Monday, November 25, 2019

The Biography of Francisco Morazan

The Biography of Francisco Morazan Jose Francisco Morazan Quezada (1792-1842) was a politician and general who ruled parts of Central America at different times during the turbulent period from 1827 to 1842. He was a strong leader and visionary who attempted to unite the different Central American countries into one large nation. His liberal, anti-clerical politics made him some powerful enemies, and his period of rule was marked by bitter infighting between liberals and conservatives. Early Life Morazan was born in Tegucigalpa  in present-day Honduras in 1792, during the waning years of Spanish colonial rule. The was the son of an upper-class Creole family and entered the military at a young age. He soon distinguished himself for his bravery and charisma. He was tall for his era, about 5  feet 10 inches, and intelligent, and his natural leadership skills easily attracted followers. He became involved in local politics early, enlisting as a volunteer to oppose Mexico’s annexation of Central America in 1821. A United Central America Mexico suffered some severe internal upheavals in the first years of independence, and in 1823 Central America was able to break away. The decision was made to unify all of Central America as one nation, with the capital in Guatemala City. It was made up of five states: Guatemala, El Salvador, Honduras, Nicaragua and Costa Rica. In 1824, liberal Jose Manuel Arce was elected president, but he soon switched sides and supported the conservative ideals of a strong central government with firm ties to the church. At War The ideological conflict between liberals and conservatives had long been simmering and finally boiled over when Arce sent troops to rebellious Honduras. Morazan led the defense in Honduras, but he was defeated and captured. He escaped and was put him in charge of a small army in Nicaragua. The army marched on Honduras and captured it at the legendary Battle of La Trinidad on Nov. 11, 1827. Morazan was now the liberal leader with the highest profile in Central America, and in 1830 he was elected to serve as president of the Federal Republic of Central America. Morazan in Power Morazan enacted liberal reforms in the new Federal Republic of Central America, including freedom of the press, speech, and religion. He limited church power by making marriage secular and abolishing government-aided tithing. Eventually, he was forced to expel many clerics from the country. This liberalism made him the implacable enemy of the conservatives, who preferred to keep the old colonial power structures, including close ties between church and state. He moved the capital to San Salvador, El Salvador, in 1834 and was re-elected in 1835. At War Again Conservatives would occasionally take up arms in different parts of the nation, but Morazan’s grip on power was firm until late 1837 when Rafael Carrera led an uprising in eastern Guatemala. An illiterate pig farmer, Carrera was nevertheless a clever, charismatic leader and relentless adversary. Unlike previous conservatives, he was able to rally the generally apathetic Guatemalan Native Americans to his side, and his horde of irregular soldiers armed with machetes, flintlock muskets, and clubs proved hard for Morazan to put down. Defeat and Collapse of the Republic As news of the successes of Carrera came to them, conservatives all over Central America took heart and decided that the time was right to strike against Morazan. Morazan was a skilled field general, and he defeated a much larger force at the battle of San Pedro Perulapan in 1839. By then, however, the republic had irrevocably fractured, and Morazan only effectively ruled El Salvador, Costa Rica and a few isolated pockets of loyal subjects. Nicaragua was the first to officially secede from the union, on Nov. 5, 1838. Honduras and Costa Rica quickly followed. Exile in Colombia Morazan was a skilled soldier, but his army was shrinking while that of the conservatives was growing, and in 1840 came the inevitable result: Carrera’s forces finally defeated Morazan, who was forced to go into exile in Colombia. While there, he wrote an open letter to the people of Central America in which he explained why the republic was defeated and laments that Carrera and the conservatives never tried to really understand his agenda. Costa Rica In 1842 he was lured out of exile by Costa Rican Gen. Vicente Villasenor, who was leading a revolt against conservative Costa Rican dictator Braulio Carrillo and had him on the ropes. Morazan joined Villasenor, and together they finished the job of ousting Carrillo: Morazan was named president. He intended to use Costa Rica as the center of a new Central American republic. But the Costa Ricans turned on him, and he and Villasenor were executed on Sept. 15, 1842. His final words were to his friend Villasenor: â€Å"Dear friend, posterity will do us justice.† Legacy of Francisco Morazan Morazan was correct: Posterity has been kind to him and his dear friend Villasenor. Morazan is today seen as a visionary, progressive leader and able commander who fought to keep Central America together. In this, he is sort of the Central American version of Simon Bolà ­var, and there is more than a little in common between the two men. Since 1840, Central America has been fractured, divided into tiny, weak nations vulnerable to wars, exploitation, and dictatorships. The failure of the republic to last was a defining point in Central American history. Had it stayed united, the Republic of Central America might well be a formidable nation, on an economic and political par with, say, Colombia or Ecuador. As it is, however, it is a region of little world importance whose history is most often tragic. The dream is not dead, however. Attempts were made in 1852, 1886 and 1921 to unite the region, although all of these attempts failed. Morazans name is invoked anytime there is talk of reunification. Morazan is honored in Honduras and El Salvador, where there are provinces named after him, as well as any number of parks, streets, schools, and businesses.

