The Battle of Hastings: Duke of Normandy, Earl of Wessex, King of Norway

At the beginning of 1066, King Edward the Confessor ruled England. He had no children so there was uncertainty on who would rule next. There were three men who wished to be king. They were William, Duke of Normandy; Harold Godwineson, Earl of Wessex, and Harald Hardraada, King of Norway. On January 6th, 1066, the day after Edward died, Harold Godwineson was crowned king. William saw this as a declaration of war, and said he would kill Harold. He immediately made plans to invade England. It took him two months to assemble his army and navy. When they were ready to leave, the wind had been blowing the wrong direction so William had to wait another couple months before he could set sail. During this time Harold was preparing for William. Harold’s army mainly consisted of highly trained soldiers known as the Housecarls. It also consisted of Fyrds, peasants serving two months at war a year for the king, who did not have much skill. Harold had been waiting at the South Coast for a long time now. His army were running out of food supplies and everyone was getting wrestles. So he decides William is not coming and dismantles his army, returning to London. Harald Hardraada, with his Viking army, had now landed on the North East Coast of England and attacked Yorkshire. Harold hears the news, reassembles his army and head on foot to Yorkshire, deciding that William would not be coming. They walked 180miles in 5 days, which was a very fast speed on foot. The Vikings were unprepared and were slaughtered. This battle was known as the Battle of Stamford Bridge. On the 27th September, 1066, William’s army set sail for England, as the weather had changed and conditions were favourable. A day later they arrived at the South Coast, expecting resistance, but none came. There was no army waiting for them. He moved through English villages, burning the villagers to attract Harold’s attention. William wanted to fight. Horses were at the heart of William’s battle plan. His army consisted of more than 2000 mounted knights. He had, in addition, hired mercenary soldiers to fight on his side. Harold’s army only fought on foot. They would not know how to respond to soldiers on horseback. Harold heard the news that the Norman’s had finally landed. He orders his army, who had many injuries and fatalities after the Battle of Stamford Bridge, south towards William. Over 7000 English soldiers together walked 250 miles. A long the way, they pass through villages, and Harold attempts to get peasants to join his army. He falsely claimed it was the Pope’s war, and that they would be instantly accepted into Heaven. After hearing this many peasants joined. However, they had no experience. Harold’s army lined up at the top a hill, forcing William to attack uphill. Harold is waiting for reinforcements to come and help out. The men at the front of Harold’s army, including Harold himself, form a shield wall. William divided his troops into three groups. His plan was to use archery to weaken the shield wall, then, when a hole appeared, would strike and break through. However the archers made little difference as they were shooting uphill. The Norman army then advances up the hill. The Saxons started throwing anything they could, including axes, towards the approaching army. The shield wall holds. When the Norman’s had reached the shield wall the cavalry tried desperately to break through the shield wall. Their attempts were useless. The left side of the Norman army falls back, and the Saxons on that side follow – a foolish mistake. These Saxons were surrounded and all killed. Both sides returned to their previous battle positions. The front line of the Saxons was now shorter, allowing the Normans to attack from the side. The Norman’s charged again at the shield wall and this time it collapsed and the Norman’s broke through. By this time Harold was dead, so his army retreated into the wood behind. This ended the Battle of Hastings. The next day Harold’s mother asked William for Harold’s body in exchange for his body weight in gold, but William refused. He said that his body should be buried in the land that he sought to guard.

Explain the Sequence and Rate of Each Aspect of Development Essay

Holistic development: The first month Physical development The gross motor skills that the baby of 0-1 month old will develop is that the baby lies supine (on his or her back) and the fine motor skills will be the baby turns his or her head towards the light and stares at bright or shiny objects. Communication and language development Babies need to respond to sounds, especially familiar voices. And babies need to share language experiences and cooperate with others from birth onwards. From the start babies need other people. Intellectual development Babies explore through their senses and through their own activity and movement. Touch From the beginning babies feel pain. Sound Even a new born baby will turn to a sound. The baby might become still and listen to a low sound, or quicken his or her movements when he or she hears a high sound. Taste The baby likes sweet tastes, e. g. breast milk. Smell The baby turns to the smell of the breast. Sight The baby can focus on objects 20cm away. Emotional and social development A baby’s first smile in definite response to carer is usually around 3-6 weeks. Also the baby often imitates certain facial expressions. This is showing that the baby is starting to develop being able to respond to different things. Holistic development: from one to four months Physical development Some of the gross motor skills that the babies develop from four to eight weeks are: the baby can now turn from side to back, and can also lift its head briefly from the prone position. Some of the fine motor skills that the babies develop from four to eight weeks are; the baby turns its head towards the light and stares at bright or shiny objects. Some of the gross motor skills the baby develops form eight to twelve weeks are; when lying supine, the baby’s head is in a central position and it can also lift its head and chest off a bed in prone position, supported on forearms. Some of the fine motor skills the baby develops from eight to twelve weeks are; the baby moves his or her head to follow adult movements and the baby watches his or her hands and plays with his or her fingers. Communication and language development From four to eight weeks the baby recognises the carer and familiar objects, makes non-crying noises such as cooing and gargling and then moves on to often sucking or licking its lips when he or she hears the sound of food in preparation. From eight to twelve weeks the baby is still distressed by sudden loud noises and often sucks or licks its lips when he or she hears the sound of food in preparation. Intellectual development The baby recognises differing speech sounds and by three months the baby can even imitate low or high pitched sounds. Emotional and social development The baby will smile in response to an adult and the baby enjoys sucking. Then the baby shows enjoyment at caring routines such as bath time. Holistic development from four to six months Physical development Some of the gross motor skills; the baby is beginning to use a palmar grasp and can transfer objects from hand to hand. It is very interested in all activity and everything is taken to the mouth. Some of the fine motor skills; the baby now has good head control and is beginning to sit with support. It can roll over from back to side and is beginning to reach for objects. And when supine the baby plays with his or her own feet. Communication and language development The baby becomes more aware of others so he or she communicates more and more. As the baby listens, he or she imitates sounds he or she can her and reacts to the tone of someone’s voice. For example, the baby might become upset by an angry tone, or cheered by a happy tone. Intellectual development By four months the baby reaches for objects, which suggest they recognise and judge the distance in relation to the size of the object. The baby prefers complicated things to look at from five to six months and enjoys bright colours. The baby also knows that he or she has one mother. The baby is disturbed if he or she is shown several images of his or her mother at the same time. The baby realises that people are permanent before they realise that objects are. Emotional and social development The baby shows trust and security and has recognisable sleep patterns. Holistic development from six to nine months Some of the gross motor skills; the baby can roll from front to back. He or she may attempt to crawl but will often end up sliding backwards. Also the baby may grasp their feet and place them in his or her mouth. Some of the fine motor skills; the baby is very alert to people and objects. The baby is beginning to use a pincer grasp with thumb and finger, and can transfer toys from one hand to the other and looks for fallen objects. Communication and language development Babble becomes tuneful, like the lilt of the language the baby can hear. They become to understand words like ‘up’ and ‘down’, raising their arms to be lifted up and using appropriate gestures. The baby may also be able to repeat sounds. Intellectual development The baby understands signs, e. g. the bib means that food is coming. From eight to nine months the baby shows that he or she knows objects exist when they have gone out of sight, even under test conditions. This is called the concept of object constancy, or the object permanence test (Piaget). The baby is also fascinated by the way objects move. Emotional and social development The baby can manage to feed him- or herself using his or her fingers. They are now more wary of strangers, sometimes showing stranger fear. For example if a stranger comes close to the baby and it moves away towards another person, this shows that the baby is fearful of strangers and gains security from the person it moves to. Also the baby might show distress when his or her mother leaves. For example if the mother leaves the room and the baby starts crying, then this shows that the baby feels insecure when the mother is out of sight. Holistic development from nine to twelve months Physical development Gross motor skills; the baby will now be mobile- may be crawling, bear-walking, bottom shuffling or even walking. The baby can sit up on his or her own and lean forward to pick things up. Also the baby may crawl upstairs and onto low items of furniture and may even bounce in rhythm to music. Fine motor skills; the baby’s pincer grasp is now well developed and he or she can pick things up and pull them towards him or her. The baby can poke with one finger and will point to desired objects. They can also clasp hands and imitate adults’ actions. Communication and language development The baby can follow simple instructions e. g. kiss teddy. Word approximations appear e. g. ‘hee haw’ to indicate a donkey, or more typically ‘mumma’, ‘dadda’ and ‘bye-bye’ in English speaking contexts. Also the tuneful babble develops into ‘jargon’ and the baby makes his or her voice go up and down just as people do when they talk to each other. Intellectual development The baby is beginning to develop images. Memory develops and the baby and remember the past. The baby can anticipate the future. This give it some understanding of routine daily sequences, e. g. after a feed, changing, and a sleep with teddy. Also the baby imitates actions, sounds, gestures and moods after an event is finished, e. g. imitate a temper tantrum he or she saw a friend have the previous day, wave bye-bye remembering Grandma has gone to the shops. Emotional and social development The baby enjoys songs and action rhymes, still likes to be near to a familiar adult but will also play alone for long periods of time. Spiritual aspects of a baby’s development Even a tiny baby experiences a sense of self, and values people who are loved by them. Spiritually is about the developing sense of relationship with self, relating to others ethically, morally and humanly and a relationship with the universe. The baby can drink from a cup with help, and shows definite likes and dislikes at mealtimes and bedtimes. Also the baby will start to cooperate when being dressed and likes to look at him- or herself in a mirror (plastic safety mirror). Holistic development from one to two years Physical development Gross motor skills (15 months); the baby probably walks alone now, with feet wide apart and arms raised to maintain balance. He or she is likely to fall over and often sit down suddenly. The baby can also probably manage stairs and steps, but will need supervision. Gross motor skills (18 months); the child walks confidently and is able to stop without falling. The child can also kneel, squat, climb and carry things around with him or her. Fine motor skills (15months); the baby can build with a few bricks and arrange toys on the floor, can hold a crayon in palmar grasp and turns several pages of a book at once, and can also point to a desired object. Fine motor skills (18 months); the child can thread large beads, build a tower of several cubes and uses a pincer grasp to pick up small objects. Communication and language development The child begins to talk with words or sign language, and by 18 months, the child enjoys trying to sing as well as to listen to songs and rhymes. Action songs (e. g. ‘pat-a-cake’) are much loved. Intellectual development The child understands the names of objects and can follow simple instructions, the child also learns about other things through trial and error. Emotional and social development The child begins to have a longer memory and develops a sense of identity (I am me). Also the child expresses his or her needs in words and gestures and enjoys being able to walk, and is eager to try to get dressed – ‘Me do it! ’ Holistic development from two to three years Physical development Gross motor skills; the child is very mobile, can run safely and can climb up onto furniture. The child can walk up and downstairs, usually two feet to a step. The child then moves on to being able to jump from a low step, walk backwards and sideways and can stand and walk on his or her tiptoes and stand on one foot. In my workplace all of the children this age are able to do all of these things. But the girls are all more developed than the boys. For example, with have a boy that is three years of age, and a girl that’s the same. The girl is able to write her name, speak fluently, help other children who aren’t as well developed as her and she even tells me when someone is doing something wrong. Whereas the boy can hardly speak yet, and when he does no one can understand what he’s saying. Michael Gurian, a noted educator and author, has shown through research that â€Å"hard-wiring and socialized gender differences affect how boys and girls learn. † Simply put, male and female brains are equal but different. â€Å"Boys use the right hemisphere more, and girls the left,† (Gurian, M. 2007) Fine motor skills; the child can draw circles, lines and dots using preferred hand. The child can pick up tiny objects using a fine pincer grasp. The child then moves on to being able to build tall towers of bricks or blocks and can control a pencil using thumb and first two fingers (a dynamic tripod grasp).

