House of Hades

Now, in this next instalment in the Heroes of Olympus, The House of Hades, Percy and Annabeth must cross the most miserable place unimaginable with the help of the Titan Bob, hile their demigod friends aboard the Argo II still fghts their way through the Mare Nostrum-or as mortals call it-the Mediterranean Sea. Both are standing at crossroads. In about a month, the Roman demigods will march to Camp Half-Blood to begin war, and Gaea will finally rise.The stakes are higher than ever in this adventure that dives into the depths of Tartarus. Our dear Uncle Rick has done it again. He has created the most gripping tale by far in his Percy Jackson world. The demigods not Just have to battle horrifying and terrifying monsters, but also their wn true fears – something much worse than having a physical wound. Even though we have met some of the characters in the last series, they still never fail to surprise us in every chapter.Rick carefully developed their personalities and characteri stics, such as when Percy & Annabeth's love was challenged as they travel through Tartarus, and also Nico's shocking revelation. Percy will also experience the consequences of what he has done in the past years that he thought at first was the ight thing to do-consequences involving losing Annabeth forever. For the new characters, Rick showed us their different sides and aspects.We may think we really know them, but we will find them walking the different path than they might have expected. Each character was written with care, showing their deepest secrets, and the friendships & relationships aboard the Argo II continues to blossom. The House of Hades will leave readers and fans anticipating for the next instalment, The Blood of Olympus, which is set to release next fall 2014.

Cis499

Gene Splicing Lab Question #1: DNA is made up of two separate strands of base sequences. The same sequence is found on both strands, but running in opposite directions. What word describes this characteristic? Palindrome Question #2: What does the term â€Å"sticky ends† refer to in gene splicing? When you splice a piece of DNA with a restriction enzyme, and want to insert the new gene, the â€Å"glue† that holds the two pieces together are the complementary bases, or sticky ends. Question #3: What is a plasmid? How is a plasmid used in gene splicing? A plasmid is a circular segment of DNA with an origin of replication.It can be duplicated and serve as an adjunct to the main bacterial chromosome. Question #4: What types of vectors are used to carry DNA from one species into the DNA of another species? Give examples. Generally plasmids and viruses, although naked DNA is a possible source as well. Question #5: What is a â€Å"transgenic organism†? Give examples. Or ganisms that contain dna from another organism. it is a type of gmo, or genetically modified organism. Ex: genetically modified crops, transgenic cows that produce different milk, mice with different genesQuestion #6: Why is it essential that the same restriction enzyme be used to cleave (cut) the DNA of both organisms used to create a transgenic organism? The restriction enzyme cuts in specifc sites on the DNA, for example complementary strands. A and T or C and G. So only with the same enzyme at both the DNA of organisms in places where the complementary base pairing can be cut, is used as the same enzyme enzyme, the DNA will be cut for example. at A and T on both the organisms the opportunity to tie the organisms at these sites via H-bridges as complementary bases.Therefore, it is allowed to bind the two organisms form a transgenic organism Question #7: Are there any factors other than technical ones that might slow — or even prevent — the use of bioengineering? The re are many social factors that will impede the progress of bioengineering. In the case of agricultural bioengineering, some people are frightened that bioengineered food would be less healthy. Bioengineered crops will also decrease the biodiversity of our food, making it more susceptible to disease (ergo famine). Also, genetically engineered crops will give developed nations a huge advantage over third world in food production.

Drug Use in Vietname

Drug use by the soldiers in the Vietnam War was very common. Drug use in the military has always been around, but in the Vietnam era it started to increase at an alarming rate. It is noted that there were many drugs used and abused during this time. These drugs include marijuana, cocaine, and heroine. Soldiers often used these drugs to kill the pain of many hardships such as injury during battle, loss of a fellow soldier or being away from home. Marijuana is legally considered a drug according to the federal Controlled Substances Act; however the use of it was treated differently from other drugs by American soldiers and military lawyers in Vietnam. (Brush) Marijuana was present in Vietnam long before the arrival of the Americans and the start of the war. Drug laws were poorly defined and the enforcement of these poorly defined laws had little priority in the Vietnamese criminal justice system. The Vietnamese Government had no control over marijuana and there was no central drug enforcement agency. According to a survey made in 1966 by the U. S. military command in the Saigon area showed that there were 29 fixed outlets for the purchase of marijuana. The use and culture of marijuana in Vietnam has often been considered part of the cultural regulations for use, sale, and protocol and there is no sense of illegal activity like there is in the U. S. Many American soldiers have noted that the Vietnamese people used marijuana freely and openly during the time. There are even stories of American soldiers smoking marijuana with the South Vietnamese civilians and soldiers (Brush). In 1963, soldiers started using marijuana during the advisory period of the war. This was the earliest noted time of drug use in the Vietnam War and began before the widespread use in the United States. As its popularity grew, Congressional investigations began. In 1967 an investigation by congress revealed 16 instances of marijuana use inside the Marine brig at Da Nang. The source was the Vietnamese who gave it to prisoners on working parties. It was first often distributed by the soldiers throwing it into passing vehicles in which prisoners were riding (Brush). Prisoners were not the only people eligible to get the ample drug. While driving through urban areas marines found marijuana easily from vendors selling it on the streets. Marines took the offense of marijuana more seriously than the army. While the marines were subjecting all marijuana users to Courts-Marshall, the army only subjected users and dealers of hard drugs to trial. Although the marines took a more harsh approach to the use of marijuana, it was a failure. By 1969 use of marijuana was no longer just a trend of rear area units, and a drug rehabilitation was established in Cua Viet. This quote from a senior officer shows the helplessness against the rising trend of drug use among soldiers. â€Å"I don't know what the solution is†¦. I don't know what the hell we are going to do. † (Brush) Marijuana was not the only drug problem during the Vietnam during the war. During 1970 and 1971, the media started to carry news of two new drug trends. The studies of the media showed a growing number of white, middle-class young people, in suburbs as well as inner cities, were said to be using or dealing heroin. And United States military personnel-primarily in Vietnam, but also at duty stations in the United States and throughout the world-were similarly said to be sniffing, smoking, or mainlining heroin in substantial numbers. (Brecher) The problem of drug use gained President Richard Nixon’s attention, and in 1971 he said this to Congress, â€Å"Even now, there are no precise national statistics on drug use and drug addiction in the United States, the rate at which drug use is increasing, or where and how this increase is taking place. Most of what we think we know is extrapolated from those few states and cities where the dimensions of the problem have forced closer attention, including the maintenance of statistics. † Also in 1971, anecdotal evidence revealed that heroin had become the must popular illicit drug among citizens and soldiers of the U. S. During the summer of 1971, the public was informed of the widespread heroin use and addiction among many of the United States armed forces in Vietnam. Public officials from the President of the United States announced that everything possible would be done to rehabilitate or cure addicted soldiers serving in the war. This shocking information about the drug addicted soldiers serving in the army started a massive rehabilitation plan. Richard Nixon released this plan to Congress in 1971 with this statement, â€Å"Rehabilitation: A New Priority†¦. I am asking the Congress for a total of $105 million in addition to funds already contained in my 1972 budget to be used solely for the treatment and rehabilitation of drug-addicted individuals†¦. The nature of drug addiction, and the peculiar aspects of the present problem as it involves veterans [of the Vietnam war], make it imperative that rehabilitation procedures be undertaken immediately. . . In order to expedite the rehabilitation program of Vietnam veterans, I have ordered the immediate establishment of †¦ immediate rehabilitation efforts to be taken in Vietnam†¦. The Department of Defense will provide rehabilitation programs to all servicemen being returned for discharge who want this help, and we will be requesting legislation to permit the military services to retain for treatment any individual due for discharge who is a narcotic addict. All of our servicemen must be accorded the right to rehabilitation. â€Å"

Business Ethics Article Essay Example | Topics and Well Written Essays - 1000 words

Business Ethics Article - Essay Example closely relates to the business issues covered in chapters 1, 3, 4 and 5. Ruud and Ruud (2011) explore different business concepts with great emphasis on ethics, law and how the business environment interacts with society. According to Ruud and Ruud (2011), business ethics results from the society values and generally demands that businesses operate in profit-making activities capable of benefiting the society and not amassing wealth at the people’s expense. The article particularly discusses the changing trends in business ethic, laws and corporate social responsibility in the global business environment. This paper explores business issues covered in chapters 1, 2, 3 and 5 and their link to issues discussed in the chosen article. Business Ethics and Good Life (Chapter one) Chapter one covers the concept of ethics in relation to the business environment and what entails good life in business. Good life is seen as the quest for pleasure and happiness throughout the lives of ma ny people. The values of the business world have been greatly influenced by the ethos of our society, and the values of the society values have as well influenced activities in the business world. According to Ruud and Ruud (2011), business values have emerged from societal values overtime in which such values are transferred into the business environment. ... Ruud and Ruud (2011) support the idea of society values influencing business ethos or values through the assertion that constantly changing societal values pose a significant challenge in the attempt of many businesses to sustain good relations with the society. Society and the business set up are inseparable with business ethos existing as guidelines to the coexistence between the business environment and the society. Finally, the concept of attaining good life in the business environment is easily achievable because it forms part of the business life. Business Life, Law and Ethics (Chapter two) This chapter progresses with the discussion of ethics in the business environment, where the view of business as solely pursuit of profits is widely disputed. The world of business is rather viewed as a community with communal values which guide its operations. Business is further seen as a tool for productivity and distribution of goods and services with the aim of benefiting the society at large. Ruud and Ruud (2011) hold similar views through the assertion that businesses must operate in ways that depict the best interests for the society. Modern societies favor businesses that pursue their profitability with clear social responsibility, thereby encouraging creation of socially responsible businesses. The importance of social responsibility in the society has seen the emergence of the corporate social responsibility. Corporate social responsibility forms part of strategic plans adopted in almost every business organization due to the societal emphasis on the need for businesses to have the interest of the society at the core of their operations. Corporate social

