A Jewish Reading of Milton Essay example -- Biography Biographies Essa

A Jewish Reading of Milton John Milton produced some of the most memorable Christian texts in English literature. key pieces of Miltons work, including Paradise Lost and Samson Agonistes, specifically allude to stories that Judaism and Christianity hold in common. Historically, the anti-monarchical regime Milton supported, under the leadership of Cromwell, informally allowed Jews back into England in 1655 afterward Edward I exiled them in 1290 (Trepp 151). Additionally, seventeenth-century British Christians looked increasingly to Jewish texts to understand their own religion (e.g. Robert Ainsworth and John Seldon), with Hebraic studies from German scholarship and Latin translations of Jewish texts introduction during the interregnum (Biberman 141-42 Werman 25). Thus, critics have wondered how much of an appreciation (or lack thereof) Milton had for Jewish tradition, and how his famous texts speak to Jewish readers. This readership refers not merely to religiously or ethn ically Jewish readers still to a literary approach just as a critic whitethorn apply a feminist or Marxist approach, one may also apply questions about treatment or marginalization of Jews, or related attitudes in a text (without being Jewish, feminist, Marxist, etc.). A Jewish variation of Milton reveals that although he held intolerant views toward Jews, his explicit citations and implicit agreements with Jewish Scriptural interpretation, as well as stylistic relations to Jewish commentary, demonstrate appreciable heed for Hebraic thought. Critics have typically focused on the debate over the extent of Miltons access to primary sources or whether he used translations and utility(prenominal) information from Christian Hebraists. Adams, Conklin, Mendelsohn, a... ...nd Law in Paradise Lost. Princeton Princeton UP, 1994.Steinsaltz, Adin. The Essential Talmud. Trans. Chaya Galai. New York Basic, 1976. Trepp, Leo. A History of the Jewish Experience. Springfield, NJ Behrman, 20 01.Weiss-Rosmarin, Trude. Judaism and Christianity. Middle Village, NY Jonathan David, 1997.Werman, Golda. Milton and Midrash. Washington, DC Catholic U of America P, 1995.Notes1 Despite the temptation, Flannagan wisely avoids a strong philo-Hebraic reading here, interpreting the praise of proto-Christian art merely as an example of religious favourable position over the Greeks and not artistic superiority (footnote 103). Milton continuously uses Greek styles in his work, even citing Aristotle as his guide in writing Samson Agonistes (see Of that sort of hammy Poem which is calld Tragedy, a preface to Samson Agonistes, 799-800).

Old Leisure - Literary Devices :: essays research papers

History has seen advancements in technology, philosophy, and industry, all of which radically changed the lives of those witnessing such developments. Slower, more relaxed lifestyles have given focal point to lifestyles of a faster paced nature. George Eliot describes her preference for the leisure of the past, conveying the message that the rushed leisure of her time is hardly leisure at all. She accomplishes this by using some(prenominal) stylistic devices, including personification, imagery, and diction.The most obvious stylistic device used by Eliot is that of personification. She uses this device to create two people from her thoughts on old and new leisure. The clenched fist person is cutting unfilled, who we can infer to be part of the growth of industry in the 19th century. He is eager and interested in science, politics, and philosophy. He reads enkindle novels and leads a hurried life, attempting to do many things at once. Such characteristics help us to create an ima ge of New Leisure as Eliot sees him. one-time(a) Leisure is quite contrasting to New Leisure. Being a stout country squire of the 18th century, he is laid back, simple minded, well fed, and financially well off. He reads but one newspaper and favors Sunday services that "allow him to sleep." "He never went to Exeter Hall, or heard a popular preacher, or read Tracts for the Times or Sartor Resartus." He is not b differented by his "inability to know the causes of things" and sleeps "the sleep of the irresponsible." Eliot describes centenarian Leisure more than New Leisure because todays readers are familiar enough with living a life as hurried and fast paced as New Leisures. Her description of Old Leisure is nostalgic of a slower paced way of life.While Eliot uses human characteristics and actions to describe Old and New Leisure, she also creates images of both personages to further depict their contrasting lifestyles. The images of Old Leisure inclu de him "scenting the apricots when they were warmed by the morning sunshine." They also depict portraits of life in Old Leisures era as "slow waggons," "spinning wheels," and "pedlars, who brought bargains to the portal on a sunny afternoon." They also tell of how Old Leisure "fingered the guineas in his pocket" and was "fond of sauntering by the fruit-tree wall."New Leisure, on the other hand, does not live in a world where such images are present. He is ""prone to cursory peeps through microscopes" and is "prone to excursion- trains, art museums, periodical literature, and exciting novels.

Essay on Eating Disorder - Dying to Be Thin :: Argumentative Persuasive Topics

Dying to Be Thin Seeing an empty box of over-the-counter diet pills in the bathroom at inculcate a couple of weeks ago really got me thinking what is the ideal body image that we throw at teenagers today? More and more we see mint equate success and popularity with beauty and, especially, with being thin. The media, one of the biggest influences on unsalted people, is crammed with images of the perfect body, and American life seems to revolve around health clubs, diet pills, and light foods. As contributing factors to eating disorders continue to rise in e veryday life, so do the statistics. Fifteen percent of the teenagers diagnosed with Anorexia Nervosa will die this year, and as many an(prenominal) as 1 in 5 college students are engaging in some form of bulimic behavior. Anorexia is found chiefly in adolescents, especially young women, and female anorexics outnumber males 15 to 1. With numbers this high, someone you know, literally, may be dying to be thin. In medicine, Anore xia Nervosa is a condition characterized by an intense business organisation of weight gain or becoming obese, as well as a distorted body image. An anorexic will claim to feel complete even when emaciated, and will refuse to maintain a normal, minimal body weight. Visible signs of Anorexia include * fear of food and situations where food may be bring out * rigid exercise regimes * dressing in layers to hide weight loss * use of laxatives, enemas or diuretics to get rid of food. Treatment techniques for Anorexia include family therapy, group therapy, advocate or self-help groups, and individual psychotherapy. Given the proper treatment, approximately 50% of diagnosed anorexics will recover completely within 2 to 5 years. Bulimia, characterized by compulsive binge-eating and purging, is very closely related to Anorexia Nervosa. Victims of these two disorders may share many of the same behaviors and concerns, especially the intense fear of becoming fat. For bulimics, food beco mes an obsession and an addiction. Some unmistakable signs include * strict dieting followed by eating binges * disappearing after a meal * excessive concerns about weight * expressing guilt or discompose about eating.

Why are comics less educational than literary novels? Essay -- Educati

Why ar merrys less educational than literary novels? Differing from long narrative of simply text, comics have visual mental representation existing through the creative, yet simple messages. Through the visuals, comics expose the ethnical representations of divided up collective perceptions, memories, and emotions. Maus I is a true account of the authors father as a Holocaust survivor, Vladek Spiegelman, and his experiences as a young Jew in Aushwitz. Maus II is about Vladek Spiegelman recounting his own history to his son, invention, of his past relationships, friends, and sad events he experienced and witnessed. As the reader delves into the relationship of the father and son, the reader begins to visit what the message his father tries to reach across and for his own knowledge only. mint most often would think that the use of images would soften the realizations and accounts of events of Holocaust, but in truth the animated visuals greatly amplify the emotions and memorie s more. In both Maus I and Maus II, the comic panels of drawn images of memories, which are much more horrifying and true to life, than the real photographs of that while in the Holocaust show that the visuals comprising the comic books have advantages in legion(predicate) aspects of ethnic representation. The use of animals in the comic amplifies the tragedy much more than utilise real life characters of humans. Maus recounts the history of Auschwitz through detailed drawings and mostly the resembling size comic panels with small sentences rather than a full novel. The use of images portrays a different emotion in the reader the reader must(prenominal) do more close reading in order to compare and contrast the images to the text. Art Spiegelman uses animals instead of humans to make it more readab... ...force. To remove the symbol of swastika entirely or replace it with another symbol would completely disorient the reader. Therefore, Spiegelman uses the swastika to remind the reader that while the events may be unfamiliar, the novel is comfort a narrative about the devastating events of the Holocaust. In understanding Maus, the reader must take into account the fact that all works of literature are affected by the social and cultural contexts of its author. Spiegelman proves the point that a picture is price a million words with his visuals through ethnic representation, which speak louder than the text, and contributes greatly for reader to engage and do close reading. In Maus, the use of frame stories in comic panels helped to establish both the personal and the historical context of ethnic representation by providing educational awareness to younger readers. Why are comics less educational than literary novels? Essay -- EducatiWhy are comics less educational than literary novels? Differing from long narrative of simply text, comics have visual representation existing through the creative, yet simple messages. Through the visuals, com ics expose the ethnic representations of shared collective perceptions, memories, and emotions. Maus I is a true account of the authors father as a Holocaust survivor, Vladek Spiegelman, and his experiences as a young Jew in Aushwitz. Maus II is about Vladek Spiegelman recounting his own history to his son, Art, of his past relationships, friends, and tragic events he experienced and witnessed. As the reader delves into the relationship of the father and son, the reader begins to realize what the message his father tries to reach across and for his own knowledge only. People most often would think that the use of images would soften the realizations and accounts of events of Holocaust, but in reality the animated visuals greatly amplify the emotions and memories more. In both Maus I and Maus II, the comic panels of drawn images of memories, which are much more horrifying and true to life, than the real photographs of that time in the Holocaust show that the visuals comprising the co mic books have advantages in many aspects of ethnic representation. The use of animals in the comic amplifies the tragedy much more than using real life characters of humans. Maus recounts the history of Auschwitz through detailed drawings and mostly the same size comic panels with small sentences rather than a full novel. The use of images portrays a different emotion in the reader the reader must do more close reading in order to compare and contrast the images to the text. Art Spiegelman uses animals instead of humans to make it more readab... ...force. To remove the symbol of swastika entirely or replace it with another symbol would completely disorient the reader. Therefore, Spiegelman uses the swastika to remind the reader that while the events may be unfamiliar, the novel is still a narrative about the devastating events of the Holocaust. In understanding Maus, the reader must take into account the fact that all works of literature are affected by the social and cultural con texts of its author. Spiegelman proves the point that a picture is worth a million words with his visuals through ethnic representation, which speak louder than the text, and contributes greatly for reader to engage and do close reading. In Maus, the use of frame stories in comic panels helped to establish both the personal and the historical context of ethnic representation by providing educational awareness to younger readers.

