Gone with the Wind

The movie Gone with the Wind (1939) is considered the most beloved, popular and of everlasting relevance. It has won several Oscar awards in 1939. Produced by David O Selznick, and directed by Victor Fleming, the film was released a few months after WWII began in Europe. It enabled the American viewers to identify with the war and its theme of survival. It was based on a novel written by Margaret Mitchell about civil war and reconstruction in America. Producer, David O Selznick had obtained the movie right to Mitchell’s novel in 1936 for $50,000. The renowned film was shot in Technicolor which was used very rarely in those times. The historical classic movie of the Old South during civil war period boasts of an eternal cast in a timeless, classic tale of love-hate romance. The movie covers the various romantic pursuits of the resolute heroine Scarlett OHara, against the background of historical events. Ashley, the man she loves marries her cousin, Melanine. She finds it difficult to find love during the civil war years and is forced to seek shelter for herself and her family in the plantation Tara. She defends it against union soldiers, carpetbaggers and even against starvation. Scarlet marries Rhett Butler but the marriage fails due to her indifference towards him. She again returns to Tara. Cinematography: Cinematography is the art of making camera and lighting choices when recording photographic images for the cinema.Techniocolour was not widely used when the film Gone with the Wind was being filmed. Moreover, it carried several disadvantages. Selznick borrowed all the seven heavy, cumbersome cameras of the Technicolor Corporation for shooting. Each picture had colour consulant who had the power to reject any colour scheme she felt was incompatible with colour cinematography. Moreover, the technical advisers, who were supposed to assist the cinematographers, had only worked with black and white film. Technicolor required double the amount of lighting for illumination of a scene. Selznick had previously worked with technicolour. He knew that it would be very important in giving Gone with the Wind visual richness needed for a classic drama. Actually, Selznick wanted the film’s colour to have the same impact as the characters emotions. He was so determined in it and went to the extent of dismissing the first cinematographer, Lee Garmes, for choosing a colour scheme which Selznick thought was very much subdued. The next cinematographer, Ernest Haller, was more successful in obtaining more glowing effects. Selznick had realized that shadow formed an important part in a scene’s visual impact. He asked his colour consultant to shoot Scarlett and her father on the hill at Tara. With the farm gleaming brightly in the distance, the ensuing farming effect strongly emphasizes Gerald’s feeling about the significance of the land. Selznick employs this silhouetting to the similar effect in the film’s final scene, when Scarlett stands on the same mount as she comes home to Tara. Another use of shadow is to highlight moments that focus on relationship between characters in the film. It is first used in the form of the frightening shadows Melanie and Scarlett cast on the walls of temporary hospital. Later on, delivery of Melanie’s baby is lighted with silver streams of light. The darkness in the scene renders it more personal and gives it a powerful simplicity. (Fleming, 1939). The use of Matte painting was another technique which Selznick adapted from black and white film to Technicolour. When a shot is filmed, the area to be painted in afterwards is covered with black matte paint on a glass screen positioned in front of the camera. Afterwards, a colour scale illustration of the omitted portion is shot to cover the blacked out area. Clarence Silfer, the special effects cinematographer of Gone with the Wind used the technique to complete a number of sets that were only partially finished. All, Outhouses, Tara’s side views, background vegetation, the train station roof, the twelve oak plantation, the decorations in the old armoury, some of the wounded soldiers lying on the ground in long shots, and an entire street of burning houses, were matte paintings Film editing Editing is the art of establishing rhythm in film. People often does not notice or acknowledge the contribution of film editor. Major aspects of the editing of a film are created outside the editing room. The director, script writer, and photographer are also involved in editing. One of the responsibilities of the editor is to ensure that intentions of the scriptwriter have correctly been portrayed in the film. Hal C. Kern, the film editor of Gone with the Wind, won the Oscar award for film editing. One can clearly observe that smooth flow of events which are portrayed in the film. In this film, there is an outstanding use of color for the enhancement of dramatic mood. Production design Production designer is the in charge of the film’s art department which consists of an art director, prop master, costume designer and a ser decorator. He works in close association with director, and director of photography to produce film’s feel and look by choosing the right shapes, colours and compositions for each shot. A production designer’s duties cover far beyond extending support because a movie is eventually a visual medium, its visual material is almost like another character, itself producing a mood and bringing out an emotional response from the spectators. Production design involves lot of planning and the production designer should be able to strike a balance between his own creative vision with the film’s need for authenticity of place and time. Lyle Wheeler, the art director of Gone with the Wind, won an Oscar for his efforts in the movie. Work cited Fleming, Victor. Dir. Gone with the Wind, (1939). Selznick I

How I met myself Essay

The English language is a thriving language. It is the window of various disciplines and knowledge. If you want to know more about the world, learn English†¦ English is a fun language, which inspire people from all walks of life. This language binds people from all over the world. So, don’t be afraid of this language. It is a language of love, peace and humility. Monday, November 25, 2013 Form 3 Novel- How I Met Myself It’s such an overdue post, PMR has just passed and here I am posting this long awaited entry on the Form 3 novel, How I Met Myself. This novel is all about finding your own ghost or doppelganger and answers the questions of â€Å"What If† and â€Å"If Only†. I found this novel as an interesting piece of literature as it questions the pasts and brings back the future, and it will definitely serves as a medium of intellectual discussions among students and teachers. By the time students reach the Third Form, I realize that students need to be stimulated and encouraged to participate well in group and class discussions as some students fail to give responses due to lack of stimulating readings and low self esteem. The idea now in Malaysia, is to let students take charge of the whole learning process, encourage them to think critically and creatively and teachers should take a back seat. Many times, teachers are deemed to be responsible on students’ learning p rocess but the reality is students should be held responsible for their own learning as well. In this entry, I’m sharing with you, some useful notes on this Form Three novel. Based on the novel â€Å" How I Met Myself† by David A. Hill, the theme that can be found is † Love †. This theme is significant in this novel as it revolves around John Taylor and his family. This can be seen from the way they take care of each other and stood by their spouses through difficult times in life. â€Å" Love† is definitely around John Taylor’s family as Andrea supports her husband through out the journey of their life. Never once in her life, that Andrea does not believe in John Taylor and his doppelganger. She is a symbol of a loyal and loving wife, who stands by her man, no matter what is happening to him. Finally, â€Å" love† is seen through  John Taylor. He is a responsible father and husband, even if he neglects his family for a while when he is carried away in finding his doppelganger. John Taylor is a character with full of love and care, he loves his wife unconditionally. In conclusion, â€Å" love† is widely seen in this novel through the characters of John Taylor and Andrea, his wife. They are the symbols of eternal love in these modern days, where love is not a language easily understood.

Development Economics Final Exam

Thus follows a theory of production from the middle age, wherein production is understood as an increase of matter, which is only achievable through agriculture and the delivery of raw materials. Land as a homogeneous factor is rooted on the following concepts: Land as having a perfectly elastic supply thus land is always readily available and does not decrease Land is not productive on Its own therefore land must be used as a means of production; and the only way to increase land Is through agriculture or raw material resources such as mining.The reason that the assumption of land as a homogeneous factor of production Is no longer tenable is that, in recent years, land has been given a wider definition, thus t is not only limited to areas which are useful for agriculture or mining, but also above and beyond the actual land that can be seen such as forests, bodies of water, mineral resources, recreational areas. Land is given multiple demands which are not limited to agriculture and mining alone. Today, in contrast to classical economics, land is used for building, as capital for production of goods and services, for recreational purposes, etc.Attached to the idea of multiplicity is the concept of value. Such an understanding allows one to realize that besides land being natural, it is also location-specific and dependable. Value Is classified Into: Non-use value refers to the benefit humanity receives from the continued existence of environmental assets and does not need to be experienced. This Is further classified Into either (1 ) option value, wherein the asset can be taken advantage of at a future time or (2) quasi- option value, wherein asset can be kept for future use, thereby making the valuation difficult to estimate.On the other hand, the use-value is also classified into non- extractive or extractive. (1) Non-extractive covers the services that an environmental set provides without the need to extract goods or harvest anything from them. Monetary gai n is not immediate and requires planning, research and creativity to translate this value into something profitable as a livelihood, which is often realized in the long-run. (2) Extractive use or consumption use value refers to the use of goods that can be extracted directly from locality. This Is the most common type of business valuation.Excessive extraction such as In milling and forestry, however, can deplete the asset. Compared to non-extractive use, monetary gains of extractive use are quick and certain. Non-extractive can be further delved Into (1) recreational, which refers to the leisure services which the sites directly provide such as snorkeling, skiing, experience of natural sites such as the case with parks, zoos, mountains, etc. In conclusion, land, as a factor of production is important in the process of economic development since the process involves the increasing utilization of natural resources.A modern sector follows a circular flow of production, which involves a greater intensity in the use of natural resources. Thus, a single increase in production could mean a significant increase in the use of natural resources. The challenge therefore is to have sustainable utilization of dependable resources. A solution is to minimize use of dependable resources. Another is to market certain resources in order to protect them. In any case, such action must be taken in order to ensure proper utilization of land. . What is the low-level equilibrium trap? To what extent is population a problem insofar as long-term economic development is concerned? The low level equilibrium trap is based on Richard Nelson's theory, which explains the relationship between population growth and income growth. As income per pita remains below critical level, then a population growth rate that exceeds that certain income growth rate will always bring the economy back to a low level equilibrium trap. . What is peasant rationality? How can one Justify subsistence production a s rational economic behavior 4.

