The film ”Patton” Essay Sample free essay sample

The moviePatton. a 1970 play imagining General George Patton and his activities during World War II. was coordinated by Franklin Shaffner and composed by Francis Ford Coppola and Edmund North. It stars George C. Scott as Patton. with Karl Malden. Michael Bates and Karl Michael Vogler. It got an Academy Award for Best Picture each piece great as winning Oscars in seven different classs. counting the Best Actor grant to Scott. who would not acknowledge it. which is a way of tolerating it with more clamor than expected. It has been proclaimed ‘culturally significant’ by the Library of Congress and is presently saved in the National Film Registry. The initial scene. in which Scott. dressed as the general. conveys a blending speech while remaining in forepart of an outsize American banner establishes the pace for the film. This scene has been mocked and cited over the mature ages. also, is accepted by numerous individuals to be truly exact. We will compose a custom exposition test on The film †Patton† Essay Sample or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This film has obscured the regularly barely recognizable difference among actuality and fiction and is taken as certainty by army students of history. Patton is portrayed as an egomaniac who is in brutal rivalry with General Montgomery of Great Britain. an each piece egomaniacal official of the Allied Forces. His abrupt mode and lack of cultural achievements gets Patton into issue with both an antagonistic significance and the military offer. Finally he pays bow to General Omar Bradley. when his auxiliary. what's more, is given offered of the U. S. Third Army. Patton puts stock in resurrection and has solid geo-political places that regularly tangled with U. S. Armed force strategy. Patton drives his offer profound into Germany and is a fruitful and great general. The film. in any case. compensation equivalent taking care of his clouded side and is a viable mental profile of the American war Godhead who professed to hold battled with Caesar in a previous life. each piece great as kee ping offer spots in endless other ground forcess in incalculable different hundreds of years. The subject of the film is the glorification of war. Patton says that no 1 ever won a war by perishing for his state ; the way to win a war is to do your restriction dice for his state. He so goes through his screen time on earth trying to do that go on. Themes exchange with the battles in Patton’s life and his obviously self-destructive run. His unpredictable character. while bright and energizing to watch onscreen. is harming to acceptable request in any wartime ground powers. This film serves to represent the way that Patton. as a film character. is engaging. while Patton as a predominant official would hold been a little bit of snake pit. His slapping of a shell-stunned bind is portrayed as declaration to his enthusiasm. be that as it may, is a significant blooper. on the off chance that he does it for result. It maddens American guardians who have boies in the war and costs him the offer he so seriously pined for. Pattonwon Academy Awards for best impacts and best redaction. The visuals of this film are stunning both in the contention scenes each piece great as the rich inside shootings of excellent Italian Villa. held by Allied offer. Under the support of cameraman Fred Koenekamp the film is stunning. Its contention scenes take up the full screen and have greatness and a logic non seen today with the cutting edge film makers’ inclining for digitalized impacts. These might be OK for word image of occasions that can non truly go on. for example, remote attacks. Anyway it does non keep a shape to existent occasions organized by brilliant film Masterss. Patton happens in a clasp when America had confidence in itself. It was a clasp when Americans trusted themselves to be ethically and socially better than every other person known to mankind. Americans had a can-do mentality. Patton says that America has neer lost a war. He is a saint in the clasp when legend venerate is in pattern. Americans. during World War II saw the word in dull highly contrasting. there were no sunglassess of dark. Patton. the film. profit by this marvel. effectively recovering a feeling of the express that had non been seen in more than 20 mature ages. America was get bringing down to see that Viet Nam was non simply unwinnable. be that as it may, other than perhaps off base. This was a capturing acknowledgment to the American individuals. Patton put the American psyche back on way. It is a moving film. furthermore, has a rah-rah soul to it. It is accounted for the Richard Nixon screened it at the White House in a flash before he provided requests to involve C ambodia. deluding. jumbling realities and out-right equivocation to the American individuals. Potentially the soul of Patton gave him the enteric guts and the sheer seat sore and assumption to make it. By and by I think the film is a gourmet specialist doeuvre and a genuine American accumulated riches. In any case. the one employment that I see is in the greatness of war. I have faith in the idea behind the quote ascribed to Georges Clemenceau. ‘War is much too much genuine an issue to be depended to military work powers. ’ I believe that beast films are okay. be that as it may, we do non put stock in beasts. In any case. we do put stock in war. furthermore, its wonder can turn out risky to a free society. I am non a pacificist and I have confidence in fighting for one’s family unit and national uniqueness. I am expressing that it is risky to do victim and keeping in mind that it is just normal to be grateful to a military which keeps us free. juvenile individuals should see that work powers, for example, George Patton are non Gods. be that as it may, essentially retainers of a free people. furthermore, must be proficient to solid non military personnel accident . This is non canvassed acceptable bounty in Patton for my gustatory sensation. Plants Cited Patton. Chief Frank Shaffner. Entertainers George C. Scott. Karl Malden. Michael Bates and Karl Michael Vogler. 1970

Mergers and Acquisitions in SME Lending

Mergers and Acquisitions in SME Lending Section 1 Presentation During the time spent industrialization independent company plays a significant and monetary development. It increments per capital salary and yield, makes accessible livelihoods for the work advertise and generally advances fruitful sending of assets which are viewed as essential to controlling of financial turn of events and development. It is assumed that the lower pay fragments of Nigeria advantage when SMEs have better access to funds since they mitigate neediness by making more occupations and better wages. ( Emeni and Okafor 2008). In a significant number of the created economies and creating economies both have come to esteem, acknowledge and acknowledge independent companies. Being that private venture are spearheading, efficient, creative and permits quick choices procedure to be taken in light of their relative little size. They are significant players during the time spent industrialization and monetary turn of events. ( Ememi and Okafor, 2008) In most exceptional country of the world, little and medium endeavors (SMEs) have become the vanguard of monetary extension. They make business open doors as the most critical boss of work power; what's more they increment the countries per capital salary and yield constantly expanding the GDP by compelling asset use. Likewise in huge created countries, SMEs assumes a vital job in impacting the economy. Taking China for instance, SMEs are supposed to be responsible for 60% of the mechanical yield utilizing seventy-five percent of the workforce in the metropolitan habitats. ( Anas A.Galadima, 2006). Everywhere throughout the world and in all nation, government have come to understand the critical of this class of organizations. What's more, as such have begun comprehensive arrangements to energize, give certainty, bolster and advance the foundation of SMEs. Enhancements in little and medium undertaking are an or more for work age, strong innovative base and consolation for the utilization of neighborhood crude materials and innovation. (Oladele, 2009). There are a great deal of difficulties that SMEs face in both the created and creating nations and they are enormous. One fundamental angle is financing, the capacity to get and obtain advances. Most private ventures are not appealing possibilities for banks. Berger et al. ( 1998) propose that bigger banks might be less inclined than littler keeps money with less perplexing structure, to flexibly credit to independent companies. Back home in Nigeria the discussion is fundamentally the same as with the on-going of other nation. Be that as it may, generally the Bankers Committee interceded in 2001 with a plan called the Small and Medium Industries Equity Investment Scheme (SMIEIS). The thought carried life and strengthening to SMEs disposing of all other credit plans which were not appropriately executed. (Aina, O. 2007). Nigerian financial change is a result of worldwide exertion and solidification is one of its significant accomplishment that everybody have invited joyfully. This combination wave has significantly improve the normal greatness and size of banking foundation for the most part. The mean size of the all out resources of banks has expanded by 439% from 2003 †2009, recording =N=2767.78 billion to =N=14,923.00 billion banks complete resources figure (CBN report 2009). Before the presentation of banking change, the financial part was frightfully modest, little, powerless and slight, prompting various and a few monetary mishap. Other than the advantages identified with solidification on the flexibly of credit to little and medium undertakings, merger and obtaining have likewise increment the size of banks from little less mind boggling foundation to combination global organizations in Nigeria. These incorporates assembly of residential investment funds, improved portion of assets, disposal of profound established wastefulness , preparation of outside reserve funds or more completely upgraded openness of little scope financing. Be that as it may, in all these what is less understandable, is the impact that bank MA has on the gracefully of credit to private ventures in Nigeria.(Emeni and Okafor, 2008). Related Literature Other related investigations have set up some well eminent realities on the impact of combination on independent venture loaning. In an ongoing article Berger, Allen N., R. Demsetz and P. Strahan. (1999) propose that union is just important and positive for a specific degree. The results of combination could have direct and furthermore aberrant impacts. The immediate impact being an increments in bank size, increment in piece of the pie and upgrade bank execution, the backhanded impact can be a decrease in the accessibility of monetary administrations to private ventures. (Berger, Allen N. R. Demsetz and P. Strahan. 1999). Different investigations Vera and Onji (2010) show that on the grounds that most private companies rely incredibly upon less mind boggling little financial establishment for their chief wellspring of subsidizing, solidification of the financial business may diminish straightforward entry of credits to independent company in the US. Prior specialists locate that independent ventures have not been horribly influenced by bank merger and obtaining on making credit accessible to private venture (Peek and Rosengren 1995, 1998; Berger et al. 1995). This is on the grounds that these examinations depended on information up to the mid-1990, while information as at 1995-1997 being the pinnacle of combination were not completely utilized. This has demonstrated to bear some significance with further investigate whether the new flood of union may influence private ventures in an unexpected way. Taking into account this significance snippet of data and the blemish of the market component to activate and assign budgetary assets to socially alluring financial exercises of any country it is advantageous to research the connection among merger and securing and credit accessibility. In view of the above foundation, the excitement and inspiration of this exploration is to fundamentally examine and watch if there is any relationship, or association between bank mergers and acquisitions as a creative answer for loaning. This examination, subsequently, need to research and discover proof that solidification between banks of jumper structure and resource base that happened because of the Nigerian financial change of 2004, could contrarily influence independent venture loaning. This is the motivation behind why we decide to look at the impact of MA to SMEs in Nigeria. Point and Objective Point The fundamental reason for this exposition is to analyze whether bank mergers and acquisitions are a creative answer for loaning to SMEs. Accordingly the primary research question seems to be: Do banks mergers and acquisitions increment or lessening credit accessibility to SMEs? This prompts various sub-questions: Does budgetary execution in the financial part antagonistically influenced independent venture loaning after MA happens? What different components influences or is liable for credit accessibility to SMEs from the Nigerian banks? To introduce key discoveries and suggestion dependent on information examination and data gathered. Research Methodology There are a few research strategies that could have been utilized in this work, for example, a Questionnaire based review through the dispersion of poll. Completing direct meetings with Small entrepreneur and Bank administrators or credit officials is additionally a viable way to assortment of information data. Since the fundamental motivation behind this examination is to look at if bank mergers and acquisitions increment or reduction credit accessibility to SME, we will utilize bookkeeping based money related proportion investigation. The utilization of money related proportion in estimating a banks execution and its adequacy to recognize elite banks from others is very regular in the writing (Abdulla, 1994a; Samad, 2004a). Information Sample Ten Nigerian business banks which have viably been merged with other littler banks will be considered in this examination over the time of 2000-2009 dependent on the accompanying reasons: First, these banks are for quite some time built up privately joined banks in Nigeria. Besides they have been engaged with the union procedure from little bank to super banks, going through the premerger stage up to the post merger stage. Thirdly the period 2000-2009 adequately covers the range before union and after union. The information that will be utilized in this investigation is taken from Bank Scope. The yearly budget summary of the best ten business banks dependent on their advantage base. All the figures are communicated in Naira (=N=) the Nigeria indigenous money. Since one of our points is to analyze whether the measure of private company loaning is influenced by the new solidification enactment passed by Nigeria government on bank change, we will likewise be looking at the figures from the legal hold. This is obligatory for every single business bank in Nigeria to contribute 10% of their benefit before duty to Small and Medium Enterprise Equity Investment Scheme. All things considered, we will catch the aggregate sum of independent venture loaning that is really provided to private ventures inside Nigeria. Exposition Structure The exposition is part into five sections: Part one is the presentation of the exposition point, related examinations and the inspiration for the decision of the thesis Part two spotlights on the Nigeria banking area, how the financial division has created in Nigeria throughout the years. Covering the historical backdrop of the Nigerian financial area partitioned into four periods: the growing time frame, the extension time frame, the united period and the post-solidified period. High lighting major money related advancements from progression that saw the presence of 87 banks to the union of banks by the Central Bank of Nigeria cutoff time of 2005. Section three is a writing audit on scholarly writing and logical view on merger and securing and its hypothesis in banking. This section targets giving a total image of bank mergers and acquisitions (MAs) in the hypothesis of banking and at offering monetary assessment and vital investigations of the