Envisioning America & What Caused the Pueblo Revolt Essay - 3

Envisioning America & What Caused the Pueblo Revolt - Essay Example The Spanish and English colonists were similar in the sense that they viewed themselves as someone who is superior whereas the Pueblo people and the American Indians were inferior people which made them a victim of the colonists’ superiority complex. Considering the English colonization, the English colonists viewed the native tribes they had encountered in North America as a group of people with well-established economic activities and relations related to agriculture and hunting. With regards to North America, the English people viewed the country as a nation that has a lot of natural resources that could contribute to the economic success of the English people. In fact, it was in North America where the Europeans found new foods including potatoes, tomatoes, and squash (Mancall, 1995, p. 5). Using religion as a strategy to colonize the Pueblos, the Spanish colonists viewed the Pueblos as a group of people who is weak and can be easily forced to follow the Spanish religion. On the contrary, the American Indians and Pueblos viewed the English and Spanish colonists as abusive and dangerous intruders. Frontiers of inclusion means that the act of intermixing and dealings between the races is allowed whereas the frontiers of exclusion means that settling took place in such as way that people are not allowed to intermix with other race and culture (Hutchison, 2003). Upon reading the books written by Mancall and Weber, it is safe to conclude that the â€Å"frontiers of inclusion† and â€Å"frontiers of exclusion† play a part in the ways that the English and the Spanish conducted their settlements in a foreign land. In the case of the English people, they use of frontiers of exclusion when settling in another country or territory. This is the main reason why the group of English people who colonized North America viewed their native tribe Indians as a group of individuals not equal to their own people but of a lower race (Hutchison, 2003, Mancall,

Developing Leadership Skills Essay Example | Topics and Well Written Essays - 1000 words

Developing Leadership Skills - Essay Example For this assignment, I observed my friend Carl who is a soccer captain and Jenny who is the head pharmacist at my local drug store. On this day, Carl had fallen out with his teammate Mark and it had escalated to a physical fight. Tensions had been brewing between the two because Mark had consistently challenged the captain’s decisions in front of his teammates. Mark is a very talented and hardworking player but has a high temper and is generally stubborn. He could have actually made captain but his mean tempered streak and sense of individualism stood in the way. Carl is also a talented player and a team player but is generally passive aggressive. He barely shows any emotion and has generally ignored Mark’s negative comments and public jabs to avoid fueling his anger. However, Carl had resulted to benching Mark during practice when the coach was not around to alienate him, decision that Mark had not taken kindly after missing out on several practice sessions. Constant a rguments had a cold war had gone on between the two till Mark finally confronted Carl and a fight ensued. The two now sat before the coach pleading their case and explaining what happened. Carl argued that Mark had constantly disrespected him and did not heed the advice of his peers during practice. Therefore he had been forced to make him sit out during practice and work with teammates who followed his lead. Mark on the other hand argued that he did not mean to be disrespectful and was only trying to have his voice heard. Being a good player and an avid reader on how to improve the way they played was only trying to get the captain to incorporate a few plays during practice. Carl interpreted this as a threat to his authority and hit back by alienating him from the team. Mark kept insisting that even though he has a short temper and sometimes speaks his mind in an assertive manner, he did not mean to fuel a feud between him and the captain. Carl appeared insecure about his abilities as a leader and did not act objectively. As a leader, he had identified that there was a problem based on how Mark behaved towards him. However, he did not deal with it effectively. Alienating him only fueled a feud between them and drove the team to take sides making it harder to work as a team. They had never evened out their differences and sat to talk about how they felt about each other. Luckily, this was an avenue to settle old scores and agree to work together as a team. Carl accepted that as the captain he could have stimulated participation and teamwork and allowed Mark to try some plays. Accepting Mark’s suggestions was not a threat to his authority. Carl used the paternalism leadership approach where anyone appearing question his authority was punished by being forced to sit out, a leadership style which drew the team apart and let to a physical fight. Jenny is the head pharmacist at the largest local retail pharmacy and has been lauded for her management and lead ership skills over the years. As the head of the largest pharmacy she has earned respect and is considered a mentor and role model among professional women. However, it has not always been an easy task as pharmacists can easily fall prey to the lure of money due to conflict of interest. On this day jenny sat before the owners of the pharmacy after a decision she had made to change drug suppliers from Hadleys pharmaceuticals to Clavam pharmaceuticals led to a crisis. The suppliers enjoyed a cordial relationship with the store owners and had been supplying drugs to the store since its inception. Jenny had recently signed a new contract with a different drug supplier and the old suppliers had reached out to the store owners to

Social and Theoretical Prespectives in Social Work Case Study

Social and Theoretical Prespectives in Social Work - Case Study Example After the conviction of Victoria's carers for murder, Lord Laming held intensive inquiry about it in London. The investigative report of Victoria as prepared by Laming consisted of some 400 pages of text. In the time between the arrival of Victoria in England in April 1999 and her death in 2000, Victoria had made her entry to a wide range of services. The services that she visited included the three housing services, four social service departments, and two police child protection teams. In addition, she was twice admitted to hospital. The post-mortem report found evidence of 128 separate injuries on her body. She had been subjected to physical pain by means of a range of sharp and blunt instruments. However, the immediate cause of Victoria's cause was hypothermia. Thus, we might state that a highly cruel and evil manner of dealings was made with Victoria. And despite so much of painful experiences faced by the child, she was left without help from every corner of the crippled system. At the end, Victoria's lungs, heart and kidneys all failed. Dr Nathaniel Carey, a Home Office pathologist with many years' experience, carried out the post-mortem examination. What stood out from Dr Carey's evidence was the extent of Victoria's injuries and the deliberate way they were inflicted on her. He said: The sorrow reveals that Vic... regard this as the worst I have ever dealt with, and it is just about the worst I have ever heard of" (p.2). The sorrow reveals that Victoria could have been saved from this tragic end but was not saved due to system fault. There were 12 identified and clear opportunities to save Victoria. These are as follows: 1) Ealing social services, spring 1999 when Victoria arrived in the London borough of Ealing, with her aunt Marie-Therese Kouao. 2) Warnings from a relative Ester Ackah, anonymous call to Brent Social Services. 3) When admitted first time in the hospital Central Middlesex Hospital on 14 July 1999 4) Her visits to Ealing social services.(Failed to identify her individual need) 5) North Middlesex Hospital visits on 24 July 1999. 6) Tottenham child and family centre, there was confusion about the case handling and it had been closed without seeing Victoria. (Communication Gap) 7) Health Visitor follow up.(Communication Gap) 8) Visits to Carl Manning flat (Lack of experience, understanding of the child's need and efforts to help her) 9) First Letter from Mary Rossiter, paediatrician, North Middlesex Hospital to Petra Kitchman, Haringey's child protection link with the hospital for the follow up on 13 August 1999. 10) Second letter from Dr Rossiter's second letter to Ms Kitchman on 2 September 1999 with the details of abuse. 11) Allegation of Sexual Abuse on Manning, 1 November 1999 12) Final visits to Manning's flat when the case was concluded with the note Kouao and Victoria left the place (December 1999 and January 2000). Failure of system, the fault of professionals, and the sufferers are innocent children This is not the only one approach to look at the child abuse cases that hold their

MARKETING PLAN REPORT Essay Example | Topics and Well Written Essays - 1000 words

MARKETING PLAN REPORT - Essay Example †¢ Accounts for a distributed market, for instance families, businesses etc. †¢ Center Parcs employs a wide range of promotions †¢ The organization treats its staff as the most important asset and recognizes them by promoting training and other initiatives that enhance their development (World Bank, 2006). Weaknesses †¢ The organization can only accommodate well-off customers †¢ There is a long lead time for future projects and/or developments †¢ The organization’s activities involve extensive use of natural landscape. †¢ Overreliance on weather despite the fact that the domes can provide heated water for swimming; but not for all the guests in the villages. Threats †¢ Complete focus on business customers may deter families †¢ Continued development is a threat to the environment †¢ Customers’ dependence on economic issues, for instance, the exchange rate etc †¢ Competitive prices from foreign holidays †¢ Existence of competitors such as Butlins. Opportunities †¢ Accommodating business customers †¢ Leasing out of all the facilities of the park †¢ Maximization of marketing opportunities via the use of the customers’ database (ITU 2007) †¢ Plenty of land for further development of more villages Being an organization in a market or rather field that has high demand, Center Parcs has found itself competing with other organizations that offer similar products and services. The main holiday service providers competing with Centre Parcs UK are Pontins, Butlins and Haven (Center Parcs 2012). ... customers Leasing out of all the facilities of the park Maximization of marketing opportunities via the use of the customers’ database (ITU 2007) Plenty of land for further development of more villages Threats Complete focus on business customers may deter families Continued development is a threat to the environment Customers’ dependence on economic issues, for instance, the exchange rate etc Competitive prices from foreign holidays Existence of competitors such as Butlins. Competitor Analysis Being an organization in a market or rather field that has high demand, Center Parcs has found itself competing with other organizations that offer similar products and services. The main holiday service providers competing with Centre Parcs UK are Pontins, Butlins and Haven (Center Parcs 2012). Based on the target market which primarily consists of families with young children as well as empty nesters (parents with grown children who have left home), these organizations pose a c ompetitive threat to Center Parcs. Most customers who visit live within a three-hour drive from the villages with a 60% repeat. A 60% chance of customers returning to the Center Parcs means that out of 10 at least 6 return (Center Parcs 2012). Butlins and Pontins offer stiff competition in this area since they offer similar services to those of Center Parcs’ but at a different level (World Information 2006). The Competitive Advantage The Boston Consulting Group (BCG) Matrix Product-market growth v. Market share High Low High Star – Center Parcs should maintain its marketing investments so as to keep realizing the prevailing profits. Problem child – this situation requires the organization to increase its marketing support in order to increase the market share. Low Cash cow – this situation

