London by William Blake Essay

Question- Identify a poem that makes a social or political statement. Explain what statement is being made and, with close references to the text, analyse the literary conventions used to convey the statements. Further, explain how this helps you gain a stronger understanding of the poem`s main theme(s). I have chosen the poem London by William Blake; I will explain how Blake is making a social and political statement by addressing the inequality and oppression within the city of London in the late 18th century. I will also examine how the poet manages to convey his opinion through poetic techniques. The poem is set in the City of London during the Industrial revolution, when there was a population explosion in the cities of the UK due to the movement of people from rural areas to urban areas in search of work. The sudden urbanisation in cities such as London put pressure on the standards of living and caused extreme poverty, people lived in horrific conditions. Due to the poor sanitation, there was a rapid spread of diseases such as cholera. William points to the corruption within the city of London; this poem is a form of social and political protest against the oppressive landlords and authorities of the city. In the first stanza William Blake talks of wandering through the streets that are privately owned, and states even the river Thames is not free from ownership. He is making a social/political comment about the ruling class and how everything that should be free to every citizen in London but has actually been stolen by the ruling class. His sense of inequality and oppression is clear from the very beginning. The repetition of the word â€Å"chartered† emphasises the bureaucracy that William felt was controlling the people of London. He also uses repetition with the word â€Å"mark† when he comments on the effects of this control and oppression has on the ordinary working class people. He states that in every face he sees there is a look of helplessness, and hopelessness for the future, all the people in despair. In the second verse, the poet continues to emphasise the oppression of the people. He uses repetition by emphasizing the word every, he is talking about every member of the population being enslaved by the ruling class and all are sorrowful this creates a feeling of depression on the streets of London. He talks about how minds are being controlled by using a metaphor to great effect: â€Å"The mind-forg’d manacles I hear. † The image being conveyed is that of a mind being manacled, unable to have hope for the future, and the suppression of thought, suggesting an imprisonment of the mind. Perhaps he felt that people were being socialized into accepting their fate, the authorities would want to supress any sense of rebellion In the third verse Blake make reference to the plight and exploitation of child workers, in this case Chimney sweeps. Child labour was cheap, but families relied on their meagre wages to survive. The children had to work long hours, in very harsh and dangerous environments. William Blake is appalled about how church and the palace sits back and does nothing to ease the plight of the destitute. Every black’ning Church appals; and the hapless Soldier’s sigh Runs in blood down Palace walls† The reference to soldier`s sigh represents men having to serve their country for a cause they do not agree with but feel they have no choice. Blake is appointing blame to these institutions that are supposedly meant to care and offer hope to people, yet there is no help forthcoming. His imagery creates a picture of a deep mourning within society. In the final stanza, he draws attention to the plight of the young prostitute on the dark night streets. When in a time of harsh economic trouble; young women may have had no choice but to turn to prostitution. Blake is drawing attention to the young women who are also victims of exploitation. â€Å"Blasts the new-born Infant’s tear and blights with plagues the Marriage hearse. † These women not only neglect their offspring but insult, damage, denigrate their children – we might think this is because of how these babies are got, or the circumstances of life – but the poet makes no mention or understanding, noting again, only the negative appearance, in a most unpleasant, off putting, unsympathetic way. Marriage is a â€Å"hearse† as opposed to a joyful partnership, marriages are killed or destroy those within it – and this is linked to the presence of young prostitutes who are either victims of, or the cause of – we cannot know further, because the poet walks on, breaking off communication with us and leaving us with only this singularly dark impression. One clue is the use of the word â€Å"plague†. The prevalence of what we would refer to as STD’s – a real plague in Victorian London, where the availability of prostitutes, lack of birth control and social attitudes meant that uncounted numbers of men brought an invisible virus home to the marriage bed. This must have had a debilitating, frightening impact on many of the population. The resultant levels of sickness among middle class – and no doubt other – women terribly deformed and blinded children, and all because of a topic that would affect almost every family but which was not discussed. William`s political views are clear throughout, his distrust of authority, and his hatred of the enslavement of society. He projects this through his dark imagery. His language throughout is morose and this sets the scene of a society ridden with poverty, working class people constantly being trod on by the ruling class. His social protest leaves the reader in do doubt that William detests the inequality and oppression that he sees all around him and also helps the reader to understand how hard it was to live during the industrial revolution unless you were a member of the ruling class.