U06d2 Market Competition Essay Example | Topics and Well Written Essays - 500 words

U06d2 Market Competition - Essay Example Considering the health care industry, it is clear that the level of competition and the type of competition is very different when compared to that in other industries. The health care industry revolves around the services that it provides to the customers and the industry as a whole is very customer centric. The competition in this industry is more impacted by the external environment that it operates within and the healthcare environment as a whole (Teisberg & Porter, 2006). There is a direct impact on the healthcare industry from all the industries and also from the external environment as a whole. The competition in this industry is based more on the type of changes that the organizations are able to make to themselves and how the organizations are able to adapt to the needs of the people. Unlike the other industries, here in this sector, if an organization is unable to change and adapt to the changes in the markets, then the organization will be faced with instant downfall and the resistance will lead to loss of customers and clients in the market. Also considering the healthcare industry where the use of technology is so high that each day new and improved products are introduced to the markets. The competition in this market can be good to some extent. However concentrating on people who come from a relatively lower financial background and cannot afford to pay for expensive treatment, this can be a deal breaker (Swayne, Duncan, & Ginter, 2009). However, if the industry is looked at without concentrating on the different strata of people, then it is best and most effective that the industry is flooded with high levels of competition and development. Competition in any field is very effective as it allows everyone to realize their strengths and weaknesses and work on improving their weaknesses to strengths. This improvement will not only

DQ1cc, DQ2ab, DQ3CC Essay Example | Topics and Well Written Essays - 250 words

DQ1cc, DQ2ab, DQ3CC - Essay Example A probability can be defined as a numerical measure of the likelihood that a specific event will occur or not (Mann, 1995). Some of the different approaches to probability include classical probability, relative frequency concept of probability, and subjective probability. The use of probability is widely applied in the business world due to the fact that probability is a statistical method of a numerical chance of the occurrence of an event. For instance a company can use probability to determine whether to invest in a derivative instrument based on the changes of a commodity going up. For the application of probability to be valid the data inserted into the model must be up to date and accurate. For instance if a governmental agency attempts to predict the future behavior of the unemployment rate it would not be wise to use data from the 1950’s to insert into the probability model. The correct approach would be to use current unemployment data. â€Å"From principles is deri ved probability, but truth or certainty is obtained only from facts† (Stoppard, 2012). Probability can be used by individuals and managers in different scenarios. A place where probability is constantly used by players is in casinos. Casino games have different probabilities of winning. For instance the casino game that has the higher probability for the player is blackjack which offers a probability of 51% for the house and 49% for the player. Managers should use probability in their decision making process. A manager should not accept any decisions that have a probability of less than 50% of occurrence. Companies can establish decision making policies based on a minimum probability threshold. If I was choosing between two options one which had high probability and one with a low probability I would choose the option with the high probability due to the fact that chances of that option occurring are higher. The option with

Health and Social Research Methods Essay Example | Topics and Well Written Essays - 3500 words

Health and Social Research Methods - Essay Example Libya is one of the rich countries of the world located in the region of North Africa. The population of Libya is around six million. 22.1 percent lives in  the  rural area. Average life of the people is around 75 years. Mortality rate is around 6.9 under the age of 5. Libya is an oil-rich and upper middle-income country located in North Africa region with a population of slightly above six million, out of which 22.1 percent lives in a rural area. (Toebes et al., 2013). The Libyan Red Crescent is a Voluntary aid organization, was formed in 1957. The purpose was to provide medicines and other medical facilities in the cities of Libya. Record shows that the health system needs to improve in Libya. The volunteers of this organization are doing their work properly in providing the medical aids to the people affected by the disasters. The volunteers of this organization are improving themselves by providing relief to the general public (Ahsan Ullah, 2014). Their motive is to help humanities specially disabled persons to ensure that they are provided free and better medical treatments. Their development programs are the evidence of their intention of  the  work. The additional work of this organization is to prevent the people from disease, providing healthy food, protection of poor people, preparation for disasters, donate blood, recovery of the disease and organizing programs to maintain peace in the society (Martin et al., 2014). The volunteers of Libya Red Crescent Organization are providing better services of medical aid facilities to the people who are injured in the disasters. The volunteers have several issues, which have to be resolved. However, there is a need for research to identify and examine the issues faced by the volunteers. The employees of the organization address some of the issues lack of training and motivation. There is a need to find the issues, inspect them get

Bank regulation Essay Example | Topics and Well Written Essays - 3000 words

Bank regulation - Essay Example Additionally, there was a lack of appreciation of the magnitude and complexity of the workings relating to large financial institutions and trading banks with respect to those financial institutions that had more than one jurisdictions coupled with the difficult associated in dealing with the problem (Kawai 2013). There was also insufficient oversight of the derivative markets and a lack of clear visibility towards the magnitude of the linkages between the shadow and regulated banking sectors and the financial institutions. Banks are tasked with regulating money supply via the directive of the central bank. Some of the roles of banks include crating money, being the principle allocator of credit funds available to the public, they act as the managers of a country’s payment system and they are the depositories of the public in matters relating their financial savings (Connor 2005). The bank’s regulatory role is divided into three functions which include controlling the supply of money in the economy, meliorating matters regarding equity and efficiency of intermediation of finances and preventing systematic risk. The measures undertaken to regulate banks are because banks need to be streamlined in order to prevent them from using short term strategies to increase their returns and also to prevent firms from adopting bad behaviors that are against the moral code of conduct (Kolb 2011). The regulations also aid customers to develop a degree of confidence and comfort which can only be facilita ted by the institution of the regulatory measures. Three have been a wide variety of measures instituted globally in order to address regulatory reform to deal with the shortcomings highlighted by the effects of the global financial crisis. The main aim of the reform platform has been to find an optimum point where productive risks that are responsible for

Ideology And International Relations In The Modern World Case Study

Ideology And International Relations In The Modern World - Case Study Example The inter-reactions between other countries are only for settling disputes between themselves, but at the same time, the main question to be kept in mind is the choice of the monarch. There are many other factors which should influence the decisions of individual countries, but all countries want to be independent first and effective for the improvement of a lot of their people and other people afterward. Till a few years back, there were two powers with one situated in Washington and the other in Moscow and they could not afford to fight with each other. This led them to battles in absentia in the Third World and those were among the countries that were supported by one of the two superpowers. This led to conflicts among the two for the political allegiance of Asians, Africans, or Latin Americans. This was the method of promotion of the two so-called ideologies - capitalism or communism. The only possible alternative, which existed in places where these conflicts were not desired, w as the Cold War. (Cassels, 1996, p. 207) Yet the development or reactions of countries were dependants not on their benefits, but the desire of the two leaders. Today, the conflict of the state has deteriorated further and all are based on constitutions which define the political authorities of the country, or the countries within the area. These consist of states, countries dependant on other states and even international organizations some of whom are even for the commercial benefit of groups of shareholders. It is they who control trade, control the flow of money and investment within the area, invade other countries within the area, ally with some groups for the benefit of their masters, intervene in the ongoing civil conflicts within other states, etc.

