Procces to practice Essay Example | Topics and Well Written Essays - 2000 words

Procces to rehearse - Essay Example the floor, the watcher is only ready to skirt around it, for my suspending object from the roof and the divider plays with the visual of weight, drop and brittle. For instance, during the procedure of my tests with the different mediums and figuring out how to speak to, I made two distinct sorts of article, in one item I made amalgamates space around it, following works (personally object, a seat and the dead body). This kind of creation relates to the statement, â€Å"Three dimensional works by moderate specialists utilized wide range both the encompassing space and the viewer.† Hence, I want to set up the connection between the figures procedures and materials utilized and making uncanny articles. By the by, in a portion of my works I didn't consolidate space since, â€Å"You can't comprehend the spot without being fit for getting structure and to comprehend structure you should be fit for comprehend space.† These incorporate works, for example, Au nature, and untitled water object. As far as material, I utilized specific materials, for example, a regular article, concrete, water, and the plastic sack, latex, leafy foods they go about as properties in deciding the type of my items. This is another investigation simply like, â€Å"In the twenty century expressions started to investigate new response in a journey to find what figure could be and what it could be made for.† As referenced above; concrete is one of the materials I have utilized in my work. Concrete is a dead, waterproof material frequently utilized for outside model, building and large scope; it can straightforwardly onto a supporting structure, example and item. To start with, I blended mortar powder with water, which is quick sited, I rehearsed as a development material of the creation shape. At that point, I utilized water, which is as a huge compelling material in my ongoing works. It is a component of nature that brings explicit stylish characteristics. I likewise utilized natural product, which is a natural material and decay material. As far as strategy and material,

Corporate Social Responsibility Essay Example | Topics and Well Written Essays - 2000 words - 1

Corporate Social Responsibility - Essay Example issues and patterns persistently rise oppressing the comprehension of CSR as well as characterizing best approaches and practices that would make CSR really socially responsive. CSR advocates emphatically accept that the act of CSR is for sure valuable to all, yet might it be able to be conceivable when partners consider business to be distinctive focal point as directed by their own advantage? If at any time this might be valid, how far does CSR fulfill the requests of the numerous partners †the buyers, the more extensive network (nearby, local, and worldwide) and flexibly chain individuals? Addressing these inquiries would most likely lead us to different issues that would carry us to understand that CSR matters like never before as financial difference augments, as transnational organizations are increasingly more dissented, and as corporate administration outrages †from Enron to WorldCom (Hopkins 2003, p. xi) and of late the Fannie Mae and Freddie Mac outrage in US lodging (Cristie, 2007) †stun the economy, hurting people’s lives. In any case, before going any further, one essential issue that needs basic consideration, as this will help put things into appropriate point of view, is characterizing CSR, as Hopkins (2007, p. 15) appropriately contended, â€Å"The absence of broadly concurred definition added to misconception and pessimism towards the idea itself.† What is this CSR that stones the business world about? With numerous partners †the purchasers, more extensive network (neighborhood, local, universal), and gracefully chain individuals †seeking after their own advantage, it is obvious to realize that the meaning of CSR in literary works differ. From among these definitions three are picked for their particular accentuations. CSR covers the connection between companies (or other enormous associations) and the social orders with which they communicate. CSR additionally incorporates the duties that are inborn on the two sides of these connections. CSR characterized society in its most extensive sense, and on numerous levels, to incorporate all partner and constituent gatherings

AP US History Your Complete Guide to Preparing for the Test

If you have been following along with our APUSH blogs, you will know that here at Magoosh, we care a lot about how you prepare. We want you to do well on the test, sure; but we also want you to learn A LOT. As a history teacher and researcher, I can tell you with confidence that the only way those things are going to happen (you doing well on the exam and learning a lot) is if you have a plan of action. Consider this blog post such a plan. This is your complete guide to preparing for the APUSH test. Read it once over before you start your APUSH course and then start adapting it in a way that suits your schedule. Ready? Let’s go! First things first: an overview I’m going to get a little nerdy here and explain how your brain works. Why? Because if you have a better idea of how your brain works, you will have a deeper understanding of how learning happens and this guide will make more sense. In a popular book titled How we Learn, author Benedict Carey makes an argument that most of the ways in which we think we should learn information – repetition, zero distractions, memorization – are actually counterintuitive to real, deep learning. Check out the video below for another exploration of how your brain works. Overview of how learning works, from the Forney Independent School District. Source: here. I happen to agree with these perspectives. Learning – especially the type of learning you will have to do in order to do well on the APUSH exam – is not going to happen through rote memorization. Instead, you should play to your strengths in your preparation for the exam. This means you should recognize that: 1. Time is on your side. Prepare early and prepare often. 2. Rethink what it means to prepare. If you can get your preparation routine out of the classroom and into your everyday life, you can integrate your preparation into more aspects of your life. 3. Tell stories about history. I mean, the word story is right there in the name of the subject! Your brain likes narratives – they are easier to remember than discrete bits of decontextualized information – do play to that strength! This guide will use those three larger points about your brain and learning in my recommendations. The blog will be organized around what you can be doing to prepare each month prior to taking the exam. Leave some comments if you have other suggestions to add! (It should go without saying that throughout all of this, you need to make sure you understand the history. After all, if you don’t understand the subject matter, any amount of tips and tricks for preparation will not be sufficient.) August/September You are likely just beginning your APUSH journey. Classes have started, and you may be feeling a bit overwhelmed by what it is you have to do. That feeling is normal. You’re following this guide now so that you can feel less overwhelmed by the time the test rolls around in May. During this time, you should be focused on the following: 1. Developing a good relationship with your APUSH teacher. 2. Overviewing what the APUSH exam actually looks like. 3. Finding ways to incorporate stories about history into various parts of your life. For #3, I suggest looking into the wonderful world of podcasts. There are some amazing history podcasts out there that will help you make connections and see U.S. history as something that is alive and vibrant. Here are a list of some of my favorites: Malcolm Gladwell’s Revisionist History Stuff You Missed in History Class October/November You are likely in the thick of your course now. Maybe you have had your first writing assignment, or your first major test. Use this as an opportunity to understand where you can improve. Remember I said that back at the beginning of the course, you should be developing a good relationship with your APUSH teacher. In October and November, this is where the relationship begins to become really important. You want your teacher to give you constructive feedback on your assignments, as well as help you figure out a strategy to improve. It’s in October and November that I believe you should: Look at student examples of past work and understand how to improve. You should check out my blog posts on the subjects (APUSH Document Based Questions and Responses: A Study Guide; APUSH Short Answer Questions and Responses: A Study Guide; and APUSH Free Response Questions and Responses: A Study Guide). Set up an account with the College Board so that you can explore even more past exam questions. You will want to start putting your timeline together (see the blog post I wrote about creating a timeline). This will help you contextualize all of the information you are encountering in your classes. Continue doing what you were doing in August/September. December This is a time to get real with yourself. Have you been sticking with your study plan? Are you understanding the material? Ask classmates and your teacher to evaluate how you are doing at this point in the year. This will be a great time to change course if you need to. But most importantly, try to relax a little at this point. Perhaps you can spend some time engaging with history in a different way, such as looking at historical documentaries or movies (here’s a good, but not nearly complete, list) or take some time to head to a museum and see history in a new way. Use this month to recharge your batteries because you will be going hard for the APUSH exam in the new year. January/February It’s go time. You should be doing the following to prepare for the exam: 1. Start practicing with more exams. You should especially be writing a lot at this point. As I have mentioned in previous posts about writing for the APUSH exam, your thesis statement is the most important thing in your writing, so make sure you can write an excellent thesis statement by now. 2. Use some of the other Magoosh study guides for help. There are tips for multiple choice questions, outlines, and study books. 3. You should be able to fill in more of your timeline at this point. Don’t forget about that as a study tool! 4. Continue with the steps I outlined for August November. March/April It’s crunch time now. Your timeline should be nearly complete, and you should have had lots of experience taking practice exams by this point. If you haven’t started those practice exams, START NOW. (Heres a blog post with more sample exams and questions). Also, look at all of the quick reviews that Magoosh has published (complete with questions at the end!) for various topics you are likely to see on the exam. Heres one about the Great Migration. Continue talking with your APUSH teacher about where you can improve. Practice creating your own APUSH questions with people in your classes (this is actually a really excellent strategy for any test). Most importantly, start believing that the preparation you have done up until now (if you are following the advice of this post) is going to pay off in just a few short weeks. May APUSH exam Your APUSH exam is usually in early to mid-May. At this point, you should not be trying to cram too much new information into your brain. Cramming does not work. Instead, relax (especially the night before your exam!). You want to know one of the best things you can do a few weeks before the APUSH exam? Talk through your ideas. Talking with other people is one of the best ways to get your brain working and synthesizing information (synthesis is a really key component of the APUSH exam). I’ve given you a lot of information to digest, but you can do it. Print out or reference the table below to help you make sure you are staying on top of your studies. Let us know how you do! August/September1. Develop a good relationship with your APUSH teacher. 2. Overview what the APUSH exam actually looks like. 3. Find ways to incorporate stories about history into various parts of your life. October/November1. Look at student examples of past work on the APUSH exam and understand how to improve. 2. Set up an account with the College Board so that you can explore even more past exam questions. 3. Begin to put your APUSH timeline together. 4. Continue doing what you were doing in August/September. December1. Assess your study plan. Adjust accordingly. 2. Experience history in new ways through movies and museums. January/February1. Start practicing with more APUSH exams. 2. You should be able to fill in more of your timeline at this point. Don’t forget about that as a study tool! 3. Continue with the steps I outlined for August - November. March/April1. Continue taking APUSH practice exams. 2. Try creating your own APUSH style questions with classmates. 3. Read Magoosh overview topics to get quick refreshers on APUSH topics. May1. Relax 2. Talk to peers about everything you have learned.