Forward the Foundation Chapter 5

12 For days thereafter Hari Seldon neglected his departmental duties to use his computer in its news-gathering mode. There were not many computers capable of handling the daily news from twenty-five million worlds. There were a number of them at Imperial headquarters, where they were absolutely necessary. Some of the larger Outer World capitals had them as well, though most were satisfied with hyperconnection to the Central Newspost on Trantor. A computer at an important Mathematics Department could, if it were sufficiently advanced, be modified as an independent news source and Seldon had been careful to do that with his computer. It was, after all, necessary for his work on psychohistory, though the computer's capabilities were carefully ascribed to other, exceedingly plausible reasons. Ideally the computer would report anything that was out of the ordinary on any world of the Empire. A coded and unobtrusive warning light would make itself evident and Seldon could track it down easily. Such a light rarely showed, for the definition of â€Å"out of the ordinary† was tight and intense and dealt with large-scale and rare upheavals. What one did in its absence was to ring in various worlds at random-not all twenty-five million, of course, but some dozens. It was a depressing and even debilitating task, for there were no worlds that didn't have their daily relatively minor catastrophes. A volcanic eruption here, a flood there, an economic collapse of one sort or another yonder, and, of course, riots. There had not been a day in the last thousand years that there had not been riots over something or other on each of a hundred or more different worlds. Naturally such things had to be discounted. One could scarcely worry about riots any more than one could about volcanic eruptions when both were constants on inhabited worlds. Rather, if a day should come in which not one riot was reported anywhere, that might be a sign of something so unusual as to warrant the gravest concern. Concern was what Seldon could not make himself feel. The Outer Worlds, with all their disorders and misfortunes, were like a great ocean on a peaceful day, with a gentle swell and minor heavings-but no more. He found no evidence of any overall situation that clearly showed a decline in the last eight years or even in the last eighty. Yet Demerzel (in Demerzel's absence, Seldon could no longer think of him as Daneel) said the decline was continuing and he had his finger on the Empire's pulse from day to day in ways that Seldon could not duplicate-until such time as he would have the guiding power of psychohistory at his disposal. It could be that the decline was so small that it was unnoticeable till some crucial point was reached-like a domicile that slowly wears out and deteriorates, showing no signs of that deterioration until one night when the roof collapses. When would the roof collapse? That was the problem and Seldon had no answer. And on occasion, Seldon would check on Trantor itself. There, the news was always considerably more substantial. For one thing, Trantor was the most highly populated of all the worlds, with its forty billion people. For another, its eight hundred sectors formed a mini-Empire all its own. For a third, there were the tedious rounds of governmental functions and the doings of the Imperial family to follow. What struck Seldon's eyes, however, was in the Dahl Sector. The elections for the Dahl Sector Council had placed five Joranumites into office. This was the first time, according to the commentary, that Joranumites had achieved sector office. It was not surprising. Dahl was a Joranumite stronghold if any sector was, but Seldon found it a disturbing indication of the progress being made by the demagogue. He ordered a microchip of the item and took it home with him that evening. Raych looked up from his computer as Seldon entered and apparently felt the need to explain himself. â€Å"I'm helping Mom on some reference material she needs,† he said. â€Å"What about your own work?† â€Å"Done, Dad. All done.† â€Å"Good. Look at this.† He showed Raych the chip in his hand before slipping it into the microprojector. Raych glanced at the news item hanging in the air before his eyes and said, â€Å"Yes, I know.† â€Å"You do?† â€Å"Sure. I usually keep track of Dahl. You know, home sector and all.† â€Å"And what do you think about it?† â€Å"I'm not surprised. Are you? The rest of Trantor treats Dahl like dirt. Why shouldn't they go for Joranum's views?† â€Å"Do you go for them also?† â€Å"Well-† Raych twisted his face thoughtfully. â€Å"I got to admit some things he says appeal to me. He says he wants equality for all people. What's wrong with that?† â€Å"Nothing at all-if he means it. If he's sincere. If he isn't just using it as a ploy to get votes.† â€Å"True enough, Dad, but most Dahlites probably figure: What's there to lose? We don't have equality now, though the laws say we do.† â€Å"It's a hard thing to legislate.† â€Å"That's not something to cool you off when you're sweating to death.† Seldon was thinking rapidly. He had been thinking since he had come across this item. He said, â€Å"Raych, you haven't been in Dahl since your mother and I took you out of the sector, have you?† â€Å"Sure I was, when I went with you to Dahl five years ago on your visit there.† â€Å"Yes yes†-Seldon waved a hand in dismissal-â€Å"but that doesn't count. We stayed at an intersector hotel, which was not Dahlite in the least, and, as I recall, Dors never once let you out on the streets alone. After all, you were only fifteen. How would you like to visit Dahl now, alone, in charge of yourself-now that you're fully twenty?† Raych chuckled. â€Å"Mom would never allow that.† â€Å"I don't say that I enjoy the prospect of facing her with it, but I don't intend to ask her permission. The question is: Would you be willing to do this for me?† â€Å"Out of curiosity? Sure. I'd like to see what's happened to the old place.† â€Å"Can you spare the time from your studies?† â€Å"Sure. I'll never miss a week or so. Besides, you can tape the lectures and I'll catch up when I get back. I can get permission. After all, my old man's on the faculty-unless you've been fired, Dad.† â€Å"Not yet. But I'm not thinking of this as a fun vacation.† â€Å"I'd be surprised if you did. I don't think you know what a fun vacation is, Dad. I'm surprised you know the phrase.† â€Å"Don't be impertinent. When you go there, I want you to meet with Laskin Joranum.† Raych looked startled. â€Å"How do I do that? I don't know where he's gonna be.† â€Å"He's going to be in Dahl. He's been asked to speak to the Dahl Sector Council with its new Joranumite members. We'll find out the exact day and you can go a few days earlier.† â€Å"And how do I get to see him, Dad? I don't figure he keeps open house.† â€Å"I don't, either, but I'll leave that up to you. You would have known how to do it when you were twelve. I hope your keen edge hasn't blunted too badly in the intervening years.† Raych smiled. â€Å"I hope not. But suppose I do see him. What then?† â€Å"Well, find out what you can. What's he's really planning. What he's really thinking.† â€Å"Do you really think he's gonna tell me?† â€Å"I wouldn't be surprised if he does. You have the trick of inspiring confidence, you miserable youngster. Let's talk about it.† And so they did. Several times. Seldon's thoughts were painful. He was not sure where all this was leading to, but he dared not consult Yugo Amaryl or Demerzel or (most of all) Dors. They might stop him. They might prove to him that his idea was a poor one and he didn't want that proof. What he planned seemed the only gateway to salvation and he didn't want it blocked. But did the gateway exist at all? Raych was the only one, it seemed to Seldon, who could possibly manage to worm himself into Joranum's confidence, but was Raych the proper tool for the purpose? He was a Dahlite and sympathetic to Joranum. How far could Seldon trust him? Horrible? Raych was his son-and Seldon had never had occasion to mistrust Raych before. 13 If Seldon doubted the efficacy of his notion, if he feared that it might explode matters prematurely or move them desperately in the wrong direction, if he was filled with an agonizing doubt as to whether Raych could be entirely trusted to fulfill his part suitably, he nevertheless had no doubt-no doubt whatever-as to what Dors's reaction would be when presented with the fait accompli. And he was not disappointed-if that was quite the word to express his emotion. Yet, in a manner, he was disappointed, for Dors did not raise her voice in horror as he had somehow thought she would, as he had prepared himself to withstand. But how was he to know? She was not as other women were and he had never seen her truly angry. Perhaps it was not in her to be truly angry-or what he would consider to be truly angry. She was merely cold-eyed and spoke with low-voiced bitter disapproval. â€Å"You sent him to Dahl? Alone?† Very softly. Questioningly. For a moment Seldon quailed at the quiet voice. Then he said firmly, â€Å"I had to. It was necessary.† â€Å"Let me understand. You sent him to that den of thieves, that haunt of assassins, that conglomeration of all that is criminal?† â€Å"Dors! You anger me when you speak like that. I would expect only a bigot to use those stereotypes.† â€Å"You deny that Dahl is as I have described?† â€Å"Of course. There are criminals and slums in Dahl. I know that very well. We both know that. But not all of Dahl is like that. And there are criminals and slums in every sector, even in the Imperial Sector and in Streeling.† â€Å"There are degrees, are there not? One is not ten. If all the worlds are crime-ridden, if all the sectors are crime-ridden, Dahl is among the worst, is it not? You have the computer. Check the statistics.† â€Å"I don't have to. Dahl is the poorest sector on Trantor and there is a positive correlation between poverty, misery, and crime. I grant you that.† â€Å"You grant me that! And you sent him alone? You might have gone with him, or asked me to go with him, or sent half a dozen of his schoolmates with him. They would have welcomed a respite from their work, I'm sure.† â€Å"What I need him for requires that he be alone.† â€Å"And what do you need him for?† But Seldon was stubbornly silent about that. Dors said, â€Å"Has it come to this? You don't trust me?† â€Å"It's a gamble. I alone dare take the risk. I can't involve you or anyone else.† â€Å"But it's not you taking the risk. It's poor Raych.† â€Å"He's not taking any risk,† said Seldon impatiently. â€Å"He's twenty years old, young and vigorous and as sturdy as a tree-and I don't mean the saplings we have here under glass on Trantor. I'm talking about a good solid tree in the Heliconian forests. And he's a twister, which the Dahlites aren't.† â€Å"You and your twisting,† said Dors, her coldness not thawing one whit. â€Å"You think that's the answer to everything. The Dahlites carry knives. Every one of them. Blasters, too, I'm sure.† â€Å"I don't know about blasters. The laws are pretty strict when it comes to blasters. As for knives, I'm positive Raych carries one. He even carries a knife on campus here, where it's strictly against the law. Do you think he won't have one in Dahl?† Dors remained silent. Seldon was also silent for a few minutes, then decided it might be time to placate her. He said, â€Å"Look, I'll tell you this much. I'm hoping he'll see Joranum, who will be visiting Dahl.