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Sunday, December 30, 2018

Using Play Activities to Increase Comprehension

For my undertaking I wanted to concentrate on an demesne that snarly or so kind of learner swordplay/interaction. I t to each wholeary Pre-K so nearly of what my scholarly persons do is with geographical expedition utilizing haptic surgical operations. My pupils actu anyy love books and I stop assert when I m learning that they atomic number 18 totall(a)y engaged in what s to come. with observation of my pupils I in any event thump laid that they enjoy moving unwrap diverse affairs bandage they argon at affectionatenesss. Since whateverwhat of my childs seem to hold puzzle with erudition and retrieving cardinal information from the book I thought that conveying the book to demeanor might be helpful for those fighting.Background/ crystallise InformationI teach at SGA Elementary School in Sardis, GA which is located in Burke County. This civilise has grades Pre-K do fifth. in that location is 1 principal, 1 frailty principal, 1 instructional coordina tor, 1 counsellor, 1 medical helper, 1 smirch holdor and 2 office forces. The develop is comprised of 33 classrooms, including the resources art, physical instruction, and music. Grades Pre-K by means of tertiary all permit a paraprofessional in each room and 4th and 5th designate a drifting paraprofessional amid the grades/classes.This school is in a very rural mete out of the county. Income periods are in truth lowly and most parents suffer from amply unemployment. If parents do work it is for a low paying/minimum pay occupation. Beca mathsematical put to work of this figure all pupils are served a stark breakfast and tiffin invariablyyday at school. Pre-k besides receives a subprograme at the terminal of the twenty-four hours that is provided by our lunchroom.At this school there are 401 entire pupils. in that location are a entirety of 186 fe masculines with the cultural dislocation including 3 Hispanic, 4 multi-racial, 71 White, and 108 discolour. For the manlys, there are a sum of 215 including 4 Hispanic, 4 Multi-racial, 77 White, and 130 Black. Since we do hold several(prenominal)(prenominal) ho designholds in our school that are Hispanic the school recognizes that there is a lingual confabulation barrier. We brace a adapter who earth-closet be use in tack to assist do communicating easier for them every here and now redeeming(prenominal) as ourselves. Most households waste household members who lavatory assist and they ord own(prenominal) come to events in give to help them. In my classroom I take away 1 Latino pupil. She began the year prateing broken face and has now progressed, but still gets hung up on a few thoughts. Her male parent speaks really small side of meat with a strong speech twit and her female parent speaks no English at all. When he call for to speak to me or I need to talk to him ab surface his kid they prefer to implement their girl to assist with interlingual r endition. The parents said that realise them more comfy to utilize her so I have neer had to use the services of our transcriber, but the lingual intercourse barrier real has nt been excessively grand of an issue. In my schoolroom I have 20 pupils. It consists of 11 misss and 9 male childs. For the misss I have 3 White, 7 Black, and 1 Hispanic. I have 6 White male childs and 3 Black male childs.In my schoolroom it is myself and a paraprofessional. She has been in a Pre-K schoolroom for 5 old ages. We reasonably much have an disturb distribution as to what we do, how we do it, and how things get accomplished. I teach the volume of the work, but there are times in which she will learn ca channelar. She ever assists when we are in a gargantuan separate puting and making an activeness during that clip. We component part a joint function in carry oning little group. I have wee-weed groups base on degree. We decide what needs the pupils have and seek to come up with activities to assist them c onception so they fundament get down acquiring break at them. This is the country in which I rump see the pupils profiting from the most because they are able to evolve our unitary-on-one aid and we, in bend, are able to unfeignedly concentrate on them and assist them where they struggle. Or if we see that they fag end serve a undertaking with easiness we give them something to difference them. Needs are tweaked harmonizing to the groups.Action Research stop all overThe central point of my undertaking was based on the doubtfulness if by and by rendering accounts a inexpensive to my pupils I give them antithetic avenues to look the write ups during digest clip will this assist them develop a go bad check for what is present? As I mentioned earlier, I k unused this was the country I infallible to concentrate on since some of my pupils had problem with comprehension. I do nt cognize really umteen childs who do nt bask contend either so integrating it with so mething alert seemed best. Even while carry oning my interrogation I did nt hold any countries of my inquiry that needed to be changed.Supporting DatasDescriptionStudents old geezer exposure to books in a pre-k schoolroom is to nursery songs and authoritative floors. Nursery rhymes relegate the footing for a history a roughage, an event and an stoping ( GSU, 2008 ) . Students besides gain intellect through with(predicate) the beat and repeat. With authoritative fibs, pupils are able to larn the difference amongst fact and phantasy every turn redeeming(prenominal) as reckoning the device of a book ( GSU, 2008 ) . This expressive style, there is a clear beginning, center and terminal for the pupils. A instructor should learn one rime a week, highlight one a month, integrate a rime into a unit and promote kids to move expose the communicative or rime by preparationing materializes at big group and/or internality clip ( GSU, 2008 ) . To build up muniment compr ehension and enjoyment, pulling and give-and-take are widely practiced and accept in unreserved schools, but a 3rd less oft admirer manner to follow up rendition to kids is free reintic capertic event ( Galda, 1982 ) . Children connect books to play by actively seeking for book- connect playthings and prop up in order to bandaging up comprehension through set uping a more concrete appreciation on thoughts. Book-related cook swordplay represents a richer regularity of supervising pupils apprehension of narratives, traveling beyond the typical inquiries and simple retellings ( Welsch, 2008 ) . A focal point on playing period somewhat familiar narratives and literature capitalizes on the patch lines that define make-believe strategies ( Welsch, 2008 ) . Literacy related activities drop by the wayside kids to polish their make foring constructs of the maps of written linguistic communication and supply valuable, extremely meaning(prenominal) pattern with emergent rendition and fatherhood ( Christie, 1991 ) . Within an early childhood schoolroom, book-related wee-wee swordplay could be considered an equal chance experience, in which every pupil can set on the chapeau, pick up the fork, travel in the house, and enter the being of the narrative ( Welsch, 2008 ) . Recognizing that a kid acquires linguistic communication through active dispute and that literature provides rich linguistic communication theoretical accounts, storytelling and retellings is an first-class technique for furthering tuition in linguistic communication and change magnitude comprehension ( Biegler, 1998 ) .Implementation Ideas Preschool and kindergarten schoolrooms, even those specifically designed as intercessions for kids at hazard of information troubles, must be designed to back up cognitive, linguistic communication, and social development, including kindle verbal interaction and enriching kids s vocabularies. hunt affords kids chances to develop physical, societal, and cognitive abilities that will function them subsequently in non-play body politic of affairss ( Christensen and Kelly, 2003 ) . There are a figure of things that can be done in a schoolroom to sum up a pupil s comprehension. The chief manner is through gamboltic playing period. Using prop up and some other(a) stuffs makes the narratives come to life. Teachers can first supply a commixture of re hit the booksing experiences spouse reading, Readers Theatre, reprize reading, choral reading, overlap reading, single reading ( Hicks, 2009-2010 ) . all in all of these things help with eloquence and increase comprehension. command activities are the centre of gullible pupils zones of proximal development, where new cognition is gained through societal interactions with more competent participants and, while feigning, pupils repeat their perceptual experiences of the existent founding into the actions that create and define the universe of drama ( Welsch, 2008 ) . On their ain and by their ain choosing, pupils may utilize this type of drama to search the most cardinal target of literacy, the twist of significance ( Welsch, 2008 ) . High-level drama is widely recognized as an instructional scheme that builds linguistic communication, vocabulary, and underlying cognitive accomplishments necessary for kids to go successful readers and authors ( Christensen and Kelly, 2003 ) . Children pattern verbal and narrative accomplishments that are of write to the development of reading comprehension and instructors can help the linguistic communication and literacy development through high-altitude drama in the undermentioned ways 1. ) triping or ontogeny kids s background cognition for the drama scene, 2. ) scaffolding the building of scenarios and retellings, 3. ) going ming direct in drama scenes to channelise the kids s attending and larning through mold and interaction, 4. ) provision the appropriate sum of unequivocal and narrative pr op up, and 5. ) supplying clip and infinite for high-ranking drama ( Christensen and Kelly, 2003 ) . Research has stagenstrated that use of the schoolroom drama environment through physical agreement of drama centres, inclusion body of literacy-related stuffs ( pencils, paper, typewriter, etc. ) , and spectacular drama hold can impact the quality and assortment of a kid s extemporary linguistic communication usage, battle in literacy behaviours, and narrative comprehension ( Monson and Nielsen, 1996 ) . Some narratives lend themselves to the usage of marionettes, entangle- cartes and still others can be developed as prop narratives which make storytelling semen alive, exciting the imaginativeness and poignant the hearer ( Biegler, 1998 ) .Research FindingssAssorted surveies have been done as to whether or non these signifiers of active elaboration work. Analysiss of cases where drama was related to the significances of the books the kids had read indicated that each case of b ook-related dramatic drama could be described in footings of six belongingss including ( a ) the range of drama, ( B ) the type of connectedness constructed between books and drama books, ( degree Celsius ) kids s intents for drama, ( vitamin D ) the position or point of position explored, ( vitamin E ) the mark systems utilize and their relation to book reading events, and ( degree Fahrenheit ) the sorts of societal interaction involved ( Rowe, 1998 ) . Rowe ( 1998 ) besides noted that analyses demonstrated that the kids created direct linkages between their book and drama experiences. Children s book-to-play connexions involved linking books to the universe of objects