Nature or Nurture: The Case of the Boy Who Became a Girl Answers

NORTHERN CARIBBEAN UNIVERSITY COLLEGE OF NATURAL AND APPLIED SCIENCE DEPARTMENT OF BIOLOGY, CHEMISTRY AND SCIENCE TERM PAPER Nature or Nurture: The Case of the Boy Who Became a Girl Presented Part 1 1. Assuming that the nurture theory is valid, David as Brenda will have female behavior and believe he is a girl. From a physical point of view he will not develop secondary characteristics. Based on how hormones work by removing his testicles they denied him of his secondary characteristics. After puberty he would not have testicles to produce testosterone which would make him deficit of his secondary characteristics.2. If Bruce was not subjected to gender reassignment surgery and raised as a boy, he would express the gender identity of a male. This is so because during the growing or maturing process he would recognize that he has more features of a male than of a female, physically. Although his genitals may look abnormal, he still has other features of a male.Part 21. According to the nature view of psychosexual differentiation, prenatal exposure to androgen could influence the development of gender identity. David’s experience did not support the nurture theory. None of h is characteristics supported the nurture theory. David being neat and tidy was not a feminine characteristic but rather one that was imposed upon by his mother.2. According to the article David as Brenda resisted the treatment to be raised as gentle lady and eventually became unmanageable. Brenda frequently resisted girl’s toys, activities and clothing. He also mimicked her father’s behavior rather than her mother. She complained that she felt like a boy and viewed her physical characteristics as more masculine than feminine.Part 31. They agree to a small extent as it relates to the nature theory. As seen with the rodents, once the neonates were exposed to testosterone (the male sex hormone) they would display male behavior; even the castrated male once exposed to this hormone would still show male traits due to its impact genetically. Similarly the controls; untreated males and females) exhibited male and female characteristics respectively as this was somewhat intrin sic based on their genome, that is, what is contained in their genetic makeup and not dependent on the environment they were raised in. his is synonymous with the studies done with 16 males in that the majority of genetically male children behaved as male despite being raised as females. This behavior was already encoded in their DNA. However, with the 43 girls, the effect of testosterone was nil on the behavior of the girls. They therefore did not act like boys even if they developed male genitalia. This does not support the nature theory as seen with the above examples.2. The advice to parents would be not to reassign the child’s gender and by virtue of having the testicles the child’s brain would develop masculine characteristics and sexual male characteristics would develop at the onset of puberty. According to the article (gorski and Johnson) â€Å"brief exposure to the testosterone early in life promotes development of brain in ways that allow male behavior to b e as an adult†3. Based on the nature theory homosexual behavior in men and women can be related to hormonal imbalance. Sexual orientation is determined by the early levels (probably prenatal) of androgen on relevant neural structures. If highly exposed to these androgens, the fetus will become masculinized, or attracted to females. The reverse is true.4. Based on the nurture theory homosexual behavior in men and women can be based upon environmental influences and that includes peer pressure, low self-esteem and parental influences. Experiment5. Aim: To observe the effects of neonatal castration upon sexual and aggressive behavior in male and female chimpanzees. Hypothesis: It is speculated that aggression in male and female chimpanzees was an innate behavior rather than learnt behavior.It is also speculated that this behavior only occurs in male chimpanzees. Method: 100 female chimpanzees were identified in a population. An ultrasound was done to ensure that the females would produce 50 male offspring and 50 female offspring. Each newborn was then castrated one day after birth. 25 females were treated with testosterone and 25 males were treated with estrogen, the other 25 females were treated with estrogen and the remaining 25 males were treated with testosterone. The behavior of each newborn was observed over a two year period.Expected results: Based on the nature theory the 25 females that would be treated with the testosterone and the 25 males that would be treated with estrogen the concept of hormonal imbalance would have caused the production of two much or two little androgen. The hormone that was introduced would have interfered with the normal distribution of hormone in both male and female. The 50 offspring that were treated with their original hormones would display normal behavior. Aggressive behavior in females could have been due to two much production of testosterone and the behavior in males could have been due to the production of too mu ch estrogen.It is common for adult male chimpanzees to act in an aggressive manner as such based on the nurture theory this behavior could have been imposed upon by parents or the environment that the offspring came from. This experiment has not been done due to ethical factors. It is not humane to perform castration on so many chimpanzees. The mere fact that some species are endangered would limit the amount of species that can be used in experiments and lessen the number of species to be preserved in the environment. Many experiments have been done and these have lowered the quality of life of these species.ReferencesBull, J. J. , Pease, C. M. (2003)Biological Correlates of Being Gay: retrieved March 27, 2003 from http://www. utexas. edu/courses/bio301d/Topics/Gay/Text. html Joseph, J. (2004)The Gene Illusion: Genetic Research in Psychiatry and Psychology Under the Microscope. New York: Algora Kagan, J Segal, J. , Havemann, E. (2004)Psychology an Introduction 9th Edition: Wadswort hThomas Learning. Belmont CA. Riemann, A. ; Jang, K. L. ; McCrae, R. R. ; Angleitner, R. ; Livesley, W. J. (1998).â€Å"Heritability of facet-level traits in a cross-cultural twin sample: support for a hierarchical model of personality†. Journal of Personality and Social Psychology 74 (6): 1556–1565.

Ballroom Dancing

20 TYPES OF BALLROOM DANCING Cha Cha The Cha Cha is a lively, flirtatious ballroom dance full of passion and energy. The classic â€Å"Cuban motion† gives the Cha Cha its unique style. Partners work together to synchronize each movement in perfect alignment. Foxtrot The Foxtrot is a ballroom dance that is lots of fun and simple to learn†¦ an excellent dance for beginners. The Foxtrot is a smooth dance in which dancers make long, flowing movements across the floor. Jive Jive is a ballroom dance style that originated in the United States from African-Americans. It is a lively form of Swing dance, and a variation of the Jitterbug. Lindy Hop The Lindy Hop is the ballroom dance considered to be the father of all Swing dances. It is known for its unique, athletic style, and often contains aerial jumps, twists and flips. Mambo The Mambo is one of the most sensual and emotional Latin American ballroom dances. Swaying hip movements, facial expressions, arm movements and holds all add to the sensuality of the dance. Paso Doble The Paso Doble is one of the liveliest ballroom dances, originating in southern France. It is modeled after the sound, drama, and movement of the Spanish bullfight. Quickstep The Quickstep is a quick version of the Foxtrot. It is a ballroom dance comprised of extremely quick stepping, syncopated feet rhythms, and runs of quick steps. The Quickstep is exciting to watch, but among the most difficult of all the ballroom dances. Rumba The Rumba is considered by many to be the most romantic and sensual of all Latin ballroom dances. It is often referred to as the â€Å"Grandfather of the Latin dances. † Samba Possibly the most popular of all Brazilian ballroom dances, the Samba is popular with young people as well as older generations. The Samba can be performed solo or with a partner. Tango The Tango is one of the most fascinating of all ballroom dances. This sensual ballroom dance originated in South America in the early twentieth century. Viennese Waltz The Viennese Waltz is a quick rotating ballroom dance with a subtle rise and fall. It is considered by most to be one of the most difficult dances to learn. The simple and elegant rotational movement characterizes the Viennese Waltz. Waltz The Waltz is one of the smoothest ballroom dances. It is a progressive dance marked by long, flowing movements, continuous turns, and â€Å"rise and fall. The dance is so graceful and elegant, Waltz dancers appear to glide around the floor with almost no effort. East Coast Swing East Coast Swing (ECS) is a form of social partner dance. It belongs to the group of swing dances. It is danced under fast swing music, including rock and roll and boogie-woogie. Orininally known as â€Å"Eastern Swing† by Arthur Murray Studios, the name East Coast Swing became more common betwe en 1975 and 1980. Bolero Bolero is a genre of slow-tempo Latin music and its associated dance and song. There are Spanish and Cuban forms which are both significant and which have separate origins. 1]The term is also used for some art music. In all its forms, the bolero has been popular for over a century. The Day We Fall in Love – Park Shin  Hye Korean Version : Eonjebuteo yeosseulkka nae mame jakku deureowa Dugun dugun tteolryeowa jageun neoui misokkajido Oraen sigan dongan na gidaryeoun unmyeong gateun sarang Geugeon neoyeosseo, nan alsu isseo Oh~ nae sarang geudaeran geol Geudaeneun nae mame on jongil noganaerin somsatang gata Geudaeneun nae mame nunbusige dagaon mujigae gata Naegeman deulrige dalkomhan mogsoriro yaegihaejulhae Cheoeumbuteo geudae maeum do everyday loving me saranghae just be my love Waenji jakku utge dwae jangnanseureon ne moksori Jageun du nune bichin nae moseub majeodo tteolryeowa Oraen sigan dongan na gidaryeoun unmyeong gateun sarang Geugeon neoyeosseo nan alsuisseo Oh~ nae sarang geudaeran geol Geudaeneun nae mame on jongil noganaerin somsatang gata Geudaeneun nae mame nunbusige dagaon mujigae gata Naegeman deulrige dalkomhan mogsoriro yaegihaejulhae Cheoeumbuteo geudae maeum do everyday loving me saranghae just be my love Geudaen aranayo Uri ireohge saranghage doeneun nal Geudaen mideonnayo Haneureseo bonael kkyupiteu hwasareul Geureohge dagaon gijeokeui seonmul gateun geudael saranghae Yeongwonhi hamkkehaejwo Everyday loving me saranghae Just Be My Love English Version : Since when is it, You come into my heart My heart keep thumping even for your little smile For along time, I’ve been waiting for this fate like love It’s you, I know it. Oh~ That my love is you You’re like a cotton candy that melting my heart all day. You’re like rainbow that coming dazzlingly into my heart Will you whispered me with your sweet voice That from the beginning your heart everyday loving me too I love you just be my love. Why I keep laughing when i heard your playful voice When your two little eyes stare at me, I even trembling like this For along time, I’ve been waiting for this fate like love It’s you, I know it. Oh~ That my love is you You’re like a cotton candy that melting my heart all day. You’re like rainbow that coming dazzlingly into my heart Will you whispered me with your sweet voice That from the beginning your heart everyday loving me too I love you just be my love. Do you know? The day we fall in love like this Do you believe? The Cupid’s arrow sent from Heaven I love you who come like miracle’s gift Let’s be together forever. loving me everyday I love you just be my love