Marketing Planning Essay Example | Topics and Well Written Essays - 1000 words

Marketing Planning - Essay Example The Marketing Planning is also defined as the process that motivates the marketing personnel to look internally in order to fully understand the results of past marketing decisions and to look externally in order to fully understand the market in which they operate. It also sets future goals and provides direction for future marketing efforts that everyone within the organization should understand and support. It is a key component in obtaining funding to pursue new initiatives. SBU stands for Strategic Business Unit. It is one of the crucial component in marketing planning. SBU is understood as a business unit with in the overall corporate identity which is identifiable from other business because it serves a defined external market where management can conduct strategic planning in relation to products and markets. When companies become really large, they are best thought of as being composed of a number of SBUs. A SBU is a unit of the company that has a separate mission and objectives and that can be planned independently from the other businesses. An SBU can be a company division, a product line or even individual brands and it all depends on how the company is organized. An independent grouping of organizations, products or technologies within a parent organization, with complete resource and profit responsibility for serving an identified markets (FN1). These organizational entities are large enough and homogeneous enough to exercise control over most strategic factors affecting their performance. They are managed as self contained planning units for which separate business strategies can be developed. A Strategic Business Unit can encompass an entire company, or can simply be a smaller part of a company set up to perform a specific task. The SBU has its own business strategy, objectives and competitors and these will be different from those of the parent company. The marketing planning is a dynamic process which has to be highly

What is Enlightenment Essay Example | Topics and Well Written Essays - 750 words

What is Enlightenment - Essay Example Kant refers to those who have taken the role of reasoning for the rest of the lazy society as â€Å"benevolent guardians†. Kant argues that freedom is the most fundamental ingredient for enlightenment. He states further that hindrances to enlightenment were not only individual-imposed but also societal. Religion and laws were among the many ways in which society restricted free-thinking among the people. Religion and laws to some point offered threats to people to bar them from practicing free-thinking. However, there came a time when some few individuals started seeking ways to remove the societal obstacles to enlightenment. Kant calls this period â€Å"an age of enlightenment† and it occurred in the late eighteenth century. Kant believes that as the society allowed more freedom to the people, the people became more enlightened. He, therefore, defines enlightened age as the age when the people started practicing freedom of rational thinking and self-determination pursuit. According to Kant, in as much as he did agree to some point that revolution could bring freedom, there are many other ways to freedom. He states that revolution only replaced â€Å"old prejudices ones†. He says that to experience harmony whereby the society functions optimally, individuals needed to narrow their reason to the betterment of their societal roles. He believed that this was necessary as far as harmony was required, and indeed it is required and he referred to it as the private reason. Kant elaborates this by giving an example of an office concentrating on a law instead of obedience to it. Kant further states that private reason is counterbalanced by public reason. In public reason, individuals do not have the freedom to think and act on their own. They depend on scholars who practice the private reason for ideas and thoughts. He illustrates that â€Å"private reasoning makes one pay tax whereas

Macbeths Crimes Essay Example for Free

Macbeths Crimes Essay Macbeths crimes are blood, appalling and pitiless. Does Shakespeare present this butcher, hell-kite and fiend as a monster or as someone with whom it is possible to feel sympathy? The play Macbeth was written by William Shakespeare. It was written for the successor of Elizabeth I, James I of England. James I of England, who was James VI of Scotland, was a descendent of Banquo, and for this reason Shakespeare changed his play from the way this event actually took place in history. In history Banquo actually aided Macbeth in the killing of Duncan, this would have upset the king and may have got Shakespeare in a lot of trouble. Therefore Shakespeare changed it so that Banquo was not part of the plan to murder the king and was against the idea totally. Shakespeare added the witches into the play, as James was deeply interested in witchcraft. This would make the play more appealing to the king. James was a firm believe of The Divine Right Of Kings, this was a way of thinking that kings were hand picked by God and that they were, second in the hierarchy of the whole universe underneath God. As James believed in this way of thinking it made the murder of Duncan a lot more dramatic. When Duncan was murdered there was dramatic affects on Scotland. Shakespeare showed this unnatural affect over Scotland by things happening that would not happen normally. Such as horses eating each other and earthquakes happening. In the play Macbeth is shown as a tradgic hero. A tradgic hero is when a great heroic man has a weakness in his character, for Macbeth the flaw in his character is his great ambition. His flaw has come from the witches telling him the 3 prophecies. This turned his whole perspective around and that was when his ambition took over. As the play starts we see do not see Macbeth but we hear of how great a man he is and how much of a great brave worrier he is highly respected by all of his fellow Thanes and he also commands high respect from the king as well. There seems to be a connection with him and the witches in the first scene as the witches say Fair is foul, and foul is fair (act 1, scene I) This quotation show that things are not exactly what they seem. Macbeth repeats these words later on in that act. So foul and fair a day I have no seen (Act 1, scene III) When Macbeth says this there is a sense that the witch has already got some power over him, even though they have not met each other yet. At the battle the sergeant seems very happy that they had Macbeth on his side. The sergeant shows that he has great respect for Macbeth by complimenting him. Except they mount to the battle in reeking wounds; or memorize another Golgotha (Act 1, scene II) This phrase means that the sergeant was not sure if Macbeth and Banquo wanted to swim in blood or make another Golgotha, which was when Jesus was sacrificed. King Duncan also shows his respect for Macbeth when he says: O valiant cousin! Worthy gentlemen! (Act 1, scene II) Duncan is showing that he has great amounts of respect for Macbeth. After the battle has taken place Macbeth and Banquo are on their way home when the come across the 3 witches. The witches great Macbeth with 3 prophesies: 1. All hail Macbeth! Hail to thee, Thane of Glamis! 2. All hail Macbeth! Hail to thee, Thane of Cawdor! 3. All hail Macbeth! That shalt be king hereafter. As Macbeth is told he will be king hereafter there is a thought in the back of his mind to kill the king. These prophecies have shocked Macbeth and when the witches start to leave he tries to make them stay. He tries to make them tell him more about the prophecies. When Ross tells Macbeth that he has become Thane of Cawdor, Macbeth has the thought of killing the king again. Banquo says to him self in a soliloquy What can the devil speak true? (Act1, scene III) Banquo is stunned at the news, as is Macbeth. Macbeth asks them where they got this information as the Thane of Cawdor lives. Ross says that the Thane of Cawdor has been a traitor and that he is to be hanged. In Macbeths first soliloquy he says Glamis, and Thane of Cawdor: The greatest is behind. (Act 1, scene III) This shows that Macbeth has great trust in the prophecies and is contemplating weather or not to kill the king. Macbeth also shows that he doesnt really want to kill the king when he says If chance will have me king, why, chance may crown me, with out my stir. (Act 1, scene III) Macbeth is showing resistance to killing the king as he thinks that if he doesnt do anything then maybe he will have a change of being king. This shows that Macbeth does have a conscience and that he knows the difference between right and wrong. There is a great contrast between Banquo and Macbeth when they are told about each of their prophecies. Macbeth looks a lot in to them where as Banquo doesnt really look into them much. Banquo also warns Macbeth that the witches prophecies may not be the whole truth and may cause a lot of damage to him, despite this Macbeth still wants to be king. This shows Macbeth has ambition and this is the flaw of his character. Macbeth is not at all happy with Duncans decision to make Malcolm, The Prince of Cumberland his heir to the throne. Macbeth is so angry with the decision in his soliloquy he says Stars hide your fires! Let not light see my black and deep desires (Act 1 scene III) Macbeth has reached a turning point he wants to kill Duncan because now there is now way the he can become king unless he kills Duncan. The quotation shows that he knows what he is going to do is wrong so he wants to make no one can see what he is doing. In act 1 scene VII Macbeth has another soliloquy in which he faces a real dilemma. He is stuck with the decision weather or not to kill the king. His say He is here in double trust: First as I am his kinsman and his subject, Strong both against deed; then, as his host, Who should against his murderer shut the door (Act 1, scene VII) Macbeth is really confused at this point he is not sure if he wants to kill Duncan or not. The quote above shows if he does then he is going against his morals and conscience. I think Macbeth knows the full consequences of what he is about to do, this is why he has some doubt in his mind, as the consequences are terrible. Macbeth then talks to his wife about his plan to kill Duncan, and how he is having second thoughts about killing Duncan. Lady Macbeth teases