Learning From Failure: Biosphere Ii Essay

Biosphere II was a project done in Arizona received recognition on 26th September 1991. Eight people; four men and four women were used in the experiment. Biosphere 2 was an air tight structure with its base made of steel pan and surrounded by an above ground structure that was made of glass and steel. Inside the biosphere was all that could be found in the real world. There was a desert, a marsh, a rain forest, a savannah, an agricultural land, an ocean and human Habitat. This was in an effort of creating something close to the earth’s ecosystem. These people were to live on air, water and food produced by plants (Allen & Blake, 2007). The goals of the experiment were to determine the possibility of building an artificial biosphere and the potential of such biosphere surviving. Also incase the biosphere didn’t thrive then the causes would have been established. However, Biosphere II proved to be a great failure which had consumed a lot of resources in its establishment. Trouble started soon as the crew got into biosphere II. First, they experienced a shortage in oxygen supply hindering them from functioning well. The oxygen decreased to low levels such that more of it had to be injected into the system. When the crew were forced to pump in more oxygen into the system in order to sustain them, this indicated that biosphere II was not self reliant. At first they did not figure out what the problem was but they later discovered that was caused by carbon dioxide which had accumulated in the system. The carbon dioxide accumulated at a very high rate especially in the savanna and rain forest regions. This was associated with the presence of high organic matter which the microbes metabolized and in the process consumed a lot of oxygen resulting to high levels of carbon dioxide. It was also expected that the trees would play a very crucial role in regulating amount of carbon dioxide in the air and would have been able to supply the crew with sufficient oxygen through the process of photosynthesis. However, the plants did not seem to accomplish this role instead the level of oxygen kept on decreasing while carbon dioxide kept on increasing a phenomenon that was later discovered to have been caused by concrete that was used to build the biosphere II. Instead of carbon dioxide being used up by plants it reacted with calcium hydroxide a major component of concrete which resulted to formation of water and calcium carbonate. This was confirmed by the scientists after testing the walls and realizing that the inner surface of the walls had calcium carbonate levels which were ten times the level of the outer walls (Alling, Nelson &Silverstone, 1993). While making their selection, the scientists had chosen different species of animals, insects and plants that they thought would survive best in the biosphere II. However, by the end of the project only a few species had managed to survive. The rate of extinction was higher than predicted and most insect species got extinct which had a negative impact on the plants since they were no longer pollinated and thus were unable to propagate themselves. Statistics show that of the 25 species of small vertebrates present in Biosphere II only 6 survived by the end of the mission. However some species were favored by the environment in biosphere II. While others got extinct; ants, cockroaches and katydids flourished together with some plant species such as the morning glory. The morning glory grew vigorously that it almost choked the other plants. The crew had no alternative but invested most of their time working to get food. They experienced a shortage in food supply and faced hunger most of the time. Before the two year period ended the crew had grown 85 percent of the food they consumed and got the remaining15 percent food from their emergency supplies. Since they relied on sunlight which came through the glass to grow food, the winters of 1991 and 1992 affected the amount of food they could grow (Marino, Odum &Thomas, 1999). This proved that the project was incapable of sustaining an ecosystem that was balanced. They also faced various challenges some of which included shortage in clean water. This was as a result of pollution experienced in the water system. Many nutrients accumulated in the water systems therefore polluting it. They had to clean their water using algae mats. Other atmospheric imbalances followed suit where by levels of dinitrogen oxide in the air increased in an alarming rate such that the crew risked brain damage because vitamin B12was synthesized at an extremely slow rate (Allen & Blake, 2007). The experiments shortcomings were also seen when the crew quarreled. The members were supposed to work together as a group in order to bring out the best results but this never happened. Instead they split into groups comprising four members each and got to the point of not talking to each other except when it was necessary to run the biosphere. The lessons that can be learnt from this failed experiment come from the mistakes committed by the scientists. First we learn the importance of taking time to plan whatever we intend to do. Before attempting any thing one should take all measures required for proper functioning of the project. Also another critical factor to consider is the reliability of the materials and equipment to be used in the project (Alling, Nelson &Silverstone, 1993). If proper materials had been used in construction of the biosphere II then the problem of insufficient oxygen could not have occurred. The importance of using qualified personnel also arises. They used an architect who was incompetent this resulted to designing biosphere II with many faults. However what can be learnt from this experiment in general is the importance of relating well with each other. For any thing to succeed then there should be cooperation among people concerned this translates to excellent working conditions which leads to better outcome. References Allen J. & Blake A. (2007) Biosphere 2: the human experiment . New York: Viking publishers. Alling A. , Nelson M. & Silverstone S. (1993) Life under Glass: The Inside Story of Biosphere 2. Oracle: Biosphere Press. Marino B. D. , Odum H. & Thomas M. (1999) Biosphere 2: Research Past and Present Amsterdam: Elsevier publishers.