† â€Å"Oh? And what do you expect Raych to do? Fill him with bitter regrets over his wicked politics and send him back to Mycogen?† â€Å"Come. Really. If you're going to take this sardonic attitude, there's no use discussing it.† He looked away from her, out the window at the blue-gray sky under the dome. â€Å"What I expect him to do†-and his voice faltered for a moment â€Å"is save the Empire.† â€Å"To be sure. That would be much easier.† Seldon's voice firmed. â€Å"It's what I expect. You have no solution. Demerzel himself has no solution. He as much as said that the solution rests with me. That's what I'm striving for and that's what I need Raych for in Dahl. After all, you know that ability of his to inspire affection. It worked with us and I'm convinced it will work with Joranum. If I am right, all may be well.† Dors's eyes widened a trifle. â€Å"Are you now going to tell me that you are being guided by psychohistory?† â€Å"No. I'm not going to lie to you. I have not reached the point where I can be guided in any way by psychohistory, but Yugo is constantly talking about intuition-and I have mine.† â€Å"Intuition! What's that? Define it!† â€Å"Easily. Intuition is the art, peculiar to the human mind, of working out the correct answer from data that is, in itself, incomplete or even, perhaps, misleading.† â€Å"And you've done it.† And Seldon said with firm conviction, â€Å"Yes, I have.† But to himself, he thought what he dared not share with Dors. What if Raych's charm were gone? Or, worse, what if the consciousness of being a Dahlite became too strong for him? 14 Billibotton was Billibotton-dirty, sprawling, dark, sinuous Billibotton-exuding decay and yet full of a vitality that Raych was convinced was to be found nowhere else on Trantor. Perhaps it was to be found nowhere else in the Empire, though Raych knew nothing, firsthand, of any world but Trantor. He had last seen Billibotton when he was not much more than twelve, but even the people seemed to be the same; still a mixture of the hangdog and the irreverent; filled with a synthetic pride and a grumbling resentment; the men marked by their dark rich mustaches and the women by their sacklike dresses that now looked tremendously slatternly to Raych's older and more worldly wise eyes. How could women with dresses like that attract men? But it was a foolish question. Even when he was twelve, he had had a pretty clear idea of how easily and quickly they could be removed. So he stood there, lost in thought and memory, passing along a street of store windows and trying to convince himself that he remembered this particular place or that and wondering if, among them all, there were people he did remember who were now eight years older. Those, perhaps, who had been his boyhood friends-and he thought uneasily of the fact that, while he remembered some of the nicknames they had pinned on each other, he could not remember any real names. In fact, the gaps in his memory were enormous. It was not that eight years was such a long time, but it was two fifths of the lifetime of a twenty-year-old and his life since leaving Billibotton had been so different that all before it had faded like a misty dream. But the smells were there. He stopped outside a bakery, low and dingy, and smelled the coconut icing that reeked through the air-that he had never quite smelled elsewhere. Even when he had stopped to buy tarts with coconut icing, even when they were advertised as â€Å"Dahl-style,† they had been faint imitations-no more. He felt strongly tempted. Well, why not? He had the credits and Dors was not there to wrinkle her nose and wonder aloud how clean-or, more likely, not clean-the place might be. Who worried about clean in the old days? The shop was dim and it took a while for Raych's eyes to acclimate. There were a few low tables in the place, with a couple of rather insubstantial chairs at each, undoubtedly where people might have a light repast, the equivalent of moka and tarts. A young man sat at one of the tables, an empty cup before him, wearing a once-white T-shirt that probably would have looked even dirtier in a better light. The baker or, in any case, a server stepped out from a room in the rear and said in a rather surly fashion, â€Å"What'll ya have?† â€Å"A coke-icer,† said Raych in just as surly a fashion (he would not be a Billibottoner if he displayed courtesy), using the slang term he remembered well from the old days. The term was still current, for the server handed him the correct item, using his bare fingers. The boy, Raych, would have taken that for granted, but now the man, Raych, felt taken slightly aback. â€Å"You want a bag?† â€Å"No,† said Raych, â€Å"I'll eat it here.† He paid the server and took the coke-icer from the other's hand and bit into its richness, his eyes half closing as he did so. It had been a rare treat in his boyhood-sometimes when he had scrounged the necessary credit to buy one with, sometimes when he had received a bite from a temporarily wealthy friend, most often when he had lifted one when nobody was watching. Now he could buy as many as he wished. â€Å"Hey,† said a voice. Raych opened his eyes. It was the man at the table, scowling at him. Raych said gently, â€Å"Are you speaking to me, bub?† â€Å"Yeah. What'chuh Join'?† â€Å"Eatin' a coke-icer. What's it to ya?† Automatically he had assumed the Billibotton way of talking. It was no strain at all. â€Å"What'chuh doin' in Billibotton?† â€Å"Born here. Raised here. In a bed. Not in a street, like you.† The insult came easily, as though he had never left home. â€Å"That so? You dress pretty good for a Billibottoner. Pretty fancy-dancy. Got a perfume stink about ya.† And he held up a little finger to imply effeminacy. â€Å"I won't talk about your stink. I went up in the world.† â€Å"Up in the world? La-dee-da. † Two other men stepped into the bakery. Raych frowned slightly, for he wasn't sure whether they had been summoned or not. The man at the table said to the newcomers, â€Å"This guy's gone up in the world. Says he's a Billibottoner.† One of the two newcomers shambled a mock salute and grinned with no appearance of amiability. His teeth were discolored. â€Å"Ain't that nice? It's always good to see a Billibottoner go up in the world. Gives 'em a chance to help their poor unfor'chnit sector people. Like, credits. You can always spare a credit or two for the poor, hey?† â€Å"How many you got, mister?† said the other, the grin disappearing. â€Å"Hey,† said the man behind the counter. â€Å"All you guys get out of my store. I don't want no trouble in here.† â€Å"There'll be no trouble,† said Raych. â€Å"I'm leaving.† He made to go, but the seated man put a leg in his way. â€Å"Don't go, pal. We'd miss yer company.† (The man behind the counter, clearly fearing the worst, disappeared into the rear.) Raych smiled. He said, â€Å"One time when I was in Billibotton, guys, I was with my old man and old lady and there were ten guys who stopped us. Ten. I counted them. We had to take care of them.† â€Å"Yeah?† said the one who had been speaking. â€Å"Yer old man took care of ten?† â€Å"My old man? Nah. He wouldn't waste his time. My old lady did. And I can do it better than she can. And there are only three of you. So, if you don't mind, out of the way.† â€Å"Sure. Just leave all your credits. Some of your clothes, too.† The man at the table rose to his feet. There was a knife in his hand. â€Å"There you are,† said Raych. â€Å"Now you're going to waste my time.† He had finished his coke-icer and he half-turned. Then, as quickly as thought, he anchored himself to the table, while his right leg shot out and the point of his toe landed unerringly in the groin of the man with the knife. Down he went with a loud cry. Up went the table, driving the second man toward the wall and keeping him there, while Raych's right arm flashed out, with the edge of the palm striking hard against the larynx of the third, who coughed and went down. It had taken two seconds and Raych now stood there with a knife in each hand and said, â€Å"Now which one of you wants to move?† They glared at him but remained frozen in place and Raych said, â€Å"In that case, I will now leave.† But the server, who had retreated to the back room, must have summoned help, for three more men had now entered the store, while the server screeched, â€Å"Troublemakers! Nothing but troublemakers!† The newcomers were dressed alike in what was obviously a uniform-but one that Raych had never seen. Trousers were tucked into boots, loose green T-shirts were belted, and odd semispherical hats that looked vaguely comic were perched on top of their heads. On the front of the left shoulder of each T-shirt were the letters Jo.** They had the Dahlite look about them but not quite the Dahlite mustache. The mustaches were black and thick, but they were carefully trimmed at lip level and were kept from luxuriating too widely. Raych allowed himself an internal sneer. They lacked the vigor of his own wild mustache, but he had to admit they looked neat and clean. The leader of these three men said, â€Å"I'm Corporal Quinber. What's been going on here?† The defeated Billibottoners were scrambling to their feet, clearly the worse for wear. One was still doubled over, one was rubbing his throat, and the third acted as though one of his shoulders had been wrenched. The corporal stared at them with a philosophic eye, while his two men blocked the door. He turned to Raych-the one man who seemed untouched. â€Å"Are you a Billibottoner, boy?† â€Å"Born and bred, but I've lived elsewhere for eight years.† He let the Billibotton accent recede, but it was still there, at least to the extent that it existed in the corporal's speech as well. There were other parts of Dahl aside from Billibotton and some parts with considerable aspirations to gentility. Raych said, â€Å"Are you security officers? I don't seem to recall the uniform you're-â€Å" â€Å"We're not security officers. You won't find security officers in Billibotton much. We're the Joranum Guard and we keep the peace here. We know these three and they've been warned. We'll take care of them. You're our problem, buster. Name. Reference number.† Raych told them. â€Å"And what happened here?† Raych told them. â€Å"And your business here?† Raych said, â€Å"Look here. Do you have the right to question me? If you're not security officers-â€Å" â€Å"Listen,† said the corporal in a hard voice, â€Å"don't you question rights. We're all there is in Billibotton and we have the right because we take the right. You say you beat up these three men and I believe you. But you won't beat us up. We're not allowed to carry blasters-† And with that, the corporal slowly pulled out a blaster. â€Å"Now tell me your business here.† Raych sighed. If he had gone directly to a sector hall, as he should have done-if he had not stopped to drown himself in nostalgia for Billibotton and coke-icers- He said, â€Å"I have come on important business to see Mr. Joranum, and since you seem to be part of his organi-â€Å" â€Å"To see the leader?† â€Å"Yes, Corporal.† â€Å"With two knives on you?† â€Å"For self-defense. I wasn't going to have them on me when I saw Mr. Joranum.† â€Å"So you say. We're taking you into custody, mister. We'll get to the bottom of this. It may take time, but we will.† â€Å"But you don't have the right. You're not the legally const-â€Å" â€Å"Well, find someone to complain to. Till then, you're ours.† And the knives were confiscated and Raych was taken into custody.

