Product Placement in the UK Assignment Example | Topics and Well Written Essays - 750 words

Product Placement in the UK - Assignment Example A product's life time and its place in the market are decided by the consumers. These consumers are largely affected by the television which is the powerful electronic media. The product placement relies on the audience who are the customers. In product placement, a particular product is advertised by means of movies, news or any other television programs. This attracts the audience even though it is not directly displayed in advertisements. There has been an increase in the number of people who watch television. This is due to the various channels and increase in the number of advertisements. The advertisements play a vital role in the existence of a product. (Lehu, 2007). The demographic and psychographic differences will differentiate the audience residing in various countries. The product placement also depends on the age of the audience. The audiences are divided into categories based on their age. The categories may be kids, teens, pensioners in male and female respectively. Based on the age, the number of audience differs and the product's placement is also done based on these categories.(Neate, 2010). The national statistics reveals the level of increase in the number of kids. There has been a drastic increase in the number of kids who view the television programs. ... Then the private companies and the government had a meeting on the ban of product placement in television programs, serials and movies. Though the ban was lifted, the government specified the companies to avoid the placement of certain goods. The companies aimed at placing the products in popular television shows and movies that had cast leading actors. This would enable them to reach the public in a better way. This continued to be the company's primary target was to attract the audience of all categories. (Paxson, 2002).The people from all strata of the society watch these shows. Hence this was an easier option for the companies to market their products. The company's earn very good revenue out of these product placements. Thus they concentrate on television shows that have the maximum number of viewers. The culture and lifestyle differences have a great impact on the product placement. There are people from different cultures and it is one among the deciding factors that influence the placement of products. People from different culture reside in U.K and it has created an impact on the companies. The companies decide based on the people and have to analyze the people's expectation. The lifestyle of the people is also an important factor. The companies approach towards product placement and the selection of programs depend on the people's lifestyle. The people from all strata of society continue to live in U.K and this has made the companies to concentrate more on product placements. The companies strike a balance between the lifestyle and culture of the people. People of U.K have a high expectation on the advertisement

Discuss the use of errors in The Brothers Menaechmus to produce Essay

Discuss the use of errors in The Brothers Menaechmus to produce comedy. Do you agree with Plautus that Mistakes are funny - Essay Example Comedy in The Brothers Menaechmus The comedy that is a part of The Brothers Menaechmus has as its principal source, the errors that the characters that are a part of the play commit. The play revolves around a case of mistaken identity, where identical looks are mistaken for the same identity. The play, through comedy and laughter, forces the readers to rethink their ideas about appearance and reality and the fragile nature of an identity that is based solely on appearances. Plautus tries to redefine the limits that were traditionally assigned to comedy as merely a means of eliciting laughter and tries to take it beyond. However, the play tends to mostly do so through a derisive treatment of the women characters. There is also a subversive element in the play; one that is brought about by the resourcefulness that the slave displays, something that wins him his freedom. The principal error in the play leads to a lot of complications within the plot. It however, allows for the producti on of comedy, as the trope of the mistaken identity creates a lot of situations where the audience shares a certain piece of knowledge with the playwright that the other characters do not. This leads to a situation where the errors are funny. If a situation had to arise where the audience too was in the dark regarding the action in the play, then the play would create situations of suspense.

