoop on which type of test is more important for college applications. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

- Introduction Essays (1689 words) - Economy, Business, Logistics

- Introduction Essays (1689 words) - Economy, Business, Logistics - Introduction Nowadays, if a logistics company want to maintain a competitive advantage in the logistics industry, it requires providing better and reliable service by using different kinds of logistics software and programs. In addition, customer further improves the requirements of everything like speed, accuracy, clear information etc due to Information Technology is fully developed and still keep improving. Thus, in every process of logistics need a specialized method to handle. However, we have found that there are still a lot of complaint about some logistics company especially the part of the delivery. It seems to be a real common problem in this industry. Therefore, we have chosen the one major problem of one company and the company is "S.F. Express". This is a large express company in China. This company has a huge service network not only the area of china but also overseas. - Company's problem As there are some complaints from the customers of the SF Express, they claimed that the company always deliver their wanted items to the wrong address. For example, there is somebody said that he or she asked the stock should be sent to Kwai Fong at 6 pm, but the courier sent it to Chai Wan at 4 p.m. It is a question that the wrong destination is too far from each other, and also the time is not correct. This mistake cannot be accepted as maybe it is the human error without using the information technology , non-fixed format always mislead others to follow the wrong direction . Besides this , there is a security problem on the receipt certification, when a stock comes to us , the company should notice the identity of their customer. This is because that guy who received the stock, but it does not belong to him or her by according to the information of the customer in the receipt . It is a serious problem for everybody that it will be no protection of their stocks if they were stolen by the others during the delivery , or their identity was also stolen to receive the stock, just like the situation in the Legislative Council Election recently , I was voted by someone . This can say that may stock is taken by someone, same as my right of voting is lost in the record. For the example of providing a bad service bad by the SF Express to their customers, is about that someone was clicked the service about to pick up the stock by delivering to the address (especially the resident) to receive and sign the name. However, the company corrected the arrangement of taking the stock of picking up in their stores. That customer was not satisfied since the company neglect the requirements of their costumes and change itself. It makes anyone unacceptable if the situation of asking for something in reason but there is a wrong response for me. In addition, there is some case from my friend that he chose the service of SF Express to send his sports shoes which bought from Taobao before. However, they lost his shoes during the process of transportation (maybe in the warehouse). He felt angry that there is no explanation or some compensation (such as refund and follow up the case) to him, and also deny to have the responsibility for the incident. Therefore, i t is a problem of the missing item by the company, there is no idea to solve it and know the reason why the stock is losing. By summarizing the examples, lack of communication is one the problem find in SF Express, this is because we observe that most of the action we discovered that the company doesn't have any solution to solve the conflicts or mistakes between them and their customers. If this still happens continuously, the image of the company will be bad in public's eyes. We also find that transparency is not clear enough to let the costumers know more about the information about the status of their cargo, such as the location for tracking a stock in real time. Some other persons said that his cargo always on the same situation when he received it, by

Informative interview memo Essay Example | Topics and Well Written Essays - 750 words

Informative interview memo - Essay Example succeeded because he had interest on computers and really wanted to know more about programming in computer of which today, he is a profession in that area. My interest to visit Mr. Lyson, is because he had programmed a software for my father that he used in his general shop for recording of sales, profits and losses in that shop. The software functioned very well and interested many people including me. Because I am studying computer information and technology, that’s why I called for this meeting, in which he gave me several ideas to be successful in my study. He advised me to be serious in everything I learn and do. He told me to carefully listen and do what my lecturer will tell me to do and just follow simple instructions given, like he did during his time. He also told me that he has part time learning after job, where he meets with some students for computer study classes at his home. He advised me to join them for extra learning. Although he is qualified, he faces some challenges in his job. We discussed some of this challenges and how he avoids them whenever he meets them. In his company, they deal with computer repairs, software development and management. He gets a lot of orders from different companies requesting him to create some programmes and software for them. The great challenge that he gets in his company is lack of qualified workers. He don’t have enough workers to assist him develop his company. This is because there are no qualified people around to employ in the company. The reason of this is that people take computer programming to be very default lesson to learn. Most people don’t have interest on this study. To solve this problem, he decide to come up with an idea of building school, that is now under construction, to make people have interest and easier thee access of utilities this people require to study computers. Mr. Lyson repeatedly explained that, to be successful in anything you must be committed and have interest in

