The Importance of the Fourteenth Amendment to the United...

The importance of the Fourteenth Amendment to the United States Constitution is such that some have called it the amendment that â€Å"completed the Constitution.† When it was ratified on July 9th, 1868, the amendment became one of legislative cornerstones of the Reconstruction Era, a time in which the Radical Republicans, led by John A. Bingham and Thaddeus Stevens, promulgated a legislative program focused on providing racial equality before the law. Among the laws passed in the Reconstruction Era, the Fourteenth Amendment was one of the most controversial, with one Republican congressman, Representative A.J. Rogers of New Jersey saying that it was, â€Å"†¦but another attempt to†¦consolidate in the Federal Government, by the action of Congress,†¦show more content†¦The conquering North was hoping to, as was said by Abraham Lincoln in his Second Inaugural Address, â€Å"bind up the nation’s wounds,† and obtain, â€Å"a lasting peace, amo ng ourselves, and with all nations.† However, the South, while it had been forced to discontinue slavery, was not prepared to accept Blacks as equal citizens, either politically or socially. In late 1865, Southern states began creating the set of laws that became known as the â€Å"Black Codes,† severely restricting the rights of the newly freed African-Americans living in the South. The degree to which the Black Codes limited freedom of African-Americans would eventually become one of the major motivations for the passage of first the Civil Rights Act of 1866, and finally, in 1868, the Fourteenth Amendment. By March of 1866, eight states of the former Confederacy had adopted various laws limiting the freedoms of African-Americans. In the Slaughterhouse Cases (1873), some of the first Supreme Court cases to deal with the Fourteenth Amendment, the opinion of Justice Samuel F. Miller provided a listing of the rights that had been abridged under the Black Codes: †Å"[African-Americans] were in some states forbidden to appear in the towns in any other character than menial servants. They were required to reside on and cultivate the soil without the right to purchase or own it. They were excluded from many occupations†¦andShow MoreRelated 14th Amendment -EQUAL PROTECTION UNDER THE LAW Essay939 Words   |  4 Pagesthe founding fathers of this nation created a Constitution which included laws that dealt with individual freedoms. However great the founding fathers envisioned the United States Constitution, it did not form a perfect union and justice for all. America would have to amend, or add to, the Constitution in order to serve its constituents better. The most powerful constitutional act towards equality would come with the fourteenth amendment. This amendment permanently changed constitutional law by empoweringRead MoreThe Importance of the Thirteenth, Fourteenth, and Fifthteenth Amendendments1493 Words   |  6 PagesThe Thirteent h, Fourteenth, and Fifteenth Amendments of The United States Constitution were important for implementing a total reconstruction of America and the blessings of of liberty to everyone that lived within the borders or our country. These ideas of equality would be reached out to the entire population including but not limited to slaves and their descendants and all American Citizens. These Amendments were especially important to African Americans and minorities who were the main victimsRead MoreThe State Of Washington And The United States1068 Words   |  5 PagesFacts: The State of Washington is the Petitioner in this case along with the Attorney General. The Respondents are Washington medical physicians. The physicians in this case periodically treated patients that were terminally ill. The physicians claimed that they would provide assistance for the patients in ending their lives if it were not for Washington State’s ban on assisted suicides, Wash. Rev. Code  § 9A.26.060(1). The Respondents believed that Washington’s ban was unconstitutional. InRead MoreThe Court Case Of Powell Vs. Alabama During The 1930s806 Words   |  4 PagesSupreme Court Case The United States’ attention was captivated on the Supreme Court Case of Powell vs Alabama during the 1930s. During the time period, this case revealed the brutal treatment towards African Americans more than any other event. The case began on March 25, 1931, when a group of young white and African American youths were traveling on a train to find a job. A physical encounter broke out between them and the white youths were thrown out of the train. Then they reported the incidentRead MoreCivil Rights And The Bill Of Rights Essay1280 Words   |  6 Pagesrights and liberties worldwide is a luxury that all countries do not have and are not given to them. In America the people have the Constitution and the Bill of Rights that enumerate their inalienable rights. In the State of Texas there is also a constitution and a Bill of Rights for the people. One of the most important rights in the Texas Bill of Rights in the constitution is Article 1 Section 3 and 3a titled Equality and Equ ality Under the Law. There are differences between civil rights and civil libertiesRead MoreThe Reconstruction Era Was A Success1490 Words   |  6 PagesThe Reconstruction Era was a Success Shortly after the Civil War ended in 1867, President Abraham Lincoln’s new objective was to unify the union and the confederate states into what was formerly known as the United States of America. This time period is known as the Reconstruction Era, starting with the surrender of Robert E. Lee at Appomattox Court House in 1865 and ending with the implementation of the Compromise of 1877. The Reconstruction Era was a time period full of political, economicRead MoreCivil Liberties are Constitutional Protections Against the Government1681 Words   |  7 Pagesapply to state governments. In 1833 in Barron v. Baltimore, the Supreme Court ruled that the Bill of Rights only applies to the national government and does not include protections against state governments. Barron sought redress under the just compensation clause of the Fifth Amendment. Justice John Marshall said the United States Constitution cannot be applied to state laws. This ruling was a major boost for statesâ €™ rights. (pg. A107-111) The Fourteenth Amendment was passed in 1868 states that anyoneRead MoreIs National Citizenship Irrelevant Outside the United States?1256 Words   |  5 Pagesanswered with a single word: Depends. Within the United States, national citizenship has conferred rights and duties that remain viable hundreds of years after their creation. Outside the United States, national citizenship is essentially irrelevant. National Citizenship Is Still Relevant as a Nationally-Ascribed Designator of Membership and Rights Within the United States but It is Essentially Irrelevant Outside the United States Within the United States In the Ancient World, citizenship conferredRead MoreThe Case Of Samuel Roth921 Words   |  4 Pagesmen appealed to the Supreme Court and their cases were merged together. 3. Questions of the Case Did the California or Federal Statute violate David Albert and Samuel Roth’s First Amendment freedom of speech? Did California violate David Alberts Due Process? 4. Holding No. The ruling was 6-3 in favor of the United States. The ruling was 7-2 in favor of California. 5. Opinion of the Court Justice Brennan delivered the opinion of the Court. Roth ran a business in New York by selling books, photos,Read MoreReconstruction Is The Effort Made In The United States1566 Words   |  7 PagesReconstruction is the effort made in the United States to restructure the political, legal, and economic systems in the states seceded from the Union. The Reconstruction Era last between the years of 1865-1877. The Civil War caused destruction and several deaths throughout the South in 1865. This struggle was compensated by radical Republicans who felt that they were in control of Southerners by punishing them for wanting to preserve their southern tradition. How would the North and the South come