Thursday, November 21, 2019

To what extent did the end of the Cold War provide an impetus for the Essay

To what extent did the end of the Cold War provide an impetus for the United Nations to try to re-establish itself at the heart of multi-lateral action - Essay Example Of the many possible reasons behind these wars, two, which could easily be identified, are identity of the people and the distribution of resources among them (Harris & Reilly, 1998). To resolve these ethnic based wars is a big challenge for major actors in the international politics like the UN and for the international political and security environment. The end of the Cold War saw an expanded process of decision making in the multilateral organizations like United Nations Organisation based on multilateral mechanisms contained in the Charter of the United Nations.These were mainly to be used to reduce the actual number of armed conflicts . The periods since the end of the cold war also gave rise to new complexities. The Cold War had presented a fragmentation of the global strategic balance. Things were made worse by the bitter realities of the Post Cold War era which had a negative perspective to conflict resolutions and peacemaking. There was an over whelming baggage of leftover conflicts from the conflicted post war atmosphere and a need was felt to create the awareness of the importance of addressing these conflicts effectively through multilateral action and to address these difficulties of conflict prevention and conflict resolution. On another level this impetus can be labelled as being mainly based upon the political agenda of â€Å"democratisation and globalisation† of the world through multilateral agenda. This may involve the use of international law ,UN political resolutions and â€Å"peacekeeping efforts† to prevent another threat of Communist take over which was a major fear of the Western powers during the Cold War.My essay examines the extent to which this â€Å"impetus† is tainted by political agenda and economic interests in a critical right. The essay concludes that this impetus is not based mainly upon the â€Å"fear of another communist takeover† which is still a Western Nightmare but that there is a more profound

Wednesday, November 20, 2019

Dance Essay Example | Topics and Well Written Essays - 1250 words - 2

Dance - Essay Example Indeed, the term â€Å"confiscation† as used in Lesson 1 sought to integrate African dance traditions into the American culture. The terms â€Å"fusion† and â€Å"confiscation† are very significant in the American culture especially with reference to the American dance and society since they play a huge role in creating a new American dance form. The term fusion refers to the aspect of creating a singular and original, high quality show, which blends dance, fashion, and music to establish a high-end performance (â€Å"York Media† 1). Fusion brings a diverse collection of best dancers, models, musicians, artists, fashion designers, hairdressers, and make-up artists to create an original and unique music and dance performance in America (â€Å"York University† 1). In terms of dance and society, confiscation refers to the adoption of techniques and effects from native cultures into the American dance and society (Rogers 10). With reference to cultures and dance, confiscation integrates the conflicting association between the African dance traditions and the American culture. The Ghost dance is a dance practice that exemplifies "confiscation" of dance forms to "create" a new American dance form. From the Ghost Dance, we can indeed derive the fact that there was a confiscation of techniques and effects from native cultures into the American dance and society. The immigration of Indians and the integration of Wodziwobs teachings with the American traditions led to the confiscation (â€Å"United States History† 1). Notably, the American belief systems adopted the religious attributes of Ghost Dance movement. This is clear where the dancers performed the dance with a belief of getting cure for their illness. This related to the ritual intentions as depicted by Wodziwob who started the dance. They disregarded the ritual beliefs and adopted

Monday, November 18, 2019

King Lear and his relationships with his daughters Research Paper

King Lear and his relationships with his daughters - Research Paper Example A later version, The Tragedy of King Lear was included in the 1623 First Folio. As a rule, the present-day editors conflate the two; however some maintain that each version possesses its individual integrity that ought to be preserved. After the Restoration, the play used to be revised to have a happy end for the audiences who hated the plays depressing and dark tone, yet since the nineteenth century William Shakespeare’s original version has been esteemed one of his most outstanding achievements. The tragedy is especially noted for its observations upon the nature of human kinship and sufferings. Elderly King Lear wishes to retire from his throne. He makes a decision to divide his kingdom among the three daughters of his. Moreover he offers the largest portion to the one who is the favorite one. Regan and Goneri flatter the father claiming that they love him more than anything else in this world and their speeches please him much. Cordelia has nothing to compare her love to. Furthermore she has no words to express it as eloquently as her sisters do. She speaks frankly, honestly though bluntly, so that is her manner to speak that eventually infuriates Lear. Being infuriated he disinherits Cordelia and divides his kingdom between Goneril and Regan. Earl Kent objects to such an unfair treatment. Lear gets still more enraged by the protests of Kent, so he banishes the Earl from the kingdom. The Duke of Burgundy abandons his suit having learnt that his fiancee has just been disinherited, though the King of France is so impressed by Cordelia’s honesty that marries her as she is. The King announces he is going to live alternately with Regan and Goneri and their husbands, the Duke of Cornwall and the Duke of Albany respectively. The King reserves to himself as a suite of a hundred knights to be supplied by his daughters. Egan and Goneril speak tete-a-tete and agree that Lear is foolish and old. Edmund resents his status and plots to restore his legitimat e elder brother Edgar. He deceives Gloucester, his father with forged letter and thus makes him think that Edgar plots to usurp the realm. Kent comes back from exile disguised as Caius, so King Lear hires him as his servant. Lear finds out that Goneril has power now. Moreover she does not respect him any more. She demands that he behave himself better and eventually reduces the number of her father’s suite. Infuriated, Lear leaves for Regan’s home. The Fool jeers at his master’s misfortune. Edmund simulates an attack by Edgar so Gloucester absolutely taken in. Thereupon he disinherits Edgar and proclaims the latter outlaw. Then Kent meets Oswald at the home of Gloucester, quarrels with the former. As a result Reagan and Cornwall have him put in stocks. When Lear arrives, he protests yet Regan takes the same course as Goneril. This infuriates the King yet he finds himself impotent to do anything. Eventually Lear indulges his rage. He goes out into the storm to ye ll at his dishonest daughters, attended by the jeering fool. Then Kent follows to protect Lear. Gloucester argues against the King’s maltreatment. Wandering through the field after the storm, King Lear meets Edgar disguised as Tom O’Bedlam, who is mad. Edgar babbles foolishly while the King denounces the daughters of his. Gloucester leads them all to the shelter. Then Gloucester is betrayed by Edmund to Goneril, Regan

