Education †teacher Essay

Education Education, I’d have to say it’s the one thing that many students complain about everyday but inside secretly enjoy like the song â€Å"Call Me Maybe†. Even though I might not be fond of getting up at six everyday to go learn, I know many parents around the world would kill for their child to have the opportunities I have in the society I live in. I receive a world-class education, with many opportunities to further my learning at a college or university. It isn’t only the knowledge I get from these institutions that is amazing but the teachers and fellow students that are also outstanding. These instructors are very well educated and know how to teach every class with the right style of teaching, and I believe this is the most important part in the education process. Nelson Mandela once said, â€Å"Education is the most powerful weapon which you can use to change the world. † Here in the United States we are lucky enough to potentially be one of the biggest changes in the world. Compared to other countries where children are arguably set up for failure, here, in America, teachers are made to hold our hands and show us the road to success. From infancy most kids are taught the importance of education, but I don’t think people in America fully understand how fortunate they are to have the privilege of nice, well-funded schools. When I went to India with my father he would tell me how they would spend countless number of hours just copying notes off of the board because they would only have one copy of a textbook and that was for the teacher at his old school in India. Students in the United States are very lucky to be able to take home a textbook home everyday if needed. High schoolers complain about how their backpacks are too heavy because of the amount of books, and how it is a hassle. Students should actually be thankful for this because other kids around the world pray everyday that they would be able to own a textbook to take home with them. Many schools around the world, including my father’s old school, do not have attendance. Many students from Palatine High School would hear this and become very jealous, and they would never show up if they didn’t have to. I believe this is actually a great rule because this exemplifies how the United States puts you on a road to success. This rule forces students to get some type of education, and education is key in moving forward in life. It isn’t only how great the knowledge we are learning is, but also how great the teachers, and fellow students are. It is incredible how nice teachers are in the United States. Teachers at Palatine High School are always willing to stay after school, come before school, meet during lunch, or do whatever they possibly can do to help you learn the material. On Tuesday my Psychology teacher came in at 7 AM just to help me and one other student prepare for a test. For only two kids my teacher came in over an hour earlier than she had to. Now that’s amazing. This is not only a few teachers, but all teachers are like this and it amazes me everyday how much our Palatine High School staff actually cares about its students. Comparing this to some other countries where teachers can hit and abuse students, it’s essentially comparing black to white. Next is the type of classroom setting and they way teaching is done, and how this helps students learn. In all of my classes if a life lesson can be taught a teacher will never think twice before taking time out of the lesson plan to help us, all the students in the long run. An example of this would be in my English class where tangent conversations about the topic at hand turn out to take the whole class period. It is amazing how my teacher facilitates these conversations to not only pertain to the topic we are learning but also life lessons. Every day and every year at school I am exposed to multiple different teaching styles and I have noticed that certain types of classes are taught the best with certain teaching styles. Personally some classes are naturally harder for me while some are naturally easier. This maybe due to the curriculum we are learning, but this is also due to how the teacher teaches. There are generally four types of teaching styles. There is formal authority, demonstrator, facilitator, and delegator. First is the formal authority teaching style. â€Å"This style is generally teacher-centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content† (â€Å"Teaching Styles Categories†). I believe this type of teaching works best with science and math classes because in science and math classes we learn brand new material which we don’t have much past experience with so it is necessary for the teacher to translate the information or else we would never really get to what is important. For me in physics class the formal authority teaching style works great by having the teacher give us notes to take on what is the important information on each concept which is vital to know. Next is the demonstrator. â€Å"The demonstrator teaching style run teacher-centred classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes. Then as a coach/guide in helping students develop and apply these skills and knowledge† (â€Å"Teaching Styles Categories†). I believe this type of teaching would work best in a world language. In a world language it is important to know the fundamental origins of what you are learning, and how what you are learning actually works. In a world language by seeing multiple examples of something complicated, you are able to analyze it and understand every part to it, which in the end helps you become at an expert at it. An example of this would be from Spanish last year where I did not understand how to use the subjunctive form, but with help from my teacher and him showing every part to it I was able learn the concept of the subjunctive form and ace the quiz. After this is the facilitator model teaching style. â€Å"Teachers who use the facilitator model tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks† (â€Å"Teaching Styles Categories†). I think this works best in an English class. I say this because in English we have learned a lot of what we need to know from past English classes. So to reach the next level in English students need to be able to pick out key concepts by themselves and argue why that concept is important. I have seen a lot of this in my English class, and I have noticed that the class has grown with this skill because our teacher does a great job facilitating class conversations se we get to what we need to know with as little interruption from the discussion. Lastly there is the delegator teaching style. â€Å"Teachers who teach with a delegator teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks† (â€Å"Teaching Styles Categories†). I believe this teaching style lends itself to the social studies because you are able to understand a lot of the key terms after seeing them in real life examples. In my psychology class you can sit through class and still get by, but to fully understand the concepts a student must apply himself during experiments and videos to be able to see the key terms in real life examples. These teaching styles are never limited to just one in a classroom and can be combined to further a student’s education and to help a student learn and retain information better. Even though we have all these nice privileges and opportunities at schools in the United States, I believe this feeds a flaw. This flaw is the lack of wanting an education in students. I think since many students don’t actually know how lucky they are to have the opportunities they do here in the United States, their respect and importance for education in their lives is decreased. This is due to the fact that the American education system has formed society to believe that education for everyone is the norm, when in reality this is far from the truth. When education should be growing in importance to future generations it is only decreasing in importance. This is shown by comparing how much money the United States spends on education funding to student performance. The United States is the country that spends the fifth most per a student on average, spending about 12,550. 24 dollars per student (â€Å"Class size, teacher’s pay and spending: which countries spend the most and pay the least in education? †). However, the United States only places 17th in the developed world for education (â€Å"Best Education In The World†). Comparing the United States’ policy of education to other countries, maybe there are some changes to be made. A country the United States could use as a role model would be Finland, the number one ranked country for education (â€Å"Best Education In The World†). Finland’s excellence is due to a succession of reforms starting in the 1970s (â€Å"What We Can Learn from Finland’s Successful School Reform†). These reforms were based off of five strategies which were getting resources for those who need them most, high standards and supports for special needs, qualified teachers, evaluation of education, and balancing decentralization and centralization (â€Å"What We Can Learn from Finland’s Successful School Reform†). First off by getting resources to the people who need them will allow all the people in the United States to get an education, which will surely increase the Untied States’ average. Many people cannot get a higher education because they cannot afford it, but by giving them the resources to get a higher education the US will be able to higher their educational level. Unlike the United States in Finland Ninety-eight percent of the cost of education at all levels is covered by government rather than by private sources (â€Å"What We Can Learn from Finland’s Successful School Reform†). Next, by increasing the standards and supports for special needs will enable students to increase their knowledge and give them the chance to show it. Another thing the United States needs to do is get more qualified teachers. Even though this is not really a problem in district 211, I believe this a big factor holding back students from their full potential. I believe that this is a crucial step in the nation taking a step forward because unqualified teachers are unable to help a students learn the material needed to bring the Untied States to the next level of educational success. The next thing is the United States has to do is evaluate education, everything from the purpose to how it is tested. Many small changes such as taking away honors classes and â€Å"regular† classes will force students to work harder in a normal class. This also will not discourage any students who were trying to get into an honors class and did not make it. The common curriculum will allow everyone to get a higher learning and not only a few kids who did well on one test to put them in a higher class. This will also help create a friendly yet competitive environment for school. This success of this reform has already been shown, â€Å"At the beginning of the 1970s, Finland launched reforms to equalize educational opportunity by first eliminating the practice of separating students into very different tracks based on their test scores, and then by eliminating the examinations themselves† (â€Å"What We Can Learn from Finland’s Successful School Reform†). Another thing that will help take the next step in education is taking away many standardized tests such as the ISAT, PSAT, ACT, and etc. Instead of trying to focus on bringing students up to a low national level, by decentralizing and giving power to more highly trained local teachers would allow the US to bring the whole national average up. In Finland, â€Å"Over the past 40 years, Finland has shifted from a highly centralized system emphasizing external testing to a more localized system in which highly trained teachers design curriculum around the very lean national standards† (â€Å"What We Can Learn from Finland’s Successful School Reform†). This will allow teachers to teach the way they believe the students will learn better and this makes the job easier for both the teacher and the students. All of these tactics have worked for Finland as we see the change from 1970 once it broke free of the Soviet Union to where it has come now. Even though the change in the American education system will not be immediate, I believe it is possible to bring change and to higher the level of education in the United States. In the end I believe the American Education system is one of the greatest things the nation has to offer its people. Even though it has its flaws the United States’ education system is doing something right because the US is the country with the number one GDP. The American education system is something that is very unique, and something students in the United States should use to their full potential. Works Cited Hammond, Linda D. â€Å"What We Can Learn from Finland’s Successful School Reform. † Nea. org. NEA, Oct. -Nov. 2010. Web. 14 Jan. 2013. Rogers, Simon. â€Å"Class Size, Teacher’s Pay and Spending: Which Countries Spend the Most and Pay the Least in Education? † The Guardian. Guardian News and Media, 28 Apr. 2011. Web. 14 Jan. 2013. Stein, Jennifer. â€Å"Teaching Styles Categories. † Teaching Styles Categories. 13 Apr. 2001. Web. 14 Jan. 2013. Zhao, Emmeline. â€Å"Best Education In The World: Finland, South Korea Top Country Rankings, U. S. Rated Average. † The Huffington Post. TheHuffingtonPost. com, 27 Nov. 2012. Web. 14 Jan. 2013.

Within the Context of the Period 1895-1995?