Are Cell Phones Hazardous to Human Health Essay

Are Cell Phones Hazardous to Human Health - Essay Example In today’s world mobile phones has become a necessity. It is an inevitable truth that the mobile phone industry has taken everyone by a storm. The cell phones technology has been around for a long period of time, but it has only been the last fifteen years or so that it has been completely integrated into our lives to change the way we communicate with each other forever. The advancement of cell phones changed the entire social rules of human interactions. It has become so much a part of our lives that it is now impossible to live without a cell phone. It has indeed revolutionized the way we communicate with each other as talking to loved ones is now just a touch of our finger tips. Cell phone users increase rapidly and as of 2010, there were more than 303 million subscribers to cell phone service in the United States according to Cellular Telecommunications and Internet Association. It is beyond doubt that cell phones make our life more convenient, but behind these impressive gadgets we have a negative health impact which could be harmful for human beings. The issue of cell phones has been a long debated one and the phone radiation is still being questioned today. The effect of cell phone radiations and other related hazardous disease is the subject of hot topic debates these days due to the enormous increase in cell phone usage all over the world. Even though cell phones are very useful in today’s global world, several studies have suggested that continued usage of cell phones exposed human to electromagnetic fields which are associated with an elevated risks of cancer and other diseases. The issue of the harmfulness of cell phones is still questioned and many people also claimed that cell phones are not harmful to humans. People, who are of the view that cell phones are not dangerous to human beings, emphasized the fact that the negative impact of cell phones is just a myth created by the media. Many researchers have also claimed that cell phon es are not linked to cancer and that it is not dangerous to human health. â€Å"Using cell phones doesn't increase children's cancer risk, according to a new study, the latest in a series of papers that find no link between the phones and brain tumors† (Szabo, 2011). According to the Journal of the National Cancer Institute, children who used cell phones were not more vulnerable to develop brain tumor as compared to children who do not used cell phones. "Scientific evidence has overwhelmingly indicated that wireless devices do not pose a public health risk for adults or children," (Szabo, 2011). Many scientist are of the view that if cell phones are responsible for brain tumors, researchers would find the tumors on the side of the head where children hold their cell phones. But, this is not the case and moreover, scientist also noted that there has been no increase in brain tumors since cell phones were introduced to the mass population in the 1990. However, despite these cla ims, many researchers and scientists are still not convinced that there are no direct link to cell phones and other diseases. Despite the claim that cell phones are not dangerous to human beings, several researchers and scientist are of the view that cell phone are indeed dangerous for human beings. According to a research done by Lionel Bercovitch, cell phones are dangerous to human beings as the surface contains some metals such as nickel which can cause skin dermatitis on the users face. Nickel is considered to be the most common contact allergen. It is used by most of the cell phones manufacturer for accessorizing the phone. According to a research, nickel allergy affects up to 17 percent of women and 3 percent of men. This may be because of the fact that women talked more on cell phones and are likely to purchased more accessorized phones.

Observing Math instruction Essay Example | Topics and Well Written Essays - 1250 words

Observing Math instruction - Essay Example It also allows students to learn both individually and in groups. This lesson will allow the impaired students to use their own senses. Their senses become highly developed, and they work on the ones they have shown deficiencies in. The lesson plan will also appeal to those with ADHD because of its stimulating and interactive nature. Primary: For students to understand that one whole turn is 3600, three quarters turn is 2700, half a turn is 1800 and a quarter turn is 900 this knowledge then gets applied while measuring angles using a protractor. Explain to students what the process for observation and learning will be for the measuring of angles. Lesson will commence with finding out what the students know about the angles. This gets followed by individual observation of how the teacher and the instructor on the projector turn. This will get done step by step until all angles are covered. Teacher then guides the students to measure the angles on photographs provided with a protractor. The lesson will sum up through questions that will test the understanding of the students and make clarifications. Introduce the lesson through an interactive session between the students and teacher. Explain to the students that one complete turn is four right angles. Ask the students to stand up and face North. Instruct them on the direction to face and face that way. Tell them to follow your instruction and to copy. Students watch on the projector and observe how the instructor turns making different turns to indicate different angles. This gets done step by step to allow students to emulate what the instructor is doing and understand which angle the turn indicates. Students will answer various questions assigned by the teacher to be answered during the observation. For example, how many degrees are; the first turn, second turn, third turn, fourth turn and fifth turn? After this, in small

Intercultural Communication paper Essay Example | Topics and Well Written Essays - 750 words

Intercultural Communication paper - Essay Example When Bill uses the term "dear", he is not consciously being condescending, yet Margaret interprets it to have that meaning. Helen, older and more familiar with Bill's style easily accepts the term as a term of gender endearment. This example illustrates how communication changes over time and through generations because of the way we view our culture. In the case study, Helen was an effective communicator. As the receiver of Bill's messages she was able to interpret them and act on them accordingly. She was acting within her cultural context. Margaret was also effective in her communication. Though she misunderstood Bill's intentions, she was able to place the communication in the current cultural context and was direct about her feelings in reference to it. Bill was the least effective communicator. He has assumed the role of dominance and not accounted for cultural change. When he requests a cup of coffee, he is transmitting a message and an image. To Margaret, this was the image of a waitress or a servant. His true intentions, to get a cup of coffee, were masked by his inability to communicate across the culture and understand the differences. The message he transmitted was not a request for coffee, but a statement of "I'm in charge". Men's dominant position in the workplace has been challenged in recent decades. The recent Time magazine article that listed only males as the ten most powerful people in America has been challenged (Samovar, Porter, and Stefani, 51). The request for a cup of coffee and the use of the word "secretary" carry cultural meaning and have been altered in recent years. Asking an administrative assistant to do your shopping places the female in a subservient, or traditional wife, role. This has encountered resistance in the last decade as women have struggled for equality in pay and position. This equality will also have to extend to our understanding on communication. Intercultural Communication is About Change and Challenge The world is a rapidly changing landscape due to globalization, communication, and transportation (Samovar, Porter, and Stefani, 3). The words we use and the images we project will be interpreted based on current cultural trends. World views on pollution will affect the ways in which other cultures view industrial expansion. Within our own culture, the rise in political power of ethnic and minority populations has made many words obsolete or derogatory. It requires constant learning to assure that our speech and the images we project will be received with the message we intended to send. Problems of Being an Effective Intercultural Communicator Communicating with a different culture requires a depth of understanding of the culture that goes beyond the simple history of the people. It requires an understanding of our, "... social relations, concepts of the universe, and views of suffering..." (Samovar, Porter, and Stefani, 16). To communicate effectively we need to understand the cultural values that the people are made of. It also requires an understanding and tolerance for the individual. These requirements mean that there will be no absolute method of communication. It is forever shifting and is tailored to each individual person and event. These make the task ever changing and challenging. Works Cited Samovar,

Assignment one Essay Example | Topics and Well Written Essays - 1750 words

Assignment one - Essay Example It has been observed that currently, tax laws are drafted in such a manner that they can reduce possibilities of tax avoidance. However, tax planning also paves way for lessening tax liability. The difference between tax avoidance and evasion is highlighted in the report along with appropriate examples. The report also elaborates on failure of the UK tax system, which attempted to equalise tax policies for all income group. The reason why taxation policies of UK are influenced by international and EU policies are depicted in the report. The methods are practised for reducing amount of tax paid by people. The main difference between the methods is that one employs legal means; whereas, the other is illegal and can be referred as tax fraud. The professionals, who are engaged in the documentation, help individuals in employing such illegal means for cutting down tax liability, which is highly penalized. Tax avoidance is referred as the â€Å"legal exploitation of tax regime to ones own advantage† (Azimuddin Law Associates, 2013). The attempt is undertaken in order to reduce tax amount, which are payable as per the tax laws and are fully disclosed in documents to tax authorities. The examples of tax avoidance can be cited as tax deductions and modifying business structure by incorporating or establishing an offshore for a company in tax haven (Simplified Finance, 2014; Azimuddin Law Associates, 2013). Tax evasion is referred as illegal practice for escaping tax. In this process, taxable income, profit that is liable for tax or other activities for taxation is hidden. The amount of income is misrepresented or the tax reducing factors like, exemptions or credits and deductions, are purposely overstated. The method can be regarded as an isolated incident within legal activities. Tax evasion occurs in informal economy, where illegal activities are extensively prevalent. This indicates the fact that the

Effect of Incentives on Employees Essay Example | Topics and Well Written Essays - 1250 words