Data Collection Research Paper Example | Topics and Well Written Essays - 250 words - 3

Data Collection - Research Paper Example A researcher can design a survey very easily as compared to other methods. In a survey, a researcher can collect a wide range of data at a time e.g. opinions, values, beliefs, attitudes etc. this helps the researcher to limit several errors which could otherwise be assumed (Thanos & H. Debas, 2010). Surveys have the following disadvantages. Respondents may not feel the confidence to give accurate information. They may give false answers at the expense of pleasing the researcher. Furthermore, the respondents may not be aware the questions due to lack of prior knowledge or have forgotten. These tools are useful for recording events or circumstances for the occurrence of health issues by the use of registers. When there is an injury incident, records are kept in various health organizations for future records of curbing the same problem. There are various registries to record unique information. These registries include health service registries, treatment registries, specific information registries, etc. in case of any information need; registries provide a good information source (Rubin & Babbie, 2009). Registries offer exact surveillance data required in the precise format required. Registries allow computations of incidence rates at the fundamental level. In case of follow up, registry provide relevant information on exacerbation, survival, prevalence and remission. Above all, registries aid in translation of information for better understanding and treating diseases. However, registries are bias to some extent. They creep unrecognized into the data sets thus leading to false conclusions. Biases affect case definition as well as inclusion for registries. This results in misplacement of patients’ registry data. Lastly, surveillance registries relating to data registry is not central to only health care delivery. Data recording requires time

Health Care Cost Essay Example | Topics and Well Written Essays - 250 words

Health Care Cost - Essay Example Employers can offer discount medicine programs, which trim down prescription costs. They can also offer education with reference to the emergency room so that workers can have the knowledge of the existence of urgent-care institutions within pharmacies and stores, along with physician hotlines available 24/7 that they can utilize resourcefully than visiting the ER each time their families or them experience minor symptoms (Wyman, 2012). Employers can have a proper incentive design that directs workers to choices that have the lowest-cost first to reward excellent purchasing conduct that is vital to price containment. Employers can shop for insurance because they get the chance to shift carriers one third of the moment in time. Employers can offer to pay for workers’ wellness such as online healthiness risk evaluations and blood reports since they save on some cash and teach them on their healthiness, make them conscious of apprehensions and inspire them to live better lives. Employers can utilize brokers who are experts in healthcare and has the aptitude to look for methods to support the company and workers while offering pioneering initiatives and applications for newfangled technology (Wyman,