Poem Essay Example | Topics and Well Written Essays - 750 words - 3

Poem - Essay Example Dickinson’s use of symbolism and personification in describing her journey, or rather, her encounter with death helps bring out her point of view. Dickinson’s use of symbolism shows during the drive in the chariot which symbolizes her journey from the living to the dead. She passes from childhood (â€Å"We passed the school, where Children strove†) to maturity (â€Å"We passed the Fields of Gazing Grain†) then to her time of dying (â€Å"We passed the Setting Sun†) then eventually to her grave (â€Å"A Swelling of the Ground†). Notably, there is the repetition of the word â€Å"passed† which brings out the theme of symbolism. In stanzas three and four, Dickinson uses the word four times as the carriage symbolically moves down the path of life from the children and the grain, which are both living to the time of transition, or death, the setting sun. From this point onwards, the time stops, and it is the sun that passes them. This shows that they passed out of time of the living into the time of eternity where only time can pass them. The transition starts as when the sun sets, and ever ything becomes dark thus welcoming the damp and cold of the night (â€Å"dew drew quivering and chill.†) The use of personification in the poem occurs in two instances as Dickinson takes us through the drive with death. First, she personifies Death itself into a gentleman caller because she refers to him as a ‘he,’ in stanzas 1 and 2 while the rest of the stanzas she uses ‘we’ to show that two people are together. She also uses capital D when mentioning Death thus stressing the fact that Death is a name of a gentleman, and all names of people begin with a capital letter. Secondly, Dickinson personifies the setting sun when she refers to it as a ‘he’ when she says â€Å"Or rather He passed Us.† In this case, she acknowledges the capability of the sun as a point of transition. In the

The Legal and Ethical Environment of Business Essay - 1

The Legal and Ethical Environment of Business - Essay Example As the oil industry is directly related to the political setting, it is expected that the takeover of the United States and the Coalition forces since 2003 as well as the new constitution in place will create new opportunities for foreign investors. The Iraqi Constitution of 2005 clearly stipulates the provision of business prospects for international oil companies (IOCs). The global policy forum recognizes this: "In the new setting, with Washington running the show, "friendly" companies expect to gain most of the lucrative oil deals that will be worth hundreds of billions of dollars in profits in the coming decades. The new Iraqi constitution of 2005, greatly influenced by US advisors, contains language that guarantees a major role for foreign companies" (Oil in Iraq 2006). DWI can take advantage of this by pursuing oil exploration in Iraq. This new venture is expected to raise its oil production as well as it revenue and profit. DWI will be able to produce high-grade crude that is extraordinarily cheap to manufacture. In Iraq, discovery and development cost is only $0.5/B and $0.5-$1.0/B, respectively. As the constitution of the new Iraq government is still under establishment, there are no concrete laws which govern the oil industry.

Globalization Term Paper Example | Topics and Well Written Essays - 1750 words

Globalization - Term Paper Example assumption that globalization entails economic integration, exchange of knowledge, as well as interdependence of political and legislative decisions of world countries. Among the latest definitions of globalization is that of Al-Rodhan, who concludes that â€Å"globalization is a process that encompasses the causes, course, and consequences of transnational and transcultural integration of human and non-human activities† (Al-Rodhan 5). Therefore, it can be said that globalization is the process which makes integration and communication between countries, nations, businesses and individuals easier and less dependent on political or territorial constraints. This means that state boundaries or long distances play a less important role in communication and cooperation of nations. As countries become more integrated, they become more interconnected and interdependent in many aspects of their operations. Technological developments in transportation and communication have made it pos sible for world countries and people to become closer. The Internet, in its turn, has sped up and intensified the process. Availability and relative cheapness of Internet access around the world has diluted the states’ boundaries having allowed more people and businesses to work internationally. This has made different types of globalizations become more distinct and powerful. Among the major types of globalization are economic (financial), socio-cultural, and political (Dreher, Gaston, and Martens 2). Economic and financial types of globalization are among the most discussed ones because they are related to interdependence of world economies, increased flows of international capital and cross-border trade of goods and services (Shangquan 1). Technological advancements in transportation and... The intention of this study is globalization as a very complex process that touches all the spheres of people’s lives. Consequently, just like the majority of internal processes of each country, globalization evokes both positive and negative consequences. On a positive side are, definitely, the spread of technologies, free trade, and an increase in exchange of commodities between the countries. Globalization brings economic and financial development to less developed countries, and new business opportunities to the whole world society. Still, it cannot be said that globalization can be made to work for all, because advantages in some aspects bring disadvantages in others. For example, the spread of communication and Internet technologies has allowed businesses to outsource jobs from poorer countries to take advantage of the lower wage rates. As a result, home country professionals either lose their jobs or have to work for lower salaries. Similarly, outsourcing of business pr ocesses, while is a great driver for India’s economy, has lead to displacement of some service-sector jobs in developed countries. Globalization diminishes the importance of borders and, supported by the Internet, allows for free movement of information. As a result, it is becoming more and more difficult for governments to control and suppress information they prefer to restrict. The Internet even provides large companies with opportunities to show self-governing behavior.

Sociological Theories Essay Example for Free

Sociological Theories Essay Mills was able to shift his focus to examine how people influence others based on external social forces that shape personal experiences. Mill’s definition of the sociological imagination allowed for the ability for others to see the impact of social forces on individual’s private and public affiliations. Through Mill’s establishment of the sociological imagination, a perspective on religion could then be observed through viewing religious institutions as merely a product of social foundations (Dandaneau, 146). In Steven P. Dandaneau’s book, Taking it Big, Developing Sociological Consciousness in Postmodern Times, the analysis of chapter seven entitled, Religion and Society- Of Gods and Demons, created an assessment which viewed the nature of religion as a social institution. The arrangement of religion within a society creates a structural analysis of patterns and beliefs that are replicated through the development of social establishments and are maintained within a society by linking social institutions directly to a religious belief. †¦Structural analysis, that is, systematic thinking about how patterns of life and belief are reproduced across time and space such that social institutions- composed of roles, positions, groups, norms, values, and rituals- are created and maintained, thereby building and rebuilding society†¦Ã¢â‚¬  (Dandaneau, 145). Therefore, we can conclude that social institutions help to formulate the individual within society by establishing the roles endorsed through the institutional framework. As an outcome, institutions and the individuals within it, consequently determine the structure of a society through using religion as a collective social enterprise (Dandaneau, 146). This establishment of social enterprise requires unique customs and practices in order to maintain social cohesiveness within a specific religious institute. Each religious society is then able to formulate distinct internal divisions that allow for individuals to develop a sociological imagination within a religious society (Dandaneau, 148). Through a historical context, religion has always been a product of human existence. Various religious institutions practiced today are an outcome of recent history after the shift away from Aminism. The transformations within the human consciousness arose as a result from the combination of urbanization and modernity. Through a more urbanized and contemporary society, the growth of the human population was abundant and inevitable. As a result, religion was then used as a form of material comfort for a new, emerging, and suffering population evolving within human history (Dandaneau, 150). Religion prevails today amongst people within a particular culture because of the ability for religions to reproduce themselves based on adaptations made from the establishment of modernization (Dandaneau, 150). However, the use of religion as a means of social change does not necessarily enhance or diminish societal modifications within a structured society. The sociological imagination was an outcome presented by religion partially because of the impact of sciences and nature within the development of the scientific revolution. These imagined responses are understandable, at least on sociological grounds, because never before had humans been so influenced by the scientific revolution. † (Dandaneau, 157). This skepticism of religion was a contributor to the initial expansion of the sociological imagination presented by Mills. Through the use of the sociological imagination today, a dystopian and dying world is presented. For Mills, religion had lost its sacred substance and it s ability to inspire current members. As an outcome of this, Mills offered the â€Å"immanent critique,† which is the involvement of a group’s own principles against them, and the inspiration for them to have their own individualized ideas. â€Å"Immanent critique†¦entails using a group’s own principles against them and encouraging them to live up to their own cherished ideals†¦Ã¢â‚¬  (Dandaneau, 159). In conclusion, through the sociological imagination, Mill’s is able to determine the structure, history, and the society that prevails within a religious union. The meaning of religion within a communal setting is bound by social experiences. Despite Mill’s views that the world is dystopian and dying, he summarizes the sociological imagination is evidently an insufficient form of comfort; and that these devout experiences create a critical aspect in religious self-development through both an individual and a community perspective. â€Å"†¦Religions status and meaning for today’s world†¦is a subject that requires the sociological imagination because the sociological imagination is located at the crossroads of social structure, history, and biography. (Dandaneau, 156). In Steven P. Dandaneau’s account in chapter nine, The End of History, he analyzes an outlook presented to emphasize that our history is simply the reality in which we live in. This present reality is defined by former historical events that have contributed to creating and institutionalizing an objective and collective memory of the past. Through his concept of the sociological imagination, he demonstrates his conviction that history and biography should be linked together rather than seperated. In relation to Mill’s theory, the whole purpose of developing the sociological imagination is to simplify involvement in history making, not of history coming to an end. Through the expansion of social structure created by the sociological imagination, the media’s portrayal of historical events impacts the expansion of social change though changing perceptions within the lives of the individual. Through the changes in perception within the lives of an individual, as stated by Mills, we create â€Å"intricate connections between the patterns of their own lives and the historical level of reality. (Dandaneau, 198). Therefore, the sociological imagination cannot be reenacted through mere simulations or second hand accounts of individual experiences because of the failure to confront present humanity. In order to understand the structure of a particular society in history, we must understand the demise of the sociological imagination and how it is applied to existing histo rical accounts. Through the introduction of the industrial revolution and modernity came the introduction of time and space that was initially introduced as â€Å"clock time†(Dandaneau, 200). This mechanical means of measuring passing moments was incorporated into all social life within industrial society. â€Å"With the industrial revolution came â€Å"clock time,† which is rooted in a mechanical means of measuring passing moments and that was used to regiment work and, indeed, all social life† (Dandaneau, 200). Through this idea, the perception of time and space is historically and socially structured through being a product of culture. Through time and space in relation to history, together they represent primary media through which societies can then be regulated. â€Å"Time and space are socially organized and culturally conceived, and they represent primary media through which societies are integrated and regulated. † Through the use of history, human beings have been able to document societal structures based on the idea of learning and understanding past historical events. Through this, individuals can assume that history is continual and it affects all members within a society. As a result of absent facts about history, Mill’s finds that our society has no direction to our immediate history or current historical situations (Dandaneau, 216). This is problematic because with the end of history, â€Å"it is difficult to develop a sociological imagination within a single self-consciousness† (Dandaneau, 218). Consequently though, there are varieties of people who prevail despite the idea of the ending of history. Minority groups have a strong interest in history because they are engaged in a constant struggle for equality. Due to injustices and inequalities, minority groups look back on their history of struggles to determine solutions and to find courage to fight for individualism (Dandaneau, 219). Social and political change can be made possible through the possession of the sociological imagination through an analysis of history. Without this analysis, history will end. Unfortunately, because of inaccurate portrayals of history presented through social media, the end of history faces unpredictable challenges because our society’s institutions are both the solution and the root of postmodern societal problems. It is up to the individual who possesses the sociological imagination to make the realization that postmodern culture is merely a developed hyper reality created through the inaccurate depictions of our human history. â€Å"Through ideological distortion and as a result of its inflection through the mass media, â€Å"history† is today on life support†¦it is the task of the possessor of the sociological imagination to act as if his or her exaggeration is not yet true†¦Ã¢â‚¬  (Dandaneau, 222). In conclusion, this chapter emphasizes the necessity for access to â€Å"real historiography (reason) and the means to participate in radical social change (freedom)† rather than inaccurate representations of history through the media and other social institutions. Mill’s sociological imagination allowed him to look at history as a continuing process in order to reach the full understanding of society. Consequently, individuals within our postmodern society fail to intersect with the problem to end history because of the inability to change social institutions. As a result of this, the structure of human history is distorted through mass media. This makes the task of positioning ourselves within current history difficult because of the misrepresented comprehension about our past. â€Å"†¦The problem of the degradation of the public sphere intersects with the problem of the end of history because without a space in which to act toward and fundamentally change postmodern social institutions, a democratic history cannot be effected† (Dandaneau, 223). In chapter ten, Sociology without Society, Steven P. Dandaneau begins by reflecting that the impact of working against the sociological imagination exists for more reasons besides the degradation of public life and the loss of history. He states that â€Å"within sociology itself† (Dandaneau, 225) the sociological imagination follows the complex relationship between altering social structures and frequent individual occurrences within structured social institutions. So what exactly does this mean? The arrangement of sociology without scrutinizes that are derived from collective life and the self-consciousness of others within everyday life ends in the development of sociology without society. Sociology (according to Dandaneau’s accounts from Alan Wolfe) studies the moral basis of society; when according to his opinion, â€Å"Sociology should be a study of people as they interact and relate with other people,† and sociologists fail in this obligation to study people’s complex and morally dependent relationships with others (Dandaneau, 226). This idea of sociology without society is made even more prevalent through the works of Mill’s sociological imagination. Despite Mill’s evident transference of emotions through conveying an understanding of a society, Mills spent little time actively engaged with actual members (Dandaneau, 226). This view of society, the practice of the sociological imagination to create a civil society is â€Å"The product of a sociological perspective that attends primarily to the workings of the modern state and the capitalist market or the integration of both systems working together† (Dandaneau, 227). In postmodern times however, a civil society is thought to be maintained through moral rules learned from childhood experiences carried into adulthood (Dandaneau, 228). The sociological imagination is threatened today by any effort to suppress its pragmatic background (Dandaneau, 229). Ignoring the pragmatic background denies the importance of society itself; thus, the practice of a sociologically meaningful story derived from an accurate historical event is dowsed with the awareness of practicing sociology without society. Through this idea, Mills created a portrait of people that he describes through interactions between people within specific social settings. â€Å"He (Mills) focused attention on the relationship between these individual lives and the changing structure of American capitalist society-its class system, technological shifts, racial segregation, and the social policies that have affected all of these† (Dandaneau, 235). This type of society, and the various types of people in it, can be understood if the type of the social problem is identified. This could create a reconstruction of our social system, â€Å"†¦we stand a chance of restructuring our social systems in such a way as to eliminate the problem as it is experienced in civil society† (Dandaneau, 235). If social problems are derived from social institutions, and people have the ability to form moral bonds with others for civil societies, then it can be concluded that individuals who possess a sociological imagination have the ability for structural change. Even though Mills practiced sociology without society, he deemed it possible to retain a strong connection to people despite the lack of an empirical connection. As emphasized from a passage in chapter ten, â€Å"The possessor of the sociological imagination is as much concerned with ideas as facts; the trick is to bring them into a meaningful relation to one another†¦Ã¢â‚¬  (Dandaneau, 239). Through the possession of a sociological imagination, the division of sociological labor provides a historical totality of social and cultural experiences (Dandaneau, 239). The sociological imagination also is a form of self-consciousness that displays the complexities of the world through conceptualization. Mill’s final assertion is that civil society has â€Å"not disappeared altogether† (Dandaneau, 240) and that people must be understood for existing as moral agents, and social beings with moral rules and obligations. In closing, three questions regarding structure, human history, and varieties of people within it, are all parts of Mill’s perspective within the sociological imagination.