How Society Views Children with Adhd - 1600 Words

HOW SOCIETY VIEWS CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER I. Society Views A. Society Views on Children with ADHD B. How Society Affects the Development of the ADHD Child 1. Mental development 2. Physical development 3. Social development II. Diagnosis A. Reasons for Seeking Professional Diagnosis B. How the Diagnosis is Made C. Why the Diagnosis can be Incorrect III. Treatment A. Ritalin B. Modern Therapy 1. Herbal Therapy 2. Mental Therapy 3. Diet Therapy HOW SOCIETY VIEWS CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER Andrew Todd English III April 24, 2001 WORKS CITED Aronwitz, Robert, Making Sense of Illness: Science,†¦show more content†¦Medicalization studies have demonstrated that agents such as advocacy groups, social movements and academic researchers can be central in creating specific diagnosis. This kind of diagnostic advocacy is accomplished by, or directly connected to an extent to the social movement. Domain expansion is an incorrect diagnosis of ADHD. Domain expansion is a process by which definitions of social problems expand and become more inclusive. Diagnosis seeking behavior is an integral feature of the emergence of ADHD self-labeling information exchange; pursuit of diagnosis fuels the society engine. When a person is different they are usually considered to be a damaged product. The social context for the rise of ADHD. The expansion of hyperactive diagnosis is not the result of new scientific discoveries about the biomedical nature of the disorder. It is the result of studies done by numerous teachers, doctors, psychologists, and researchers. While a number of studies indicated that symptoms in children are usually society based, studies show that society affects the ADHD child positively and negatively. In a positive way society wants to help the child; this is a common treatment of any person with a disorder. In a negative way society treats the child as a defect or as bad material because society is scared of something it knows very little about. The lay promotions of ADHD and the predominance of self-diagnosis contradict some of theShow MoreRelatedMusic And Children With Attention Deficit Hyperactivity Disorder1461 Words   |  6 PagesMusic and Children with Attention Deficit Hyperactivity Disorder Abstract These are some of the reason that compelled me to choose this topic and focus on music as therapy for children with ADHD. Medical Aspect of Music as Therapy for ADHD Music has been seen to help many children with learning disabilities as it activates the brain so extensively helping the kid to focus. Music therapy has been found to help the victims of brain trauma and children with ADHD. For the children with ADHD, music isRead MoreRitalin and Aderall1599 Words   |  7 Pagesi. Diagnosis of ADHD ADHD is a condition which affects multiple areas of functioning. Because of the widespread diagnosis this disease keeps doctors, pharmaceutical businesses, and teachers employed. According to Diller (2008), the use of drugs like Ritalin is at rates never seen before in this country or anywhere else. Diller also states that â€Å"we medicate our children with psychiatric drugs ten or twenty times more than countries of Western Europe (pg50).† Many children are said to be made unhappyRead MoreStudy of Attention Deficit Hyperactivity Disorder in Children1329 Words   |  5 PagesADHD in Children Abstract The occurrence of the attention deficit hyperactivity disorder (ADHD) has been on the rise in primary school children in recent years. This study explains how this disorder impacts upon the daily life of such students, how much harmful it can be to childs mental stability while growing up and how it hinders in their learning process. Moreover, this study also focuses on the treatment methods and techniques employed by the parents and teachers of such students and howRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1219 Words   |  5 Pageslarge population in society, there is a stigma pertaining to mental illnesses and their credibility. People are under the impression that since these diseases are not physically seen, they aren’t real. Despite that, most mental illnesses have been accredited as real health concerns, but there is still speculation surrounding Attention-Deficit Hyperactivity Disorder (ADHD). There are some, including the National Institute of Mental Health (NIMH), who are adamant in the fact that ADHD is a true illnessRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )999 Words   |  4 Pageshyperactivity disorder (ADHD) signifies a major public health problem. Diagnoses continue to rise each year, yet the rates of treated ADHD are declining. There is a lot of controversy about treatments for ADHD today. Helpful treatment options like medications and therapies are receiving negative views with many saying that treatment is not necessary or the negatives outweigh the benefits. Those against treatment cite problems like substance abuse and negative side effects. However, ADHD greatly impacts aRead MoreAttention Deficit Hyperactivity Disorder (ADHD), Ritalin, and the Brain1606 Words   |  7 Pages Attention-Deficit Hyperactivity Disorder, more commonly referred to as simply ADHD, is the most commonly diagnosed disorder among American children today. According to the National Institute on Mental Health an estimated 3 to 5 percent of school age children are affected by this disorder. (1) There are more diagnosed cases of ADHD of in the United States than there are anywhere in the world. The main symptoms of ADHD include developmentally inappropriate levels of attention, concentration, activityRead MoreAttention Deficit Hyperactivity Disorder ( Adhd ) Essay1623 Words   |  7 PagesAttention Deficit Hyperactivity Disorder has made a negative impact a strong among the younger population. Those who classify as having ADHD are often seen as being disruptive, distracting during class and unable to pay attention. This behavior will not only impact the child, but as well as the family of the child, their peers and along with other factors too. For those in various settings, those donà ¢â‚¬â„¢t often realize the main causes of what indicates certain behaviors in the classroom and other locationsRead MoreAttention Deficit / Hyperactivity Disorder Essay1244 Words   |  5 PagesAttention-deficit/hyperactivity disorder, also known as ADHD, is one of the most prevalent childhood and adolescence disorder. ADHD world prevalence rates is around 5% and â€Å"range from 1% to 20% among school-age children (Sciotto, †¦2016, p. 35). There is a variability in prevalence rates across countries, which has led to researchers to question whether ADHD diagnosis reflects the norms and biases of western cultures. Even though the diagnosis are thought to reflect western cultures and norms, itRead MoreAttention Deficit Hyperactive Disorder Diagnosis and Treatment1093 Words   |  5 PagesAttention Deficit hyperactive disorder is a prevalent and ever rising affliction in modern societies. â€Å"According to the American Psychiatric Association (2009), attention-deficit/hyperac tivity disorder (ADHD) is one of the most common mental disorders in school-aged children(Saemi 179)†.While the initial response to handling the syndrome is to medicate it and continually medicate to stem the Simpsons. This is not a temporary instance to cure the disease just a never ending cycle. It is my beliefRead MoreLiving With Adhd Bbc Documentary951 Words   |  4 PagesFor my paper, I chose the YouTube documentary â€Å"Living with ADHD BBC Documentary† produced by ADHD tips. I have never had much experience with Attention Deficit Hyperactivity Disorder. I worked in a daycare in high school and looking back, many of the students presented with the same symptoms as presented in this documentary. Children with Attention Deficit Hyperactivity Disorder need to be constantly watched and reprimanded accordingly. The running around of Liam is a huge safety concern for parents

What Is Scepticism free essay sample

What is Scepticism? Is Methodological Scepticism different? The philosophical term Scepticism can simplistically be described as the challenging of established knowledge, principles, assumptions and beliefs in philosophy, science and theology (Kisner, 2005) Scepticism is based on the fact that with enough skill, any argument can sound convincing However, like most other philosophical constructs the notion is a lot more complex and often ambiguous, particularly upon examination of Rene Descartes and his idea of methodological Scepticism. Methodological Scepticism is an approach that removes all prior beliefs and knowledge in attempt to find further knowledge (William 1999). There are distinct differences between Scepticism and methodological Scepticism. This paper sets out to highlight these differences by firstly providing a working definition of Scepticism. The paper will then delve into the concept of methodological skepticism followed by a discussion into key differences. The basic working presupposition of Scepticism is that all knowledge is limited, if not, unattainable and can be applied to everything in the universe and consciousness. In order to help understand it is important to delve into the historical context of its uprising. The foundations of Scepticism can be credited back to the early works of Pyrho of Ellis (360-272 BC) and Sextus Empiricus (2nd and 3rd Century AD). Largely in response to the dogmatic philosophies and the epistemologies of certain philosophies, I. e. Aristotelian, Epicurean and stocicim ( William 1999), philosophical skepticism aimed to study the nature of knowledge by asking questions such as how can one know? Of what can be One certain? (Kubitz 1939). Knowledge and truth had previously been unchallenged as they were primarily based on religious beliefs, and/or the observations and experiences of respected scholars. Sextus uses Pyrrhonian Skeptical viewpoint in his analysis of knowledge, that is, the idea that one should suspend judgment about virtually all beliefs, neither affirming any belief as true nor deny any belief as false. This is based on the ideology that sense perception as no certain guide to objective reality (Malachowski 1993), that is, our senses and perceptions are subjective and should not stand as a guide to providing information. For example, If Man X tastes Honey to be Sweet, this knowledge or information is purely subjective and a mere opinion/experience of the observer and doesn’t actually say anything about the honey itself (Sheldon 1934) A more extreme form of Scepticism contends that nothing at all can be known. Drawing from the work of Carneades, this skeptical position asserts that people did not possess, and never could possess, any measure of truth (Macachowski 1993). Carneades argued that if truth could be obtained it would have to be based on reason, sensation, or coneption. Because each of these measures are interconnected and ultimately subjective and open to error, these measures would ultimately be disqualified for being a criterion for truth (Sheldon 1934) Given the rising ambiguities surrounding skepticism the problem that had now had been raised was how was one to accept any form of knowledge? Reiterating Carneades’ argument that one could not measure truth the criteria was flawed, thus how could one be sure about anything? Rene Descartes looked to address this crisis by introducing a new radical skeptical approach, far more different to any ideology before it. Coined ‘methodological Skepticism’, Descartes aimed at using skeptical arguments in order to establish a firm ground for knowledge and prove that knowledge was in fact found the mind, and not the external senses as suggested by previous skeptics . In his attempt to achieve this, Descartes, in his book Mediations, begins by inviting the reader to eliminate all beliefs that are open to doubt, he then poses two Key arguments. Firstly, he notes that in particular situations one may think that they are having a certain experience, but are in fact dreaming; thus in any given instance it is not possible to tell if one is not dreaming (Groshlz 2002). Secondly, He argues that there could exist an evil demon that makes on believe in false things (for example; 2+2 may really equal 5, however we believe it to be four) (Schroder 2005). The purpose of these arguments is not to follow on with a classical and/or extreme skeptical ideology asserting that it is impossible for one to know if anything exists but rather to lay a foundation that shows all knowledge through the senses are open to doubt (Pokin 1999). Descartes subsequent comments help elaborate his skeptical argument, he famously states; â€Å"†¦Ã¢â‚¬ ¦.. let him deceive me as much as he can, he will never bring it about that I am nothing so long as I think that I am something. So after considering everything very thoroughly, I must finally conclude that this proposition, I am, I exist, is necessarily true whenever it is put forward by me or conceived in my mind. † (Descartes 1964-76 cited in Groshlz 2002) More commonly known as Cogito Ergo Sum or â€Å"I am thinking, therefore I am† (Schroder 2005), his identification of a certainty in his skeptical arguments is what makes methodological skepticism so significantly different. Descartes is able to reach a certainty, that is, the certainty of the mind, ‘any act of thinking implies the presence of a thinker, a person, and therefore self-knowledge of personal existence is certain’ (Groshlz 2002: 222). He goes on further to respond to classical skeptical thought (in relation to sensory perception), arguing that one does not actually perceive external objects directly, but rather through the contents of our mind, that is, we have only our impressions of things and not direct experience of things themselves (Malachowski 1993). To help illustrate this difference between these different ideologies of skepticism, if we go back to example of Man X’s experience of Honey, Descartes would argue that sweet qualities delivered by sense perception and imagination introduces knowledge about the object that make it so distinct. Thus, according to Descartes what really constitutes the honey is really thought and not the senses (Groshlz 2002). In looking back at all the information put forward it can be seen that there has been a clear distinction made between the ideologies of classical and methodological skepticism.