Uncle Toms Cabin Essay Example for Free

Uncle Toms Cabin Essay For a democratic society with its democratic form of government system it is but an obvious choice to opt for a society that is predominantly color blind. The basis norm of a democratic society is to provide its mass with a structural form that offers equality in terms of justice and social characteristic. It is an unwanted phenomenon but it is also extremely true at the same time that racism is a curse that exists among us whether we like it or not. It could be summarized that racism is the result of having negative judgments, beliefs, and feelings towards certain identifiable groups. Harriet Beecher Stowe’s Uncle Tom’s Cabin is such a text that reveals the moral and physical injury caused due to this racism. However, it should also be noted that the aspect of this text is multifold and the author juxtaposed various elements into the reading that cannot be ignored. It can well be stated that the book is based on three major matrixes. The first one is the evil of slavery where the black community is a harmless and helpless being in the hands of their master race subjected to occasional pity at times and at the most, the second one is the faith in god or Christianity and the third one is the extremely stereotyped representation of the black community. But the problem is that every aspect is viewed from the parameters of the White man and the Black man is only the receiver, both in beating and mercy. The very first page of the text denotes the black community as a class who are only to be empathized and pitied, if not anything else. This becomes very evident during the conversation between Shelby and Haley. â€Å"Tom is †¦ steady, honest, capable, manages my whole farm like a clock†. To this remark from Shelby the statement that Haley makes is outrageous. He says, â€Å"You mean honest, as niggers go†. (Stowe, 1976) This dialogue is a clear indication of the position that the black community hold in their masters’ mind. There are only two alternatives of evaluating a black man. One is to show him pity and the other is to evaluate him as a trade commodity. The humanist feeling is completely missing in the dialogue between these two, one of whom, Shelby, is portrayed as a good and gentle man. Even to Shelby the existence of Tom is a little more than walking and talking machinery so very evident in the colonial era. This hard pill of ‘colonialism with brutality’ needed some spooning with sweetness to become a favorable aromatic digestible element for the general people of the imperial states. As a result this phrase ‘white man’s burden’ came into existence as a remedy to the enlightens of the industrial revolution and people were ready to buy this theory as this theory easily softened the guilt feeling of the educated class and apparently justified the brutal acts and decisions taken to control and cover the colonial agitations. Stowe’s Uncle Tom’s Cabin follows the same principal but in a more compassionate manner but ignoring the essence of the rights of a human completely. The aspect of Christianity appears time and again as a soothing instrument in this book. It is as if to state that in a time of cruelty and helplessness the only possible cure is religion. In this case, this particular religion is White man’s religion that the white man preaches to the black man as a comforting medium. Right from the beginning we find that there is a clandestine flow of Christianity with George Shelby defining the greatness of his religion by mentioning that â€Å"What a thing it is to be a Christian† (Stowe, 1976) Tom is completely impressed by Christianity and we find that he in turn sermonizing St. Clare and telling â€Å"look away to Jesus†. (Stowe, 1976) Even Little Eva is described in the text as â€Å"ideal Christian†. (Stowe, 1976) It is true that there is noting wrong with Christianity but the problem is that it is not the only religion in the world and the writer almost seizes to believe that Tom or any other Black man can have a faith or religion from his birth origin. It should be remembered that no religion in the world is greater than the other and in this context even African totem worshippers have the right to faith and it is no less important to them than an urban cultured white Christian. Stowe completely ignores this fact and the reason behind that is the text is written by a white person and the aspect of showing mercy is the predominant essence. It can well be stated that the author, in pursue of raising voice against racism, actually ignited more racism in the text by stereotyping the black community. Carefree characters like Sam are shown and represented as â€Å"happy darky† in the novel while young women like Emmeline, Cassy and Eliza are represented as sex objects. The elderly black women like Mammy is portrayed as loving and affectionate Topsy is typed as a black child and appears to be the representative of all black children. Even in Tom’s character we see the die hard urge to please the master or the white man and developed as the most wise and prototype character of the book. The author makes it a point to establish the statement that Tom is an ideal black personality and is the noble hero of the story. It is as if the black community has no backbone at all and they lack a huge identity crisis much like Topsy, who states about the basic existence as â€Å"I spect I growed. Dont think nobody never made me†. (Stowe, 1976) This is a very strange condition as the author intends to write against the evils of slavery and turns the novel into a perpetual justification of slavery where the readers are deem to believe that a black man is only capable of becoming a slave of a white master. In conclusion it should be stated that all the basic matrixes are aligned in the same context of a white writer who recognizes the need of showing mercy to the black community but simply forgets the fact that it is not a matter of mercy that should be accountable but right that is fundamental. In this context, Stowe, though very compassionate and sympathetic, ultimately remains at the position of the master race and thus tells us the melodrama of Tom’s suffering and the bliss of Christianity while molding the entire black community into a single stereotyped population. References: Stowe, Harriet Beecher; (1976); Uncle Toms Cabin; or, Life among the Lowly; Dunedin: Allied Publications