Within the context of the period 1895-1995 to what extent were the anti-Semitic policies implemented by the right wing elites during the Vichy Regime from 1940-1944 a reflection of their popularity within France? To this day the period of French Occupation and the Vichy Regime remains one of the most contentious and sensitive in modern French history.After suffering a crushing military defeat to Germany in the summer of 1940 an armistice was signed and the country was divided: the northern half of France including the capital was occupied by the German forces and became the zone occupee and in the southern unoccupied zone, the zone libre, the ‘autonomous’ yet collaborationist government was set up in the town of Vichy headed by Marshal Philippe Petain. Petain’s government collaborated with the German forces in deportation of some 75,000 Jews who perished in Auschwitz . JJ) These 4 years in French history which have become known as the ‘Dark Years’ sti ll to this day weigh heavily on the French national conscience. Consequently in post-war France there was a widely shared desire to erase these years from French history. The French post-war leaders that had, for the most part, emerged from the Resistance attempted to erase Vichy from French history through not acknowledging the government as legitimate. De Gaulle refused announce ‘the restoration of the French Republic†¦ n the grounds that it had never ceased to exist. ’ De Gaulle had no need to encourage examination of this shameful period of French History and instead went about reinterpreting the Vichy years as the years of the Resistance. However this myth of the Resistance ignored many of the harsh and unfavourable realities of French life during the occupation. Robert Paxton’s Vichy France: Old Guard and New Order marked the first phase of study of Vichy and was written at a time when the Gaullist myth was being questioned and challenged.His historica l study somewhat dispelled the generally accepted and favourable view that Vichy’s collaboration was on the whole involuntary. In addition to this he set about instating Vichy into France’s wider historical context rather than allowing it to be viewed as an anomaly in France’s history. Another work contemporary to Paxton’s study was Marcel Ophuls’ The Sorrow and the Pity an unprecedentedly scathing depiction of the French people under Occupation. Both of these works challenged de Gaulle’s revised version of the French occupation and sought about to shed light on he true nature of the Vichy Regime and France under occupation. Paxton dispelled the view that Vichy collaboration was entirely involuntary and that the line between voluntary and involuntary collaboration ran between Laval and Petain. What this revealed is that the anti-Semitic views that the Vichy government pursued could not said to be fully enforced by the German occupiers. This gives rise to the debate to what extent were the policies followed by the Vichy regime actually their own or were they rather pursued out of necessity to maintain France’s sovereignty as Vichy sympathisers argued.Perhaps what was most abhorrent about the Paxton’s study to the French public was that he made the bold assertion that the nature of the Vichy regime and its policies could be assimilated into the wider French political culture which essentially is the suggestion that the anti-Semitism that proliferated under Vichy was not exclusively present in Vichy. Similarly Ophuls’ documentary suggests that the attitudes adopted by the French public presents a social culture where anti-Semitism was acceptable.However it must be acknowledged that whilst the abovementioned present a scathing unfavourable depiction of French social and political culture this by no means can be said to , as Julian Jackson writes: ‘The history of the Occupation should be written n ot in black and white, but in shades of grey. ’ (JJ) Jackson here comments the complexity of the period of Occupation and the Vichy regime itself whilst Vichy followed policies of anti-Semitism it set about protecting French Jews from the extremities of the German occupation.Whilst the public opinion can be described as attentiste indifference to the Jew’s fate didn’t mean the French public actively encouraged the persecution of the Jewish population. In considering the extent to which Vichy’s policies are a reflection of their popularity in France requires an appreciation of the inherently nuanced nature of the period. The debate between whether Vichy’s collaboration with Germany was voluntary or involuntary is important in forming a judgement on the motives behind the policies the regime implemented.It is noteworthy that both Laval and Petain believed that Germany had won the war and the British would soon surrender. This gave rise three distinct motives behind voluntary collaboration; politico-administrative, politico-diplomatic and the alleviation of the impact caused by the Armistice on daily life. Despite the fact that in theory the Vichy administration was in control of the Occupied Zone this control was very much subjected to German regulation.By actively collaborating with the Germans Vichy leaders hoped to maintain this balance of German intervention in the administration of the country fearing that not being forthcoming with collaboration would encourage further loss of Vichy autonomy. The politico- diplomatic motive was based on the assumption that the Germans had won the war and set about creating an environment for favourable peace treaty negotiations with the victorious axis powers.There had already been portentous signs of the division of France in the Occupied Zone; for example, ‘The two departments of the Nord and Pas-de-Calais were attached to the German military command in Brussels. ’ (JJ) Thi s was to prepare for the British invasion however once this was called off the refugees that had been removed from the area were not returned and instead their properties were being prepared to be handed over to German settlers.If this was to be the case then it was essential for there to be goodwill between Vichy and the Germans in order to ensure favourable terms in the, believed to be, imminent treaty. Much of these considerations harkened back to the German annexation of Alsace-Lorraine after French defeat in the Franco-Prussian war of 1870. The third consideration behind collaboration was to limit the effects of the armistice on the daily lives of French people by being cooperative in other terms of the armistice the French had hoped to limit some of the other strands of the agreement that had become increasingly burdensome.For example, the financial strains being placed on France by the German war effort had been increasingly problematic. These motives exonerate Vichy from the stigma associated with a policy of collaborationism as they present a concerted desire to preserve French interests. However, whilst these were overarching intentions behind collaboration by becoming actively involved in appeasing the Germans Vichy began down the slippery slope of complicity that would eventually lead to the extremes of collaboration.For example, Theodor Dannecker’s radicalisation of anti-Semitic policy in the Occupied Zone meant in order for Vichy to ‘preserve nominal sovereignty’ (JJ) Vichy had to follow suit and this essentially involved carrying out the anti-Semitic policy of the Germans. One can argue that Vichy’s complicity in the most extreme anti-Semitic policy was not motivated by its anti-Semitism but more the logic of their collaboration policy. Whilst Vichy made anti-Semitic policy one of its initial concerns what is clear is that, to some extent, it was necessitated by the German occupation.Viewing the Occupation from a conte mporary perspective can be problematic especially when it comes to assessing Vichy in terms of its anti-Semitic policy as the treatment of the Jews becomes the dominating factor of the Occupation. However, in order to gain a true appreciation of the Occupation one must contend with the fact that the anti-Semitic policy pursued by the Vichy elites was but a facet of the regime’s policy and its concerns. Nevertheless, this is not to say that Vichy did not have its own autonomous and indigenous anti-Semitic policies.The degree of enthusiasm in which Vichy administrators pursued anti-Semitic policy varies however within the Vichy government many anti-Semites were active who acted out of a very much French interpretation of the ‘Jewish Problem’. Xavier Vallat, a Catholic and former member of the extremist right wing group Action Francaise and head Commissariat-General for Jewish Questions from 1941-1942 ( CGQJ), remained during his trial before the High court of Justi ce in December 1947 unrepentantly anti-Semitic.In fact he used his anti-Semitism as a defence claiming that he cannot be accused of collaborating with the French ‘since his ant-Semitism was authentically French†¦ ’ (JJ) However contradictory this may seem as a defence it sheds light on an important reality: the crime anti-Semitism was seen as less of a crime than voluntary collaboration. This reality vindicates Vallat’s claim of his indigenous anti-Semitism; his willingness to concede his own anti-Semitism is an attempt to normalise it and thus is revealed an attitude that propagated in right-wing political culture.When one considers Vallat himself was a former member of right wing group Action Francaise that was borne out of the Dreyfus Affair (1894-1906), in which an innocent Jewish officer was accused of treason having been framed by the military that coalesced with other institutions of the right. We see that this attitude is one that has existed within the political culture of the right within France, one that predates Vichy and perhaps more significantly postdates Vichy. What’s more is that Vallat himself was removed by Laval in April 1942 for is all too evident dislike of the German occupiers.Vallat was both a passionate anti-Semite and an ardent nationalist what can be garnered from this is that whilst Vichy followed a policy of anti-Semitism this was not done in order to maintain the terms of collaboration with the occupiers rather we see that Vichy’s autonomous Jewish policy irrefutably has roots in French anti-Semitism. John Sweets argues that: ‘Vichy attention had been turned to the Jews from the first months of the regime’s existence’. Several examples of Vichy anti-Semitic legislation corroborate this view.The Jewish Statute issued in 1940 imposed by the Vichy administration were the beginning of a web of legislation that would deprive Jewish citizens of the right to hold public office, m ake them a lower class and eventually denaturalise them. It is noteworthy that this statute was not imposed by the Germans. What’s more is that an ordinance passed by the Germans in September 1940 defining the criterion of being Jewish was extended by Vichy to make more Jewish people susceptible to the anti-Semitic policies in work by both the German and the French.This lead to Dannecker ordering ‘the wider definition of Jewishness to be used in preference to the slightly more restrictive German one. ’ There are several examples of the Vichy administrators going beyond the demands of the occupiers in Jewish policy what this reveals is a truly independent desire to address the aforementioned French interpretation of the ‘Jewish problem’ . During the years of the occupation the Jews in France became caught between two, not entirely separate but distinct nonetheless, projects of anti-Semitism.The defining dichotomy of the occupation is ‘collaborat ion’ and ‘resistance’ this seemingly clear contrast however neglects the complexity of the period. One may assume that being a part of the Resistance entails being opposed to the existence and policy of the Vichy regime; however, this was not always the case. Among those in the Resistance were those who supported Petain and the anti-Semitic policies as well as the contrary.In debating whether Vichy attitudes reflected wider French attitudes the stance of the Resistance form a counterpoint; what we see in particular regarding anti-Semitism the lines between Vichy and the Resistance are quite obscure. There was ambivalence towards the plight of the Jews present in Resistance. One respondent to a questionnaire, drafted in October 1943, to evaluate the political attitudes of the Resistance desired all Jews to be ‘kept out of all governmental and public functions’; another ‘the relegation of all Jews, Freemasons†¦ nd former politicians. â€℠¢ However, one must not overstate the similarities between the Resistance and Vichy, they differed on fundamental lines; The Resistance did in fact come to actively oppose Vichy anti-Semitism. However, what is important is that even among the Resistance there was conceived to be a ‘Jewish problem’ whilst they opposed Vichy’s methods the roots of anti-Semitism are visible even amongst those who opposed it in Occupied France.This common ground between those considered collaborationists and members of the Resistance created a state in France where one could move into the Resistance without making any ‘fundamental ideological adjustments. ’ This is characterised by Francois Mitterand, who was to later become president of the 5TH republic, who joined the Resistance after being a prominent Petainist. What we witness is that the principals of the Vichy regime were present in that of its opposition. This reality presents the fact that the Vichy regime cannot be viewed as an anomalous French government.Whilst Vichy and the Resistance oppose each other fundamentally the similarities between these two distinct bodies reveal that in fact Vichy can be assimilated in terms of its ideals into a wider French political culture. However in order to make this assumption the nature of the Vichy regime itself must be assessed. The nature of Petain’s regime was authoritarian Julian Jackson comments that ‘Vichy functioned like a court†¦ At the centre of the court was Petain. ’ Petain was Head of state and had the power to appoint and sack ministers at will.Indeed the Vichy regime was as turbulent as the Third Republic with there being ministerial reshuffles frequently. Vichy did not view itself as a stop-gap French government the occupation of France and the armistice offered France a historic opportunity for political change. Paxton makes the assertion that: ‘the excitement aroused’ at the introduction of this N ational Revolution serves as evidence that Vichy was no mere caretaker regime but rather that there was general dissatisfaction at the state of the Republic pre second World War and as aforementioned politicians.The National Revolution ‘defined itself†¦ in opposition to liberal individualism which uprooted people from the ‘natural’ communities of family, workplace and religion. ’ Vichy also embarked on a programme of moral regeneration for France hoping to rid France of its undesirables (mainly Jews, Freemasons and Communists). Vichy also established a personality cult around Petain this involved portraits of the Marshal were commissioned to be placed in municipal buildings in the unoccupied zone. One can trace lineage from the style and nature of the Vichy regime from Daladier’s Republic that precedes Vichy.The authoritarian style of Daladier is reflected in Petain’s position as Vichy Premier not only that but Daladier’s rhetoric of family values, the role of religion and moral regeneration are remarkably similar to the stance taken by Petain, this continuity of the mantras of these two government go some way to disprove the post-war myth that Vichy was a reactionary clique. Elements of the Vichy style of government would even postdate the regime in the Fifth Republic under de Gaulle. He too believed, like Petain and the Vichy elites, that the former structure of the French Republic was ineffective. e Gaulle’s revision to the constitution empowered him and created a more stable but undoubtedly more authoritarian state. Paxton and Marrus make the assertion that: ‘The government of Petain did not invent the anti-Jewish programme†¦ Every element of this program was present in the years preceding the fall of the Third Republic. ’ The wave of anti-Semitism that surged with the arrival of the Vichy regime cannot simply attributed to the anti-Jewish sentiments that erupted in the 30’ s due to the social and economic issues of the great depression and in the late 30’s the fears of a 2nd world war.Anti-Jewish sentiments were an undercurrent in French political and social culture, a volatile force that at sometimes would be restrained by some ‘external pressure’ but other times could burst out after having amalgamated with economic or social hardship. For example, the dormancy of anti-Semitism can be attributed to the fact that many French Jews fought and died in the 2nd world war and the third tenet of the French national motto is fraternite. As Maurras described this sense of brotherhood led to a ‘semi-tolerance’ of the Jews at the time.However in the 30’s during a time of economic contraction, high unemployment and hardship who more vulnerable a target for blame than the foreigners and Jews? What became central to anti-Jewish sentiment during the 30s a growing obsession with the shortcomings of France. With the sense of in security of the 30’s Jews became a symbol and cause of this ‘terrible French inadequacy’ a phrase coined by a contemporary French novelist. This is what allowed anti-Semitic feeling to permeate the sensibilities of the ‘average’ Frenchman.Similarly the rhetoric of anti-Semitism had become so imbued in the French lexis that one even if speaking against anti-Semitism would speak in a way that would jar modern sensibilities. Anti-Semitism was imbued in France in a way permeated all facets of existence. It is noteworthy that Paxton’s seemingly harsh depiction of this historical track of French anti-Semitism is influenced by the time in which he produced his history. Writing in the 70’s he set about to dispel the Gaullist myth that had been largely accepted by the French public that allowed Vichy to detached from French social and political history/ culture.Paxton’s assertion however does not ignore some shocking realities take for ex ample that some 30 years after the Dreyfus affair a production of the play in Paris was broken up by right-wing toughs. Despite the fact that Vichy collaborators contributed to the genocide of European Jewish population whilst anti-Jewish sentiments were assuaged as Paxton argues they are an undercurrent ever –present in French society. Even among who formed the government in the wake of Vichy still possessed this anti-Semitism.Radical Pierre Mendes France PM of the 5th Republic between 1954-55 was forced to resign as his Jewish background made him unpopular with his contemporaries. Not only this but right-wing movements formed in the post-war period the right wing Poujadist movement that was opposed to industrialisation undermining France’s rural wholesome values- remarkably similar to Vichy ethics. However this attitude was not simply preserved among the cliques of right-wing it is noteworthy that Jean Marie Le Pen of the right-wing National Front Party forced a seco nd round of voting in the Presidential election of 2002 having obtained 16. 6% of voting in the first round. Not only do we see a revival of anti-Semitic right wing cliques but as late as 2002 we see genuine support for these movements in France. The simple assertion can be made that if France had not been somewhat accustomed to a political and social culture of anti-Semitism the policies enacted by the Vichy regime surely would have been abhorrent to the French public and caused general outrage. However in assessing the response of the French public the different stances of the French is an important consideration as well as the main concerns facing the population at the time.The prevailing attitudes towards the Jewish people at the start of the period were that of attentisme, indifference and hostility. The French public, on a personal level, had more serious concerns to contend with life in Occupied France was made much more difficult by the fact and many French people sought to look after their own interests therefore the plight of the Jewish people became an occurrence that was largely ignored between 1940-1942. However Julian Jackson makes the distinction that: ‘Indifference to the fate of the Jews was not the same as non- involvement in it. This was the case as ‘The application of the both Statutes drew people into complicity with anti-Semitism’. Whilst the politicians drafted the measures that would put Jewish quotas in their professions and exclude Jewish teachers the people who ran these professional organisations were made complicit in the anti-Semitism by exacting these measures. Indeed the smoothness in the way in which the Statutes were implemented gives evidence to the disregard of the French people to the unethical nature of the policy.However it is difficult to determine whether the indifference to the plight of the Jews was indeed ‘enough to characterise the attitude of the French population as one of active anti-Semi tism’ or whether the attitudes of the French public towards the Jewish population were a result of the need to protect one’s own interests during the Occupation or perhaps is it too scathing to the French public to describe them as ‘active’ in the anti-Semitism? In some cases, the French public acted to reinforce the opinion that they were active in anti-Semitism.In the South of France the exodus of Jews escaping the seemingly more threatening German Occupied Zone encouraged feelings of resentment and, for example, in Nice anti-Semitic incidents frequented. In there was a contrast between Jewish perception of attitudes towards them between the two zones; A Jewish observer commented at this time about the free zone: ‘here we can still move around freely and don’t fear arrest at any moment. But as for the attitude of the French one feels more at home in the Occupied Zone. This serves as evidence that in the unoccupied zone of France there were s entiments of active anti-Semitism present in that the Jewish population were subject of resentment and hostility. However, the reaction towards the Jewish population somewhat changed when the policy transitioned into deportation of the Jews. Sweets charts public reaction to the plight of the Jews as: ‘At first indifferent, insensitive†¦ and then hostile to government policy as life became increasingly precarious for the Jews with each new action against them. Whilst there was an eventual turning point in public opinion regarding the fate of the Jews it seems that the French public were willing to witness the destabilisation of the Jews within France that saw them humiliated and sectioned aside from the rest of French society but drew the line where manifestations of this destabilisation became physical i. e. having to witness babies being torn apart from mothers who are being arrested for deportation to an internment camp.Whilst a formal and somewhat discreet destabilisat ion of Jewish presence in France had been tolerable the visible sight of this seemed to be unpalatable to the French public. What becomes evident in the enacting of Vichy’s anti-Semitic policy is that it was extremely reliant on public approval. The ease of which Vichy was able to establish anti-Jewish legislation was reliant on the complicity of the French people who did not have the interests of the Jewish people at the forefront during the German occupation.However, we see that one this consensus had been broken in 1942 come to the implementation of the Final Solution Vichy policy loses effectiveness as it is undermined by civil society. We witness that the French population despite being complicit largely did in fact have a great deal of influence over the policy of Vichy. Vichy France and the German occupation has and will continue to be a contentious issue in French history.Whilst it is irrefutable that German influence in the occupation had an influence in bringing abo ut the anti-Semitic policy that proliferated under Vichy it is clear that Vichy had its own indigenous roots of anti-Semitism that almost provided this government with a historical inclination to act in the way it did. The complexity of the period disallows any sweeping judgement of the period however, an acknowledgement of the influence of German factors and an understanding of France’s own historical potential for the anti-Semitic policies allow for a nuanced appreciation of the period.Bibliography Jackson, Julian. ‘France the Dark Years 1940-1944’. Oxford: Oxford University Press, 2003. Paxton, Robert. ‘Vichy France Old Guard ad New Order’. New York: Columbia University Press, 2001. Sweets, John. ‘Choices in Vichy France’. New York: Oxford University Press, 1994. Marrus, Michael and Paxton, Robert. ‘Vichy France and the Jews’. Stanford, California: Stanford University Press, 1981. Vinen, Richard. ‘The Unfree French: Life under the Occupation’ London: Penguin Books, 2007. http://www. wikepedia. com