The Free Will Defense And The Problem Of Evil Essays -

The Free Will Defense And The Problem Of Evil After the World War II and the Holocaust, many Jewish and Christian people were left wondering why God would let such a thing happen. Many felt estranged, as if God had somehow abandoned them in their most desperate time of need. The world needed an explanation as to why God would let such a thing happen to his so-called ?children?. This need for an explanation of why evil exists in a world that is supposed to have been created by an all-powerful and all-loving God has plagued religious believers for centuries. Because of this need, many scholars have sought out explanations. This search for an answer to the problem of evil has resulted in many theodicies, or defenses of God in view of the existence of evil. One such defense is known as the free will defense. The free will defense attempts to combat the problem of evil by rationalizing that evil is the result human action and therefore, God is not to be held accountable for it. This essay will discuss both the strengths and weaknesse s of the free will defense. Before we can discuss the free will defense, we must define the different types of evil that exist. Philosophers distinguish between two types of evil that exist in this world, natural evil and moral evil. Natural evils are those evils that occur that are outside of our control, or more simply put, the evils exist in nature. These evils include natural disasters like earth quakes, floods, and tornados. They also include other forms of ?chance? occurrences that are out of our control. Moral evils, on the other hand, are the evils that are in the control of humans and result from human action. They include things such as murder, rape, theft, etc. Evil, both natural and moral, creates many problems and contradictions regarding the existence of God. One such problem that has been created by the existence and abundance of evil in the world can be summed up into one logical argument: God is supposed to be all-loving and all-powerful, but how can he be all-loving and all-powerful and at the same time allow the existence of evil and suffering in this world. This is essentially the idea behind the problem of evil for many believers. It is also the basis for the argument that many disbelievers use to disprove the existence of God. There are many approaches taken by theologians to answer the problem mentioned above. The free will defense, in particular, is one of the most popular approaches. This approach makes its argument by attacking the purposed idea that an all-loving and all-powerful God cannot exist in a world where evil exists and is in abundance. The argument says that when God created humans, he gave us was the ability to choose our course of actions for ourselves. He did this because He wanted us to have the ability to choose on our own between right and wrong, good and evil, and believing in Him or not. God could not create humans without giving them free will. If He had done so, then humanity's faith in God and their actions of piousness would mean nothing. We would essentially be robots. That is why God gave us free will, despite knowing that it would result in evil, suffering, and the questioning of his existence. The argument goes on to state that since humanity has free will, they are responsible for their own actions. The evil that exists in this world and the bad things that result from it are a direct result of human action. Humanity may be tempted by the appeal of evil, but regardless of this, it is still humanity's choice of whether or not to choose to commit evil. If humanity does indeed choose to commit evil, it is their fault, not God's. Therefore, humanity is held accountable, not God, for the presence of evil in the world, because the choice to sin was made by humanity alone. Regarding the free will defense, some philosophers and theologians, like Ediegar Burkovitz, believe that while God is not held accountable in the here and now, he is held accountable in

Nickel and Dimed free essay sample

As the novel based on investigative journalism it is not in conflict with ethical issues from social work perspective. 2) The novel was first published in 2011 and according to the footnote the author was unable to find recent statistics on the number of employed people living in cars or vans. My personal opinion is that Gaail’s, Annettes’s and Joan’s experiences can be relevant to the recent statistics of the foreclosed families. Needless to say that with booming foreclosure crisis many middle class families are forced to live in vans, shared rooms, motels or shelters. A new HBO documentary film â€Å" American Winter† suggests hat many seemingly prosperous parents are only a few misfortunes away from dark houses and empty refrigerators. The film follows the personal stories of eight middle-class families who were hit hard during the Great Recession. Once financially stable, they now find themselves struggling. The filmmakers show these families desperately trying to make ends meet during the winter of 2011, even as headlines everywhere indicate a recovery for America. We will write a custom essay sample on Nickel and Dimed or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3) Although author’s expectations were different the experiences did not differ. The author emphasizes that low-wage workplace in general seems to exert a soul-crushing effect. If you hump away at menial jobs 360-plus days a year, does some kind of repetitive injury of the spirit set in? † The author experiences and sees fundamental differences between classes even more than the similarities. She writes: â€Å"the anxieties of my actual social class take over. † Note the use of the word â€Å"actual,† as though Ehrenreich were trying to reassure herself. In Key West, Florida author spends a month working as a waitress at two different restaurants The experience of waitressing from Barbara’s eyes amounted to a lot of work for not much pay. During her time in the restaurant business, Ehrenreich comes to despise management. She finds that while she must constantly be working, doing anything at all but sitting still, her supervisors are able to sit for hours on end. Managers and assistant managers are to make sure the restaurant makes money; they frequently lack compassion for their employees and for customers. She offers a survey of each of the non-management employees and shows how they are barely able to survive on their incomes and how most of them will not be able to continue financially for very long. Ehrenreich moves to Portland, Maine, She chooses it for its â€Å"whiteness. † In other words, this seems to be a place where she finally won’t stick out like a sore thumb in low-wage jobs for being Caucasian, blue-eyed, and a native English speaker. Ehrenreich comes to Maine dreaming of flannel shirts, apple juice and doughnuts, and clean air. What she gets instead is a dispiriting slice of humanity, a vision of our capacity to dehumanize each other. Author writes: â€Å"Maids, as an occupational group, are not visible, and when we are seen we are often sorry for it. Indeed, America may be a caste-free society in theory, but the maids are the true untouchables of the country’s hierarchy: â€Å"Even convenience store clerks, who are $6-an-hour gals themselves, seem to look down on us,† Ehrenreich concludes. 4. Through the reading author expressed her negative attitude towards having relationship of somebody performing cleaning services for her. I totally agree with this attitude and personally feel the same way. It is likely that marriages may benefit from cleaning services but less likely be saved by it. 5. Barbara seem to be so mad while observing her pregnant college suffering from nausea and weaknesss. The author writes: Most civilized nations compensate for the inadequacy of wages by providing relatively generous public services such as health insurance, free or subsidized child care, subsidized housing and effective public transportation. So what should we think about the fact that in America we are sending the poor out to make it on their own on little more than a quarter of a living wage? â€Å"Shame† might be an appropriate response. Ehrenreichs account of the differences between the low working class and the upper class provides a daunting portrayal of modern America. Many college freshmen are required to read Nickel and Dimed, but anyone who knows little about what working class America is like should definitely take a look. he does a remarkable job of exposing aspects of the low-paid working class. The author goes into detail about employers oppressive acts such as drug testing and says that some perspective employees have to strip down in front of them. She describes the demeaning drug-testing process in her book, saying, †¦ urination is a private act and it is degrading to have to perform it at the command of some powerful other.

CJD

CJD Creutzfeldt-Jakob disease (CJD) originates from an infectious agent that infected sheep, which crossed the species barrier to bovines to cause bovine spongiform encephalopathy, then eventually was acquired by humans. Changes in the rendering of livestock carcasses allowed the pathogen to survive and contaminate meat and bone meal in livestock feed, amplifying infection to epidemic proportions. Export of contaminated meat and bone meal and live cattle incubating the disease caused the spread of bovine spongiform encephalopathy to other countries. Bovine spongiform encephalopathy caused variant Creutzfeldt-Jakob disease that entered into the human food chain. CJD is a disease primarily affecting the nervous system. Worldwide it affects one out of 1 million people, most between 50 and 70 years of age. A marker of the disease is an abnormal protein called a prion that accumulates in the brain of people who have CJD. Transmission of CJD between people is rare, and the agent that causes th e disease is thought not to be highly contagious.Variant Creutzfeldt-Jakob disease (vCJD), typical ...

Organic Pork Production, Animal Science Speech or Presentation

Organic Pork Production, Animal Science - Speech or Presentation Example If a hog is fed grain meal it is not distinct that any other grain-fed hog. Only because a hog is natural, organic, or pastured never means it has the nutritional merits of a true grass fed hog. Pasture-fed hogs range at outsized foraging for their innate food. They browse grass just like cattle. Forbes, leaves, trees, and grass is what they eat. They are not confined to a sty, caged, penned, confined in murky sties, nor raised in buildings. Several are even wild hogs that joined up with other pig hordes. Thus far, their meat is not the other white meat. Rather, it is red meat. Actual grass pigs always have read meat approximately the same color as of grass-fed beef (Steve and Van Loo 12-26). As you all know, these hogs foraged through the woodlands, fodder and orange groves of rural America. These days stimulated by the immeasurable knowledge of our fat fearing official food advisers, most hogs pre-destined for the table are of bacon kind. Unlike heritage hogs, modern day pigs are t aller, longer and very slant. For a very long time, the tangiest pork comes from Berkshire breed of pigs. Most Berkshire hogs are black with white socks. They are shorter, squatter and certainly plump. Their diets comprise of non-GMO morsels. A wide-ranging list of necessities for organic production of pork has been identified. There is no permissible or extensively approved explanation of natural. Thus, personal marketing cohorts have identified standards for the pork production that could be branded natural. With no permissible explanation of natural, one has the challenge of describing this form of pork production. Natural pork production entails the prohibition on use of antibiotics and other artificial growth stimulators. Nothing like the natural pork production, there are wide-ranging regulations for organic production of pork. Numerous global and national activists have provided descriptions for organic agriculture. Organically produced pork should implement the USDA seal for products as licensed organic pork. National Organic Standards were implemented to permit pork to have the USDA seal. Though the utilization of antibiotic or drugs is not permitted in animals that are sold to organic markets, this however does not imply that animal warfare should be ignored (Becker et al 1). Are you wondering how you will manage to use pigs for manure turning? To be able to utilize hogs for manure stirring you will be required to construct perhaps two 10 X12-manure sheds with a drop roof, cement flooring and modifiable walls. These sheds will serves as a compositing capacity for your hogs compost and rooting top prize for two feeder pigs. Three sheds will, of course, probably accomplished three functionalities. The first one could be devised for fresh compost and bedding, the other will be old compositing and bedding. Although raising hogs is considered a financial risk to place so much so organic feed into sows, it will offer you regulation of your hogs’ man agement from the start. This not only will oblige you to produce brawny organic piglets for your own production, but also you will need to offer superior stock for other farmers. These animals are feed on licensed organic feed 100 percent of the time on fodder when not farrowing. You could wean a standard of 8 piglets per sow twice annually (Becker et al 1). Irrespective of whether as farmer you farrow or buy your piglets, bringing them on fodder is very economical for enhancing

Interest Groups GP210 Wk 5 Research Paper Example | Topics and Well Written Essays - 250 words

Interest Groups GP210 Wk 5 - Research Paper Example er example can be seen in China which is working towards approving non-animal tested cosmetics in the country following an initiative led by PETA (Gallon, 2012). In order to influence policy and public agenda, PETA conducts activities like holding campaigns and working towards changing the law concerning ‘required’ animal testing. It is also involved in creating public awareness about animal abuse in the entertainment, research, fashion and food industries. Several celebrities like Paul McCartney and Russell Simmons support PETA and this is a major strength as common people look up to them as idols. Their strengths include being creative and highly visible. Their major weakness is their crude and uncaring manner of communicating their purpose. For example, PETA came up with a billboard before Easter 2004 that pictures a pig with the caption ‘He died for your sins – go vegetarian’ (Strom, 2004). This brought about a huge uproar from the Christian community.

