Joshua And Ruth Essays - Book Of Joshua, Book Of Exodus, Neviim

Joshua And Ruth Book Of Joshua Chapter 1 The book begins with the history, not of Joshua's life (many remarkable passages of that we had before in the books of Moses) but of his reign and government. In this chapter, I. God appoints him to the government in the stead of Moses, gives him an ample commission, full instructions, and great encouragements (v. 1-9). II. He accepts the government, and addresses himself immediately to the business of it, giving orders to the officers of the people in general (v. 10, 11) and particularly to the two tribes and a half (v. 12?15). III. The people agree to it, and take an oath of fealty to him (v. 16?18). A reign which thus began with God could not but be honourable to the prince and comfortable to the subject. The last words of Moses are still verified, "Happy art thou, O Israel! Who is like unto thee, O people?'' Deu. 33:29. Chapter 2 In this chapter we have an account of the scouts that were employed to bring an account to Joshua of the posture of the city of Jericho. Observe here, I. How Joshua sent them (v. 1). II. How Rahab received them, and protected them, and told a lie for them (v. 2-7), so that they escaped out of the hands of the enemy. III. The account she gave them of the present posture of Jericho, and the panic-fear they were struck with upon the approach of Israel (v. 8?11). IV. The bargain she made with them for the security of herself and her relations in the ruin she saw coming upon her city (v. 12?21). V. Their safe return to Joshua, and the account they gave him of their expedition (v. 22?24). And that which makes this story most remarkable is that Rahab, the person principally concerned in it, is twice celebrated in the New Testament as a great believer (Heb. 11:31) and as one whose faith proved itself by good works, James 2:25. Chapter 3 This chapter, and that which follows it, give us the history of Israel's passing through Jordan into Canaan, and a very memorable history it is. Long afterwards, they are told to remember what God did for them between Shittim (whence they decamped, v. 1). and Gilgal, where they next pitched, ch. 4:19, Mic. 6:5, that they might know the righteousness of the Lord. By Joshua's order they marched up to the river's side (v. 1), and then almighty power led them through it. They passed through the Red Sea unexpectedly, and in their flight by night, but they have notice some time before of their passing through Jordan, and their expectations raised. I. The people are directed to follow the ark (v. 2-4). II. They are commanded to sanctify themselves (v. 5). III. The priests with the ark are ordered to lead the van (v. 6). IV. Joshua is magnified and made commander in chief (v. 7, 8). V. Public notice is given of what God is about to do for them (v. 9?13). IV. The thing is done, Jordan is divided, and Israel brought safely through it (v. 14?17). This was the Lord's doing, and it is marvellous in our eyes. Chapter 4 This chapter gives a further account of the miraculous passage of Israel through Jordan. I. The provision that was made at that time to preserve the memorial of it, by twelve stones set up in Jordan (v. 9) and other twelve stones taken up out of Jordan (v. 1-8). II. The march of the people through Jordan's channel, the two tribes first, then all the people, and the priests that bore the ark last (v. 10?14). III. The closing of the waters again upon their coming up with the ark (v. 15?19). IV. The erecting of the monument in Gilgal, to preserve the remembrance of this work of wonder to posterity (v. 20?24). Chapter 5 Israel have now got over Jordan, and the waters which had opened before them, to favour their march forward, are closed again behind them, to forbid their retreat backward. They have now got footing in Canaan, and must apply themselves to the conquest of it, in order to which this chapter tells us, I. How their enemies were dispirited (v. 1). II. What was done at their first landing to assist and encourage them. 1. The covenant of circumcision was renewed (v. 2-9). 2. The feast of the passover was celebrated (v. 10). 3. Their camp was victualled with

