Impact of Migrants on British Economy The WritePass Journal

Effect of Migrants on British Economy Presentation Effect of Migrants on British Economy IntroductionConclusionRelated Presentation Generally Britain has been financially reliant on transients to keep up itself as a main world economy.â Labor deficiencies in Britain were frequently an issue for entrepreneurs, henceforth movement was encouraged.â However from the beginning vagrants who attempted to improve their monetary and business status, regularly endured preference and were esteemed organically second rate.   Classic models were Irish vagrants who came to Britain to get away from political agitation, this denoted the beginning of Irish movement, â€Å"which was associated with financial change, urbanization and class arrangement in British society† (Solomos 2003: 37).  According to Reeves, 1983, Rich, 1986 and Brody, 1998, â€Å"Images of the racial or social mediocrity of the Irish were put together not just with respect to specific ideological developments of the Irish yet in addition on the meaning of Englishness or Anglo-Saxon culture as far as specific racial and social attributes† (refered to in Solomus, 2003:39).â Likewise these ideological developments were additionally forced on Black people group; both racial preference and segregation were common.â Britain had colonized the world specifically Africa so as to keep up financial influence, and in the process had abused its kin in the slave trade.â White’s conduct towards blacks was unfeeling and merciless, sheer physical power was utilized to control them, Black individuals were viewed as subhuman.â In request to legitimize the treatment of these recently colonized gatherings of individuals, assumed logical racial hypotheses were created by researchers, for example, De Gobineau (1816-1882).â De Gobineau drew upon Charles Darwin’s work (1809-1882) who proposed a hypothesis of advancement, happening by the procedure of normal selection.â Darwin guessed that, â€Å"The creatures (or plants) most appropriate to their condition are bound to endure and imitate, passing on the qualitie s which helped them get by to their offspring† (see:www.â â â â â ). However Darwin’s hypothesis was never expected to impact speculations of ‘race’, in any case De Gobineau volunteered to adjust it to the human race.â He contended that, â€Å"Humans are isolated into perceptible ‘races’ which are naturally unequal† ( â â â â â â â â ). what's more, â€Å"Gobineau noticed the prevalence of the white race above other people who got no opportunity to develop themselves through social association since they were by one way or another modified to be inferior† ( â â â â â ). He inferred that there were three distinct races â€Å"white (Caucasian), dark (Negroid) and yellow (mongoloid).â But most fundamentally he guaranteed that, â€Å"the white race was better than the dark race.† (Giddens, 2006:485).â The sub-par attributes that Europeans offered to Africans; empowered whites to keep up control over the dark race. Anyway by the late 1800’s new monetary changes were happening, the slave exchange was at long last nullified inferable from open outcry.â Britain’s economy of horticulture was supplanted by a modern economy, subsidized by the benefits of the slave trade.â This period depicted as the ‘Industrial Revolution’ was one of development, empowering things to be created on a bigger scale.â Whilst Industrialists benefitted from this new economy, financial components of the new regular workers had become a reason for concern.â Many laborers had moved from the peripheries looking for work, they expected to locate a superior nature of life.â However on their appearance they discovered stuffed day to day environments, long work hours and neediness, the qualification among rich and poor was apparent.â â Towns, for example, Liverpool which had been critical in the slave exchange had now been old fashioned by the ‘Industrial Revolution’.â Whilst fabricating positively affected Britain’s economy, Liverpool’s geological position was no longer appropriate.â Social issues were progressively extreme in Liverpool attributable to a bigger populace, upgraded by transients and their descendants.â It was recommended that developing vagrant networks were the reason for social issues, in spite of the fact that there was no proof to propose this.â â Harris contends that, â€Å"Social rot should be associated with the nearness of a ‘Negro’ population†¦and so on who established a practically immaterial level of the number of inhabitants in the ocean port towns† (Cited in Solomos, 2003: 44). This was set to change as post war Britain saw an expansion in Black communities.â â€Å"In 1945, Britain was recouping from the Second World War and needed tremendous reconstruction† (Lavalette Pratt, 2006:91).â Reserves of work influence, for the most part of White European beginning were exhausted,â â â€Å"They (White Europeans) were given inclination over Commonwealth residents on the grounds that, among different reasons, there was extensive bias against the enlistment of dark pilgrim workers† (Small Solomos, 1994:284).â Nonetheless it was general agreement between the fundamental ideological groups in Britain, that the Ministry of Labor should abuse region migrants as work saves.  â€Å"The result was for Britain, a one of a kind plan, with the British State undertaking to meet all the expenses of enlistment, travel and repatriation for the benefit of industrialists who were shy of workers† (Solomos, 2003:50).â â Decolonisation helped Black p rovincial migrants to move to Britain, high joblessness and deficient government assistance help with their nations of inception, gave them characteristic goals to move. Dark vagrants had the option to enter Britain through the ‘British Nationality Act of 1948’; permitting any individual who had dwelled in the British provinces, to live and work in Britain.â Furthermore South Asian people group including Indians, Pakistanis and Bangladeshis entered Britain, East Africa had picked up its freedom and the individuals who held British travel papers fled to Britain to keep away from political unrest.â On their appearance in Britain most of settlers had comparative encounters in types of supremacist practices.â â€Å"Stigmitisation,inferiorisation,exclusion as well as segregation in arena’s, for example, employment,education,housing,media,the criminal equity framework, migration mechanical assembly, and the wellbeing services† (Brah,1996:97).â These type s of institutional prejudice would in the long run lead to solidarity, between various racial gatherings in their battle for uniformity. In 1958 ‘race’ riots happened in Nottingham and Notting slope, Black settlers were considered answerable for riots.â Black people group were utilized as substitutes by the media for social agitation, â€Å"The media denied that the distress was not the aftereffect of prejudice and rather endeavored to condemn the turmoil, by asserting it was the result of a ‘black’ criminal underbelly inside society† (Solomos, 1988; Gilroy, 1987, refered to in Cole).â In 1959 the Conservatives were chosen into government and looked for migration controls to restrain the progression of workers entering Britain.â In 1962 the Conservative government actualized the ‘Commonwealth Act’; this was planned to accomplish the ideal impact of limiting the progression of immigrants.â as a result â€Å"this bit of enactment was bigot it expelled the privilege of passage into Britain from all British visa holders, who didn't have a parent or grandparent conceiv ed in Britain† (Miles Phizacklea, 1984:60).â In 1964 Labor won the General Election and had vowed to reevaluate its procedures on immigration.â Consequently in 1965 they executed the ‘Race Relations Act’ to assuage past supremacist enactment, securing existing foreigners and disallowing segregation on the grounds of shading, race and ethnic root. Moreover the approach of ‘Assimilation’ was acquainted by the administration with keep migrants from feeling excluded.â It was the government’s expectation to urge outsiders to, â€Å"abandon their unique traditions and works on, forming their conduct to the qualities and standards of the majority† (Giddens, 2006: 497).â Nonetheless numerous arrangements which proposed to coordinate foreigner networks were basically undermining.â Immigrants would regularly need to hold their own social qualities; this was seen as hesitance to incorporate into British society.â Assimilation was trailed by the idea of mix; British society was instructed in regards to various societies. By the late 1960’s, Britain was in social and monetary decay â€Å"housing, joblessness and wrongdoing was connected by the administration to rising immigration† (Solomos, 2003:500).â The quantity of obvious minorities was expanding in Britain; this had not been foreseen by the British government.â Black people group were developing because of chain movement and frequently persevered through low financial status.â  â€Å"Immigration served to give a ‘cheap armed force of labour’ however access to the government assistance administrations, especially lodging and instruction, was neither made arrangements for or regularly denied† (Williams; 1989:7).â Minority bunches didn't have indistinguishable open doors from white working class,â As Pierson (2001) notes, â€Å"the bargain spoke to a ‘rapprochement among capital and a white, male, metropolitan and sorted out working class,’ which had been made sure about to a great extent t o the detriment of different gatherings of workers† (p: 77). In addition in the 1960’s, the Black people group in Britain turned out to be all the more politically mindful; they were spurred by the progressing

