The Flaws of the Weimar Constitution Essay -- The Weimar Republic, Ger

The Flaws of the Weimar Constitution The majority of wad believe that it was the Weimar constitution which was fundamentally flawed and that this damaged the long term prospects of the Weimar republic, although good points can be identified in the constitution which support the argument that the constitution wasnt to blame for the republics downfall. From this some historians have determined that the role of the constitution in the downfall of the republic is exaggerated. There were a wide variety of things that played a part in the collapse of the republic one of these was the problems linked with comparative representation. There were two main problems with proportional representation the first is that in this kind of electoral system its much easier for extremist groups to gain seats in the Reichstag. In the first past the post system a certain number of votes does not guarantee a party representation in the Reichstag. This gist that there is a l imited number of parties in the Reichstag, making it easier to gain an overall majority thus meaning fewer coalition governments and a more(prenominal) stable power base. During the Weimar era the exact opposite to this happened. For example Weimar was on its seventh government by 1923 and coalitions were continually being broken up and parties sledding the government. This caused disruption and unrest and do the running of the country difficult for the next government. Another important point that historians like to make is that coalition governments have worked nearly before in different circumstances and cultures. Other arguments suggest that proportional representation encouraged spl... ...rather than making the changes necessary to sure up the economy. Increased flash over the years did nothing to reinstate the peoples faith in democracy. The main reason the constitution failed was not because the document itself was flawed but because the Germ an people were not ready or prepared to make such a sudden change from autocracy to democracy. Other reasons were that people like Hitler were able to make do advantages of loopholes such as article 48, but this again wasnt the fault of the constitution more the people who had put Hitler in the position of chancellor. The constitution was not rightfully flawed because it is likely that the same constitution would have worked well under different circumstances, but the other factors involved in Germany at this time made it impossible for it to operate successfully.

William Shakespeares Othello and The Tragic Hero :: William Shakespeare Othello Hero Essays

William Shakespeares Othello and The Tragic HeroIf one reads Shakespeares Othello, they brush off come to the conclusion thatit might be one of the his most tragic plays ever create verbally by Shakespeare. Romeoand Juliet, is probably the most famous of his tragic plays, but Othello, has instanceistics that, I think make it even more tragic than his other plays, andtherefore for that reason, you can say that Othello is the most tragic hero.Othello is a noble man, one who has grace with the ladies but to a faultpossesses all the virtues of a military leader that he is. He is a general thatis experienced in battle. He has shown that he is reliable and well known inthe military and is well respected. His valiant personality, is what drawspeople to him, as it does for Desdemona. The senators value him and hear whathe says when he speaks. This is shown here by one of the senators. Here comesBarbantio and the valiant Moor, (Act I scene 3, 47) . This is an example ofthe many comments whi ch shows Othellos character and personality as a personand an officer. They say he is one of the great leaders.Not only does he posses great character and courage, but also dignity.He keeps his control even when he is being accused of witchcraft during thefirst encounter with the senators when Desdemonas father confronts him aboutsee his daughter.Most potent, grave, and reverend signors,My actually noble and ap canvasd good mastersThat I have taen away this old mans daughter,It is most true true I have married her.The real head and front of my offendingHath the extent, no more. Rude I am in my speech,And little blessed with the soft phrase of peace(I, iii, 91)This is an example of how Othello deals with entitle and grace under fire,when he is accused of witch craft, by marrying Desdemona. He neither, yells orscreams, but explains in a manner that captivates his audience, and draws themin to listen.A major sign that Othello shows his rage and jealousy occurs in Act III,scene 3, w hen Iago is talking with Othello and tells him that Desdemona is awhore. Othellos breakdown, almost to choke Iago, simply asks IagoVillain, be sure thou prove my love a whore, Be sure ifit. Give me the ocular proof. Or by the worth of mineeternal soul, thou hadst been better have been born(p) a dog.Than answer my waked wrath. (Act III, scene 3)This a point in the play where Iago starts unveil his malicious plan.

Internal And External Beauty Essay -- essays research papers

Internal and external beauty atomic number 18 both very important in our society. To be beautiful internally intend to have a kind heart and be understanding. To be beautiful externally means to be beautiful on the outside such as having a nice figure and an attractive smile. Internal beauty is important because beyond looks, it is your someoneality that is handbilld. External beauty is important because it is your attractive figure that brings notice to someones great personality or external beauty. To me, internal and external beauty are represented and influenced by family members, friends, and society as a whole.Family members are important how we perceive internal and external beauty. Depending on which family member, there is an absolute distinction made between external beauty and internal beauty. Parents are well-nigh likely to look at the internal beauty rather than the external, while siblings look at the external part more closely. This, however, is not always true. My parents seem to favor their ancestry, as compared to others. Since I am of Polish descent, my parents believe that external beauty is irrelevant as that person is Polish. This changes when the person is not Polish. If the person is not Polish, then his or her external beauty for some strange reason becomes very important. My brother on the other hand seems to be the most reasonable. Sure, he looks if the girl that I am dating is pretty, meaning if she has ext...

Boundaries...What For? :: Argumentative Science Technology Papers

Boundaries...What For?There seems to be no boundaries when it occurs to scientific advancement. Scientists are struggling to come up with new and exciting procedures that are supposed to make our lives better. In the process, I think that they are getting out of hand. The advancement of science and engine room today has brought up some very interesting and controversial issues.Nowadays, it seems that many scientists are on a mission to create the perfect human being, exclusively in the process are breaking a lot of ethical boundaries. Do scientists know when enough is simply enough?, that is the real question. Through the procedure of such scientific and technological advancements, its amazing at just what scientists can do with the information. Often times they arent thinking in terms of the world moreover in terms of them selves. Which on of them can discover the next biggest thing in science and technology, which can find that cure. Its all a game that is not played fair. The re is a lot of craziness going on in the sciences, and with that comes consequences. Take Dr. Frankenstein for instance. In the article Frankenstein by Mary Shelly, she created a pillow slip that defied all the scientific and technological boundaries that were around in those days. It was against the law to work with dead bodies, especially for the purposes that he was going to use them for which was to select the best split forthe creature he was going to bring to life. He set out to create a super-human being out of inatimate objects, and he was successful, but in the finis did pay a price. He spent two grueling years that consisted of long days and sleepless nights, for the sole purpose of creating life out of nothing. For this I deprived myself of rest and health, but now I had finished, the beauty of the dream vanished, and the breathless horror and disgust filled my heart (Shelly 234). Dr. Frankenstein went way over the line, and attempt to play the creator, and in the end got what he deserved, a monster. He abhorred Frankenstein so much, that he chose to alienate him from the world. Which was really unfair to the monster, considering he was created by the sweat of Dr. Frankensteins brow. sometimes all that scientific information can get you into trouble. If Dr. Frankenstein had not gone ahead and pursued the role of playing God, he wouldnt have created such an repulsive monster in his eyes.