Zack de la Rocha Biography of the Musician

Zack de la Rocha Biography of the Musician The 1990s music scene was unique in that the two genres that dominated the charts- alternative rock and rap- seemed to have little in common. But that perception would change in 1991 when a Los Angeles Chicano named Zack de la Rocha melded the two art forms together in the rap-rock outfit Rage Against the Machine. Influenced by punk bands such as Minor Threat and militant rap groups such as Public Enemy, de la Rocha delivered angry rhymes about social injustice over heavy metal riffs as front-man of the group. His biography reveals how personal experiences with discrimination led de la Rocha to pen raps that challenged racism and inequality. Early Years Zack de la Rocha was born Jan. 12, 1970, in Long Beach, Calif., to parents Roberto and Olivia. Because his parents parted ways when he was very small, de la Rocha initially split his time between his Mexican-American father, a muralist in the group â€Å"Los Four,† and his German-Irish mother, a doctoral candidate at the University of California, Irvine. After his father began to exhibit signs of mental illness, destroying artwork and praying and fasting nonstop, Zack de la Rocha lived exclusively with his mother in Irvine. In the 1970s the Orange County suburb was nearly all white. Irvine was the polar opposite of Lincoln Heights, the predominantly Mexican-American community of Los Angeles that de la Rocha’s father called home. Because of his Hispanic heritage, de la Rocha felt racially alienated in Orange County. He told ​​​Rolling Stone magazine in 1999 how humiliated he felt when his teacher used the racially offensive term â€Å"wetback† and his classmates erupted in laughter. â€Å"I remember sitting there, about to explode,† he said. â€Å"I realized that I was not of these people. They were not my friends. And I remember internalizing it, how silent I was. I remember how afraid I was to say anything.† From that day forward, de la Rocha vowed never again to remain silent in the face of ignorance. Inside Out After reportedly dabbling in drugs for a spell, de la Rocha became a fixture in the straight-edge punk scene. In high school he formed the band Hard Stance, serving as vocalist and guitarist for the group. After that, de la Rocha launched the band Inside Out in 1988. Signed to the Revelation Records label, the group came out with an EP called No Spiritual Surrender. Despite some industry success, the group’s guitarist decided to leave and Inside Out disbanded in 1991. Rage Against the Machine After Inside Out broke up, de la Rocha began to explore hip-hop, rapping, and break-dancing in clubs. When Harvard-educated guitarist Tom Morello spotted de la Rocha performing a freestyle rap in a club, he approached the budding MC afterward. The two men found that they both espoused radical political ideologies and decided to share their viewpoints with the world through song. In Fall 1991, they formed rap-rock band Rage Against the Machine, named after an Inside Out song. In addition to de la Rocha on vocals and Morello on guitar, the band included Brad Wilk on drums and Tim Commerford, a childhood friend of de la Rocha, on bass. The band soon developed a following in L.A.’s music scene. Just a year after RATM formed, the band released a self-titled album on influential label Epic Records. While promoting the album in 1992, de la Rocha explained to the Los Angeles Times his mission for the group. â€Å"I wanted to think of something metaphorically that would describe my frustrations toward America, toward this capitalist system and how it has enslaved and exploited and created a very unjust situation for a lot of people,† he said. The message resonated with the public. The album went triple platinum. It included references to Malcolm X, Martin Luther King, South African apartheid, a Eurocentric educational curriculum, Fand other social issues. The band’s sophomore album Evil Empire, a reference to a Ronald Reagan speech on the Cold War, touched on de la Rocha’s Hispanic heritage with songs such as â€Å"People of the Sun,† â€Å"Down Rodeo† and â€Å"Without a Face.† Evil Empire also achieved triple platinum status. The band’s last two albums the Battle of Los Angeles (1999) and Renegades (2000), went double platinum and platinum, respectively. Although Rage Against the Machine was undoubtedly one of the most influential bands of the 1990s, de la Rocha decided to leave the band in October 2000. He cited creative differences but stressed that he was pleased with what the band had accomplished.​​​ I am extremely proud of our work, both as activists and musicians, as well as indebted and grateful to every person who has expressed solidarity and shared this incredible experience with us, he said in a statement. A New Chapter Almost seven years after the breakup, Rage Against the Machine fans received some long-awaited news: the band was reuniting. The group performed at the Coachella Valley Music and Arts Festival in Indio, Calif., in April 2007. The reason for the reunion? The band said it felt compelled to speak out in light of  Ã¢â‚¬â€¹Bush administration policies they found intolerable. Since the reunion, the band has yet to release more albums. The members are involved in independent projects. De la Rocha, for one, performs in the group One Day as a Lion with former Mars Volta member Jon Theodore. The band released a self-titled EP in 2008 and performed at Coachella in 2011.​ Musician-activist de la Rocha also launched an organization called Sound Strike in 2010. The organization encourages musicians to boycott Arizona in light of the state’s controversial legislation targeting undocumented immigrants. In a Huffington Post piece, de la Rocha and Salvador Reza said of the strike: â€Å"The human impact of what is happening to immigrants and their families in Arizona calls into question the same moral and ethical imperatives that the civil rights movement did. Are we all equal before the law? To what extent can states and local law enforcement officers engage in human and civil rights violations against an ethnic group that has been completely vilified in the eyes of the white political majority?†

Roman Imperial Succession in the Julio-Claudian Era

Roman Imperial Succession in the Julio-Claudian Era The Imperial period is the time of the Roman Empire. The 1st leader of the Imperial period was Augustus, who was from the  Julian  family of Rome. The next four emperors were all from his or his wifes (Claudian) family. The two family names are combined in the form   Julio-Claudian. The Julio-Claudian era covers the first few Roman emperors,  Augustus, Tiberius, Caligula, Claudius,  and  Nero.​ Ancient Roman history is divided into 3 periods: RegalRepublicanImperial Sometimes a fourth period is included: Byzantine Period. The Rules of Succession Since the Roman Empire was new at the time of the Julio-Claudians, it still had to work out issues of succession. The first emperor, Augustus, made much of the fact that he was still following the rules of the Republic, which permitted dictators. Rome hated kings, so although emperors were kings in all but name, a direct reference to the succession of the kings would have been anathema. Instead, the Romans had to work out the rules of succession as they went. They had models, like the aristocratic road to political office (cursus honorum), and, at least in the beginning, expected emperors to have illustrious ancestors. It soon became apparent that a potential emperors claim to the throne required money and military backing. Augustus Appoints a Co-Regent The senatorial class historically passed along their status to their offspring, so succession within a family was acceptable; however, Augustus lacked a son to whom to pass along his privileges. In 23 B.C., when he thought he would die, Augustus handed a ring conveying imperial power to his trusted friend and general Agrippa. Augustus recovered. Family circumstances changed. Augustus adopted Tiberius, his wifes son, in A.D. 4 and gave him proconsular and tribunician power. He married his heir to his daughter Julia. In 13, Augustus made Tiberius co-regent. When Augustus died, Tiberius already had imperial power. Conflicts could be minimized if the successor had had the opportunity to co-rule. Tiberius Two Heirs Following Augustus, the next four emperors of Rome were all related to Augustus or his wife Livia. They are referred to as Julio-Claudians. Augustus had been very popular and so Rome felt allegiance to his descendants, too. Tiberius, who had been married to Augustus daughter and was the son of Augustus third wife Julia, had not yet openly decided who would follow him when he died in A.D. 37. There were 2 possibilities: Tiberius grandson Tiberius Gemellus or the son of Germanicus. On Augustus order, Tiberius had adopted Augustus nephew Germanicus and named them equal heirs. Caligulas Illness The Praetorian Prefect, Macro, supported Caligula (Gaius) and the Senate of Rome accepted the prefects candidate. The young emperor seemed promising at first but soon suffered a serious illness from which he emerged a terror. Caligula demanded extreme honors be paid to him and otherwise humiliated the Senate. He alienated the praetorians who killed him after 4 years as emperor. Unsurprisingly, Caligula had not yet selected a successor. Claudius is Persuaded to Take the Throne Praetorians found Claudius cowering behind a curtain after they assassinated his nephew Caligula. They were in the process of ransacking the palace, but instead of killing Claudius, they recognized him as the brother of their much loved Germanicus and persuaded Claudius to take the throne. The Senate had been at work finding a new successor, too, but the praetorians, again, imposed their will. The new emperor bought the continued allegiance of the praetorian guard. One of Claudius wives, Messalina, had produced an heir known as Britannicus, but Claudius last wife, Agrippina, persuaded Claudius to adopt her sonwhom we know as Neroas heir. Nero, the Last of the Julio-Claudian Emperors Claudius died before the full inheritance had been accomplished, but Agrippina had support for her son, Nero, from the Praetorian Prefect Burrus whose troops were assured a financial bounty. The Senate again confirmed the praetorians choice of successor and so Nero became the last of the Julio-Claudian emperors. Later Successions Later emperors often designated successors or co-regents. They could also bestow the title of Caesar on their sons or other family member. When there was a gap in the dynastic rule, the new emperor had to be proclaimed either by the Senate or the army, but the consent of the other was required to make the succession legitimate. The emperor also had to be acclaimed by the people. Women were potential successors, but the first woman to rule in her own name, Empress Irene (c. 752 - August 9, 803), and alone, was after our time period. Succession Problems The first century saw 13 emperors, the 2nd, 9, but then the 3rd produced 37 (plus the 50 Michael Burger says never made it to the rolls of the historians). Generals would march on Rome where the terrified senate would declare them emperor (imperator, princeps, and augustus). Many of these emperors with nothing more than force legitimating their positions, had assassination to look forward to. Sources: A History of Rome, by M. Cary and H.H. Scullard. 1980.Also J.B. Burys History of the Later Roman Empire and The Shaping of Western Civilization: From Antiquity to the Enlightenment, by Michael Burger. For more information on imperial succession, see: The Transmission of the Powers of the Roman Emperor from the Death of Nero in A.D. 68 to That of Alexander Severus in A.D. 235, by Mason Hammond; Memoirs of the American Academy in Rome, Vol. 24, (1956), pp. 6163-133.