him, so out of pride Macbeth is forced into killing Duncan. In Act 2 Scene I Macbeth is all alone when he sees a dagger in front off him. Is this a dagger which I see before me, the handle toward my hand? Come, let me clutch thee: I have thee not (Act 2, scene I) I think that there is a large significance of this dagger being there. The dagger is blood soaked and is pointing towards the chambers of the king. I think that the dagger is a way of his mind showing us that he has a guilty conscience and that he has become possessed by evil. All of the forcing from his wife has passed him over to the evil side and now he is dead set on killing Duncan. There is also an element of ambition, as he wants to kill Duncan to show he is capable and also for himself to show that he is a real man to his wife. Once Macbeth has murdered Duncan he acts very strange almost like he is in a daze. He looks very disturbed, he says This is a sorry sight (Act2, scene II) He says this as he is looking at his hands as if he was disgusted with himself and that he couldnt believe he had done such a terrible thing. While Macbeth was killing Duncan he heard voices saying Sleep no more! Macbeth does murder sleep (Act 2, scene II) This really got to Macbeth, he didnt know where the voice came from and it really startled him. Lady Macbeth just told him to take no notice of what the voices had said. But wherefore could not I pronounce Amen? I had most need of blessing, and Amen stuck in my throat. (Act 2, scene II) This also scared Macbeth has when he was about to kill Duncan he wanted to say a prayer but the word Amen was stuck in his throat. These two affects were the first few consequences of killing Duncan. Will all great Neptunes ocean wash this blood clean from my hand? No, this my hand will rather The multitudinous sea incarnadine, Make the green one red (Act 2, scene II) This quote shows Macbeth is starting to feel guilty about his actions. When Macbeth says will great Neptunes oceans wash this blood clean from my hands he is conveying that it is such a bad thing that he has done nothing in the universe can clear him of his sins. Macbeth shows regret for him killing Duncan when he says Wake Duncan with thy knocking! I would thou couldst! (Act 2, scene II) Macbeth is becoming unstable mentally and is regretting killing Duncan. In act 3 Scene 4 Macbeth is having a banquet. At the start Macbeth is called away to see on of the murderers who gave him a report. Macbeth wanted Banquo and his son Fleance to be killed, the murderers only killed Banquo but Fleance got away. Then comes my fit again: I had else been perfect; Whole as the marble, founded as the rock, As broad and general as the casing air: But now I am cabind, cribbd, confind, bound in To saucy doubts and fears. (Act 3, scene IV) Macbeth is very frustrated that the killers did not kill Fleance as it has ruined his plan but he believes he can get around this hiccup. Once Macbeth has returned to the banquet he is asked to join the Lords. Lenox says to Macbeth here is a place reservd, sir. Macbeth asks him where? Lenox says here my good lord. What ist that moves your highness? Macbeth goes into a rage and starts to scream Which of you have done this? (Act 3, scene IV) Macbeth sees Banquos ghost in his chair, now Macbeth is going insane. All of the guests start to worry about the king but lady Macbeth tells them Sit worthy friends: my lord is often thus, and hath been from his youth: pray you keep seat; the fit is momentary; upon a thought He will again be well. (Act 3, scene IV) Lady Macbeth is trying to cover for Macbeth by saying that he is disturbed because of a childhood drama. Lady Macbeth does this out of panic so that none of the lords are worried about the king. This could also affect his respect and reputation with the lords as they may think he is delusional. Lady Macbeth covers for Macbeth very well. Lady Macbeth then asks the lords to leave, as Macbeth is very sick. Once the lords had left Macbeth tells lady Macbeth that he has a spy in every house. Lady Macbeth tells Macbeth to get some sleep as he is become mentally unstable. Macbeth is suffering from all of the killing that he has done and it is not only affecting him it is also affecting his marriage to which seems to be deteriorating as the play goes on. In Act 4 scene I Macbeth goes to visit the witches, which shows he firmly trusts the witches as he has gone to them which gives a sense that they hove power over him where as if he waited and let them come to him he would not have given the impression that he was desperate. Macbeth is told 3 prophecies the first is: Macbeth! Macbeth! Macbeth! Beware Macduff; Beware the Thanes of Fife. Dismiss me. Enough (Act 4, scene I) The first apparition says this; it is a warning to Macbeth simply telling him to beware of Macduff, as he is dangerous. Macduff was never happy about Macbeth becoming king as Macduff never attended Macbeths crowning and he also suspected Macbeth of killing Duncan. The second prophecies is: Be bloody, bold and resolute; laugh to scorn the power of man, for none of women born shall harm Macbeth (Act 4, scene I) This prophecy made Macbeth relax a little, as he didnt think that there was any one in the world that could not be of women born. Which made him feel much more safer and almost invincible. The third prophecies is: Macbeth shall never vanquishd be until great Birnam wood to high Dunsinane Hill; shall come against him (Act 4, scene I) Macbeth was very happy with this prophecy as for him this meant he was invincible, as he believed that Burnam wood would never come to Dunsinane. He shows that he is very happy about his prophecies when he says: That will never be: Who can impress the forest, bid the tree Unfix his earth bound root? Sweet bodements! Good! (Act 4, scene I) Macbeth has decided to kill the Macduffs as Macduff has flied to England and Macbeth sees this as the perfect time and way to kill them. If they are killed Macduff will be distort and will want to kill Macbeth but Macbeth thinks he is invincible. This is the perfect time as there is no one to protect his family. In Act 5 scene I Macbeth is getting ready for battle when he hears a women screaming he sends his servant to investigate. He returns and tells Macbeth that his wife is dead. Macbeth responds to this by saying: She would have dies hereafter; There would have been a time for such a word. To-morrow, and to-morrow, and to-morrow, Creeps in this pretty pace from day to day, To the last syllable of recorded time; and all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more; it is a tale told by an idiot, gull of sound and furry, signifying nothing. (Act 5, scene V) This speech is said by Macbeth as he thinks life is not worth living for any more. He tries hard to make his life better but in the end he is going to die so what is the point. That is the kind of attitude he is taking. Macbeth is then told that Burnam Wood is moving to wards Dunsinane. Macbeth reacts very badly to this he calls the messenger a Liar and slave (Act 5, scene V) Macbeth cannot believe it, the wood is moving, he is in such anger as the prophecies are not holding up to their word. Macbeth has his armour put on so he is ready for battle. In the final scene Macbeth and Macduff have a battle, Macbeth is very full of himself until Macduff says Despair thy charm: and let the angel whom thou still hast servd tell thee, Macduff was from his mothers womb untimely rippd. (Act 5, scene VII) Macbeth is in shock he cannot believe it, all the prophecies have been untrue. Them Macbeth is killed bye Macduff and Macbeths head is stuck on a poll and paraded around. This was a way of showing the people that if they betray the king this is what will happen to them. The witches have influenced Macbeth, if they had not shown him the 3 prophecies then he would never have killed the king and he would still be a noble man. The witches were agents of evil so they were bound to tempt Macbeth. The witches simply showed Macbeth what he could be if he listened to them they did not force him they gave him the option and Macbeth choose their way. The witches have no power so they simply temp and try to push Macbeth in the direction they want him to go. Their influence is fair great on Macbeth. Lady Macbeth is a very possessive woman and has a great amount of ambition about her. When she read the letter from her husband in Act 1 scene V she was determined on making Macbeth the king. She wanted him so badly to become the king. She showed her determination in Act 1 scene VII when she said she would: I have given suck, and know how tender tis to love the babe that milks me: I would, while it was smiling up in my face, Have pluckd my nipple from his boneless gums, and dashd the brains out, had I so sworn as you have to this. (Act 1, scene VII) She is so determined she would kill her own baby while she was feeding it, this shows that she is a very strong women. Lady Macbeth wants to become purely evil she shows this when she says Come spirits that tend on mortal thoughts! Unsex me here, and fill me from the crown to the toe top-full of direst cruelty; make thick my blood. (Act 1, scene V) Lady Macbeth also says TH effect and it! Come to my womens breasts, and take my milk for gall, you murdering ministers, wherever in your sightless substances Lady Macbeth wants very thing that is feminine about her taken away from her so she can be purely evil. Lady Macbeth shows she isnt purely evil in Act 2 scene II when Macbeth asks her why she didnt kill Duncan she says Had he not resembled my father as he slept, I had donet. (Act 2, scene II) As the play goes on lady Macbeth and Macbeths relationship starts to fall apart. At the beginning of the play Macbeth tells his wife every thing as the play digresses they lose faith and trust in each other. They do not tell each other anything. Lady Macbeth was not told by Macbeth that he was planning to kill Banquo or the Macduffs he simply just didnt communicate with her anymore. I believe that Shakespeare has presented Macbeth as some one who you can feel sympathy for, as he seems to be pushed in to killing Duncan by Lady Macbeth. I think that he never had any intentions of killing Duncan it was because his wife drove him so that he could gain power. He was not as strong as he seems, his wife bullies him into killing Duncan but he is a hero on the battlefield. Also if he had not seen the witches then I do not think that he would have any thoughts of killing the king.

