Relationships Affected By Media - 1112 Words

The media The media can come in many forms. From social media, magazines to Television. Although there are fundamental differences the core purpose of all media is communication. Whether it be to inform, entertain or advertise. Communication Communication comes in many forms as well. For example: written or spoken communication. These all involve the the exchange of information through different medias. In order for communication to be carried our correctly, understanding must be accomplished which in turn effects your relationships. Relationships Relationships refer to interaction between yourself and other people. There are many types of relationships. For example: Casual, filial and romantic relationships. The following†¦show more content†¦Some magazines however do provide us information in order help us understand our partner based on gender and age. Reading the newspaper, or watching CNN makes people base most of what they think they â€Å"know† about people on accounts made by other people. For instance: Watching a business story explaining the WhatsApp deal. The reporter will explain the outcome of the deal and show press conferences with all the major stakeholders. Afterwards, there will be an in depth analysis by â€Å"experts† who describe how such deal could take place. People take this â€Å"advice† and use it in the real world to communicate and forge deals of their own. However, people thus do not base their decisions they make in relationships on experience but rather what they see on TV News Channels sometimes censored by a government. Relationships in business should be based on integrity and respect. Not on self gain and â€Å"get rich fast† as most news media propose. News agencies are able to indoctrinate us into what they call â€Å"correct† business relationship values. With news media being able to influence people so easily they also have the ability to eradicate social and moral evils from a society, such as: Racism. In which they get people to understand each other and force good values and beliefs like acceptance and equality. Music media is one of most prevalent (after Television) in an adolescent’s life. Later on, after development a person will chose to likeShow MoreRelatedHow Has Social Media Affected the Relationship Between Celebrities and Fans?1990 Words   |  8 PagesHow has social media affected the relationship between celebrities and fans? These days it seems that the Internet, a post-modern medium, something so complex and vital to our society as being reduce to a mere antiquity of personal feuds and interactive relationships (or at least the satisfaction of what seems like a relationship) between people. The rise of social media applications like Twitter and Facebook allows people to voice their opinions to wider audience, creating a pluralist, postmodernRead MoreCommunication : A Essential Component Of A Healthy Social Lifestyle1415 Words   |  6 Pagessuffer when interviewing for a job, getting and maintaining a healthy relationship, and any other kind of interaction that includes an actual conversation† (Free, Jack). Activities such as texting, using social media, and using general technology, hinder the required social skills that people need. Texting is currently the most thriving communication method that people use; however, this way of communication has negatively affected the general public’s social skills. Texting reduces the need for in-depthRead MoreSocial Media And Its Effects On Society1166 Words   |  5 PagesSykes, a fiction author states. Oxford Dictionary defines social media as â€Å"a variety of websites and applications that enable users to create and share content or to participate in social networking† (Oxford Dictionary Online). In this technological age, it is apparent that social media has become the main gateway to connect and interact, not only with our friends and families but also with the world around us. Using social media, including social networking sites, is now an essential part of everyone’sRead MoreSocial Medi Effects On Relationships1178 Words   |  5 PagesSocial Media: Effects on Relationships Social media has affected culture in many ways, mostly relationships. People who are affected by the change in their culture do to society, don’t realize the change that has occurred. Over the years social media has drastically increased and plays a huge role within relationships causing insecurity. Dating sites like EHarmony, Christian Mingle, and others have grown in popularity. Not only have the dating sites become more predominant, there are even ways toRead MoreSocial media affects people’s daily lives. Think about how social media has affected your life.800 Words   |  4 PagesSocial media affects people’s daily lives. Think about how social media has affected your life. Many people that interact with technology do not realize how much Facebook and Twitter have affected their own lives, so they surely do not realize how much it has affected a business’s marketing structure. Bill Bowerman, once a head coach at the University of Oregon, and Phil Knig ht, a long distance runner once at the University of Oregon, paired up to start making athletic shoes. They first started workingRead MoreSocial Networking And Its Effects On The Life Of The Youth1115 Words   |  5 Pagessocial networking is affecting the life of the youth. Social media is the collectivity of online communications that allows users to create a profile, upload images, videos, and share memorable moments with friends and colleagues. Since this phenomenon was created, it has been a revolutionary medium that has affected every country and age group around the world. Although some may say that the changes it has caused are positive , Social Media has evolved to be one of the greatest factors of social isolationRead MoreThe Impact of Media on Society853 Words   |  3 PagesHow much of an impact does the media have on your life? How many hours do you spend on the phone, watching television, or browsing the internet? Whether you choose to believe it or not, the media pl ays an enormous role in our everyday lives, and its impacts continues to stretch as technological advancements and other innovative creations come into place. One of the largest groups that the media affects, we fear is our children. As media continuously grows and undergoes changes, more and more childrenRead MoreRelationship Between Attitude And Behavior And Facebook Usage1338 Words   |  6 PagesA different study conducted by Pavica Sheldon, a communication arts Assistant Professor at University of Alabama in Huntsville, evaluated the relationship between attitude and behavior and Facebook usage. Sheldon’s study revealed that of the 327 surveyed, those who used Facebook participated more often in social activities than their counterparts (Sheldon 1962). It also showed Facebook users sought after creating experiences and were more susceptible to boredom (Sheldon 1962). This may be due toRead MorePhysical And Relational Aggression Within Relationships Around The World845 W ords   |  4 Pagesand relational aggression within relationships around the world is depressingly widespread. Many people will be quick to attribute this to the large spectrum of violence being shown on media to everyone. Research has shown that being exposed to physical or relational aggression from any form of media can possibly have an impact of one’s likelihood to engage in such behavior. However, these explorations rarely look at the subject in the context of romantic relationships. In this research paper, CoyneRead MoreEssay on Film Analysis: Beautiful Mind1418 Words   |  6 PagesIn summary, majority of movies and popular entrainment media sources portrays people with schizophrenia as violent and with homicidal and suicide thoughts. In addition, most characters in these media sources are portrayed as Caucasians, males, and with supernatural abilities (Gaebel, 2011). In the movie A Beautiful Mind, schizophrenia is portrayed as a very severe and debilitating mental condition that makes it difficult for the affected individual to think logically or behave normally. The movie

The Epidemic Of The United States - 1459 Words

Reason for the case: Epidemic Obesity in the United States Summary Of The Case The problem of obesity has reached the epidemic levels in the US. More than 65% of the American adults are classified obese these days. This is a very huge number. Today Americans are plagued by diseases of which 120000 are because of obesity. An obese person in America is likely to incur $1,429 more in medical expenses annually. Approximately $147 billion is spent in added medical expenses per year within the United States. Although obesity is considered a preventable condition and has been increasing within the United States, no effective treatment has been developed. Health authorities anticipate no change to this vector. Of all the big countries, only†¦show more content†¦More than that, people are reluctant to accept this grim situation and to work towards improving it. US Government is very concerned by this rising obesity in its citizens and is dedicate to work towards it. There are calls to formulate laws which will make it mandatory for restaurants and eateries to make low calorie food. Some local governments have taken steps in this regard with huge success. For example, in the city of Somerville, to Increase access to affordable healthier foods, the government implemented a farmers market that was culturally and economically appropriate for the community. What I did was, promoted the local farmers and spread the awareness regarding organic and natural foods. Similarly, In New York, to decrease the consumption of sugar sweetened beverages in children, The NY City Board of Health amended its health code to prohibit serving beverages with added sweeteners and places limits on beverages served in licensed day care facilities. The main problem plaguing the Americans is not only their food but also their lifestyle. Cutting down on Oil and fast food dos help, but in order to stay fit you have to exercise, and sadly not many are ready to do that. Lack of physical activity is a pressing indictment on how the US society has grown over the years. The shift from manual work to computers have also played