FIRST and Second Amendment Assignment (CRJ 733) Essay

FIRST and Second Amendment Assignment (CRJ 733) - Essay Example In Virginia v. Black et al. certiorari to the supreme court of Virginia, no.01-1107 (2003) Justice O’Connor announced the following, â€Å"In this case we consider whether the Commonwealth of Virginia's statute banning cross burning with intent to intimidate a person or group of persons" violates the First Amendment. Va. Code Ann.  §18.2-423 (1996). We conclude that while a State, consistent with the First Amendment, may ban cross burning carried out with the intent to intimidate, the provision in the Virginia statute treating any cross burning as prima facie evidence of intent to intimidate renders the statute unconstitutional in its current form.† (Virginia v. Black 1) As a result of this prior decision made the appropriate decision at this time would seem to support the actions of the defendant and while the use of an effigy burning may be seen as a threat it does not by itself constitute a threat to said individual. The action of effigy burning is an approximation and does not promote violence in and of it. Additionally the burning of an effigy remains a political act and in concert with the prior decision in (Texas v. Johnson, 491 U.S. 397) which held that the desecration of the flag at this time while in violation of local state law is not in fact a violation of the First Amendment, meaning the conviction of Ms. Monique shall be overturned as a result as the law of the land is the Constitution and as such the actions taken by Ms. Monique are in line with the allowances for protest that are outlined in the First Amendment. Additionally in the prior case the as with this current case the individual has been convicted based on their engagement in expressive conduct and while the defendant may have disturbed the peace, they did not effectively violate the First Amendment. The expulsion should therefore be overturned. First Amendment, "United States Constitution, Bill of Rights." Cornell University Law School, Legal Information Institute. N.p., 2011. Web. 29 Mar 2011. http://topics.law.cornell.edu/constitution/billofrights#amendmenti TEXAS v. JOHNSON, 491 U.S. 397 (1989), "491 U.S. 397 TEXAS v. JOHNSON CERTIORARI TO THE COURT OF CRIMINAL APPEALS OF TEXAS No. 88-155. Argued March 21, 1989 Decided June 21, 1989." Find Law for legal professionals. N.p., 2011. Web. 29 Mar 2011. http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=491&invol=397 VIRGINIA v. BLACK, â€Å"Virginia v. BLACK et al. certiorari to the supreme court of Virginia No. 01-1107. Argued December 11, 2002--Decided April 7, 2003." Find Law for legal professionals. N.p., 2011. Web. 29 Mar 2011. http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=US&navby=case&vol=000&invol=01-1107 Opinion two, supporting the expulsion The Teaching Fellow Ms. Monique engaged in an act of civil disobedience that resulted in the State University President Max Piker feeling that his life had been threatened. While the initial action was meant as a symbolic statement a nd that is protected by the First Amendment it should be noted that threats or intimidation are not. The First Amendment specifically protects peaceable protest however, does not protect protest in which there is used threats and intimidation. In using an effigy that was

Franz Joseph Haydn

Franz Joseph Haydn Franz Joseph Haydn Franz Joseph Haydn was born a peasant in the village of Rohrau, Austria on March 31, 1732. His father, a wagon maker by trade, was musically inclined. He often played the harp while his wife, Haydns mother, sang along. The second child of twelve in a peasant home left Haydn little chance of attending school, however young Franzs early showings of musical ability caused his cousin to take notice and fund his education to be given at St. Stephens (Franz Joseph Haydn Biography, NAXOS). At age eight he was given a choirboy position in a Viennese cathedral. From a very early age Haydn was moving up in the world based on his own merit. Social mobility in his day and age was relatively unheard of, but from the very beginning Franz Joseph Haydn was proving to be exceptional. For several years Haydn remained a choirboy with the cathedral, until one day he found himself out on the streets with little more than the clothes on his back. Puberty had altered the boyish timbre in his voice and he was unfit to remain in the boys choir. Soon, however, Haydn found work as an accompanist to Niccolo Porpora, an Italian composer. Niccolo taught Haydn Italian, voice, and schooled him in musical composition (Franz Joseph Haydn Biography). Haydn and Porpora really began to find success as aristocrats and royalty began to hire them for entertainment at all types of events. Haydn began to find more than just status, he began to generate significant revenue (Halley Tsai). Soon Haydn moved on apart from Porpora and was briefly hired by Baron Karl Josef von Furnberg. It was under this patronage that he composed his earliest string quartets. At 28 Haydn found a more substantial position when he was hired as music director by Count Ferdinand Maximilian von Morzin (Basic Repertoire List F.J. Haydn). One of the biggest turning points in Haydns life came in 1761 when Prince Pal Antà ¡l Esterhà ¡zy hired him as assistant music director. The following year he was promoted to head director, or Kapellmeister. Haydn served as Kapellmeister under three princes in this household, finding himself with overwhelmingly demanding duties and responsibilities. The second prince, Prince Miklà ³s Jozsef Esterhà ¡zy, was the biggest musical advocate of the three. He spent a fortune building up a musical establishment second to none in his day. Haydn found himself in a very publically demanding position. Haydn worked to not only compose music, but also to teach his music as well as others pieces. He was in turn responsible for performing music, maintaining the library of music, keeping up the instrument collection, coaching singers, and perform the duties of an administrative figure when it came to issues and disputes among musicians and entertainers (Basic Repertoire List F.J. Haydn). During the time of Haydns patronage by the princes he composed roughly 83 works. Many of these works were string quartets. Haydn wrote many of these quartets in sets that shared common themes and elements. Some of these sets are as follows: The Sun Quartets (1772), The Russian Quartets (1781), The Prussian Quartets (1787), and many, many more. Many of these later quartets were written to feature his third prince and patron Prince Nikolaus Esterhà ¡zy. Nikolaus played a bowed instrument called the baryton. This instrument was also able to be plucked, and was looked at rather critically by later scholars and critics. In addition to the quartets, Haydn also composed a significant amount of pieces for two violins and a cello as well as some 126 baryton trios (Franz Joseph Haydn Biography, NAXOS). Haydn did not always enjoy the seclusion that came with working for the princes of Esterhà ¡za, but he did enjoy the unique privilege of being allowed to market his compositions to publishers and receive commission. Many composers being patronized during the 18th century did not have this luxury (Basic Repertoire List F.J. Haydn). During the early to mid 1790s Haydn joined forces with an enterprising, young English violinist, Johann Peter Salomon. It was alongside Salomon, in London, that Haydn composed some of his works considered masterpieces. Several of which are commonly known as The London Symphonies. (Basic Repertoire List F.J. Haydn). His use of crescendo, accents, abrupt dynamic changes, modulation, and other such innovative technique set the precedent for many following composers (Forney, Kristine). While working for the princes Haydn published a total of 125 trios and 19 operas (Basic Repertoire List F.J. Haydn). The most famous of Haydns symphonies, Symphony No. 94, is often referred to as the â€Å"Surprise Symphony.† It became apparent to Haydn that members in the audience were falling asleep mid-performance. As a remedy for this problem, he composed this symphony utilizing a forceful brass section composed of French horns and trumpets along with tympani percussion. Haydn wrote the beginning to be mild and peaceful. Dynamically the introduction was relatively piano. And then, seemingly without warning, Haydn wrote in an orchestral hit that brought the dynamic level abruptly to forte in an attempt to jar sleeping listeners to wake. Such dynamic change was later reflected in Beethovens works (Forney, Kristine). Although Haydn had passed the age of sixty his output of music showed no signs of slowing. After his work in London, Haydn returned to Austria and began to write oratorio. The Creation and The Seasons were two famous works that portrayed scenes of nature. An avid hunter and nature lover, Haydn often incorporated themes of nature into his music (Franz Joseph Haydn biography, Essortment Articles). Haydn was notably one of the most productive writers of all time, putting out an immense number or musical works throughout his life. Haydn wrote career number 107 symphonies, 68 string quartets, 62 piano sonatas, 43 piano trios as well as the 125 trios written during his work with the princes, and 19 operas(Basic Repertoire List F.J. Haydn). This level of proficiency in that day was rivaled only by the young composer Mozart, who was actually a good friend of Haydn. Haydn stumbled across Mozart while observing a lesson of Mozarts with another student. Haydn was stunned by the musical genius and quickly befriended him. The two began to become involved in each others music writing and even suggested ideas on occasion that would better each others writing. Haydn even admitted his younger companions superiority in writing opera (Franz Joseph Haydn Biography, NAXOS). Haydn and Mozart remained friends until parted by the death of Mozart. At age 77, Haydn followed his friend in death on May 31, 1809. It was Mozarts last composition A Requiem that was performed at Haydns own funeral (Halley Tsai). Haydns works are not as often performed today as some of his later contemporaries, because they are not complex in nature; however, the originality of his works are without question. Haydn paved the way in style and technique for his future composers. Haydn not only influenced the minds of the composers but also was an instructor to the musicians and performers, both instrumental and vocal, that would play the music. Haydn is often remembered as a self-made man, a true example of â€Å"rags to riches.† He is remembered as an innovator and an instructor totally unique and original in all areas of his life and work. Bibliography Forney, Kristine. The Enjoyment of Music An Introduction to Perceptive Listening. Boston: W. W. Norton Company, 2007. Print Franz Joseph Haydn. Academic Talent Development Program. Halley Tsai, 1999. Web. 30 Sep. 2009. . Franz Joseph Haydn Biography. Listen to Classical Music by Franz Joseph Haydn. Classical Music Streaming Classical Music. NAXOS, 2009. Web. 30 Sep. 2009. Basic Repertoire List F.J. Haydn. Classical Net. 2009. Web. 30 Sep. 2009. . â€Å"Franz Joseph Haydn biography. Essortment Articles: Free Online Articles on Health, Science, Education More.. Elaine Schneider, 2002. Web. 30 Sep. 2009.