Wartime Film Essay Example for Free

Wartime Film Essay If, in the midst of the true-life films all through World War II, the British films were exemplified or distinguished by their humanistic vision of man’s capability to tolerate and triumph, and the Nazi films by their intimidating bellicosity and aggression, the American films were well-known equally for their bold, nationalistic and perceptive or insightful justification of why the Americans were fighting, and for their complicated yet refined cinematic artistry. The wartime true-life film propaganda of Allied and Axis nations alike show an exaggerated depiction or representation of society, morals and power. The American films illustrate an influential and virtuous state, confident in its future to save and protect humankind from oppression, cruelty or autocracy. Based on an account made by Allan M. Winkler (1978), the propaganda used during these times â€Å"reflected the way that most ordinary Americans viewed themselves as they worked to defeat the Axis powers. † He also adds that â€Å"in the end, American propaganda reflected American policy, and indeed America itself. † A lot of of the true-life films finished throughout World War II were described or illustrated by the unchanged traits that famed the feature films of the earlier decade. They were sentimental and corny, witty and intelligent, simplistic and superficial, hard-hitting and zealous. In addition to this, not like the American true-life films of the 1930s created mainly by individual or group filmmakers on the East coast, several of the films during the period of war were completed, under the administration of Washington, by Hollywood experts in the world’s motion picture capital. This venture or project concerned an extraordinary partnership involving industry and government. As Americans were drafted into the armed forces service, so too, were cinematographers, writers, editors, and directors of Hollywood and individual films drafted into the motion picture units of military, with the resources of dominant distributors, studios, film archives and motion picture tools producers put at their disposal. The Hollywood part of this endeavor was corresponded by the War Activities Committee of the Motion Picture Industry, which was structured into seven divisions that replicated the multifaceted American motion picture industry such as distributors, theaters, newsreels, trade press, public relations, foreign markets and Hollywood production. Together with Washington were the dominant government agencies such as Justice, Inter-American Affairs, Interior, Agricultural, Treasury, State, Transportation, Civilian Defense, and definitely including War, War Information, War Production Board, and War Relocation Authority. Collectively, the movie industry and the government created or formed an astounding amount of movies of various categories or types for several functions. Several offer documentary accounts of battle and struggle, others demonstrate the national offerings to the war effort, and still others give tribute to a person’s courage, strength and valor. In the Untied States, the solitary Allied country unscathed by hostilities and war activity inside its continental boundaries, civilians had to rely for their war reports on private communication from armed personnel in the war zones, newspapers, journals, motion pictures, radio, or media prepared by the Office of War Information. National television broadcasting, the primary or main source of public information in the Vietnam War, was not present in the 1940s, and neither did the idea or notion of the â€Å"living room war. † Certainly, though their weekly attendance at the movie theaters, viewers were able to observe up-to-date newsreels and government combat movies or pictures, as well as narrative films, which offered or presented information, amusement, and getaway from their apprehensions or concerns with regards to the war. The joint venture linking Hollywood and Washington made certain or guaranteed a steady flow of suitable and well-timed information to film screens in the nation’s theaters, civilian hospitals, to industrial plants and to military camps. These movies helped Americans appreciate the very important significance of several new things, as well as the need for struggle in areas they had by no means heard of before, twenty-four-hour industrial assembly, and food rationing. This information not only informed and educated the public, but also encouraged their munificent support of the war effort. During the war, turnout was soaring at local motion picture theaters, which demonstrate to be an ideal location for advertising and selling war bonds or for accumulating financial support for such reasons or functions as war relief. In the United States, gathering support for the war endeavor was not at all times trouble-free, for numerous Americans had not only a rugged isolationist predisposition, but also a deep-rooted suspicion and disbelief in the United States administration propaganda. Industry and government leaders, who were overwhelmed by the Nazi and British film programs, were certain that film could be successful in informing the predominantly isolationist Americans of how, where, when and why they were combating and thus awaken their patriotic sympathies. According to Elmer Davis (1968), the wartime head of the Office of War Information (OWI), there were at least three other complications or hindrances to film production during the period of war. The hazard that the propaganda is a sign of partisan views particularly that of the president’s. The deficiency of military collaboration and teamwork in gathering and reporting facts, especially when it might aid or give comfort to enemy; and the belief among some members of the press that they should be free to gather the news without having to rely on a government spokesperson. During the Second World