Diversity: Culture and Physical Qualities Essay

1. What is diversity? Why is diversity valued? Diversity is the condition of being different. For example: culture, race, education, religion, experiences, gender, physical qualities, sexual orientation, etc. Diversity is valued because it enriches us with its multiplicity of opinion and ecperience. Nobody is completely the same, our differences and diversities can lead to growth in our society in a positive or negative way. -google.com 2. What is ethnocentrism? In what ways can ethnocentrism be detrimental to a society? Ethnocentrism is the belief in the superiority of one’s own ethnic group, the tendency to look at the world primarily from the perspective of one’s own culture. Ethnocentrism puts down a certain group or culture, it leads us to make false assumptions about cultural differences and it often distorts communication between human beings. -google.com 3. Define emigration and immigration. Emigration- an act or instance of migrating. A body of emigrants; emigrants collectively. Immigration- A group or number of immigrants. -phone app dictionary 4. What are some of the ways groups of people are identified? Some ways thats groups of people can be identified are by ethic, cultural, religion, sexual orientation, race, gender, morals, physical qualities, work ethics, education, experiences. -class discussions 5. Why do people label and group other people? People label and group other people in order to give then a distinct identity in the society. The reason could also be because people who have little confience so they try to put other people in a lower class then themselves. -www.weegy.com 6. Define culture. Is culture limited to racial and ethnic backgrounds? Explain. Culture- The quality in a person or society that arises from a concern for what is reguarded as excellence in arts, letters, manners, etc. Also the behaviors and beliefs of characteristics of a particular social, ethic, or age group. No. It is a multi-layered property of our societies. Culture is not limited to racial and ethic backgrounds as many people from other cultures are also influenced by the many groups of people that make up the country. -dictionary phone app -www.weegy.com