How to Use Best Short Essay Samples For Better Results

How to Use Best Short Essay Samples For Better ResultsIf you are in the same situation as I was, this article will give you some best choice for your English essay writing by way of a brief introduction on the topic. This will make your time and effort to be more effective. Most of the times, students find it difficult to write a well-written essay on an academic subject and this is because they lack the basic information. Reading this article is the right approach towards improving your performance.So, here is a guide on how to write an essay for which you can use one of the most important components of all; the short essay samples. These are very simple essays that can help you be more productive. Let's have a look at this below.The first thing you need to do before writing an essay is to determine your focus of the essay. Try to take note of the focus of the essay and start from there. The outline helps a lot in concentrating and this will ensure that the essay stays short and sim ple. In fact, the author of the essay will not be able to go overboard with the content. This will help you be more focused and avoid unnecessary words.There are a number of formats of essay samples available in the market. These are very popular as they are easy to read. They can be downloaded from the internet and you can download them easily. Try to choose one of the best ones and write your essay.The last thing that you should do before you start your essay is to identify the focus of the essay. This is very important because it helps you stay focused and if you focus too much, it will be difficult to write the short essay. By taking the time to analyze your focus, you will be able to make sure that the content you have written is on the right track.One of the best thing that I have found is that when you have the proper information to write, it is easier to write. You should try to be more informed about your topic and be more focused. By doing this, you will be able to come up with an interesting topic and avoid committing mistakes that will spoil your essays.The focus of the essay is a component that will give you a better insight in the topic that you have been writing. This is what differentiates a good essay from a mediocre one. By looking at your essay, you will be able to realize whether or not it is successful or not. If it is not, it means that you need to make some changes and then re-write it. And if it is successful, it means that you will have to make some adjustments in the content.Reading these tips about how to use the best short essay samples will help you get things done quickly. These essays are very helpful to make your essay a success. Hence, all you need to do is to select the best ones that you can get from the internet and get started writing your essay.

Affirmative Action Essay - 857 Words

The president of a large firm announces he will be retiring. Word spreads throughout the community and resumes begin to pour in daily. The board members filter through hundreds of applications according to qualifications and experience. Fifteen applicants are selected and notified to set up an interview. One applicant surpasses all the others with his qualifications and impresses the board with his charm. The man leaves the interview confident that he will be the next president of the firm. Unfortunately, he never hears from them again. Since he was Hispanic the firm could not hire him because they already had enough Hispanic people employed. Under the Affirmative Action policy, or preferential hiring, the firm must hire someone†¦show more content†¦Racial discrimination has been a major issue in the United States history and many people have fought to have equal rights. Affirmative Action still draws a line between the races. Whether the policy is enforced at a school or a workplace, it still generates inequality. The University of North Carolina has a diverse student body with a majority of its students being African-American. An African-American student coming out of high school with a 4.0 grade point average and various extra curricular will not be accepted because of his ethnicity. Instead, a Hispanic student with a 2.9 grade point average and no extra curricular activities will be accepted just so the school will meet their quota. Why should a student who did not put forth the effort be rewarded? Nobody has the choice of ethnicity, but everyone has the choice to succeed. There is no reason to believe that anyone, in todays society, cannot achieve whatever they wish. Hard work and diligence pay off, and eventually race and sex will no longer be an issue. The goal is to make race and sex irrelevant, and preferential hiring only keeps these issues alive. Next, the inequality affirmative action bri ngs is also seen in the workplace. A new administrative position opened in a hospital and a black male was hired. Although the man was not qualified for the job, he was chosen over a white male because the hospital already had too many white males employed. What happens when someone goes to theShow MoreRelatedThe Affirmative Of Affirmative Action Essay1389 Words   |  6 Pages Many affirmative action efforts have been made since the end of the Civil War in order to remedy the results of hundreds of years of slavery, segregation and denial of opportunity for groups that face discrimination. Many African Americans such as President Barack Obama, Senator Cory Booker, the writer Toni Morrison, the literary scholar Henry Louis Gates, media star Oprah Winfrey, and rap star Jay-Z have achieved positions of power and influence in the wider society (Giddens, Duneier, AppelbaumRead MoreAffirmative Action1160 Words   |  5 PagesAffirmative Action Marlene S. Smith MGT/434 October 28, 2013 Thomas Affirmative Action Affirmative action is an action that was purposefully designed to provide full and equal opportunities for employment and education for women, minorities, and other individuals belonging to disadvantaged groups. This paper will assess the rudiments of Affirmative Action as it applies to public and private sector employers. The paper will also evaluate what employers are subject to affirmative actionRead MoreAffirmative Action1559 Words   |  7 PagesRESEARCH PAPER AFFIRMATIVE ACTION INTRODUCTION Affirmative Action is an employment legislation protection system that is intended to address the systemized discrimination faced by women and minorities. It achieves this by enforcing diversity through operational intrusions into recruitment, selection, and other personnel functions and practices in America. Originally, Affirmative Action arose because of President Lyndon B. Johnson’s desire to integrate society on educationalRead MoreAffirmative Action1571 Words   |  7 PagesName Professor Name Management 11th November 2011 Affirmative Action Thesis: Affirmative Action has helped many women and minorities in entering the job market. Although there has been a lot of hue and cry regarding the benefits of the affirmative action and the suitability of candidates selected thorough affirmative action; research has shown that affirmative action is beneficial and the candidates of affirmative action perform as well as those who are selected through theRead MoreAffirmative Actions1078 Words   |  5 PagesRunning Head: AFFERMATIVE ACTION Affirmative Actions Affirmative action is an action taken by an organization to select on the basis of race, gender, or ethnicity by giving due preferences to minorities like women and races being not adequately represented under the existing employment. To make the presentation of all these compositions almost equal in proportion to do away the injustice done in the past. The Supreme Company need to design an affirmative action program in the light ofRead MoreAffirmative Action1759 Words   |  8 PagesAffirmative Action Right? Affirmative action has been around for decades. Some believe it isn’t fair but others do. Those who believe and agree with affirmative action tend to say, â€Å"The principle of affirmative action is to promote societal equality through the preferential treatment of socioeconomically disadvantaged people† (Bidmead, Andrew pg 3). Others that disagree with it and find it unfair simply see it as another form of discrimination, giving one group extra advantages based upon nothingRead MoreAffirmative Action And Its Effects On Affirmative1263 Words   |  6 PagesThroughout America there are many different views on the effects of affirmative action. Many see it as a negative policy which gives an unnecessary advantage to minorities in America. In a 2009 Pew Poll, â€Å"58% of African Americans agree† and only â€Å"22% whites agree† that there should be â€Å"preferential treatment to improve the position of blacks and other minorities† (Public Backs Affirmative Action†). Today affirmative action and other racial injustices tend to be in the spotlight quite often, suchRead MoreAffirmative Action774 Words   |  4 PagesAffirmative action is a practice that is intended to promote opportunities for the â€Å"protected class† which includes minorities, woman, and people with disabilities or any disadvantaged group for that matter. With affirmative action in place people of this protected class are given an even playing field in terms of hiring, promotion, as well as compensation. Historically, affirmative action is only known to have protected African Americans and woman; however that is not the case. Affirmative actionRead MoreAffirmative Action : Gender Action Essay970 Words   |  4 PagesAffirmative Action (ADD PROPER INTRO) Affirmative action, in its broadest sense, are attempts to help create labor and educational opportunities for groups that have been disadvantaged in the past. (Miriam Webster). Evidence has shown that throughout history, many groups have been discriminated against, and because of past (discriminations?), they continue to experience obstacles in areas of hiring, promotion, renting, buying, gaining education, and everyday economic activities. Thus, affirmativeRead MoreAffirmative Action Is An Action Or Policy? Essay1774 Words   |  8 Pages Affirmative Action remains one of the more complicated and controversial topics dealt with in American society. Affirmative Action is an action or policy designed to protect specific groups who suffer from discrimination, and provide them with programs and special opportunities. These government or private programs were designed to set right historical injustices towards the members of these groups who have suffered things like employment and e ducational disadvantages from racial discrimination