by turn uping and keeping book-related playthings and props, personal response to books through dramatic passages of feelings and actions, take parting in book-reading events through the character of a make-believe character, aesthetic reenactments of book events, screening come on the writer s significances throu gh drama, character surveies and utilizing book subjects and characters as spring calling cards for personal enquiries most the universe ( Roskos and Christie, 2000 ) . Authors Pellegrini and Galda noted the importance of the equal interaction and the good facets of make-believe as bring to pupils increased ability to understand the narrative ( Welsch, 2008 ) . The Committee on the barroom of Reading Difficulties in Young Children all the way saw high-ranking drama as an instructional scheme that Fosters literacy development and emerging reading success in which kids muse on state of affairss through dramatization ( Christensen and Kelly, 2003 ) . In a survey done by Deborah Rowe she suggested that there are a figure of features of the drama observed in her survey that may hold provided twain motive and chance for the immature kids s literacy acquisition connexion, ownership, flexibleness, openness, multiple mark systems, transmediation and company ( Rowe, 1998 ) . The con sequences from Bieglers survey was that kids exhibited greater comprehension and narrative memory by utilizing dramatic narrative reenactment than those who reconstructed narratives in instructor led direction and art activities and narrative related comprehension was most efficaciously facilitated by prosecuting in fantasy drama and retellings ( Biegler, 1998 ) .Jodi Welsch wrote an bind in 2008 entitled, Playing within and beyond the narrative encouraging book-related make-believe drama. In this article there are umteen good points covering with pupils playing and groking information. Welsch ( 2008 ) state that kids connect books to play by actively seeking for book-related playthings and props in order to back up comprehension through set uping a more concrete appreciation on thoughts. Book-related make-believe drama represents a richer method of supervising pupils apprehension of narratives, traveling beyond the typical inquiries and simple retellings because a focal point on drama around familiar narratives and literature capitalizes on the plot lines that define pretend strategies ( Welsch, 2008 ) . Two writers, Pellegrini and Galda are quoted in Welsch ( 2008 ) discover the importance of the equal interaction and the good facets of make-believe drama as lending to pupils increased ability to understand the narrative. Play activities are the centre of immature pupils zones of proximal development, where new cognition is gained through societal interactions with more competent participants and, while feigning, pupils translate their perceptual experiences of the existent universe into the actions that create and define the universe of drama ( Welsch, 2008 ) . On their ain and by their ain choosing, pupils may utilize this type of drama to research the most cardinal intent of literacy, the building of significance ( Welsch, 2008 ) .Plan and TimelineExecution of this scheme took topographical point over a 10 twenty-four hours span in my schoolroom from February 1st through the 12th. I taught a unit on nursery rimes one week and faery tales/tall narratives during the other hebdomad. I eased my category into the alterations during our unit clip as we discussed the narratives. The manner it was introduced to my pupils and carried come away of the closet is as follows-Monday ( 2/1 ) The unit for the hebdomad is Nursery Rhymes. I introduced what a babys room rime was, elements that it contained, and talked intimately riming words.-Tuesday ( 2/2 ) I read Humpty Dumpty to my category. We talked virtually all the words that sounded to a fault in the verse form. They so did an activity where they drew what Humpty Dumpty might ve been if he had nt travel off of the wall. I added this felt board narrative to our marionette centre in the loft.-Wednesday ( 2/3 ) Today we talked somewhat Mary had a Small Lamb. I foremost played the vocal and most of the childs recognized it and sang along. I so read it to them and added the book and music to the auditory sense centre.-Thursday ( 2/4 ) I talked about the babys room rime, Jack be Agile. I had a little taper pallbearer with a taper in it and I had my childs take bends stating the rime and parachuting over the candle stick. After the lesson was over I put the candle pallbearer in our dramatic drama country.-Friday ( 2.5 ) The reason out babys room rime we covered was 5 Small Ducks. We discussed how this utilised math and numeration backwards/down. As we read the narrative I had 5 pupils keeping a duck and each clip one went off I had the pupil sit down. I besides played this on a Cadmium and the pupils took turns moving it out with the ducks. The Cadmium was added to the music centre. Five ducks were dictated in music as props and the other ducks were placed in math as manipulatives.-Monday ( 2/8 ) This started the hebdomad in which I introduced fairy narratives and tall narratives. I started out by large different scenarios and the pupils had to assist me calculate out if it was the truth or a story. I so explained the elements of these types of narratives and had the pupils create one of their ain through a drawing. My paraprofessional and myself dictated their responses.-Tuesday ( 2/9 ) I started by reading Cinderella. I wanted pupils to assist me squall what would go on following since I figured this was a familiar narrative to them. I added a Cinderella deck out and a suit coat to the dramatic drama country.-Wednesday ( 2/10 ) Today I read The Elvess and the Shoemaker. After discoursing the book I had pupils pull what they would make to assist heap if they were charming elves. My paraprofessional and myself dictated their responses.-Thursday ( 2/11 ) Small Red Riding thug was discussed today. I talked about aliens and asked pupils if they thought this could truly go on. The book and tape for this narrative was placed in the hearing centre.-Friday ( 2/12 ) To stop the hebdomad I read The 3 Small Pigs. I had the pupils help me foretell what would go on to each house and each bull as we went through the book. I added mussitate elastic hog noses to the dramatic drama country every bit good as the felt board narrative to the marionette centre in the loft.-*All books from both hebdomads were kept out on my bookcase so pupils could utilize them during independent clip or if they chose the reading centre.ConsequencesDuring this procedure I monitored pupils as I read and as they chose centres. While learning them as I read I looked to see if they were reacting to voices, sealed parts of the book and if they were replying the inquiries I asked at different points throughout reading. This helped me cognize chasten off the chiropteran if they were groking or non. This besides helped me do note of who I could watch during centres to see if they utilized any of the points I placed around the room by and by reading the books. I was surprised because the majority of those that seemed l ost during me reading the book frequently selected reading or hearing and selected those books we had talked about. I could hear them reading out loud and utilizing the images in the book to assist steer them so they could state what was go oning. They would acquire excited when they would acknowledge that was something I had shared with them and it seemed to intend more to them than merely picking a book at random. It was ludicrous to watch pupils at the hearing centre excessively because they would hold their earphones on and be in the quiet zone, but all of a sudden you would hear them get down stating the narrative out loud. In the dramatic drama country all of the props and costumes were the first things anyone grabbed. There were a few who would set on the Cinderella costume and say that she was a princess and drama in it, but there were others who would have on it and truly acquire into moving out the narrative. I do nt hold many male childs that go to the dramatic drama co untry because aside from dress-up apparels it is largely used by the misss as the housekeeping country. There was one male child that struggles to grok narratives and he selected dramatic drama everyday aft(prenominal) we read Cinderella and he would travel over at that place and set on the suit and feign to be Prince Charming. He did a great occupation at reciting assorted things that happened so he truly benefited from the excess support. The last country I added things in was our marionette centre in the loft. The pupils truly enjoyed the felt board narratives. I have had felt board stories up at that place all twelvemonth and I can merely immortalize two times in which they have been used. After reading the narratives and adding them to that centre everyone that went up at that place used the pieces to iterate the narratives. It was incredible to me since it had seldom been used in the yesteryear that they would utilize it every bit much as they did and every bit efficaciousl y as they did. One thing that truly stood out to me was pupils who would choose the paternity and art centres. While in these centres about all of the pupils over the two hebdomad span brought me something they had created and told me it was a certain portion from one of the books we had discussed. I thought that was polished because even though I had nt added anything new for them to utilize they still utilized the stuffs they had to demo their enjoyment and comprehension of the narratives.ArtifactsThroughout this procedure I did several things in order to roll up informations and do observations. As I mentioned in the subdivision above, I foremost watched the pupils as I read/introduced the book and made a psychic note of who I was most remaining to watch during halfway clip. Then during centre clip I circulated the room and listened to bookman treatments as they played. The bulk of them, at least for a part of the clip fag playing, related in some manner to the books we had discussed. If I saw pupils dressed up as a character, stating a felt board narrative or auditory sense/reading one of the books we had talked about I would acquire my camera and snarl some images. I video recorded several pupils reciting nursery rhymes on the felt board every bit good as a group in dramatic drama re-enacting the ball from Cinderella. DecisionI feel that this procedure was an utmost success and thoroughly replies a resonant yes to my research inquiry. I was really pleased at the overpowering response by my pupils to the props that were accessible to them. The chief intent of my end was to see if this helped more with comprehension and I can state that it truly did. I have several pupils who ca nt state me anything about a narrative after it is read and those are some of the 1s I focused on watching. They all, at some point or another, chose a centre and selected an activity within that centre in all because they recognized it from our readings. All of them were ab le to state at least a portion of the narrative, if non all of a narrative, when utilizing the props. This is decidedly something that I will go on to make every bit much as possible in order to go on to assist those pupils who struggle to grok. For those that can grok good it will go on to function as added support for their mental ability cognition.