Review of “Mass Man” by Derek Walcott

Mass Man by Derek Walcott, is a poem written in free verse, that describes some aspects of playing mass in a Caribbean setting while alluding to the history behind the celebrations. In the poem Walcott’s role is that of an observer. He is on the outside meticulously processing all that he witnesses while procuring it in his memory so that it can later be recorded for posterity. No detail is too inconsequential; no action above scrutiny. As an observer of a custom whose history is tied to the oppression of the people who created it, Walcott is not celebrating with his countrymen, rather, he is mocking that they celebrate their freedom by impersonating and imitating their former oppressors. Walcott’s very description of the things that he sees is therefore derisive and laden with double meaning. In stanza one of the poem, Walcott is showing how black men, the ordinary descendants of slaves, are trying to imitate those who once enslaved them, via their mass costumes. â€Å"Through a great lion’s head clouded by mange / a black clerk growls. At first glance, it reads that a black man, who is a clerk, is wearing a costume that is supposed to be the head of a great lion, but instead the costume looks haggard and diseased. Its symbolic representation however, is tied to the literal representation through the common history that unite both connotation. The black clerk represents the slaves that once inhabited the island, whereas the lion’s head denote their British oppressors. That the lion’s head is â€Å"clouded by mange† suggests the imperfection of the great British conquerors. Next, a gold-wired peacock withholds a man† indicates that the costume is overpowering the man who occupies its space. Here Walcott continues with his allusion to slaves and slave owners. The slave owners, like the peacock were proud, believed themselves superior, and exercised control over the slaves, much like the costume is getting the better of the man. Just like the costume â€Å"withholds† the masquerader, so too did the slave owners use everything within their power to suppress to the slaves. Slaves were separated from their kinsmen and divided into groups so that there were no common languages between them. Their culture were stripped from them as they were not allowed to practice their religious beliefs, rituals or anything that connected them to who they were before they became the property of the slave owners. They were not even allowed to learn how to read and write. They were deliberate strategies to quell even the thought of rebellion and to keep them oppressed. Walcott, continues his comparison of the slave owners to a proud peacock with â€Å"a fan, flaunting its oval, jewelled eyes. † By appealing to the reader’s sense of sight, Walcott is able to present an image that parallels the false pride of the slave owners. Walcott’s uses alliteration – â€Å"fan flaunting† – to place further emphasis on how supercilious the slave owners believed themselves to be. They held their language, religion, education, customs and culture as something that should provoke the admiration of the slaves, as in their eyes those were the things that it made them superior. The persona’s expression of â€Å"what metaphors! † shows that he is not afraid of using his acuity on himself. Here the persona is mocking himself for having used such interesting metaphors in the preceding lines. What coruscating, mincing fantasies† continues his wry tone. In referring to how the men are pretending to be superior to what they really are, one can almost hear Walcott’s terse vocals. Stanza two of the poem continues in the third person narrative mode, as the persona gives additional information based on his observations. The first line – â€Å"Hector Mannix, waterworks cle rk, San Juan, has entered a lion† simply informs the reader of the costume portrayal of one of the mass men. There is no concrete evidence that determines whether it is the same lion costume mentioned in the previous stanza. Next, Walcott uses a simile to compare Boysie’s gait while in his mass costume to that of Cleopatra’s – â€Å"Boysie, two golden mangoes bobbing for breastplates, barges / like Cleopatra down her river, making style. † In those two lines, Walcott continues with his allusion to the slave masters attitude of superiority and self-importance. There is a subtle change in the fourth line of stanza two. While the undertone in the first half is reflective, the fourth line keeps us strictly in the present. The mass men call out to a child to join them in their celebration, then commented on the child not being able to dance in an offhanded manner. Symbolically, there appears to be a disconnection between the fourth line and the rest of stanza two, as the subsequent lines resumes the tone of the first three lines. â€Å"But somewhere in that whirlwind’s radiance / a child, rigged like a bat, collapses, sobbing† tells of the inhumanity of older people to younger children both in the present situation of playing mass, and in the past where children were also forced into labour as slaves. The persona used alternating point of views, switching from third to first person and even second person narrative mode. While both stanza one and two is written in third person narrative mode, stanza three shifts to first person mode. â€Å"But I am dancing, look, from an old gibbet / my bull-whipped body swings, a metronome! † is a metaphor that evokes an incredibly perfervid image of slaves being hung. While Walcott’s allusions to slavery in the previous stanzas were somewhat muted, with this metaphor, there is no dubiety about what he is referring to. It is a prodigious metaphor that compares the persona’s dancing form to the motion made by the bodies of slaves who were left swaying on the gibbet after they had been hung. The appeal to the readers’ visual and auditory senses are graphic. One can see the scourged body of a slave who had been hung, tied to a post, swaying, keeping time to some unheard rhythm that only his/her dead ears can hear. Walcott’s tone here is very sardonic. Walcott used a simile (â€Å"Like a fruit bat dropped in the silk-cotton’s shade / my mania, my mania is a terrible calm†) to compare his madness to a fruit bat descending into the shade of a silk cotton tree. â€Å"Like a fruit bat dropped in the silk-cotton’s shade† is an image that relates to slavery in the West Indies. When Walcott says, â€Å"my mania, my mania is a terrible calm† he is being introspective. His repetition of â€Å"my mania† emphasizes the scope of his preoccupation with the past, while his use of the oxymoron â€Å"terrible calm† shows the depth of his rumination. The fourth and final stanza of the poem, like the previous stanza, utilizes a different narrative mode. In the fourth stanza, the persona through the use of â€Å"your† has employed the second-person narrative mode. In this stanza, the mass portrayals have finished. It is the morning after, when those who took part in the revelry seek penance. â€Å"Upon your penitential morning, / ome skull must rub its memory with ashes† conjures up images of priests rubbing ashes on the foreheads of those individuals who come seeking atonement for the sins they committed while playing mass. Walcott’s tone here is flippant, as if to scoff at the idea that getting ashes on one’s forehead means that one is so easily forgiven for sins that have become ritualistic. Walcott is referring to himself when he said, â€Å"some mind must squat down howling in your dust, / some hand must crawl and recollect your rubbish, / someone must write your poems. † It is exactly what he has been doing as an observer. He is saying that the same way in which someone has to clean up after the mass, so too, does he have a job to do. His job is to observe, remember and document all that he has witnessed for future generations. The poem Mass Man, though complex, was quite elementary in its symbolism. Walcott’s use of mass as a facade to talk about the deeper affairs of slavery, while connecting both events, was skillfully done. His detachment from what was occurring around him, allowed him to see and interpret the mass portrayals in a way that someone who was personally invested in the celebrations would not.