Graduation Speech: Prime Time :: Graduation Speech, Commencement Address

The age of reality TV has arrived. There's a different show on every night of the week. And I hate to admit it, but once you get started on a series, it becomes pretty addictive. They should have a disclaimer when they roll the credits or something. Now don't deny it, I know you've all fallen into the trap, too. You promise yourself you're only going to watch for ten minutes to see what all the craze is about, and 45 minutes later you're still watching, but wondering why you just wasted your time. That happened to me when "Married By America" came out. I honestly think that was one of the worst reality shows yet! I didn't watch it religiously, but there were a few episodes that I got suckered into. So which show is your favorite? Let's take a look at our TV Guide. ... It's Monday night. You just got home from practice and finished dinner. It's 8:00, so... naturally you turn on the TV to channel 5, because it's time for "Fear Factor." We all could have been on an episode of "Fear Factor." Four years ago we entered these halls as fearful freshmen. What were we afraid of? The typical rumors: getting stuffed in a trash can or taped to the flagpole, or maybe getting lost in this huge campus, which we could now find our way around blindfolded. From watching "Fear Factor," we've learned that eating maggots and sheep eyeballs on a pizza won't kill you. Apparently, living off of cafeteria food for four years won't kill you either. We've been fearful of finals and failing our CE's, but we made it. All of us here tonight have conquered those fears. Hey, we may not walk away with $50,000, but hopefully a diploma will get us where we want to go. So it's Tuesday night and you just finished your homework. You need to relax, so you flip the TV on to channel 13 just in time to catch "American Idol." You listen to the music and wait for your favorite budding rock star to perform. When the show is over, you cast your vote along with 24 million other Americans who want their own voice to be heard. Now there's a lesson here for all of us, Grads. It would seem that the American population gets more excited about voting after watching an hour of "American Idol" than they do about voting for President.

Sugar Revolution

THE EFFECTS OF Migration Since the 1950’s migration has by no means on a small scale. The main reason people from the Caribbean migrate is to make a better type for themselves and their families. Many sacrifices are made when West Indians deceive their home lands for foreign lands. DISADVANTAGES AND ADVANTAGES OF MIGRATION Migration has disrupted the family structure. While parents are away trying to make a living and sending home remittances[1] guardians are expected to fulfill the role of one or both parents. Disadvantages: Although they may be financially better off, the absence of a biological arent could lead to delinquent behaviors. Advantages: However, this is not always the case, since some children are able to complete studies successfully and become worthwhile citizens. In fact, some migrants are able to send for their families to join them in their adopted countries. This is a very exciting time in the life of the family and is regarded as a new adventure. Once sett led, they realize how different the country and lifestyles are and they are forced to adjust quickly. Once fully adjusted to the new lifestyle, some people no longer yearn for back home but ake new friends and get on with their lives. Others, especially the older people, continue to yearn for the lifestyle they once had back home and make plans to return home on regular vacations. These vacations, being the focal point of their lives, are enjoyed to the maximum as persons return bringing gifts or relatives and friends. The stories and experiences shared entice other West Indians to want to migrate–. And d 2 thing above migrate. 1. Remittances: Money sent to a person. 2. This migration very often leads to brain drain of the West Indian countries. ———————– [1]

An Explanation of Unicode Character Encoding

An Explanation of Unicode Character Encoding For a computer to be able to store text and numbers that humans can understand, there needs to be a code that transforms characters into numbers. The Unicode standard defines such a code by using character encoding. The reason character encoding is so important is so that every device can display the same information. A custom character encoding scheme might work brilliantly on one computer, but problems will occur when if you send that same text to someone else. It wont know what youre talking about unless it understands the encoding scheme too. Character Encoding All character encoding does is assign a number to every character that can be used. You  could make a character encoding right now. For example, I could say that the letter A becomes the number 13, a14, 133, #123, and so on. This is where industry-wide standards come in. If the whole computer industry uses the same character encoding scheme, every computer can display the same characters. What Is Unicode? ASCII (American Standard Code for Information Interchange) became the first widespread encoding scheme. However, its limited to only 128 character definitions. This is fine for the most common English characters, numbers, and punctuation, but is a bit limiting for the rest of the world. Naturally, the rest of the world wants the same encoding scheme for their characters too. However, for a little, while depending on where you were, there might have been a different character displayed for the same ASCII code. In the end, the other parts of the world began creating their own encoding schemes, and things started to get a little bit confusing. Not only were the coding schemes of different lengths, programs needed to figure out which encoding scheme they were supposed to use. It became apparent that a new character encoding scheme was needed, which is when the Unicode standard was created. The objective of Unicode is to unify all the different encoding schemes so that the confusion between computers can be limited as much as possible. These days, the Unicode standard defines values for over 128,000 characters and can be seen at the Unicode Consortium. It has several character encoding forms: UTF-8: Only uses one byte (8 bits) to encode English characters. It can use a sequence of bytes to encode other characters. UTF-8 is widely used in email systems and on the internet.UTF-16: Uses two bytes (16 bits) to encode the most commonly used characters. If needed, the additional characters can be represented by a pair of 16-bit numbers.UTF-32: Uses four bytes (32 bits) to encode the characters. It became apparent that as the Unicode standard grew, a 16-bit number is too small to represent all the characters. UTF-32 is capable of representing every Unicode character as one number. Note: UTF means Unicode Transformation Unit. Code Points A code point is the value that a character is given in the Unicode standard. The values according to Unicode are written as hexadecimal numbers and have a prefix of U. For example, to encode the characters we looked at earlier: A is U0041a is U00611 is U0031# is U0023 These code points are split into 17 different sections called planes, identified by numbers 0 through 16. Each plane holds 65,536 code points. The first plane, 0, holds the most commonly used characters and is known as the Basic Multilingual Plane (BMP). Code Units The encoding schemes are made up of code units, which are used to provide an index for where a character is positioned on a plane. Consider UTF-16 as an example. Each 16-bit number is a code unit. The code units can be transformed into code points. For instance, the flat note symbol â™ ­ has a code point of U1D160 and lives on the second plane of the Unicode standard (Supplementary Ideographic Plane). It would be encoded using the combination of the 16-bit code units UD834 and UDD60. For the BMP, the values of the code points and code units are identical. This allows a shortcut for UTF-16 that saves a lot of storage space. It only needs to use one 16-bit number to represent those characters. How Does Java Use Unicode? Java was created around the time when the Unicode standard had values defined for a much smaller set of characters. Back then, it was felt that 16-bits would be more than enough to encode all the characters that would ever be needed. With that in mind, Java was designed to use UTF-16. The char data type was originally used to represent a 16-bit Unicode code point. Since Java SE v5.0, the char represents a code unit. It makes little difference for representing characters that are in the Basic Multilingual Plane because the value of the code unit is the same as the code point. However, it does mean that for the characters on the other planes, two chars are needed. The important thing to remember is that a single char data type can no longer represent all the Unicode characters.

4 Creative Ways to Analyze Plays

4 Creative Ways to Analyze Plays As students we remember sitting through countless lectures in which the instructor waxed eloquently about dramatic literature, while the class listened patiently, taking notes now and then. Today, as teachers, we certainly love to lecture about Shakespeare, Shaw, and Ibsen; after all, we love to hear ourselves talk! However, we also love student involvement, the more creative, the better. Here are a few ways for students to exercise their imagination while analyzing dramatic literature. Write (and Perform?) Additional Scenes Since plays are meant to be performed, it makes sense to encourage your students to act out some of the scenes in the play. If they are an energetic and outgoing group, this can work splendidly. However, it might be that your English class is filled with rather shy (or at least quiet) students who will be reluctant to read Tennessee Williams or Lillian Hellman out loud. Instead, have students work in groups to write a brand new scene for the play. The scene could take place before, after, or in-between the playwrights storyline. Note: Tom Stoppard did an excellent job of writing scenes that take place in between Hamlet. Its a play called Rosencrantz and Guildenstern are Dead. Another example some students will be more likely to appreciate would be Lion King 1 1/2. Consider some of these possibilities: Write a scene set ten years before Death of a Salesman. What was the main character like before he had children? What was his career like in the early days?Write a scene that shows what happens between Hamlets Act III and IV. Many dont realize that Hamlet hangs out with pirates for a while. Id love to know what happens between the Danish prince and the band of buccaneers.Write a new ending to Henrik Ibsens A Dolls House. Reveal what Nora Helmer does the day after she leaves her family. Does her husband win her back? Does she find a new sense of purpose and identity? During the writing process, the students may remain true to the characters, or they may spoof them or modernized their language. When the new scenes are finished, the class can take turns performing their work. If some groups would rather not stand in front of the class, they can read from their desks. Create a Comic Book Bring some art supplies to class and have students work in groups to illustrate a graphic novel version of the play or a critique of the playwrights ideas. Recently in one of my classes, students were discussing Man and Superman, George Bernard Shaws battle-of-the-sexes comedy that also contemplates Nietzsches ideal of a human, the Superman or ÃÅ"bermensch. While creating a literary response in comic book form, the students took the Clark Kent/Superman character and replaced him with a Nietzschean superhero who selfishly ignores the weak, hates Wagner operas, and can leap existential problems in a single bound. They had fun creating it, and it also displayed their knowledge of the plays themes. Some students might feel insecure about their drawing abilities. Assure them that it is their ideas that matter, not the quality of the illustrations. Also, let them know that stick figures are an acceptable form of creative analysis. Drama Rap Battles This works especially well with the complex works of Shakespeare. This activity can produce something incredibly silly. If there are sincere urban poets in your classroom, they might compose something meaningful, even profound. Take a soliloquy or a two-person scene from any Shakespearean play. Discuss the meaning of the lines, clarifying the metaphors and mythical allusions. Once the class understands the basic meaning, have them work in groups to create a modernized version through the art of rap music. Heres a brief albeit corny example of a rapping version of Hamlet: Guard #1: Whats that sound?Guard #2: All around- I dont know.Guard #1: Dont you hear it?Guard #2: This Denmark place is haunted by an evil spirit!Horatio: Here comes Prince Hamlet, hes a melancholy Dane.Hamlet: My mother and my uncle are driving me insane!Yo Horatio - why did we come out here?Theres nothing in the forest for me to fear.Horatio: Hamlet, dont get upset and dont go mad.And dont look now-Hamlet: ITS THE GHOST OF MY DAD!What is this apparition with eyes that fright?Ghost: I am thy fathers spirit who does forever walk the night.Your uncle killed your daddy, but that aint the bomb-That big jerk went and married your Mom! After each group is finished, they can take turns delivering their lines. And if someone can get a good beat-box going, all the better. Warning: Shakespeare might be spinning in his grave during this assignment. For that matter, Tupac might start spinning as well. But at least the class will have a good time. Standing Debate Set Up: This works best if students have room to stand up and move about freely. However, if that is not the case, divide the classroom into two sides. Each side should turn their desks so that the two large groups face each other- they should be ready to engage in some serious literary debate! On one side of the chalkboard (or whiteboard) the instructor writes: AGREE. On the other side, the instructor writes: DISAGREE. In the middle of the board, the instructor writes an opinion based statement about the characters or ideas within the play. Example:  Abigail Williams  (the antagonist of The Crucible) is a sympathetic character. The students individually decide if they agree or disagree with this statement. They move to either the AGREE SIDE of the  room or the DISAGREE SIDE. Then, the debate begins. Students express their  opinions and state-specific examples from the text to support their argument. Here are some interesting topics for debate: Hamlet truly goes insane. (He’s not just pretending).Arthur Miller’s  Death of a Salesman  accurately criticizes the  American Dream.Anton Chekhov’s plays  are more tragic than comic. In a standing debate, the students should feel free to change their minds. If someone comes up with a good point, the fellow classmates might decide to move to the other side. The instructor’s goal is not to sway the class one way or another.  Instead, the teacher should keep the debate on track, occasionally playing devil’s advocate to keep the students thinking critically. Generate Your Own Creative Analysis Activities   Whether you are an English teacher, a home school parent or you are just looking for an imaginative way to respond to literature; these creative activities are just a few of the endless possibilities.