Famous Quotes From Slaughterhouse-Five by Kurt Vonnegut

Slaughterhouse-Five is an anti-war novel by Kurt Vonnegut. The work was first published in 1969, and its considered an American classic. Semi-autobiographical in nature, the novel is drawn from the Vonneguts war-time experiences in World War II. As a prisoner of war, Vonnegut survived the American bombing of Dresden, Germany.   Slaughterhouse-Five Quotes And even if the wars didnt keep coming like glaciers, there would still be plain old death.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 1 As a trafficker in climaxes and thrills and characterization and wonderful dialogue and suspense and confrontations, I had outlined the Dresden story many times.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 1 At that time, they were teaching that there was absolutely no difference between anybody. They may be teaching that still.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 1 The nicest veterans in Schenectady, I thought, the kindest and funniest ones, the ones who hated war the most, were the ones whod really fought.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 1 We went to the New York Worlds Fair, saw what the past had been like, according to the Ford Motor Car Company and Walt Disney, saw what the future would be like, according to General Motors. And I asked myself about the present: how wide it was, how deep it was, how much was mine to keep.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 1 He is in a constant state of stage fright, he says, because he never knows what part of his life he is going to have to act in next.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 2 All this responsibility at such an early age made her a bitchy flibbertigibbet.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 2 They crawled into a forest like the big, unlucky mammals they were.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 2 It is, in the imagination of combats fans, the divinely listless loveplay that follows the orgasm of victory. It is called mopping up.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 3 God grant me the serenity to accept the things I cannot change, courage to change the things I can, and wisdom to always tell the difference.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 3 The legs of those who stood were like fence posts driven into a warm, squirming, farting, sighing earth. The queer earth was a mosaic of sleepers who nestled like spoons.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 3 I am a Tralfamadorian, seeing all time as you might see a stretch of the Rocky Mountains. All time is all time. It does not change. It does not lend itself to warnings or explanations. It simply is.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 4 My God--what have they done to you, lad? This isnt a man. Its a broken kite.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 5 So they were trying to re-invent themselves and their universe... Science fiction was a big help.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 5 And on and on it went that duet between the dumb, praying lady and the big, hollow man who was so full of loving echoes.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 5 The skyline was intricate and voluptuous and enchanted and absurd. It looked like a Sunday school picture of Heaven to Billy Pilgrim.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 6 In my prison cell I sit,/ With my britches full of shit,/ And my balls are bouncing gently on the floor./ And I see the bloody snag/ When she bit me in the bag./ Oh Ill never fuck a Polack any more.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 7 There are no characters in this story and almost no dramatic confrontations because most of the people in it are so sick and so much the listless playthings of enormous forces. One of the main effects of war, after all, is that people are discouraged from being characters. But old Derby was a character now.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 8 Rumfoord was thinking in in military manner: that an inconvenient person, one whose death he wished for very much, for practical reasons, was suffering from a repulsive disease.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 9 The cattle are lowing,/ The Baby awakes./ But the little Lord Jesus/ No crying he makes.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 9 Everything is all right, and everybody has to do exactly what he does.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 9 If what Billy Pilgrim learned from the Tralfamadorians is true, that we will all live forever, no matter how dead we may sometimes seem to be, I am not overjoyed. Still--if I am going to spend eternity visiting this moment and that, Im grateful that so many of those moments are nice.- Kurt Vonnegut, Slaughterhouse-Five, Chapter 10