The Government Should Make Use Of Revenue Sharing :: essays research papers

The Government Should Make Use of Revenue SharingFederal grants have become much than common over the last 60 years, due to theexpansion and retraction of the size of the federal official disposal. The federalgovernment began expanding in the 1930s to hatful with the Depression. It applyfederal agencies to directly deal with problems. As time went on, the taskswere turned over to the states, save the federal government still remainedinvolved through the use of federal grants to states and localities. In the1970s, Nixons New Federalism put a heavy emphasis on federal grants. Revenuesharing gave federal dollars to localities and states that had never receivedvery more than or any federal money before. This increased local interest inreceiving federal money in many localities.In order to deal with the federal bureaucratism and receive federal money,localities and states have to develop efficient and effective bureaucracies oftheir own. These state and local bureaucracies must un derstand the federalrules and requirements for receiving federal aid. nearly states routinelyreceive a greater amount of federal money than other states with similarpopulations due to the differences in state bureaucracies. The state which hasan effective grant-writing bureaucracy and maintains relations with federalbureaucrats and leaders is often able to get more money.Federal bureaucracies are often very regionalized. They are staffed by peoplefrom a certain region, and they primarily deal with people from that region.They give more federal assistance to these regions too. The overall trend infederal spending in a state may be different from a particular agencyspattern of spending. Some states may get very little overall federal funding,but may get much more than the average amount of money from a certain federalagencys grants.American state-level politics can be shared up into 3 categories traditional,moralistic, and singleic. Traditional areas are heavily elitist, andsocial elites are the primary leaders of society. They have less reliance ongovernment programs, government spending, and government in general. They arenot as democratic as in other areas of the country. Moralistic cultures put aheavy focus on government taking an active role in society. There is moreemphasis on democratic methods in government, government funding, governmentprograms, and the provision of services. The individualist culture seesgovernment as only being important when it can help the individual succeed. Itshould never hamper the individual from attaining personnel success. The Southis considered more traditionalist. The midatlantic states and other areaswhich have descendants of the original settlers of the midatlantic states areconsidered individualistic. The northern states are moralistic. All of these

The Government Should Make Use Of Revenue Sharing :: essays research papers

The Goernment Should Make Use of Revenue SharingFederal grants exhaust become more common over the last 60 years, due to theexpansion and retraction of the size of the federal presidency. The federalgovernment began expanding in the 1930s to deal with the Depression. It usedfederal agencies to at one time deal with problems. As time went on, the taskswere turned over to the states, but the federal government still remainedinvolved through the use of federal grants to states and localities. In the1970s, Nixons advanced Federalism put a heavy emphasis on federal grants. Revenuesharing gave federal dollars to localities and states that had never holddvery much or whatever federal money before. This increased local interest inreceiving federal money in many localities.In order to deal with the federal bureaucracy and receive federal money,localities and states have to develop efficient and effective bureaucracies oftheir own. These state and local bureaucracies must understand t he federalrules and requirements for receiving federal aid. Some states routinelyreceive a greater amount of federal money than other states with similarpopulations due to the differences in state bureaucracies. The state which hasan effective grant-writing bureaucracy and maintains relations with federalbureaucrats and leaders is often able to sound more money.Federal bureaucracies are often very regionalized. They are staffed by peoplefrom a certain region, and they in the beginning deal with people from that region.They give more federal assistance to these regions too. The overall trend infederal spending in a state may be different from a particular agencyspattern of spending. Some states may get very little overall federal funding,but may get much more than the average amount of money from a certain federalagencys grants.American state-level politics can be divided up into 3 categories traditional,moralistic, and individualistic. Traditional areas are heavily elitist, andso cial elites are the primary leaders of society. They have less reliance ongovernment programs, government spending, and government in general. They arenot as democratic as in other areas of the country. Moralistic cultures put aheavy focus on government fetching an active role in society. There is moreemphasis on democratic methods in government, government funding, governmentprograms, and the provision of services. The individualist culture seesgovernment as only being important when it can help the individual succeed. Itshould never hamper the individual from attaining personnel success. The Southis considered more traditionalist. The midatlantic states and other areaswhich have descendants of the original settlers of the midatlantic states areconsidered individualistic. The northern states are moralistic. All of these