Characteristics of the Modern Bureaucracy Coursework

Characteristics of the Modern Bureaucracy - Coursework Example The administration includes all state functional organs, and it is quite significant influencing the vast portion of the society in the modern world (Scheidel, 2014). Bureaucracy has several roles in the public life since it keeps the government functional. It affects the implementation of law and policies made by elected officials within the government. It also provides the necessary administrative functions like collecting fees, issuing permits and licenses. Bureaucratic administration conducts government operations by regulating the various performances of state organs (Findly, 2014). Since the bureaucracy deals closely with the governmental issues, it would not be easier to hire and stop the civil servants according to their performance in their duties. It is mainly because the bureaucratic workers need specialized training, which cost the government a lot of money to sponsor and maintain. The high performing civil servants should get the merit-based compensation like their counterparts in the private sector since they have skills and experience to deliver well. The private sector consists of privately owned organizations that are not part of the government such as the non-profit and profit corporations. The public sector consists of government-owned institutions like the federal, provincial, state, or municipal governments. In the private sector, there is greater fluidity in job changing and flexibility in pay rise than in the public sector that is its importance over the public sector (Eyben & Moncrieffe,

Examine the shifting values of civil liberties in the new millennium Research Paper

Examine the shifting values of civil liberties in the new millennium that has seen greater public tolerance of government surveillance and record-keeping - Research Paper Example There have been several events that have triggered the re-evaluation of the way civil privacy protection is balanced with police surveillance. During the period that has passed after the terrorist attack of 9/11, there have been diverse changes being implemented in the technological advances; federal law and the interpretation of privacy safeguards by the courts have created an expansion in the ways through which the police may facilitate surveillance of different civil activities or in the ways through which they can frisk citizens in public places for any particular reason. The rationale of this article is to scrutinize the different factors that may promote the escalation of police surveillance with regards to the type of effects that police surveillance has on civil life and privacy rights while also drawing conclusions on newspaper reports on the situations whereby issues have been raised in regards to stop-and-frisk policy. (http://www.surveillance-and-society.org/articles4 (3) /escalating.pdf‎) The way people view privacy and surveillance have been dramatically altered over the years and the change has been more evident in the balance between individual privacy rights and police surveillance authority. A significant section of the American public attributes the change to the 9/11 event to have catalyzed the search authority that has been related to the police surveillance. Surveillance has been modified and made quite inclusive of elements that were not previously connected to threat warnings, and with the advances made in the technology platform, a thin line has to be drawn as to what is acceptable by law and what should be considered as interference with the rights of an individual. Any form of threat to the safety of the American public has been defined in the constitution with the recommendations on the specific ways through which these issues of threat to national security have to be handled

Links between Taste, Consumption and Social Class Essay

Links between Taste, Consumption and Social Class - Essay Example In fact, it is clear that the views and the preferences of people in a particular social framework are aligned with the trends that the media have promoted within the specific area. It is in this context that the relationship between taste, consumption and social class would be evaluated. In the literature, different approaches have been used for highlighting the interaction between taste, consumption and social class. The views of Bourdieu on this issue are analytically presented in this paper. Emphasis is given on the perception of Bourdieu that taste and consumption are closely related to social class. The review of the literature referring to the specific subject reveals that taste and consumption are indispensable elements of human behaviour. Their relationship with social class can be strong no matter the existing social and political conditions; however, each one of these elements cannot be exist outside a consumption society, since it is only within such society that the cons umption needs of individuals can be addressed. 2. Taste, consumption and social class in theory and practice 2.1 Bourdieu on taste, consumption and class In order to understand the views of Bourdieu on key sociological objects, such as taste, consumption and class, it would be necessary to identify the methodology of his work. Bourdieu avoided using the views of a specific sociologist for explaining human behaviour. Rather, he used to employ common sociological rules. From this point of view, it would be a mistake to use the views of well-known sociologists, for instance Marx or Durkheim, in order to understand the thoughts of Bourdieu on key sociological objects (Wright 2005, p.82). Moreover, Bourdieu preferred to combine theory and research. In other words, it was necessary for his views to be tested in real conditions. In this way, the effects of the views of Bourdieu on society and human behaviour have been checked as of their relevance to real life. At the next level, the views of Bourdieu are checked using qualitative and quantitative data; this type of research methodology increases the credibility of the assumptions produced, highlighting the appropriateness of these views for the explanation of daily social phenomena. The above issues are quite important in order to explain the methodology of work in this paper: the views of Bourdieu on social class, taste and consumption are presented and evaluated, as of their relationship to many aspects of social life. At the next level, these views are tested as of their relevance to current social conditions. Examples are used for indicating the value of the theories of Bourdieu in practice, with reference especially to the social trends that characterize the modern societies. At a first level, reference should be made to the views of Bourdieu on social class. Then, its relationship with taste and consumption, as justified through the views of Bourdieu, can be understood. In opposition with other theorists who s tudied the specific issue, Bourdieu avoided making a clear distinction between classes in society (Wright 2005, p.85). This practice is explained as follows: Bourdieu did not want to relate his theory with politics, a risk which would be clear if the differentiation among classes would be used as the basis of the theory of Bourdieu. Moreover,