Toms shoes Case Study Example | Topics and Well Written Essays - 500 words

Toms shoes - Case Study Example By offering charity products profits increased. For 2011 alone, TOM’S shoes revenues from selling its shoes and eye care products amounted to $ 110 billion (Fashionbi, 2012). The products include black canvas, Argentina, and winter shoes. TOM’s Shoes’ revenues ensure free eye care to the needy. The corporate customers are all global groups, include those in Cambodia, India and Ethiopia. The distribution partners include SEVA, Visualiza and Childsight. Q3. TOMS shoes’ work strategy is to give away free shoes to the needy children (Youtube, 2013). For every shoe sold in TOM’s Shoes stores, one shoe is given free to the needy children around the world. Domestically, the company gives free shoes to the needy children of the 50 states. In addition, the company delivers free shoes needy children internationally, including Guatemala, Philippines, Tanzania, Uganda, and Pakistan. The benefits of giving away shoes and eyeglasses include making meaning in everyone’s lives, givers and receivers. With the donors’ helping Mycoskie, the poor children wear free shoes. With free shoes, the needy children can walk more comfortably and safely to school and other nearby locations. The company delivers the free shoes to giving partners. The giving partners identify and deliver the free shoes, eyeglasses and eye operations to needy children. Q4. Blake Mycoskie’s principles of entrepreneurship include creating demand for its quality products and services (TOMS, 2014). Mycoskie learned that business should be pure for profit and not for profit entities can engage in profit-generating activities. TOM’s Shoes both generates profits and contributes to charitable activities. Mycoskie’s management discipline is grounded on delivering quality shoe and eyeglass products and services. Mycoskie insists that resourcefulness (looking for eager donors of shoes and eye glass) and simplicity (delivering quality products and

Solving a Complex Problem at EMC Research Paper Example | Topics and Well Written Essays - 750 words

Solving a Complex Problem at EMC - Research Paper Example Analysis of the situation in the Plasti-brack product line The problems with the Plasti-brack product line are numerous. The reject rate lies between 12 and 20% which is very high and is obviously costing the company since it takes money and time to correct defects. When customers buy products that are defective it can affect the company’s business in terms of the public perception as one unsatisfied customer can lead to a loss of other customers. The molding dies are very old which means that they have been bought and stored for too long. This implies that the company is holding too much of this type of inventory. There is a problem with the dies which means that they have to be replaced. New plastic injection die cost between $25,000 and $30,000 each. This means that it will cost the company between $150,000 and $180,000 to replace the six dies. The company will only be able to get these within six weeks from the date of order which means quick action is required in terms of the best way forward. The M101molding machine has a record of high unscheduled repair and downtime requiring minor adjustments several times per week. Replacing or repairing this machine should lead to a significant reduction in backlog. The advantages and disadvantages of replacing or overhauling the machine need to be analyzed before making a decision. Additionally, the availability of funds is another factor that should be considered in making the decision. The purchasing manager has also indicated that there are resins of better grade that can be used. They cost between 10 and 15% more than the one which is currently in use with the more expensive one – the RP625 being able to reduce some of the scrapped parts generated by the MG251. However, he is not sure how the RP515 which is the cheaper one would do. A decision is therefore required and since waste is an issue the RP625 may be ideal. Another matter for consideration is that a new shift will mean a shift premium of 1 5% or overtime work at time and a half. New shift will mean employing additional staff and this cost money. It is possible that the six weeks back log may be resolved by quick changeover and a reduction in machine down time. However, current productivity levels need to be determined. The set up times which is the die changeover time for both blanking and molding is four (4) hours on average which means that more than half the work time is spent on just setting up. If this can be reduced it would benefit the company tremendously since it would increase production. Tom Tucker has indicated that it would cost $10,000 to modify dies with quick clamps in order to reduce set up times to between half hour and one hour. This reduction in set up time would lead to twice the production levels per day. Diagnosis of the problem In addition to the frequent downtime in machine M101 which is a major problem, it appears as if the die changeover time is the main reason for the back log. Once somethi ng is done in relation to machine M101 then the problems associated with Machine Group 251 for which it is apart may be completely resolved. The die changeover currently takes an average of 4 hours. Reducing this time should double daily production levels. Therefore, overtime may not be an major issue in resolving the backlog issue. Plan for resolving the problem The problem