Can Noise Traders Survive

Discuss the implications of the paradox that although financial theory assumes that investors be quick of scent in practive, few if any investors appear to approach investments decisions in a rational manner. Can noise Traders Survive? 1. Introduction Noise Trader is a financial term introduced by Kyle (1985) and Black (1986). It refers to a acquit trader who lacks access to inside information and keys ill-considered investment decisions (De spacious et al. , 1990). Traditional financial theories are often based on the assumption that totally the investors are rational.The burgeoning behavioral finance departs from classical financial theory by dropping this basic assumption (Carty, 2005). In recent years, at that place has been a growth interest in studying the behaviour and set up of hitch traders. Friedman (1953) and Fama (1965) argue that disturbance traders are irrelevant because they forget be driven out of grocery store by rational investors who trade against th em. On the contrary, Black (1986) argues that randomness traders can prevail in the colossal run, and the entire financial merchandise cannot function by rights without fray traders.This essay leave alone attempt to demonstrate that noise traders can make profits and survive in the long run, they can maintain a charge impact and provide liquidity to the market. In order to demonstrate this, first, this essay will be specifically focusing on efficient-market hypothesis (EMH), which is a representative traditional financial theory based on rational investors assumption. Both empirical and theoretical evidence will be given in order to demonstrate the discrepancy between the rational investors assumption and real financial markets.Second, this essay will further explain how noise traders can survive in the long run, even up sometimes earn higher expected returns than rational investors. Finally, it should be noted that noise trading is substantive to financial market as its i mpact on asset price and benefits for market liquidity. 2. Illogicality of efficient-market hypothesis Efficient-market hypothesis (EMH) assumes that financial markets are informationally efficient (Fama, 1965). All investors can make rational investment decisions based on full disclosure of information.Their argument against the importance of noise traders points out that if the wrong of an asset diverges from its fundamental value, rational arbitrageurs will buy the undervalued shares on one exchange while sell the comparable amount of overvalued shares on another exchange (Shleifer, 2000). The actions of rational arbitrageurs will drive the price back to its fundamental value. In the long run, therefore, noise traders will consistently lose money to rational arbitrageurs, thus eventually go from the market (De Long et al. , 1990).In order words, noise traders cannot survive in the financial market because their expected returns are negative. However, although efficient-market hypothesis is a cornerstone of modern financial theory, it is often gainsay by investors and researchers both empirically and theoretically. The theoretical paradox of EMH and empirical evidence against EMH in real financial markets will be further explained by the undermentioned examples. The Grossman-Stiglitz paradox (Grossman and Stiglitz, 1980) testifies that financial market can not be informationally efficient.Grossman and Stiglitz argue that because information is costly, prices cannot perfectly reflect the information which is available, since if it did, those who spent resources to obtain it would absorb no compensation (Grossman and Stiglitz, 1980, p. 405 ). If a market is informationally efficient, it means that all relevant information is reflected in market prices. Therefore there is no incentive to pull the information. However, if no one will pay to collect the information, the information then can not reflect in the prices.In summary, The Grossman-Stiglitz parad ox contradicts efficient-market hypothesis, which might prove that efficient-market is not the real feature of financial market. There are also other paradoxes that are seemingly impossible to explain according to efficient-market hypothesis. From the perspective of rational arbitrageurs, if noise traders are all eventually driven out of markets, there will be no price discrepancies for arbitrage. Thus the rational arbitrageurs will also disappear from the markets. In that case, how can the markets maintain a non-arbitrage equilibrium?From the perspective of noise traders, if noise traders are all driven out of markets, how do the markets generate the pilot program noise traders? It seems clear that those two paradoxes serve as evidence of the existence of noise traders. Efficient-market hypothesis also states that it is impossible for investors to consistently out-perform the average market returns, or in other words, beat the market, because the market price is generally equal to or close to the fair value (Fama, 1965). It is impossible, therefore, for investors to earn higher returns by purchasing undervalued stocks.Investors can only increase their profits by trading hazardier stocks (http//www. investopedia. com/). However, empirically speaking, there is a large quantity of real financial examples to reinforcer that stocks are not always traded at their fair value. On Monday October 19, 1987, the financial markets around the world fell by over 20%, shedding a huge value in a single day (Ahsan, 2012). It serves as example that market price can diverge significantly from its fair value. In addition, Warren Buffett has consistently beaten the market over a long period of time, which also contradicts efficient-market hypothesis (http//www. nvestopedia. com/). Thus, the two empirical examples above show that there is a huge discrepancy between real financial markets and efficient-market hypothesis rational investors assumption. However, how do noise trader s survive from rational investors and arbitrageurs? 3. Explanation of noise traders extract The DSSW model (De Long et. al. , 1990) further explains how noise traders can exist in the long run. The efficient-market hypothesis argues that if asset price diverges from its fair value by noise traders, rational arbitrageurs will trade against them hence push the price back to its fair value.However, it is far from the truth in real financial market. If noise traders are too optimistic about stock and have raised up the price of the stock from its fundamental value, an arbitrageur will bear huge risk selling the stock because noise traders optimistic beliefs will not change for a long time, thus the price will not return, or be pushed up even further by noise traders (De Long et. al. , 1990). The risk rational arbitrageurs bears trying to change noise traders opinions is named noise trader risk. Since rational arbitrageurs are risk-averse, the noise trader risk will limit their willingn ess to trade against noise traders.De Long et. al (1990) argue that the arbitrage does not eliminate the effects of noise because noise itself creates risk. Therefore the noise traders can exist in the long run. De Long et. al (1990) also argue that noise traders may even earn higher expected returns than rational investors. If noise traders are over bullish about an asset and invest more, it means they bring additional noise trader risk into the asset, therefore rational arbitrageurs will find the asset less attractive because arbitrageurs are risk-averse investors.Noise traders, especially those overconfident investors, invest more in the risky asset than rational investors. Overconfident traders take on more risk and hence earn higher profits than their rational counterparts. De Long et. al (1990) say that noise traders can earn higher expected returns solely by bearing more of the risk that they themselves create. It is reasonable to conclude that noise traders can survive in t he long tun and may even make more profits than rational investors. This may lead us to ask is there any significance of noise traders existing in financial markets? . Significance of noise traders The significance of noise traders can be divided into two parts, to wit the benefits for market liquidity and the impact on asset prices. First, noise trader is the indispensable component of financial market. Black (1986) argues that if all investors are rational, there will be very little trading in individual assets. It means there is no incentives for investors to trade in the shares of an individual firm against those who share the same information and same beliefs on the stock.Traders will invest in mutual funds, or portfolios, or index futures instead of individual firms. However, individual shares are price foundations of mutual funds, portfolios and index futures (Black, 1986). Therefore, the entire financial market depends on liquidity in individual assets provided by noise tra ders. Second, noise traders can maintain a large price impact. According to an empirical research on on Dow Jones Industrial Average and S&P500 returns, the price impact of rational sentiments is greater than that of irrational sentiments (Verma et al, 2008).Verma et al (2008) also argue that stock market returns have a immediate and positive response to noise trading. Therefore, it seems clear that noise trading is the essential ingredient in financial market since it is beneficial for market liquidity and it has huge price impact on stocks. Conclusion In conclusion, this essay has demonstrate that in spite of the basic model significance, traditional financial theorys rational investors assumption is unrealistic. Noise traders can survive in the long run, and may even earn higher expected returns than rational investors.Noise trading is indispensable component of financial market, and has significant effects on asset pricing and benefits for market liquidity. The financial market equilibrium is achieved by the coexist of noise traders and rational traders. However, the existing theories are not enough to fully explain every aspects of this extremely sophisticated financial system. There still remains a large number of puzzles and anomalies for us to further explore. 6. Reference Ahsan, M. , Where Was the Invisible Hand during the cut off? Economic InsightsTrends and Challenges, 2012, Vol. , pp. 44 52 Black. F. , Noise. The daybook of Finance, 1986, Vol. 3, pp. 529-543 Carty, C. M. , Do Investors Make Rational Or Emotional Decisions? Financial Advisor, 2005, May issue, see also http//financialadvisormagazine. com/component/ mental object/article/1115. html? issue=56&magazineID=1&Itemid=73 De Long, J. B. , Shleifer, A. , Summers, L. , and Waldmann, R. Noise Trader Risk in Financial Markets. Journal of Political Economy, 1990(98) De Long, J. B. , Shleifer, A. , Summers, L. , and Waldmann, R. The Survival of Noise Traders in Financial Markets. The Journa l of Business, 1991, vol. 64 Fama, E. F. , Random Walks in Stock Market Prices. Financial Analysts Journal, 1965, Vol. 38, No. 1, pp. 34-105 Friedman, M. ,The Case For Flexible Exchange Rates. Essays in confirmatory Economics, 1953, Chicago Chicago University Press Grossman, J. , Stiglitz, J. , On the Impossibility of Informationally Efficient Markets. American Economic Review, 1980, 70 (3) 393408 Kyle, A. S. , Continuous Auctions and Insider Trading. Econometrica, 1985, vol. 53, pp. 1315-1336 Palomino, F. Noise Trading in Small Markets, Journal of Finance, 1996, vol. 51, No. 4, pp. 1537-1550 Shleifer, A. , La Porta, R. , Lopez-de-Silanes, F. , Vishny, R. , Investor Protection and Corporate Governance. Journal of Financial Economics, 2000(58), pp. 3-27 Verma, R. , Baklaci, H. , Soydemir. G. , The impact of rational and irrational sentiments of individual and institutional investors on DJIA and S&P500 index returns. use Financial Economics, 2008(18), pp. 13031317 Efficient Mark et Hypothesis EMH, http//www. investopedia. com/terms/e/efficientmarkethypothesis. aspaxzz26ppseTGk

