Rear Window

Lauren Riley Professor Piana February 26, 2012 Rear Window Last class we viewed the film called Rear Window. The main plot behind this film is the main character, Jefferies, has a broken leg therefore he has to spend 6 weeks in a wheelchair in his apartment. The one form of entertainment he has is to window watch all his neighbors. Jefferies has a girlfriend named Lisa but tells his nurse that he does not want to marry her. After a few weeks Jefferies catches onto his neighbors business. He seems to think one of his neighbors named Thorwall murdered his wife.He gets this perception from weapons being brought into the apartment and a random disappearance of his wife, while some of her belongings stay at the apartment. From here he spends the rest of his time trying to solve this â€Å"murder† mystery. He gets help from his girlfriend, a friend and his nurse. Towards the end of the movie the action increases dramatically. Lisa sneaks into Thorwall’s apartment to look for evidence of the murder. While she is in their Thorwall comes back and finds her in his apartment and begins to beat her. The police are then called and Lisa is brought to jail for trespassing.Next Thorwall sneaks into Jefferies apartment and begins to beat him up even though Jefferies is helpless because of his leg. He then pushes him out the window and survives but then breaks his other leg and has to go 6 more weeks’ window watching in his apartment. Important scenes play a big role in films. The first important scene is when Jefferies first discovers Thorwall’s wife is gone. This is when he comes up with the idea of the murder. This is the scene that begins the conflict in the film. Another important scene is when Lisa sneaks into Thorwall’s apartment and gets caught. This scene is the climax of the film.A final important scene is when Lisa is let out of jail and the policeman catch Jefferies out of the window and he breaks his other leg, this shows irony and a predicted future for him. Throughout films we see repeated elements. First we see girls wearing dresses. Back then girls were always dressed nicely. This is repeated throughout the whole film. A big element repeated is when Thorwall leaves his apartment 3 different times during one night when it was rainy out. He has his suitcase with him every time as well. This portrayed the first image of suspicion. Another repeated prop was binoculars.This was important because it helped them figure out the murder case and was an essential tool in this film. This film portrayed neighborly conflict. As we have seen in prior films, everyone must love they neighbor. I believe this was broken in this film. First we see someone’s dog was killed and she immediately starts blaming and asking which neighbor killed her dog. Another time where we don’t see loving neighbors is when Thorwall uses violence against Lisa and Jefferies. Respect for neighbors was not followed in this film. Withi n this film we see a lot of marital and serious relationships.We are portrayed with the image that the girl cooks dinner for the man every night and sets up a nice table and helps him relax after a long days of work. Unfortunately Jefferies sees a lot of this, but continues to believe in not marrying Lisa. Towards the end of the movie though his perspective changes. It shows Lisa and Jefferies happily relaxing in his apartment together. Within this film Hitchcock used Montage editing. This was a new concept back then and Hitchcock did a fantastic job using it. We saw frames from lots of different angels and frames put in order to create meaning.

Disadvantages of Fdi Essay

Disadvantages of Foreign Direct Investment The disadvantages of foreign direct investment occur mostly in case of matters related to operation, distribution of the profits made on the investment and the personnel. One of the most indirect disadvantages of foreign direct investment is that the economically backward section of the host country is always inconvenienced when the stream of foreign direct investment is negatively affected. The situations in countries like Ireland, Singapore, Chile and China corroborate such an opinion. It is normally the responsibility of the host country to limit the extent of impact that may be made by the foreign direct investment. They should be making sure that the entities that are making the foreign direct investment in their country adhere to the environmental, governance and social regulations that have been laid down in the country. The various disadvantages of foreign direct investment are understood where the host country has some sort of national secret – something that is not meant to be disclosed to the rest of the world. It has been observed that the defense of a country has faced risks as a result of the foreign direct investment in the country. At times it has been observed that certain foreign policies are adopted that are not appreciated by the workers of the recipient country. Foreign direct investment, at times, is also disadvantageous for the ones who are making the investment themselves. Foreign direct investment may entail high travel and communications expenses. The differences of language and culture that exist between the country of the investor and the host country could also pose problems in case of foreign direct investment. Yet another major disadvantage of foreign direct investment is that there is a chance that a company may lose out on its ownership to an overseas company. This has often caused many companies to approach foreign direct investment with a certain amount of caution. At times it has been observed that there is considerable instability in a particular geographical region. This causes a lot of inconvenience to the investor. The size of the market, as well as, the condition of the host country could be important factors in the case of the foreign direct investment. In case the host country is not well connected with their more advanced neighbors, it poses a lot of challenge for the investors. At times it has been observed that the governments of the host country are facing problems with foreign direct investment. It has less control over the functioning of the company that is functioning as the wholly owned subsidiary of an overseas company. This leads to serious issues. The investor does not have to be completely obedient to the economic policies of the country where they have invested the money. At times there have been adverse effects of foreign direct investment on the balance of payments of a country. Even in view of the various disadvantages of foreign direct investment it may be said that foreign direct investment has played an important role in shaping the economic fortunes of a number of countries around the world.

Organization and Managing People Term Paper Example | Topics and Well Written Essays - 2500 words

Organization and Managing People - Term Paper Example Organization and Managing People When the launch of consultation tactics within the organization involves requesting for the other party’s assistance in the matter or altering the proposal so as to convince them that their consultation on the matter is invaluable and thus, required. Empowerment is the key to promoting employee motivation and launching power distribution to reaffirm an employee’s belief that the organization trusts his/her skills, knowledge and decision-making abilities. An example of this measure is a Finance Manager granting the Assistant Finance Manager the right to authorize daily sales reports which previously required the former’s signature. Participative management allows employees to adopt a more direct role in the entire decision-making process by setting goals and resolving organizational issues to achieve the identified objectives. It allows managers to distribute power in the company through the promotion of autonomy. A manager needs to consider the following factors to make delegation effective: providing appropriate training to employees to ensure that they are able to manage tasks, encourage managers to delegate work, boost a system of participative management in the organization. By using rational persuasion on the basis of logical argumentation and evidence a manager can ensure that his employees commit to health guidelines in a company. The same could also be achieved through the tactic of pressure as a result of which constant reminders are placed in the company to promote compliance.

Ghana Stock Market Dissertation Example | Topics and Well Written Essays - 14750 words

Ghana Stock Market - Dissertation Example This paper addresses the issues involved in making the stock market work for the improvement of a borderline national economy that is venturing into this financial activity for the first time. For a more comprehensive undertaking, we will start by assessing the benefits that can be derived from the establishment of a stock market. The idea is to ascertain how the stock market contributes to the improved allocation of capital to industry, what is the relationship between stock market development and economic growth, and what factors determine stock market development. More important, the study aims to discover the surefire ways by which poor countries that have yet to attain financial depth and expertise can make their newly established stock exchanges more functional and useful. From the general perspective, the paper shifts its focus on the dynamics of a particular stock market, which is the young securities and equity market of Ghana. Established only 10 years ago, the Ghana stock market exhibits the inefficiencies that may be described as its growing pains. The literature suggests that a country’s overall economic climate is the biggest influencing factor on stock market development, which means that Ghana faces formidable odds because of its low level of economic growth. This shows in the lackluster performance of the stock market as exemplified by the low levels of both individual and institutional investments. Latest data place individual and institutional investments at a miserable $5,000 and $20,000, respectively. This reflects in the relatively tiny client base of the market and the minuscule number of listed companies on the exchange. 1.3. Research Questions The paper will attempt to address the following set of questions: 1. What benefits can a developing country gained from the stock market that operates efficiently 2. What is the relationship between stock market development and economic growth