BUS IP1 Unit 5 Essay Example | Topics and Well Written Essays - 750 words

BUS IP1 Unit 5 - Essay Example This amount translates into US$ 13000. If on the other hand I choose to take the money to the US banks, then I will earn interest of (2/100*12500). This gives an interest of US$ 2500 for that particular year. The total amount that I would have will then be US$ 15000. The above calculations are based on the fact that Irish banks give 4% interest rate per a one year CD while the US banks give a 2% interest per a one year CD. If I choose to keep my winning and cash it into US dollars one year from today, the period during which the exchange rate changes from US$1 for â‚ ¬.80 Euro, to US$1 to â‚ ¬.85, then my overall winning will increase greatly. During that year the amount will have increased by 40 000 Euro and will be 1040000 Euro. This will then be translated into US$12235.294. Given this calculations, I would rather take my winning to USA than leave then in Ireland. Covered interest arbitrage refers to a trading strategy in which an investor takes advantage of the deference in interest rates between two countries. They use forward contract to shield themselves from risks that may arise as a result of exchange rate difference. An investor can choose to use forward premium to take advantage of forward premium in order to earn profit that is free from risk because of the discrepancies in the interest rates of the two countries involved (Madura, 2007). This condition is possible because the parity in interest rates is not always constant. Three economists Robert, Dunn and John have noted that in some cases financial markets gives data that proves not to be consistent with the parity in interest rates (Dunn et al., 2004). They further observed that instances where significant arbitrage profit of the covered interest appeared feasible was, in most cases as a result of assets having deferent risk perceptions, double taxation risks as well as cumbersome controls on foreign exchange. Purchasing power parity refers to the component of economic theories that determ ines the values of deferent currencies relative to each other (Frenkel et al., 1981). This is based on the assumption that one would require the same amount in one currency to buy another currency and proceed to buy a given amount of goods as to buying directly in the original currency. Under this assumption, the number of US dollars required to directly by a given quantity of goods would be the same if the dollars were first converted to Euros before buying the quantity of goods in question. The purchasing power parity concept enables investors to determine the exchange rate required to result into equivalence of the purchasing power between two currencies. In case of inflation in a country, the currency of that country depreciated in value. This means that the currency the currency has a lower value relative to other currency. As a result more of that currency can be converted into smaller number of other currencies. The purchasing power of that currency reduces with increasing in flation. In the year in which my lottery was invested the value of Euro reduced. This is an indication of inflation in Ireland. As I have noted, If I chose to keep my winning and cash it into US dollars one year from today, the period during which the exchange rate changes from US$1 for â‚ ¬.80 Euro, to US$1 to â‚ ¬.85, then my overall winning will reduce greatly. During that year the amount will have increased by 40 000 Euro and will be 1040000 Euro. This will then be translated into US$12235.294 as opposed to US$ 1300 when the

Dream house Assignment Example | Topics and Well Written Essays - 1250 words

Dream house - Assignment Example A dream house has to be designed to meet the preferred color schemes, locations as well as other special features (Ransom, 8). People should understand that it is possible to buy a house that does not have all preferences, but they can later make improvements on the house to meet the specifications intended. In this case, house improvements should not just be directed towards fixing a certain problem, the owner has to know that pampering a house is a daily activity (Smith, 7), there will always be preference for certain features in the course of staying in that house. The most important thing is to ensure that the value of that particular house remains intact. It is important to note that improvements in the dream house can be expensive in some cases, this means that the person who intends to have it must do it gradually, he needs to begin with areas that are most unpleasant to those areas which are sometimes unnoticeable. A dream house should always be designed to withstand various environmental factors; it should not expose the occupants to environmental risks. However, it is important to note that some environmental hazards are unpredictable and unavoidable, for this reason, people should always understand and derive better ways to handle them when they come. Nonetheless a dream house should be stable and conducive for its inhabitants in all seasons, whether it is in hot summers or cold winters Eileen is considered one of the most important and competent designers and architect of the 20th century, at the same time; she is among the women who are termed as most influential in this field. She has risen to become very much renowned and inspired many other people including modern approaches in design and architecture as well as decors for various types of property (Eileen. 4). Eileen started up her career amidst hard circumstances that would have made anyone rubbish her off. However, she persisted with her

Prescriptive & Emergent Strategies Essay Example | Topics and Well Written Essays - 2250 words

Prescriptive & Emergent Strategies - Essay Example Companies in the current corporate world need to develop strategies which comprise series of decisions and plans developed focusing on achieving the company goals and objectives. All forms of organizations require strategic plan to ensure that they achieve the set objectives whether they are small or large. Strategic management is a core aspect of an organization and comprises of various approaches adopted in various companies. Therefore to evaluate a strategic plan of a given company, it is important to acknowledge and explore other available alternatives. It is notable that prescriptive and emergent strategic planning strategies are popular and mostly used in various companies. These two strategies go head to head in much argument and it is important for companies to evaluate their relevance and effectiveness given economic climate that the specific company is operating (Analoui 2003). In the context of the current economic climate the one that will ensure that the organization attain its long-term and short-term objectives shall emerge to being on top. The current economic climate It is notable that the current economic climate in most countries in the world is very much turbulent. This has become a key determinant in regard to strategic planning of most organizations and companies. According to Charles Hill (2009) he asserts that in UK and USA and many other countries it is notable that they are out of economic crisis and recession, there is much fear that the economic situation may return to recession (Hill 2009). The most affected companies are the retail companies which have opened stores in many countries.

Accounting Scholarship Essay Example | Topics and Well Written Essays - 500 words - 6

Accounting Scholarship - Essay Example Next, to this, it is further stated that my aims and objectives are crystal clear. My personal interests, understanding, and abilities in the field of Accounting drive me towards the achievement of professionalism in this field. I also feel that the field of Accounting offers prestigious career options for students like Finance Specialists, Accounting Associates, Financial Accountant, Budget and Management Analysts, Accounting Assistants and Accountants. So, I greatly wish to have some association with any of such jobs as my future career to achieve best possible excellence. Furthermore, I also want to mention that it is my utmost desire to serve in any of a big firm of Accounting in the US like Deloitte, PwC, Ernst & Young, KPMG etc after completion of my higher studies. The progress and success of these companies really inspired me a lot and motivated to perform even better in life.Next to academics, I also wish to mention here my community involvement. I worked at community level voluntarily several times. I have the great impression as far as my teachers are concerned as I have always participated in class activities, presentations and discussions. I have also created good impression amongst my peers and teachers. So, right now I judge myself as a successful student who is enthusiastic in chasing his goals- a person who wants to consume his tendencies in the accomplishment of his goals. Please give me a chance for this scholarship. I am sure that you will find me a very successful and distinct person.

Europa Europa Essay Example | Topics and Well Written Essays - 1250 words

Europa Europa - Essay Example Book Summary A young Jewish lad, Solomon Perel lives with his family in a remote part of Poland. A few years after his circumcision, he is forced to move with his family to Lodz, Poland after an attack takes the life of his sister. Solomon has two brothers; Isaak and David. Later, we learn of the tension that exists in these places when Germans attack Poland which leads to instability in the area. In the ensuing fracas, Solomon’s parents send him and his brother away so that they will be safe in a different location. We see how Soviet soldiers rescue Solomon and later sending him to an orphanage in Grondo. This way, Solomon and Isaac are separated. Solomon is then recruited into the Soviet Communist Union of Youth (Perel, 2008). Relations between German and Poland continue to deteriorate. For the second time, Germans attack Poland, this time attacking the orphanage. Orphans here flee which separates Solomon from his peers at the time. Germans rescue the young lad. Solomon is v ery fluent in German that he is able to convince the German soldiers that he is of German descent and not Polish. He comes up with a new identity by claiming that he is Josef Peters. A gay German soldier, Robert later discovers that Solomon is indeed a Jew since he was circumcised and not German as earlier claimed. Robert does not reveal this, hence, vows to keep it a secret. Robert becomes the young Solomon’s protector, but, this changes during a combat between Germans and Soviets. During this combat, Robert together with other German soldiers is killed, and this leaves Solomon all by himself. Solomon decides to surrender himself to the Soviets. As he strides across the battlefield, Germans grab this opportunity and they ambush the Soviets forcing them to surrender. Even though Solomon did not intend this, he is now regarded as a hero and this culminates in him being sent to a Hitler Youth school (Rigg, 2008). Various events transpire along the way to the school, the most no table being a sexual encounter between Solomon and a woman he was travelling with. Upon arrival at the school, Solomon is regarded a hero and a true and patriotic German. Solomon gets assigned to a room with a new found friend, Gerd. Solomon falls in love with a German girl, Leni, but, they do not interact sexually since he fears that his identity will be revealed. At school, students are expected to be examined by a doctor once a year. Solomon realizes that this is going to reveal his identity since the doctor’s examination entailed being naked. He, therefore, evades the procedure by faking a toothache. Later, we see Solomon slapping Leni after she insults Jews in a small argument. The two do not see each other for long. Solomon goes to visit Lemi’s mother after some months. He learns from her that Lemi was heavy with child, and that it is Gerd who had impregnated her. Solomon is really heartbroken, and this forces him to confess to Lemi’s mother that he is Jew ish. She sympathizes with him and promises to keep this a secret. At his school, police summon him to present his racial purity papers. Solomon tries to explain that he had left them at Grondo, but they hear none of it. They demand that he brings his Racial Purity Certificate. Solomon feels doomed since without these papers, his identity will easily be revealed. As he leaves the building, Gerd is killed through a nearby bombing. As the movie reaches its homestretch, Hitler Youth soldiers are