Organic foods Free Essays

Organic foods are defined as foods without pesticides, antibiotics,or gefetically altered organisms. Organic farming began in the late 1940’s in the united states, and in recents years it has grown into a multi-billion dollaer industry. Sales for organis foods in the past decade have increased annually by 20%. We will write a custom essay sample on Organic foods or any similar topic only for you Order Now Its 20% growth is ten times as much as non-organic food’s growth. Organic food makes up only a fraction of the food market even though there are over ten million consumers. The sales of organic foods are expected to climb to over 6 billion dollars within the upcoming years. Soil is also a crucial component of the organic process. Soil is said to be organic when it has been deemed ‘clean’ for three years. Making a commitment to healthy eating is a great start towards a healthier life. Beyond eating more fruits, vegetables, whole grains, and good fats, however, there is the question of food safety, nutrition, and sustainability. How foods are grown or raised can impact both your health and the environment. This brings up the questions: What is the difference between organic foods and conventionally grown foods? Is â€Å"organic† always best? What about locally grown foods? Organic food, natural cleaners, green businesses, even organic clothing; natural and organic products continue to be the centre of attention for those seeking a healthier lifestyle, but just what is organic food, is this organic trend long-lasting, and what organic food facts provide compelling reasons to grow, shop, cook and eat organic food. Today, organic food accounts for 2% of global food sales and is growing at an average rate of 20% each year. Today, you can have your organic food delivered, buy it online, at your local grocery store, grow it yourself and order organic food at many restaurants. This continuing rise in demand creates a need for regulations to protect both consumers and farmers. Organic food is not the same thing as natural food. Natural refers to the way a food is processed rather than the ingredients. A food that is free of additives and preservatives, but contains commercially-produced ingredients, is considered natural. Organic food contains primarily organic ingredients, while natural foods may be made with items grown with the aid of chemicals as well as genetically modified ingredient and it is not just apples and bananas. Nearly every food available also has an organic version in today’s market. Organic milk, chicken, and even pasta can be found right on the shelves of your neighbourhood supermarket. Many leading food manufacturers are creating organic food in convenience packaging to fit into modern lifestyles. Canned organic tomatoes and frozen organic peas are among many options. Organic food is not bland and tasteless. In fact, most people claim organic ingredients are fresher and more flavourful than conventionally grown foods. Chemical residues, added ingredients, and hurried, mass production detract from the natural juices within fruits and vegetables. Organic food is free of chemicals, leaving nothing but pure, fresh flavour. Regulations and procedures for organic certification are still relatively new but organic farming and cultivation are not. Farmers were using natural, chemical-free methods of growing long before pesticides and fertilizers were available. As more research continues to reveal the dangers of these chemicals to both humans and the planet, consumers continue to explore the benefits of organic food. The advantages of arganic food are that you can choose to grow and/or buy food that is healthier for you, and the environment; cooking and eating organically also often offers more flavor and better tasting foods. Use organic farming methods and organic gardening tactics such as organic garden fertilizer and compost to grow your food; the organic food advantages and organic food benefits are significant for you, your family and the planet. Organic food benefits have been a hot topic for more than a decade now but it wasn’t until relatively recently that these advantages were supported by more than just hearsay. Extensive research conducted over a number of years has proven that organic food not only tastes better than commercial foods, but it is also better for us and our children, as well as our animals, wildlife, and the environment as a whole. Care and maintenance of soil, and preventive farming methods like crop rotation create fruits and vegetables that contain up to 50% more vitamins, minerals, and other nutrients than intensively farmed foods. Encouraging natural and organic farming methods and gardening practices, will allow organic soil to rebuild and contribute healthy vitamins and minerals to feed the crops, and you. Organic foods have higher levels of many disease-fighting antioxidants and essential vitamins, including Vitamin C. Industrial pesticides and fertilizers used in intensive farming contain synthetic, toxic chemicals, residues of which remain in the food they are involved in producing. Organic farming uses natural, synthetic-chemical-free methods that produce foods much safer for the humans, as well as the animals, that consume them. And if you grow your own fruits and vegetables, using organic garden fertilizer, natural pesticide methods, and organic soil Such chemicals are responsible for a number of common allergies and have also been linked to serious diseases like cancer and Alzheimer’s disease. An organic diet significantly lowers these risks. How to cite Organic foods, Papers Organic Foods Free Essays Are Organic Foods All They Are Hyped Up To Be: An Overview Of The Organic Food Industry Today, with cancer and obesity cases increasing quickly, people are turning their attention to the foods they are consuming. Such diets as the vegan, vegetarian, lacto-vegetarian, paleo, raw, and locavore are becoming more and more popular. The one thing these diets all have in common is the belief that organic foods are better than conventional foods. We will write a custom essay sample on Organic Foods or any similar topic only for you Order Now Similar to conventional foods, organic foods contain chemicals and toxic bacteria, emit more greenhouse gases, and are not sustainable. The chemicals in organic foods cause harm to people and the environment. Furthermore, organic foods travel long distances, producing larger amounts of greenhouse gases and changing the nutritional content of the food. Organic foods also use more land and produces less food. Though there is much hype about eating organic produce, consumers may want to weigh out their options. Most people believe organic foods are better for you and the environment because they do not use chemicals. For instance, The USDA website states that organic foods are foods that are produced without using most conventional pesticides; fertilizers made with synthetic ingredients; bioengineering; sewage sludge; or ionizing radiation (USDA). The truth is organic foods claim to be chemical-free except the organic pesticides they are allowed to use are so dangerous they have been â€Å"grandfathered† with current regulations and are not required to undergo strict modern safety tests. For example, organic farmers are allowed to use copper to treat fungal diseases on their farmland crops. Copper is not biodegradable and stays in the soil forever and is toxic in excessive amounts to the human body (Johnston). Another example is in India, who is a large manufacturer and exporter of organic foods to the United States. It has recently been estimated that 75% of India’s surface water is contaminated by human and agricultural wastes (Michael). Organic foods can be just as harmful to humans and our environment. There is also debate whether ingesting harmful chemicals, which are sprayed during conventional farming methods in order to kill other living organisms, are toxic to the human body. Because organic foods do not use fungicides and such, they are also frequently contaminated with bacteria and naturally occurring toxins that are harmful for human digestion (Miller). Studies have been performed to test the harmful effects to humans from organic chemicals. A recent study released by the National Institute of Environmental Health Sciences (NIEHS) of 110 people and 358 matched controls showed two organic pesticides commonly used today, rotenone and paraquat, are linked to the development of Parkinson’s disease in humans. Use of either of these pesticides makes people 2. times more likely to develop Parkinson’s disease. Rotenone prevents the mitochondria from making necessary energy within cells. Similarly, paraquat produces excessive harmful oxygen by-products that are harmful to cellular structures (NIH). Furthermore, A 2007 Study of Use of Products and Exposure-Related Behavior (SUPERB) surveyed 364 children between ages two and five in order to compare toxin consumption and cancer risk factors. Research found all children examined had excessive amounts of arsenic, dieldrin, DDE and dioxins, all known to cause cancer. In addition, over 95% of preschool children had unacceptable amounts of acrylamide; a cooking byproduct found in potato and tortilla chips, also know to cause cancer (University of California). With so many pesticides and toxins, organic or not, proving to be harmful to the human race, it is difficult to understand what the best options are. Research concludes all chemicals, natural or synthetic, are damaging to the human body and the environment. So the question remains, is it better for people to ingest organic and synthetic chemicals or harmful bacteria and toxins? Organic foods travel long distances and may be more damaging to the earth. Rich Pirog, the associate director of the Leopold Center for Sustainable Agriculture at Iowa State University, states that food travels 1,500 miles on average from farm to consumer, giving birth to the term â€Å"food miles†(DeWeerdt). Priog’s team concluded that conventional food distribution systems used four to 17 times more fuel and emitted five to 17 times more CO2 than the local and regional systems. However, Priog mentions that food miles are a good measure of how far food has traveled. But they’re not a very good measure of the food’s environmental impact (DeWeerdt). For instance, heated greenhouse tomatoes in Britain use up to 100 times more energy than those produced in fields in Africa (Johnston). Another example is our country’s largest retailer for organic foods, Whole Foods. They actually purchase most of their products from China and only mention it in small fine print on the back of the products. Upon choosing your produce, it is helpful to check the label to identify the food miles accumulated. Media and advertisements lead people to believe organic produce has a greater nutritional value than conventional foods. The USDA website makes no claims that organically produced food is safer or more nutritious than conventionally produced food (USDA/Miller). Likewise, the United Kingdom’s Food Standards Agency reported that there is no proof organic food is more nutritious than conventionally grown varieties (Taverene). The Environmental Protection Agency (EPA) regulates the organic food industry. Their standards have recently been scrutinized for allowing minimal amounts of approved chemicals. The EPA suggests the minimal traces of dangerous chemicals found in organic or conventional foods are not harmful to humans. However, studies report children and elderly are at the greatest risk of the damaging effects from chemicals. Charles Benbrook, previously a chief scientist for the Organic Center, states that the best benefits of organic foods are for children, pregnant women, and elderly who all tend to have weakened immune systems. Furthermore, he also reports studies that have followed pesticide levels in pregnant women’s blood and found their children to score four to seven percent lower on IQ tests compared to their classmates (Chang). Organic foods are a wise choice for certain populations. Most people choose organic products believing they are sustainable. Organic farms yield 20-50% less produce compared to conventional farms, making organic farming a less efficient use of land. For example, organic potatoes use less in terms of fertilizer production and/or energy, but require more fossil fuel for plowing. For example, a hectare of conventionally farmed land produces 2. 5 times more potatoes than an organic one. Subsequently, if only organic foods were available, half the current human population would starve to death (Taverene). Orgainc foods tend to cost more than conventional foods. Although organic food yields are less, prices are as much as triple the cost of conventional foods (Taverene). This is due to the greater amounts of labor involved with organic farming procedures. Organic farmers are also held legally responsible for cross-contamination by genetically engineered foods, which in turns raises costs of organic produce. Organic farming uses fewer chemicals, which in turn promotes greater farmland biodiversity. According to the Organic Trade Association, organic fields also require less irrigation, reduce pollutants in ground water and create richer soils that aid plant growth while reducing erosion. Organic methods also minimize pesticides that can end up in your drinking glass. The Environmental Working Group (EWG) reports various cities in the United States to have unsafe levels of tap water consistently for weeks at a time (DeWeerdt). Some studies show no benefit to people consuming organic foods. Although high doses of pesticide cause cancers and birth defects, there is no evidence proving the miniscule amounts of chemicals found in conventional foods are damaging to human health. Some studies released show cancer occurrences among farmers, who are often exposed to relatively high levels of these chemicals, are no more frequent than in other occupations. Furthermore, during the last fifty years, during a time when synthetic chemicals became the industry standard for food production, the average life expectancy has increased by over seven years (Chang). Organic foods claim to have more nutritional content than conventional foods. However, every fruit and vegetable has differing nutritional composition, which depends on a wide variety of factors including but not limited to growing conditions and season, fertilizer administration, and means of crop protection (i. e. , herbicides, pesticides, fungicides, etc. ) Food products from animal sources also differ in nutritional contents depending on such factors as age, breed and feeding routine of the animal. Furthermore, the nutritional compositions of raw foods increase during processing, transportation, storage, and cooking before consumption (DeWeerdt). Locally grown food decreases the transportation period, resulting in less carbon emissions to the environment and less oxidization to the produce, therefore providing better nutritional content (Chang). Furthermore, organic food usually tastes better, contains no synthetic fertilizers, pesticides or herbicides, which are known to cause cancer, and are more often locally grown. Furthermore, the USDA describes organic food as, food produced by farmers who promote the use of renewable resources and the conservation of water and soil to improve the quality of the environment for future generations  (USDA). Organic foods are not always better than conventional foods. It must be considered the bacteria and toxins remaining on organic produce, the environmental effects and chemical additions in order to make an adequate decision of what type of produce to purchase. After studying the USDA food pyramid logo, it is apparent that the federal government encourages consuming more fruits, vegetables, and grains without any evaluation of the current farming procedures that manufacture these foods. The food pyramid also suggests an apple is an apple and that we should be eating more apples and less processed foods, sugars and fats. (Michael) How to cite Organic Foods, Essay examples