Saturday, November 16, 2019

Nora And Torvalds Relationship English Literature Essay

Nora And Torvalds Relationship English Literature Essay A Dolls House is a play written by the dramatist Henrik Ibsen in three acts. Throughout the play, his effective use of minor characters such as Dr. Rank, his illness, death and relationship with the main protagonist, Nora Helmer serves a symbolic purpose towards Nora and her husbands relationship. The play is set in the 19th century which makes it out to be controversial and critical of the marriage norms of the time due to the way Ibsen portrays certain characters values and morals. Ibsen critiques the cultural norms through the play and its characters by asking more questions than answering them. As A Dolls House progresses, problems associated with obligations, values and gender roles which took place in a typical upper-middle class society of the time arise. At a first glance, Torvalds best friend, Dr. Rank comes across as one of the minor characters in the play who shows to be unconcerned with what others think of him. What shows significance in Dr. Ranks character is when he is noted for his calm and stoic acceptance towards his ill-fate, of how he is incurably diseased and is dying. This characteristic of Dr. Rank also shows to be in contrast to most of the other characters in the play such as Nora and Trovald. He also is portrayed as honest and sincere. Dr. Rank comes across as an extraneous character in as he does not further into the plot as much as Nil Krogstad and Mrs. Linde. However, he may be portrayed as a symbolic figure for many messages that Ibsen wished to illustrate throughout A Dolls House regarding the social and cultural expectations of the 19th century. Firstly, Ranks character may symbolize moral corruption within society. On the other hand, because of the many sincere and humble aspects of his character, that view upon him is highly debatable. Furthermore, although Ibsens use of Rank does not meddle with the main conflict or climax, this minor character plays a role which is also symbolic towards Nora and Torvalds marriage, which is the main aspect and focus of A Dolls House. Moreover, Ibsens use of the name Rank may be a clever technique which creates irony as his name creates contradiction towards the way his character is shown in the play as none of the other characters consider him of high thought. Dr. Ranks presence in the play also creates a contrast between the way Trovald and himself treat Nora through the way he acts towards her. Dr. Rank first appears during Nora and Mrs. Lindes conversation and there is an obvious contrast between the way he treats Nora and the way Torvald treats Nora. Ranks treatment of Nora is that of an adult, whilst Torvalds is of a child. Further into the play, it can be seen how Nora feels comfortable in Ranks presence and shares insight on personal details about herself that she would think twice before sharing with Torvald. At one point in the play, she admits to Dr. Rank: Torvald is very like being with papa. (196), which shows how Nora is completely herself around Ranks company-and how Rank treats her with dignity, something that lacks in Torvalds treatment of her. This quote also contributes to the theme of honour as she does not wish to further dishonour Torvald any more than she already has, as honour is of overwhelming importance to Torvald and it is what motivates his behaviour towards Nora in the first place. Therefore, Nora does not feel comfortable enough to share the same thoughts with her husband that she is able to share with Rank. Nora also states at one point, In the early days [Torvald] used to get quite jealous if I even mentioned people Id like back at home, so of course I gave it up. But I often talk to Dr. Rank, because, you see, he likes to hear about them (184) this shows how Dr. Rank and Noras very friendly relationship with one another also allows further understanding of Nora and Torvalds marriage as it shows the distance that lies between them. Rank is also able to help Nora in understanding her self-worth, which contributes to the theme of growth and development of her as a character as he indirectly influences her future decisions on whether or not being with Torvald is the right decision to make albeit the social pressures and expectations of society she is a part of at the time. Another significant aspect of Ranks character is he is important in revealing things about other characters as the story progresses. At one point in the play, he tells Nora, Helmers too sensitive to be able to face anything ugly-I wont have him in my sick-room (191). This shows how Rank does not trust Torvald to be there, but he trusts Nora. This also shows how Rank is well aware of how Torvald reacts to certain unfortunate situations, and it shows a paradoxical shift in the role that Nora had been portrayed in with how Torvald is being portrayed at this point in the play, because Torvald is the one who is being portrayed as a child-like character. Statements like this made by Rank about Torvald also shows how Torvald may have been the sheltered one in his marriage from Nora, which contributes to the theme of deception. Dr. Ranks progressive illness may also plays of a symbolic purpose to interpret Nora and Torvalds relationship as ceasing. At the same time, Nora faces conflict with herself and in her marriage with Torvald as she is restricted from being herself. Rank tells Nora, I shall send you my card with a black cross on it and then youll know that my disgusting end has begun, (191) which shows foreshadowing towards not only the end of Dr. Ranks life, but also towards the end of Nora and Torvalds marriage. Although Dr. Rank may be portrayed as a minor character in A Dolls House, his role as his character is crucial in terms of understanding the plot. This is because the functions that Dr. Rank performs as a character allows the play to progress and develop whilst including connections with him and other factors which allow the readers a fair view on the personalities of the characters, specifically Nora and Torvald. The most significant function of Dr. Rank in the play is when he influences Nora to evolve and grow by breaking down the pressures of society that Nora is conflicted against-this is linked to one of the main themes of A Dolls House, which is growth. Dr. Rank is not only a symbolic figure for Nora and Torvalds ceasing relationship, but his illness also symbolises the corruption of society. Towards the end of the play, when he sends the letter to Nora and Torvald, it is received at the same time as Krogstads letter. This is a clever technique used by Ibsen as it shows a connection between Dr. Ranks death and Noras ceasing relationship with Torvald, because right after the letters from Dr. Rank have been read, she lets Torvald read the letter from Krogstad which foreshadows the end of their marriage. This wraps up the entire play well as Dr. Ranks death is not only symbolic for the deterioration of society, but Ibsen uses him as a strong symbolic representation for the death of Nora and Torvalds marriage. PART 1 WRITTEN ASSIGNMENT LANGUAGE A-LITERATURE HL A: Fulfilling the requirements of the reflective statement. To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral? NOTE: The word limit for the reflective statement is 300-400 words. If the word limit is exceeded, 1 mark will be deducted. B: Knowledge and understanding How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work? C: Appreciation of the writers choices- To what extent does the student appreciate how the writers choices of language, structure, technique and style shape meaning? D: Organization and development How effectively have the ideas been organized, and how well are the references to the works integrated into the development of the ideas? NOTE: The word limit for the essay 1200-1500 words. If the word limit is exceeded, 2 marks will be deducted. E: Language How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? (Register refers, in this context, to the students use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task). 0 The work does not reach a standard described by the descriptors below. 0 The work does not reach a standard described by the descriptors below. 0 The work does not reach a standard described by the descriptors below. 0 The work does not reach a standard described by the descriptors below. 0 The work does not reach a standard described by the descriptors below. 1 Reflection on the interactive oral shows superficial development of the students understanding of cultural and contextual elements. 1-2 The essay shows some knowledge but little understanding of the work used for the assignment 1-2 There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning. 1 There is some attempt to organize ideas, but little use of examples from the works used. 1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style. 2 Reflection on the interactive oral shows some development of the students understanding of cultural and contextual elements. 3-4 The essay shows knowledge and understanding of, and some insight into, the work used for the assignment. 3-4 There is adequate appreciation of the ways in which language, structure, technique and style shape meaning. 2 Ideas are superficially organized and developed, with some integrated examples from the works used. 2 Language is sometimes clear and carefully chosen; grammar construction is fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task. 3 Reflection on the interactive oral shows development of the students understanding of cultural and contextual elements. 5-6 The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment. 5-6 There is excellent appreciation of the ways in which language, structure, technique and style shape meaning. 3 Ideas are adequately organized and developed, with appropriately integrated examples from the works used. 3 Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task. 4 Ideas are effectively organized and developed, with well-integrated examples from the works used. 4 Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task. 5 Ideas are persuasively organized and developed, with effectively integrated examples from the works used. 5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Wednesday, November 13, 2019