Research Process and Development of Evidence

Question: Portray about the Report for Research Process and Development of Evidence. Answer: Proof based practice (EBP) alludes to an interdisciplinary methodology in nursing practice. The methodology has been making progress since its presentation in clinical medication in 1992. Its inception was in the field of medication where it started as proof based medication (EBM) (Wallin, Bostrm, Wikblad Ewald, 2003). Later it took off to different territories among them dentistry, brain science, audiology, nursing, and social work among others. There are three essential standards of EBP, which are recorded beneath. (1) Gathering the best research proof that clarifies whether and why a treatment technique works. (2) The nearness of clinical experience and judgment to decide the wellbeing state and analysis of the patient. (3) The inclinations and estimations of the patient (DiCenso, Guyatt Ciliska, 2014). There are various kinds of proof accumulated in EBP. They incorporate the meta-investigation and methodical audits, randomized controlled preliminaries, associate examinations, case-control studies, and case arrangement/reports. The specific example decides the idea of the proof required being referred to (Horn Gassaway, 2007). Along these lines, these various kinds are utilized proof strategies applied in different situations. The wellbeing rehearsing must comprehend what every involve, and guarantee that he/she recognizes the one that best fits for the situation under investigation (DiCenso, Guyatt Ciliska, 2014). Meta-investigation proof consolidates data assembled from quantitative techniques, autonomous examinations, and blend of outlines and ends that can be successful restoratively (Banning, 2005). The second kind of verification is precise audit gathered from distributed books and articles. Randomized controlled preliminary, which is another sort of proof, is accumulated past works including clinical preliminaries, with one treatment and a control explore. The examination procedure used to assemble randomized controlled preliminary proof is an arbitrary determination of medicines. Companion contemplates allude o proof gathered on distinguished and unmistakable populaces. Case-control contemplates are another basic sort of evidence utilized in clinical practice. The way toward social event such proof includes the distinguishing proof of an influenced gathering and another that isn't influenced by the ailments being contemplated. The sort of confirmation tries to decide the presentation to illnesses in various locales. At long last, there is the situation arrangement and reports, which are clinical introductions that are regularly trailed by evaluative examinations, and in the end finding (DiCenso, Guyatt Ciliska, 2014). It is essential to note at this phase there is no examination for the situation arrangement and reports. It is normal that the professional ought to decide the degree of proof to use in clinical practice. It is beyond the realm of imagination to expect to locate the most elevated level of proof (trial study), which is frequently, assembled utilizing precise audits and controlled preliminaries. The second level of proof is the semi trial contemplates, in which the data is gathered utilizing a blend of randomized controlled examinations and semi tests. Meta-examination explore approach might be used or not. The third degree of proof includes non-exploratory examinations. Subjective examinations and precise audits with or without meta-investigation fall under this level. Different norms incorporate the assessment of specialists dependent on logical research and dependent on test and non-investigate proof. The reviewing or rather chain of command of verification helps different experts who may utilize the data assembled to decide the quality of the writing and wellsprings of the information before applying in EPB (Tabak, et al. 2012). Proof based practice (EBP) is generally perceived in the wellbeing segments all inclusive. It is viewed as a significant driver towards positive results in clinical and nursing rehearses. Researchers characterize EBP as cautious joining of most dependable research proof into clinical practice and patient qualities and necessities with the point of conveying financially savvy, and excellent medicinal services administrations (Grove, Burns, Gray,2014, p.4). Along these lines, in light of the definition it is obvious that EBP furnishes medical caretakers with the chance to utilize sheltered and reasonable treatment approaches and dynamic method. It is through doing the utilization of proof that the quality and cost-viability of social insurance administrations improves too. Considering the significance of EBP in clinical practice, attendants ought not see it as an additional outstanding burden. The information base they gain from different instructive projects, which set them up for the examination in the advancement of EBP, serve a basic job in guaranteeing that they comprehend the significance and essentialness of putting together unique clinical mediations with respect to looked into data (Majid, et al. 2011). It is general practice for medical attendants to consider day by day the different treatment choices they have utilized during the day. That causes them recognize shortcomings and qualities in various treatment strategies and furthermore empowers them to assess the different choices and how viable they are when utilized on patients. The reflection shapes the premise of the exploration procedure through which proof in clinical practice is created. Making references to the proof accumulated doesn't infer that the procedure must be protracted, con fused, and brimming with conventions, with access to the web and neighborhood strategies, and dependent on best practice explanations/reports (Satterfield, et al. 2009). Nonetheless, medical caretakers need to build up the capacity to separate the bases information and abilities. That way they can without much of a stretch apply the proof from explore concentrates in their training no sweat. During the examination procedure, medical attendants are required to take as much time as is needed and define viable research questions. They at that point need to return to the issues and cautiously look for answers. That implies that they need to grow their clinical mastery to fuse inquire about aptitudes, which are fundamental in discovering proof. Forest, Burns, and Gray (2014) recognize basic article assessing as probably the most ideal ways for medical attendants to find the proof they are searching for inside a brief timeframe. It is feasible for medical caretakers to settle on compelling choices by altogether dissecting and investigating past research diaries. The essential center while conveying it the audits ought to be on the dependability and legitimacy of the data contained in the diary articles. It is workable for medical caretakers to foreordain the most probable impacts of the proof they find from different sources on their clinical result (Rycroft-Malone Bucknall, 2 011). During the examination and proof improvement process medical attendants must consider the legitimate and moral situations that emerge now and again in their clinical practice (Gerrish, et al. 2007). They should likewise recognize holes inside their examination forms and recommend ways improve the accessible proof through further/extended investigations. More or less, medical attendants are relied upon to saddle basic clinical inquiry plan, writing looking through abilities, and research examination aptitudes during the time spent building up their EBP. They should likewise approach different office databases, which bolster the improvement of proof based practice. These incorporate theCumulative Index to Nursing and Allied Health Literature (CINAHL) and the British Nursing Index (BNI) (Tabak, et al. 2012). It is significant for medical caretakers to look for explanations from their partners to guarantee that they addresses they figure meet the moral and lawful contemplations. They clinical research addresses must demonstrate regard to the convictions and estimations of patients and representatives in the wellbeing office. Along these lines, care must be taken to guarantee that the issues are created in a profoundly moral way. Medical caretakers should attempt to look through the most elevated level' of proof, for example, orderly audits, which include the positioning and accumulation of proof procured by inquire about strategies use to gather such data (Hunink, et al. 2014). Precise audits regularly break down the discoveries of top notch contemplates, with a large portion of them being surveys of randomized controlled preliminaries. Such reports distinguish the mediations that are probably going to work and constraints in the examinations, which must be tended to before the use of the proof from such sources. By doing this, inclination is diminished all the while and impacts of different intercessions are not overestimated. Using confirmation, attendants diminish the time require in completing basic evaluations. It is critical to take note of that in spite of the fact that the clinical practice shows restraint focused, there is the still absence of gratefulness with regards to best proof for a patient's reaction inwardly, truly, and intellectually. Rather, the essential spotlight is on logical interventionism (Rycroft-Malone Bucknall, 2011). There are a few obstructions to the execution of EBP in clinical and emergency clinics. The principal basic hindrance is the absence of data and aptitudes required for the procedure to work adequately (Kitson, 2002). There are numerous instances of wellbeing experts lacking sufficient information with respect to clinical research discoveries and suggestions. Therefore, they come up short on the abilities to apply the data from proof based research concentrates in their training (Munroe, Duffy, Fisher, 2008). By the day's end, such wellbeing experts depend more on their ability than clinical proof (Majid, et al. 2011). Another hindrance is the absence of time to apply inquire about in their training (Grol Wensing, 2004). It is particularly the situation in clinical offices where the quantity of medical caretakers stays low as the patients keep on expanding. In such circumstances, attendants and other wellbeing experts face the test of applying research in their training and simultaneo usly giving clinical consideration benefits inside a brief timeframe outline. To deal with the issue of time the board, instructors and scientists have built up a toolbox to help facilitate the a