Business Communication Patterns- MyAssignmenthelp.com

Question: Discuss about theBusiness Communicationfor Written Communication Patterns. Answer: Examples of Humor in the United States that U.S Persons Expect Foreigners to Understand Humor is described as a phenomenon that is influenced by the culture of the individual and thus it becomes difficult to define the sense of humor that an individual may have. However, humor has been defined as something that may be funny, comical or amusing. It is associated with intelligence and part of what makes the society a better place to be(Jie 2016). Different nations and cultures have different have their own humor which varies from one to another. Sometimes people believe that same language like for example American and British share English but their humor is quite different making it difficult for people from the two sides to understand the humor that each of the culture has. American comedy is commonly Slapstick and physical being based around pratfalls and mild comic violence. This thus makes the humor more physical with lots of action based on laughing at stupid mistakes or clumsy accidents. For example April fools day is a playful holiday celebrated by American with a sense of humor. This day entails playing practical jokes that are planned ahead of time by doing something clumsy or stupid like changing the physical environment to cause something to happen. After playing the joke, the members shout April fools day making the fool to see the humor in the joke(Mousseau-Douglas 2015). This makes American jokes straightforward and more obvious like the lifestyle that they lead. The humor lacks a sense of emotion that is buried in unlike the British way of doing things. This makes the humor more open rather than satirist or exaggerating. Insults are also common in American humor where insults and impersonations are used to crack jokes and create humor. This is criticizing others personality, behavior or looks to make others laugh. For example Robin Williams was known for the jokes that led to impersonation and funny characters that create humor. This entails insults that create humor but real sense they do not mean what they are saying. For example Americans use funny words in their conversation like mother fucker when referring to a male person while bitch is used to mean a female person(Denslov, Tinkham and Willer 2014). On the other hand insults are common in American slung with the use of the word fuck you or the finger sign to mean acknowledging what the other person says. When an American is impressed with something they will always say fuck you while when they are not interested they will say go fuck yourself. Many American televisions shows use sarcasm and situational irony to create humor. This entails use of puns that create a lot of irony in the humor. This humor and irony mostly revolves around American culture highlighting the problems that the country experiences. This jokes seeks to create humor by criticizing American customs, news, celebrities, and politicians to create strange funny ideas about American habits. This humor may not be understood well by a foreigner who comes from a different culture like the British(Kohut 2006). However, when Americans use irony they tend to explain that they were just joking rather than meaning what the message was being passed in the humor(YANG 2010). This is based on the upbringing that Americans have been brought with which is based on the struggle as the real American dream. For example when some says if you dont come out today, I am going to shoot you! then an American will add something like just kidding since most Americans do not like usi ng irony on each other if it may cause damage. This is because Americans are used to guns. Therefore humor is based on cultural influences that a country has to determine what is humorous and what is not. This is based on historical developments that a country has gone through and the cultural developments that define the relationships that people have(Pegg 2007). Since language is part of culture, it means that culture will largely shape how language is used within a certain set up, country or region. Business Communication Corporate communication is based on passing messages between organizations in different environments and cultures. It is worth noting that even though English is just similar, there are differences in written English which differed between American and British English. On the other hand, conventional formal writing styles vary from language to language. For example English, German, French, Chinese or Korean have different conventional writing ways that define the culture of the country. Without clear understanding of international English, users are prone to lexical errors which may carry different meanings. To internalize this writing styles individuals need to be guide on how to use writing styles and tones that appear in different languages. This is understanding communication and writing approaches that can be used to ensure that they respect the background of the language being used(Anonymous Anonymous). This includes how salutations, dates, diplomatic titles and greetings are u sed in business communication. With different communication tools like the facsimile machine, telephones, emails and letters, preference levels will vary from one country to another. With globalization affecting almost every business environment, organizations have gone global in their business expanding their operations beyond the mother country. This means that the way recruitment is handled in the existing countries may vary depending on how the country runs the process. For example the way resumes are written in United States, Canada, China and France will vary which means that the process and communication process needs to be tailored according to the country context rather than standards in the mother country. Therefore Newman and Ober (2013) suggest that business communication is an important element in coordination of business initiatives in a certain country. Expatriates need to understand the cultural elements of the country they are working in and probably undergo intercultural training as a way of ensu ring that they understand and appreciate cultural contains within the country and how they affect the overall nature of communication. References Anonymous. Anonymous. "Written Communication Patterns." In Anonymous, by Anonymous, 138-174. Denslov, Lanie, May Tinkham, and Patricia Willer. 2014. Introduction to American Life. U.S Culture Series, Bureau of Education and Cultural Affairs. https://www.nafsa.org/uploadedFiles/NAFSA_Home/Resource_Library_Assets/Publications_Library/american_life.pdf?n=4371. Jie, Zhang. 2016. "James Thurbers Humor Represents Typical American Humor." Sino-US English Teaching 13 (5): 395-400. Kohut, Andrew. 2006. America Against the World. Times Books. Mousseau-Douglas, Emily. 2015. "Whats So Funny: Comedy in America." The Morning Side Review, January 7. https://morningsidereview.org/essay/whats-so-funny-comedy-in-america/. Newman, Amy, and Scott Ober. 2013. Business Communication: In Person, In Print. 8th. Mason: South-Western Print. Pegg, Simon. 2007. "What are you laughing at?" The Guardian, February 10. https://www.theguardian.com/film/2007/feb/10/comedy.television. Yang, L. M. 2010. Contemporary college English. Beijing: Beijing: Foreign Language and Reach Press.