Parle Products History Essay Example for Free

Parle Products History Essay The original Parle Company was split into three separate companies, owned by the different factions of the original Chauhan family. †¢Parle Products, led by Vijay, Sharad and Anup Chauhan (owner of the brands Parle-G, Melody, Mango Bite, Poppins, Monaco and KrackJack) †¢Parle Agro, led by Prakash Chauhan and his daughters Schauna, Alisha and Nadia (owner of the brands such as Frooti and Appy) †¢Parle Bisleri, led by Ramesh Chauhan In 1929 a small company by the name of Parle products emerged in british dominated India at Parle, world’s largest selling biscuits started in vile parle. It was owned by the Chauhan family of Vile Parle, Mumbai. The intent was to spread joy and cheer to children and adults alike, all over the country with its sweets and candies. The company knew that it wouldn’t be an easy task, but they decided to take the brave step . a small factory was set up in the suburbs of Mumbai, to manufacture biscuits as well. since then, the parle name has grown in all directions, won international fame and has been sweetening peoples lives all over India and abroad. A part from the factories in Mumbai and Bangalore Parle also has factories in Bahadurgarh in Haryana and Neemrana in Rajasthan, which are the largest biscuit and confectionery plants in the country. Additionally, Parle products also have 7 manufacturing units and 51 manufacturing units on contract. AWARDS Since the first entry at the monde selection in 1971,parle products have been shinning in golds and silver consistently Monde selection is an international institute for assessing the quality of foods Currently, it is the oldent and the most respected organization in the field of selecting quality foods worldwide ABOUT THE COMPANY Initially a small factory was set up in the suburbs of Mumbai city, to manufacture sweets and toffees. The year was 1929 and the market was dominated by famous international brands that were imported freely. Despite the odds and unequal competition, this company called Parle Products, survived and succeeded, by adhering to high quality and improvising from time to time . A decade later, in 1939, Parle Products began manufacturing biscuits, in addition to sweets and toffees. Having already established a reputation for quality, the Parle brand name grew in strength with this diversification. Parle Glucose and Parle Monaco were the first brands of biscuits to be introduced, which later went on to become leading names for great taste and quality. For around 75 years, Parle have been manufacturing quality biscuits and confectionery products. Over the years Parle has grown to become a multimillion-dollar company with many of the products as market leaders in their category. The recent introduction of Hide Seek chocolate chip biscuits is a product of innovation and caters to a new taste, being India’s first ever chocolate-chip biscuits. All Parle products are manufactured under most hygienic conditions. Great care is exercised in the selection and quality control of raw material and standards ensured at every stage of the manufacturing process. Parle Products has 4 manufacturing units for biscuits and confectionaries at Mumbai, Haryana, Rajasthan and Karnataka. It also has 14 manufacturing units for biscuits 5 manufacturing units for confectioneries, on contract. All these factories are located at strategic locations, so as to ensure a constant output easy distribution. Today, Parle enjoys a 40% share of the total biscuit market and a 15%share of the total confectionary market, in India. The marketing mix of Parle for this project has been studied from the point of view of Parle biscuits; mainly Parle-G and Parle hide seek. Biscuit goodies: Parle G, Krackjack, Krackjack Crispy Creams, Monaco, Kreams, Hide andSeek, Hide Seek Milano, Digestive Marie, Parle Marie, Milk Shakti, Parle20-20 Cookies, Nimkin Sweets: Melody, Mango Bite, Kaccha Mango Bite, Poppins, Kismi Toffee, KismiGold, Orange Candy, XHale Munch on snacks! Musst Bites, Monaco Bites Cheeslings, Sixer, Musst Stix Musst Chips

An Analysis of the Media and Culture Issues of Society :: Media Cultural Essays

The issue of the relationship between the mass media and the popular culture has always been a controversial issue in social sciences. The political economists insist on the role of the media industry in the creation of this phenomenon of the twentieth century. Though, advocates such as John Fiske, argue that popular culture is actually the creation of the populous itself, and is independent of the capitalist production process of the communication sector. Basing his argument on the immense interpretive power of the people, Fiske believes that the audience is able to break all the indented meanings within a media message. He also believes- by giving new meanings to that specific message they can oppose the power block that is trying to impose its ideology to the public. Consequently, this anarchistic activity of the audience creates the popular culture as a defence mechanism. Even when we accept Fiske’s ideas, we can not disregard the manipulative power of the media and it s effects on cultural and social life. Everyday we are exposed to millions of different visual messages, which tell us what to eat, what to wear, what to watch and what to listen. No matter how hard we try to avoid being influenced by these directives, we can only protect ourselves to a certain point. After that, no interpretive power can be helpful. Media then leads us to a path that ends up in the same department store with our neighbour, with whom we have probably never spoken to before. Ironically, we are holding the same pair of socks or CDs, and we might never want to recall the TV commercial that had opened the gates to this path. The United States is the biggest economical power in the world today, and consequently has also the strongest and largest media industry. Therefore, it is essential to take a look at the crucial relationship between the media and the popular culture within the social context of the United States for a better understanding of the issue. For a simpler analysis of the subject we shall divide the media industry into three main branches: Entertainment, News and Commercials (which is the essential device for the survival of the industry, and shall be considered in integration with Entertainment). Researches have shown that the most popular reason behind TV viewing is relaxation and emptying the mind.