School Shootings in Atlanta: Causes and Solutions

School Shootings in Atlanta: Causes and Solutions Gun violence and gun control have become a highlighted issue within the United States. In recent years there has been a vast increase in young adults engaging in gun violence, or being caught up in such conflict, particularly within schools. The issue of school shootings has become a major problem within the city of Atlanta. However, with more lives being at potential risk, there has been controversy debates over what causes such incidences and what can we do as a society to solve the problem. It is evident that in order to decrease school shootings the law and community need to work together by limiting or monitoring the accessibility of firearms, identifying risks of violence and providing the correct resources to students that are a potential risk. The spread of school shootings within the United States is at an all-time high. Granting they don’t make up a large percentage of youth violence overall, they are traumatic proceedings for society as a whole. Although the first shooting leads back to 1764, the Pontiacs rebellion school massacre, where 11 people were killed at a schoolhouse in Pennsylvania, the rise of statistics within the last 5 years have been drastic and show a growing trend to a problem within the US. Research states ‘‘Since 2013, there have been more than 300 school shootings in America — an average of about one a week’’ (Everytown). However, the appearance of guns alone or threats of violence is even higher. Statistics are only calculated for the recorded gunshots fired on school grounds or fired within a school during school hours. They do not include incidents where guns have been brought into school without being fired or shootings outside of school hours (Patel). With the ongoing rise in school shootings in the United States as a whole, Georgia ranks one of the highest states for such incidences. Gun violence as a whole has become a major issue in the south, particularly Georgia. Judd states that’s ‘’Georgians are more than twice as likely as New Yorkers to be killed in a shooting. The death rate exceeds even that of Illinois.’’ With the 13th highest death rate, most of those deaths occurred in Atlanta (Judd). Since the sandy nook shooting in 2012, when a gunman shot and killed 20 children and 6 adults with a firearm, Georgia has been the second leading state for school/college shootings, behind Texas, with a total of 23 incidents resulting in either deaths or injuries. At least 5 of those incidences were in Atlanta alone (Karishnakumar). The reason for school shootings follows a controversial debate amongst society. However, it can not go unmentioned that easy gun access is one of the most influential causes. Some will argue gun control is the sole factor in school shootings, others will argue its not the gun, but more so the individual that posses it. Americas love for guns dates back to the second amendment, which give the ‘right to bear arms’.   Originally implemented for the militia, the Supreme Court revitalized it allowing guns in homes for self-defense (Cornell law school). With this in mind, there are approx 300 million guns statewide. With a population of just over 300million, that is roughly an equal amount of guns to persons. However, only one-third of the population own guns, meaning that more than one is held in each of those households (BBC). Household gun ownership is high particularly in the south. Studies show that ‘‘Across the South, 38 percent of households have a gun — compared with 35 percent in the Midwest, 34 percent in the West and 27 percent in the Northeast’’ (Simonton). With this high rate, it makes it very easy for young adults to have access to guns, with or without an adults knowledge. Friedman states that ‘‘The American Medical Association reports that between 36 percent and 50 percent of male eleventh graders said they could easily get a gun if they wanted to’’ (90). Further reasearch also states that ‘‘over two-thirds of students who used guns in violent acts at school got those guns from their own home or that of a relative’ (Erwin). This is likely because the gun was not stored away and unloaded, not because the young adult has freely been given it. However, it shows that there are definite links between household gun ownership and gun violence. Besides the fact that guns are easily accessible within homes, there are over 50,000 gun stores in America making a purchase of a gun an easy task. Within Georgia, the purchase of a gun is very simple. You do not need a permit to purchase a firearm, and you do not need to register the firearm once purchased. However, there are some laws on age restrictions. To buy a handgun statewide the consumer must be at least 18 years old, however in Georgia for an unlicensed person to sell a long gun there is no age restriction (Laws). This is a serious issue as it means that children of any age are able to obtain and have access to a gun without any consequences. With these statistics in mind its safe to say that the easy access to guns plays a huge role in gun violence within schools, however, they are not the only factor that contributes to such incidences. With the many school shootings that have taken place over the years, we try to look at all specific causes and whether there are links between the causes. The media plays a huge role in trying to convince society that there is a specific cause of all school shootings. However, there is no specific profile that fits the motivation of a shooter. Often there does seem to be links between school shootings and a specific factor, but this is not in all cases. Friedman states ‘‘ 66% of shooters interviewed after the attack felt they had been bullied or threatened by classmates and said that was their main reason for shooting others’’ (90). However approx. 