What Is Identity Theft Definition, Laws, and Prevention

Identity theft is the illegal use of someone’s personal information for individual gain. Also known as identity fraud, this type of theft can cost a victim time and money. Identity thieves target information like names, dates of birth, drivers licenses, social security cards, insurance cards, credit cards, and bank information. They use the stolen information to gain access to existing accounts and open new accounts. Identity theft is on the rise. The Federal Trade Commission received over 440,000 reports of identity theft in 2018, 70,000 more than in 2017. A study conducted by an independent advisory firm found that  16.7 million people in the U.S. were victims of identity theft in 2017, an 8% increase from the previous year. The financial losses totaled over $16.8 billion. Key Takeaways: Identity Theft Identity theft, also known as identity fraud, is when someone steals personal information to use for their own benefit, typically financial gain.Identity theft covers multiple types of fraud including bank fraud, medical fraud, credit card fraud, and utility fraud.If someone has been the victim of identity theft, they should report it immediately to the Federal Trade Commission, local law enforcement, and the companies where the fraud occurred.Protections against identity theft include strong passwords, shredders, frequent credit reports, and suspicious activity alerts. Identity Theft Definition Identity theft covers a range of  fraudulent  acts. Some common types of identity theft include credit card fraud, phone and utility fraud, insurance fraud, bank fraud, government benefits fraud, and medical fraud. An identity thief might open an account in someone’s name, file taxes on their behalf to receive the refund, or use their credit card number to make online purchases. Stolen bank account information might be used to pay utilities or phone bills. In addition, an identity thief could use stolen insurance information to access medical care. In very rare and serious circumstances, an identity thief might use someone  else’s name in a criminal proceeding. Identity Theft and Assumption Deterrence Act and Legal Implications Before the Identity Theft and Assumption Deterrence Act of 1998, identity thieves were prosecuted for specific crimes like stealing mail or producing fake replicas of government documents. The Act made identity theft a separate federal crime and gave it a broad definition. According to the act, an identity thief knowingly transfers or uses, without lawful authority, a means of identification of another person with the intent to commit, or to aid or abet, any unlawful activity that constitutes a violation of Federal law, or that constitutes a felony under any applicable State or local law. Outside of defining identity theft, the Act also gave the Federal Trade Commission the ability to monitor complaints and offer resources to victims of identity theft. In federal courts, identity theft is punishable by up to 15 years in prison or $250,000 in fines. Financial Consequences for the Victim Identity theft can have financial consequences for the victim. The cost to the victim depends on when the crime is reported and how it occurred. States generally do not hold a victim responsible for charges made to a new account opened in their name  without their knowledge. States also limit the amount of money someone can lose if fraudulent checks are issued on their behalf. The federal government protects victims of credit card theft by limiting the cost of unauthorized use to $50. If someone notices their credit card has been stolen but no charges have been made, reporting it to the proper  authorities will waive the cost of any future unauthorized charges. Debit cards have different standards that depend on timing. If someone notices their debit card is missing and notifies their bank immediately, before any charges are made, they are not liable for future fraudulent charges on that card. If they report unauthorized use within two days, their maximum loss is $50. If they wait more than two days but no longer than 60 days after receiving their bank statement, they are responsible for up to $500 in charges. Waiting for more than 60 days can result in unlimited liability. How to Report Identity Theft There are multiple ways to take action if you suspect private information related to your identity has been compromised. Document the theft. This means keeping track of when and where you last used your debit or credit card. Document fraudulent charges. If you receive a bill for a medical service or a credit card you don’t own, do not discard it.Contact your bank for financial fraud. Freeze your accounts as soon as you believe they have been compromised. A bank may place an alert on your account and send you a new card if yours has been stolen.Contact offices related to accounts opened illegally in your name. Let the office know that your name has been used to open an unauthorized account and follow the designated  procedure.Notify credit reporting companies. Every victim is entitled to an initial 90-day  fraud alert that requires companies  using your credit report to take extra precautions verifying anyone applying for new credit with your information. There are three national credit bureaus: Experian, Equifax, and Transunion. You can notify any individual bureau and they will notify oth ers.Create an identity theft report. You will need to fill out a complaint, affidavit, and report for local law enforcement. The FTC  has an identity theft website devoted to walking victims through these steps. Other reporting tactics include seven-year extended fraud alerts, requesting copies of your credit report, and blocking fraudulent information from appearing on your credit report. Identity Theft Protection There are many ways for identity thieves to get hold of personal information, but certain safeguards may help keep your personal information safe.   Keep your cards in a secure location.Use strong passwords and two-factor identification when possible while using online accounts.Don’t use the same password for every account.Check your credit score and credit reports frequently.Don’t enter your bank information or credit card number on sites that you do not recognize.Use shredders to destroy personal documents.Set up  Ã¢â‚¬Å"suspicious activity†Ã‚  alerts on your bank accounts. Sources Statement of Rights for Identity Theft Victims, The Federal Trade Commission. www.ovc.gov/pdftxt/IDTrightsbooklet.pdfâ€Å"Identity Theft and Assumption Deterrence Act.†Ã‚  Federal Trade Commission, 12 Aug. 2013, www.ftc.gov/node/119459#003.â€Å"Identity Fraud Hits All Time High With 16.7 Million U.S. Victims in 2017, According to New Javelin Strategy Research Study.†Ã‚  Javelin Strategy Research, www.javelinstrategy.com/press-release/identity-fraud-hits-all-time-high-167-million-us-victims-2017-according-new-javelin.â€Å"Consumer Sentinel Network Data Book 2018.†Ã‚  Federal Trade Commission, 11 Mar. 2019, www.ftc.gov/reports/consumer-sentinel-network-data-book-2018.â€Å"Identity Theft.†Ã‚  The United States Department of Justice, 7 Feb. 2017, www.justice.gov/criminal-fraud/identity-theft/identity-theft-and-identity-fraud.OConnell, Brian. â€Å"How to Protect Yourself from Identity Theft.†Ã‚  Experian, 18 June 2018, www.experian.com/blogs/ask-e xperian/how-to-protect-yourself-from-identity-theft/.

Immortal Beloved Essay - 707 Words

After seeing the acclaimed film, Amadeus, based loosely on the life of the child prodigy and great composer Mozart, the next best or potentially better choice had to be Immortal Beloved, a film focused on the equally amazing Ludwig van Beethoven and his infamous letters to an unknown lover. The sequences of events in the movie were largely intertwined. The movie begins with the death of Beethoven and proceeds with a friend and employee of Beethoven obsessed with justifying the rightful will of Beethoven’s assets and estate to an unknown lover. Avoiding Beethoven’s greedy brother, he travels around to meet with Beethoven’s previous lovers, listening to the tale of each, becoming closer to the truth as the movie moves forward. The stories†¦show more content†¦It is then revealed that a few small events had altered their path to happiness in the beginning, ultimately fueling some of Beethoven’s passion. This only makes the deaf composer’s life more unbearable. As one would expect, the movies trickles famous Beethoven clips throughout the movie in places where they seem a good fit. This is in contrast to when Beethoven plays the performances. In one great scene, Beethoven plays â€Å"Moonlight Sonata† , in a seemingly empty room, with his head on the top of the piano, perhaps to feel the vibrations that he cannot hear. One clever use of music in the movie is when Beethoven’s pieces move characters to tears, brings about healing, or change the way they look at the world. A movement plays, and a specific character describes its uncommon effect. Furthermore, Beethoven’s works depict parts of his life and expresses incredible feelings and states of mind through the music itself. The film helps you to realize this by playing corresponding events during the pieces. Once again, I loved the movie. The acting, cinematography, and specific renditions of the pieces were very good. 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As his beloved was beloved was immortal, he requested her for the gift of immortality, Eos requested Zeus, the king of Gods, to grant this boon to her lover. Though immortality was granted, perpetual youth was not bestowed upon him. Thus Tithonus in his old age wither ed awayRead MoreMemory in Beloved Essay1897 Words   |  8 Pagesemotional experience. Very often it is thoughtful that this neglecting and abandoning is the best way to forget. In Toni Morrison’s novel Beloved, memory is depicted as a dangerous and deliberating faculty of human consciousness. In this novel Sethe endures the oppression of self imposed prison of memory by revising the past and death of her daughter Beloved, her mother and Baby Suggs. 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It is fair to say that the mind may wonder when one dies what exactly happens to the beloved soul, the giver of life often thought of as the very essence of life does it live on beyond the body, or does it die with it? Does the soulRead MoreSummary : Immortality Of The Soul 1542 Words   |  7 Pages Socrates lived on generations after his time. Phaedo begins with Socrates addressing his death and stating a true philosopher should look forward to death. He asserts that the soul is immortal and the philosopher spends his life training and detaching itself from the needs of the body. This topic, of â€Å"an immortal soul†, has co ntinued to be discussed. There are various works and dialogues about this topic, but the Phaedo explains it best. Death is defined as the separation of the body from the soul