How is Lady Macbeth an important and memorable character in Macbeth? Essay

Lady Macbeth is an important and memorable character in Macbeth because she sets up the story by persuading Macbeth to kill Duncan. She also is memorable because she almost controls Macbeth at the start of the play which is unusual in the time of the play, as women usually didn’t have much say in relationships. Her role in the play also highlights Macbeth’s loneliness without her. Lady Macbeth is the catalyst for her husband’s downfall, as she pushes him to kill King Duncan. She tells him to, â€Å"look like th’innocent flower but be the serpent under it.† Talking about Duncan she also says, â€Å"O never shall sun morrow see.† She also hints he is not a man unless he kills Duncan (this is a recurring theme in the play), â€Å"When you durst do it, then you were a man.† This also shows she represents evil at the start of the play; she plays on his ambition and drives him to become a murderer. Lady Macbeth represents evil at the start of the play, this is highlighted when she says, â€Å"Fill me†¦topfull of direst cruelty† and â€Å"pall thee in the dunnest smoke of hell.† She also would have scared the audience at the time because she and the witches were controlling a powerful man. She also comes across as wanting to be more masculine when she says, â€Å"unsex me here† and â€Å"come to my woman’s breasts and take my milk for gall (bile).† She also repeats the word â€Å"come† as if she is summoning evil spirits in her speech in act 1 scene 5 such as when she remarks, â€Å"Come, you spirits that tend on mortal thoughts.† This speech makes the audience relate her to the witches because she is so evil. Later in the play, Lady Macbeth starts to echo her husband’s reaction to the murder of Duncan. The main example of this is the symbol of hand washing, in act 2 scene 2 Macbeth says, â€Å"Will all great Neptune’s ocean wash this blood from my hands? No: this my hand will rather the multitudinous seas incarnadine.† Then in act 5 scene 1 Lady Macbeth remarks, â€Å"Here’s the smell of the blood still; all the perfumes of Arabia will not sweeten this little hand.† This scene also shows she realises what she pushed her husband to do has turned him into a murderer, â€Å"The Thane of Fife had a wife. Where is she now?† Macbeth sees life as a pointless succession of days after Lady Macbeth commits suicide in act 5 scene 5. This is shown in his speech in that scene where he announces â€Å"It (life) is a tale told by an idiot full of sound and fury, signifying nothing,† Also, â€Å"All our yesterdays have lighted fools the way to dusty death,† and â€Å"Out, out brief candle.† This shows that Macbeth sees no point or direction in his life without Lady Macbeth. Lady Macbeth realises that killing the King hasn’t brought them the joy they thought it would. This is summed up when Lady Macbeth says, â€Å"Noughts had, alls spent,† and when she says, â€Å"Tis safer to be that which we destroy,† in act 3 scene 2. This shows us her regret of pushing her husband to kill the King as they have gained nothing and envy to be him. These things drive her to her madness, as she realises what they have done has sealed their fate. This is an echo of what her husband says in this scene, â€Å"full of scorpions is my mind,† â€Å"After life’s fitful fever, he (Duncan) sleeps well.† Lady Macbeth appears to be the stronger person in the aftermath of the murder of Duncan and rubbishes Macbeth’s guilt and regret, she remarks â€Å"Infirm of purpose!† â€Å"My hands are of your colour, but I shame to wear a heart so white,† â€Å"A foolish thing to say a sorry sight,† and â€Å"These deeds must not be thought after these ways; so, it will make us mad.† The last of these quotes is ironic as when she does think back on it later in the play she goes mad herself! This reiterates the fact that she wants to be in control of him, and this would have been scary for people of Shakespearian time for men were far superior to women, especially Kings. Lady Macbeth still believes Macbeth is weaker than her up to act 3 scene 4 where she says â€Å"are you a man?† when he sees the ghost of Banquo. She then questions his manhood again by saying, â€Å"A woman’s story at a winter’s fire authoriz’d by her grandma. Shame itself!† and â€Å"What, quite unmann’d in folly?† This is a recurring theme of the play, but in the end they both end up dead cowards anyway. To conclude, Lady Macbeth is probably the most important character in the play as there would be no storyline if she hadn’t pushed Macbeth to kill Duncan. Lady Macbeths control over him is lost in act 4 and Macbeth then lives off the witches’ apparitions, and becomes crazier as she does. Lady Macbeth and the witches play on his ambition and ego and eventually bring him down to his inevitable death at the end of the play.

Ariannadenyse A. Gagonia

Arianna Denyse A. Gasgonia III-Hosea Reaction Paper in Filipino (Noli Me Tangere) When we watched the stage play of Noli Me Tangere, I was excited but not until we knew that we were headed to the Star Theater, and not at the CCP Theater as we expected. When we got out of the bus, we brought or jackets with us because we expect it to be cold as the AFP Theater. But once we were inside, it was hot and eventually, we had to fan ourselves with the hand-outs that we bought. When the play started, I was a bit disappointed because some parts of the scene were just played with a projector.We thought it was very boring and uninteresting because of the lack of props. The last 2 years, we watched Ibong Adarna and Florante at Laura at the AFP Theater and they gave us their full performance which is interesting enough. While at the Star Theater, I really thought that it sucks compared to the AFP Theater. They lack in props (as I had already said) and even the ones that they have are old and looks battered. Their costumes look cheap and I don’t find it entertaining. They have a projector background and we thought it was so uncool.At the AFP Theater, they have backgrounds and props colorful and pretty enough to be entertaining for us. At the Star Theater, they even lack characters. In some scenes, I find it odd because it was different from what I’ve read and I was looking for my favorite chapters and lines and I found out it was the ones that they’ve cut. I really thought that it was poorly directed, though the characters portray their roles well and I found no fault in them. They are good at acting but sometimes their mic would just turn on and off at their slightest movements. Overall, I think it was a tiny bit unpleasant (no offense! and I would prefer watching at the AFP Theater if given the chance. For me, everything was almost always out-of-placed, except for the characters. Well, at least they’re worth watching. They are the only ones that I liked at the play and I particularly enjoyed the last scenes where there we loud booms enough to prattle our bored minds. At least it was exciting even though it’s the only one I found interesting. It was the least of what we expected and I know its an awful lot of expecting. One thing I know is, though, is I would never ever prefer Star Theater from the AFP Theater. Ever.