Critical Reflection Essay

Planning to facilitate learning in a clinical setting can be very challenging, having to cope with your busy workload and facilitating at the same time. Throughout this essay I will apply Gibbs (1988) to reflect, on the learning I have had undertaking this module (U44124), my teaching session planned and observed, to comment on the feedback I received from my learners and observer, also how this module has helped me overall. I had undertaken the introduction to mentoring, by attending unit 1 mentor preparation programme in 2006. After attending that one day course, I expressed an interest in doing this module, because, I realised that this form of mentoring of students here in the UK is quite different from what I was accustom to back in my country (Guyana) . The learning style here is also very different, for instance in my country students are allocated to the clinical areas with objectives to practice specific skills, after practicing them first in the classroom. Here in the UK, what I observed, are students do not only come with specific objectives, but with a verity of competencies to achieved, as such, have to have a mentor allocated to them. Before commencing this module, I was unsure how to write a reflective essay. I had no idea of what my learning style was, I never gave much thought to reflection in practice, plus I had never written a teaching plan before. After attending the first two session of this module, I realised I was lacking the skill of reflection in my practice. According to Bulman & Schutz (2004) for one to reflect on past experiences , one has to develop the skill of self awareness, description, critical analysis, syntheses, judgement, and evaluation. I was not certain I understood what critical analysis meant, however during our session of group work, listening to my colleagues ideas and experiences, also our lecturer, I began to get a clear picture of what the term meant. When I returned to work, I began the  experimentation of applying critical analysis to my daily practice. For instance, I observed my learners with keen interest of identifying his or her flaws, give constructive feedback which provide for improvement. For example , saying to my learner we need to work on the accepted way of doing systematic documentation. As well as, identifying my flaws in practice and working toward improvement, such as asking myself what I should have done and what I could do better next time. During my professional nurse training commencing in 1996, I was a student who generally liked to read up on thing first, and found it tricky to do things I did not understood. Doing this module made me realized my learning preference was that of read/write as described by Fleming (2007). The learning style questionnaire given to me by our lecturer, highlighted that I am a reflector. In retrospect to my student days, I remember always taking a back seat and listening to my colleagues before I make a point or answer questions, and constantly giving past and present examples of situation, to emphasize what I meant. With the help of this module, I recognized my reason for being that way, I was lacking the experience of expressing my thoughts verbally. Although, I do reflect on my personal life, I never give much thought to reflecting on my practice. According to Taylor (2000) pg2 â€Å" knowing how to reflect is a process for making sense out of life experiences†. This module taught me how to reflect on my professional practice, for example, at the end of my shift I reviewed what I had undertaken on that day, asked myself was my practice done according to my professional guidelines? NMC code of professional conduct (2002), did I use my judgement in giving care to my patients? Do I need to improve on aspect of my practice? Was I able to identify my flaws? In answering these questions I utilised the SMART criteria, setting myself goals and objectives, and plan interventions for my future professional development. After attending the third session of this module, I was able to compare different models of reflection. I found Gibbs (1988) very straightforward, it assisted me with organising my thoughts in a coherent manner, hence, helping me to plan my learning development as well as my learners. I also  found utilising Gibbs (1988) made it easier for me to encourage my learners to reflect on their past placements. The Atkins & Murphy (1994) in my opinion emphasized a more detailed and complex cycle. I found it to be very time consuming and because of my heavy workload in daily practice it difficult for me to adopt. According to Bulman & Schutz (2000) for me to offer a balanced of support and challenge to my learner I must have experience in reflective practice. While I am developing this skill aided by Gibbs cycle, I am at the same time offering my learners the opportunity to reflect on their practice using this cycle. After qualifying I had the opportunity to mentor students and junior colleagues, because as a qualified nurse in my country I was expected to undertaken this role. It was not the usual practice to write a lesion plan, I had to mentor student according to their objectives. To illustrate this, a final year nurse student would be assigned to the recovery room, and her objectives would be to manage a shift under supervision. As her mentor I ensured she undertook this skill with my guidance. Attending this module has taught me how to write a lesion plan with the guidance of the SMART criteria according to Mentoring (2005). These criteria helped me plan my teaching session to meet my learners learning needs at her specific level (1st year ODP student). Undertaking this module made me give some serious thoughts to my professional body requirements of the role of a facilitator of learning. According to the NMC standard (2006) after successfully completing an NMC approved mentor preparation programme, or a comparable programme (accredited by an AEI as meeting the NMC requirement). I understand I would be responsible and accountable for â€Å"organising and coordinating student learning activities in practice, assessing total performance including skills, attitude and behaviour†, pg17. With the acquired knowledge from this course, I am preparing to meet this challenge. Another method I adopted is Swanwick (1994) non-participant observation method cited in the module reader(2007/2008) where he explained that observing your learner caring for a patient, while you are performing another activity such as attending to another patient. This method of assessment give me the opportunity to  indentified good and not so good practice of my learner enabling me to offer critical as well as constructive feedback. Reflecting on my planned teaching session, I adopted the Peyton (1998) four stage model, because this model best suited my learner’s level, which we both agreed upon. In my initial assessment of my learners we established a professional relationship, whereby, we discussed timing of her placement ( not being late for practice), dress code (jewellery not recommended), breaks (timing), and explaining to her all of this would contribute to her developing professionally. Following that, I established a baseline of her knowledge and skills level, which was she possessed basic knowledge and skills at her level (1st year ODP student), this we both agreed upon. I also give her a copy of the learning style questionnaire by Honey & Mumford (1986) to complete. On completion of the questionnaire we both realized that she was a theorist, which was different from my learning style (read/write). If I had not done this module I may have found it difficult to adjust to her learning style, however, because I read about the different theories I understood how to adjust to her learning style to meet her learning needs. There are some similarities with Study et al (1994) and Peyton (1998) models of teaching. Both involve demonstration which I found suited my learners needs, these models allowed for demonstration of skills by teacher and learner, added to that, they provide for visual observations. For my teaching session, I choose a topic relevant to my place of work, as well as for my learner, it was included in her objectives. I did a short lecture with direct questioning , since this method give my learner