Feminist Theory Of Feminism - 1697 Words

It is no longer a surprise that gender equality continues to be a problem in our society. Although all feminists agree that it is a prominent issue, they have different ways of combating it. Some feminists agree with having a sex/gender distinction, which uses â€Å"sex† as the term to describe biological features and â€Å"gender† as the term to describe the social standings. Due to his distinction, many feminists believe that the social implications, or gender, needs to be changed to achieve equality. Two approaches that aim to change the social implications of gender are the conventionalist approach and the abolitionist approach. These two approaches believe that gender is a completely social product and should be eradicated in order to achieve†¦show more content†¦The existence of men and women are not completely mind-dependent, â€Å"as one does not cease to be a woman (or a man) just by altering one’s social environment† (Mikkola 73). Mikkol a demonstrates this implication by comparing the label of â€Å"woman† with the label of â€Å"US Senator†. â€Å"Woman† and â€Å"US Senator† can both be used as social terms but only â€Å"woman† can be used both as a social term and biological term. For example, just by looking at one’s body, it makes sense to us to evaluate one to be a woman but it is not possible to determine the body to be a US senator (Mikkola 70). Gender terms are commonly interchangeable with sex terms because women are ordinary thought to be human females and men are ordinary thought to be human males. Ordinary social agents does not see gender as a purely social matter and thus a conventionalist approach would be â€Å"unintuitive† because just changing our social environment will not eradicate all the problematic issues of gender. Mikkola also points out that even if conventionalists are able to convince ordinary social agents to view gender as a strictly social construction, it would be hard to pinpoint what and how much social changes is needed to accomplish gender equality (73). Since gender is a hugely complex issue and difficult to be thought as a strictly social production, Mikkola believes that it is strategically better for feminists to come up with an approach that is more contingent with ordinary thinking. Mikkola believesShow MoreRelatedFeminist Theory Of Feminism1245 Words   |  5 Pagesinvited to feel welcome to participate in the conversation ( Watson, 2014). In the feminist perspective, which is an extension of feminism, there is support of equality for both women and men. Feminism is a belief that women and men have equal rights and opportunities. There are many different branches in the feminist perspective, one of the most interesting one is intersectional feminism. Intersectional feminism believes that experiences of class, gender, and race can not be adequately understoodRead MoreFeminist Theory Of Feminism1121 Words   |  5 PagesAccording to Webster’s dictionary, feminism is defined as the theory of political, economic, and social equality of the sexes. In today’s modern world, no matter which end of the political spectrum a person is on, the term can invoke strong feelings - some of which have created a sense of shame or harm associated with the concept. These associations of wrongdoing and radicalism with the theory of feminism and its subsequent movement have existed long before the era of social media activism and selfies;Read MoreFeminist Theory Of Feminism1766 Words   |  8 Pages Feminism is a fight against oppression, but white supremacy exists within feminist movements, which is an obvious contradiction of the theory. â€Å"The feminist movement has centered on the experiences of White women and dismissed the experiences of Women of Color† (Feenstra, 2017, p. 67). In an article titled, From White Feminism to Intersectional Advocacy: The Development of a White Antiracist Identity, Abby Elizabeth Feenstra, a feminist illuminates her journey to becoming conscious of her whiteRead MoreFeminism : A Feminist Theory1301 Words   |  6 PagesWGS 3600: Feminist Theory Frankie Snyder and Jax McMillian Due: 12/10/2015 Feminism is gender liberation Feminism needs to be more broadly defined in terms of gender liberation to encompass individuals from all walks of genders (or nongenders). Separating gender nonconforming issues from feminism is erasive; marginalized gender nonconforming individuals should not be told to fend for themselves and their own rights due to a multitude of oppressions experienced by these individuals (based on the prejudicialRead MoreFeminism And The Feminist Theory Essay2030 Words   |  9 PagesThe feminist theory takes the motion of the feminist equal rights movement and transforms it into a theoretical study. This rather new approach explores the status of females and equality activists as well as their role in society relating to others. The feminist theory explains what is relevant to women and the women s movement as well as how definitions are changing over time, whether they are sociological, philosophical, or psychological (Grosz, 2010). As the gender gap closes in our societyRead MoreFeminism A nd The Feminist Theory1942 Words   |  8 Pages2015 Feminist Theory Research Paper Though feminism and the feminist theory are often construed as the same philosophy, the two are related, yet different concepts. Feminism is defined as, â€Å"the theory of the political, economic, and social equality of the sexes† (Merriam Webster Dictionary). In turn, a feminist is an individual who believes that men and women should be equal politically, economically, culturally, and socially (Definitions of Branches of Feminist). However, the feminist theory isRead MoreFeminism And The Postmodern Feminist Theory1596 Words   |  7 PagesThe evolution of feminist theory from a modern to a postmodern viewpoint stands to correct the injustices of historically liberal feminism. For some time, grand narratives have governed the ideas of self and gender from a single experience of â€Å"man†. Traditionally, modern feminism aimed to eradicate the hegemonic theory of inferiority by women to the male gender. Postmodern feminism aspires to eliminate categories of gender alt ogether, for the social construct of gender is considered to disregardRead MoreFeminist Theory : The Beginnings Of Feminism1571 Words   |  7 Pages The Beginnings of Feminism â€Å"Feminist theory is an attempt to bring in views from the movement and other female experiences along with research and data information to create new ways to putting an end to female oppression (Kolmar and Bartkowski 12).† Women of all time periods use feminist theory to collaborate together on their real life experiences to come up with ways to make women apart of everyday life. Throughout the different time periods, women have gained more and more power into societyRead MoreEssay on Feminism and Modern Feminist Theory1068 Words   |  5 Pages Feminism is a body of social theory and political movement primarily based on and motivated by the experiences of women. While generally providing a critique of social relations, many proponents of feminism also focus on analyzing gender inequality and the promotion of womens rights, interests, and issues. Feminist theory aims to understand the nature of gender inequality and focuses on gender politics, power relations and sexuality. Feminist political activism campaigns on issues such asRead MoreEssay Feminism and feminist social theory 1100 Words   |  5 PagesFeminism and feminist social theory unlike other theoretical perspectives is woman-centered and inter-disciplinary, hence promotes methods of achieving social justice. The feminism and feminist social theory takes into consideration three questions, what of the women? Why is the present social world as it is today? Additionally, how can the social world be changed to make it more just for the women and all people alike? In recent developments, feminist theorists have begun questioning the differences