Regional Politics (Africa, Middle East or East Asia) Essay - 1

Regional Politics (Africa, Middle East or East Asia) - Essay Example Culture is defined as a people’s way of thinking, behaving and handling different situations both common and common, all of which influences the ability of people within a country to accept different situations created by democracy. Democratic institutions are governmental and nongovernmental units created to operate with complete autonomy to deliver different needs to the people. Institutions in a country include the judiciary, the police services, the armed forces, aid organisations and other units created for the wellbeing of the society. In this paper, I will highlight how the development of democratic and dependent institutions of a country is influenced by cultural maturity. The different cultural environments within a number of countries in the middle east, Africa and other developing economies will be compared with the cultural environments found in first world countries (Hadenius & Teorell, 2005). Cultural maturity and progress differ in different countries and this h as enabled some regions to develop as compared to others for example the socialist Asia and former soviet and the capitalist west. The level of democratization of institution in these countries differs and this has been attributed to the way of life found among the different countries. Culture is a multifaceted domain that cannot be highlighted as a block in trying to determine its impacts of democratization of different institutions in different countries. According to Tabellini (2005), culture’s casual effect results from its ability to affect development in a country endogenously. This measure of impacts on economic development is similar to the impacts it can produce on the democratization of institutions and organs of a country’s governance system (Tabellini, 2005). A number of questions have however arose about these differences and authors have attempted to explain why this is not the case in African and other countries in the Middle East. The United Kingdom and the United States experienced political transformation in the early 18th to 20th century, a fact that is attributed to the development of these countries into republic and democratic countries. With the French revolution leading to the abolition of the monarch system, the French cultural practices changed with the embracement of democratic governance. This affected other institutions in the country that led to significant independence and democratization of these arms of government (Ichino, Bornhorst, Schlag & Winter, 2004). In contrast, the independence and democratization of institutions in china and other Asian and African countries has remained significantly below pace. This can be explained to the prevalent government control, coercion, intimidation and interference in the operations of these institutions. When the French revolution led to the replacement of the monarch system with a more democratic governance system, the continuous revolts in china led to the replacement of o ne monarch with the other. The monarchs were operated from one ideological principle that had no variation from the previous regimes, a process that further weakens the democratization process of the countries (Diermeier & Krehbiel, 2003). The African situation is fluid as compared to other

Social constructivism Essay Example | Topics and Well Written Essays - 1750 words

Social constructivism - Essay Example The new theoretical approach of social constructivism was introduced to the study of International Relations at an appropriate time in history. Theorists in International Relations began to gradually include the implications of a social constructivist approach to the study of the discipline, nearly two decades ago. International theory had been developed during the time of the Cold War. The persistent tension between the United States and the Soviet Union had an immense influence on the discipline of International Relations. It underscored conflict as a defining feature of the discipline, and the improbability of the emergence of a peaceful world. The view of international relations as a function involving anarchy and social disorder continued to be maintained by both realists and neoliberal institutionalists â€Å"who provided the dominant theoretical approaches to the study of international relations†. The fall of the Soviet Union at the end of the Cold War could not be expl ained by International Relations theorists who conceptualized anarchy as an essential part of the discipline and failed to predict these developments. Against this background, constructivism had a revolutionary impact on the formulation of International Relations. â€Å"Social constructivism provides a new way of looking at and conceptualizing the world that, potentially has significant consequences for all ongoing theories in international relations†. Social constructivism is based on a more dynamic, less static approach.

Strategies for Reaching global markets Essay Example | Topics and Well Written Essays - 2000 words - 1

Strategies for Reaching global markets - Essay Example According to Kanter (1995) such an action will not constitute an adequate response. This is so because success is based on an organisation’s ability to create, rather than predict the future by developing those products that will literally transform the way the world thinks (Kanter 1995:71). Within the context of today’s global competition, businesses and firms no longer compete as individual companies but try to corporate with other businesses in their activities (Wu & Chien 2007:2). These researchers went further to argue that, this strategy has become quite common in many businesses. The conventional vertical integrated company based business model is gradually being replaced by collaborative relationship between many fragmented, but complementary and specialized value stars and constellation (Wu & Chien:1). Against this background, this paper examines the various strategies used by companies to reach the global market. The first part of the paper, examines forms of foreign direct investment, the second part appreciates each of the methods while the last part of the paper presents the summary, conclusion and recommendation. In the years that follow after the Second World War, trade and investment have become increasingly intertwined. Within the first few decades after the war, most countries from Asia and Africa viewed Foreign Direct Investment (FDI) with suspicion, and wariness and the flow of FDI towards these areas has been relatively slower (Buckley 2004, Sumelong et al., 2003). To most of these countries, the presence of Multinational Enterprises (MNEs) was seen as an impeachment to their national sovereignty. The situation was further aggravated with previous colonial experience and the fact that to some, FDI was a modern form of economic colonialism (Sumulong, Fan & Brooks 2003). According to the World Trade Organisation (WTO), the flow of FDI has substantially changed the

Research Paper Proposal Example | Topics and Well Written Essays - 250 words

Paper - Research Proposal Example Emanating from Charles family once being a property it leaves a mark on the existence of specific person and their achievements. Being followed by ownership, ownership of anything claims person superiority over the properly. Music keeps records of historical events and personal records. The piano being a metaphor in the play line music is widely utilized to keep record of historical happening. The piano takes several meaning in the play and its lifetime. As a gift bought via slave exchange it signifies persons worth and interchangeability during slavery era and white kingship network over blacks. Under Boy Willie the piano signifies a symbolic attempt to keep the family together and history. The carving on it wooden parts are a narrative of the present and past historical events of the slaves and family story line. The piano being passed from one generation to another helps keep the past family historical memorials within the family. Ghost in the play were used to associate the play with the African American culture a trait the inherited from their African ancestors. Since the slave’s culture dissolved into white folks Christianity the writer used ghost to remind African American on their origin and reserve their spiritual beliefs. Therefore the ghost reserves historical events of the African American folks (Wilson

Evolution of Global Consumer Trends by Datamonitor Essay

Evolution of Global Consumer Trends by Datamonitor - Essay Example As a consequence of the remarkable expansion of luxury markets over the recent decade, the literature in marketing has currently witnessed considerable enthusiasm in the investigation of prestige brands, particularly in the fashion industry. However, scarce is known about the effective process of marketing and observing prestige brands. Research carried out in the UK by Applied Futures, a market research company predicted significant social changes at the advent of the 21st century. Their investigation determined that individual’s needs for appearances and materialism were escalating. Specifically, they identified an elevating demand for flamboyant and status fashion products (M2 Presswire, 2008). For instance, current market reports in Australia appear to provide evidence to this assertion. The Sunday Telegraph revealed an exceptional increase in Australia’s luxury products, such as amplified demand for mink furs, and very expensive jewelleries such as diamonds. This i s, which is important to note, occurred prior to the economic slowdown which started in 1997 (ibid). The perspective for Europe’s textile and fashion industry in 1996 is, primarily, not good. Recent reports on market conditions in Italy, Germany, France and the UK are revealed. Germany’s primary suppliers and retailers of clothes for women predict no or zero growth. Several analysts predict sales of apparel in Italy to remain slow-moving, yet others anticipate significant growth (Weisman et al., 1996). Regardless of a number of encouraging reports everywhere, the UK luxury fashion at the advent of the 21st century is far from pretty. Women in UK remain the primary users and buyers of products within the cosmetics and toiletries department, with roughly eight in ten women admitting that they purchase the bulk or cosmetic and toiletry products in their homes.

Child perpetrator of violence Case Study Example | Topics and Well Written Essays - 2500 words

Child perpetrator of violence - Case Study Example This is a case that happened to twenty six year old Corey Deen Saunders who experienced chaotic childhood and currently serves a life sentence in prison for perpetuation sexual abuse to a six year old boy. Corey Deen Saunders and family history Corey Deen Saunders is a 26 year old man serving a life sentence in prison after abusing a six year old boy in a library. He is mildly retarded and suffers from attention deficit disorder. He had serious psychological problems and turned from a victim to a predator that sexually preyed on young boys. Saunders really liked younger boys, especially those between six and twelve years and always gave excuses to be around and hang out with them. As he grew up, his behavior became conspicuously sexual and all his remarks on boys were sexual in nature. Saunders also sexually fantasized a lot about younger boys living in his neighborhood. He admitted to having more than four hundred sexual fantasies that involved younger children in school. At one poi nt, he contemplated raping and murdering a specific ten year old boy in school. In April 1999, Saunders tried to aggressively win over a twelve year old boy to have sex with him. As Corey Deen Saunders grew, he became sexually compulsive towards younger boys. Saunders’ compulsive sexual behavior eventually landed him in prison following unsuccessful rehabilitation. His real problems began when he sexually abused two children below his age. This is because he had serious psychological problems. Saunders overtly sexual behavior was not corrected at Stetson school and he continued making sexual advances to younger boys. He stole boys under wears and hoarded them. In September 1999, Stetson school found it extremely difficult to contain Saunders and it was decided that Saunders was becoming hazardous to younger children and was transferred to North Carolina’s treatment facility. However, Saunders was transferred to Top East Emergency Shelter in Taunton instead. Saunders es caped from the facility on December 30, 1999 and was found by police some hours later walking barefoot in the streets of Taunton. After escaping from Top East Emergency Shelter he was never readmitted and the Department of Social Services instructed the police to take Saunders to a foster home in Attleboro. Neither police nor the Department of Social Services informed the woman at foster home that he young man had serious psychological problems. As a result, the woman manager did not take extra measures to protect other children from his sexually compulsive behavior. Consequently, Saunders sexually assaulted a seven year old son of the foster woman a few feet away from his mother in the foster’s home living room. As a result, Saunders was charged of battery and indecent assault of a child below fourteen years, abuse and attempted rape of a child less than sixteen years. Following the above incident in 2001, Saunders pleaded guilty and was sentenced to four years and one day i n prison, with additional twelve years probation. After serving his term in prison, Saunders was eventually released. However, Saunders sexually assaulted a six year old boy in New Bedford Public Library, and he was charged again with battery and indecent assault on a child below fourteen years, enticing and raping a child below sixteen years. Following his second abuse, he was sentenced for life to keep him away from harming children.

