Outline and critically analyse a prominent contribution to the construction of modern childhood, illustrating your argument with contemporary examples The WritePass Journal

Framework and basically examine a noticeable commitment to the development of present day youth, representing your contention with contemporary models Presentation Framework and basically examine a noticeable commitment to the development of present day youth, representing your contention with contemporary models ). Instruction is clashed since there is strain to consider it to be a groundwork for this present reality of work and the youngster focused teaching method seems, by all accounts, to be deserted in both national and universal approach (Moseley 2007). Locke clarified that youngsters were not to be reveled or spoilt by their folks and he favored recognition and consolation to punishment.â Locke accepted kids ought not be addressed cruelly, addressed or chastised, however felt that kids ought to be tuned in to and drew in with. Physical discipline was just a final hotel and ought to never be completed out of frustration, however estimated and controlled, (Moseley, 2007). States schools in England abrogated beating in 1987 reacting to new developments of youth which considered corporal to be as merciless and obtuse and kids as defenseless and needing direction and security. Locke needed youngsters to get idealistic and to abrogate their negative inclinations and disguise self-control, through the perfect measure of recognition and model, particularly open acclaim. In any case, there has been some analysis of Lockes profoundly adapted kid since Locke supported the affection for notoriety, for control purposes (Ryan, 2008, p. 569).â Ryan contends that this adoration for notoriety was likewise urged with an acquiescence to a politically right world. Ryan (2008, p.569 refers to Locke, 1963) and contends that there are numerous models where Locke discloses how to keep away from the activity of the bosses beast power and make the ideal propensities â€Å"natural in them† without the youngster seeing you have any submit it. Lockes thoughts on regard and disrespect, open acclaim and private rebukes, were likewise observed by Ryan as another case of disciplines and rewards. Ryan (2008, p. 569) recognizes in any case, that Lockes molded youngster assisted with empowering another development of an increasingly bona fide, political and formative kid, for what's to come. Locke advanced the possibility of temperance in youngsters significance to have the forces of sound idea and to concede satisfaction. Locke likewise proposed that rowdy kids ought to be developed instead of controlled. The Department of Educations guidance to advanced head educators (2014) advises us that order is as yet a need in schools with head instructors liable for advancing great conduct, self-restraint and respect.â Locke contended that learning ought to be proper to a childs phase of improvement and thought must be given for a childs youthfulness when they carried on inappropriately.â crafted by Jean Piagets stage hypothesis affirmed the possibility of formatively fitting training for kids in schools, with materials and guidance suitable for students as far as both their physical and intellectual aptitudes (Eyesenk and Flanagan 2001). Be that as it may, Lockes thought that learning ought to be customized to every childs needs is basically outlandish in schools today with rising class sizes, expanding discipline issues, unique needs prerequisites, language contrasts and blended capacities. Locke favored any place feasible for youngsters to be home guided. In any case, research shows that youngsters in Britain in the 21st Century are the absolute least sure and unhappiest in the created world (Blundell 2012).â In 2008 the strategy think tank Compass announced that youth was in effect too much popularized and kids were the objective of forceful advertising which included both gadgetry just as brand names (Blundell 2012).â Palmer (2006) contends that adolescence is feeling the squeeze from the showcasing and advancement of utilization as the foundation of bliss and open doors for play are turning out to be progressively limited.â Recreation time has now been supplanted with grown-up sorted out play and game, schoolwork and tests. The Childrens Society (2009) found that childrens lives were by and large contrarily influenced by fears for their security. They were additionally given unrealisable materialistic wants and objectives because of the weights of the consumerist culture. This is in opposition to what Locke accepted about fre e play and learning unafraid (Moseley, 2007, p. 36). The talks on youth mirror a profoundly dualistic and opposing perspective with childhoodâ considered both to be significant in itself and simultaneously as a groundwork for adulthood, (Jones, 2009).â Children can be viewed as both powerless and needing security, yet in addition seen as proficient and competent.â Jones, (2009) composes it is these dualistic, methods of review kids, that add to their quiet and intangibility. Jenks (2005) adds to this talk by portraying this dualism as far as both disorganized and cluttered (Dionysian) andâ pleasantness and light, (Apollonian). Stainton-Rogers (2011) expounds on an inconsistent connection between the youngster and grown-up and contends that we treat kids like they are another species as article to be concentrated as opposed to as individuals. At the core of the UNCRC in any case, there is a somewhat extraordinary way to deal with youth and one which presently perceives childrens rights, (Gittins 2005). Youngsters are viewed as dynamic operators and connected with members in their lives. Youngsters everywhere throughout the world are presently engaged with the computerized universe of cell phones, internet based life, intuitive games, person to person communication and blogging and this has had huge impact on youth, their play understanding and their proficiency. Waller (2012) contends that kids are presently effectively engaged with co-developing their own lives, culture and exercises, time permitting and space. Rising is an acknowledgment that there are different and various childhoods in the globalist world we presently live in (Waller 2012).