Effect of Incentives on Employees - Essay Example The concepts of recognition and reward have been found to have close link with incentives. The main purpose of incentives is to increase the motivation of the employees in any organization towards attainment of their specific organizational and performance goals. It also leads to increased motivation to work as a team towards the attainment of a common goal of the members in an organization. In simple words, incentives are rewards and recognition given to an employee beyond their expected salary. (Incentives Get Employees Working) The most common form of incentive is any kind of monetary reward to the employee. Several other kinds of incentives include a free trip, promotion on trail basis, a free holiday, gifts, discount coupons and vouchers. However, these are not the only form of incentives and there are many more, which differ according to the demand of the situation. (Incentives Get Employees Working) Incentives are given to increase the motivation of the employees. Since money has a considerable effect on the increase in the levels of motivation, money is considered to be a great incentive in most, if not all the organizations. There have been a number of studies that have proven that incentives in the form of cash prize have been successful in obtaining the desired outcome from the employees. Not only money, but several other incentives have also proven to be effective. However, it's not in all the cases that incentives such as money, will defiantly lead to the desired outcome or attainment of organizational goals. Not all the incentives lead to satisfaction in the employees. There are several reasons for this, the first being disappearance of intrinsic or intangible incentives, followed by hierarchy of needs and saturation level. Absence of Intrinsic/Extrinsic Incentive When behaviour is followed with the greed in mind solely for extrinsic rewards, then the performance decreases. For instance, a doctor who did his job because he liked helping people, now does it with only one purpose of gaining more money, would charge more and work less. This reduces his performance; however his extrinsic incentive has risen. This equally applies to employees as well. In some cases, also if the employee gains more satisfaction by intrinsic rewards, then extrinsic incentives will not lead to increased motivation and vice versa. (Management Implications of the Interaction between Intrinsic Motivation and Extrinsic Rewards) Hierarchy of Needs According to Abraham Maslow's theory of motivation, every individual has needs that are set in levels of hierarchy. When the first level is achieved, the individual moves on to the second level of his needs. However, while he is struggling to achieve his second level of need, if the individual is given the first level of need, it doesn't motivate the individual at all. When applying this to any organization, incentives could at times cause dissatisfaction in the employee leading to decrease in performance. For instance, if an individual's current need is to buy a car and he puts all his efforts to attain the goals of the organization

Naturalistic Observation Research Paper Example | Topics and Well Written Essays - 1250 words

Naturalistic Observation - Research Paper Example The mother stands up while looking at the child and laughs. The father, on the other hand, frowns at what he reads. He later looks at his watch and continues with his reading. The child takes a stick from the ground and strikes the water. Later, he strikes the fishes as well, and giggles. He then decides to climb up the pond to sit on its edge. The mother holds the child in an attempt to put him down from the pond's edge. She says, "Let's go, don't get yourself dirty with those mosses and unclear water, and don't strike the fishes, they'll get hurt. Now, behave yourself and get down." The mother takes the stick from the child, but the child struggles as the mother tries to put him down from the edge of the pond. This hypothesis is chosen because of the dominant feature of the mother looking after the child on the latter's possibility of getting hurt or getting dirty while the father entrusts this task to his wife and proceeds with reading a newspaper. The above interaction exhibits the correctness of the hypothesis that the mother is more attentive to the behavior of the child than the father is. This is supported by the mother's non-verbal behavior on the actions of the child, such as looking at him while he approaches the pond, smiling, laughing, getting the stick from his hand, pulling him away from the pond, and turning to her husband when the child resists to obey. ... The child does not say anything as he allows his mother to put him down. His eyes are on the fishes and stands still as he watches them. Both hands are on the edge of the pond. 2. 0. Hypothesis Based on the observed verbal and non-verbal behavior, the hypothesis drawn is: The mother is more attentive to the behavior of the child than the father is. This hypothesis is chosen because of the dominant feature of the mother looking after the child on the latter's possibility of getting hurt or getting dirty while the father entrusts this task to his wife and proceeds with reading a newspaper. 3. 0. Counting the Verbal Behavior of Participants in the Setting: In supporting if this hypothesis is correct, counting the verbal behavior of participants in the setting is undertaken. The mother uttered the following lines during the verbal observation: 1. "Lester is so hyperactive, Hon. Just look at that boy." 2. "Hey, kiddo! Be careful!" 3. "Let's go, don't get yourself dirty with those mosses and unclear water, and don't strike the fishes, they'll get hurt. Now, behave yourself and get down." 4. "Look at what Lester is doing, and this kid will mess his shirt up!" On the other hand, the father uttered only the following lines during the same verbal observation. 1. "Oh, yeah." 2. "Just watch the fishes, and don't climb up the pond!" The above interaction exhibits the correctness of the hypothesis that the mother is more attentive to the behavior of the child than the father is. This is supported by the mother's non-verbal behavior on the actions of the child, such as looking at him while he approaches the pond, smiling, laughing, getting the stick from his hand, pulling him away from the pond, and turning to her husband when the child resists to obey. On

Assignment 2 Article Example | Topics and Well Written Essays - 750 words

Assignment 2 - Article Example The Four Seasons Hotel and Resort provides the quarterly report for all the stakeholders as a means of reporting their performance. Through this report, the company tries to let its shareholders know how they have performed for the past time. The key matrixes provided are meant to compare the company’s performance presently with the previous year’s performance. After making their comparison, investors can therefore begin to gauge the financial credibility of the company (Weygandt and Jerry 32). This determines for the investors whether or not the company deserves their investment. The company provides the report to show to their stakeholders such things like; their earnings per share, their net income as well as their earnings from continuing net sales and operations. The report also demonstrates to the investors that they are really achieving their goals by displaying the present cost of each share and the profits obtained. The investors aim at making investments in a performing company. This is therefore demonstrated through the quarterly report of the company. According to the report, one region shows a greater performance of financial growth than the others. Each region’s financial growth is determined by several factors. Management in each region is one of the key factors that would determine the financial growth of the region. Poor management of funds would lead to the regions failure in achieving its set goals for their financial growth. The availability of stable investors would as well contribute to the financial growth rate of a region. If there are poor investors who invest small amounts of funds with the company, the company is likely to register low growths in its resources. High demand would also contribute to high growth rates. If the company has marketed its opportunities well, it attracts more investors. The region would register high financial growths in the regions where labor and cost pressures are relatively low. Safety of a region may also determine the financial growth rate of a particular company. In a place of high crime rates, the financial growth is lower while it is highest in regions of high security. Group meetings did not improve in the quarter while Las Vegas market was exceptional. This was because January and February are not strong months for business or groups and meetings demand. Cost management and revenue improvements increased while there was the continued pressure on profit margins as a result of higher cost mainly relating to worker’s compensation Health care insurance and energy. Groups and meeting were therefore considered unnecessary by many stakeholders. Lack of much commitment to working on them resulted to the lack of improvement (Weygandt and Jerry 34). Incentive fees increased by twenty five percent in the first quarter as compared to the previous time and were attributable to an improvement in gross profits at the properties under management in all regions. The increase could be as a result of more consultants who required ideas and information on improving their programs due to lack of demands during the months of January and February. This did not make the bottom line for all four seasons Hotel due to the changing demand by investors. â€Å"Other income† is the income generated from activities that are not carried out in the normal course of the company’

Media Convergence Essay Example for Free

Media Convergence Essay What is meant by the term media convergence with regard to technology, and how has it affected everyday life? For technology, media convergence is when different media come together to do a similar task. The poster child for this is the smart phone. Smart phones are used to talk, text, email, social network, school, business, web browsing, and take picture and video. There are things that I’m sure I missed, but the smart phone has become the epicenter of technological convergence. I spend a lot of my time on my phone posting and promoting for my business. I make jewelry, cat pads, and blankets so I make my items, take a picture, post it to my Etsy page, and promote my store with my phone. When I get an order, I get an email to my phone I contact the buyer for details, and take payments all with my phone. With going to school, I need to check up on the forums to read and respond per class requirements. It makes it easy to do my schoolwork when I’m not home at my laptop. I can pull up the reading for the class on my document reader on my phone and catch up while I’m out and about. I have a six month old and I love taking his picture! I take his picture and post it on Facebook, Instagram, and send it to my family. My family lives in another state so I use my phone to do FaceTime with them so we can see each other all the time. The smartphone has made productivity so much easier because it’s all in one place and instant gratification is satisfied. For some people, the smartphone has become a big distraction and a burden. I think that cell phones, in general, have done damage to people’s grammar and spelling. They use shorthand and abbreviations for words and have forgotten the rule of your and you’re because they are using the shorthand ur. It’s sad.