Sharpes company Essay Example For Students

Sharpes company Essay (Talking to Sharpe) Listen Englishman, I can keep a house, but not for a man who laughs at me (Challenging Hakeswill when he is trying to rape her) The girl was nearly on to him. She had guts, for a Portuguese bitch, and he twisted to one side to avoid the lunge of the bayonet In the film, Teresa relies on Sharpe more, she is more like a normal woman and she waits for Sharpe to come and save her. This again makes Sharpes character look heroic. She also wears more womanly clothes in the film; this is done to appeal to males. The actress playing Teresa is also older than I had expected. I dont think the character of Teresa was cast very well. Teresa has a smaller part in the film than she does in the novel and most of her scenes were changed. This made the film worse than the novel. Knowles was not included in the book; the reason for this was that the scriptwriter maybe didnt think that it was necessary to employ an actor for only one or two scenes. Also, Knowles dies and this wasnt shown in the film. This was probably because the film was rated PG and was shown before the 9pm watershed. Another person who was not included was Leroy. He wasnt included because his character was American and British people might not have wanted to see an America man fighting with the English and making out that he was also a hero. The language in the novel and the language in the film were also very different. The Officers language was more formal in the novel. The language on screen has been made more up to date and modern. This is so people can understand the language and can watch the film instead of having to think what the character was saying, meanwhile losing track of the film. There is no swearing in the film because it is a PG. This takes away the effectiveness because, if men were fighting and people were trying to rape their wives they would swear. There is more use of Spanish and French in the film. Subtitles can be used whereas, in a book, you cant have subtitles. This makes the film more effective because it is all about an army attacking the French and the Spanish to get to a place in Spain (Badajoz). Music is used instead of description in some places. I dont think this is very effective because you dont usually realise the music is there unless it is very powerful. Sometimes the music was good because it related to what was going on. Other times the music didnt seem to relate at all. The makers of the film Sharpes Company would have encountered many problems during filming including characters, setting, audience and technicalities. Characters: The casting would have been a problem, getting actors who fitted the description of characters in the book. I dont think they overcame this very well with a few of the characters. Setting: It would have been extremely expensive to construct sets like those described in the novel. The set would have to be in a believable location. They couldnt have chosen Badajoz today because it is a modern town which looks nothing like it did in the war. Also, cast and crew couldnt be moved very far because of expenses. Audience: The audience also played a very big part in the filming. No sex, violence or swearing because of the PG rating and the watershed. Sean Bean was cast to attract women and the theme of fighting attracted men. Technicalities: Because there were lots of soldiers in the novel and the budget couldnt stretch to employ lots of actors, different camera angles could be used to create the illusion of more men. .ucdd2414f75d71f1c1e3e65307fde6d17 , .ucdd2414f75d71f1c1e3e65307fde6d17 .postImageUrl , .ucdd2414f75d71f1c1e3e65307fde6d17 .centered-text-area { min-height: 80px; position: relative; } .ucdd2414f75d71f1c1e3e65307fde6d17 , .ucdd2414f75d71f1c1e3e65307fde6d17:hover , .ucdd2414f75d71f1c1e3e65307fde6d17:visited , .ucdd2414f75d71f1c1e3e65307fde6d17:active { border:0!important; } .ucdd2414f75d71f1c1e3e65307fde6d17 .clearfix:after { content: ""; display: table; clear: both; } .ucdd2414f75d71f1c1e3e65307fde6d17 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucdd2414f75d71f1c1e3e65307fde6d17:active , .ucdd2414f75d71f1c1e3e65307fde6d17:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucdd2414f75d71f1c1e3e65307fde6d17 .centered-text-area { width: 100%; position: relative ; } .ucdd2414f75d71f1c1e3e65307fde6d17 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucdd2414f75d71f1c1e3e65307fde6d17 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucdd2414f75d71f1c1e3e65307fde6d17 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucdd2414f75d71f1c1e3e65307fde6d17:hover .ctaButton { background-color: #34495E!important; } .ucdd2414f75d71f1c1e3e65307fde6d17 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucdd2414f75d71f1c1e3e65307fde6d17 .ucdd2414f75d71f1c1e3e65307fde6d17-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucdd2414f75d71f1c1e3e65307fde6d17:after { content: ""; display: block; clear: both; } READ: Documentary - Bowling for Columbine EssayI dont think this was very effective. I have considered everything and my main reason for choosing the novel over the film is that the novel is more descriptive and exiting. Even though there was more waiting in the novel, the end result was better. The characters were completely different to what I had imagined, especially Hakeswill. None of the gory parts could be shown in the film, which made it less exiting. I think it would be worth including all of the swearing and the gory bits and making the film an 18, this would make the film as good as the novel, if not better.

The effects of segregation and discrimination. free essay sample

The positive thing is improvement of civil rights on the other hand, mortality and disconnection. Segregation and discrimination effect peoples live. Tit discrimination mortality increase . Hen the discrimination star in any thing make people tow groups and each group try to kill other group. For example Emmett Till he was black boy he killed by tow white men on segregations time-Another effect is disconnection among people. Segregation was reported in many countries. There was a separation of humans into racial groups in some activities, such as: attending schools, riding on a bus, eating in a restaurant, using a public restroom.I think these things affected people and they became disconnected each other. People could not share their knowledge because they did not live together in daily activities. The relationship among people was also affected by segregation. They could not share the same space and as the result, they could not have a good relationship among them. We will write a custom essay sample on The effects of segregation and discrimination. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We can see the results of segregation in the discrimination that still remain in our society. On the other hand, separation and discrimination also make some peoples life become different.Martin Luther King is the famous person who leader the blacks to start revolt scarification. All we know about him is because he lead the blacks to destroy the discrimination. So, if there were not have discrimination, does he will become famous? Maybe he can, maybe he cant. We cannot sure about this point. Its also similar happened in Jackie Robinsons life. Jackie become a legend is because he is the first black player play baseball in a white league. Also he is the leader in NAACP to help blacks and protect them.Lets imagine if there were not had discrimination and separation, he might only be a assessable player, maybe he will still be famous, but will he being a legend? We are not sure, but his life should have some different like this . Thus, separation and discrimination also changed peoples life. Segregation and discrimination affects our lives such as : mortality, disconnection, however, the improvement of Civil rights is the positive point. No matter, they were bad or good in the past, we hope it would being destroyed in the future. The effects of segregation and discrimination.

Comparing LBJ AND JFK essays

Comparing LBJ AND JFK essays John F. Kennedy and Lindon B. Johnson were two of the united states presidents during the cold war although neither was is office very long each had lasting impact on the United States. John was born on May 29, 1917, in Brookline, Mass., the second of nine children. As an infant he lived in a comfortable but modest frame house in that suburb of Boston. As the family grew and the father's fortune increased, the Kennedys moved to larger, more impressive homes, first in Brookline, then in suburbs of New York City. John had a happy childhood, full of family games and sports. He attended private elementary schools, none of them parochial. He later spent a year at Canterbury School in New Milford, Conn., where he was taught by Roman Catholic laymen, and four years at Choate School in Wallingford, Conn. John seemed to grow up in the shadow of his oldebrother Joseph, who dominated family competitions and was a better student in school. Encouraged by his father to take part in school athletics, John, wiry but thin, played in half a dozen sports without making the varsity. When John graduated from Choate in 1935, he ranked only 64th in a class of 112. His classmates, howev er, voted him "most likely to succeed." And its a good thing they did because in 1960. During his presidency he had to dal with many foreing problem retaining to the cold war. The first was the By of Pigs. This plan wasnt even Kennedys it was Eisenhowers but Kennedy was forced to go through with it. This pan was for the U.S. to train the Cuban rebels how to fight and to help them revotlt against castro but when it came time to invaid Castro was ready and it turned out to be a huge blounder. Kennedy also had to deal with one of the most scary incidents of the Cold war this incident was when the Soviets sent Cuba nuclear warheads to point at the U.S. for finacial aid. Kennedy however dealt with this well and got the soviets to remove the we ...