1 in 5 children report being bullied in a given year, yet show no signs of violence or such crime (De La O). Although bullying may worsen problems for youth, physically and emotionally, there is very little evidence that alone it is the cause of gun violence. Society often singles out an issue like mental health, revenge, the culture of violence, drug and alcohol abuse, as well as various social problems as the cause. However although many of these factors can be associated with a shooter, it is very hard to say that one alone fits that of every shooter. When we look at all these issues we see that many young adults experience at least one of them, yet don’t commit such a crime. On the other hand, a mix of these factors could be a possible cause and its important that society pays close attention to an individual that may encounter several of these issues to prevent anything further happening (Friedman 52). It is important as a community that everyone works together, including the law, public health, schools, peers, parents, and teachers in order to prevent school shootings from happening. Such proactive procedures include watching for warning signs and identifying and reporting them. This will help a student early who is showing potential risk factors. In most cases, it is apparent that previous to a shooting someone is aware or shown signs that a shooter has plans of an attack. Duplechain and Morris states â€Å"In more than 80% of the cases [he studied], at least one person knew the attacker was planning something; two or more people knew in almost 60 percent of the cases† (146). Most shootings are premeditated and at some point, there is a chance that the shooter has either shown attack-related behavior or discussed the event with someone, whether something is said as a joke or said on a serious matter. In previous shootings, this has occurred. In the Columbine school shooting, the shooter prior to the event wrote a paper on a male who was planning a school shooting, as well as writings journals with all their plans in for the shooting (Gumbell). Nobody at the time thought anything of it, yet it was a significant sign as to what was going to be carried out. This being said, it is very important that students, teachers, parents and all listen and watch for signs and act accordingly. Reporting such suspicions could be crucial in preventing an attack. As well as watching for signs a solution to prevent school shootings is to Work together to provide strategies and the correct resources for students. Sometimes for parents it can be hard to come to terms with the fact their child has a mental health issue or behavioral issues, however, it is important that they get their children the help needed. It is also important that schools provide resources. School counselors pay a pivot role in providing counseling groups to provide tools to deal with emotions, anger, grief, and loss as well and mental health problems. They help support a child in making changes in their life addressing the topics that most concern them (Paolini). With the correct support available and the communities willingness to watch and report suspicions, school incidents could be prevented in the future. However with this in mind, the role of the law is also very important. Stricter gun laws are substantial in reducing gun violence. In the state of Georgia, there are very little restrictions on gun laws. As a state, they allow sales of a gun without a permit or without processing through the federal firearms license, Mentally ill individuals are also removed from the database after 5 years without a reassessment from doctors. This meaning that after a person passes the 5-year mark they are then illegible to purchase or sell a gun, even if they have not been assessed by a doctor to say they are now mentally stable (Cook). Unlike other states, Georgia also sticks with the federal age restriction of 18 to buy a gun, whereas many other states have reassessed age restrictions and moved it to 21.   These weak laws make it very easy for a young adult or mentally unstable individual to acquire a gun.   Many will also argue stricter gun laws will not help reduce school shootings, however, research shows otherwise. When comparing the US to other rich countries with stricter gun laws, there is a huge difference in the homicide rate. Statistics show that ‘‘The number of gun murders per capita in the US in 2012 the most recent year for comparable statistics was nearly 30 times that in the UK, at 2.9 per 100,000 compared with just 0.1’’ (BBC). When looking at the US solely, research also shows that those states with stricter gun control have less gun related deaths. After a law passed in Connecticut in 1995 making it more difficult to buy a handgun the number of homicides reduced by 40%. This law included purchasers having to obtain a license from the police in person as well as passing a background check before being accepted for a sale (Lachman).   All of this research shows that stricter gun laws are a solution towards less gun violence and unless Congress and the government make some amendments, then school shootings are going to continue to occur. It is evident that school shootings are a major issue within Atlanta and America as a whole. With a vast and continuous increase over the given years its important that both the law and community work together to help stop such incidents occurring. Research proves that there is no specific profile for a shooter, however, it is important as a community to watch out for any signs of potential risk, report them and provide students with the correct resources. This and stricter gun laws allowing students access to guns more difficult will help decrease gun violence.   References BBC. ‘‘Guns in the US: The statistics behind the violence.’’ BBC News, 2016, http://www.bbc.com/news/world-us-canada-34996604 Cook, Rhonda. ‘‘Georgia clears way for mentally ill to buy guns.’’ Myajc, 2018, https://www.myajc.com/news/local/georgia-clears-way-for-mentally-ill-buy-guns/agHJKZW8LiqVI4mu1GQmLJ/ Cornell Law School. ‘‘Second Amendment.’’ LLI/Legal information Institute, https://www.law.cornell.edu/constitution/second_amendment De La O, Maria. ‘‘School shootings are about more than bullying.’’ The Washington post, 2013, https://www.washingtonpost.com/blogs/she-the-people/wp/2013/10/25/school-shootings-are-about-more-than-bullying/?utm_term=.6be5672995ae Dupllechain, Rosiland, and Robert Morris. ‘‘SCHOOL  VIOLENCE:  REPORTED  SCHOOL  SHOOTINGSAND  MAKING  SCHOOLS  SAFER.’’ Galileo, Vol. 135, no. 2, pp.45-150. Erwin, Nicole. ‘‘In wake of school shootings, a look at how kids get guns.’’ Ohio valley resource, 2018, http://ohiovalleyresource.org/2018/01/24/in-wake-of-school-shooting-a-look-at-how-kids-get-guns/ Everytown. ‘’The long shameful list of school shootings in America. ’’ 2018, https://everytownresearch.org/school-shootings/ Friedman, Lauri. School Shootings. Greenhaven ,2010. Gumbell, Andrew. ‘‘The truth about columbine.’’ The guardian, 2009, https://www.theguardian.com/world/2009/apr/17/columbine-massacre-gun-crime-us Judd, Alan. ‘‘Youre twice as likely to be shot to death in Georgia than New York (and other gun violence facts).’’ Myajc, 2017, https://www.myajc.com/blog/investigations/you-twice-likely-shot-death-georgia-than-new-york-and-other-gun-violence-facts/Kdk3MXsowc6ASzmd15o2QN/ Krishnakumar, Pray. ‘‘Since Sandy Nook, a gun has been fired on school grounds at least once a week.’’ www.Latimes.com, 2015, http://www.latimes.com/projects/la-na-school-shootings-since-newtown/ Law. ‘‘Minimum age to purchase and possess.’’ Giffords law centre to prevent violence, http://lawcenter.giffords.org/gun-laws/policy-areas/who-can-have-a-gun/minimum-age/#federal Lachman, Samantha. ‘‘Conneticut gun control law sharply reduced gun-related violence, report says.’’ Huffpost UK, 2015, https://www.huffingtonpost.com/2015/06/12/connecticut-gun-control-_n_7570852.html Paolini, Allison. ‘‘School Shootings and Student Mental Health: Role of the School Counselor in Mitigating Violence.’’ Councelling.org, 2015, https://www.counseling.org/docs/default-source/vistas/school-shootings-and-student-mental-health.p Patel, Jugal, K. ‘‘After Sandy Hook, More Than 400 People Have Been Shot in Over 200 School Shootings.’’ NYtimes.com, 2018, https://www.nytimes.com/interactive/2018/02/15/us/school-shootings-sandy-hook-parkland.html Simonton, Stell. ‘‘Guns in school:Georgia has most shootings since Sandy Nook.’’ America.Aljazeera.com, 2015, http://america.aljazeera.com/articles/2015/1/29/gun-lax-georgia-has-most-school-shootings-since-sandy-hook-massacre.html Stages in responding to disasters: Floods Stages in responding to disasters: Floods Responding to Disaster: Floods Effects of Natural and human made disasters are devastating and this calls for competent mental health professionals to provide for disaster relief services to the victims. Victims of flood disasters respond differently depending on their personal experience. In our case, people are warned about the impending danger of flood disaster but some fail to respond at all. Even after the flood disaster, others return to reconstruct their houses and belongings. This means that the type of intervention to be applied should be culture based. The following intervention strategies, marked with stages, would be applied to the victims of the flood disaster. Impact Immediately after the flood strikes, the survivors panic, are confused and cannot think at that moment (Gilliland, James, 2013). Adults are desperately searching everywhere, looking for their missing family members. Victims are exposed to horrors of the aftermath and they are surrounded by death and devastation. It is indeed a time of agony. At this stage, an appropriate intervention would be an emotionally driven Psychological intervention strategy. This strategy helps the individual to recollect themselves and to start focusing on the way forward. Emergence/acute heroic stage After the aftermath, survivors start saving and collecting what they can. It is a â€Å"counting the loss† phase. At this stage, I would recommend for physiological responses as the intervention is focused on physical damage such as loss of property, injuries, geographical displacement, and anger due to the aftermath loss incurred (Gilliland, James, 2013). I will engage in emotionally driven talk with the victims in order to help relief their anxieties surrounding their crisis. I will also provide emotional help on how individuals can recover their property and probably their beloved family members. Inventory stage This is the recovery phase. In this stage, survivors are slowly accepting the realities of life. I will engage in method in which individuals can utilize their abilities in seeking for employment for survival. I will engage in cognitive-behavioral intervention skills and try to convince the survivor on danger of living such vulnerable places (Benedek, Fullerton, Ursano, 2007). The idea to change their perception about the place and make them understand the Government’s warning about the place. Honeymoon stage At this stage, the victims are worried about their financial recovery. This come after one to three months post the flooding disaster. It is a stage of rebuilding. I recommend for cognitive coping strategies in order to help the survivors see the sense of moving from the vulnerable to other places. Coping skills are helpful in enabling the victim change their environment to move on with their normal lives. Avoidance phase At this phase, I will recommend for psycho-social intervention skills. The aftermath effects are coupled with loses, causing psychological disturbance and sometimes lead to Posttraumatic stress disorder (PTSD). With Psycho-social intervention skills a victim can slowly forget about the disaster and start focusing on other things through social life. Adaptation phase Adaptive phase depends on the victim’s resiliency. Resilient people tend to recover faster. In that regard, I will recommend for