â The accentuation is on participatory rights for childrenâ which challenges the manner in which we do kid research and the manners in which we study kids, just as ways to deal with educating. An advanced perspective on kids along these lines recognizes office and childrens ability to both comprehend and follow up on their worldâ (Waller, 2012 p.8). In spite of the fact that this may appear to be far expelled from Lockes development of adolescence as a period for parental direction, model, security, management, order, control and virtuosity, a considerable lot of his thoughts have established the framework for kids to be seen in an increasingly sympathetic and edified manner and has prompted contemporary talks on childhood.â Reference index Blundell, D. (2012) Education and Constructions of Childhood.â London: Continuum International Publishing Group. Buckingham, D. (2000) After the passing of youth: experiencing childhood in the time of electronic media; Cambridge: Polity Press. Children’s Society (2009) A Good Childhood. London: Penguin. Compass (2008)â The Commercialisation of Childhood, London: Compass. Dahlberg, G., Moss, P. furthermore, Pence, A.(2007) Beyond Quality in Early Childhood Education and  â â â â â â Care:  Postmodern Perspectives, second ed. London and New York: Routledge Falmer. Branch of Education (2014) Behavior and Discipline in Schools:â Advice for Headteachers and School Staff. Accessible at https://www.education.gov.uk. [Accessed 18/12/2014]. Eysenck, M. W. Flanagan, C. (2001) Psychology.â Sussex, UK: Psychology Press Ltd. Gianoutsos, J. (2006) Locke and Rousseau: Early Childhood Education. The Pulse (Vol 4, p. 1-23).â  â â â â â â â â â Available at baylor.edu/content/administrations/document.php?id=37670.â [Accessed  â â â â â â â â â 16.12.2014]. Gittins, D. (2009) The Historical Construction of Childhood in Kehily, M.J. (ed) An Introduction to Childhood Studies. Buckingham: Open University Press. James, A. furthermore, Prout, A. (1997) Constructing and Reconstructing Childhood: contemporary issues in the sociological investigation of youth. London: Routledge. Jenks, C. (2005) Childhood. second Ed. London: Routledge. Jones, P. (2009) Rethinking Childhood: Attitudes in Contemporary Society. London: Continuum  â â â â International Publishing Group. McDowall-Clark, R. (2010) Childhood in Society in Early Childhood Studies. Exeter: Learning  â â â â â â Matters Ltd. Moseley, A. (2007) John Locke.â London: Bloomsbury Publishing. Palmer, S. (2006) Toxic Childhood: How the Modern World is Damaging Our Children. London:  â â Orion Books Ltd. Penn, H. (2008) Understanding Early Childhood: Issues and Controversies. second ed. UK: Open  â â â â â University Press. Ryan, P. J.â (2008) How New Is the â€Å"New† Social Study of Childhood? The Myth of a Paradigm  â â â Shift.â Journal of Interdisciplinary History, xxxviii (4), p. 553â€576. The Plowden Report (1967) A Report of the Central Advisory Council for England. Accessible @  â â â â â â â â â â educationengland.org.uk/reports/plowden/plowden1967-1.html.â Accessed  â 18/12/2014. Waller, T. (2012) Modern Childhood: Contemporary Theories and Childrens Lives in C. Link., L. Mill operator., and G. Goodliff, Working with Children in the Early Years. second Ed.â NY: Routledge. UNICEF (2012) A Summary of the United Nations Convention of the Rights of Children. Accessible at  â â â â â â â â â â https://www.unicef.org.uk/Documents/Publication-pdfs/betterlifeleaflet2012_press.pdf.â  â â â â [Accessed  â â â â â â â â â â 18/12/2014].

Rousseau and the Positive Theory of Liberty Essays -- Philosophy

Freedom impacts two principle territories of political idea; the condition of nature and the implicit agreement. This paper will inspect shrink or not it is legitimate to portray Jean Jacque Rousseau as holding a positive hypothesis of freedom. To decide to what expands this is genuine the accompanying regions must be considered and investigated; the meanings of freedom and opportunity, Isaiah Berlin’s idea of positive and negative freedom, Rousseau comprehends of Liberty and furthermore why Rousseau’s hypothesis can be described as positive freedom. The fundamental contention of this article is that Rousseau holds a positive hypothesis of freedom. Jean Jacque Rousseau was conceived on the 28th June 1712 and passed on the second July 1778. Rousseau was a significant Genevan thinker, essayist, and author of eighteenth century during the Romanticism period. His political way of thinking was vigorously impacted by the French Revolution and the American Revolution and furthermore affected his general advancement of current political, sociological and instructive idea. Some of Rousseau’s renowned works incorporate the Social Contract or Du contrat social (1762) and Emile (1762). Right off the bat before building up shrivels or not Rousseau’s hypothesis of freedom is portrayed as positive it imperative to start characterizing what Liberty really is. The Oxford word reference characterizes freedom as ‘the condition free inside society from harsh limitations forced by expert on one’s conduct or political views’ (Oxford Dictionaries ). Isaiah Berlin (1909-97) contends that there are two unique ideas of freedom: negative and positive. He expresses the negative freedom is ‘namely opportunity from limitation or interface’ (Warburton, 2004, p. 232) or at the end of the day nonappearance of compulsion, obstructions, restriction or obstacl... ...rieved 12 2010, 9, from Oxford Dictionaries : http://www.oxforddictionaries.com/see/passage/m_en_gb0315030#m_en_gb0315030 (n.d.). Recovered 12 2010, 9, from Stanford Encyclopedia of Philosophy: http://plato.stanford.edu/passages/freedom positive-negative/ Berlin, I. (1969). Two Concepts of Liberty. In Four Essays on Liberty. London: Oxford University Press. Haddock, B. (2008 ). A History of Political Thought . Cambridge: Polity . Replogle, R. (1989). Recouping the Social Contract. Rowman and Littlefield Publishers Inc. Rousseau, J. J. (1923). The Social Contract and Discourses interpreted with an Introduction by G.D. H. Cole . Londan and Toronto: J.M Dent and Sons. Shklar, J. (1969). Men and Citizens: An investigation of Rousseau's social hypothesis. Cambridge: Cambridge UNiversity Press. Warburton, N. (2004). Philosoph: Basic Reading Second Edition . New York : Routledge .