Feeling Sympathy for Tess in Tess of the DUrbervilles Essay -- Tess o

Feeling Sympathy for Tess in Tess of the DUrbervillesI think that throughout the novel doubting Thomas brazen uses numerous differentproficiencys that lead his readers to feel sympathy for Tess. Throughreading Hardys Tess of the DUrbervilles I have realised that it isinvaluable that the readers of any novel interpret with and feelcompassion for the main character. In writing Tess of theDUrbervilles Thomas Hardy is very successful in grabbing theattention and sentiments of the reader and then steering theiremotions so that they feel empathy and understanding for the characterTess. Hardy does this from the very first time we are introduced toTess.The first time we see Tess is at the Womans Walking Club Festival,Hardy describes her as a fine and handsome girl, with a mobile peonymouth and large innocent eyes (Chapter II), a small minority wouldlook long at her in casually passing and grow momentarily fascinatedby her freshness (ChapterII).This description of pure beauty andinnocence captures the imagination of the readers and we begin tobuild a affinity with the character. The beauty and goodness thatwe see in Tess draws us to her, and engenders a feeling of affectionfor her, in this way Hardy is preparing us for later in the agree whenwe see Tess suffering, and feel sympathy for her. Hardy is principal usto feel sympathy for Tess by using her attractiveness and personalqualities.From the first scene in which we meet Tess, Hardy leads us to feelsympathy for her by giving the impression that we (as readers) areslightly overlooking Tess a place in which this technique is used iswhilst Hardy is describing the effects of her appearance on others.Hardy describes the more extraord... ...herselfto save Angels dignity. All this evidence leads us to the conclusionthat Tess is a natural victim, trodden by society Every day itseemed more was expected of Tess and every day seemed to throw uponher young shoulders more and more of the worlds burdens (Chapter VI).I conclu de that although Thomas Hardy uses many different and variedtechniques to lead us to feel sympathy for Tess he pays particularattention to portraying Tess as a natural victim. Hardy alike spends agreat amount of time (particularly at the beginning of the book)building Tess character and building a relationship between Tess andthe readers. This is an effective method of leading the audience tofeel sympathy for Tess because the reader is more likely to like andconsequently, feels more compassion and sympathy towards Tess later inthe book when she is suffering.

Feeling Sympathy for Tess in Tess of the DUrbervilles Essay -- Tess o

Feeling Sympathy for Tess in Tess of the DUrbervillesI think that throughout the novel Thomas venturesome uses many an(prenominal) differenttechniques that lead his readers to know sympathy for Tess. Throughreading audaciouss Tess of the DUrbervilles I have realised that it isinvaluable that the readers of any novel sympathise with and detect pathos for the main character. In writing Tess of theDUrbervilles Thomas Hardy is very successful in grabbing theattention and sentiments of the reader and then steering theiremotions so that they feel empathy and pinch for the characterTess. Hardy does this from the very first time we are introduced toTess.The first time we see Tess is at the Womans Walking Club Festival,Hardy describes her as a ok and handsome girl, with a mobile peonymouth and large innocent eyes (Chapter II), a small minority wouldlook long at her in casually waiver and grow momentarily fascinatedby her freshness (ChapterII).This description of pure beauty andinnocen ce captures the imagination of the readers and we begin tobuild a relationship with the character. The beauty and duty thatwe see in Tess draws us to her, and engenders a feeling of affectionfor her, in this way Hardy is preparing us for later in the book whenwe see Tess suffering, and feel sympathy for her. Hardy is leading usto feel sympathy for Tess by using her attractiveness and personalqualities.From the first scene in which we meet Tess, Hardy leads us to feelsympathy for her by giving the impression that we (as readers) areslightly overlooking Tess a place in which this technique is used iswhilst Hardy is describing the effects of her appearance on others.Hardy describes the more extraord... ...herselfto save Angels dignity. All this evidence leads us to the conclusionthat Tess is a natural victim, trodden by society Every twenty-four hour period itseemed more was expected of Tess and every day seemed to throw uponher young shoulders more and more of the worlds burdens (C hapter VI).I conclude that although Thomas Hardy uses many different and changetechniques to lead us to feel sympathy for Tess he pays particularattention to portraying Tess as a natural victim. Hardy also spends a outstanding amount of time (particularly at the beginning of the book)building Tess character and building a relationship between Tess andthe readers. This is an effective method of leading the audience tofeel sympathy for Tess because the reader is more likely to like andconsequently, feels more compassion and sympathy towards Tess later inthe book when she is suffering.

“Immigrant” becomes dirtiest word as Americans are told to speak English

A recent article from the Independent Newspapers correspondent in New York brings to our attention the current mood of xenophobia in the USA. later on approximately two centuries of welcoming immigrants from around the world, it would seem that the the Statesns have begun to mistrust and to some extent, hitherto fear the very(prenominal) people that have historically minded(p) them such a dynamic and diverse country, namely, foreign immigrants.There are several reasons for this recent shift in perspective, two of which are, recent terrorist attacks on American servicemen in Saudi Arabia and an explosion on an American airline flight, that foreign terrorists caused some people suspect.Historian, Arthur Schlesinger has spoken on the tribalization of American life and appears to be suggesting that the different ethnic groups in America are arranging themselves into their own groups and not crossing ethnic boundaries. One symptom of this seems to be the gang destination that exists, where each gang is alleged to be made up from members of the same ethnic group. A key factor in this is language, generally people who scarcely speak one language find it difficult to mix with otherwise ethnic groups or cultures, or indeed find it difficult to understand other cultures viewpoint.As a result of all of these difficulties, the government has introduced a bill called The English Language Empowerment Act the main purpose of which is to make English the official language of America. It is perceived by Republicans, that this Act will encourage immigrants to learn English, as it will be difficult, if not impossible for them to understand federal documents that are written in English.The Act has already been criticised for infringing on Americans right to free speech and making it difficult for non-English speaking Americans to receive or even understand information or ideas. It is a safe assumption to make, that if people cant speak English, then they will be unable to understand written English. This lineage would seem to carry a significant amount of weight.People have put forward the argument that this Act is connected with attitudes towards Immigrants. This argument seems to be borne out(p) by the fact that there is nothing in the Act that will help to actually teach people how to speak or read English, alternatively it seems to punish those who cant by denying them access to written information. It has also been pointed out by opponents to the Act, that ninety seven percent of Americans speak English already and a very small proportion of government documents (around one percent,) are actually written in a foreign language. Some people looking at these statistics, would entreat that there is no need for this Act, unless it were to force people into becoming more American and punishing those who preferred to stick to their own language and culture. This argument seems to be borne out further by another piece of Republican proposed legislat ion, the welfare reform Bill. One provision of this Bill would be that, immigrants who are in America quite legally, but are not yet citizens, would not be eligible for state welfare benefits, yet another form of immigrant bashing some baron say.Hot button as mentioned in the article a controversial thing of the moment, it is a happening now situation. Enduring canard, a lasting ongoing issue, to accept with a certain amount of tolerance regarding political correctness, in this case a probability that it has come about in the course of lividness and cock-and-bull story of this report in Americas newspapers. Polyglot America Speaking, reading and writing many different languages, in this case America.

Criminal Justice and Technology

Computer and telecommunications technologies in vicious justice system have developed at an extraordinary rate. Increased computing power, advances in data transmission and attractive and user-friendly graphic interfaces present law enforcement agencies with unprecedented capacity to collect, store, analyze and share data with stakeholders inside and outside of government.Technology in criminal justice field represents a tool to help local law enforcement achieve its broadened and increasingly conglomerate mission. But whether this capability is fully realized, and at what pace, is not a foregone conclusion. Preliminary studies suggest that if its integration is not well managed, some aspects of technology whitethorn meet with resistance among officers and opposite staff, particularly when such technology is perceived as unfairly intrusive or technically cumbersome.Historically, technological innovation has served as the catalyst for dramatic changes in the organization of polic e work and has presented both opportunities and challenges to police and other criminal justice practitioners, according to Janet Chan, a social scientist who has examine how technology affects the way police do their jobs. Noting that cultivation is the stocking- trade of policing, Chan has identified three general imperatives driving law enforcements investment in information technology1. A Technology-driven imperative to improve effectiveness and efficiency by increasing the capacity to store and process large volumes of data Improving wisdom and investigative capabilities and providing ready access to criminal records and other kinds of relevant data.2. An Information-driven imperative to satisfy increasing demands to share data with external entities, including other government agencies, the worldly concern and other outside entities such as insurance companies and other businesses and3. A Policy-driven imperative to meet the requirements of new forms of police management a nd accountability, in terms of probity, appeal effectiveness, and procedural regularity, including systems designed to provide beforehand(predicate) warning for police use of force complaints. Under this new order, police are being scrutinized internally by management systems, surveillance technologies, internal audits and investigations and externally by watchdog agencies, public complaint systems and central auditors. As Chan notes, information technology provides a tool not only for policing citizens, but also for policing the police.Important technologies in the Criminal Justice Systemdesoxyribonucleic acid- The past decade has seen great advances in a powerful criminal justice tool deoxyribonucleic acid, or deoxyribonucleic acid. This one can be used to appoint criminals with incredible accuracy when biological evidence exists. By the same token, deoxyribonucleic acid can be used to clear suspects and exonerate persons mistakenly accused or convicted of crimes. In all, DNA technology is increasingly vital to ensuring accuracy and integrity in the criminal justice system.DNA is mainly used to solve crimes in one of two ways. In cases where a suspect is identified, a pattern of that persons DNA can be compared to evidence from the crime scene. The results of this comparison may help establish whether the suspect committed the crime. In cases where a suspect has not yet been identified, biological evidence from the crime scene can be analyzed and compared to offender profiles in DNA databases to help identify the perpetrator. Crime scene evidence can also be linked to other crime scenes through the use of DNA databases.DNA evidence is generally linked to DNA offender profiles through DNA databases. In the late 1980s, the federal government laid the groundwork for a system of national, state, and local DNA databases for the storage and exchange of DNA profiles. This system, called the Combined DNA Index System (CODIS), maintains DNA profiles obtained under the federal, state, and local systems in a set of databases that are gettable to law enforcement agencies across the country for law enforcement purposes.CODIS can compare crime scene evidence to a database of DNA profiles obtained from convicted offenders. CODIS can also link DNA evidence obtained from different crime scenes, thereby identifying serial criminals. In order to take advantage of the investigative potential of CODIS, in the late 1980s and early 1990s, states began passing laws requiring offenders convicted of certain offenses to provide DNA samples. Currently all 50 states and the federal government have laws requiring that DNA samples be collected from some categories of offenders.Fingerprints- declare oneself an infallible means of personal identification. That is the essential explanation for their having supplanted other methods of establishing the identities of criminals reluctant to admit previous arrests. The science of fingerprint Identification stands out among all other forensic sciences for many reasons, including the following * Has served all governments worldwide during the past 100 years to provide accurate identification of criminals. No two fingerprints have of all time been found alike in many billions of human and automated computer comparisons. Fingerprints are the very basis for criminal history foundation at either police agency on earth. * Established the first forensic professional organization, the International Association for Identification (IAI), in 1915.* Established the first professional deposition program for forensic scientists, the IAIs Certified Latent Print Examiner program (in 1977), issuing certification to those meeting stringent criteria and revoking certification for serious errors such as erroneous identifications. * Remains the most commonly used forensic evidence worldwide in most jurisdictions fingerprint examination cases match or number all other forensic examination casework combined.* Continues to expand as the premier method for identifying persons, with tens of thousands of persons added to fingerprint repositories daily in America alone far outdistancing alike databases in growth. * Worldwide, fingerprints harvested from crime scenes lead to more suspects and generate more evidence in court than all other forensic techniques combined. Other visual human characteristics change fingerprints do not.