Imprisonment of Women Exposed in The Yellow Wallpaper -- Yellow Wallpa

Imprisonment of Women Exposed in The Yellow Wallpaper When asked the question of why she chose to write 'The Yellow Wallpaper', Charlotte Perkins Gilman claimed that experiences in her own life dealing with a nervous condition, then termed 'melancholia', had prompted her to write the short story as a means to try and save other people from a similar fate. Although she may have suffered from a similar condition to the narrator of her illuminating short story, Gilman's story cannot be coined merely a tale of insanity. Insanity is the vehicle for Gilman's larger comment on the atrocities of social conformity. The main character of "The Yellow Wallpaper" comes to recognize the inhumanity in society's treatment of women, and in her awakening to this, visualizes her torment in the faded yellow wallpaper that hangs in her chambers, her jail. The unnamed narrator of the tale is purposefully left unnamed; the narrator could be any wife, any mother, any woman. Gilman transforms the hysterical, insane female of early 19th century literature into g enius. The first striking image that readers of "The Yellow Wallpaper" are presented with is not that of a room, it is not of the house, but of the character of John, the husband. John is described as a man of a "practical and extreme" nature (246). His presence throughout the tale provides for the narrator's motive. John refuses to accept her wife's condition; he does not believe that there is anything truly wrong with her. If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression, a slight hysterical tendency - what is one to do? (246) The narrator is possessed by her hus... ...ion. Sven Birkerts. Boston, Massachusetts: Allyn and Bacon, 1992. 387-400. Haney-Peritz, Janice. "Monumental Feminism and Literature's Ancestral House: Another Look at 'The Yellow Wallpaper.'" Women's Studies 12 (1986): 113-128. Johnson, Greg. "Gilman's Gothic Allegory: Rage and Redemption in 'The Yellow Wallpaper.'" Studies in Short Fiction 26 (Fall 1989): 521-530. King, Jeanette, and Pam Morris. "On Not Reading Between the Lines: Models of Reading in 'The Yellow Wallpaper.'" Studies in Short Fiction 26.1 (Winter 1989): 23-32. Knight, Denise D. "The Reincarnation of Jane: 'Through This' - Gilman's Companion to 'The Yellow Wallpaper.'" Women's Studies 20 (1992): 287-302. Rigney, Barbara Hill. Madness and Sexual Politics in the Feminist Novel: Studies in Bronte, Woolf, Lessing, and Atwood. Madison, WI: The University of Wisconsin Press, 1978.

Monday, November 11, 2019

Reflection On End Of Life Care Essay

Experience Whilst working on a morning shift I was asked if I would assist with washing and making a patient comfortable. She was an elderly lady with advanced inoperable cancer, subsequently on an end of life pathway receiving palliative care. The World of Health Organisation (WHO) defines palliative care as: â€Å"The active total care of patients whose disease no longer responds to curative treatment. Control of pain, of other symptoms, and of psychological, social and spiritual problems is paramount. The goal of palliative care is achievement of the best quality of life for patients and their families† Towards the end she could not communicate, only making short groans if she was in pain when we moved her. She was given a bed bath, change of sheets and a clean nightie. Throughout the nurses helped protect her dignity by keeping the door and curtains closed and keeping the patient covered as much as possible. The nursing staff continually spoke to her and reassured her, whilst I held her hand. The patient died a few days later with dignity and respect and peacefully with her friends by her side. I was involved in the last rites. Reaction I felt quite self-conscious when standing by the bedside. I did not know how conscious the patient was of the situation around her. It was obviously important to talk to her but initially I found it difficult to know what to say and was conscious of others listening to me and wondered if I was saying or doing the right things. The nurse present was very concerned she may die whilst we were washing her as he recognised Cheyne-Stokes breathing. I had never seen anyone this way before. I felt more upset seeing her deteriorate than I did when she died purely because I felt she was now free of the discomfort. Analysis The care plan for the last days of life had been met. The patient’s psychological, social and spiritual needs had been addressed, and the patient was comfortable and free from pain (Kemp 1999). The care that was carried out protected the patients’ dignity and respected her as a human being. I found it very rewarding to be part of the team that helped this patient, in her last days of life, die with the dignity and respect she deserved. Everything that could be done for the patient was done in a very  professional, but also a very caring manner. The NMC guides us to: â€Å"Make the care of people your first concern, treating them as individuals and respect their dignity†. I feel that we had achieved this for the patient. If I find myself in this situation again I would be confident enough to implement palliative care in a professional caring manner, which hopefully will mature with personal experience and by observing other nurses. I would talk to the patient wh ether or not they were conscious and also aim to provide support for the family.