Censorship Of Childrens Literature in Canada †Education Essay

Censorship Of Childrens Literature in Canada – Education Essay Free Online Research Papers Censorship Of Childrens Literature in Canada Education Essay Censorship is the control of forms of human expression; it is sometimes implemented by the government. The visible motive of censorship is often to stabilize or improve the society that the government would have control over. It is most commonly applied to acts that occur in public circumstances, and most formally involves the suppression of ideas by criminalizing or regulating expression. Furthermore, discussion of censorship often includes less formal means of controlling perceptions by excluding various ideas from mass communication. What is censored may range from specific words to entire concepts and it may be influenced by value systems. The censorship of materials that are used in an elementary public school setting are unique to other forms of censorship in society because of the nature of the audience in a school setting. Age appropriateness needs to be taken into consideration when examining materials for elementary school use because of the naivety and immaturity of students at a young age. In todays free Canada, challenges of literature are taken seriously almost everyday. Furthermore, a great number of the recent challenges have pointed towards childrens literature for its literary content and illustrations. Surprisingly, many Canadian childrens books are censored, not at the government level, but at the level of local schools and libraries. How can Canadians allow this to happen if many of us believe that the role of the true educator is to teach children to be free thinkers, not closed-minded? Restricting childrens literature puts a severe limitation on a childs right to read. Many local and school libraries actions contradict the Canadian Library Associations Statement of Intellectual Freedom, which states that all persons in Canada have the fundamental right, as embodied in the nations Bill of Rights and the Canadian Charter of Rights and Freedoms, to have access to all expressions of knowledge, creativity and intellectual activity. What should be done to solve this problem? Before this question can be tackled, three other questions have to be answered. These questions involve the ways childrens books are censored, the reasons why childrens books are censored, and the actual effects that the challenged books have on children. Learning involves the full awareness of the spectrum of knowledge, skills and attitudes, thus how will students learn to critically analyze material if not given the opportunity? However, the question may not be whether or not to teach critical analysis of controversial issues but rather, at what point students are mature enough to make informed decisions regarding certain issues. Students may not be able to critically analyze material for themselves, because of their lower stage of cognitive development, thus all material will predictably be taken at face value. Therefore, content of material needs to go through some sort of screening process when being assessed for school use. Another important issue regarding censorship is the authorization of a person or persons to be responsible for the analysis of questionable material. Everyone has different perspectives and opinions in regard to content that they deem obscene or objectionable and therefore which opinions are most prominent in regards to the education of our youth? This paper will analyze the schools, teachers and parents rights in regard to the censorship of student resources and also the implications of allowing or banning objectionable or controversial material within the public school system. Rights of the School (Minister, School Board, Principal) Legally, the Minister of learning has an overriding authority over the curriculum and instructional materials to be used in the school setting. The school board and superintendents answer to the recommendations of the Minister. The Alberta School Act states in Section 39b that the Minister may authorize courses of study, education programs or instructional materials for use in schools. In addition to authorization, in Section 39d the Minister may approve any course, education program, or instructional material that may be submitted to the Minister by a board or another operator of a school for use in a school. These statements allow the minister the right to implement and approve resources and courses into school but, in addition, the Minister also has the right to censor the use of materials in the school. As stated by Section 39e of the School Act, the Minister is subject to the right, by order, to prohibit the use of a course, an education program or instructional material i n schools. Thus, when curriculum materials are concerned, in regard to censorship, the Minister is at the head of authority within the perimeters of the school system as to the censorship of programs and instructional materials. As stated in Section 20b of the Alberta School Act, the principal works in conjunction with the Minister and the school board by ensuring that the instruction provided by the teachers employed in the school is consistent with the courses of study and education programs prescribed, approved and authorized pursuant to the School Act. The principal also must promote cooperation between the school and the community as mentioned in Section 20g of the School Act. Thus the principal must ensure that the parents are informed about what is being taught to their youth in regards to courses and instructional materials. Rights of the Teachers Legally, the Alberta School Act states in Section 18b, that a teacher, while providing instruction or supervision, must teach the courses of study and education programs that are prescribed, approved or authorized pursuant to the School Act. Thus, the teacher has obligations to the curriculum and approved resources. However, the teacher also has rights to apply professional judgment into the education of students within their own classroom. Professionally, as stated in the ATA manual Section II, The Nature of a Profession, it discusses how teachers have the ability to â€Å"apply reasoned judgment and professional decision making daily in diagnosing educational needs, prescribing and implementing instructional programs and evaluation progress of students† (Pg. 7). Therefore, teachers have the right to base diagnosis, planning, methodology and evaluation on professional knowledge and skills, as illustrated in the Declaration of Rights and Responsibilities for Teachers, Section 1. The teacher also maintains the responsibility to the pupils to teach in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, color, sex, sexual orientation, physical characteristics, age, ancestry or place of origin, as stated in Section 1 of the ATA Code of Professional Conduct. The teacher has the right to teach in a manner that he or she deems professionally reasonable in resp ect to the rights of others and within the confines of the curriculum. Rights of the Parents Parents play a vital role in regards to their childrens education, and as such have special parental rights in regards to the rights, power, liberties, duties that a parent has with respect to his/her child (Pansegrau, 2003). The parens patriae authority refers to the rights of the parents as the childs natural guardian and as such, is closely associated to the principle of the best interests of the child (Magsino, pg. 300). Parents living in a democratic society have the legal right to voice concerns related to their childs education. Section 2b) of the Canadian Charter of Rights and Freedoms guarantees the freedom of thought, belief, opinion and expression. The Teachers Rights Responsibilities and Legal Liabilities states that the teacher is required to act in loco parentis. This refers to the teacher standing, in relation to the student, in the position of a caring parent, as unofficial guardian (pg. 24). Therefore, the teacher must act in a way that the parents of a child w ould, so if the values of the parents are not respected in the classroom the teacher may not be acting in loco parentis. Parents then have a right to question the instruction or material that their child is required to learn. Judicial Rights of all Canadians The court system, mainly the Supreme Court, would be the highest-ranking decision maker in Canada regarding the censorship of materials allowed in schools. Thus, after a person has taken the objection of the curriculum or instructional materials, throughout the ranks of the school system, they then have the right to turn to the judicial section of Alberta or Canada. Article A case in British Columbia that discussed censorship rights was in regard to a teacher who chose to use homosexual books as instructional resources for his kindergarten class. A group of religious parents objected to the use of books that contained same-sex parents and thus the teacher went to the school board for approval of the use of the books in his class. The school board turned down the use of the particular books in the classroom but the Supreme Court later overturned the decision stating, â€Å"no age is