Teaching English as a Foreign Language in Kuwait

Introduction The Kuwaiti government has introduced a policy that seeks to provide equal education opportunities to all children. As such, the country’s leadership is promoting the English language to sustain its growth and development (Zheng 2009).Advertising We will write a custom research paper sample on Teaching English as a Foreign Language in Kuwait specifically for you for only $16.05 $11/page Learn More The rationale underpinning this strategy is that English has become the Lingua Franca of the contemporary world (Pajeres 2013). The Ministry of Education has mandated its institution of higher education and schools to teach English as a Foreign Language (EFL). The purpose of this goal is to enhance the proficiency and competencies of English at every level of education (Nizonkiza 2011). The findings from a recent study have shown that the majority of Kuwaiti students are incapable of communicating efficiently in English once they transition from the primary classes (Karathanos 2009). According to Pajeres (2013), these students are weak in both written and spoken English once they transition from the elementary classes. This state of incompetence has raised questions over the incapacity of teachers to provide adequate instruction. Nizonkiza (2011) has examined the manner in which Kuwait trains its English instructors. The aim of this research was to explore the association between the beliefs of teachers and the intake of vocabulary. The pursuit of the previous objective entailed answering the following research questions:Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More How do primary school teachers in Kuwait perceive the vocabulary teaching in their content area? Are the teachers’ beliefs about vocabulary teaching in harmony with the current research on lexicon instruction and development? Are the teaching practices am ong Kuwaiti primary school teachers sufficient to facilitate vocabulary intake? Do the teachers transmit vocabulary knowledge using techniques that encourage both active learning and processing? The preceding discussions have laid the foundation for the study by highlighting the need to explore teachers’ beliefs. The second part of this report will provide a brief review of the literature on the same subject matter. The methodology section will identify the approaches that the researcher used to collect and analyse raw data. The fourth section will outline the primary findings of the research. The final section will discuss the principal findings from the study, which will include implications for practice and a conclusion. Literature Review The worldviews and perceptions of teachers influence the delivery of education content significantly (Ezzi 2012; Teik 2011; Wright 2010). The teachers’ beliefs about foreign language teaching and learning have elicited a lot of in terest among researchers in the area of language acquisition. One of the areas that have received significant attention is the influence of teachers’ beliefs on classroom practices (Wright 2010). For instance, Ezzi (2012) has found out that most teachers have clear theoretical assumptions that have a direct effect on their preferred teaching techniques. Individual beliefs and attitudes are very powerful in predicting the manner in which teachers behave in the classroom (Pajares 2013). In addition, Barnard and Scampton (2008) have indicated that these components determine how people conceptualise and solve problems. Leno and Dougherty (2007) have asserted that the tutors’ perceptions about the teaching or learning process ascertain whether students will succeed or fail to master a foreign language. Ghaffarzadeh (2012b) has noted that attitudes constitute a central construct, which defines human behaviour. According to Yan (2009), these beliefs influence attitudes, polic ies, techniques and learners’ development.Advertising We will write a custom research paper sample on Teaching English as a Foreign Language in Kuwait specifically for you for only $16.05 $11/page Learn More A large body of studies conducted over the past two decades focused more on learning beliefs and self-efficacy (Brand Wilkins 2007; Ezzi 2012). The recent investigations have explored pedagogical ideas to find out if teachers have similar or different viewpoints. For instance, Zheng (2009) has suggested that novice teachers often view teaching as the process of transmitting information to passive learners directly. Barnard and Scampton (2008) have indicated that the multiplicity of attitudes among teachers affects instructional strategies and classroom management practices. Methodology The study included five teachers from a primary school in Kuwait. The researcher had intended to interview ten teachers but only five volunteered to participa te in the study. One of the teachers was responsible for coordinating literacy instruction based on the school’s policy guidelines. The others were teaching English as a Foreign Language between grades one and five. The head teacher approved the research but was not available for the interview because of official duties. Research Design and Approach This study adopted the descriptive research design to map the terrain for exploring the phenomenon of interest. The descriptive study design was also essential to identify the associations between the teachers’ perceptions and vocabulary intake. On the other hand, the research employed the quantitative approach to examining the beliefs and attitudes of the primary school teachers objectively. The choice of the quantitative methodology facilitated the development of a well-conceptualized research process.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Data Collection Techniques The research used a mixed-method approach to gathering crucial information. The rationale behind this strategy was to triangulate the research findings. Firstly, the participants completed a written questionnaire. The survey contained multiple questions using the five Likert scale items. The Likert rating scale was essential to measure the frequency with which the teachers were employing different English instruction strategies. Each of the participants responded to a set of questions that assessed how they were using different instructional techniques. Secondly, the researcher also used semi-structured face-to-face interviews to validate the information generated from the survey. The open-ended questions were necessary to seek supplementary insights through further probing. In addition, this strategy was crucial to seek clarifications in the case of vague answers. The interviews took place in a private room once the participants were through with their cl asses. The interview schedule contained questions that evaluated the teachers’ level of training, self-efficacy and beliefs. Finally, the researcher observed the teachers as they provided English instruction in the classroom. The formal teacher observation during the English lessons was critical to determine classroom practices. This technique was also crucial to validate the findings using first-hand information. The researcher sought the consent of the teachers prior to using any of these techniques. Data Analysis Strategies The quantitative data from the questionnaires and interviews has been analysed using the SPSS software. The SPSS outputs generated charts and frequency tables to make sense of the raw data. The face-to-face interviews provided qualitative data, which has been organized under three themes. The first category will provide information about the teachers’ scope of training in English instruction, including the instructional techniques. The second and third groups deal with the issues of self-efficacy and beliefs respectively. It is imperative to note that this analysis is based on the participants’ individual responses. Results Demographic Data The five teachers included in the research were of the female gender. The teachers had different years of experience in English instruction (Figure 1). The number of years ranged between 4 and 10 with a mean of 6.4 years. The participants were teaching in different grades although all of them have taught in grades one to five. The figure above illustrates the teachers’ years of experience in teaching English at a primary school level. The analysis indicated that the participants’ level of confidence increased with the number of years. This trend was evident in their teaching practices and approaches. For example, Teacher A was more adept at using the modelling technique compared to the other teachers. The Scope of Training The scope of training emerged as a one of t he critical components influencing classroom instruction and practices. Four teachers were native Kuwaitis while the remaining one was of a mixed race (British-Kuwaiti). It was essential to find out if these teachers had received any formal instruction in English. The British-Kuwaiti was more skilled in English because she started learning the language before enrolling in school. On the other hand, three teachers commenced English classes at the age of ten. The remaining teacher did not learn English until the time she was in the 12th grade. In addition, three teachers (A, B and D) did not receive training on how to teach vocabulary while studying at the University. For example, Teacher D majored in translation and linguistics. The other two teachers (C and E) received formal training at the University. These facts were explored further by asking the participants to rate their vocabulary knowledge on a scale of 1-5 (Figure 2). Figure 2 illustrates the self-rated scores about the te achers’ vocabulary knowledge with a mean score was 4.1. The three teachers who had the highest rating (above 4.5) also felt that their teaching techniques were useful. The teachers were asked if they required additional training in vocabulary instruction (Figure 3). Three teachers underscored the need to undergo further training in vocabulary while two opposed the idea. Teacher E was receptive to continuous education because of the need to learn the modern and sophisticated models of pedagogy. Teacher D was adamant about further education although she felt that this was a good suggestion.The teachers were then required to identify the areas of vocabulary instruction that they find to be more difficult (Figure 4). The majority of the teachers (60%) found it more challenging to teach abstract words. Teacher B was finding it more difficult to learn pronunciation and meanings. On the other hand, two teachers (A and C) reported facing a myriad of obstacles in simplifying the lea rning content. The researcher then asked the teachers to identify the techniques they employ considering these challenges (Figure 5). The survey also explored this issue based on the vocabulary teaching style inventory. The findings presented in Figure 5 above indicate that the teachers were using exemplars and switching language (between Arabic and English) more frequently. These two techniques were found to be more effective in supporting vocabulary intake. Classroom models and aids (especially flash cards and modelled behaviour) were also prominent. One of the teachers (Teacher C) was using videos and pictures to enhance the teaching process. The Teachers’ Self-Efficacy The teachers were also evaluated on their level of self-confidence in teaching English as a foreign language. The participants rated their self-efficacy on a scale of 1-5 (Figure 6). The purpose of this activity was to determine if self-confidence has an effect on teachers’ beliefs. According to th e figure above, all the teachers were confident in teaching vocabulary (the mean score was 4.4). The majority of the participants (80%) indicated that adequate preparation prior to teaching increased their level of self-efficacy. In addition, Teacher C and E were using the skills they acquired at the university had increased their self-esteem. Overall, all the teachers felt that adequate and appropriate instructional materials reduce anxiety and fear. The Teachers’ Beliefs The principal purpose of this study was to determine how teachers’ beliefs influence vocabulary intake. Accordingly, the researcher explored this aspect by asking the teachers to rate their attitudes about teaching English to Kuwaiti students (Figure 7). The average score was 4.4, meaning that the teachers had positive beliefs regarding the instruction of English as a foreign language. The participants gave varied reasons to support their insights. Most teachers (80%) argued that English instruction was essential to support other subjects. For example, Teacher B indicated that English complements science instruction because the latter is a universal subject. In addition, Teacher C showed that the unprecedented advances in technology mandates the students to have requisite skills in English. She gave the example of the iPad, which is one of the greatest innovations in the technological industry. On the other hand, all the teachers supported the use of formal tests to examine the students’ skills in both written and spoken English. Discussions Analysis and inferences The first theme of the findings underscored the significance of formal education and training in English instruction. Three of the five teachers had not received any formal training in vocabulary while studying at the University. This limitation was affecting the choice of teaching techniques. The instructors were finding it difficult to teach abstract words. Another teacher could not develop the best strateg ies to simplify the learning content. These findings highlighted the need for further training, which receive support from most teachers. These results were consistent with those from previous studies. For instance, Pajeres (2013) has found that the high education system in Kuwaiti is inadequate to meet the demands of English instruction. Fleming, Bangou and Fellus (2011) have asserted that inappropriate training contributes to the adoption of unproductive classroom practices. Secondly, self-efficacy emerged as a critical aspect of English instruction. The teachers rated their level of confidence highly for two reasons. First, prior and adequate preparation was essential to boost their self-esteem and conviction. Second, the two students who had received formal education in vocabulary instruction were more assertive than those who did not. Thus, this study established a relationship between training and self-efficacy, which is consistent with the previous findings (Brand Wilkins 20 07). Adequate training plays a fundamental role enhancing self-confidence during classroom instruction (Phipps Borg 2009; Watkins 2007; Wright 2007). According to Bolton, Graddol and Meierkord (2011), the teachers who have received formal training in vocabulary instruction are more adept in adopting efficient teaching practices than those who have not. Thirdly, this study has confirmed that teachers’ beliefs influence instruction practices. The teachers firmly believed that the Kuwaiti children should learn English as a second language. The elemental factor that supported the preceding assertion was the standpoint of English in the modern world. One of the teachers indicated that the students require basic skills in the English language in order to adapt to the technological advances. These results are similar with those in the reviewed literature. For example, Zheng (2009) has opined that English will become the language of choice in both political and commercial discourses . The teachers had positive beliefs and attitudes about teaching vocabulary. The high regard for English as a foreign language was facilitating these teachers to develop sound instructional practices. The present research has indicated that the instructional methods were efficient in meeting the students’ learning outcomes. Conversely, previous studies have shown that Kuwaiti EFL teachers are biased against the English language (Karathanos 2009; Nizonkiza 2011; Pajeres 2013). According to Nizonkiza, these prejudices have an adverse effect on the students because the teachers only teach for economic benefits. Pajeres (2013) has asserted that Kuwaiti students have inadequate skills in both written and spoken English. The use of normative teaching techniques is one of the contributors to this dismal performance (Karathanos 2009). Implications for practice The findings from this study have established the significance of formal training and education in vocabulary teaching. Adequ ate and appropriate training is essential because it affects self-efficacy and perceptions. Thus, the Kuwaiti Ministry of Education should make concerted efforts to improve the current system of education. Secondly, the school administrators should consider introducing in-house training programmes, which will be crucial to enhancing the teachers’ skills and competencies in English. Conversely, this study analysed data from only five teachers. The small sample size means that the findings of this research cannot the extrapolated and generalized to other populations. This study has provided the basis for conducting additional studies, which will include a larger sample drawn from multiple schools. Conclusion This research has established the fact that teachers’ beliefs and attitudes affect instruction practices, which subsequently influence vocabulary intake. On the other hand, the level of training and education also plays a significant role in shaping these perceptions . The global politics and economies in the modern society require individuals who are proficient in both written and spoken English. As such, it is essential to enhance the instruction of English as a foreign language in Kuwait. The realization of this goal necessitates the development of a foundational English syllabus emphasizes vocabulary intake, speaking skills, listening skills and grammar. The English course content for both teachers and students should use authentic texts to address the socio-cultural aspects of learning. Reference List Barnard, R Scampton, D 2008, ‘Teaching grammar: a survey of EAP teachers in New Zealand’, New Zealand Studies in Applied Linguistics, vol. 14, no. 2, pp. 59-82. Bolton, K, Graddol, D Meierkord, C 2011, ‘Towards developmental world Englishes. World Englishes, vol. 30, pp. 459–480. Brand, B Wilkins, J 2007, ‘Using self-efficacy as a construct for evaluating science and mathematics methods courses’, Journ al of Science Teacher Education, vol. 18, no. 2, pp. 297-317. Ezzi, NAA 2012, ‘Yemeni teachers’ beliefs of grammar teaching and classroom practices’, English Language Teaching, vol. 5, no. 8, pp. 170-184. Fleming, D, Bangou, F Fellus, O 2011, ‘ESL teacher-candidates’ beliefs about Language’, TESL Canada Journal, vol. 29, no. 1, pp. 39-56. Ghaffarzadeh, HMA 2012a, ‘The effect of teachers’ lexicon teaching beliefs on EFL learners’ vocabulary Intake’, Journal of Education and Learning, vol. 1, no. 2, pp. 156-160. Ghaffarzadeh, HMA 2012b, ‘Function-based vs Meaning-based beliefs in teaching vocabulary’, Bellaterra Journal of Teaching Learning Language Literature, vol. 5, no. 4, pp. 20-41. Karathanos, K 2009, ‘Exploring US mainstream teachers’ perspectives on use of the native language in instruction with English language learner students’, International Journal of Bilingual Education a nd Bilingualism, vol. 12, no. 6, pp. 615-633. Leno, LC Dougherty, LA 2007, ‘Using direct instruction to teach content vocabulary’, Science Scope, vol. 31, no. 1, pp. 63-66. Nizonkiza, D 2011, ‘The relationship between lexical competence, collocational competence, and second language proficiency’, English Text Construction, vol. 4, no. 1, pp. 113–145. Pajares, MF 2013, ‘Teachers’ beliefs and educational research: cleaning up a messy construct’, Review of Educational Research, vol. 62, no. 3, pp. 307-332. Phipps, S Borg, S 2009, ‘Exploring tensions between teachers’ grammar teaching beliefs and practices’, System, vol. 37, pp. 380-390. Teik, OC 2011, ‘Pre-service teachers’ beliefs about the teaching and learning of grammar’, The English Teacher, vol. 40, pp. 27-47. Watkins, D 2007, ‘Learning and teaching: a cross-cultural perspective’, School Leadership and Management, vol. 20, no. 2, pp. 161-173. Wright, T 2010, ‘Second language teacher education: review of recent research on practice’, Language Teaching, vol. 43, no. 3, pp. 259-296. Wright, WE 2007, ‘Heritage language programs in the era of English-only and no child left behind’, Heritage Language Journal, vol. 5, no.1, pp. 1-26. Yan, H 2009, ‘Student and teacher demotivation in ESL’, Asian Social Science, vol. 5 no. 1, pp. 109-112. Zheng, H 2009, ‘A review of research on EFL pre-service teachers’ beliefs and practices’, Journal of Cambridge Studies, vol. 4, no. 1, pp. 73-81. This research paper on Teaching English as a Foreign Language in Kuwait was written and submitted by user Tristin T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