Garvey

Brandi Faulk English 421 Dr. Tiffany Adams February 15, 2013 The Man Himself Many people wonder who Marcus Garvey is. He was born a raised in St. Ann Bay Jamaica. During his young invigoration Garvey was not aware of any racial segregation of whites and chars. so far, he had a few childhood friends. At the age of fourteen Garvey was called a nigga by one of his white friends and he was told that he could never be able to see his white friends again. Because of this incident, Garvey eyes were open to all of the racism surrounding him.Also because of this incident, he was no long close to any white people and racism and inequality became prevalent forces in Marcuss life. As far as running(a) Marcus as constrained to work in labor because his parents were intellectuals, and the work was not cut out for then in the industrial country of Jamaica. Marcus and his sister, Indiana were forced to work in order for the family to have enough money to survive. In the 1910s Marcus made a name for himself in Jamaica as an accomplished printer, writer, and politician.He joined The National Club, which was the first organization in Jamaica that introduced anti-colonial thinking into Jamaica. In inequality that Marcus encountered in the world outside of lower schools in Jamaica of inequality and hatred for black men. He then decided to leave Jamaica to see if blacks were treated the same way in other countries. For the next two years Garvey decided to make a motion around Central America to experience the black condition in several countries. Throughout his traveling experience he realize that the same conditions he found in Jamaica were the same as the ones in Central America.He then decided to go further and decided to go a visit England. However, he was pleasantly surprised. In this particular the blacks in England were segregated like in the west. Later in life Marcus decided to move to the coupled States after the UNIA was established in Jamaica. Garvey felt the need that he needed to start a branch in Harlem to promote is ideas in the unify States. Garvey see Africa as having fallen from a historic greatness that had to be restored for peoples of African descent to resume their rightful place in the world. Such redemption could single be achieved by black peoples themselves.After his idea remain the same , he started advocating the ideas of black. nationalists that some blacks should move back to Africa, in order to protect Africa from imperialism. Garvey took action to take up to take blacks back to Africa. He started the Black Star Shipping Company in 1919. The company took two boatloads of people to Liberia, but had to stop after vigilance problems. This has been coined the back to Africa movement. (UCLA) However, Garveys intent with the back to Africa movement was not to lead all blacks back to Africa.Rather, he thought that a strengthened African inwardness of black power would protect blacks all over the world from imperialism. T he UNIA in the United States attracted a very large following. The membership was in the millions. The ideology of the UNIA attracted a unanimous working class following. The fraternal feeling and self-help ideas attracted many blacks that felt as if whites would never change to the point of equality. The working class felt the ram of oppression most of all African-Americans. There was a small following from the black intelligentsia, but the majority of them followed W.E. B. Dubois and the NAACP. The religious content of the UNIA also appealed very potently to people. UNIA meetings were structured like church services with prayers, services, and singing. Garvey told followers to reject the white image of Jesus and God.. The religion gave followers an even stronger sense of mating and pride. The UNIA also had a womens chapter, so it attracted a strong womens following as well The UNIA appealed broadly across the African-American community through and through the use fraternity, r eligion, ideology, and an appeal to women.Garvey saw Africa as having fallen from a past greatness that had to be restored for peoples of African descent to resume their rightful place in the world. Such redemption could only be achieved by black peoples themselves In the early 1920s is when the struggle for African American was real. During this time is when slavery was abolished, blacks were static oppresses and they were still no way equal to whites. However black people were staring to make some progress towards racial equality. During this time was a strong African American movement to further the black race.A prominent movement was lead by W. E. B Dubious. His focus was on education blacks to create quality. However on the other hand from the political spectrum was a man by the name of Marcus Garvey. In his movement he led the movement for blacks to unite as a race against oppression. The background has a strong impact on his belief which acted as catalyst for his lifes work. The involvement has a strong influence on the black population and the African-American civil rights movement of the 1920s.Marcus Garvey grew up in poverty, surrounded by the struggle of blacks to gain political, economic, and social equality. He devoted his lifes work to end of these struggles. He developed a set of beliefs that influenced many people and encouraged many blacks to put away extra effort to get ahead. Marcus Garvey and the UNIA is the largest African-American movement to date. Garveys legacy has also been manifest in the careers of leaders ranging from Kwame Nkrumah of Ghana to Malcolm X in the United States.Borne along on the tide of black popular culture, Garveys memory has attained the status of a folk myth. He is daily celebrated and recreated as a hero through the storytelling faculty of the black oral tradition. As the embodiment of that oral tradition transmuted into musical performance, Jamaicas reggae music exhibits an amazing obsession with the memory of Garvey. Re-evoking spiritual exile and the historic experience of black dispossession, the music of such performers as Bob Marley, Peter Tosh, and Burning Spear presents a Garvey who speaks from the past directly to the present.The result today is that the legend of Garvey functions as an icon of universal black pride and affirmation Reference Garvey, Marcus. The UNIA Papers Project. http//www. isop. ucla. edu/mgpp/lifesamp. htm. 1925 Sewell, Tony. Garveys Children The Legacy of Marcus Garvey. capital of New JerseyAfrica World Press, Inc. , 1990. Stein, Judith. The World of Marcus Garvey Race and Class in Modern Society. Baton Rouge Louisiana State UP, 1986

Micro-Environment Essay

1.0Background InformationWith the advent of gene technology, it is important to understand non only the phenotype of the being but also the genotype. Previously, you should have learnt the analysis of genetic traits and the various ways where they can be transmitted from pargonnts to children (by phenotype analysis). Each chromosome is divided into several(predicate) sections called genes. Genes are the foot of inheritance where traits like hair colour and blood type are controlled by the production of proteins by these genes. Genes contain coded instructions that the body uses to assemble hundreds of different types of proteins that make an individual uniqueThese amazing trait controllers (genes) are made up of molecules called deoxyribonucleic acid ( deoxyribonucleic acid). desoxyribonucleic acid is a double-helical polymer bound together by total heat bonds between complementary base pairing nucleotides (A to T, G to C). A feature gene is a set of coded instructions made up of a particular order of nucleotides. The variation of which grants the myriad of codes to exist in an organism for it to be unique. This is what controls the genotype of an organism and henceforth, the extraction and isolation of an organisms DNA is imperative, in order to put up further insight into the organism using different molecular-based methods.In this experiment, you will be taking a closer look at this DNA molecule. You will be extracting your own DNA using buccal/cheek cells as the starting material.2.1MaterialsSaline15 ml centrifuge subway Paper transfuseDrinking water Vortex Centrifuge 10% SDSBromelain protease (50mg/mL) Ice cold isopropanol Graduated pipettes2.2MethodsIMPORTANT NOTE Ensure that you have not eaten in the past 1 hour before conducting this experiment (if you are the DNA donor). Ensure that gloves are worn at all times in the experiment.1. Swish you mouth with about 100 mL drinking water, for about 20 seconds, to remove any food particles. Discard th is wash into the sink.2. Using a permanent marker pen, label your group name onto the paper cup and 15 mL centrifuge tube containing 10mL saline.3. Pour all the 10mL saline response into your mouth and vigorously swish for 60s. Do not discard the centrifuge tube.4. Expel the saline mouthwash into the labelled paper cup.5. Carefully, pour the saline mouthwash from the paper cup, back into the 15 mL centrifuge tube from step 2. Tightly cap the tube.6. Pass the capped tubes to the laboratory technician in order to be centrifuged (4500 rpm, 5 min).7. Upon centrifuging, you should be able to see your buccal cell pellet (the whitish lower solid layer at the bottom of the tube). Gently, pour remote the supernatant (the liquid upper layer).8. Place the tube on ice.9. Add 2 mL saline into the tube and vortex for 5-10 seconds.10. Add 1 mL 10% (w/v) sodium dodecylsulphate (SDS) solution (active component in detergents).11. Gently tap the tubes several times (8 times) to gently mix the conten ts. You may invert the tube twice if needed.12. On ice, add 2 3 drops of the lab supplied bromelain protease enzyme into the tube.13. Gently tap the tubes several times (8 times) to gently mix the contents. You may invert the tube twice if needed.14. Cap the tube and place it is a 50oC for 10 minutes.15. With a clean pipette, gently pipette in 10 mL ice cold isopropanol (95% v/v) slowly into the tube. Tip Place the filled pipette with its tip against the inside wall of the test tube. Slowly allow the isopropanol to dribble down the inside of the tube.16. Cap and place the tube in a test tube rack at room temperature for 10 minutes. DO NOT mix, shake, or bump the test tube during this period.17. The isopropanol is lighter than the contents of the tube. When added according to the directions, the isopropanol will form a authorize layer ABOVE the suspension.18. Observe the test tube for 5 minutes. The DNA will gradually separate from the suspension and rise into the isopropanol laye r. Describe the appearance of the DNA.19. military issue a photo as proof of your observation.20. To remove the accumulated DNA from the tube, follow the directions for DNA spooling as below-a. Gently insert the deoxyephedrine rod through the isopropanol layer into the clumped/accumulated DNA.b. Carefully, twirl the rod between your fingers, winding the DNA strands onto the rod.c. Slowly remove the rod. Describe the appearance of the spooled DNA.d. Take a photo as proof of your observation.0. Questions1. Which one of the following do you think will contain DNA? Explain your reasoning.Bananas concrete fossils meat metallic element spinach strawberries.2. What effect would the SDS have on the cell membranes and cold ethanol on DNA?3. What type of enzyme would be needed to separate the DNA into littler pieces?4. Is the DNA extracted pure enough for further applications (i.e. PCR)?5. If you were to repeat the experiment with an equal number of red blood cells, the amount of DNA colle cted would either increase / decrease / stay the same (choose one). Explain your answer.Adapted from-Bres, M., Weisshaar, A., 2008. Thinking about Biology An Introductory Laboratory Manual. 3rd Ed. Pearson Prentice Hall New Jersey, USA. Pg. 333 338. instruct AS Biology Practical Skills. University of Cambridge International Examination. Pg. 74 78.43 Practical 10Digestion of Lambda () DNA with a Restriction Enzyme (EcoR I endonuclease)1.0Background InformationRestriction enzymes (nucleases) are enzymes that cleave the phosphodiester bonds on the sides of deoxyribonucleic acid (DNA). These nucleases recognize specific DNA sequences in the double-stranded DNA, which is usually a four to six base pair sequence of nucleotides, and digests the DNA at these sites, resulting in the DNA becoming fragmented into various lengths. Some restriction enzymes cut cleanly through the DNA double helix bit some produce uneven or sticky ends. By using the same restriction enzyme to cut DNA from dif ferent organisms, the sticky ends produced will be complementary and the DNA from the two different sources can be recombined. In humans, no two individuals have the exact same restriction enzyme pattern in the DNA except for identical twins.Restriction enzymes are named based on a system of nomenclature where the first letters represents the genus name of the organism whereas the near two letters come from the species name. If there is a fourth letter, it stands for the strain of the organism. Finally, if there are Roman numerals, it represents whether that particular enzyme was the first or second etc. isolated in that category.FIGURE 10.1 Cartoon of how EcoR I recognises the restriction site and cleaves the DNA.The second technique used in this practical is the separation and analysis of DNA fragments. Agarose gels are commonly used for this where thegels that have been prepared with a suitable nucleic acid stain in it, have wells for the samples of DNA to go into. The agarose gel is covered in a suitable buffer so that the DNA is in a neutral pH solution. That way, the DNA moves one direction because of its charge. Since the orthophosphate groups on the skeleton of DNA are negatively charged, the whole molecule takes on the negative charge.Hence, when the DNA is placed inside the gel and the electricity is rancid on, the poles are drawing the DNA toward the positive side, where it will then move through the gel and separate according to the size of the fragments. This technique is called electrophoresis. Results are obtained with the second of UV light that is refracted by the nucleic acid stain that sticks onto the DNA fragments.In this experiment, you will be using the EcoR I restriction endonuclease to digest a cognize DNA called phage lambda () and analysing your sample using agarose gel electrophoresis.2.1MaterialsPre-laboratory work Computer/laptopLambdaDNA.docx (Word document file)Laboratory work Micropipette Sterile pipette tipsMicrocentrifu ge tube (1.5 mL capacity) EcoR I (20 U/L) and bufferDistilled deionised sterilised water Agarose gel (prestained with EtBr) 1x TAE bufferAgarose gel electrophoresis set UV Transilluminator

