Fashion Journalism, reporting in high-heels Essay

Fashion Journalism, reporting in high-heels - Essay Example The essay "Fashion Journalism, reporting in high-heels" concerns the fashion journalism. Under more frequently than not deal with "trends" and "tendencies" that are personal, and in attachment with some tenuous attachment with the details, the expression "journalism" is employed as a nickname, but does not convey general procedural and ethical facets of expert journalism. Work Fashion journalist can be rather varied. Typical work encompasses composing or revising items, or to aid in the design and mode of the Fashion shoot. Fashion journalist normally expends much time revising and / or carrying out interviews, and it is very significant that she or he has good associates with people in the Fashion business, encompassing designers, photographers, public relations and technicians. This study examines the connection between Fashion in newspapers and Fashion coverage and the UK displays that such coverage in the huge most developed by the PR, to the span, that there is little unaligned journalism Fashion actually does exist. Despite the detail that the presented review of report causes sharp to the expanding leverage of PR on the content of the media, the connection between journalism and Fashion stayed attention and unstudied. However, the amount of Fashion content in the newspapers of Great Britain has expanded considerably over the past two decades, and actually retains an important amount of space, far after the Fashion sheets and supplements. Fashion journalists, on the other side will stay at a grade. ... More Media = More Potential Fashion journalism is no longer concentrated on composing characteristics for newspapers and magazines, but now encompasses a kind of functions. In supplement to composing and revising, you are open for the design of photo shoots, public relatives, study, meetings and design. Numbers of media have furthermore expanded after just composing for publish, to online magazines, websites, TV and blogs. Even with added choices, Fashion journalism is more comparable in the vocation application and takes many of exercise. Bivins, T. H But if you're eager to put in an hour of hard work and little free work, you can absolutely make your way to the top. Nature of the target audience    Fashion journalist, a journalist and professional investigator, who aim on tendencies in the quickly increasing Fashion industry. Depending on their location of work, the work may have distinct responsibilities. Hines, et al. Some journalists spend most of their time in the agency, bro wsing the Internet assets, and carrying out phone and internet note interviews. It is significant to Fashion journalist to have very good connection abilities and proficiency to supply intriguing data for a broad audience through phrases and pictures. The Art of Fashion Journalism Reporting on the topic "Financial Times Fashion reviewer Vanessa Friedman notifies me; influential detractor of Fashion International Herald Tribune acquiesces, noting that newspaper journalism is no distinct from any other kind of journalism. Writing about Fashion counts on the exact inquiry on one edge of Fashion - apparel, accessories, luxury pieces, but on the other hand, the Fashion business in a market economy. Clothing has a communal function, as Miles, Steven recalls me: "Clothes manage not

Women and Child Welfare and Development Ministry Essay

Women and Child Welfare and Development Ministry - Essay Example A classic use of color technique has been significantly and vigorously applied in the dresses worn by the characters in the ad to demarcate between the sexes – male and female – in a distinctive manner. However, the simple but inappropriate words used in the ad are particularly catchy (the hook). The positioning (layout) of the parents on the sides with their daughter at the center portrays a protective and guidance role bestowed upon parents to the upbringing of their young ones. The relative sizes of the images in the ad are unequal. The parents are relatively taller than their daughter (placed at the center), perhaps to reinforce their positions as the center of admiration and modeling. The inclusive features of the ad authoritatively expose (purpose) to the parents/guardians (the target audience) the likely inflicted injury to young brains impacted by what they hear around them. Children, especially those at the age of school beginners, are usually very attentive to the happenings around them. As a matter of fact, parents/guardians become the initial locus of attention to their children before spreading their wings during later stages of development. Thus, whatever they do or say has the possibility of having a lasting impact in the life of a child.   Being the target audience, the inappropriate words in the ad are specifically associated with them – adults. Indeed as expected, the perceptiveness of a young mind is clearly at work: picking and retaining whatever crosses the ear into the brain (role of the text). Through the ad, a lad pours out what is in the mind: a clear indication that what is absorbed from the surrounding environment influences thoughts. Evidently, a child is not just a passive member of a family but an active partaker of what the environment offers (message). Without a doubt, the ad calls on the parents/guardians (message) to keep watch over their utterance to avoid imparting negative traits to those under their

Mind Control The Media Aims To Influence People Media Essay

Mind Control The Media Aims To Influence People Media Essay In our era, almost all advertisement and information tools contain images. Since most images appeal to our emotions rather than to our reasoning, they can hide the truth and divert our attention by arousing our feelings towards a certain cause. They can manipulate the public opinion, mold our attitudes and transform our vision of reality. They are teaching us how to be, more than our own parents and teachers do: they tell us how to observe and instruct our vision in what a flaw is and whats normal (Bordo 2006). Because they require less effort and concentration, the idea that reside behind the images is easily transmitted to our thoughts. Thus, they permit an instantaneous acquisition of divulged information, dissuade others and confuse their perception of what is right and wrong. And since nearly everyone rely on the media to inform them, it can easily mislead us. By simply switching on the television, an endless collection of images is set before your eyes and glide through your neurons to implant a standardization of what true beauty is (Lemayian, 2005). Nowadays, body image is becoming very important in our society, and it is particularly amplified by the media. How to interpret your body 101 is becoming a global requirement (Bordo, 2006). Furthermore, among the many methods used by the media to transform the image into an ideal one, the most common is the edited photo. On the billboards publicity and press, retouched photos are almost everywhere, imposed by a company that makes the body image an ultimate reference. With software such as Photoshop, body image can be completely changed. The commercial of the Dove Evolution video translates well these practices. Dove Evolution is a one minute clip directed by Tim Piper where we see an ordinary woman accompanied by a makeup artist sitting on a chair. A fixed plane then comes closer to her face and film the process of her transformation. This womans hair and make up are done, and her picture is retouched digitally. Then the background turns into a billboard ad where the face of this woman that was made perfect, catches the eye of many group of girls passing by. Most of the time, the image of beauty promoted by womens magazines is that of the thinness and youth. Similarly, cinema and television are promoters of unattainable beauty. For instance, many actresses are obliged to loose weight in order for them to be allowed to participate in the film. Moreover, in the movie The Devil Wears Prada which is directed by David Frankel, the star Anne Hathaway as Andy Sachs, a talented writer who has recently graduated, was admitted as a co-assistant in one of the most superb fashion magazine firm, and was compelled to loose a lot of weight. In addition, the other co-assistant (Emily Blunt) was dieting because she was supposed to accompany the editor of the magazine (Meryl Streep) to a fashion show in Paris. And after being complemented on her thin looking figure by the new co-assistant (Anne Hathaway), she claims that the effective diet that got her into this skinny looking figure is to eat nothing at all, but a tiny chunk of cheese only if she felt li ke she was going to faint. Therefore, the audio-visual media is constantly imposing the compulsion of being thin which could cause several health problems (such as anorexia and bulimia) for the brain-washed girls during their pursue of the perfect body. For instance, three years after the media was introduced in Fiji, 11 percent of the girls were forcing themselves to vomit in order to stay thin (Bordo, 2006). Conversely, media can also lead to obesity. And that is because advertising is constantly promoting unhealthy consumption, and encouraging food products that are not recommended in a balanced diet. A company named Ofcom carried out a research in 2004 into television commercials concluding that they have a reasonable direct influence on childrens choice of food (Boyce 2006). Additionally to the fast food, most of the ads market for drinks that are very minimal in nutrients such as coffee, soda and energy drinks, and snacks that are very high in saturated fat and carbohydrates, but very low in proteins and vitamins (such as chips and chocolates). Moreover, the ABC health news states that, according to a research concerning the adolescents of age ranging from 12 to 17, the obesity was growing by 2% for each hour of TV watching. In addition, Kuribyashi et al., 2001 conducted a study in which the types of food that are commercialized were compared during two period of time: between the ph ase of peak viewing by children and the phase of peak viewing by adults. It was learned that there were more food advertisements screening throughout the morning childrens program with increased recurrence and larger consumption of the total program duration than food commercials shown during prime-time adult programs in the evening (Kuribyashi et al., 2001). This demonstrates how the televised media is exploiting the minds of young innocent children who can be easily manipulated by attracting images of any product. For instance, the Great School organization declares that the food and beverage industry spends more than ten billion dollars targeting children and youth through television advertisements, special promotions and attractive packaging. Not surprisingly, the Kaiser institution in Calif, reported through a research from Europe and the U.S., that the childrens obesity was significantly reduced when the duration spent on television was decreased, since they will become more e ngaged in physical activities and less exposed to the scheming food commercials. The media also aims to influence people in order to make them behave and react in a given direction. We can therefore say that the media is commanding our opinions in order to pilot our way of life; an aspect of stereotyping is employed in the media. Additionally, the use of stereotypes facilitates the goal of the producers because it allows the audience to easily remember and identify a certain character in the motion picture industry. The facet of media stereotyping is also reflected on our lifestyles. For example, in a movie or a series, a family is often represented by a father, a mother, two children and a dog. The mother cleans, takes care of the children and makes sure that the dinner is prepared when the father comes back from work. Stereotypes are used in cartoons as well, such as the amiable grandfather of Pinocchio, the wicked stepmother in Cinderella, and Dexter who is a smart kid featured as a nerd with no social life. All these characters represent, among many others, t he familiar stereotypes assimilated by the children. Moreover, by shaping hostile stereotypes, the media can help maintain or develop the rejection of a social group by another. For instance, William Drummond, an academic journalist professor in the University of California at Berkeley and co-author of a current study on the situation of the African-American male in California states that the negative stereotype that many people have of African-American men is caused to a significant degree by the media: broadcasting media convey the lead in relating young African-American males with aggressiveness, lawlessness and violence. The most widespread stereotype about African-American men is that they engage in drug abuse in disproportionate numbers. In the report, Drummond reported statistics from a U.S. Justice Department survey that show only 6 percent of African-Americans had used cocaine in their lifetime, and that the great majority of respondents 65.5 percent had used it fewer than 11 times. Among white respondents, 10.6 percent had used cocaine in their lifetimes, with 62.3 percent of those respondents saying they had used it fewer than 11 times. Conclusively, the media possess a certain type of control over our minds; they play an imperative role in the public opinion. Its ubiquity and diversity therefore affects the entire population, and is fostered by globalization in todays society. The danger is that we are in a society that is governed by images and economy: the information is increasingly being diffused under the hidden purpose of financial profit and not for the simple function to share and inform. The information is then manipulated to become more prejudiced, and ends up by losing all its meaning. Therefore, it is crucial to try to withdraw ourselves from the subjective impact that is implanted in the media, and think about its veracity before considering it. In order to fight against the self-control by the media, the audio-visual apparatus should be utilized to broadcast and elucidate the deceits and hazards that are promoted by media.