Children's Pastimes Today and Yesterday Outline Example | Topics and Well Written Essays - 500 words

Children's Pastimes Today and Yesterday - Outline Example The present paper has identified that in the olden times, the outdoor activities of children were far greater than they are today. Schools and educational institutions promoted scouting and recruited young scouts. This kept them busy with activities like camping and learning first aid techniques. Apart from these extracurricular accomplishments, the children also entertained themselves by playing outdoor games. These included football, hopscotch, and basketball. Board games and cards were other hobbies of these children who spent their time playing these games with their siblings and friends. Furthermore, life was not as fast-paced previously as it is today. Quality family time was a compulsion and children went to spend holidays with their family. Weekends at the beach or at the park were another favorite pastime. With the changing times and new innovations, the hobbies of children have altered. The internet and the computers have taken over the minds of the younger generation. Chil dren now prefer to play games on the computer or indulge in online gaming. Their other favorite pastime is watching television. Children nowadays spend up to 6 to 8 hours every day watching their favorite television programs. Indulgence in outdoor games has reduced and an inactive lifestyle has been adopted.

Trip to the Museum of Brands Essay Example | Topics and Well Written Essays - 500 words

Trip to the Museum of Brands - Essay Example I will concisely examine the past and current campaigns of Coca-Cola in order to reinforce its connection with its brand communication strategy. Given the massive popularity and influence of Coca-Cola, it can be claimed that the brand ultimately stands for fun, freedom and refreshment. Its focus on imparting the benefits of strong familial bond, as well as the advantages of having genuine social relationships have elevated the value of the brand from mere functional to emotional. Drinking Coke does not only mean consuming a beverage, but also adhering to what the brand stands for. Firstly, Coke’s trademark cursive script logo was in 1886 by Frank M. Robinson. As later on claimed by Robinson, the use of two Cs in the logo will help the product stand out from its competition. Since the same logo has remained for the past 120 years, it is estimated to cost $67 billion. Introduction Visiting the Museum of Brands has truly helped me understand the role of branding in not only furthering business growth, but also in influencing people’s lives. For this paper, I would like to critically analyze Coca-Cola as a brand. In this regard, I shall first provide a brief background on what I deem the overall branding strategy of Coca-Cola is, To provide a short outline of this report, I wish to start with a brief review of what branding is and how it relates to owning a specific image in the consumer’s minds. Then, I shall discuss the brands that struck my interest during the trip to the Museum of Brands. After this, I will conclude this report by sharing my insights on my experience. Branding, as Stine (2010) highlighted in his paper entitled â€Å"The Nine Principles of Branding†, is essentially about communicating the unique differentiation of one product in relation to its competitors. Through the proper combination of striking statements and creative visuals, branding is able to elevate the relevance of the highlighted product in the daily lives of the consumers.

Adoloscence and substance abuse Essay Example for Free

Adoloscence and substance abuse Essay Adolescence is a critical period in human development. It is the period during which individuals undergo biological, psychological and social transformations, as they become adults. These transformations occur simultaneously and without conscious awareness by youth going through these changes. Any transformation an adolescent goes through may have an impact on the introduction and progression of teenage substance use. Substance abuse is drug abuse. Most substance abusers globally are the adolescents. This is because their developmental stage is vulnerable to anything. The brain development of an adolescent is not fully developed. A teenager may physically resemble an adult but still lack the brain maturation to think like one. To expect adolescents to make adult like decisions in regard to substance use is an unlikely expectation for most teenagers. Adolescence is defined as those behavioral changes that take place between childhood and maturity or adulthood. It is the changing period from childhood to adulthood. Adolescence is viewed as a time where biological, psychological and social transitions take place. It is the most critical stage of human development. During adolescence, different behavior patterns become more frequent (Cobb, 2006). These behavioral trends include risk- taking behaviors, conflicts between the adolescence peers and parents and greater social development. Every individual adapts to their behavior depending on how they were brought up, their social interactions and adult influences. The physical development of adolescence is known as puberty. It is the stage a person is able to reproduce (Cobb, 2006). Adolescence Physical development is all about the body changes. It involves genital growth, changes in body odor. Voice changes, growth of pubic hair, breast development and menstruation in female. The psychosocial development of adolescence is complicated. It involves hormones, love interests and intellectual pursuits. All this complicates adolescence development. In this development, stress, depression, lack of sleep, and anxiety are common among teenagers (Johnston et al, 2006). It is during this psychosocial development that adolescent teenagers are at risk of bad behavior. This development mostly involves intellectual pursuits and social interactions. Adolescents’ brains are usually not fully developed. This plays a major role in immature emotional and cognitive development. It is during adolescence that teenagers adapt easily to different behaviors. How bad and well the behavior is depended on how an individual was brought up and the social interactions. Many risky behaviors such as substance abuse start at the adolescent stage of human development. Adolescence is also a time when young individuals take risks that can have a long time effects on their health and well being. Substance abuse is the misuse of drugs. Most adolescents are prone to drugs and substance abuse. This is because the adolescent brains are not fully developed, and this plays a role in the decisions they make. Immature brain sections may place teenagers at prominent risk to the effects of drugs. Misuse of drugs or substance abuse is mostly associated with the adolescents. Globally, it is estimated through research that five billion people who abuse or use substances are the adolescent (Johnston et al, 2006). Adolescence is a period of significant personal development. It is in this adolescent stage that teenagers are let to make their own decisions. They choose their friends and how they want to live their life. It is during this stage that they can adapt easily to certain behaviors due to influences. It is said that adolescence is the time of testing and novelty seeking. Curiosity on drugs is one way that makes young people abuse substances. Millions of young people try an illicit drug at least once during their adolescent years. The most common substance abuse among adolescents is alcohol and tobacco. Most of the teenagers will have tried either of the two or both. It is estimated that twelve years is the average age of children to take their first alcoholic drink. Nearly 20 percent of twelve to twenty year old is considered to be binge drinkers (Cobb, 2006). Tobacco smoking is also prone to adolescents. Most smokers globally start at their teenage years hence become addicted. It is said that teens are more vulnerable to addiction and receptive to nicotine than are those who start to smoke as adults. Causes of adolescence substance use vary. Peer selection processes, peer influences and cognitive biases play a major role in adolescents substance use. Parental influences also play a role in adolescence substance use. How the adolescent is raised and how the parents behave with them is important to their development. The parent teenage relationship plays major roles in adolescent substance use. Substance abuse has its effects to an individual. Adolescents who use substances frequently are at risk for healthy problems. Alcohol, tobacco and other drugs have certain effects that can cause mental and heath problems. Substance abuse adolescents are at a high risk for various issues that may disrupt with their development. The physical, psychological and social effects of adolescent substance or drug abuse can have lasting consequences for the individual. This may interfere with a successful transition from adolescence to adulthood. On-going adolescent substance abuse can make an individual be at a greater risk for addiction in adulthood (Cobb, 2006). The physical consequences of adolescent substance abuse affect an individual physical development. Physical injuries and illnesses occur as a result of drug related accidents and overdoses. The psychological consequences of adolescent substance abuse affect an individual psychological development. Psychological development is all about the brain. The Misuse and overdose of substances leads to mental health problems. Alcohol is one substance that affects an individual psychological development (Cobb, 2006). Tobacco misuse can lead to illnesses such as lung cancer. Other problems may also arise due to tobacco smoking. These illnesses caused by substance abuse can also lead to death. Prolonged substance abuse can cause depression an anxiety, which can disrupt an adolescent ability to function and develop in a productive manner. There are also social consequences due to adolescent substance abuse. Adolescents who frequently abuse substances are more likely to have issues with their social development. Most of them tend to isolate themselves from family and friends. They are also more likely to have troubles with the law and law enforcers. Due to this, the adolescent substance abuser can bring problems within the family. Adolescence is a critical stage. Parents, teachers and any other adult should be role models for healthy behaviors. This is because adolescents adapt certain behavior from their peers and adults. Substance abuse affects adolescents mostly, and this can be avoided if the child to adolescent development is proper. Substance abuse causes major risks to adolescence development. Due to this, it is important for adolescents to be taught good behavior and be corrected when they wrong. Parents, teachers or other adults are people who should play major roles in teenagers’ life. They are a great influence in adolescents hence should be well role models. References Cobb, N. (2006). Adolescence. New York: McGraw-Hill. Johnston, L. D. , O’Malley, P. M. , Bachman, J. G. (2006). Monitoring the Future National Survey Results on Drug Use. New York: National Institute on Drug Abuse.