Friday, November 8, 2019

Individualism in Szuma Chiens Historical Biographies †History Essay

Individualism in Szuma Chiens Historical Biographies – History Essay Free Online Research Papers Individualism in Szuma Chien’s Historical Biographies History Essay Through the course of China’s development of the written word, the aged tradition of recording history has played an indispensable role. The Chinese have long valued historical accounts as precedents to guide their own lives, and in the past it was these writings that gradually gave rise to later literary forms such as fiction. The historical biography, or zhuan, appeared as an intermediate genre, and many still consider it as the quintessential narrative form. Supplying commentary for early recorded history, these pseudo-historical accounts attempted to explain the cause and motivation behind actual events. Scholars and advisors then referenced these commentaries as models for their own situations, so these biographies were more concerned with education than painting detailed portraits of individuals. Of the vast number of historical biographies composed throughout China past, Szuma Chien’s Shi Ji stands out as the most well-known and arguably most important piece of Chinese historical writing. Completed around 100 BC and Comprising 130 chapters, it presents a model that influenced subsequent writings of the genre as well as other mor e modern types of literature. Moreover, it illustrates central ideas about society and, more importantly, the individual as a microcosm of society. In the stories â€Å"Hsiang Yu† and â€Å"The Assassins†, for example, Szuma Chien uses the lives of failed heroes to exemplify desirable qualities that make the men appear ideal while also pointing out faults and peculiarities that show their innate humanness. In a sense, these men represent exemplary models of behavior that still resemble the reader. This makes the subjects and their valuable qualities accessible, thereby encouraging readers to place emphasis on the self and emulate the heroes’ righteousness, courage, honor, determination, and other values. Yet, although the central characters have been normalized, these stories fail to address aspects of life seen in other literary genres, such as emotion, religion, and the supernatural. On the other hand, this disregard helps to add emphasis to the self and do not take away from the overall effect and importance of Szuma Chien’s work. In the biography â€Å"Hsiang Yu†, the author normalizes a flawed hero in order to articulate the traditional Chinese belief that, to attaining success in life, one must first instill desirable qualities in the self. The narrative portrays Hsiang Yu as a strong-willed, courageous, and virtuous man whose own arrogance and rash character ultimately leads to his defeat to Liu Pang. The storyline can be broken up into two parts of a parabola shape: a steady rise to power followed by an equally progressive decline. During Hsiang Yu’s ascension, the author highlights the man’s heroic qualities by enlacing his account with a reverent tone. Even early in the story, when Hsiang Yu kills the governor of Wu to raise an army against Chin, the narrative describes: â€Å"Hsiang Yu killed several scores of them. The whole office cowered in terror and no one dared stand against him† (â€Å"Records of the Historian†, p206). The image showing the officials cow ering implies their cowardice and illustrates Hsiang Yu’s bravery by comparison. As the defeated are portrayed unfavorably here, the author elevates the protagonist as a strong and fearless victor, the archetypal hero. In fact, Hsiang Yu’s strength and courage become increasingly accentuated as he repeatedly leads his men to victory against the oppressive Chin’s forces. During the battle to capture the Chin capital, a climatic point in the narrative that ultimately sets Hsiang Yu at his prime, Szuma Chien draws attention to another heroic quality of this man: his strength of mind. Resolved to defeat Chin, Hsiang Yu kills Song Yi, who has advised against immediate action, and unhesitatingly â€Å"led his entire force across the river. They sank all their boats, smashed their cooking vessels, burned their huts, and carried only three days’ rations with them, to allow their determination to fight to the death and never to turn back. They†¦defeate d it utterly† (212-3). In vividly detailing the absolute resolve involved in this battle, the narrative emphasizes determination and shi, the ability to seize the moment, as notable values to uphold. Only by adhering to his own beliefs and imposing absolute resolve, could Hsiang Yu attain total victory over Chin and eventually conquer a vast territory and become the Overlord of West Chu. In addition to bravery and determination, Szuma Chien presents his subject’s virtue, or de, as a desirable quality that plays an essential part in his rise to power. One can see Hsiang Yu’s virtuous nature when he derides Song Yi for delaying the attack on Chin: â€Å"‘The harvest has failed, the people are destitute†¦yet he holds a great banquet’† (212)! Hsiang Yu’s primary concern for the community evidences his compassion and high Confucian morals over personal benefit, and this de helps to win him loyalty from his troops as well as new fol lowers, which prove indispensable in his accumulation of power. Hence, in recounting the life of Hsiang Yu, Szuma Chien emphasizes the importance and benefit of possessing attributes such as bravery, determination, and virtue. In the second part of his narrative, in giving equivalent attention to Hsiang Yu’s downfall as his rise, Szuma Chien promotes the cultivation of desirable values in the self. Firstly, the historian depicts a man who falls prey to his own deep-rooted flaws. As a child, he was clever but never saw his studies to the end. As an adult, he allowed his victories to inflate his ego to the point where he ignored advisors and grew increasingly ruthless and arrogant. Impetuous and headstrong, he never believed himself to be at fault. Rather than decry his subject, however, Szuma Chien paints his demise in a sympathetic tone. In fact, he actually uses others’ points of view to present the victor, Liu Pang, unfavorably. Fan Hseng, for one, disparages him as one who â€Å"was greedy for wealth and fond of beautiful women† (216). In contrast, Hsiang Yu’s ability to attract numerous subordinates shows that others find his character much more worthy. Clearly Sz uma Chien holds a similar view, for he instills sympathy in the reader when associating the failed conqueror’s final hours with a tragic song and tears for his beloved concubine. This sympathetic tone prevents the reader from regarding the protagonist with disdain or derision. Instead, the failed hero’s fatal flaws normalize him so that the reader identifies with him and realizes the potential power of the individual that comes with the adoption of the same desirable values that Hsiang Yu possessed. While one might have read the first part of the biography believing that the subject’s achievement elevates him high above the common man, this latter part of the narrative presents Hsiang Yu as an individual who is, in fact, flawed like the reader, but whose exceptional qualities raise him above the everyman. This historical biography, therefore, is vehicle to the idea that one can attain greatness by implementing the right values and behavior in himself. At th e same time, it serves a didactic purpose in modeling favorable qualities such as courage and virtue while also cautioning against the faults that led to Hsiang Yu’s demise. Szuma Chien reinforces the emphasis on the self in a commentary at the end: â€Å"What a fool he was to say that Heaven was against him and that it was not his generalship that was at fault (237)! This commentary asserts that each person succumbs to the consequences to his own actions and character, in opposition to the belief that life is preordained by a greater power. One must nurture a worthy self before they can control larger entities such as the family or even the state. Thus, in depicting the life of a heroic but flawed man, Szuma Chien emphasizes self-cultivation and encourages values modeled after Hsiang Yu’s strengths: his courage, resolve, and virtue. In his historical biography â€Å"The Assassins†, Szuma Chien again emphasizes the importance of individual achievement through depiction of exemplary lives. While â€Å"Hsiang Yu† describes a life of great renown and achievement, this collection of narratives about various assassins in history focuses on commoner, lesser-known men who are nevertheless instilled with many of the same desirable values that led Hsiang Yu to power and fame. As with Hsiang Yu, Szuma Chien portrays these men as heroically as the embodiment of