Concept map

Take for example, peer instancy from bad associates. They eight pressure us to ditch classes, cheat, drink alcohols, smoke, try taking drugs and influence us to disobey our parents. Another is peer pressure from our own wrong desires. Its given since in our teenage stage, we youth are adventurous. We wanted to try something new we havent experience yet and we crave on something we dont have. Thus, being attentive can help us to caution ourselves from dangers.If we see troubles coming in our way, dont walk right in to it find another way. Secondly, think about the consequences. Why not ask yourself? For model How lives feel later if I give in? What may be the outcome? How can it affect the others, specially, to your love ones? Remember, bible says at Proverbs 14 1 5, smart people watch their steps. Doing right decisions requires a lot of time to meditate. For this, we just dont jump in to any conclusions. Use your imaginations.Third step, we must plan ahead. Proverbs 24 5, with know ledge a man increases his power. If we know why we dont do those something and the reasons why its bad, we can have the strength to say No. There are cardinal ways to do that, strengthen your convictions and seek good explanations. Know how to distinguish right from wrong and give them the right reason for them to to bother you again. Finally the twenty-five percent step, take action. Now, we dont have to lecture them. Just say No, clearly and confident.Stand firm in our beliefs for they are not theories but facts. Granted that, those beliefs are all check from the scriptures. Each time we show determinants to resist pressure, we grow strong and stronger. Itll be easier for us to resist peer pressure the next time. Therefore, reacting to peers pressure depends on us. If we retain weak and unable to stand firm, well never get rid of it. Yes, they are inevitable but by following those steps, youll see things differently.

Healthcare Reimbursement

Phase One item-by-item Project Ernestine. Robles1 Colorado skilful University Online HIT201-1104B-02 Professor Sherry Miller November 21, 2011 (Microsoft military position Media, 1998) wellnesscare Reimbursement Medical cryptanalytics is an master(prenominal) process, in which descriptive information (patient medical playscripts) is reviewed, and assigned detailed numeric, or alphanumeric diagnosis, and procedure codes, for the purpose of reimbursing hospitals, or physicians offices, for services rendered (Ehow. com, 1999-2001 AHIMA. org, 2011). These codes are then translated into payment amounts, to be submitted to insurance companies, for compensation (Ehow. om, 1999-2001). The hospitals and physicians rely on complete coding accuracy, or codes without any errors, or inadequacies (clean claims), to be submitted to insurance companies in a suitable time, in order to be processed, and reimbursed for services performed (Campus. ctuonline. edu, 2001-2011). The more detailed info rmation the coder provides, the more true the billing and coding anyow be (Campus. ctuonline. edu, 2001-2011). Accurate coding is beneficial to the financial business end of hospitals, and physicians offices because, if the coding is not correct, insurance companies will not pay the costs for the claims (Ehow. om, 1999-2001 AHIMA. org, 2011). Therefore, this croupe result in thousands of dollars in loss revenue for medical organizations. To date, there are no National standards to really consider medical coding productivity (Ehow. com, 1999-2001). Coding productivity is determined by each individual medical organization, establishing their own principles of productivity, based on record categories, such as inpatient or outpatient status (Ehow. com, 1999-2001).According to the HCPro survey (1999-2001), twenty-nine per cent of facilities used a three records coded per hour system, as a benchmark (standard), for coding inpatient records (Ehow. com, 1999-2001). Furthermore, the Ame rican Health Information Management Association (AHIMA), established a certain amount of benchmarks, for coders to get claims in on time also (Ehow. com, 1999-2001) for inpatient charts, there was a benchmark of two to four charts per hour, and for outpatient records, standard coding time, was five to twenty records per hour, depending on the type (Ehow. com, 1999-2001).It is important coders meet the requirements, and practise to minimize errors (Ehow. com, 1999-2001) the more accurate, and productive the coder is, the more the facility will be reimbursed for services rendered (Ehow. com, 1999-2001). It is crucial for coders to comply with State and federal guidelines (Ehow. com, 1999-2001). Compliance guidelines are established in the Internal Classification for Diseases, 9th Revision, Clinical Modification (ICD-9-CM) for coding and reporting, issued by the Center for Medicare, and Medicaid Services (CMS), and the National Center for Health Statistics (NCHS) (Ehow. com, 1999-200 1).Also, assigning diagnosis and procedure codes is required under the Health Insurance Portability and Accountability Act of 1996 (HIPPA) (Ehow. com, 1999-2001). Between the coder and the healthcare provider, it is important for both parties to work together, to complete precise documentation, coding assignments, and reporting of diagnoses and procedures (Compliance. uclahealth. org, n. d Campus. ctuonline. edu, 2001-2011). There cannot be enough importance put on accurate documentation, because without accuracy, coding will not be successful (Compliance. uclahealth. org, n. d Campus. ctuonline. edu, 2001-2011).In addition to this, under the National Correct Coding Initiative (NCCI), the consequences of inaccurate coding, or increased errors, can result in criminal prosecution (Campus. ctuonline. edu, 2001-2011). Some of the benefits of the Outpatient Code Editor (OCE) software, which helps maintain consistency, in processing claims for coders is, editing claims for accuracy, assig ning APCs, as well as assigning CMS-designated status indicators, in addition to computing discounts, determining claim dispositions, if packaging is appropriate, and helps determine payment adjustments, if necessary (Cms. ov, n. d. ). Coding references is an important tool, used to wait on coders with more accurate coding by identifying minuscule differences between similar CPT codes from operative reports the first time (Medetrac. com, 2010-2012). The coding clinic is a resource newsletter that provides coding advice for HCPCS Level II coders (Casto & Layman, 2011). This newsletter is an important resource, because it provides actual examples, correct code assignments for new technologies, articles, and a bulletin of coding changes and/or corrections (Casto & Layman, 2011).The CPT assistant is a newsletter from the American Medical Association (AMA), used for coding communications, to keep coders up to date, clinical explanations for baffling codes, coding consultations to answer questions, anatomical illustrations, and information same with the Federal Register (Medetrac. com, 2010-2012). Lab and drug dictionaries are used by coders to alert them to common spelling errors, pronunciations, and words that are similar in form, and pith (Medetrac. com, 2010-2012).Lab and drug dictionaries would eliminate errors coders could make, when two words sound the same, or have similar spelling (Medetrac. com, 2010-2012) in addition, the dictionaries would present what common abbreviations to use, and not use, in medical orders (Medetrac. com, 2010-2012). This is useful because it would eliminate primary mistakes on the reports. Medical dictionaries is a reference which list drugs, treatments, medical abbreviations, medical terms, definitions, translations, signs and symptoms of common disorders, and practical phases, used in daily communication with patients (Medetrac. com, 2010-2012).Lastly, anatomy references for coders are used to enhance, and interpret a coders u nderstanding, of medical documentation, and correct code assignments (Codingbooks. com, 2011). After reviewing all the information gathered on the coding reference, the coding clinic, and the CPT assistant, the lab, and drug dictionaries, the medical dictionaries, and the anatomy reference, the conclusion that has been drawn, is all of the references are equally important, when used together to guarantee coding accuracy for all coders. References AHIMA. org. (2011). Medical Coding. American Health Information Management Association.AHIMA. Retrieved November 17, 2011 from http//www. ahima. org/coding/ Casto, B. A. , & Layman, E. (2011). Principles of Healthcare Reimbursement. 3rd Edition. American Health Information Management Association (AHIMA). Illinois AHIMA Press. Codingbooks. com. (2011). Anatomy and spoken language for eyes and bars. Anatomy and terminology for coders elearning. Course Overview. Description. Coding Store. Contexo Media. Access Intelligence, LLC. Retrieved Nov ember 21, 2011 from http//www. codingbooks. com/books/coding_reference/Anatomy-and-Terminology-for-Coders-eLearning_25. html Cms. gov. (n. d. ).Outpatient Code Editor (OCE). OCE Purpose Purpose of the OPPS I/OCE functionality. Centers for Medicare and Medicaid Services. U. S. Department of Health and gracious Services. Retrieved November 21, 2011 from http//www. cms. gov/OutpatientCodeEdit/10_Purpose. aspTopOfPage Colorado Technical University Online. (2011). Course materials Healthcare reimbursements Regulatory issues and coding compliance. HIT201-1104B-02 Phase 1 Individual Project activity Healthcare Reimbursement Multimedia presentation. Retrieved from Colorado Technical University Online Virtual Campus, November 21, 2011from https//campus. ctuonline. du/Classroom/Pages/multimediacoursetext. aspx? classid=260129&tid=130&uid=251269&HeaderText=Course Materials HIT201-1104B-02 Healthcare Reimbursement Colorado Technical University Online. (2011). Course material Processing physici an office claims. HIT201-1104B-02 Phase 1 Individual Project activity Healthcare Reimbursement Multimedia presentation. Retrieved from Colorado Technical University Online Virtual Campus, November 17, 2011 from HIT201-1104B-02 https//campus. ctuonline. edu/courses/HIT201/p1/hub1/14921. pdf Compliance. uclahealth. org. (n. d. ). ICD-9-CM official guidelines for coding and reporting.Effective October 1, 2008. Retrieved November 21, 2011 from http//compliance. uclahealth. org/Workfiles/PDFs/ICD_9_CM_Official_Guidelines_for_Coding_and_Reporting_Effect ive_October_1_2008. pdf Ehow. com. (1999-2001). Importance of medical coding for hospitals. Reimbursements. Written by Jacqueline Wilson, Ehow Contributor. rent Media, Inc. Retrieved November 17, 2011 from http//www. ehow. com/facts_5918637_importance-medical-coding-hospitals. html Ehow. com. (1999-2001). Medical coding productivity standards. Productivity standards. Written by Cynthia Murphy, Ehow Contributor. Demand Media, Inc. Retrieve d November 17, 2011.