Beer and Book Pairing Recommendations

Beer and Book Pairing Recommendations Weve gone into much detail at Book Riot about the wonders of pairing a good book with a nice can or bottle of suds (check out our #booksandbooze hashtag on Instagram). One of the great things about this pairing, in my philosophy anyway, is theres pretty much no wrong way to do it. Pair a romance with a hop-forward IPA or a rich chocolate stout it doesnt matter. However, similar to our book recommendations that are paired with tea and coffee, some beers match the general qualities you may find in a good book. Here are a few to get the gears turning: Bells Two Hearted American Salvage by Bonnie Jo Campbell                                               Bonnie Jo Campbells collection of stories digs at the heart and landscape of Michigans rural expanses and lush wilderness. Her work is truly one of the states finest literary treasures, so it only makes sense that it would be paired with one of the states (and worlds) finest beers. Both American Salvage and Two Hearted have a timeless quality, as well as a high ABV. Campbells language is packed full of calculated truculence and somber beauty, which mirrors the heavy alcohol content of a stronger brew than a watered down Bud Light or PBR. Put simply, neither the book nor beer are diluted, and you can expect a wallop of Michigan goodness from both. The End of History Infinite Jest by David Foster Wallace DFW can be a rather polarizing figure in the world of literature, but no one can deny his gaudy language, hyper-intellectualism and hefty tomes have made quite the impression on many readers. BrewDogs many experimental brews have made a similar mark on the world of beer. As a pairing, both the books and beers title have a felicitous air of pomp and ostentation. The End of History, named after the work of Francis Fukuyama, is an extremely heavy beer, and its presentation carries the same weight of pretentiousness, humor, and absurdity as DFWs gargantuan text. At 55% ABV, The End of History packs more of a punch than most liquors, and each bottle (only 12 in existence) is surrounded by a stuffed grey squirrel or stoat and comes with a certificate of authenticity. This is not your day-to-day book or your quotidian beer, but those who are familiar with either will likely be eager to talk to you about them at length (myself included in regard to DFW). Both are experimental and make a poin t of pushing the boundaries of tradition. Personally, I imagine I will only read Infinite Jest once in my lifetime, and while I greatly enjoyed it, I dont know that Ill ever find the energy to reread it in its entirety. While I neither have the money nor connections to get my hands on this rare beer from BrewDog, I can only imagine it would leave me with the same feeling. Pipeworks Cesar Aira in general Pipeworks joined the Chicago brewing scene a couple years ago, producing limited, ephemeral batches of bombers with colorful artwork. If you go to a liquor store in the Windy City, you may find two dozen different varieties of the brewerys offerings. These beers are produced at breakneck speed, which is exactly how Cesar Aira writes. He is a talented improviser and has an extremely large bibliography of novellas, essays, and short stories. Both Aira and Pipeworks are indefatigable, energetic, and avant garde. Pair this author and brewer as you see fit. Hamms Ham on Rye by Charles Bukowski                               Besides the names working well together, Hamms is the type of cheap, classic American pale lager that Bukowski would drink. He was generally a wine and whiskey guy, but in Women (If my memory serves me right) he mentions drinking a six pack of beer each night. Busch light, Miller, Schlitz, and PBR would all pair equally well. Bromosa (Beer and orange juice) Anthem by Ayn Rand                 If you have a reading hangover, this short novella by Ayn Rand will help shake that brain-splitting headache. Its not necessarily a great read, but bros swear by the philosophy. Youre either a hair of the dog person or youre not, but rest assured there will always be a bro willing to drink with you at brunch time. Deschutes Abyss Imperial Stout Invisible Man by Ralph Ellison                                           Beer connoisseurs have long debated whether Abyss is better enjoyed right away or should be left on the shelf for a few years, but the fact is its delicious either way. Deschutes describes this stout as having immeasurable depth and complexity and notes that the flavor will alter with age year after year. This same sentiment certainly applies to Ellisons remarkable work. I read Invisible Man once as a senior in high school and once as a senior in college. Upon both readings I found Ellisons work to have the same depth and complexity that gave Abyss its name, and age certainly affected my appreciation and understanding. La Fin Du Monde Against Which by Ross Gay                                               Nine out of ten times I drink beer I go for an IPA, but La fin du Monde has an incredibly complex and delicious flavor that hits the spot every time. Belgian Tripels are the type of beer that you savor, and when you crave one, nothing else will do. Ross Gays collection of poetry causes a similar desire. I have sporadically craved these poems throughout the years, and when I do I immediately have to pull the book off the shelf and read one or two of them to relax. Its hard to know when the urge will hit you, but it comes back again and again. Any Pilsner Shakespeare Company by Sylvia Beach                                               Beachs memoir is loaded with stories about Paris during the height of the first wave of literary expatriates. She lent Hemingway books so he could spend his money on wine, bankrolled the first publication of James Joyces Ulysses, and kept her legendary bookshop/salon open until the Nazis occupied France. Her prose is crisp, if not a bit terse, similar to the nuanced taste of a good pilsner. This is the type of social beer perfect for an evening discussing literature with your book club or listening to a reading by Andre Gide in 1920s Paris. The relatively low ABV will ensure youll be a bit more sober when Papa Hem gets blotto and wants to exchange fisticuffs. ____________________ Book Riot Live is coming! Join us for a two-day event full of books, authors, and an all around good time. Save

Battle of Gettysburg research paper - Free Essay Example