Hiroshima Essay -- History, Atomic Bomb

Before the Japanese city Hiroshima was bombed, as early as July 1945, the city was targeted for something else. While the atomic bomb is highly criticized for its destruction, the United States’ government believed it was a necessary measure for the time. Faced with a lack of other options, the use of nuclear warfare was viewed as the most efficient way to end American involvement in the war. Looking back at the tragedy, alternative solutions could have improved the situation, creating benefits for both sides. Hiroshima was a devastating military blow to Japan with high physical damage, but its impact did not help the United States achieve its desired political goals of ending the war quickly, with minimal loss of life. With specific objectives, the United States’ decision to drop an atomic bomb on Hiroshima required extensive research leading to its production. The main goal of the American side was to damage the enemy’s confidence, while choosing a target with the highest military output in order to conclude the war (Avalon Project- Chapter 5, par. 5). The group in charge of developing the technology was known as the Manhattan Project, and was kept top-secret. Selection began in the spring of 1945, with assistance from the Commanding General, Army Air Forces, his Headquarters (Avalon Project- Chapter 5, par. 2) .There was a variety of experts working on the project, including mathematicians, theoretical physicists, and specialists trained in weather and blast effects Headquarters (Avalon Project- Chapter 5, par. 4) . In order to monitor all of the results, the city had to be untouched, meaning the target had to have no signs of previous bombings. Based on these requirements, the desi gnation of Hiroshima for the bombing was n... ...ch they attempted in 1942, as early as 1940 (before Pearl Harbor), Great Britain and the United States were exchanging nuclear information, which lead to the development of the Manhattan Project (Draft Statement 2). Results of the atomic power in the United States included two working plants to generate the energy, costing two billion dollars and employing 125,000 workers (Draft Statement 3). After the bombing, the United States was prepared to destroy Japan and its military if needed. While taking into deliberation that atomic power should be regulated, it was agreed upon that Congress should establish a commission to monitor this nuclear technology (Draft Statement 4-5). Causing irreparable damage upon its Japanese victims, Hiroshima could have been handled with more concern for destruction of life, while still accomplishing its military ambitions.

Fiction Analysis of a&P and the Lesson Essay

The theme of desire has been portrayed in many novels and stories. Perhaps the most well-known depiction of desire can be found in the Bible. In the Book of Genesis, a snake tempts Adam and Eve to eat the forbidden fruit of the Tree of Knowledge after he convinces them that they will gain God’s knowledge of good and evil and be protected from death. Despite God’s word to not eat of the fruit, Adam and Eve did so anyway. Surely, this story portrays temptation; however, beyond the theme of temptation lays the theme of desire. Knowing it was wrong, Adam and Eve ate the fruit because they had the desire for what the snake promised them. Similarly, Toni Cade Bambara and John Updike also display the theme of desire in their short stories. In â€Å"The Lesson† by Bambara and â€Å"A&P† by Updike, character, setting, and point of view are utilized to project the theme of desire. Though â€Å"The Lesson† and â€Å"A&P† take place in vastly different environments, a ghetto in New York and a quaint New England sea-side town, respectively, little separates the symbolic meaning of the setting. The protagonists of both short stories really have no yearn to be in their current surroundings. Sylvia in â€Å"The Lesson† describes her neighborhood as foul smelling. It was so bad â€Å"you couldn’t halfway play hide-and-seek without a goddamn gas mask† (Bambara 1). Likewise, Sammy in â€Å"A&P† compares the costumer at his checkout lane to a witch. Within the first few paragraphs of both stories, one can tell that both Sylvia’s and Sammy’s atmospheres are not what they wish. Both the ghetto in which Sylvia lives and the grocery store in which Sammy works symbolize misery. Through the tone of the characters, one can gather that neither is happy and they wish for something greater. Without these particular settings that Bambara and Updike chose, the stories would have no meaning. For instance, if Bambara set Sylvia in a prestigious and wealthy neighborhood, there would be no narrative. â€Å"The Lesson† then would be a useless tale of a girl’s trip to a toy store. No underlying themes or symbols would be present. The setting is very important in both stories in that it defines not only the plot, but the characters themselves. Sylvia and Sammy are products of their environments. Being in an unpleasant environment would definitely put any individual on edge. Because both characters are unhappy with their surroundings, both are quite cynical. Aside from comparing one customer to a witch, Sammy also refers to others as â€Å"sheep† and points out â€Å"house-slaves in pin curlers† (Updike 3). Sylvia is also cynical in the way she talks of Miss Moore. At a point, Sylvia states that she is a â€Å"nappy-head[ed] bitch†, which in no means is a proper way for anyone, let alone a child, to speak (Bambara 1). Despite being so cynical, the reader finds that both characters have another side as well. When faced with desire, Sylvia’s and Sammy’s mannerism changes. The reader sees Sylvia in a whole new way when she sets eyes on the fiberglass sailboat. In fact, Sylvia’s entire persona changes. Not only is she dumbfounded by the price of the sailboat, but she is awestruck by its greatness. She grows quite mad about the price; nonetheless, this is the beginning of the change of her character and train of thought. This is where she realizes the economic imbalance of the world. Similarly to how Sylvia was taken by the sailboat, Sammy is captivated by the girls’ physical appearance, especially Queenie. This is made evident by the imagery of the text from his physical description of them. Bambara and Updike especially, quite effectively use the characters’ point of view to further engage the reader to explore for theme. In â€Å"A&P† and â€Å"The Lesson†, both protagonists narrate the story in first person. This is especially important because the reader better connects with the character. One can better relate when they feel as if they are part of the plot. With Updike’s combination of first person point of view and powerful imagery, one not only feels like they are there, but they can picture it as well. The reader can visualize the girls walking through the maze of isles in the store. Every detail Updike sketches is important, even the â€Å"two smoothest scoops of vanilla† Sammy sees in Queenie’s top-piece (Updike 6). This tells the reader that Sammy is not an experienced lover. He is running wild with his thoughts and can barely control himself. Sammy is enthralled by Queenie and the other girls. So much, in fact, that he quits his job after Lengel, the manager, ridicules the girls about wearing proper attire when entering a grocery store. This particular event shows the true desire Sammy has for these girls and their attention. Likewise, Sylvia has a true desire to change her ascribed status. The reader sees this when Sylvia states â€Å"ain’t nobody gonna beat me at nuthin† at the end of the story (Bambara 6). Sylvia becomes a dynamic character with this statement. Influenced by her desire for the Fifth Avenue world, like purchasing the sailboat, Sylvia makes a vow that she is going to change. She has the desire to leave the ghetto, to be something greater than the ghetto. She is going to strive for the rewards of Fifth Avenue she so much desires. Although the central theme of â€Å"The Lesson† and â€Å"A&P† may be something more than desire, Updike and Bambara definitely portray it through setting, character, and point of view. Perhaps even more interesting are the characters themselves. They seem almost life-like because of their relatability. It is conceivable that the protagonists in these stories by Updike and Bambara are the authors themselves. Toni Cade Bambara grew up in Harlem, a setting very close to that found in â€Å"The Lesson† (Schirack) and John Updike lived in a seaside-town in Massachusetts, eerily similar to the setting of â€Å"A&P† (Moyer). It is very possible that these short stories contain characters based off the authors. It is also quite possible that these stories are actual life events that occurred while the two were still living. It is certainly very interesting to think about the fact that the characters could be linked to the authors in some way and what other influences life events may have had on other pieces by the authors. Works Cited Bambara, Toni Cade. â€Å"The Lesson. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-6. Electronic. Moyer, Steve. â€Å"John Updike Biography. † Neh. gov. N. p. , n. d. Web. 07 Mar. 2013. Schirack, Maureen. â€Å"Toni Cade Bambara. † Voices From the Gaps, University of Minnesota. Ed. Lauren Curtright. N. p. , 11 Aug. 2004. Web. 07 Mar. 2013. Updike, John. â€Å"A&P. † Blackboard. ed. ENG 102-329. Ed. Gina Yanuzzi. Mount Laurel: BCC, Spring 2013. 1-8. Electronic.