Residential broadband market overview Essay Example for Free

Residential broadband market overview Essay Limestone is a rock of which was once the bones and shells of sea animals. These died and collected as sediments at the bottom of seas, oceans and lakes. Chemical name: Calcium carbonate Chemical formula: CaCo3 Alternative names: Chalk, marble Limestone can be used to prepare a number of new materials. For this to happen limestone must undergo endothermic decomposition. Thermal decomposition is used on a large scale in industry to manufacture chemicals. When limestone undergoes thermal decomposition it produces Quicklime (CaO) Quicklime is produced in refractory-lined kilns. In most kilns, limestone is fed in at the top of the shaft and quicklime is drawn from the bottom. Air is blown in at the base and burns with fuels part of the way up the kiln. The products of combustion of the fuel is mostly carbon dioxide gas which escapes through vents at the top of the shaft. Various fuels are used e. g. coil, oil, natural gas and coke depending on the local fuel costs. The temperature created by these fuels reaches over 1000? C in the middle of the kiln. Most modern kilns produce up to 300 tonnes/day of quicklime. Most quicklime is sold as a granular product but there is a growing market for the finely crushed solid. Limestone is one of the worlds most common minerals. Because it is cheap and readily available it forms an important part of many other minerals. Once limestone has been converted to quicklime, the quicklime is used to form slaked lime. Slaked lime (calcium hydroxide) is made by adding a little water to quicklime. Powdered limestone:   Put in lakes to neutralize acids in the water Put on soil to neutralize acid soil. All rocks are made up of different minerals. In other words, minerals are the chemical constituents of rocks although you cant easily tell what their chemical composition is from their names. Sedimentary rocks are made of sediment formed when all other types of rock wear down (erosion) or break down because of the effects of weather (weathering). The particles of rock are transported by water or wind or ice to a low point on the earth (a sea or a valley). Gradually, over millions of years, they are converted to rock. The particles of rock form layers of sediment. Gradually more and more layers form on top of each other over thousands of years. The weight of the layers on top causes the bottom layers to be pressed together or compressed so the particles fuse together. This is called CEMENTATION. Over millions of years the layers of rock build up into what are called strata. Particles can be rubbed of sedimentary rock because it is the softest type of rock. Different sized particles form different kinds of rock. Very fine particles like mud form mudstone. Larger grains like sand form sandstone. Gravel and pebbles form conglomerates. Sedimentary rocks like Shale can be formed under the sea also. The shells from millions of tiny marine animals can build up on the sea floor. These shells are made from calcium carbonate. When these shells become slowly compressed together they form the rock limestone. When acid is added to this rock, it fizzes. As sediments collects, the bodies of plants or animals fall into them. The bodies become buried and gradually turn to rock as there is no oxygen gas to allow them to rot. Over millions of years these bodies turn into fossils. Fossils are only found in sedimentary rocks. When liquid rock is beneath the surface of the earth it is called magma, but when it comes out of the ground it is called lava. When they cool, they become solid and form the rocks we call igneous rocks. Magma and lava are made up of compounds called silicates. They are made from the elements silicon and oxygen, as well as other elements like aluminium and magnesium. As the liquid rock cools it forms crystals. The size of the crystals depends on how quickly it cools. Granite is formed when magma cools slowly under the ground so it has large interlocking crystals. This is called an intrusive igneous rock. When lava is erupted from a volcano it cools rapidly in the air so it has small interlocking crystals. This is called an extrusive igneous rock. An example of this type of rock is basalt. The structure of existing rocks can be changed by contact with magma or great pressure from underground. When this happens, the rock is said to have metamorphosed. (This just means changed. ) Any kind of rock can metamorphose. Clay and Shale (which are sedimentary rocks) can be changed by pressure until they become slate. This allows the slate to be split into layers easily. This is one reason why slate can be used for roofing material. If slate is then heated even more and put under more pressure it forms a rock with bands of interlocking crystals. This rock is called Schist. Limestone is turned into marble when the high temperatures underground break up the shells and they then reform as smooth, hard crystals. Scientists think ha the earth has been in existence for about 4500 million years. In the beginning, the surface was liquid, but gradually it cooled enough for a solid crust to form. (About 3700 million years ago). The earth has had an atmosphere of gasses since it was formed but the types and amounts of each gas has changed. The earths crust is much thicker under the continents than under the oceans. Continental crust is about 40km thick compared to 10km for the crust under the oceans. Below the crust is a semi-liquid area called the mantle. The centre of the earth is called the core and it is made of the metals Iron and Nickel. Because different parts of the earths crust are moving slowly in different directions, huge stresses and strains are set up. These can cause the rocks to become tilted, folded (bent) or faulted (split). They may even be turned upside down. Sedimentary rocks are softer than other types of rocks and fold more easily when compressed (squashed). If this happens on a large scale, then Fold mountains like the Alps or Himalayas are formed. A downward dip or fold is called a Syncline and an arch is called an Anticline. Brittle rocks fracture (fault) under stress. The earths crust is not a continuous layer but is made up of many separate units called Tectonic Plates. The plates move by convection currents in the molten rock of the Mantle. This moves the plates very slowly at the rate of a few centimetres a year. Over millions of years the continents have separated to reach their present positions. When an oceanic plate moves below a continental plate, the rock gets very hot and melts to form Magma. This then reaches the surface in Volcanoes. Also, where the oceanic plate moves downwards, a very deep area of sea floor is formed. These types of areas are called Ocean Trenches. Formation of coal and oil: In the carboniferous Era, which lasted 65 million years and ended 280 million years ago: The British Isles was on the equator. The land was tropical forest. Coal was made from dead animals and plants. The plants did not rot because they got covered in mud so no oxygen could get to them. The coal seams were formed by weight of new deposits squashed the tree layers into thin seams. Coal was formed 280 million years ago. Fractional Distillation: When oil is pumped from the ground it is as a thick, black, foul smelling substance called Crude Oil. It is a mixture of chemicals called hydrocarbons. A mixture is just a mix of chemicals. The many hydrocarbons in crude oil may be separated into individual chemicals called Fractions by a process called Fractional Distillation. Crude oil is a mixture of Hydrocarbons. They can be separated by putting the oil into a fractioning column. The crude oil is heated on its way into the column so that the oil is evaporated. This turns the liquid into a gas. The vapour then moves into the column. The chemicals with the least/most?molecules (more carbon atoms) move to the top e. g. petrol. As the molecules become heavier, their boiling points increase. Once at the correct temperature the vapour condenses to a liquid and is run off. Crude oil contains most fuel and bitumen yet we do not need it all. We need lots of petrol (which contains 5-10 carbon atoms) but we have too much fuel oil etc. (over 70 carbon atoms), so what we do is this. We break up large useless molecules to make small, useful molecules like petrol by a process called cracking. Paraffin is a general name for a group of long hydrocarbons used as fuels. If mixed with pieces of porous porcelain as a catalyst, it can be made to undergo thermal decomposition or cracking. Porous means lots of holes, which gives a large surface area. Thermal decomposition means breaking something down with heat. Fractional distillation of petroleum (crude oil) produces different products because petroleum is a mixture of hydrocarbons. The compound in each fraction have similar boiling points. The fractions with higher boiling points tend to contain molecules with more carbon atoms. These bigger molecules are long chained and have larger molecular masses. When these are burnt they produce sooty flames. They are very viscous (syrup-like). As a result there is high demand for smaller molecules and less demand for these massive molecules. The oil industry tries to balance the problems of supply and demand by converting the less saleable fractions into saleable fractions. The main way in which this is done is by the process known as cracking. The reactions are usually carried out at high temperature using a catalyst. We have seen that when large hydrocarbon molecules are broken open, or cracked, they produce smaller molecules like Ethene. It is possible to join lots of Ethene molecules together to form a type of plastic. Simple building blocks like the paper clip (or Ethene) are called MONOMERS. When they are made into a long line of units we call it a POLYMER. The process which converts lots of Monomers to a Polymer is called PLYMERISATION. Common polymers include plastics, fibres and rubber. The elements present in Ethene monomers are hydrogen and carbon. What happens to convert monomers to polymers? Double bond breaks open during polymerisation. The name of the polymer made from Ethene is polyethene. Polyethene is more commonly known as polythene. Another type of plastic is called Polyvinyl Chloride PVC for short, is strong, hard and less flexible than polythene. It is used to make pipes, guttering and electrical insulation. Combustion is another word for burning. Burning is a chemical reaction in which materials react with heat. The equation for burning is: Fuel + oxygen = CO2 + water + energy. If there is not enough oxygen in the air, the fuel dies not burn fully and the poisonous gas Carbon Monoxide is formed. Several people are killed each year due to poisoning by carbon monoxide from badly ventilated gas fires. Some fuels also contain Sulphur e.g. Coal. When this burns, it produces the gas sulphur dioxide. Sulphur + oxygen = sulphur dioxide. When this gas dissolves in rain, it produces acid rain. Waste gases from the exhausts of motor vehicles are also released into the atmosphere. They are also responsible for making the rain acidic and they pollute the air. Oxygen gas is:   Colourless and odourless   Molecules are diatomic   Approx. same density as air.   Essential for combustion and respiration   Reacts with most metals and non-metals to form oxides. Test for glowing oxygen = glowing splint re-lighting. Oxygen is a by-product of photosynthesis. Oxides can be acidic, basic (alkaline) or neutral. The link between the terms alkali and base is that an alkali is a base which dissolves in water. Non-metals form acidic oxides. Metals form alkaline oxides. Many metals and non-metals are found as oxides in the earths crust. They are called ores. When elements react with oxygen it is called oxidation. During respiration and combustion, oxygen is used up and carbon dioxide is released back in to he air. All of the air is not used up because plants use up the carbon dioxide and release oxygen when they make their food by photosynthesis or respiration? This process has been happening for thousand of years. However, in the last 200 years, the amount of carbon dioxide in the atmosphere has increased because:   There are many people on earth.   We have burned millions of tonnes of fuel   We have cut down thousands of square miles of forest. The carbon dioxide is acting like a blanket around the earth and it is trapping the heat from the sun, which leads to a raising of the earths temperature. This is called the greenhouse effect. Acid rain is made when acid gases dissolve in rain. Carbon dioxide is made when carbon burns in the oxygen in the air. When coal is burned it releases the gas sulphur dioxide. This also makes acid rain because it dissolves in rain to form sulphuric acid. Inside car engines, the temperature is hot enough to make nitrogen and oxygen join together to make nitrogen oxides. These dissolve in rain to make nitric acid. When acid rain falls on the earth it has the following effects: Stonework on building is dissolved and crumbles away   The water in rivers and lakes becomes too acidic so plants and animals die You could reduce the acid level in rivers and lakes by putting limestone in it. The gases in the atmosphere originally came from volcanoes. The gases produced were carbon dioxide, hydrogen chloride, argon etc. There is not hydrogen left in the atmosphere because it was so light it evaporated and escaped. Distillation of oil: 1. Vaporisation the thick oil is heated to from vapour/gas 2. Separation lighter molecules move upwards and heavy molecules sink. Lighter molecules move upwards to the coolest region at the top. There is a temperature and density gradient. 3. Condensation the vapour is cooled to form a liquid (or solid).