Gender Dimensions Of Punjabi Folklores

Gender Dimensions Of Punjabi Folklores The present study aimed to identify the gender images depicted in riddles posed by women and men of the rural areas. It was assumed that stereotypical images are depicted through riddles and gender images of riddles reveal a great deal about the societal attitudes toward gender and toward structuring the individuals identity and identification of the gender role. And by these riddles, gender roles has been analyzed in which women are seen as submissive, obedient and caregivers whereas the men are considered to be the breadwinners, prominent and strong. The study consisted of collection and documentation of riddles. The present study also intends to identify the contribution of women and men in the formulation of gender specific dimensions through riddles which articulated and reinforce the masculine and feminine images, prevalent in rural society of Punjab. Culture is the way of peoples life, which is consisting of both material as well as ideological components. Culture consist straight patterns of thought and behavior, including values, norm, belief, rules of political organization and economic activity etc. Culture isnt biological inheritance, it passed-on from one generation to the next by learning and oral transmition (Decorse Raymond, 1992). Every culture is different from other and has different cultural values. It is not a creation of single man but emerge through different people who lived there and share land and emotions (Maswan, 1977). Culture is mixture of norms, belief, and values, which are orally transmitted to one generation to another generation. Oral tradition is one of the oldest forms of art in any society that transmitted their values, belief and norms through communication. In world two third of it population are preferred to orally communicate (Kalim, 1978). Every culture has its own values and traditions, Pakistan as a culture contains multi-cultural values and traditions. It has lots of influence by their neighboring cultural areas like Central Asia, Iran, the Arab World and India. Pakistan has strong cultural and historical roots. Modern Pakistan was the land of Indus civilization which was mixture of Persian, Indo-Greek and Islamic cultures. Pakistan has been arranged by the Aryans, Persians, Greeks, Arabs, Turks, Afghans, Mongols and the British. Pakistani folklore contains elements of all of these cultures. In Pakistan first phase of folklore was collected and started by British rural (Report of SARRC Tourism of Pakistan, 2010). In Pakistan, because of different culture, the different languages are spoken. Each of the language spoken in Pakistan has unique quality of poems, songs, stories and proverbs which are associated with its cultural norms and values (Ultey, 1968). According to Agarwal, Punjab is a vast plain dotted with thousands of villages that are of great importance to be studied. Like other societies, the rural society of Punjab is a patriarchal society. Patriarchy is a phenomenon which is prevailing in most of the cultures in the world. It is a form of social organization that structures the dominance of men over women where social institutions construct gender differences in the society and women are considered as private or communal property and men as the natural heirs of all power (Agarwal, 1994). Quddus discussed in his research that, Punjabi is traditional language of Pakistan (Punjab) which is spoken since Middle age. The first written Punjabi sample was found in 13th century, which was short verse of Baba Farid Shakar Ganj. By the 16th century; Peeloo, a poet has notable contribution in Punjabi literature, who was also the writer of Mirza Sahiban. In Pakistan, mostly the folklores are prevailing in Punjab (Quddus, 1992). Folklore is a complex meaning of folk, which mean common people, and lore means the knowledge or traditions. Hence folklore is the tradition of common people and it is also a source to express the culture (Ultey, 1968). In oral tradition Folklore is considered as main source of information which moves in multiple generations. In Folklore and folk life, include the all way of living in that particular cultural through which people can become a member of that culture (Hassan, 1995). Research done by Quddus (1992) concluded that folklore plays the significant role to express the culture, through folklores the norms tradition and values are shared form one area to another or one generation to another. In Folklores basically the characteristic of that culture are shown, that also help to expose any culture within a particular population comprising the traditions of that culture, subculture, or group (Quddus, 1992). According to Ultey (1968), folklore helps to understand the past and also often help to shape the present. Folklore is then, is an important oral tradition, transmitted by word of mouth, source of learning in specific culture that starts from lullaby which used to sing when children are very little. Through lullabies, folk stories, proverbs, riddles, actually the roles and norms of that specific culture are transmitted and internalized by the person that how life can spend. These norms and tradition supports person through out the whole life. These folklores are dominating on whole part of mans life like folk song sing at the time of happiness, riddles proverb indirectly give the message of norm and belief (Ultey, 1968). Folklores are the oral literature and are also a form of socialization. Gender roles, in particular, are reflected in legends, tales, and myths etc traditionally shared in oral traditions of particular interest. Folklore oral literature provides a rich source of cultural history and socialization, transmitting and reinforcing messages associated with central values (Allen etal, 2006). Folklores work as vehicle, through which tradition circulate, like tool to transform values from one culture to another culture. Folklores serve both as entertainment as well as socialization, where gender roles and images are depicted. Through folklores the man and women socially accepted role is explained. These roles and duties are slowly changed with passage of time but still practices in any shape in world. Gender images created by folksongs can therefore reveal a great deal about the societal attitudes toward gender (Mahan, 1978). Tempest stated in her research that folklores are the most important tool of socialization as these are sometimes used as stereotype. Different kinds of stereotype roles are being presented through folklores (Tempest, 2001). Munir (1990) described in his research that, in Pakistan large number of unwritten folklores passes orally from generation to generation. The crafts, rituals, legends, epics, ballads, folk tales, songs dances and riddles are still alive today and there main characteristic are the mixture of different culture and region which makes the culture as unique and specific. But fusion of different culture doesnt become the cause of removal of originality of Pakistani culture. The patterns of culture clearly move on its own right way. This diversity and dynamic of cultural make our heritage powerful and alive (Munir, 1990). Shahed said that folk literature is changed and diminished due to urbanization. He stated that in older times folk literature was related to land, peasantry and traditional things but now knowledge is transformed because of urbanization (Shahed, 1993). Folklores have broad ranges of expression. It can be oral, material, and behavioral. folklores include; ballad which is traditional poem or folksong, fairy tales which are traditional stories, conveying stereotypical messages, folk dance are also called ethnic dance that are originated with the common people of the cultural group, folk song is a traditional song that is collected for different occasion and handed down orally, joke is a technique in which game of word play, in humorous way that provoke laughter, legends are traditional historical tales usually containing a mixture of fact and fiction but regarded as true, superstition is an irrational belief usually involving supernatural forces and associated with rituals, folk tales popular tales, which are love stories and mostly tragically ended, Folk games are those games which are traditionally very famous; these are practice and passed from generation to generation and riddles are linguistic puzzle in the form of a question whi ch also containing clues to its solution (Bruchac etal, 2004). Riddle is one of the aspects of folklore which is important medium for transmitting of culture, education, knowledge and skills to children. Riddles play important roles as a means of socialization and social learning. Riddles are actually puzzle, games of words, it can be comprised of one or two sentences or more than that, which can be solved through interaction and symbolic activities (Eastman Kallen, 1979). A riddle is a mysterious statement and description that contains a hidden meaning to be guessed by to whom it is addressed. Riddles also involve analogy of meaning, sound, Rhythm, or tone (Fant, 1985). Mostly riddles are taken as a game and structure of those riddle are like question, through its analyses and definition other people assume the answer. Riddles have binary relation, which has question and answer of it. Riddles are formulated in special sitting, in which two or more then two people sit in one place, one asks the riddles question and other person or persons guess its answer. Mostly these sitting are arranging in some occasion like harvesting, in evening, leisure time, in homes, in field and any other social meeting, where group of people assembled, belong to same culture; know about tradition, belief, etc (Burns, 1976). The riddling can be played in different ages of people. In some tradition only children engage in riddling. In some tradition adults can participate in the riddling of children, in some traditions riddling is mostly an adult hobby. In some traditions, riddling is mostly an activity associated with only males. But in the majority of cultures it is leisure-time activity or traditions, both male and female participate in this activity and they also participate in mixed groups including both women and men while elsewhere females are said to specialize in formulation of riddles. It is general belief that females are more intelligent than man and riddles require intelligence. Riddles mainly based on common household items, crops names, animals names, daily activities, heavenly objects, cultural artifacts, parts of the body, etc. (Green Pepicello, 1984) There are no proper and strict rules and regulations for riddling, that has to follow. But mostly two or three things are arranged before to start riddling, that is to have people who ask question or guess answer, and the event or scenario from which riddle asked. Nevertheless these rules are important, whether it is verbal activity. Riddles functions as umbrella categories, of socialization, entertainment, and education (Burns, 1976). According to Messengers (1960), Riddles are part of folklore so through folklores, culture and tradition are transferred from one generation to another. Riddle inculcates the culture and proper behavior of life in a child. Interesting sessions and repetition of asking riddles mostly memorize the children who repeat it with their friends, or other people and learn them (Messenger, 1960). Research done by Tempest (2001) found that riddles are type of folklores that are used to convey the stereotype messages. These stereotypes are also gender related and these riddles are mostly categorized between boys and girls, sons and daughters (Tempest, 2001). Another function of riddling is entertainment that plays in leisure time which is called leisure-time riddling. Riddling is also play in greeting occasion like marriage ceremony where people are gathered and enjoy their gathering (Burns, 1976). Riddle is usually played by people to entertain themselves during long winter nights. Of course it also helps to measure the intelligence of the people. Another time at which riddles are also played when people busy in field with harvesting they also play riddling for time pass and entertainment etc (Green Pepicello, 1984). According to Ishengoma (2005), riddles have important educational value because they develop critical thinking and memory among young children. It is meant for entertainment and education as well, especially for childs learning. In addition to enjoyment, riddles help in memory training for children as they are expected and encouraged to remember the correct answer to the riddles. They play important role in socialization and social learning of children. But riddles are still prevailing to use for education purpose as device to learn about cultural value, attitudes, and to teach dominant and submissive roles (Ishengoma, 2005). Green Pepicello (1984) discussed in the research that the main role of riddle is socialization of younger generation, that know about the items of daily routine like name of crops help to know about it, then their season of harvesting and using of that crops, these information are internalize through riddle. Riddles helped children to learn about gender roles and duties, their characteristic, culture and tradition according to which they spend their life (Green Pepicello, 1984). On the other side is also criticize that riddle has lacking the capacity to improve the mind, because riddle has stereotype question and answer and mostly answer is already known to the audience (Awedoba, 2000). Riddles have been a rich oral tradition, without doubt, throughout the world. Some societies play it in present times also. Now the concept of riddling is less in urban and rural population, but still play in rural population. Because in rural population has less source of entertainment like video, television, cinema and many others are not available. So people enjoy through riddles (Green Pepicello, 1984). Gender Roles are assigned by different folklores which gives identity. It means these biological and social characteristics become social-identity. These identities are internalizing in every person, and motivated to play these roles which actually culture associated with them, because those roles are socially and culturally accepted (Hassan, 1995). Culture also constructs the gender specific socio-economic differences in roles, responsibilities, constraints, opportunities and needs of men and women. These are set up in opposition to biological sex. Gender is a process of allocation of differences that is varied according to time and space, it needs to be historicized and situated geo-politically but also in terms of other structural variables such as social class, age, race, ethnicity, religion and sexuality. (Eagly, 1987) Gender roles are socially and culturally constructed and are a dynamic term that can be changed over time. Gender roles refer to the rights, responsibilities, expectations, and relationships of men and women. Gender is a logical concept for examining the status of women and men in a culture. Social Construction of gender is an end result of the process of socialization where the values, norms, beliefs, wisdom, philosophy, customs, skills and practices of the society are learned, acknowledged and internalized. (Njau, 1994) Through the process of socialization, values and behavior patterns associated with maleness and femaleness, are learned, acquired and assimilated. Gender roles are affected by socio-cultural expectations, qualities and behaviors that are expected from a male or a female by their society. These expectations originate in the pre-conception that certain qualities and roles are natural for women and unnatural for men. Males and females are socialized through social pressure, learning condition and act according to the different traits that society considers suitable for them. Socialization aims at preparing individuals for their respective roles in society, installing principles, forming individuals and making them practical members of society. Socialization means that people are taught to accept and perform the roles and functions fixed by society for them. Men and women are socialized to accept different gender roles from birth till death. Establishing different roles and expectations for men and women is a key feature of socialization in most societies. While men and women differ on account of their biological and anatomical constitution, gender differences are a product of socio-cultural traditions, which are created and perpetuated through cultural forms such as belief systems and rites as well as through proverbs and tales. (Kabira, 1994) Society is an enduring and cooperating social group, whose members have developed organized patterns of relationships through interaction with each other. It is also a broad grouping of people having common traditions, collective activities and interests. Social groups develop society. Every society has its own norms, customs and traditions, which depend on its geographical and social culture also. Through socialization individuals, are prepared for their respective roles in society to make them useful members of society (Edgar, 1987). Male family members are considered the breadwinner and head of the household and make decisions for family members. The sexual division of labor is hierarchical with men on top and women on bottom. In Punjabi culture, it is society, who ascribes various roles for men and women in a fixed location and family life is determined by the men folk alone due to the customs of patrilineal character in the families that is found there. Customs and property generally flow from the male persons of the previous generation to the next generation and women of the family have no articulation in family matters. (Quduss, 1992) The study aims to look the functionality and importance of riddles in Punjabi society. The significance of the present study can be used as a source in reviewing the riddles that had been posed in past by village people and will present gender images depicted in riddles. It will also explain how gender is portrayed in these riddles and how this folklore play important role in socialization process. The present study also had a unique dimension as a very few researches had mainly focused on riddles. The purpose to conduct this research is to preserve our cultural-lore which was diminishing with the passage of time. The study would be focused towards collection and analysis of riddles. It was an attempt to capture and understand the feelings of people of the rural society of Punjab.