Hardee, William Joseph

Hardee, William Joseph Hardee, William Joseph, 1815â€"73, American army officer, Confederate general, b. Camden co., Ga. A graduate of West Point, he served with distinction in the Mexican War and compiled Rifle and Light Infantry Tactics, a standard army textbook of the time (1853â€"55). In 1856, he was appointed commandant of cadets at West Point. After Georgia seceded, he became a Confederate brigadier general. Hardee joined A. S. Johnston's army and fought at Shiloh (Apr., 1862). He was promoted to lieutenant general in October and was an able corps commander in the Army of Tennessee, fighting at Perryville, Murfreesboro, and Missionary Ridge and in the Atlanta campaign . He commanded against General Sherman in Georgia and South Carolina (1864â€"65), abandoning Savannah and Charleston to union troops and surrendering to Sherman in North Carolina in Apr., 1865. See study by N. C. Hughes (1965). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All ri ghts reserved. See more Encyclopedia articles on: U.S. History: Biographies

Residency Requirements For Congress - Weird Details

The residency requirements for Congress contain one of the most unusual quirks in American politics: You dont even have to live in a congressional district to be elected to serve in that seat for the House of Representatives. In fact, nearly two dozen members in the 435-member  House live outside of their congressional districts, according to published reports. This sometimes happens because long-serving members see district lines redrawn and find themselves in a new district, The Washington Post noted. What the Constitution Says If you want to run for the House of Representatives, you must be at least 25 years of age, a citizen of the United States for at least seven years and be an Inhabitant of that State in which he shall be chosen,† according to the  Article I, Section 2 of the U.S. Constitution.   And thats it. Theres nothing that requires a member of the House to live within their districts boundaries. Notably Few Hurdles According to the House Office of History, Art Archives, The Constitution placed notably few hurdles between ordinary citizens and becoming a member of the U.S. House of Representatives. The founders wanted the House to be the legislative chamber closest to the people—the least restrictive on age, citizenship, and the only federal office at the time subject to frequent popular election. Members of the House are elected every two years, and generally, their re-election rate is very high. Speaker Need Not Be a Member Oddly enough, the Constitution doesnt even require the highest-ranking officer of the House—the speaker—to be a member. When Speaker John Boehner stepped down the from the post in 2015, several pundits made the case that the House should bring in an outsider, even a dynamic (some would say  bombastic) voice such as Donald Trump or former Speaker Newt Gingrich, to lead the disparate factions of the Republican Party.   Open to Merit James Madison, writing in the Federalist Papers, stated: â€Å"Under these reasonable limitations, the door of this part of the federal government is open to merit of every description, whether native or adoptive, whether young or old, and without regard to poverty or wealth, or to any particular profession of religious faith.† Senate Residency Requirements The rules for serving in the U.S. Senate are a bit tighter. Though they, too, require members to live in the state they represent, U.S. senators are not elected by districts and represent their entire state. Every state elects two people to serve in the Senate. The Constitution also requires members of the Senate to be at least 30 years old and a citizen of the United States for at least nine years. Legal Challenges and State Laws The U.S. Constitution does not address residency requirements for local elected officials or members of state legislatures. It leaves the matter up to the states themselves; most require elected municipal and legislative officials to live in the districts where they were elected. States cannot, however, enact laws requiring members of Congress to live in the districts they represent because state law cannot supersede the Constitution. In 1995,  for example, the U.S. Supreme Court ruled that qualifications clauses were intended to preclude the states from exercising any [power over Congressional requirements] and, as a result, the Constitution fix[es] as exclusive the qualifications in the Constitution. At that time, 23 states had established term limits for their members of Congress; the Supreme Court decision made them null and void. Subsequently, federal courts struck down residency requirements in California  and Colorado. [This article was updated in September 2017 by Tom Murse.]

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Rup vs Scrum Free Essays

Major differences between RUP and SCRUM Rup and Scrum both provide guidance on software development teams in an iterative way. An obvious difference among the aforementioned methodologies is that in RUP the first thing that the development team investigates is if the project worth investing. They estimate the costs, possible profits and define the Business Case, which is re-examined during projects lifecycle. We will write a custom essay sample on Rup vs Scrum or any similar topic only for you Order Now Scrum assumes that from the time the customer wants this product, then it should be done. It focus mostly on how to organize the development and achieve the best possible quality. We can still make an absolutely perfect product regarding its features, its internal quality and architecture, but if there is no room for it in the market it has no business value. Furthermore, it is pretty clear that Scrum is mainly focused on day-to-day tasks in contrast with RUP which approach the project as a whole from the beginning. Scrum uses a backlog where all the desirable features are gathered after several discussions and brainstorming with the Product Owner. This procedure happens before every Sprint and defines the next Spring backlog. Scrum is mostly concerned with team management and a little bit with requirements. Hence, there is no longterm project scope and estimations for project duration and costs are difficult. Scrum does not say much about releases or a project as a whole. Its main concern are the current and the next Sprints. On the other hand, RUP methodology has a clear formal definition of scope and major project deadlines are associated with specific dates. In RUP the project lifecycle is divided into 4 main phases. These are the Inception, elaboration, Construction and Transition phase. Requirements are pre-defined in contrast with Scrum, however they are called Vision. Despite the fact that the so called Vision, requests definition of requirements, RUP remains fully aware of their evolving nature and can adjust them anytime. Because all of the above statements, RUP’s documentation is heavy compared to Scrums. One more difference between the two methodologies is that project features are prioritized in Scrum according to Products Owner and Scrums team judgment. Ergo, the planning is mainly based in this prioritization. In contrast, iteration planning in RUP is also based on risk in addition to priority. Lastly, the formal profile of RUP make it suitable for really big projects which are tight on deadlines. On the other hand Scrum is more suitable for small and medium sized projects , although it can be applied on larger projects as well. The formalistic nature of RUP refers to the developers as â€Å"workers† in its manifesto. Scrums manifesto refers to them as team members and promotes a more team oriented environment. We could say that RUP is more bureaucratic and SCRUM is more democratic. How to cite Rup vs Scrum, Papers