Sample details Pages: 6 Words: 1663 Downloads: 7 Date added: 2019/07/08 Category History Essay Type Research paper Level High school Topics: Battle of Gettysburg Essay Did you like this example? The Battle of Gettysburg lasted from July 1st through the 3rd. The commander of the Confederate army was Robert E. Lee. Don’t waste time! Our writers will create an original "Battle of Gettysburg research paper" essay for you Create order Lees plan was to strike through the North, and make his way to Washington D.C for a peaceful negotiation, and therefore the end of the war. He had already had a failed attempt at Antietam. However, Lee was still confident, because of his earlier victory in Chancellorsville. The Union Army had recently gotten a new general because their earlier general, Hooker, could not be trusted. Their new general was General George Gordon Meade. Just three days after Meade was appointed, they met up with Lees army at Gettysburg, a very small town that practically no one had ever heard of until this battle. First, an division lead by southern general Henry Heth marched into Gettysburg. However, an army lead by Union general John Buford had already arrived, as Buford saw Gettysburg as a key place with all the crossroads meeting there. When Heths army arrived, Buford held them o? ¬? successfully for two hours while waiting for back-up. Eventually, MajorGeneral John Reynolds arrives on the scene and relieved Bufords army. Unfortunately, not even one day had passed before Reynolds was shot in the head and killed. The fighting ensued, growing in violence every minute. A Union Army army who called themselves the Iron Brigade arrived to fight, and lost many men in the process. Not long after, Lees army arrived, and the Yankees began to retreat towards the safety of the Gettysburg Cemetery. The fighting continued. The Union were confused as they retreated, and about two or three thousand soldiers were captured. The Confederate army got the Union army cornered. One of the generals, Richard Ewell, had a choice to attack and to maybe finish o? ¬? the Union. However, Ewell though it impracticable, and his men needed rest, so he chose not to attack. Near the end of the first day was when General George Meade arrived. Another plus was that the Union still held the high ground. This was critical. The Union could move and communicate quicker. By holding an incredible defensive position o n Culps Hill, Cemetery Hill, and a hill called Little Round Top, the Union had a very good chance of winning the battle. The second day of the Battle of Gettysburg was quite brutal. Somewhere between 46,000 and 51,000 soldiers died on both sides. Union casualties alone was 23,055. This day started when Lee mentioned his plan to one of his most trustworthy generals, James Longstreet. His plan was simply to attack the Union and gain control of the high ground. Longstreet was against this plan, as it seemed too foolhardy. He had another, and, in his mind, a wiser, plan. Longstreets plan was to sneak around to the Unions left, where they could gain ground between them and the capital. However, Lee was very strongly against this, and the army ended up carrying out Lees plan. Longstreet carried out Lees plans and had the army ready to attack by 4:00 on thesecond day. However, the Union was no longer where they expected them to be. Union General Dan Sickles was not holding the left ? ¬Ã¢â‚¬Å¡ank like he should be. Though not very famous as far as the Civil War goes, Sickles was, in fact, an important charac ter with some interesting background. Before the Dawn of the Civil War, Sickles was a lawyer and a legislator. In 1859 he was serving in U.S Congress. It was this year that Sickles shot and killed a man named Philip Barton Key. Key, who was apparently doing some wrong to Sickles in regard to his wife, thereby being the motivation for the murder, was in fact the son of Francis Scott Key, the composer of our national anthem, The StarSpangled Banner. Sickles was then judged in court, with Edwin Stanton as his defense attorney. Stanton would later become Abraham Lincolns Secretary of War. Sickles was declared innocent with the claim that he had been temporarily insane when committing the murder. Sickles then forgave his cheating wife. Unfortunately, this outraged the public (because the public was understanding and sympathetic of him at the time, for him to suddenly forgive his wife and brush it all o? ¬? his shoulder was simply too much for them to take.), so Sickles political career ended. When the Civil War started, he saw it as a fresh start for him, so he took the chance and entered the war. After a success at the New York Brigade, he was promoted to Colonel. By the time the battle of Gettysburg began, he had been promoted to General. In the Battle of Gettysburg, Sickles made a move. However, he took it upon himself to do this- he consulted with no one. He had been ordered to hold the left ? ¬Ã¢â‚¬Å¡ank, a crucial place on the hill. Instead, Sickles moved over to higher ground, as well as along a road leading out of Gettysburg. In this place there was a great helping of rocks and boulders. This place was called Devils Den. By doing this, he protected his army much better. However, he also left a whole side of the hill undefended and open to attack. General Meade was absolutely furious, and ordered Sickles back to his position, but Sickles did not do so. Not long after that, Longstreet attacked the Unions left side. The second day of battle started. Two men, General Warren and Lieutenant Washington Robeling to scout the situation. They saw that the Union wasnt doing well in this attack at all, especially Sickles in the Peach Orchard (Devils Den). Warren called for reinforcements.Four regiments from the Union 5th Corps were sent. The Little Round Top was crucial. The Union had to keep hold of it at all times, or everything would be lost. Fortunately, one of the reinforcement sent was the 20th main, led be Joshua Lawrence Chamberlain. Chamberlain had been ordered to hold the Little Round Top at all hazards. Chamberlains men took cover behind rocks. Soon, the southern Colonel Oates beat hard against Chamberlains men for almost two hours. Near the end, one third of Chamberlains men were either killed or injured. Those that still survived had practically run out of ammunition. As the confederate troops prepared for another attack, Chamberlain ordered part of his regiment to form a right angle with the rest of the Union line. Chamberlain knew he could advance, or he could retreat. He chose to advance. Part of his army held their position, while the other portion advanced down to the Confederates. The south were surprised by Chamberlains decision. Some surrendered while others ran. As they ran, Chamberlains men continued to fire. With this success, Chamberlain had fulfilled his orders to keep Little Round Top at all costs. Sickles was still being heavily assaulted, and Sickles lost a leg. It had been blown o? ¬?, right at the knee. Elsewhere, Union reinforcements were sent. This opened a gap in the Union Army. The south saw this opportunity and took it. However, a Union Regiment, the 1st Minnesota, a small regiment with only 262 men, r ushed to defend against the south. Of the 262 men, only 47 were alive and unhurt. This was highest casualty number of a Union regiment in all of the Civil War. Despite their losses, they defended the gap in the Union army. Just before the day ended, southern general Ewell attacked the Union on the right. However, his attempts were fruitless. After this attack, night came, and the second day of the Battle of Gettysburg ended. July third, 1863, was the third day of the Battle of Gettysburg as well as the last. Combined, the North and South causalities added up to about 35,000 already. Today, more blood was to be shed. This day particularly is what made the Battle of Gettysburg so famous in the history of America. General George Meade decided he would wait and see if Lees army attacked his. If not, Meade would attack him. Lee was indeed planning an attack. Whereas on July second he attacked the sides, this time he would go for the center of the Union Army. General George Pickett would lead this charge. Another Southern general, Jeb Stuart, would lead his division around the Union Army and attack them in the rear. With the Union surrounded on both sides, Lee expected his division to cut through to