5 Parallelism Problems in Sentence Structure

5 Parallelism Problems in Sentence Structure 5 Parallelism Problems in Sentence Structure 5 Parallelism Problems in Sentence Structure By Mark Nichol It’s easy to produce a faultily constructed sentence by neglecting to install all the necessary parts. Each of the sentences below lacks a small but essential component that helps render the statement sturdy and structurally sound; read each discussion for an explanation of the flaw. 1. â€Å"Lifelong interest and enthusiasm for science is instilled through science literacy.† Take the phrase â€Å"and enthusiasm† out of the sentence, and you’re left with â€Å"Lifelong interest for science is instilled through science literacy.† Here, the subject is followed by the wrong preposition. Omit â€Å"and enthusiasm for,† and the result is â€Å"Lifelong interest science is instilled through science literacy.† Now, the subject lacks any preposition. The solution? Each noun in the noun phrase â€Å"interest and enthusiasm† requires its own appropriate preposition: â€Å"Lifelong interest in and enthusiasm for science is instilled through science literacy.† (Depending on emphasis desired, â€Å"and enthusiasm for† may be bracketed by a pair of commas, parentheses, or em dashes but is correct without any interruptive signals.) 2. â€Å"They’re noisy, they’re tiny, weigh fifty pounds, and can be souped up from a speed of thirty-five miles per hour.† Of the four elements in this list, two are preceded by pronouns and two aren’t. To achieve parallel compliance, all the elements must share one pronoun (â€Å"They’re noisy, tiny, weigh fifty pounds, and can be souped up from a speed of thirty-five miles per hour†), or each requires its own (â€Å"They’re noisy, they’re tiny, they weigh fifty pounds, and they can be souped up from a speed of thirty-five miles per hour†). 3. â€Å"They run farther, longer, and never get fat.† The first two elements share a verb, and the third has its own. However, just as in the apportionment of pronouns in the example above, one verb must apply to all, or each element must have its own verb (especially if a single verb is not appropriate for all the elements). In this case, the verbs must differ. Depending on the context, either revise the sentence so that farther and longer share the verb run (â€Å"They run farther and longer and never get fat†), or provide longer with its own verb (â€Å"They run farther, last longer, and never get fat†). 4. â€Å"John Smith is off the streets, sober, and has a job.† The rule set forth in the previous sentence applies for simple â€Å"to-be† verbs as well. Revise the sentence to read, â€Å"John Smith is off the streets, is sober, and has a job† or â€Å"John Smith is off the streets and sober and has a job.† 5. â€Å"That opinion was uttered not by John Doe, but one of his vice presidents.† The preposition by must be repeated at the head of the second clause to match the structure of the first clause: â€Å"That opinion was uttered not by John Doe, but by one of his vice presidents.† The sentence could be recast in active voice (â€Å"One of John Doe’s vice presidents, not Doe himself, uttered that opinion†), but the change doesn’t necessarily improve the statement. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Addressing A Letter to Two PeopleTop 11 Writing Apps for iOS (iPhone and iPad)When to Spell Out Numbers

Belonging Strictly Ballroom

Lack of a sense of belonging is portrayed in the ‘mockumentary’ film â€Å"Strictly Ballroom† through the character Scott Hastings as he is treated as an outcast because he refuse to conform to the mainstream way of ballroom dance. The opening scene portrays the false, fairytale feeling of the world of ballroom dance through the motif showing big red curtains opening with matching theatrical music. The over the top fakery is shown through the fluffy costumes and over the top hair of the dancers in the opening scene. They are shown hugging and exchanging high fives, portraying that they belong because they have conformed to the mainstream way of dance presented by Barry Fife. â€Å"You can dance any steps you like but it doesn’t mean you will win. † This quote spoken by Barry fife shows the power he holds because he controls who wins. Unless you perform his steps that are shown in the video ‘The right way to dance’ you are not going to win. In the extreme close up of his mouth, we see the crooked rotten teeth because symbolically he is a crooked rotten person. When Scott dances his own steps the scene is shown in slow motion with a freeze frame, beautiful music with a pleasing crowd reaction to match shows that everyone including Scott was enjoying the dance. The camera switches to the furious faces of Shirley and Barry fife showing that everyone loved the new steps except for everyone who had confirmed that sat on the federation leaders table. The Table is situated higher than the dancers and audience depicting how they are in charge. Liz’s lack of understanding for Scotts love for his own steps is shown when she threatens Scott to conform to the federation steps for Ballroom dancing. I’m not dancing with you until you are supposed to† Barry has programmed the dancers like robots to follow his ‘Right steps’ â€Å"what did you think of the steps? †Ã¢â‚¬ ¦. â€Å"I don’t think! † Fran as a beginner dancer does not belong in the ballroom dancing world. Her frizzy hair, acne covered skin, thick unattractive glasses and covered figureless body makes her a target for nasty comments. The Slapstick humour when Liz and Scott knocking over Fran when she is trying to comfort them shows how she is not respected and over looked. Understanding however can give a person a sense of belonging in society or within themselves. Fran and Scott both feel like outcasts because they love to dance their own steps and not conform to the federation â€Å"I want to dance with you your way†. When the song â€Å"time after time† plays while Scott and Fran are dancing, Fran shows Scott what she is capable of proving that she is not a hopeless dancer like everyone stereotypes her to be. Scott tells her to dance without her glasses and we notice throughout the movie the tighter clothing she wears to reveal her toned elegant body structure, portraying as she feels a sense of comfort and understanding towards Scott, she starts to gain her own identity. Belonging Strictly Ballroom Lack of a sense of belonging is portrayed in the ‘mockumentary’ film â€Å"Strictly Ballroom† through the character Scott Hastings as he is treated as an outcast because he refuse to conform to the mainstream way of ballroom dance. The opening scene portrays the false, fairytale feeling of the world of ballroom dance through the motif showing big red curtains opening with matching theatrical music. The over the top fakery is shown through the fluffy costumes and over the top hair of the dancers in the opening scene. They are shown hugging and exchanging high fives, portraying that they belong because they have conformed to the mainstream way of dance presented by Barry Fife. â€Å"You can dance any steps you like but it doesn’t mean you will win. † This quote spoken by Barry fife shows the power he holds because he controls who wins. Unless you perform his steps that are shown in the video ‘The right way to dance’ you are not going to win. In the extreme close up of his mouth, we see the crooked rotten teeth because symbolically he is a crooked rotten person. When Scott dances his own steps the scene is shown in slow motion with a freeze frame, beautiful music with a pleasing crowd reaction to match shows that everyone including Scott was enjoying the dance. The camera switches to the furious faces of Shirley and Barry fife showing that everyone loved the new steps except for everyone who had confirmed that sat on the federation leaders table. The Table is situated higher than the dancers and audience depicting how they are in charge. Liz’s lack of understanding for Scotts love for his own steps is shown when she threatens Scott to conform to the federation steps for Ballroom dancing. I’m not dancing with you until you are supposed to† Barry has programmed the dancers like robots to follow his ‘Right steps’ â€Å"what did you think of the steps? †Ã¢â‚¬ ¦. â€Å"I don’t think! † Fran as a beginner dancer does not belong in the ballroom dancing world. Her frizzy hair, acne covered skin, thick unattractive glasses and covered figureless body makes her a target for nasty comments. The Slapstick humour when Liz and Scott knocking over Fran when she is trying to comfort them shows how she is not respected and over looked. Understanding however can give a person a sense of belonging in society or within themselves. Fran and Scott both feel like outcasts because they love to dance their own steps and not conform to the federation â€Å"I want to dance with you your way†. When the song â€Å"time after time† plays while Scott and Fran are dancing, Fran shows Scott what she is capable of proving that she is not a hopeless dancer like everyone stereotypes her to be. Scott tells her to dance without her glasses and we notice throughout the movie the tighter clothing she wears to reveal her toned elegant body structure, portraying as she feels a sense of comfort and understanding towards Scott, she starts to gain her own identity.