Peculiarities of Using Drama, Improvisation, and Creative Approach

Introduction The contemporary society faces the concept of globalisation. As every issue, globalisation has its advantages and drawbacks that cover all sectors of human activity.Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More Cultural issues should be taken into account as well as peculiar features of every language including teachers who would teach certain languages and approaches applicable to different categories of students in terms of age groups, skills for learning a second language, and implementation of those skills into practice. One of the burning issues for the linguistic sector of cultural heritage are the methods used in class for teaching people whose native language is not English. In this respect, drama used in class to facilitate the process of acquiring English language can be effective when all criteria are fo llowed. For instance, active participation should be combined with a thoroughly prepared plan to follow during the class activities. The discussion of the effectiveness of drama implementation for second language acquisition will include such issues as theoretical background and adaptation of certain methods for use with second language learners, concepts and strategies used by the great English educator Dorothy Heathcote, training teachers to use drama with second language learners, effectiveness and limitations for implementation of this approach in class. The discussion will exclude explanation of lessons and will not provide examples of plans of lessons for use of drama for more effective second language acquisition. The literature selection is based on the effectiveness and readability of sources and their practical use for the discussion. The review is organised in accordance with an essay structure where an introduction present the scope of the review, the body includes the b asic themes for discussion with topic sentences opening each new paragraph, and a conclusion containing a summary of the review with some recommendations for further research and analysis. Historical Background Approach by Dorothy Heathcote Though many researchers present their vision of the second language acquisition process, it is necessary to emphasise the importance of contribution made by a distinguished English educator Dorothy Heathcote. In this respect, this educator can be considered a pioneer in adjusting drama to the class implementation and analysis of the method’s effectiveness and applicability to different settings and categories of learners.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Training teachers to use drama Training teachers to use drama in class is very important because a failure can result in inadequate interpretation of information by a student and inadequ ate assessment of learning efforts by a teacher. In this respect, one of the most brilliant statements by Dorothy Heathcote can be regarded the following: â€Å"Teaching is creative work†¦Ã¢â‚¬  (Heathcote, 1991, p. 26). In other words, the author means that training educators can be considered a part of teaching and an important aspect of implementation of drama for learning. The teaching-learning activity is analysed as a flow of energy surges by Armstrong-Mills (1997) who shares her personal experience of acquiring knowledge on using drama in class and implementing it with children: â€Å"Whatever was happening seemed to be related to an increase of energy and concern with the events we were making† (p.93). The main idea in this case is that educators learn to do something and then can try those methods and approaches immediately with children in class by implementing theory into practice. In other words, teaching can be considered equally important for educators an d learners. Nature of educational drama Drama and its implementation in class is the changing issue that progresses as far as the educational methods and techniques progress every year. As reported by Heathcote (1991), the changes in the use of drama have shifted the emphases from individual learning to improvisation: There has been a shift in direction from an interest in the personal development of the individual pupil, through the acquiring of theatrical and improvisational skills to the recognition of drama as a precise teaching instrument, which works best when it is part of the learning process (p. 42). In this respect, drama can be used in a great variety of ways and treated differently by different educators who support different views on education. So, Cook (1973) suggests a brief but extremely clear explanation of drama as educational method and justifies its use: â€Å"The natural means of study in youth is play [while]†¦ a natural education is by practice†¦Ã¢â ‚¬  (p. 145).Advertising We will write a custom essay sample on Peculiarities of Using Drama, Improvisation, and Creative Approach specifically for you for only $16.05 $11/page Learn More In this respect, drama provides educators with an opportunity to teach children in the most effective way that can be used with second language learners as well as with monolingual children (Kao O’Neill, 1998, pp. 3-4). In other words, the implementation of drama in class is effective as well as implementation of drama with second language learners. Theories on the issue Theoretical aspect is important in every case, especially in consideration of pedagogical methods and assessment of their effectiveness while implementing into practice. For instance, Swann et al. (1996) analyses the concept of linguistic insecurity experienced by second language learners (p. 189). As suggested by Wagner (2002), gestures, symbols, and other non-verbal means of communication ar e used by learners at the first stage of the acquisition process followed by words and writing. Moreover, the author emphasises the importance of drama combined with certain pressure: â€Å"Improvisational drama is effective because of the repeated pressure it puts on participants to respond† (Wagner, 2002, p. 4). So, drama has been used as an educational method for a long period of time though it was changing along with the educational system as a whole. Historic use of drama for educational purposes has been explored by many researchers. The most important issue, in this respect, was the effectiveness of the method that can be used with learners of different age groups. Understanding and implementation of drama in the classroom are essential steps in the process of acquiring knowledge necessary for effective teaching. Though some researchers may provide evidence for ineffective use of drama as educational method, most educators find this approach rather effective and creati ve. Defining Drama Drama can be defined as a creative activity though it can also be defined as a method of teaching and learning used by creative educators. After having learnt about drama implemented in class, every person would suggest another definition of drama and evaluate its effectiveness for the educational purpose.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, Heathcote (1973) as one of the pioneers of implementation of drama in class has suggested that drama can be considered a potential method of teachers used in class. â€Å"Drama is means of learning, a means of widening experiences even if we never act in a play stand upon a stage† (Heathcote, 1973, p. 158). In this respect, drama can be reported as one of the most effective means of learning and of second language acquisition because second language learners succeed more in their learning when drama is implemented in class. Drama can be defined as result or as process; every meaning would adequately characterise the nature of drama used for teaching and learning activities. Thus, Wessels (1987) defines drama as doing because it enables both teachers and learners to gain experiences and act in a certain manner (p. 7). Though Shakespeare suggested the idea of theatre and actors applied to ordinary people, it can be effectively implemented for educational purposes. In other words, learning and gaining experience can be considered the integral parts of drama as an educational method. This idea received approval in the study by Heldenbrand (2003) who characterises drama in education as an effective method during which a student acquires knowledge and gains experience of applying the gained knowledge into practice. So, definition of drama depends on its evaluation by the educator. Energy and excitement can be considered essential components of drama in terms of its definition with regard to the implementation of drama in class for educational purposes. Thus, Armstrong-Mills (1997) defines drama as a scope of energy surges that are created in the process of acting out some episodes and transmitted to all participants of the action. The same idea can be found in the work by Burke O’Sullivan (2002) who suggest that drama can be characterised as a means of transmitting excitement from a teacher to students with the help of combining action accompanied by a corresponding dialogue. Moreover, it is necessary to support the idea that drama implemented in class is a very exciting and emotional task for both a teacher and students because a teacher should prepare a scenario for students to act out and students should apply improvisational skills to manage to implement the scenario into practice. Concept of Training and Implementing As every approach, drama implemented in class has its strengths and weaknesses. In this respect, the most powerful benefits and potential disadvantages can be analysed in terms of their theoretical background and practical implementation of the method in class. Strengths of implementing drama in TESOL Benefits of implementing drama in classes for second language learners are obvious in terms of knowledge and experienced gained during drama classes. As reported by Furman (1990), drama â€Å"includes all types of human interaction† (p. 2). So, one of the most powerful benefits of drama used in class is its natural implementation. It is natural for people to play some roles and pretend if the situation requires them to do that. In this respect, it is possible to implement informal creative drama where participation is of primary importance in class so that second language learners could acquire language skills more effectively (Furman, 1990, p. 3). Experience and emotions are important elements and absolute advantages of using drama in class. Theoretical benefits Theoretical characteristics of the approach can differ from the results acquired in practice. In this respect, it is necessary to assess theoretical potential of the method contrasted and compared to its practical implementation. As reported by Almond (2005), implementation of drama in class should have a great number of various benefits for students as for teachers (pp.10-17). In other words, teachers have an opportunity to implement into practice what they have been trained for while students can acquire knowledge in a more effective manner. So, both parties concerned can gain experience and be involved into the process. The process of implementation of drama in class can improve and benefits from the use of facial expressions and gestures while acting out some episodes or improvising. The curriculum is an important part of drama implemented in class because it should be adjusted respectively to the needs of students and expectations and plans of educators. The curriculum is considered as a method of engagement of active students in the study by Shier (2002). When students lack some knowledge and are not able to direct their energy appropriately, they can be engaged via curriculum combined with drama method implemented in class. Another study supporting the idea of curriculum and its combination with drama approach in second language learning is Heathcote (1991), where the author analyses the function of drama in the curriculum and its benefits for use in class. In addition, the study by Maley Du ff (2005) attempts to answer the question of importance and usefulness of drama implemented in class and find a great number of skills that