The Relationship Between History And Geography Education Essay

The Relationship Between History And Geography Education Essay Whilst geography and history are two discrete subjects within the National Curriculum (1999), Martin (2002) believes that it is possible to identify areas of similarity between them from looking at the importance of history and geography statements. Moreover, she points out that there are links between history and geography through the knowledge and understanding, skills, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular links when teaching the subjects. However, before these links are explored it is important to provide an overview of both subjects in their own right. Cooper et al (2006) state that geography is fundamental to childrens understanding of the world they live in. They highlight that geography allows children to study people and develop a sense of place. Furthermore, they point out that geography fosters childrens appreciation of the environment and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to develop a curiosity about the world through exploring people and the environment. In the Importance of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using enquiry skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections; the knowledge, skills and understanding and the breadth of study. The knowledge, skills and understanding children acquire fall into four aspects: geographical enquiry and skills, knowledge and understanding of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the localities through which children are taught the four aspects The National Curriculum (1999) for history incorporates two areas, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historical interpretation and enquiry. O Hara and O Hara (2001) argue that history is an important subject because history is not only about what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the curriculum. She suggests that history is an enquiry based subject that allows children to develop an understanding of the past through interpreting evidence from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to reach conclusions. Rowley and Cooper (2009) highlight the benefits of cross-curricular teaching and integration of subjects. They argue that finding links between history and geography makes learning relevant to children and offers a stimulating way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to improve their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers can make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children can apply the knowledge, understanding and skills they acquire in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The review states that subjects should be reformed into areas of learning with geography and history coming under the area of historical, geographical an d social understanding. Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this arguing that both subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a respect of different lifestyles and cultures both in the past and at present. Martin (2002) states that the knowledge and understanding of history and geography can be linked because both subjects focus on people in different places, at different times. This is supported by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography can be used in history. Whilst on school experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an option under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This enabled the children to consider the connections between rivers, farming and industry whilst looking at the significance of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding abo ut rivers helped children to understand Egyptian history. Hoodless (2009) argues that there is a similarity between the skills children are expected to acquire in history and geography. This is further emphasised by Catling (2006) who points out that both subjects incorporate enquiry skills where children have the opportunity to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e). Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children will find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises the historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field work, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local ar ea enquiry study in school, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can see how the past has impacted on a present locality. Through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective. Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of interpreting maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident. However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area after the introduction of the railway supports childrens development of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the city of London from Victorian Britain until today. This enabled the children to use their interpretation skill s to decide how London has changed and how it is still changing. Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and understanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously. It is important to highlight how the links between both subjects can impact on the whole school curriculum. Owen and Ryan (2001) argue that a school must produce long term plans that meet the statutory requirements of the National Curriculum (2000). This is further emphasised by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, Knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools staff and shared ways of working (p.125). From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009). There are also implications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these genuine links it is not possible for teachers to measure childrens progress of learning in either subject. Over my three school experiences I have seen strong examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowley and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans. Whilst on school experience it became apparent to me the lack of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visiting the archives at the Museum of London to collect photographs of the city of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a beneficial aid to support childrens learning, a great deal of time was spent collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.

Bobby Knight Essay -- Coach Coaching Bobby Knight Essays

Bobby Knight In the San Juan heat of 1984, coaching legend Bobby Knight became infamous for his assault on a Puerto Rican security guard over a practice time during the Olympic preliminaries (Biography 2). Headlines of one of the most famous college basketball coaches of all time haven’t come to an end since. The veteran coach from the state of Ohio has since thrown a chair across a gym floor, been video taped choking a player, and assaulted school employees and fellow students on the campus of Indiana. He has been in heated arguments with anyone from school presidents to the media after heart breaking losses. Scrutiny and controversy have followed Bobby Knight ever since he brought his disciplined style of basketball to the scene of college athletics. Love him or hate him, Bobby Knight is one of the most controversial and talked about coaches of all time. He steals the headlines and spotlight no matter where he is which leaves a fine line in public opinion. The criticism of Knight and actions were displayed very strongly by J.C. Watts in the Sporting News magazine. J.C. Watts is a well respected and known Republican Representative of the state of Oklahoma. He was an All-American college football player at the University of Oklahoma and has been around strong traditional athletic programs ever since his collegiate career (Watts 1). In his article My Turn which appeared in the January 12, 2004 edition of the Sporting News, Watts voices his opinion on Bobby Knight as an outsider looking in with strong incite. Watts, like many individuals, feel that the NCAA (National Collegiate Athletic Association) and the general public have seen enough antics from Bobby Knight. He believes the tirades and disruptions of coll... ...an most coaches could even dream of. The guy is a winner, competitor, disciplinarian, and most importantly a great individual. Oh, and he may just be the greatest college basketball coach of all-time! Works Cited Caldwell, Christopher. â€Å"Knight Falls.† National Review 9 Oct. 2000: 30. Ebsco Host. Academic Search Premier. Indiana University. 14 Apr 2004 . Watts, J.C. â€Å"Knight’s Act is Old, Even in a New Year.† The Sporting News 12 Jan 2004: 7. Lexis Nexis. Academic Search Premiere. 14 Apr 2004 . Outside the Lines. College Athletics. ESPN. Bristol, CN. 2001. Biography of Bobby Knight. 2000. A&E Biography., .

Elizabeth Barrett Browning :: essays papers

Elizabeth Barrett Browning Elizabeth Barrett Browning was born Elizabeth Barrett Moulton-Barrett at Coxhoe Hall, Durham County on March 6, 1806. She was one of twelve children. Her parents, Edward Moulton-Barrett and Mary Graham Clarke Moulton-Barrett had eight sons and four daughters. Between 1809 and 1814 Elizabeth began writing poetry. In 1818 she wrote â€Å"The Battle of Marathon† and in 1820 her father had it published. When Elizabeth was fifteen years of age, she developed an illness and was prescribed Opium, which began her lifelong Opium habit. Elizabeth’s first published work was â€Å"The Rose and Zephyr† in 1825 at the age of twenty-one. A year later, she published An Essay on Mind. Both publications were anonymous and were financially supported by her family. Her father assisted in getting them both published. Elizabeth had commented later in her career that these works were â€Å"Pope’s Homer done over again, or rather redone†. She obviously thought very little of the early part of her career. Her Mother passed away in 1828 and Elizabeth began studying classical literature under H.S. Boyd. Her next publication was Prometheus Bound, published in 1833 and once again, anonymously. This translation was from the Greek playwright, Aeschylus. Boyd re-ignited an interest of Elizabeth’s since childhood, in Greek literature and studies. During her youth, Elizabeth was self- taught in the area of literature. She read Paradise Lost, Dante’s Inferno and the Old Testament, in Hebrew, which was obviously the backdrop for Prometheus Bound. In 1837 Elizabeth’s health deteriorated when she burst a blood vessel affecting her lungs; Elizabeth became an invalid. One year later, Elizabeth published her first volume of poetry under her own name, The Seraphim and Other Poems. This work received favorable reviews, which in turn, brought about a correspondence with Wordsworth, Carlyle, and Poe. Poe even wrote an introduction in Elizabeth’s two-volume edition of poetry Poems in 1844. She truly began her literary career in 1838. Elizabeth moved to Torquay for her health and was often accompanied by different family members but her favorite was her brother, Edward. Elizabeth’s uncle passed away that sa me year leaving her financially secure. In 1840, Edward drowned in Babbacombe Bay off Torquay. She then wrote â€Å"De Profundis† expressing her grief. In 1840, Elizabeth wrote â€Å"The Cry of the Children†. In 1841 she returned to London, still an invalid, and began working on reviews, articles, and translations.