Case Study The Vermont Teddy Bear Co Essay Example | Topics and Well Written Essays - 500 words

Case Study The Vermont Teddy Bear Co - Essay Example This study will carry out an environmental scanning basically to assess the elements having profound bearing on the Vermont Teddy Bear Co. Accordingly, a SWOT analysis has been conducted to identify the strategic factors (external and internal both) which will determine the future of the company (Wheelen, 2006, p. 9). While considering opportunities in external factors, on top of the list is the bear grams. Despite the huge toy market, Vermont Teddy Bear Company has remained a front runner in this field. As pointed out by the Wheelen and Hunger "Bear-Grams were personalized teddy bears that were delivered directly to recipients as gifts for holidays and special occasions. Bear-Grams were gift-boxed in unique containers complete with air holes for the bear"(2006, Case 22-9). This reflects the exclusivity and distinctiveness of the product. The second factor considered is the distribution method. After having experimented various methods, the company concluded that the direct marketing strategy of Bear-Grams was the most profitable. Methods of distribution used were the company owned retail stores, direct mail catalogs, and licensing and wholesale agreements. In order to expand its product line and cut costs, the company went into offshore sourcing.

Globalization Essay Example | Topics and Well Written Essays - 2000 words - 4

Globalization - Essay Example As it can be guessed from the restaurant title, it provides mostly substantial meals with a lot of meat. One more peculiar feature is that the prices in this restaurant are quite reasonable. The whole network of Beefeaters covers 141 restaurants in the country and several more in the capitals of some European countries. Each year for about 10-20 new restaurants are introduced in the UK and in the whole world. The great advantage of Beefeater is the opportunity to spend the evening in quiet surrounding, having pleasant communication at a restaurant table. Soft music follows the process of taking food and moreover clients of the restaurant have the chance to have a dance. The space in the restaurant is enough to celebrate remarkable events such as a wedding breakfast, anniversaries and so on. The restaurant interior includes both modern and classical art. The common room suggests the modern design of the interior, while the private cabins are decorated in a floral or classical style. T he specialty of the restaurant is meat cooked on grill. It is believed to be a healthy product since it contains small amount of additives, and other harmful products. On the menu there are different kinds of fish, meat and meat dishes. Beefeater represents a restaurant of the pub type. It means that people visit it not only to have a good meal but to honour the tradition of pub-visiting. Beefeater as any other business nowadays is involved in the process of globalization. â€Å"Globalisation (or globalization) describes the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, and trade (Sheila, 2004 ).† It can be said for sure that Beefeater has penetrated into the globalization process. The first thing to be mentioned is that several restaurants of the brand are located in European countries. This process has been taking place for several decades. To enter a for eign market, a company has to fix in the local market and make enough profit to carry out the market research and other procedures abroad. The restaurant Beefeater uses the domestic products while they are quickly-spoiled and cannot be transported from abroad. The design and trends are taken from the American net of restaurants. The very idea of launching the network of the same restaurants in the country belongs to the USA. This network is characterized by reasonable prices, because of the pattern that is copied in every city. With every other restaurant the expenses are reduced by a small percentage, since the organizers know the best way to save money to set up a new building. The cooks can be also referred to the process of globalization since they are invited from other countries. In order to attract even more clients the company has introduced new dishes with the international flavor in the menu. The cooks prepare Indian, Mexican and French meat at Beefeater. The thing is that in order to get employed by the company one needs perfect recommendations, a talent and accuracy. All jobs at the restaurant demand the abovementioned features. The next aspect that connects Beefeaters and globalization is the personal site of the company. On the site www.beefeater.co. one can find the company’s history, menu, services it provides and the working hours. The Internet site also made it possible to leave positive or negative comments on-line. Being on the Internet widens the

Correlation between the concepts of rights and law Essay

Correlation between the concepts of rights and law - Essay Example Human rights are literally the rights that one has simply because he or she is human. Donnely (1998, p. 3) posits to the effect that â€Å"human rights because they rest on nothing more than being human being, are universal, equal and inalienable. This means that everyone is entitled to human rights and is empowered by them regardless of creed or belief. Theoretically, Joel Feinberg: â€Å"To have a right is to have a claim to something and against someone, the recognition of which is called for by legal rules or, in the case of moral rights, by the principles of an enlightened conscience,† (1980 p. 159-160). Human beings should be treated as equal and their rights should not be violated by others. As going to be discussed in detail below, there are various institutions that are mainly concerned with protecting the rights of people in different countries. Different rights of people are also protected by the law in different countries and this is the reason why it can be said that there is a close relationship between the concepts of rights and law. In order to promote social cohesion, there is need to apply certain rules and regulations that are supposed to guide the conduct of human beings. On the other hand, the word law suggests the idea of rules which affect the lives and activities of people in different societies. Basically, it can be noted that law is shaped by various institutions but it can be noted that during the contemporary period, it mainly derives from the Constitution.