can be improved while using drama. For instance, drama â€Å"integrates skills in a natural way,†¦integrates verbal and nonverbal aspects of communication,†¦ [transfers] responsibility from teacher to learners†, and some more skills and potential benefits are enumerated by Maley Duff (2005, pp. 1-2). Educational potential of drama as a means of teaching and learning is another important advantage in terms of theoretical background for use of drama in class. As reported by Dodson (2002), drama provides learners with an opportunity â€Å"to express themselves in English for a meaningful purpose, going beyond vocabulary and grammar drills† (p. 161). In this respect, it is necessary to encourage students to improvise regardless of language use because learners have to gain language fluency combined with understanding of spok en language. Benefits of use in practice Intelligence and other benefits gained in the course of implementing drama in class can be improved for second language learners because they can become knowledgeable in verbal and nonverbal means of communication used by English speakers. As suggested in the study by Schewe (2002), the intelligence includes multiple intelligences such as linguistic, logical-mathematical, musical, interpersonal, and others (p.74). In this respect, implementation of drama in class enables educators to facilitate the process of language acquisition through improvement of other skills necessary for both verbal and nonverbal communication. As reported by Davies (1990), mime, simulation activity, improvisation, and other activities combined under the main idea of drama can be beneficial for second language learners. At the same time, Heldenbrand (2003) analyses other practical benefits of drama implemented in class. These benefits include the fact that learners ca n acquire language skills in informal and relaxed environment; new vocabulary and speech patterns are recognised and practiced during acts; positive emotions prevail in the process of acting out episodes which facilitates understanding of information provided. Effective implementation of drama in class is demonstrated in the study by Heathcote (1976) where the author suggests a creative approach to the teaching of basic concepts. Besides, some more benefits can be found in the abovementioned study by Heldenbrand (2003) who characterises drama as a method that helps to acquire knowledge concerning intonation and pronunciation patterns in the process of acting. Moreover, drama makes learners more self-confidence and encourages them to speak fluently; additional motivation provided during drama classes can be considered another great benefit of using it in class. Cultural issues can be treated as both benefits and drawback for drama implemented in class because students with different background information can either manage or fail to understand certain cultural cues properly. The importance of dividing information into two parts presented in the textbook and provided by an educator is emphasised by Liu (2002) who analyses the benefits of drama used in class for second language and foreign language acquisition. Moreover, it is necessary to focus on the overall influence of the method on learners and teachers. Though there are some disadvantages in the process of using this method, it gained recognition and can be implemented more effectively all over the world. The drama implementation approach can be used for different activities and different languages. Limitations in Implementing Drama in TESOL The basic limitations that can be emphasised in the process of implementing drama in class include cultural cues and globalisation in terms of mixing cultures and inappropriate cues used by second language learners. In this respect, it is important to analyse theoretic al and practical aspects of implementation. Contradictions in educational drama are enlarged on by Moody (2002) who analyses the aspects of drama implemented in class and compares those to real practical approach and its effectiveness. Theoretical disadvantages Though some teachers can be aware of peculiarities typical of different cultures, they may fail to explain the peculiar features of the English-speaking culture to second language learners. Fels McGivern (2002) analyse the intercultural recognition gained through performative inquiry and assess its effectiveness for second language learners. So, cultural features can prevent learners form effective acquisition of verbal and nonverbal peculiarities while communicating in English. In addition, â€Å"by linking visceral bodily experience, as both sensorial and somatic, we as teachers guide our students in the complexity of transcultural learning† (Axtmann, 2002, p. 49). In this respect, one of the main challenges can con cern the understanding of importance of cultural diversity before implementing drama in class. Limitations of use in practice Practical implementation of theoretical knowledge can be even more challenging and full of unexpected disadvantages than a research conducted on theoretical background. Being scared and being tired of what one has been doing are typical limitations of practical implementation of drama in class, as reported by Wagner (1976, p.18). Sometimes, educators can lack self-confidence necessary to implement a theoretical scenario into practice. This can be even more important in the process of acting out some episodes in class because the teacher should guide students in this activity. As communication is composed of both verbal and nonverbal aspects, it is necessary to analyse the challenges encountered in the process of implementing theory into practice with second language learners. As reported by Culham (2002), nonverbal approach should be used on the equal basis w ith the verbal one because misunderstandings may arise from lack of knowledge in nonverbal area of communication (p. 95). Teachers can fail to find appropriate materials to use with the drama approach or reaction of class to some moments of the teaching-learning process (Burke O’Sullivan, 2002). The arrangement of lessons in terms of time limitations can be a great challenge as well (Sam, 1990). Conclusion Summary of the review The importance of a method chosen for implementation in class is obvious. The rise of sociolinguistic and approaches used for teaching-learning purposes are related to the globalisation with its benefits and challenges. The use of drama in class can be considered one of the most effective approaches for second language acquisition and relevant problems encountered by learners and educators that teach students with different background, culture and language skills. In this respect, it was necessary to analyse the main contributors to the exploration of drama and its effectiveness with second language learners. Dorothy Heathcote can be considered the pioneer in the activity of implementing drama in class, especially with second language learners and adjustment of curriculum to the needs and expectations of teachers and learners. The consideration of cultural peculiarities can be treated as the challenge of primary importance because nonverbal approach is used in some studies whereas its importance affects the level of language acquisition and fluency of a speaker. Recommendations for further research It can be interesting to analyse the relations between the second- and third-language acquisition in terms of methods and approaches used to facilitate the learning. Moreover, it is necessary to evaluate how different cultures perceive the information while being approached with the help of drama method. In addition, some people can fail to understand that there is a great difference between habits, gestures, emotions, and other cultu ral and language cues demonstrated by people in the process of communication. Analysis of effectiveness of implementation can be conducted via survey using qualitative method. Reference List Almond, M. (2005). Teaching English with drama. London: Modern English Publishing. Armstrong-Mills, C. (1997). Creative uncertainty: Energy surges in the principles and practice of Dorothy Heathcote. In D. Davis (Ed.), Interactive research in drama in education (pp.93-105). London: Trentham Books. Axtmann, A. (2002). Transcultural performance in classroom learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 37-51). Westport, Conn; London: Ablex Publication. Burke, A., O’Sullivan, J. ( 2002). Stage by stage: A handbook for using drama in the second language classroom. Portsmouth, NH: Heinemann. Cook, C. (1973). Drama as playmaking. In J. Hodgson (Ed.), The uses of drama (pp.145-156). London: Taylor Francis. Culham, C. R. (2002). Coping with obstacles in drama based ESL teaching: A nonverbal approach. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.95-113). Westport, Conn; London: Ablex Publication. Davies, P. (1990).The use of drama in English language teaching. TESL Canada Journal, 1(8), 87-99. Dodson, S. L. (2002). The educational potential of drama for ESL. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.161-180). Westport, Conn; London: Ablex Publication. Fels, L., McGivern, L. (2002). Intercultural recognitions through performative inquiry. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.19-37). Westport, Conn; London: Ablex Publication. Furman, L. (1990). Creative drama handbook and role play guide. Denver, Colorado: Pioneer Drama Service, Inc. Heathcote, D. (1973). Drama as challenge. In J. Hodgson (Ed.), The uses of drama (pp.156-166 ). London: Taylor Francis. Heathcote, D. (1976). From drama as a process for change. In R. Drain (Ed.), (1995), Twentieth-century theatre: A sourcebook (pp. 199-201). London: Routledge. Heathcote, D. (1991). Collected writings on education and drama L. Johnson C. O’Neill (Eds.). Evanston, Illinois: Northwestern University Press. Heldenbrand, B. (2003). Drama techniques in English language learning. The Korea TESOL Journal. 6(1), 27-35. Kao, S.-M., O’Neill, C. (1998). Words into worlds: Learning a second language through process drama. London: Greenwood Publishing Group. Liu, J. (2002). Process drama in second- and foreign-language classrooms. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp. 51-70). Westport, Conn; London: Ablex Publication. Maley, A., Duff, A. (2005). Drama techniques: a resource book of communication activities for language teachers. 3rd ed. Cambridge: Cambridge University Press. Moody, D. J. (2002). Undergoing a process and achieving a product: A contradiction in educational drama. In G. Brauer (Ed.), Bod y and language: Intercultural learning through drama (pp.135-161). Westport, Conn; London: Ablex Publication. Sam, W. Y. (1990). Drama in teaching English as a second language: A communicative approach. The English Teacher, XIX July. Retrieved from http://www.melta.org.my/index.php/11-melta-articles/151-drama-in-teaching-english-as-a-second-language-a-communicative-approach Schewe, M. L. (2002). Teaching foreign language literature: Tapping the students’ bodily-kinaesthetic intelligence. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.73-95). Westport, Conn; London: Ablex Publication. Shier, J. H. (2002). The arts and the foreign-/second-language curriculum: An interdisciplinary approach to actively engage students in their own learning. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.183-207). Westport, Conn; London: Ablex Publication. Swann, J., Deumert, A., Lillis, T., Mesthrie, R. (1996). A dictionary of soc iolinguistics. In N. Fitzgibbons (Ed.), Sociolinguistics. Montreal: University of Concordia. Wagner, B. J. (1976). Dorothy Heathcote Drama as a learning medium. Washington: National education Association. Wagner, B. J. (2002).Understanding drama-based education. In G. Brauer (Ed.), Body and language: Intercultural learning through drama (pp.3-18). Westport, Conn; London: Ablex Publication. Wessels, C. (1987). Drama. Oxford: Oxford University Press. This essay on Peculiarities of Using Drama, Improvisation, and Creative Approach was written and submitted by user Will H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Hedwig Glass Beaker Essays