character ideals that serve as models for the reader. One such heroic value, which Szuma Chien illuminates in his Hsiang Yu biography as well as all assassin stories, is bravery. None of the men hesitate to risk their own lives for some ultimate goal, whether it is repayment, righteousness, or recognition. One can attribute this courage largely to the assassins’ absolute moral certainty, which cements their resolve and stays them from turni ng back on their goal. In Chuan Chu’s murder of King Liao, for instance, he â€Å"broke open the fish and stabbed the king with the dagger, dispatching him in an instant† (â€Å"The Assassins†, 387). In showing no reluctance or uncertainty in taking action to eradicate King Liao, Chuan Chu sets himself apart from the everyman, who is often riddled with indecision and need for compromise. Szuma Chien, then, depicts how a value such as moral certainty can elevate a person to distinction and heroism. This certainty also infuses the assassins with unwavering loyalty. In many of the stories, the assassins commit themselves to repayment, or bao, for patrons who gave them a name by recognizing their merit. For instance, Yu Jang, who inflicts physical mutilation upon himself in order to repeat attempts at avenging his patron, reflects that, â€Å"‘This way is very hard, but my aim is to shame all those who in future are guilty of disloyalty to their lordsâ €™â€  (388). Although Yu Jang ultimately fails in his goal, even his enemy recognizes his worth and offers the assassin his coat before taking his life. Szuma Chien therefore uses secondary points of view in illustrating the importance and nobility of loyalty and repayment. While Hsiang Yu shows his virtue when refusing to kill Liu Pang in adherence to Confucian ritual, or li, the assassins show similar greatness in pursuing bao. While the more common reader might not identify with li, he will most certainly understand the motifs of bao and loyalty, and Szuma Chien hence uses these assassin biographies to promote these ideal values. In the story of Nieh Cheng, the assassin honorably seeks repayment for his patron’s kindness, but his sister Jung is admirable for showing a different type of loyalty. She bestows fame upon her brother by identifying his body and perishes besides him, showing faithfulness to family. The community recognizes the two’s honor, a nd even the narrator praises their patron for being â€Å"a good judge of character able to find loyal helpers† (302). Szuma Chien again uses varying points of view to reveal his subjects’ merit, thus promoting their loyalty as a precious virtue that raises these otherwise ordinary persons to greatness. The grand historian’s narratives moreover reveal his subjects as pursuers of justice, or yi, a Confucian value. The assassins in the biographies sacrifice themselves to set things right according to their beliefs. The famous Prince Tan story vividly exemplifies this unrelenting desire for justice, as the pursuit of it eventually leads to the sacrifice of not only the assassin Ching Ko, but also of Fan Yu-chi, Chin Wu-yang, Kao Chien-li, and eventually Prince Tan himself. Before carrying out the assassination Ching Ko sings movingly, â€Å"‘The wind is wailing, cold the River Yi,/ And a hero sets forth, never to return’† (399). Here Szuma Chien uses an unconventional verse form and shows that Ching Ko does not yield to fear or despair and upholds his obligation to justice and bao even in the face of imminent death. Although Ching Ko fails in his mission to attain yi for his patron, Szuma Chien gives him fame by portraying him as one of the most noble failed heroes who even inspires others such as Kao Chien-li to continue his pursuit of justice. In doing so, the historian encourages this virtue in his audience. At the same time, by using unorthodox characters who are nevertheless heroic and honorable, he makes his point accessible to a larger audience. The peculiarities of these exemplary roles diverts them from the model imposed by the state, and because of this they bear greater resemblance to the reader. Szuma Chien asserts that the fame and honor in these men come from their individual values and not predestined capabilities. He thereby encourages the readers to emulate the virtues of these heroes, and to n urture nobility in themselves by adopting heroic qualities such as bravery, moral certainty, faithfulness, and righteousness. The author, in essence, uses his stories as a means of conveying the traditional Chinese belief that success in life begins with perfecting the self. Although Szuma Chien breaks literary barriers in using unconventional roles as character models and expanding narratives to include more genres and points of view, he ignores aspects of life explored in other forms of Chinese literature. For one, he does not incorporate personal sentiments, a subject that appears later in more fictional writings. The narratives, for the most part, merely recount assumedly factual information without describing the opinions, emotions, and reactions associated. The few passages that do reveal emotion, such as when Hsiang Yu and Ching Ko despair over their doom, are confined to verses instead of being incorporated into the main narrative. Yet, failing to include emotions does not weaken Szuma Chien’s argument for the potential of the individual. By presenting a frame of exemplary morals and behavior rather than a detailed personality, the author draws emphasis to his subjects’ model values and diverts attention from the rest of his c haracter. This way, he strengthens his belief about the importance of nurturing these model values in the self. Another aspect of life that is widely explored in Chinese literature but ignored by Szuma Chien is the role of otherworldly beings. These include gods that dominate early Chinese mythology as well as spirits and officials of the Heavens and underworld that appear in writings such as anomaly tales. In fact, Szuma Chien purposely remarks that the Heavens did not play a role in Hsiang Yu’s failure. By rejecting the idea of destiny, or ming, he stresses that people craft their own fates through their own actions. This fits with his emphasis on the importance of self-cultivation and individual action in taking control of life. Thus, by ignoring subjects such as personal sentiments and higher otherworldly powers, Szuma Chien promotes developing a noble self through the adoption of the heroic values modeled in Hsiang Yu and the assassins. In the in his famed work Shi Ji, the grand historian Szuma Chien uses the historical biographies â€Å"Hsiang Yu† and â€Å"The Assassins† to convey the traditional Chinese cultural belief about the importance of nurturing the self. The individual is a smaller replica of larger entities such as the family and the community, and only after one develops a worthy self can he attain control over those larger areas. To guide his audience, the author promotes values such as courage, determination, virtue, loyalty, and righteousness by modeling them in the protagonists of his biographies. Instead of portraying these subjects as ideal, however, he afflicts them with faults, failures, and oddities that normalize them without effacing their exemplary heroic qualities. In doing so, he allows the audience, who are themselves plagued with common flaws like weakness, indecision, and insecurity, to identify with the stories’ central figures. The text thereby promotes indi vidual accomplishment through the pursuit of the same values that elevate the flawed heroes above the ordinary man and win them fame. In drawing attention to the individual, Szuma Chien’s masterpiece establishes precedents in his time that are mirrored in later Chinese literature. For example, he is the first to sign his name to his work and incorporate multiple types of writing and points of view, including that of his own. In doing this, he presents a bias in factual accounts that lead readers to acquire similar inequitable opinions of different historical figures. It is this vivid characterization that continuously wins Shi Ji, as well as the zhuan narrative form, high regard over the centuries and today. Bibliography: Yang Hsien-yi Gladys Yang, Selections from Records of the Historian by Szuma Chien, Peking, Foreign Languages Press, 1979, p. 205-237 (â€Å"Hsiang Yu†), 385-402 (â€Å"The Assassins†) Research Papers on Individualism in Szuma Chien’s Historical Biographies - History EssayWhere Wild and West MeetCanaanite Influence on the Early Israelite ReligionComparison: Letter from Birmingham and CritoThe Masque of the Red Death Room meaningsMind TravelHip-Hop is ArtEffects of Television Violence on ChildrenHonest Iagos Truth through DeceptionBringing Democracy to AfricaRelationship between Media Coverage and Social and