Health Promotion Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Health Promotion - Research Paper Example Moreover, the consideration of the change programs and the various initiatives implemented to reduce these factors in a health promotion program. The health belief model (HBM) was developed in the 1950s by some social psychologists to explain why some individuals do not use health services such as screening and immunization. The theory has advanced to address newer concerns in detection and prevention (for instance influenza vaccines and mammography screening) as well as lifestyle mannerisms such as injury prevention and risk behaviors associated with sexual tendencies (Noar, Chabot & Zimmerman, 2008). The HBM hypothesizes that individuals beliefs on whether or not they are at risk for a health problem or disease, and their acumens on the benefits of taking action to avoid the risk, influences their willingness to take action. For instance, if an individual feels that their lifestyle may lead to diseases such as obesity, or diabetes, they may take the necessary actions such as eating healthier foods or becoming physically active to prevent those risks from occurring. The key concepts of the theory are: perceived severity and susceptibility, perceived benefits obtained from the action, perceived barriers to the action, cues to action and self-efficacy. HBM is often applied to asymptomatic and prevention-related health concerns such as the early detection of cancer and hypertension screening where opinions are as important as or more important than obvious symptoms. It is also relevant to interventions to lessen risk factors for cardiovascular disease. According to the theory therefore, people indulge in health programs only if the perceived risks and problems are severe. They then stop the health programs once the risks have reduced. The Trans-theoretical model (TTM) was developed from studies of the processes of change in psychotherapy and smoking cessation (De Vries & Mudde2008). The

Investment plan Essay Example | Topics and Well Written Essays - 3500 words

Investment plan - Essay Example There is usually a stated value on each stock certificate called the par value. However, some stocks have no-par value. The total par value is the number of shares issued multiplied by the par value of each share and is sometimes referred to as the dedicated capital of a corporation. Shares of common stock are the fundamental ownership units of the corporation. The articles of incorporation of a new corporation must state the number of shares of common stock the corporation is authorised to issue. The board of directors of the corporation, after a vote of the shareholders, can amend the articles of incorporation to increase the number of shares authorised; there is no limit to the number of shares that can be authorised. There is no requirement that all of the authorised shares actually be issued. Although there are no legal limits to authorising shares of stock, some practical considerations may exist. Authorising a large number of shares may create concern on the part of the invest ors, because authorised shares can be issued later with the approval of the board of directors but without a vote of the shareholders. Capital surplus usually refers to amounts of directly contributed equity capital in excess of the par value. The sum of the par value, capital surplus, and accumulated retained earnings is the common equity of the firm, which is usually referred to as the firm's book value. The book value represents the amount contributed directly and indirectly to the corporation by equity investors. The conceptual structure of the corporation assumes that shareholders elect directors who in turn elect corporate officers-more generally, the management-to carry out their directives. It is the right to elect the directors of the corporation by vote that constitutes the most important control device of shareholders. Directors are elected each year at an annual meeting by a vote of the holders of a majority of share who are present and entitled to vote. A proxy is the l egal grant of authority by a shareholder to someone else to vote his or her shares. For convenience, the actual voting in large public corporations usually is done by proxy. Many companies have hundreds of thousands of shareholders. Shareholders can come to the annual meeting and vote in person, or they can transfer their right to vote to another party by proxy. The value of a share of common stock in a corporation is directly related to the general rights of shareholders. In addition to the right to vote for directors, shareholders usually have the following rights: (1) the right to share proportionally in dividends paid (2) the right to share proportionally in assets remaining after liabilities have been paid in a liquidation (3) the right to vote on matters of great importance to stockholders, such as a merger, usually decided at the annual meeting or a special meeting (4) the right to share proportionally in any new stock sold (Ross, Westerfield, and Jaffe, 1996, p. 365-369). A distinctive feature of corporations is that they issue share of stock and are authorised by law to pay dividends to the holders of those shares. Dividends paid to shareholders represent a return on the capital directly or indirectly contributed to the corporation by the shareholders. The payment of dividends is at the discretion of the board of directors. Here are

See my attchment Essay Example | Topics and Well Written Essays - 1750 words

See my attchment - Essay Example From decades this procedure was being followed in hospitals and Medicare centers which was a time consuming and hectic work. Healthcare Information database was thus the need and necessity of time according to the prevalent healthcare scenario in the country. To take care about patient’s health record and doctor patient fast interaction; National Health Services (NHS) took care the responsibility of introducing Health Information Technology (HIT) into hospitals and Medicare centers of United Kingdom. The key reasons of implementing this mega setup was to get rid of hardcopies of patient records, fasten the process, serve the patients well and ease the doctors as they would have previous health record of patients available all the time. United Kingdom government took immense steps for the implementation of this system by providing necessary funds. The purpose of this paper is to have a clear cut understanding of health information technology invasion, implementation, processes and position in United Kingdom Medicare setup. Discussion of the response from government in the adaptation of this idea and reaction attained from the relevant institutions etc. Providing best healthcare services is the intention of United Kingdom government and for this they take essential necessary steps. The progression of technology gave opportunity to humans to maintain healthcare records of patients online on an online portal. The involvement of United Kingdom government was massive in this regard thus National health Services was given the task to implant state of the art healthcare services. National health Services proceeded in taking significant steps about this matter and introduced Healthcare Information Technology (HIT) in the year 2002. The aim was primarily to maintain a centralize database of patients so that it would ease processes (Jha, Doolan & Scott, 2008‎, p.

How Assumptions Influence Our Behavior Essay Example for Free

How Assumptions Influence Our Behavior Essay Assumption analysis describes the activity adults engage in to bring to awareness beliefs, values, cultural practices, and social structures regulating behavior and to assess their impact on daily activities. Assumptions may be paradigmatic, prescriptive, or causal (Brookfield 1995). Assumptions structure our way of seeing reality, govern our behavior, and describe how relationships should be ordered. Assumption analysis as a first step in the critical reflection process makes explicit our taken-for-granted notions of reality. Contextual awareness is achieved when adult learners come to realize that their assumptions are socially and personally created in a specific historical and cultural context. Imaginative speculation provides an opportunity for adults to challenge prevailing ways of knowing and acting by imagining alternative ways of thinking about phenomena (Cranton 1996). The outcome of assumption analysis, contextual awareness, and imaginative speculation is reflective skepticism-the questioning of any universal truth claims or unexamined patterns of interaction. Former president Ronald Reagan simply assumed that everyone he encountered would like him; this belief was part of the fabric of his personality. The results were intriguing, in that even his enemies were attracted to him socially. His arch-nemesis in Congress, Democratic leader Thomas Tip ONeil, commented that while he hated Reagans policies, on the personal level, I find it impossible to dislike the guy. At the other extreme, premature cognitive commitments too often work against us. A childhood friend, whom I considered brilliant when we were kids, in his mid-forties confessed to me that he had lived beneath his potential for much of his life. In sixth grade, he explained, his teacher belittled his work in such a way that it left him convinced he was incapable of academic learning. That conviction, which he carried throughout his teenage years and into adulthood, caused him to avoid challenging courses in junior high and high school, to stay away from college, and to settle for a job that didnt tap his capabilities well. Only now was he beginning to revisit that assumption, and to realize just how greatly it had restricted his choices (Smith 2004). Becoming fully aware of our default assumptions can take work, reflection and determination, and the help of a counselor or trusted friend can be invaluable in the process. Yet the task is typically not Herculean either. If our negative expectations spring from a traumatic past experience, to be sure, the task of uncovering repressed memories may be painful, and may require special help. This is the extreme case, though. References Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey- Bass, Cranton, P, (1996) Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey Bass. Smith, Blaine M (2004) Reshaping Assumptions That Shape Our Life: Damascus, MD

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented studen t. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics o f today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to  the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exten sion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Inequalities in Health Care Essay