American literature Essay Example for Free

American literature Essay Instructor Information Instructor: Mrs. Katy Kownacki Office: Online! Office Hours: immediately following class sessions. Office Telephone: (571)344-3234 E-mail: [emailprotected] edu Course Description The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by  locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. Students are required to take the English 11Standards of Learning End of Course Test. Prerequisite/Co-requisite: English 10 Textbook Course Materials Required Texts †¢Elements of Literature, Fifth Course Enhanced  ©2007 (http://my. hrw. com) †¢Elements of Language, Fifth Course  ©2004 (http://my. hrw. com) †¢The Great Gatsby by F. Scott Fitzgerald. http://ebooks. adelaide. edu. au/f/fitzgerald/f_scott/gatsby/ Other Readings oThe Crucible is found in the online textbook oOther readings will be made available in the FCPS Online Campus Learning  Modules. Page 1 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Course Requirements †¢Computer with Internet connection (DSL, LAN, or cable connection desirable) †¢Headphones and microphone †¢Word processing program (Microsoft Word recommended) †¢Account access to FCPS 24/7 Course Structure This course will be delivered entirely online through the FCPS 24/7 and Elluminate. You will use your student account to login to the course from FCPS 24/7 (http://fcps. blackboard. com). In your FCPS Online Campus course, you will access online lessons, course materials, and resources. At a designated time during the week, we will participate in a synchronous activity using our virtual classroom, Elluminate. In addition to traditional writing and vocabulary assignments, activities will consist of chats, blogs, discussion forums, emails, journaling, and wikis. FCPS Online Campus Access To access this course within FCPS 24/7, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox). To ensure that you are using a supported browser and have required plug-ins, you must finish the prerequisite technology mini-course before starting the online English 11 course. Refer to the FCPS Online Campus welcome letter for instructions. Technical Assistance If you need technical assistance at any time during the course, call Presidium 1-866-434-8880. Also email your instructor about the problem. You will need to find an alternate means to access the course (a friend’s computer, a parent’s computer, the library, etc). Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check FCPS 24/7 for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through instructor’s email. English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 2: COURSE OBJECTIVES †¢COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY oUse a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. oCritique and assess the effectiveness of persuasive presentations by others. oExamine how persuasive media messages influence audiences’ beliefs and behaviors. †¢READING oApply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. oEnhance appreciation for literature by studying both classic and  contemporary American literature. oRead a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. oDevelop vocabulary and reading comprehension skills and apply those skills in other content areas, including history and social science, science, and mathematics. oIdentify the contributions of other cultures to the development of American literature. †¢WRITING oWrite in a variety of forms with an emphasis on persuasion. oProduce arguments in writing that demonstrate knowledgeable judgments and address counterclaims. oUse knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. †¢RESEARCH oEngage in research that requires the selection, evaluation, use, and documentation of a variety of sources. oVerify the validity of all information and follow ethical and legal guidelines for using and gathering information. oPresent a research product that is clearly written and accurately documented according to Modern Language Association (MLA) standards. Page 3 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. PART 3: TOPIC OUTLINE/SCHEDULE Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each weeks corresponding learning module. If you have any questions, please contact your instructor. †¢Poetry and Short Stories oIntroduction/ Review of Literary Elements oVariety of short stories and poems by American authors †¢Drama oThe Crucible †¢Fiction oThe Great Gatsby †¢Non-Fiction oThe Autobiography of Ben Franklin oNarrative of Frederick Douglass oAutobiographical Notes essay by James Baldwin oLetter from a Birmingham Jail by M. L. King, Jr. oFrom Resistance to Civil Government by Henry David Thoreau †¢Research oBackground information on F. Scott Fitzgerald and The Great Gatsby. †¢Writing oThesis-driven writing (claim, assertion, commentary) oJournals oPoetry oLiterary Analysis Page 4 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 4: GRADING POLICIES Graded Course Activities Visit the Eng 11 Units button in your FCPS Online Campus course for instructions and information about assignments. Students will submit work through the Assignments button, through the Discussion Board button, or via email. Click on the Assessments button to access quizzes and exams. Submitted work is available for view through the student gradebook in FCPS 24/7. Procedures for Submitting Work You use the Assignment Button to submit assignments. Name the document correctly by using the file naming convention: lastname_assignmentname_date. doc. Please add a header at the top of the document containing your name, the date, and assignment title. If I receive a document without a name, it will be returned (and then you run the risk of turning in a late assignment). When you email me, please type your name in the subject line and sign your emails with your first and last names. Save (and backup) all of your submitted work. You are advised to keep copies of everything, including emails that show the date and time that you’ve submitted your assignments. Late work must be emailed to teacher with an explanation. Late Work Policy ALL WORK IS DUE BY MIDNIGHT ON THE DAY IT IS ASSIGNED. Work received between midnight and 8:00 am the next day will be accepted, but with a ten percent reduction in the grade earned. Work received between 8:00 am and 11:59 pm that same day will be accepted, but with a twenty percent reduction in the grade earned. After 11:59 pm on the day after the work was originally due, no late work will be accepted. Discussion boards are NOT accepted late. Viewing Grades in FCPS Online Campus Instructor will update the online grades each week—typically 2-3 days after each due date. Grade Reports will be emailed to parents, students and counselors every week. Grade Reports will reflect the student’s quality of work by the scores on the assignments but will also contain missing assignment if the student is behind schedule to finish the class. Page 5 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. *during summer school this is expedited since a single summer day is 8 academic days The grade percentage chart will be used to convert to letter grade reporting (chart below). Final Mark Each quarter will count as 20% of the final grade. The final exam will count as 1/5 of the final grade. Letter Grade Percentage Definition A 93-100% Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS), and applies that knowledge to solve problems in a variety of settings A- 90-92% B+ 87-89% Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS Program of Studies (POS), with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings B 83-86% B- 80-82% C+ 77-79% Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS Program of Studies (POS), but requires additional practice and instructional experiences to acquire skills necessary to solve problems C 73-76% C- 70-72% D+ 67-69% Designates the status of a student who needs significant practice and instructional experiences to acquire the  knowledge of basic content and skills specified in the FCPS Program of Studies (POS) necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements for the next level in a sequence of courses. D 64-66% F 0-63% Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS Program of Studies (POS) and requires additional practice and instructional experiences in order to succeed. I * Designates the status of a student who has not been able to complete tasks that are major components of the quarter  grade for reasons considered appropriate by the teacher or team or by the principal or his or her designee. The student is required to make up work within a specified time period in order to convert this incomplete to a grade by the next quarterly progress report. *I (Incomplete) = May not be given as a permanent final grade. Page 6 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Important note: For more information about grading, visit the grading and reporting policies at the FCPS website. Page 7 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus COURSE POLICIES Participation. Students are expected to participate in all online activities as listed on the course calendar. Consistent participation is required and submission of work is the evidence of that participation. Communicate If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective person. Make sure that you are proactive in informing your instructor when difficulties arise during the year so that we can help you find a solution. Complete Assignments. All assignments for this course will be submitted electronically through FCPS 24/7 unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor. Extensions will not be given beyond the next assignment. Late or missing discussion assignments will affect the student’s grade. Understand When You will be Removed from This Course It is state law that a student will no miss 15 days of class. The instructor will notify parents and counselor at 5 and 10 days of no work submitted. At 15 days the student is removed from the course and returned to the counselor  for appropriate placement. Our goal is to get students to receive credit for graduation, and if online is not an appropriate environment, a return to face to face instruction is necessary. During summer school three days of non-activity will warrant dismissal from the course; your teacher will evaluate this after Sunday night. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and IEP, and you wish to discuss academic accommodations, please contact your instructor as soon as possible. IEP and 504 accommodations must be submitted to the Online Campus before the class starts. The Online Campus can be contacted by phone at (703) 503-7781 (Voice) or via email at [emailprotected] edu . Commit to Ethical Conduct As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class Page 8 English 11 Syllabus Fairfax County Public Schools— Online Campus and also integrity in your behavior in and out of the classroom. Page 9 English 11 Syllabus Fairfax County Public Schools— Online Campus FCPS Ethical Conduct for Users (SRR regulation 2601) It is the responsibility of the student to: †¢Use only his or her account or password. It is a violation to give access to an account to any other user. †¢Recognize and honor the intellectual property of others; comply with legal restrictions regarding plagiarism and the use and citation of information resources. †¢Not read, modify, or remove files owned by other users. †¢Restrict the use of the FCPS network and resources to the mission or function of the school system. The use of the FCPS network for personal use or for private gain is prohibited. †¢Help maintain the integrity of the school information system. Deliberate tampering or experimentation is not allowed; this includes the use of FCPS network and resources to illicitly access, tamper with, or experiment with systems outside FCPS. The information systems and Internet access available through FCPS are available to support learning, enhance instruction, and support school business practices. †¢Refrain from using offensive, obscene, or harassing language when using FCPS network systems. †¢Abstain from accessing, changing, or deleting files belonging to others. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to the administration office. Page 10