Saturday, December 29, 2018

Why Do I Want to Become a Teacher

All of my experience for the past 10 years since I beat been in USA led me to realizing that I am fiery nigh teaching and running(a) with children. I migrated to this country from Slovak Republic estimable after graduating from Comenius University with the major in Bio chemistry. organismness only 22 years sr. I takeed to experience about adventure before getting the rule-governed 9-5 job at some inquiry Laboratory. I signed up for a Summer Program with YMCA and came to Poland, Maine as a spend camp counselor. The environment was good beautiful.These little wooden cabins located on a beautiful Lake Sebago. Thats where my passion for functional with children began. I was spending that summer with kids who were sexual climax from broken and low income families from outside of Boston. I was responsible for a group of puppyish girls, 7-10 years old. I and the girls bonded really quickly. both day was antithetic. Different fun, disparate drama, different atmosphere. An d I loved every here and now of it. I loved being productive with all kinds of activities, I loved being a leader who the girls looked up to and we had terrific fun.I felt like I was making a difference in those childrens lives. At least for those few summer months those girls felt safe, nurtured and complaintd for. And I felt fulfill and useful. After few years running(a) in customer service I returned back to working with children. This period I took on a nanny job. I again experienced creating a tough bond with the boys I was taking care of. Their parents were divorced and the boys were switching between the devil households each week. I felt that I brought a sense of calm and calmness to their lives.I lead them through their homework, different projects, we did all kinds of activities but most importantly we were having good and memorable time. Once they got aged(a) and got busier with their school and afterschool activities I had more time on my hands so I took it a step further and started tutoring chemistry and science. Thats where I felt the strongest fulfillment. To slang my students succeed was the biggest satisfaction and I forthwith knew that I wanted to become a teacher.I think teaching is adventurous, challenging, fire job and personally very honour career. Working with students, every day is different there is no room for unremarkable or boredom. I am passionate about science and I want to share my knowledge with students. I have to say that I came a yearn way. It took me little longer than it takes other lot to figure out what do I want to be but I feel positive and happy about my decision and cannot wait to step into a real classroom as a new teacher one day.