Press Freedom Essay Example For Students

Press Freedom Essay From the moment she stepped foot outside, Princess Diana of Whales had camera lenses and microphones pushed in her face. She was constantly pursued and for this reason she sometimes had to hide or disguise herself in order to avoid the unyielding persistence and constant harassment of the press. Eugene Robinson, a journalist in England said, â€Å"For the tabloids, day in and day out, no story is bigger than the royal family. All the tabloids employ royal-watching reporters, some of whom have become celebrities in their own right. The story of Princess Diana of Whales was the biggest story of all.† (Sabjan, 1998) Princess Diana could not even stay out of the public eye when she was behind the walls of the royal estate. The press broke the story of her failing marriage, her intercepted phone conversation with a male friend, and finally her new relationship. The Princess often complained about the coverage, saying â€Å"Any sane person would have left (Britain) long ago.† (Sabjan, 1998) But with an abundant amount of freelance photographers stalking her every move upon her leaving Kensington Palace, that idea proved impossible. Pushed almost to the edge by constant press harassment, Princess Diana was ready to consider making an attempt to avoid the public altogether. During her last interview, Princess Diana told writer Richard Kay that she was â€Å"Going to complete her obligations to her charities and then completely withdraw from her formal public life.† (Sabjan, 1998) The public had forced itself into the life of a celebrity and caused the pressure from the media to become overwhelming. Princess Diana did stay in England, however, and used the incredible amounts of media attention to her advantage. Princess Diana had numerous charities and good causes that were important to her so she used the press to promote them, all the while helping to shape her own image. Unfortunately, in the case of Princess Diana, the press and their use of agg ressive tactics resulted in a tragedy. Princess Diana and her friend Dodi Al-Fayed had just left the Ritz Hotel in Paris, France, late Saturday night, August 30, 1997. Sending a regular chauffeur and limousine ahead as a decoy, Princess Diana and Al-Fayed left out of a different hotel entrance and entered a Mercedes S-280 driven by Henri Paul. Some photographers saw this, and began to follow the Mercedes on motorcycles and cars. Henri Paul tried to lose the photographers as he increased the car’s speed, but the photographers continued to follow, chasing the car through the streets. Eyewitnesses saw the motorcycles swarming the Mercedes as it entered a tunnel traveling over 60 miles per hour. The speed limit in the tunnel was 30 miles per hour. Inside the tunnel, the Mercedes hit a curb, lost control, and slammed into a concrete barrier post, then flipped several times. Dodi Al-Fayed and driver Henri Paul were killed at the scene of the accident. Princess Diana was brought to a hospital where doctors had to open her chest to fix a wound to a major blood vessel. Princess Diana’s heart was directly massaged for 2 hours, but the doctors were unsuccessful in saving her life. Princess Diana was pronounced dead at the hospital 4 hours after the accident. (Sabjan, 1998) Soon after their deaths, seven of the photographers were arrested, declared by police as manslaughter suspects because they were the reason the car was speeding in the first place. The Princess’ death had a large impact on the United States. She was a public figure that others could model their lives after and she was involved in several charities in the United States. The First Amendment to the United States Constitution grants the press immunity, but several arguments have risen for some type of further regulation. The press has an extensive history that must be observed and understood for an accurate analysis of the problems that face the press today. When the United States Cons titution was written in 1787, primary authors James Madison and Alexander Hamilton had to â€Å"sell† it to the American people. The Constitution articles were written in newspapers throughout the country. These articles are now collectively known as The Federalist Papers. Without these articles, it is doubtful that the experiment known as The United States would have ever happened. Seeing the power of the press, the founding fathers guaranteed its complete freedom on the first amendment to the Constitution. (Schwartz, 1992, p.174) The Freedom of the press was designed to act as another independent outside check system. A check on either the Executive, Legislature, or Judiciary branch of the government. (Wilson, 1999) Along with this responsibility, the freedom of the press clause was designed to lead to an informed populace. As Thomas Jefferson said, â€Å"The basis of our government being the opinion of the people, the very first object should be to keep that right, and we re it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate for a moment to prefer the latter.† (Schwartz, 1992, p.18) â€Å"The Press† is an extremely broad term and includes all systems that make information available to the public: newspapers, television, radio, magazines, books, lectures, movies, art, dance, telephone, cassettes, CDs, video discs, electronic bulletin boards, computer networks, billboards, and so on. It is generally referred to as â€Å"The Press† because the founding fathers, who wrote the freedom of the press into the Constitution, knew only of the printing press, at that time the most popular form of mass communication. Today, because of it’s variety, it is known as â€Å"The media.† â€Å"The media† would continue to present the public with information that influenced our society in several diverse ways. One of the most influential books o f the 1800s was Harriet Beecher Stowe’s Uncle Tom’s Cabin. Published in 1852, Stowe portrayed African American slaves as human beings, rather than animals with petty uses, and their white owner, Simon Legree, as the novel’s villain. The book became extremely successful, selling over 300,000 copies in its first year. (Levy, 1999, p. 91) Of these 300,000, a countless number were purchased in the South with the sole purpose of burning it. However, this book swayed popular opinion in the North towards the abolition of slavery. Without Uncle Tom’s Cabin, anti- slavery might never have been a major cause of the Civil War (Levy, 1999, p.93) In 1906, a book entitled The Jungle was written by Upton Sinclair. Using groundbreaking techniques in investigative reporting, Sinclair exposed to the public the deplorable conditions at a Chicago meat packing industry. Sinclair worked undercover, then wrote about the conditions he observed in his book. The Jungle changed the way food products were handled in the United States, when in response to the book, the government founded the Food and Drug Administration to prevent further widespread food handling abuse. (McWilliams, 1998) In the late 1930s, American’s were gently prodded into taking sides in World War II by what they heard on the radio. From Germany, American’s heard the incoherent sounds of a ranting lunatic followed by masses lock-stepping and shouting, â€Å"Sieg Heil! Sieg Heil!† From England however, American’s heard the warm, gentle, sometimes humorous voice of Winston Churchill. Surely it would be okay to lend this nice man some boats and lease him a few airplanes. And so, lend-lease was born, and the United States was no longer neutral. (Levy, 1999, p.114) The free press was responsible for major changes in America’s society. From the American Revolution, to the civil war, to the World Wars, the Press of America has shaped the way the public views and interprets certain events. It is important for Journalists to remember however, that they are responsible for informing the public in a certain fashion. Article IV of the American Society of Newspaper Editors (ASNE) Statement of Principals, entitled â€Å"Truth and Accuracy,† states that â€Å"Good faith with the reader is the foundation of good journalism.† (Iggers, 1998, p.39) In order for the press to maintain â€Å"Good Faith† with the reader, they must follow certain guidelines or ethics. The Society of Professional Journalists gathered in 1996 to revise their previous codes, established in 1926. The society focused on four primary aspects of newsgathering and reporting. The first being seeking and reporting the truth. (Iggers, 1998, p. 40) According to the Society, Journalists should take many steps in assuring themselves that the information they have gathered is truthful and accurate. In order to do so, the Society suggests that the reporting journalists should test the accuracy of their information. Journalists should always seek out the subjects of their reporting and give them the opportunity to respond to the allegations that are being brought up against them, while identifying their sources, which should be checked thoroughly for reliability, and never plagiarized. By following these guidelines, the harm induced on those being reported is minimized, which is the Society’s next aspect in their code of ethics. (Iggers, 1998, p. 42) To minimize the harm caused to those being reported, journalists are simply reminded to be sensitive when seeking interviews or photos of people affected by tragedy or grief, realizing that private people have a right to control certain amounts of information regarding themselves. (Iggers, 1998, p. 42) In doing so, journalists become more respected by the public, and become accountable for their reports, the third aspect of the Society’s code. The Society states that in order for a journ alist to be accountable for their reporting, they must admit any to any mistakes they may have made, and attempt to correct them immediately. Journalists should clarify their coverage and invite the public to discuss and voice any grievances against the news media that they may have, as well as properly exposing unethical practices of fellow journalists and the news media. (Iggers, 1998, p. 43) In doing this, journalists will be working independently, the Society’s final rule. Journalists must remain free of associations that could damage their own personal credibility, which may involve accepting gifts, favors or concealed fees in exchange for reporting something your that benefits their source, contradicting the interests of the public. (Iggers, 1998, p.38-47) Journalists have these guidelines to help them concentrate their efforts to reporting honestly and accurately. There are some journalists however, that choose not to follow such guidelines. That is why there are limit ations on how journalists obtain their information, and how that information is reported. The First Amendment does not list any specific exceptions, but it does not protect all types of speech and press. The US Government can limit the freedom of the press when it comes to the invasion of one’s privacy. Privacy in a tort concept embraces four branches of protected interests: protection from unreasonable intrusion upon one’s seclusion, from appropriation of one’s name or likeness, from unreasonable publicity given to one’s private life, and from publicity which unreasonably places one in a false light before the public. (FindLaw Constitution, 1998) The Sedition Act of 1798 made criminal the malicious writings which defamed, brought into contempt of disrepute, or excited the hatred of the people against the Government, the President, or the Congress, or which stirred people to sedition. (FindLaw Constitution, 1998) The press can be sued for libel if the rep orted material involves those who are not public figures or public officials that do not have the burden of proving that the publication was done with a reckless disregard of the truth. Libel occurs when a statement that is false about an identifiable person is published to a third party, causing injury to the subject’s reputation. (Schwartz, 1991, p. 59) Through million dollar damage settlements, high-profile lawsuits and fraud, the credibility of the press is continually being questioned. Although the First Amendment immunizes the press against liability to public figures for most damages resulting from unfavorable coverage, a majority of the population believes this freedom has impelled the press to go to far in obtaining news. The Press greatly affects many people in different negative ways. Possibly the most often and exclusively covered are those involved in mainstream politics, especially when the members of the congress or other important positions in the government d o something that contradicts what is acceptable in society today. One of the most prominent events in this nation’s political history occurred recently when current President Bill Clinton was romantically involved with a woman other than his wife. In 1995, Monica Lewinsky, a recent graduate of Lewis and Clark College in Portland, OR, began an internship at the White House in Washington, D.C. She quickly became close acquaintances with the President, as she transferred to a job in which she worked very closely to him. (Isikof, 1998) Linda Tripp, a friend of Monica Lewinsky’s, taped several phone conversations that she had with Ms. Lewinsky in which Ms. Lewinsky talked about giving oral sex to the President in a private study in the oval office. These tapes were then turned over to Kenneth Starr. Independent counsel Kenneth Starr led the Whitewater investigation, which were financial situations that Bill Clinton and his wife Hilary were involved in previous to Clintonâ⠂¬â„¢s first term as President, when he was the Governor of Arkansas. (Isikof, 1998) Starr wrote and sent a 445-page report on President Clinton and his acts of perjury to the House Judiciary Committee on Sept. 9, 1998. Clinton was accused of lying under oath regarding his relationship with Monica Lewinsky and impeding justice when he supposedly told Monica to lie about their relationship. The historic report, which was released to the American public, outlined 11 possible grounds for impeachment and contained explicit descriptions of Clinton’s sexual encounters with Monica Lewinsky. (isikof, 1998) For months the evening news was dominated by in depth discussion focusing directly on the President and his physical relationship with Monica Lewinsky. The Starr report was available to anyone in America over the internet. Summaries were printed in nearly all newspapers and magazines, and continued discussion swarmed everywhere on television and radio programs. Despite the fact tha t Clinton was accused of committing perjury, the American public remained on his side. 64%2 of Americans polled said they wanted Bill Clinton to remain in office. Even after all of the negative publicity that the President had received, the American public was still behind him, and it was not because the American public believed that the President was innocent of the charges. Seventy nine percent of those polled believed he was guilty of perjury. However, 68% of those polled believed that Clinton was performing his duties as President extremely well, and that the press was overly invading his personal life, which the press is often accused of. (Holland, 1998) The press has been accused of having a profoundly negative impact on the lives of public figures. In the last 30 years, journalism has changed from reporting only what was of importance to the public, to focusing on the private events of public figure’s lives. As Jeremy Iggers, author of Good News, Bad News said it, â₠¬Å"Network television news has become a world of UFOs, psychics, daydreams, miracle cures, cuddly animals, O.J. Simpson1, Jon Benet Ramsey, and from time to time, at least for a few minutes, actual news.† (Iggers, 1998, p. 114) It is extremely easy to find a case in which the press held the right to privacy in disregard. John F. Kennedy Jr. was in the spotlight of the press his entire life, following in his father’s footsteps. He life was followed by millions around the world. He became a prominent prosecutor in New York, then started a new political and socially orientated magazine entitled â€Å"George.† Kennedy Jr. married Carolyn Bessette in 1996, and life was going well for him. Then in 1999, tragedy struck. On July 16, 1999, Kennedy Jr., his wife Carolyn, and her sister were flying over the coast of Massachusetts, when their plane crashed into Martha’s Vineyard. All three were killed, and their ashes were spread not far from where the plane went down . (Kennedy, 2000) Within minutes of the news breaking that John Kennedy Jr.’s plane had disappeared, the media went into overdrive. Within hours, major networks and 24-hour cable news channels had top anchors in place, keeping up a steady drumbeat of coverage, pounding on the same few facts amid great speculation, historical reminiscences, and anecdotes. Tom Rosenstiel, director of the Project for Excellence in Journalism said that, â€Å"In 12 hours of coverage, there were only about 10 minutes’ worth of actual facts.† Stephen Lacy, acting director of Michigan State University’s School of Journalism in East Lansing said through the coverage of the Kennedy tragedy, he saw, â€Å"a bigger disconnect between the press and the public. It was a bit of overkill, especially on television.† He went on to say that â€Å"The media have not quite realized that overplaying does not help their credibility, but continues to show examples of the news industry e xploiting a tragedy in a push to stem a 20-year slide in ratings, readers, and credibility.