Essay Romeo and Juliet

ESSAY â€Å"The older you are, the wiser you get. † is a well known proverb that provides insight in human tendencies to be impulsive, perfunctory and hasty. Part of maturing as a human being comes from understanding a predicament, deducing a solution and carefully reasoning whether there will be any consequences and if they would be worth it. Impulsive acts flaunt incompetence and immaturity. Albeit embarrassing regardless, there are often more resilient consequences than merely looking foolish for acting in manners that jeopardize goals and contravene strategies of success.Failing to analyze any situation appropriately in the heat of the moment incurs undesirable outcomes such as a punishment of some sort or in some cases, death. This is the message that William Shakespeare tries to convey in his infamous play, Romeo and Juliet. This play revolves around characters from two rival families that elicit their deaths and that of several others due to their impulsive personalitie s. Romeo, Juliet and Tybalt each let a particular emotion cloud their judgement, causing them to make decisions with no prior thoughts of consideration for consequences.Their lack of will to resist and control their desires becomes the cause of their demise. When experiencing certain emotions, one's thoughts are clouded and it becomes difficult for them to make rational decisions. Romeo is a very impulsive character. It's as if he suffers from Borderline Personality Disorder. He tends to over react and his impulsivity puts him in several difficult situations before it kills him. Firstly, Romeo is very dramatic. His feelings are superficial and shallow.This is established at the very beginning of the play when Romeo says: â€Å"Alas, that love, whose view is muffled still, Should, without eyes, see pathways to his will! Where shall we dine? O me! What fray was here? † . (Act 1, Scene 1, Line 165) Romeo dramatically muses about his â€Å"love† for Rosaline to Benvolio f or a lengthy period before he abruptly changes the topic of discussion momentarily to where they will eat dinner.This indicates an impulsive and whimsical tendency. This quotation helps enforce character development into play, allowing the reader to infer the lead character's major personality traits and flaws. Albeit at a very small and irrelevant scale, Romeo's tendency to act over-dramatic puts himself in state of mental distress unnecessarily. Secondly, Romeo's impetuosity is made very unambiguous and perceptive to the reader during the famous â€Å"balcony scene† in the play. The following conversation takes place between Romeo and Juliet in Act 2, Scene 2: ROMEO: With love's light wings did I o'er-perch these walls; For stony limits cannot hold love out, And what love can do that dares love attempt; Therefore thy kinsmen are no let to me. JULIET: If they do see thee, they will murder thee. ROMEO: Alack, there lies more peril in thine eye Than twenty of their swords: lo ok thou but sweet, And I am proof against their enmity. (Act 2, Scene 2, Line 65-70) Romeo proclaims his love for a woman he met less than 24 hours ago, making his impulsivity indisputable. He displays complete disregard for the safety of his life by being on Capulet property just to catch a glimpse of a girl – Capulet's only daughter and prize – he met the evening earlier. His very presence in such a place at midnight is impulsive on its own, but to claim to not value his life in lengthy, redundant romantic speeches is careless, immature and unacceptably lackadaisical.Fortunately, Romeo escapes the property unseen. If he had been caught, he would have been killed. This shows Romeo's poor decision making skills, his disregard for carefully choosing his decisions and how they could have gotten him in danger. Lastly, Romeo gets himself killed because, yet again, he does not reflect on his actions before executing them. In Act 5, Scene 1, Romeo says to Apothecary,  "Let me have a dram of poison†¦ † (Act 5, Scene 1, Line 60).Romeo utters this statement in severe melancholy upon hearing of Juliet's apparent death in Verona. Him hastily travelling to a druggist emphasizes on Romeo's tendency to overreact and not give any apparent thought to his own life or his future. At this point, Romeo's character traits are made very clear to the reader. In conclusion, careless behaviour is potentially cataclysmic for the person impulsive and the people around him. This is especially true when an individual allows an emotion to cloud their judgement.Since Romeo allowed himself to get attached to Juliet quickly, lustfully he found himself in a miserable position where Juliet, Lady Montague, Mercutio, Tybalt and Paris die because he impulsively decided to fall in love with a member of the Capulet family without thinking of the long term consequences and in his grief he decided to take his own life mindlessly. Similar to Romeo, Juliet is also depicted as an impulsive character who neglects rational thinking when flooded with emotions. This is made particularly evident during the balcony scene when Juliet says, Three words, dear Romeo, and good-night indeed. If that thy bent of love be honourable, Thy purpose marriage, send me word tomorrowBy one that I’ll procure to come to thee Where and what time thou wilt perform the rite, And all my fortunes at thy foot I’ll lay And follow thee my lord throughout the world† . (Act 2, Scene 1, Line 145). This quotation testifies to Juliet's callow and childlike decision to consider a boy she met hours ago as her husband. Marriage is genuine and a huge step in someone's life.It is brought together by hundreds of tiny threads which are sewn by the couple over years, not within a few hours. The idea of falling in love, the lust for Romeo and the excitement of rebellion causes Juliet to not think rationally. The lust she feels causes her to follow her heart rather than her mi nd. The man she consents to marrying is part of a rival family and pursuing marriage with Romeo would be redundant and dangerous as another brawl would break out between the two families before they would succumb to the marriage. Had she thought rationally and considered the consequences beforehand rather than acting impulsively she ould have saved lives of many others, including her own. Fortunately for Romeo, she wasn't caught conversing with him while he was under the balcony. Impulsivity is a repercussion of impatience. Patience is a virtue and in this case, a life saving one. However, although short-term trouble was avoided successfully, one is not always guaranteed to be so lucky. This is demonstrated later in the play when Juliet says to Friar Lawrence, â€Å"Be not so long to speak. I long to die if what thou speak’st speak not of remedy† (Act 4, Scene 1, Line 65). Juliet is devastated when Lady Capulet forces her to make Paris her mate for life.In desperate se arch for a solution, she goes to Friar with a dagger and announces her plan of suicide, blackmailing him of proceeding with the aforementioned plan if Friar doesn't give her an alternative. Friar suggests taking a coma-inducing potion which will fake her death, after which she could elope with Romeo. In utter incoherence and mad impulsivity, she takes the potion without speaking with Romeo. Relying on Friar and a messenger to give Romeo the message, she irresponsibly fabricates a scene of death and gets put in the Capulet crypt. Upon Romeo's arrival there, he has a confrontation with Paris.They duel till Paris's death, after which the derangement of the whole situation takes control of Romeo's senses, causing him to drink poison and die. Her impulsivity is not left unpunished this time as she causes the death of two people close to her and the death of Lady Montague later on. Failing to think the consequences beforehand causes the person and the people around him/her to suffer menta l or physical injuries to potentially huge extents. Lastly, Juliet's impulsivity is made absolute when she mindlessly decides to take her life. In Act 5, Juliet's final words testify that her final impulsive action is detrimental.She says, â€Å"Yea, noise? Then I’ll be brief. O happy dagger, This is thy sheath. There rust and let me die† (Act 5, Scene 3, Line 69). Upon witnessing Romeo's deceased body laying lifelessly next to an empty flask of poisonous drug, Juliet grabs Romeo's dagger and stabs herself to her demise. She does not think about the consequences of killing herself for a boy she met less than a week ago. She sees no escape other than immediately killing herself, leaving the rest of her life unlived. Therefore, in conclusion, inability to appropriately weigh their options makes people take decisions impulsively and impulsivity can be injurious.In Juliet's case, Romeo and Paris paid for her impulsivity and the deaths of those were indirectly related to th ose of others such as Lady Montague, Mercutio and Tybalt. Tybalt is a character from the Capulet family who, like Romeo and Juliet, allows emotions to dominate and overpower his judgements which result in impulsive actions with fatal consequences. However, unlike Romeo and Juliet, Tybalt has trouble controlling his anger. His easily perturbed temper leads to his desires of resorting to violence. Although a different emotion than lust, anger is an unwanted emotion regardless, failing to repress which has inevitable consequences.Tybalt's impulsivity is first hinted upon when he says, â€Å"It fits when such a villian is a guest. I'll not endure him. † (Act 1, Scene 5, Line 75). Tybalt is completely enraged by Romeo's presence at the Capulet ball to the point at which he wishes to duel him. With anger clouding his judgements, he doesn't consider the Prince's warning the following morning. Had he not been told to quite down, he would have confronted Romeo, perturbing the peace. H is impulsivity and inability to control his emotions when aggravated is his biggest strength while being his biggest weakness as well.This quotation is significant, because of its adequate approach to character development. Furthermore, this quote helps the reader infer the message of the play itself: impulsivity is more or less masochistic and inability to repress emotions to a reasonable level can be fatal. Secondly, another impulsive decision taken by Tybalt occurs in Scene 1 when he says, â€Å"What, drawn, and talk of peace! I hate the word, As I hate hell, all Montagues, and thee: Have at thee, coward! † (Act 1, Scene 1, Line 65) In this quotation, Tybalt exclaims openly about his hatred for Montagues.His anger speaks for him, attracting trouble with those hateful words. His inability to control himself attracts the prince, getting them all in trouble. In a way, this incident is the guarantee of his near death. If Romeo hadn't killed him for killing Mercutio later on, t he Prince would have had him executed, because of the warning he gives after Tybalt disrupts the peace by starting a brawl. Lastly, Tybalt's impulsivity gets himself killed, becoming further evidence to how impulsivity gets you in trouble. Tybalt says, â€Å"Boy, this shall not excuse the injuries.That thou hast don’t me, therefore turn and draw† (3:1:63, 64). Tybalt taunts Romeo, hoping to initiate a duel for his anger to be drained. He seeks duels, never wanting to consider talking about the issues. It is due to this, that he finds himself murdered. Had he chosen to consider alternatives with a calm mind, he would have saved his own life and that of Mercutio. Anybody can become angry – that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way – that is not within everybody's power and is not easy.It is a necessary skill, which becomes more troublesome the longer one chooses to not master it. In conclusion, strong emotions, desires and urges come to everyone. Learning to be able to adequately control them to a safe degree is a necessity. Romeo, Juliet and Tybalt all act impulsively because they are unable to repress their emotions. Romeo's lust for Juliet causes him to act recklessly, risking his life for a woman he barely knows. Since he allowed himself to become infatuated with Juliet, he found himself very lonely at her apparent death.He saw no other option other than that to kill himself. His impulsivity was fatal as he was too foolish to repress his emotions. Juliet, being as foolish as Romeo returned his love. Lustfully, she also allowed herself to get attached too quickly. She foolishly accepted Romeo's proposal, risking her family's name and honour for a boy as unprepared and unsuitable for a mate in a realistic world as a newborn. Had she been smart and not returned Romeo's love like Rosaline, her life would have been saved. Lastly, Tyb alt also made several foolish decisions.Despite of his anger proving harmful, he never practiced the advice he was preached: to not disrupt peace amongst the public. Making several impulsive decisions like starting a brawl in the street for something that could have been easily apologized for and killing Mercutio, Tybalt ensures his final destination. If all three characters were more mature and weighed their options before making any decision, they each would be alive at the end of the play. However, that would have made a boring play, wouldn't it have?