Caucasion chalk circle

The chalk circle is a symbol of truth. Within the circle, all will be revealed. In the play, Azdak cannot come to a rational decision on who should have the child. His methods of justice are not by the Book of Statutes he sits upon. By putting the women in a circle and observing them act towards the child, he can see which woman is best for it. The circle levels the playing ground, removing the advantage of money or rank or history. There are no distractions to the problem or its solution. Azdak lets justice reveal itself. Similarly, the play opens with another circle of justice, when the members of the two communes sit together to decide who should have the valley. The Expert from the Government Reconstruction Commission is like Azdak, who announces the outcome but does not push; he observes. Within this friendly circle where the communes have equal social status, they can impartially decide the best use of the valley, and it is peacefully and mutually decided for the fruit growers. This circle symbol is reinforced by the Wheel of Fortune brought up by the Singer in Scene 2. He sings about the downfall of the Governor, who was so secure in his power and assumed he would always have it. â€Å"But long is not forever. / Oh Wheel of Fortune! Hope of the people! † (p. 15). This wheel of change is always turning and fits the Marxist message of the play. The Wheel celebrates the historical dialectic where the center of power is always shifting from one group or class to another. It is the hope of the people because eventually, this turning circle of fortune produces justice, as we see in the first scene. The first scene depicts the same landscape where the medieval civil war had taken place that we observe through the rest of the play. In the present time in Scene One, however, there is a socialist society that strives for fairness to all. Looking back, the people perform their own history and see how the Wheel of Justice kept moving until the people were free of their class bondage. When the artificial constructs of society are removed that favor the few, then it is clear who deserves what. Christian Symbolism Brecht often criticizes the Christian church as a tool to support the upper classes and keep the lower classes in their places. The historical church subverts the original teaching of Christ who treated all humans with respect. Brecht uses Christianity symbolically in this play, either to criticize religion, or else to transpose Christian rites into secular ceremonies of brotherhood. For instance, critics have pointed out use of the sacraments of the Catholic Church. The sacraments are the sacred ceremonies that convey God’s grace: Baptism, Communion, Confirmation, Penance, Matrimony, Holy Orders, and Extreme Unction (Last Rites or the Anointing of the Sick). In the play the first sacrament performed is the engagement of Simon and Grusha on Easter. He gives her a cross that belonged to his mother and asks her to wait for him. It symbolizes a true marriage. Later, the sacrament of marriage is made a farce when Grusha is forced into marrying Yussup, and he crudely tells her the purpose of marriage is for her to serve him in bed and in the fields. Simon on the other hand, stands by Grusha, â€Å"for better or worse. † When Grusha flees with Michael to the mountains, she finally decides he belongs to her and performs a Baptism, saying: â€Å"Ill wash you and christen you/ With glacier water† (Scene 3, p. 39). This is not the Church’s baptism but a human bond recognized by Grusha towards the child. At Jussup’s farm in the mountains, the drunken priest represents Holy Orders, and he performs a wedding and offers to do Extreme Unction on the groom. These rites are a parody of religion, but at the same time, they ensnare Grusha into the exploitive social structure that keeps her a slave. She is blackmailed into being respectable for the sake of the child. Another sacrament is Penance, comically performed by Azdak when he rushes into town with his confession that he let the Grand Duke escape. The sacrament of the Eucharist, or Communion, happens when Azdak shares wine with Granny and the bandit, Irakli. Finally, Brecht makes the fool Azdak into a type of Christ figure. He is beaten by the soldiers and almost hung, but is â€Å"resurrected† by the Grand Duke. The Singer says, â€Å"To feed the starving people/ He broke the laws like bread/ There on the seat of Justice/ With the gallows over his head . . . a poor man judged the poor† (Scene 5, p. 80). Azdak is no saint or supernatural figure. He is humane, performing acts humans can do, and is thus both hero and example. The Garden In Scene Two, Governor Abashvili is remodeling and enlarging his palace, in honor of his newborn son, whom he wants to carry on after him. He proposes to knock down the peasant shacks on the estate to do this. Natella says, â€Å"All these miserable slum houses are to be torn down to make room for a garden† (p. 11). This will be a garden for the privileged at the expense of the poor. The slum people are of no account as humans. In fact, in Scene Six, Natella complains about their smell, as if they were animals. Ironically, this same estate is confiscated for the state in Scene Six when Azdak declares it will be given to the people and made into a playground for children. He calls it â€Å"The Garden of Azdak† (p. This is a human Eden, and the Singer speaks of it as a brief â€Å"Golden Age† (p. 96). The garden is also evoked in Scene Three as Grusha is fleeing to the mountains. She meets a carriage of aristocratic women from the south, who stay at an inn. The innkeeper describes the beauty of the land to the ladies, saying, â€Å"We’re planting fruit trees there, a few cherries† (p. 28). He shows them farther away where the land gets more stony, and that is where the shepherds have their flocks. The ladies say, â€Å"You live in a fertile region† (p. He asks what their land is like, and they say they don’t know. They have not paid attention. This scene reinforces the first scene where the fruit growers and goat herders argue over the same valley. The common people have a relationship with the land and are contrasted to the aristocratic ladies who have not paid attention to the land at all. They are just trying to get through it to someplace else. The Rosa Luxemburg Commune wins the valley in the Prologue because they will make great orchards there, a garden for everyone. Making the land into a garden is the symbol of making the land productive and the sscene of social harmony and justice, so everyone can share the fruits. When the Abashvilis try to make a garden for themselves alone, there is only war and misery. The fact that it is Easter Sunday is thus the first of the many religious themes present in the play. For example, the fact that the Fat Prince is the Governors brother brings to mind the Biblical story of Cain and Abel. Grusha goes through ten developmental steps that start in this act. Each of these steps requires that she sacrifice a part of herself to Michael. She does this financially, emotionally, in terms of her promises to Simon, and in terms of her life. The first step occurs when she gives up her money for the child, paying two piasters for milk. The second is when she decides to go back for Michael after leaving him with the peasant woman. The third is when she hits the Ironshirt over the head. Four is when she adopts Michael, the helpless girl adopted the helpless child. Five is when she is offered the chance to leave the baby with the merchant woman so that she can cross the bridge and save herself. Six is when she risks her life and Michaels life to cross the bridge. The remaining developmental steps occur in the next act. This is almost a direct comparison of Azdak to Christ. Brecht will continue this comparison in the next act, when Azdak is killed, resurrected by the Grand Duke, and finally disappears. Theme Analysis Class Warfare The Grand Duke of Grusinia (Georgia) is involved in a foreign war in Persia when the play opens, yet the action focuses on the civil war at home caused by the coup of the Princes. While the aristocratic regimes come and go during the action of the play, the common people are always regarded as less than human. They suffer no matter who is in charge. The Singer uses Governor Abashvili who is executed by his brother, the Fat Prince, as a warning to other aristocrats: â€Å"Oh blindness of the great! They walk like gods/ Great over bent backs, sure/ Of hired fists, trusting/ In their power which has already lasted so long† (Scene One, p. 15). The soldiers or â€Å"hired fists,† like the Ironshirts, change loyalties with regimes and let themselves be used by the rich to persecute the poor. Simon Chachava is an exception to this, remaining loyal to the Duke. One of the most passionate denunciations of the upper classes is by the maid Grusha in Scene Six when she denounces Azdak the Judge and the justice system itself as a servant of the rich. She complains that the wealthy â€Å"drag our men into their wars† (p. 92). Simon’s memories of the war in Scene Four reinforce her complaint as he witnessed his brothers slain around him for the sake of the Duke’s cause. Grusha tries to disguise herself as an upper class lady when she escapes, but she is found out when she knows how to make beds. The women look at her hands and know she works for a living. The servant at the inn sympathizes with her, saying, it is hard to pretend to be â€Å"a lazy useless person . . . once they suspect you can wipe your own arse . . . the game’s up† (Scene Three, p. 32). Natella Abashvili becomes the stereotyped and heartless noble lady who can only run around picking out the right dresses to pack and berating the servants while her husband is being executed and her son is abandoned. In court, Natella’s notion of motherhood has to do with station. She wants her son back so they can be restored to their estate. She only notices what the child is wearing and is shocked to see him in rags. When Azdak asks Grusha if she wouldn’t like the child to be rich, she thinks to herself it is better for him to be poor than to mistreat the poor: â€Å"Hunger he will dread/ Not those who go unfed† (Scene 6, p. 94). He will not always have to be afraid of who is going to chop off his head, as was done to his father, because of a power struggle or because he was unjust to others. Human Sympathy What is it that can heal class divisions? The play answers that human sympathy makes everyone equally valuable. Grusha does not hate Michael because he is the son of the Governor, who oppresses everyone. She is won over because he is a baby, like any other: â€Å"He looks at you like a human being† (Scene 2, p. 23). When Grusha sits with the baby all night trying to consider what to do with it, she hears it call to her as if saying: â€Å"Don’t you know woman, that she who does not listen to a cry for help/ But passes by shutting her ears, will never hear/ The gentle call of a lover† (Scene 2, p. 24). When she risks her life for the child’s, the Singer asks, â€Å"How will the merciful escape the merciless/ The bloodhounds, the trappers? Grusha does get some sympathy along the highway. A peasant woman was willing to take the child until the Ironshirts came. The servant at the inn tried to give her food. The merchants wanted to help her cross the ravine or take the child so she could go on. Her brother gives her a roof for as long as he dares and arranges a marriage for her. Yussup takes in both her and the child without asking questions. She is given partial help but she is the one who has to sacrifice her whole life for Michael. The child would not have survived but for her. She wants to tell Simon this when he comes for her but only thinks it: â€Å"I had to tear myself to pieces for what was not mine/ But alien. / Someone must be the helper† (Scene 4, p. 60). Grusha deserves to be Michael’s mother because of what she passes on to him. From her, his inheritance will not be money or rank, but wisdom: â€Å"I’ve brought him up according to my best knowledge and conscience . . . I brought up the child to be friendly with everyone. And from the beginning, I taught him to work as well as he could† (Scene 6, pp. 88, 89). She wants him to treat others humanely, and that is a priceless gift for him and the future. Azdak recognizes this humanity in Grusha, demonstrated by her unselfish letting go of the child’s arm so she won’t hurt it. Azdak himself is the other great example of human sympathy as he risks his own life for two years to help the poor. It is a great and comic juggling act he performs with great humility. In the case of Granny, for instance, who claims the stolen cow, ham, and waiving of the rent were â€Å"miracles,† Azdak fines the farmers for not believing in miracles. He sits on the floor with Granny and the bandit, treating them as equals. He calls Granny â€Å"Little Mother† or â€Å"Mother Grusinia,† seeing her as the suffering poor. The Singer says, â€Å"So, so, so, so Azdak / Makes miracles come true† (Scene 5, p. 77). Miracles are not supernatural events for Brecht, but human acts. Justice The play uses the dilemma of the child, and the debate of the communes over the valley, to ask, what is Justice? Who should get the child? Who should get the land? Azdak the fool, who is made into a Judge, works his way through to an answer. It is not an expected or a ready-made answer, for, as the Singer comments, â€Å"Truth is a black cat/ In a windowless room at midnight/ and Justice a blind bat† (Scene 5, p. Justice will never come from â€Å"willing Judges† like Prince Kazbeki’s nephew ( Scene 5, p. 75). Azdak’s antics, such as demanding bribes in the court from the rich, comments on the accepted corruption. He says, â€Å"It’s good for Justice to do it in the open† as he moves around in a caravan among the people (Scene 5, p. 75). Everything he does or says satirizes the court system. He asks Grusha, â€Å"You want justice, but do you want to pay for it? When you go to the butcher, you know you have to pay (Scene 6, p. 91). The rich are used to equating money and rank with truth, but it is their truth, not impartial Justice. Out of Azdak’s comic theater in the courtroom, he creates a crazy logic so that the people who need help get it, despite the law. â€Å"His balances were crooked,† says the Singer (Scene 6, p. 77). Grusha, not understanding Azdak’s intent, scolds him for being corrupt. She claims that what would be true justice is to choose â€Å"only bloodsuckers and men who rape children† for judges as a punishment to make them â€Å"sit in judgment over their fellow men, which is worse than swinging from the gallows† (Scene 6, p. Judging is a punishment to an unjust man who will only blacken himself with hypocrisy. This is the justice the poor are used to. Azdak’s reply to her is, â€Å"I’ve noticed that you have a weak spot for justice† (Scene 6, p. 93). After Azdak rules in Grusha’s favor, the Singer states the principle of Justice that Azdak uses: â€Å"what there is shall belong to those who are good for it, thus/ The children to the maternal . . . the valley to the waterers† (Scene 6, p. 97). The play opens and closes with true justice served. Essay Questions What is Brecht’s concept of epic theater? Because Brecht