Art History Course Assignment Example | Topics and Well Written Essays - 1000 words

Art History Course - Assignment Example The study started with the in-depth analysis of the religions Islam, Christianity and Jewish relating them with the perceptions of East and West, referring to the texts by Jonathan Berkey, Maria Rosa Menocal, Nasser Rabbat, Jerilynn Dodds, Oleg Grabar, Rachel Milstein, William Tronzo, Annabel Jane Wharton and the likes. The referential books related to us the vibrant architectural and artifacts history of Islam, Christianity and other faiths; highlighting various central monuments and respective religious to political institutions and philosophical traditions based on economic networks, commodities and geographical stipulations. The chosen study areas based on geographical settings were the Levant where the age of the Crusades witness the Ayyubid metalwork and glassware elaborated by evident Christian iconography, in Asia Minor Armenian-Byzantine masons and artists working for Seljuk and Ottoman courts were observed, Egypt's religious and political learning delineate the Courtly Arts, representation of conduct and utilization and trade of Fatimid's. As the course progressed we were directed to Spain studying the Mudejar style synagogues and churches created by the Muslim masons and architects for Jewish and Christian patrons and the Iberian Peninsulas acknowledging the culture of Tolerance, the Golden Age of Judaism, the relation and conflicts among Christianity and Islam. The research work on regions such as Southern Italy, Norman Sicily where we interpreted a universal "language of luxury" that was intentionally created by ruling heads as well as the illustration on the tri-lingual artistic customs of the Norman, Islamic, and Byzantine civilizations. Greece cultivated in our minds the more elaborate architecture constitutions, the convoluted philosophical and religious interaction. Their individual sermons and preaching outlining the concept of their faith and believes were discussed in detail helping us to understand the encounters among such entities. These comprehensive readings enlighten the art history students on the subject of medieval Mediterranean era as the communal stage of artisans made richer by the interaction of the East and West, bearing in mind the socio-religious divergence among them all. Communication whether resultant of warfare or peaceful affability created that shared world of art and culture; the individualistic beliefs and skills can be manifested from each study. Thus regarding this, both the regions can be deemed as individually accomplished of structural design and rich customs. Class Critique: Keeping in view the purpose and high level design of the course, it comprised of a small group with classes held twice a week. This ensured that each theme based lecture and presentation helps the students to actually breathe in the medieval times of contrasting religions and beliefs. The lectures were conducted through related images and highly structured lectures on them. However I feel that printed handouts of the lectures or its important points would help students to understand the reading in a more efficient way. Each student was encouraged to conduct presentations and discussions

Theatrical Show Essay Example | Topics and Well Written Essays - 1000 words

Theatrical Show - Essay Example I suppose that every viewer watching a play compares his experiences to the experience on the stage and associates himself with one of the principal heroes. That is why for most viewers, as I realized after the play, the idea of being abandoned in teenage age was unbearable. It was depressing for me as well because I recalled instantly how poorly protected and developed I was at thirteen and even sixteen and how my personality lacked coherence and stamina. They say, that teenage years are the hardest for parents and while watching kids who grow up without parents I felt admiration and some kind of jealousy (that I can regard as a compliment to the believable portraits created o the stage). On the one hand, it is a great challenge; on the other hand it is such an exciting experience for children. I guess that if people are formed in such circumstances they can become truly self-sufficient people. That is what we see in the â€Å"Edith Can Shoot Things and Hit Them† : the proces s of personalities development. It is really hard to capture this elusive moment but it seems to me that the actors of this play coped with their task. Edith is by all means a central figure in the play because she is the youngest. This girl is a real tomboy who possesses so many different kinds of weapon that a professional soldier could be surprised. A rifle and a bow with arrows serve her as a symbolic protection from the problems of the outside world she cannot solve due to her age. Being only twelve, the period when other girls just start walk farther from their houses, Edith has to protect her little family from inadequacy and careless parents. I was touched to see a girl so strong as a character and so delicate as a human being inside, and her skills with a rifle served as a good metaphor to me. The actress managed to feel how a little human can hide her fear of insecurity under a mask of bravado and indifference. I suppose that the actress was

Personal Experience that Changed my Life Essay Example for Free

Personal Experience that Changed my Life Essay America may be experiencing the worst financial crisis this year. People may worry about losing jobs and missing opportunities for bigger earnings. But at age eighteen and fresh from high school graduation, I am all hopes and all set to start the best years of my life. Just a few years back, I was enjoying the comforts of home in Wooster, Ohio, simply unconcerned about my future. My parents were worried about my lagging interests so they decided to send me to a boarding school in Ashtabula called Grand River Academy. The school was noted for its effective programs built especially for struggling students. My parents’ decision was not in vain. I blended so easily in my boarding school and felt at home. I was smoothly able to realign my perspectives and developed the motivation to accomplish many things. Grand River Academy provided just the right push that I needed. While in the academy I developed computer skills and vast knowledge in computer networking. Soon an unexpected opportunity came that changed my destiny. Read more:Â  An Experience That Changed My Life The director of Grand River Academy offered me a workload in one of the special projects for community extension. The project aimed to develop a computer system for the school specifically for the programs involving the school’s beneficiary communities. I was tapped to be part of the team to develop the system. For the first time I was depended on and trusted that I could make a difference for the academy. It was an experience that changed me and made my vision of the future clearer and attainable. The high school project experience was significant to earn me a $6,000 scholarship and college admission into one of the best universities in the country: Ashland University in Ohio. It is a dream-come-true for me. I give special gratitude to the Grand River Academy community for my ample preparations and being part of my achievements. Participating in the project team earned me this scholarship privilege and the key to my college education. No amount of financial crisis or global recessions can stop me now because I am determined to succeed.

Heroes :: essays research papers

Heroes   Ã‚  Ã‚  Ã‚  Ã‚  Hero. When we think of a hero, what automatically comes to mind? To some it may be someone legendary. Others might think of a hero as someone of great strength or ability. Perchance an illustrious soldier or warrior. Perhaps someone admired for their achievements and great qualities. To me, it once meant someone that showed great courage.   Ã‚  Ã‚  Ã‚  Ã‚  Two characters that remind me of heroes are Bernie, from the movie Hero, and Arthur, from the story â€Å"Arthur Becomes King†. These two characters have many similarities. One similarity is that in both stories, the hero is the last one who would be thought of as a hero. The reason being that Arthur is a meager squire. In Bernie’s case, well, as his ex-wife said, â€Å"It was against his religion to be nice†.   Ã‚  Ã‚  Ã‚  Ã‚  Another similarity is that both were not liked by all. Arthur was not liked by Sir Kay. Bernie was not liked because of his cynical way of being. Also, both were not believed when they first told their stories. It took Arthur three or four times to prove that he indeed was the one who pulled out the sword from the stone. Bernie did not even get the chance to tell some one what he had done.   Ã‚  Ã‚  Ã‚  Ã‚  There is also the similarity in that both, Arthur and Bernie, did not realize that they were special or in some way heroes. Arthur thought he was merely getting a sword for Kay. Bernie was so preoccupied with his illegal selling of stolen credit cards and finding a way to buy time for him not to go to jail. Also, both of their actions cause good to happen to the people around them. With these examples we can see that Arthur and Bernie were a lot a like.   Ã‚  Ã‚  Ã‚  Ã‚  Although Bernie and Arthur had many similarities, they also had many differences. A considerably significant difference is that Bernie’s and Arthur’s personalities were as diverse as heavy metal and classical music. Arthur was humble and forgiving. Bernie, on the other hand, was a cynical man who had nobody's interest but himself in mind. There is also the difference in the plot. In†Arthur Becomes King†, Arthur is a young boy who makes everything peaceful in his kingdom. Bernie causes John Bubber to want to commit suicide, although he does save fifty-four lives, including a little boy who receives mass media attention.