the middle of Meades army like butter, thereby winning the battle. First, however, the middle of the Unions front lines must be weakened, so Lee ordered General Longstreet to use 150 guns focused on the middle of t he Unions front lines for two hours straight. The Union reacted by doing the same to the South in return. The shooting was crazy, and was heard 140 miles away in Pittsburgh. This artillery fire is regarded as the loudest noises ever to be heard in North America. However, Lees attempt to weaken the middle of the Unions front lines proved to be inefeective. The Union brought down the quantity of their firing. By doing so, the Union saved ammunition and was able to keep their guns ready for the Souths later advancement. After the firing, the Union waited anxiously for the South to attack. Finally, at 1:45 in the afternoon, the South were ordered to move in. 15,000 Confederate soldiers ran forward, guns ready, to meet the Union army. The Union Artillery opened fire. Union Infantry protected themselves as they waited their turn to fight. The Union Artillery continued their fire, destroying the Confederate Army, bit by bit. The Confederate Army, however, kept coming. Surprisingly, about two or three hundred southern soldiers broke through the Union lines. Hand-to-hand fighting ensued. It lasted only half an hour before the Confederate gave up, seeing that they were finally defeated. Lee left the town, and Meade half-heartedly pursued. However, he let Lee go, seeing the chase as pointless. As Meade said, chasing after Lees army was like an old woman trying to shoo her geese across a creek.

Commentary and Analysis of Samuel Huntington’s paper “The...

Lately there has been a thought that the difference in Civilizations is another issue that may cause a conflict. Starting from World War I the arguments raised by nations were over an ideology: fascism vs. communism, communism vs. democracy. Some people believe that the next step would be a war based on a cultural sense and religion. Such war would unite people with similar beliefs, views on the world, language, tradition and history. They believe the conflict of the future will occur along the cultural fault lines separating civilizations [1]. So what exactly is the clash of civilizations? This was briefly addressed in Samuel Huntington’s paper â€Å"The clash of civilizations?†. In order to explain the term, let’s first look into what civilization is. Person does not simply get to choose the civilization he/she simply belongs to. Communists can become democrats and vice versa, but Russians can never become Americans or Arabs cannot become European. In the confl ict between civilizations the question is â€Å"What are you?†, it is something given and cannot be changed. Conflicts between countries are inevitable and with the way things work it is just a matter of time, before one country would not be comfortable with what other country is doing. In that case, cultural characteristics and differences are less mutable and hence less easily compromised and resolved than political and economic ones [1]. The clash of civilizations often occurs on two levels. Micro-level is when smallShow MoreRelatedReanalyze the Relationship of the West and Islamic Civilization Future1142 Words   |  5 PagesSamuel P. Huntington thesis has been in center of debates for many years. Moreover, his prediction that main conflicts in near future is between the West (the United States and allies) versus Islamic Civilization has triggered controversy among International Relations scholars. This paper tries to analyze three main supportive arguments from Huntingt on thesis in the West v. Islam conflict. Democracy System v. Islamic Laws Samuel P. Huntington stated that Muslims unable to accept democracy becauseRead MoreGp Essay Mainpoints24643 Words   |  99 PagesConnections to a wider spectrum of professionals ( greater insight into issue at hand †¢ E.g. 2008 U.S. Presidential Elections (bloggers provide personal opinions about who was likely to win but New York Times invited experts to do a state-by-state analysis presenting results in a full-page spread, culminating in a detailed map showing states Democrats were likely to win) †¢ Anonymity: given free rein to publish any thought that comes to mind †¢ E.g. For every worthwhile video present on the site

Holocaust drama stimulus Free Essays

During our first lesson, as a class we went through a slide show of different shocking pictures. These shocking pictures represented what the Jewish people had to go through during the period in which the Holocaust took place. As a class, we discussed about how we felt looking at these pictures and these feelings and emotions were going to help us create a new piece of drama later on. We will write a custom essay sample on Holocaust drama stimulus or any similar topic only for you Order Now The pictures that were being put in front of us made me feel disgusted, it made me feel disgusted that a whole race can happily discriminate and wipe out another race simply because they did not fit in or because they were not liked. I was shocked and angry because no one took action as no one really knew this massacre was taking place. We were going through the slide show which showed these horrid pictures of innocent women, men and even children getting killed, dead in piles of bodies or being in really bad conditions, these pictures made the atmosphere feel different; it made the atmosphere feel gloomy and depressing. Everyone who sat in the room went from feeling happy to feeling sad and miserable but suddenly a picture of a man who was behind all of this cruelty came up, at this point all I felt was anger but I also felt pity for him. I felt pity for him because I didn’t understand how someone can be this cruel to human beings. When the photograph of soldiers and one of Hitler laughing with some people was juxtaposed with the photos of the Jewish people in the camps it made me feel confused with different emotions such as anger and sadness. This was a picture which really made me think about what Jewish people really had to go through. I could see a huge group of heartless and cold blooded German soldiers at the back watching Jews being shot in the back of the head one by one, it seemed like it was some sort of entertainment for them and this was a day to day event. While the soldiers are just watching, a Jewish man is sitting beside his own death waiting to join all the others who have already been sent down. There was nothing he could do to stop him from falling into the ‘death whole’. I think there is some sort of juxtaposition in this picture. The soldiers who are enjoying and the Jewish who are next to their death have been put side to side despite their differences and despite the contrast between them. When we were thinking about being a Jewish person it made me feel miserable. People who were Jewish knew they were going to die one day or another, they were just waiting for their life to be taken by one of the heartless Germans, and living like this everyday with such a thought must have been horrific. I later then used these well-built feelings and emotions to help me maintain a strong and realistic character. These feelings made me focus on the character in which I was playing; it made me focus on what the character may have felt like and what the character went through. I then used all these factors to change the tone of my voice and the way I behave accordingly and appropriately to match the character I was playing. Task 1 After the discussion we were told to create three still images in our groups. We used all the emotions and feelings that a Jewish person may have had and interpreted it as our own. The still images had to include a family who represented three stages of their lives; 1. Life before anything happened 2. When they received the letter about what was going to happen to them 3. The family falling into pieces 1st STILL IMAGE; Happy family before anything happens. 