War, true-life film helped and gave support to the unification of the public in its loyalty and nationalism and to promote its support of military participation. Even though Allied films do not idealize war, they attempt to justify World War II by explaining it in clear, non-ambiguous terms. Still, bound together by a common goal, freedom from Fascist aggression and tyranny, Allied filmmakers often set aside logic and convention, as well as civic and personal values, to support the overriding idea of victory over the enemy. One of the most significant tasks of narrative feature film war propaganda, or war propaganda in general, is to create specific role models through whom filmmakers create or reinforce important values. Particularly in World War II when American pro-war propaganda films experienced their heyday, the government knew it needed to overcome an ingrained American trait: stubborn individuality. Audiences had to be shown that although in peace time, â€Å"doing one’s own thing† was an acceptable, even praiseworthy, American entrepreneurial virtue, team play and regimentation are more desirable goals in wartime. In John Ford’s â€Å"They Were Expendable† (1945), John Wayne depicts or portrays an archetypal model of the strong individualist faced with a conversion decision. Tired of no-glory milk runs in the P. T. boats to which he was assigned, Wayne wants a transfer. He’s convinced that his ambitions can only be served if he is reassigned to a destroyer, where he can make a name for himself. He even goes so far to fill out a transfer application, but tears it up when he hears the Japanese attack on Pearl Harbor. His ambition and search for glory must wait. Similarly, Robert Montgomery, Wayne’s P. T. boat squadron commander, is aggravated by his admiral’s reluctance to use P. T. ’s on combat missions. On one instance, the admiral, in prototypical World War II pep talk, uses a sports analogy to remind Montgomery of the need for teamwork. â€Å"You and I are professionals, if the manager says ‘sacrifice’. We lay down a bunt and let somebody else hit the home runs. † Duly chastised, Montgomery adjusts his attitude. Correspondingly, in â€Å"Crash Dive† (1943), Tyrone Power is resentful for being transferred to submarine service, especially since he has recently made a name for himself in P. T. boats, his favorite naval craft. But, through various espirit de corps-building experiences on board the submarine, the hardheaded role in the team effort to win the war. At the conclusion, with patriotic music rising in the background, Power recites a litany of naval craft, from P. T. ’s to battleships to carriers, extolling their individual contributions to team victory. Regardless of era, these films state clearly that individualism must take a back seat to the needs of the military organizations. In the American movies, the audiences are also thought from selfish to being selfless. As such, there is a great resemblance between John Carroll in â€Å"The Flying Tigers† (1942) and the characters in the previous section. Like Edmund O’Brien and James Cagney, Carroll plays a veteran pilot not used to taking orders, very short on cooperation and obedience. But Carroll offers a bridge from the previous category to this one because of his motivation: Primarily, he’s a modern-day bounty hunter out strictly for the money paid to Flying Tigers for each Japanese plane they shoot down. Unlike the other Tigers, who, like Texan Jimmy Dodd, agree that â€Å"Where I come from there doesn’t have to be a bounty on a rattlesnake to kill him,† Carroll is selfish and is only motivated by money. He abandons wingmen if he can shoot down another plane, takes reckless chances, and endangers others, all for money. But when he sees the results of Japanese bombing of an orphanage, his outlook widens. And when his irresponsibility causes the death of a fellow Tiger, Carroll repents and takes on an expiative suicide mission. Similarly, three 1943 film heroes, George Montgomery in â€Å"China Girl†, Alan Ladd in â€Å"China†, and Ward Bond in â€Å"Hitler: Dead or Alive, are concerned solely with money at the outset of their adventures. Montgomery, a salty photojournalist, is out to document the war for fame and tidy profit, and, like Carroll, is unconcerned about what is happening to the Chinese people he photographs. Ladd sells truckloads of gasoline to anyone who will pay, Chinese guerillas or the Japanese. When both protagonists experience the love of Eurasian women (Gene Tierney and Loretta Young, respectively), and witness first-hand Japanese atrocities committed against Chinese civilians, they put aside profits and personal security and protection and join the Chinese guerillas. In â€Å"Hitler: Dead of Alive†, a predominantly silly grade-B hooligan adventure movie, Ward Bond is a criminal world â€Å"big-shot† who, along with two other hooligans, accepts a million dollar agreement, let by a rich American entrepreneur to kill in cold blood or kidnap Adolph Hitler. At first only concerned with the money, Bond witnesses a Nazi â€Å"blood purge,† the killing of innocent women and children. Horrified, he discards the chance to kill Hitler. As an alternative, Bond tries no discuss an end to the war in return for the â€Å"fuhrer†, whom he has kidnapped. This unselfish effort fails, and Bond dies. But in memory of Bond’s endeavor, the industrialist nevertheless â€Å"pays off† the hooligan by making a contribution of a million dollars worth of planes to the war endeavor. In addition to this, the viewers through the films during the wartime were taught from being cowards to heroes. In Act III of Julius Caesar, â€Å"Cowards die many times before their deaths, the valiant never taste death but once† (Shakespeare, 29). Films portraying an assortment of wars have constantly managed to deal with those who faced fear and mastered it. War propaganda must address the subject of fear, and supply its audiences