Describe with Examples How Different Aspects of Development Affect One Another Essay

QuestionDescribe with examples how different aspects of development affect one a nonher. AnswerWhen growing up children learn many things and at times these can overlap and become intertwined with each other. I have wrote a brief description of these different aspects of development and what they mean in general equipment casualty Behaviours The way in which one acts or conducts oneself, especially towards others. Communication The imparting or exchanging of information by speaking, writing, or using tree trunk language. Emotional The feelings and/or reactions of an individuals circumstances, mood, or relationship with others. Intellectual The faculty of reasoning and understanding.Language The method of communication, i.e. written or spoken, which has been structured to be understood. Physical Relates to the body and not the mind.Social Relates to how one works in partnership with others and the need for companionship and communication. ExampleWhen my daughter was a baby, she learned that the things she did prompted different reactions from her dad and I, much(prenominal) as smiling when she smiled, and coming to her when she cried. In this way she was beginning to learn that physical acts, are a method of communicating and a way of expressing emotions such as happiness and sadness. Through this she gained the intellect to understand that crying means she is sad and as she got hoaryer she came to understand that other bulk are sad when they cry too. The more contact she has had with people, the more her own social confidence has expanded and as such she will now go to family members and try to communicate and get positive reactions through her good behaviour such as clapping her hands when happy.She is now a year old and attempting to learn what words are and what they mean, as she has observed that this is how adults communicate through spoken language. I have used my daughter as an example to cross-file how different aspects of development aff ect each other and can occur at almost the same time. If we hadnt smiled back at her when she smiled, she may not have attached this physical movement as an expression ofher emotions, which would have impacted her ability to socialise with others and empathise with their emotions as well as communicate her own.In little ways such as that, each aspect of development can affect each other and as these main stages of development continue to affect children as they learn and grow, it ultimately affects the person the child will become. Children are influenced by those around them such as parents, friends and teachers who the children will emulate and learn from through observation and then put into practice in their own social encounters.

Advantages for Having a Dog.

Dogs, simply put, ar a mans outperform friend. These animals are extremely loving and loyal. Both humans and pursues are happier when they are around each other. A lot of dog owners make their dogs part of their family, treating them as angiotensin converting enzyme of their children. Numerous benefits come to owners responsibility, companionship, mental wellness benefits. The top reason people adopt or bring a dog into their lives is for companionship. When I had a dog, I came home from school to find him waiting by the front door, wagging his tail in the most happy fashion.I did not know if he was so stimulate because he had done something in the house or he really needed to go outside to relieve himself, but it made me happy acute he was there. Being with my dog, I never felt alone in fact, just walking from room to room in my house, I was always followed. In a funny way, my dog was like my very own stalker or sidekick. The loyalty of dogs is amazing they always want to be b y your side, purge when you have had a bad day or are just feeling down. When you bring a dog into your life, you also take on loading and the responsible tasks of chores for your dog.My Dad always told me that in addition to playing with him, I had to learn to take responsibility for walking, feeding, and grooming our dog. Teaching me this early in my childhood showed me the importance of caring for and taking give care of my belongings, as well as a living creature. Taking my dog to the park is a great scrap breaker with women, since seeing that I take care of my dog shows that I can take care of my own life. When I took that step to own a dog, it affected my mental and emotional well-being.I never had that feeling of being alone, with that I was always grateful for having my companion along with me. I researched the health benefits of having a dog as a pet and being alone all the time can lead to depression by having a dog, can help repossess the depressed state that you ma y experience. Also medically the brain releases serotonin and dopamine hormones which give moments of pleasure and calmness. I felt happier in which gave me a infract mental wellness, but who wouldnt want a lower stress level in their lives.If you are not ready to commit to taking care of an animal like a dog because it is too expensive or it is just too big of a commitment, then perhaps this is not the best plan for you. Making the decision to bring a dog into your home is life-changing, and has to be one you are ready for, like buying a natural car or finding a new girlfriend. Dogs are calming, accepting animals that offer unconditional love and kindness, as well as many health benefits. So, if bringing a dog into your life is what you want, you will not regret it at all.

European Films & An Analysis Essay

Films are products of culture. It is a culture woven into a piece of art. Films are like mirrors reflecting certain cultures, and these cultures in turn, are also affected back by these demands in which they relate to. In fact, film is considered as one great type of art because of its authority in influencing its audience or film viewers. It is therefore very important to be careful of what should be shown to the viewers though films because of the possible effects that it crowd out do to the public, a social entity that is reemerging from the film with a surface-defined historical and contemporary roles and functions.This public is where the film audiences also came from and, audience, is the group where the film is appealing to, influencing them, their thoughts, their ideas and their beliefs as they see their own culture unfolds forwards them in front of the screen through the motion pictures. It is actually difficult to visualize an instituted and strengthened public/ depict ed object identity without reinforcement between or among those who are sharing this field identity.The role of films therefore is to relay the information back to those individuals with shared identity, values, culture and many other things in their sense of common cultural memory or mutual belonging1 according to David Forgacs, stated in the book of Ricci. With this highschool sensibility to the public, more often than not, governments take some, or even much, precautions before allowing some release of films by regulating them or, sometimes, governments take advantage of the films to promote their national goals through the encouragement of some themes in them in exchange to some benefits and privileges given to filmmakers.II. Major European Nations and Their Films It is important to understand that films are generally regulated. several(prenominal) institutions located in a country or region into where the film is based or created, or the culture of that region or area where the film relates to, must also be considered in the creation of that certain film. Films must also be paralleled or must be aligned with the whims of the regulatory bodies dogmatic them, or else they cannot be approved for public release and viewing.At present day, these regulations are apparent to some directives given by governing bodies such as the European Union (EU) in European countries. Some of the directives provision includes statement such as broadcasters reserve for European works the absolute majority proportion of their transmission time2. This is the general directive. Each country however has their respective ways of regulating and directing their own film industries as intumesce as the films that are to be shown in their respective territories, both in the past and presently.In English film industry in the early eightees, before Thatchers intervention, it had been generally expected that a Labour government would increase state support for film in recognition of its cultural, and not just commercial, worth 3 (Hill 1996, 101) Another film industry that can be seen as controlled, making the art as a means to encourage national goals, is seen in the French national film industry where there are quotas as to the percentage of European and American/foreign films that may be shown to the public, and this is claimed to be in accordance with cultural preservation of European values.In Italy however, films are freer and without so much restrictions imposed upon their approval and release to the public. In the early 1920s Soviet era, foreign films were even utilized for the purpose of its own industrys recovery. 4 The following section focuses on major European nations and their national film forms in depth analyses in their institutional context. This includes the English, French and Italian film industries among others. III. Selected European Films in Their Institutional ContextAs the Second cosmos War approached, it was believed that the film pro ductions in European areas were random. That was history. Today, aside from the umbrella rules of the recent EU Directive, each nation, especially the greater ones, have their own sets of rules and policies, as well as style and culture in their respective film industries. The following are major European countries/areas and how their respective film industries are with respect to institutional context/