and the group ( senior nurses from my department), the opportunity to listen, participate with discussion and ask questions. I applied demonstration as an activity to make the lesion interesting, as well as giving the every one present the opportunity to see and practice the skill correctly. According to Quinn (1995) â€Å"demonstration is a visualised explanation of facts, concepts, and procedure designed to show the learner why things happen†. I discussed and  demonstrated slowly and clearly to my learner/group, how to safely and accurately applied oxygen delivery devices (face mask, nasal canola, tracheotomy mask, mask with reservoir bag, non re-breather mask) to patients admitted to recovery room. For this demonstration I outlined patient scenarios and involved my learner/group. Quinn (2000) explained that skills should be taught slowly in correct sequence and there should be no variation in techniques. Referring to the hospital policy for the application of oxygen delivery devices, I employed direct questioning as a learning method for my learner/group as they participated in the demonstration of the skill taught. AS I observed my learner/group performing the skill ,I assessed for confidence for example, Skill being done without displaying nervousness, correctness such as, the nasal canula applied in the right way, knowledge for example, explanation as the skill is being practice, judgement such as, the amount of oxyg en that can be administered, and professionalism such as, perfection in doing the skill. At the end of the session, I revisited the learning outcomes to evaluate the teaching session, ensuring my learner/group was able to: 1. Discuss the local hospital policy about the use of oxygen delivery devices on patients in the recovery room. 2. Identified the six types of oxygen delivery devices used in the recovery room. 3. Demonstrate how to safely and accurately apply the six types of oxygen delivery devices on patient in the recovery room. 4. State the amount of oxygen that can be administered through each type of delivery devices to patients admitted to the recovery room with various oxygen therapy needs. Additionally, I encourage my learner/group to give me verbal feedback by asking questions, such as, name the six types of oxygen delivery devices, and what is the hospital policy for the application of oxygen delivery devices used in the recovery room? The feedback I received from my observer in my opinion was honest feedback. I agreed with her as she highlighted that I work best with one on one or small groups. I found large group intimidating. After completing the three days session of this module, I began to develop the courage to teach larger groups, for example I would prepare a lesion and gather a few of my  colleagues at work and practice different teaching methods. One such is the Studdy et al (1994) where I identified a problem in a patient case scenario and have group discussions, involving a skill and practice sessions. Giving verbal feedback in the end , I found this very helpful because I am beginning to feel comfortable with more persons present at my teaching sessions. One positive feedback from observer, was I worked well with learners. The reason for this, I applied my theoretical knowledge gained undertaking this module, more with my learners during facilitating and also in my daily practice. I reassured and encourage my learners to approach me at any time on matters of concern she may have. Jarvis & Gibson(1997 said â€Å" for a new entrant to progress through their experiences they required a considerable amount of personal support†. This is one of my action plans for my learners. The feedback I received from my learner/group has given me the opportunity to identified my flaws in teaching, such as, one evaluation highlighted that I should prepare more handouts for my teaching sessions plus I could start my teaching with a small quiz. Another suggested, if I do not know the answer to a question, encourage my learner to do research or both of us incorporate this together. I thought the feedback were constructive feedback, because it help me to think of action plans to improve in those areas. Overall this module of facilitating and assessing workplace/placement learning has increased my theoretical knowledge of reflection on practice and has definitely prepared to teach, mentor student and junior colleagues. To illustrate this, I constantly observed my learners in practice, evaluating and offering constructive feedback. As I make my observations, I recognized how helpful this module has been to me, because I am slowly developing the skill of critical analysis. When my learner performed a skill, and I spot a flaw in her performance, I am now able to examined my teaching methods, noting perhaps where I shortfall and come up with action plan for improvement. When she performed well I give on the spot feedback such as, saying to her well done and I observed that those statement encourage her enthusiasm and increased her confidence. When I did give  critical feedback, I did it tactfully for example, making statement like you are doing good documentation, but we need to work on this some more to ensure you are doing it to the recommended standard. Working through the module workbook(2007/2008) I was ready to applied different styles of teaching, such as demonstration, incorporated researched involving my learner and I. Applying different method of assessment such as non-participant, visual observation, questioning and listening. As a new practice facilitator there is still room for improvement in my facilitating ability as well as, my reflection skill. I endeavour to give support and practical help to my learners and junior colleagues. I was always ready to give advice, but this module has encouraged me to also give constructive feedback. Applying Hinchliff (1999) when I am assessing a learner for the first time I also find out what the learner knows, then incorporate this knowledge to form the basis of a learning contract. On Conclusion, Gibbs (1988) reflective cycle has helped me tremendously, it is so systematic I applied it to every situation in my daily practice. I am managing to think about my feelings in a situation, evaluate what was good and bad, what I should or could have done better, make action plan using the SMART criteria. I employed it with all my learners, encouraging them to develop the skill of reflection on practice. Personally, I am still working on developing the analysis aspect of the cycle which I know is achievable with constant practice. Knowing my learning style has helped me to understand why I work and learn the way I do, also assisted me to work effectively with my learners. The evidence of this, everyone has a different learning style and as a new practice facilitator after attending this module, I have a clear understanding of adopting different style of teaching and learning, For example, applying Peyton (1998), Studdy et al (1994), utilising the general strategies and framework for teaching skills, all of which I incorporated to help me developed professionally. Examining the NMC standard of facilitating and assessing placement learning, I am aware of the fact that I would be responsible for assistance of signing off student competencies, as such, I endeavour to keep my knowledge and skills updated. Developing the skill of facilitating workplace learning with the help of attending this course has given me a great deal of satisfaction in helping students and junior colleagues achieved their competencies, thus , making them safe and  confident to practice. I hope to become a practice teacher in the future and planning to undertake the module to achie ve this. I would be happy to be able to help young intelligent minds achieve their gold and career aspirations. Finally, critical reflection needs to be practice on a daily basis for one to master it. Its not just reflection, one must be able to identify the good, the bad, and the indifference of past experiences and compare plus improve in every aspect. This module has contributed to my professional developments a practitioner. I am no longer unsure about what reflection on practice mean and as such, I am prepared to facilitate and assess placement learning to students, ,junior colleagues and new staff.