Child And Youth Care Work

Child And Youth Care Work Introduction The profession of child and youth care requires a great amount of effort, determination and skill. Within the field, child and youth care workers are expected to acquire and uphold a trusting bond with the youth involved (Quinn, 2004: 18). Although the main aim of the child and youth care worker is to care for, love, and protect the child, this may prove difficult in many circumstances. Therefore, the youth care worker needs to have acquired skills in order to overcome these challenges while still succeeding in building a strong relationship with the child involved. This essay will discuss the elements of child and youth care work as well as the expectations of child and youth care workers. In particular, it will focus on the skills needed within the profession and the difficulties faced when trying to care for children and youth. Elements of Child and Youth Care Maier (1987) describes the core elements of child and youth care work as providing children with physical comfort, knowing the different temperaments of each child, rhythmic interactions with children, predictability, dependability and also behavioural training. When practicing within the field of child and youth care, the worker is required to have an understanding of these elements in order to do their work to the best of their ability. More specifically, the elements of child and youth care includes fulfilling the physical and privacy needs of the children and also knowing the differences in their temperaments, in other words, knowing the differences in their personalities and attitudes. Also, the child care worker needs to make time for rhythmic interactions with the patient so that they can both have an experience of closeness .e.g. singing or dancing (Maier, 1987). Children have a strong need for predictability, and rhythmic interactions also play a role in this. â€Å"Rhythmic activities seem to confirm the experience of repetition and continuity of repetition† which, as a result, provides the child with a feeling of lasting commitment and predictability. Children and youth need to know that they have a reliable adult to depend on. Lastly, child and youth care workers need to add in a personal element to the behavioural training of their patients. Children generally learn quicker from those who have meaning to them and therefore will learn more readily from their care-giver once care has been established (Maier, 1987). Expectations and Skills Required The main role of a child and youth care worker is to work with children and youth in ways that are educative, participative and empowering. The worker is expected to encourage equality of opportunity and social inclusion amongst the children that they are working with (Pittman, 2004: 90). Communication plays an important role within the profession of child and youth care. Workers are required to create and maintain relationships of trust with the children and youth involved and should deliver information so that it is received in the manner intended. Child and youth care workers need to communicate well and convey and explain information assertively and â€Å"in language of the community† (Quinn, 2004: 18). Child and youth care workers are also expected to implement programmes which aid the children and youth in their growth, learning and development. In order to do this, workers are required to have knowledge on group work and should know how to assist groups in times of need. Child and youth care workers should continuously be planning and implementing new activities for children to participate in. While doing this, the patients should be motivated and encouraged to engage in these activities (Quinn, 2004: 18). In order to show respect for the family of the child and the community in which they reside, it is vital that the worker gains an understanding of the family culture and structures (Quinn, 2004: 19). This will allow workers to deal with conflicts easier as they will then be more sensitive when holding discussions on certain topics and will thus be-able to create relevant strategies in order to satisfy the childs needs. Child and youth care workers should show a high level of understanding of children and should be able to â€Å"recognise need for intervention† so that they can help with the childs problem with immediacy. Difficulties in the Field Providing good child care means â€Å"providing children with authoritative control and giving them responsive nurturance† (Cancian, 2002:65). However, it may be difficult to carry out good child care effectively at times. Difficulties in the field may include communication problems like not being sensitive or authoritative enough. Being in the profession involves a lot of stress as it is a challenge to care for children and youth and to achieve a professional image amongst society for the child and youth care profession. It is also challenging in the fact that it requires us to be flexible in changes that may occur. Child and youth care workers need to be willing to grow and learn from good and bad experiences in the profession and thus prevent certain bad aspects from occurring in the future, which may prove difficult for people who do not like change and who dont take bad experience and criticism lightly. Conclusion It is concluded that the child and youth care profession involves providing children with basic and essential needs such as love, care and protection. Child care workers need to communicate effectively with the children in order to efficiently help with their problems and establish a trusting relationship with their patients so that proper care can be given. However, the profession does provide a few challenges but none which cannot be overcome with time and more experience in the field of child and youth care. References Cancian, F.M. (ed). 2002. ‘Defining â€Å"Good† Child Care: Hegemonic and Democratic Standards, Child Care and Inequality: Rethinking carework for children and youth. Great Britain: Routledge. p.65. Maier, H.W. (1987). ‘Essential Components in Care and Treatment Environments for Children, Developmental Group Care of Children and Youth: Concepts and Practice, USA: The Haworth Press, Inc. p.40-58. Pittman, K.J. (2004). ‘Reflections on the road not (yet) taken: How a centralized public strategy can help youth work focus on youth, (In Garza, P., Borden, L.M., Astroth, K.A. (eds.), New Directions for Youth Development: Professional Development for Youth Workers, 104: 90, Winter. Quinn, J. (2004). ‘Professional development in the youth development field: Issues, trends, opportunities, and challenges, (In Garza, P., Borden, L.M., Astroth, K.A. (eds.), New Directions for Youth Development: Professional Development for Youth Workers, 18-19, Winter.