Wednesday, November 6, 2019

A Schools Website Makes an Important First Impression

A Schools Website Makes an Important First Impression Before a parent or student physically sets a foot into a school building,  there is an opportunity for  a virtual visit. That virtual visit takes place through a schools website, and the information that is available on this website makes an important first impression. That first impression is an opportunity to highlight the schools best qualities and to show how welcoming the school community is to all stakeholders-parents, students, educators, and community members. Once this positive impression is made, the website can  provide a wide variety of information, from posting an exam schedule to announcing an early dismissal because of inclement weather.  The website can also effectively communicate the schools vision and mission, the qualities, and the offerings to each of these stakeholders. In effect, the school website presents the personality of the school. What Goes on the Website Most school websites have the following basic information: Calendars for school activities, school schedules, and bus schedules;  Policy statements (ex: dress code, Internet use, attendance);School news on individual student achievements or group achievements;Information on the school learning activities including academic requirements, course descriptions, and prerequisite course work;Information on school extra-curricular activities (ex: clubs and athletic program);Links to teacher web pages and also staff and faculty contact information; Some websites may also provide additional information including: Links to organizations or websites outside the school that support the schools academic program (ex: College Board-Khan Academy)Links to software that  contain student data  (Naviance,  Powerschool, Google Classroom)Links to forms (ex: permission slips, course registration, attendance waivers, transcript requests, free and reduced lunch) that can reduce the  costly reproduction of paper copies;Board of Education resources such as contact information for board members, minutes of meetings, agendas, and meeting schedules;District policies, such as those policies on data privacy;Photos of students and faculty;A forum or discussion page for  teachers, administrators, students, and parents to exchange information such as news and calendars of events;Links to school social media accounts (Facebook, Twitter, etc). Information placed on the school website will be available 24 hours a day, 7 days a week, 365 days a year. Therefore, all the information on the school website must be timely and accurate. Dated material should be removed or archived. In real time information will provide stakeholders confidence in the information posted.  Up to date information  is particularly important for teacher websites that list assignments or homework for students and parents to see. Who Has Responsibility for the School Website? Every school website must be a reliable source of information that is communicated clearly and accurately. That task is usually assigned to a schools Information Technology or IT Department. This department is often organized at the district level with each school having a  webmaster for the school website. There are a number of school website design businesses that can provide the basic platform and customize the site according to a schools need. Some of these include Finalsite, BlueFountainMedia,  BigDrop, and SchoolMessenger. Design companies generally provide the initial training and support on maintaining the school website. When an IT Department is not available, some schools ask a faculty or staff member who is particularly technologically savvy, or who works in their computer science department, to  update their websites for them.  Unfortunately, building and maintaining a website is a  large task that can take  several hours a week. In such cases, a more collaborative approach of assigning responsibility for sections of the website might be more manageable. Another approach is to use the website as a part of the school curriculum where students are given the task of developing and maintaining  portions of the website. This  innovative approach benefits both the students who learn to work collaboratively in an authentic and on-going project as well as educators who can become more familiar with the technologies involved. Whatever the process for maintaining the school website, the ultimate responsibility for all content must lie with one  district administrator.   Navigating the School Website Possibly the most important consideration in designing the school website is the navigation. The navigation design of a school website is particularly important because of the number and variety of pages that may be offered to users of all ages, including those who may be unfamiliar with websites entirely. Good navigation  on a school website should include a navigation bar, clearly defined tabs, or labels that clearly differentiate the pages of the website. Parents, educators, students, and community members should be able to travel throughout the entire website regardless of the level of  proficiency with websites.   Particular attention should be given to encouraging parents to use the school website. That encouragement might include training  or demonstrations for parents during school open houses or parent-teacher meeting. Schools could even offer technology training for parents  after school or on special evening activity nights. Whether it is someone 1500 miles away, or a parent living down the road, everyone is afforded the same opportunity to see the schools website online.  Administrators and faculty should see school website as the front door of the school, an opportunity to welcome all virtual visitors and make them feel comfortable in order to make that great first impression. Final Recommendations There are reasons to make the school website as attractive and professional as possible. While a private school may be looking to attract students through a website, both public and private school administrators may be seeking to attract high-quality staff who can drive achievement results. Businesses in the community may want to reference a schools website in order to attract or expand economic interests. Taxpayers in the community may see a well-designed website as a sign that the school system is also well-designed.