† Not only is the press hurting the public figures by this kind of reporting, it is also affecting the public. When asked whether or not the Press had too much freedom in the United States today, 53% of those polled said yes. This percentage is up from 37% in 1997. (Sabjan, 1999) Paul McMasters of the First Amendment Center attributes the shift solely on the deeper dissatisfaction that the public feels towards the media. He believes that the public feels a sense of being overwhelmed in major stories (like the Kennedy crash) by speculation and the pervasiveness of news outlets. (Kennedy, 1999) The clash between the public and the press goes beyond insensitive reporting. The biggest question that faces the Press in the 90s, is the ongoing confusion regarding what the press’ actual motives in reporting the news are. Many believe that is the demand for high ratings on television or ne wspaper that leads journalists down the wrong path towards tabloid journalism, instead of reporting truthful, accurate and important information. Walter Cronkite, a broadcast journalist of the 60s and 70s, known for his coverage of the first man to walk on the moon, and the death of President John F. Kennedy said in 1998, â€Å"instead of these TV magazine programs offering tough documentaries and background on the issues that affect all of us, they’re making them into television copies of ‘photoplay’ magazine. Cronkite goes on to say that â€Å"News executives know better, but are helpless when top management demands an increase in ratings for profit protection. (Levy, 1999, p.61-63) The motives behind newsgathering could be considered by many to be contrary to what their responsibilities are. Changes in the autonomy3 and accountability of journalists in the past few years has resulted in questioning whether journalists are more interested in reporting what is important and necessary for public information, or personal gain in their field. The classic example of this is the story of Janet Cooke. Janet Cooke was a well respected journalist who worked for the Washington Post in the late 70s to 1981. In 1981, Cooke wrote a gripping story entitled, â€Å"Jimmy’s World.† â€Å"Jimmy† was an eight year old African American boy, who had become addicted to heroin due to the constant harassment and abuse from his mother’s live-in boyfriend. Her story was so well appreciated that it won the Pulitzer Prize in 1981. Shortly afterwards however, â€Å"Jimmy† was revealed as a falsity. Never was there a Jimmy, as Cooke later admitted to completely making up the story. Her Pulitzer was taken away, and Janet Cooke was forced to resign from journalism. Many refer to her as the new model journalist. Now, Not only are there journalists lying about their information and their stories, but top media executive decisions are a lso affecting whether or not the public receives information that is relevant. With several corporation mergers and consolidations, clamping down on costs and budgets, regardless of the effect on the news coverage, can make a company a more attractive take over target, an advantage to major shareholders in that corporation. Top executives in media operations often own even larger amounts of stock options, resulting in more income than their salary. Because of this, they have a personal interest in their companies’ profit. The more viewers they have, and the more the can squeeze out of their employees, the richer they will be in the end. (Levy, 1999, p. 70) This results in focusing on getting ratings rather than truthfulness and importance. Television programs such as American Journal and Hard Copy are filled with stories being covered simply for ratings. In the last twenty years, similar to television and magazines that have strayed toward reporting what will get ratings rath er than good solid news, journalists have done the same. The goals of more and more journalists have gone from reporting solid and useful material to whatever will make them the most money. Andrew Kohut, director of the Pen Research Center for People and the Press says, â€Å"The public feels that journalists are too aggressive in the way they play their watchdog role, and are doing it not because they are seeking the truth, but to advance their careers.† (Bowes, 1997, p. 124) Whether or not this is the case, the public cannot deny the fact that without the free press, it would be impossible to retain an informed populace. That is why many believe the press should be free to report anything truthful, honest and accurate. Throughout United States history, the Supreme Court has maintained and guaranteed the right to a free press. One of the most widely known cases in which this right is secured is in the case of New York Times Co. v. United States. The Pentagon Papers were top- secret information. The Papers were a study that detailed government deceptions about United States policy relating to the Vietnam War. The Papers were revealed to the New York Times by Daniel Ellsberg, one of the analysts who helped write and publish the study in 1971. These revealed that the Tonkin Gulf Resolution, which led to increased U.S. military involvement in Vietnam, had been formulated months before the corresponding incident took place, and that President Lyndon Johnson had been committing infantry to Vietnam while telling the nation that he had no long-range plans for the war. The U.S. government took the New York Times to court on basis publishing material that challenged national security. However, the Supreme Court agreed that stopping the publication violated First Amendment protections. Justice Hugo L. Black commented on the case saying, â€Å"I believe that every moment’s continuance of the injunctions against these newspapers amounts to a flagrant, indefe nsible, and continuing violation of the First Amendment. In the 1992 case of Food Lion v. American Broadcasting Channel Co. (ABC), two producers from the ABC news magazine show called â€Å"Prime Time Live† went under cover and started working at Food Lion grocery stores. The two ABC reporters used false resumes to get jobs at a Food Lion store in North and South Carolina, then secretly videotaped employees for a story on food-handling practices that accused the grocery chain of selling rat-gnawed cheese and rotting meat. The report alleged that Food Lion employees ground out-of-date beef along with new beef, bleached rank meat to remove its odor and redated products not sold before their expiration date. In 1992, the jury that found ABC guilty of fraud under a state law awarded the supermarket chain $5.5 million in punitive damages, but that was cut to $315,000 by a federal judge. (Associated Press, 1999) This past year, the charges were reversed, and ABC was found not guilt y of the charges brought against them. ABC intended to benefit the consuming public by letting it know about Food Lion’s food handling practices,† said the opinion by Judge M. Blane Michael. â€Å"And Moreover, ABC was not competing with Food Lion, as it did not have any actual or potential business relationship with the grocery chain.† The appeals panel affirmed the jury finding that the two ABC employees who worked for Food Lion–Lynne Dale and Susan Barnett — breached their duty of loyalty to Food Lion and committed trespass. It upheld nominal damages of $1 each against them. (Associated Press, 1999) â€Å"This is a victory for the American tradition of investigative journalism. In the end, after Food Lion spent millions of dollars on legal fees and public relations offensives, the court ordered ABC News to pay only $2 in damages,† said David Westin, ABC News president. (Associated Press, 1999) In the argument of the press over emphasizing coverage of public figures, several things must come into consideration. First and foremost, the press has the right to publish personal information about a public figure. As Supreme Court Justice Douglas said, â€Å"Such privacy as a person normally has ceases when his life has ceased to be private.† (Leahy, 1991, p.31) The First Amendment was intended for full freedom of expression for the press. For â€Å"a right to engage in rasping, corrosive, and offensive discussion on all topics of public interest.† (Levy, 1999, p.77) Many believe that the blame for the change in journalism from honest to tabloid journalism can be placed squarely on the public. The tabloid television shows have always done well in daytime ratings, as the public most often views television shows that focus on celebrities involving sex, crimes, or daily life. Joe Saltzman, a columnist for USA Today, in an article to the public said: â€Å"This is the way you want it. When you stop embracing cele brity journalism, when it is no longer profitable to publish pictures of every facet of a celebrities’ daily life, then all of this will end. And all media will look for something else that you want. To complain about the way things are, is simply to add more hypocrisy to the stench already surrounding us.† (Hamill, 1998, p.175) In order for the media and the public to coexist on better terms, certain things must occur. Journalists must try to follow codes of ethics that have been implied on them. By personally following the ethics that the American Society of Newspaper Editors have written, the public will once again begin to trust the press as truth seeking and honest. Journalists must also remain focused on the important issues that effect the American people. Issues involving political issues and votes in congress, not just what a political figure did on the weekend. Journalists should shy away from reporting consensual crimes. Consensual crimes corrupt our free pre ss. Because committing a consensual crime is breaking the law, and since breaking the law is news, reporters are often sent out looking for drug busts, hookers, or stories on who is sleeping with whom and whether or not they’re married to someone else. (McWilliams, 1999) As George Bernard Shaw, winner of the Nobel prize for literature commented, â€Å"You’d think America was populated solely by naked women and cinema stars.† (McWilliams, 1999) The press not only cheapens itself by playing tattletale and reporting the consensual exploits of others; it also â€Å"eats it’s young† by reporting on the consensual activities of its own. An example of this involves an attractive female â€Å"reporter† who invited Larry King up to her hotel room, which happened to have a barrage of hidden cameras. Time went on and on, Mr. King did not make a single improper move. But, as dull and unimportant as it was, they aired the tape anyway. (McWilliams, 1999) News like this benefits no one, and should have no place in journalism. The public, just like the press, has to adapt and change as well if the press is expected to change the way they report information, and what kind of information they report. The public can no longer maintain such a high appreciation for obtaining information regarding the personal lives of those with very public lives. If this occurs, horrible tragedies like the death of Princess Diana could possibly be avoided in the future. The press will always report events that occur in the lives of public figures, but if the public as a whole loses its insatiable curiosity regarding these public figures, the press will begin to look elsewhere for stories that hold the public’s interest. Over the course of the 20th century the Supreme Court has breathed life into the text of the First Amendment by upholding the right of the press to pursue its mission, no matter how detestable that might seem to those in power. The courts have imposed some limits on liberty, and some questions remain as to how far this liberty will extend to new media and to some of the more aggressive efforts employed by journalists to obtain the news. Still, as Justice Stewart wrote in the Pentagon Papers case, â€Å"without an informed and free press there cannot be an enlightened people.† The U.S. Supreme Court has yet to address many of the important issues raised by surreptitious newsgathering. And the issue at hand may be much larger than the pure legality of journalistic methods and behavior. The face of journalism itself is changing to accommodate new technology, global events, and the complicated needs and interests of the viewer. In the case of Food Lion, many argue that â€Å"the prime time magazines are under enormous pressure to tell clear, simple stories, with victims and villains, preferably illustrated with eye-catching video,† (Gunther, 1998) The challenge facing the courts then, is to ensure th at investigative journalism can continue to produce hard-hitting stories that expose wrongdoing, while avoiding the litigation that redirects blame to the journalists. Like most legal issues, the balance is unstable, but the public can only be best served once the question of the media and constitutional protection have been put to rest. The freedom of the press will remain as one of the most important freedoms in our country. So as a country, it should be of utmost importance to hold on to that freedom, with the press and public attempting to work together to maintain liberty. Andrew Hamilton said it best in a speech he gave on August 4, 1735: Power may justly be compared to a great river; while keeping its bounds, it is both beautiful and useful, but when it overflows its banks, it is then too impetuous to be stemmed; it bears down all before it, and brings destruction and desolation wherever it comes. If, then, this be the nature of power, let us at least do our duty as a country , and like wise men who value freedom, use our utmost care to support liberty, the only bulwark against lawless power, which, in all ages has sacrificed the blood of the best men that ever lived. (encarta, 99) That was a sweet ass paper. Comments or thanks @ Bibliography Works Cited Associated Press. â€Å"Federal appeals court reverses fraud verdict against ABC in Food Lion case.† available online http://www.gocarolinas.com/news/carolinas/1999/10/20/food_lion.html, February 18, 2000. This article, and this case in general was extremely helpful, containing valueable information regarding a case that strongly supported the arguement that the press should not be regulated. Bowes, Kay. Journalism Ethics Columbus Publications. 1997. Encarta Online Delux. â€Å"Andrew Hamilton on Free Speech and Press.† available online www.Encarta.com. January 8, 2000. FindLaw Constitution. â€Å"Invasion of Privacy.† available online http://caselaw.nndraw.com/data/Constitution/amen dment01/19.html, January 12, 2000. Gunther, Marc. â€Å"The Lion’s Share.† American Journalism Review, March 1997. Hamill, Pete. News is a Verb. Ballantine Publishing Group. 1997. Holland, Keating. Poll: Strong majority do not want Clinton removed from office. available http://cnn.com/ALLPOLITICS/stories/1999/01/11/poll/, January 26, 2000. 20 Infoplease.com. â€Å"Kenneth Starr.† available online http://www.infoplease.com/ipa/A0767291.html. February 16, 2000. Iggers, Jeremy. Good News, Bad News. Westview Press. 1998 This book played a vital part in my researc paper, supplying most of my basis for the codes of ethics journalists must follow. Isikof, Michael. and Thomas, Evan. â€Å"The President and the intern.† Newsweek 2 Feb.1998. Kennedy, Bruce. â€Å"JFK Jr.: Reluctant Crown Prince or America’s â€Å"Royal Family.† available online http://cnn.com/SPECIALS/1999/kennedy/stories/jfk.profile/index.html, Februrary 20, 2000. Levy, Beth. Bonill a, Denise M. The Power of the Press. H.W. Wilson Company. New York, 1999. McWilliams, Walter. â€Å"Consensual Crimes Corrupt the Freedom of the Press.† available online http://www.mcwilliams.com/books/amt/212.htm. Sabjan, Kathryn. â€Å"Tabloid Journalism.† online available http://www.an.psu.edu/cgk4/kls5.html, December 20, 1999. Schwartz, Bernard. Freedom of the Press. Facts on file Publishing. 1992. This book was also very important to my paper, as it had an incredible amount of facts regarding the history of the Freedom of the Press. 21 Wilson, Mike. â€Å"Freedom of the Press: How far does it go?† Cobblestone. January 1999. Proquest. January 20, 2000. Word Count: 5132 BibliographyBibliography Works Cited Associated Press. â€Å"Federal appeals court reverses fraud verdict against ABC in Food Lion case.† available online http://www.gocarolinas.com/news/carolinas/1999/10/20/food_lion.html, February 18, 2000. This article, and this case in general was e xtremely helpful, containing valueable information regarding a case that strongly supported the arguement that the press should not be regulated. Bowes, Kay. Journalism Ethics Columbus Publications. 1997. Encarta Online Delux. â€Å"Andrew Hamilton on Free Speech and Press.† available online www.Encarta.com. January 8, 2000. FindLaw Constitution. â€Å"Invasion of Privacy.† available online http://caselaw.nndraw.com/data/Constitution/amendment01/19.html, January 12, 2000. Gunther, Marc. â€Å"The Lion’s Share.† American Journalism Review, March 1997. Hamill, Pete. News is a Verb. Ballantine Publishing Group. 1997. Holland, Keating. Poll: Strong majority do not want Clinton removed from office. available http://cnn.com/ALLPOLITICS/stories/1999/01/11/poll/, January 26, 2000. 20 Infoplease.com. â€Å"Kenneth Starr.† available online http://www.infoplease.com/ipa/A0767291.html. February 16, 2000. Iggers, Jeremy. Good News, Bad News. Westview Press. 199 8 This book played a vital part in my researc paper, supplying most of my basis for the codes of ethics journalists must follow. Isikof, Michael. and Thomas, Evan. â€Å"The President and the intern.† Newsweek 2 Feb.1998. Kennedy, Bruce. â€Å"JFK Jr.: Reluctant Crown Prince or America’s â€Å"Royal Family.† available online http://cnn.com/SPECIALS/1999/kennedy/stories/jfk.profile/index.html, Februrary 20, 2000. Levy, Beth. Bonilla, Denise M. The Power of the Press. H.W. Wilson Company. New York, 1999. McWilliams, Walter. â€Å"Consensual Crimes Corrupt the Freedom of the Press.† available online http://www.mcwilliams.com/books/amt/212.htm. Sabjan, Kathryn. â€Å"Tabloid Journalism.† online available http://www.an.psu.edu/cgk4/kls5.html, December 20, 1999. Schwartz, Bernard. Freedom of the Press. Facts on file Publishing. 1992. This book was also very important to my paper, as it had an incredible amount of facts regarding the history of the Freed om of the Press. 21 Wilson, Mike. â€Å"Freedom of the Press: How far does it go?† Cobblestone. January 1999. Proquest. January 20, 2000. Overpopulation in the 1900s Essay