Inequalities in Health Care Essay The conditions in which people live have a profound influence on their health. Difference in health between individuals and population groups exist in all societies. For example younger age population generally have good health compared to elder population. This kind of health difference cannot be concluded as health inequality because it is natural. So the question is that when the difference in health becomes inequality? According to Graham the difference in health between population groups becomes inequality when it is linked to the inequalities in their position in society (2007: 99). World Health Organisation appointed Committee for the Social Determinates of Health (CSDH) also hold similar view as not all health inequalities are unjust or inequitable. If good health were simply unattainable, this would be unfortunate but not unjust. Where inequalities in health are avoidable, yet are not avoided, they are inequitable (2008: 14). So the differences in health between groups havin g unequal position in society become an ethical issue. Evidences of the existence of health inequality are abundant. If we consider life expectancy as an indicator, resent evidences show that there exist significant differences in health between world regions (see Appendix 1). Life expectancy at birth varies between 78.8 years in the higher income OECD countries to 46.1 years in Sub Saharan Africa. Life expectancy improvement over the period 1970-75 to 2000-05 shows that life expectancy has increased all regions in the world except the former Soviet Union countries. It can observe that the increase was not similar in all regions. Life expectancy increased almost 10 years in developing regions over that period while in Sub Saharan Africa the increase was only about 1 year. Inequalities in health not only exist between countries or regions. Even within the country health inequalities exist. A study in the Scottish city of Glasgow found that life expectancy of men in one of the most deprived area was 54 years while that most affluent area was 82 years (Hanlon, Walsh Whyte 2006, cited in CSDH 2008). Men with the lowest life expectancy in the United States of America in 1997 2001 had lower life expectancy than that of Pakistan average in 1995 2000 (CSDH 2008). Studies show that socio-economic status affects health. Differences in life expectancy at birth by social class in England and Wales from 1972 to 2005 shows that it has improved for all classes during the period 1972 -2005 (both males and females). Surprisingly the same difference in life expectancy existed in 1972 between social class was found existed still in 2005 (see Appendix 2 and 3). Even in health behaviour difference exist between socio-economic classes. Percentage males and females smoke in England and Wales during 2001-07 period shows that smoking rate is comparatively higher among lower occupational classes (see Appendix 4). Whitehall II study which investigates the health of British civil servants between the age 20 and 64 found that mortality rate is high among low occupational classes (see Appendix 5). How material conditions affect health? The Black Report published in 1980 by the expert committee into health inequality chaired by Sir Douglas Black was the first attempt to examine the relationship between economic inequality and health inequality. The main responsibilities of the committee were to bring together available information about the difference is health status among the social classes, examine the contributing factors, and to analyse the collected information for casual relationships. The committee found that there was strong relation between social class and mortality-morbidity rates. It also found that people in lower class experience worse health and working class population underutilise NHS (Morall, 2001). The committee examined four possible explanations for the inequality. The artefact explanation suggests that the class inequality in health do not really exist. They only appear to exist because of the way class is constructed. The social selection explanation argues that people who experience bad health tend to find difficult to get good job. There for they either move into or remain in lower class occupations. This means, people are in lower social class because of their poor health, rather than their class causing poor health. The behavioural/cultural explanation suggests that ill-health is due to not following a healthy life style. Lower class people are unhealthy because they smoke and drink too much, eat wrong kind of food and do not exercise. Finally the structural/material explanation view the material situation in which people live is the most important factor that determine health (Kirby, 2000). Based on the Ottawa Charter for Health Promotion number of models of the determinants of health has been developed. The model by Dahlgren and Whitehead (1991) is particularly important. This model identified that individual characteristics of age, sex and genetic makeup are core determinant of health. Other influences are represented by concentric layers each of which interfaces with the other factors. They suggest that the inner circle represented by the fixed characteristics of the individual cannot be modified but outer circles can be influenced by behavioural or other life changes (see Appendix 6). There are many theories that try to explain health inequality. Behavioural and cultural explanations suggest that individual behavioural choices are responsible for health outcome. The lower the income status, the person is more likely to engage in less health promoting form of behaviour. It is also found that those with more years of schooling, and with more qualification, are found to have healthier diets, to smoke less and do more exercise (Bartley 2004). The psycho-social model argues that the health difference between people in more and less advantaged social positions cannot be explained purely by material factors (Marmot 1989). Psycho-social model focus on how feeling that arises because of inequality, domination, or subordination may directly affect biological process by altering body chemistry. This model argues that availability of social support, control and autonomy at work, the balance between home and work, the balance between efforts and rewards etc. can affect health (Bartley 2004). The materialist framework sees the objective living conditions people living in explain relation between poverty and health. Material condition of life associated with poverty lead to greater likelihood of physical problems, developmental problems, educational problems and social problems (Blane et al. 1998). Neo-materialist model explains the relationship between population health and income inequality. It looks beyond individual level and gives more attention to whole societies and how they differ. It is argued that absolute income is not the determinant rather its distribution is the matter (Wilkinson 1996; Wilkinson and Pickett 2009). Basic premise of life course approach is that persons past social experiences affect the physiology and pathology of their body. So this model argues that health in later adult life may be a result of complex combinations of circumstances taking place over time and the cumulative effects of circumstances can affect the health negatively in future (Davy Smith et al. 2002). The major purpose of the life course researchers is to see whether the difference in health between people in different groups is due to past adverse life circumstances (Bartley 2004)

The Jungle Essay examples -- Essays Papers

The Jungle "The Jungle" portrays the lower ranks of the industrial world as the scene of a naked struggle for survival. Where workers not only are forced to compete with each other but, if they falter, are hard pressed to keep starvation from their door and a roof over their heads. With unions weak and cheap labor plentiful, a social Darwinist state of "the survival of the fittest" exists. The real story revolves around the integration and eventual disintegration of Jurgis Rudkis and his family, Lithuanian immigrants who move to the Chicago stockyards in hopes of a better life. Unfortunately, their hopes quickly disintegrate; like thousands of other unskilled immigrants at the turn of the century, financial necessity forces them into virtual slave labor in order to survive. For Jurgis and his family, the slave master is the ruthless and greedy meat packing industry, whose leaders value their workers no more than the animals they slaughter. "The Jungle" shows the relationship between the animals that were being slaughtered and the workers who were slaughtering them, from very early in the novel. It compares the workers to the animals who are penned up and killed every day in the stockyards, which are moved along on conveyer belts by machinery that cares nothing for their individual desires. In the monotonous killing of each of the hogs, "They had done nothing to deserve it; and it was adding insult to injury, as the thing was done here, swinging them up in this cold blooded, impersonal way, without a pretense of apology without the homage of a tear."(Pg. 35) The key comparison is the condition of the workingmen; as cold, efficient machinery assimilates them, a blind fate swallows them up. A few of the men are even swallowed up literally when they would fall into huge vats and emerges as "Durham’s Pure Leaf Lard". (Pg. 99) "The Jungle" also shows precisely how wounded, diseased, and pregnant animals are turned in to food under just the same unhealthy conditions that soon leave healthy men wounded and diseased; "There was no heat upon the killing beds; the men might as well have worked out of doors all winter†¦. On the killing beds you were apt to be covered with blood, and it would freeze solid; if you leaned against a pillar, you would freeze to that, and if you put your hand upon the blade of your knife, you would run a chance of leaving your skin on i... ...e for him. There had to be something to show him the meaning of his sacrifices. It is then that he happens upon a Socialist political meeting. At this point, Jurgis truly is a beaten man. However, when he listens to the political speaker, he finds that he expresses the essence of all his pain and frustration. He takes Socialism to his heart, believing that it is the only political philosophy that can save his kind. "They were so innocent, they came so very trustingly; and they were so very human in their protests-and so perfectly within their rights!"(Pg. 35) This is exactly how each of the immigrant families came over to America just like the hogs, cattle, sheep and many other animals that came into to the stockyards of Chicago only to find that a shadow of a deadly fate was awaiting their arrival. Each family arrived with hopes and dreams of succeeding in this free country were they could work for honest wages and live peacefully, but with each dream and hope came death and despair. It was a huge rat race, in which it was every man for himself, but not even the strongest could survive in this urban jungle for only the wealthy and corrupt were the ones who made it to the top.

East of the Mountains By David Gutterson :: essays research papers

This Book was written by David Guterson. He wrote another book which I don’t know much about called Snow Falling on Cedars. But he wrote this book which I was interested in certain parts of it, such as his ideal of wanting to commit suicide, a drifter who gave him some help on lessening the pain, and when he talked about his pass of when he was recruited from Camp Hale. This was a good book in my opinion.   Ã‚  Ã‚  Ã‚  Ã‚  This book was set in the season of fall and it was around 1997. In the book he talked of his past when he was a little kid with his dad and when he was growing up meeting his wife. The area was a country type place in a rich apple growing region. In the state of Washington were he goes to many mountains in the surrounding area. This was the setting of the book.   Ã‚  Ã‚  Ã‚  Ã‚  There were many characters in this book. The main character of this book was Ben Givens a seventy- three year old retired heart surgeon. The whole story was set around him. Then there was his family which he talked about, Rachel who was his wife which who had pass away before him, Renee his daughter, Chris his grandson, Emma his granddaughter, Aidan his brother, and Wright Givens his father. Also he had two hunting dogs which were brow and white Brittanies named Rex and Tristan. On his hunting trip were he had planed on committing suicide he had met many people. A young couple who really get along with each other, a drifter who gave him some marijuana to ease the pain of his cancer, a veterinarian, a rancher and a migrant worker.   Ã‚  Ã‚  Ã‚  Ã‚  The summary of this story starts when Ben wakes up from another night of suffering from colon cancer. This day he had planned on his hunting trip that would ease his suffering. He had everything ready in the morning and he made it seem like he was just going on a hunting trip. Right when he starts his journey he gets into a car wreck destroying his car. But he is picked up by a couple that takes him to place that Ben thinks he can rent a car from. When he finds he can’t and is trying to hitch a ride he meets a man that give’s him some â€Å"medical† marijuana to help ease his pain. Ben gives up and goes to hunt in the near by mountains.   Ã‚  Ã‚  Ã‚  Ã‚  He started out hunting the chukars with his hunting dogs.