cognitive-behavioral responses in order strengthen the victims by making them recognize how strong they are. Positive behavioral skills can also influence positive change and hence influence adaptive skills; that the victims can do without their lost ones. Disillusionment phase Disillusion can prevent victims from adapting to their environment. Anything attached to the previously experienced flooding disaster will likely arouse the traumatic experience. To help victims recover from this problem, I will use cognitive coping skills. These skills helps a victim accept the reality, forget about the past and focus on the present. Pathogenic to salutogenic shift At this phase, the victim has not yet fully recovered from the post traumatic stress disorder even after one year after the disaster. It is a critical condition and the victim is always struggling to let go the stress. This may happened to mothers who saw their children drawn by water. Resiliency itself cannot draw the stress away from the victim. A suitable intervention strategy would be the use of the victim’s coherence to overcome the stress. This involves integrating cognitive-behavioral coping skills to enable the victim understand that their problem is manageable. It requires the use of emotional-psychological strategies to convince the victim (Gelbach, 2008). Restabilization/reconstruction This involves the rebuilding of the victim’s emotional and social self. The best way to respond to victims at this stage is by use of psycho-social strategies (Bartley, 2007). This involves encouraging the victim to make new friends and interact with people. Social life interactions allows victims to forget about their past easily and focus on their future. Ethical/ Cultural Consideration Some cultural considerations involve various elements; One, awareness of your world view, two, an understanding of the client’s worldview, and finally, a better understanding of the appropriate intervention to apply on a client depending on the crisis and situation (Goodman, West-Olatunji, 2009). In our case, there is the need for a culture centered disaster response. Bearing that the people were warned about the impending flood disaster and didn’t do anything about it gives us the indication of social cultural factors among the community. Therefore, understanding the existence of social cultural factors among the victims facilitates the conceptualization of the needs of the people, especially in low income communities (Goodman, West-Olatunji, 2009). This also helps in determining the kind of intervention model applicable to a victim. References Bartley, A. G. (2007). Confronting the realities of volunteering for a national disaster. Journal of Mental Health Counseling, 29(1), 4-16. Benedek, D. M., Fullerton, C., Ursano, R. J. (2007). First Responders: Mental Health Consequences of Natural and Human-Made Disasters for Public Health and Public Safety Workers*. Annu. Rev. Public Health, 28, 55-68. Gelbach, R. A. (2008). Trauma, research, and EMDR: A disaster responder’s wish list.Journal of EMDR Practice Research,2(2), 146–155.doi: http://dx.doi.org/10.1891/1933-3196.2.2.146 Gilliland, B. E., James, R. K. (2013). Crisis intervention strategies. Goodman, R. D., West-Olatunji, C. A. (2009).Applying critical consciousness: Culturally competent disaster response outcomes.Journal of Counseling Development,87(4), 458–465. doi: 10.1002/j.1556-6678.2009.tb00130.x

the awakening :: essays research papers

Music Throughout The Awakening, the manner in which each of the characters uses and understands music gives us a sense of Edna’s ideological alignment in relation to the novel’s other characters. Additionally, Edna’s exploration of music and her meditations upon its significance enable her own (visual) art to flourish. Edna first learns about the emotive power of music from Mademoiselle Reisz. Whereas Adà ¨le Ratignolle’s piano playing had merely conjured sentimental pictures for Edna, the older woman’s playing stirs new feelings and probes unexplored emotional territories in her. Mademoiselle Reisz uses music as a form of artistic expression, not merely as a way of entertaining others. In contrast to Mademoiselle Reisz, the Farival twins play the piano purely for the sake of the gathered company. The twins’ association with the Virgin Mary, and, hence, with a destiny of chaste motherliness, links them thematically with notions of how Victorian wo men should behave. Their piano playing—entertaining but not provocative, pleasant but not challenging—similarly serves as the model for how women should use art. It becomes clear that, for a Victorian woman, the use of art as a form of self-exploration and self-articulation constitutes a rebellion. Correspondingly, Mademoiselle Reisz’s use of music situates her as a nonconformist and a sympathetic confidante for Edna’s awakening. The difference Edna detects between the piano-playing of Mademoiselle Reisz and Adà ¨le Ratignolle seems also to testify to Edna’s emotional growth. She reaches a point in her awakening in which she is able to hear what a piece of music says to her, rather than idly inventing random pictures to accompany the sounds. Thus, music, or Edna’s changing reactions to it, also serves to help the reader locate Edna in her development. Children Images of children, and verbal allusions to them, occur throughout the novel. Edna herself is often metaphorically related to a child. In her awakening, she is undergoing a form of rebirth as she discovers the world from a fresh, childlike, perspective. Yet Edna’s childishness has a less admirable side. Edna becomes self-absorbed, she disregards others, and she fails to think realistically about the future or to meditate on her the consequences of her actions. Ultimately, Edna’s thoughts of her children inspire her to commit suicide, because she realizes that no matter how little she depends on others, her children’s lives will always be affected by society’s opinion of her. Moreover, her children represent an obligation that, unlike Edna’s obligation to her husband, is irrevocable.