The Symbolism Of The Journey

The Symbolism Of The Journey The symbolisms in the poem The Road Not Taken by Robert Frost and the short story I Used to Live Here Once by Jean Rhys have a similar contextual moral aspect. Each piece of literature represents a journey that is taken by the character. The contrasts of the two literary works are the theme and tone of the works. The comparison of both works utilize the third person point of view. The third person view variation in The Road Not Taken is the utilization of the objective point of view. According to Clugston, 2010, The third person technique is used in both the poem The Road not Taken and the short story I Used to Live Here Once; which is successful in allowing the reader to comprehend, empathize and visualize every aspect of the journey and how it was dealt with it. (Kindle Locations 2423-2439) According to Clugston, 2010, these literary works utilize An external narrator who takes a detached approach to the action and characters, usually to create a dramatic effect, and does not enter into their minds is using an objective point of view. (Kindle Locations 2437-2439) The allegory and motif aspects of symbolism used in both; I Used to Live Here Once, and The Road Not Taken provide insight in to the characters present and past life. Another symbolism in the story I Used to Live Here Once, is the after death implication. This story implies the character has moved from life to death. It explores what the deceased is feeling and what they are experiencing after death. Another difference between the poem and the short story is the author Jean Rhys writes with a somber tone, reflecting on death and the afterlife. The depiction of the characters stance reveals the somberness of her spirit. Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This is also the moment she realizes she has crossed over. While the poem The Road Not Taken by Robert Frost represents life and its choices to pattern or construct your life by or after. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. (Kindle Locations 783-784) The comparative literary works use metaphoric symbolism throughout the content. The use of these metaphors is very simplistic. According to Aragno, 2009, The classical view of metaphor (since Aristotle) as a product of languageà ¢Ã‹â€ Ã¢â‚¬â„¢the device of dramaturges and fruit of the poetic imaginationà ¢Ã‹â€ Ã¢â‚¬â„¢has given way to a modern understanding of metaphor as the way we initially process and articulate new concepts. (p. 1) In the comparative literature the metaphoric symbolism is represented differently. In the poem by Frost, the metaphor is characterized by trees and roads. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) The allegory concept is displayed through the entire poem, which is a representation of the moral aspect of choices and decisions that are a factor of life. The poem infers two stages of life, younger and older. Frost uses basic allegory references to emphasize his point and view. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference. (Kindle Locations 791-793) According to George, 1991 Readers of The Road Not Taken have been warned by Frost himself against casual readings; he stated that the poem is very tricky and that its subtle mockery contains a hit. (p. 230) This allegory reference in the poem allows the reader to reminiscence on personal choices that were made during similar periods and phases in life. Likewise in the short story I Used to Live Here Once also, allows the reader to envision dà ©jà   vu experiences encountered during life. Pursuant to George, 1991, the literary speaker of this poem refers to an older version of self whom he attacks. In many ways the speaker older and younger selves are alike. (p. 230) This motif is similar to the short story motif where the speaker refers to life and death. Each speaker is referring to a journey in life that must be taken, whether wanted or not. Both literary works use a subliminal symbolism that resonates within the reader. These literary works both implement a metaphoric and persona allusion of the author. Pursuant to Wolfe, 1977, In the short story I Used to Live Here Once, Rhys returns in spirit to the Caribbean home she had revisited materially in the third story of the book, The Bishops Feast, a description of her first homecoming, as a middle-aged woman, in twenty-five years. This is symbolic of the border she has just crossed, and looking at the local landmarks. (p 300) The persona technique utilized all through the poem and short story allows the reader to postulate appearances of the character from the narrative theme. According to Newman, 2009, fictional characters are fully embedded in their discrete fictional contexts, their intelligibility is enlarged by the application of framing principles their study shares with our understanding of real human beings. Newman further claims that fictional characters, in addition to benefiting cognitively from the projection of actual-world structures onto them, contribute to our understanding of actual-world configurations by returning the projection back to their real-world prototypes. (p. 73) This concept thereby provides credence to many readers conceptualizing the characters association to the authors. Each literary work bears some resemblance in a stage of the authors life cycle. There is a comparative commonality of the recurring motif of various depictions of familiar and unfamiliar articles in both literary works. According to Aragno, 2009, After Goethe, he showed that scientific, as well as literary, acuity may express itself through poetic imagery: the mark of this vital, spirited envisionment is that it results from the fine-tuned, creative observers efforts to concretize and convey new patterns of understanding. (p. 31) This continual use of symbolism allows the reader to conceptualize different aspects of life. By continually viewing different aspects the reader obtains varied clarifications of the poem. According to Gibbs, 2011, Allegory is a cognitive action in which people apply a metaphoric mode of understanding to situations and discourse that typically does not contain metaphoric language per se. My claim is that allegoresis is not a specialized mode of interpretation, but a fundamental human impulse to draw diverse connections between concrete and more abstract experience. (p. 121) This theory in essence would account for readers interpretation of Robert Frosts The Road Not Taken as a depiction of only one phase of lifes regrets. When in actuality the poem is reflective of lifes entire journey; it is like looking into a mirror at whats behind you. Viewing this same principle with Jean Rhyss I Used to Live Here Once, readers must rely only on the abstract experience to conclude the characters death. This complementary use of the allegory theme allows the writer to draw the reader in for exploration of the poem or storys contextual and conceptual meaning. One comparative stance for these literary works is the use of an inexplicit empathy response from the reader. In The Road Not Taken the readers empathy is piqued by the text, I shall be telling this with a sigh Somewhere ages and ages hence: (Kindle Locations 791-792) This section is inferring regret for choices made during an earlier stage of life, which invokes empathy and thoughts of broken dreams. In the short story I Used to Live Here Once, the readers empathy is vexed with the verse Her arms fell to her sides as she watched them running across the grass to the house. That was the first time she knew. (Kindle Locations 3792-3795) This last stanza of the story leaves the reader empathizing with the characters realization of looking from the eyes of death. According to Coplan, 2004, Several recent empirical studies indicate that readers tend to adopt a position within the spatiotemporal framework of narratives that is based on the position of the protagonist. (p. 141) In addition, Coplan, 2004, also states Empathy integrates cognitive and affective processes, creating a complex and dynamic psychological experience that draws on different capacities we have for connecting and responding to the world and those in it. The cognitive component of empathy involves using the imagination to undergo a shift from ones own cognitive perspective to the cognitive perspective of the target individual. (p. 143-144) This natural psychological perspective trait allows the readers to identify and empathize with the narrative characters in both literary works. By empathizing in their imagination readers can experience the characters pain, emotions, and perspectives. This allows for the readers visual association without actual physical association. This is evident in The Road Not Taken in which it states, Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth. (Kindle Locations 778-780) This invokes the readers visual imagination of looking down a road or street. In the poem I Used to Live Here Once, the following excerpt allows the reader to envision the characters excitement of being home. The road was much wider than it used to be but the work had been done carelessly. The felled trees had not been cleared away and the bushes looked trampled. Yet it was the same road and she walked along feeling extraordinarily happy. (Kindle Locations 3759-3761) The metaphoric, allegory and symbolic theme of the poem and short story assists readers in their cognitive and figurative visualization of the characters, their emotions, surroundings and the subliminal tone of the work. According to Gibbs, 2011, he states My aim in this article is to explore some of the ways that everyday language reflects the allegorical impulse, as a general mode of understanding, and to offer some empirical evidence from psycholinguistics that suggests peoples unreflective abilities to draw allegorical connections. (p. 122) In many respects each literary selection provides its own moral conceptualization for the reader to internalize and reflect upon their own lifes experience. New concepts and perceptions are realized as the text is reviewed by the reader. Pursuant to Gibbs, 2011, One of the reasons poetry offers us meaningful insights about our lives is because they, too often allude to enduring allegorical themes. (p. 123) In conclusion, whether it is poetry or short story, a readers perception will determine how the literature is perceived. The comparative view of the poem The Road Not Taken and the short story I Used to Live Here Once, offers similar themes, motifs and symbolisms with a basic moral aspect to lifes journey. The literary works portrayed the facets of the difficult journey of life and the realization of the journey after life.