Analysis of the sonnet Essay Example

Analysis of the sonnet Essay Example Analysis of the sonnet Essay Analysis of the sonnet Essay The name Belinda is written in italics in order to draw the readers attention, she is a virgin and would certainly have drawn the attention of men. The pre noun modifier fragrant steams is erotic and sensual, it could also make reference to coffee which was rare and well enjoyed in the sixteenth century. The phrase thousand sprites repair in line eleven is used to mock the style of the epic as the spirits try to interfere with the knights actions. The repetition of thousand in line twelve reinforces the idea that Belinda has spirits and Gods protecting her and the alliteration blown back is a deliberate device used to enhance the humorous tone of the poem. The diamond in her ear creates a sense of luxury and a pure, rich aura around Belinda. Tripling and the repetition of three of the word thrice in lines fourteen and fifteen are important as they build up the scene in order to create more humour and to further show the scene in a trivial light. Belinda s purity is reinforced in line seventeen with as the nosegay (flowers) in her breast reclined referring to her virginity with flowers on her breast. The knights thoughts of desire become impure in lines eighteen to twenty two and in line nineteen the knight realises that Belinda is not as pure as she is believed to be with the pre-modifier lover lurking at her heart emphasising this. The verbs confused and retired suggest that the Gods are abandoning Belinda and are unable to protect her because she is impure. The space left between lines twenty two and twenty three symbolise the Gods leaving. Rape of the lock by Alexander Pope The poem Rape of the lock by Alexander pope is a mock-heroic narrative poem with a humorous indictment of the vanities and idleness of the eighteenth century high society. The poem is written in an elevated, sarcastic tone in which every element of the scene conjures up some image from epic tradition or the classical world view. The poem is written in rhyming couplets and iambic pentameter. Its influence came from a ludicrous quarrel between two families caused by Lord Petre who cut a lock from Miss Arabella Fermor s hair. Pope tried to place this act of sexual harassment in a trivial light through the use of sarcastic, comical tone. The poem begins with a command for human action to mischief mortals bend their will the focus is largely impersonal and the use of an exclamative instruments of ill! in line two emphasises the sarcastic and humorous tone of the poem. The premodifier tempting grace at the end of line three creates an erotic atmosphere as Clarissa draws weapon from her shining case , she has found a weapon for her peer. Line five begins with the conjunction so enforcing the idea of gossip and chattering as Clarissa and her peer conjure up a plan. The nouns knight and spear and the verb fight tells the audience that something serious is about to happen. The verb assist and the noun knight both contribute to creating a sexual and erotic atmosphere. Line sevens use of the verbs reverence and extends emphasises to the audience how serious the knight is about fighting and the pre noun modifier little engine mocks the lock of hair off, with a caesura exaggerating the scene and allowing the audience to pause and realise what is happening. The modifier fatal also over-exaggerates the scene. Line twenty eight is enclosed within brackets, it is supposed to make the scene more tragic but creates a comical effect. The final line of the poem uses the repetition of for ever to emphasise the knights excitement over getting his trophy, a lock of hair! The poem uses a lot of alliteration which is deliberately used to mock the style of the epic. The scissors are referred to with many different names such as spear , weapon , forfex and sheers for an intellectual and mockery purpose. The poem uses elision to support the rhythm and rhyming couplets illustrate the humorous aspect of the poem. The poem is a fable with a moral, a message to modern women not to be so vein.