Harley_davidson: The American Legend :: essays research papers

Harley Davidson: The American Legend The first thought of motorcycles as a means of transportation began in the year 1900. The pioneers’ of this field were William S. Harley and his lifelong friend Arthur Davidson. They were both born and raised in Milwaukee, WI. It took them almost three years to build their first production ready motorcycle which was a single cylinder, 10 cubic inch engine. It was bolted directly to a bicycle chassis driven by a pulley system with a leather belt. We are going to look at the development, racing, and the people who made the Harley Davidson an American Legend.   Ã‚  Ã‚  Ã‚  Ã‚  In 1907 they were experimenting with a two-cylinder model, which was essentially the same engine they started with. The only difference was that they had bolted one more cylinder at a 45 degree angle to the first. There were only two configurations possible. The side-by side twin would have been too wide and bulky. The v-configuration was the necessary choice. According to Harry Sucher, author of â€Å"Harley Davidson; The Milwaukee marvel†, engine power would nearly double while adding far less than double the weight.   Ã‚  Ã‚  Ã‚  Ã‚  Bill Harley engineered the engine. He figured that he would need to make the cylinders reach the top of their stroke near simultaneous to take advantage of low range torque, and make the engine more dependable according to Rand Leffingwell, â€Å"Harley-Davidson; History & Mystique.† This created two lasting effects: The vibration and the exhaust sound for which Harley-Davidsons because famous.   Ã‚  Ã‚  Ã‚  Ã‚  After the first 15 years, Harley-Davidson had established themselves as a fore-runner in the motorcycle market. The other prominent companies were Indian, Thor, and Excelsior. At the beginning of WWI, they were overwhelmed with orders from governments around the globe for bikes for the war effort. This allowed Harley-Davidson to almost triple the size of their manufacturing plant, which is still located in the same place in Milwaukee. These orders brought greater economic prosperity to all the motorcycle companies of the time but especially Harley-Davidson.   Ã‚  Ã‚  Ã‚  Ã‚  Harley-Davidson became very involved with racing between 1915 and 1925. They have continued to stay involved in racing ever since, but with much less success since they had to start competing with Japanese companies. The Harley-Davidson always placed in the top five at every event, and sometimes all five seats were taken by Harley-Davidsons. These early races were very well organized but usually very dangerous. This scared a majority of the public but the young were entranced by it and sought for sponsorship from major companies such as Harley-Davidson.