1. The height between each character is different. Brandon is much higher then the rest, this shows that Brandon has higher authority and is a much important member of the family, they have used height arrangements in a clever way as the audience can quickly spot out who has higher authority within the family. 2. The group uses hand gestures to try and tell the audience thing. This particular gesture shows that the family are going to eat their dinner; this is represented with the way their arms and hands are positioned. However all the hand gestures are regular hand gestures, the group should have tried using different variations. 3. Facial expression has been used to express emotion, khaled has a smile on his face; this indicates that he is happy. However this expression looks unrealistic so to make this better khaled should have done a more realistic smile. 4. Proxemics has been used by the group to show the spacing between each character. They are all tightly packed in showing a good family atmosphere. 5. The group has tried to use their body language to show the audience that they are a family who are comfortable around each other. This is done well as they are well packed in together and are slouching in towards each other. The posture also shows the same, the way they are sitting around each other shows that they know each other very well. 2ND STILL IMAGE; this still image shows the stage in which the family has received shocking news 1. Facial expression has been used again by Brandon to show the emotions. The facial expressions that have been used by Brandon show that the family are in shock due to something that has happened or due to shocking information they have received. From this image you can see that Brandon has his face wide open while looking at the document. This has been successful as the audience can quickly spot out that Brandon is shocked. 2. Hand gestures have been used by khaled. In this image khaled look like he is holding something such as a young infant or a baby. However, holding a young infant does not fit in the scenario and it seems like it has been put there ‘randomly’. The group should have picked hand gestures that are connected to the situation. 3. The body language and posture between Rebecca and Calleh shows that they are trying to comfort each other as they are in distress; this has been done well as they are both very low down and their head are facing downwards while holding each other. 4. Proxemics has been used again in this image to show the relationship between two individual by putting them very close to each other. From the body image of the two characters, we can tell that they are in great distress and they are trying to comfort each other by holding each other’s arm. 5. The levels show you who are more upset within the family and who are in more distress. We can tell that the men are taking the situation calmly although they are in shock but the women are in more distress. 3rd STILL IMAGE; Stage in which each family member has to leave and make their own way. 1. Brandon has used facial expression; we can tell that he is not happy; in fact he is quite angry and upset about leaving everyone. His facial expressions are quite powerful as it looks realistic. 2. Their postures and body language gives a hint to the audience that they are not happy. Everyone has their head down showing that they are in distress but the character that had the higher authority (Brandon) is looking back at everything. 1. Everyone is now at the same height and stages, this shows that they are all at the same stages and shows that they all have the same values and destiny (they were all going to die). 2. Gestures have been used, each member have put out their hand, this tells the audience that they do not want to leave each other, and want to come back together as a family. Using arms as a method of connection within individuals is quite powerful. 3. Proxemics(the use of space) represent that they are all now separating from each other to go live their own lives, this is shown as they are further apart from each other and there is no way of coming back together. This group told the audience something new, we were told that Jewish family were like any other families and they lived a normal life such as having family dinners together. Jewish families had nothing that was different from other families but due to new laws and rules they had to leave each other and it’s not very easy to leave someone who is part of your family. This group have worked well as a group to show real emotions and all the gestures they have acted out were realistic making the whole performance realistic and effective. We analysed the poem at first as a class, we could feel the tension around the classroom building up as we were going through the poem. When the poem was being read by the teacher, it felt like a Jewish boy was talking to us directly, it felt so realistic as when the poem was read out, slow and emotional string music was going on in the background making every individual feel upset and emotional. The mixture of the long and short sentences (stanza) makes an impact. Also I like that the writer has used simple use of vocabulary for such a serious situation. However, while analysing the poem I realised that turning such a serious situation into a performance was hard because we had to bring all the different emotions together. When we then got into a group to start a performance, we chose music to accompany our performance. Our group chose music that had a slow pace to it, this fitted in well as our performance in a whole was quite slow. However it was very hard to find unique motions for different sections of the poem. During our performance we put a lot of emphasis on particular words, at the beginning of our performance one individual said; â€Å"and thrown into the fire†. We put emphasis on the word ‘thrown’ by saying it together at the same time with a strong loud voice and the person, who started the sentence alone, finishes the sentence. This made it so much powerful as it tells the audience how bad the Jewish were treated and makes the audience think. Also when shouting a powerful word out in a quiet surrounding, the audience gets shocked and feel more emotional towards the performance. When saying it we also dropped on the floor making it more effective as it was quite loud. â€Å"Lawyers, rabbis, wives, teachers, mothers†; we gave each word to different individual and they all said it in unison. I was sitting in the middle as a child ‘who had dreams, then had no hope’ with each character saying one word that was a career which I could have had. After saying their career they walked off, this showed that the dream I had, has gone and I have now no hope. Saying it unison made an effect as it shows how it not only affected a group of people, but it affected every individual deeply. We also used