Poetry Analysis Essay

â€Å"Echoes of Goodbye† by Patricia A. Queen is a skilfully crafted poem that describes the hardships of someone who lost their father at a young age and is recollecting memories of their haunting past. The prevalent themes discussed in the poem, concerning death, loss and suffering, are enhanced by the many poetic devices employed by the poet. The first stanza adopts a foreboding tone and utilises vivid, striking imagery to enhance its meaning. Emotion and passion is what really sets this poem alight and brings it to life. In the first two lines, powerful, descriptive phrases such as â€Å"endless footsteps† and â€Å"grieving people† enrich the ideas and themes of loss, and create a reminiscent air typical of the gothic genre. The poet uses personification to evoke a melancholy yet cryptic aura: â€Å"The black clouds hide the crying sky† (3). The first stanza concludes by establishing an image of sadness in the reader’s mind – â€Å"Amid those timeworn, lonely echoes of goodbye†. This quote further implies a haunting, echoing tone which is maintained throughout the poem. The rhyming pattern used in the first four lines is AABB, and this particular pattern emphasises the rhythm of the poem. Furthermore, the imagery in first stanza implies the setting is a gravegrard, with the â€Å"endless footsteps† and â€Å"timeworn echoes of goodbye† suggesting the speaker is in a place of sadness and death. These incredibly meaningful first four lines set the scene for the rest of the poem. The second verse of this poem introduces a different type of narration by recalling memories in the form of an anecdote. This is seen in the first line, â€Å"A young man lived here with a wife, a child, a song†. The cumulative listing of his most dear assets reiterates all the earthly possessions he has left behind. The main ideas discussed in this stanza are isolation and abandonment. This is especially seen in the last line, â€Å"Left them in a dark, black and shadowed shroud†. The deliberate alliteration of the ‘sh’ sound heightens the tension and displays use of another poetic technique. This line also makes reference to the undercurrent of sadness and sorrow that lie beneath the surface of the poem. The third stanza explores how pain and guilt can be a central experience of the theme of loss and death, and this is specifically expressed through the symbolic association of the child in the poem, to ideas of innocence and ignorance. This is blatantly seen through the clever positioning of a rhetorical question in the last line: â€Å"Why hadn’t he told he told me goodbye? † This one line alone directly questions the reader and plants seeds of doubt, especially when viewed from a naive child’s perspective. This poem is also an allegory for the persona’s struggle, longing and loss. This effect is achieved by incorporating a personal touch seen in line 9 & 10: â€Å"They buried my daddy†¦I cried as I held Momma’s hand. † The painful imagery such as in the line, â€Å"Those tears on her face revealed all the pain† allows the emotion to seep through the language used, to strike chords of sorrow in our hearts. The reference to the funeral in line 13 forces the reader to associate it with death and also rouses sad connotations, which is the intended purpose of the poem. In this stanza the poet also breaks the original four-lined stanza form and alters the rhyming pattern to ABAB/CDCD. This technique exemplifies the variety of the poem and introduces a new pulse. By arranging the ideas in the third stanza as a series of nostalgic yet aching memories, the poet reveals all the raw emotion and grief experienced by the persona which adds authenticity and a realistic edge to the poem. The fourth stanza is identical to the first, and this has deliberately been done to create a suspenseful and ominous ending. The circular structure of the poem brings us back to where the poem began, to end it on a sinister and unpromising note. In this stanza he technique employed by the poet is foreshadowing, since it leaves us unsure of events to come and places a cloud of uncertainty in our minds. Lastly the poem draws to a close, â€Å"Amid those timeworn, lonely echoes of goodbye. † The repeated sensory imagery provides a fitting conclusion to an exceptional poem.

Boston Red Sox Management Report Essay

The Boston Red Sox are a privately owned organization located in the Kenmore Square part of the city. The team plays at Fenway Park, located at 4 Yawkey Way in Boston. The Red Sox Front Offices are also located at Fenway Park. The park is currently celebrating its one-hundredth year, and is the oldest park in Major League Baseball The organization is tall in structure but is also departmentalized by function within this structure. At the top of this structure are the three owners, John Henry, Larry Lucchino, and Tom Werner. This ownership group purchased the Boston Red Sox for $380 million in 2002 (Ozanian, 2012). John Henry is the Red Sox’ principal owner, while Larry Lucchino serves as the President and CEO, and Tom Werner serves as Chairman. This departmentalization can be seen one level down in the hierarchy of the Boston Red Sox. Under the owners, there are sixteen different departments. These sixteen departments consist of the typical organizational departments such as Marketing, Legal, Human Resources and Information Technology departments, but there are also several environmentally specific departments. These environmentally specific departments include Ticketing, Baseball Operations, Fan services and Entertainment, and Ballpark Operations. The heads of these sixteen departments report directly to the President and CEO, Larry Lucchino. The Boston Red Sox are privately owned and operated, meaning that they are not sold and traded on the stock market and that all funding comes directly from the owners themselves. The Boston Red Sox gain most of their revenue through ticket sales, as they are known for constantly having a full ballpark while having expesive ticket prices. In terms of sport, market, stadium, and brand management, they are valued at $912 million, the second highest valuation of the thirty teams in Major League Baseball (Ozanian, 2012). I spoke with Stephanie Maneikis, the Senior Manager for Fan Services and Entertainment with the Boston Red Sox. She is in charge of a plethora of different activities and people throughout the organization. These include managing Fenway Ambassadors, Yawkey Way Hosts, and Family Room staff, being he main liaison for the players’ wives and families, executing the pre-game ceremonies that take place prior to each game at Fenway Park, and overseeing the Yawkey Way and concourse entertainment. Stephanie told me that she began working for the Red Sox in 2006 as a Fenway Ambassador. She graduated from college in 2007 and after that, spent the next year working in a part-time capacity. During that year, she proved herself worthy of more and more responsibility. During the off-season of 2008, her manager at the time left the team and she was promoted to a full-time position as Coordinator of Fan Services & Entertainment. After a year as coordinator, she was named Manager, and was recently promoted to Senior Manager. Stephanie graduated from college with a Bachelor’s of Arts and her major was history. She told me that everything just sort of happened and fell into place for her. She likes to say she was in the right place at the right time, but she told me that she knows that she has worked extremely hard to get to where she is today. I asked Stephanie about the working atmosphere within the Boston Red Sox organization. She told me that working for the Boston Red Sox is a lesson in what it means to multi-task. There is never a dull moment and at any given time Stephanie could be working on 5 different projects, all of the utmost importance. It can be stressful, but at the end of the day she feels that it’s all worth it. Her co-workers make all the difference in the world and everyone within the organization feels like they are part of one big family. I also spoke with Kellie Holden, an Elon graduate who currently lives in Duxbury, Massachusetts. Kellie told me that she is a 6th grade special education teacher and she is responsible for teaching students who have reading and language based disabilities. We discussed how she got started with this type of work, and Kellie told me that she has always enjoyed working with children and during her senior year of high school she had an experience volunteering in an inclusion classroom with regular and special education students. Ever since that opportunity she knew that she wanted to be a special education teacher. I asked Kellie how she got her job and what jobs and experiences have led her to her present position. She told me that all of the practicum and student teaching experiences that she had at Elon were great on her resume, but they didn’t help her too much with connections back in Massachusetts. She had a few family friends who knew a few people in the town she currently works in. They were able to pass along her resume and get her an interview. Clearly, having connections is important in all fields, not just business. Finally, we discussed whether she finds her job exciting or boring. She informed that everyday at her job is different. She is always teaching new things which keeps it exciting, but her students make her job the most exciting. Working with special education students, nothing is ever simple but they make her smile every day. Lastly, I spoke with Patty Vattes, the Senior Manager of Human Resources with the Boston Red Sox. I asked Patty what makes a successful hire for the Boston Red Sox. She told me that the Red Sox view a successful hire as someone who is hard working, dedicated, innovative and willing to go the extra mile. Next we discussed the Red Sox’ approach to hiring and whether promoting from within is an important approach for the organization. She informed me that the Red Sox strive on the success from promoting from within. With almost all positions, the Red Sox look at internal candidates first and Patty told me that they are working on methods to improve that process. Lastly, I asked Patty what mistakes she has observed of unsuccessful candidates seeking to work with the Boston Red Sox. Patty said that an unsuccessful candidate with the Boston Red Sox is one who wants to work for the Boston Red Sox in any capacity and does not have a specific skill set or knowledge of the type of job they’d like to have. She told me that there have been many occasions when someone says they’ll do anything just to work for the Red Sox, and that is never a good statement to make. Clearly, like any business, the Red Sox want people with various skill sets and a not someone who just wants the glamour of working for a Major League Baseball team.