John Lockes Philosophy Of Education Philosophy Essay

John Lockes Philosophy Of Education Philosophy Essay All the objects of the understanding are described as ideas, and ideas are spoken of as being in the mind. Lockes first problem, therefore, is to trace the origin and history of ideas, and the way in which the understanding operates upon them, in order that he may be able to see what knowledge is and how far it reaches. In the first book of the Essay, on the subject of innate ideas, Locke points to the variety of human experience, and to the difficulty of forming general and abstract ideas, and he ridicules the view that any such ideas can be antecedent to experience. All the parts of our knowledge, he insists, have the same rank and the same history regarding their origin in experience. All our ideas, he says, come from experience. The mind has no innate ideas, but it has innate faculties: it perceives, remembers, and combines the ideas that come to it from without; it also desires, deliberates, and wills; and these mental activities are themselves the source of a new class of ideas. Experience is therefore twofold. Our observation may be employed either about external sensible objects, or about the internal operations of our minds. The former is the source of most of the ideas which we have, and, as it depends wholly upon our senses, is called sensation. John Locke was a great education on several counts. In an immediate sense he was himself a practitioner and publicist of good education. This writing assignment is concerned with his biography, his philosophy of education, his advice to parents on the upbringing of their children, his philosophy of curriculum. Biography Lockes father, who was also named John Locke, was a country lawyer and clerk to the Justices of the Peace in Chew Magna, who had served as a captain of cavalry for the Parliamentarian forces during the early part of the English Civil War. His mother, Agnes Keene, was a tanners daughter and reputed to be very beautiful. Both parents were Puritans. Locke was born on 29 August 1632, in a small thatched cottage by the church in Wrington, Somerset, about twelve miles from Bristol. He was baptized the same day. In 1647, Locke was sent to the prestigious Westminster School in London under the sponsorship of Alexander Popham, a member of Parliament and former commander of the younger Lockes father. After completing his studies there, he was admitted to Christ Church, Oxford. Locke was awarded a bachelors degree in 1656 and a masters degree in 1658. He obtained a bachelor of medicine in 1674, having studied medicine extensively during his time at Oxford and worked with such noted scientists and thinkers as Robert Boyle, Thomas Willis, Robert Hooke and Richard Lower. Locke fled to the Netherlands in 1683, under strong suspicion of involvement in the Rye House Plot, although there is little evidence to suggest that he was directly involved in the scheme. In the Netherlands, Locke had time to return to his writing, spending a great deal of time re-working the Essay and composing the Letter on Toleration. Locke did not return home until after the Glorious Revolution. Locke accompanied William of Oranges wife back to England in 1688. The bulk of Lockes publishing took place upon his return from exile   his aforementioned Essay Concerning Human Understanding, the Two Treatises of Civil Government and A Letter Concerning Toleration all appearing in quick succession. He died in 28 October 1704, and is buried in the churchyard of the village of High Laver east of Harlow in Essex, where he had lived in the household of Sir Francis Masham since 1691. Locke never married nor had children. Philosophy of Education Although the Thoughts was most immediately concerned with education, by far the most important of Lockes writings, and one which had great significance for education, was the Essay concerning human understanding. Locke abandoned the attempt to make two unlike things influence each other. He begins his thinking with the thesis that the mind is a sort of blank tablet upon which the world of matter writes by means of sensations. This mind does not have innate or inborn ideas, but it does have the power to arrange impressions in such a way as to produce a consistent system of thoughts. Mind and body, for Locke, exist as real things, but they interact. Bodies act upon the mind and produce sensations. Ideas or perceptions of some of qualities of external objects are accurate copies of qualities that actually reside in the objects, Locke said. This is what he means. Think of a basketball. It has a certain size, shape, and weight, and when we look at and handle the ball, our sensory apparatus provides us with accurate pictures or images or ideas or perceptions of these primary qualities, as Locke called them. Lockes theory: According to Locke, when we say, we are looking at an external object, what we are really doing is attending to the perceptions or ideas of the object in our mind. Some of these perceptions, such as those of a basketballs size and shape, accurately represent qualities in the object itself. Other perceptions, such as those of the basketballs color do not represent anything in the object. Lockes purpose was to examine the nature and extent of human knowledge and the degree of assent should be given to any proposition. Lockes alternative image of the mind as a white paper void of all characters (Essay, 2.1.2) has often been interpreted as meaning that all human beings start as equals. Locke did not believe this; on the contrary, he was conscious that the differing personalities and mental and physical capacities of individuals were to some extent a product of nature rather of nature. How was knowledge acquired? How might men come to universal agreement? To this I answer, in one word, from experience (Essay, 2.1.2). But experience itself, gained via the senses, was not sufficient of itself for knowledge. That also required the active agency of mind upon such experience. Follow a child from its birth and observe the alterations that time makes, and you should find, as the mind by the senses comes more and more to be furnished with ideas, it comes to be more and more awake; thinks more, the more it has matter to think upon. After some time it begins to know the objects, which being most familiar with it, have made lasting impressions. Thus it comes, by degrees, to know the persons it daily converses with, and distinguishes them from strangers; which are instances and effects of its coming to retain and distinguish the ideas the senses convey to it (Essay, 2.1.22). The senses at first let in particular ideas, and furnish this yet empty cabinet and the mind by degrees growing familiar with some of them, they are lodged in the memory, and names got to them. Afterwards the mind, proceeding further, abstracts them, and by degree learns the use of general names. In this manner the mind comes to be furnished with ideas and language, the materials about which to exercise its discursive faculty. And the use of reason becomes daily more visible, as these materials that give it employment increase (Essay, 1.2.15). It must be admitted that Lockes derivation of all ideas ultimately from experience is not without its difficulties. Though, for Locke, experience embraced both sensation and reflection, clearly there are substantial qualitative differences between the simple sensations of infants, and the complex and abstract reflections of the mature adult mind. One way of attempting to resolve such difficulties is to recognize that Locke envisaged ideas of different types. Parents and children His medical knowledge contributed to a concern for the physical, as well as the mental and spiritual, well-being of children. He was not only a founder of empirical thought, with all that meant for ways of learning, but he also may be counted as a pioneer of scientific psychology. He believed in the importance of observing children, and of tailoring education to their needs and capacities. Thus his views on plenty of open air, exercise and sleep; plain diet, no wine or strong drink, and very little or no physick (Thoughts, s.30) would command general support today, though his advice on toughening the feet by wearing thin or leaky shoes so that gentlemans sons might acquire the ability, if necessary, to go barefoot as the poor do, might seem to be somewhat harsh. (Thought, s. 8). Food for children, according to Locke, should be plain and wholesome, with sugar salt and spices used sparingly. From the body Locke turned to the mind. He believe that parents should personally exercise firm and close authority over their children from an early age, with a view to relaxing this as they grow older. Fear and awe ought to give you the first power over their minds, and love and friendship in riper years to hold it (Thoughts, s.42). Locke criticized the over-indulgence of little children, and abhorred obstinate crying on their part, but had little use of any form of physical chastisement. He advised parents and tutors to their children and to note their dispositions and dislikes: for a child will learn three time as much when he is in tune, as he will with double the time and pains, when he goes awkwardly, or is dragged unwillingly to it (Thoughts, s.74). Toys should be simple and sturdy, possible fashioned by the children themselves, rather than expensive and fragile. The curriculum Locke had an overall view of the curriculum which was coupled with teaching methods. He believed in starting with the plain and simple, and of building, as far as possible, upon childrens existing knowledge, of emphasizing the interconnections and coherence of subjects. Children should be taught to read at the earliest possible age-as soon as they can talk. But the learning should not be irksome; on the contrary, Locke believed that it would be better to lose a whole year rather than to give a child an aversion to learning at this early stage. Locke commented upon how much energy, practice and repetition children happily put into play, and therefore suggested dice and play-things with the letters on them, to teach children the alphabet by playing (Thoughts, s.148). From letters they should proceed to syllables and then to easy and pleasant books, such as Aesops Fables, preferably in an edition which included pictures. Locke advocated the use of pictures of animals with the printed names to them (Thoughts, s.156). In recognition of the difficulties inherent in such essential learning as The Lords Prayer, Creeds and Ten Commandments, Locke recommended that these should be learned not from the printed word but orally and by heart. Locke warned against the use of the Bible as a reading book for children, a most common practice in this day, for what pleasure or encouragement can it be to a child to exercise himself in reading those parts of a book, where he understands nothing? (Thoughts, s. 158). Writing should begin with correct holding of the pen and the copying of large letters from a sheet. Writing would lead naturally to drawing, with due attention to perspective, a most useful skill for those who would engage in travel, so that buildings, machines and other interesting phenomena might be quickly sketched. Locke believed that a good drawing was more useful in conveying an idea to the mind than several pages of written description. Locke also urged the value of shorthand for the purpose of making quick notes. Other subjects which Locke commended for a gentlemans son included geography, arithmetic, astronomy, geometry, chronology, and history, and generally in that order. Lockes influence on contemporary education in Cambodia As we have known that John Locke is a great philosopher so his philosophies influences other countries include Cambodia as well. His education that influences on contemporary in Cambodia is that nowadays in Cambodia kindergarten we use John Lockes education such as: we include pictures and fables to teach students. In these stages, teachers teach students by describing and explaining that why Locke recommended. But what we concern is that some Cambodian teachers usually teach students what they have without giving time to students to practice or do the experiment. Moreover, students themselves rarely use their sensations correctly to know the facts. They usually believe that their teachers teach them. It means that what their teachers teach them they just require knowledge from their teachers. These points we should change the bad habit. So teachers have to teach students to use the senses how to acquire knowledge because Locke said that our knowledge comes from experience through se nsation. On the other hand, some students are poor they cannot eat healthy food so that why it is a little bit different from what Locke has recommended. Locke purpose is that he wants children to eat healthy food so when children have strong health they will study more effective. Conclusion In conclusion, Lockes philosophy is very good because he wants all people to know the facts by using experience through sensations. As we have known, something around us is abstract therefore we need to find the truth and reality. As Locke has mentioned above education is very important for all people. So, not only people in other countries but also people in Cambodia parents have to send their children to study at schools. It is a good reason that children are easy to acquire knowledge when they are children because in this stage John Locke held that at birth the human mind is a blank slate, empty ideas. In contrast, if parents don not send them to study it means that their children will be poor at knowledge. At last, Locke said that the goal of education is the welfare and prosperity of the nation- Locke conceived the nations welfare and prosperity in terms of the personal happiness and social usefulness of its citizens.