Separating Students Based on Academic Skill Level

Khalid Sarsak 22 October 2012 Separating Students Based on Academic Skill Level Separating students based on academic skill level is a topic discussed by many people. I believe that junior high and high school students with special needs, as well as all other students, should be divide based on academic skill level be piddle e really person is contrastive. All humankind are unique which is what defines each person as their own being. Not separating students, in my opinion, foundation have negative results. First, advanced students approach held back because teachers mustiness go slower for the students that load down more time to learn certain lessons.They begin to get bored and tend to dose off because the material the teacher is going over is too thriving for them. For example, when I was in my math part in 7th grade, I would always understand the lessons quickly. Math came easy to me so whe neer the teacher was in the middle of a lesson, I would talk to my friends and dis tract them or I would draw goofy pictures. I wouldnt take class seriously and sometimes I felt like I should just not come to class. A second reason students should be separated based on academic skill level is because students that need help can get it.Some students that arent as academically gifted as others powerfulness get disappointed because they are not doing so well in a certain class. They might get stressed too much which can lead to depression and anxiety. If they are separated it would be easier for them to get individual help. Also they entrust be with students at their uniform skill level so the class will run more smoothly, they can help each other out, and they will smelling more comfortable in class. These issues can be fixed by having all students take an assessment test to evaluate what level each person is in each class.If this would have happened when I was in my 7th grade math class it would have helped me a lot because I would have been ahead in my math cl asses. Being ahead in my math classes would have helped me because I am currently majoring in computer engineering which needs many math classes. Another reason why students should be separated based on academic skill level is because students that need help or are struggling with a topic might get singled out and made fun of. Their peers might make them feel embarrassed and sometimes insecure to the point where they never ask for help.Some kids are also very shy so they will have a difficult time keeping up with the rest of the class because they wont ask for help. Similarly, David Raymond, a young dyslexic man, was made fun of and embarrassed in school. In his essay On Being 17, Bright, and Unable to Read, he talks about the hardships of dyslexia that he faced in school. He says I just felt dumb. And dumb was how the kids treated me. Theyd make fun of me every chance they got, asking me to number cat or something like that (197). He shows us how being in a class that he had troub le with caused his peers to single him out which made him feel like he was not smart.He also says in his essay that he wanted to die (197). Anyone that feels like they want to die because of kids making fun of them is never good. However, Raymond attended a summer camp for kids that had dyslexia. He found out that he actually is a smart kid. All the kids at the camp had the same problems that he had so he felt better about himself. He begins to do well in school. In his essay, he says Life began to change a little for me then, because I began to feel better about myself making vases and pots that teachers said were pretty good (Raymond 198).Separating David Raymond by putting him with other kids with the same problem helped him finagle with his learning disability. He learned new hobbies and other activities that he succeeded with. It also helped him by showing him that he is an intelligent kid because he had a higher(prenominal) IQ than 90% of the camp (198). On the other hand, s ome people believe that separating kids based on academic skill level may cause some negative things. For example, in his essay Of My Friend Hector and My Achilles Heel, Michael Kaufman discussed how being separated based on academic skill level caused him to become disfavor towards his friend Hector.Michael Kaufman and Hector were two kids that became neighbors and friends at a young age and grew up together in school. Kaufman was placed in a higher class than Hector, which Kaufman believes, caused him to become arrogant and prejudiced towards Hector in their adult years (148-149). However, there are other ways to stop labeling and prejudices without completely stopping the time interval of students by their academic skill levels. For example, schools can have teachers talk about stereotypes, labeling, and prejudices to show how it can negatively affect other kids.This can teach students that labeling kids a hurtful name can cause them to distance themselves from people and becom e depressed. Also schools can try to teach students about a variety of antithetic people and their cultures so they have a better understanding of their peers. All in all, this world has millions of different people that think differently and have different levels of intelligence. There are many jobs and careers that are different from each other and take different skills to do.Separating students based on academic skill level will not only make a more organized schooling system, but it will also help the students learn at their own gait and set the sights toward their future careers. Works Cited Kaufman, Michael T. Of My Friend Hector and My Achilles Heel. Models for Writers. Eds. Alfred Rosa and Paul Eschholz. tenth ed. Boston Bedford, 2010. 146-149. Print. Raymond, David. On Being 17, Bright, and Unable to Read. Models for Writers. Eds. Alfred Rosa and Paul Eschholz. 10th ed. Boston Bedford, 2010. 196-199. Print.

Language Arts Essay

This topic go out provide students with an interactive method of tuition numeracy, literacy, inquiry and responsibility within the environment in which we live (Rice & Wilson, 1999). It gives ample leeway for creating lessons within the event aras of Science, Mathematics, Language Arts, and Social Studies. Such a unit will make students aware of the place and usance of trees in the environment. It will also enhance their knowledge of the structure and function of trees as living things.Students will also hear how humans depend on trees in the environment and also how the activities of humans engage adversely affected the environment in the retiring(a). Finally, it will make students aware of how their individual actions toward trees can rectify the state of the environment. Overall Expectations 1. Students will watch out how trees grow. 2. Students will learn the uses that humans have for trees. 3. Students will search what humans and trees have in common. 4. Students will learn size and texture comparisons from factors of trees.5. Students will learn how to count using tree limbs, leaves, and other tree parts. 6. Students will learn numeracy and estimation by exploring how galore(postnominal) more limbs are possessed by one tree over another. 7. Students will learn vocabulary and how to construct sentences about trees. 8. Students will learn about forests and how they have been harmed by humans in the past particular Expectations Integrated Science Students will be pass judgment to make connections amidst trees and the things in their lives make from trees.They will be pass judgment to be satisfactory to tell the facts about trees. Such prompts will be given to allow them to get wind such characteristics as size, colour, and the different parts of a tree that they are familiar with. Student will also be expected to learn observation and note-taking skills as part of the scientific process. Mathematics Students should be able to demonstrate their knowledge of counting objects and of the fact that one sum represents on object via counting branches, leaves, and other parts of trees.They are also expected to be able to perform arithmetic operations of adding and subtracting using tree icons as computational tools. Students are also expected to learn (or reinforce knowledge of) descriptors such as larger, longer, bigger, taller, thinner, and other comparisons. Language Arts Students are expected to learn vocabulary connected with trees and to deal them as sight words. They are expected to make connections between trees, their parts, animals and humans, and should be able to construct simple sentences that explain facts about them.Students should also be able to recognize and properly use comparative adjectives such as tall and taller, thin and thinner, long and longer, etc. Specific Expectations Students will be expected to be able to understand the interactions of humans and animals with trees. They should be able to na me such things that they have seen in trees, such as birds nests and squirrels. They will then be expected to understand whether trees are alive or dead and required to say why they have answered in a specific way.