Starbucks and Types of Ownerships Essay Example for Free

Starbucks and Types of Ownerships Essay Most companies have different types of ownerships; from being a sole proprietor to having a partnership. Starbucks has a legal entity, distinct from any individual persons, with the power to own property and conduct business, also known as a Corporation. From becoming a Corporation, Starbucks has setbacks, but they also have benefits. Starbucks plays a big role in the growth of the United States and many other countries. The transportation options were made possible by railways, commercial airplanes, and mass-produced cars and trucks. They had the ability to pull money by selling shares of stock to outside investors; for example, when they licensed themselves out to Target or Barns and Noble. However, investors can easily and quickly convert their stock into cash by selling it on the open market. Having an ownership like a Corporation can also make your corporate stocks look like an attractive investment, which can increase the number of people and institutions willing to buy or invest their time? Corporations can use shares of their own stock to acquire other companies or find willing buyers for a corporate stock. Starbucks being a corporation has unlimited liability, but the various shareholders who own the corporation face limited liabilities? For example, as much as they put in or invest into that specific company, is as much as they potentially have of losing. Alex Whitt, an Assistant Manager at a Starbucks located in Manteca said, â€Å"I enjoy the fact that the company I work for is a Corporation because no matter what store I choose to work at or get transferred to, won’t have a transition I’d really need to get used to. Meaning, because Starbucks is a Corporation, each individual store is ran the same in some way shape or form; from creating the same experience for each customer to knowing how to make each drink the same because each Starbucks carries the same type of products to produce the same taste in ever cup. It’s always a question that comes up. What was the company like when it first started? Well, a lot can be learned about finding out the history of your favorite store. For Starbucks, 3 men got together for the love of coffee and opened up the first Starbucks store in 1971. English teacher Jerry Baldwin, history teacher Zev Siegel, and writer Gordon Bowker opened the store† (The McGraw-Hill Companies) â€Å"in the touristy Pikes Place Market in Seattle† (The McGraw-Hill Companies). They all were interested in fine coffee and exotic tea, which was what Starbucks established for. They came up with the Starbucks name â€Å"in honor of Starbuck, the coffee-loving first mate in Herman Melville’s Moby Dick† (The McGraw-Hill Companies). Including that it gave off a romantic feel of the store’s name as well. The logo, which is a two-tailed mermaid with the store’s name circling it, was designed by an artist friend. Starbucks was inspired by Alfred Peet who opened a small store known as Peet’s Coffee and Tea. In the 1980s, Siegel got burnout and eventually left the company to pursue other interests. Baldwin took over day-by-day management for the company and was acting chief executive officer. And Bowker stayed involved with the company but was more involved with his advertising and design firm. In 1982, â€Å"Howard Schultz took on his new responsibilities at Starbucks† (The McGraw-Hill Companies). Prior to this, there were many meetings and interviews within a year with Baldwin and Bowker before they finally made a decision. The stone continued to grow and got ideas from pretty much anywhere which has led up to the Starbucks that we know today. Entrepreneurship the spirit of innovation, the initiative, and the willingness to take the risk involved in creating and operating a business. Courtland L. Bovee, 2011)This is exactly what Howard Schultz had in mind; he once said â€Å"I believe life is a series of near misses. A lot of what we ascribe to luck is not luck at all. It’s seizing the day and accepting responsibility for your future. It’s seeing what other people don’t and pursuing that vision. † (Ogden)His vision of creating a coffee house where people not only have a cup of coffee, a place where people interact a third home away from home as the own Schultz puts it. Imagination, passion, a clear vision are some of Schultz ingredients for success. From a poor boy living on the poorest neighborhoods in New York to the owner of a multibillion company Schultz trained for success. (Ogden)He used the same principles as to when he was an athlete he never gave up instead he tackled the situation with an attitude of endurance and stayed focused to overcome any situation. Schultz had a vision of creating an Italian Cafe experience here in the United States. His vision led him to launch his own Italian cafe. This was the beginning of something big. He built a brand, by focusing on the total experience of the Starbucks customer. Schultz has made people his priority; by meeting employee’s expectations in return he has built a loyal more dedicated workforce, resulting in higher levels of customer service. â€Å"Our mission statement about treating people with respect and dignity is not just words but a creed we live by every day,† says Schultz (Ogden) Another key element to his success was his ability of recognizing his strengths and weaknesses. He knew he wasn’t going to do it all by himself instead he recruit others that share the same vision and values and that brought different strengths to the mix. Till this day is something he fosters and attributes to his success. Without these key elements Starbucks would not be the company that it is now. His entrepreneurial vision and innovative thinking has placed him among the top business entrepreneurs. ?