HMNT Ripple Effect Essay Example | Topics and Well Written Essays - 250 words

HMNT Ripple Effect - Essay Example Other positive effects of popular culture include ability to create positive role models, draw the line between good and bad and deliver this understandable message to wide masses without a doubt that the majority will get everything rights. Popular culture is controlled by authorities who serve as censors; they label content, ban it or ask to modify it if needed. There are legal definitions for obscenity, indecency and profanity that create certain legal frame for content creators (Obscenity, Indecency and Profanity: Its Against the Law). In some sense, popular culture controls society telling what to like and what to do. Also, it unifies people who come from different backgrounds and makes it easier for them to live together. Even though there are still many ongoing discussions about gender portrayals in art (Onstad, 2008) and racist messages (Vedantam, 2008), they depict a great progression in liberal though compared to what was popular 20 or even 10 years ago. Since popular culture is created by people, it is obvious that society has a great influence on it. Culture is the reflection of society of its creators; attitudes, moods, events, trends, roles and even political situations serve as factors of influence. Culture influences people in response popularizing certain ideas, spreading information, depicting changes and introducing new ideas to all. In this way, society and culture influence each other; they co-exist in complex relationships and change together. Vedantam, S. (2008, March 24).Unequal perspectives hyperlink "http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1450200881&sid=4&fmt=3&clientid=70192&rqt=309&vname=pqd"onhyperlink "http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1450200881&sid=4&fmt=3&clientid=70192&rqt=309&vname=pqd" racial equalityhyperlink "http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=1450200881&sid=4&fmt=3&clientid=70192&rqt=309&vname=pqd".The Washington Post,HYPERLINK

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 750 words

Rhetorical Analysis - Essay Example Discussion In a rhetorical analysis, one attempts to analyse how the artist (speakers/authors/filmmakers) attempt to persuade, motivate, and/or acquaint their audiences by viewing the different components that combine to make up the persuasive art (Black, 1965). Thus, we can say that rhetorical analysis is: Rhetoric Persuasive art Analysis Disintegrating something into its component parts, in order to interpret and understand how the broken down parts fit together and combine to form the final thing. Components of rhetoric: Rhetoric is generally divided into certain basic key areas: 1. Purpose: This comprises of trying to comprehend the intended objective of a speech or a text matter. 2. Audience: here one must try to locate the targeted audience, since a speaker/author's intended audience plays a significant role in the manner in which the speaker/writer addresses the targeted audience. 3. ... Logos: The appeal of logos refers to the application of reasoning by the speaker/author to address his audience. This is evident in the use of the statistical representations, legal analysis, definitions, and comparative analysis. There are various aspects within a rhetorical analysis: 1. Verbal Rhetoric (written and/or spoken) V/O narration; monologue, dialogue, captions, mode of address (formal/informal, eg ‘George’, ‘Mr Bush’, or ‘President’) 2. Presentational Rhetoric Tone of voice (as for example the differences in the tone of voice between the radio jockeys of two different stations) Style of dress Nature of setting Non-verbal communication Features in setting (as for example, authority of speaker enhanced by quiet location, bookshelves, pot plants, etc.; diminished by bustle, competing voices, etc) 3. Photographic (Framing) Rhetoric Type of shot (for enabling viewers to identify with a character’s emotions) Camera movements (moveme nt of the frame) Movement of objects in relation to camera (movement within the frame) 4. Editing Rhetoric Editing creates responses by juxtaposing images Editing rhetoric is conventional but dynamic Conventions themselves change over time (as for example, the passing of time) Speed of cutting – increased over time. Why might this be? Case study 1: Rhetorical analysis of the end scenario in Shawshank redemption The Shawshank Redemption is a movie where the chief protagonist Andy Dufreine maintained his hope even in face of daily tribulations and ordeals, he faced during his prison, this rhetoric was communicated to the audience through the perfect use of verbal, photographic, presentation and editing rhetoric throughout the entire movie.