too tender for children to learn the value of tolerance† (Globe and Mail, 12/21/2002). This case was very publicized and consisted of passionate protesters on both sides, however, many Canadian childrens authors books have been taken off the shelves as a result of a few complaints to librarians or principals. This case is quite complex in regard to the issues of homosexual rights and the involvement of homosexual material in the classroom. Thus, the issue of censor ship rights will be the primary topic of analysis. Analysis and Reflection on Article and Issue of Censorship In terms of a consequentialist perspective, I will address the courts ruling in regard to the acceptance of homosexual material in an elementary school based on benefit maximization. The main focus of this case is in regard to the censorship of material based on discriminatory beliefs. One must look beyond the homosexual nature of the material to explore the rights of parents, teachers and the school board in regard to the implications that the allowance of these instructional resources implies. To provide a basis for the implications of the issue, a list of the advantages and disadvantages will be described. Educating students to become tolerant, open-minded humans is a means to promote the greatest good for the greatest number. Thus, censorship should not be used to promote discriminatory beliefs about another individual or group. Advantages o The goals of education as illustrated by the ATA manual are to encourage students by developing his or her ability to get along with people of varying backgrounds, beliefs and lifestyles. Students will be made aware of topics that are relevant to the lifestyles of Canadas diverse society. Therefore, students are not only taught tolerance or acceptance towards a diverse range of individuals but students are also allowed to critically analyze issues to develop their own perspective on those topics. This provides for benefit maximization because the future population will be more tolerant of a diverse population and therefore society will learn to respect the rights of others differences. o The rights of the students are upheld in regard to Section 2b of the Charter in regards to freedom of thought, belief, opinion and expression. Students are constantly bombarded with images in the media regarding many controversial issues that they are exposed to at a young age. Thus, it is beneficial for students to have intellectual freedom to examine those topics in an intelligent, bias free manner. o The School Act is upheld because the material reflects the unique lifestyles of society and allows for understanding of lifestyles different from ones own. Section 3 of the Act states that all education programs offered and instructional materials used in schools must reflect the diverse nature and heritage of society in Alberta, promote understanding and respect for others and honor and respect the common values and beliefs of Albertans. o Teachers are able to make decisions about the material used in their classrooms. Teachers also have a fiduciary obligation to not impose their personal opinions on issues since the teacher would be abusing their position of authority. o People of a religious background are not able to manipulate the school system to support their own ideas of what lifestyles are acceptable or what topics are to be taught or banned from the public school system. Since every individual will have different perspectives on issues presented in the school system, tolerance of different ideas should be taught instead of the exclusion of one belief or another. Disadvantages o Students may be faced with issues that they are not cognitively or emotionally able to comprehend. Children may become confused with issues that are at a maturity basis much higher than their own. John Stuart Mill states that truth is achieved by open criticism and public debate; however, the issue of immaturity is a factor. Children need to be protected from consequences of their own actions (Strike, pg. 41). o Parents represent a wide array of special interests, cultural backgrounds, religions, political preferences and lifestyles. Therefore, there is a huge array of perspectives to take into consideration when deciding between developing a sound education for students and being sensitive to the motives of special interest groups. o By not allowing parents to censor material to suit their beliefs it restricts the parents choice to limit their childs exposure to certain beliefs. Implications The negative connotation of the term censorship should not be confused with the need for schools to develop an intelligent, sensitive, broad-minded basis for the proper selection of curriculum and research materials. Teachers need to respect the Minister and school boards decision in regard to the approved list of curriculum and instructional materials. However, as strengthened by the British Columbia case, the teacher has the right to present his or her case for either implementing or banning the use of certain materials for classroom use to the school board, Minister or Judicial system if they feel that their own or others rights are being violated or if discrimination is occurring. Teachers are instructed to provide information to parents in regard to curriculum to be covered, methods of evaluation and instructional resources. In return, parents will be able to support the learning of their children. This is a necessary component to any classroom especially in regards to the content that will be covered by the classroom teaching. Parents still have the right to remove their child from studies that they believe to be objecting to the values that they as parents hold. Thus parents should be given opportunity to be included in their childs education. Conclusion In regard to issues on censorship, it is difficult to define the importance of each stakeholders rights in reference to the censoring process. However, it is clear that some censorship for appropriate material for use in public elementary schools is essential to the education and development of our youth. The maturity of an audience is a key factor to the type of censorship instilled within that school system. Public school systems must allow access to many facets of knowledge and information in the search of truth. Therefore, the instructional material used in a classroom must represent this goal. However, in regard to discriminatory material or material that excludes the rights of others, censorship should be used to promote the rights of all individuals and not to promote the beliefs or values of one individual or group. Unfortunately, censorship in its many forms is part of peoples lives from the very first moment they walk into their kindergarten classrooms. Many books are too easily censored as a result of a few complaints or preconceived views. An educators job is to open up the world of books to children. Those who restrict the world of books, because somebody might object, are simply failing to do their job. Schools must respect the censorial rights of groups and individuals, but schools must equally try to ensure that such people do not succeed in extending their prohibitions to everyones children. If not, childrens authors will be unable to write about controversial or unexplored issues. Childrens literature will go back to the boring educational texts of the past. Every child should be allowed access to these controversial books, so that thoughts and questions can be raised about the world that we live in. References Alberta School Act, (2000) Alberta Teachers Association (2004). Teachers Rights Responsibilities and Legal Liabilities. Retrieved May 20, 2006, from teachers.ab.ca Alberta Teachers Association (2004). Professional Code of Conduct. Retrieved May 20, 2006, from teachers.ab.ca Alberta Teachers Association (2004). Teaching in Alberta. Retrieved May20, 2006, from teachers.ab.ca Canadian Christianity. Supreme Court rules on gay books. Retrieved June 1, 2006, canadianchristianity.com/cgi-bin/na.cgi?nationalupdates/021224supreme The Constitution Act, 1982, being Schedule B to the Canada Act 1982 (U.K.), 1982, Part 1 Magsino, K . (1995). Social Change and Education in Canada (3rd ed.). Toronto, Harcourt Brace, 290-309 Makin, K , (2003, December 21). Schools cant ban gay books, court rules B.C. board faulted for giving in to objections of religious parents. Globe and Mail. Protecting The Freedom To Learn. Censorship in Schools. Retrieved June 1, 2006, from http://pages.zdnet.com/trimb/id25.html Schrader, A, (1992). Too Young to Know? The Censorship of Childrens Materials in Canadian Public Libraries, Canadian Childrens Literature, Summer, p. 85. Strike, K. Soltis, J. (1998). The Ethics of Teaching. Teachers College Press, New York. Wikipedia The Free Encyclopedia. Censorship, Retrived May 20, 2006, from http://en.wikipedia.org/wiki/Censorship Research Papers on Censorship Of Children's Literature in Canada - Education EssayStandardized TestingQuebec and CanadaEffects of Television Violence on ChildrenInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andPersonal Experience with Teen PregnancyThe Project Managment Office SystemDefinition of Export QuotasHip-Hop is ArtGenetic Engineering