Claus Schenk Graf von Stauffenberg :: World War II WWII

Claus Schenk Graf von Stauffenberg From autumn 1943 on, Claus Schenk Graf von Stauffenberg becomes a decisive factor in the struggle against Hitler. In 1933, he initially feels that National Socialist policy offers Germany favorable opportunities but is soon alienated by the regime's racial ideology. Yet Stauffenberg only assumes an active role in opposing the regime once he realizes the consequences of German policy in eastern Europe and can estimate the full extent of the damage that Hitler's war has brought upon Germany and Europe. Under the influence of Henning von Tresckow, General Friedrich Olbricht, and First Lieutenant Fritz-Dietlof Graf von der Schulenburg of the army reserve, Stauffenberg becomes a focal point of the military conspiracy. He establishes important links to civilian resistance groups and coordinates his assassination plans with Carl Friedrich Goerdeler and Ludwig Beck, and with the conspirators waiting in readiness in Paris, Vienna, Berlin, and at Army Group Center. Stauffenberg's Way to the Assassination Attempt of July 20, 1944 In early April 1943, Stauffenberg is severely wounded in Tunisia, barely escaping death. During the months of his convalescence, he gradually comes to realize he must take an active part in resistance. Even in earlier years, the church's struggle, the persecution of the Jews, and the crimes in eastern Europe have alienated Stauffenberg from the National Socialist state. His closest confidant is his brother Berthold, who has had contacts to the opposition for a long time. After an extended period of convalescence, Colonel Claus Schenk Graf von Stauffenberg is appointed to the post of chief of staff of the General Army Office in October 1943. From June 1944 on, he also serves as chief of staff for the commanding officer of the Ersatzheer (Reserve Army), General Friedrich Olbricht, at Olbricht's request. In this position he has clearance to attend briefings at Hitler's headquarters in the so-called "Wolf's Lair" near Rastenburg in East Prussia. Olbricht informs Stauffenberg of his plans for a coup and introduces him to members of the resistance groups around Ludwig Beck and Carl Friedrich Goerdeler. Stauffenberg has a great deal of charisma and is valued for his professional expertise. He brings many opponents of the regime together and makes close friends among them not only military officers but also Social Democrats like Julius Leber, members of the Kreisau Circle like Adam von Trott zu Solz, and representatives of the labor union movement like Jakob Kaiser and Wilhelm Leuschner. The Planning of Operation "Valkyrie" The conspirators from the civilian and military resistance groups realize that the military leadership cannot be induced to act in concert. They concentrate their efforts on eliminating Hitler, gaining control of the military chain of command, and assuming the

Sartre, Jean Paul. Existence precedes essence Essay

Existence precedes essence Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As much as Existentialism is a philosophy, existentialist emphasize on artistic creation as a crucial aspect of existence. As an outcome, Sartre often chose to combine both points of aesthetic concerns and that of philosophy in short stories and novels. Unlike the fiction of Sartre, the philosopher fiction is not mythical or allegorical, but it is a straightforward plan of his philosophical arguments. The dependence on artistic creation to understand oneself becomes Roquentin’s final cure to his Nausea. Rather than anguish, the inspirational piece of music gives him a reason to confront the bare existence of things and put them down in his novel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sartre slogan of existence precedes essence serve to bring out what is most distinctive of existentialism. The idea that non-formal account of what it relates to be human, can be given since its meaning is decided and existing by itself. Existence in a situation is self-making in itself, it constitutes that identity is formed neither by nature nor by culture (Sartre 95). The main theme of Sartre’s novel results from his belief that existence precedes essence. Rouquentin unsuspectingly gives a clear distinction between the intimate objects or a being in itself and the consciousness of the human. For instance, when he gives a stance on the purple bartender’s suspenders, he is distraught to find that they appear blue in some parts. Sartre’s feeling of Nausea comes from moments like this when he is forming the essence or of the characteristics of the objects he glances at. He understands that color is an idea and purple is just a term that is used to describe something that Sartre has never come across in his entire life. He concludes that the essence of the objects is comforting that hides the unthinkable truth of existence. In effect, while having a close look at the Chestnut root tree, Roquentin finds out that the root first existed. Sartre attributed an essence to it by terming it as black (43).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Every new discovery that Roquentin makes continues from the epiphany that existence precedes essence. He thinks that the presence of overwhelming and fearful presence of existence is too much for individuals to handle. People ignore it and hide it by only seeing its essence. He therefore identifies the power of a being for itself to choose its own essence, just as the object decides what color it is. Because of the choice, Sartre strongly believed that the human race was fundamentally free to do whatsoever they felt to do regardless of the restricted mandate they had before. Indeed Roquentin continued to state that he wants freedom, freedom that will make things around the world become a reality. But with the freedom, it goes a great deal by the responsibility of one’s action. Sartre strongly believed that the staggering responsibility makes people anxious and inevitably leads one to a path that denies them to a world with no freedo m and responsibility (Sartre 123). They total perceive themselves as total slaves on the hands of humans. For instance, Anny is afraid to take an action because she does not want to have the responsibility of breaking with her past. Responsibility condemns people to be free an earlier explanation by Sartre.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The broader themes of free will and time will also recur Roquentin’s search for the cause his Nausea. The inner desire to be self-sufficient and free provokes Roquentin’s to abandon the research that he started on the Marquis de Rellebon. He finds out that he has been attempting to resuscitate Rollebon in order to have justification on his own existence. He decides that the past life does not have meaning and that the concept does not exist. Instead, Roquentina embraces the present life as the only where things started and existed. He thinks that human emphasize their past in order to take a break from existence. For instance, when Anny terms herself in relation to the human Roquentin used to be. As Sartre explained earlier in the novel, this is an example of faith that is unacceptable to the human fraternity (65). Anny rejects her freedom to choose how own essence because the responsibility means a lot to her. She believes r esponsibility comes with the belief she has had during the past and present life (Sartre 45). Responsibility provides a vast array of opportunities that makes her feel recognized in the community. Roquentin also thinks that people give tales so as to put time in a standard measure and linear order, trying to grasp time by the tail. In effect while studying Rollebon, Roquentin not only deceived his own self by thinking   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rollebon was like him, but he could clearly understand and evaluate himself through the intermediary of a dead human being. Roquentin’s past rejection causes him to embrace the existence of the future and present. Roquentin’s wants to be successful in whatever he does not looking back at what hindered him at one point not to achieve his desired dreams and goals. He constantly repeats he exists and mocks the multitude of people in Bouville who in turn refuse to recognize their own existence (Sartre28). Later, he discovers existence is a deflection of his own self. He realizes that existence in nature is contingent and that there is no necessary reason for anything to come into existence. If evolution was to take place over and over again, the results would be completely different. Instead of the reasons, he found nothingness, an empty space that paradoxically comes into existence. Sartre uses the theme to criticize the individ ualism emphasis on the rational world with human existence as its main point of focus and reason (78). It is seen that human beings are accidental offspring’s to nature. Rather than surrender to nausea, Roquentin confronts his existential anguish in the broader face of nothingness. Although it cannot be clearly seen by him, nothingness is a force that makes up a purposeless reality which usually inspires action. Artistic creation emerges as a way of survival. Sartre asserts his freedom in defining his own essence by putting words down to the novels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is well examined that Jean Paul Sartre notion of the absurd, it is clearly seen in his philosophy and novel (76). The connection show that Sartre takes certain characteristics arises from the character Anny the Camus does the same to the character of Roquentin. The analogy used is circumscribed as a basic tenet of existentialist humor which consists of the historical irony. The powerful and distinct shape of Sartre literature and life certainly simplifies and reinforces the basic tenet. The theme exhibited by Sartre clearly helps one to understand the connection of the real world and that of existence precedes essence. References Sartre, Jean Paul. Nausea. New York: New Directions Publishing, 2013. Print Source document