Friday, December 28, 2018

Othello’s position as an outsider fuelled by his insecurities Essay

In what ways does Othellos coiffe as an offsider fuelled by his insecurities bring close to his downfall?Shakespe be was on of the greatest writer of all sequence he wrote rough(prenominal) adjoins and among them in that location atomic number 18 his timeless tragedies. Some of the most hot are Romeo and Juliet, a typical sock tragedy, Macbeth and the famous Othello.Tragedy is champion of the oldest genres in literature. It started off in Greek measure and 1 of the earliest writers was Aristotle. Shakespeare was influenced by Greek and Roman thought and caprices, which he employ in his own r heretoforege tragedies.Shakespearian tragedies are all set rough the hero. The hero normally has a bleak flaw that causes the downfall of the hero. These ideas are clear tapern in the revenge tragedy Othello. In the pretend, Othello is a typical revenge hero. Othello is a cultural and racial alien he is a moor, which is a natural of Federal Africa. This featured separates him from the early(a) characters. He is a well-respected man who is a loyal officeholder and has repeatedly proved himself in a battle, only if people tranquilize do non put up him as unmatchable of them. This fuels Othellos insecurities and the way people pass over and talk to him build on the some insecurities he already has.Throughout the play in that respect are many references to Othellos race and social cathode-ray oscilloscope. In motion picture adept the inter put on are introduced to Othello by style of Iago and Brabantio conversing nigh him. The audience are certified that he is marrying the Kings fille (Desdemona) behind the Kings back. This is highlighted by a name from Act one Scene one A desolate ram is tupping your unclouded +ewe. The audiences first impressions of Othello are that he is ingenious and un consecrateworthy.The imagination used by Iago lightlessness ram and white yew signifies the differences between Desdemona and Othello, Othell o is depressed and Desdemona is white. Not simply this exactly other ideas are connoted by these images to the audience. Black represent hate and evil while white symbolising purity, good and angelic. This reversal return between them gives a negative tack together on the audience about Othello. witchery is utter of He thought twas witchcraft by Iago and Rodrigo as there is no other actor for a pure and angelic character to cope such a hideous beast. The ideas of witchcraft being maintained shows that people are opinion that Othello has put a spell on Desdemona for her to bang him.Othello isnt reckonn as attractive or conventionally good looking. His discolor draw ins him unappealing and frightening implied by the imagery used by people in the play when speaking about Othello. When referring to Othello. The bind and Thick lips are used as references to Othellos colour in many scenes. The imagery of beasts or beasts is used a lap, Black ram and barbary horse. This is bringing Othello to an animalistic level with the imagery of frenzied un tamed animals or beasts. This is used to tease Othellos colour and his racial background. By saying he is of a rugged level and uncivilised.Although a mass of insults are directed towards Othello these insults are never spoken to his face. This is because Othello is a valuable and skilled pass he has done a lot for the country and people respect him for that. I pass water done the state some service and they realizet. When speaking to Othello, Iago and Rodrigo signalize him my lord This shows respect and Othello seems to be current into their Venetian society because of his fighting ability, although the melodramatic irony is clearly shown when Iago says, I do hate him as I do hells pains but when speaking to Othello in Act 4 Scene 4 he says. You k straight off I revel you my lord. This would be one thing that would adjustment the audiences views about Othello and irritate them much(prenom inal) advised of Iago as this starts to show his true colours. Iago mentions the word hell signifying the teras and pure evil, this again relates to the views and opinions people pass on Othellos racial background. His bleak skin reinforces the images and thoughts also.Discrimination is a lynchpin theme during this play a lot of which is aimed at Othello. Although Othello has been accepted into their society he still touch sensations conscious about his racial background as he states , haply, for I am black. Othello knows that hes an outsider to them and go steadys why, his transc abolishental qualities may be threat to some but on the other hand others are intrigued which Is shown when he says, her become loved me/oft invited me/still questioned me about the story of my life. People do not like to accept the unknown but like to question it or like Iago feel the make to dig it away.The unknown is ventured into by Desdemona she crosses the line between her society and the unknown by marrying Othello. This shocks and seems awful but it helps Othello be accepted more into their society. Desdemona was once too scared by Othellos race this is highlighted by the quote And when she seemed to shake and fear your looks. But she looked beyond this I saw Othellos patsy in his mind. This shows that if one hatful see the inner beauty therefore why cant each one else? Perception is a key theme during the play. The audience see that Othello is pretty not on the outside but on the inside. Iago although he appears beautiful the audience see a different view they see more than skin deep.Desdemona accepts Othello for who he is, therefore Othello feels safe and secure with her. He loves and adores Desdemona and would do anything for her. This is clearly shown in Act4 Scene4 And I when I love thee not, chaos is come out again. This is implying that without Desdemonas love it would be the end of the valet, the end of Othello.When Iago starts to question Desdemo nas love for Othello, Othello now feels he cannot trust Desdemona. This affects him because she makes him feel accepted because she loves him for who he is and now he feels unaccepted into their society. Iago knows this so he plays on these insecurities to get what he wants. I call back this quote is a good definition telling the audience he is compare Othello to an Ass, and Iago is leading him with his lies. And will as tenderly be led by thnose as asses are. This creates an image of an animal being led away so easily by something so simple, but by something it loves and craves.Iago does not tell Othello anything about Desdemona and Cassio he just cleverly puts thoughts into Othellos head, it is shown well n this quote, Ha I like not thatNothing my lord. Iago in a flash catches Othellos attention and he is intense to nonplus out more. Iago plants the seed of doubtfulness and nurtures it over act 3. Iago carries on and starts to mention Cassio although he doesnt say anything about Desdemona and Cassio being together he implies it, shown in this quote I cannot view he would sneak away so inculpatory like, seeing you coming. These quick sentences get Othellos mind racing, with doubt and jealousy. The words that make Othello eager are sneak and blamable this unfeignedly sets the scene for a clubby affair. Othello panics and he answers Iago quick trying to find out more. What dost though think?As the scene progresses Othello becomes suspicious and starts to get get at with Iago, as it seems Iago knows something and is not telling Othello, Othello says confront me thy thought. Othello, feeling an outsider already is now separated from the group even more as there are secrets revolving around that he knows nothing of. Iago realises that Othello may not believe him, to get Othello to trust him and start to believe him he says You know I love you my lord. This dramatic banter starts to show the audience that the real villain is Iago in the play and the ir sympathy goes out to Othello as all he is, is other cog in Iagos calculative and twisted plan.Toward the end of the scene Iago starts to in reality play on the insecurities of Othello. She did deceive her father marrying you. This implies that if she can deceive her own melodic line indeed what chance does Othello have? This idea was brought up at the start of the play when Othello was speaking to Desdemonas father, and he warns Othello of her background telling him that she has deceived him many times before. So Othello starts to really believe it now. Why did I marry?To make sure Othello really understands Iago, Iago starts to imply that Othello being an outsider means he does not know a lot about their society. Iago comes from this society so anything said, Othello will believe because he doesnt know any different. In Venice they do not let god see their pranks, they dare not show their husbands their trump conscious. Here Iago is implying that Venetian women are not wha t they seem. Iago knows this from past experience and implies Othello has been pulled in by their deceptive ways.Othello is starting to doubt his model in the society as he realises he does not know enough. This plays on his insecurities and he feels more of an outsider than hes ever felt. This is shown by his epileptic fits on stage as he cash in ones chipss himself up so oftentimes his body shuts itself down. His epileptic fits contribute to his outsider qualities as this is a fault deep down him, which separates him from the society. People dont understand him and therefore cant accept him totally into their society. This gives Iago a chance to work situations to his advantage like the Cassio and Bianca scene. Othello becomes more and more insecure and vulnerable he needs to rely on Iagos advises more. Iago gets him to depend on him and a force change occurs. The audience are aware of the change by Act 4 scene 4 when it is clearly shown. From then on Othello becomes more and more insecure, and Iago feeds on his weakness.Rude am I in speech / And little blessed with the cushioned phrase of peace. (A statement form Othello.) This is cover us that Othello is presenting himself as an outsider and evermore brings up his differences from other Venetians. This insecurity is brought on by the thoughts of other people. If everyone else thinks it, then Othello starts to think it too because he is so shy(p) about himself. Another quote that shows this is when Othello says, perchance for I am black/and have not those velvet parts of conversation.Othello knows he is discriminated against his colour and he admits it Haply for I am black, his colour is link to the ideas of a beast he refers to this by saying, have not those soft parts. The soft in this sentence is the total opposite of what is thought about Othello. He now discriminated himself and compares him self to other people and this is when he thinks his whole world is crumbling around him peculiarly because his one true love has supposedly betrayed him. If Othello chooses not to believe in himself and lets himself be an outsider from the rest, then what chance does he have expecting others to accept him?Othellos position as an outsider is in a lot of way fuelled by his insecurities. This is a serious weakness that comes across on Othello and the paranoia he has upon himself does not help. Desdemona gave him the confidence to not care, but Iagos twisted and sharp ways led Othello to believe his one true love was not there beside him any more helping him by dint of the tough times. Desdemona fuelled the little confidence Othello had and it was this reason that Iago used to break Othello. In the death scene Othello speaks Like a antecedent Indian, threw a pearl away. Here in this metaphor Othello has realised Desdemona was his pearl the one thing left that made him she was his world and his world had now gone.

Thursday, December 27, 2018

'Functions of Management Essay\r'

' large managing directors ar fair and respectful to employees. They fatigue’t ask employees to do anything they would not do themselves. They show up on succession, and they are a effectual spot model who leads by example. ample managers are h atomic number 53st and accept their faults, and they are subject to publicly admit when they are wrong. Great manager is someone who is a good listener and is proactive in traffic with issues and not afraid to get in the trenches with his or her co cash in ones chipsers.\r\nA massive manager leads pastureers, but at the same time does not generate resentment by being too bossy. A bang-up manager builds close connections with the people they supervise. A great manager recognizes employees for their contributions at work. This is one of the surest ways to secure employee loyalty and draw in the perception that you are smart enough to understand that you don’t have it off everything.\r\nRecognition and rewards do not typic tout ensembley pick up to be monetary. In to the highest degree cases, simple public recognition is all that is required. Recognition nurtures the soul, it feels good, and it stimulates a desire to arrogate positive behavior at work. great manager is approachable and possesses a charitable personality. Moreover, a great manager has a sense of humor about the area and themselves. And a great manager understands that they acquire to manage systems, but more importantly they need to manage the way they subsume to their employees.\r\nI haven’t seen nor work for an ineffective manager. An ineffective manager put up make workers of all levels miserable, which can allow for in low employee morale, stress, and turnover. Why are some managers ineffective? It could be because these managers dress themselves only as a manager, and not also as a draw because managers try to plan, organize, and coordinate, and leaders aim to pep up and motivate. They may view leadershi p and focus as two different entities, when in reality leadership and management need to go hand-in-hand.\r\n†The management does meaningful work in a culture of respect, comradery and teamwork. They begin by analyzing the culture to produce a benchmark, then measure upgrade regularly. Determine what matters most to your employees; Meaningful work, Recognition, view for management, Communications, and Empowerment. Acknowledging individual differences, they maximize individual strengths. They generate to continuous improvement. Management must keister as high a anteriority on employee satisfaction as it does on customer satisfaction, quality, financials and other strategic executing measures.\r\n'

'Costco Value Chain Analysis Essay\r'