RP-HPLC-UV Method for Simultaneous Estimation of Ceftriaxone

RP-HPLC-UV Method for Simultaneous Estimation of Ceftriaxone A Validated RP-HPLC-UV method for Simultaneous estimation of Ceftriaxone and Sulbactum in Rat Plasma ABSTRACT: A reverse phase-liquid chromatographic method with UV detection is developed for simultaneous estimation of ceftriaxone sodium and sulbactam sodium in rat plasma. Drugs were extracted from blank plasma by simple protein precipitation technique. Chromatographic separation of these two drugs was done on Phenomenex C18 column (250mm X 4.6mm, i.d, 5ÃŽ ¼m) by using mobile phase consisting of 10mM potassium dihydrogen orthophosphate buffer (pH- 5) and acetonitrile (90:10 % v/v). The developed RP-HPLC method had the acceptable symmetrical peaks good resolution and drugs were eluted with good retention time. The developed bio-analytical method was Linear, precise, and accurate with the concentration range of 20-150 ÃŽ ¼g mL-1 for ceftriaxone and 10-75 ÃŽ ¼g mL-1 for sulbactam. From the developed method we can moniter ceftriaxone and sulbactam sodium concentrations in rat plasma. Keywords: Ceftriaxone sodium, Sulbactam sodium, Liquid chromatography, Rat plasma INTRODUCTION Ceftriaxone[1] (CFX) is a third generation cephalosporin. Chemically it is (6R,7R)-7-{2-(2-amino-4-thiazolyl)-(Z)-2- [methoxyiminuteo-acetamido]-3{[(2,5-dihydro-6-hydroxy-2-methyl-5-oxo-as-triazin-3-yl)thio]methyl}-8-oxo-5-thia-l-azobicyclo [4,2,0] oct-2-ene-2-carboxylic acid. Sulbactam (SBM) chemically (2S,5R)-3,3-Dimethyl-7-oxo-4-thia-1- azabicyclo[3.2.0] heptane -2-carboxylic acid 4,4-dioxide is used as a beta-lactamase inhibitor. Structural formulae of CFX and SBM are given in Fig.1. These drugs are frequently associated in pharmaceutical formulations against meningitis, typhoid, gonorrhoea and urinary tract infections [2]. Sulbactomax is a commercially available pharmaceutical product containing SBM and CFX. The product is available as a dry powder for injection. The product is supplied in different strengths (250 mg+125 mg, 500mg+250 mg, 1gm+0.5gm, 2gm+1gm) of CFX and SBM respectively. Fig.1.Chemical structure of CFX and SBM Sulbactomax is a synergistic antimicrobial mixture with clear in vitro antibacterial activity against a wide spectrum of organisms. SBM not only increases the antibacterial activity of CFX but also shows a moderate antibacterial activity by forming a protein complex with beta-lactamas by irreversibly blockin their destructive hydrolytic activity. Thus, SBM increases the spectrum of activity of CFX. This SBM also binds with some penicillin binding proteins, sensitive strains are often considered more susceptible to the Sulbactomax than CFX alone. In bacterial strains that produce either low amounts of beta lactamase, or none at all, a synergistic effect is witnessed when SBM is associated with CFX that has a complementary affinity for the target sites. Sulbactomax has good active against all the microorganisms which are sensitive/resistant to CFX. Further, it also demonstrates synergistic activity (decrease in minimum inhibitory concentrations for the combination versus those of each component) in a variety of organisms. So it has improved efficacy as compared to CFX alone, lesser side effects, wider spectrum coverage and better results of bacterial MIC (minimum inhibitory concentration) makes this product unique in the world. A literature survey revealed a spectrophotometric [3], spectrofluorimetric in human plasma [4], HPLC for the estimation of marketed formulations [5,6], in human plasma [7] and for the determination of pharmacokinetics in dogs [8], capillary electrophoresis [9] and GC-MS [10] methods for the estimation of CFX and SBM individually and in combined forms. However, from the literature survey there was no method development reported for the simultaneous estimation of CFX and SBM by HPLC in rat plasma. The present communication describes an isocratic liquid chromatography (LC) method for simultaneous determination of CFX sodium and SBM, which can be used for the quality control of the formulation developed and other biological applications. Experimental Chemicals and Reagents All chemicals and reagents used were of analytical grade only. Milli-Q-water was used throughout the process and acetonitrile of HPLC grade were procured from Merck Chemical Laboratories, Bangalore, India. Commercial formulation, CetriaxS injection containing ceftriaxone sodium 1gm and sulbactam sodium 0.5 gm were obtained from the local market. Blank rat plasma was obtained from JSS Medical College and Hospital, Mysore, India. Instrumentation and Analytical Conditions A HPLC with the UV detector was used for this research work. Here the separation was done using Phenomenex C-18 column. The mobile phase was a mixture of phosphate Buffer (pH adjusted to 5 with potassium hydroxide) and acetonitrile (90:10) v/v. The mobile phase was filtered through 0.45 ÃŽ ¼ membrane filter before its use, degassed with a helium sparge for 15min at flow rate of 1.0 mL min-1. The column was maintained at room temperature 20 ±100C. The injection volume of samples was 10 ÃŽ ¼L. The analyte was monitored at wavelength of 230 nm and optimized chromatographic conditions are shown in Table-1. 2.3.Preparation of mobile phase: Phosphate buffer of pH 5 was prepared by dissolving 1.36 gm ofPotassiumdihydrogenorthophosphate in 1000 mL of water and it was sonicated for 5 minutes, then the pH was adjusted using potassium hydroxide solution. It was than filtered by vaccum filteration. Finally the mobile phase was prepared by mixing phosphate buffer and acetonitrile in the ratio 90:10v/v. 2.4.Preparation of standard and sample solution SeparatelyweighedquantityofCFXsodium(10mg)andSBMsodium (10mg)was transferred into a 100mL volumetricflaskandmadeupto100mLwithwatertoget100  µg mL-1 ofCFXsodiumand100  µg mL-1 ofSBM. From this, different solutions containing the mixture of CFXsodium(20-150  µg mL-1) and SBMsodium(10-75  µg mL-1) were prepared. For the preparation of sample solution, Cetriax-Spowder for injection(containing1gmof CFXand0.5gmof SBM)was transferred to a 100 mL volumetric flask. Distilled water was added, and then swirled to dissolve it, diluted to 100 mL with the same solvent. 2.5.Preparation of calibration curve: Five different concentrated solutions containing mixture of CFX (20-150  µg mL-1) and SBM (10-75  µg mL-1) were injected onto HPLC. A calibration curve was prepared taking concentrations on X-axis and Peak Area on Y-Axis. 2.6.Preparation of plasma samples: Plasma samples of CFX and SBM was prepared by the protein precipitation method. A blank was prepared by taking 0.1mL of rat plasma and to this 1.9 mL of acetonitrile was added and sample was prepared by taking 0.1 mL of combination of CFX and SBM (which were mixed in equal volumes) and 0.1 mL of rat plasma was added to the 2 mL Eppendorf tubes containing 1.8 mL of acetonitrile. These samples were centrifuged for 10 min at 10,000 rpm. The supernatant solution filtered through 0.45 µ syringe filter and transferred to HPLC vials. RESULTS AND DISCUSSION 3.1 Method Development Taking into consideration, the instability of CFX and SBM in strong alkaline and strong acidic condition, the pH value of the mobile phase should be limited within the range of 3à ¢Ã¢â€š ¬Ã‚ 7, since mild acidic pH favours the retention and separation of two drugs on Cà ¢Ã¢â€š ¬Ã‚ 18 column. After few trials, phosphate buffer with pH 5 was finalized. The method development started with the methanol and phosphate buffer as drugs did not elute in this mobile phase, so the organic phase was altered from methanol to acetonitrile. Both CFX and SBM in the mobile phase have no significant UV maximum, the wavelength of 230 nm was employed for the detection. After few trails Phenomenex C-18 column and binary mixture of phosphate buffer (pH 5) and acetonitrile (90:10 % v/v) was optimized as mobile phase which produced symmetric peak shape, good resolution and reasonable retention time for both the drugs (Table 1). The retention times of CFX and SBM for six repetitions were found to be 7.8  ± 0.02 min and 4.7  ± 0.006 respectively (Fig.2). (a) (b) Fig.2. LC chromatogram of rat blank plasma (a) plasma spiked with standard CFX and SBM(b) Table 1. Optimized chromatographic conditions Parameter Optimized condition Chromatograph HPLC with UV- detector Column C18 Column Mobile Phase Acetonitrile and pH-5 buffer in the ratio of 10:90(v/v) Flow rate 1.00 mL min-1 Detection 230nm Injection volume 10 ÃŽ ¼L Temperature column Room temperature 3.2.Method validation Validation is a process of establishing documented evidence, which offers a high degree of assurance that a specific activity will steadily yield anticipated result or product meeting its predetermined specifications and quality features [11]. The method was validated for different parameters like linearity, precision, recovery, accuracy, selectivity and sensitivity [12]. 3.2.1Selectivity Selectivity is defined as, the capability of an analytical method to distinguish and measure the analyte in the presence of other components in the sample [12]†. Selectivity is calculated by injecting extracted blank plasma and relating with the response of extracted LLOQ samples. Both the peaks of Ceftriaxone and Sulbactum did not interfere with any endogenous components. 3.2.2Sensitivity Sensitivity is measured using Lower Limit of Quantification (LLOQ). LLOQ is the lowest concentration of the standard curve that can be measured with acceptable accuracy and precision [12]†. The LLOQ was established using five samples independent of standards and determined the co-efficient of variation and appropriate confidence interval. 3.2.3.Linearity of Response To demonstrate the linearity of response, series of solutions ranging from (20-150  µg mL-1) of CFX and SBM of (10-75  µg mL-1) were prepared and injected onto the HPLC system following the described conditions. The graph was constructed between concentration vs. peak area and it was found that correlation co-efficient and regression analysis were within the limits and the results are summarized in the Table 2, and the calibration graphs are shown in Fig. 3 and Fig. 4 for CFX and SBM respectively. Fig.3. Calibration graph of CFX Fig.4. Calibration graph of SBM Table 2. Linearity of CFX and SBM Parameters CFX SBM Retention time (min) 7.3 4.6 Linear range (ppm) [n=6] ( µg mL-1) 20-150 10-75 Correlation coefficient (r2) 0.996 0.997 Slope 1513.1 155.58 Intercept 272333 61596 Lowest limit of quatification LLOQ ( µg mL-1) 0.87 0.96 3.2.4.Recovery â€Å"The recovery of an analyte is the detector response achieved from an quantity of the analyte added to and extracted from the biological matrix, correlated to the detector response found for the true concentration of the pure authentic standard†[12]. â€Å"Recovery of the analyte is not necessary be 100%† [12]. This experiments were performed by comparing the analytical results for extracted samples at three different concentrations (low, medium, and high) with unextracted standards that represent 100% recovery. Results are summarised in Table 3. Table 3. Recovery studies of CFX sodium and SBM Concentration of CFX and sulbactam Amount recovered% for CFX Amount recovered% for SBM Low 98.7% 99.9% Medium 96.8% 98.9% High 99.3% 98.6% 3.2.5.Accuracy and Precision For validation of this bioanalytical method, precision and accuracy should be determined using minimum of five determinations per concentration level (excluding blank samples). The mean value should be within  ± 15% of the theoretical value, except at LLOQ, where it must not differ by more than  ± 20%. The accuracy and precision around the mean value should not be beyond 15% of the CV except for LLOQ, where it should not exceed by 20% of the CV. The accuracy of the analytical method defines the closeness of agreement between the test value and the reference value. The precision of the analytical method describes the closeness of frequent individual measures of analyte. Accuracy is expressed in terms of % obtained. Precision is expressed in terms of coefficient of variation (CV). The statistical method for determination of the accuracy and precision should be predefined and calculated according standard practise. Accuracy and Precision should be demonstrated for the low, medium, high and LLOQ QC samples, within a single run and between different runs results are summarised in Table 4 5. % CV (precision) =100 x Standard deviation/Mean Table 4. Accuracy and Precision of CFX Theoretical concentration ( µg/mL) Measured concentration ( µg/mL) Intra-day Inter-day %CV Accuracy (%) %CV Accuracy (%) 20 0.98 98.4 1.42 96.1 100 0.76 103.7 1.32 102.3 150 1.34 99.5 1.7 98.7 Table 5. Accuracy and Precision of SLB Theoretical concentration  µg mL-1 Measured concentration ( µg mL-1) Intra-day Inter-day %CV Accuracy (%) %CV Accuracy (%) 10 0.96 101.7 0.76 95.6 50 1.00 99.8 1.2 103.4 75 1.02 97.3 1.04 97.4 3.2.6.Stability studies Freeze and Thaw Stability Stability of analyte was determined with three freeze and thaw cycles. All the three aliquots at low, medium and high concentrations were stored at the proposed storage temperature for 24 hours and defrosted unassisted at room temperature. When completely thawed, the samples were again frozen for 12 to 24 hours under the same conditions. The same cycle was repeated two more times, and then analyzed after the third cycle. Short-Term Temperature Stability Three aliquots of low, medium and high concentrations were thawed at room temperature and at this temperature sample was kept from 4 to 24 hours and analyzed. Long-Term Stability The storage time in a long-term stability assessment should surpass the time between the date of first sample collection and the date of last sample analysis. Long-term stability was determined by storing three aliquots of the low, medium and high concentrations under the same conditions as that of the study samples. The concentrations of all the stability samples were related to the mean of back-calculated values for the standards at the suitable concentrations from the first day of long-term stability testing. Stock Solution Stability The stability of stock solutions of drug was estimated at room temperature for 6 hours. After the desired storage time, the stability was confirmed by comparing the instrument response with that of newly prepared solutions Results are summarised in Table 6. Table 6. Stability studies of CFX and SBM Stability  µg mL-1 (error %) CFX  µg mL-1 (error %) SBM 20 100 150 10 50 75 Freeze-thaw 84.5 93.3 94.9 88.5 96.3 97.9 Long term 100.5 100.6 100.8 100.5 101.6 100.8 Short term 93.9 97.6 101.4 93.9 93.6 103.4 Stock Solution 95.6 97.6 93.2 95.3 96.8 98.5 SUMMARY In this work, a simple, stability indicating, accurate and validated stability indicating HPLC method for the simultaneous determination of ceftriaxone and sulbactam in their pharmaceutical formulation was developed. The method was validated according to FDA guidelines. CFX and SBM were eluted at 7.3 min and 4.6 min respectively. The correlation coefficient (r2) for CFX and SBM were found to be 0.996 and 0.9976 respectively. Lower Limit of quantification (LLOQ) was found to be 0.87  µg mL-1 for ceftriaxone and 0.96  µg mL-1 for sulbactam. The %CV for the intraday and interday precision were found to be CONCLUSION The method includes simple and precise method for simultaneous determination of CFX sodium and SBM. It produces symmetrical peak shape, good resolution and reasonable  retention time for both drugs. So this method can be appropriate for the   simultaneous estimation of CFX sodium and SBM in quality control studies for routine analysis. AKNOWLEDGMENT The authors are thankful to The Principal, JSS College of Pharmacy, JSS University, Mysore for providing all necessary facilities to carry out the research. The authors are also thankful to Strides Arco labs, Bangalore for providing the pure salbactum sodium and ceftriaxone sodium as gift samples. References Rang HP, Dale MM (1993). Pharmacology, (2nd ed.). Churchill Livingstone, ELBS. Physicians Desk Reference (1997). American Academy of Physician Assistants (51th ed). Patel FM, Dave JB , Patel CN, spectrophotometric methods for simultaneous estimation of cefuroxime sodium and sulbactam sodium in injecton, International journal of pharmaceutical sciences and research.2012; 3(9), 3513-3517. Jasmin Shah,Rasul Jan M,Sultan Shah,Naeem M, Spectrofluorimetric Protocol for Ceftriaxone in Commercial Formulation and Human Plasma After Condensation with Formaldehyde and Ethyl Acetoacetate, Journal of Fluorescence.2011; 21(6), 2155-2163. Shrivastava SM, Singh R, Ariq A, Siddiqui MR, Yadav J, Negi PS, Chaudhary M, A novel high performance liquid chromatographic method for simultaneous determination of ceftriaxone and sulbactam in sulbactomax, Inter Journal of Biomed Sci. 2009; 5(1), 37-43. Durairaj S, Annadurai T, Palani Kumar B, Arunkumar S, Simultaneous Estimation of Ceftriaxone Sodium and Sulbactam Sodium using Multi-Component Mode of Analysis, Inter Journal of ChemTech Research. 2010; 2(4), 2177-2181. Huang Ying, Liang Maozhi, Yu Qin, Jiang Lei,Shi Yingkang, Determination of ceftriaxone in human plasma by HPLC, Chinease Journal of Antibiotics.2000; 25,109. Zhao Xi, Zhang Dan, Chen Hong, Determination of cefotaxime/sulbactam in plasma and pharmacokinetics in dogs by high performance liquid chromatography. Zhongguo Kangshengsu Zazhi. 2004; 29(10): 614-616. Jelinek I, Krejcirova H, Dohan J, Roubal Z, Determination of sulbactam in human serum using capillary electrophoresis,Cesk Farm.1990; 39,305–307. Foulds G, Gans DJ, Girard D, Whall TJ, Assays of sulbactam in the presence of ampicillin.Therm Drug Monit.1986;2,223–237. Lloyd RS, Joseph JK, Joseph LG (1997). Practical HPLC Method Development (2ndedition) New York: Wiley-Blackwell. FDAUS. Guidance for Industry: Bioanalytical Method Validation. Rockville, MD, USA: US Department of Health and human services, US FDA/Center for Drug Evaluation and Research; 2001.