Women for Women International - Fighting for Women’s Rights Around the World :: Exploratory Essays Research Papers

Women for Women International - Fighting for Women’s Rights Around the World Women for Women International is an operation that aides women survivors of war, civil conflict, and injustices, and helps them to become self sufficient and educate them on rights awareness. They promote stability, peace, and self sufficiency through matching programs, donations and micro credit loans (WomenforWomen). I chose to write about this organization because I had just finished the book â€Å"Honour Lost† by Norma Khouri. This is a love story in modern day Jordan between a Muslim woman and a Christian man; and though all they did was spend time together talking, the woman was killed by her father for disgracing her family. Her murder was classified as an honour killing and her father faced minimal to no punishment. Women for Women International addresses the problem of honour killings and tries to educate people of the tragic issue through their website. Under the â€Å"Women in the World Today† link on the top of their homepage there is a column of issu es, and you click on the issue of your interest. â€Å"Honor killing is a practice in which men kill female relatives for activities where the female dishonors the family reputation, including†¦ rape. Thousands of girls and women all over the world are murdered by their families each year in the name of family honor†¦flirting, being a victim of rape, or even failing to serve a meal on time can all be perceived as disgracing the family's honor†¦women are killed on the basis of a mere suspicion and are never given an opportunity to contest†¦In one extreme case, a man's dream of his wife's adultery was enough to elicit lethal violence (WomenforWomen).† The organization was started in the early 1990’s by Zainab Salbi and Amjad Attallah who were moved by the plight of women in Yugoslavia that had been forced into and survived the rape and concentration camps. Under the â€Å"Our Heritage† link found at the top of the homepage you learn that Zainab and Amjad were disappointed to be unable to find an organization that helped these women and they joined The All Souls Unitarian Church traveling and providing aid in Croatia. After their trip they returned to the United States and decided to form their organization. They started off small and have grown to connect over 40,000 women worldwide (WomenforWomen).

Two Faces in Hawthornes The Scarlet Letter Essay -- Scarlet Letter e

The Scarlet Letter:   Two Faces  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "No man, for any considerable period, can wear one face to himself and another to the multitude without finally becoming bewildered as to which may be true†. In Nathaniel Hawthorne's The Scarlet Letter, this quote applies to the two main characters of the novel. It applies to Arthur Dimmesdale in a literal way; he clearly is not the man that he appears to be, and the guilt that goes along with such deception consumes his entire life. The quote also applies to Hester Prynne, but in quite a different way because it was not her choice to wear the â€Å"face† that she was forced to wear.   The mark of the scarlet letter on her bosom determined how others perceived her and, in turn, how she was expected to perceive herself. At first, Hester did not consider the sin that she committed as blasphemous and horrible as the people of Boston did, but she was forced to wear the â€Å"face† of a sinner. Neither Hester or Arthur could live their lives concealing their true emotions. Arthur literally could not live with it, while Hester changed the way she felt on the inside to correspond to her guilty external image. At the court house, when Arthur Dimmesdale was pleading for Hester to reveal the name of the man with whom she had an affair, it was clear that a part of him actually wanted everyone to know that it was he who was the guilty one. Be not silent from any mistaken pity and tenderness for him; for, believe me, Hester, though he were to step down from a high place...better were it so, than to hide a guilty heart through life†¦(47). When this plea is made, it appears to be quite ironic. The man who participated in the sin is trying to convince his accomplice to do him in. However, this ... ...t with the sin in a completely different way not only because she was a different person, but because there was no additional weight of a secret that went along with the sin. Instead of trying to figure out her identity, the way Arthur had, and clinging onto the belief that what she had done was not a sin, she allowed herself to surrender and believe what the rest of society believed at that time. The people of Boston saw adultery as a sin, and there was no way that any good or love could come out of it. When Arthur's character is tested, he struggles to find the answer but is unable to, and literally dies trying. Hester, on the other hand, does not give such a noble attempt, but rather chooses, whether consciously or not, to go along with society’s views of adultery. Works Cited: Hawthorne, Nathaniel. The Scarlet Letter. Oxford: Oxford University Press, 1998.

After School Programs Essay -- Education, Constructivism

This chapter provides a review of the literature related to after school programs. The literature review is organized into the following categories: History of After School Programs, Need for After School Programs, Effectiveness of After School Programs, Frequency and Duration, and Middle School After School Programs. This section also reviews the theoretical framework for this research. Theoretical Framework Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own knowledge of the world we live in (Au & Carrol, 1996). Learning is simply the process of adjusting what we already know to accommodate new experiences. Constructivism can be traced to the eighteenth century and the work of Giambattista (Bhattacharya & Han, 2001). Bhattacharya and Han maintained that humans are able to understand only what they themselves have constructed. Many philosophers and educators have worked with these ideas, but the first to develop a clear idea of what constructivism consists of were Jean Piaget and John Dewey. Von Glaserfield (1990) acknowledged that constructivism means â€Å"knowledge is not passively received.† Piaget (1973) stated that students are not just â€Å"empty heads† that can be filled with facts from packaged curriculum that is given out my teachers. Constructivism does not depend on a standardized curriculum. Instead, it promotes using curriculum customized to the students’ prior knowledge. Also, it emphasizes real world problem solving, experiments, reasoning and communication (Au & Carrol , 1997). Constructivism gives students the power to make connections, reformulate ideas, and reach conclusions (Brewer & Daane, 2002). After school programs often focus on teac... ...ved in 21st Century Community Learning Centers. The evaluation revealed that programs had difficulty recruiting and retaining young teens, and those that did participate attended inconsistently. The middle school students were less likely to participate in academic classes and more likely to be involved in recreation activities. Beth Miller (2003) stated that after school programs serving middle school children, must keep students engaged in the program by a variety of popular and engaging activities. She further noted that after-school programs are successful when participants have motivation to achieve academically. In summary, middle school learners benefit from frequent participation in quality after school programs that increase engagement in learning, provide a variety of recreational activities, and build key skills necessary for academic success.

Ethical Challenges Essay

When meeting clients at community and social events the issue of confidentiality and privacy arises. And I agree with Stacey Mason that personal and professional boundaries should not be blurred meaning that clients should not try to consider social event as an excellent opportunity to talk to counselor about certain disturbances. I think confidentiality won’t be broken if relations between the counselor and client remain professional and defined. Of course, some clients may think counselor may share discussed information with the audience, but professional counselor will never use shared information as advantage over the person. I agree that the principles of beneficence and confidentiality should not be violated in any case. In situations, when client is viewed as danger to counselor, the last should take preventive measures either reporting police or informing the relatives. Thus, I agree with Stacey mason that the only case when the principle of confidentiality may be violated is when it is necessary to prevent a suicide attempt. I think that Meagan Bowser’s position on key ethical challenges is valid as well. There are clients who don’t want others to not about their visits to counselors, and, in such situation, counselor is recommended no to approach the client until the client says something to the counselor showing willingness to communication in informal environment. Of course, the counselor should not talk about treatment, counseling or other related issues. I think that counselors should always think of client’s privacy and confidentiality. I see the second situation is more confused and perplexing and professional counselor has to reassure the client that his confidentiality won’t be violated as, there are cases, when under severe stress students attempt to commit a suicide. I agree with the idea that the key responsibility of the counselor is to persuade the girl to tell parents about her problems, not to tell parents himself. Only professional counselors are able to process student’s emotions and direct them in the beneficial way.