Scalar Vector

Acceleration is the rate of change of velocity with time. Velocity is a vector physical quantity; both magnitude and direction are required to define it. The length of an imaginary straight path, typically distinct from the path actually traveled by P. Distance is a numerical description of how far apart objects are. In physics or everyday usage, distance may refer to a physical length, or an estimation Time in physics is defined by its measurement Formula Acceleration= change in velocity / time intervalAverage velocity= displacement/time Oz (square root of) squared plus y squared D=ext X=d/t Units The gal, sometimes called Galileo, (symbol Gal) The SSL unit of speed and velocity is the ratio of two -? the mutterer second. The standard unit of displacement in the International System Of Units ( SSL ) is the meter (m). Meter (m) In the International System of Units (SSL), the unit of time is the second (symbol: Examples At an amusement park, when you ride a reallocates is starts slowl y, then faster, then slows down again.If you walk to a campsite 1 mile away and then jack to your start point within 1 hour: Your average speed would be: total distance/time = 2 miles/ 1 hour or 2 miles per hour How far does the earth travel in one year? In terms of distance, quite far (the circumference of the earth's orbit is nearly one trillion meters), but in terms of displacement, not far at all (zero, actually). At the end of a year's time the earth is right back where it started from. It hasn't gone anywhere.

Origins of World War II Essay

After the end of the First World War, the statesmen of all the major countries felt that such alarming war must anyhow be averted in order to ensure international peace, security and safety. This is why the League of Nations was set up and it was believed that such a ‘multinational’ organization would be able to peacefully settle all international disputes and guarantee peace and security in the international sphere. However, the success or failure of the League actually depended upon the attitude and activity of its members, particularly the Big Powers. But, unfortunately, soon it was found that the major Powers were at cross purposes. They adopted their foreign policy in their own interest and showed little respect to the principles underlying the League of Nations. Particularly, the dream of three allies – Germany, Japan and Italy was fundamentally different from the ideals of the Western Powers and Soviet Russia. The Trio (Germany, Japan and Italy) intended to have some share in the Afro-Asian areas which had already been divided among the Western Powers. Thus, it was really a conflict between two policies – â€Å"status quo† and â€Å"New Order†. Flouting the League The first shock to League of Nations was given by Japan. In 1931 Japan violated the League Covenant and the Kellogg Pact by occupying the Chinese territory of Manchuria and setting up a puppet state there. China appealed to the League which condemned this act of aggression and appointed a commission under Lord Litton to report. But the fulmination of the League had no effect on Japan who, when the commission’s report went against her, withdrew from the League in 1933. The defection of Japan was a serious blow to the League. But worse was to come when Germany had begun secretly rearm to arm as soon as Hitler came into power. But after the failure of the Disarmament Conference, Hitler came into the open. In 1935, he repudiated those clauses of the Treaty of Versailles which had imposed limitations on her armed strength, and reintroduced conscription. In the next year he denounced the Locarno Treaty and re-occupied and refortified those zones of the Rhineland, which had been demilitarized by the Treaty of Versailles. The Great Powers were at cross purposes and so nothing was done to resist Hitler’s insolent violation of the treaty obligations. Italy under Mussolini pursued an imperial policy and in 1935 made an unprovoked attack upon Abyssinia, a member of the League. The emperor of Abyssinia, Haile Selassie, appealed to the League against the act of wanton aggression. The League declared Italy to be the aggressor and recommended the application of economic sanctions. The Italian campaign was short, swift and brutal. After some resistance Haile Selassie fled abroad and his capital Addis Ababa was occupied by Italian troops. The King of Italy was proclaimed Emperor of Abyssinia. Italy withdrew from the League of Nations in 1936. Foreign Policies and International Relations When Hitler came to power he was pledge to recover for Germany the position of power and importance which she had held before the First World War. He envisaged the formation of a ‘Third Reich’ or empire which would include all Germans in a new or greater German state. This involved the ultimate absorption of Germans in a new or greater German state. This involved the ultimate absorption of German-populated regions of Austria, Czechoslovakia and Poland. The dictated treated treaty which Germany had been forced to accept stood in the way of realizing his ambition. Hence Hitler was determined to tear away the Treaty of Versailles which had imposed humiliating restrictions upon Germany, and to make her a power to reckon with. His first significant step in this direction was to withdraw from the Disarmament Conference and to announce a program of conscription. Next he left the League of Nations and openly flouted it by occupying the demilitarized Rhineland. England, France tamely acquiesced in this violation of treaty obligation and so Hitler was encouraged to take larger risks. The Phony War-the events of Europe especially the civil war associated with Spain prove beyond doubt that the shadow of Fascism was falling across Europe, long before the actual outbreak of World War II. The Spanish civil war which broke out in 1936 was an event of utmost importance. It has been aptly called the ‘Little World War’ because it involved all other powers. The Spanish civil war was a prelude to World War II. In Spain, Italy and Germany is defiance of the principal ‘Collective Security’ undermined a democratic government and Britain and France demonstrated a complete callousness which resulted in the victory of Fascism in Spain. The outcome of Spanish Civil War foreshadowed that, in future, Fascisms might apply the same tactics on a bigger scale. The smoldering discontent against monarchy forced Alfonzo XIII of Spain to leave the country in April 1931. Immediately afterwards President Zamora declared Spain to be republic. In Spain the extreme republicans started anti-clerical riots and centrifugal tendencies demonstrated themselves in the attempt to establish autonomy in Catalonia and certain other provinces. The election of the Constitutional Assembly on June 28, 1931, showed a definite landslide for republicanism and in the Cortes the socialists with 117 seats became the largest single group. Spain adopted a radical republican constitution based on German, Soviet and Mexican model with a president and a cabinet responsible to the Cortes. The Church was deprived of its hold over education and civil liberties were guaranteed. Expropriation of the large landed estates proceeded apace. Most of these reforms were carried out by the radical minister Manuel Asana. In the election of 1933 the Asana government fell the Cortes was dominated by a moderate coalition ministry which did not enforce the laws against landed estates and church. Premier Lerroux tried to establish a pro-Fascist government and suppressed the radical opposition. President Zamora now dissolved the Cortes and ordered fresh election in 1936. In the election of February, 1936, the popular Front parties composed to republicans’ socialists and communists secured 258 seats and the right parties 215. Asana became the president and Santiago Cascaras Quiroga became the Premier. The government had to face immediate opposition from unruly groups like Spanish Phalanx and the Army. The attempt of the Government to steer a middle