Inclusive Education Essay Example for Free

Inclusive Education Essay Inclusive Education refers to educational institutions and systems that accommodate all children to develop their cognitive and intellectual skills. The diversity of the children poses a challenge for the system as the main goal of the program is to ensure all children learn and partake in the educational experience of the program. The teachers, school and the system itself has be transformed to accommodate the varied educational needs of the children in the program. This means that the system should not disregard each child’s own character in the process of learning. For this to be possible, the system should determine the different barriers and factors that affect the learning processes of the individuals. Inclusive education breaks the different barriers to include children who are then excluded from the mainstream school systems groups. Though placing the excluded children in the mainstream educational system does not guarantee results of inclusiveness, the system must greatly lay its key principles and practices to be effective. Inclusive education is guided by principles which are determined to meet the goals of the program to include all children in the mainstream educational system. The right of a child to inherent education on the basis of equality and opportunity is given in the Constitution as a basic right of the child. The parameters that all children are included in the mainstream educational system means that no child shall be discriminated upon on all aspects, such as race, sex, religion, disability and others. There is also the realization that all children can learn and benefit from education and the educational institutions must adapt to the needs of the children in their different learning process mechanisms. The right of the children to be different from one another no matter whatever views or opinions they may have should also be given utmost attention by educators. And educators, as persons responsible for honing their intellectual and cognitive skills are addressed with a wide and flexible options. The inclusive schools must be aware that the concept of inclusive education is not a process and can not have immediate results. Key players of the program, like the children, parents and the community must have an active participation in the process. The system must determine the diversity of the children, and how to address them by lessening the barriers. The system must always be in the pursuit to provide accessible curriculum for the children, program and training for the teachers, and continuously gather information and support not only to the children but also to the children. . Benefits of the Inclusive Education Researches show the benefits of inclusive education. Teachers are different in their own ways. They have different teaching practices and methods that suits both able and disabled children. The program of including disabled children into the mainstream educational system poses a challenge to educators as though their needs are different; the educator must be able to teach them in the same way they teach the children without disabilities. All the children greatly benefits from the diversity because the socialization process is unique and conducive for the children’s’ communication and interaction skills. The children will learn different things from one another, even build friendship from the experience. Involving the disabled with the non-disabled peers allows the children to realize that there are no significant differences between them. This will greatly help the children face the reality of living in the real world. The disabled students will then be able to realize that their worth are appreciated and not looked upon in the classroom. This will help their confidence and trust in themselves. The educators must also enforce positive modeling in the classroom for the children to accept their differences for them to get along more. In a three day Disability Knowledge and Research conference in Bangladesh in May 2005, the Executive Director for Center for Services and Information on Disability was quoted saying that â€Å"Inclusive education is about children. They must be at the center of our discussions and represented in our research. † (Trott 2005. ) (www. disabilitykar. net) This strengthened the motivation of over 60 participants from Asia, America and European nations of the conference to promote the inclusive education program. This aims to convene all advocates of Inclusive Education in to reaching the goal of integrating the mainstream educational system with the excluded children. Some studies had been made to determine the effectiveness of the program and how the educational system needs to adopt this system. In 1995, a National Study of Inclusive Education report of NCERI in school districts in 9 states in the US shows how the inclusive education program will greatly benefit the children throughout the country. The research reported positive changes in the students, increased independence among themselves and self-esteem. Their academic skills also improved along with the children’s communication skills. In 1997, researchers Lipsky and Gartner conclude that the data they have gathered had shown the positive trend of improvement from different aspects such as the children’s academic skills, social skills and their behavior. (2004 . ) (http://www. projectchoices. org/faqBenefits. aspx) The report strengthens the advocacy of the Inclusive Education program to be implemented in the country. Another research done in the year 1994-1995 by Staub and Peck(2004 . ) (http://www. projectchoices. org/faqBenefits. aspx) discovered the common concerns of the program for the children and the education system. These are: the academic performance of the nondisabled children, the time and attention given by the teacher, and the disabled students learning undesirable behavior from students with disabilities. The report will help in determining the boundaries of the inclusive education program and will allow the formulation of solutions for the problems mentioned. It should be noted that the program must be able to focus on both the disabled and nondisabled students learning processes. The educators must also find a balance in which they can attend to the needs of the children, though differently, this must be addressed to the teachers. The third concern deals with how the differences between the children are able to influence one another. The children learn things from their peers, and it is of great concern for the program to limit the bad influences from the children. The earlier research focus on the how the program will affect the children. The results have found no supporting conclusions for Staub and Peck’s research determining the three main concerns of the program. The researchers did another study in which they were able to determine the benefits of inclusive education. The program reduces the fear of differences between human, in particular children, because of increased comfort and awareness of one another. There has also been growth in social cognition as the differences in each person were made aware. The self-concept, or what is perceived as to be the true concept of a persons’ self, has improved. The program also develops personal principles and friendship among the children amidst of their differences. (2004 . ) (http://www. projectchoices. org/faqBenefits. aspx)

Basket Weaving in the Tohono Oodham Tribe :: Essays Papers

Basket Weaving in the Tohono O'odham Tribe The Tohono O’odham tribe has been weaving baskets for at least 2000 years. Although the reason for weaving has changed through the years the Tohono O’odham are still using the same weaving styles as their ancestors. Basket weaving for the Tohono O’odham has gone from an everyday essential to a prestigious art form. Basket weaving for the Tohono O’odham represents an active way of preserving their culture, valuing traditions, and creating bonding ties within the tribe; consequently weaving has transcended into an economic resource. Basket weaving has played a large part in the culture of the Tohono O’odham tribe. Baskets were used mainly for practical purposes in the past. They were very important in the every day life of the tribe. It was the women's job in the tribe to weave the baskets. The baskets were used to haul grain and food. Many baskets were woven so tight that they were used to hold water and liquor. Baskets were also very important in ceremonies, such as the Rainmaking Ceremony. In ceremonial practices, scared objects were often placed into baskets. The ceremonial baskets were made especially for different ceremonies and were never used for every day purposes. Sacred objects were sometimes single fetishes and sometimes collections of objects brought together though the years and kept in a ceremonial basket (Underhill 24). The proper way to keep fetishes was in an oblong basket of twilled yucca (Underhill 24). This oblong basket was called a waca, not to be confused with the ordinary coiled basket, which was called a hoa. It was very important to the tribe not to keep scared objects in regular baskets. People who owned a fetish kept their basket packed with eagle down, deertails and periodically â€Å"fed† the scared object with cane cigarettes and even food (Underhill 24-25). They could not move the baskets with out a ritual, which was part of the ceremony for food or purification. If anyone who was not authorized to move the basket touch ed it, the tribe believed a flood would come. The ceremonial baskets are very important to the Tohono O’odham tribe for a lot of their religious ceremonies.

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In the early nineteenth century the United States began to split, but as mid-century came around, people became more polarized in their views and the union started to separate drastically. During the period of 1850, until 1861 when the Confederate States of America was formed, the union was clearly divided between the North and South. Although the Constitution was not the only factor leading to sectional tension in America, there are many strong points in the North and South favoring the statement, â€Å"By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created. † Northerners, during mid-century America believed in the preservation of the undissolvable Union. When the Constitution was framed in 1787, the founding fathers were concerned about leaving Britain and becoming a Union, as opposed to the issue of slavery that would later prevail. Henry Clay created the Compromise of 1850, which helped solve the problem of slavery in the territories (Document A). This was not included in the Constitut . . . When the Missouri Compromise was ruled unconstitutional under the Dred Scott decision, the due process clause, for the first time, was interpreted to state that people could not be denied their property, displaying that Calhoun was right all along. It is evident that although the Constitution is the supreme law of the land, many Northerners depicted its flaws. An anonymous Georgian, although somewhat contradictory, explained, â€Å"Two Constitutional provisions are necessary to secure Southern rights upon this important question,–the recognition of slavery where the people choose it and the remedy for fugitive slave† (Document B). Sectional difficulties that lead to the break up of the Union can be traced to flaws in the Constitution, although there are other factors as well. In events such as John Brown’s Raid, the North solemnly respected Brown, holding commemoration services in his memorial. This shows that the founding fathers thought well ahead of their time and created a Constitution that included answers to many questions, although, in general, this document eventually contributed to the collapse of the Union. President Jefferson Davis of the Confederate States of America, believing that states were sovereign over the Union, stated, The separate and independent sovereignty of each State was merged into one common government and nation† (Document H). The Constitution includes the three-fifths clause, along with and end to the African slave trade. After the fugitive slave law was enacted, many personal liberty laws were created in the North and colored people were notified, â€Å"You are hereby respectfully CAUTIONED and advised, to avoid conversing with Watchmen and Police Officers of Boston† (Document C). Just as Northerners saw flaws in the Constitution, Southerners viewed it not to be perfect as well. President James Buchanan, a northern man with southern sympathies clarified, â€Å"As sovereign states, they and they alone, are responsible before God and the world for the slavery existing among them† (Document G). Regarding the Fugitive Slave Law, a Bostonian Transcendentalist, Ralph Waldo Emerson stated, â€Å"As soon as the Constitution ordains an immoral law, it ordains disunion†¦The Union is at an end as soon as an immoral law is enacted† (Document D). The constitutionality of the protective tariff was questioned during the panic of 1857, which Northerners blamed on the South. Yet another Bostonian, William Lloyd Garrison, an abolitionist reformer exclaimed, â€Å"The Constitution which subjects them [slaves] to hopeless bondage is one that we cannot swear to support† (Document E). Although the Constitution is clearly flawed because extremist on both sides had problems with it, this document, which is the supreme law of the land, does have positive aspects. ————————————————- By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it has created. This was shown by ambivalent interpretations of the constitution and other important documents when assorted together. It is known that the union did not last, for there was the Civil War. If everyone could agree on what the constitution implied, then there probably would not have been a civil war. From several of the documents, there are arguments about what the constitution states. (Document E), â€Å"To the Argument, that the word ‘slaves’ and ‘slavery’ are not to be found in The Constitution, and therefore it was never intended to give any protection or countenance to the slave system, it s sufficient to reply, that no such words are continued in the instrument, other words were used, intelligently and specifically, to meet the necessities of slavery. † This indicates that the constitution CAN be interpreted differently, and when used with other pertinent documents, can be incongruous. Those views that differentiated were of those in the North and South. The Constitution can be interpreted in many different ways, which leads to sectional discord and tension. For many reasons, the South evidently did not like what the constitution said. There were many conflictions with the compromise of 1850, map shown in (Document A) and the fugitive slave act. Certain northerners were so against slavery and the fugitive slave act that they even posted warnings for the slaves. (Document C), [shows how kidnappers were being sent after the slaves, and how Northern abolitionists were revolting against the South’s rules and regulations. ] This fugitive slave act also helped drive the tension deeper into the Un-United States. With drama now rumbling in the American underbellies, the small weight of anything slightly bad could set off a secession bomb. A freesoiler does not want to spread slavery, but he is okay with keeping it in a state it is already in. When the idea of popular sovereignty came about with the compromise of 1850, map shown in (Document A), those freesoilers in office were pushed harder into complex decisions over the popular sovereignty issue. (Document F) â€Å"FORCING SLAVERY DOWN THE THROAT OF A FREESOILER,† illustrates this in a very blatant text and disturbing political cartoon. All of the tension gathering, even authors were predestining the Civil War. Ralph Waldo Emerson believed that the Constitution, (when assorted with others like the fugitive slave law or the compromise of 1850) were contradictory, and that they aid to the now inevitable seeming end of the union. (Document D) â€Å"What kind of legislation is this? What kind of constitution which covers? †¦ I suppose the union can be left to take care of itself†¦. But one thing appears certain to me, that , as soon as the constitution ordains an immoral law, it ordains disunion. The law is suicidal, and cannot be obeyed. The union is at an end as soon as an immoral law is enacted. And he who writes a crime into the statute-book digs under the foundations of the capitol to plant there a powder-magazine, and lays a train† This proves that By the 1850’s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it has created. This was shown by ambivalent interpretations of the constitution and other important documents when assorted together