A Feminist Reading of Mary Shelleys Frankenstein :: Feminism Feminist Women Criticism

Feminist Reading of Frankenstein When reading Frankenstein by Mary Shelley, one cannot help but notice that the women characters seem to have little substance compared to the male characters. This may have been caused by the time period in which she wrote: one in which females were considered inferior to males. This difference between the sexes can be looked at using a variety of different perspectives. Johanna M. Smith, a professor at the University of Texas at Arlington, discusses this issue using feminist eyes in her essay entitled "'Cooped up': Feminine Domesticity in Frankenstein." The main points in Professor Smith's essay are that the female characters are there only to reflect the male characters, and that the Frankenstein family has a weird style of living, which she describes as a "bookkeeping mentality" (Smith 279). Smith begins her essay by looking at the historical factors that may have contributed to this seemingly sexist book. Shelley, writing in the first half of the 19th Century, was in a period in which a woman "was conditioned to think she needed a man's help" (Smith 275). In the novel itself, no women speak directly. The book has three basic narrators: Robert Walton, Victor Frankenstein, and Frankenstein's monster. The female characters are very weak in this novel, especially Elizabeth, Victor's cousin/fiancà © (no they aren't from Arkansas). She is portrayed as the perfect woman, especially after Victor's mother, Caroline dies. She takes the place of the mother figure in the household. But just like all the female characters in the story, her character has little substance. Victor's character is described in detail, as is that of the monster, and Henry Clerval. When Henry gets killed, sympathy is really felt toward Victor, because he has just lost his lifetime friend. When Elizabeth i s murdered, the reader finds it hard to connect with what Frankenstein is feeling. Elizabeth (and the other main female characters: Justine and Caroline) are there to reflect the men characters. Professor Smith states in her essay that "women function not in their own right but rather as signals of and conduits for men's relations with other men" (283). This is especially clear when the monster kills Elizabeth on their wedding night. The monster is upset with Victor, so instead of hurting him, he kills his wife. Elizabeth is used as a sort of ruler to measure the relationship between Victor and his monster. A Feminist Reading of Mary Shelley's Frankenstein :: Feminism Feminist Women Criticism Feminist Reading of Frankenstein When reading Frankenstein by Mary Shelley, one cannot help but notice that the women characters seem to have little substance compared to the male characters. This may have been caused by the time period in which she wrote: one in which females were considered inferior to males. This difference between the sexes can be looked at using a variety of different perspectives. Johanna M. Smith, a professor at the University of Texas at Arlington, discusses this issue using feminist eyes in her essay entitled "'Cooped up': Feminine Domesticity in Frankenstein." The main points in Professor Smith's essay are that the female characters are there only to reflect the male characters, and that the Frankenstein family has a weird style of living, which she describes as a "bookkeeping mentality" (Smith 279). Smith begins her essay by looking at the historical factors that may have contributed to this seemingly sexist book. Shelley, writing in the first half of the 19th Century, was in a period in which a woman "was conditioned to think she needed a man's help" (Smith 275). In the novel itself, no women speak directly. The book has three basic narrators: Robert Walton, Victor Frankenstein, and Frankenstein's monster. The female characters are very weak in this novel, especially Elizabeth, Victor's cousin/fiancà © (no they aren't from Arkansas). She is portrayed as the perfect woman, especially after Victor's mother, Caroline dies. She takes the place of the mother figure in the household. But just like all the female characters in the story, her character has little substance. Victor's character is described in detail, as is that of the monster, and Henry Clerval. When Henry gets killed, sympathy is really felt toward Victor, because he has just lost his lifetime friend. When Elizabeth i s murdered, the reader finds it hard to connect with what Frankenstein is feeling. Elizabeth (and the other main female characters: Justine and Caroline) are there to reflect the men characters. Professor Smith states in her essay that "women function not in their own right but rather as signals of and conduits for men's relations with other men" (283). This is especially clear when the monster kills Elizabeth on their wedding night. The monster is upset with Victor, so instead of hurting him, he kills his wife. Elizabeth is used as a sort of ruler to measure the relationship between Victor and his monster.

Ronald Reagan and the End of the Cold War Essay example -- Ending the

The cold war was a post-World War II struggle between the United States and its allies and the group of nations led by the Soviet Union. Direct military conflict did not occur between the two superpowers, but intense economic and diplomatic struggles erupted. Different interests led to mutual suspicion and hostility in a rising philosophy. The United States played a major role in the ending of the cold war. It has been said that President Ronald Reagan ended the cold war with his strategic defense policies. In the year1949, Germany was divided by the victors of World War II and they occupied different zones. The western regions united to form a Federal republic and the Soviet eastern region became communist East Germany. The cold war had begun. Berlin, the former capital of Germany was divided into East Berlin and West Berlin but was located deep inside the soviet controlled zone.1 Then, in 1961, the Soviet government built a wall which separated the two halves of the city. It was not until the 1980s that cold war tensions eased through the glasnost (openness to public debate) polices of soviet leader Mikhail Gorbachev. Finally, in November 1989, the wall crumbled under the hands of the Germans and the cold war ended.2 The downfall of the cold war started when Ronald Reagan came into office in 1981. Reagan had two main priorities. He wanted to cut taxes and increase defense spending. He felt that the United States of America should take a confrontational approach towards Russia.3 Mikhail Gorbachev was the leader of Russia in 1985. He wanted to improve the Russian economy. He also wanted to improve relations with the United States. He used his glasnost (openness to public debate) policy and perestroika (restructuring) to help the Russian economy.4 Both leaders wanted a "margin of safety". Reagan took a tough stand against Russia and it's allies. The soviets could clearly see that when Reagan said he wanted a "margin of safety", he meant that the United States should be superior to Russia. Moscow would not let this happen. They wanted equality.5 Reagan also believed that military power and respect for America abroad were inseparable from economic strength. However, Reagan's defense policy resulted in the doubling of the debt of the United States. He used the money for new strategic ... ... References 1 Walter Lippman, The Cold War: A Study in U.S. Foreign Policy (New York: Harper & Brothers Publishers, 1947) 48-52. 2 Charles S. Maier, ed., The Cold War in Europe: Era of a divided Continent (New York: Markus Wiener Publishing, Inc., 1991) 27. 3 Ralph B. Levering, The Cold War (Illinois: Harlan Davidson, INC.,1988) 169. 4 Levering, 169 5 Levering, 169 6 John Young, Cold War Europe 1945-1989 (New York: Edward Allen, 1991) 26. 7 Levering, 171-2 8 Levering 173 9 "The End of the Cold War" http://usa.coldwar.server.gov/index/coldwar/ 2 Feb. 1997 10 http://usa.coldwar.server.gov/index/coldwar/ 11 Young, 28 12 Young, 28 13 Tom Morganthou, "Reagan's cold war 'sting'?", Newsweek 32 August 1993: 32 14 Levering, 180 15"Ending the Cold War", Foreign Affairs Spring 1988: 24-25 16 Young, 28 17 Young, 29 18 Young, 29 19 Levering, 187-188 20 "Ending the Cold War", 27 21 "Ending the Cold War", 28 22 Brinkley, Alan An Uneasy Peace 1988-, Vol. 10 of 20th Century America, 10 vols. (New York: Grolier 1995):22 23 Brinkley, 30 24 "George Bush addresses Europe" http://www.rjgeib.com/thoughts/burke/ 13 March 1997.

My Cousins Death :: Disease Health Personal narrative Essays

My Cousin's Death The year was 1996, and I had traveled to England to spend the summer with my cousin at his farm in northern Lincolnshire. I arrived in late May, and was warmly greeted by my host. He suggested we travel in to the town and go for a pint at the local pub. I agreed and we traveled the few miles from his somewhat isolated residence to the nearby village of Barton upon Humber, a quaint historical village with a population of only a few hundred people. However when we arrived at the Red Lion, as the local public house was called, there was an eerie air of sobriety. Everyone was watching the television behind the bar, which was tuned to the evening news. The story was that there had been an outbreak of bovine spongiform encephalopathy (BSE), also known as "Mad Cow Disease" at a farm in another region of Lincolnshire. This was obviously disastrous news, since virtually all of those present were, like my cousin, livestock farmers and such an outbreak had the potential to destroy whole herds of animals. Even those not yet infected might be destroyed or at least quarantined in order to eliminate the risk of spread of the disease. I was given to understand, from my cousin on the return trip to his farm, that the disease originated from use of cow and sheep meat in animal feed, or offal, but that it had not been identified until 10 years before and the regulations banning protein supplements containing sheep and cattle offal had not been rigidly enforced until 1992. Little more was known about the disease, except that it did have a variant which could potentially kill humans who ate infected meat. However such cases were extremely rare relative to the huge numbers of infected animals.1 Over the following weeks the scale of the epidemic increased. Government officials from the Department of Health came round to everyone's farms to perform tests and in some cases the animals were ordered to be slaughtered and their remains burned. The whole thing seemed to me wholly medieval, in the sense both of the lack of any cure and the destructive solutions. My cousin these days was acting somewhat strangely. He would forget to lock up the animals and perform other tasks around the farm.