Monday, November 4, 2019

Warren Buffett and His Proven Strategies for Investing Research Paper

Warren Buffett and His Proven Strategies for Investing - Research Paper Example A noted philanthropist, he is contributed much of his money for notable causes via the Gates foundation. Born to a stockbroker turned congressman, he was the second of the three children. From a very young age, he displayed a keen interest in business and money. With his unique ability to calculate numbers at the top of his head, he impressed many. Just when he was six years old, he bought 6 packs of Coca Cola from his grand father’s grocery store and sold it for a nickel out of which he made five per cent profit. Although his age of friends played games such as jacks and hopscotch, Warren on the other hand was making money. When he was 11 years old, he put his foot in the world of finance. When he was 11 years old, he bought 3 shares of Cities Service preferred. It costed him and his sister $38 per share. Sometime later, the stock fell flat at a rate of $27 per share. Warren became extremely afraid but he tired to remain calm till the stock rebounded to $40. He rapidly sold i t, a mistake that he regretted when the Cities Service shot up to $200. This one was one of the most enlightening experiences of his life and he realized one of the key elements of investing- patience is virtue (Kennon) At the age of 17, he graduated from high school although he had no such plans of going to college since he had already made lots of money by going and selling newspapers. Despite all that, his father had other plans for him. He wanted him to attend the Wharton Business School situated at the University of Pennsylvania. In order to please his father, he stayed for some teachers claiming that he knew more than his teachers did. In 1948, when Howard was defeated in the Congressional race, Warren came back home and got himself enrolled in the University of Nebraska Lincoln. Apparently, with his dedication and working full time, he graduated in just three years time. Even when it came to graduate studies, he expressed similar resistance initially. After much conviction, h e applied to the Harvard Business School which was rejected on the basis that he was too young and came out to be the worst admission decision in history. After that, Warren applied to Columbia where he had an encounter with the very eminent investors,  Ben Graham  and David Dodd. While in Columbia University, he studied under the guidance of the very legendary Ben Graham who became an inspiration to Warren Buffet due to his intelligent investment strategies. This person had a major impact on Warren Buffet’s life. Ben Graham searched for stocks that were dirt cheap and completely free of risks. He also tried to acquire a job at Graham’s company but failed in the beginning. After much ado, he finally got the job and till today, he lavishly praises him for all that he has learnt about stock investment. Graham wrote a book, â€Å"The intelligent investor† which Warren also describes as the greatest book written on investment. He also published another book â₠¬Å"Security Analysis in which he talked about Intrinsic business value which was completely independent of the stock price. After some time, Graham retired and Warren started his own work whose capital was mainly provided by family and friends. The partnership proved to be very successful and Graham averaged an annual rate return of 23% which was by far leading the market rate (Kennon). Warren Buffet is also celebrated in history for being the most successful investor. He has been referred to as the, "The Oracle of Omaha" for his amazing investment techniques. In September 2007, he

Saturday, November 2, 2019

ICT system and blending learning strategies Essay

ICT system and blending learning strategies - Essay Example The reason for the school of thought is because the student will have more engagement with the teacher.The other model suggests minimal contact with the teacher’s involvement in the actual learning process. Blended education can be used to enhance the learning capabilities of children in a number of ways. The primary scope of the system focuses on the nature of the communication channels provided to support the children in their earlier years. The method relies on a face-to-face that is provided to the students in the learning environment with an unlimited scope for technology-facilitated communication (Bonk et al., 2012). In the recent times, ICT has proven to be a powerful learning channel in the academic institutions by providing several online learning platforms that are tailor-made to the students’ needs. E-learning can be linked to the learning model, and in the scope of the document, has a vast impact on the early school years of the learners. By combining traditional methods with current technological advancements especially in the ICT sector, there has been the evolution of both synchronous and asynchronous learning tools that provide modern training and learning progra ms with very powerful methods. The simultaneous training process via the internet is useful to learners in the early years because it provides exposure to the limited learning experiences that will help guide the student to their career path (Luwangula, 2013). The system provides a strong learning platform for e-learning and online applications in children’s learning and higher education as well. Blended learning provides the learners with a greater time flexibility, convenience, and freedom by the party engaging in the online class activities at home (Tucker, 2012). For children, this will provide an opportunity to develop cognitive abilities by making independent learning choices based on their preferences.