My aim in life Essay

â€Å"A year from now you may wish you had started today.† This is a translated quote from my loving grandmother. Life should be tied into aims to achieve happiness. I believe we must have an aim in life, or our life might become full of regrets and disappointment. Like all other successful people in the world I have goals, too; and they are well written in my journal. My long term goal is to become a professional petroleum engineer, and win the Nobel Peace prize. I am a very dedicated member of this universe. This world is my home, and ‘you’ll’ are my family. My passion is helping, and I will incorporate my passion with my profession of engineering to bring peace in my ‘home.’ I want to work on fossil fuel, the world’s largest energy source, and make the best use of this source for my ‘family.’ One day I want to proudly state that, â€Å"my investment of time in education brought peace in this world.† Generally speaking, I have always wanted to become an engineer. I have also wanted to become an international person. I was born in Bangladesh, and came to the United States of America for higher education. I visited several other countries, and want to visit more. I want to learn the mutual understanding of people from every corner of the world, and want to understand their need. I am a leader, a volunteer, and also a follower. Through working with several international organizations, I have come to know that our world needs more helping hands. I have a dream of running a project, where I will inspire people from everywhere to dream big and to believe in their aspirations. Because I believe our wish can become true only if we can believe that we ‘can.’ As my blueprint of life reads, I want to be the best petroleum engineer this world has ever seen. Petroleum engineers design and develop methods for extracting oil and gas from deposits below the earth’s surface. Petroleum engineers also find new ways to extract oil and gas from older wells. Oil and gas has both positive and negative impact in the world economy. These energy sources are something that we rely on everyday of our lives. My goal is to bring this source of energy to a level where it will be more accessible. Inspiration is a must. Dr. Muhammad Yunus, Nobel Peace Prize winner from Bangladesh, has inspired me to work for the peace of this world. He proved how possible it is to catch the dream of life; which is not winning the Nobel Prize but to win the heart of every person in the world. What else can we expect from our life? Isn’t the happiness lying beneath it? I will dedicate my education, my earnings, and my life for this lovely family. Each ‘thank you’ I earn from people will be my Nobel Peace Prize. My life’s agenda’s ending says, â€Å"Believe in yourself buddy. I know you do not have any regret in life.† I believe nothing is impossible if I have the power of will. As my plan is to fuse together my passion and goal, I know I will create my own happiness, and also impact the world that I consider my family. My goals will provide my ‘family’ a better place to live. My goals will provide my ‘family’ to find peace, and my goals will inspire everyone to become their best selves.

Social-Cognitive Perspective Essay Example | Topics and Well Written Essays - 2000 words

Social-Cognitive Perspective - Essay Example It emphasizes the role of biology and gene transmission across generations to explain current behaviors. Social Learning Perspective: Stresses the importance of unique experiences in family, school, community, etc. According to this viewpoint, we learn behaviors through observing and mimicking the behavior of people around us. Social-Cognitive Perspective: demonstrates an information processing model of social behavior, where we notice, interpret, and judge the behavior of others. New experiences may either be assimilated (using already held beliefs to interpret the event), or accommodated (which involves changing existing beliefs in response to the event.) By understanding the processing of information, we can better understand how patterns of thoughts impact behavior. One of the most important features of the social constructionist perspective is that much attention is given to the influence of the specific dialogues on the possible meanings. For example, to do justice to the self-understanding of the believing community, we cannot avoid the language of revelation. For practical theological discourse about revelation, this means that we have to consider the various dialogues in which different sets of criteria function. We encounter other branches of theology and engage in conversations with the social science and also connect with the church and the society in the process. A second important aspect of a social constructionist perspective is the emphasis on the performative dimension of language. Instead of asking what revelation is, what content is revealed, and how we can evaluate competing claims to revelation, a social constructionist practical theology will delve into what it means when someone invokes the language of revelation. This is not to be confused with relativism. The psychodynamic perspective originated from Sigmund Freud's psychoanalysis and lays emphasis on the unconscious components such as conflicts and instinctual energies. "psychodynamics" is a general term which incorporates all the components but keeps the unconscious as a primary element. The reason why scientifically oriented psychologists dismiss this perspective is its emphasis on the unconscious which can neither be observed nor measured. A language-centered perspective toward the social-rhetorical construction of knowledge can be constructed by juxtaposing Kenneth Burke's philosophy of language with Thomas S. Kuhn's philosophy of science. Kuhn's Structure of Scientific Revolutions has "had a wider academic influence than any other single book of the last twenty years" (Gutting v). In particular, Kuhn is honored as "father of current social constructionist thought" in a variety of disciplines (Bruffee 779). Therefore, a cross-fertilization of these two important thinkers' viewpoints should be a fruitful endeavor. Recently, J.E. McGuire and Trevor Melia have argued against opinions regarding "rampant rhetoricism" in rhetoric of science scholarship ("Rhetoric"). They argue that while the form and validation processes of science display rhetorical qualities, the "content" of scientific discourse ( which scientific language is about) is ontologically different from that of other forms of discourse, and, hence, in an important sense, science qua science is non-rhetorical ("Some" 97). Those who describe rhetoric as epistemic emphasize that language "embodies and generates knowledge" that is relative to specific