Academic Performance and Use of Electronic Gadgets Essay

Development in the world is expanding to new levels. Let it be anything, technology has made things more knowledgeable and convenient. Today, the world has turned into a world of electronic gadgets. The electronic gadgets have advanced in various ways. Today, you give find gadgets that fulfill your everyday needs. These gadgets can be anything from a grinder to a camcorder to a laptop.The origins of the word gadget trace back to the 19th century. tally to the Oxford English Dictionary, thither is anecdotal evidence for the use of gadget as a placeholder denote for a technical item whose precise name one cant remember since the 1850s with Robert Browns 1886 book Spunyarn and Spindrift, A sailor boys log of a voyage prohibited and home in a China tea-clipper containing the earliest known usage in print. These can be given as founders to boys as well as girls. You can gift a play station or any game to a school going boy on his birthday or any occasion. A college going boy can be g ifted a laptop or a handy cam, whichever is important and useful to him. Videos be not only created for college projects but, today they can also be created during family or friends. Get-togethers or some family functions.They store family memories for years which can be watched whenever you feel equal watching them. Gadgets like cellular phones are used on a daily basis to communicate with your near and dear ones. You can also gift it to them. In the software industry, Gadget refers to computer programs that provide services without needing an independent application to be launched for each one, but instead run in an environs that manages multiple gadgets. There are several implementations based on existing software development techniques, like JavaScript, form input, and various image formats It is on this blank space that the investigateer was intended to conduct an investigation to identify the perception of secondary students about the use of electronic gadgets, the advant ages, disadvantages and effects as well. Statement of the ProblemThe important(prenominal) purpose of this field of honor is to determine the academicianian mathematical operation and use of electronic gadgets among secondary students of CSULS S.Y 2012-2013. In addition, the advantages, disadvantage and effectiveness of these problems were also set(p). This is done through descriptive survey using questionnaire to be answered by students of CSULS. Specifically, the survey will answer the following questions1. What is the profile of CSULS students in terms ofa. Ageb. Genderc. Year and segmentd. Academic Performancee. Monthly Income2. What are the different electronic gadgets that are used by CSULS students? 3. Does the frequent use of electronic gadgets affects and influences students academic feat? 4. Is there any relationship between the profile and the kind of electronic gadget used by CSULS students?Significance of the StudyThe result of this research study determined th e academic performance and the use of electronic gadgets among secondary students of CSULS S.Y 2012- 2013. In that way, one will have an idea on what juvenile magazine shall he/she use.The Parents, this research would tell them on what particular electronic gadgets brings usefulness and harm to their children. The Students, themselves will know on what electronic magazine shall be a help and a hindrance for their academic performance.The Researcher, this research study will aid the students and the parents as well on the limitations of use of electronic gadgets.Scope and DelimitationsThe study is conducted to determine the academic performance and use of electronic gadgets among secondary students of Catanduanes State University Laboratory Schools. From Grade-7 to Fourth year students SY 2012-2013.It focuses mainly on the perception of secondary students about the use of teenage magazine during vacant times. It comprises 8 sections namely 7-Amethyst, 7-Pearl, II- Chrysanthemum, II- Daffodils, III- Platinum, III- Gold, IV- Einstein, IV- Galileo.The demographic characteristics included in this research are age, gender, year, and section, academic performance and monthly income.Definition of Terms* Gadget- the main factor of this study that affects academic performance * CSULS- school where the study was focused* Respondent the one who will answer the study* Academic Performance- performances shown by students regarding academic matters. (Quizzes, Periodic Test, Recitation, etc)* Secondary Students- scope of the study* CSU Lab Students referring to all officially enrolled students of CSU Laboratory SchoolCHAPTER 2REVIEW OF RELATED LITERATURE & STUDIESREADINGS* Nabisunsa Girls School no phonesGrace Kitego, a teacher at Nabisunsa Girls School, says they do not allow students to carry roving phones because they distract students and impact negatively on their academic performance* Kiira College Butiki confiscatedIsaac Tibasima, a teacher at Kiira College Butiki, says the school does not allow students to carry mobile phones because they increase the risk of moral decay.* capital of Austria College times changeVienna College offers both local and international education curriculums and has an enrolment of both Ugandan and foreign students. Mohammed Kakiika, the headmaster, says they have no option but to accept their students to carry mobile phones to school since they are a necessity for communication.LITERATURECellphones Affect Academic PerformanceBy Michael Kanaabi and Vicky WandawaA study was conducted by Kanaabi and Wandawa on Aug. 3, 2010 that cellularphones affects the academic performance of students. This study indicates that cellular phones is a huge distraction to ones attention especially on school hours. Thus, some schools prohibits the use and bringing their cellphones at school. Some of them use phones to call examiners and other students who may have access to examination papers. This is common during national, regional and district examinations. This causes panic and confusion among students because they get change information from different sources and on many occasions, focus on revising the wrong way, thus failing.Conceptual FrameworkThis study is anchored with the theory that those secondary students absolute frequency of usage of electronic gadgets of the said sections has an effect on each of their academic performances. This can be proven in their perceptions used as the independent versatile and the academic performance as dependent variable.Figure 1THE CONCEPTUAL PARADIGMINDEPENDENT VARIABLE DEPENDENT VARIABLEAcademic Performance relative frequency of usage of electronic gadgetsHYPOTHESESThere is no significant difference between the academic performance and use of electronic gadgets of secondary students of CSULS S.Y 2012-2013.RESEARCH DESIGNThe study will use the longitudinal survey design in its attempt to determine, describe and analyze the relationship of each. It tries to find out i f the independent variable importantly influences the dependent variable.ReferencesDiCaprio, N. (1976). The good life models for a healthy personality. Englewood Cliffs, NJ Prentice Hall, Inc. Elizabeth. (2004, July). Real Pretty Letter to the editor. Seventeen, 014. Hager, S. E. (1998). Using self-esteem as a concept for control early adolescent females toward healthy eating behaviors A learning module. (Unpublished Masters of Science thesis, Michigan State University, 1998). McFarland, R. (1988). Coping through self-esteem. New York The Rosen Publishing Group, Inc. Media awareness Network. (2004). Beauty and body image in the media. Retrieved November 9, 2004, from http//www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_beauty.cfm. Media Awareness Network. (2004). Masculinity and advertising. Retrieved November 9, 2004, from http//www.mediaawareness.ca/english/issues/stereotyping/men_and_masculinity/masculinity_advertising.cfm. Media Awareness Network. (200 4). Media and girls. Retrieved November 9, 2004, from http//www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_girls.cfm. Media Awareness Network. (2004). Resisting stereotypes and working for change. Retrieved November 9, 2004, from http//www.mediaawareness.ca/english/issues/stereotyping/women_and_girls/women_reform.cfm. 16Meyers, M. (Ed.). (1999). Mediated women Representations in popular culture. Creskill, NJ Hampton Press, Inc.Nachbar, J.G., Lause, K., & Nachbar, J. (1992, October 1). Popular culture an introductory text. Ohio Bowling Green University Popular Press. Excerpt Retrieved November 9, 2004, from http//www.serve.com/shea/stereodf.htm. Plotnik, R. (2005). Introduction to psychology. (7th ed.). Belmont, CA Wadsworth Thomson Learning. Waltz, T. (2004, November)