course failed to quell disturbances and the Fascists after careful preparation staged a military revolt on June 18. Military revolts took place in a number of garrison towns in Spain and Spanish Morocco. During the Spanish imbroglio Hitler had learnt all he needed about the weakness of the victors of Versailles. He had found that this intervention in Spain had not met with any resistance from the powers and so he was emboldened to embark upon a policy of naked aggression. He turned his attention to Austria whose union with Germany had been expressly prohibitive by the treaty of Versailles. He encouraged Nazi agitation within Austria, bullied the Austrian chancellor into appointing a Nazi minister and forced him to agree to conduct foreign affairs as Germany’s dictator. Germany and Italy were naturally interested in installing a Fascist power in Spain. The Salazar government of Portugal saw in the radical republic the germs of Bolshevik state and activity aided and abetted in its downfall. Italy and Germany saw in the rise of a Fascist Spain great advantage to their cause. Ideologically the adherence of Spain would help the spread of Fascism and materially it would weaken France increase the possibility of exploiting Spanish mines and raw materials in a future war against democracies and strengthen the hold of Italy in the Western Mediterranean. The Labor opposition strongly urged help to Government legally constituted. But Stanley Baldwin and even Churchill, who opposed the Nazi aggression on every other issue, felt that nothing could be done for helping the Republicans. The behavior of the French government during this period was an enigma to the rest of the world. The Republic was in dire need of more arms but contrary to all expectations the French Popular Front government prohibited all export of arms to Spain on July 25, 1936. This was a violation of an earlier agreement whereby France had undertaken to supply arms to Spain. The British government was steering a middle course. It was unwilling to alienate Italy whose friendship was earnestly sought for as a counterpoise to Nazi Germany. When Blum suggested the formation of a Committee of Non-Intervention it was welcomed. This committee was formed in August 1936, with twenty seven nations. The purpose of the committee was to enforce the agreement reached among powers to hold a ring around Spanish Civil War so that others might not be involved in it and to prevent any military aid on either side. The Fascists power had no intention of letting down Franco and while Britain and France meticulously applied the principle of non-intervention to prohibit export arms to Spain, the rebels received planes, munitions and men from Germany, Italy and Portugal. Thus while the legitimate government of Spain was deprived of all aids from outside and ran short of the sinews of war, in the name of non-intervention, the rebels secured active foreign aid. The League Council passed a resolution in May 1936, and directed all other states not to intervene in the Spanish Civil war. The Fascist powers were now free to act as they liked Spain. Men and arms poured to the rebels while the legitimate government suffered from lack of supply due to the intervention of the Committee of Non-intervention. The dubious role of the Non-Intervention Committee merely provided a shield for Fascist aggression in Spain. Italy and Germany were allowed to strike another blow at the democracies. Next in 1938 he poured troops into Austria and incorporated it in Nazi empire. Till now Italy had been the most effective protector of Austria, but she was now busy with her own acts of aggression in Abyssinia and so did not interfere with a fellow aggressor. The ease with which Hitler had annexed Austria whetted his territorial appetite and encouraged him to further acts of aggression (Paul 59). Czechoslovakia an artificial creation of the peace treaties contained a considerable element of German population. Hitler first began a ‘war of nerves’ by a bombardment of accusation, abuse and menaces and then declared that his patience had been exhausted. He peremptorily demanded that Sudetenland which was predominantly inhabited by the Germans should be ceded to the Reich and that he would take it by force it peaceful means failed. At that time, Chamberlain, the British Prime Minister, tried to persuade Hitler to resist himself. Soon the Munich Pact was signed by the Big Powers and they intended to satisfy Hitler by giving him Sudetenland of Czech-Slovakia. As Fleming observes, â€Å"Nations have often being conquered by enemies, but never before a proud and worthy people been bludgeoned into submission by its own allies† (Fleming 56). Thus, Hitler was encouraged to proceed towards Poland and soon the crisis further aggravated. Original of world war II- having taken Memel Hitler began to mature plans for an assault upon Poland. He demanded the Danzig should be incorporated in the German Reich and the Polish Corridor should be ceded to Germany. This was the last straw. Chamberlain gave up his policy of appeasement and announced that in the event of an aggression on Poland, Great Britain would come to the rescue the Polish government. Thus, when Germany attacked Poland, the Second World War broke out, because Britain and France now realized that the policy of appeasement ended in a fiasco (Ray 112). So long, Hitler had intended to neutralize Britain and had signed a non-aggression Pact with Soviet Russia. Naturally, he thought that now he would find little resistance against his plan of occupying the Polish Corridor. In fact, he desired to localize the the Polish war on which he had set his heart. To isolate Poland, Hitler now attempted to win Great Britain. In a message, delivered verbally to the British Ambassador, Sir Neville Henderson, he expressed his desire to solve in his own way the question of Polish Corridor and Danzig, but at the same time, he pledged himself for the continuance of British Empire. He even expressed his readiness to render German assistance, if required, to Britain. On August 28, the British Government proposed direct negotiation for resolving the differences between Poland and Germany. Hitler in reply demanded that Warsaw should send an emissary with full powers to negotiate with German government. The proposal had no chance of being accepted and the British government in reply sent a counter-proposal of a restoration of normal contact. It was presented by Neville Henderson to Foreign Minister Ribbentrop on August 30. On September 1, the German army marched into the Polish territory to execute ‘Case White’. A last-minute effort for peace by Mussolini failed and the Anglo-French Powers declared war on Germany on September 3, 1939. Conclusion Thus, the outbreak of the Second World War was not at all a surprising affair. In fact, the Big Powers pursued different policies in self interest and when their unity was badly needed, they differed with from one another. Soviet Russia alone emphasized on the policy of a united stand, because it believed in the doctrine ‘peace is indivisible’. However, the capitalist countries like Britain and France talked with it for common safety but, in reality, they adopted a half-hearted policy. While France was directly involved in a rivalry with Germany, Britain intended to keep a safe distance. As Winston Churchill, the former British Prime Minister, held â€Å"Clemenceau or Poincare would have left Mr. Baldwin no option† (Churchill 154). In other words, France intended to fight against German militarism, but Chamberlain was not ready to join it. America was outside the league at that time, and hence, it had no responsibility to prevent the Global War. The Spanish Civil War and the weakness of France actually encouraged Hitler to continue his aggressive policy (Fleming, The Origin of the Cold War, 62). Moreover, Italy and Japan were longing for some territorial advantage against the wishes of the Western Powers. In such circumstances, a Global War was the only inevitability.