Central Javanese Gamelan: How Globalization Influences the Students’ Music Consumption

INTRODUCTION Central Javanese gamelan study has been available in some schools. In some schools do not have Central Javanese gamelan study. In my opinion, it is very unfortunate, because students need to conserve our own traditional music, especially Central Javanese gamelan. So, one of ways to conserve the Central Javanese gamelan, is understand the theory, the history about it. Not only understand the theory and the history, but also understand how to play the Central Javanese gamelan (the implementation). Ki Hadjar Dewantara (as cited in Sumarsam, 2003, p. 68) argued that â€Å"put the Javanese art spectacle as an obligated curriculum in Taman Siswa is the most important thing to do. † Actually, the writer agrees with Ki Hadjar Dewantara’s argument. By putting the Javanese art spectacle as an obligated curriculum, then the students can learn and understand about it. And so is the Central Javanese gamelan. The Central Javanese gamelan is one the Javanese art spectacle . So the students must learn, understand the theory and the implementation of it. Because the Central Javanese gamelan is very important to be preserved, Ki Hadjar Dewantara (as cited in Sumarsam, 2003, p. 68) said that: Gendhings lesson are not only needed to look for the knowledge and the ability (to play) the gendhings, but it is important to generate the life of the inner, because gendhings always guide the rhythmic sense, generate the sense of beauty, and silence a sense of decency. (As mentioned in Sultan Agungan’s teaching, and the teachings of western scholars) (p. 168) What Ki Hadjar Dewantara means here is the students do not only just understand the theory and the implementation, but also the students are demanded to be able to feel the song (gendhing). Usually the students just play the song perfunctorily.Actually, it is not allowed. While the students are playing the song, they have to try to feel the song. If they can feel the song, their feeling will be peacefu l. Besides, if they can feel the song, there will be sense of beauty in the students’ feeling. They will understand how that song can relax them. They will understand how that song can relax their mind, body, and etc. They will understand that every rhythm in the song can make their feeling become calm, because the sound of every rhythm is beautiful. Moreover if the students are able to play it softly, the sound that is produced will be nice for the players and the listeners.Besides, it is better for them if they can sing the song. CENTRAL JAVANESE GAMELAN Before the writer explains the definition of Gamelan, especially Central Javanese gamelan, the writer will explain about Gendhing. It is important to you to understand about it. It is because gendhing is related to the gamelan. Gendhing is from Javanese language. In Indonesia, gendhing is ‘Lagu’. So, in English, gendhing is ‘Song’. In the gendhing (song), there is a part called ‘Buka’. The definition of buka is the beginning of the song which is played before the real gendhing is played.Buka in the gendhing can be played by gamelan (bonang barong, kendhang, rebab, gendher, and etc. ) and it can be started by tembang (sindhen). According to Sumarsam (2003), the Javanese priyayi defined gamelan (and so are puppet and traditional dance) as a noble art, or a high valued art (beautiful and noble). So, the Central Javanese gamelan is one of traditional music in Indonesia that must be respected because of its high valued art. Besides, gamelan is a musical unity. What the writer means here is that the gamelan can not be played one by one, including Central Javanese gamelan.If you do that, then the sound that is produced is not good. You can just hear one, two, or three sounds of the gamelan instruments. For example, if you just play Gong, then the sound that is produced is from the Gong itself. The sound of the Gong is like an echo and the sound is not good to hear. So, it is better for you to play it together. LOCAL CULTURE VS GLOBALIZATION As we know that may teenagers, especially students, do not know and understand about their own local culture. It is because the students are following the new trend. They like following the new trend because they are fraid of being ancient people. As Silaban (2006) said that: Many people accept the changes of civilization as something that is commonplace as a process which must be passed, understood, and its presence causes many changes in its practice. So that, it forces cultural society, willy-nilly or consciously or unconsciously faced with a difficult situation between accepting the changes that civilization (because they do not want to be considered old-fashioned) or reject it in spite of the changes are considered primitive, conventional and orthodox.Like the writer said before that the students do not want to be considered old-fashioned people. They want to be new ones. They want to be new in fashion, ne w in technology, new in music, new in culture, and etc. They easily accept the changes. Especially in music, they prefer listening and playing the music from western or eastern to Indonesian music, especially traditional music like gamelan. They always consider gamelan as an ancient music. Whereas, gamelan, especially Central Javanese gamelan is one of our local culture that must be preserved in globalization era.Cultural globalization is caused by some factors. According to Hutagalung et al. (2007) who studied about cultural globalization amid the national identity problem, argued that it is caused by (1) the development of new technologies; (2) economic globalization of capital, labor, natural resources, production, and consumption; and (3) political factors also played a role, from imperialism and nationalism to totalitarian states and the Cold War; so to did social struggles over the construction of race, class, ethnicity, religion and gender.The students like consuming (listeni ng) to western or eastern music because the music is cool, the music is easy to listen, and the artists are handsome or beautiful. Therefore, the western or eastern music easily enters Indonesia. Teenager, especially students, prefers attending the concert of their idol stars to attending the gamelan concert or traditional art show. The students have been affected by modern culture. Day by day, the students forget that traditional music, especially gamelan, is their local culture. They do not care as if gamelan (Central Javanese gamelan) is not part of their local culture.Cultural identity is losing its identity with the arrival of torrent of foreign culture in the form westernization and globalization (Rahman, 2010). It is so unfortunate that we lose our identity. In my opinion, our local culture shows our identity. Western culture is a culture that traded and people in the world generally are only the consumers who enjoy it (Hutagalung, Nugroho, Abiantes et al. , 2007). Actually, the writer agrees with that statement. It proved by the music they listen, the concert they attend, the music they play.The students only are only consumer of western culture, especially in music. CONCLUSION Although the students prefer listening modern music to traditional music, it is better to them to understand and learn about gamelan, especially Central Javanese gamelan. That is for their knowledge about it. It is important for us to preserve the Central Javanese gamelan because it can avoid from another country’s claim. If we do not preserve it, then the other countries can make a claim that Central Javanese gamelan is their traditional music. There are some ways to preserve our local culture.Hasiholan (2011) said, â€Å"The role of all whole society is needed and their cooperation to one another to preserve local culture to build a national cultural resilience and provide socialization and internalization of local knowledge to build a community that would love the cul ture and to implement them in everyday life. † The writer agrees with his statement. We need cooperation from the society, especially students who like consuming the western culture especially music. If the students and the society do the cooperation well, then national cultural resilience will be built strongly.Besides, Sumarsam (2002) said, â€Å"There are gamelan lessons in schools and colleges; there are also schools and academies of gamelan. † In my opinion, there are some schools which do not have gamelan lessons, so the writer suggests that gamelan lessons must be available in all schools. And the writer recommends that gamelan lessons must be an obligated curriculum. So far, the writer has known many schools and academies of gamelan, such as STKW (Wilwatikta Art High School) in Surabaya, SMK 9 Surabaya, ISI (Indonesian Art Institute), IKJ (Jakarta Art Institute), and etc.It is first good step to preserve our local culture. Although the curriculum is the differen t from the art school, but at least there is an obligated curriculum of gamelan lessons. WORKS CITED Hasiholan, S. P. U. (2011, February 28). Peranan budaya lokal mendukung ketahanan budaya nasional. Retrieved from http://www. scribd. com/doc/49525067/Makalah-ilmu-Budaya-Dasar-Peranan-Budaya-Lokal-Mendukung-Ketahanan-Budaya-Nasional Hutagalung, N. P. ,et al. (2007). Globalisasi budaya ditengah masalah identitas nasional. Yogyakarta: Universitas Pembangunan Nasional â€Å"Veteran†. Retrieved from http://feelsafat. files. wordpress. om/2007/12/globalisasi-budaya-ditengah-masalah-identitas-nasional. pdf Rahman, D. M. , et al. (2010). Makna Bhinneka Tunggal Ika sebagai Bingkai Budaya Ke-Indonesia-an. Kementerian Kebudayaan dan Pariwisata. Silaban, S. P. (2006, November 26). Budaya lokal vs budaya global : Sanggupkah ?. Retrieved from http://www. silaban. net/2006/11/26/budaya-lokal-vs-budaya-global-sanggupkah/ Sumarsam. (2003). Gamelan: Interaksi budaya dan perkembangan musikal d i jawa. (p. 168). Yogyakarta: Pustaka Pelajar. . (2002). Introduction to javanese gamelan. Retrieved from http://sumarsam. web. wesleyan. edu/Intro. gamelan. pdf

Boston Tea Party

December 3rd, 2011 The Boston Tea Party The Boston Tea Party made a change in history, a rebellion that has a cause and effect. It was a cold December night in Boston. There were three famous ships, the Dartmouth, the Eleanor, and the Beaver were sitting in Boston harbor, their holds full of tea that wasn’t being unloaded because of the angry residents of Boston were threatened not to buy or use the tea. The government of Great Britain had passes the Tea Act, a law that almost guaranteed that the American colonists would buy tea from the East India Company.The law lowered the price on tea, resulting the East India Companies so much that it was the cheapest tea around. The price was so low that even other tea companies were shocked. This was beneficial to them because if American colonists were looking for way to cut down costs and save money, they would much rather choose a cheaper tea over the expensive one, in this case were the merchants. The law came out because the East I ndia Company weren’t doing well and the British government wanted to help the company get back on its feet.Other tea companies weren't happy about the Tea Act, but the American colonists viewed it as another example of â€Å"taxation without representation†: In effect, the Tea Act was putting a tax on tea sold by companies other than the East India Company. As with the Stamp Act and other unpopular taxes, they were all voted in by Parliament, which was thousands of miles away, and the American colonists had no way to influence the law or speak out against it while it was being debated in government. So the colonists were angry.They wanted to do something else to let the British know about the unhappiness that the Tea Act was causing. Some people wanted to keep things nonviolent; others wanted bloodshed. The result was somewhere in the middle. A group of colonists determined to make things change was the Sons of Liberty. Led by patriots as Samuel Adams and John Hancock, the Sons of Liberty had secret meetings at which they discussed how best to get their message across to Great Britain, that the American people wanted more of a role in governing themselves.In the year 1773, and the colonists faced another year of unopposed and unrepresentative taxes. The Sons of Liberty decided to take action. Donning disguises that made them look like they were Native Americans, a large group of the Sons of Liberty on December 16 stormed aboard those three unsuspecting British ships and dumped 342 crates full of tea overboard. By any standards, that's a lot of tea. These crates happened to be jammed full of tea, and so the companies that made that tea lost a lot of money that night.Because the Sons of Liberty were disguised as Native Americans, they could claim that they were not guilty of dumping the tea. The British government knew better, of course, and grew angrier than ever at what it saw as Americans' ingratitude. The very next year saw the passage of what came to be called the Intolerable Acts. The Intolerable Acts were series of laws by the British Prime Minister in response to the Boston Tea Party.The laws were these: * Impartial Administration of Justice Act, which allowed the royal governor of a colony to move trials to other colonies or even to England if he feared that juries in those colonies wouldn't judge a case fairly * Massachusetts Bay Regulating Act made all law officers subject to appointment by the royal governor and banned all town meetings that didn't have approval of the royal governor * Boston Port Act, which closed the port of Boston until the price of the dumped tea was recovered, moved the capital of Massachusetts to Salem, and made Marblehead the official port of entry for the Massachusetts colony. Quartering Act, which allowed royal troops to stay in houses or empty buildings if barracks were not available * Quebec Act, which granted civil government and religious freedom to Catholics living in Quebec. The Bos ton Tea Party was a symbolic act, an example of how far Americans were willing to speak out for their freedom. Two short years later, Americans were willing to give their lives for their freedom, as shots rang out on Lexington Green.In my opinion the Sons of Liberty were fed up with everything that was going on because of the Tea Act. They wanted to get the attention of Parliament and the King, but with them being so far away; by the time a letter got there could be ages. They knew they had to get their attention some way. The waited a long period of time to see if things would change, but things just got worse. They reacted, and the king was not happy, so he reacted by passing the Intolerable Acts. This brought major changes in Boston.