Teaching Method For Environment Education

Teaching Method For Environment Education Abstract :This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activiti es are not changed Keywords: Neuroscience cognitive learning, brain based learning, problem based learning, environmental education INTRODUCTION More than 30 years have passed since the appearance of Environmental Education in Malaysia, however expert still encounter difficulties integrating Environmental Education into academic programs the classroom. The existing curriculum should not only provide environmental awareness to students, but to prepare students to act on environmental problems (WWF, 2008) Education is an essential tool for achieving a sustainable future. Environmental education is one of Sustainable Development agenda implemented through the education system. Various definitions of Environmental Education (EE) produced by several parties. UNESCO (1999) defines Environmental Education as a form of education or knowledge which includes such as physical aspect; environmental impact directly and indirectly; and interaction between the local communities and the impact of activities in a given time. In Malaysia, the definition of the concept of Environmental Education is based on the definition issued by the Division of Teacher Education (1997) and Department of Environment and the Institute for Environment and Development University Kebangsaan Malaysia (UKM SUSTAINABLE) (2004). According to both of these organizations, Environmental education involves learning to understand the interaction humans and the environment and how the environment is managed in a wise and responsible to the sustainability of life on Earth. It involves education about the environment to increase awareness, knowledge and understanding about environmental management wisely. While the process is said to involve education about the environment, through the environment and for the environment. byPalmer(1998), interaction between these three components can be seen as the Figure 1. Attempts are now being made by environmental educators to fully become interdisciplinary and reach beyond just the Science classro om. To become fully interdisciplinary, environmental education needs to reach out into all subjects; Math, English, Fine Arts and Social Studies, to mention a few. To leave the topic of the environment merely in the Science classrooms is to ignore the interdisciplinary nature of the issues involved with the environment. Students need to learn how to write about the environment, understand how environmental issues are dealt with in other countries, learn how historically the environment was treated, and the actual mathematical side of environmental problems, like the impact of oil spills on local ecosystems. There should be a greater emphasis on teaching about the environment, for the environment, and in the environment. Figure Palmer, A model for blending together these components in environmental education. This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. This focus age group is chosen because according to neurobiological development, during this post-puberty stage, the individual is ready to discuss heavy issues of ecological degradation(Puk, 2012) ENVIRONMENTAL EDUCATION IN MALAYSIA EDUCATION SYSTEM In the Malaysian school system, Environmental education was introduced through the infusion and integration approach; as well as introduced in relevant subjects such as English Language, Malay Language, Geography, Science, Local Studies, Civics and Citizenship. It was also infused through co-curricular activities such as Nature Clubs. The Curriculum Development Centre in the Ministry of Education has also developed and distributed a Teachers Guide Book to infuse Environmental education across the primary and secondary school curriculum. However researches indicated that these approaches were generally not coordinated and not implemented effectively. Researches showed that till 2005 although Malaysians in general know and realize that the environment need to be taken care of, however most of them are not oriented to translating their knowledge into action. Environmental Education allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Environmental Education requires far-reaching changes in the way education is often practised today. Environmental Education, is not simply about giving students information, but ensuring that education and schools specifically is mobilized to re-orient society towards sustainable practices ENVIRONMENTAL EDUCATION APPROACH PROBLEM Previous studies have shown that students in primary, secondary and higher education institutions in Malaysia have knowledge about the environment but possess low awareness of the environment (Daniel Shafiee, 2006). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. To engage diverse students actively in classroom is to understand and interact within their unique worlds. Traditional teaching methods tend to neglect active student involvement, and so fail to tap their rich wells of diversity in class. When lessons do not accommodate students interests and abilities as tools to achieve, learners lose interest and feel disengaged (Ronis 2008). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. The problem arises from the difficulty of students to master the concepts of abstract environmental teaching. Students who do not understand the basic concept of the abstract environment is always looking for short cuts to memorize a concept but did not understand what was said. By just memorizing the concepts, meaningful learning environment does not occur. When meaningful learning does not occur, knowledge and awareness of the environment relatively will be low. This opinion is based on the Model of Responsible Environmental Behavior (Hungerford Volk, 1990) which states that individuals with high knowledge and awareness of environmental will showed positive behavior towards the environment Hence, environmental education should incorporate elements that promote thinking and problem solving skills. Environmental education also having the difficulty o f empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation (Thomas 2005). Recognising the importance of the responsibility to protect our environment cultivated, the Environmental Education in Malaysia education system should be able to function efficiently to form a community that are sensitive and concerned about environmental issues and acquire the knowledge, skills, values and commitment to work and act individually or together toward solving environmental issues. Many will have positive attitude and knowledge about the environment but fail to reflect environmental values in terms of their commitment towards environment (Kollmuss Agyemen 2002). However, knowledge about environmental issues per se cant be the only determinant for pro-environmental behavior, other factors also play an important role (SitiNurDiyana Mahmud Kamisah Osman 2010). Teaching and learning approaches adopted in Environmental Education was also found to be less effective in generating optimum learning potential of students with learning style preferences vary. This is because generally practiced method is just give priority to certain groups of students in the classroom. Teaching often emphasizes linear information processing approach (Lourdusamy, 1994). This method is found only in favor of the students who have left brain dominance and less able to attract students who are dominated by the ability of the right brain (Sousa 1995). Consequently, only students with specific learning styles benefit from teaching while the others were less keen to learn. When subject areas are taught in a conventional format, they are taken out of their natural context and presented to learners as independent and isolated units. Unfortunately, this traditional format operates in opposition to the brains natural way of integrating and processing new information (Ronis 2008). According to that problem, therefore various approaches in teaching and learning have been explored for the purpose to enhance learning environmental education. Recently one of the areas have been concerned by the educational communities is the potential of Problem-based Learning with consideration of neuroscience cognitive elements to promote environmental education. Problem-based Learning approach appears to be a potential method to inculcate students with sustainable knowledge, since it require action on the ground, to provide students with opportunity to apply their knowledge into practice (Steinemann, 2003). NEURO-CONSERVATION APPROACH Proposed neuroscience cognitive approach is one of the suitable methods to overcome problems as described earlier. This approach taking into account relevant aspects of the principle of the brain capacity to generate meaningful learning. With different primary structures (reptiles brain, midbrain/ limbic system and neocortex), the brain requires specific approach to operate at its optimum. Neuro-conservation approach which taking into consideration the emotional climate, teaching strategies and reinforcing strategies can enhance the brains learning. The changing nature of the neuroplasticity of the brain may also have implications for lifelong ecological literacy and provides direction towards the restructuring that schooling may require in order to influence global efforts to deal with ecological degradation. This involves the manner in which internal representations (the content of neural networks) are laid down in human beings during childhood and the resulting resistance to chang e during adulthood(Puk, 2012). Neuroscientists are just beginning to understanding how brain development is related to aspect of adolescence such as risk taking, decision making, and managing impulsive behaviours. It is the job of the prefrontal cortex to control these impulses through reason, planning or delay of gratification. But the impulse inhibiting capacities of the brain are not present at birth. Research now indicates that it take at least two decades for the biological processes of brain development to produce a fully functional prefrontal cortex (Weinberger, 2001). Thus middle and high school students still lack the brain development to balance impulse with reason and planning. Figure 2 visualizes the neuro-conservation approach. The approach integrates principles of brain-based learning and problem based learning. The Brain Based Teaching Approach advocates three instructional techniques: Orchestrated Immersion (creates a learning environment that fully immerses students in many educational experiences), Relaxed Alertness (eliminates fear in the learners while maintaining highly challenging environments) and, Active Processing (allows the learner to consolidate and internalize information by actively processing it). According to this theory, each education should integrate all of these elements: a) Relaxed Alerteness i. The brain learns best in its optimal state. ii. The brains cognitive cycle influences the learning process. iii. Emotions are critical to the brains patterning process. iv. Learning is enhanced by challenge and inhibited by threat. v. Positive climate stimulates brain function. vi. Appropriate environment, music and aroma exvite brain activity. b) Orchestrated Immersion i. The brain is a parallel processor it able to perform multi activities in the same time. ii. Search for meaning comes through brain patterning process. iii. The brain processor works in wholes and parts simultaneously iv. Complex and active experiences involving movements stimulate the brain development. v. Learning engages the whole physiology. c) Active Processing i. Learning involves both focused attention and peripheral perception. ii. Learning involves both conscious and unconscious processes. iii.Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. iv. The brain can easily grasp and remember facts and skills embedded in its memory space. Figure Neuro-conservation approach model Figure The PBL learning principles (Based on the works of GraaffKolmos 2003, KolmosGraaff 2007) In this neuro-conservation approach these three instructional techniques (orchestrated immersion, relaxed alertness and active processing) are implemented across the entire process of learning. The integration of these learning optimum state elements is believed to be able to fulfill various learning requirements whilst fostering interest among students to learn. This is due to the fact that the shift from teaching to learning is considered the most important innovative aspect of this educational concept, and consequently, the task of the teacher is altered from transferring knowledge into facilitating the learning process of the students (Kolmos 2006). This approach is expected to stimulate and generate conceptual understanding and motivation to learn, 21st century skills and environmental awareness among students and hence increase their learning potential of a learning style preferences vary. In neuro-conservation approach, the PBL principles suggested by de Graaff and Kolmos (2003) is adopted. In general, de Graaff and Kolmos (de Graaff and Kolmos 2003, Kolmos and de Graaff 2007) summarize the main learning principles in three approaches: cognitive learning, collaborative learning and contents (See Figure 3). (1) The cognitive learning approach Learning is organised around problems and will be carried out in projects. It is a fundamental principle for the development of motivation. A problem provides the starting point for the learning process, places learning in a context, and bases learning on the learners experience. (2) The contents approach This approach especially concerns interdisciplinary learning, which not only stresses but also spans traditional subject-related restrictions and techniques. It is exemplary practice in the sense that the learning outcome provides a good example of the overall objectives. Furthermore, it supports the relation between theory and practice by demonstrating the fact that the learning process involves an analytical approach using theory in the analysis of problems and problem-solving methods. (3) The social approach is team-based learning. The team learning aspect shows the learning process as a social act in which learning takes place through dialogue and communication. Furthermore, the students are not only learning from each other, but they also learn to share knowledge and organize the process of collaborative learning. The social approach also covers the concept of participant-directed learning, which indicates a collective ownership of the learning process and, especially, the identification of the problem. Stonewater (2005) argues that the best way for teachers to equip learners with the skills and attitudes they need is through problem solving and inquiry learning. Learning should involve the use of inadequately structured problems, problem that provide only minimum amount of information, just enough to guide the investigation. In relation to Environmental Education in Biology, this theoretical background paves the way for the employment of neuro-conservation approach as an innovative strategy for subsequent educational design (See Figure 3). By its very nature, the problem-based approach requires an organizational framework which is similar to detective work. By first identifying specific focus questions and then proceeding through systematic research for answers, students learn the discipline of logic along with the excitement of mental connection that click, resulting in insight and epiphany. The urgent need for and emphasis on interactivity in the learning process is directly linked to the idea that each learner actively creates his or her own knowledge through direct and meaningful experience (Ronis 2008). When students explore information through a variety of different instructional approaches, they often become more interested in and receptive to the subjects they are studying. Because the brain is functioning with greater efficacy through these varied approaches, students are able to invest more of their mental energy in learning and thereby commit concept to memory with greater comprehension (Cowley Underwood 1998). Additionally, using neuro-conservation approach allows teachers to help their students become successful in most of these areas, including learning/innovation skills; information, media and technology skills; and life/career skills. Depending upon the PBL scenario, many of the core subjects and themes can also be included. As students work together to define the problem, find and evaluate evidence and reconsider the problem from multiple angles, they develop higher order thinking, problem-solving, collaboration and communication skills. These skills are transferable to all contexts, in school settings as well as in real-life. Research indicates that the use of PBL enhances problem-solving skills and effective reasoning strategies, while increasing long-term student retention and application of knowledge (Goodnough Cashion, 2006; Strobel van Barneveld, 2009). PBL also has the potential as an effective learning approach in Environmental Education (Clara Vasconcelos 2010). In PBL, sce narios relating to real life are used as a point of departure for the learning process. In this learning approach, the ill structured nature of the problems not only personally relevant to the students, but address timely community issues and thus establishing a valid connection with the learners themselves. PHASES OF IMPLEMENTATION A neuro-conservation intervention program will be implemented for postgraduate science education students. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activities are not changed. In addition, students will suggest possible solutions to change current patterns in the climate change. The focus will be to create solutions that are fact based and practical. Solutions should span personal, local and global changes that could decrease global warming. The program will comprise six lesson (45 minute each) and one field trip. The instruction will be implemented within a period of approximately 6 weeks. The seven week course will be based on the three main phases considered as the compulsory axis in PBL program: a) Involvement in the program, b) Solving the problem within group work and c) evaluation of the learning process. A field trip will be organised in order to present the problem within an appropriate context. Prior to beginning this neuro-conservation learning lesson, respondents will be given pre-test of global warming conceptual understanding. This provides the researcher with one summative assessment that compare the repondents growt and learning prior to the lesson experience and following the activity. This study will evaluate respondents motivation to learn, environmental awareness, conceptual understanding about global warming and also respondents 21st century skills. In neuro-conservation approach, teacher needs to help learners build their own problem-solving skill and thinking abilities while teaching the content necessary to apply those skills. . Table 1. Phase of Implementation Neuro-Conservation Approach Phase Activity Features PBL Phase Brain Based Learning Principles Involvement in the program Activity 1: Class Discussion and Hyphothesis Generation Task: Students are given a real-life problem statement. Students brainstrom and suggest the kind of infromation or data that they would need to answer the question posed. Activate the memory processor system and students prior knowledge to stimulate the transfer process. Problem Design The teacher begins the learning process by developing a real world open ended problem. This problem is related to the unit that is being taught in that it should involve the application of the content skills and concepts covered. Learning is enhanced by challenge and inhibited by threat. Emotions are critical to the brains patterning process. Solving the problem within group work Activity 2:Field Sampling Task:The choice of the field site should be based on easy of sampling. The student guide gives the students a brief outline of the bioassessment physical parameter procedures that they will perform in the fiels. Acivity 3: Class Meeting Task:Each team will meet and with the help of the instructor, decide what the data they have collected may mead to their hypotheses and what information yet needs be obtained. Activity 4:Class Meeting Task: Students are encourage to discuss and form a plan of action especially in regard to the laboratory data they need. Some students may have already done this and may begin actual laboratory work. Activity 5:Action Items/ Laboratory Work Task:Instructor needs to be available to consult with the students before they begin their work so they have a clear idea of what they need to do and advise. Activity 6: Class Meeting Task:Students share information and draw final conclusions concerning their assignment. They begin planning their posters and position papers. Activate the right brain processor prior to the left brain. Alleviate anxieties over accessibility and relevance material. The stage for brain active processing The stage for digesting, thinking about, reflecting on and making sense of experience utilizing visualization, auditory, kinesthetic in multiple context. Locating and Identifying Resources The second phase, the resources phase refer to the stage when students gather data as well as acquire learning resources and engage in experiences. The brain is a parallel processor it able to perform multi activities in the same time. Search for meaning comes through brain patterning process. The brain processor works in wholes and parts simultaneously Complex and active experiences involving movements stimulate the brain development. Learning engages the whole physiology. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. The brain can easily grasp and remember facts and skills embedded in its memory space. Evaluation of the learning process Activity 7: Final Assessment Task: In this activity, students will be asked to present their posters and conduct a formal evaluation of the posters of the other groups. Additionally, each student will hand in the position paper that support his/her conclusion to the problem. The activity stimulates working memory to summarize the lesson Problem Analysis In the final phase, the problem analysis phase, the teacher role is to encourage students to offer answers, hypotheses and reflection that may consist of either closed or open activities inquiries. The brain is a parallel processor it able to perform multi activities in the same time . Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes The purpose of neuro-conservation approach is to help educators make sense of current research in the neuroscience and the resulting implication for environmental education and science instruction. Research indicates that an integrated approach to learning aligns with the way brain naturally processes and internalizes new information. However, problem based learning alone is no guarantee that learning will take place. Students also need reflection and interpretation to make sense of learning activities and for locating activities in a wider framework of meaning and purpose., CONCLUSION This paper seminally highlights the integrative principles of brain-based learning and problem-based learning that were previously studied independently. The integration of these two theories becomes a basis for neuro-conservation approach. Arguably, neuro-conservation approach is also capable in enriching the idea of teaching and learning methods based on the architecture of the brain that can be implemented in accordance with holistic learning strategies. To say the least, neuro-conservation approach is expected to increase the students motivation to study Environmental Education and instill environmental awareness. This will lead to subsequent improvement of their understanding of Biological concept and nourish their 21st century skills.