The Role of Local Culture and Context in English Language Teaching

The Role of Local Culture and setting in position lecture Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed address as an entity that could be segmented and through necessitateing these segments, the totality would excessively be learnt. This regularity has been tested, ch tout ensembleenged and in numerous cases discarded in the arena of linguistics. The inventionion, propagation and inevit satisfactory discontinuation of ever new methods has prompted Sowden to express there has then been methodological fatigue, buck oning galore(postnominal) to the pragmatic conclusion that informed eclectic method offers the best improvement for the future. (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend charm implementing ELT methods. One of the particularors that should be considered, however, is that there seems to be a deep colligation between manner of speaking and finale unlike the belief of the structuralis ts. The concept of spoken wrangle program line now is that of niggardliness in what the savants learn or want to learn rather that what is to be taught. As the classrooms get untold assimilator-centered, it apprize be assumed that the attitude and the initiatorys from the learners side depart be more prominent.Since a soul is shaped by geniusnesss coating and topical anesthetic setting, we endure assume that the importance of ethnic context in wording training provide grow as learning be come outs more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appe bed a growing consciousness of the role compete by shade in the classroom. (Sowden C, 2007, p. 304) It is not but the learners that come with their profess burnish in the classroom, the teachers besides process their admit assimilation. This is particularly true if the linguistic communication teacher is not from the topical anaesthetic anestheticity.Sowden warns the teacher to be aware not just of the nuances of their students and their environment, but withal of the polishs that they themselves bring to the classroom (Sowden, 2007, p. 305). Thus, it tail be seen, however inconclusive, that civilization of both(prenominal) the teacher and learner plays an purgetful role in the expression learning environment and they sustain to be addressed for effective learning to take place. This intricate mutual relationship between row and finis whitethorn be the key to unlock the terminology teaching methodologies of the future. Whenever we talk nigh anguage and its pulmonary tuberculosis, it is in-chief(postnominal) to figure out the relation between phrase and culture. There are few things we need to communicate ourselves in this regard. Can dustup cost independent of culture? Is learning a new linguistic process ( slope) definitive of learning the culture of domestic speakers of incli ne? Who are the ingrained speakers of position? Will the culture of the native speakers be divert in the setting of the nomenclature learner? Can style exist independent of culture? A lyric preservenot exist in vacuum. It has to express some objective affectionate function when utterances are take a crap or some text is written.When we do happen upon ingestion of style, the production made is gener whollyy about what we know or what we view experienced. What we know and experience or soly confines inside the local anesthetic anaesthetic setting that we down grown up and where we are residing. Thus, local context becomes inseparable from the engage of quarrel. Is learning a new language ( side of meat) definitive of learning the culture of native speakers of slope? When we learn a new language, we need to adopt the culture of the station language to a certain(prenominal) intent beca aim the ethnic aspect comes amalgamated with the score language. But what ab out the learners?The learners have their own set of heathenish experiences and objectives of using a language. They have their own pagan amalgamation which has to be addressed during target area language learning process to make it meaningful and relevant to the learners. We tush assume that integrating of local culture and context is inevitable art object learning a target language. Who are the native speakers of side of meat? The peculiarity that makes a native speaker is generally very vague and often misleading. It great power be important to look into the terminology if we are to explain what English is.A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the circumstance that it is spoken in many parts of the world and more and more nation are adopting it as the first-class honours degree language of communication. In this setting we must consider the appropriateness of calling certain speakers native and some opposites not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly globose whizz, adept must leave the notion of native speakers behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English whitethorn differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference.But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are shuffled so the learner has a more door-to-door grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal An neglectd agenda?The first view expressed by Byram and Flemming (Byram, 1997 Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. The jiffy view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986 Kachru and Nelson, 1996 Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where distinct institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1 996) states patently that local culture in TEFL should be taught.Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005 Jenkins, 2005 Seidlhofer, 2001) says that since English is a glossa franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot can two core realities.The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning impart not be as effective. Theref ore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more wide.English as an International Language Hegemony of English language is a orbicular phenomenon and the onset of modern technology, the computer and as the choice language of the academia lead further strengthen it. Eventually, the spread of English will probably be the root cause for slicing of majority of world languages. Having said that, one must accommodate the fact that the use of English in world-wide communication is increasing, and thus, it is gaining momentum as macrocosm an international language. The rise of English as an international language has named many concerns among the laymen, experts, anglophiles and chauvinists alike.The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media languages, circumstantialally English are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There whitethorn be advantages to uniformity, but the question is does it outmatch the disadvantages that it might bring in the form of language death as expressed by David quartz glass or loss of individuation?The other faction is made up of personnel who are enquire this very question. The prominence of English might be an indicator of decline of other languages. When a language is deep in thought(p), it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition it as well as forms the corpora of accumulated knowledge of a community. All this will as well as be lost with the dying language. Moreover, there is a strong af finity of the language with the individualism of a person or a community.Although English may provide with alternate identity, as shall be discussed later in this paper, the firsthand form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are handout to bring about policies for other languages that are in existence. In order to deduct why English is strong fitting a global language, we must try and analyze why is it important for us to learn English.There are many reasons why an individual would want to learn English. i. English may be a gene for obtaining split up employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners move higher(prenominal) academic achievements and publishing of ones findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power.Thus we can see the friendship towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget ones own linguistic heritage, as is happening mostly in weakening countries like Nepal or to make the learning process additive by retaining ones own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core parole of this paper local context and culture in teaching or learning English.Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English it is time to ponder over how we are going to teach English language. English Language, Local Culture and S ocial Identity If we want to have triumph over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language.What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to witness why local context and local culture must be integrated into teaching of English language, we must also be old(prenominal) with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication.Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only arrest what the other person is expressing but it is also indispensable that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level.The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to loose the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language.Englebert believes that there is a cultural variation between the learner and the language and that the teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions establish on generations of cultural indoctrination. (Englebert, 2004). These assumptions meand on cultural indoctrination are at the core of schema of the learner.Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in bran-new Zealand, Li found that the interactive teaching methods adopted by New Zealand teachers are culturally ill-sorted with Asian students learning conceptualizations. The findings suggest that some teachers adoption of the communicative or in teractive teaching approach led to Asian students negative learning experience in New Zealand (Li, 2004).This shows that the cultural background and the expectation of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally foreign. The foreignness can be significantly eliminated if local context and culture of the learner is being used in the target language.Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals becaus e of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds.If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English.She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English bel ongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal along with the gathering momentum of inclusion of local culture and context in language teaching crossways the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education.Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the executing of such meat and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, b ut the exercises that follow again reflect to the target language culture.On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be uncorrectable to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language form _or_ system of government makers and the educators of the rural area need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT.Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflec ts local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers Association, NELTA, can be instrumental in victorious the necessary initiatives.It is wise to include people from different academic, professional, age host, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of all(prenominal)thing is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus.The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learn ing a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn.The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching the learners might benefit in m any different ways.As Lengkanawati states we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students cultural background (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning.All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. ther efore we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages.The association of local context and culture can be done in three levels using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with.In Barfield and Uzarskis findings, the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from ones own. This methodology needs to be applied on the learners at least at the beginning.The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to pick out the target culture when we talk of English.This also indicates that even within the same language there is influence of local contex t and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and orthoepy too. A pavement for the British might be sidewalk for the Americans.A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings th an people from cross-culture communion the same language.This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3.The emergence of a Global culture When more and more people start decent familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integrat ion should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be disciple to the post-modernist maxim of think globally, act locally.This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global InterpretationBarfield and Uzarski have a very arouse notion regarding language integration when they opine that even if an original language is lost, which is happening at an frighten rate all over the worl d, through integration it can be preserved within some other language like English. Interestingly, despite the loss or future loss of an indigenous language, the roots of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one.Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards ascendance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership o f the language.If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to sincerely yours make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures.To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural delay for the language to evolve into a Global Language. Such understanding and cohesion will provide the abilities to suffice effectively and a ppropriately with members of another language-culture background on their terms (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends.It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are li kely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Second, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities.Therefore, how the integration is to be done should be adapt to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural set where local context and culture can be given more priority in the rather stages of learning English language.Slowly, learning of the culture and context of the target language is to be achiev ed for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity.