was a Marxist, he did not like the classical Aristotelian concept of theater as a drama focusing on the story of individual characters. In traditional drama, the audience has a vicarious experience through identification with certain characters that ends with an emotional catharsis. The audience leaves with its personal experience of the drama and does not think about society as a whole. Brecht’s epic theater hopes to do the opposite—it increases the scope to let the audience witness, rather than identify with, the forces of history, and thereby creates a rational reflection on social conditions. Brecht wanted a critical response that would make spectators want to change the world. Theater should be a teaching and political forum. In order to create this new theater, Brecht breaks the dramatic illusion of reality. The spectators should be reminded they are watching a constructed play (such as the play within a play in Caucasian Chalk Circle), because they should understand that all reality is a human construct, and thus can be changed. One way to break the dramatic illusion is through the â€Å"alienation† or â€Å"defamiliarization† effect. The event portrayed is made strange in different ways, such as having characters address the audience directly, or by the use of harsh lighting, by having songs comment on the action, by using camera projections and signs, by speaking the stage directions aloud, or by having a narrator on stage. Brecht also uses what he called â€Å"separation of the elements,† in which the words, music, and sets are self-contained artistic expressions, combining to produce an overlapping montage rather than a unified effect. Brecht was influenced by the subject matter and techniques of Charlie Chaplin and Soviet filmmaker, Sergei Eisenstein. He learned the techniques of avant-garde theater from his mentor, Erwin Piscator. In addition, his epic theater expressed Marxist ideals by being a theater collective rather than the work of individuals. The playwright exchanged ideas with composers, artists, singers, and actors. Brecht wrote the text with such collaborators as Elisabeth Hauptmann, Margarete Steffin, Ruth Berlau, and Emil Burri. Brecht’s techniques have influenced other writers and filmmakers such as Peter Brook, Peter Weiss, Robert Bolt, Jean-Luc Godard, Nagisa Oshima, and Lars von Trier. How does Marxism influence The Caucasian Chalk Circle? Brecht was a Marxist, and his work reflects this philosophy, formulated by Karl Heinrich Marx (1818-1883) and Friedrich Engels (1820-1895), the most famous statement of which is The Communist Manifesto (1848). Marxism is a materialist philosophy that denies any supernatural forces shaping human life. History is therefore a struggle between classes for the means of production and distribution of goods. Marx criticized capitalism as exploiting the workers, because ownership was in the hands of the few. The laborers have to sell their services to capitalists and are not given a fair share of what they themselves produce. Private ownership, Marx felt, must be abolished to create a fair society. Marx advocated revolution by the proletariat or workers against the bourgeoisie, or capitalists, to advance to the next stage of civilization in which the workers would dominate. He saw civilization evolving in stages (the historical dialectic): first, primitive or tribal communism; then slavery with an aristocracy; feudalism with peasants and lords; capitalism with bourgeosie and proletariat; socialism where private property was abolished; and finally, true communism where there would be no property and no supervising state. Inequality would be abolished for good. Exploitation is demonstrated in the play with Grusha and the other servants and peasants doing all the work, and the Governor and his wife doing nothing to contribute to society. The Marxist concept of alienation is demonstrated by the ruling classes losing their humanity or feeling of kinship with others. The Governor’s wife only sees her child as the means to get the inheritance. The ruling classes are contrasted with the common people who appear more human; the rulers seem monstrously selfish and insensitive. The military and the judges support the princes and governors. Even as the princes fight among themselves for power and create chaos with their wars, the common people suffer, and no government is better than another. According to Marxism, however, the forces of history are not static, and we hear of the revolt of the carpet weavers in Nukha in Scene Five. Their revolt is short-lived, but when Azdak becomes the Judge and rules in favor of the poor people, it predicts the time coming when the people will be victorious. What is the underlying structure of the play and what is the purpose of the prologue? Brecht uses a frame story in the prologue, where the workers of the Rosa Luxemburg Commune are putting on the Chalk Circle play. In the main drama, Brecht cobbled together two tales into one: part one sets up the chalk circle motif of the rival mothers derived from a fourteenth century Chinese play and the judgment of Solomon in the Bible (told in scenes 2-4, 6), and part two is Azdak’s story that resolves the dilemma (scenes 5-6), apparently derived from Brecht’s own imagination and folklore. There had already been a version of â€Å"The Chalk Circle† in German by Alfred Henschke (also known as Klabund) in 1925, which differed from Brecht’s by making the biological mother win the test. Brecht disliked Klabund’s sentimental tone and worked on his own revision of the story, experimenting with settings in Denmark and Germany, before choosing to set the story in medieval Georgia, with the prologue in Soviet Georgia, after World War II. At first, the frame story took place in 1934 without reference to the Nazis, but then, he moved the time of the frame story to after the war. Using Soviet Georgia as the frame in the prologue caused problems in the United States where the play was first performed in English during the Cold War. The play had to be performed without the prologue referring to the Soviet communes, leaving it as a mere retelling of the fables. Brecht felt this destroyed the play and thereafter the prologue was treated as a vital part rather than a tacked-on afterthought, as some claimed it was, to make the play more Communist. The prologue is necessary because it sets up the occasion for the telling of the chalk circle story, and Brecht wanted the setting to be a real one: â€Å"this parable-like play has got to be derived from real-life needs† (Notes by Brecht, p. 104). Brecht claimed that the fable the Singer tells the workers is not meant to be a literal parable. The two Communist collectives arguing over a piece of land solve their differences amicably without war before the play starts, and the story is a simply a celebration of their just decision. Brecht calls the prologue a â€Å"background† and the fable a â€Å"true narrative† that contains â€Å"a particular kind of wisdom† (Notes by Brecht, p. The Singer Arkadi says, â€Å"old and new wisdom mix very well† (sc. 1, p. 8). The foreground of the play (the chalk circle story) and the background of the play (the modern Soviet communes) come together to display the forces of history. The workers in present-day Soviet Georgia hear a tale about their ancestors in medieval Georgia who were exploited. The fair judging of Azdak in favor of the peasants foretells their own time of greater justice under the Soviet collective system. How are the characters of Grusha and Azdak important to the message of the play? Brecht comments on Grusha that she is a â€Å"sucker† (Notes by Brecht, p. 100) for taking on the child since it nearly costs her own life and dreams. Grusha, like the workers and peasants, only pays and pays and pays without getting anything back, for the child is not even hers. She is a â€Å"producer† who gets none of the fruits, like the proletariat. Brecht comments that Grusha does not expect justice from Azdak; she just wants â€Å"to go on producing, in other words to pay more† (p. 101). After the hearing, â€Å"She is no longer a sucker† (p. 101). Like the other poor people Azdak has helped, she gets back some of the fruits of her labor and gets back her self-respect. She is accepted by Simon, though she had to break her promise to wait for him, for the sake of the child. Their new family unit represents a constructed or just family that rejects the old prejudices and notions of ownership. The child is divorced from a mother that only wants to gain money from it and given to the woman who loves it. Grusha is divorced from the farmer who married her for his own convenience and given to a man who loves her. Simon takes on a woman and a child who are not technically â€Å"his† in the conventional sense, but he appreciates them and is the proper father and husband. This accords with the Marxist idea of economics and justice, of reassigning property and social roles to be more just and fair. It does not matter what went before or who has â€Å"owned† something in the past. On the other hand, Grusha has earned her reward. Brecht remarks that â€Å"Bit by bit, by making sacrifices, not least of herself, Grusha becomes transformed into a mother for the child† (p. 104). Like the people themselves who make sacrifices, suddenly the tide turns, as Marx predicts. Through small quantitative changes, there is a sudden qualitative change. This is the historical dialectic, the process of evolution, and the character of Azdak becomes the means for that to happen in the play. In every case he judges, there is a sudden shift from the side of the dominant landowner to the poor peasant. Azdak is the trickster figure who turns the law upside down. His Robin Hood justice is the Marxist kind that will be rendered by the sudden shift of history, illustrated by the carpet weaver’s revolution in Nukha. Brecht’s directions call for an actor who can portray â€Å"an utterly upright man† (p. 102) to play the part of Azdak. He is â€Å"a disappointed revolutionary posing as a human wreck, like Shakespeare’s wise men who act the fool† (p. 102). But, Brecht comments, â€Å"Azdak is the disappointed man who is not going to cause disappointment in others† (p. 105). He risks his life, like Grusha, to be human and to make a difference. That is the only way justice can come, Brecht insinuates. The Caucasian Chalk Circle by Bertolt Brecht Leave a reply The Caucasian Chalk Circle by Brecht uses epic theatre to bring forth an idea or meaning for the audience to consider while entertaining the audience. Epic theatre involves the use of alienation techniques to distance the viewer from the story but still concentrate on the overall meaning. The person who just views the story would likely take it as fantasy and not reach the true depth of the play. Brecht shocks the viewer by making the events and actions in the play â€Å"strange and abstract† this contrasts with dramatic plays where the audience sympathises and relates to the characters of the play. The theme throughout the play is natural justice versus class justice. The title has links to other parables and stories before it. The Chalk Circle, a Chinese play involved a legal action where the false claimant was granted custody due a bribe to claim her dead husbands estate. This however was overturned by the emperor, the guarantor of the law, in a retrial as the emperor was the father. This particular story is a whisper to the result of Grusha’s trial. The emperor is portrayed as the epitome of justice and gives a true verdict. The trial scene is also adapted from the parable of King Solomon. Solomon the paragon of justice and truth oversees the trial of two mothers, one child is dead the other alive, they seek custody of the alive child. The king asks the child to be cut in half, the real mother relinquishes her claim and thus gains custody of her rightful child. In these two whispers the law is shown to be equated with justice, however Brecht seeks to highlight that within Grusinia this is not the case and it takes a greedy Azdak who despises the upper classes to give a just Verdict. The class justice presented in the novel has close links to the Marxist view of the law, with the law serving all, but in reality it protects and secures the interests of the ruling classes. The play seeks to emphasise that within this class justice the poor can only gain justice under exceptional circumstances. Azdak as the judge and arbiter of justice has come to this position only through a matter of chances and mistakes. Firstly he harbours the Grand Duke from Shauva, then he confesses to the Ironshirts only to be made judge because the Duke escaped. Then through shear chance just before his execution the Duke redeems him and makes him judge, finally making him the arbiter of justice between Natasha Abashvilli and Grusha. This shows that the poor class can only get justice under a system of whims and extraordinary circumstances and that justice is intrinsically linked to a series of chances and not linked to the law as it should be in a feudal regime. Azdak finally decides in Grusha’s favour on the spur of the moment, the chalk circle is a real test, and it is through this test that Azdak decides the child’s fate. In order to entertain the audience, Brecht sought to keep the verdict in flux, keeping the audience in suspense as to the final outcome. Azdak although seen as the arbiter of justice between Natasha Abashvilli and Grusha is shown throughout the play as greedy and corrupt when dealing with the upper classes. The humour that Azdak displays toward the upper class is entertaining, he constantly refers to them as â€Å"arse-holes.. sows.. well-born stinkers. † This anal imagery is continued right through the novel. Azdak is so disgusted by the odours the upper classes emit that he occasionally â€Å"before passing judgement, I went out and sniffed the roses. † This helps Azdak give the verdicts he gives to the â€Å"monied classes† such as the Invalid, and the landowner. He swindles them into giving him money for a bribe then turns about and gives a contradicting verdict against the upper classes. This duplicity when passing judgement is seen by the audience but the lower classes see that for once the law is on their side. This is the final hint that Grusha will get the child, as she is good for the child and will continue to do good for the child, contrasting to Natasha Abashvilla’s intent to get the child only to keep her late husband’s estate. The singer sums up the meaning of the entire play, linking the prologue with the stories of Azdak and Grusha. â€Å"That what there is shall belong to those who are good for it, thus the children to the maternal, that they thrive; the carriages to good drivers, that they are driven well; and the valley to the waterers, that it shall bear fruit. † Brecht in the play seeks to highlight the difference between justice and the law within Grusinia. The feudal society, or Marxist society, is shown to have harder implications for the poor than the even distribution of wealth which is the main emphasis of the Marxist state. The Marxist law is not equated with justice for all rather justice for the upper classes, or class justice, where the rich get richer and the poor get poorer.