African-American Vernacular English vs Standard English in Mule Bone

African-American Vernacular English vs Standard English in 'Mule Bone' The Negros universal mimicry is not so much a thing in itself as an evidence of something that permeates his entire self. And that thing is drama. (Hurston, 830) In her own words, Hurston captures the gritty picture she paints in the highly disputed early 20th century drama, Mule Bone, co-written by fellow Harlem renaissance icon Langston Hughes. Mule Bone is set in a fictionalized version of Hurstons hometown, an all black community in Eatonville, Florida where she spent the early years of her teen life living with her father following her mothers death. Hurstons earliest memoirs indicate that the Eatonville of her childhood, much like the Eatonville of the stage, had two churches and no jail. Based on the short story A Bone of Contention which Hurston penned in 1929, Mule Bone draws heavily from Hurstons anthropological work which she compiled from visits to all black communities in the southern United States. Hughes and Hurston collaboratively worked A Bone of Contention into a ru nning dialogue set for the stage, however; this project would eventually tear the two authors apart after discrepancies in the text became insurmountable. As a piece of social criticism, Mule Bone is much like other comedies, however; the high level of diction stemming from what linguistic scholars have recently named African-American vernacular English (AAVE) set a new standard in realism for African-Americans on stage. Standard English (SE) has been studied in volume after volume of deep structure analysis and lexical origins, only recently has AAVE received the same attention in the form of through analysis that SE has enjoyed for years. Researchers have found the main differences between AAVE and SE lie in subtle rule changes. Where AAVE allows for consonant cluster reduction, the absence of the copula, invariant or habitual forms of to be, time reference markers, and multiple negation (Mufwene, 1) SE does not have such allowances. So much of Hurstons voice relies on the accurate portrayal of AAVE. A voice which Holloway describes as recursive; it begins, it names, it activates, it calls us back to a primal ground. (Holloway, 113) Hurston was striving to write a dialogue which, until this point, had been poorly recorded and often stereotyped African-Americans as dim-witted, primitive and wild. In her highly acclaimed anthropological essay Characteristics of Negro Expression, Hurston sums up the realization of a pure black dialect and comments on the unnatural dialogue credited to the Negro so far: If we are to believe the majority of the writers of Negro dialect and the burnt-cork artists, Negro speech is a weird thing, full of ams and Ises. Fortunately we dont have to believe them. We may go directly to the Negro and let him speak for himself. (Hurston, 845-846) Dialect is a term linguists struggle to define as one cannot set firm boundaries around a shapeless, often regional form of speech. Tracing history and the introduction of Africans to America, researchers have roughly sketched out the origins of what is now covered by the umbrella label AAVE. Originally Pidgin French (later known as Creole) and Pidgin English were derived from Portuguese. These languages were spread to West Africa, and the first African-Asian trade involving the west Pacific, including India, China, and later Hawaii, brought the seeds of African-American English all across the globe. Charles S. Johnson, a prominent scholar of African-American English surmised that Negro dialect turns out to be a repository for the seventeenth century speech of the first English colonizers, (Dillard, 39) this theory, along with others that rely on berating African-American culture as the white mans castoff, fell by the wayside as more scientific research was done on the structure of A AVE; revealing the blending of both native tongues and new forms of Pidgin English as the origins of African-American English in the United States. Deeply seeded in the Portuguese origins from which AAVE seems to have stemmed is the fundamental difference most noticeable to most SE speakers. Dillard examines a sentence such as: An so I comin down an she out there blabbin her mouth told my sister I was playin hookey from school. In which, he explains, there are no lexical anomalies from SE, nor any alien forms, although sometimes usage is casual and illiterate, it follows many of the same conventions as does SE. (Dillard, 40) However, it is the syntactical analysis of AAVE that reveals the most information. Dillard points out that an obligatory category in SE: verb tense, can be ignored in what he refers to as, Black English. While it is interesting to peruse these volumes of thoroughly dissected AAVE, it is important to remember Hurston and Hughes goal in penning Mule Bone; the accurate portrayal of the language of life in a racially un-oppressed southern black community. Hurston failed to capture the elusive dialect in perfect written form, insofar as researchers are concerned, as often she substitutes more readily recognizable structures in place of the hard to read, more accurate written compositions, which she could have transcribed from tapes gathered during her anthropological studies. None the less, Hurston and Hughes managed to convey the sounds of AAVE, its subtle inflections and outlandish expressions, which in consideration of the theatrical backdrop Mule Bone enjoyed, remains of higher importance than their choice of spelling. Hughes seems to have played a lesser role in designating the reality of dialogue in Mule Bone as critics have commented on other literary work he published as stale, flat, and spiritless. (Redding, 73) Further examination of his literary track record reveals that as Hughes matured and evolved as a human being, so did his writing. One critics nostalgic view of Hughes reveals the disgust within a literary niche in response to his stronghold on his roots. While Hughess rejection of his own growth shows an admirable loyalty to his self-commitment as the poet of the simple, Negro common-folk the peasant, the laborer, the city slum-dweller, it does a disservice to his art. (Redding, 74) This diehard image of the common black man is the cornerstone of the Mule Bone community, and an important role Hughes facilitated transcribing A Bone of Contention into a feasible piece of dramatic text. Within Mule Bone, concrete examples of Hurston and Hughess regionalized diction are plenteous, the play is written strictly in dialect. Breaking these forms of speech into appropriate categories is essential in an analysis of the text. Hurston reveals in Characteristics of Negro Expression, that the most basic language is one which relies on comparisons, rather than extensive descriptions to elaborate meaning. She supposes the inherent ease of parallelisms as the natural form from which all other descriptive speech is derived. And in doing so, Hurston recognizes African-Americans as the contributors of broad, often natural similes and metaphors, the double descriptive (such as high-tall, little-tee-ninchy, kill-dead), and verbal nouns (such as funeralize, puts the shamery on him, and uglying away) to the English language. (Hurston, 832-833) Mule Bone is packed full of these elements, a few examples of the co-authors awareness to the vivid language associated with similes are as follows: Id beat her till she smell like onions. (Bass, 52) Id stomp her till she rope like okra. (Bass, 52) Id romp her till she slack like lime. (Bass, 52) The first example is self explanatory, however the second and third are a bit more elusive in their meaning. Okra is a non-native English word introduced by African-Americans, one of the dozen or so words researchers formally recognize as African in origin, and refers to a particular kind of vegetable. The meaning is derived from the strings of gooey sap exuded by cooked okra when its eaten. Hurstons simile paints the picture of a beating so severe; one might be left oozing blood. Slack like lime is a term which has apparently fallen by the wayside, as no formal explanation seems to exist. Smell like a nest of yellowhammers was another elusive term, yellowhammers are a type of bird, however; there is little to no evidence that shows any connection between the two. The characters within Mule Bone relate everything to a grounded understanding of their world. Every description involves something physical; a tangible piece of their surroundings that fundamentally represents the implied meaning. As an example, in the opening lines, Hambo retorts that his baldness doesnt matter because he dont want nothin-not even hair-between (he) and God. (Bass, 49) The description of old Brazzles mule lends itself nicely as an example of the physical aspect of everyday speech. He was so skinny you could do a weeks washing on his ribs for a washboard and hang em up on his hip-bones to dry. (Bass, 53) Or, Clarkes description of Daisy a great big mangoa sweet smell, you know, with a strong flavor, but not something you could mash up like a strawberry. Something with a body to it. (Bass, 60) Several languages of West Africa denote the creation of man to a God beating a drum; the shockwaves of each beat resonating throughout mankind. This kind of primal being, a connection with the physical universe, comes to life as Hurston examines this feeling as related to African-American dance, she says: The performer flexes one knee sharply, assumes a ferocious face mask, thrusts the upper part of the body forward with clenched fists, elbows taut as in hard running or grasping a thrusting blade. That is all. Bit the spectator himself adds the picture of ferocious assault, hears the drums and finds himself keeping time with the music and tensing himself for the struggle. It is compelling insinuation. (Hurston, 835) This to Hurston is the embodiment of drama. Fundamentally, Hurston feels as though African-Americans are drama. She feels as though each aspect of the Negro life is dramatized, lifted above the mundane, and enacted, not lived. In conclusion, studying the development of AAVE in conjunction with the changing social atmosphere of the Harlem renaissance and the conversion of Hurstons short story to a dramatic work, has greatly increased the significance of the text as a piece of self-proclamation for the African-American in the early 20th century. The combination of Hurstons anthropological experience and Hughess steadfast hold on his culture reaches new heights in the realization of a true to life representation of African-American life. Place was important to Zora Neale Hurston-she would spend most of her adult life in search of a place she could claim as her own-one that would support, with fervor equal to hers, her cultural nationalism, that would respect the legacies represented in the voices that she recorded-voices that evidenced the traditions of the world. (Holloway, 113) Holloway touches upon an important conclusion one comes to in viewing Mule Bone as a text among many others. Hurston and Hughes strove to find a place among the Zekes of The Octoroon and the Jupiters of Poes The Gold Bug, and succeeded wildly. The dialect of each character in Mule Bone lends itself to the subtle twisting and careful crafting applied by the co-authors. In a way, Hurston and Hughes celebrate themselves in the colorful use of dialect. To close, Holloway sums up the atmosphere one gets a feel for with this use of dialect, she says, (it) speaks of the primacy of the word, the instrumentation of literary talent and the metaphorical adornment of a culture that recaptures myth on its tongue and uses the adornment to represent itself as black. (Holloway, 115) Works Cited Bass, George Hurston, Henry Louis Gates, Jr., eds. Langston Hughes and Zora Neale Hurston: Mule Bone: A comedy of Negro Life. New York: Perennial, 1991. Dillard, J.L.. Black English: Its History and Usage in the United States. New York: Random House, 1972. Holloway, Karla F.C., ed. The Character of the Word: The Texts of Zora Neale Hurston. New York: Greenwood Press, 1987. Hurston, Zora Neale. Characteristics of Negro Expression. Wall, Cheryl A., comp. Zora Neale Hurston: Folklore, memoirs, and other writings. New York: The Library of America, 1995. Mufwene, Salikoko S., John R. Rickford, Guy Bailey, John Baugh, eds. African-American English: Structure, history and use. London: Routledge, 1998. Redding, Saunders. Old Forms, New Rhythms, New Words. Mullen, Edward J., comp. Critical Essays on Langston Hughes. Boston: G. K. Hall, 1986.