Waxing and Waning

Waxing and Waning Waxing and Waning Waxing and Waning By Maeve Maddox The most familiar use of the verbs wax and wane is in reference to the states of the moon. To wax is to grow. To wane is to diminish. The moon has four phases, also called quarters. During the first two quarters, the moon is said â€Å"to wax† as its light increases. During the third and fourth quarters, as its light decreases, the moon is said â€Å"to wane.† The verbs wax and wane are often used to describe the growing and lessening of interest in a subject: My interest  in Shakespeare has always  waxed  and waned.   Sadly, as my interest waxed, the interest of my sponsor appeared to wane. My interest  in cars  began to wane  in direct relationship to the run-up in prices. In writing and speech, the verb wax may be followed by an adjective to describe the manner in which something is being said. â€Å"To wax poetic† is to speak with enthusiasm and hyperbole on a favorite subject: A grizzled  New  Orleans bartender  waxing poetic  on  his  favorite drink, the Mint Julip, as he makes  his  last one. Apple brilliantly  waxes poetic  in  new  iPad Air ad Prabal Gurung Waxed Poetic About His Militant Women Similar in meaning is the expression â€Å"to wax lyrical†: Arsenal manager Arsene Wenger talks up Jackson Martinez transfer after waxing lyrical about the Porto forward Like Spengler, they  waxed lyrical about  war and violence â€Å"as the superior form of human existence.†Ã‚   Feelings of angry disdain are expressed by the phrase â€Å"to wax indignant†: General Grant waxed indignant  at  his  fathers crass attempt to profit from  his  sons military [success]. Do not weep; do not wax indignant. Understand.- Baruch Spinoza House Speaker Robert DeLeo waxed indignant Wednesday, forcefully denying claims by federal prosecutors that he let fellow legislators fill jobs in the Probation Department in exchange for their votes for the speakership. Wax is also used in reference to less passionate states of feeling. For example, one can wax silent or sentimental: Agnes  waxed silent, pleased most with the joy of her own thoughts.   Anrion waxed silent as a couple strolled beside them, waiting until they had walked a safe distance away before asking, â€Å"Have you ever heard of Eregion?† Justice Thomas waxed sentimental about the good old days when teachers managed classrooms with an iron hand. Cobos waxed sentimental about being a country boy and announced that this was why he and his wife moved to the Upper Valley themselves. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At"Certified" and "Certificated"Phrasal Verbs and Phrasal Nouns

How successful has the prison system been in achieving a balance Essay

How successful has the prison system been in achieving a balance between disciplinary and therapeutic strategies in dealing with - Essay Example Northern Ireland has the least number of inmates at less than 2,000 and only few prisons. Drug abuse in the UK is governed by Misuse of Drugs Act and several other laws that prohibit organised crimes related to illicit drugs. It is estimated that over 300,000 individuals in UK consume illegal drugs and one third of the drug addicts engage in routine crimes. About 75,000 drug users enter the prison system annually with about 16 percent of the drug addicts abusing drugs regularly while in prison (Robinson & Crow 2009). On average, 55 percent of prisoners have drug related problems while about one third of suicide deaths and self-harm crimes are committed within the first week of imprisonment (Robinson & Crow 2009). The UK prison system has successfully attained a balance between the disciplinary role of the prison strategies and therapeutic strategies in dealing with drug abuse problem (Tonry 2004). Historically, any prison system was used to discipline the offenders through harsh puni shments and long imprisonment terms. However, due to the high number of repeat offenders, many prison systems including the United Kingdom have implemented new measures of rehabilitating the offenders and controlling repeat offences (Robinson & Crow 2009). ... The prison system has contained the offenders in a humane manner thus allowing the offenders to successfully integrate in the society after their imprisonment term (Gravett 2000). Substance abuse is a critical problem among the prison population. Therapeutic treatments for the offenders benefit both the individual and wider society. Some therapeutic strategies include detoxification in order to manage the withdrawal symptoms and prevent the long run relapse in to substance abuse (Mathiesen 2006). The UK prison system has also implemented community based therapeutic services within the prisons that enable health workers to attend to drug offenders. The National Probation Service ensures that the prison staffs continually improve the access to therapeutic care and implement strategies that minimize supply of drugs in the prison system (Tonry 2004). Some of the challenges experienced in the therapeutic strategies include illicit access of drugs in the prisons, increased harm to prisoner s due to overdose and integration of the CARAT services in to a multi-agency therapeutic team. The prison system provides methadone or buprenorphine that is made to limit withdrawal symptoms. The prison population has increased and role of drug enforcement must be emphasized. Significant populations of the drug offenders are seeking minimal punishments under the Misuse of Drugs Act. Drug law enforcement is responsible for about one third of the imprisoned offenders in the UK prison system. Illegal drug users over the age of 18 years are considered serious criminals while high drug dependency among the low-income individuals is likely to engage in other