Hedwig Glass Beaker Essays Hedwig Glass Beaker Paper Hedwig Glass Beaker Paper or memorable religious objects. During Medieval Europe, people believed the at relics were important because they were connected to miracles. Since Heeding beaker s miraculously turned Water into wine, her beakers Were carefully cherished and preserved I n church treasuries and princely collections in castles(MacGregor, A World in a 100 Objects). He twig glass beakers were also used as chalices, or precious glassware, to use for import ant ceremonies in churches and royal chapels(MacGregor, A world in a 100 Objects). Now we have a better understanding on how the Heeding Glass beakers were made and used in the context of trade, war, and faith. The Heeding Glass beakers were made and used during the crusades, a war where the Christians launched an armed expedition n to recapture Jerusalem from Muslim control. Despite war and conflict, trade flourished du ring the war where both Christians and Muslims benefited from each other. The Heeding Glass be Akers was traded by the Muslims and commissioned by the King of Hungary since glassware since it was one of the many items that was hard to make in Europe and also an item that was in high h demand. The Heeding Glass Beakers were finally made in the context of faith.

Multi-Calendar Plans Manage Every Client With CoSchedule

Multi-Calendar Plans Manage Every Client With As a marketing agency, managing multiple clients used to be tough. Client A used a Google Sheet for their marketing schedule.  Bleh. Client B used  a clunky project management tool. Client C used email. #nightmare ^ You get the picture. Now that hassle, confusion, and time-suck of managing multiple clients marketing projects is over. You can finally organize every project from every client in one place. And youre doing it with multi-calendar, the newest feature in your most beloved marketing + social media project management tool, . :) Lets boost your marketing agencys efficiency + effectiveness, shall we? Manage Multiple Clients With Multi-Calendar [New Feature]Organize Every Project From  Every Client In 1  Place Imagine a life without complex spreadsheets only you (or your clients) understand. What about ditching confusing email threads altogether? Awww, the good life. ^ But it  is totally possible. has always been  the #1 marketing calendar for everything you need organized. And now you  can easily manage multiple clients in by giving each of them their own  calendar. That gives you, as the efficient marketing agency you are ;), one place to work  on all of your clients projects. Every calendar helps you plan + execute tons of different types of content  and social media campaigns. So  you can customize each clients calendar for their specific needs. That gives you incredible organizational power with a single login for you + a beautiful experience for your clients. Agencies! Organize every #marketing project from every client in 1 place.Simplify Your Team + Client Workflows And  Collaboration Process boosts efficiency. And many  clients + projects have different requirements. So use to easily customize your workflows for each client + project as much as you need. makes it easy to create  a Task Template and save it to easily apply again  later (which, lets face it, saves you a ton of time on those repeat projects). Plus, you can  customize an unlimited amount of Task Templates for every client. That gives you complete control  to  delight every client. Youll also ditch long email threads by  attaching the communication to your projects in . That gives everyone  working on a project the complete picture of your progress at a glance. (And that also means zero  digging through a busy email inbox for updates.) All of this organization keeps your clients in the loop + keeps projects moving forward + helps you hit deadlines. Stay on track. Execute faster. Avoid the busywork. +  marketing agencies #FTWCustomize To Fit Your Clients Needs Some of your clients  may be building their following on Instagram. Others focus specifically on their WordPress blog. Others are huge fans of creating their content in Google Docs. ^ You can customize each of your clients experiences within their calendars. That makes your go-to source for starting any project. And as your marketing agency grows (which, lets be honest, youre crushing it), scales with you. Customize your team + client workflows + integrations with !Improve Client Retention With Data-Driven Results Prove the ROI of the work you do with real  data everyone can understand! You  and your clients will see  the success of every social media message you share. And youll also see the success of your content as a whole. When you scale to Multi-Calendar Plus or Pro plans, youll also see the results of your entire social media strategy in one place with your Social Engagement Report. Easily show your clients your success to  maintain  long-term business for your marketing agency!

The Race Essay Example | Topics and Well Written Essays - 750 words

The Race - Essay Example is a function of the wage they receive" (Romaguera 14) is true, wages in minority neighborhoods may be lower, because they do not need to be higher. If one worker is not productive and is fired, there are many others waiting to take his or her place, who will work for the same wage. Again, the ability to purchase resources is reduced, due to lower income. The same concept can be applied to housing and rent, only reversed. "In 2000, the proportion of African American households that had obtained home ownership was 65% lower than the proportion of white households that had obtained homeownership" (Ohio State University 3). Therefore, the rental owner will seek to charge as much as demand will allow, regardless of race. This means that those living in less affluent neighborhoods may ultimately get less for their money, in terms of rental unit quality, amenities, and space. Social segmentation also affects the distribution of resources. It may not always do so directly, but by altering marketing efforts, based on clustering or categorization of specific geographic locations or types of customers, allocation is indirectly affected. In Asian Social Science December, 2008, Yingchun Guo ( 3-4) explains how clustering works for electric power consumers. The types of customers are divided into four categories. The highest ranking are those that consume more power and have good credit, while the lowest ranking group has less than idea credit and consumes less power. Marketing strategies are likely to focus more heavily on the highest ranking users, where the company stands to make the most profit. Those is the highest ranking group may be offered special rate packages and pricing that is... Ohio State University. Social/Economic Indicators: Comparing Brown Era Racial Disparities to Today." (April 2004). 11 Dec. 2009

Outlining Policy Research Paper Example | Topics and Well Written Essays - 1250 words

Outlining Policy - Research Paper Example It is therefore imperative that every educational institution establishes labor policies that would avoid discrimination in processes such as hiring, instruction, dismissal, and tenure thereby helping the institution to avoid discriminatory lawsuits. To establish all-round policies that allow the management and administration to address stakeholder needs and ensure that favoritism and unfairness do not reign in a public school, there are certain guidelines that should be observed (Ewing et al., 2005). This paper explores the labor policy guidelines that should define an organization’s hiring, dismissal, tenure, and instructional policies. Hiring Policy Labor laws require that the hiring policies in a public school should not make a job seeker hold the opinion that he/she is being treated unfavorable compared to the others. There are several reasons for which job seekers may feel they are getting unfair or unfavorable treatment. These reasons include age, religion, gender, disa bility, race, skin color, and nationality. It is therefore imperative upon every public school to ensure that such favoritism do not occur in their hiring practices, policies, and procedures (Befort & Budd, 2009). Just like any kind of discrimination is not required in any facet of employment, so it applies to hiring processes. In fact, once discrimination is allowed to permeate the hiring stage, chances are high it would be widespread in the later processes such as dismissal, transfer, and promotion. Discrimination based on ethnicity, national origin, age, gender, and mental or physical disability should thus be eliminated in public schools to avoid lawsuits. The reason being, failure to establish and implement these nondiscriminatory hiring practices would contravene certain labor regulations and laws that provide for fairness and nondiscrimination in hiring processes. For instance, there are laws that forbid age discrimination in offering employment except in certain special case s (Keshawn & Arn, 2005). It is therefore important that public school administrators get conversant with the laws governing the process of hiring in the relevant areas or job description. It is also illegal in many countries to discriminate based on one’s religion while hiring workers unless radicalism and excessive negative attitudes and consequences are apparent. Nonetheless, it is necessary that the concerned institutions follow the due process and the law when hiring, one’s religion and other social alienation notwithstanding. When hiring and considering peoples’ skills, positions to be filled, the responsibilities to be given, and the qualifications required for a job, it is also discriminatory to eliminate job seekers on the basis of their gender. Otherwise, lawsuits and compensations are likely to follow. Once an individual has been hired, the tenure of office, the terms, and conditions of their service are the other tricky aspects of employment that orga nizations must handle fairly and without favor. Tenure Policy There is a unanimous call in the education labor movement for the overhaul of the contemporary concept of tenure in many sectors of the economy. In fact, some stakeholders