Hegelian Idealism Sparked a Revolution

Hegelian Idealism Sparked a Revolution Free Online Research Papers Hegelian idealism sparked a revolution in philosophical thought. According to our readings, The Power of Ideas, the response to Hegelian idealism on the European continent was quite different, and is known as Continental philosophy. Within Continental philosophy there are various schools of thought who include existentialism and phenomenology. This essay will describe the historical development of Continental philosophy’s existentialism and phenomenology as a response to Hegelian idealism. Historically, both existentialism and phenomenology have roots that can be traced back to pre Socratic philosophies. â€Å"Each school of though has influenced the other to such an extent that two of the most famous and influential Continental philosophers of this century, Martin Heidegger and Jean-Paul Sartre, are important figures in both movements†(). Existentialism has several main themes. First, existentialism believes the world is absurd and irrational and that no real explanation can be given for why it is the way it is. Also that philosophy is centralized to whatever experience every individual has with the world. â€Å"Traditional and academic philosophy is sterile and remote from the concerns of real life†(), Finally, every single individual chooses their own destiny and how they choose to live in this irrational world. Hegelian idealism was opposed by many 19th century philosophers. Arthur Schopenhauer, Friedrich Nietzsche, and Soren Kierkegaard were all opponents to these Hegelian beliefs. They believed it was impossible for an individual to find the purpose of their living. To them, the universe and everything in it is rarely rational, and any types of philosophies that attempt to make the universe rational are hopeless attempts to overcome pessimism and despair. Beginning with Soren Kierkegaard, lets explore some of the beliefs and views of these three influential philosophers as they relate to Hegelian idealism. Soren Kierkegaard disagreed with Hegel’s system. Personally, Kierkegaard emphasized individuality and the will and need to make important choices. He placed emphasis of the individual’s capabilities to control their actions and choices and also that humans could only find respite through commitment to God and the infinite. This was the only thing that could save a person from despair. According to Kierkegaard, the purpose of philosophy was to speak to the anguished individual who is forced to live in an irrational world and to make decisions being in that world. Arthur Schopenhauer was filled with pessimistic views on life and humanity. He believed that human’s capacity to reason was a result of any impulsive action as a way of rationalization. He also disagreed with Hegel’s system and developed a theory that will, physically manifesting all phenomena lead to accomplishment of everything. Friedrich Nietzsche was influenced by the readings of Schopenhauer and also disagreed with Hegel’s idealism. However, he did disagree with Schopenhauer’s view on cosmic will. To Nietzsche, the world is driven by the will-to-power. He believed that Western society had become mundane. Basically, people had become too willing to do as they were told and were enslaved to the ideas of saying no to life and embracing lives devoid of joy. It was his personal beliefs that only the Superman was capable of escaping this trivial life. This Superman embraces the will-to-power and is able to create, rather than discover. God is dead according to Nietzsche. Only the meek and compassionate worship God as their source of values. Research Papers on Hegelian Idealism Sparked a RevolutionAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaGenetic Engineering19 Century Society: A Deeply Divided EraEffects of Television Violence on ChildrenThree Concepts of PsychodynamicBringing Democracy to AfricaHip-Hop is ArtBionic Assembly System: A New Concept of SelfComparison: Letter from Birmingham and Crito

Making Connections 2 Essays (493 words) - Writing, Free Essays

Making Connections 2 Essays (493 words) - Writing, Free Essays Kennedy Sims @02839811 March 21st, 2019 Making Connections Two Assignment After reading the multiple articles regarding writing and literacy today, it made me realize how much I actually was not taught or taught incorrectly in high school. I always wondered why it felt like I was constantly writing the same essay over and over again. This was because the outline for writing in high school was very mundane and general. Majority of the topics were never interesting, and we were always told as students to stay in a certain sentence structure or outline. One of the main articles that I strongly related to in "Visons and Cyphers" was "Shitty First Drafts" by Anne Lamott. In her article she states how it is okay and often normal to have a "incoherent" or "hideous" first draft. She explains how most notable writers have three or even four rough drafts in order to have an interesting and effective piece of writing. I found this especially intriguing because in high school we were often told to have one rough draft and immediately after that our final draft had to be written. I believe this method may have limited the creative thinking space needed in order to mess up and fix those mistakes ourselves, or even add ideas. This is the change that I believe should be made in teaching English, or any subject, around the globe. We should drop the boxes and frames we try to put children in in order to meet societal or even our personal standards. Doing this will allow for free creative space and unique ideas that make way for more interesting writing. Another article that caught my attention in "Visions and Cyphers" was the essay by Geneva Smitherman called "English Teacher: Why You Be Doing the Thangs You Don't Do?". In this essay Smitherman discusses the criticism toward African American Vernacular in writing in the classroom. She expresses her concerns toward this by saying that students should be able to openly express how they feel through their writing. She feels sad that many African-American students have to change the way they write and often speak to be accepted into the professional world. The last article in Visions and Cyphers that I found very interesting regarding teaching methods in today's English world is "Literacy, Identity, Imagination, Flight" by Keith Gilyard. In this essay one topic that Keith discussed which I found very interesting was the example of sloppy handwriting being frowned upon if you are someone of lower status, but it is a "mark of status" if you were to be a doctor or celebrity. I believe, once again, this circles around to how things are taught in society today. These things are often carried over into the classrooms. In the long run, the switch in the mindset that everything has to be taught the same way is what is really holding students back in the classroom.

How To Adopt CoSchedule With This Simple Change Management Process

How To Adopt With This Simple Change Management Process Odds are you’ve been managing your projects, campaigns, workflows, team communication, reporting, and more in non-marketing tools. And you’ve got spreadsheets for days. So. Many. Spreadsheets. You’ve been weighed down with single-solution tools that do one thing†¦ but they don’t integrate†¦ ⠝Å' You use Asana or Wrike for project management. ⠝Å' You’ve got Hootsuite or SproutSocial for social publishing. ⠝Å' You’ve got Google calendar, docs, or a spreadsheet for your editorial calendar. ⠝Å' And of course endless email threads. We call this â€Å"Makeshift Marketing† and this is the problem marketers like you face every day. Fortunately, it’s also the problem that solves.    ^^^ does this look familiar? It’s a perfect visual of Makeshift Marketing. So, if you’re stuck wasting time, missing deadlines, and without visibility into ALL of your marketing details†¦ it’s time for . Why is seeing it all in one place important? Marketers who organize their marketing strategy AND plan are 538% more successful than those who don’t.    Want another reason? Marketers who organize their process workflow to create a scalable repeatable process are 466% more successful than those who don’t.    Now that you’ve chosen , you will solve each of these problems!

Should minors who commit violent crimes be tried as adults Research Paper - 1

Should minors who commit violent crimes be tried as adults - Research Paper Example Has there been a day that a war was crucial in the reputation of a nation and the adults did not reach a decision to give them weapons? This is a clear line drawn between the adults and minors, why then should we conclude that this case is different and this minor deserves equal treatment as adults and be locked away in prisons with the grownups (Bernard, 2010). For years now, history has come to the defense of the minors, nations that have attempted to recruit children in warfare have had the leaders tried or sanctioned. This case has also cut across decades where children have had to face the juvenile system. Why then change this after having proven productive for ages. Currently, the status of this dilemma stipulates that they should be tried separately although there are lawmakers who insist otherwise. Research conducted recently has demonstrated that transfer of minors from the juvenile courts to adult courts has not reached the goal of lowering recidivism, on the contrary, it aggravates the situation by making the crimes increase. The minors have always positioned minors for redemption and reform. Juvenile detention facilities possess the same programs implemented to assist in the reformation process unlike the prisons (Bernard, 2010). Trying them as adults would hurt the economy, some of the verdicts would mean life imprisonments, what good does this do where they feed and pay salary to wardens for their entire life whereas the juvenile facilities would have reformed them and brought them back to the society to be beneficial to entire economy. Minors introduced to the prison system have their social lives terminated and altered to a direction that would otherwise not have been acquired if it were for the juvenile facility. Basically, it is unethical to see children as young as 13 undergo the same hard task and punishment as the seniors, prisons are not friendly places

Justification and Excuses Essay Example | Topics and Well Written Essays - 250 words

Justification and Excuses - Essay Example In his defense, Sandusky’s lawyers have put forth the unlikely and implausible excuse that he is suffering from a histrionic personality disorder, a condition since removed from the DSM-IV-TR itself. It has been described as "a pervasive pattern of excessive emotionality and attention seeking" that is "often characterized by inappropriate sexually seductive conduct. His lawyers tried to use this condition as an excuse for their client’s behavior and to justify his actions. This justification is part of a defense based on circumstances and excuses, a broad set of defenses in which defendants claim a lack of responsibility for their criminal acts. (Lippman, 2010). Jerry Sandusky has been accused of involuntary deviate sexual intercourse, indecent assault, criminal intent to commit improper assault, unlawful contact with minors, corruption of minors and endangering the welfare of children. However Dr. Glen Gabbard, Clinical Professor of Psychiatry at the Baylor College of Medicine in Houston, and an expert on personality disorders states that histrionic personality disorder could in no way be seen as a reason or explanation for the abuse of children. "That diagnosis, if he has it, would be completely irrelevant to anything having to do with criminal responsibility for acts of pedophilia†. Mr. Sandusky had no excuse or justification for his action, for the crime he committed he knew very well what he was doing to those boys, over a period of 15 years and he knew the consequences of his actions; and he used his respectable position in society to sexually abuse those kids. He deserves to be sentenced for life and is only plea bargaining because at his age settling for 12-15 years may give him some chance of living some of his life out of jail rather than dying in it. I personally think that this kind of defense does not stand a chance and should be thrown out of court. Pleas for insanity or other mental conditions are not appealing to jurors because it is

Industrial Biotechnology Essay Example | Topics and Well Written Essays - 2000 words