China. Economic Analysis Essay Example | Topics and Well Written Essays - 1750 words

China. Economic Analysis - Essay Example Amongst the top three economies of the world, and just after United States has more stable condition after the international recession as the world recovers from it five years after the biggest slump hit the entire globe. The trade partners stretch far and wide and its industries are strong enough to manufacture all kinds of stuff, with specialization in electronics in modern times. China has the largest population bench in the world, and thereby resources are needed to accommodate the citizens. Energy sources are a serious concern, for this purpose the government in recent years has started focusing on energy sources besides the conventional sources. Nuclear power plants and other renewable energy sources are in line for this purpose. Only recently did China become the world’s largest exporter to all parts of the world. This despite being the recession that has hit the entire world with its storm. While the period from 2008 to 2011 marked severe lows in the world market, chin a has shown better performances in terms of their economic growth, their exports and other variables. They have devised policies that ensure minimizing the deficit and losses due to recession. Though it would be a biased statement to say that it was not hit by the recession, it’s wise and safe to say that the policies crafted by Chinese helped resisting the global recession in a better and organized manner. Government has contributed in the field of state owned organizations and with its efforts has aimed at revamping the entire structure to strengthen this sector. In recent times, the G.D.P growth has come down slightly to a single digit value (Mundi). This has to do with the international recession, the domestic demand increase and various other factors. Still considering the nature of recession all over, this is considerable resistance with regard to the G.D.P decrease. Down slide on Chinese graph of economy and G.D.P will definitely effect the other pats of the world and their economies since its economy, exports and investments are spread are spread all over in the local markets(The Economist Online). Chinese exports find a large market in Europe and considering the inter dependence, with Europe still strangled deep into the economic crisis and with Euro issues looming dark over their markets, being a global player China is, it is bound to feel the heat from the Europe side and this could impact its G.D.P and overall economy’s progress. China’s success can be attributed to its separation of currencies on local and international front. Without any surprise people are advocating this form of approach for the euro crisis as well. After the policy change from 1980s, China’s policy depended largely on the private sector organizations, however having stabilized that pole, their forte in recent times has been the governmental organizations. They have regularized them, brought about necessary changes and provided them with the necessar y security that would be demanded for the investors who are willing to invest in the state owned organizations. This is aided by the incentives attached to the investments in the government sector by both the local investors and the foreign investors. Having identified the achievements and the pluses that are there, there are obstacles at the same time that are being faced by the Chinese government and economy. One of these is the small domestic demand; this has largely got to do with the low capita income in domestic. The per capita income zone has the margin for improvement as it is relatively lower compared to other parts of the world and especially those countries that are in the rank and have some say and command over the international markets. Other problems and challenges faced include the handling of the large number of immigrants

Freud and psychoanalysis Research Paper Example | Topics and Well Written Essays - 2000 words

Freud and psychoanalysis - Research Paper Example No matter what level of education an individual might have, it is likely he or she is familiar with the name of Sigmund Freud. Freud’s name is now synonymous with the theory of psychoanalysis. It is a science he essentially invented near the beginning of the 19th century. Sigmund Freud began his career as a medical doctor. He worked in Vienna with mental patients and it is because of this work that he is today considered one of the founding fathers of modern day psychology. It was while working with these patients that Freud developed the psychoanalytic theory. Clearly, Freud’s original training was not in the field that he started. He originally worked as a neurologist, but the common method of treating patients was to use hypnosis, something Freud wasn’t very good at but which forced him to take a more imaginative approach to treating the mind that would revolutionize the way people thought about thought (Robbins, 1999). Although Freud was obviously not the fir st individual to study how the mind worked and he would obviously not be the last, Freud is given credit for making the first major break-through in treating the mind as an entity existing at least partially separate from the body. He identified that there were at least three different levels of thought and realized that these levels interacted and intertwined. Putting these pieces together led to his development of psychotherapy. Freud classified three major components as comprising an individual’s psyche. These were the id, the ego and the superego. This intuitive leap from biological function to mental processes did not occur by accident. To fully understand Freud’s theories, his theoretical model of the human mind and how these ideas translate into his theories regarding human culture, it is necessary to understand how these ideas developed as well as how Freud expressed

SAM 340 UNIT 5 Essay Example | Topics and Well Written Essays - 500 words

SAM 340 UNIT 5 - Essay Example The sports industry in the United States is developing at a high rate owing to use of improved technology and massive support from the government and sporting fraternities. Professional Sports. Professional sports entail athletes competing as a team or as individuals, and the reward system is based solely on performance. A professional sport is a major international recreational activity that contributes billions of dollars to the economy every year. North America has been able to develop many international players, and this has made the region lead in the world of sports. The use of improved technology and increased demand for sports programming have also made North American sports a hit in markets abroad. North America holds five major international leagues namely, the National Hockey League, the National Football League, the National Basketball Association, the Major League Baseball and the Major League Soccer (Rosner and Kenneth, 496). There are other international leagues that are played in Africa, South America, Europe, Asia and Australia and they include: American football, baseball, soccer, rugby, cricket, basketball, hockey and volleyball. There are also other professional sporting events that involve individual sportsmen and women, and these include action sports like tennis, track events like relays, and field games like javelin. The NASCAR, Nextel and Professional Golfers Association, organize these events and act as the key management of the sport industry. Sport Agency. Representation of athletes in competition by individuals led to the emergence of sports agency. The sports agency evolved and developed due to high competition as sports agency tried to market their clients in the world of sports. International Marketing Group was the first sports agency to represent athletes in competitions back in 1960 when it first represented Arnold Palmer. There are over 4,300