Napoleon Exiled to Elba Essay

* 1812 Napoleon launches an invasion against the Russians * 1814, Napoleon forces surrendered and he offered to step down in favor of his son * His offer was rejected and he signed the Treaty of Fontainebleau, he agreed to abdicate in exchange for which he was given the tiny Kingdom of Ebla, a small island in the Mediterranean Sea * May 3, 1814 Napoleon arrives on the island of Elba   He brought ambitious plans to reform government and a personal escorts of 1000 men, and a household of staff * An island of 12,000 inhabitants in the Mediterranean, 20 km off the Tuscan coast * Napoleon attempted suicide with a pill he had carried since a near-capture by Russians on the retreat from Moscow however, its potency had weakened with age, and he survived to be exiled while his wife and son took refuge in Austria * Evening of February 26 , 1815 Napoleon takes advantage of temporary absence of the English custodian, Colonel Campbell * Under the cover of night, he silently slipped away with a from the island and returned to the mainland * He traveled through areas where he knew he had support and about 500,000 volunteers joined him * Escapes with a small army and headed to Paris, proclaimed the renewal of his empire * The French may have found Louis XVIII reasonable, however, they feared the royalists and clergy who were attacking the reforms that had come into effect since 1789 * Also the magic of Napoleon’s name and the glory of his rule been forgotten Battle of Waterloo   Return of Napoleon united the powers at Vienna, and agreed to raise and army under the Duke of Wellington * June 8, 1815 near the town of Waterloo, Belgium the 100 days campaign starts * June 8, 1815 near the town of Waterloo, Belgium 100 days campaign starts * June 18, 1815 Duke of Wellington occupied the ridge of Mont St. Jean (south of Waterloo) and Napoleon was at La Belle Alliance across the valley * Duke of Wellington had inexperienced infantry, cavalry and had 156 cannon and standard gun for infantry * Napoleon built his army on short notice with veterans, peasants and conscripts * The French army under fire from the garrisons at LA Haye Sainte and despite heavy casualties at 11:30am the French launched diversionary attack on Hougoumont * An allied line that hid behind the ridge

Comparison Essay on “Dead Souls” and “Taras Bulba”

I. The great achievement of prose of the XIX century (from the 1840s to the 1890s) was Russian Realism, which is represented by many great Russian writers and Nikolai Gogol is not the last in this list. It is often mentioned that after 1830 Pushkin turned more and more to prose, although being the greatest poet of the time. However, the writer who established really innovating novelistic and narrative tradition in Russian literary culture was Gogol. Gogol's example, combined with the authoritative literary pronouncements of the greatest literary critic of the period, V. G. Belinsky, proved prose to be the literary medium of the future. Later, the great Russian novelist   (and not the worst philosopher of religious thought) Dostoevsky have said, referring to himself and his fellow Realists, â€Å"We have all come out from under Gogol's â€Å"Overcoat†Ã¢â‚¬  (meaning the famous story by Gogol, â€Å"Shynel† or Overcoat).Vladimir Nabokov highly esteemed Gogol as a grea t Russian (in no case Ukrainian, he is sure, in spite of the fact that Nikolaj Gogol-Ianovski originates from Ukraine, Mirgorod, and his world outlook is obviously marked by Ukrainian national tradition) novelist, dramatist, satirist, and founder of the so-called critical realism in Russian literature, best-known for his novel â€Å"Mertvye Dushy† (1842, Dead Souls). Praising the imaginative power and linguistic playfulness of the writer’s latest works (â€Å"Shynel† or Overcoat, â€Å"Mertvye Dushy† etc), Nabokov states that Gogol is everything but the romantic folklore novelist.Actually, there can be defined two main periods in Gogol’s writing: conservative romantic and vernacular idealism of the Ukrainian past (which we find in Evenings on a Farm near Dikanka and Taras Bulba) and the next evolutionary period of modernistic urban life reflection with all its psychological abnormality and deviations. If to believe Nabokov, in the mature age Gogol was ashamed of the playful artificialness of his early works; and as for the famous Russian critic, it is a dreadful nightmare even to imagine Gogol scribbling Ukrainian folkloristic novels volume by volume†¦ Had he chosen this path, the world would have never heard his name. So, let’s compare these two antagonistic periods of Gogol’s writing corresponding to the most vividly representative works of his: â€Å"Taras Bulba† and â€Å"Dead Souls†.II. Evenings on a Farm near Dikanka, the book of Ukrainian folklore stories, which appeared in 1831-32, was Gogol's breakthrough work (Gogol had greatly admired Pushkin, and he used in this work the same narrative device as Pushkin did in his Tales of Belkin). It showed his skill in mixing fantastic and demonic ideas of his people with macabre, and at the same time he said something crucial about the Russian and Ukrainian (ignoring Nabokov’s imperialistic snobbism, it is important to mark Gogol’s Ukrainian roots) character.After failure as an assistant lecturer of world history at the University of St. Petersburg (1834-35), Gogol became a full-time writer. Under the title Mirgorod (1835) Gogol published a new collection of his stories, also inspired by Ukrainian vernacular culture, beginning with â€Å"Old-World Landowners†, which described the decay of the old way of life.The book also included the famous historical tale (poem in prose) â€Å"Taras Bulba†, which according to many literary critics showed the influence of W.Scott and L.Stern. However, it is rather ignorant not to take into account the original Ukrainian novelistic tradition, which is widely based on folklore (Gulak-Artemovski, Kvitka-Osnovjanenko and many other writers of Ukrainian romanticism are evidently folkloristic). The protagonist of â€Å"Taras Bulba† is a strong, heroic character, absolutely non-typical for Gogol’s later cavalcade of bureaucrats, lunatics, swindlers, and losers, numerously represented on the pages of â€Å"Dead Souls†.In 1569, dominion over the right-coast Ukraine passed to Poland.   The Polish lords (lyahy) promptly tried stamping out Ukrainian culture by savagely exploiting the peasantry, outlawing the Ukrainian language and imposing Catholicism (Unia) and Papal supremacy on the Orthodox population.   In response, Ukrainian male peasants flocked to join the military groups known as the Cossacks. They founded the Zaporizhian Sitch on the Hortycya Island.The Cossacks, essentially a wild cross between mercenary crusaders and highwaymen,  became the focus of resistance to the Poles, the Turks and the Crimean Tatars. Gogol’s novel tells the story of the old and wise warrior Taras Bulba who, with his sons Ostap and Andrij, sallies forth to join the Sitch. Gogol's incontestably romantic adventure was as much a propaganda piece for his own time as an elegy for a way of life that had passed.   In â€Å"Taras Bulbaâ⠂¬  we meet conservative Gogol, who has just arrived to Petersburg and is not yet sophisticated in the city life. He is shocked by the corruption and moral decay of the city dwellers. He craves for the Golden Age of his people’s history and this age, he thinks, was the glorious times of the Zaporizhian Sitch.â€Å"Taras Bulba† is a remarkable example of the early romantic Gogol (if to call Gogol the writer’s texts). However, this novel works on both levels (historical and pshycological, more typical for the later Gogol’s works) and is surely one of the most exciting masterpieces in world literature.  Set sometime between the mid-sixteenth and early-seventeenth century, Gogol’s epic tale recounts both a bloody Cossack revolt against the Poles (led by the bold Taras Bulba of Ukrainian folk mythology) and the trials of Taras Bulba’s two sons.As Robert Kaplan (translator) writes, â€Å"[Taras Bulba] has a Kiplingesque gusto . . . that makes it a pleasure to read, but central to its theme is an unredemptive, darkly evil violence that is far beyond anything that Kipling ever touched on. We need more works like Taras Bulba to better understand the emotional wellsprings of the threat we face today in places like the Middle East and Central Asia.† (Jane Grayson and Faith Wigzell; p.18). And the critic John Cournos has noted, â€Å"A clue to all Russian realism may be found in a Russian critic’s observation about Gogol: ‘Seldom has nature created a man so romantic in bent, yet so masterly in portraying all that is unromantic in life.’(The Rise of Prose: Nikolai Gogol).But this statement does not cover the whole ground, for it is easy to see in almost all of Gogol’s work his â€Å"free Cossack soul† trying to break through the wall of gloomy and non-heroic ‘today’ like some ancient demon, essentially Dionysian. So, through the years, this novel sounds at once as a reproach , a protest, and a challenge, ever calling for joy, ancient joy, that is no more with us. This wide interpretation lies far beyond previously often-uttered accusation of vernacular populist romanticism.Nikolai Gogol searched for the joy and sadness in the Ukrainian songs he loved so much. Ukrainian was to Gogol the language of the soul, and it was in Ukrainian songs rather than in old chronicles, of which he was not a little contemptuous, that he read the history of his people. So, here in this novel the writer’s intention is not the historical but rather the psychological picture of his people. Hence no one (even Nabokov) has the right to accuse Gogol of Ukrainian culture profanation as if following the modern literary trend of his time.Indeed, so great was his enthusiasm for his own land that after collecting material for many years, the year 1833 finds him at work on a history of ‘poor Ukraine’, a work planned to take up six volumes; and writing to a friend at this time he promises to say much in it that has not been said before him. However, Gogol never wrote either his history of Little Russia (Malorosiya) or his universal history, he didn’t become Ukrainian Balzac but is often called Ukrainian Goffman or Poe.Apart from several brief studies not always reliable, the result of his many years application to his scholarly projects was this brief epic in prose, Homeric in mood (The Rise of Prose: Nikolai Gogol). The sense of intense living, ‘living dangerously† – to cite Nietzsche – the recognition of courage as the greatest virtue, the God in man, inspired Gogol, living in times which tended toward grey monotony, with admiration for his more fortunate forefathers, who lived in a poetic time, when everything was won with the sword, when every one in his turn strove to be an active being and not a spectator. In â€Å"Taras Bulba† we find the people of action, and â€Å"Dead Souls† gives us the gallery of people of things.Russia! Russia! I see you now, from my wondrous, beautiful past I behold you! How wretched, dispersed and uncomfortable everything is about you†¦(Nikolai Gogol)III. Gogol began working on â€Å"Dead Souls† in 1835. The plot and the main idea of the story was suggested to Gogol by Pushkin who seemed to have understood Gogol as a writer quite well. Pushkin felt that the idea of a man travelling all over the Russian Impire buying up the ownership rights to serfs who had died (‘mertvye dushy’) would allow Gogol to make at once the literary success. In fact, it was an opportunity to introduce a multitude of characters, varied settings, mountains of detail, and the scope within which to be able to elaborate the anecdotal story of the work to his heart's content and to reveal all the sins of his contemporary. Gogol had big ideas of becoming a scriptor of his age a sort of Balzac†¦For the next six years, he devoted almost all of his creative energy to â€Å"Dead Souls†. His compulsive craftsmanship is evident in that the entire work was revised at least five times; the author stated that some passages had been rewritten as many as twenty times. He felt that this novel should be his best one.Unfortunately, only the first part of Dead Souls, twelve chapters in all, was completed by Gogol. The second part, as we know it, (some chapters of which are often published with the first part) is a recreation from various sources of what Gogol might have done with the continuation of his work. Influenced by the fanatical priest Father Konstantinovskii, he burned what he actually had already written for the second part of the novel just nine days before his death.The situation from which the novel develops is based upon a scheme which theoretically was possible in Gogol's day. The government had a policy of loaning money to landowners, feeling that this class was its strongest support. Lands owned, however, were meas ured not in acres, but by the number of â€Å"souls† (serfs, or here, mertvye dushy) residing on them. De facto, landowners were serf owners†¦ The government was ready to accept the land (that is, the serfs) of an individual as collateral for a loan. Thus, a method was required by which the holdings of an individual landowner could be established at any given time.This method stated that an individual possessed the number of ‘souls’ recorded as such that belong to him/her in the most recent population census. The census was taken every ten years, which meant that near the end of the ten-year cycle almost every landowner would have some serfs who were not recorded in the preceding census because they had recently been born, and some serfs still recorded even though they had died long ago since the last census. In â€Å"Dead Souls†, the main character, Chichikov, schemes to buy from the serf holders a number of those â€Å"souls† who had died but were still counted as living until the next census.An absurd situation becomes possible: dead souls are sold as being alive people, which ar estil able to work. â€Å"It's cheap at the price. A rogue would cheat you, sell you some worthless rubbish instead of souls, but mine are as juicy as ripe nuts, all picked – they are all either craftsmen or sturdy peasants†, – Sobakievich boasts to his weird buyer (Gogol, Nikolai Vasilievich). Once Chichikov had a number of such souls, he would apply to the government bank for a loan, using the â€Å"souls† as his collateral.With this low-interest loan in hand he would then buy and work an actual country estate, eventually paying back the loan and purchasing living souls to work the land. Well, passing the whole plot, it is imporatnt to state Gogol’s idea of small marginal people actually decaying in their small towns and farms. The Russia of small towns is the country of odd and irreversibly narrow-minded p eople. What Gogol proves is that these small landowners are actually dead†¦ They have burried themselves alive in their dirty stinking flea-bitten houses.Contrudicting the wide-sprea yet contested idea of Gogol’s evolution as a writer, it is possible to say that either completing histoical heroic plot or conveying contemporary decayed society, Gogol’s intention stays the same – to show the depth of a human soul and how this soul can be filled with live brightness of heroism or by dead wickedness and miserable oddity. Bibliography Gogol, Nikolai Vasilievich. Taras Bulba and Other Tales. Electronic Text Center, University of Virginia Library// http://web.archive.org/web/20080517101149/http://etext.lib.virginia.edu/toc/modeng/public/GogTara.htmlNikolay Gogol: Text and Context, ed. by Jane Grayson and Faith Wigzell (1989).N. V. Nabokov: Nicolai Gogol, 1944.The Rise of Prose: Nikolai Gogol// http://lol-russ.umn.edu/hpgary/Russ3421/lesson6.htm