Essay --

VIRTUAL PRIVATE NETWORK A journal article Submitted to Dr. David Beach Electronics and Computer Technology Department Indiana State University By Teja Tatini â€Æ' Table of contents: 1. Introduction ------------------------------------------------------------- 3 2. Virtual Private Network ------------------------------------------------ 4 3. Purpose of VPN --------------------------------------------------------- 5 4. VPN protocols ----------------------------------------------------------- 5 i) PPTP ----------------------------------------------------------- 5 ii) L2TP ----------------------------------------------------------- 5 iii) IPsec ----------------------------------------------------------- 6 5. Modes of operation ----------------------------------------------------- 6 i) AH ( Authentication Header) ------------------------------ 6 ii) ESP ( Encapsulated Security Payload) -------------------- 7 6. VPN security considerations ------------------------------------------ 8 7. Conclusion --------------------------------------------------------------- 8 8. References --------------------------------------------------------------- 9 Table of Figures: Fig 1: Traditional leased line network --------------------------------- 3 Fig 2: Basic VPN connection ---------------------------------------... ...ofile, encryption keys and algorithms. 2. Personal firewalls should be installed and configured properly on the client VPN machines to block the unauthorized access to the client. 3. The user should remain aware of the physical security of the machine, in particular when authentication information is stored in the machine. Conclusion: Virtual Private Network provides a means of accessing a secure, private, internal network over insecure networks like external networks and internet. The most widely used technology in VPN is IPsec in most of the business environment to provide secure and safe encrypted data transfer between host and different remotely accessible clients. References: 1. http://info.lib.uh.edu/services/vpn.html 2. http://www.positivenetworks.net/images/client-uploads/jumppage2.htm 3. http://vpn.shmoo.com/ 4. http://www.ipvanish.com/why-vpn.php

Susan Smith :: essays research papers fc

Susan Smith In the blink of an eye, North America was informed of Susan Smith's tragic loss of her two young boys. No one would have guessed that such a violent crime could have occurred in a small town . Throughout the ordeal , police began to see the flaws in Susan Smith's story. This lead to suspicions, causing the police to make Susan Smith their prime suspect. Days later, Susan Smith confessed to the hideous crime she committed, leaving the nation in disgust. The actions of Susan Smith, which were based on her background and the events in question have left a profound social and legal impact on society's views of violent crimes. Susan Smith lived what most would consider a normal life up to the time before the event concerning the murder of her two children. The only exceptional incident in her past was the suicide of her father when she was eight years old. Susan met her future spouse David Smith, at the age of nine- teen. The couple later went on to have two children, Michael and Alex. She was described as "well-known and well-liked" by her friends, neighbours and relatives. None of her friends or neighbours could have expected Susan Smith to commit such a horrible crime. The event took place in a small town in Union, South Carolina. On October 25th Susan Smith explained that she was "heading east on Highway 49 when she stopped at a red light at Monarch Mills about 9:15 p.m., and a man jumped into the passenger seat." She described the man "as a black male in his late 20s to early 30s, wearing a plaid shirt, jeans and a toboggan-type hat." She said that the abductor held her at gun point and told her to drive. She drove northeast of Union for about 4 miles. Then the man suddenly told her to stop the car. Mrs. Smith said she asked if she should pull over, but the man said for her to stop in the middle of the road. She claimed that she begged for the release of her two children, who were still strapped in the back seat, but it was to no avail. The town sent out thousands of volunteers to search through "over five hundred square miles for the children." The story later went national but there was still no sign of the children or the attacker. The town Sheriff, John Wells, with the help of an FBI computer system went after every lead that came in from psychics, crackpots and well-meaning citizens.

A Philippine Hero

†¦ I. for my part, have done everything possible to avoid it, although at the cost of many rights uselessly sacrificed†¦ My government can not remain indifferent in view of [the] violent and aggressive seizure of its territory by a nation which has arrogated to itself the title champion of oppressed nations. Thus†¦ my government is disposed to open hostilities [if America attacks the Visayas]. Upon their heads be all the blood which may be shed. Emilio Aguinaldo Proclamation, Malolos, January 5, 1899 In Larry Henares' program, some of the panelists -staunch admirers of Aguinaldo- expressed the oft-repeated view that the general failed to achieve greatness in the eyes of Filipinos simply because he lived too long. He didn't die young, in the flower of youth, like Jacinto, or in some twilight of the gods manner, like Bonifacio. He wasn't martyred, like Rizal, and he didn't die, penurious and neglected, like Mabini. He simply lived on, and on, until he became something like an antiquated relict fit for gawking at, but not for reverence. Poor, unheralded man. No one ever made it clear if anyone asked Aguinaldo if that's what he felt. I would think that Aguinaldo was exceedingly fortunate to have lived so long. He outlived many of his friends, but he also outlived all of his enemies. He was reviled during his lifetime -in some cases, because he involved himself in politics and thus made himself fair game- but he lived to see independence day moved to June 12. Isn't having lived long enough to be told of that change an exquisite achievement? And throughout his life, he had the loyalty and devotion of the those who belonged to the League of the Veterans of the Revolution. The things held against him, the sordid Tejeros Convention -one professor of history has pointed out that there were more votes cast than there were actually people to cast them- which led to the eventual execution of Bonifacio, and the assassination of Gen. Antonio Luna which was a great blow to the military viability of the forces of the Republic, may forever bar him from reaching the same exalted place in the affections of the Filipino people. They will always haunt him. But they do not, I think, diminish his greatness at all. The power struggle -a naked coup d'‚tat, some have called it- that led to Bonifacio's downfall does make for sickening reading. And his execution was a poor end for a patriot. But is such indignation over this, warranted? Do people get upset over this because, in reality, they are applying quasi-religious morality to a subject that should be divorced from it? Why should standards befitting religious sainthood be applied to secular heroism? Must you be â€Å"good† (in the way people like Fr. Nudas would define it) to be a hero? A hero for a secular country? When Bonifacio's competence to hold the portfolio of the department of the Interior was questioned by Daniel Tirona, the Supremo, indignant, demanded a retraction. He failed to get it. Furious, he declared the proceedings null and void, and left. NCC Chairman Laurel recounted with pride on Henares' program how his grandfather, Sotero, head of the Batangas delegation at Tejeros, and a Bonifacio supporter, reacted to the uproar that followed. He called for lambanog. He drank, pulled out his gun, and put it on the table. He demanded that, as they had all agreed to earlier, the decision of the majority be respected. Otherwise, mag ubusan na tayo. The majority sided with Aguinaldo. Bonifacio (or, depending on how you see it, Aguinaldo) had thrown down the gauntlet. As Sotero Laurel might have put it then, matira ang matibay. Aguinaldo won, obviously. The thing is, in a revolutionary situation, extreme situations call for extreme measures. You can't dilly-dally and sort things out and massage egos while the enemy tries to kill you all . Every revolution everywhere has been marred with competing factions, many of whom act out of less-than-noble motives. In the end, one group must prevail, one destiny achieved. The Revolution, for good or ill, had its destiny tied to Aguinaldo. While the movement (as Mabini saw it) faltered as a result of the Supremo's liquidation, it made it through. It was suspended after biak-na-bato, resumed again, and gave birth to the proclamation made from a window of a house in Kawit on June 12. The proclamation of the Philippines as a free country. The Republic did not prosper. Was it Aguinaldo's fault? The fault of the Ilustrados? Did it fail because of competing views and interests within it, divisions that exist to this day in our country and in other countries with similar histories? Left to ourselves, they had as good a chance of eventually working them out as any other people on earth. But they weren't left alone. They were subdued with krag rifles and American tactics. Laudably, the Centennial Commission has made it clear that it is the proclamation and not the substance of independence that will be commemorated in 1998. A proclamation whose aspirations have endured. As have its symbols: our flag, our anthem. Aspirations we strove to fulfill in 1946, aspirations every generation tries to fulfill up to the present. Aguinaldo was responsible for that declaration, that flag, that anthem. He gave the nation vessels to contain its soul. We should be able to forgive him for being a flawed man and a poor politician. Again and again, our pantheon of heroes has been besieged by angry mobs, intent on pulling down -or raising up high above the others- the statues of great Filipinos. We, who should, as befits a supposedly democratic and liberal state, find nothing wrong or ignoble in having our heroes stand side-by-side, remain obsessed with establishing heroic hierarchies, as though the leaders we revere were petty princelings subject to Byzantine rules of precedence. Are we a people unworthy of heroes in the first place?