Science tells us the truth about reality Essay Example | Topics and Well Written Essays - 1000 words

Science tells us the truth about reality - Essay Example promotes curiosity about things, events and natural phenomena and provokes people to investigate the root cause of the event to know what and how things occur and what the real fact is. Science is therefore an effort to find the truth about reality. Science tells us the truth about reality mainly because it can broadly be defined as a process of testing new ideas and exploring natural phenomena to explain it with facts (Giere, 1988). This is vital ingredient of scientific based knowledge which constantly strives to unravel the mystery around us and bring the reality of situation or events to us. Indeed, it has evolved technology as means of furthering knowledge and exploiting it to improve and improvise the quality of human life. The most interesting thing about scientific knowledge is that is not satisfied with one aspect of knowledge but constantly endeavours to study different aspects of events and things to look for paradoxes and find out new things that may explain different facet about the reality. The widening scope of scientific knowledge is highly consistent with the reality because they investigate thoroughly in order to reveal the various facets of event and reveal reality Though science does not tells us the absolute truth about things like certain natural phenomena or how old is the earth or how the first organism was evolved, it does try to give tentative years and investigates the physiology of organisms and decode the genetics to tell that DNA are important part of organisms for knowing what makes human beings and other organisms different from each other. Indeed, reality is what we perceive and experience through our sensory organs. Scientific facts give credibility to the reality because their explanations and reasons are based on extensive research and trials. Most importantly, scientific knowledge is open to scrutiny by one and all and the scientific knowledge can be further explored for loopholes as well as for authentication. (words:

Practical Limits to a Skyscraper Case Study Example | Topics and Well Written Essays - 500 words

Practical Limits to a Skyscraper - Case Study Example Steel can support structures of height about 6.2 miles or even more than that, whereas advanced composite steel has the tendency to support as much as 62 miles tall skyscrapers (Anissimov). Skyscrapers (layoutsparks.com). Therefore, limiting the strength of the structural materials is not the cardinal factors that may impose limits on the height of a skyscraper. There are several other factors that dictate the constructors the height of a skyscraper. There is no doubt in the fact that a skyscraper is mostly empty because it is supposed to provide room for the inhabitants. Therefore, the weight of a skyscraper is often quite less than what its massive appearance may cause the analyzer to estimate. Three factors that primarily limit the height of a skyscraper are budget, elevators, and the wind. As we go higher, the speed of wind increases and ultimately becomes dangerous for the safety and sustainability of the skyscraper. It has been found that with calm weather conditions in a tempe rate region, the speed of wind at heights of 2 km, 4 km, 6 km, 8 km, 10 km, and 12 km is 22 mph, 56 mph, 90 mph, 134 mph, 179 mph, and 200 mph respectively (Anissimov). This clearly indicates that as the skyscrapers become taller, they have to withstand greater wind pressure. Skyscrapers frequently make use of glass for improving the look.

Amusement Parks - Something for Everyone :: Expository Essays

Amusement Parks - Something for Everyone People of all ages, shapes, sizes, financial statuses, and interests pour, in vast numbers each year into such amusement parks as Disney World and Six Flags. Why the fascination with these places, even to the point of repetitive visits? Each individual has his own reason, but there are a few common to all. Here in a make-believe world can be found something for everyone. On stepping from a sometimes harsh, ugly world through the gates of a "magic kingdom," one can do for a short while anything he desires. Vicarious living, with all the thrills and dangers of adventure in faraway places or daring escapades unavailable in everyday life, is here for the price of a ticket. There are wild rides: twisting, dipping, now fast, then slow, breath-taking, almost dangerous. For a few minutes one can live on the edge of danger, but always with the knowledge that safety is only inches and seconds away. Tamer rides are available for the children of all ages who prefer their thrills in more sedate doses. There are beautiful, clean, and true-to-life (better than life?) amusements here also; here everything is pretty, always works, and ends before boredom sets in. There are rides that take one through other countries, fantasy worlds, even into a mildly threatening outer space, and always with the surety of a safe return! Threatening animals become friends, and are totally predictable, clean, and nicer than the real thing. One can even return to the past, seeing of course only nostalgic beauty in the "good old days," and handily passing over any unpleasant memories. The future can be attained in seconds, showing the wonders in store for one as a result of the marvelous technilogical advances of mankind. Of lesser importance, but still a valid reason for amusement park popularity, is the availability of food of many different types. Cuisine of exotic foreign countries is presented in a fairly reasonable form for a decent price. Where else could be tasted a bean-paste sweet typical of Japan, a delicate, flaky Napoleon of France, or a foaming cold beer served in a bier haus of Germany?