A Futuristic Commercial Advertisement Video Research Proposal

A Futuristic Commercial Advertisement Video - Research Proposal Example The project title for this proposal will be ‘A Futuristic Commercial Advertisement Video’ that aims at emerging with a new media that would enable commercial advertisements to take place everywhere. This means that videos of commercial advertisements will be aired the whole day through various platforms and media that are unique ranging from the electronic appliances to nature. In this regard, such items such as refrigerators, mirrors, ceilings, and sky. The finished project in this case will be a new and unique media that delivers video commercial advertisements in real-time on virtually any media including such unnatural media as in dreams and in the sky (Mullen and Rahn 64). Unlike the ordinary commercial advertisements that come through the mainstream media such as television, radio, print media, and the internet, this new media will be able to air video adverts on unique platforms that no human has ever witnessed nor experienced before. Additionally, the new media p latform will achieve maximum efficiency in the sense that it will reach out to more audience than the conventional media. Certainly, the principle and elements of visual arts such as colour, shape, lines, movement, and symmetry have played a major role in informing the approach to this project. These aspects of visual arts could just meet the ultimate goal if they can be transferred into nature. In essence, visual arts and films studies have been limited to the common media that performers are familiar with over the years. However, this new commercial advertisement brings in a new dimension of video platform that had never been seen before (Chun 424). This actually means that this will be a pilot project that will inspire many minds and capture the attention of many if it is successfully launched, as it will accentuate the level of enjoyment in commercial advertisements (Vacche 53). Besides, the project that has been motivated by the urge to adventure the commercial advertisements especially in real-time has really won the heart of many through its feasibility is still debatable within some quarters (M ullen and Rahn 64).

Influence of Reference Groups Essay Example for Free

Influence of Reference Groups Essay When you think about reference groups, there are a number of perspectives that one has to consider. According to Hawkins (2010), a reference group is a group whose presumed perspectives or values are being used by an individual as the basis for his or her current behavior. Thus, a reference group is simply a group that an individual uses as a guide for behavior in a specific situation (p. 227). Groups may be classified according to a number of variables. Four criteria are particularly useful: membership, strength of social tie, type of contact, and attraction. Delta Sigma Theta Sorority, Inc. is a private, non-profit organization whose purpose is to provide assistance and support through established programs in local communities throughout the world. A sisterhood of more than 200,000 predominately Black college educated women, the Sorority currently has over 900 chapters located in the United States, England, Japan (Tokyo and Okinawa), Germany, the Virgin Islands, Bermuda, the Bahamas and the Republic of Korea. The Sorority was founded in 1913 by 22 students at Howard University. These young women wanted to use their collective strength to promote academic excellence; to provide scholarships; to provide support to the underserved; educate and stimulate participation in the establishment of positive public policy; and to highlight issues and provide solutions for problems in their communities (Delta Sigma Theta, 2010). Delta Sigma Theta’s website is about heritage. This site speaks volumes about how these women wanted to be a part of an organization that consists of excellence. These women have a lifetime membership within the sorority. The influence that this organization has, as well as the site, is remarkable. The information on this site will allow younger women that have the desire to go to college and be a part of an organization that helps one excel, not only in school, but also in the workforce as well. This site has all the criteria of a basic reference group. The social ties that this organization has within the world are by far the best for young women that are willing to be a part of change. People that have â€Å"made it† when it comes to financial stability may feel that they are affluent in the society. There are people that have made millions and they do stand alone when it comes to affording â€Å"the better things† in life. Bentley’s website is attractive because the vehicle shows class. The influence that this vehicle has on a person’s financial status is undoubtedly the car of all cars. A Bentley is unmistakable – all it takes is a glance at the twin headlights, matrix grille or the high waistline to know one. The paradox of the car is that although it is instantly recognizable, it takes time and effort to hand-build each one. That’s the assured Bentley hallmark. A hand-built car using the finest quality natural materials takes time. Yet, while others may do things ‘meticulously’ or ‘painstakingly’, Bentley has always been about passion. In fact, our entire reputation rests on the experienced skills and passion of our people, handed down through generations. Many of our people say that they work on each Bentley as if it were going to be their car. They want to get it right. It’s no wonder that every machinist who creates a set of upholstery signs the back of it with his or her initials (Bentley, 2010). Once again Bentley’s website is about class and luxury. This site tells a story about smoothness when it comes to highway. There is nothing like being comfortable while traveling on highway or down the street to the mailbox. People that are attractive to the glitz and glamour will definitely enjoy riding either in the backseat of a spacious vehicle or driving behind the wheel. The six-time success at Le Mans has made Bentley more than a car it has come to stand for a way of doing things: with spirit, flair, courage, instinctive intelligence and teamwork. Endurance racing has always been a way for us to test, strengthen and improve the cars.