'Introduction\r\nThe aim of the SSP is to identify a firm in a agonistic industry, and propose solutions to the problems it faces. The paper covers corporate strategical thinking, complexness analysis, systems thinking, and sustain qualification analysis. The major problem turn to in the paper is Costco’s ability to develop a suitable honour chain, which empennage affixs profitability and maximize stockholder’s measure step to the fore. Costco is unity of the leading world-wide retailers, specialized in selling a wide range of merchandise, ranging from local to worldwide brands. The tools presented in this paper provides Costco with an opportunity for transforming its melodic line activities relative to the industry rivals, with the aim of creating profit and raising the troupe’s evaluate.\r\n administrator Summary\r\nThe paper has two major segments. The firstborn part applies traditional strategic thinking, which includes applying the complex ity analysis of key issues alter Costco and a sustainability analysis. These tools address the challenges surrounding Costco’s contrast operations and profitability. The first part includes stakeholder identification and value analysis, general forces analysis, value chain analysis, SWOT analysis, key factors to victor analysis and Porter’s quin forces analysis. The second part is a complexity analysis of Costco, which includes industry evolution modeling, fulfill plan analysis, Boid analysis, Life Cycle judicial decision and Sustainable framework outline.\r\nAnalyzing the Company outline Type\r\nAction Plan compend\r\nCostco’s current dodge originates from its agency and vision. The club pursues trine of the four generic wine strategies, which ar low cost leadership, guest relationship and differentiation. These three exposes the company’s strategic intent thinking to fulfil global leadership. A keen fusion and Goals analysis shows t hat employees at Costco support the company’s strategy. However, the employees have the required skills to realise the strategy work, and on top of this, they are well paid and motivated. Costco’s activity plan analysis can development profit margin to 18 portion and operating profit margin to 10 percent by 2017 (Farfan, 2010).\r\nBoid compend\r\n application Evolution Modeling\r\nThe Boid analysis reveals three major rules governing the retail industry, which Costco values. The first one is to have a client driven tension done adding value to the product mix. The second one is to husband a flexible pricing strategy, and offer promotion function to customers. The third one is to adopt global cultural changes through adapting to clients preferences changes. This means delivering specific services and products to a particular culture or country.\r\nThe intentness Evolution Modeling analysis reveals Costco’s determination to advance and match with the saucy ways of doing business. The company can alter its industrial stead by glide slope up with premier membership requirement. It is perish that Costco forgo short-term profits for semi unchangeable stability and viability and increasing shareholders’ wealth. In growth to this, Costco slowly adopts new technology that draws customer attention and can expand education initiatives and research (Bloomberg, 2011).\r\nLife Cycle sagaciousness\r\nSustainable survey Framework Analysis\r\nThe Life Cycle Assessment for Costco shows that Costco understands the environsal risks which originate from storage warehouse operations. Costco tries to mitigate the risks associated with the environment such as loss of story caused by not obeying environmental rules. Costco monitors the reports on four major greenhouse gases which are carbon dioxide, nitrous oxide, hydro fluorocarbons and methane.\r\nThe Sustainable Value Framework provides an essential and external focus for what is clothizeing straight off and what might happen tomorrow. This roadmaps a given strategy and drives victor and is associated with a given payoff. Costco’s internal sustainability for today is to prevent pollution, minimize material consumption, and reduce waste. The payoff is reducing business costs and risks. For tomorrow, Costco’s internal strategy must reduce carbon footprint, give a cleaner technology, and avoid environmental disruption. The payoffs for this are competitive repositioning and gain innovation (McKinsey, 2012).\r\nThe external sustainable for today focuses on transparency, connectivity and drawing attention of the civilian society. The pay offs are social genuineness and increased brand reputation. For tomorrow, the external strategy ought to address depletion of resources, poverty and mode change, and the payoffs would be trajectory for permanent growth.\r\nDetailed Analysis of All Quadrants\r\nThe information presented above reveals that Costco can improve its profitability by focalisation on the four quadrants. To achieve permanent growth, the company must participate in campaigns that are aimed at preventing resource depletion and climate change. This way, Costco’s brand image testament become popular among the members of the public, which can increase its customer base and hence profitability.\r\n submit 2: Sustainable Value Framework\r\n \r\nToday\r\nFuture\r\nExternal\r\n schema:\r\nSustainability Vision- Costco’s code of Ethics, Community relations, greenhouse Gas Elimination Programmes.\r\n consequence: Sustainability in semipermanent growth.\r\n scheme:\r\nProduct Stewardship- Costco’s sustainable Packaging and Reducing materials\r\nPayoff: Increased reputation, and Brand Legitimacy.\r\nInternal\r\nStrategy:\r\nClean Technology- building Construction commission, and eloquent LEED Certification\r\nPayoff: Strengthening positioning and innovative buildings for future viability.\r\nSt rategy: Preventing Pollution- Costco postcode programme.\r\nPayoff: Low costs associated with warehouse facilities.\r\n \r\nConclusions\r\nCostco tries to operate in accordance with its mission and vision in order to collide with performance goals. The company strives for sustainable future. It does this by coming up with programs that can dress costs and reduce pollution. Costco’s involution to global markets seems limited. In addition the company has a strict Code of morality when establishing partnerships. Costco continuously offer discount services to its buyers. From the above analysis, it is clear that Costco aims at long-term growth other than short-term profitability. This explains wherefore it short-term profits margins are littler compared to that of its competitors, Wal-Mart and Target Corporation.\r\nReferences\r\nBloomberg Business Daily (2011, November 24). Costco sweeping Corp. Retrieved from http://investing.businessweek.com/research/stocks/financials/ra tios.asp?ticker=COST\r\nFarfan, B. (2010, family 10). 2012 Retail Store Closings Roundup: U.S. Retailers Closing or Liquidating Stores: Complete list of U.S. Retail handcuffs Downsizing or Going out of Business in 2012. About.com. Retrieved from http://retailindustry.about.com/od/storeclosingsandopenings/a/2012-Store-Closings-US-Retail-Industry-Liquidations-Roundup-Chains-Going-Out-Business.htm\r\nMcKinsey & Company. (2012). The value proposition in multichannel retailing. Retrieved from https://www.mckinseyquarterly.com/The_value_proposition_in_multichannel_retailing_2800\r\n \r\n \r\n'

Tuesday, December 25, 2018

'Organ Donation Essay\r'

' s agilityly citizens constantly see tv shows and media that negatively portray reed reed reed electric pipe reed organ bounty. superstar prime example comes from the modern mangle series, Nip slip in. Nip Tuck has a storyline built around this doubling of beauty through plastic operating theater while working with an underground kidney market. galore(postnominal) perseverings in this show wind up be murdered in nigh cruel intentional way adept for a single kidney. Not solitary(prenominal) does this pull negativity to organ commutes already precisely fewvirtuoso watching withal has to fear the soulfulness in compulsion of that organ. Majority of the time Nip Tuck has wealthy, strong connected cumulationinessmen who remove the engrafts.\r\nSymbolizing alone type of authority figure with the power to civilize a life rear begin to chaffer a slight amount of subjection through the viewer’s mind. With organ benefaction fit thrown into t his light constantly people provideing to cast giftd variety meat to citizens of need has drastically begun to decrease. much(prenominal) Ameri rumps be becoming obsessed with existing prospicienter and experiencing more, ignoring the basic side set up of their actions and soon needing some form of organ donated. This growth in exploration has created a large demand for many of these operations, position that simply can non be filled. electronic organ donation serves three main positive purposes, scientific Studies, Medical transplants, and Hope.\r\nWhile many capability not know a multi-organ summons is possible many of the same failures an man-to-man could gull in their mall, could be relate to the trouble in their kidneys and surprisingly the action is relatively common. With a single organ donation there is always the pretend of the individual’s personify’s rejection of this impertinent article. Now if we forgo dickens different organs in on e operation, the odds Allee 2 of a body rejecting at least one of the organs grow drastically. This adds multiple different stresses on the body not all because of the devil separate procedures hardly as well as on the inside as the body tries to perform familiar with these new tools. Studies show that clinical data on all episodes of treated rejection from a multi-organ transplant proscribed of 56 patients; â€Å"48% of these patients drive had no rejection in either organ, 27% experienced core rejection alone, 14% experienced kidney rejection alone, and 11% had both heart and kidney homograft rejection”( pg. 861-867).\r\nOf course there argon other(a)(a) factors that play into these tests such as maturate or condition of other organs hardly the main outlier in this workplace was actually the severity of any surgery. Many would look at these percent durations in the sketch as a negative outcome. What wasn’t state earlier about this taste was that all 4 8% of the sure-fire transplants were heart and kidney transplants. The other 52% that had trouble with the new organs were simply because of the isolated heart transplant procedure. This procedure allows for scarce to no mistakes throughout the entire carry through because of the preciseness.\r\nThe affirmation is then discredited because of the relationships with many other surgeries because of the high risk factors. Technological advances argon constantly erupting in the medical subject field from surgery techniques to the basic procedures and listed instructions universe taught to the successors of the current medical staffs. The process of organ donation is only increasing in effectiveness and soon exit pass a large industry in the economic jungle, as of now organ donation may still be a recalled toy in some cases but the kinks are all becoming smooth and positively functional.\r\nConstantly refuted is the health and disorder control of most transplant procedures which can contain a superfluity of viruses. Facts show that a patient receiving a solid organ transplant was 10 clock more likely to force infected with cytomegalovirus (CMV) disease 15 days ago. New advancements and studies have intentional an antivirus treatment that is over 95% successful at containing and illuminating CMV inwardly hexad to twelve months. The patient will receive doses of antiviral prophylaxis either orally or by injection consistently for several months. As the patient shows bestride and recovery the dos grow is steadily decreased until the body becomes have intercoursely self-sufficient. Putting the disease concern to rest some other electric resistance of organ transplants can come in the form of broken or fractured stand ups.\r\nWhen an individual receives a transplant the jam social system around the subject can become under pressure from the swelling organ trying to recover. A fill was conducted in 1994 and scientists were shocked to find †Å"fracture incidence was 13 times higher than anticipate in male heart recipients duration 45â€64 stratums; more or less 5 times higher in male kidney recipients age 25â€44 and age 45â€64 years; and 18 times and 34 times higher in female kidney recipients age 25â€44 years and 45â€64 years compared with NHIS data” (Department of Medicine, 1999). The study was taken from six hundred patients and out of those six hundred fifty six individuals had fractures during their recoveries. Another aspect in the recovery process is the fact that the patient’s body will be calorie-free and low on nutrients due to the deficiency of food intake and nutrients.\r\nThe longer a person’s recovery stop the more likely he or she could develop weak vigor tissue, and bone organize leading to more incidents. The tuition programs developed in this day and age not only surpass any rehabilitation abilities from 1994. Now treatment not only includes multiple vitamin a nd nutritional supplements but withal multiple electrostatic treatments specifically designed to work an individual’s muscle structure. This will provide effort and a large supply of simple eye flowing to the area or muscle needing the extra work. As the muscle structure improves a patient’s bone structure becomes stabilized and reinforced going away the entire patients system in clam up to complete health.\r\nOrgan donation has also been canvas from multiple perspectives of the patient and donor. Scientists graduation exercise wondered the thought process an individual went through to part with his or her organ.\r\nvirtuoso would stock that a person about to go through this procedure would look for some cognition or research earlier relinquishing their organ. A study lay down that not only did the majority of organ donors not have any existent study about their procedure from preceding(prenominal) classes or even outts but the donors also had through wit h(p) absolutely no research on the topic. This showed the scientists that there was no apparent cognitive thought process for committing this act. Most of the studied donors discovered a sense of comfort after the procedure simply from the knowledge that they could have possibly saved a life. Another angle taken by scientists was more direct towards the patient receiving the organ. UNOS is a private, nonprofit organization that coordinates the nation’s organ transplant system under contract with the federal government.\r\nIn the year cc0, more than 5,500 Americans died awaiting transplants, and in the U.S., there are currently over 80,000 people awaiting transplants. Having copiousness in patients waiting for an organ and the shortage in supply majority of the organs received are from people who have passed away and donated their bodies to science. Although a donor can survive his or her life even after giving up a Kidney, portions of the liver, skin & bone core group few individuals are willing to take this risk only increasing this shortage. all 10 minutes, a new person is added to the organ transplant waiting list. When a patient receives an organ the family gains an immediate hike up of moral and hope. The placebo affect organizes in replete(p) force when it comes to surgery. Knowledge alone can give the patient enough to agitate and move the upward rise to recovery.\r\n xc percent of Americans have openly stated that they are for organ donation. Life changes are difficult to make. Organ graft includes spile of these changes in order for recovery and success. In the end change is for the better. Organ transplantation calls for a healthier diet and soft working into exercise practices. Any patient will gain from this in the process and the new organ or area from the surgery will not be the only part of their body positively affected by this change. Organ donation is a infallible medical employ and there will always be a need as long as the technology keeps its firm detention on the medical society. If the organization UNOS does not remain in supply and continue helping save lives many more lives will be lost. Not from bolshie in supply of the organs but more so from underground procedures.\r\nOne example of this is constantly seen in Mexico. at that place was a woman who had needed some cash so she decided to donate a kidney. This individual was told no qualifying or information would be necessary and that she would simply take a bus to a small Mexican demonstrate town then be brought back. leeway patrol intercepted a woman being forcibly taken across the border, plant in the vehicle was a complete surgical kit, a single shovel, and a large trash bag. Not only would this individual have never seen another day of life and laughter but this would just be the beginning if organ donation ceased to exist. Eliminating these organ transplant foundations would introduce patients to multiple diseases, possible c ontamination, and worst of all death from incorrect practice. All of the information only points to a positive empower for organ transplants. As long as citizens see the dire need for detain and donors, soon organ transplantation will have a successful future, intact of keeping both hopes and dreams alive.\r\nWorks Cited\r\nAbecassis M, Adams M, Adams P, et al. Consensus mastery on the live organ donor. JAMA 2000;284:2919-2926\r\nBredehorn T. et al. (2002), â€Å" mocking the relatives for organ and tissue donation,â€Å" Transplantation legal proceeding 34(6):2353-4.\r\nDiSalvo, Thomas. Clinical Transplantation: Williams & Wilkins 1997, 27 March †Volume 63 †unveil 6 †pg. 861-867,\r\nEd Lovern, â€Å"HHS launches bid for organ donations,” Modern healthcare, 23 April 2001, 21. Lock M., Schmidt V.-H. (2003), â€Å"double dead: organ transplant and the reinvention of death,” Asian journal of social science (31)1:137-41.\r\nOrgan Procurement and Transplant Network (OPTN) national Waiting List, as of 2 opulent 2002. Available: http://www.unos.org/frame_Default.asp?Category=Newsdata. Accessed 8 prideful 2002. Reprints or correspondence: Dr. Carlos V. Paya, Div. of Infectious Diseases, 200 First St. SW, Rochester, MN 55905 (paya@mayo.edu)\r\nU. S. Department of Health and Human Services, Organ Donation: give Life, â€Å"Frequently Asked Questions.” Available at http://www.organdonor.gov/faq.html. Accessed 08/08/2002.\r\n'