Fpi Assignment Essay

Summary The report is regarding to the knowledge of analyzing the accounting data of a listed company, using the various accounting information that provided to identify and examine the competitiveness and efficiency of the listed company. Besides, in order to examine the reliability of the data provided, analysis of the balance sheet and income statement is required. The financial information can be obtained from the annual reports of Harbour-Link Group Berhad. In addition, the report is required to include the top-down approach which consists of Economic analysis, Industry analysis and Fundamental analysis to analyze the listed company in the point of view for investors. Table of Content 1. Introduction 1. Objectives 2. Analysis of the statement of financial position, the statement of financial performance and cash flow statement. 1. Financial Analysis ratio: Asset efficiency ratio Capital Structure ratio Liquidity Ratio Profitability Ratio Share Price 3. Economic Analysis 4. Industry Analysis . Conclusion 6. Findings 7. References Introduction In this report, Harbour-Link Group Berhad is chosen among the listed companies. Harbour-Link Group Berhad is an investment holding company which provides shipping, forwarding and transportation, plant and machinery hiring, and engineering contract services primarily in Malaysia and Singapore. Harbour-Link Group Berhad was founded in the year of 1975 and it is based in Bintulu, Sarawak, Malaysia. It was officially listed on Bursa Malaysia Securities Berhad in the year of 2004. Today, Harbour-Link Group’s success lies in its strong foundation of expertise in the industry and its ability to established the company as a reputable brand-name within the shipping, sea freight forwarding and transportation industries. Objectives 1. To identify the sources of funds, Balance Sheet and profit or loss of the Harbour-Link Group Berhad. 2. To analyze accounting data of Harbour-Link Group Berhad to examine its financial performance using Financial Performance Indicators (ratio analysis) 3. To analyze the economy status, competitors within the same industries and evaluate the operating efficiencies of the listed company. 4. To examine the competitiveness and efficiency of the listed company by using the various accounting information provided. Financial Analysis Financial analysis ratios are used to examine the financial performance of a company in which it will be reflected in the ratios calculated. (Giles et al, 1994, p. 371) Asset efficiency Ratios Asset turnover ratio From the data calculated, the asset turnover ratio for the financial year of 2008, 2009 and 2010 are 109. 9%, 92. 12% and 79. 65%. This indicates that the Harbour-Link Group Berhad is not doing well in the sales of the products or services because the asset turnover ratio is decreasing from year to year. Debtor turnover (in days) Debtor turnover is the debtor collection period of a company. Harbour-Link Group Berhad had a debtor turnover of 73 days in the year of 2008. In the year of 2009, the debtor t urnover is 77 days. However, its debtor turnover is decreased to 71 days. This reflects that the possibility of default risk for the debtors is decreasing. In fact, this is a good thing in a company. Inventory Turnover Inventory turnover measures how many times the company can sell through its inventory for each year. In the year of 2008, Harbour-Link Group has an inventory turnover of 163 times. The turnover increased to 212 times in the financial year of 2009 but the inventory turnover decreased to 127 times in the year of 2010. This reflects that the company can sell better in the year of 2009 but it dropped tremendously in the year of 2010. Capital structure Ratio Debt to equity ratio The debt to equity ratio of Harbour-link Group Berhad is decreasing from the year of 2008 to 2010 by 2%. This is caused by the reducing of total liabilities and the increasing of the total equity. Time interest earned The times-interest-earned ratio allows a lender to evaluate the company’s ability to meet its debt obligation. It is a ratio of the earning before interest and tax over the interest expenses. The time interest earned has a slightly increased from the year of 2008 to year 2009 but it has a greater decrease in ratio amount from the year of 2009 to year 2010. This means that in the year of 2010, Harbour-Link Group Berhad have lesser earnings are available to meet the interest payments and this makes the company to be more vulnerable to the increases in the interest rates. Liquidity Ratios Liquidity ratio is the ratio that is used to examine the liquidity of a company. It includes: Current Ratio Current ratio is the ratio of current assets to current liabilities. Harbour-link Group Berhad has it current ratio decreasing from the year of 2008 to 2010. Its current ratios are 1. 90, 1. 76 and 1. 57 respectively. The ratio is decreased by 14% and 19%. The data is calculated as shown in the findings. Liquid Ratio Liquid ratio is the ratio of (current assets-inventory) to (current liabilities-bank overdraft). Harbour-Link Group Berhad has borrowings so there is bank overdraft existed and that’s why it is classifies as a debt financing organization. The company has a higher liquid ratio of 2. 34 in the year of 2010 compared to the year of 2008 and 2009 which is 1. 88 and 1. 75 respectively. The liquid ratio of the 3 financial years exceeded 1 and this indicates that the current assets are greater than the current liabilities. Higher liquid ratio reflects better performance of the company. Net working Capital Net working capital is the difference between current assets and the current liabilities. In the three financial years, Harbour-Link Group Berhad has the highest net working capital of RM 51. 4 million in the year of 2008. The figure of net working capital for Harbour-link Group Berhad decreased in the year of 2009 and 2010 by 0. 43% and 12. 32% respectively. This shows that there is a drastic drop in the net working capital of year 2010. Profitability Ratios EBIT to total funds ratio EBIT to total funds ratio of Harbour-Link Group Berhad is decreasing in the range of 22% from the financial year of 2008 to 2009 and 21. 4% from the financial year of 2009 to 2010. The total funds consist of shareholders’ funds and borrowings. According to the annual report, Harbour-Link Group Berhad is practicing debt-financing to raise funds because there is borrowing existed. Return on Equity (ROE) Harbour-link Group shows a decrease in net income from year 2008 to 2010. This situation leads to the decrease in the return on equity (ROE) of 5%. In the financial year of 2010, it has the ROE of 0. 08 which indicates that for every RM1 of the capital that the shareholder invested into, they will get 8% of return. Return on Assets The return on assets measures the productivity of assets in terms of the level of profits each dollar of assets generates. (Karen D. H, 2004, p. 131) The return on assets of the Harbour-Link Group Berhad is decreasing from the financial year of 2008 to 2010. It decreased from 8% of year 2008 to 7% in the year of 2009 and then 5% in the year of 2010. This implies that the productivity of the company’s assets is not doing well in terms of profits that the assets generated. Net Profit Margin The net profit margin is the ratio of net profit after tax to the total revenues. In the financial year of 2008 and 2009, Harbour-Link Group Berhad has the net profit margin figure of 8%. It indicates that the company has a net income of RM0. 08 for each RM1 of sales. However, the net profit margin for the year of 2010 decreased by 2% which is only 6% in the financial year. This shows that for every RM1 of sales made by the company in year 2010, the net income is only RM0. 6 which is RM0. 02 lower than the previous year. Share Price Price to Earnings Ratio (P/E) Price to Earning ratio is calculated by using the share price of the year 2010 over the earnings per share. The market price of Harbour-Link Group Berhad was amounted to RM 0. 72 in the year of 2010. From the annual report of the financial year of 2010, the earning per share is R M 0. 11. By using the formulae, the price to earning per share of 2010 is calculated as shown in the table with a figure of RM 6. 825. Current Economic Analysis Roots of Global financial crisis Global financial crisis are usually caused by bad regulation of the banking sectors, failure of fiscal and monetary policy implemented and so forth. In the year of 2008, Financial crisis began with the declared of bankruptcy of Lehman Brothers Holdings Inc. which is the fourth largest investment bank in United States. It was a severe ongoing world financial problem that began in U. S in the year of 2008. This recession has entirely hitting on the fragile global economy with the tremendous devastation in countries all around the world. The U. S government was trying to point the finger of the financial crisis to the rating agencies, who knew about the great risk that was coming but kept giving high reliability ratings to companies that did not deserve them and thus investors invested in the wrong companies. The cause of the bankruptcy of Lehman Brothers Holdings Inc was the accumulation of debt and the increasing of loan defaults. Why it evolved into a world crisis The news on bankruptcy of Lehman Brothers Company led to the drastic fall in the share price all over the world. The company had billions of dollars losses incurred in the mortgage market of United States. (BBC NEWS, 16th Sept 2008) In Lehman Brothers’ case and the other investment banks, the problem was provoked by 2 major factors which are the very high level of leverage ratio and the dependence on short-term debt financing. Commercial banks cannot leverage their equity more than 15 to 1 as they are regulated but for Lehman Brothers Company, it had a leverage ratio of more than 30 to 1. According to the table 1, Lehman Brothers had only $3. 30 of equity for every $100 of loans. With this ratio, it makes the company to be insolvent. Conversely, the instability arose from the leverage problem was aggravated by the strong reliance on the short term debt. Based on table 1(Lehman Brothers Liabilities and shareholder’s equity), at the beginning of the crisis, the company financed greater than 50% of the assets. Reliance on short term debt financing is profitable indeed when it comes to a low interest rate market environment. However, when the company faced rumors of the insolvency problem, the short term lenders will start to have doubt on the company’s performance and therefore, they will start to withdraw their funds from the company for self interest protection. This scenario will lead to a shortage of liquidity for the borrower and thus the company tends to default. After the crisis began, Lehman Brothers did try to decrease its leverage and reduce its dependence on the short term borrowing but it was too late for them to amend the situation and therefore, bankruptcy occurred. The bankruptcy of Lehman’s brother forced the reassessment of risk in the market by looking at the price of the credit default trades. Impact on Malaysia and world economies The crisis started in the year of 2008 had a great hit on Malaysia and world economies. It causes the gas price had a drastic drop, decreasing of the value of real estates, the increasing of unemployment rate, Federal debt crisis and inflation. There is a global explosion in commodities price. The price of crude oil was remaining at high levels for few years till the end of 2008, the crude oil price dropped from the peak in July 2008 of US$145 to US$30. 28 per barrel in December 2008. (Forbes, 2008) According to the findings in table 2, the unemployment rate of Malaysia increased by 3. 13% from the year of 2008 to 2009 and 12. 12% from the year of 2009 to 2010. Malaysian future economic At first, Malaysia was aiming to have 9% of average annual Growth Domestic Product (GDP) until 2020. Suddenly, according to the Economic Planning Unit, the government noted that the number is absurd then they changed and told that Malaysia was capable to achieve 5. 4% of Growth Domestic Product (GDP) annually over the next 10 years to achieve the objective of becoming a high income economy by 2020, which is the vision 2020 (East Asia Forum, 2009). These seem that Malaysia’s economic future is uncertainty. It keeps changing. Besides, Malaysia’s government has a close relationship with its private businesses. Because of the relationship with some business groups have ostensibly led to the emergence of political cronies with unlimited access to public resources. Not only the relationship that mention above but also the experience of neighbouring Indonesia shows that it is a dangerous trend that could negatively affect economic development in the future. In this matter, changes in political leadership led to unstable political environment. Although it does not directly effect on Malaysia, it threatens he influx of refugees caused damage regional stability and social stability. Malaysia’s maritime economy can be defined as the production and manner of use of the range of goods and services that are linked to the maritime sector (Abdul Aziz Abdul Rahman, 1997). It covers the activities that are resource based, including fisheries, oil and gas, marine biotechnology and those that are service base d such as shipping ports, shipbuilding and repair and the myriad range of ancillary maritime services (Maritime Institute of Malaysia,2005). Malaysia’s main concern is the future of marine economy of the future of Malaysian trade, because the country’s foreign and domestic trade, or even almost totally dependent on sea transport facilities. From this we can know that it will have a very bright prospect in maritime economy. If Malaysia is to achieve the goals of industrialization, productivity-driven growth and enhancing competitiveness will depend on how the maritime sector is managed. The maritime sector has a main role to play in enhancing productivity-driven growth. An important element that will affect efforts to sustain international competitiveness is productivity. But, for longer term, Malaysia will need to maintain its international competitiveness, since there is rising competition from other emerging markets for Foreign Direct Investments (FDIs) and for the transfer of modern technologies. Environmental issues are also important for Malaysia in the longer term as deforestation and global climate change may destabilize the country’s agriculture, which still plays an important role in the national economy. What is the most important is the political will effect a change to system-centred thinking in planning the future of the economy. So, a stable political environment is very important to Malaysia. If the political environment of Malaysia is good, it will have a bright future of economy. Solutions to the Global Financial Crisis or crises in general. Banks and financial institutions can cause a downswing of an economy because of their ignorance of the business cycle. Besides, bankers are greedy with the fat bonuses that they will gain if they get the highest market shares results. When the economy is doing well, they expect that there will be no recession problem is going to occur and therefore they will give loans to their customers without considering their customers’ affordability to repay the loans. Once their customers cannot afford to repay the loans, recession will occurs. To overcome these crisis problems, several steps can be used. Government and bankers often intervene to smooth the peaks and valleys of the economic cycle. There are two objectives that the government and bankers can do to prevent serious downswing of an economy. 1) Speedy intervention to prevent a self-perpetuating downward spiral, which means protecting depositors at minimal long term cost to the taxpayer. For example, the Federal reserve may restrict the money supply in good times to slow the expansion phase of the economic cycle, or deficit spend and cut interest rates to ease the recessionary phase of an economic cycle. 2) Ensure so far as possible that future booms are less exaggerated. This has implications for the form of any rescue package, and for the system of financial oversight that is put in place. The growth of consumer credits will increase the consumption of the consumer. The increase in the consumption will increase the aggregate demand of the country whereby AD equals to C + I + G + (X-M). Mc Taggart et al, 2007 p. 766). When the AD is increasing, it means that GDP is also increasing. This shows that the consumer credits provided will also be increased and therefore people will keep on borrowing money from the banks for consumption. This situation actually can amplify the business cycle and extend the upswing of the economy. Industry analysis The domestic and the world economy were in a downturn in the year of 2009. All the industry was affected and they are making an effort to maintain their previous performance and growth momentum. In the year of 2009, Harbour-Link Group Berhad suffered revenue declined by 5. 9% to RM 327. 6 million. The revenue decreased again by 5. 76% to RM 308. 7 million compare to the previous year due to lower selling prices and softer consumer demand. One of the Company competitors, Swee Joo Berhad was also suffered by achieved a turnover of RM 346. 7 million which is 9. 9% lower than the previous financial period. The lower turnover was also impacted by the recovery state for the economy. Swee Joo Berhad has a reduce in current ratio from 0. 648 to 0. 278 which seems to be lower than that of the Harbour-Link Group Berhad and therefore Harbour-link seems to have a better current ratio. Swee Joo Berhad has a negative figure for its Earnings before interest and tax of -11. 32 million and -176. 82 million in the year of 2009 and 2010. This is a huge loss for the company. It shows that Harbour-Link has a better performance than its major competitor, Swee Joo Berhad. Although the economy showed signs of recovery, but most of the economists hold that the sustained global recovery is still vague. This situation greatly influenced the consumers spending behavior. According to the Edge, Harbour-Link Unit obtained the secured contracts of RM75. 2 to supply gantry cranes for the Bintulu Port Sdn Bhd. The contracts were expected to be done in the year of 2012 and it’s also expected to escalate the future revenue and earnings positively for Harbour-Link Group Berhad. (The Edge, 11 April 2011) There are several ways for the companies to perform better during this hard period. However, the suppliers are also important causes which will affect the company performance. Although Harbour-Link Group Berhad suffered lower revenue during the year, however, it obtained quite a number of big projects with a favorable amount of contracts worth which is believed to boost the revenues for the future of the company itself. This scenario will assist Harbour-Link Group Berhad to create a stronger visibility and allow it to be well positioned for the economic recovery. Findings [pic] Table 1 shows Lehman Brothers Liabilities and Shareholders’ Equity Source: Lehman Annual Reports |Year |Unemployment Rate |Percentage Change | |2006 |3. 60 | | |2007 |3. 50 |-2. 78% | |2008 |3. 20 |-8. 7% | |2009 |3. 30 |3. 13% | |2010 |3. 50 |12. 12% | Table 2 shows the unemployment rate in Malaysia Source: CIA World Factbook Conclusion In conclusion, although the Harbour-Link Group Berhad has a downturn in its overall performances in the financial year of 2009 and 2010 as the results shown in the findings, but it has a better performance than its main competitor, Swee Joo Berhad in the shipping industries. The Harbour-Link Group Berhad is overall well organized in its financial statements as shown in the annual reports and it can be categorized as a profitable and successful listed company in Malaysia. On the perspective of investors, Harbour-link is counted as a good investment company and therefore investors are advised to consider Harbour-link Group Berhad as one of their investment company because the company has a good expectation to have a huge increase in its future economic benefits. The future economy of Malaysia is expected to have a good return and therefore this ensure that Harbour-Link Group Berhad is a wise investment for the future benefits. References Abdul Aziz Abdul Rahman, 1997, The Maritime Economy of Malaysia, Pelanduk Publication BBC News, 16 September 2008, http://news. bbc. co. uk/2/hi/business/7615931. stm Bursa Malaysia 2010- Equities, Bursa Malaysia Berhad, viewed on 26 April 2011 http://www. bursamalaysia. com/website/bm/market_information/prices/ East Asia Forum, Malaysia’s Economic Future, view on 1 May 2011, http://www. eastasiaforum. org/2009/11/24/malaysias-economic-future/ Encyclopedia of the Nations, Malaysia- Future Trends, viewed on 2 May 2011, http://www. nationsencyclopedia. com/economies/Asia-and-the-Pacific/Malaysia-FUTURE-TRENDS. html Forbes 2008- Crude Oil Prices 1861 – 2009, Forbes. com 2010, viewed on28 April 2011, http://www. forbes. com/2008/05/13/oil-prices-1861-today-real-vs-nominal_flash2. html Giles, R & Capel, J 1994, Finance and accounting, 3rd Edition, MacMillan, London Harbour-Link Group Berhad 2011, harbour. com. my; Total Logistics &EPCC Provider N. V 2009&2010, Harbour-Link Group Berhad, viewed on 22 April 2011, http://www. harbour. om. my/ Karen D. Halpern, 2004, Understanding Finance: Money, Capital and investments, Pearson, New Jersey. Maritime Institute of Malaysia, Malaysia and Port Competitiveness, 2005 Mc Taggart et al, 2007, Macroeconomics, 5th Edition, Pearson, Australia The Edge Financial Daily, 11 April 2011 viewed on 24 April 2011. http://www. theedgemalaysia. com/ The Star Online 2011- Market watch, Star Publ ications (M) Berhad, viewed on 24 April 2011, http://biz. thestar. com. my/marketwatch/charts/l. asp? code=2062~HARBOUR&p1=0. 99&p2=0. 985&p3=0. 99&p4=0. 985&p5=0. 99&p6=0&p7=0. 00&p8=915&p9=0. 532