Two Descriptions Essay Example | Topics and Well Written Essays - 500 words - 1

Two Descriptions - Essay Example With tears of grief in my eyes, I looked helplessly at the pale moon. Imagining my father’s face in the moon, to me the thin strands of black clouds across it appeared as black hair combed back across the top of my father’s head. The sky was crying with me, I stared at her as she turned her beautifully sculptured face towards the sky once again as if remembering that dear one once again and gave out a cry of grief. My heart cried with her and the dark night cried with us too. The roar of the thunder made me cry even more and as I watched her disappear along the street, I once again became aware of my loneliness. The night seemed to engulf me into its eerie darkness and helplessly I eyed the rain drops sliding down my window pane as tears rolled down my face. From the kitchen window, one night I saw a beautiful woman playfully jerking back her rain sleeked coat with such joy that people crossing the road turned around to laugh with her. Rain drops drizzled off the brim of her beautiful hat. Tonight the rain was exceptionally serene and I wanted to dance to the rhythm of the falling raindrops. I gazed out at the happy woman as she lifted her face up to the sky and smiled at the moon. I followed her gaze and stared at the faint moon peeking from the dark wisps of clouds. I imagined my father’s smiling face in the moon, to me the thin strands of black clouds across it appeared as black hair combed back across the top of my father’s head. The sky seemed to shed tears of happiness as I laughed out loud remembering my father’s little pranks. The woman danced gingerly on the damp street and turned her gaze once again to the smiling moon. Rain drops kissed her face as she closed her eyes and lifted her face up to the sky. The rain droplets seemed to tinkle her face because she gave out a cry of joy and pleasure. I laughed with her as the sky brightened with lightening and the thunder

RESPONSE ESSAY SUMMARY SHEET Example | Topics and Well Written Essays - 250 words - 1

RESPONSE SUMMARY SHEET - Essay Example paper analyzes some common negative externalities, as well as possible ways through which government intervention may control and regulate these externalities. The study conducted in this paper is based upon a case study of the wastewater management system in Australia. The analysis of negative externalities in this case study is better approached by tackling the following three questions: 1. Explain what negative externalities are, and why there may be the case for government intervention to address them. Describe some of the ways to correct the negative externalities and the pros and cons of each method. Provide real life examples. An externality occurs when some activities by consumers or producers result in unintended direct or indirect effects over other unintended players in the market. Externalities may be negative or positive (Laffont 2008). In this case, negative externalities arise when the action of a party results in damage to other people without any form of compensation being awarded for that damage. Within the context of a business environment, a negative externality refers to a spill-over of an economic transaction that result in negative effects on a party that has no any direct involvement in the activity that causes the externality. Thus, the first party does not incur any costs for the repercussions on society while the second party gets no benefits from the effects inflicted upon them. Externalities constitute one of the many reasons that lead to government intervention within the economic sphere. Thus, it is because the production, consumption, as well as investment decisions made by households, individuals, and organizations or firms usually affect people who are not directly involved in the transactionsMost externalities fall into the technical externalities category. In this context, the indirect effects impact on the production and consumption opportunities of other people, though the cost of the product or service does not consider

Cross cultural management Essay Example | Topics and Well Written Essays - 1750 words

Cross cultural management - Essay Example The key messages that the author has tried to suggest in this article are that cross-cultural perception between supposedly similar groups in terms of similarity of national culture varies on the basis of the context in which the cooperation occurs between the groups (Heijes, 2011). The author asserts that power dynamics between different ethnic groups is one of the most fundamental drivers of the cross-cultural perception. Research along this line is a valuable aid that extends the understanding of the significant interrelationship between the culture and dynamics of power within organizations. The distinctive content of the article is that the author has achieved his objectives by compiling a comparative evaluation of the cross-cultural perception between two different ethnic groups. In the recent years, the number of cross-national studies has considerably increased, of which this research forms a part. The organizational research’s domain is getting increasingly internatio nal, thus raising concerns about the transportability of the models of social science across societies.The ethnic groups selected for the study were African Curacaoans and European Dutch. These groups were chosen in two organizations that operated in two different countries and the power dynamics of the selected organizations in their respective environments differed from each other. The author has used empirical evidence to demonstrate the way cross-cultural perception is influenced by differences of power. Â  ... Research along this line is a valuable aid that extends the understanding of the significant interrelationship between the culture and dynamics of power within organizations. The distinctive content of the article is that the author has achieved his objectives by compiling a comparative evaluation of the cross-cultural perception between two different ethnic groups. In the recent years, the number of cross-national studies has considerably increased (Renn and Rohrmann, 2000, p. 20), of which this research forms a part. The organizational research’s domain is getting increasingly international, thus raising concerns about the transportability of the models of social science across societies (Tsui, 2004). The ethnic groups selected for the study were African Curacaoans and European Dutch. These groups were chosen in two organizations that operated in two different countries and the power dynamics of the selected organizations in their respective environments differed from each o ther. The author has used empirical evidence to demonstrate the way cross-cultural perception is influenced by differences of power. Perception has been studied along two altering axes; the first of which was the external national context and the second was the internal organizational context. The author has studied the cross-cultural perceptions in Curacaoans and Dutch as well as in two organizations that were made part of the research; the police and the Internal Revenue Service (IRS). The author used these comparative case studies to offer a comprehensive account of the real-life cross-cultural perceptions between the selected ethnic groups so as to comprehend

Exercise 6-1 Remote Power Mower System Assignment

Exercise 6-1 Remote Power Mower System - Assignment Example They can be used electromagnetically and the relay can only be used a number of specified times before the cycle fails. Relay allows low power light duty switch to actuate the starter circuit without using directly to the starter (Scwalbe 144). If the mower start circuit does not contain a relay, heavy duty wiring will have to be wired to the start switch, or it would potentially pose a fatal shock hazard and also prone to electrical arcing. It also includes embodiments to provide use in all seasons, including a spreader, wagon, detaches, trimmer, and a slow blade. The remote control mower allows the operator to stay far away for the sake of injury prevention. The deliverable in a work breakdown structure is divided into tasks and components put together to achieve it. In our case, the project is made up of two main parts which are the Remote Control Unit and the Vehicle Unit. These two units are found at the first level and the breakdown of the units goes into the second and third levels. Moreover, there are other such units which are the core of the project and cannot be placed in the second or third level (Scwalbe 154). Level two is made up of deliverables that are clearly tangible and recognizable. The other levels consist of activities and tasks that build up on the project. The remote control unit is used in controlling the Remote Power Motor System (RPM) through the use of different components. The key project milestones are put together in level two of the project. In this case, we put together the following sections: Training, Budget Control, Data Management and Project Management. These sections must be implemented using a bottom up approach. The Project Manager is responsible for the control and overall supervision of the project. Therefore, he/she is in charge of project management which is placed at level two of the project. Other essential services that should be placed at level two include data management, budget control and training.

Argument essay Example | Topics and Well Written Essays - 1000 words - 3

Argument - Essay Example Drone warfare is mainly used by the military and intelligence agencies of the United States in areas where there is a high susceptibility of terrorist activities like Afghanistan and Pakistan. This form of war has been a center of argument and debates owing to the loss of innocent lives as well as the credibility of its usefulness. Drone technology has raised further alarms because this development has been achieved by forty countries across the globe and the armed forces of the United States alone are in possession of seven thousand drones (Billitteri 653). The drone warfare is an ineffective method of war and should be discontinued as it leads to the killing of harmless citizens and it also serves to hamper the security of the United States as it raises the number of foes for the country and hence puts the lives of the Americans at risk. The drones which are also known as â€Å"unmanned aerial vehicles† gained popularity after a few successful drone strikes which resulted in the included the killing of Sheikh Sa’id al-Masr. ... Last year, the Air Force trained more pilots to fly unmanned planes than traditional fighter pilots. (656)† This explains the fact that modern warfare has entirely changed and drone warfare has gained tremendous popularity amongst the armed forces in the United States. The CIA legally justified its usage of drones under the international law by claiming that it is a part of self-defense for the United States. Proponents further claim that drone attacks are the only measures which can be used to curb terrorist organizations and put an end to them (Billitteri 656). The justifications provided for the usage of drone warfare have been debated against and correct reasons have been provided to explain the fact that this form of warfare does not yield any good. The drone strikes have greatly increased in countries like Pakistan. Warlund explains the negativities in these drone attacks by claiming that, â€Å"At least 50 drone attacks have targeted Pakistan thus far in 2010, nearly th e same amount as in all of 2009. Since 2004, from 1,040 to as many as 1,579 people have been killed in the attacks; an estimated one-third of the casualties were civilians (656).† The writer has tried to shed light upon the alarming rise in the usage of drone attacks and he has emphasized the fact that one third of the people who die due to these attacks are innocent and harmless people. International law and other grounds can by means be used to support the killing guiltless civilians in the name of self-defense (Billitteri 656). Experts have provided other drawbacks in the drone technology as well. It is claimed that though drone attacks result in the killing of

Religions summary Assignment Example | Topics and Well Written Essays - 1500 words