Gateway Arch Development

Gateway Arch Development Gabe Bohler Standing at 630 feet, the Gateway Arch transcends all other memorials in its way. The Archs superior height allowed for travelers to see, even from a great distance, that they were approaching the Gateway to the West which is how the Arch got its name. Pierre Laclede established a bartering station in 1764 at the exact same location on which the Arch now stands. Located in St. Louis, Missouri, the arch was built for the Jefferson National Expansion Memorial. Eero Saarinen, the architect of the arch, was born in Finland and the son of an art school dean. Saarinen won the memorials design contest and helped make his design into reality. Not only is it a beautiful piece of art, it has a rich history behind it. This masterpiece symbolizes the westward expansion that took place to get the land we now have in our country. As you may know, through this process, many Native Americans were forced into reservations and tribes were destroyed. However, if the expansion never happened, we would n ot have the grand country we live currently live in. Although westward expansion is often distinguished as being cruel and unjust to the indigenous people, the Gateway arch symbolizes the importance and glory of the progressive expansion. Around late 1933, civic leader Luther Ely Smith, returning to St. Louis from Indiana, saw the St. Louis riverside area and visualized a memorial there which would stimulate the economy. He proposed his idea to the city mayor who in turn brought it up in a meeting with other city officials. They approved the proposal, which resulted in Jefferson National Expansion Memorial Association being created. Smith was appointed chairman and the associations goal was to create: A suitable and permanent public memorial to the men who made possible the western territorial expansion of the United States, particularly President Jefferson, his aides Livingston and Monroe, the great explorers, Lewis and Clark, and the hardy hunters, trappers, frontiersmen and pioneers who contributed to the territorial expansion and development of these United States, and thereby to bring before the public of this and future generations the history of our development and induce familiarity with the patriotic accompli shments of these great builders of our country. Many locals did not agree with the idea of depleting public funds for the cause and even Smiths own daughter related saying the people need more practical things but he would fire back that spiritual things were of equal importance. The association estimated that $30 million would be required to get the project in motion, with the U.S government footing $22.5 million of the total cost. The proposition to give the riverside a makeover was not new, with earlier projects surfacing during the economic downturn brought about by the Great Depression. On December 21, Franklin D. Roosevelt signed off on an executive order to put the project in motion, which would set aside 82 acres for the first National Historic Site. The motivation of the project was twofold-commemorating westward expansion and creating jobs however, not all taxpayers were onboard with the project that many called a boondoggle. After an intense competition to see who would be designing the Arch, Saarinens team was picked for best design. His team worked to perfect their design and on September 1, 1947, they submitted as the first stage to the jury. By January 1951, Saarinen proposed 21 sketches, which included scale pictures of the attractions near the Arch itself. In 1959 and 1960, the foundation for the monument was beginning to be laid and by the next year, the structural components were being added. Finally, by January 22, 1962, after the previous meeting was postponed, the bidding meeting commenced with over 50 companies attending the event. Initial building of the Arch started the next year in 1963 and was finally completed in 1965, two years later. As the country grew and expanded, the American people where always one to push their bounds. In 1763, we proudly, defied Englands proclamation of the year, and settled west of the Appalachian mountains. A little later, the westward people pushed Indians, animals, and society to a place where no American person had gone before. But all the while, one important factor determined where they transported themselves, where they settled, and what they did when they got there. This factor, the environment, profoundly affected the settlers way of life, and other factors, such as the Indians and the railroad, only aggravated a pre-existing condition. The settlers of the late 1800s had only one way to get to the west- along the pre-existing routes established by the courier-de-bois, Spanish settlers, and the Indians of the past. These routes, which flowed through the only passable areas of the Rockies, naturally led to Oregon and California, which caused an increase in the population of these r egions at the time. On the home front, the environment played an important role on the family life as well. With an increased sense of independence, women had gained rights to vote and proprietorship. But with this increased sense of independence came the added responsibility of being the family doctor, chef, and provider of family comfort and support. Although westward expansion can be seen as positive, it also had many negative effects including war, slavery, and the suffering of many Native Americans. Starting with the French and Indian War, the United States, or in that time, the colonies, has always encroached on the Native Americans. This war was only the start to many others which brought about suffering to the Native Americans and American people. During the American conquest of the west, Natives were for often forced into slavery when a tribe was attacked and defeated. Steps for peace were thought to be made by the American government to relocate the Native Americans into smaller reservations. These reservations were too small to hold the huge tribes and the soil was unfertile to plant food to last for a while. For example, the Trail of Tears relocated around 4000 Cherokees into a reservation in Oklahoma. Throughout the journey, many Native Americans died due to harsh conditions. This is seen as a cruel punishment but it w as meant for good. If this expansion never happened, the United States wouldnt have the land and greatness we now have. Although it was often cruel and unjust, which could have been made easier and less harsh, it was needed in order to expand the country to fit the population of the rising US. Due to this expansion, the Gateway Arch symbolizing it and its greatness may be disliked by many Native Americans today. Building a monument for the enlargement into the west can however, help everyone appreciate the expansion and the importance it had to our country. Rising above all other monuments, there is a reason why the Gateway Arch is the tallest monument in the country. Perfectly placed in St. Louis, Missouri on the Mississippi river, the arch can be seen by anyone in the area or if they are visiting the Jefferson National Expansion Memorial for which the arch was made for. The Arch represents the westward expansion and most things that were involved with it. Native Americans were treated badly during the expansion but our country wouldnt be what it now is today without it. Although westward expansion is often distinguished as being cruel and unjust to the indigenous people, the Gateway arch symbolizes the importance and glory of the progressive expansion.