Comparing Animal Farm and Gulliver’s Travels Essay

Many people resented this law and rebelled against it. These rebels fled Lilliput to live in Blefuscu, and ever since, there has been a terrible war between the two empires. This argument is ridiculous. Swift knew that when he wrote it. It is another swipe at England in the 1720s. For centuries, England had been at war with France for one reason or another. Swift was illustrating how silly and childish, to someone with a view of the whole situation, these reasons are. The argument over which end to crack your eggs is obviously a great exaggeration of Swift’s thoughts, but it got the message across. In chapter 5 of Gulliver’s voyage to Lilliput, there is a fire in the palace. All of the Lilliputians try to put out the fire with their tiny buckets of water, but it was no use. Gulliver did the only thing he could think of, and urinated on the palace, putting out the fire. Immediately after, people were grateful that he’d managed to put out the fire. However, later on, Gulliver learns that the Emperor of Lilliput plans to use that action against him when he plots to kill him. This was Swift’s way of showing his thoughts on gratitude from people in power. He believed that people in a position of power, such as the Emperor of Lilliput, were always ungrateful for things which other people did for them. If Gulliver had left the palace, there would probably have been quite a few casualties. However, he used his initiative and put the fire out, maybe not conventionally, but it did the job just the same. The Emperor was not happy with that, and made it look as if Gulliver had done something wrong. This act, along with a few others, was intended to ensure that Gulliver would be killed. Gulliver discovered their plans, however, and escaped to Blefuscu. By chance, Gulliver is picked up in the sea by an English ship. The crew believe him to be crazy when they hear of his tales of little people, but when he produces some cattle that he had in his pocket, they believe him. This is another clue to the fact that this book was not written recently. In those days, the 17th and 18th centuries, people blamed everything on madness. Gulliver may have been ranting because he was tired, hungry, thirsty etc, but straightaway, the crew blamed it on madness. When he returns home, Gulliver is pleased to see his family, but he has â€Å"itchy feet† – he cannot wait to go on another voyage. â€Å"I stayed but two months with my wife and family; for my insatiable desire of seeing foreign countries would suffer me no longer†. Brobdingnag After two months of being back home in England with his family, Gulliver is off again. He didn’t know where he was going, except that he was going to explore foreign lands. About one year after setting sail from England, they see land. The captain sends a longboat ashore to try and find fresh water. Gulliver, keen to explore the new land, goes with them. Once on shore, the men set off in search of water, while Gulliver wanders off. He wanders about for a while, then decides to return back down to the boat. He sees his fellow shipmates rowing away in the boat, followed by a huge creature. Gulliver turns around and runs for his life. He is walking through a field of corn, the corn being nearly forty feet high, when he sees more of these creatures. Gulliver tries to hide himself in the corn, when several more of the creatures appear with reaping-hooks. The creatures start moving towards Gulliver, but are unable to see him. Gulliver, fearful of being squashed, cries out as loud as he can. One of the creatures hears his cry and looks down. He lifts Gulliver up so that he can have a better look at him. Gulliver is very frightened, both of what the creature might do to him, and because he is so high up from the ground. â€Å"For I apprehended every moment that he would dash me against the ground, as we usually do any little hateful animal which we have a mind to destroy†. Gulliver is taken to the farmer’s house, where he is given food. â€Å"†¦ a servant brought in dinner. It was only one substantial dish of meat in a dish of about twenty-four feet in diameter. The wife minced a bit of meat, then crumbled some bread, and placed it before me†. In Brobdingnag, everything is the opposite of Lilliput. Gulliver is now in a reversed role. In Lilliput he was a giant. In Brobdingnag he is tiny and unimportant. He is treated as a plaything. Being small also helps Gulliver to see the world differently. Any faults or defects are magnified and made much more obvious than in Lilliput. In Gulliver’s first voyage, to Lilliput, Swift made it clear in his writing that Lilliput was meant to be England. Gulliver was huge and so could see everything that was going on, and so was able to criticise Lilliput as he saw fit. In Brobdingnag Gulliver is the tiny one. When he is taken to the royal palace, he meets the King and Queen. He has long discussions with the King about England, and the King is disgusted by what he hears: â€Å"He was perfectly astonished with the historical account I gave him of our affairs during the last century, protesting it was only a heap of conspiracies, rebellions, murders, massacres, revolutions, banishments, the very worst effects that avarice, factions, hypocrisy, perfidiousness, cruelty, rage, madness, hatred, envy, lust, malice or ambition could produce†. This sentence summed up Swift’s feelings about England, and really, if you look back at England’s history with a cynical eye, you will see that it is true. Hopefully, if Swift re-wrote the book now, in the 21st century, he would see things differently. There are still things going on that shouldn’t be, but things have definitely improved since Swift’s time. Swift doesn’t really give a proper description of the people of Brobdingnag. At first he cannot understand their language, but the farmer’s daughter helps him. Gulliver calls her his glumdalclitch, or â€Å"little nurse†. Glumdalclitch helps Gulliver to learn the language, and accompanies him to the palace when the Queen buys him from the farmer. Probably the best description of the people of Brobdingnag is when Gulliver describes the Maids of Honour at the palace. The maids treat him as a plaything. He describes his disgust at the way they treat him: â€Å"They would often strip me naked from top to toe and lay me at full length in their bosoms; wherewith I was much disgusted; because, to say the truth, a very offensive smell came from their skins†¦ That which gave me most uneasiness among these Maids of Honour, when my nurse carried me to visit them, was to see them use me without any matter of ceremony, like a creature who had no sort of conscience. For they would strip themselves to the skin, and put on their smocks in my presence, while I was placed on their toilet directly before their naked bodies, which, I am sure, to me was very far from being a tempting sight, or from giving me any other emotions than those of horror and disgust†. In this description, it is hard to know whether Swift is disgusted with women, or if he is using them to show his disgust of vanity and the illusion of physical beauty. Women generally take more care in their appearance than men, so they would have been the obvious choice if Swift were doing the latter. Other than that, there is no description of the people of Brobdingnag. Gulliver’s departure from Brobdingnag is quite peculiar and relies completely on chance. He is carried about the country in a small box. Gulliver pretends to be ill and says that he needs some fresh air. The page carrying the box sets it down on some rocks and then goes off wandering. Then, an eagle swoops down and grabs the box in its beak. It carries Gulliver across the sea, but then is shot. Gulliver’s box falls down into the sea. By chance, he is discovered by an English ship, and is hoisted up onto the deck. Gulliver forgets that the people are of his own size, and tells one of the crew to put his finger in the ring at the top of the box and pull the lid off. Again, the crew thinks him mad, but again Gulliver has little objects that prove that he is sane. This time, he has a comb and a ring. Once Gulliver is back home, everything seems strange. He imagines himself to be in Lilliput again, where the house and people are tiny, for he is used to the size of the inhabitants of Brobdingnag. He shouts instead of talks, thinking that the people can still not hear him in his normal voice. He comments that his wife and children have starved themselves to nothing, when in reality they are well fed. Gulliver cannot see people if they kneel or sit down, â€Å"having been so long used to stand with my head and eyes erect to above sixty foot†. His wife asks him not to go to sea any more, but Gulliver knows that if another opportunity comes his way, he will take it. Laputa Gulliver had not been at home more than ten days when a captain came to see him about going to sea once more. Gulliver was offered the opportunity to have a role on the ship which was equal to that of the captain, and double his normal wage. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Jonathan Swift section.

Decision Making in an Addicted Brain Essay

Decision making is a mental process of selecting a course of action. We exercise this right to free will on a very regular basis. We often think this right comes easily to us, however in individuals with neurological addictions decision making can be a difficult process. With individuals who are addicted to a substance or habit decision making is abnormal (Fecteau, 2010). When an addict partakes in the substance they are addicted to there is often a rush or feeling of relief. If an addict is attempting to quit using a substance, they often attempt to obtain a similar feeling of satisfaction. Typically recovering addicts turn to risky decision making due to the fact that when one makes a risky choice the two experiences share similar behavioral sensations (Fecteau, 2010). Understanding how addicts make decisions based on their addiction is crucial in planning treatment options in order to suppress drug cravings in substance abusing patients. Through certain testing, scientists have discovered that specific, noninvasive brain stimulation can aid in the suppressing of drug cravings in addicts. The inference was made that if we can stimulate a portion of the brain that controls decision making in the average human, we can aid in the suppression of cravings. This portion of the brain is called the dorsolateral prefrontal cortex (Fecteau, 2010). It is located in the frontal cortex of the brain which controls other things such as mannerisms, social and sexual behavior, as well as decision making. With this technique of addiction suppression, there are many things to take into consideration. These things could be possible implications with the therapy, moral values as to whether testing this method on humans is humane, as well as whether or not there could be possible health risks in the future. This method of addiction suppression is an interesting one that could potentially make shaking an addiction much less difficult if the risks turn out to be minimal. References Fecteau, S., Fregni, F., Boggio, P. S., Camprodon, J. A., & Pascual-Leone, A. (2010). Neuromodulation of Decision-Making in the Addictive Brain. Substance Use & Misuse, 45(11), 1766-1786.