Comparison of Marx and Hobbes

Comparison of Marx and Hobbes Contrast and compare the views of Marx and Hobbes as to the basis of law and order in society. Marx and Hobbes are great philosophers with phenomenal contribution towards the theory of human society resulting in the socialist revolution leading to communism by Marx and the ‘state of nature’ and ‘social contract’ by Hobbes. Although the two philosophers are distinct in their own theories, a comparative analysis of differences and similarities can be drawn based on the era they lived in and how this has influenced their beliefs which was then passed on to the upcoming human society. The political philosopher Thomas Hobbes (1588–1679) was one of the first modern view theory which provided an insight into why a governments legitimate authority should be obeyed. The rationale was based on genuine legitimacy derived from secular and material argument. Thomas Hobbes comes from the time of war, conflicts and many historians suggest that he was ruled by fear. This could have been a parameter to his view on human society. In his book titled ‘Leviathan’, Hobbes describes ‘the state of nature’ as the natural condition of human society which is a state of conflict and war. During this stage, a person is perceived to be rational egoist governed by appetites and emotions of hatred, pride, despair, etc. Furthermore the non-existence of government increases the inequality amongst highlighting the need of a state wherefore everyone must be equal. This inequality, to Hobbes, entail that people can kill each other which lead to great suspicious of one another and to avoid risk man avoids human contact. The primary goal to men becomes the security to escape the state of nature. The perception was that it can only be achieved by dominating all other men but since all are equal this becomes the ambition for everyone and it leads to a deadlock situation. Nonetheless, at some point people will also agree to appoint a law-giver and law-enforcer i.e. they elect a sovereign and this is the moment of the social contract. The sovereign can be defined as a ruler with unconditional power and unaccountable to the people he rules. However Hobbes argued that the freedom of speech and other rights belong in the state of nature, this censure is necessary to maintain order otherwise it will lead to conflict and a shift back to the state of nature. The social contract therefore is a contract between the people not between the people and the ruler. So in order to maintain peace and security, men give up their freedom to the sovereign to achieve protection in return. In Hobbes view, the evolution of human society happens in two stages from the state of nature to civil society. When men decide to elect the sovereign they are no longer primitive beings but citizens of a civil society. Hobbes’ interpretation was that an absolutists rule with sovereign that cannot be judged or punished. Hence, according to Hobbes there are only two possibilities for human society: either to be in a state of nature characterized by war and conflict or get peace in the civil society ruled by an absolutist sovereign by giving up their freedom. The German philosopher Karl Marx (1818-1883), was a sociologist, economist, journalist, historian and revolutionary socialist. He contributed a great deal of theories in economic fields which later formed strong foundation of current knowledge of labour and capital, and has impacted wide variety of successive economic thoughts. Marxs theory about society, economics and politics collectively known as Marxism belief that human societies progress through class and struggle. A conflict between an ownership class that controls production and a dispossessed labouring class that provides the labour for production. He called capitalism the dictatorship of the bourgeoisie, believing it to be run by the wealthy classes for their own personal benefit; and he predicted that, like previous socioeconomic systems, capitalism produced internal tensions which would lead to its self-destruction and replacement by a new system: socialism. He argued that class antagonisms under capitalism between the bourgeoisie and proletariat would result in working class conquest of political power as a dictatorship of the proletariat and eventually establish a classless society, socialism or communism, a society governed by a free organisation of manufacturers. In parallel to believing the fact that socialism and communism were inevitable at that time, Marx actively fought for their implementation, arguing that social theorists and underprivileged people alike should carry out organised revolutionary action to rule out capitalism and introduce socio-economic change. Marx has been described as one of the most influential figures in human history. Revolutionary socialist governments adopting Marxist concepts formed existence and power in a variety of countries in the 20th century, leading to the formation of largest socialist states such as the Soviet Union in 1922 and the Peoples Republic of China in 1949. Many labour unions and workers parties worldwide are influenced by Marxism which also led to establishment of various theoretical deviations, such as Leninism, Stalinism, Trotskyism, and Maoism, which were developed as a result. Marx is typically referred along with Emile Durkheim and Max Weber, as one of the three principal architects of modern social science. The fact that both philosophers comes from different times, governed by different events and situations, had great inspiration on their thoughts and their derivation on what the end state of society should be like. They have made their contribution to what human society currently has and will continue to evolve. They conclude that the evolution of humans into many forthcoming stages reflect advancing conditions for mankind in each other’s perspective. Hobbes commenced during the time of war and conflict, at which human beings basic requirement of security was deprived. Marx, who went through exploitative effects of capitalism on labour, in turn has a critical view on capitalism. However, he holds a very positive view of the future and also believes that the basic contradictions in the capitalist society would lead to its own collapse leading the way for revolution. He also assumes that the exploitation of labour would not exist in a communist society. The outcome of Marx’ stage theory is therefore a fair and very specific to the fact that the society is characterized by equality. Marx’s and Hobbes difference was in their views of the social contract between human beings. Hobbes states that people will voluntarily abandon their rights of freedom to an independent ruler standing outside the contract. This is quite fundamental theory of the social contract as most would see the independent governor as also bound by the contract. This theory was further summarised that an absolutist ruler is necessary to keep men in admiration. Marx however, has been through the isolating effects of the capitalism and hence proposes a communist ideal of a communal society. One of the famous Hobbes statements about the state of nature was, Life is brutish, short and harsh, in the state of nature. Humans are constantly in competition for resources, whether it’s primary or secondary. They would reach any extent necessary to meet those needs. This sense of desperation to fulfil needs create insecurity within the human society. Hobbes wrote the book Leviathan, the word Leviathan means the best way of protecting citizens would be by appointing a government that is powerful and intimidating. Hobbes believed that life is not immoral, but immoral in a state of nature. So, by killing an individual in a state of nature would be the same as the letting them live. The rationale is that a government must make laws and regulations in order to create a civilised society to result minimal crime. Regardless of these, Hobbes good works have been recognised as influential in shaping people and government with regards to a state of a civilised society. Hence, views of Hobbes and Marx had different path to reach to the same determination even though they had similar objectives of bringing improvement to the society. Hobbess Leviathan explains the good management of natural and civil laws, as it empowers people to make themselves the people of the society. On other side, Marx states history is economics in action. After analysing the differences and similarities of Karl Marx and Thomas Hobbes, we can gather that both philosophers settled on the notion of communism over individuality. Marx holds very calculative and measurable theories, as his theories are formed natural laws. Although, the differences between these theories are quite visible, their objectives and the message is the same which is the establishment and improvement of a civil society. Bibliography Hobbes, T. (1968) Leviathan, Harmondsworth: Pelican Books Raphael, D. D. (1977) Hobbes- Morals and Politics, Alden Press Oxford Bottomore, T. (1975) Marxist Sociology, The Anchor Press Ltd Swingewood, A. (1975) Marx and Modern Social Theory, The Macmillan Press Ltd Ritzer, G. and Stepnisky, J. (2014) Sociological Theory, 9th edition, McGraw-Hill Education, page 43-75 Biography- Thomas Hobbes [Online] Available at: http://www.biography.com/people/thomas-hobbes-9340461 [Accessed: 10th January 2014] The History Guide- Karl Marx [Online] Available at: http://www.historyguide.org/intellect/marx.html [Accessed: 10th January 2014] 1