Industrial Biotechnology - Essay Example Transgenic plants, like Bt corn and herbicide resistant soybeans, were designed to improve agronomic performance, although these are also used in biopharming (pharmaceuticals from plants). Transgenic animals are currently used to express drugs in milk. Biotechnological approaches have been used to enhance the yield and diversity of the important compounds amino acids, vitamins, antibiotics and biofuels. Amino acids Amino acids are the building blocks of proteins. Humans and animals alike can synthesize amino acids, except for eight that have to be supplemented by the diet. Aside from their roles in nutrition, amino acids are also used as food flavour enhancers, for medical uses such as transfusion of proteinaceous food and ammonia detoxification, and in the manufacture of synthetic raw materials in the chemical industry (Okafor, 2007). Globally, glutamic acid, lysine and methionine are produced in the highest amounts, although all amino acids can be and are being synthesized. The fla vour enhancer monosodium glutamate is the number one product in terms of tonnage (Demain, 2007). Okafor (2007) reviewed the different methods used to manufacture amino acids. Hydrolysis of high protein products like hair, keratin and feathers is the oldest means of manufacturing amino acids. However, this procedure is highly dependent on the amount of raw material that is available. Amino acids are also chemically synthesized, but the end-products are a mixture of D and L forms which necessitate an additional expensive step to produce the biologically active L-form. Fermentation of carbon and nitrogen materials through the action of different bacterial species is the most economical and feasible to large-scale process. Enzymatic process converts specific substrates to amino acids through specific enzyme catalysis. The most important method for microbiological production of amino acids is through direct fermentation and this is where biotechnological approaches have been utilized the most. The discovery that microorganisms like bacteria, moulds and yeast express amino acids was the stimulus for advancement in this field. Corynebacterium, Brevibacterium, Microbacterium and Arthrobacter are the most common bacterial genera employed for direct fermentation. To induce expression of amino acids, media and culture conditions are modified. However, bacteria will produce the amino acids only to a certain extent because they have this innate control of production to prevent toxic effects. Thus, bacteria have been engineered that do not have the control mechanisms for inhibiting amino acid production. Auxotrophic mutants have increased production of L-glutamic acid (Nakamura, et al., 2007; Asakura, et al., 2007). Regulatory mutants for amino acid production have also been developed. These mutants possess an enzyme that is insensitive to feedback inhibition, and thus continues to overproduce a certain amino acid. For example the bacterium Brevibacterium flavum was enginee red to be insensitive to increased lysine concentration which has an inhibitory effect on aspartate kinase activity (Fernandez-Gonzalez, et al., 1996). Aspartate kinase is the only system in the lysine biosynthesis pathway that is sensitive to increased lysine levels. Recombinant DNA technology has greatly enhanced the introduction of genes into current

Giving the definition on communication Essay Example | Topics and Well Written Essays - 1000 words

Giving the definition on communication - Essay Example At the base of this entire debate lies one phenomenon common to all humans, and that is Communication. Communication may be defined in many ways; however, in simple words, communication is the exchange of information between two or more people. (The American Heritage College Dictionary, 2010). This information may be verbal (using words), non-verbal (using gestures, postures, expressions, etc.) or a combination of both, and may consist of facts, ideas, thoughts, feelings or any other information. (Wood, 2009). For a communication to be effective, it is very necessary for it to follow all the steps of the communication process properly. Failing on any step may cause the communication to be misunderstood and hence the entire purpose would be lost. The process of communication consists of the following steps: Message: First and foremost step is to be clear of what message (thought, idea, or information) is to be communicated. (Adair, 2009). Receiver: The receiver of the message should b e identified since the message would be encoded according to his intellectual capability. Encoding: The message should be carefully put formulated using words, symbols, visuals, gestures, etc., which can be easily decoded by the receiver. (Beebe, et al, 2010). Medium: The medium of communication is extremely important and should be reliable enough to carry the message properly without distorting its actual meaning. Various media include face-to-face communication, written script, pictures and visuals, email, telephone, etc. (Roethlisberger, 1962). Decoding: when the receiver receives a message, he decodes it to interpret the meaning behind them. The more nicely the message is encoded the easier it will be for the receiver to decode it and hence its effectiveness would be high. (Tannen, 1986). Feedback: This step does not exist in one-way communication; however, it is a very crucial step in making sure if the message is communicated correctly. The receiver sends his/her response or f eedback regarding the particular message through which the sender can detect any misunderstandings and can gauge how effective was the communication. (Roethlisberger, 1962). Communication can be classified in many ways. One way to categorize communication is on the basis of the way it is done. Hence, communication may be Oral (or Verbal), Non-Verbal, Visual or Written. (Beebe, et al, 2010). Oral communication mainly utilizes spoken language otherwise known as verbal cues but addition of non-verbal cues, visuals and written statements may assist in conveying the message more effectively. (Adair, 2009). Nonverbal communication is the most complicated type of communication. It may be used alone or in combination with other types as well. It is highly influential and when used in combination with oral communication may enhance its meaning if used in the same context. (Burgoon, et al, 2009). However, if the non-verbal cues go against the literal meaning of the verbal cues, the power of n on-verbal communication can easily sublime the impact of spoken words. For example, if a person says â€Å"I am going to kill you† with gritted teeth, stiff posture, raised eyebrows and a serious expression, he is most likely determined to kill the receiver of the message. On the other hand, if a person utters the same

Teacher Attitude Towards Performance Incentives in Georgia Dissertation

Teacher Attitude Towards Performance Incentives in Georgia - Dissertation Example The effectiveness of the teachers has a greater influence on the learning of students, than any other factors affecting the student learning in the control of schools in the world that include the size of the school, the size of the class, and the effectiveness of â€Å"after-school programs† (Bacharach & David 2009). There have been concerns on Georgia about the contribution of teachers towards the studying of students and the quality of the teacher workforce and there have been calls to reform the compensation of teachers. The survey result would be an indication of how the teacher attitudes differ by personal characteristics such as subject area, school assignment, or experience as well as the teacher workforce that include the school performance and the level of trust among teachers and principals. There have been calls by policymakers, analysts, and education advocates that the criterion used on teacher compensation is inappropriate and therefore it has been criticized as being too uniform and rigid. Critics claim that the present system in Georgia is not efficient as it concentrates on the experience of teachers and the qualifications they hold alone and this makes the teaching profession unattractive to result oriented people who might be having technical skills (Michael, 2007). Moreover, the critics of this compensation system for teachers argue that the present system does not do much in regard to motivate and reward effective teachers. Therefore instead of the uniform pay of teachers that goes ahead to ignore the labor market realities, reformers argue that they have provided the teachers with a varied incentive. However, despite the reformers claiming of the different incentives to teachers, this does not have any effect on the teacher motivation. The incentives have given too little as compared to the teaching assignments (Ballou, 2009). The Problem in Question According to a US study, there has been the comparison of the effectiveness of rew arding a select group of teachers against all the teachers in the school (Baugh, 2009). An analysis of the National Education Longitudinal Study, the US Department of Education's School, and the data from the Staffing Survey on performance pay came up with a conclusion that rewarding a select group of teachers was effective in student learning as compared to the whole school (Brodie & Ron 2008). However, several recent studies reveal that rewarding of the entire group of teachers in the whole school have a positive affect on the test scores of students. In addition, the research shows that through rewarding the teachers uniformly the teachers have an opportunity and encouraged to cooperate with the other teachers in the school by sharing their experiences. Critics of the selected pay program believe that the whole-school performance pay system are more acceptable to the teachers and less â€Å"controversial† (Donald & James, 2010). Regarding this, evidence of the problem that calls for farther research on the problem before policy recommendations are made. The purpose of this study is to find out why the teachers have different views regarding the pay for performance initiative. Definitions In this section, the definition of performance pay is dealt within general to set up a context on how it applies to the teachers specifically in Georgia. Therefore the key word in this paper is pay for performance in Georgia. This is the plan to have a direct relationship between the employee pay and the output of the employee. The pay for performance plan often considers of a select group of persons or the whole group of people. This plan is in line with the mostly held belief in humans that employee need to be rewarded depending on their

Group Geospatial Revolution Videos Assignment Example | Topics and Well Written Essays - 1000 words

Group Geospatial Revolution Videos - Assignment Example Alternatively, geographical or geospatial information systems describes the different technologies, methods and processes used to enhance effectiveness and efficiency in organizations. From the foregone discussion, it is evident that organizations strive at increasing efficiency and effectiveness in their operations. This same motivation has motivated Portland City to create some technologies, methods and processes that can be used to enhance their service operation. This has been motivated by the fact that GIS systems area cost effectiveness; additionally, they improve different functions in the city, something that increases the city’s potential to attract investors. The city has employed various professionals that have been doing their best in order to ensure that the city improves its practices. The incorporation of GIS in the city’s operations has increased job opportunities for many people that have continued to enjoy the improved services in the city. For this reason, the city needs to create goals and objectives that can be helpful in the achievement of the mission and vision statements in the city. However, the goals and objectives for the city’s GIS can only be derived from its mission and vision statements. It is important to note that a vision statement refers to the future picture or impression that an organizations develops for its for its practices. In this case, the vision statement for Portland City provides the picture of the city in its future as far as GIS systems are concerned and looks as follows; â€Å"To have a city that has effective and efficient services so that city residents and other investors can enjoy the lucrative investment opportunities. The city is thus positioned to become the centre for innovations and inventions that enhance people’s social and economic functions and processes.† The mission statement

Teacher Attitude Towards Performance Incentives in Georgia Dissertation

Teacher Attitude Towards Performance Incentives in Georgia - Dissertation Example The effectiveness of the teachers has a greater influence on the learning of students, than any other factors affecting the student learning in the control of schools in the world that include the size of the school, the size of the class, and the effectiveness of â€Å"after-school programs† (Bacharach & David 2009). There have been concerns on Georgia about the contribution of teachers towards the studying of students and the quality of the teacher workforce and there have been calls to reform the compensation of teachers. The survey result would be an indication of how the teacher attitudes differ by personal characteristics such as subject area, school assignment, or experience as well as the teacher workforce that include the school performance and the level of trust among teachers and principals. There have been calls by policymakers, analysts, and education advocates that the criterion used on teacher compensation is inappropriate and therefore it has been criticized as being too uniform and rigid. Critics claim that the present system in Georgia is not efficient as it concentrates on the experience of teachers and the qualifications they hold alone and this makes the teaching profession unattractive to result oriented people who might be having technical skills (Michael, 2007). Moreover, the critics of this compensation system for teachers argue that the present system does not do much in regard to motivate and reward effective teachers. Therefore instead of the uniform pay of teachers that goes ahead to ignore the labor market realities, reformers argue that they have provided the teachers with a varied incentive. However, despite the reformers claiming of the different incentives to teachers, this does not have any effect on the teacher motivation. The incentives have given too little as compared to the teaching assignments (Ballou, 2009). The Problem in Question According to a US study, there has been the comparison of the effectiveness of rew arding a select group of teachers against all the teachers in the school (Baugh, 2009). An analysis of the National Education Longitudinal Study, the US Department of Education's School, and the data from the Staffing Survey on performance pay came up with a conclusion that rewarding a select group of teachers was effective in student learning as compared to the whole school (Brodie & Ron 2008). However, several recent studies reveal that rewarding of the entire group of teachers in the whole school have a positive affect on the test scores of students. In addition, the research shows that through rewarding the teachers uniformly the teachers have an opportunity and encouraged to cooperate with the other teachers in the school by sharing their experiences. Critics of the selected pay program believe that the whole-school performance pay system are more acceptable to the teachers and less â€Å"controversial† (Donald & James, 2010). Regarding this, evidence of the problem that calls for farther research on the problem before policy recommendations are made. The purpose of this study is to find out why the teachers have different views regarding the pay for performance initiative. Definitions In this section, the definition of performance pay is dealt within general to set up a context on how it applies to the teachers specifically in Georgia. Therefore the key word in this paper is pay for performance in Georgia. This is the plan to have a direct relationship between the employee pay and the output of the employee. The pay for performance plan often considers of a select group of persons or the whole group of people. This plan is in line with the mostly held belief in humans that employee need to be rewarded depending on their