A Thematic Analysis in Support of the Theory That Early Relationships Affect Adult Attachment Essay

This study was a qualitative thematic analysis to see if there was any evidence in early relationships that then affects the adult attachment theory. The qualitative textual analysis was carried out on a pre-existing, edited, filmed semi-structured interview. The thematic analysis showed that there is some truth in the adult attachment theory but life experiences and circumstances also have an effect on the individual. Furthermore relationships can play an important part in our lives with some evidence showing that Bowlby’s theory has some validity, (as cited in Cooper and Roth 2007, p37). Introduction A thematic analysis is historically a practice in qualitative research, which involves searching through data to identify patterns and themes. A theme is linked to categories, conveying similar meanings. This popular technique can be enhanced by the analyst lacking previous knowledge of the research topic, so they are not guided by any preconceptions. Furthermore, the analyst does not have to be an expert in the research topic. However, in order to begin analysis a researcher must have at least some understanding to guide the insightful processes. There is no simple distinction between qualitative and quantitative methods. Since analysts move back and forth between new concepts and the data, all research involves processes of induction and deduction, especially thematic analysis whereby induction creates themes and deduction verifies them. Thematic analysis is also part of everyday life and in order to maintain a sense of the world, we constantly arrange incoming information, into th emes with the use of our existing experiences. (as cited in Cooper and Roth 2007, p21). A central issue in developmental psychology is whether our experiences during childhood in some way shape the patterns of our later adult relationships. John Bowlby, who was a key figure, in the development of the attachment theory, began his work on this theory in the 1940’s,.Children have a drive to feel secure by forming an emotional bond with a primary giver (as cited in Cooper and Roth 2007, p28). Meaning that Bowlby’s idea, was that children develop, secure attachments, which are important in later life. Furthermore, Bowlby drew the ideas of critical and sensitive periods in development, believing that the establishment of a healthy internal working model is essential for future relationships, social behaviour and mental health, (as cited in Cooper and Roth 2007, p28). Charles Darwin, was one of the first major influences on development and suggests that changes occur in people and their behaviour because they serve a new and adaptive function, with the idea that the attachment theory is functional because the bound between carer and child needs to be strong so the child becomes socially confident, ( as cited in Cooper and Roth, 2007, p51). Moreover, Mary Ainsworth spent many years working with Bowlby at a clinic in London, where she built upon his ideas. She mainly researched the effects of maternal deprivation. The results from this research led Bowldy to believe that he had found the main reason for juvenile delinquency, with the lack or non-existent mothering. 1954 Ainsworth went to Africa and moved the attachment theory forward through her observations of 28 mothers and the off spring in Uganda. Having kept in touch with Bowlby she reported that she had identified three different types of attachment, with an experiment called â€Å" the strange situation† which was carried out in an observation laboratory with video cameras recording the behaviour of mothers and their infants showing a sequence of separations and reunions involving a child the mother and a stranger. The first type attachment, type A, (insecure,, anxious avoidant), where the attachment has a troubled attachment to the caregiver. Often turning away, from the caregiver, after being reunited, after a separation. Type B, (secure), where the image of the caregiver is seen as a secure base showing pleasure at the reunion, with lastly Type C,(insecure, anxious, ambivalent), where the attachment is likely to show distress suggesting that the caregivers presence is important ( as cited in Cooper and Roth, 2007, p31). Judith Rich Harris (1999) In the Nurture Assumption argues that parents do not actually influence their children, which have been assumed, but that it is peer groups that are a major influence in how children grow up. However there have been many theories that suggests that vertical relationships during childhood also have an equally significant impact on how we develop, (as cited in Cooper and Roth, 2007, p31). There is some support for parts of the theory, now seeing that infant attachment is related to adult attachment in certain conditions, (as cited in Cooper and Roth, 2007, p35). Furthermore relationships can play an important part in our lives with some evidence showing that Bowlby’s theory has some validity. Life events though are also deemed to be important, as found in another study (Hamilton, 1994) with the results showing that children where their family circumstances were stable became secure and the ones that had experienced major changes in their family circumstances became insecure, (as cited in Cooper and Roth, 2007, p34). Therefore this thematic analysis will review.(Exploring Psychology DVD), and support of Bowlby’s idea that early relationships affect adult attachment Method The researcher, a psychology student at The Open University analysed existing material (semi structured interview) comprising of a DVD and transcript supplied by the Open University, with each line numbered in sequential order from the beginning to the end (appendix 1). The method was selected because it enabled the researcher to explore reality from the participant’s interview. The participant (Chloe a 50 year old academic who is currently retraining to be a therapist, was married and divorced in her twenties and she and her current partner plan to marry this year. She has no children) was provided by The Open University, which gained consent from the participant to use the interview material for the purpose of the research. The participant was properly briefed and debriefed and offered the right to withdraw from the research at any time with the research either sent back to the participant or destroyed. The participant was interviewed by a lady psychologist of a similar age, in the participant’s home. With one successful interview and a telephone call explaining what the research was about and the focus being early relationships and how they kind of shaped us and how they shape relationships with people once we are adults. Compression, labelling and narrative structuring techniques were used in a thematic analysis of the interview with Chloe- referring to the DVD and transcript. Giving three themes that I identified the first being Caring, the 2nd being disappointment and lastly insecure. Analysis In reviewing the transcript, while also taking into the account of the question, in support of Bowlby’s idea that early relationships affect adult attachment? Three themes were identified that can also relate to the above question. Caring/ parenting, disappointment, and insecure.

'Rage and Reason in a World of Manifestos' Essay

'Rage and Reason in a World of Manifestos' - Essay Example The Polemic Debord’s thesis in "The Society of the Spectacle" is that, â€Å"in societies where modern conditions of production prevail, all of life presents itself as an immense accumulation of spectacles. Everything that was directly lived has moved away into a representation.† (Debord, 1967) Debord provides a critique of the consumer society, with conspicuous consumption and packaged identities related to advertising and marketing images in contemporary culture. Formative Assessment Debord’s critique in "The Society of the Spectacle" was a formative influence on Baudrillard and others who developed post-modern media studies through the lens of semiotics. In understanding the use of symbols, signs, icons, and archetypes in mass-media advertising, the artist or designer can bring a critical method into the work that promotes reform and change through awareness of situationist themes. Discussion Debord states, â€Å"The spectacle is not a collection of images, b ut a social relation among people, mediated by images.† (Debord, 1967) One can consider this in the later critique of Noam Chomsky as this relates to the control of media discourse and the manufacture of consent for war and imperialism through propaganda techniques that relate to not only political discussion, but also the â€Å"lifestyle choices† that are pre-packaged and ideologically constructed. Debord’s critique can go towards the recognition of cultural hegemony in mass-media communications, and charts new territory in film and cinema in sampling surrealist, dada, and other modernist methodologies into a new form of expression. â€Å"The root of the spectacle is that oldest of all social specializations, the specialization of power. The spectacle plays the specialized role of speaking in the name of all the other activities. It is hierarchical society’s ambassador to itself, delivering its official messages at a court where no one else is allowed to speak. The most modern aspect of the spectacle is thus also the most archaic.† (Debord, 1967) One aspect this relates to is cultural hegemony and the viral means of propagation for critical strains of analysis. These critiques can also challenge cultural hegemony by the sampling and re-contextualizing the images of the mainstream culture into a new frame of reference, as Debord did in his film of the book. That philosophy is generally not filmed outside of surrealism is a bias, Debord goes to show the underlying patterns of belief that are unconscious in the mass-produced images of mass-communications, and how they also relate to authority and control. Debate In the second part of the book, Debord writes, â€Å"The spectacle is the moment when the commodity has attained the total occupation of social life.† (Debord, 1967) In the theory of transcendence related to symbols and signs, the signs are objects themselves pointing to other objects. In this manner, a type of ob jectification of being occurs in this critique, contrasted by transcendent activities such as free expression, true love, nature, poetry, ecstasy... romantic ideals in some manner repackaged in a post-modernist critique. Situationism as an outgrowth or evolution of Surrealism, dada, and critical theory as it relates to Marxism makes it a unique cultural expression at the formative point of the post-modern philosophy and aesthetic. Influence on professional practice The situationist