Remember The Titans ( 2000 ) - 903 Words

Remember the Titans (2000), is based on the true story of Coach Herman Boone, the football coach of T.C. Williams High School in Alexandria, Virginia. Now Coach Boone becomes the football coach around 1970, and he is promoted to be the Head Coach of the team, and he is an African-American, while the high school is newly desegregated and starting the controversial practice of â€Å"bussing† black students to the high school. Now the film starts with Coach Boone being appointed by the school board as the assistant coach of the Titans football team. And if that wasn’t difficult enough for this town and people to deal with, later that evening it is announced that Boone is actually the new head coach. As the football team goes off to camp during the summer, Coach Boone gets to introduce himself to the team and his staff members as to what kind of teacher, trainer, and coach he is. 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The foundation of footballs great tradition was put to theRead MoreInspiration High School Football Team in Remember the Titans Essay740 Words   |  3 Pagesâ€Å"Remember the Titans† is an inspiring story about racial harmony within a high school football team in the seventies teaching us to respect each other for what we are and not how we look. This wonderful movie is based on the true story of an African American football coach, Herman Boone, hired by a Virginia high school in 1971 to replace couch Bill Yoast. Neither man is happy with the situation, but couch Bill Yoast agrees to work as coach Boone’s assistant. Gerry Bertier who is the captain of theRead MoreMoral And Rhetorical Analysis Of Remember The Titans913 Words   |  4 Pagesmoral/ethical issues and dilemmas in a non-literary text to understand how the director and writer uses texts structures, language and visual feature to influence viewers. The source that will be analysed within this speech is ‘Remember the titans†. Remember the titans is a 2000 American sports film directed by Boaz Yakin. It follows the real life journey of a newly appointed African American coach and a high school team on their first season as a racially diverse unit. Throughout their journey, theyRead MorePrejudice and How It Is Demonstrated in Remember the Titans914 Words   |  4 Pagesgroup. In the film ‘Remember the Titans’ (2000), prejudice is portrayed in several ways, but mainly focuses on the discrimination of the African-Americans. One form of prejudice, which if frequently revisited in the film, is racism. Racism occurs when prejudice and discrimination are directed at people who are members of a particular racial or ethnic group. This particular form of prejudices is the most prominent and makes up the foundation of this film. ‘Remember the Titans’ is set in VirginiaRead MoreLeft Side, Strong Side1210 Words   |  5 PagesDarian Greenbaum K. Baker English 1100 13 November 2012 Left Side, Strong Side Remember the Titans is a film directed by Boaz Yakin bases in 1971 when discrimination, prejudice, and racism was still a way of life. Due to a court order, three high schools in Alexandria, Virginia were forced to integrate their students and faculty for the first time. Consequently, Coach Bill Yoast, a prominent, white member of the community and longtime head coach of the T.C. Williams High School footballRead MorePlot Summary of Remember the Titans Essays1240 Words   |  5 PagesRemember the Titans is a film from 2000 displaying a true story of a racially divided football team from the 1970s. The movie highlights the relationships of the black and white people, and how they learned to interact with each other in a time when this was not the way of life. It brings up a number of questions throughout, of what is right and what is wrong, and really challenges the characters, making it a very interesting movie to watch. I have seen this movie many times, and each time I feel