Monday, December 24, 2018

'Moral Dilemma: Army Recruitment and Video Games\r'

'Moral Dilemma: forces resumement and video recording Games spell watching the documentary film â€Å"Digital Nation,” produced by Rachel Dretzin, I became interest by a section title â€Å"The multitude learn Center. ” The documentary shows clips of teenagers as young as thirteen vie lashing tv sets pluckys in an arcade guide on by the military. The whole goal is to devolve on these teenagers’ interest so they enlist. Having strong prejudicious feelings to wards war and teenage leavenment to bugger turned with, I obstinate to research this progeny further.Let me take you with my ruling fulfil while I struggle with the marvel; Is the phalanx nonplus Center’s (AEC) subprogram up of war television receiver posts a moral way to recruit teenagers? My set take away source, a radio program call â€Å"War Games Lure for ‘ literal social occasion” laid the background. Host Jacki Lyden explains how the AEC had closed on July 30, 2010 after being in a Philadelphia shopping mall. It was only open for cardinal age in order to â€Å" baffle the most effective machines for public sur spunk domain” ( phalanx).The shopping center’s spokesman, Captain John Kirchgessner, say the center was successful and had been a â€Å" soften way to shargon our Army invention than to simply smile and dial and affect or sobody if they thought most connexion lately” (War). Brian Lepley adds to this by saying, â€Å"We befool got to reach them the way that they entertain themselves” (Joel). I frame these statements to be true. subsequently all, before create the AEC, the Army had shut down quintuplet recruiting offices nearby. With half the staff, the Army was able to recruit the similar amount of people and quieten save bills (War).This saving of money was honorable business practices and sluice eudaimonias value payers. My perception of the AEC was already looking bett er. though Kirshgessner is confident that these recruits were aw atomic number 18 of the difference betwixt war and tv set lame, Staff Sergeant Jesse Hamilton has a unlike perspective. He worries that the office of photograph games as a enlisting excessivelyl takes away from the real numberity of war. He goes on to say, â€Å"People screaming, blood, f double-dealings, horrible smells †the list goes on and on. And they’ve taken all of that extinct, and what they’ve effectively leftfield is the portion which they consider to be the shimmer part” (War).Reading this statement reminded me of why I felt ashamed of the AEC to begin with. It gives kids, who father’t know any better, a foolish idea of all the different aspects of war. I found myself back to my initial, ostracize perception of the AEC. At this point, I k vernal I filled to a greater extent than first-hand information some the AEC. Keeping with radio programs, I stumbled crosswi se one hosted by Rebecca Roberts who goes into more stage or so the center as she takes a tour. She describes it as â€Å"slick and gadget-heavy as an apple store” (Army).There are two simulators: a Humvee and two Blackhawk helicopter, a career navigator, a global-base locator, and rows of Xbox game counsels. E rightfullything is free, as long as you are thirteen or elderer. It seems so innocent, like a teenage boy’s dream mystify true. While have in minding more close the record of boys, I reminded myself that boys substantiate been known through all generations to play war games. withstand it is Cowboys and Indians, Battleship, or the latest picture show game. It’s in their nature. The more I thought intimately godforsaken video games, the more I accepted it as a modern day babehood game.Maybe the AEC is more innocent then I thought. Yet, even with an acceptance of tempestuous videos games, I console had not applied that to the Army’ s enjoyment of video games to persuade teenagers into war. Roberts mentions that some arouse criticized the AEC â€Å"for bait-and-switch tactics, masquerading as an arcade when it’s real an Army recruiting station” (Army). The Army calling itself an arcade when it’s rightfully a enlisting center brings a whole rising problem to the subject. The Army is not allowed to recruit teenagers who are underage.This makes the Army look untruthful. Though the AEC isn’t called a recruitment center, it is. They shut down those cardinal nearby recruitment centers because they planned to recruit teenagers, instead, at the AEC. Staff denies that the AEC is a recruitment center, but then turn virtually and boast about how numerous kids they have recruited (War). Bill Deckhart describes it as, â€Å"The Army people would berate about it and say, ‘Oh its not a recruiting center,’ [and] at the end of their statement, they would talk about how recruiti ng was doing.To me, it was very dishonest” (Joel). The dishonesty of the Army became my major turnoff. After all, if the Army was not doing anything premature then why would they have to lie? In â€Å"performing War,” Ian Graham and Ronald Shaw contest for a more innocent turn oer of war video games. Their term ‘transitional space’ (790) for video games suggests that they are utilize to help ready soldiers and recruit new ones (796). Video games, in Graham and Shaw’s minds, are purely tools to help soldiers stupefy war and help civilians understand it.The Army Experience Center’s use of video games is not a new concept in Ameri spate Army history. In situation, the Army’s use of digital media dates all the back to the seventies and from 1996 when the video game Doom II: Hell on Earth came out for training purposes (794). I asked myself, â€Å"Why was in that location so much contr every postsy over the AEC when the Army has bee n using video games for years? ” Perhaps it has something to do with all the ostracize science floating around out, claiming violent video games have disastrous effectuate on young minds. I decided to research this further in my fore source.In the presence of so many studies about the correlation between video games and violent behavior, Author Christopher Ferguson begs to differ. He claims that â€Å"measures use in video game studies claiming to represent ‘hostility’ in fact don’t correlate will with actual real- heart self-assertive acts or violent behaviors” (79). This is clear and can be proven by the fact that the number of violent crimes from youth and adults have decreased while video game sales have risen (Ulanoff). beingness intrigued by this new idea that violent video games are safe for society, I ventured on with my research.Lance Ulanoff has a son who loves video games, especially violent ones. He has seen no difference in his sonà ¢â‚¬â„¢s behavior since he has started playacting video games and trusts that his son knows fact from fiction. When lecture about forthwith’s youth, Ulanoff says, â€Å"when they turn off those games, they go back to being the homogeneous teen they were before they turned it on” (Ulanoff). In his writing, Ulanoff stresses that evokes should be responsible over what their kids do. This made me realize something so elemental about the fight against the AEC. If parents don’t like it, then they have the proper(a) to tell their kids not to go.If parents are pertain their kid is too naive about the dangers of war, they can educate their kids. If a child enlists in the Army because they developed a false sense of war from playing video games at the AEC, whose fault is that? At this point of my research, I now believed that this is the parent’s responsibility, not the Army’s. In the article titled â€Å"I attentiveness I were a Warrior,” au thors Konijam, Bijvank, and Bushman state that video games are harmful to adolescence boy minds. They are too influential to have agency models who â€Å"show no remorse for their assertive actions, and are rarely punished for behaving sharply” (Konijam).The authors, also, relates lower education with vulnerability, which made me come to my own expla state of matter as to why in that location are disproportionately more African Americans in the Army. In many ways, this article is true. We should be mindful of the personal effects that violent media has on us. Maybe we win’t go out putting to death people, but we are becoming less(prenominal) sensitive of the horrors of war because of it. A life is too precious to take a chance. While on the subject of desensitisation, I came across an article published in the journal of Experimental Social Psychology. The bug out of war video games and desensitization took a spin.The authors admit that video games blur the lines between reality and fiction, and that this can be tough for children civilians. Yet, while reading, I realized not all desensitization was bad. The article points out that clean as medical students need to be desensitized from blood, so do soldiers when it comes to cleaning and facing tragedy (Carnagey 490). The video games are the bridge between civilian and soldier life and troops benefit from that ho-hum transition into war that video games provide. After reading this article, I had a completely new perspective on what desensitization is.Yet, this article continues to say that desensitization, while good for people planning to go into war, isn’t good for the regular, thirteen year old civilian. Though this article had valid points, the second-rate kid visiting the AEC wouldn’t benefit from desensitization. With my views about the AEC going back and forward between good and bad, I move to research on. I came to the article â€Å" action of Interest,” w ritten by Lev Grossman and Evan Narcisse. The article describes our nation’s high demand for video games. It, also, describes the realness so many of today’s games have.Talk about video game’s strong influence on our society had me thinking. We have seen people provide to reenact graphic movies such as the â€Å"Dark Knight” movie theatre shooting in Colorado, but we have never seen such reenactments based off of video games. If video games are so influential and detrimental, there are no facts to proof it. I began to think that the AEC’s use of video games wasn’t really that big of a deal. As I read on, I found a quote by Hirshberg that reads, â€Å"I think there will be a time when we look back and call up it quaint that video games were so disputable” (Grossman).By this time in my research, this quote summed up my thinking, though I still was indeterminate about where I stood on the roll in the hay of the AEC. My last source was an interview with a World War II veteran, Rudy White. The act I mentioned video games with recruitment he shook his head and give tongue to â€Å"no” (White). White reiterated my very first thoughts about how videogames the AEC desensitized people and put falsehoods into the realities of war. He say there are no consequences to face in games, while real war is filled with consequences. White gives an example that a man killed is a son, a brother, and father, and a friend who is now dead forever.There is no reset button in real life (White). After hearing White, I felt that all the research I did trying to justify the AEC was almost useless. I realized that it was better to trust my instincts that said war video games have their place in society, but not in Army recruitment. by all my research, I have had a lot of confused feelings. My initial thinking was that the AEC’s use of video games as a recruitment tool was destructive. It was a dishonest tools used by the Army that gives a false idea about war. It, also, desensitizes kids to the horrors and consequences of war.Yet through my research, I have seen valid counter parametric quantity to my own thinking. Some of these arguments are really quite simple, like the Army is just trying to connect with what kids like to do. Others are that the AEC gives people a more comprehensive idea of the Army than if they were playing the same video games alone in their rooms. Through it all, my final perception of the AEC came after talking to veteran Rudy White. I realized that there are many good things about the AEC, but the negatives outweigh them all. War is too serious to be a game and thirteen is too young to recruit.The AEC and its use of violent video games is not a moral way to recruit teens to the Army. whole works Cited â€Å"Army Complex †Arcade Or Recruiting Center? ” Weekend All Things Considered 17 Jan. 2009. Gale Opposing Viewpoints In Context. Web. 16 Oct. 2012. Carnag ey, Nicholas L. , Craig A. Anderson, and fasten J. Bushman. â€Å"The Effects of Video Games Violence on Physiological Desensitization on Real-Life Violence. ” Journal of Experimental Social Psychology 43. 3 (2006): 489-496. Print. Ferguson, Christopher J. â€Å"Blazing Angels Or Resident hellish? Can Violent Video Games Be A Force For Good?. ” freshen Of General Psychology 14. (2010): 68-81. PsycARTICLES. Web. 16 Oct. 2012. Graham, Ian, and Ronald Shaw. â€Å"Playing War. ” Social and Cultural Geography 11. 8 (2010): 789, 803. Print. Grossman, Lev, and Evan Narcisse. â€Å"Conflict Of Interest. ” Time 178. 17 (2011): 70-75. pedantic depend Complete. Web. 16 Oct. 2012. Joel, R. (2012). The Army Experience Center. On Marketplace [Record]. Philadelphia: American cosmos Media Konijn, Elly A. , Marije Nije Bijvank, and Brad J. Bushman. â€Å"I Wish I Were A Warrior: The Role Of Wishful credit In The Effects Of Violent Video Games On Aggression In tee nage Boys. Developmental Psychology 43. 4 (2007): 1038-1044. PsycARTICLES. Web. 16 Oct. 2012. Swanson, David. â€Å"The Army Experience Centers Bad Experience: Turns Out Training Kids To Kill not Popular With Public. ” Humanist 69. 6 (2009): 5. MasterFILE Premier. Web. 16 Oct. 2012. Ulanoff, Lance. â€Å"Violent Video Games: Our Responsibility, Not The Courts. ” PC Magazine 29. 12 (2010): 1. Academic Search Complete. Web. 16 Oct. 2012. â€Å"War Games Lure Recruits For ‘Real Thing’” Weekend Edition 31, Jul. 2010. Web. 16 Oct. 2012. White, Rudy. Personal interview. 31 Oct. 2012.\r\n'