The Representation of Youth Tribes and Subcultures in the Cinema of John Hughes

In this research essay I expect to find that the use of youth tribes and subcultures can clearly be identified in mid-80s comedy-dramas; particularly in those written, produced and directed by John Hughes. The primary texts I will be analysing are The Breakfast Club, Ferris Bueller’s Day Off and Weird Science. I have selected these texts as they are few of many that represent young people in an oppositional approach compared to the dominant ideologies of society at that time.I will be using Paul Hodkinson’s Youth Cultures: Scenes, Subcultures and Tribes and Stuart Hall’s Representation: Cultural Representations and Signifying Practices as secondary sources to inform this essay. I will also be looking at how teenagers have been represented in other media texts such as Grease and the American Pie sequel. The term â€Å"representation† can be defined as to how the language of media and its conventions are used to represent certain people and objects to the te xt’s targeted audience. Stuart Hall states in his book Representation: Cultural Representations and Signifying Practices that his definition of representation is:â€Å"To put it briefly, representation is the production of meaning through language†. Hall, (p. 16). Since the film industry blossomed it has been dominated by many ideologies as to what is ‘acceptable’ and what can be perceived as taboo; these theories also suggest how people should be represented. For example, theorist Vladimir Propp proposed that there are eight main characters to a film, stating that the woman is the passive â€Å"damsel-in-distress†. In Propp's book Morphology of the Folktale it is stated that the children who are interested in the fairy-tale genre, they apply their personalities with the character they feel most connected with:â€Å"Presumably, the kinds of choices made by a child might be related to his personality. For example, does a little boy select a female d onor figure to aid him against a male villain? Does a little girl select a male donor figure to assist her against her wicked stepmother? † Propp, (p. 10). However due to the numerous revelations, character ideologies have been adapted and have proven that the damsel can be subverted into the protagonist of a story and, more often than not, the antagonist; in particular, the ‘evil stepmother'.The genre of comedy-dramas came of age in the late 70s with romances and teenage dramas; however the genre was suddenly exemplified in the 80s by director John Hughes along with the infamous ‘brat pack’ of the era. In comedy-dramas the narrative normally includes tropes such as ‘the guy gets the girl’ with the help and guidance from his trusted sidekick who has to climb over the difficult obstacles of life and society. An iconic example of this trope can be seen in the late 70s classic musical Grease; where the boys in a gang are wearing leather jackets, th ey smoke, carry weapons and drive fast cars.As it quotes in Paul Hodkinson's Youth Cultures: Scenes, Subcultures and Tribes this was incredibly common for the transition from teenage years to adulthood: â€Å"Most obviously perhaps there has been the development of a series of legal classifications associated with different stages of youth, notably the age at which young people can vote, have sex, smoke cigarettes, drink alcohol and drive motorcars†. (p. 4). In comparison to the ‘girl gang’ of the film, where Olivia Newton-John’s character Sandy is wearing pastels throughout the movie, which connotes her virginal lifestyle.This is where John Hughes appends a proclaimed statement that all teenagers are in some way the same and are based in stereotypes which make them similar, which is why I have chosen to analyse the films The Breakfast Club, Ferris Bueller’s Day Off and Weird Science due to the fact that the main characters are all teenagers and the trilogy of films show the representation of youth tribes in a clear, semantic perspective that states that however a teenager may present themselves, they are all in some particular way the same.In the first chapter of the book Stereotypes and Stereotyping by C. Neil MacRae et al they state that stereotypes only exist in someone’s point of view: â€Å"This type of thought process reflects the most traditional conceptualization of stereotypes within social psychology, in which stereotypes are considered to be the â€Å"pictures in the head† of individuals looking out into their social words. But stereotypes also exist from the point of view of the person who is being stereotyped†. (p. 3)The Breakfast Club (1985) is a unique film, in the genre of teen comedies, because it focuses on the stereotype and probes deeper into the issue of ‘why they are the way they are’. This is a contrary to the teen comedy genre because most of such movies will defend st ereotypes of many forms, including sexuality and race. This can be seen in films such as American Pie and Not Another Teen Movie; the latter of which was effective in battling stereotypes by reinforcing them and therefore turning them into paradoxes. However, The Breakfast Club battles contemporary stereotypes differently.Each character has a personal problem that, seemingly, led to the way they act in public. Bender, being a rebel, retells how he is abused by his father. Such abuse can create a level of apathy about life, but Clark (a victim of a different kind of abuse) goes on to assume it is all â€Å"for show†. One can quickly see that the film not only addresses stereotypes, but it challenges them by showing that each student has an assumption about the other. By the end, everyone acknowledges that their colleagues are more rounded and individual than they initially thought, but agree that they are different.Johnson writes to the principal that they learned they all con tained some form of each stereotype and finished the essay with this following quote: â€Å"You see us as you want to see us: in the simplest terms, in the most convenient definitions. But, what we found out is that each one of us is a brain, and an athlete, and a basket case, and a princess and a criminal. Does that answer your question? † (The Breakfast Club, 1985). In 1990, Hughes directed a film that changed the traditional family’s Christmas’ dramatically.Home Alone, starring Macauly Culkin, was the beginning of one the most noticeable and well-known series in filmmaking and sticking to comedy-dramas, Hughes includes two robbers who act as the antagonists. However, he also included a subversion of intelligence between the 8 year old Kevin McAllister and the two inseparable robbers. Hughes portrays the child to be an intelligent, smart boy who sets his house with childish pranks as obstacles for the robbers to come across. However the adult burglars are repr esented as complete idiots and fall for each trap.The sharp direction within this subversion of the characters has become a trope in the comedy-drama genre. John Hughes is a well-acknowledged film director, producer and writer who has created some of the most humorous and warm-hearted movies for a family -based cinematic entertaining experience; and it was his movie-making abilities that gained him the label ‘the king of teen comedy’. Every young character in each infamous John Hughes film have been represented as clever and witty and they can easily get away with more than any normal teenagers should; especially Matthew Broderick’s character of Ferris Bueller.This subversion of intelligence from Home Alone could be seen four years earlier in one of Hughes’ greatest creations: Ferris Bueller’s Day Off (1986). This film has been constructively criticised for its pure creativity and originality throughout the entire plot of the piece. Ferris Bueller a t the beginning of the film seems to just be a normal young man, who has the skill of faking an illness to skip school; however, he has an extraordinary amount of luck and whatever he plans for the day, it goes swiftly without questioning.Hughes has written the three main characters of Ferris Bueller, Cameron Frye and Sloane Peterson with individual, unique personalities. According to Pieter J. Fourie's: Media Studies, Volume 1: Media History, Media and Society, Levi-Strauss' theory of binary opposition can shape a person's identity: â€Å"Binary oppositions suggest that the meaning of something depends on its opposite: ‘good' is dependent on ‘bad'. Levi-Strauss' point of departure was that a collective practice of laws, rules and values direct the individual's thinking and behaviour.Furthermore, society's collective existence shapes the individual and determines his or her individuality. † (p. 249). Bueller is shown as a young man who knows everybody and wants to make the most of his life, whereas his pessimistic best friend, Frye, contrasts in personality as he seems to be living on his death bed due to his non-existent relationship with both parents. Peterson, however, is a beautiful young woman who has the reassurance of a motherly figure which can help provide Frye with the hope and faith that he needs.The subversion of intelligence is introduced into the film with the first sight of the Dean of Students, Edward Rooney. His determination to catch out Ferris on his ninth ‘sick day’ of the semester boils over his initial integrity and dignity, from getting spat in the face with Slush Puppie to being chased around the neighbourhood by the Bueller family’s pet Rottweiler. Rooney is represented as a teacher who has completely lost any glimpse of pride; leaving the three students roaming the streets of downtown Chicago with charm and comical wit.Art Silverblatt claims in his book Genre Studies in Mass Media: A Handbook tha t Ferris becomes a role model for everyone, even the adults: â€Å"Ferris’ nemesis, the school disciplinarian, Mr. Rooney, is obsessed with â€Å"getting Bueller†. His obsession emerges from envy. Strangely, Ferris serves as Rooney’s role model, as he clearly possesses the imagination and power that Rooney lacks†. (pp. 104-105). Weird Science (1985) was written and directed by John Hughes and stars one of the main members of the 80s ‘brat pack' Anthony Michael Hall who plays Gary Wallace, and Ilan Mitchell-Smith as Wyatt Donnelly.Another trademark characteristic that can be seen in numerous Hughes films is that the majority of them are set in the fictitious Chicago suburb of Shermer, Illinois. The first time the audience spots the two Science geeks in the film is when they're gawking at the girls gym class at school. They may be skinny, but Hughes didn't write them to have glasses or severe acne, as he didn't feel the need to classify the ‘gee ks' from the ‘jocks' as they caneasily be spotted without their stereotypical features; for example the geeks normally have their trousers hoisted up paste their waste, showing their ankles, whereas the jocks would have letterman jackets, be well built and structured but also be shown as a little bit dumb. However, what Hughes does, is write the characters in a way that any actor of the film could play that character, I believe that the semantic purpose of the film is to inform the audience that stereotypes only exist if the audience perceive them to be that stereotype; this means that everyone can be seen as the same without any judgement of their clothing or hairstyle.The end of the film supports my suggestion, as the two geeks get both of the jocks' girlfriends due to the help of their Barbie-doll 23 year old, computerised woman Lisa, played by Kelly LeBrock. In conclusion, the representation of youth tribes used within the cinema of John Hughes is trying to inform the audi ence that there are stereotypes, but they are only perceived via a person’s point of view.This perception of stereotypes creates space for characters to be represented within an archetype; which portrays them to be seen as the same, in a small, yet evidently noticeable way. The mid-80s opened up the possibilities for teen dramas and John Hughes created iconic role models using teenage adolescence for the young public viewers. According to Art Silverblatt’s Genre Studies in Mass Media: A Handbook, he claims: â€Å"By the 1980s, adolescence, even with its uncertainties, emerged as the centre of popular culture, with adulthood reduced to irrelevance†. (p. 105).