Dance is a sport Essay Example for Free

Dance is a sport Essay I. Introduction: a) Attention Getter: What is the definition of a sport? A game played with a ball? Is it people in tight pants running around? How about â€Å"an athletic activity requiring skill or physical prowess and often of a competitive nature†? That sounds more like it. Football, baseball, and track fit those definitions, but so does another recreational activity that is not typically considered a sport: dance. b) Personal Statement: I myself am a dancer and have been dancing my whole life. Being a dancer, one of the worst things anyone can say is that dance is not a sport and I want to prove them wrong. Transition: Dance fits all those requirements. An athletic activity? Oh yeah! Requiring skill or physical prowess? Definitely! Often of a competitive nature? You bet! Dance is even recognized as a sport by the International Olympic Committee. Then why is this â€Å"fine art† not considered a sport? II. Dance is an athletic activity. a) The sport of dance takes years of training and hard work to perfect. Yes, I said sport. Although some believe that dancing is nothing more than tutus and twirling, it is a mentally engaging and physically demanding activity. b) Dance is actually quite similar to one of the most popular sports in the United States: football. In both activities, athletes are assigned specific jobs, roles, or positions. Each follows choreographed plays. Both types of athletes travel using certain steps or passes. Similar, right? III. Dance requires skill or physical prowess. a) One difference between dance and most sports is the way the athletes present themselves. During a tennis match, the players grunt and groan when hitting the ball to show everyone how hard they are working. However, dancers must always look graceful and light as a feather. The best dancers can make the most difficult moves look effortless. It takes lots of practice to perfect those moves and make them look easy. This is why dance is a mental sport as well. b) Dr. Jill McNitt-Gray, a professor in kinesiology (the scientific study of movement) at the University of Southern California, has worked with national champions and Olympic gold medalists. Through her work with professional ballroom dancers, she found that a dancer doing the jive can reach foot speeds of 15 miles an hour. In addition, a dancer can spin up to 180 times in a minute – four times faster than a record player! c) Balance is a vital part of dance. Dancers must have strong core muscles. Men need strong shoulders for lifts, since they must not only support their own body weight but also their partners. â€Å"Dancers are some of the toughest athletes in the world,† claims Dr. McNitt-Gray. IV. Dance is a competitive nature. a) Many ask, â€Å"How can dance be a sport? You cant judge on time and the scoring is subjective! † Just like figure skaters, competitive dancers are judged on many criteria: technique, posture, timing, line, hold, poise, togetherness, expression, presentation, power, and foot or leg action. Dancers have a lot on their minds while performing. They are constantly asking themselves, am I extending correctly? Is my technique right? Is my head facing the right direction? b) Some people think dance involves less endurance than sports like cross-country running. However, these runners exert forces in only one direction but, as Dr. McNitt-Gray said, in dance, your hands, legs, and head are exerting forces in different directions all at the same time. c) Dance is a cardiovascular, aerobic, and challenging sport. Many professional athletes, including former Pittsburgh Steeler wide receiver Lynn Swann, dance to improve their flexibility. Dance fits all the requirements of a sport, and has the physical and mental challenges of a sport, as well. V. Conclusion: a) Main Points: Just like any other sport, dance is an athletic activity that requires skill or physical prowess and is often a competitive nature. b) Ending Statement: If you are shaking your head thinking, this girls crazy, get up off your chair and try it yourself. Meanwhile, I look forward to the day I might be able to stand on that Olympic platform and receive a gold medal for the sport of dance. Sources and References 1. Professor of Kinesiology, Jill McNitt-Gray. University of South California http://www.worlddancesport. org/About/All/Fit_Through_Dance 2. Pittsburgh Steeler wide receiver Lynn Swann, By Joe Horrigan. Courtesy of the Pro Football Hall of Fame http://www. profootballresearchers. org/Coffin_Corner/23-03-895. pdf 3. The Mayo Clinic, a published medical journal. The Health Benefits of Dancing Including Specific Benefits of Different Dances. http://www. sixwise. com/newsletters/05/11/02/the_health_benefits_of_dancing__including_specific_benefits_of_different_dances. htm 4. Santa Rosa High, The Press Democrat. The great debate: is dance a sport? http://teenlife. blogs. pressdemocrat. com/11749/the-great-debate-is-dance-a-sport/.

Moral Complexity in Kieslowskis the Decalogue (1989)