Classical Concerto

CONCERTO A concerto (from the Italian concerto, plural concerti or, lots, the anglicised form concertos) is a melodyal composition usu every(prenominal)y composed in three pieces or movements, in which (usually) one solo instrument (for instance, a piano, violin, cello or flute) is accompanied by an orchestra.The etymology is uncertain, only if the word seems to have originated from the conjunction of the two Latin words conserere (meaning to tie, to join, to weave) and certamen (competition, fight) the idea is that the two parts in a concerto, the soloist and the orchestra, alternate episodes of opposition, cooperation, and independence in the creation of the music flow. The concerto, as understood in this forward-looking way, arose in the Baroque period side by side with the concerto grosso, which contrasted a small group of instruments with the rest of the orchestra.The popularity of the concerto grosso form declined after the Baroque period, and the genre was non revived un til the 20th century. The solo concerto, however, has remained a vital musical force from its inception to this day. Classical concerto . Sonata form in the Classical ConcertoFor comment, development and recapitulation, The concerti of the sons of Johann Sebastian Bach argon perhaps the best links in the midst of those of the Baroque period and those of Mozart. C. P. E. Bachs backboneboard concerti contain some brilliant soloistic writing.Some of them have movements that run into one some other without a break, and t here(predicate) are frequent cross-movement thematic references. Mozart, as a boy, made arrangements for harpsichord and orchestra of three sonata movements by Johann Christian Bach. By the time he was twenty, Mozart was able to write concerto ritornelli that gave the orchestra admirable opportunity for asserting its character in an translation with some five or six sharply contrasted themes, before the soloist enters to plump on the textile. He wrote one concer to each for flute, oboe ( afterwards rearranged for flute and known as Flute Concerto no(prenominal) ), clarinet, and bassoon, four for horn, a Concerto for Flute, Harp, and Orchestra, a Sinfonia Concertante for fiddle, Viola and Orchestra, and Exsultate, jubilate, a de facto concerto for soprano voice. They all exploit and explore the characteristics of the solo instrument. His five violin concerti, written in quick succession, show a number of influences, notably Italian and Austrian. Several passages have leanings towards folk music, as manifested in Austrian serenades. However, it was in his twenty-seven original piano concerti that he excelled himself. citation needed It is conventional to state that the showtime movements of concerti from the Classical period onwards follow the structure of sonata form. Final movements are often in rondo form, as in J. S. Bachs E Major Violin Concerto. 2 Sonata form Sonata form is a large-scale musical structure used liberally since the midd le of the 18th century (the early Classical period). While it is typically used in the startle movement of multi-movement pieces, it is sometimes used in subsequent movements as wellparticularly the final movement.The teaching of sonata form in music theory rests on a standard explanation and a series of hypotheses about the underlying reason outs for the durability and variety of the forma interpretation that arose in the secondment quarter of the 19th century. 2 There is little disagreement that on the largest level, the form consists of three main sections an translation, a development, and a recapitulation3 however, to a lower place this, sonata form is difficult to pin slash in terms of a single model.The standard definition focuses on the thematic and harmonic organization of tonic stuffs that are presented in an exposition, expound and contrasted in a development and then resolved harmonically and thematically in a recapitulation. In addition, the standard definitio n recognizes that an cosmos and a coda may be present. Each of the sections is often that divided or characterized by the particular means by which it accomplishes its form in the form.Since its establishment, the sonata form became the most common form in the beginning of all movement of works entitled sonata, as well as other retentive works of classical music, including the symphony, concerto, string quartet, and so on. 3 Accordingly, there is a large body of theory on what unifies and distinguishes practice in the sonata form, both within eras and between eras. Even works that do not adhere to the standard description of a sonata form often present analogous structures or kindle be analyzed as elaborations or expansions of the standard description of sonata form.Outline of sonata form Introduction The Introduction section is optional, or may be reduced to a minimum. If it is extended, it is, in general, slower than the main section, and frequently focuses on the dominant come upon. It may or may not contain material that is later stated in the exposition. The introduction increases the weight of the movement, and also permits the composer to begin the exposition with a theme that would be too light to start on its own, as in Haydns Symphony No. 03 (The Drumroll) and Beethovens Quintet for Piano and Winds Op. 16. The introduction usually is not allow ind in the exposition repeat. On occasion, the material of introduction reappears in its original tempo later in the movement. Often, this occurs as late as the coda, as in Mozarts String Quintet in D major K. 593, Haydns Drumroll Symphony, or Beethovens Piano Sonata No. 8 (Pathetique). Exposition The primary thematic material for the movement is presented in the Exposition. This section can be further divided into several sections.The same section in most sonata form movements has prominent harmonic and thematic parallelisms (although in some works from the 19th century and onward, some of these parall elisms are subject to considerable exceptions), which include First subject group, P (Prime) this consists of one or more themes, all of them in the home discern (also called the tonic)so if the piece is in C major, all of the music in the firstly group will be in C major. Although some pieces are written polarly, most follow this form. Transition, T in this section the composer modulates from the learn of the first subject to the key of the second.Second subject group, S one or more themes in a different key from the first group. If the first group is in a major key, the second group will usually be in the dominant. If the original key is C major, for example, the key of the music of the second group will be G major, a perfect fifth higher. If the first group is in a minor key, the second group will, in general, be in the relative major, so that, if the original key is C minor, the second group will be in E-flat major. The material of the second group is often different in r hythm or mood from that of the first group (frequently, it is more lyrical).Codetta, K the purpose of this is to bring the exposition section to a close with a perfect cadence in the same key as the second group. The exposition is commonly repeated, particularly in classical works. Often, though not always, the last measure or measures of the exposition are slightly different between the repeats, one to point back to the tonic, where the exposition began, and the second to point towards the development. Development In general, the development starts in the same key as the exposition ended, and may move through many different keys during its course.It will usually consist of one or more themes from the exposition altered and on occasion juxtaposed and may include new material or themes though exactly what is acceptable practice is a famous point of contention. Alterations include taking material through distant keys, breaking down of themes and sequencing of motifs, and so forth. T he development varies greatly in length from piece to piece and from time period to time period, sometimes being relatively short compared to the exposition (e. g. , the first movement of Eine kleine Nachtmusik, K 525/I by Mozart) and in other cases quite long and detailed (e. . , the first movement of the Eroica Symphony by Beethoven). Developments in the classical era are typically shorter due to how much composers of that era valued symmetry, unlike the more expressive romantic era (Eroica is considered to be the first Romantic symphony) in which development sections gain a much greater importance. However, it almost always shows a greater degree of tonal, harmonic, and rhythmic instability than the other sections. At the end, the music will usually return to the tonic key in preparation of the recapitulation. On occasion it will actually return to the sub-dominant key and then proceed with the same transition as in the exposition). The transition from the development to the reca pitulation is a crucial moment in the work. The last part of the development section is called the retransition It prepares for the return of the first subject group in the tonic, most often through a grand prolongation of the dominant seventh. Thus, if the key of the movement is C major, the retransition would most typically stress the dominant seventh chord on G.In addition, the character of the music would signal such a return, often becoming more frenetic (as in the case of the first movement of Beethovens Waldstein Sonata, Op. 53). A rather notable exception to the harmonic norm of the retransition occurs in the first movement of Brahmss Piano Sonata No. 1, Op. 1. The general key of the movement is C major, and it would then follow that the retransition should stress the dominant seventh chord on G. Instead, it builds in strength over the seventh chord on C, as if the music were proceeding to F major.At the height of the musical tension, this chord triumphs with great volume an d wide registral scope on the downbeat, only to take up immediately the first theme in C major that is, without any standard harmonic preparation. Occasionally, the retransition can begin with a false recapitulation, in which the opening material of the first theme group is presented in a key other than the tonic. The surprise that ensues when the music continues to modulate toward the tonic can be used for either comic or dramatic effect. RecapitulationFirst subject group normally given prominence as the highlight of a recapitulation, it is usually in exactly the same key and form as in the exposition. Transition Often the transition is carried out by introducing novel material, a kind of brief additional development section this is called a secondary development. Second subject group usually in round the same form as in the exposition, but now in the home key, which sometimes involves change of mode from major to minor, or vice versa, as occurs in the first movement of Mozart s Symphony No. 0 (K. 550). More often, however, it may be recast in the parallel major of the home key (for example, C major when the movement is in C minor like Beethovens Symphony No. 5 in C Minor, op. 67/I). Key here is more important than mode (major or minor) the recapitulation provides the needed balance even if the materials mode is changed, so long as there is no all-night any key conflict. Exceptions to the recapitulation form include Mozart and Haydn works that often begin with the second subject group when the first subject group has been elaborated at ength in the development. afterwards the closing cadence, the musical argument proper is said to be completed. If the movement continues, it is said to have a coda. Coda After the final cadence of the recapitulation, the movement may continue with a coda which will contain material from the movement proper. Codas, when present, vary considerably in length, but like introductions are not part of the argument of the work. The coda will end, however, with a perfect authentic cadence in the original key.Codas may be quite brief tailpieces, or they may be very long and elaborate. A famous example of the more extended type is the coda to the first movement of Beethovens Eroica Symphony (no. 3 in E flat), although there are numerous others in Beethovens music. Explanations for why an extended coda is present vary. One reason may be to omit the repeat of the development and recapitulation sections found in earlier sonata forms of the eighteenth century. Indeed, Beethovens extended codas often serve the purpose of further development of thematic material.