echoes. â€Å"We were taken away in the dead of night like cattle in cars, no air to breathe† The lights completely switched off and we all came together in a circle facing outwards. When the light turned back on I started saying ‘we were taken away in the dead of night’ then another individual said ‘like cattle in cars, no air to breathe’. The other two individuals where quietly whispering ‘no air to breathe’ creating an echo. It made the atmosphere feel tensed and spooky. We could have improved this as the lights were not switched on and off at the correct times not giving us enough time to go into our position, we should have made it clear to the person who was doing the lighting. Also as we panicked about the light we forgot few bits which we had to say together. â€Å"Smothering, Crying, Starving, Dying†, we all had a particular word to say and while saying it got into a position. We were all in a line in a different level. The person who said ‘Smothering’ were stood higher up and the person who said ‘dying’ was completely on the floor. This showed the different stages a Jewish person went through. Saying it in unison showed that everyone went through the same stages and ended up in the same place ‘dying’. I think this really worked well as saying it in unison and doing the movement to match the word really explained each stage that a Jewish individual had to go through. â€Å"From the ashes, hear our plea†; we said ‘hear our plea’ together as it made it more clear to the audience that ALL the Jewish children were upset and frustrated and wanted someone to listen to them. Our motion to this was sitting on the floor with our arms out looking upwards as if we were praying to have justice and for people to listen to us. I think we could have improved this by saying this together at the same time and improve our timings. â€Å"This atrocity to mankind can not happen again†; we shouted out ‘can not’ together to show our anger against what has happened and show that this certainly cannot happen again. I personally believe this worked well as it showed our anger because we did not shout many things out so shouting these particular words out really meant something. At the end we all got in a line and sat down, we then each said few words from this sentence; remember us/, for we were the children/ whose dreams and lives/ were stolen away. After saying our section we looked down and the lights slowly switched off. I think this was a good end because it seemed like we came back from dead to give a message to everyone and then went back. I believe that we worked well as a group and rehearsed well towards our performance. We had few errors during our performance in which one individual forgot to say something and some repetition were forgotten but these errors were not noticeable. How to cite Holocaust drama stimulus, Papers

Corporate Social Responsibility and Institutional Theory

Question: Discuss about the Corporate Social Responsibility and Institutional Theory. Answer: Introduction Corporate Responsibility and Corporate Governance refers the mechanisms, processes and relations between the directors of corporations. Therefore, an organisation has to possess a god corporate responsibility within the workplace to maintain the ethical and business purposes (Brammer, Jackson Matten, 2012). It includes the processes and policies of the corporation by which the business is guided to meet the organisational objectives and goals. Therefore, the study is focusing on the importance of corporate responsibilities and corporate governance to lead an organisation smoothly and ethically. The ethical values are very important to maintain the business relationships with the other companies. Additionally, it plays a very vital role in maintaining the business policies as well as the business ethics. Therefore, in this study the role of business ethics will be discussed with the ethics organisational ethics frameworks to analyse the British Petroleum oil spill scandal in 2006 (Jo Harjoto, 2012). This will help to understand the values of ethics and corporate governance for controlling the business without harming others. It has created a massive effect on the market and reputation of the organisation that they have earned with their goodwill in past. Therefore, the study will reveal the necessity of practicing a good corporate responsibility to achieve the business reputation and ethics. Discussions Business ethics is the very important element for an organisation to understand the right and wrong thing in the business practice. According to Mason, and Simmons, (2014), business ethics are the policies and processes that enable the business heads to understand which are right for the organization to gain profit in a right way. Profit can be earned in various ways, and among them the easiest way is to achieve it a wrong way. It means that if the organisation earn their profit by unethical activities, then how much they earn it will be against the rule of business ethics. The organisations should follow the ethics when they are planning to earn or to increase their profit level but they should not do this in an unethical manner. If the organisations will try to break the ethical frameworks of business, then they have to face loss in finance section as well as reputation. The British Petroleum faced it when they tried to cut their costs of repair and polluting (Jo Harjoto, 2012). I nstead of getting profit, they have faced a huge loss in their business and it has decreased their reputation in the market. A huge accident was took place in the Gulf of Mexico on British petroleum operated by Macondo Prospect. There was a section of BP operating the oil under the sea floor. It was massively hampered when the explosion and sinking of the Deepwater Horizon oilrig happened. As opined by Cherry et al. (2015), the BP oil spill was started on 20th April 2010, near the Mississippi River Delta at the Gulf of Mexico in United States. The main incident was related to the explosion of the oil tanks in the midst of the sea and the oil has spread all over the sea very badly. The oil was floating on the seawater for almost 87 days and destroyed the environment of the water. The ecosystem was badly affected by this massive disaster and the lives besides the area were damaged. It was reported as the largest oil spill in the history of the petroleum industry, as the previous one, theIxtoc I oil spill, which was thought to be the largest was smaller than this. It was approximate 8% to 31% larger in volume than the previously largest. The most effective result of this incident was the missing of the eleven workers who were working at the time of the explosion. This incident has a great impact on the seashores,estuaries and wetlandsfrom the spreading oil. They tried to stop the oil from spreading all over the water by using the skimmer ships, floating booms, and controlled burns. However, almost 1.84million US gallons (7,000m3) ofCorexitoil has been spread within the short time and British Petroleum was not able to resist this disaster (Cherry et al. 2015).The spread was remained for a long period of one month; a wide damage to aquatic and wildlife habitats was seen along with unfavourable effects from the reaction and clearout deeds. The fishing and tourism industries were also harmed by this incident. The rescue team has worked for removing the oil from the beaches to stop the disaster due to the oil