Religions summary - Assignment Example Hinduism is known as the most ancient religion of the world. And therefore the Hindu religious texts are perhaps the most ancient religious texts still surviving today. The primary sacred texts of the Hindus are the Rig Veda, Sama Veda, Yajur Veda, Atharva Veda. The Rig Veda is the oldest of the four. An important text in Hinduism is the Ramayana. It is a moving love story with moral and spiritual themes that has deep appeal in India. Ramayana was written by Valmiki. Another important text in Hinduism is the Mahabharata which is a group of books written by Vyasa. Hindus are normally viewed as Trinitarian because Brahma is considered as the god with three persons – Brahma (the creator), Vishnu (the preserver), and Shiva (the destroyer). The four main aims of Hinduism are called the ‘doctrine of the fourfold end of the life’ which are – dharma (righteousness in the religious life), artha (success in the economic life), kama (gratification of the senses, moksa (liberation from the world). Buddhism is the fourth largest religion in the world. It has nearly 365 million followers. Buddhism was founded in India (northern India) by Siddharta Gautama. Buddhism is not a monolithic religion. It is a combination of the teachings of the Buddha with local religious rituals, beliefs and customs. After the death of Buddha splits occurred in the religion. It was divided into three main systems of thoughts within Buddhism which are geographically and philosophically separated. The three groups are – Theravada Buddhism which is otherwise known are southern Buddhism, Mahayana Buddhism which is otherwise known as northern Buddhism, Vajrayana Buddhism which is otherwise known as Tantric Buddhism. Buddha preached the four noble truths of Buddhism which are – there is suffering, there is cause for suffering, there is cessation of suffering, and there is path leading to the

Estimiting the half - value layer thikness Lab Report

Estimiting the half - value layer thikness - Lab Report Example Alpha particles are easily shielded thus they will present no external radiation hazard. The thickness of material of 50% of the underlying incident energy has been attenuated and known as half-value layer (HVL) and it is normally expressed in either mm or cm. Photo energy is normally dependent on the increasing energy of the stream of photons thus resulting to increase in material HVL. The experimental equipment was outlined as shown in the figure below. The radioactive sources are encapsulated in thin metal shield that absorbs beta radiation accompanying the decay. The alpha radiation is solely slightly attenuated but the beta radiation. Every source is contained within a cylindrical lead radiation shield in order to eradicate eminent health hazards Measurement was performed to verify the statistics of the prevailing pulse counting (cf Data examination). Cs-137 source was used and mounted on a single lead slab amidst sources and corresponding GM-tube X-rays are normally absorbed in an exponential manner A= A0e(-0692h/H where A0 is the original x-ray intensity, A is the x-ray intensity transmitted via an absorber of thickness x,e is the natural logarithm system and  µ is the slope of the underlying absorption curve(normally linear attenuation coefficient measured in per cm). Linear attenuation coefficient is associated to the corresponding density of the absorber. The half-value layer is normally the thickness of the radiation absorbing material that reduces x-ray intensity by  ½. Based on the value from the slope of the natural log plot, the thickness of aluminium and wood in regard to reduction of the gamma beam intensity from the radioactive Cs-137 source to the corresponding its initial intensity. The main human error was random error from the experimenter thus I can be controlled by taking many readings. For a thickness of 2HVL the corresponding photon intensity was reduced by  ¼ of the initial value whilst for a

Biochemistry involves Essay Example for Free

Biochemistry involves Essay Biochemistry involves the study of biological processes and chemical analysis which include living organism’s reactions, chemical compounds and elements. Historically, biochemistry gained prominence in the early 20th century when research on origin of living organisms began, various forms of scientific methods where used toward the success the makeup, several questions raised where; how biochemists seek to know how the brain works, the effectiveness of molecular compounds on the immune system. Furthermore, they are interested in cellular replication, differentiation and the interconnecting relationship between cells and organs. They deal with the chemical explanation of inheritance (traits, character, etc. ) and disease. Apart from this, biochemist also determines how certain molecules such as proteins, nucleic acids, lipids, vitamins and hormones function and their involvement in metabolic processes. Mostly on regulation of chemical reactions in living cells because this shows the complex chemical reactions that occur in a wide variety of life forms. It provides the basis for advancement of medicine practically such as veterinary medicine, agriculture science and biotechnology and exciting new fields such as molecular genetics, bioengineering etc. The developed knowledge and methods are applied to in all fields of medicine, agriculture, chemical and health related industries. Biochemistry also provides a unique research on protein structures and functions, genetic engineering and the two basic components of the rapidly expanding field of biotechnology. Being the vastest of all biological sciences, biochemistry has many fields namely neurochemistry, bio-organic chemistry, immunochemistry, physical biochemistry, molecular genetics, biochemical pharmacology and clinical biochemistry. Recent progress in these areas have developed a relationship between technology, chemical engineering, computer engineering. Reference: †¢ Biochemistry. (2008). ISCID Encyclopedia of Science and Philosophy. Retrieved April 07, 2008 from http://www. iscid. org/encyclopedia/Biochemistry †¢ Mendoza, H. M. , Shen, L. N. , Botting, C. , Lewis, A. , Chen, J. , Ink, B. , et al. (2003). NEDP1, a highly conserved cysteine protease that deNEDDylates Cullins. Journal of Biological Chemistry, 278, 25637-25643.

Qualitative Research on How We Know the City

Qualitative Research on How We Know the City How do we come to know the city? A city can be defined in a number of ways (Parr, 2007): firstly, in a physical sense of the territory it occupies (Smart, 1974); secondly, by its population size (Newling, 1996; Eeckhout, 2004); or alternatively, by the area dedicated to urban activities (Hall Hay, 1980). All of these interpretations of the meaning of a city have come about from different perceptions of certain cities, which can be researched using various qualitative methods. The qualitative methods that will be discussed in this essay include ethnography, participant observation, interviewing, and focus groups, arguing that a combination of approaches should be taken to reflect the dynamism of cities. Thus, this essay will examine how we come to know a city, taking a particular focus on Newcastle, located in North East England (Miles, 2005). The city is a taken-for-granted concept, frequently used unthinkingly in everyday life (Cloke et al., 2005). We live in an increasingly urbanised world (Hamnett, 2005), with 60% of the global population expected to be housed in cities by 2030 (United Nations (UN), 2016). However, trends of rapid suburbanisation and counter urbanisation have been witnessed since the 1980s, particularly in developed countries such as the UK, in which the city of Newcastle is located (Champion, 1989; Cheshire, 1995). In some cities, this suburbanisation is coupled with inner-city decline, subsequently followed by gentrification and city centre regeneration (Ley, 1996; Peach, 1996; Smith, 1996). Thus, contemporary cities are often characterised by growing inequalities, social segregation and socio-spatial unevenness (Hamnett, 2003; Knox Pinch, 2010). As Geographers, it is important to know how these cities are changing, both in terms of their economic foundation and social structure (Hamnett, 2005). Thi s can be done using qualitative research methods, which examine the ways in which different social groups visualise, feel and know the city, through a multitude of senses, rather than merely sight (Cloke et al., 2005). Therefore, a multiple-method approach is most desirable in order to know that there is more to a city than its physical existence and material construction (Elwood, 2010). Unlike quantitative research methods, qualitative methodologies do not begin with the presumption that there is a pre-existing world that can be known; instead, we see the world socially, as a construct that is constantly changing (Limb Dwyer, 2001). The emphasis, therefore, is to understand the meanings of everyday experiences of the cities (Limb Dwyer, 2001). Ethnographies are one of these such methods, which are characterised by in-depth approaches (Watson Till, 2010), rather than aiming to necessarily produce statistical data. This method involves living and working within a community to understand how people experience their everyday lives, and thus the city (Cook, 2010). Participant observation is a research method heavily emphasised by ethnography. It enables investigation into behaviours and socio-spatial interactions (Cloke et al., 2004) in a more natural setting, therefore producing more reliable responses as participants feel at ease (Western, 1992). Although this method does provide the researcher with a greater depth of understanding as they come to know the participants on a personal level, the research is based upon a very small sample size, which raises questions over to what extent reliable conclusions can be drawn (Limb Dwyer, 2001). Thus, it is important to use other methods, such as interviewing different groups of people, in order to overcome the temptation of generalising. Furthermore, it can be difficult for the researcher to detach themselves and remain an outside observer, as one becomes an intimate member of the group, often over a prolonged period (Chrisman, 1976). Overall, participant observation as a part of ethnographic resea rch produces tacit knowledge of peoples interactions with the city (Stake, 2005), thus aiding in explanation of how we come to know the city. Defined as a conversation with a purpose (Bingham Moore, 1966), semi-structured interviews are one of the most commonly used qualitative methods in social science research, and Human Geography in particular (Crang, 2002; Longhurst, 2003; Kvale, 2007). Despite often mistakenly being criticised for not being representative or scientific, as Valentine (2005) outlines, an interview enables the researcher to understand the mental world of individual people (McCracken, 1988), and how they experience and make sense of their own everyday lives, and thus, how they come to know the city. Interviewers tend to loosely base their questions on an interview schedule, which consists of memory prompts and key topics of discussion (Keats, 2000; Bryman 2004), however, this is often deviated from due to the fluid nature of this methodology (Limb Dwyer, 2001). Time consuming. Cultural and historical knowledge. Another qualitative research method that can be used to investigate how we come to know the city is focus groups. These usually consist of a one-off meeting among five to eight individuals (Limb Dwyer, 2001) where they are often presented with a set of small tasks, such as watching a short video (Goss, 1996). For the researcher, this is an efficient way of gaining an insight into the ways in which people come to know the city (Krueger Casey, 2015), by getting participants to share their personal experiences and argue for different points of view (Barbour Kitzinger, 1999). Rather than interviewing on an individual basis, which can create disproportional power relations (Smith, 2006), the focus group context shows the researcher how certain individuals interact with each other, allowing conversations to develop in arguably a more common social situation (Lunt Livingstone, 1996). However, if the group are not interested in the topic, it can be very difficult for the researcher to ge t the conversation to flow (Agar MacDonald, 1995). Furthermore, it is important to be aware of high dropout rates, and factor this in when planning research using this method (Limb Dwyer, 2001). For this reason, focus groups tend to be used in conjunction with other methodologies, such as interviewing, rather than as a stand-alone approach (Frey Fontana, 1993). Produces practical, context-dependent knowledge (Starman, 2013). Knowledge. Several misconceptions, such as that knowledge is only gained through observation of the world (Sayer, 1992). (Law, 2005). According to Sayer (1992), knowledge is in fact gained through a common language, interaction with other people, and the use of shared resources. Different types of knowledge are appropriate to different functions and contexts (Sayer, 1992). The city looks and feels different, depending on the perspectives of those inhabiting the space (Law, 2005). Dominant way of looking in Geography normalised as white, heterosexual male. (Rose, 1993; Rose, 1997). Excludes viewpoints of people from different races, sexualities, genders, and abilities (Law, 2005). Marginalisation of deaf and blind people, etc. in the city until the turn of the century (see Kitchen et al., 1997). These people are likely to have different experiences of the place. In terms of gender, women can find streets lined with trees intimidating at night as they reduce the visibility of being see n (Valentine, 1989). To others, it feels natural and seems aesthetically pleasing, particularly during the day. The city looks and feels, and is therefore known as, being different, depending on the perspectives of those inhabiting the urban space (Law, 2005). Mixed methods. Historically, Geography has been understood as a visual discipline. However, as Rodaway (1994) highlights, we come to know a city through a variety of senses: smell (Porteous, 1985), sound (Ingham, 1999; Smith, 2000), touch (Podock, 1993), taste. Cosgrove (1998) further recognises this in our association between the visual world and the production of reliable knowledge, with little consideration of other sense. If we rely only on vision as the best way of knowing a city, we, as Human Geographers, consequently only research the remarkable and elite landscapes (rather than the everyday) that are often theoretically only seen from above, rather than below (Law, 2005). If we mimic the position of urban planners in only seeing the city from above, we risk fixing its meaning, and thus denying its complexity (Law, 2005). Thus, it is important to take a multiple-methods approach in order to come to know the city through all of our senses In conclusion, this essay has argued that the city can become best known through a multiple-method qualitative research approach, incorporating a combination of ethnographies, participant observation, interviews and focus groups. It is important not to over-emphasis on visual sight, but also consider other, less-appreciated senses that contribute to our overall knowing of the city.