Biography of Daniel Ellsberg

Biography of Daniel Ellsberg Daniel Ellsberg is a former analyst for the U.S. military and Vietnam War opponent. His name became synonymous with the importance of the press freedoms granted by the First Amendment to the U.S. Constitution after he leaked a secret report on the Vietnam War  known as the Pentagon Papers  to journalists. Ellsbergs work as a whistleblower helped exposed the failure of the governments war strategies in The New York Times, The Washington Post and more than a dozen other newspapers, and has been dramatized by Hollywood in movies such as The Post, The Pentagon Papers and The Most Dangerous Man in America. Legacy and Impact Ellsbergs leak of the Pentagon Papers helped to solidify the publics opposition to the Vietnam War and turn members of Congress against the conflict. The publication of the documents by The New York Times, The Washington Post and other newspapers helped bring about the most important legal decision in defense of press freedom in American history. When President Richard M. Nixons administration sought to prevent The Times from reporting on the Pentagon Papers, the newspaper fought back. The U.S. Supreme Court later determined that the newspapers were acting in the public interest and restricted the governments use of prior restraint to censor stories before publication. Wrote Supreme Courts majority: â€Å"Only a free and unrestrained press can effectively expose deception in government. ...  In revealing the workings of government that led to the Vietnam War, the newspapers nobly did that which the Founders hoped and trusted they would do. Ruling on the governors claim that publication would threaten national security, the court stated: â€Å"The word ‘security’ is a broad, vague generality whose contours should not be invoked to abrogate the fundamental law embodied in the First Amendment.† Journalist and Author Ellsberg is the author of three books, including a 2002 memoir of his work to expose the Pentagon Papers called Secrets: A Memoir of Vietnam and the Pentagon Papers. He has also written about Americas nuclear program in a 2017 book, The Doomsday Machine: Confessions of a Nuclear War Planner,  and published essays about the Vietnam War in the 1971 book Papers on the War. Portrayal in Pop Culture Numerous books and movies have been written and produced about Ellsbergs role in leaking the Pentagon Papers to the press and the legal battle over their publication. Ellsberg was played by Matthew Rhys in the 2017 movie The Post.  The film also featured Meryl Streep as Katherine Graham, the publisher of The Washington Post, and Tom Hanks as newspaper editor Ben Bradlee. Ellsberg was played by James Spader in the 2003 movie The Pentagon Papers. He also appeared in a 2009 documentary, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers. The Pentagon Papers has also been the subject of numerous books, including New York Times reporter Neil Sheehans The Pentagon Papers: The Secret History of the Vietnam War, published in 2017; and Grahams  The Pentagon Papers: Making History at the Washington Post. Studied Economics at Harvard Ellsberg earned a bachelors degree in economics from Harvard University in 1952 and a Ph.D. in economics from Harvard in 1962. He also studied in the King’s College at  Cambridge University. Career Timeline Ellsberg served in the Marine Corps before working for the RAND Corp., a research and analysis nonprofit based in Arlington, Virginia, and the U.S. Department of Defense, where he helped with the production of a report on how top U.S. officials made decisions on the countrys involvement in the Vietnam Way between 1945 and 1968. The 7,000 page report, which became known as the Pentagon Papers, revealed, among other things, that the administration of President Lyndon Johnson had systematically lied, not only to the public but also to Congress, about a subject of transcendent national interest and significance. Heres a timeline of  Ellbergs military and professional career. 1954 to 1957: Ellsberg serves as a  rifle platoon leader, operations officer, and rifle company commander in the U.S. Marine Corps.1957 to 1959: Ellsberg continues his studies as a junior fellow in the Harvard University Society of Fellows, an elite program designed to allow promising young students a chance to pursue their scholarships.1959: Ellsberg takes a position as a strategic analyst at RAND Corp. He would later write that he accepted the position under the delusion ... that a missile gap favoring the Soviets made the problem of deterring a Soviet surprise attack the overriding challenge to U.S. and world security. He worked as a consultant  to the Commander-in-Chief Pacific, or CINCPAC.1961 to 1964: As a RAND Corp. employee, Ellsberg worked as a consultant to the departments of Defense and State and to the White House. He specialized in nuclear weapons, nuclear war plans, and crisis decision-making.1964: Ellsberg joins the Department of Defense and works for  John T. Mc Naughton, the assistant secretary of Defense for international security affairs. In this role Ellsberg is asked to study decision-making on the Vietnam War. 1964 and 1965:  Secretary of Defense Robert McNamara ordered  McNaughton and Ellsberg to work on secret plans to escalate the Vietnam War.  The plans were carried out in the spring of 1965.1965 to 1967: Ellsberg transfers to the Department of State and serves in Vietnam. He is based at the  embassy in Saigon. He contracted hepatitis and left Vietnam in June 1967.1967: Ellsberg returns to work for RAND Corp. and begins work on U.S. Decision-Making in Vietnam, 1945-68, the  document that would later become known as the Pentagon Papers.1968 and 1969: Ellsberg serves as a consultant to  Henry Kissinger, the national security assistant to President-elect Richard Nixon. He helps draft Nixons  presentation to the National Security Council on the Vietnam War.1969: Ellsberg, frustrated by what he described as a continuous record of governmental deception and fatally unwise decision-making, cloaked by secrecy, under four presidents, learns that Nixon is preparing to escalate the nations involved in the Vietnam War. Wrote Ellsberg years later: The history in the Pentagon Papers offered no promise of changing this pattern from within the bureaucracy. Only a better informed Congress and public might act to avert indefinite prolongation and further escalation of the war. He begins to make photocopies of the secret 7,000 page study. 1971: Ellsberg leaks most of the report to The New York Times because Congress declined to set hearings on the study. When the attorney general and president moved to block the newspapers publication of further reports on the Pentagon Papers, Ellsburg leaks copies to The Washington Post and 19 other newspapers. The Supreme Court later voided the injunction. But later that year, Ellsberg was indicted on 12 criminal charges related to his leak of the top-secret document. The charges included conspiracy, theft of  government property, and violation of espionage statutes.1973: The judge in Ellsbergs trial dismissed all the charges against Ellsberg, citing  improper government conduct shielded so long from public view.  The judge declared a mistrial, stating that the governments action in this case offended a sense of justice.1975:  The Vietnam War ends. Ellsberg begins a career as a lecturer, writer, and activist on what he describes as the dangers of the nuclear era, wrongful U. S. interventions and the urgent need for patriotic whistleblowing. Personal Life Ellsberg was born in Chicago, Illinois, in 1931 and was raised in Detroit, Michigan. He is married and lives in Kensington, California. He and his wife have three grown children. Important Quotes â€Å"Then it was as though an ax had split my head, and my heart broke open. But what had really happened was that my life had split in two.† -   Ellsberg on hearing a speech by a Vietnam War resister who was about to be jailed and his decision to leak the top-secret Pentagon Papers.Thats a heavy burden to bear. I share it with a thousand others who had that kind of access.  - Ellsberg on his belief that had he leaked the information sooner, Congress would not have supported an expansion of the U.S. involvement in the Vietnam War.Had I or one of the scores of other officials who had the same high-level information acted then on our oath of office - which was not an oath to obey the president, nor to keep the secret that he was violating his own sworn obligations, but solely an oath to support and defend the constitution of the United States - that terrible war might well have been averted altogether. But to hope to have that effect, we would have needed to disclose the documents when they were current, before the escalation - not five or seven, or even two, years after the fateful commitments had been made.  - Ellsberg  on his belief that had he leaked the information sooner, Congress would not have supported an expansion of the U.S. involvement in the Vietnam War. Without young men going to prison for nonviolent protests against the draft, men that I met on their way to prison, no Pentagon Papers. It wouldnt have occurred to me simply to do something that would put myself in prison for the rest of my life, as I assumed that would do.  - Ellsberg on his decision to risk going to prison for leaking the Pentagon Papers.A lesson to be drawn from reading the Pentagon Papers, knowing all that followed or has come out in the years since, is this. To those in the Pentagon, state department, the White House, CIA (and their counterparts in Britain and other Nato countries) who have similar access to mine then and foreknowledge of disastrous escalations in our wars in the Middle East, I would say: Dont make my mistake. Dont do what I did. Dont wait until a new war has started in Iran, until more bombs have fallen in Afghanistan, in Pakistan, Libya,  Iraq, or Yemen. Dont wait until thousands more have died, before you go to the press and to Congress to tell the truth  with documents  that reveal lies or crimes or internal projections of costs and dangers. Dont wait 40 years for it to be declassified, or seven years as I did for you or someone else to leak it.  - Ellsberg on the importance of whistleblowers to democracy. The personal risks are great. But a wars worth of lives might be saved.  - Ellsberg on the important of transparency in government.I am a patriot, and that has never changed. - Ellsberg responding to a question from National Public Radio about his patriotism and belief in the strength of the United States. References and Recommended Reading Biography  -   Daniel Ellsberg: Scholar, Anti-War Activist, Government Official, JournalistNational Public Radio  - Daniel Ellsberg Explains Why He Leaked The Pentagon PapersEllsberg.net  - Bio of Daniel Ellsberg  | Extended Bio of Daniel Ellsberg

Critical review of paper+ powerpoint slides Literature

Critical of paper+ powerpoint slides - Literature review Example The research addressed factors that what would make someone a good pharmacist and shared work situations that would made them uncomfortable ,or where pharmacist have to make compromises with regards to laws and make hard choices through professional judgement and decision making skills. The aim is to analyse pharmacy values across the profession . The a sample technique was adopted. It included 38 participants including 18 community pharmacists, 10 hospitals and 10 others (containing primary care trusts, senior management positions and academia). The pharmacists were chosen from variety of geographical locations, different ages, gender, experiences, employment statuses and ethnicities. The participants were selected via a snowballing process. It begin with contacts of the project team and was taken forward through referrals both from participants and associated institutional gatekeepers. The interviews were recorded and transcribed. The principles of grounded theory informed the analytical process. The analytical process involved the summarising , categorising and linking of significant collection of data (open coding) which was then merged into larger sets (axial codes). A process was run of constant comparision was used within and across interviews and both open and axial codes were revised frequently. The paper presented data analysis followed by a discussion of.steps that were taken to ensure the validity and reliability of the work. The first nine transcripts were read and analysed by all the authors. Emerging analysis was presented to the pharmacy audience and feedback was taken to rives. The data was corrected and refined according to analytical categories. To understand the values of pharmacy practitioners it is important for the data to come directly or indirectly from the pharmacists. The method used is a purposive sampling so that the