that the eco system of the water as well as the beaches can be saved from a severe damage. The special oil clean u p team has worked for four days per week to remove the oil from the shore of Louisiana that was almost 55 miles long area (Silliman et al, 2012). The report says that in the year of 2013, the dolphins living in the water was dying rapidly due to the reaction of the oil spill. Additionally, it was reported that not only the adult dolphins but also the infant dolphins were dying six times than the normal. It was really a very concerned situation for the animals.There are many diseases has also seen in the people of the place. According to the report of 2014, the two disorder tuna and amberjack were exposed to oil from this massive oil spill disaster. A disease developed deformities in the heart and other organs that have the power to shorten their lives as well as proved to be fatal. Another disease has found there called cardio toxicity, which was spread among the animals that came to direct contact with the oil in this incident. The US shale industry gas spread the billions of gallons in the water of the Gulf of Mexico. This was a fracking procedure of the industry, which affected the biological diversity in the offshore. The Gulf of Mexicol was suffering from the devastating oil fracking and this BP oil spill has made the situation worse (Starbird et al. 2015). The Eco Watch, an organisation for protecting the environment and eco system, has also noticed this situation and marked it as the destroying incident of the environmental balance. This organisation has also worked to improve the condition that was created by the British Petroleum in this deepwater oil spill case. It was destroyed the ethical values of the company as well as the society. Therefore, the ethics of business can be divided into 4 parts or levels and the business have to overcome these four levels to maintain the business ethics in their business. These four level are First level societal issues These are the issues regarding the most essential elements of the organisations. These are analysed by the organisational management to understand the main issues for which the business is hampering or they have to face losses (Sammarco et al., 2013). It also observed as the societal issue of an organisation. Organisations should take care of their business as well as their society too. This level is relating to the morality of the business. As for example, it can be said that the child labour problem is the responsibility of the corporation sectors. In this case, the British Petroleum has faced the huge problem in the year of 2010 due to the massive explosion of the oil. It has affected the societal balance by spreading pollution in a massive way. Therefore, it was a failure of the organisation in providing proper ethical values. For instance, Toms Shoes is one of the organisations who not only do their business to gain profit but also think about the pe ople who have no shoes (Starbird et al., 2015). Second level of issues regarding stakeholders The second level of ethics is referring to the stakeholders issues. The organisational issues regarding stakeholders can affectthe organisations reputation as well as their business. Therefore, the companies policies and business strategies are very much concerned with the stakeholders. For instance, In 2010 when McDonalds was sued for their new business product, Happy Meal toys, to tempt children to eat these harmful food. Third level issues In the third level, the companies always try to maintain their internal relationship between the management and the employees to work according to the business ethics. It includes the pay, and employee participation, which are considered as the ethical internal policy issues (McNutt et al. 2012). Fourth Level issues In the last level of this ethical framework, the personal issues of the employees are considered. In an organisation, the employees rather controlling the issues regarding the societal and stakeholders can control the personal issues. The ethical framework considered few more elements such as ERM (Environmental Resources Management) Environmental Resources management is related to the human nature relationships. This is concerned with the ethical aspects of the cultural and social issues regarding the environment that deals with the changes. In this case, BP has not followed the ERM that has led them towards this massive ethical disaster. Conclusion While concluding the study, it can be said that the ethics are very important for any organisation. If the organisations do not follow this, then they will face same problem like British Petroleum deepwater oil spill issue. This has proved that the corporations should follow the corporate responsibility and corporate governance for maintaining their reputation in the market. This study has revealed the ethical dilemma of the British Petroleum and the consequences of this incident. In last part, the study has also evaluated the Business Ethical Framework that includes the four stage levels to resolve the business issues. Therefore, the study has analysed the importance of corporate governance and responsibility to develop the ethical frameworks for their employees. Otherwise, the companies have to face ethical issues like British Petroleum as they had faced in the accident of deepwater oil spill. References Brammer, S., Jackson, G., Matten, D. (2012). Corporate social responsibility and institutional theory: New perspectives on private governance.Socio-Economic Review,10(1), 3-28. Jo, H., Harjoto, M. A. (2012). The causal effect of corporate governance on corporate social responsibility.Journal of business ethics,106(1), 53-72. Mason, C., Simmons, J. (2014). Embedding corporate social responsibility in corporate governance: A stakeholder systems approach.Journal of Business Ethics,119(1), 77-86. Sammarco, P. W., Kolian, S. R., Warby, R. A., Bouldin, J. L., Subra, W. A., Porter, S. A. (2013). Distribution and concentrations of petroleum hydrocarbons associated with the BP/Deepwater Horizon Oil Spill, Gulf of Mexico.Marine pollution bulletin,73(1), 129-143. Silliman, B. R., van de Koppel, J., McCoy, M. W., Diller, J., Kasozi, G. N., Earl, K., ... Zimmerman, A. R. (2012). Degradation and resilience in Louisiana salt marshes after the BPDeepwater Horizon oil spill.Proceedings of the National Academy of Sciences,109(28), 11234-11239. Starbird, K., Dailey, D., Walker, A. H., Leschine, T. M., Pavia, R., Bostrom, A. (2015). Social media, public participation, and the 2010 BP deepwater horizon oil spill.Human and Ecological Risk Assessment: An International Journal,21(3), 605-630. Cherry, K. E., Lyon, B. A., Marks, L. D., Nezat, P. F., Adamek, R., Walsh, S. D., ... Bernacchio, C. V. (2015). After the BP deepwater horizon oil spill: Financial and health concerns among coastal residents and commercial fishers.Current Psychology,34(3), 576-586. McNutt, M. K., Camilli, R., Crone, T. J., Guthrie, G. D., Hsieh, P. A., Ryerson, T. B., ... Shaffer, F. (2012). Review of flow rate estimates of the Deepwater Horizon oil spill.Proceedings of the National Academy of Sciences,109(50), 20260-20267. Sammarco, P. W., Kolian, S. R., Warby, R. A., Bouldin, J. L., Subra, W. A., Porter, S. A. (2016). Concentrations in human blood of petroleum hydrocarbons associated with the BP/Deepwater Horizon oil spill, Gulf of Mexico.Archives of toxicology,90(4), 829-837.