Modern Grammar Teaching: Reflection Notes

Modern Grammar Teaching: Reflection Notes During reading curriculum for this paper I have learned a lot about grammar and speaking as tools for communication, and my own expectations towards teaching. The theories I have looked at have their strengths and weaknesses, so I have dragged out the parts that I consider important from each one. I found out that there is not one best approach. However, it can bring us closer to understanding how Communicative Language Teaching works. The aim of this paper is to deepen my understanding of teaching and adapting this approach to use as foundation in my future teaching practice. My goal is that through examination of different views and theories I can adapt a suitable approach to teaching. This will help me to improve the quality in my future teaching practices. Working with the Curriculum was the most challenging in my teaching practice. Planning a lesson can get one to be creative and come up with different ideas. I have gained a lot of experience by observing and teaching. Although teaching practice was difficult at times, I tried to do my best. I and my tutors had frequently guidance. They were open to my ideas and this helped to progress in my teaching. I have learned that it is important not to imitate teaching styles and be critical, but choose the teaching style that suits me most. I am aware that as a teacher I meet many challenges both in the subject and didactics area. These situations have to be assessed one by one and there is no answer. What I believe is that if I focus on being a plain (clear?) grown-up and keep a kind of distance towards students and be inaccessible at the same time, I can become an inspiring teacher, at least I hope to become. It is necessary for a teacher that students learn from him/her. One of the objectives of the English as a school subject is that language is both a tool and a way of gaining knowledge and personal insight. Students have to be aware of language learning, communication and understand culture, society and literature. These objectives are the core of the English subject and I hope that I am the right person to be a mediator for this. Introduction There is an enormous demand for English teaching nowadays due to the expanding need for communication skills in English language. Millions of people aspire to good communication skills in English language. Teaching at school, exchange studies, travel, media, internet, newspapers are only a few of the many opportunities to acquire English. There is a huge need for quality language teaching and teaching materials/resources. Fluency and accuracy in English is indispensable not only for academics but also for employees. In order to succeed, one needs good language skills, therefore a successful teaching method is constantly required. To express himself/herself in writing and orally with some precision, fluency and coherence and use basic grammatical and text structures of English orally and in writing are two of the Competence Aims in the English Subject Curriculum (http://www.udir.no). These competence aims give a freedom in choice of teaching methods. The research questions of this paper are: Is Communicative Language Teaching an approach that improves English teaching? Do we need grammar in language teaching? In order to answer these questions I will first introduce the approach of Communicative Language Teaching. Also will I discuss the difference between fluency and accuracy, acquisition and learning, inductive and deductive grammar teaching. For this purpose I chose to discuss different views of several theorists on communicative teaching: RichardsRodgers, David Nunan, C.J. Brumfit, Stephen Krashen, David Newby and R. Ellis. Content Many Norwegian students experience a type of English learning that does not encourage them to see English as a communication tool. Unfortunately, the study of English language is focused mostly on passing exams. Because of this, learners assume there is a connection between good results and proficiency. This is true, to some extent, but strong focus on scores and grades can distort the goals of language learners. Students invest often a lot of time in study efforts, like drills that do not build their language competence. They focus more and more on getting good examination scores, instead of building proficiency. These students will come to see language learning as an exercise favouring accuracy. English seen as a communication tool makes the language study more captivating. Students who experience as early as possible English as communication, talk face-to-face with someone from a foreign country, read books published in English, watch movies, develop the ability to interact with a totally new world. Fluency vs. accuracy The process of Language Teaching has changed significantly in the last years. Earlier views of language (for example the Grammar Teaching Method) had grammatical competence in the centre. Language was seen as a set of norms and structures. The learner had a passive role, and grammar books included mostly drills, gapped sentences and sentences for transformation. (Newby,1998:184). Acoording to Brumfit`s theory (Brumfit,1980), learners need freedom to use the newly developed skills. Not allowing this would inhibit those abilities which are necessary for the most effective response to the predicted needs. Emphasis on fluency is new method in foreign language teaching. Brumfit (1980) shows that the use of fluency is the basis for a language curriculum, rather than accuracy. Accurate construction of the target language has always been a basis in traditional syllabuses. Brumfit is uncertain about its beneficial effects. Accuracy as basis in language teaching neglects adaptability and the a bility to improvise, and written forms will tend to dominate spoken forms. Are learners more responsive to fluency? Brumfit(1980) points at the naive learner who achieves more progress on an oral basis of fluent and inaccurate language than a careful and accurate language. A communicative language teaching begins with communication. Brumfit points at the importance of Communicational exercises that need to match the stages in learner progress. According to RichardsRodgers(2006), Communicative Language Teaching is an approach that aims to communicative competence in language teaching. This approach aspires to develop procedures for language teaching that supports the connection between language and communication. David Nunan (1988) in his Learner-Centred Curriculum studies the concept of language proficiency. The Communicative Approach originates from the theory of language as communication. Nunan mentions Chomskys distinction between competence and performance (Nunan, 1988:32). Comp etence refers to mastery of the principles governing language behaviour, that is the knowledge of grammar rules, and performance refers to the manifestation of these rules in actual language usage. Competence simply means knowledge of the language system( Hymes,1971:13) Hymes (1971)develops this theory further and comes to the conclusion that if a speaker were to produce grammatical sentences without regard to the situation in which they were being used, he would be considered deranged( Hymes,1971:14). Brumfit(1980) agrees with this and observes that beside knowledge of grammar one has to learn to use appropriately the language in living situations. Teachers cannot operate with a view of language simply as a descriptive system to be handed over to the learner; language is a means of interaction, self-definition, aesthetic creation and clarification (Brumfit,1980:116). In communicative language teaching errors are necessary for the learner in order to get a response on the learning s ituation. This way teaching strategies become more sensitive to the abilities and different individual needs (Brumfit,1980:115). Failures operate as a diagnosis for the teacher, and motivation for students. Language is used in a process of thinking, discovering, classifying and manipulating. This process does not take place through language alone, so it demands our active use (Brumfit,1980:120). The aim of language learners is contact, not assimilation. Fluency practice helps the learner to use his limited amount of language for as wide a range of purposes possible; only accurate speech will communicate effectively. The main goal, according to Krashen(1981), is aid in performance. For this reason language teachers should put learners into situations where they have to grope and paraphrase. According to Brumfit(1980), adjusting to other speakers, must be a central feature of communicative methodology. Acquisition vs. Learning Stephen Krashen (1981) calls Communicative Language Teaching an ideal approach. His Second Language Acquisition Theory contains 5 hypotheses. In the Acquisition-Learning Hypothesis, Krashen(1981) points to the existence of two separate processes that happen in language learning: acquisition and learning. According to Krashen (1981), language acquisition is more central than learning in second language performance( Krashen,1981:101). Language acquisition (intake) is a subconscious process similar to the way a child`s language learning. Caretaker speech is an efficient method to encourage language acquisition. (caretaker speech= all input that is understood). Intake hypothesis develops the idea that one can acquire competence in a SL without ever producing it; delaying speech when active listening is provided causes no delay. Krashen (1981) mentions a report on the American Indians who do not speak a language until they have learned it well (Krashen 1981:108). The result of this hypoth esis is the silent period the students are given to while acquiring a new language. Krashen(1981) doesn`t agree with theories that say that language is grammar, restrict vocabulary and focus on syntax. He means that in order to encourage syntax acquisition, one has to emphasize vocabulary: even knowing the words is enough to guess the content and syntax. One needs comprehension in order to acquire syntax (intuitions). Language learning (input), on the other hand, refers to the conscious learning of a second language, knowing the rules of thumb and the structure of the target language. Krashen(1981) says that there is no need to provide any conscious learning in acquisition, because grammar rules describe only fragments of natural language. He gives example of performers who know the rule, but still cannot use it after many years, and performers who have acquired large amount of language without learning it consciously. (p.114). Krashen(1981) concludes that grammar study by itself is meaningless; successful second language acquisition need both grammar and immersion. Acquisition may happen in intake-rich environments. Mechanical drill fail as optimal intake primary focus is on the form of the language. These might motivate students but is not enough (Krashen,1981). Communication is stimulated by more efficient exercises, such as meaningful, communicative drills. Foreign student peer group and helping foreign students get to know each other are also beneficial for intake. Communicative grammar. Inductive vs. deductive grammar teaching According to Newby(1998), many language classes in Europe focus mostly on teaching grammar, reduced to a form of mathematics and had little to do with the communication of ideas. Teachers use large portions of class time explaining rules, analyzing the grammar in sentences and drilling. Newby(1998) means that traditional grammar has to be analyzed again and replace some elements with a more communication -based theory of grammar. He believes that there is more than one view that provides all the answers. Newby(1981) discusses the difference between traditional, deductive grammar and modern, inductive grammar. While deductive grammar focuses on the presentation of language, on rules and testing of grammar, inductive grammar concentrates on the ability of choosing meaningful grammar in real contexts. Nevertheless, inductive grammar is not weak on grammar. Newby(1998) mentions that it includes additional categories which offer the learner ways to communicate through grammar in actual si tuations. In the early stages of learning the learner learns to feel grammar and sees how it works. Language theorist Ellis R.(2002) claims that acquisition begins with awareness. Testing at an early stage of language learning may inhibit learning, and learners end up confusing testing and teaching. Only after gaining confidence may the learner use activities in order to integrate knowledge into other areas of their competence. Grammar is the final stage of the process, when communication happens in a context. Ellis(2002), claims that grammar shouldn`t be directed at learners but at those who already have sufficient lexis. Teachers should focus on difficult grammatical structures. But are there any disadvantages using this modern teaching process? Newby answers this with his view that modern grammar requires rethinking grammatical categories and re-orienting towards meaning. Teaching grammar can have a beneficial effect (Ellis) as long as it is directed on those who have sufficient vocabulary knowledge. Newby (1998) concludes that one has to be open to, but also critical of, all methodological approaches. Conclusion This study has provided the opportunity to learn more about grammar in the light of Communicative Language Teaching. I have shown that theories have a wide specter, with some of the theories for, others against grammar teaching. My opinion is that both focusing on grammar accuracy and meaningful communication is equally important. It is teacher`s responsibility to choose the right task, considering the students` background. I do not affirm that Communicative Language Teaching is the best approach of teaching English. But understanding its methods can be used as a significant source of ideas. Literature list Brumfit, C.: Problems and principles in English teaching, 1980, Oxford : Pergamon Press Ellis, R. :Understanding Second Language Acquisition, 1991,Oxford: Oxford University Press (Compendium) Hymes, D.H.: On communicative competence, 1971, Philadelphia: University of Pennsylvania Press Krashen, S.D: Second Language Acquisition and Second Language Learning, 1981, Pergamon Press. (Compendium) Newby, David: Theory and practice communicative grammar, 1998, Ablex Publishing Corporation. (Compendium) Nunan, D.: The Learner-Centred Curriculum : a Study in Second Language Teaching, 1988, Cambridge : Cambridge University Press Richards, Jack C. and Rodgers, Theodore S: Approaches and Methods in Language Teaching, 2006, Cambridge University Press. http://www.udir.no/Artikler/_Lareplaner/_english/Common-core-subjects-in-primary-and-secondary-education/ 15.03.10 SPEAKING SKILL IN THE LIGHT OF COMMUNICATIVE LANGUAGE TEACHING Introduction The Curriculum has 5 basic skills that are integrated in the competence objectives. In addition, the English subject has been structured into 3 main areas of competence aims: language learning, communication and culture, society and literature. These subject areas supplement each other and must be considered together. One of the five basic skills of the curriculum is being able to express oneself orally. This paper discusses the skill of being able to express oneself in writing and orally in the light of Communicative language teaching, by drawing in experience from my teaching practice in a Lower Secondary School (I decided not to go deeper into the theory of Communicative Language Teaching as I already did this in my previous paper). Finally, I will introduce strategies to improve speaking so as to make English teaching more effective. The main goal of this paper is to show the importance of using the target language in the classroom having a starting point in Communicative Language theories. Content Use of target language in the class Pupils should be given the opportunity to speak English as much as possible during English lessons. For most of pupils, the classroom is the only place during their school years where they will have the chance to speak English. One of the five basic skills of the curriculum is being able to express oneself orally. English Subject curriculum says that being able to express oneself in writing and orally in English is a key part of developing English linguistic competence and is a common thread throughout the competence objectives at all levels. These skills are important tools in working on understanding and using English in increasingly varied and demanding contexts across cultures and subject fields. Having oral skills means being able to both listen and speak (http://www.udir.no). In my teaching practice I noticed that an average Norwegian pupil speaks English too little or not at all during their three years in Lower Secondary. What is the reason that pupils speak as little as they do, though Curriculum stresses the importance of speaking? One of the reasons is that English teachers focus mostly on accuracy, memorizing dialogues and learning to perform them fluently. This approach is successful and teaches pupils vocabulary and grammar but gives little practice in expressing own ideas in English. Could this be the reason why whenever pupils try to say anything else that differs from the memorized sentence, they have to strive for a long time to put easy sentences together? Language theorist David Newby (1998) describes language as a means of communicating messages between human beings in actual contexts (Newby,1998:184 ). His view is that in real life language is used to exchange meaningful messages in actual contexts and this should be reflected in classroom ( Newby,1998: 185). Another theorist, Krashen (1981), claims that simple free conversation and mechanical drills are not efficient because communication is not stimulated. He considers meaningful, communicative drills and exercises as being highly effective. Unfortunately, drills are very common in language teaching, while genuine speaking is neglected. This might explain why some of the students` ability to speak is far behind their knowledge of grammar or vocabulary (Krashen,1981: 103). Experiencing communication in my teaching practice I started my teaching practice by 2 weeks of observation of an 8th grade class with 23 pupils. When I started observation, the 8th class was at the end of a project with my tutor. The aim of this project was to design a poster about a tourist attraction in London or about homeless people. They were allowed to use media sources (magazines, newspapers, Internet, books), encouraging authentic language in real context. Time frame was approximately 9 hours at school. Pupils worked with a partner, which encouraged relationships and gave opportunity to work together. The pupils were supposed to read and understand the plan presented in the learner`s book about designing a poster. The teacher went through the task reading loudly and explaining step by step, instead of giving the pupils the opportunity to find out for themselves. What I have noticed was that all instruction was made in Norwegian, not in the target language. I was surprised by this, because I do not see the reason having Engli sh at school if you do not practice it. If teachers do not have the courage to speak fluent English, they cannot expect that students will do it. Listening and speaking exposure is essential in order to communicate effectively. It is also important in writing activities, because all skills are necessary and skills are inter-related and build upon each other. Professor Diane Freeman(2000) points out to the significance of using the target language not only during communicative activities, but also for explaining the activities to the student or in assigning homework (Freeman,2000:132). The tutor explained to me that she used Norwegian in order to make things easier and as a teacher she has to adapt teaching to the students. I believe that low expectations discourage students. English was little used during class. Students mostly used target language when reading or giving answers to tasks from the learner`s book. My opinion is that it is OK to use native language for beginners, but I believe there are other ways to encourage pupils to speak English, for example by praising and by giving them time to express themselves. After I have started teaching I noticed that even the best students are nervous about using the target language. I believe that speaking is an individual process. One has to concentrate on many things at the same time: vocabulary knowledge, word choice, grammar, pronunciation etc. But producing spoken language is indispensable in learning a language. My opinion is that if once students experience a minimum of success in conversation, they will be motivated to learn to express their ideas in English with fluency. As I have mentioned in my previous paper, language theorist Stephen Krashen (1981) claims that fluency work is necessary to enable the performer to achieve acquisition while accuracy in language teaching neglects adaptability and the ability to improvise (Krashen,1981:128). Theorist Christopher Brumfit (1980) indicates that fluency practi ce helps the student to use his limited amount of language for as wide a range of purposes possible and teachers have to allow the students to learn from their own abilities. Strategies Another aim in the Curriculum is to express [] orally to obtain help in understanding and being understood and to understand various oral and written presentations on self-selected topics (www.udir.no). During my teaching practice I tried to use activities that focused on fluency. I concentrated on achieving of communication instead of focusing on errors. In this way I gave a chance also to those students who felt unsecure about their English level. I recommended students to use language that was not predictable and sought to link language use to context. I achieved these aims by using authentic materials in my teaching, such as real newspaper articles. The students` homework was assigned to require using accessible materials, like articles, television news, anything that could create discussion. The students enjoyed playing roles. Problems occurred when they had to carry out the role play. Many of the students read out loud what they have written instead of improvise. When it went o n too long, and performing took too much time, other students had to wait for each other. Even so, this activity both seemed to stimulate and motivate them. My impression is that balancing fluency activities with accuracy is the most difficult task in planning a lesson. Brumfit(1980) says that only accurate speech will communicate effectively, and we need accuracy as well as fluency in order to communicate properly. Communicative drills or exercises can be more efficient in producing language acquisition than mechanical drills, claims Krashen (1981) because these are activities in which students can really communicate or in which communication can be stimulated (Krashen,1981:104). In my teaching practice, I tried to combine meaningful practice with communicative practice as often I could. By meaningful practice I refer to activities where students have to make meaningful choices when they perform a practice. One of these kinds of tasks was the one where students had to imagine that they were staying at a hotel in London. The student was supposed to visit some of the attractions and they had to use a map in order to find the way there. They had to work in pairs and had to explain their partner how they have planned their day, by showing on the map how they are going to get there. The students were excited about working in pairs, something they do quite seldom. Their biggest challenge was working together and using the target language, my challenge was making myself understood. I had to explain the task many times, but even so, there were some students that had to get instructions in Norwegian. Nevertheless, they seemed motivated by learning something else besides grammar. But how can a student become a confident English speaker? According to language theorists RichardsRodgers(2006), teachers have to reconsider their role in teaching. Instead of being a model of correct speech, teachers should facilitate language learning and be more flexible when activities are unsuccessful. My opinion is that it is important to make a check-list on what is important in communicative practice, for example: use of creative, authentic questions and tasks that can be used outside the classroom, use games and guessing to make things interesting, use tasks after the students` age and interests and bond the topic of texts with personalized, background knowledge. All this encourages the students t o use English in the classroom. Most of lower-secondary students are used to watch movies or listen to songs in English. But still, even the best students need to be praised and encouraged to speak it. With a view to improving speaking abilities, giving opportunities to practice and having free conversational activities are very good ideas. To any level of students, using English for real communicative purpose is an ideal way to begin! Students can gather with the teacher in a cafà © and discuss issues in English to break away from the idea that English is only used in class or homework. Conclusion In this paper I have discussed the importance of speaking English in the classroom. My opinion is that speaking is the strongest tool for communication. Students need to experience language as communication as early as possible in their learning in order to master English. That is why I, as future teacher of the English language, am aware of the importance of giving students opportunity to speak the target language. Even though accuracy and fluency cannot be totally separated, it is more effective to have achievable goals rather than being perfect. Teacher-student interaction is the best example of authentic communication. And if the teacher knows his/her students well enough, it may provide a lot inspiration. Literature list Brumfit, C.: Problems and principles in English teaching, 1980, Oxford : Pergamon Press Larsen-Freeman, D.: Techniques and principles in language teaching, 2000: Oxford : Oxford University Press Krashen, S.D: Second Language Acquisition and Second Language Learning, 1981, Pergamon Press. (Compendium) Newby, David: Theory and practice communicative grammar, 1998, Ablex Publishing Corporation. (Compendium) Richards, Jack C. and Rodgers, Theodore S: Approaches and Methods in Language Teaching, 2006, Cambridge University Press. http://www.udir.no/Artikler/_Lareplaner/_english/Common-core-subjects-in-primary-and-secondary-education/ 15.03.10