American History 1800 to 1877

The emergence of the United States as an independent nation, towards the end of the 18th century, was an epochal happening in contemporary history. It led to the creation of the world’s wealthiest and mightiest power, and the subsequent development of a rich and vibrant society that influenced humankind in numerous ways. The future of the United States was, however the furthest thing on the minds of the people who inhabited the North American continent in the beginning of the nineteenth century.Aggressive European settlers, black slaves and the original inhabitants of the country, descendents of people who had come from Serbia thousands of years ago and known as Native Americans or American Indians, peopled the land. The European settlers, mainly from Britain, were adventurers, people willing to take huge risks and endure enormous physical hardship to build a future for their families and children. The black people lived and worked as slaves in farms and workshops.Captured fro m villages and farms in Africa by white slave traders, thousands of Africans, mostly from the Sudan, came to North America in shackles, and aboard slave ships, in the 17th and 18th centuries. White farmers and settlers purchased the captive Africans from these traders and used them as slaves, on farms and plantations, mostly in horrific conditions. The children of slaves grew up in bondage and lived lives of legal slavery, Thus at the turn of the 18th century, hundreds of thousands of black Americans worked as slaves in America.While black slaves lived everywhere, their populations were concentrated in the agricultural economy of the south, where the requirement for human labor necessitated their presence in large numbers. The Native Americans, termed also as Indians, were the original inhabitants of the land. A nomadic and innocent people, they belonged to different tribes and roamed all over the continent on horseback, living on game and agriculture.The Native American people, at the beginning of the nineteenth century, were in a state of perplexity, disorder and dismay, confronted, as they were, by whites who were not just strongly armed, intelligent, organized, avaricious and cruel, but also wished to devour their lands and drive them away from their habitat. The nineteenth century is an epochal period in American history, characterized by continuous interaction and confrontation between the white European settlers, the black slaves and brown Native Americans.The period ended with the total domination of the white man, the eclipse of the proud Native American and the beginning of black emancipation. This essay attempts to analyse the events of the period 1800 to 1877 and examine the premise that the fiery and independent spirit of the Native Americans, quite distinct from the submissive and relatively docile attitude of the black slaves, increased their threat perception in the eyes of the whites and led to their near complete decimation in the United Stat es. 2. The End of Slavery Slavery in the United States began with the arrival of twenty Africans in a Dutch slave ship in 1619 in West Virginia.The sale of these Africans as indentured servants preceded the capture, transportation and enslavement of thousands of black people to work in the newly developed farmlands of North America. An enormous number of men and women came from Africa in inhuman conditions to fill the growing demand of labor in the American colonies. Figures of the people captured and sold into slavery range from one to many millions. While their actual number is a matter of controversy, the wide scale adoption of slavery in the US remains one of the worst and most horrific acts of humanity.Hundreds of accounts narrate the appalling conditions in which the slaves came and later lived in the American colonies The slaves were transported across the ocean in especially fitted ships. They were kept lying on narrow ledges, chained, but were brought above deck in good wea ther. Overcrowding, minimal and monotonous diet (two meals per day and a pint of water), poor hygiene, epidemics, and lack of physical activity decimated, on each and every 1-2 months long trip, a whopping one seventh to one fourth of the â€Å"cargo† and one sixth to one half of the crew.(Vaknin, 2005) The African slaves came from agricultural tribal economies and while physically very strong, were also very good with their hands and for work in the fields. A gradual realization of their enormous economic worth in agricultural production and other labor-intensive work led to the institutionalization of slavery, the legalization of â€Å"chattel slaves† and the creation of hereditary servitude; where children of slaves were born as property of white masters.The availability of this huge unpaid work force resulted in enormous increase in agricultural production, the building of American infrastructure and the emergence of the USA as the wealthiest country in the world. Slaves became prized commodities and thought of as â€Å"black gold†. The slave trade also led to spurts in the economies of slave trading nations like Holland. Amsterdam became the trading capital of the slave trade, much like it is the center of the flower business today, acting as an auction centre and helping to manage the slave trade, with up to 10,000 slaving vessels frequenting the port. (Schuma, 1987).The institutionalisation of slavery led to huge increases in the numbers of slaves. A population of slightly less than one million slaves in 1800 increased four fold to four million by 1860. (Slavery in Colonial America, 2006). As such, even though import of fresh slaves was stopped by the end of the 18th century, prolific growth continued to increase their numbers. Even though their percentage of the total population fell from nearly 20 to 14 they remained a sizeable segment of American society. In fact, the relative percentage of slaves in the southern states varied fr om 20 to as much as 60 percent in certain areas.Slavery at the time of the Revolution was firmly established in the five southernmost states from Maryland to Georgia, and it was more than a trivial presence in most of the others. Slaves numbered about half a million in 1780, constituting a little more than one-sixth of the national population. In the South, two persons out of every five were slaves. (Fehrenbacher, 2002, p. 15) The struggle for liberation and emancipation of American slaves began after the declaration of independence in 1776 and started gaining momentum by the early 1800s.The movement for liberation and emancipation was spearheaded by the northern states and opposed violently by the agricultural south. While it would be churlish to deny the enormous contribution of emancipators like Abraham Lincoln and Harriet Beecher Stowe, the primary reason for this difference in attitude between the north and the south would appear to be economic and political rather than humanit arian. Southern economies depended much more on slave labor than the northern states and, ironical as it may appear, relationships between blacks and whites were much stronger in the south, than they were in the north.Over the years, even as cases of ill treatment continued to happen, living conditions of blacks in the south improved steadily. Most slave-owners regarded themselves as custodians of their slaves. They properly fed the working adults, allowed them to grow vegetables in their own garden plots, provided them with clothing and housing. In wealthier and larger plantations, the slaves were cared for by qualified physicians. Slave life was richer than portrayed in literature and cinema. Slaves belonged to churches and were ordained as ministers and preachers. A few learned to read and write. Music was a favorite pastime.Slaves were allowed to moonlight or work on their own free time. The Law, even in the Deep South, recognized slaves as both chattel and human beings. Slaves were held responsible for criminal acts they had committed, for instance, and enjoyed many human rights Case law and non-binding custom endowed them with additional privileges: the right to marry, own private property, have free time, enter contracts, and (if female or child) be consigned to lighter labor. (Vaknin, 2005) The struggle for the freedom of black slaves originated, strangely enough, from white Americans, mostly from the north.The movement continued for decades until the confrontation between the south and the north over slavery ended in conflagration and violent civil war. People like William Garrison, Harriet Beecher Stowe and Harriet Tubman mobilized public opinion and influenced union government policy to take up the black cause. The blacks, themselves, had very little contribution to make towards their own liberation and the few localized and small insurrections that did take place, like those led by Denmark Vesey and Nat Turner met with immediate and forceful suppre ssion.The civil war lasted for many years and led to the death of thousands of federal and unionist soldiers. Its end, in 1865, led to the abolition of slavery and the freedom of African slaves. While some blacks did fight with the federal soldiers in the civil war, this is possibly the only freedom struggle in the world where the oppressed, the denied and the ruled contributed very little towards their own liberation. Strange as it may appear, white northerners died in the thousands to secure American slaves their freedom.Feelings of compassion and thoughts of equality and liberty undoubtedly led many noble-minded whites to take up the cause of the unfortunate slaves. The movement for abolition of slavery and its violent denouement is one of the most famous freedom movements of the world. It is thus perplexing to know that while white Americans from the north were striving ceaselessly for black freedom, they were also driving Native Americans from their ancestral lands, destroying their means of survival, cloistering them in small parcels of land and decimating their numbers. 3.The Annihilation of the Native Americans The Native Americans, the current term for the original inhabitants of the Americas, are supposed to have migrated from Serbia thousands of years ago. The peoples, who belonged to several tribes, lived for thousands of years quite happily, growing their populations, living off game and rudimentary agriculture, before the Europeans set foot on North America. The early Europeans described these people in glowing terms. the Indians lived in common, â€Å"the most perfect and most worthy life of man,† a mark of the â€Å"ancient golden age.† This good Indian welcomed the European invaders and treated them courteously and generously. He was handsome in appearance, dignified in manner, and brave in combat, and in all he exhibited a primitivism that had great appeal to many Europeans. 4. (Prucha, 1984, p. 7) The coming of the Europeans le d to the unfolding of one of the biggest tragedies of history and the practical annihilation of the whole race. The Europeans brought diseases with them that that killed natives by the thousands.The most lethal of the pathogens introduced by the Europeans was smallpox, which sometimes incapacitated so many adults at once that deaths from hunger and starvation ran as high as deaths from disease; in several cases, entire tribes were rendered extinct. Other killers included measles, influenza, whooping cough, diphtheria, typhus, bubonic plague, cholera, and scarlet fever. Although syphilis was apparently native to parts of the Western hemisphere, it, too, was probably introduced into North America by Europeans. (Lewy, 2004)Apart from bringing diseases, the settlers started encroaching into Native American Territory and over the years pushed the Indians from the East towards the Pacific Rim. The Native Americans were very different from the black slaves. They were used to vast open prai ries and their tribal structure fostered independence. In the beginning, the whites used captured natives as slaves. This practice did not really succeed as the Native Americans could not bear the hardships of plantation and farm slavery like the blacks and died in large numbers.In addition, as the standoffs between the whites and the Native Americans grew over the years, wars generally ended in massacres and flight rather than in captivity. By the end of the 18th century, the United States was forcefully pushing the Native Americans increasingly towards the west with a mixture of force, aggression and deceit. Exploitation of rivalries between different tribes furthered this cause and the same people who were very concerned about the abolition of slavery did not baulk at depriving the Native Americans from their livelihood.There was a significant difference between the perception of Native Americans and slaves in the eyes of the whites. Black slaves were economic assets; oppressed p eople, who however did not pose any economic and physical threat to the whites. Abolition of slavery and proposals for freedom of slaves were, perceived to be causes of economic difficulty for the southern states. However, the fact that very few slaves were involved in the freedom movement did not raise animosity against them, even in the southern states.Thus, the sympathy levels for blacks remained high and the movement for their liberation continued with even pace. The perception about Native Americans was very different. The Native Americans were an independent people and the owners of land. They hated the settlers and considered them aggressors, and the whites too thought of them as opponents and dangerous enemies. The 18th century thus witnessed numerous wars between the natives and the white settlers. During the American war of independence, Native Americans fought mostly with the British in a bid to stall the expansionism of the United States.It was only at the end that they realised that the equally treacherous British had ceded huge tracts of their land to the Americans. The beginning of the 19th century thus saw the Native Americans under enormous pressure from the United States, but still owners of huge tracts of land coveted by the whites. The US Congress, in 1830, passed the Indian Removal Bill, a law that forcibly evicted American Indians from their lands and pushed them further to the west. This strategy of dispossession resulted in numerous skirmishes, treaties, wars and the gradual forcible eviction of Native Americans from their lands.All their proposals for peaceful co existence and willingness to adopt the farming methods of the white settlers came to nothing, and by the late nineteenth century, they could live only in specific tracts of lands known as reservations. This process of removal resulted in the deaths of tens of thousands of Native Americans from disease and hardship, even as they gave up their homes and lands and moved far away. One particular journey, known as the Trail of Tears led to the death of thousands of Cherokees. (The Trail of Tears, 2005) 4. ConclusionThe fate of the Native Americans at the hands of the government of the United States is unparalleled in historical annals. In most conquests, the victors rule over the defeated peoples, impose their laws and their religions on the conquered. The dispossession of the Indians is the only instance where the conquerors forced the defeated to leave their lands, restricted their freedoms, separated them from society and cooped them up in reservations, much alike concentration camps. Their systematic extermination and relocation is one of the most brutal acts in U. S. history.Most Americans know this intuitively, but they'd rather not think about it-so instead they choose simply to feel sorry for the Indians living today. (Miller, 2000) This happened only a hundred and fifty years back at the hands of a democratically elected government of a country that supposedly values liberty, freedom and democracy. The liberation of blacks and the abolition of slavery in the USA occurred along with the practical decimation of the Native Americans, the deprivation of their rights and their banishment to distant reservations, at the hands of the same government.The reasons for this unbalanced, ambivalent and practically schizophrenic behavior of the free American people and their democratically elected government are difficult, practically impossible to explain. The only possibly valid reason is the independent attitude of the Indian people, their love for freedom and their pride, which made it difficult for them to accept total subjugation. This, unlike the situation with the black slaves, increased their economic and military threat in the eyes of the American people and government and led to their genocide and practical annihilation. BibliographyColeman, M. C. (1985). Presbyterian Missionary Attitudes toward American Indians, 1837-1893. Jackso n, MS: University Press of Mississippi Fehrenbacher, D. E. (2002). The Slaveholding Republic: An Account of the United States Government's Relations to Slavery (W. M. Mcafee, Ed. ). New York: Oxford University Press. Gutzman, K. C. (2002). The Slaveholding Republic: An Account of the United States Government's Relations to Slavery. Journal of Southern History, 68(4), 957+. Retrieved November 24, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=5002502749 Holder, P.(1974). The Hoe and the Horse on the Plains: A Study of Cultural Development among North American Indians. Lincoln, NE: University of Nebraska Press. Lewy, G. (2004, September). Were American Indians the Victims of Genocide?. Commentary, 118, 55+. Miller, J. J. (2000, October 9). Buffaloed: Fighting the Truth about American Indians. National Review, 52,. Prucha, F. P. (1984). The Great Father: The United States Government and the American Indians. Lincoln, NE: University of Nebraska Press. Schama, Simon , (1987), â€Å"An Embarrassment of Riches†, First Vintage Books, Random House, New YorkSlavery in Colonial America, (2006), A history of American slavery, Retrieved November 23, 2006 from en. wikipedia. org/wiki/History_of_slavery_in_the_United_States Trafzer, C. E. & Hyer, J. R. (Eds. ). (1999). Exterminate Them: Written Accounts of the Murder, Rape, and Slavery of Native Americans during the California Gold Rush, 1848-1868. East Lansing, MI: Michigan State University Press. Trail of Tears,(2005), Historical Documents, Retrieved November 21, 2006 from www. americanindians. com Vaknin, S, (2005), Slavery in the USA, Buzle. com, Retrieved November 23, 2006 from www. buzzle. com/editorials/9-26-2005-77541. asp