Compare two short stories where the characters face difficult Essay

Compare two short stories where the characters face difficult situations We are comparing the stories ‘Flight’ by Doris Lessing and ‘Your shoes’ by Michele Roberts. They both deal with the issue of daughters leaving home and how it affects the whole family. In ‘Flight’, the granddad is affected most severely but in ‘Your Shoes’, it is the mother. ‘Your Shoes’ is written in a first person narrative from the mother’s perspective. ‘Flight’ is written in the third person. The main theme of the stories is growing up and letting go/ moving on. In ‘Fight’ the granddad is overprotective of the granddaughter and she craves freedom from him and the atmosphere of the house she has grown up in. Her granddad makes her feel that getting married and moving away is wrong, ‘She’ll marry him next, I’m telling you; she’ll be marrying him next!’. In ‘Your Shoes’ there is a similar theme of over protectiveness and inability of the guardian to let go. However, in ‘Your Shoes’ the daughter actually runs away from the mother, whereas in ‘Flight’ the granddad simply feels that she is running away. The two stories conclude in very different ways. In ‘Flight’ the granddad symbolises that he is finally ready to let go of his granddaughter by releasing, if only for a short while, the pigeon that has symbolised her throughout the whole story. In ‘Your Shoes’ it contrasts this by the mother becoming increasingly unstable as the story progresses and ending with her seeming to have a mental breakdown. In ‘Flight’ the characters deal with the difficulties very differently than in ‘Your Shoes’. The granddad in ‘Flight’ tries to lock his granddaughter away from the world and convince himself he is doing it for her own good. The gra... ...of the mother’s family history, which shows that she didn’t take the side of her mother either, but went onto her father’s side. In ‘Flight’ and ‘Your Shoes’ the characters deal with the similar difficulties very differently. Both authors use symbolism to emphasise the difficulties or dilemmas, pigeons are used in ‘Flight’ and trainers are used in ‘Your Shoes’. The symbols in both stories relate to travelling or a journey. I think that the symbolism is effective in both stories but more so in ‘Your Shoes’ as the shoes represent several things; the pureness that the mother wants the daughter to have, the overbearing nature of the mother, the mother’s obsession with order and the fact that the mother can communicate better with a pair of shoes than she can with her own daughter. In comparison, I enjoyed ‘Your Shoes’ far more and found it more interesting. Compare two short stories where the characters face difficult Essay Compare two short stories where the characters face difficult situations We are comparing the stories ‘Flight’ by Doris Lessing and ‘Your shoes’ by Michele Roberts. They both deal with the issue of daughters leaving home and how it affects the whole family. In ‘Flight’, the granddad is affected most severely but in ‘Your Shoes’, it is the mother. ‘Your Shoes’ is written in a first person narrative from the mother’s perspective. ‘Flight’ is written in the third person. The main theme of the stories is growing up and letting go/ moving on. In ‘Fight’ the granddad is overprotective of the granddaughter and she craves freedom from him and the atmosphere of the house she has grown up in. Her granddad makes her feel that getting married and moving away is wrong, ‘She’ll marry him next, I’m telling you; she’ll be marrying him next!’. In ‘Your Shoes’ there is a similar theme of over protectiveness and inability of the guardian to let go. However, in ‘Your Shoes’ the daughter actually runs away from the mother, whereas in ‘Flight’ the granddad simply feels that she is running away. The two stories conclude in very different ways. In ‘Flight’ the granddad symbolises that he is finally ready to let go of his granddaughter by releasing, if only for a short while, the pigeon that has symbolised her throughout the whole story. In ‘Your Shoes’ it contrasts this by the mother becoming increasingly unstable as the story progresses and ending with her seeming to have a mental breakdown. In ‘Flight’ the characters deal with the difficulties very differently than in ‘Your Shoes’. The granddad in ‘Flight’ tries to lock his granddaughter away from the world and convince himself he is doing it for her own good. The gra... ...of the mother’s family history, which shows that she didn’t take the side of her mother either, but went onto her father’s side. In ‘Flight’ and ‘Your Shoes’ the characters deal with the similar difficulties very differently. Both authors use symbolism to emphasise the difficulties or dilemmas, pigeons are used in ‘Flight’ and trainers are used in ‘Your Shoes’. The symbols in both stories relate to travelling or a journey. I think that the symbolism is effective in both stories but more so in ‘Your Shoes’ as the shoes represent several things; the pureness that the mother wants the daughter to have, the overbearing nature of the mother, the mother’s obsession with order and the fact that the mother can communicate better with a pair of shoes than she can with her own daughter. In comparison, I enjoyed ‘Your Shoes’ far more and found it more interesting.

We Are Media :: essays research papers

â€Å"We are media†, media is us, and we are one.† In this simple statement I site my definition of media ecology. If we would all take a look at our lives we are just a jumble of representations. From the moment we are born to the day that we die we are media. We are born a certain sex boy or girl. That represents something. Boys wear blue girls wear pink. This is a signifier to everyone of what we are. We don’t know we are boys or girls until someone tells different things. You have set and defined expectations for your life and ways that you will act. From that day forward we learn our media from our lives, our families, friends, literally everything we come in contact with. Everything we do and everything we see leaves some trace of an impression on us and represents something to each of us. That’s why I feel that media is us. Media is everything. We are just representations. Is there a reality? Do we exist to just consume reality? Are we realities of a representation? These are questions that I asked myself while writing this paper.   Ã‚  Ã‚  Ã‚  Ã‚  While thinking through I came up with a thought of despair, almost panic. It makes you very frustrated to think seriously about this. It makes you question everything that you were socialized to believe as a member of society. It makes you question countless things in our lives. It made me think about life in general. Who are we to define reality? What is reality? How do we tackle these questions? Truthfully, I don’t know if there is a way but I think we all need to examine our lives in general and the everyday lives that we live and question them. Everything we do or say has a representation so therefore is media. It is all around us. It is everywhere. Most places we don’t even know that it is going on.   Ã‚  Ã‚  Ã‚  Ã‚  In my inspection of my life and the media that surrounds me I have found media to be all encompassing. It is everywhere. I wake up to a clock radio that I turn off to only seconds later turn on the TV which is on until I leave my apartment. But even with the TV or radio off my apartment is still crawling with media sources. Almost everything I own has labels on it from clothes to food. We Are Media :: essays research papers â€Å"We are media†, media is us, and we are one.† In this simple statement I site my definition of media ecology. If we would all take a look at our lives we are just a jumble of representations. From the moment we are born to the day that we die we are media. We are born a certain sex boy or girl. That represents something. Boys wear blue girls wear pink. This is a signifier to everyone of what we are. We don’t know we are boys or girls until someone tells different things. You have set and defined expectations for your life and ways that you will act. From that day forward we learn our media from our lives, our families, friends, literally everything we come in contact with. Everything we do and everything we see leaves some trace of an impression on us and represents something to each of us. That’s why I feel that media is us. Media is everything. We are just representations. Is there a reality? Do we exist to just consume reality? Are we realities of a representation? These are questions that I asked myself while writing this paper.   Ã‚  Ã‚  Ã‚  Ã‚  While thinking through I came up with a thought of despair, almost panic. It makes you very frustrated to think seriously about this. It makes you question everything that you were socialized to believe as a member of society. It makes you question countless things in our lives. It made me think about life in general. Who are we to define reality? What is reality? How do we tackle these questions? Truthfully, I don’t know if there is a way but I think we all need to examine our lives in general and the everyday lives that we live and question them. Everything we do or say has a representation so therefore is media. It is all around us. It is everywhere. Most places we don’t even know that it is going on.   Ã‚  Ã‚  Ã‚  Ã‚  In my inspection of my life and the media that surrounds me I have found media to be all encompassing. It is everywhere. I wake up to a clock radio that I turn off to only seconds later turn on the TV which is on until I leave my apartment. But even with the TV or radio off my apartment is still crawling with media sources. Almost everything I own has labels on it from clothes to food.