Moral Complexity in Kieslowskis the Decalogue (1989) Although the moral stories that constitute Polish director Krzyszto KieÅ›lowskis The Decalogue (1989) were inspired by the Ten Commandments (as per the films umbrella title), the way they relate to Gods Law as revealed to Moses is by no means straightforward or clear-cut; nor is the rich symbolism which Kieslowski weaves throughout the films. As this paper shall demonstrate, the ideas and themes in The Decalogue are complex and often ambiguous, especially with respect to two primary and recurring symbols: the huge apartment complex where the various characters reside and occasionally cross paths and an unnamed, mysterious male figure who hovers on the periphery of the action, silent and observing. KieÅ›lowski uses these two symbols to illustrate and develop the metaphysic that lies at the heart of the film. The films [that constitute The Decalogue] should be influenced by the individual commandments to the same degree that the commandments influence our daily lives†, KieÅ›lowski notes in the introduction to the published script of The Decalogue (quoted in Cunneen, 1997). Joseph Cunneen suggests that this influence is subtle and indirect. It is significant that the films do not have separate titles that contain text of the commandments; as a result, the viewer is â€Å"often unsure of the relationship between a film and a particular commandment; to the director, if the numbers of some episodes were reversed for example 6 and 9 it would make no difference† (Cunneen, 1997). KieÅ›lowski thus encourages intellectual guesswork on the part of his audience. â€Å"I merely announce, for example, Decalogue 1. The spectator looks at the film and . . . begins to think about the commandment(s)†. (KieÅ›lowski, as quoted in Cunneen, 1997). For example, in Decalogue VI th ere seem to be no reference to any one particular commandment, though it does contain references to stealing (the peeping-tom protagonist steals a telescope to spy on a female neighbor) and killing (the same character slashes his wrists near the end of the film). This â€Å"thoroughly un-didactic† approach enables KieÅ›lowski and his co-screenwriter, Krzysztof Piesiewicz, to develop their themes with subtlety and restraint (Porton, 50). In The Decalogue, as in life, nothing is cut and dried. â€Å"Each episode can be likened to a moral parable that suggests . . . how we can live ethically in a world where the false comfort of either a belief in God or dialectical materialism is unavailable†, states Porton (Porton, 48). Jonathan Rosenbaum would seem to agree that the films power is suggestive rather than didactic: â€Å"The finely sculpted scripts of these films become suggestions of how we might think about these people, not directives about how we should judge them† (Rosenbaum, 159). He goes on to say that the decision to produce a series of films that correspond to the Ten Commandments in name and number is essentially â€Å"a packaging idea, successfully designed to give KieÅ›lowski an international reputation and made in part for export† (Rosenbaum, 155). By the directors own admission, he and Piesiewicz avoided any overt political references to the Poland of the mid-1980s in order that the films could be marketed in other countries (Stok, 145). Yet none of this detracts from The Decalogues intellectual, moral and aesthetic stature. KieÅ›lowski is a serious artist whose ultimate concern is integrity that of his characters and also of himself, as a filmmaker. He does not teach morality (in the sense of â€Å"thou shalt not†) but rather contemplates and probes lifes so-called â€Å"grey areas†. According to him, â€Å"integrity is an extremely complicated combination and we can never ultimately say ‘I was honest or ‘I wasnt honest. In all our actions . . . we find ourselves in a position from which theres really no way out and even if there is, its not a better way out [but only] the lesser evil. This [choosing which way out to take], of course, defines integrity† (Stok, 146 149). The notion, then, that a set of ten rules is all we need is simplistic to the point of absurdity. The decisions we all must make in our lives are often difficult and painful; they are also dependent on a host of different factors which have to be weighed and taken into account. Where morality is concerned, perspectives have to be altered and sometimes replaced with new ones. Mario Sesti suggests that the complexity of the ideas at play in The Decalogue is symbolized, in part, by the high-rise apartment complex which is the central setting for all the episodes. â€Å"Throughout the work a system of hints, correspondences and allusions imperceptibly laces together the tangled plights of the characters who live in the [same] apartment block. Everyone either knows or ignores one another, but everyone is aware (however reluctantly) that they belong to the same narrative† (Sesti, 183). Portman remarks that KieÅ›lowskis signature theme in virtually all his films (not just The Decalogue) is â€Å"the ineffability of human experience through chance encounters or near-encounters of protagonists whose paths would never ordinarily intersect† (Portman, 2001). Locating most of the action in and around the huge apartment building where the various characters live, and where their paths occasionally cross, allows KieÅ›lowski to stage such chance encounters and near-encounters while â€Å"(weaving the) single episodes into an overall tapestry† (Sesti, 183). The director notes that the idea of choosing characters at random and observing how they act and interrelate is well-served by the apartment building setting: â€Å"We had the idea that the camera should pick somebody out, . . . then follow him or her throughout the rest of the film†, he says, adding that since the apartment building has â€Å"thousands of similar windows framed in the establishing shot†, it was an ideal setting for his purposes (Stock, 146). Cunneen explains that the apartment building helps â€Å"unify the series† since we see the same few buildings again and again (that is, from episode to episode), adding that â€Å"in such a context it becomes natural for a character we see on the stairs in one episode to become a major figure in a later one† (Cunneen, 2001). By extension, it would not be an exaggeration to say that the apartment building symbolizes the unity and interrelatedness of experience. Despite the interrelatedness, Michael Wilmington argues that all the characters in the series think of themselves as essentially â€Å"isolated† (Wilmington, 2001). Occasionally, to some minor degree, the setting shifts away from the Warsaw suburb and into the city, and even the countryside, yet the director has a nostalgic idea of a return the monotonous high-rise blocks (Wilmington, 2001). The symbolism of the notion to portray such areas of Warsaw is that only in those tall grey buildings can the audience get familiar with many different emotions of the inhabitants: love, hate, friendliness, politeness, curiosity and more. There is constant interaction between the neighbors, making KieÅ›lowskis series very realistic and simple to understand for his viewers. The apartment building is, in effect, an objective correlative to this very malaise. The â€Å"deliberately gray or brackish colors† of the building â€Å"capture an edifice that signifies both the State and the monotony of life in ‘Peoples Poland† (Porton, 2001). In a similar vein, Agnieszka Tennant makes reference to the â€Å"mass-produced, colorless buildings†, â€Å"cheerless wintry outdoors†, â€Å"cold flats† and â€Å"impersonal stairwells, elevators and offices† that constitute the films mise-en-scà ¨ne (Tenant, 2001). Another function of the apartment-building setting is that it allows for an open narrative structure a structure which â€Å"invites the viewer to interpret the actions of [the] protagonists, to follow their struggles with destiny in an abundance of chance encounters† (Haltof, 79), while serving as a convenient symbol for voyeurism and shifting perspectives (that is to say, the viewers as well as the directors gaze). Cunneen is correct to stress that KieÅ›lowskis camera is â€Å"fond of windows, mirrors, or any objects that offer possibilities of reflections† (Cunneen, 2001). This tendency opens new perspectives on the protagonists of the film series. They are viewed from behind the glass, lens or mirror which highlights that their actions could not be what they seem and have more dimensions to them. In KieÅ›lowskis films, glass serves to self-consciously foreground the act of looking†, according to Annette Insdorf (Cunneen, 2001, quoting Insdorf in the latters Double Lives, p. 91). In Decalogue V, Piotr, the lawyer of Jacek the killer, is â€Å"framed in a mirror† before we actually see him. As well, â€Å"the driver [victim] is presented as glass reflects the apartment complex† and â€Å"Jacek is introduced in the street, reflected in a mirror as well† (Insdorf quoted in Cunneen, 2001). Sesti refers to KieÅ›lowskis themes of â€Å"uncertainty† and â€Å"bewilderment†, noting that â€Å"the most typical image in The Decalogue is a shadowy interior, a character at the window, or a gaze without rancor, happiness or hope† (Sesti, 187). A case in point is Decalogue VI, which begins with Olaf, the peeping tom character, spying on Magda, the older woman who is his neighbor, but ends in reverse, with Magda spying on him. KieÅ›low ski concedes that this â€Å"change in perspective† is essential to the episodes structure (Stok, 169). Other examples of the gaze may be found in Decalogue I when the boy Pawel watches a pigeon on his windowsill in the beginning. Later, after Pawel drowns, his aunt watches slow-motion memorial footage of him on a TV screen in a shop window. In Decalogue V the gaze is noticed during the murder of the cab driver when the killer Jacek hesitates for a brief moment when the victim â€Å"looks up at him and Jacek sees his suffering†; he responds by covering the mans head (Hogan, 2008). Curiously, KieÅ›lowski here seems to be equating the gaze with death. Another significant and symbolic link between the episodes is the presence of the mysterious, silent young man whom the audience sees only occasionally. He is absent from episodes 7 and 10. This omnipresent figure â€Å"with searingly watchful eyes and an Old Testament intensity† (Cunneen, 2001) usually shows up â€Å"just before [a] character makes a difficult ethical decision, or just before something unexpected happens† (Tennant, 2001). He can be observed in Decalogue I sitting at a campfire; in Decalogue V, as a road inspector and also as a painter in prison; in Decalogue VI, as a man in a white suit; in Decalogue VIII, as a student listening to the lecture of one of the two main characters; and in Decalogue IX, as a cyclist who watches the protagonist try to kill himself. This mysterious man can be identified with a guardian angel or the â€Å"walking consciousness†. He is present at the times of crucial decisions by the protagonists, but he never judges. On the contrary the â€Å"angel† is trying to push the troubled heroes to a better moral choice, as with Jacek in Dekalogue V he shakes his head to silently protest the murder or in Dekalogue IX saving Roman from succeeding in his suicidal attempt. The figure is still puzzling because he seems to have very little to no influence on the action and therefore cannot be considered a character in the proper sense. Tenant believes he â€Å"symbolizes Gods presence among us, Christian conscience, or at least for a secular audience fate† (Tenant, 2001), while Haltof sees him as an â€Å"Angel of Fate† who â€Å"adds an almost metaphysical dimension† to the films (Haltof, 81). As Sesti explains, although the figure â€Å"never interferes with the action, [he is] perfectly aware of it to the point of foreseeing its conclusion†. He never utters a word but rather â€Å"looks directly into the camera, and his disquieting silence seems to comment on the story†. Sesti agrees that this â€Å"kind of chorus figure† acts as a unifying link for the episodes but points out that â€Å"we do not identify with him, for his presence suggests the inflexibility of fate and the vulnerability of every individua l. . . . [His gaze is] the gaze of some divine figure, distressed by his uselessness and by the impossibility of redeeming the world† (Sesti, 184). The ambiguity and symbolic richness of the â€Å"angel† figure and of the apartment complex testifies to KieÅ›lowskis mastery as a filmmaker. The Decalogue does not lend itself to a reductionist reading; quite the opposite. A â€Å"vast fresco of private emotions and subtle interactions† (Wilmington, 2000) on the one hand, it is also a work that is rich in themes and ideas. As Wilmington observes, these themes are in fact common to all of KieÅ›lowskis films: â€Å"Choice is fate. Pain underlies beauty. Isolation is an illusion. Disparate are we. Sin is inescapable. Soul is flesh. Film is life. The Decalogue, [KieÅ›lowskis] prime act of cinematic voyeurism, draws those threads together† (Wilmington, 2000). By turning to such methods as a common setting of high-rises in Warsaw and a small trace of a mystic messenger from God, KieÅ›lowski is able to unite and add coherence to ten short films from his Dekalogue series. The films are complex and deep. They require thorough analysis and knowledge of the Biblical context. The author is making it easier to understand for his audience by bringing in common threads to each episode and opening the conclusions for different interpretations and room for opinions. References Cunneen, Joseph. â€Å"‘Being Alive is a Gift: Krzysztof KieÅ›lowskis ‘The Decalogue†Ã‚  Spiritus: A Journal of Christian Spirituality. 1:1. 2001. pp. 79-85. John Hopkins University Press. (Note: Cunneen quotes KieÅ›lowski in the introduction to the  published script of The Decalogue, for which, see bibliographic entry.) Cunneen, Joseph. â€Å"Kieslowski on the mountaintop†. Commonweal. 124:14, Aug. 15,  1997. New York, N.Y., 1997. pp. 11-14 Haltof, Marek. The Cinema of Krzysztof KieÅ›lowski: Variations on Destiny and Chance.  Wallflower Press: London. 2004. pp. 75-107. Hogan, Patrick Colm. â€Å"Tragic Lives: On the Incompatibility of Law and Ethics. College  Literature. West Chester: 35:3, Summer 2008. 30 pp. KieÅ›lowski, Krzysztof. â€Å"Introduction†, in KieÅ›lowski, K. and Piesiewica, P., Decalogue The Ten Commandments [translated by Phil Cavendish and Suzanna Bluh].  London: Faber and Faber, 1991. Kieslowski, Krzystof and Krzysztof Piesiewicz. The Decalogue. VHS. Distributor:  Band à   Part. 10 episodes on 5 cassettes. Directed by K. Kieslowski. 1987. Porton, Richard. â€Å"The Decalogue†. Cineaste. New York: Summer 2001. 26:3; pp. 48-50. Rosenbaum, Jonathan. Essential Cinema: On the Necessity of Film Canons. John Hopkins University Press: Baltimore. 2004. pp. 152-159. Sesti, Mario. â€Å"DEKALOG 1 10†. In The Hidden God: Film and Faith. Mary Lea Brandy and Antonio Monda, eds. The Museum of Modern Art: New York, N.Y.  2003. pp. 183-187. Stok, Danusia, ed. KieÅ›lowski on KieÅ›lowski. Faber and Faber Limited: London, 1993. Tennant, Agnieszka. â€Å"The Ten Commandments become flesh†. Christianity Today.  Carol Stream: 45:2, Feb 5, 2001. pp. 75-76 Michael Wilmington. â€Å"Long decades journey into light†. Film Comment. New York,  N.Y.: 36:2, March/April 2000. pp. 9-10

philosophy 101 :: essays research papers

A professor stood before his Philosophy 101 class and had some items in front of him. When the class began, wordlessly, he picked up a very large and empty mayonnaise jar and proceeded to fill it with golf balls. He then asked the students if the jar was full? They agreed that it was. So the professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly. The pebbles, of course, rolled into the open areas between the golf balls. He then asked the students again if the jar was full. They agreed it was. The professor picked up a box of sand and poured it into the jar. Of course, the sand filled up everything else. He then asked once more if the jar was full. The students responded with a unanimous - - yes. The professor then produced two cans of beer from under the table and proceeded to pour the entire contents into the jar effectively filling the empty space between the sand. The students laughed. "Now," said the professor, as the laughter subsided, "I want you to recognize that this jar represents your life. The golf balls are the important things - - your family, your partner, your health, your children, your friends, your favorite passions - - things that if everything else was lost and only they remained, your life would still be full." "The pebbles are the other things that matter like your job, your house, your car. The sand is everything else - - the small stuff." "If you put the sand into the jar first," he continued, "there is no room for the pebbles or the golf balls. The same goes for your life. If you spend all your time and energy on the small stuff, you will never have room for the things that are important to you. Pay attention to the things that are critical to your happiness. Play with your children. Take time to get medical checkups. Take your partner out dancing. Play another 18.