Doctor in the House

Text Analysis â€Å"Doctor in the House† (Richard Gordon) 1. The author of the story is Richard Gordon. It is the pen name used by Gordon Ostlere (born Gordon Stanley Ostlere on 15 September 1921), an English surgeon and anesthetist. As Richard Gordon, Ostlere has written numerous novels, screenplays for film and television and accounts of popular history, mostly dealing with the practice of medicine. He is most famous for a long series of comic novels on a medical theme starting with Doctor in the House, and the subsequent film, television, radio and stage adaptations.His The Alarming History of Medicine was published in 1993, and he followed this with The Alarming History of Sex. 2. The literary piece under consideration is fiction, prose fiction, short story. 3. Setting of the story. Geographical location – England, London ( the events take place in St, Swithin’s hospital which is historically located in England, London); Time – the late 1940s Social en vironment – middle class, students. Atmosphere – tense, psychologically difficult. 4. Theme of the story – examination period as a driving force for a psychological and emotional students’ tension. 5.Point of view – the 1st person point of view (â€Å"I walked down the stairs feeling as if I had just finished an eight-round fight†¦Ã¢â‚¬  or â€Å"I stood before table four. I didn’t recognize the examiners. †) 6. The composition: Character sketch 7. 1. Richard Gordon is the main character of the story. He plays the central role in the story so we may call him a protagonist. I consider him to be a flat (simple) character, because Richard has only several personal traits. The author characterizes Richard both directly and indirectly. He is a static, because Gordon remains the same throughout the story. Direct presentation:Richard Gordon was born in 1921. He has been an anesthetist at St. Bartholomew’s Hospital, a shipâ€⠄¢s surgeon and an assistant editor of the British Medical Journal. He left medical practice in 1952 and started writing. Indirect presentation: * Hard-working student. Example: Benskin discovered that Malcolm Maxworth was the St. Swithin’s representative on the examining Committee and thenceforward we attended all his ward rounds, standing at the front and gazing at him like impressionable music enthusiasts at the solo violinist. * Intelligent. Example: â€Å"How would you treat a case of tetanus? † My heart leaped hopefully.This was smth I knew, as there had recently been a case at St. Swithin’s. I started off confidentially, reeling out the lines of treatment and feeling much better. â€Å"Pass† he murmured. * Careful, attentive, observant. Example: There were six other candidates waiting to go in with me, who illustrated the types fairly commonly seen in viva waiting-rooms. There was the Nonchalant†¦Next to him a man of Frankly Worried class†¦There was the Crammer, the Old Stager. The other occupant of the room was a woman†¦But the girl had given care to her preparations for the examination†¦I felt sure she would get through.About half-way through the anonymous examinees began to differentiate themselves. Some of them strode up for an extra answer book, with an awkward expression of self-consciousness and superiority on their faces. Others rose to their feet, handed in there papers and left†¦ * Impressionable. Example: The days after the viva were black ones. It was like having a severe accident. For the first few hours I was numbed, unable to realize what had hit me. Then I began to wonder if I would ever make a recovery and win through. My palms were as wet as sponges.My pulse shot in my ears. My face was burning hot and I felt my stomach had been suddenly plucked from mu body. The world stood still. The traffic stopped, the plants ceased growing, men were paralyzed, the clouds hung in the air, the win ds dropped, the tides disappeared, the sun halted in the sky. 7. 2. The plot of the story. The composition of this text consists of the following components: The exposition contains the general information about students’ attitude to the final examinations and the way of preparation for this important event..Narration, when the author describes passing the examinations, written paper and viva, candidates’ excitement and suspense of the results. The    tension reaches its highest degree when poor Gordon almost believes in his fail. And the climax, when the Author describes how the Secretary of the Committee calls out Gordon’s name, because in that moment we become interested in his results, does he pass or fail. The author deliberately postpones the denouement keeping the reader in pressing anticipation. It    comes in the last paragraph, when he hears the magic word â€Å"Pass†. 7. 3.The type of speech. It is the narration ( â€Å"I walked down the s tairs feeling as if I had just finished an eight-round fight†¦Ã¢â‚¬  or â€Å"I stood before table four. I didn’t recognize the examiners. †) with elements of dialogue ( â€Å"â€Å"How did you get on? † I asked. â€Å"So-so† he replied. â€Å"However, I’m not worried. They never read†¦Ã¢â‚¬ ) and a great number of descriptive passages (â€Å"The examination began with the writing papers. A single invigilator sat in his gown and hood on a raised platform to keep an eye open for flagrant cheating. He was helped by two or three uniformed porters†¦Ã¢â‚¬  or â€Å"One minute to twelve.The room had suddenly come to a frightening, unexpected silence and stillness, like unexploded bomb. A clock tingled†¦Ã¢â‚¬ ). 7. Stylistic devices. * Similes – â€Å"To a medical student the final examinations are something like death†; â€Å"I was shown to a tiny waiting-room furnished with hard chairs, a wooden table, and wind ows that wouldn't open, like the condemned cell. †;â€Å"The days after the viva were black ones. It was like having a severe accident. †;â€Å"The room had suddenly come to a frightening, unexpected silence and stillness, like an unexploded bomb. ; â€Å"they are a straight contest between himself and the examiners, conducted on well-established rules for both, and he goes at them like a prize-fighter†; â€Å"Benskin discovered that Malcolm Maxworth was the St. Swithin's representative on the examining Committee and thenceforward we attended all his ward rounds, standing at the front and gazing at him like impressionable music enthusiasts at the solo violinist†; * Allusion – Bible’s judgment day * Hyperboles – † But the viva is judgment day. A false answer and the od's brow threatens like imminent thunderstorm. † * Repetition of sound [s] -† The room had suddenly come to a frightening, unexpected silence and stillne ss, like an unexploded bomb. A clock tingled twelve in the distance. My palms were as wet as sponges. Someone coughed, and I expected the windows to rattle. With slow scraping feet that could be heard before they appeared the Secretary and the porters came solemnly down the stairs. The elder porter raised his voice. † * Parallels constructions – â€Å"The world stood still.The traffic stopped, the plants ceased growing, men were paralyzed, the clouds hung in the air, the winds dropped, the tides disappeared, the sun halted in the sky. † * Metaphor – â€Å"judgment day†; â€Å"slink miserably out of the exit to seek the opiate oblivion†; * Exaggeration – â€Å"My palms were as wet as sponges†¦ The windows were rattling†¦ My pulse shot in my ears†¦ The world stood still†. 8. The main idea of the text is that the examination is nothing more than an investigation of man’s knowledge. The idea: the final examinat ions are reason for a great psychological pressure and a real challenge for the students.

The French Revolution - 802 Words

Hailey wells Absolute Monarch- Absolute monarch is a ruler with complete control over the government and peoples lives. They are the ones with the highest power. The had the power to raise taxes, make people starve and end peoples lives. For example, Louis XIV was an absolute monarch. Bastille Day- Bastille Day in France is celebrated on July 14th.The event is like independence day but in France. The storming of the Bastille was the start of the French Revolution. Bastille was a prison in Paris that this took place. The Third Estate of France fought against the King and Queen to lower taxes. Columbian Exchange- The Columbian Exchange was the trade between America and Europe. Plants, animals, diseases and technology were traded during this period of time. It changed ways in life, new crops helped changed diets, horses man it easier to get place to place. Declaration of the Rights of Man- The Declaration of the Rights of Man states â€Å"all men were born and remain free and treated the same† It was issued August 26,1789. All men had freedom of speech, were free and treated equals. People had the right to create laws. This was created during the time of the French Revolution. Enlightenment Thinker- Enlightenment Thinkers speak up for what they believe in. For example, politics, religion, and etc. Things were being questioned by the thinkers promoted reason and ideas. Voltaire was a Enlightenment Thinker that believed all people should have freedom of speech andShow MoreRelatedThe French Revolution And French Revolutions2006 Words   |  9 PagesAlthough the American and French revolutions both took place in the late 18th century, both fought for independence, and both portrayed patriotism, the revolutions are markedly different in their origins; one which led to the world’s longest lasting democracy and the other to a Napoleonic Dictatorship. Political revolutions in America and France happened because people felt dissatisfied with the way their country was run. In North America they rebelled against rule from a foreign power, they wantedRead MoreThe French Revolution And The Revolution1523 Words   |  7 PagesThe French Revolution was a time rife with violence, with many revolutionaries using extreme actions to overturn the French Monarchy and create a government based on equality and justice, rather than tyranny and despotism. 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This will be the place where Parisian crowds will lay siege on and use the gunpowder for their weapons, and this will become a great turning point in the French Revolution. 3) The Great Fear was the vast movement that the peasant insurgency of sacking nobles’ castles and burning documents would blend into. This attack was mainly because of seigneurial dues and church tithes that weighed heavily on many peasants

Why Are Some Countries Richer Than Others Essay - 1488 Words

Why are Some Countries Richer than Others? Poverty is still the biggest problem the world faces from day to day. Every country suffers from it to some degree, however certain places are greater effected than others. This is because the level of economic growth differs from country to country. The greater amount of growth the less room there is for poverty. This is simple reason why some countries are richer than others. If countries fail to move forward than it can present many problems. Mainly the needless suffering of many, and generally a lower level of living for all those caught in the trap. It is true that growth does create it own problems such as pollution and congestion, but these are acceptable compromises to reduce the†¦show more content†¦For this reason it party answers the question of why some countries are richer than others. It is widely thought that the productive capacity of an economy will increase each year largely due to improvements in education and technology. This will obviously differ from c ountry to country. For example, in the UK the quality of fertilizer could be improved, hence forth increase the years fruit and vegetable output. Soil in places such as Africa can barely sustain horticulture so these improvements would prove useless to those societies. Simple things like this can bridge the gap between countries throughout the world. In the short run, if a country is to sustain economic growth aggregate demand must increase, when the economy has a spare capacity, so it can operate inside its production possibility curve. However, for an economy to continue to produce more goods and services aggregate supply must also increase, which many poorer countries struggle to do. Countries also need larger inputs of capital to accommodate for this growth. The economy obeys the law of diminishing returns, meaning that each new bit of capital yields a slightly lower return than the one before. 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