The Mission

The Mission takes place during the Jesuit Reductions in the seventeenth and eighteenth centuries. During this time many Jesuit missionaries established missions independent of the Spanish state in order to teach the native inhabitants Christianity. Leading this cause is Father Gabriel, a Spanish Jesuit Priest, who arrives in the Jungle in South America to set up a mission and convert a small village of Guarani Indians. In the beginning of the film, there is an image of a Jesuit missionary tethered to a cross which is being sent over the massive Gauze Falls.This act encourages Father Gabriel to try to reach out to the tribe. Guarani warriors track Father Gabriel down, prepared to kill him, as he tries to make his way to their village. Gabriel is able to calm the warriors down by playing a song which is the beginning of his acceptance into the tribe. The movie then shifts to Roding Mendoza, a slave trader and mercenary, who is filled with guilt after killing his brother and is looking for repentance. Father Gabriel, after finding out about Mendoza actions, seeks him out to offer him a way to repentance and salvation.Once Mendoza agrees, his armor ND weapons are bound within a satchel that is attached to his waist and he is challenged to scale the cliffs of Gauze Falls. He makes it up the falls and to the Guarani camp where he is met with skepticism and disdain. Eventually, one of the Guarani cuts the satchel off and throws it into the falls representing the forgiveness of the tribe and him being released from his penance. Mendoza then becomes a Jesuit under the guidance of Father Gabriel. The Guarani's gain confidence in Father Gabrielle mission from the leadership he portrays and the eagerness of the Guarani's to learn.During all of this, there are political events going on as well. Spain and Portugal sign a treaty ordering Spain to transfer the control of some land, which includes the land containing Father Gabrielle mission. This was a critical agreement since Spain had outlawed slavery but slavery remained legal in Portugal. As a result, the Jesuits have to fight to protect the missions from Portuguese slave traders. The threat being posed by the Portuguese leads papal emissary Alliteration (a representative of the pope) to make a decision about whether or not the mission should be shut down.Alliteration is torn between two controversial options; either he can side with the colonists and close the mission leading to the enslavement of the Guarani or he can side with the missions leaving the Jesuit to face the Portuguese government. He eventually decides to close the mission but Father Gabriel and Mendoza refuse to obey the decision. The two try tactics of fighting and peace to resist the Portuguese but are eventually taken down by the Portuguese army and the mission is burned down and the Priests and Guarani adults are massacred.Spain and Portugal, the Church administrative hierarchy, and the Jesuit order can e described as having their own culture as institutions based on the apparent separation of motives between each which came from the different ways of thinking that were developing at the time. The Jesuits showed a genuine care about the spiritual well-being of the Guarani people where Spain and Portugal were not as charitable as represented by the government officials. Spain and Portugal had a culture that was based off of nationalistic viewpoints. Spain and Portugal were competing for power in the New World and were unsure about how to treat the native people.Spain's idea was to maintain control by forcing Christianity and their ultra on to the natives. Portugal Just looked to enslave them to show their superiority. Both countries, though, looked for power instead of trying to help the natives accept a new way of life as these countries brought over colonists. Their main concern was to benefit their country versus helping others. These countries would do anything to show their countries power, including tak ing away power from the church to control the fate of the mission. This is made obvious in the scene where the Pope's emissary, Ultramarine, is to decide the fate of the mission.Father Gabriel sees the datives as naturally spiritual and tries to defend the Jesuit position. Portuguese officials see the tribe as unfit for civilization and eventually kill off any natives that resist their rule once the mission is disbanded and enslaves the rest. Either way Ultramarine went, it seemed that Portugal would get its way in the end. From this it is also evident what the motive of the Church was; which was to maintain authority on the outcome of the Guarani project. With the revolts going on against the Church, the Church wanted to use the control they did have to get their agenda completed.Jesuit missionaries were left to succumb to their decisions and this affected the final outcome of the mission as well as the everyday business of the missionaries. The Jesuit missionaries started to try t o break away from the church by not forcing European customs on the natives. In this way they started to become enlightened. Ultramarine did go and experience the missions but he saw the economic practices of the mission to mirror that of radical French Socialism rather than understanding that it was a direct result of what they had learned from the New Testament. WhenUltramarine encountered some Guarani natives who could barely be recognized as such, he was fully pleased. This shows how the Church wanted the natives to completely conform to their ways and culture instead of bringing out the good in the natives like the Jesuits were trying to do. The authorities of the church wanted one thing while the missionaries wanted another. The Jesuits crossed cultural boundaries by merging their beliefs and teachings with the Guarani culture. The Jesuit missions expected the natives to convert to Christianity but generally did not expect them to adopt the European cultural norms.The Jesuits also crossed cultural boundaries by trying to give the natives social mobility. The Jesuits gathered the Guarani into these missions to protect them while they taught them how to read and write as well as be self-productive. Works Cited Hounded, Anthony. â€Å"Reductions of Paraguay. † CATHOLIC ENCYCLOPEDIA:. Robert Appleton Company, n. D. Web. 17 July 2014. â€Å"The Jesuit Missions: Their History. † The Jesuit Missions: Their History. N. P. , n. D. Web. 17 July 2014. Bulgaria, Lenore. â€Å"The Jesuit Missions in South America. † Catholicism. N. P. , 23 Mar. 2011. Web. 17 July 2014.