Thursday, December 20, 2018

'American Literature Essay\r'

'When the English preacher man and generator Sidney Smith posited in 1820, â€Å"In the quaternary billet of the globe, who accepts an Ameri ass throw? ” little did he suspect that slight than twain hundred divisions later the answer in literate qu r recitati iodiners would be â€Å" secure more or less everyvirtuoso. ” Indeed, exactly a few years after Smith posed his inflammatory question, the Ameri offer writer Samuel Knapp would begin to assemble star of the archetypical histories of Ameri fuel lit as p subterfugeistic production of a lecture series that he was giving.\r\nThe course substantives offered by Ameri abide Passages continue in the tradition begun by Knapp in 1829. sensation endeavor of this take aim scarper is to abet you scam to be a literary historian: that is, to affirm you to Ameri provoke indites as it has evolved over succession and to stimulate you to ca-ca connections amidst and among texts. comparable a literary historian, when you sack up these connections you argon telling a positiontal surface: the story of how Ameri sewer literary litigate came into being.\r\nThis every bug outview turn outlines four paths ( on that point ar m whatever opposites) by which you stack narrate the story of American literary productions: matchless based on literary movements and historical change, one based on the American Passages Overview Questions, one based on stops, and one based on multiculturalism. impressive THE STORY OF AMERICAN LITERATURE literary Movements and Historical Change American Passages is nonionized around sixteen literary movements or â€Å" social units. ” A literary movement centers around a convention of authors that sh ar certain(a) sty reheelic and thematic concerns.\r\n from each one unit includes ten authors that argon represented any in The Norton Anthology of American writings or in the Online Archive. Two to four of these authors argon discussed in the video, which c alls attention to grievous historical and cultural crooks on these authors, de counterbalance-rates a musical style that they sh ar, and proposes some key thematic parallels. tracking literary movements can stand by you escort how American lit has changed and evolved over sentence. In general, concourse think virtually literary movements as reacting against antecedent elans of writing and earlier movements. For T E L L I N G T H E S T O R Y O F\r\nA M E R I C A N L I T E R AT U R E 3 example, just as modernism (Units 10â€13) is frequently seen as a response to realism and the Gilded Age (Unit 9), so romanticism is seen as a response to the reasonableness (Unit 4). Most of the units focus on one era (see the ch cheat below), but they get out much include relevant authors from an some other(prenominal) eras to overhaul grow out the connections and resistences. (Note: The movements in p arntheses are not limited to authors/ dieing fro m the era in question, but they do cover some material from it. ) carbon Fifteenth†Seventeenth Eighteenth date renascence American Passages Literary Movements.\r\n(1: primal Voices) 2: Exploring Borderlands 3: Utopian scream (3: Utopian auspicate) 4: pertain of patriotism (7: thraldom and license) 4: opinion of nationalism 5: manful Heroes 6: medieval Undercurrents 7: Slavery and emancipation (1: primeval Voices) 6: Gothic Undercurrents 8: regional realism 9: word formly pragmatism (1: intrinsic Voices) 10: Rhythms in poesy 11: Modernist Portraits 12: migrator throw together 13: southerly Renaissance 1: autochthonic Voices 2: Exploring Borderlands 12: migratory fight back 14: comely megascopic 15: meter of pink slip 16: try for individuality Enlightenment ordinal Romanticist Nineteenth Realist\r\ntwentieth Modernist Twentieth Postmodernist Each unit contains a timeline of historical events a languish with the dates of key literary texts by the mov ement’s authors. These timelines are designed to help you make connections in the midst of and among the movements, eras, and authors covered in each unit. 4 W H AT I S A M E R I C A N L I T E R AT U R E ? Overview Questions The Overview Questions at the attempt of each unit are orient from the five American Passages Overview Questions that follow. They are meant to help you focus your viewing and interpretation and enroll in reciprocation afterward. 1. What is an American?\r\nHow does belles-lettres build conceptions of the American experience and American identity element? This two-part question should trigger word of honor astir(predicate) issues such(prenominal) as, Who belongs to America? When and how does one become an American? How has the search for identity among American writers changed over time? It can excessively encourage discussion n betimes the air authority in which immigration, colonization, conquest, youth, race, class, and gender yarn-dye national identity. 2. What is American popularations? What are the distinctive voices and styles in American lit? How do social and semipolitical issues influence the American statute?\r\nThis multi-part question should ignite discussion approximately the aesthetics and response of American literature. What is a masterpiece? When is something considered literature, and how is this social class culturally and historically dependent? How has the rule of American literature changed and why? How view American writers apply language to create art and meaning? What does literature do? This question can also grow the issue of American exceptionalism: Is American literature different from the literature of other nations? 3. How do put in and time effect the authors’ naturalises and our arrest of them?\r\nThis question issueresses America as a location and the many commissions in which place impacts American literature’s form and content. It can discharge dis cussion about how regionalism, geography, immigration, the frontier, and borders impact American literature, as sanitary as the case of the vernacular in indicating place. 4. What vulcanized fiberistics of a literary probe have do it important over time? This question can be put ond to spark discussion about the evolving impact of various pieces of American literature and about how American writers apply language some(prenominal) to create art and respond to and call for change.\r\nWhat is the individual’s responsibility to uphold the community’s traditions, and when are individuals compelled to resist them? What is the relationship mingled with the individual and the community? 5. How are American myths created, challenged, and re-imagined with this literature? This question returns to â€Å"What is an American? ” But it poses the question at a cultural rather than individual level. What are the myths that make up American farming? What is the Amer ican Dream? What are American myths, dreams, and nightmares? How have these changed over time? T E L L I N G T H E S T O R Y O F A M E R I C A N\r\nL I T E R AT U R E 5 Contexts Another way that connections can be made crosswise and betwixt authors is through the five Contexts in each unit: three extended Core Contexts and two shorter Extended Contexts. The goal of the Contexts is both to help you read American literature in its cultural compass and to teach you close-reading skills. Each Context consists of a brief narrative about an event, trend, or idea that had crabbed resonance for the writers in the unit as well as Americans of their era; questions that connect the Context to the authors in the unit; and a list of cogitate texts and pics in the Online Archive.\r\nExamples of Contexts include discussions of the concept of the revelation (3: â€Å"Utopian Visions”), the sublime (4: â€Å" ticker of nationalism”), and baseball (14: â€Å"comme il faut circ umpolar”). The Contexts can be used in confederacy with an author or as stand-alone activities. The sailing Show Tool on the Web site is ideal for doing assignments that draw connections between archive items from a Context and a text you have read. And you can create your take in circumstances and activities using the Slide Show Tool: these materials can thence be e-mailed, viewed online, projected, or printed out on over power point transparencies.\r\nMulticulturalism In the past twenty years, the field of American literature has undergone a radical transformation. Just as the mainstream existence has begun to watch America as to a broader extent(prenominal) diverse, so, too, have scholars moved to integrate more texts by women and ethnic minorities into the standard canon of literature taught and studied. These changes can be both exhilarating and disconcerting, as the breadth of American literature appears to be almost limitless.\r\nEach of the videos and units ha s been carefully balanced to pair canonic and noncanonical voices. You may find it facilitatory, however, to trace the phylogeny of American literature according to the nobble of different ethnic and minority literatures. The future(a) chart is designed to highlight which literatures are represented in the videos and the units. As the chart indicates, we have set different multicultural literatures in conference with one another. belles-lettres African American literature moving picture Representation\r\n7: Slavery and Freedom 8: regional naturalism 10: Rhythms in rime 13: Southern Renaissance 14: congruous Visible 15: poem of dismissal schooling Guide Representation 4: Spirit of Nationalism 5: manful Heroes 7: Slavery and Freedom 8: Regional Realism 9: complaisant Realism 10: Rhythms in song 11: Modernist Portraits 13: Southern Renaissance 14: Becoming Visible 15: metrical composition of Liberation 16: search for identity element 6 W H AT I S A M E R I C A N L I T E R AT U R E ? inseparable American literature 1: Native Voices 5: manful Heroes 14: Becoming Visible\r\n1: Native Voices 2: Exploring Borderlands 3: Utopian Promise 4: Spirit of Nationalism 5: Masculine Heroes 7: Slavery and Freedom 8: Regional Realism 14: Becoming Visible 15: Poetry of Liberation 16: Search for individuality 2: Exploring Borderlands 5: Masculine Heroes 10: Rhythms in Poetry 12: migratory campaign 15: Poetry of Liberation 16: Search for indistinguishability 9: social Realism 12: Migrant make out 16: Search for identity 9: Social Realism 11: Modernist Portraits 14:\r\nBecoming Visible 15: Poetry of Liberation 16: Search for identicalness 1: Native Voices 2: Exploring Borderlands 3: Utopian Promise 4: Spirit of Nationalism 5: Masculine Heroes 6: Gothic Undercurrents 7: Slavery and Freedom 8: Regional Realism 9: Social Realism 10: Rhythms in Poetry 11: Modernist Portraits 12:\r\nMigrant push 13: Southern Renaissance 14: Becoming Visible 15: Poetry of Lib eration 16: Search for Identity 2: Exploring Borderlands 5: Masculine Heroes 10: Rhythms in Poetry 11: Modernist Portraits 12: Migrant dispute 13: Southern Renaissance 14: Becoming Visible 15: Poetry of Liberation 16: Search for Identity Latino literature 2: Exploring Borderlands 10: Rhythms in Poetry 12: Migrant Struggle 16: Search for Identity Asiatic American literature 12:\r\nMigrant Struggle 16: Search for Identity Jewish American 9: Social Realism literature 11: Modernist Portraits 14: Becoming Visible 15: Poetry of Liberation 16: Search for Identity Women’s literature 1: Native Voices 2: Exploring Borderlands 3: Utopian Promise 6:\r\nGothic Undercurrents 7: Slavery and Freedom 8: Regional Realism 9: Social Realism 11: Modernist Portraits 12: Migrant Struggle 13: Southern Renaissance 15: Poetry of Liberation 16: Search for Identity Gay and lesbian literature 2: Exploring Borderlands 5: Masculine Heroes 10: Rhythms in Poetry 11: Modernist Portraits 15: Poetry of Liber ation 16: Search for Identity T E L L I N G T H E S T O R Y O F A M E R I C A N L I T E R AT U R E 7 Literature cont’d Working-class literature word- icon Representation 2: Exploring Borderlands 4: Spirit of Nationalism 5: Masculine Heroes 7: Slavery and Freedom 9: Social Realism 12: Migrant Struggle 16: Search for Identity\r\n see Guide Representation 2: Exploring Borderlands 4: Spirit of Nationalism 5: Masculine Heroes 7: Slavery and Freedom 9: Social Realism 10: Rhythms in Poetry 12: Migrant Struggle 14: Becoming Visible 15: Poetry of Liberation 16: Search for Identity LITERATURE IN ITS heathen CONTEXT When you study American literature in its cultural context, you enter a multidisciplined and multi-voiced conversation where scholars and amateurs in different palm examine the very(prenominal) topic but ask very different questions about it. For example, how susceptibility a literary critic’s understanding of nineteenth light speed American finis compare to th at of a historian of the same era?\r\nHow can an art historian’s understanding of common optical metaphors en lavish our readings of literature? The materials presented in this segmentation of the field of honor Guide aim to help you enter that conversation. Below are some provokeions on how to begin. Deep in the center of attention of the Vatican Museum is an exquisite marble statue from first- or second-century Rome.\r\nOver seven feet high, the statue portrays a scene from Virgil’s Aeneid in which Laocoon and his sons are punished for example the Trojans about the Trojan horse. Their bodies are entwined with large, ruin serpents, and Laocoon’s face is turned upward(a) in a dizzying portrait of anguish, his muscles cockle and bending beneath the snake’s strong coils.\r\nThe emotion in the statue captured the spirit and eye of critic Gotthold Ephraim Lessing, who used the throw as the starting point for his originative es aver on the relatio nship between literature and art, â€Å"Laocoon: An Es recite on the Limits of delineation and Poetry. ” For Lessing, one of the most common errors that students of polish can make is to assume that all aspects of stopping point develop in tandem with one another. As Lessing points out, each art has its own strengths.\r\nFor example, literature wee-wees well with flavours of time and story, and thus is more conciliative than visual art in ground of imaginative freedom, whereas painting is a visual medium that can reach greater beauty, although it is static. For Lessing, the mixing of these two modes (temporal and spatial) carries great danger along with rewards.\r\nAs you study literature in happenstance with any of the fine arts, you may find it helpful to ask whether you agree with Lessing that literature is primarily a temporal art. Consider too the situation 8 W H AT I S A M E R I C A N L I T E R AT U R E ? strengths of the media discussed below. What do they o ffer that may not be available to writers? What modes do they use that musical accompaniment our understanding of the literary arts? finely cheats Albrecht Durer created some of the most upset drawings cognisen to homosexuals: they are predominate with images of death, the end of the mankind, and dark creatures that inhabit hell. Images such as The Last Judgement (below) can be found in the Online Archive.\r\nIn Knight, expiry, and the Devil (1513), a devout Christian knight is taunted by the Devil and Death, who joyously shakes a quickly depleting hourglass, mocking the pass with the passing of time. Perhaps the tension and care in Durer’s print resonated with the American poet Randall Jarrell in his struggle with mental illness.\r\nIn â€Å"The Knight, Death, and the Devil,” Jarrell circularizes with a description of the scene: Cowhorn-crowned, shockheaded, cornshucked-bearded, Death is a scarecrowâ€his death’s-head a teetotum . . . Jarrellâ⠂¬â„¢s description is alter with adjectives in much the same way that the print is crowded with detail. The poem is an illustrate of what critics call ekphrasis: the verbal description of a work of visual art, usually of a painting, photograph, or sculpture but some generation of an urn, tapestry, or quilt.\r\nEkphrasis attempts to bridge the gap between the verbal and the visual arts. Artists and writers have endlessly influenced one another: sometimes in a flash as in the case of Durer’s drawing and Jarrell’s poem, and other times indirectly. The Study Guide will help you navigate through these webs of influence. For example, Unit 5 will introduce you to the Hudson River [7995]\r\nAlbrecht Durer, The Last School, the great American landscape painters Judgement (1510), readiness of the of the nineteenth century. In the Context focusprint order of battle of Connecticut ing on these artists, you will discipline of the interCollege, New London. connectedness of th eir visual motifs.\r\nIn Unit 11, William Carlos Williams, whose poems â€Å"The Dance” and â€Å"Landscape with the wasteweir of Icarus” were inspired by two paintings by Breughel, will draw your attention to the use of ekphrasis. Williams’s work is a profound example of how multiple traditions in art can influence a writer: in attachment to his affaire in European art, Williams imitated Chinese landscapes and poetic forms.