Comparing Judaism and Islam Essay

Judaism and Islam are two of the world’s oldest, and largest monotheistic religions. These religions share a variety of customs, beliefs, and even practices. But at the same time, there are enough differences to make the two religions and cultures oppose each other greatly. Even some similarities between the two have been the source of conflict for thousands of years. Both the Jewish and Muslim faith believe in one God. Being monotheistic means just that, the belief in one God. This is the most obvious similarity between the two religions. In fact a Muslim is defined as anyone who says â€Å"There is no God but God, and Mohammed is the messenger of God.† and the basic creed of Judaism says â€Å"Hear, O Israel! The Lord is our God, the Lord is one.† Judaism and Islam both have Holy Books from which religious teachings are taken. The Muslim Holy Book is called the Quran, it is spelled in English in many different ways Koran, Kuran, this is because Arabic is hard to translate. The Quran is the word of God as reveled by the prophet Mohammed. The Jewish Holy Book is referred to as the Hebrew Bible. The first five books of the Hebrew Bible is called the Torah. This is the part of the bible lays out a system of moral and religious conduct. The Hebrew Bible was put together in the 1st century A.D. by rabbis and teachers of the Jewish text. The Hebrew Bible and the Quran both set up a system of law for the followers of the Jewish and Muslim faiths. The Hebrew Bible, the book of the Jewish faith sets up more of a code of conduct, a system of moral and religious conduct that is called the halavhah. This addresses how families should be run, personal ethics and manners, social responsibilities, and what people of the Jewish faith should and should not eat. Dietary guidelines are very important in the Jewish religion, everything that is eaten must be Kosher, meaning it is prepared a certain way. The Quran goes one step farther in setting boundaries for it’s believers. This book of the Muslim faith sets the rules for an Islamic state. Also there are strict rules on women, families, and daily life that are addressed in deep detail in the Quran. Polygamy is accepted in the Quran, a man may have no more that four wives. And women are actually supposed to be mostly equal to men, yet modest.  Equality of women is not always practiced in some Middle Eastern and Islamic countries. As with most religions Islam and Judaism have a variety of holidays. Some are to commemorate an event of the the past, some to celebrate a new year, or maybe the passing of a certain number of years. Ramadan, a holiday celebrated mostly by Sunni Muslims, happens during the ninth month of the Muslim year. This was the month when the Quran was reveled for the guidance of mankind. During this holy month Muslims fast and abstain from sex during the daylight hours. It is a very holy time and is taken very seriously. In the Jewish faith there is a similar holiday called Passover. This holiday lasts for seven days and commerates the deliverance of Israel from slavery. Passover more specifically refers to the evening when the angel of death passed over the houses of all in Egypt killing the first born of each home that did not have lambs’s blood around the door. During this holiday Jews are permitted only to ear unleavened bread called matzo during the daylight hours, much like the Ramadan fasting. Jews also hold feasts during the first two nights of this holiday. A house of worship is an important component of most religions in our world today. Islam has the Mosque, a place of prayer and teaching. Judaism has the Synagogue, also a place of prayer and teaching. In both these places people gather to perform the customs that are laid out in their religious scriptures. Unlike some religions in the world today both Judaism and Islam require their believers to pray multiple times a day. Jews pray three times a day, once in the morning, once in the noontime and once in the evening. Though this practice is more of a personal choice than the strict guidelines of prayer set in the Muslim religion. In the Quran there are five pillars of the Muslim faith: The first is profession of faith which basically means a Muslims must constantly and openly profess their faith. The second is prayer, which happens five times a day. The third is giving alms to the needy. The fourth is fasting during the Muslim holy month of Ramadan. And the fifth is the pilgrimage to Mecca. The second pillar of faith is the  practice similar to the Jewish practice. Five times a day Muslims must pray facing the holy city of Mecca. This however is a very strict prayer, maybe a bit different from the Jewish tradition, but still the same basic concept. Judaism is the oldest of the three major monotheistic religions. The religion began in the time of Abraham which would have been about 1900 B.C, over 3,000 years ago. In many ways this has made the Jewish religion and it’s followers very strong in their beliefs. Islam, on the other hand, was not founded until 570 A.D., some 2,000 years after the beginning of Judaism. Many Jewish believers will use this difference as an argument. They are the older of the two religions, and so they were the first people in the Holy Land (Israel/Palestine) and so they should be entitled to it and no one else. However, Abraham had two sons, Issac the leader of the Hebrew people and Ishmael, the leader of the Arab people. Though not all Muslims are Arab, the majority of the Muslims in Israel are Arab. So Muslims will use this argument by saying that Ishmael was the first son of Abraham and God told Abraham that He would take care of his first born, so the Muslims have just as much right to the area as the Jews, no matter who was there first. Though there are many similarities between Islam and Judaism, the few differences however large or small seem to greatly outweigh the amazing likenesses for the thousands of followers of both beliefs. These differences as well as the continuing argument over the promised land of Israel/Palestine continue today to escalate the war in the sacred area and drive a wedge even further between the two groups. The truly frightening part of all this is that Holy Wars are extremely hard to resolve. When two groups are fighting over land that was promised to them by a divine entity that’s existence can’t even be proven, there aren’t a whole lot of options for peace. All the world can do is educate themselves and try to accept the different religions and continue to look for some sort of compromise.