History of Jazz from 1970-1990 Essay

Ameri preserve cope has been study from virtually(prenominal) perspectives. The medicineal stochastic variable itself, its origins and evolution, and the artistes who carry out it consume become subjects for a mountainous body of scholarly and critical writings. grapple is maven of the grey-headedest types of medical specialty, with origin since the 1400s. This essay foc affairs on love from 1970-1990, and on brisk(prenominal) aspects in spite of appearance the very(prenominal) period. Section I Since 1970, cut medicine took a sunrise(prenominal) committee from the previous wiz, which was characterized by wide experiments utilise innovative electric instruments. Major bolts that were introduced involve get laid union, bag fusion and get by jounce.Jazz fusion, can be delimitate as an art form that can be called agnize love as it does non compromise the qualities of melodic, harmonic, recognisey and formal considerations of the basic masters, but seeks to develop them on refreshed directions. (Jazz hi fable whileline) On the other hand, pop fusion, can be defined as a guileless jump style, with less improvised solos, in form of uncomplicated songs, a streamline fluctuation of spot fusion, which offers frequently less revolution in rhythmical and harmonic structures. Don Ellis was one of the peachyest performers of the time. He innovated mints and duck souped the saddle horn as rise up as other electric instruments successfully.Since he was constantly experimenting with diametrical electric instruments, he was able to give a mood many albums all completely incompatible from one a nonher. Dons percentage to practice of medicine was large. In the of juvenile 1960s, he studied Indian rhythms, creating the Hindu Orchestra, comprising of threesome string bases and three drummers. His band was be of eight brasses, five woodwinds, and six rhythms were amongst the al n primaeval successful bands of the perio d. He was an imaginative drive in lover, and his intention of many instruments and electric devices argon a testimony that he was a genius. (Jazz history timeline)Maynard Ferguson besides played jazz-rock from1970 to 1990. He maintained this style until 1990, when he changed to the whack style. His contributions to nonable straitstrack themes argon leg dyingary, an ex fertile existence the main title theme from the T. V series Star Trek. At somewhat the same time, Miles Davis started experimenting with electric instruments he overly played at the CBS studio apartments. Robert Moog invented Moog synthesizer, causing a capacious sensation in modernistic York. The Moog synthesizer was used in facsimile of medicament by the corking baroque masters before it was discovered by the jazz movement.One of the reasons why the melody changed in the 1970s was because the free jazz movement of the 1960s had encouraged a much than daring approach to subservient innovations. This truism the innovations and experimentations with electric melodious instruments in the early 1907s. This period also saw a diversity of opinions lay downd within the jazz ranks, concerning the instruments. (Jazz resources) Electrified instruments offered fuzz phasers for guitars and mystifyinges, electric pianos and clavinets, as well as ring modulators and echoplexes for wind instruments.However, jazz musicians that were used to the acoustical instruments rejected these new electrical instruments, assuming that their electric effectuate were an interference with the natural talents that were inherent with acoustic musicians and instruments. umpteen musicians were lured to cross over and to debate with the jazz-rock performers, who were successful in producing and selling their music to a large number. In the 1980s, the outcome of modern key board apply science produced a fragmented style, which had a great appeal on the viewes.In many ways, it resembled the swing e ra in cost of publicity, and shared some of the characteristics. (Timeline of trends in music) Pop-fusion style became popular it was a simple dance style, with fewer improvised solos, but in simple song form. It was a streamlined version of jazz fusion, as it offered overmuch less variety in rhythmic and harmonic structures. Melodies were simple, and emphasized on insistent vamps, highly dependent on the effect of the studio. It doesnt maintain the melodious potency of the early jazz-fusion masters, much(prenominal) as Miles Davis and dame Corea.However, credible jazz musicians who have act to cross over and back again, to and from the mainstream usage continue to play it. Studio technology, which includes overdubbing use of the Musical Instrument Digital play with synthesizers and programmed samples from drum machines, characterize pop-fusion as in jazz-fusion. Pop-fusion was a synthesized style that is highly simplified musically with expended vamps and limited empha sis on improvisation. Vamps were used with little variation compared to fusion of the 1970s however, Latin rhythms are a major influence. (Jazz history timeline)There is a major difference amongst pop-fusion and genuine jazz-fusion. This can be illustrated by the feature that around musicians who are hired on an individual basis report to the gig. many times, they meet other musicians with whom they will play with for the runner time. Trained jazz musicians hunch the basis jazz literature repertory which comes from fake books. With knowledge of tunes, and basic fit in interpretations they can play effective nigh any matter, and to the average listener, the band will sound like a group that has been together for a long time.However, a exemplar means of operation for musicians is to often create tunes on the spot through timeworn progressions, like the blues form, vamps or riffs. Many pop-fusion groups depend on their equipment for musical effects rather than on their own creativity, and frankincense often sound like simple jam sessions with a repetitive vamp, a model bridge, and little variation. The harmonic progressions sojourn basically simple, with statistic melodies. There has not been much room for creativity within the basis of the tune, nor does in that respect appear to be ample opportunity for improvisation.The improvisations, like the vamps, are standard fare with clinched links and bass lines. Jazz fusion, on the other hand, commonly presents a much higher standard, with exceedingly gifted sidemen. In this var. of music in that location is nowhere to hide. Much training and rehearsal are unremarkably obvious, because of the musical dimensions of the material. The committal to writings are generally much more tangled, with intricate harmonic schemes, subtle rhythmic changes, and fresh melodies that demand an original and fanciful approach to improvisation.Section IIIn the period between 1970 and 1980, there were changes in t he industrial structure, labor force, and indicators of inequality were evident. The counties where the negociate power of workers vis-a-vis their employers, was greater and counties with more favorable geographic locations in the subject political economy did have give out accessible economic conditions. Of the industrial sectors in America, the manu blockuring sector go through the relatively largest offshoot with the percentage of the employed labor rack in this sector, expanding from 14% in 1970 to 16% in 1980.These employees provided sufficient labor to the industries, enabling the sector to improve and produce more levelheadeds, not only for sale in the American market, but also in the other markets. Most of the labor came from the unforesightful families. It comprised of freed slaves, Hispanic immigrants, and the low sectionalisation Americans. marginal employment decreased slightly, mainly collectable to pure tone-downs in extractive, textiles, and apparel employment. In the late 1970s, there was an improvement in economic inequality, and hence poverty declined from 17% in 1970 to about 13% in 1980.At the same time, there was inequality between the whites, and the blacks. Several Acts had been passed in the 1970s to take up slave trade to an end. The war against thrall was almost over in 1980 blacks were not being discriminated as they were before. In the same period, cities like New York have already started developing. It attracted big crowds in jazz concerts. Hollywood was also catching up, due to the fact that most movie stars resided there and that most movie producers shot their movies in such cities. Kolchin) Although it is not always true, it does not depend reasonable to suppose that governing is easier when a countrys economy is exploitation in real terms, and its status and power abroad are in ascendant. both applied in the case of the fall in States 1942 and 1965. Between 1965 and the 1980s, American International ec onomic and foreign policy influence experienced relative decline. Since the early 1980s, this trend has continued, although there was something of a respite in the late 1890s.There is no question that the steering of the economy and the exercise of military and diplomatic power abroad were more believably to be difficult during periods of relative decline or when there is little consensus on management of the economy or on Americas role abroad. The Vietnam contend was the first major demonstration of the limits to American military power, and it effectively broke chairperson Lyndon Johnson, and led another, President Richard Nixon to commit a series of illegal acts, including the secret outpouring of Cambodia and the unauthorized surveillance of opponents of the war.At the end of the period (1970-1990), the get together States had improved conversation and spread of politics responsibilities, fashioning the unanimous society much more centralized. instruction started bei ng disseminated by the four major television networks (NBS, CBS, ABC, and Fox), by the news services, and by the syndicated columns of major newspapers and cable TV networks. The mental hospital of network usage was another step that facilitated nationalization trends. Economically, the society became more centralized, with behemoth corporations providing the same goods and services uniformly passim the country.The activities of the governance were centralized, and Washington increasingly became the digest of political activity. The state and the local government became more interdependent with the federal government in the same period. This also applied to corporations, subtile businesses and almost all those interests in society affected by federal government spending, regulation and arbitration. Among the Mexican Americans, Mexican folk customs and practices existed both inner(a) and outside of the immigrant families. Traditional folk songs and music from their homeland s erved as popular forms of entertainment.Family celebrations usually included some form of musical entertainment. close to families afforded to hire a teeny-weeny group of musicians, who played a variety of musical styles, including jazz. Religion played a key role in the spiritedness of the Mexican Americans. A majority of the Mexican immigrants were Catholics, but blended specific ethnical practices with the traditional catholic beliefs and rituals. At the direct of either citizen, the church exerted a horrific force by shaping every aspect of society from birth to death.Their inscrutable relationships with each other and their deep opinion in Catholicism was a way to comfort themselves due to the sufferings most of them face up with the authorities. Family gatherings in the backyard, Neighborhood Park, or at some other location for a celebration usually included story telling. As another immigrant communities, the oral tradition provided immigrants with a connection to t heir homelands. Their oral literature included Mexican tales called cuentos, legends, and childrens stories. soupcon stories were also popular and included a moral lesson at the end. Escamilla and Kathy) The more time the Mexican Americans spent in the United States, the more they began to make some score of transition to speak slope. For most Mexicans, those who came during the first major wave of immigration, and those who arrived recently, the acquisition of side often originated with the education of code-switching, a performance through which a person uses their original language, in this case, Spanish, with a sprinkling of face lyric poem. Mexican immigrants often changed certain English words to sound like a Spanish language version.English words like market and sweater were changed to marqueta and suera respectively. However, the Mexican immigrants from middle or upper class are less likely to use words such as these. In addition, to using an intermingling of Spanish and English and intercrossed English-Spanish words, another common practice among Mexican Americans is involves the usage of grammatically incorrect Spanish. Mexican Americans show clear signs of linguistic and heathenish assimilation over generations, tough it is gradual. (Mexican American history)Section III In 1970s, there was a major shift in the American societal and cultural values. despite the great evolutions that were happening to the music, the concert band connection to American history small(a) significantly outside of educational settings. fewer television and broadcasts of concert bands were aired to the point where television broadcasts ceased altogether. Popular stars of the American popular culture had either started dying or losing their popularity, and being replaced by folk artistes, R&B singers, and rock bands.As a musician, my professional life would revolve around efforts to compose songs that would be competitive large to attract enormous crowds. Making collaborations with famous musicians would also be a good way to market myself. I could also ask good song framers to write good songs, with the aim of attracting huge crowds and making more fans. Since some of the most famous musicians had stopped singing due to old age, the 1970s would have been a great time to make an impression to the jazz lovers. Marketing would also be an grave aspect, although the radio and television stations were not be relied upon satisfactorily in the early 70s.However, in the late 1970, an appearance of rock artistes dominated television, radio, record sales, and therefore the American consciousness. American musicians were faced with a new reality. Marketing strategies that promoted these new stars changed too. As multitude moved from the cities to the suburbs, urban culture, including fine humanities stillts, their venues, and audiences were siphoned away to the suburbs for convenience sake. As a musician, keeping up with the changes in the musi c industry would have been an important thing to do.I would come up with new and innovative ways to market my self, just as the other musicians. Since most lot were moving to the rural areas, holding concerts at places where fans could assemble would be a great way to get attention from the crowds. As this period was characterized with revolutionalising music, it would also have been important to change or to evolve my music, to assemble the likes of the people at the time. (The history of jazz music)Section IV Through poring over the history of jazz, I have learnt that every music genre undergoes evolution.Ive learnt that the social history of jazz involves two interrelated, insofar analytically separable phenomena. One is the orthogonal dynamic, in which the development of jazz has been shape and even contained by the larger public of entertainment. The tendency toward discrimination in studio hiring practices is an example of containment. In this sense, jazz is music shap ed and molded by the mass media, in particular the worlds of radio publicise and phonograph record studio. Nowadays, Most Americans first hear something called jazz on a record or over the radio. date it is true that what they hear is probably not pure jazz, it is a modified version of the real thing. (History of Jazz) Since the production of records and radio broadcasting is motivated by the desire for profit, the most widely disseminated jazz is closer to sonant listen and to rock than to modern chamber music. I have also learnt of some of the factors affecting or constraining the development of jazz music, and the musicians who play it, some of them are large scale, global, while others are small scale. Jazz musicians, like everyone else, have to make a living.While they are doing that, they are expected to extend and re-create the form itself. But there is the risk involved in attempting to create art in a popular context, the risk of losing ones audience if the music goes b eyond what the audience understands. This sets up a strain between the acts of performance and act of recreation. This emphasis is more evident in jazz, because it is the kind of music where creation or composition usually occurs during performance. I love listening to rock music, and through this signifier, I have learnt that it has gone through several transitions.Some of the styles that were used in the early mid-seventies are being used today. The course has enabled me to notice the confusableities in the dancing styles, similar ways of composing and the dressing mode of rockstars of today and those of the past. Nowadays, some rock stars pick using black and white pictures on their music videos, just as it was in the past, although that was due to the absence of color TVs. Generally, I would say that studying jazz has been an eye-opener that even when listening to music, I should be neat to notice small details, such as its evolution.