\r\nWhen you strike works of fine art, such as paintings, photographs, or sculpture, in the Online Archive or the Study Guide, you may find two tools used by art historians helpful: white-tie abstract and iconography. Formal L I T E R AT U R E I N I T S C U LT U R A L C O N T E X T 9 [3694]\r\ndoubting Thomas cabbage, The Falls of Kaaterskill (1826), discretion of the Warner Collection of the gulf States Paper Corporation, Tuscaloosa, Alabama. analysis, like close readings of poems, seeks to specify the constitution of the object w ithout citeence to the context in which it was created. A formal analysis addresses such questions as Where does the central interest in the work lie? How is the work composed and with what materials? How is lighting or blending used?\r\nWhat does the scene depict? What allusions (mythological, religious, artistic) are found in the work? at once you have described the work of art using formal analysis, you may urgency to extend your reading by business attention to the cultural climate in which the work was produced. This is called an iconographic reading.\r\n here(predicate) the Context sections of the Study Guide will be expedient. You may notice, for example, a number of nineteenth-century paintings of ships in the Online Archive. One of the Contexts for Unit 6 surrounds that these ships can be read as symbols for nineteenth-century America, where it was common to refer to the nation as a â€Å"ship of state. ”\r\nThe glowing light or ruin hulls in the paintings ref lect the artists’ alternating optimism and pessimism about where the young country was headed. Below are two possible readings of Thomas Cole’s painting The Falls of Kaaterskill that work the tools of formal analysis and iconography. W R I T E R A : F O R M A L A N A L Y S I S\r\nIn this painting by Hudson River School artist Thomas Cole, the travel that give the painting its name grab our attention. The shock of the ashen falls against the concentrated brightness of the rocks ensures that the falls will be the focus of the work. blush amidst this brightness, however, there is darkness and mystery in the painting, where the falls emerge out of a dark quarry and crash trim down onto broken tree limbs and staggered rocks.\r\nThe descent is uncomplete peaceful nor pastoral, unlike the presentation of nature in Cole’s other works, such as the Oxbow. The enormity of the falls compared to the lone adult male figure that perches supra them also adds to the sens e of power the falls em ashes.\r\nBarely recognizable as human because it is so minute, the figure still pushes beforehand as if to embrace the cascade of the piss in a painting that researchs the tension between the individual and the power of nature. W R I T E R B : I C O N O G R A P H Y I agree with source A that this painting is all about the power of nature, but I would argue that it is about a particular kind of power: one that nineteenthcentury thinkers called the â€Å"sublime. ” Cole’s portrait of the falls is particularly indebted(predicate) to the aesthetic ideas formulated by Edmund burke in the eighteenth century. Burke was implicated in categorizing aesthetic responses, and he high-and-mighty the â€Å"sublime” from the â€Å"beautiful.\r\n” While the beautiful is alleviate and harmonious, the sublime is majestic, wild, and even boor. While attestors are soothed by the beautiful, they are overwhelmed, awestruck, and sometimes terrif ied by the sublime. Often associated with huge, beat out natural 10 W H AT I S A M E R I C A N L I T E R AT U R E ? phenomena like mountains, waterfalls, or thunderstorms, the â€Å"delightful scourge” inspired by sublime masss was divinatory to both remind viewers of their own in implication in the face of nature and divinity and inspire them with a sense of transcendence. Here the miniature figure is the object of our wish even as he is blotted out by the grandeur of the water.\r\nDuring the nineteenth century, tourists lotstimes visited locales such as the Kaaterskill Falls in order to experience the â€Å"delightful holy terror” that they brought. This experience is also echoed in Ralph Waldo Emerson’s essay â€Å"Nature,” in which he writes of his lust to become a â€Å"transparent eyeball” that will be able to latch on the oversoul that surrounds him. The power that nature holds here is that of the overlord: nature is one way we can experience higher realms. How do these readings differ? Which do you find more stimulate and why? What uses can you see for formal analysis or iconographic readings?\r\nWhen might you make out one of these strategies over the other? fib As historian Ray Kierstead has pointed out, muniment is not just â€Å"one jack thing after another”: rather, taradiddle is a way of telling stories about time or, some might say, devising an argument about time. The Greek historian Herodotus is often called the father of news report in the western world, as he was one of the first historians to notice patterns in world events.\r\nHerodotus saw that the course of empires followed a cyclic pattern of rise and fall: as one empire reaches its peak and self-destructs out of hubris (excessive pride), a new empire or new nations will be born(p) to take its place. Thomas Cole’s five-part series The Course of Empire (1833) mirrors this Herodotean notion of time as his scene moves from savage, to pastoral, to consummation, to devastation, to desolation.\r\nThis vision of time has been tremendously influential in literature: whenever you read a work written in the pastoral mode (literature that looks back with nostalgia to an era of rural demeanor, anomic simplicity, and a time when nature and finish were one), ask yourself whether there is an implicit optimism or pessimism about what follows this lost rural ideal. For example, in Herman Melville’s South Sea allegory Typee, we find the narrator in a Tahitian village.\r\nHe seeks to de barrierine if he has entered a pastoral or savage setting: is he surrounded by savages, or is he plunged in a pastoral bliss? Implicit in both is a suggestion that there are earlier forms of civilization than the fall in States that the narrator has left behind. Any morphological analysis of a work of literature (an analysis that pays attention to how a work is ordered) would do well to consider what notions of nar rative are embedded within.\r\nIn addition to the structural significance of history, a dialogue between history and literature is life-and-death because much of the early literature of the coupled States can also be categorise as historical documents. It is helpful, therefore, to understand the genres of history. Like literature, history is comprised of different genres, or modes. historiographer Elizabeth Boone defines the main traditional genres of history as res gestae, geographic, and annals. Res gestae, or â€Å" works done,” organizes history through a list of accomplishments. This was a popu- L I T E R AT U R E I N I T S C U LT U R A L C O N T E X T 11 lar form of history for the old-fashioned Greeks and Romans; for example, the autobiography of Julius Caesar chronicles his deeds, narrated in the third person.\r\nWhen Hernan Cortes and other explorers wrote accounts of their travels (often in the form of letters to the emperor), Caesar’s autobiography ser ved as their model. Geographical histories use travel through space to shape the narrative: Mary Rowlandson’s captivity narrative is an example of a geographical history in that it follows her through a sequence of twenty geographic â€Å"removes” into Indian country and back. Annals, by contrast, use time as the organizing principle.\r\nInformation is catalogued by year or month. Diaries and journals are a candid example of this genre. These three genres can also be found in the histories of the Aztecs and Mayans of Mesoamerica and in those of the native communities of the United States and Canada.\r\nFor example, the migration legend, a popular indigenous form of history, is a geographical history, whereas trickster tales often tell the early history of the world through a series of deeds. Memoirists also mix genres; for example, the first section of William Bradford’s Of Plimouth Plantation is a geographical history, whereas the second half is annals.\r\n i mmediately the most common historical genres are intellectual history (the history of ideas), political history (the story of leaders), and diplomatic history (the history of foreign relations). To these categories we might add the newer categories of â€Å"social history” (a history of day-to-day life) and â€Å"gender history” (which focuses on the spin of gender roles).\r\nFinally, history is a of import tool for understanding literature because literature is written inâ€and arguably often reflectsâ€a specific historical context. Readers of literary works can deepen their understanding by drawing on the tools of history, that is, the records the great unwashed establish behind: political (or literary) documents, town records, census data, newspaper publisher stories, captivity narratives, letters, journals, diaries, and the like.\r\n purge such objects as tools, graveyards, or traffic goods can tell us important information about the nature of everyday life for a community, how it worshipped or what it thought of the relationship between life and death. 12 W H AT I S A M E R I C A N L I T E R AT U R E ? somatic Culture [6332]\r\nArchibald Gunn and Richard Felton Outcault, New York Journal’s Colored Comic Supplement (1896), courtesy of the Library of carnal knowledge, Prints and Photographs Division [LC-USZC4-25531]. When you look at an object, it may call up associations from the past.\r\nFor example, for the first-time viewer the clown figure in the image above may seem innocuous, unless at the end of the nineteenth century his popularity was so intense that it started a newspaper war fierce enough to bring forth a whole new term for sensationalist, irresponsible journalismâ€â€Å"yellow journalism. ” Objects such as this comic supplement show â€Å"material civilization,” the objects of everyday life.\r\nIn real(a) Culture Studies in America, Thomas Schlereth provides the quest useful definition o f material glossiness: Material culture can be considered to be the totality of artifacts in a culture, the vast universe of objects used by humankind to cope with the physical world, to speed social intercourse, to delight our fancy, and to create symbols of meaning. . . .\r\nLeland Ferguson argues that material culture includes all â€Å"the things that heap leave behind . . . all of the things people make from the physical worldâ€farm tools, ceramics, houses, furniture, toys, buttons, roads, cities. ” (2) When we study material culture in conjunction with literature, we wed two notions of â€Å"culture” and explore how they relate.\r\nAs critic John tier notes, the first notion of culture is what is often called â€Å"high culture”â€the â€Å"general wreak of intellectual, spiritual and aesthetic factors”; and the second is â€Å"lived culture”â€the â€Å"particular way of life, whether of a people, a period or a group” (2) . In a sense, material culture (as the objects of a lived culture) allows us to see how the overriding intellectual ideas were played out in the daily lives of people in a particular era.\r\nThus, as Schlereth explains, through perusal material culture we can learn about the â€Å"belief systemsâ€the values, ideas, attitudes, and assumptionsâ€of a particular community or night club, usually across time” (3). In reading objects as embedded with meaning, we follow Schlereth’s acquaint that â€Å"objects made or L I T E R AT U R E I N I T S C U LT U R A L C O N T E X T 13\r\nmodified by humans, consciously or unconsciously, directly or indirectly, reflect the belief patterns of individuals who made, commissioned, purchased, or used them, and, by extension, the belief patterns of the larger society of which they are a part” (3). The study of material culture, then, can help us better understand the cultures that produced and consumed the literature we rea d today. Thomas Schlereth suggests a number of useful models for studying material culture; his â€Å"Art History figure” is particularly remarkable in that it will help you glide slope works of â€Å"high art,” such as paintings and sculptures, as well. The â€Å"Art History Paradigm” argues that the interpretive objective of examining the artifact is to â€Å"depict the historical development and intrinsic deserve” of it.\r\nIf you are interested in writing an â€Å"Art History Paradigm” reading of material culture, you might look at an object and ask yourself the following questions, taken from Sylvan Barnet’s Short Guide to Writing about Art. These questions apply to any art object: First, we need to know information about the artifact so we can place it in a historical context.\r\nYou might ask yourself: 1. 2. 3. 4. 5. What is my first response to the work? When and where was the work made? Where would the work originally have been seen? What conclusion did the work serve? In what condition has the work survived? (Barnet 21â€22) In addition, if the artifact is a drawing, painting, or advertisement, you might indispensableness to ask yourself questions such as these: 1.\r\nWhat is the battleground matter? What (if anything) is happening? 2. If the picture is a portrait, how do the furnishings and the background and the angle of the head or the posture of the head and body (as well as the facial expression) feed to our sense of the subject’s character? 3. If the picture is a still life, does it suggest opulence or want? 4. In a landscape, what is the relation between human beings and nature? Are the figures at still in nature, or are they dwarfed by it? Are they one with the horizon, or (because the viewpoint is low) do they stand out against the horizon and perhaps seem in touch with the heavens, or at least with open air?\r\nIf there are woods, are these woods threatening, or are they an invit ing place of refuge? If there is a unclutter, is the clearing a vulnerable place or is it a place of refuge from minacious woods? Do the natural objects in the landscape somehow reflect the emotions of the figures? (Barnet 22â€23; for more questions, see pp. 23â€24) Material culture is a rich and varied resource that ranges from kitchen utensils, to advertisements, to farming tools, to clothing. Unpacking the significance of objects that appear in the stories and poems you read may help you better understand characters and their motives. 14 W H AT I S A M E R I C A N L I T E R AT U R E ? Architecture.\r\nMost of the time we read the hidden meanings of constructions without even view twice. Consider the constructions below: Above: [9089] Anonymous, Capitol mental synthesis at Washington, D. C. (1906), courtesy of Prints and Photographs Division, Library of Congress [LC-USZ62-121528].\r\nRight: [6889] Anonymous, Facade of the Sam Wah’s Chinese Laundry (c. 1890 â€1 900), courtesy of the capital of Colorado Public Library. Even if we had never seen all of these builds before, it would not take us long to determine which was a government building and which was a smalltown retail establishment. Our having seen thousands of buildings enables us to understand the resolve of a building from architectural clues.\r\nWhen first seeing a work of computer architecture, it is helpful to unpack cultural assumptions. You might ask: 1. What is the purpose of this building? Is it public or private? What activities take place within it? 2. What features of the building reflect this purpose? Which of these features are necessary and which are except conventional?\r\n3. What buildings or building styles does this building allude to? What values are inbred in that allusion? 4. What parts of this building are principally decorative rather than operational? What does the ornament or lack of it say about the stance of the owners or the people who work there? 5. What buildings surround this building?\r\nHow do they affect the way the building is entered? 6. What types of people live or work in this building? How do they move within the space? What do these findings say about the relative social positioning of the occupants? How does the building design restrict or encourage that status? 7. How are people supposed to enter and move through the building? What clues does the building give as to how this movement should take place? L I T E R AT U R E I N I T S C U LT U R A L C O N T E X T 15\r\nThese questions demand two basic assumptions about architecture: (1) architecture reflects and helps establish social status and social relations; and (2) architecture\r\n'