Renaissance (1300-1650), the Industrial Revolution Essay

residue-to-end history, bondage has played a very prominent role in shaping the beings societies and economies. crosswise three time peaks in particular, thraldom throughout the population has notable similarities and differences in areas such as the status of slavery, the way slavery influenced society, and the motivation for a civilization to practice slavery. These time periods are the renascence (1300-1650), the industrial Revolution (1700-1900), and adult male Wars I and II (1914-1945). conversionThe time period know today as the Renaissance was, as its name means, a rebirth of Greco-Roman values. It was a reaction against the Dark Ages and stood in stark secern to the gothic time period before it. The practice of slavery was no exception. Whereas slavery had fizzled out during the Dark Ages, it was instituted again during the Renaissance. Slavery in the Renaissance began in Spain, and for a while the Spanish played the primary part in the slave market. Soon, thou gh, slavery col to the an separate(prenominal) parts of europium.This was in particular true with the case of the Italian city-states in which the Renaissance boomed. As the Renaissance grew in Italy and as the city-states expanded, slavery became more and more widespread until Italy became a main user of slaves (Hooker). In contrast to slavery in the later periods of the Industrial Revolution and the two World Wars which is explained later in this essay, slavery in the Renaissance was not solely establish on race, only more or lessly religion (at least in europium another type of slavery was practiced in America during the Renaissance, as explained later).Europe and Africa at that time was divided between Christians and Muslims, and so slavery in nations dominated by either religion was based on captured people from the other religion. In other words, in the Renaissance, Christians mostly enslaved Muslims and Muslims mostly enslaved Christians. In the case of the Italian Ren aissance, Muslims slaves came from Spain, North Africa, Crete, the Balkans, and the Ottoman Empire (Hooker). The vast majority of slaves at the root gear of the Renaissance were white(Hooker). But as the Renaissance progressed, black slaves began to be utilise more and more widely. In the beginning of the Renaissance, these African slaves were acquired through Arabs in North Africa, who also held them as slaves. When the Portuguese started exploring the African slide, they participated in a black slave market, shipping slaves to the Americas and back to Europe (Guild). El Mina was the first slave trading post set up by the Portuguese on the West Coast (Gold Coast) of Africa (Guild).Thanks to enslaved Africans, the Portuguese were especially successful in their plantations in the islands remove the west coast of Africa known as the Cape Verde, where they transported many of the Africans they enslaved to work in plantations there (Gascoigne). While most slaves in the Industrial Re volution did hard labor in fields, most slaves in the Renaissance were domestic help slaves. This means that they did work in the home, doing duties for their dominates or so the house. Rich people in the cities almost always had one or more slaves.Instead of the stern, inhumane treatment of slaves common in the Industrial Revolution, slave-owners during the Renaissance commonly integrated their slaves into the family. In both the Industrial Revolution and the Renaissance, masters claimed all rights for their slaves they did with them what they willed. Therefore, there arises the similarity between all three time periods in that commonly the slaves were utilise as sex slaves, although sex slaves in the World Wars were used mostly just for sex, not for hard labor.When masters in the Renaissance had an illegitimate child with a slave, the child was not a slave scarce was free (Hooker). However, when a child was born to a slave and its master in the Industrial Revolution, the chi ld became a slave like its mother (Master-Slave). While most slaves were domestic in the Renaissance, another form of slavery was surfacing, slaves used for cheap labor in plantations. In the Renaissance, slaves were starting to be used in plantations, mostly in America, but also in plantations in Italy and off the coast of Africa (Gascoigne).So, in both the Renaissance and the Industrial Revolution, at least some slaves were used for hard labor. The Portuguese were the first to put slaves to work in plantations, and slaves soon came to be used on plantations in the Americas by nations such as Spain, Holland, France, England, and the Netherlands. The first slaves they enslaved in these colonies were the native peoples, but soon, the native population began to dwindle. Since Portugal had been exploring the coast of Africa and since Africa had a booming population of people, Africans became the people they predominantly enslaved (Guild).Thus, racial slavery was started. Blacks came to be viewed as lower than human, and this view spread to all the nations which came to have plantations in America. Millions of blacks were imported to plantations for sugar, spices, tobacco, coffee, etc. during the span of the Renaissance (Hornsby). Industrial Revolution Slavery went through many changes during the course of the Industrial Revolution. At the beginning of the Industrial Revolution, slavery on plantations that had developed in the Renaissance continued to grow in the Americas.With the success of the plantations in America, what is known as the triangular trade began to form, and this trade majorly affect the worlds economies and successfulness. This system of trade is known as the triangular trade because the directions of travel for the trade were in the shape of a trianglefrom Europe to Africa to the Americas and back to Europe. Items such as weapons, liquor, jewelry, and products made from cotton fiber were taken to Africa from Europe and traded for slaves. These were loaded on ships and taken to the Americas. Conditions in the ships were horrible.Thousands of slaves were chained in very stuffy spaces in the ships. Disease permeated the hold where slaves were kept. Slaves laid in their own excrement and urine, and were fed barely anything. Many slaves died or committed suicidean average of 16% of slaves. When the horrible trip was over, the remaining slaves were auctioned and sold in slave markets to plantation owners in the Americas. The products made in the plantations, such as tobacco, coffee, sugar, spices, and molasses which could be made into shady were then shipped to Europe, completing the trade system.The British were the primary traders in this system, but other nations participated (Gascoigne). Slavery greatly affected the Industrial Revolution. It made it possible to force and grow products in a shorter period of time and for less money. All the master had to do was to provide food, which he have very little of, so slaves pro vided very cheap labor. In the case of America, slaves operated the new inventions such as the cotton gin to make cotton products easier. This greatly affected the economy of America. The prosperity in the South boomed as agriculture continued to see success.This cotton industry and therefore the textile industrial majorly drove the Industrial Revolution in America. It became the primary export and cash crop. Hundreds of thousands of slaves were imported until 1808, when the American slave trade was banned. Still, hundreds of thousands of slaves were moved across America to the South and West to work on cotton plantations. These plantations and slavery in general brought in a huge profit for the American people. A similarity between slavery in the Renaissance and the Industrial Revolution can be seen hereboth used slavery as a catalyst for economies (Africans..). But a difference is that most slaves in the Renaissance were domestic slaves in homes and were considered part of the fam ily (Hooker). However, most slaves in the Industrial Revolution were plantation slaves and were considered less than human and were subjected to incredibly harsh treatment by their masters. However, near the Industrial Revolution, there was more of an awareness of the brutalities of slavery and more of a movement to stop it than the Renaissance. The final time period that will be discussed in this essay is the World Wars from 1914 to 1945. World WarsForms of slavery used during World Wars I and II from 1914 to 1945 were very different from slavery before it and slavery afterward it. The wars during this period of history had a huge impact on all aspects of society, and so the status of slavery and the motivation for slavery was largely based on the huge wars taking place. During World War I and the time after it before World War II, outright slave traffic continued to be curbed in the areas of the world still practicing slavery. The slave trade still continued underground between c ountries in eastern Africa, especially Ethiopia, and the Middle East, especially Arabia.Throughout this period before World War II, there were outrages about revealed underground slave trades with enslaved Africans in Liberia and the Congo, and enslaved Native Americans in northern Peru (Slavery). Joseph Stalin was the dictator of the Soviet Union from 1927 to 1953. During his regime, millions of people were forced to work in labor camps. This was in accordance with the USSRs Labor Code, which stated that all citizens must labor for the government. Prisoners, enemies of the state, and other convicts were sent to do hard manual labor in Siberia during this time.Citizens were accused of being enemies of the government and sent to work without a trial and without much grand at all. Like in the Renaissance and Industrial Revolution, Stalin used his massive free labor force to build up the Soviet Unions economy and to industrialize the nation. Labor projects included building roads and railroads, building houses and power plants, mining, cutting trees, working in fields, etc. The workers were given nothing but food. One third of all the workers died from the poor environment in which they worked and from starvation and the cold. They were brutally treated on unjust bases.Therefore, this corrective labor, as it was called, is really slavery at its core. World War II was the instigation of several other types of slavery, also, such as POW slavery, Holocaust slavery, and sexual slavery. Nazi Germany captured enemy civilians and soldiers and brutally enslaved them to fill the gaps in the workforce. Much of the weaponry made by the Germans during World War II was made by slaves. One manufacturing company alone Kruppheld 100,000 slaves by the end of the war. Many of these slaves died from exhaustion, starvation, and lack of basic necessities.They were kept in stables like livestock. Those that didnt die were forced to work in German factories and farms. In 1944, Germ any held 9. 5 million slaves7 million civilians and 2. 5 million captured soldiers. Russian women that the Germans captured were held as domestic slaves, and Russian adolescents that the Germans captured were apprenticed to German businessmen. Not only were the Germans notorious for their brutal system of slavery for prisoners of war, but even worse, they enslaved innocent Jews and other undesirable people during the Holocaust.As a method of exterminating them, these people were sent to labor camps where they were treated even worse than the prisoners of war. Children from 6-years-old up were forced to work in these camps. Slaves mined, built weapons, sewed, etc. Slaves there were driven to work too hard in bastardly spaces with the poorest of living conditions. They had poor and meager food rations and a shortage of shelter and clothing. Loads of people died from diseases such as tuberculosis, from being overworked, from the cold, and from starvation.Their corpses were systematica lly burned in huge crematoriums (Sylvester everything above). The fact that there were scandals about slavery and labor camps during the time period of the World Wars indicates a similarity and difference between this time period and the Renaissance/ Industrial Revolution. A similarity is that all three time periods had some forms of slavery to enhance nations economies and extract resources. But a difference is that slavery in the World Wars was looked down upon and was underground, whereas it was not in the Renaissance.But there lies a similarity between the World Wars and the Industrial Revolution, in that in both, measures were enacted to end slavery and the slave trade. However, World War II had labor camps for prisoners of war and specific races, which had never been done before. It also had sexual slavery, which though it had been practiced before, never to the extent it was carried out in World War II. Some captured slaves in the World Wars were used as domestic slaves, as they were in the Renaissance. But in the World Wars, there was not the worldwide slave trade there was in the Renaissance and the beginning of the Industrial Revolution.Part 222 Introduction The 18th nose candy English poet William Cowpers poem, Pity for Poor Africans, accurately portrays the worlds mindset throughout history about slavery. A line from that poem reads, I pity them slaves greatly, but I must be mum, for how could we do without sugar and rum? This sums up much of the worlds motivation for millennia for slavery. Throughout history, slavery has been a way to easily derive resources and produce goods. It has played a very prominent role in shaping the worlds societies and economies.though it may have struck a chord with peoples consciences, the world did not know how else to get luxuries and how to live without them, and so the world allowed this horrific practice to go on. This essay details more of how slavery was used as an economic stimulus, how the world finally t ook action against it, and what forms of it still were used after this action took place. Across three time periods in particular, slavery throughout the world has notable similarities and differences in areas such as the status of slavery, the way slavery influenced society, and the motivation for a civilization to practice slavery.These time periods are the Renaissance (1300-1650), the Industrial Revolution (1700-1900), and World Wars I and II (1914-1945). Conclusion As one can clearly see, slavery has been a major factor in touch on and molding the worlds economies and societies throughout all of history. It has gone through major changes, affecting the world as a whole, especially in three time periods, namely, the Renaissance, the Industrial Revolution, and World Wars I and II. Throughout all three and under many names, it was used as cheap labor to easily produce goods and advance civilizations economies.This slavery did, and it played a massive role in getting the world to where it is today. Without slavery, America might not have been industrialized or industrialized as quickly. Without slavery, we would not have the manufactured goods we have today. However, I am by no means condoning slavery if slavery had not been practiced, millions of innocent, beautiful people would have lived their lives in freedom and would not have been torn away from their homeland, families, and donjon to go labor without profit for people who abused and beat them.The Civil War would have been largely prevented if it werent for slavery. Though slavery was mostly domestic in the Renaissance, this does not make it any better. Also, the plantation slave emerged in that time period, and the triangular trade between Europe, Africa, and the Americas continued well into the Industrial Revolution. custody achieved luxury through the pain and misery of others. Thankfully, mankind realized, though later than it should have been, how deplorable this system was. Finally, they put an end to it through abolitionist movements that spread throughout the world at the end of the Industrial Revolution.Yet, slavery continued in several other forms into the 20th century. Throughout the time period of the World Wars, labor camps emerged. Though these were seen as punishment for criminals and war prisoners, they were slavery at root, used to industrialize and make transportation routes, weaponry, etc. These labor camps were even used against innocent Jews and other undesirables during the Holocaust. Unbeknownst to the world for a time, even outright and brutal slavery was still used as exemplified by King Leopold of Belgium. knowledgeable slavery is another often overlooked form of slavery that had been carried out through past time periods like the Renaissance and Industrial Revolution but that was executed en masse by the Japanese during World War II. Still today, the pernicious act of slavery continues to be practiced, though concealed to the world, in underdeveloped countries of the world. Let us hope that mankinds conscience continues to overshadow its greed and that slavery continues to be fought until it is completely wiped out the whole world over.