José Rizal Essay

Jose left Calamba for Binan to study under the instruction of original Justaniano Aquino Cruz. His days in school were full of memories and It is where he develop his skills in painting and the arts of wrestling. He was also the best student in their school. Jose surpassed all the Binan boys. It contributed for the love of independence in Jose. At that attendee age, he was able to control himself. Although he was struck by homesickness but diverted the feeling of nostalgia in developing talents and focused more in his academic studies. I remember when I was in my basal years.Sometimes, I was left alone by my parents. I just use my time by colourize books and playing with my friends. This activity helps me in identifying colors and building harmonious relationship with others. December 1871 Jose went to Calamba, his home town, where he was welcomed home by his parents, brothers, and sisters. He also spent his Christmas in Calamba. He was given a risk to celebrate with his family the Christmas on 1871. He even shared his experience in Binan. Christmas and other holidays would be merrier when we dismiss it with our family especially when we exchanges jokes and stories.January 1872The Cavity Mutiny flared up, followed by the execution of Fathers Gomez, Burgos and Zamora on February 17th. Paciano was deeply affected with the execution of his friend. As a sympathy and protest against the in rightness of Spanish authorities, he quit studies and went back to Calamba. This was the period when Joses determination to consecrate his life to combat the evil forces of his times despite of his tender age. As a Filipino, I too, is greatly affected by this event because it shows injustice and racial discrimination because Filipino non-Christian priest were considered inferior and given limited assignments.They were not allowed to hold parishes. June 1872 The heros pay back was accused and arrested on malicious charge that she aided her brother, Jose Alberto, in trying to poison Albertos wife. She was forced to walk on foot from Calamba to Santa Cruz. Jose Rizal experienced the injustice of the Spanish authorities. This event in his life was inculcated in his mind and undecided his eyes to reality and dreamed to have equality between Filipinos and Spaniards before the law. This event shows how Spaniards manipulate justice for their own benefit.This will also leave a message to the reader not to trust anyone be June 1872 to 1873 Jose entered Ateneo Municipal. He was at first put at the tail of the class, but he was soon promoted and kept on being promoted so that at the end of one month he had attained to the right-down of Emperor. At the end of the term he obtained marks of excellent in all the subjects and in the examinations. . He had reason to feel proud of his advancement and so when he went home on vacation that year, he ran alone to see his mother in the prison and tell her the happy news.Jose shows that he can do better even when he is Sec ond year in Ateneo (1873 to 1874) The second year, Jose had the same professor as in the previous year but instead of lodging outside the City, he resided at no(prenominal) 6 Calle Magallanes. At the end of the term he obtained a medal, and upon returning to his town, he again visited his mother in jail alone. This was three months before her release. Third year in Ateneo (1874-1875) Rizal family was happy because Dona Teodora was released from prison however, Rizal returned displease to his hometown because he only won one medal.He failed to win a medal in Spanish because his spoken Spanish was not that fluent. A Spaniard who delivered Spanish with fluency and right accentuation defeated him. He studied harder this year and regained his leadership composure and became an emperor again. Fourth Year in Ateneo (1875-1876) Rizal obtained five medals, which smiling him immensely because with them I could repay my father somewhat for his sacrifices. Last Year in Ateneo (1876-1877) Riza l was considered as the reserve of the Jesuits because he was the most brilliant Atenean of his times.

Richard the Third

Kameron Lopez epitome Paper 2 Ric elusive the Third February, 15tth Analyze the use of Christian eachusions Two drops of virtue for a Christian prince A prince of what exactly? That is a line said of Richard as he enters in Act 3 Scene 7. It was of course as Richard was standing in in the midst of two bishops pretending to be pious. He is more like a Christian prince of darkness, and he refers to himself as devil to state his mind. It can be said of Christian allusions in this text that Richard plays the part of the devil, the son, who fell from idols grace and presence.He spends all of his metre using others for his experience gain and corrupting mankind. Queen Margaret has it right when she called him Hells disastrous intelligencer. And he lives up to that title, more so that he ever lived up to the title of king. In his initiative speech Richard is determined to prove a villain. Richard catchms to be announcing that he has made a decision and is act to being bad. That may be true but there is another way to look at it. Richard could also be encountern as being predetermined to be a villain.At that time, Christian people believed that idol determines everything thats going to happen to a person and whether he or she allow for be saved from damnation. This root was important in context of Shakespeares England. Richards use of the word determined is interesting because it implies two different manageable meanings at once. First, Richard has decided of his own free will to be a villain or, second deity has predetermined that Richard is going to be a villain and Richard has no control over the out gravel.How we read this will determine on how we think about Richard and if he is a villain and evil by prime(a) or if he has no control over the lengths he will go to get what he wants. We can then see how Richmond can be seen as the savior of this play. He is the yet one that can defeat the evil Richard and take his rightful place on the throne and contract to right all of the wrongs that happened by the hands of Richard. He puts an end to a war, he is humane to those whose fought against him and fled. That perfect, forgiving love can be seen as a savior, especially when compared to Richards villainThere is a sense of divine revelation going on throughout this play with the women characters, Queen Margaret especially. She hurls many curses at Richard throughout the play. Cancel his vex of life, dear God, I p mite. / That I may live and to say, The dog is dead When Margaret prays for Richard to be punished for his treachery, she asks God to deputise and cut Richard down. Later, when Richard is killed in battle, we get the sense that God has answered Margarets plea and that Richards death has come to pass because of Gods will.Lady Anne curses Richard over her husbands grave and also curses the woman that would ever become his wife. She fulfills her own prophecy, her own revelation. And when thou weddst, let sorrow haunt thy bed As soon as she utters those rowing and allows herself to be woed in nearly the same breath, she succumbs to her own prophecy. As an audience, we know to take the curses, the prophecies seriously, because they all come to pass. Some of the characters seem to take them seriously, as in Christian traditions, and some do not and see them simply as mutterings from mad people, women specifically.Another allusion that can be seen in the text is how characters have a study part in their own destruction. They seem to be choosing the evil, the wrong despite the outcome, which will inevitably lead to their demise. Lady Anne and others are taken in by Richards charm and charisma and wit and occupy not to see the evil and overlook the violence. In Christian religion, that is exactly how the devil works. O that contrivance plan of the evil one. O the vainness, and the frailties, and the foolishness of men How quick the characters are to recognize evil when they see it but are unable to re sist being caught up in that same evil. That same race can almost be seen with the audience. We are so taken in my Richards presence that we detect ourselves almost rooting for him, despite being shocked by him. That is how temptation seems to work. We are repulsed by something at first, cant even imagine being involved in any way, and over time that same thing can become less repulsive and more intriguing.That fine line between falling into temptation and standing strong is even finer in this play, which rings true in real life. Good and evil, right and wrong, these are universal Christian ideals. And when evil looks so good, sounds so convincing, it is hard to say no even when we know it is wrong. That eternal struggle runs throughout this play and into everyday life, which is wherefore it was so popular when it was first performed and why it is still popular today.