Louis Armstrong Essay -- essays research papers fc

Louis Armstrong's Influential Career Louis Armstrong’s Influential Career Louis Armstrong was the most successful and talented jazz musician in history. His influence and expansive career continues to make waves in the jazz world. That is what made him become what he is to many today – a legend. Born on August 4, 1901, in the poorest section of New Orleans, Armstrong grew up with his grandparents due to his parents’ separation. On January 1, 1913 he made a mistake which turned out to be the best thing that ever happened to him. At a New Year’s celebration in downtown New Orleans, Louis Armstrong, also known as â€Å"Satchmo† and â€Å"Satch†, fired a pistol into the air and was placed in the Colored Waifs’ Home. It was there that he was introduced to Peter Davis – the brass band leader who taught him how to play the cornet (Brown 17). Soon after he began playing, Armstrong was made leader of the band – something he was extremely proud of. In June of 1914, Ar mstrong was free to leave the Waifs’ Home. He was hired by various cabarets throughout the city, as well as for picnics, dances, and funerals. It was at one of these places that he was spotted by the famous Joe ‘King’ Oliver. King Oliver found Armstrong stand-in slots at orchestras and other venues. In 1918, he was offered the vacant seat left by Oliver in the band the Brown Skinned Babies. Kid Ory, leader of the band, once said that after Louis joined them he, â€Å"†¦improved so fast it was amazing. He had a wonderful ear and a wonderful memory. All you had to do was hum or whistle a new tune to him and he’d know it right away† (Boujut 21). At the end of 1918 Armstrong married Daisy Parker, a prostitute he had met at a dance hall that he played on Saturday nights. The marriage ended only four years later due to her beating him regularly (Bergreen 87). Louis Armstrong was hired in May of 1919 to play on a riverboat that traveled the Mississipp i River from New Orleans to St. Louis. Armstrong soon became very popular in St. Louis and was in high demand (Collier 124). Two and a half years later, he was thrown off the riverboat and fired due to a fight. After returning to New Orleans, he received a telegram from King Oliver in Chicago. It was an invitation to join The Creole Jazz Band – an offer Armstrong couldn’t refuse. The Jazz Band cut it’s first record in the spring of 1923 and toured throughout Illinois, Ohio,... ...s he starred in which shared the same title. For the next seven years of his life he was in and out of the hospital due to heart and kidney problems. On July 6th, 1971, Louis Armstrong died of a lung infection and heart complications. His last wish, that his trumpet be buried with him, was granted. Louis Armstrong influenced almost all aspects of jazz technique and style. He was the first to improvise and elaborate on a given melody. This technique has since been attempted and copied time and time again. Armstrong introduced a freedom to music that continues to impact popular music (Sadie 601). Without this American genius music would not be what it is today. Bibliography Works Cited Bergreen, Lawrence. Louis Armstrong: An Extravagant Life. New York: Broadway, 1997. Boujut, Michel. Louis Armstrong. New York: Rizzoli, 1998. Brown, Sandford. Louis Armstrong. New York: Watts, 1993. Collier, James Lincoln. Louis Armstrong: An American Genius. New York: Oxford, 1983. Crouch, Stanley. â€Å"Louis Armstrong.† Time 8 Aug. 1998: 170. Sadie, Stanley. ed. â€Å"Louis Armstrong.† The New Grove Dictionary of Music and Musicians. 6th ed. Vol. 1. New York: Macmillan, 1995. Word Count: 1246

Hindutva :: essays research papers

The ideology of Hindutva is becoming popular because there is a growing realization that everything else that has been tried to inculcate a national spirit, has failed to yield the desired results. Many people previously opposed to Hindutva have embraced the ideology, as they believe that the solutions to the country's problems can be found within it. At the mass level, with the work done by many individuals and organizations, the acceptance has been a relatively easy task. However, at the intellectual level the success leaves much to be desired. The reason for this is that those who are opposed to Hindutva occupy positions of power in the academic field. They have ensured that the research done on Hindutva remains at the fringe of the scholarly arena. Not only are the public resources denied to the work that needs to be done, but the funds are being invested in anti-Hindutva propaganda, with an intention to prove Hinduism as a regressive religion and a backward culture. Most people who live abroad and write on India rely for their information on the English media and writings, which paint an essentially negative picture of Hindutva. It is therefore necessary to give the theoretical basis of the Hindutva movement due publicity. In one of his recent books, a Eurpean scholar, Dr. Koenraad Elst says, "In Europe every sizeable party or ideological pressure-group has set up a think-tank to develop ideology and formulate policy proposals. The Communists in India have a host of intellectuals (mostly on state and university pay-rolls) working full-time to develop the Marxist view on each and every topic. All the valuable and useful political thought produced by the Hindu movement would not exceed a few volumes, to put mildly. As long as there is no intellectual mobilization, Hindu society is badly on the defensive. Hindu society has a host of bright young people available, trained in traditional or modern learning, whose talent is wasted because there seems to be no Hindu nerve center interested in putting them to work.

Islam and Religious Group Essay

Select at least 1 religious and 1 ethnic group not your own from the list below. †¢Religious groups (based on http://religions.pewforum.org/pdf/affiliations-all-traditions.pdf) oChristianity †¢Evangelical Protestant †¢Mainline Protestant †¢Historically Black Churches †¢Roman Catholic †¢Latter-Day Saints (Mormons) †¢Jehovah’s Witnesses †¢Orthodox (Greek, Eastern) oJudaism (Orthodox, Conservative, or Reform) oBuddhism (Theravada or Mahayana) oIslam (Sunni, Shia, Sufism) oHinduism †¢Ethnic groups (based on divisions in U.S. Census Bureau documents) oAsian (Asian descent) oBlack (African descent) oHispanic and Latino (South or Central American descent) oPacific Islander (Polynesian descent) oWhite (European descent) Part III Answer the following questions in 150 to 250 words each about the religious group you selected: †¢How does your selected religious group differ from other religious groups (such as in their beliefs, worship practices, or values)? †¢What has been the experience of your selected religious group with others that do not share its beliefs or practices? †¢In what ways has the religious group you selected contributed to American culture? †¢Provide specific examples of prejudice or discrimination your selected religious group has experienced. †¢What were the sources of this prejudice or discrimination? †¢Does what you’ve learned about this religious group help you understand it? In what ways? Answer the following questions in 150 to 250 words each about the ethnic group you selected: †¢How does your selected ethnic group differ from other ethnic groups (such as differences in ancestry, language, or culture)? †¢What has been your selected ethnic group’s experience with other ethnic groups? †¢In what ways has the ethnic group you selected contributed to American culture? †¢Identify some specific examples of prejudice or discrimination that your selected ethnic group has experienced historically. †¢What were the sources of this prejudice or discrimination? †¢Does what you’ve learned about this ethnic group help you understand it? How? Part IV Answer the following questions in 150 to 250 words each: †¢How are the prejudice and discrimination experienced by your selected religious group and ethnic group similar? †¢How are they different? †¢Can you draw any conclusions about discrimination from this comparison