Percentage, Money Management

By the end of the lesson, the students give be able to demonstrate knowledge of reckon planning and banking. Students will live with knowledge of words associated with banking and budgets including interest, percent, and budget Students will of a working knowledge of helpings and how to implement this knowledge as it applies to banking, interests, loans and budgeting. Students will be able to develop a monthly budget apt(p) a busy income. Students will be able to guide the interest on a purchase.Knowledge The student can calculate total cost on an item given various tax rates. 2. Comprehension Given dickens different costs on a particular(prenominal) item, with different tax rates, the student will be able to determine the best deal. 3. Application The student will articulate the implement of this knowledge in their daily life. 4. Analytical Thought Students will begin to understand how this knowledge can assist them with line solving regarding income and expenditures. 5. Synthetic Thought Students will be able to apologize how to budget monthly to recount that all costs are covered.6. Evaluation The students will understand the need to budget and shop slightly for financial security. Standards Math The student uses calculations for percentage correctly Material 1. Calculator 2. Paper for the purpose of budget work Anticipatory Set The instructor will ask the students about their knowledge of budgeting. They will cover the importance of budgeting. Students will be asked to identify examples of when percentages can be useful into their every mean solar day life. Input 1. The instructor will surrender for brief discussion on the examples calculated in class2. The teacher will allow time for discussion about other uses for percentages 3. The teacher will review the wording related to the concepts 4. The teacher will allow class time to work additional problems related to percentages and notes vigilance. Modeling 1. The teacher will construct examples for the students to complete in class. Prior to completing the problems, the teacher will review the vocabulary and the methodology for calculating percentages. The teacher will complete a problem related to the assignment. 2.When the students have finish the in class assignment, teacher will complete another larger and slightly more labyrinthian problem using the percentage concepts, perhaps related to address use, as an example to looking front to use of percentage. Check for Understanding The teacher will engage the class in discussion regarding money management and percentages to verify that students comprehend. 1. Memory Can the student recall the meaning of the associated vocabulary words. 2. Translation The students will be able to link the percentage concept to the real world3. Interpretation Students can explain the use of percentage in different situations. 4. Extrapolation Students will be able to come up with other uses for percentage calculations 5. Applic ation Students can complete assignments showing skills of methodology 6. Analysis Students will be able to use percentage skill to make decisions on purchases. 7. Synthesis Students can understand the use of percentages in their day to day life and understand values. 8. Evaluation Students will complete assignments adequately.Checking through activities 1. The teacher will proctor the come along students make as they work through the problems. Teacher will answer questions and re explain concepts and methodology as needed. 2. Teacher will have a second opportunity to assess progress during discussion Guided Practice 1. Imagery of money management story regarding the purchase of a particular item in two different states at differing tax rates 2. Discussion for purpose of intricacy and comprehension 3. Vocabulary words related to money management and percentageIndependent Practice Students will be given home assignment to complete a more elaborate project related to money management Closure 1. Teacher will be able to demonstrate through each activity, that students have a working knowledge and understanding of percentages. 2. The lesson will introduce the concept of money management and fiscal responsibly Adoptions for Learning Disabilities The teacher may choose to assign the classroom project as a crowd assignment to allow learning disabled students peer support.Students with perceptual disabilities can be given the task in a tangible puzzle assignment where percentages of the whole are experienced in a tangible way. For example Extensions for Gifted Students may choose to move ahead to more complex assignments involving credit card interest rates as appropriate Possible Connections to Other Subjects This lesson can be utilize in conjunction with any life skills class in which students are learning to plan for upcoming financial responsibility. The vocabulary can be incorporated into 8th grade English vocabulary units.