MATH, SCIENCE, AND PINK COLLARS: GENDER STEREOTYPING AND ITS EFFECT ON

High school and college are both important institutions in many peoples' lives. These academic institutions are seen as places where identities are forged, friendships are made, important basic lessons are learned, and ideally, plans are made regarding both near and distant futures. High school and college are toted as places where post-pubescent adolescents are supposed to find out what exactly they want to do with their lives – a period of four to eight or more years where the groundwork for the rest of your life out in the â€Å"real world† is laid out. Whether you want to be a social worker, a chemical engineer, or a teacher, high school and college are the places where you can learn about what you are interested in as well as where you can receive a basic education. High school and college are also the places where gender roles and stereotypes, especially in academics, begin to become glaringly obvious. In high school and especially in college, more of the curriculum is geared towards individual interests than in previous schooling environments. These specialized programs allow students to pursue things that they feel genuinely interested in, as well as allowing them to avoid those subjects that don't like. If someone is interested in taking an arts or a social studies class rather than an additional English class, they can usually do so without much trouble. In many cases, during the high school and college years, it is a widespread phenomenon that girls tend to lean more towards the â€Å"softer† subjects, such as English, art and social studies classes, while boys tend to lean toward science and mathematics. How do stereotypical gender stratifications affect the types of classes that members of each gender take? Do these ... ...nce courses. Journal of Science Education and Technology, 13(4), 435-466. Levine, P.B., & Zimmerman, D.J. (1995). The Benefit of additional high-school math and science classes for young men and women. Journal of Business & Economic Statistics, 13(2), 137-149. Kiefer, A.K., & Sekaquaptewa, D. . (2006). Implicit stereotypes and women’s math performance: how implicit gender-math stereotypes influence women’s susceptibility to stereotype threat. Journal of Experimental Social Psychology, 43(1), 825-832. Good , C., Aronson, J., & Harder, J.A. (2008). Problems in the pipeline: stereotype threat and women's achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28. Steele, J.R., & Ambady, N. (2006). â€Å"math is hard!† the effect of gender priming on women’s attitudes . Journal of Experimental Social Psychology, 42, 428-436.

Money Makes the World Go Round Essay

Money Makes the World Go Round Essay Student Submitted Essay – Want our site version, give us a call today! In year 1960, there was a musical play happened named as â€Å"Cabaret† where this quotation â€Å"Money makes the world go round† introduced first. In that play, there was a song sung by female lead actress where she expresses her love and the male actor reply with this quotation. This line implies that money makes the world turn and society highly dependent on the money. â€Å"Success† is generally interpreted as meaning material achievement; the more the cash the more effective one is. This incorporates the measure of cash one procures, the sort of auto he drives or the span of his home. The basic meaning of the above quotation is that without money world would stop and it is true to some extent as without money people cannot afford shelter, nor food. Let’s explore further, does the money makes the world go round? If you have money, various options or doors gets opened for a person. The importance of money becomes even more important when you have zero or no money. For example, someone poor will do anything for money so that they can at least fulfill their basic needs. Money empowers us to bear the cost of a superior personal satisfaction; more cash implies greater and better cars and luxurious houses, better quality items, better amusement and so on. Another favorable position is less worry for paying bills and other family costs. Money may likewise enable a man to pursue their fantasies, for instance a man who needs to accomplish advanced education will be unable to do it without money. The above quotation was explained in various places such as in one of the Charles Dickens novel â€Å"A Christmas Carol† where it explained how love was pushed aside because of the money. In that novel one young man loves the girl and promised that he will be with her always but girl chooses the crooked businessman over that boys love because of money. The businessman has lot of money through which that girl can buy all the luxuries of the life. Be that as it may, as of late everybody has moved toward becoming utilization arranged. We need to purchase anything that is new and available and gets our advantage and we are falling prey to the alluring bundling and advertisements of an item. In this manner we purchase things that we have little requirement for which thus profits. Another example for this quotation is from book â€Å"the Great Gatsby† which was written by F.Scott Fitzgerald. In that book author mentioned what was the impact of money on Gatsby as he loves one girl a lot but unable to speak as she was very rich and wealthy. This states that money includes in each aspect of the live and it reflects in the person mannerism and voice. There are various instances where wealthy people think that because of money they can treat others as slaves and can do anything with them. Thus we can conclude that due to money person gets power to handle everything and others live. Another phase of money is that it can be a motivator which influences the activity of human from politics to geological exploration. The greed of the money makes the person evil, money is not evil. From various arguments I think that it’s not money that makes the world go round it’s us who created the money as monster and permitted it so that it can control and take over the lives of the person. Despite the fact that money has few significance in the lives as each part of the lives spins around the money, yet in the event that we attempted to be content with some we may not face those type of reliance. The assortment of the items that are confronted makes it exceptionally troublesome for us to get content with what they have. We people made money above our happiness and lives. Due to this money never completing pursuit made society very selfish. People used to forget that with money there are things which we cannot buy such as emotions, happiness, togetherness, sharing and many more. One of the Chinese proverbs explains it fantastically saying that money can buy a house but cannot make it a home. Money cannot buy good life, respect, and health, sleep and time knowledge. It can buy only the materialistic things but not the emotions or feelings. A person has lot of money in his/her bank amount but still be poor as he/she is not satisfied or not content in their lives. This notion can be supported by a small and sweet story in â€Å"A Christmas memory† by author Truman Capote. The story is based on a child who didn’t get anything on Christmas apart from kite and some worn outs and handed down but still that child is satisfied and enjoy the day with the kite. In the same book there was another example where a family was given lots of money to buy a new Christmas tree but they refused it as they attached with their old Christmas tree and have to celebrate the festival with that only. The above two examples reflects that the satisfaction and contentment are important and above money. People used to think that to become success we should have money whereas success is based on 8 factors: community, financial, spiritual, career, family, personal needs and health. Thus to become successful you have to get all the above 8 factors and not just financial stability. There are many cases where a wealthy person is not able to get good health and died and all his wealth are not sufficient to make him live. Thus, it can straightaway say that all the wealth is not sufficient to save the live and it will be left behind after the person. The only thing which will be remembered are the good deeds, good behavior and the words a person speaks. If you need us to modify or need references for this Essay, please reach out to us today. Money Makes the World Go Round Essay Money Makes the World Go Round Essay Student Submitted Essay – Want our site version, give us a call today! In year 1960, there was a musical play happened named as â€Å"Cabaret† where this quotation â€Å"Money makes the world go round† introduced first. In that play, there was a song sung by female lead actress where she expresses her love and the male actor reply with this quotation. This line implies that money makes the world turn and society highly dependent on the money. â€Å"Success† is generally interpreted as meaning material achievement; the more the cash the more effective one is. This incorporates the measure of cash one procures, the sort of auto he drives or the span of his home. The basic meaning of the above quotation is that without money world would stop and it is true to some extent as without money people cannot afford shelter, nor food. Let’s explore further, does the money makes the world go round? If you have money, various options or doors gets opened for a person. The importance of money becomes even more important when you have zero or no money. For example, someone poor will do anything for money so that they can at least fulfill their basic needs. Money empowers us to bear the cost of a superior personal satisfaction; more cash implies greater and better cars and luxurious houses, better quality items, better amusement and so on. Another favorable position is less worry for paying bills and other family costs. Money may likewise enable a man to pursue their fantasies, for instance a man who needs to accomplish advanced education will be unable to do it without money. The above quotation was explained in various places such as in one of the Charles Dickens novel â€Å"A Christmas Carol† where it explained how love was pushed aside because of the money. In that novel one young man loves the girl and promised that he will be with her always but girl chooses the crooked businessman over that boys love because of money. The businessman has lot of money through which that girl can buy all the luxuries of the life. Be that as it may, as of late everybody has moved toward becoming utilization arranged. We need to purchase anything that is new and available and gets our advantage and we are falling prey to the alluring bundling and advertisements of an item. In this manner we purchase things that we have little requirement for which thus profits. Another example for this quotation is from book â€Å"the Great Gatsby† which was written by F.Scott Fitzgerald. In that book author mentioned what was the impact of money on Gatsby as he loves one girl a lot but unable to speak as she was very rich and wealthy. This states that money includes in each aspect of the live and it reflects in the person mannerism and voice. There are various instances where wealthy people think that because of money they can treat others as slaves and can do anything with them. Thus we can conclude that due to money person gets power to handle everything and others live. Another phase of money is that it can be a motivator which influences the activity of human from politics to geological exploration. The greed of the money makes the person evil, money is not evil. From various arguments I think that it’s not money that makes the world go round it’s us who created the money as monster and permitted it so that it can control and take over the lives of the person. Despite the fact that money has few significance in the lives as each part of the lives spins around the money, yet in the event that we attempted to be content with some we may not face those type of reliance. The assortment of the items that are confronted makes it exceptionally troublesome for us to get content with what they have. We people made money above our happiness and lives. Due to this money never completing pursuit made society very selfish. People used to forget that with money there are things which we cannot buy such as emotions, happiness, togetherness, sharing and many more. One of the Chinese proverbs explains it fantastically saying that money can buy a house but cannot make it a home. Money cannot buy good life, respect, and health, sleep and time knowledge. It can buy only the materialistic things but not the emotions or feelings. A person has lot of money in his/her bank amount but still be poor as he/she is not satisfied or not content in their lives. This notion can be supported by a small and sweet story in â€Å"A Christmas memory† by author Truman Capote. The story is based on a child who didn’t get anything on Christmas apart from kite and some worn outs and handed down but still that child is satisfied and enjoy the day with the kite. In the same book there was another example where a family was given lots of money to buy a new Christmas tree but they refused it as they attached with their old Christmas tree and have to celebrate the festival with that only. The above two examples reflects that the satisfaction and contentment are important and above money. People used to think that to become success we should have money whereas success is based on 8 factors: community, financial, spiritual, career, family, personal needs and health. Thus to become successful you have to get all the above 8 factors and not just financial stability. There are many cases where a wealthy person is not able to get good health and died and all his wealth are not sufficient to make him live. Thus, it can straightaway say that all the wealth is not sufficient to save the live and it will be left behind after the person. The only thing which will be remembered are the good deeds, good behavior and the words a person speaks. If you need us to modify or need references for this Essay, please reach out to us today.