Free Essays on Wy We Crave Horror Movies

In Stephen King’s essay â€Å"Why We Crave Horror Movies†, he explains why people go to horror films. Watching horror films is a way that many people show they are not hesitant to sit through a few hours of the same killing and menacing seen on evening news reports. King claims that the very act of viewing these films desensitizes us. Horror films are also a good way to â€Å"re-establish our feelings of normality†. After viewing violent movies, people say to themselves â€Å"I am glad that I’m normal†. The emotions and fear of people need to be exercised and checked on a regular bases. According to King, the horror movie is â€Å"†¦ morbidity unchained, our worst instincts let free, our nastiest fantasies realized†¦ and it all happens, fittingly enough, in the dark.† I agree with Stephen King when he says that horror movies are like riding roller coasters. During middle and high schools, my friends and I frequented many theme parks. We quickly chose to go on rides which were considered the scariest. We sat in the front to get the biggest thrill from a ride. The size and speed of these rides had no affect on us, because we were after the exhilaration we knew these rides would provide. People go to watch horror films not because it’s scary but because its exhilaration gives us a rush. Stephen King emphasizes that horror films push people to an intense drive in their emotions. Another good example of this is stealing. The rise in adrenaline that is given from stealing is incredible. Knowing that one can take something - even if they have the money to pay for it - and get away with it is a gigantic drive for people. Stealing is something that is very mischievous and can often remind people of their childhood. For example, taking a cookie from the cookie jar when they were five after their mother already told them they could not have one. King makes many valid points in his essay. Horror movies are meant to be sources of entert... Free Essays on Wy We Crave Horror Movies Free Essays on Wy We Crave Horror Movies In Stephen King’s essay â€Å"Why We Crave Horror Movies†, he explains why people go to horror films. Watching horror films is a way that many people show they are not hesitant to sit through a few hours of the same killing and menacing seen on evening news reports. King claims that the very act of viewing these films desensitizes us. Horror films are also a good way to â€Å"re-establish our feelings of normality†. After viewing violent movies, people say to themselves â€Å"I am glad that I’m normal†. The emotions and fear of people need to be exercised and checked on a regular bases. According to King, the horror movie is â€Å"†¦ morbidity unchained, our worst instincts let free, our nastiest fantasies realized†¦ and it all happens, fittingly enough, in the dark.† I agree with Stephen King when he says that horror movies are like riding roller coasters. During middle and high schools, my friends and I frequented many theme parks. We quickly chose to go on rides which were considered the scariest. We sat in the front to get the biggest thrill from a ride. The size and speed of these rides had no affect on us, because we were after the exhilaration we knew these rides would provide. People go to watch horror films not because it’s scary but because its exhilaration gives us a rush. Stephen King emphasizes that horror films push people to an intense drive in their emotions. Another good example of this is stealing. The rise in adrenaline that is given from stealing is incredible. Knowing that one can take something - even if they have the money to pay for it - and get away with it is a gigantic drive for people. Stealing is something that is very mischievous and can often remind people of their childhood. For example, taking a cookie from the cookie jar when they were five after their mother already told them they could not have one. King makes many valid points in his essay. Horror movies are meant to be sources of entert...

Six thousand women missing in top management job, does it matter Essay

Six thousand women missing in top management job, does it matter - Essay Example Burke and Vinnicombe (2006) contend that aging workforce and fewer new entrants has resulted in shortage of qualified leaders, forcing organizations to utilize and develop talents all of its employees. Under the circumstances they cannot afford to artificially limit the career possibilities of women. This itself implies that women are capable but are being denied the opportunities. Management diversity is defined as the proportion of women among the highest-ranking CEOs in firms and on boards of directors (Smith, Smith & Verner, 2006). Female managers are supposed to be best qualified in terms of education for top management posts and to be on the board of directors. Since experiences of women differ from that of men, a diverse board has more alternatives to choose from while taking decision. Women have a better understanding of certain segments and this could lend creativity and innovation to the work place. Women on board of directors have positive impact on firm performance which is the reason why it matters if six thousand women are missing in top management job. Even BBC who claims to be equal opportunity employers has only 10% of their senior staff as female. Despite women making advancements, the ‘glass ceiling’ effect still remains even though they have the desire to progress and posses the necessary educational qualifications (Cornelius & Skinner, 2006). Women have been found to be deficient in the management role and employers feel they should be able to make work their top priority without allowing emotions to interfere. There are other suggestions that women differ from men in their aspirations and expectations in career; they also differ in the definition of success. Some researchers observe that women change their life choices after reaching middle management level. These observations basically stem from men and employers as a means to discourage women from aspiring for the senior level management positions. The HRM

The incentives created by transparency in the costs of justice or the Dissertation

The incentives created by transparency in the costs of justice or the lack thereof - Dissertation Example However, transparency in this regard is superficial as ordinary members of the public rarely spend time in courts observing trials unless they are parties to a case and thus are wholly unaware of the rulings, the contents of the rulings, the rationale, ratio decidendi and how those rulings compare to previous rulings. Moreover, ordinary members of the public are also generally unaware of the court hierarchal structure and will not know whether or not a ruling by one court is binding on another court or whether or not a ruling in one court is invalid because it failed to follow a ruling by a higher court. In this regard, transparency only benefits experts and members of the public must pay for expert advice and knowledge. Complicating matters, the cost of this advice is far from transparent since it varies from one lawyer to another and changes according to the special circumstances and facts of a particular case. It is against this background that this research study applies game the ory’s coordination model and Nash equilibrium model which theoretically at least, helps to shed light on the factors that influence actors in making the decision to litigate. ... a cost-benefit analysis of the â€Å"legislative and the judicial process of lawmaking.†1 Informed by game theory, this paper uses the model created by Mattiacci and Deffains in analysing the incentives created by transparency in the cost of justice. The results of a survey conducted in Europe involving 1080 respondents are used to confirm the author’s contention that potential litigants are concerned with outcomes and the cost of litigation. In other words, transparency in the cost of justice can result in more litigation if the costs of justice in terms of legal fees and related expenses are low but can result in less litigation if the costs of justice are high or disproportionate to the award contemplated by the dispute. It is therefore concluded that transparency and its twin partner certainty/uncertainty informs the potential litigant’s decision, but only via attorneys who can understand the information generated by precedents and this information is availab le at uncertain costs. Based on information relative to outcome, the law, strategies/intentions of other actors, and the socio-economic cost involved in obtaining relevant information and the desired outcome, potential litigants will decide on one of three things: accept the consequences of the legal dispute and do nothing; settle the matter privately; or rely on formal adjudication to resolve the dispute. Table of contents Abstract 2 Introduction 3 Dari-Mattiacci and Deffains’ Model 9 Research Questions 16 Aims and Objectives 17 Statement of the Problem 17 Significance of the Study 18 Research Methodology 19 Organization of the Study 20 A Review of the Literature 21 Transparency 21 Game Theory 30 Transparency and the Incentive to Litigate or not to Litigate 41 Findings and Conclusion 55 Bibliography 64

Abstract Globalization Essay Example for Free

Abstract Globalization Essay Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the publics understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someones values whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a societys problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of or at least use to modify our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the worlds dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for societys problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nations students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truths sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers response to students cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American childrens access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American childrens academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teachers personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine ones values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in ones society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language the exquisite use of symbols that makes us truly human, and I would like to see a core curriculum in which students study the origins of language not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process An administrators guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. Ogbu J. U. (1986). â€Å"Black students school success: Coping with the burden of acting white. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum Whats behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Childrens narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students Responses to Virginia Hamiltons House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l6.