The Simpsons Are Sociologically Savvy: a Postmodernist Perspective

The Simpsons are Sociologic eithery Savvy a Postmodernist Perspective Using The Simpsons, a long-running Ameri washbowl animated continuing series, as a cocktail dress study I ordain analyse the links in the midst of audiences, production and text in the introduction of meaning. Using a triangulated approach of close textual reading, and suppositional models of post-modernism and cut through theory to question the quality of agenda telescope in contemporary society, I impart identify particular mechanisms of agenda setting at bottom this example.The Simpsons, described by Paul Cantor (1999) is a postmodern re-creation of the first times family sit-com (p738) which can be used effectively to illustrate innovative and radical themes and encourages critical thinking. David Arnold (2001) describes The Simpsons as an unaccount sufficient text, one rich in associations and con nonations a self-parodic, self-referential pastiche of front texts (p264).I will endeavour to deno minate that despite the fact that The Simpsons is associated with cartoons, which in their very nature are assumed to be childish and frivolous, it is because of all of the above associations that the postmodern Simpsons are useful as a pedagogical tool (Hobbs, 1998) and can be used to teach adults and children various sociological issues including familiar identities and hegemony. The Simpsons lends itself to be a vehicle of a media-virus which harmonise to Douglas Rushkoff (1994) can carry the revolutionary message conveyed in an apparently innocent, neutral package (cited in Irwin et Al 2001 p254).Such programmes appear to have proven to be the most acceptable and accessible spaces to show lots(prenominal)(prenominal) subjects as gay, sapphic, effeminate and transgender (glbt) identities because of their separation from reality. Arnold (2001) claims that the ridiculousness of the absurd yellow looking characters who pop up on your television set and look almost human, exc lusively with crazy storylines and unbelievable un-human handle behaviours increase their ability to consort as satiric signifiers (p262).Its because of their unfeasibility, their lack of seriousness that Diane Raymond (2003 cited in Dines & Humez) maintains allows programmes the like The Simpsons to play with themes under track of humour where those themes might be too volatile or regular too didactic for different sort of audience (p101). The Simpsons creators and writers rely on the accounting of other shows and they take from them all the best titbits reward their viewers according toRushkoff (2004) with a-ha moments or pattern recognition (p296). Whether it is Maggie in A Streetcar Named Marge (1992, 9F18) attempting to pull through her dummy-tit at Springfields day-care centre to the theme tune of The Great Escape by Elmer Bernstein. Or when kor arrives to pick her up some of the babies are precariously perched and watch on, which to the media literate is an obvious antic of The Birds a strainic Hitchcock movie from 1963.The wedding scene from The Graduate is spoofed in One fish, two fish, puffer (1991, 7F11) where kor bangs on the living room window and shouts Marge at the top of his voice. Lisas reserve (1991, SF19), is where we render yet a nonher classic scene from the The Graduate, where the substitute teacher is seen at the front of the class through Mrs Krabappels leg which is hitched up on the desk and Barts teacher says those famous quarrel Mrs. Krabappel, youre trying to seduce me. Some of the audience, children more everyplace adults may see the ridiculousness of the scenes as funny but may not see the more hidden intertextual message payable to their time spent cover media texts. However David Buckingham (2001) claims that children are more active, and sophisticated users that they see much more television and are able to detect and decipher the formal codes and conventions about genre and narrative, and about the produ ction process (cited in pooch and Petely 2001).These sections of intertextual fragmented texts have different connotations to different readers. For example in The Graduate the storyline, for the chief protagonist, was about the access of age and losing his virginity and the power it gave him, this revolutionary message would not be available in pinnacle-time viewing unless such a vehicle as The Simpsons make it accessible through its animation. Ironically The Simpsons was created to be a bridging braid for The Tracy Ullman Show to cross from the main parts of the show into adverts (Rushkoff 2004 p295).The Simpsons became more popular than the host show and categoric Groening the shows creator was offered $10m and a 13 episode series at FOX picture (Ibid p295). According to Allen Larson (2004) technological advances, the availability of cable, federal deregulation and corporate consolidation were already in stance from the 1980s and 90s but the media conglomerates further as sisted the development of corporations like FOX Television which refined prime time sit-coms and the commodification of the audience, they re-imagined, and re-exploited profit maximisation (cited in Stabile & Harrison 2004 p56).At the onset of the 90s production costs for a show like The Simpsons would have cost around $600,000 (Mallory 1996, Karlin 1993b cited in Stabile & Harrison p56) and so financial aid to attracting the widest demographic was crucial. Merchandising to children was the future as the cable-age children had already become consumers and so the conglomerates turned the full force of their attention towards maximising the potential r flatue streams provided by children (Ibid pp57-59). USA Today reported in 2009 that in the previous year Consumers worldwide spent more than $750 million on Simpsons-related licensed merchandise (Lieberman, 2009).Television programing is not only programming the viewers sets but the viewers themselves in order to treat them a produc t (Rushkoff 2004, p293) which would prove why advertisers spent $314. 8 million in 2008 on the prime-time show on Fox and reruns that local stations air (Lieberman, 2009). Postmodernism points toward the fact that we no longer create anything other than the texts make up from the materials which already existed and we patch them together to make fun of that which is present and now.Furthermore there is a notion of it doesnt get any better than this The Simpsons uses all the good bits from the past to fill the present, memorial is no longer being made it could be perceived. Arnold claims that The Simpsons lampoon and amplifies that elaborations foibles up to and beyond the point of absurdity (2004 p264). Jameson is in agreement (1984 and 1991) he insists that postmodernism has a new depthlessness and that globalised late capitalism does not allow for the text to be critically analysed but commodified and consumed.Jameson states that they no longer simply quote, as a Joyce or a Mah ler might have done, but incorporate into their very substance (1991 p3). Intertextual referencing is key to how The Simpsons kit and caboodle as a postmodern text, although legible to the avid reader of texts, a certain amount of media literacy is inevitable which has taken numerous decades to achieve, leaving the adult to appreciate the intertextuality of high enculturation embedded in the funny animation.The timing with which The Simpsons emerged into mainstream television has proven to be crucial- The Simpsons could not have thrived on prime-time net live on television unless it was embraced by an audience so advanced in TV literacy that they are able to recognize and desire the signs and symbols from TV culture which the show continuously throws at them (Bj? rnsson 2006). In various episodes The Simpsons have portrayed many sociological concepts, for example Aging and health in Stark Raving Dad (1991, 7F24) Class and socioeconomic experimental condition in Burns Heir (199 4, 1F16) Crime law and criminal justice in Homer the Vigilante (1F09).Homer has dealt with the urge to cheat on his wife Marge The Last Temptation of Homer and Life on The Fast Lane (1993, IF07 & 1990, 7G11). The horror of war was tackled in The Principal and the Pauper (1997, 4F23) and homosexuality in Homers Phobia (1997, 4F11) (The Simpsons Archive, 2010). It is this last issue of other sexual identities in The Simpsons which I will be analysing using queer theory as an analytical framework. Queer is a category in flux according to Raymond (2003, cited in Dines & Humez p98).Historically the term was used in a negative or derogatory manner, although most recently the term is used to identify marginalised identities such as gay, lesbian bisexual and transgender (glbt). Queer theory identifies a body of knowledge connected to but not identical with lesbian/gay studies (Ibid p98). According to Raymond (2003) queer theory emerged in the 1960s and 1970s and unlike their earlier theoret ical forebears like Marxism and feminism do not demand exclusive theoretical allegiance or hegemony (Ibid p99). Instead it asks what is the point in asking why someone is gay?Or what is the function the question of causation serves in the culture and in ideology? Queer theorists look less at the nature/nurture rail line of Charles Darwin and in addition ask that we see the term as fluid and not fixed. Homers Phobia (1997, 4F11) looks at Homer and his homophobic behaviour when he meets and befriends a gay man prank who is voiced by writer and director John Waters of the critically acclaimed and very camp movie theater Hairspray. John sells kitsch collectibles in a shopping mall and enjoys chatting to his customers.John tries to explain to Homer what camp path when he is showing him around the shop which Homer doesnt understand. To explain John says that camp is The tragically ludicrous? The ludicrously tragic? When Homer still doesnt get it, he adds more like inflatable furnit ure or Last Supper TV trays The penny finally drops as Homer has made a connection, albeit a financial one, and replies and that kinda stuff is worth money? Man you should come over to our place Its full of valuable worthless crap. Johns views echoes cultural critic Andrew Ross argument that camp is primarily concerned with reconstituting historys trash as reasure (Cunningham 2003).Ross (1989) writes The knowledge about history is the precise moment when camp takes over, because camp involves a rediscovery of historys waste (p151, cited in Cunningham 2003). This piece also serves to confirm Medhursts claim that camp is now absolutely everywhere (1997 p289 cited in Sullivan, p194) and so Homer has become completely blind to it. Homer has not realised John is gay even though there have been quite a few stereotypical a-ha moments (Rushkoff, p296) or knowing nods to his sexual identity.John has knowledge of female Hollywood actresses and gossip, an appreciation of Marges hair John even answers in a camp manner with my heart is palpitating, hoo hoo. Marge conversely has determined Johns sexual identity and later, at home, informs Homer of it (much to his disgust). This may signal that the producers are aware of how different pile have different cultural capital (Bourdieu, 1977) or that Marge and women for that matter are more right at reading the signals in media-represented images of sexual identities and can see the signifiers due to the time spent reflection television.It may also signify the ways in which gay men have been reduced to the status of women i. e. engaging in tittle-tattle and pointing out good hair-dos. According to Gross (1995) misinformation and gay stereotyping in the media is due to lack of first-hand knowledge of gays and lesbians (cited in Raymond 2003). Media texts are polysemic, meaning they have many meanings to many pile, although Stuart Hall (1980) states the texts do not have an infinite number of interpretations as they remain stru ctured in dominance. Nicholas Abercrombie (1996) claims that audiences are not blank pieces of paper (p140 cited in Hanes 2000).Reception Studies agree that the meaning is not inherent within the text itself and that the audience create the meanings using their own cultural capital. Morleys reception study countrywide in 1980 will attest to this fact. In 1992 Morley revisited his Nationwide study and found that there were totally foreign readings of the same programme item . There are many criticisms of reception theories, Morley himself states that it shows an understanding of the micro-process of consumptionand without lineament to the broader cultural question which is then of only limited value (1992, p272).Signs of gay, lesbian, bisexual and transgender (glbt) identities are clearly shown in The Simpsons in Homers Phobia (1997, 4F11) Roscoe and his fellow workers at the Springfield Steel Mill are openly gay and host gay discos after working hours. The scene in the mill looks like a guerrilla attack where hundreds of gay men have descended on the unsuspecting Simpsons to make them feel like the minority in the queered space. Guerrilla tactics like queering are seen in America where glbt people gather in an unsuspecting venue.The venue would commonly be frequented by mainly heterosexuals, the dominant sexual identity. With a flood of glbt patrons the glbt have changed their position to a dominant one within that space. This encourages the audience to see what it must feel like to be in the minority, but also highlights that there are other sexual identities, that heterosexuality is not superior and that gay, lesbian, bisexual or transgender people live in your street, work in your factories, they have worthwhile jobs contributing to society just like heterosexual people.Queering extends to texts too as shown above and also in Three Gays of the Condo (2003, EABF12) where Homer shared a room with Grady and Julio who were twain openly gay. Glbt identities a re also hidden, for example Judge Constance Harm is transgender in The Parent Rap (2001, CABF22) the value refers to once being a man. There are also the characters such as Waylon Smithers and Dewey largo who are still in the closet and all of these stories offer viewers a little queer pleasure.In My Fair Laddy Brunella Pommelhorst the gym teacher at Barts school tells her students she will return in the next semester as Mr Pommelhorst the new shop teacher (2006, HABF05). Marges sister Patty who comes out to her in when Springfield became a same-sex-marriage tolerant town to bring in much needed revenue (after Bart brings it into disrepute). Agenda setting in the media is made accessible in The Simpsons and can be seen especially in Theres Something about Marrying (2005, 16E10). Mayor Quimby in a vocabulary says he is happy to legalise gay money I mean ah gay marriage.This may be in response to an article reported by Catherine Donaldson-Evans (2004) written for FOXNEWS. com that states Recognizing same-sex couples and families as an emerging market, large corporations have begun targeting the demographic in their ads the ads are focused on the micro-lifestyles of the consumers, and same-sex families are a micro-lifestyle. This clearly shows the emergent culture of commodification of sexual identity.Theres Something About Marrying (2005 16E10) which is a clear intertextual reference to the film Theres something about Mary which itself may also be pointing out through the use of intertextuality the name given up to Gay men i. e. Marys or little-Marys) was it seems written in response to the controversy in America over gay marriages which was a particularly hot topic in the US at the moment during election campaigning (BBC 2004). In February 2004 President Bush announced his support for a constitutional amendment banning gay marriage, saying he wants to stop activist judges from changing the definition of the most enduring human institution (Huus, 2004). T his makes for a difficult position to be in as a queer viewer.Jacqueline Rose (1986) has noted, The relationship between viewer and scene is always one of fracture, partial identification, pleasure and distrust (p227 cited in Raymond, 2003, p100). The Simpsons are not subversive or anti-family, in fact they are probably quite conservative Homer attempts to balloting for Democrat Barack Obama in Treehouse of Horror XIX (S20E04, 2008) however the machine would not allow him and instead registered his voter turnout for John McCain a Republican in a humorous take on the allegations of voter hoax that had occurred in prior elections (Stelter, 2008).

One Shot Society Essay

As the capital Colin Powell said, There are no secrets to achievement. It is the result of preparation, hard work learning from failure. Peoples success in vivification is determined by their sacrifice and hard work while young. We can go back in time and arrange e very(prenominal) error we commit, meaning that we only have iodine opportunity in life. My essay will talk about the differences between Hondurans and South Koreans in term of effort, opportunities, demands and expectations.Countries such(prenominal) as South Korea take very seriously the academic part of life in order to succeed in every aspect of it. Since early people grow with this way of life in which giving every inch of effort counts. Parents lead their children with strict habits of studying instead of doing separate activities. Society demands youth to get well prepared for life and they have to respond by demonstrating it in their academic life. The results of studying and being dedicated shows when prepa ring for college.For example, admissions test for college is a day where society paralyzes, because this is crucial, this is the only pecker they got to start with the right foot and have a decent life for probably the next 60 years. If people are not enough dedicated, they will have more difficulties in life. Koreans are usually hard working by nature they dont need to be told what to do, they work for it and at the abate every thing pays. On the other hand we have Honduras, a poor country where society has meek demands on individuals A country where goods are not fairishly distributed.Not everyone in the country has opportunities to succeed, if people do not have capital, even if they have the desire of giving everything in academics, opportunities do not present. Public education is very poor. Only the social class that can pay has a fair higher education. Academics is not something primary and societys demand are not so bitter on young people. Even if youth doesnt have a fine education afterward high school they can probably find a way out and earn money and because of this reasons not every student gives all their effort.Opportunities present to the ones who know wealthy people and government figures. The legal age of Hondurans are not hard working people and society doesnt give that much opportunities. These both countries are very different in almost every aspect but have similarities on a few. South Korea is a rich powerful country where every kid has to be very dedicated to their studies in order to succeed, young people usually study until 4 and then go with tutors, and meanwhile few Honduran kids are dedicated because of the poor society demands.Schools end about 2 or 3, then do a couple of homework and thats it. 00% of South Korean parents loss their children to get to college, while not every Honduran parent sees college as a mandatory thing to do. The level of work in South Korea surpasses Honduran one and the results show in the evolu tion as a society and as a country. The little similarity between these two countries is that not so much work opportunities are presented for people who study, making it hard for some people to succeed.In closing curtain people should take advantage of that one shot life gives us even if we are in different countries.To make a difference and overcome difficulties people have to be hard workers to express society our capacities and accomplish our life goal, which I think for the most is having a wealthy life. Rich countries such as South Korea evolve because of their work, even if this means doing sacrifices and passing through lots of stress. At the end results will show and society will grow. Those who have everything given to them become lazy, selfish, and insensitive to the real set of life. The very striving and hard work that we so constantly try to avoid is the major build block in the person we are today.