with reasons sufficient to convince peaceful men to engage in mortal combat. Patriotism, responsibility, revenge, espirit de corps, and other motivations are presented as explanation or rationalization for risking one’s life. Object lessons about fearful men are most helpful. That is why one of the frequently heard stock discussions in combat movies is the one in which as soldier new to combat is surprise to discover that the old sarge, or the captain is sacred too. In two occupied-country war movies, Charles Laughton in â€Å"This Land is Mine† (1943) and Roman Bohnen in â€Å"The Edge of Darkness† (1943) represent men for whom courage is a foreign concept. Although an adult in his forties, Laughton’s character is a â€Å"mamby-pamby mama’s boy†, afraid of everything, especially guns and hostility. But he lives in busy France throughout World War II, and Nazi mayhem and associated air raids are ordinary occurrences. A schoolteacher, Laughton is ashamed of himself, because he is a poor example to his students, who show no respect and mock him. But as soon as his headmaster and mentor, who had advocated or recommended him to develop into a positive model to his students, is killed by the Nazis as a retaliation for resistance activities in the area, Laughton turns out to be both furious and courageous. He candidly speaks out in opposition to the enemy, influencing the townspeople to join the fight and engage in resistance and sabotage. His students now look on him with pride and admiration. Immediately before the Germans guide him out of his classroom to be shot, he reads the French Declaration of the Rights of men to his pupils. When he is gone, he leaves a classroom complete of new young zealots for the cause of liberty. Roman Bohnen plays a salesperson in Norway in â€Å"The Edge of Darkness†. Different from Laughton, he has constantly been vocal in his hate for the Germans, and pictures himself as a soldier executing all of them. But Bohnen’s character is all harangue and chatter. In a face-to-face disagreement with a group of disdainful German troops, he has the chance to courageously say to the Nazis what he believes or thinks of them. But he becomes so frightened he can say nothing. The significance or meaning of the film is that even though as individuals, people are hard pushed to stand up to such an attacker, if each and everybody stands together, they can succeed. So when the whole village rises up as one against the Nazis, Bohnen takes his place among the men, picks up a rifle, and becomes conscious his daydreams. He unites his fellow townspeople in the annihilation of the whole German defense force. Furthermore, films were a sign of the mood of its audience when the unconcerned were portrayed and became concerned. This class or group of character conversion is moderately comparable to the selfish-selfless conversion, in view of the fact that in these situations or circumstances, concern with one’s self is often tied to a singular lack of concern for anything else. Unquestionably, Alan Ladd in â€Å"China† and George Montgomery in â€Å"China Girl† both were mainly concerned with money and fame but the unnecessary massacre of the Chinese had as much to do with their change to the reason as did the encouragements of Loretta Young and Gene Tierney. In addition to these films, Tallulah Bankhead in â€Å"Lifeboat† (1944) and Henry Hull in â€Å"Objective Burma† (1945) play journalists more interested in filing sensational stories than in the issues and outcomes of the war. Instead of helping victims of a U-Boat assault into her lifeboat, Bankhead receives movies and curses when John Hodiak unintentionally knocks her camera into the water. Hull, somewhat anti-military, uninterested and for the most part concerned with a good story, goes along with Errol Flynn on a paratrooper raid into Japanese-held territory. Despite their wishes to remain onlookers, both characters cease to be objective chroniclers and become active participants in events. The demure Bankhead in the end joins the others in savagely murdering their Nazi lifeboat-mate in retaliation for the execution of an injured man. Hull observes the remnants of American troops viciously tormented by the Japanese. Losing his usual or customary worldly cool, wilde-eyed and shaking he shouts, â€Å"Stinking little savages! Wipe ‘em out! Wipe ‘em off the face of the earth! † Earlier than the war, particularly, the documentary genre was dominantly concerned with motivating productive and significant thinking and with determining or scattering opinions and thoughts for the good of mankind. The greater part of true-life films created throughout the war were also concerned with teaching and information, but they were based on the basic principles, morals, ethics or values of the countries which created them. They may not have called upon the viewers to think critically or to depict rational conclusions, but they were swift to be virtuous regarding their own purposes, motivations and inspirations or to pass decision on the motives of their adversaries (Barsam, 175). Works Cited China. 1943. John Farrow, April 21. China Girl. 1943. Henry Hathaway, December 9. Crash Dive. 1943. Archie Mayo, April 22. The Edge of Darkness. 1943. Lewis Milestone, April 24. The Flying Tigers. 1942. David Miller, October 8. Hitler: Dead of Alive. 1943. Nick Grinde, April 3. The Land Is Mine. 1943. Jean Renoir, May 7. Lifeboat. 1944. Alfred Hitchcock, January 12. Objective, Burma! 1945. Raoul Walsh, February 17. They Were Expendable. 1945. John Ford, December 30. Barsam, Richard Meran. Nonfiction Film: A Critical History. USA: Richard Meran Barsam, 1992. Davis, Elmer. Report to the President. Journalism Monographs No. 7 (August 1968). Shakespeare, William. Julius Caesar. New York: Dover Publications, Inc. , 1991. Winkler, Allan M. The Politics of Propaganda: The Office of War Information, 1942-1945. Yale University Press, 1978.