Narrative on a Special Place Essay

My love for Africa Hello everyone my name is Tulsi Amin and I attend South University at the West Palm Beach Campus in Florida. I have been to many different places in my life and in fact I have stayed in three different continents as of now. I was born in India moved to Kenya when I was two and final destination is America since the age of 10. Africa is where I consider my childhood where I learned to play with butterflies saw talking parrots and was visited by wild monkeys frequently in my courtyard. With my experiences with people in the Western world and their depiction of Africa being like the â€Å"Jungle Book† I wish I can take them all there to see the reality of this beautiful continent. I lived in Nairobi, Kenya the capital city of that country. There are no lions, tigers or giraffes on the street as I have heard many people ask me. We do have high rise buildings, malls, public transportation and homes built out of brick. Although I lived there from the age of two to eight I remember many things that are very special to me today. I remember having an aunt that lived in a town called Thompson Falls that was on the Equator and the weather was always perfect there. I used to go there many summers and go down waterfalls and see huge hippos basting in the river. I met the local tribes that are called Masais and learned to make tribal necklaces out of gemstones. Africa is a country that is full of culture and having been lived there has made me appreciate many things in life that are scarce resources that we take for granted elsewhere. When I moved to America in 1993 and started school in New Jersey I was so excited when I saw a few black students in my class. I went up to them and started speaking in Swahili and they looked at me and replied â€Å"I am sorry we are not Indian† So I told them no this is your language. All the students looked at me and said our language is English. That’s when I learned that African Americans do not speak Swahili the native language of Kenya. As I learned more about history and slavery and saw how many African Americans lost their roots to their homeland it was a rude awakening for me. I am glad that this is a rich part of my life and will always be a special place for me. Although many people got a colorful depiction of Africa and the safaris through Disney’s Lion King the real safari is even more exciting to see. I do remember traveling to other smaller towns that were on the outskirts on our way we would zebras grazing in this vast open green land. Many times we have seen giraffes, antelopes and elephants just enjoying their natural habitat. These memories and sightings are something that I will never forget. I love that country and am delighted that it is part of my life. I will love sharing these memories with my children and hoping to take them one day to see Kenya, Africa. Over the years I thought how I may make people appreciate other countries and their culture. America is known as the â€Å"melting pot† where many different cultures come to make a living yet are we so ignorant to learn about all these cultures. As a child when I attended school I was taught about all major religions and how to respect others and their beliefs. As they say education and manners are taught young and school is where this appreciation for other cultures should be taught. Modern day education needs to implement the positive aspects of the other countries such as teaching students about their culture, economy, what these countries are famous for. I learned about slavery which is a big part of part history but now it is time to teach and appreciate where the slaves came from. They left their roots so far behind that many of them do not know where they came from in Africa. We live in a modern day world where everyone around us comes from different backgrounds, values and beliefs. We all have special meaning for the places where we come from and I think we deserve for others to respect these places. There are problems everywhere but despite them when they place is special to any one of us we tend to overlook the problems. We need to have an open mind and room to explore and learn about other countries and cultures.

The Heliocentric Science

Samir Okasha showed in his book, â€Å"Philosophy of Science: A very short introduction†, what makes science a distinct body of knowledge which make use of â€Å"observations, experiments and theory-constructions† as can be reflected on the works of `De Revolutionibus` by Nicholaus Copernicus and `Letter to The Grand Duchess, Christina` by Gallileo. The works had been both controversial since they are against the normal view during their time. Okasha’s book is useful in understanding the concept of scientific revolutions, or the changes in scientific paradigm which can be reflected in the works of Galileo and Copernicus. This essay would like to show how Okasha’s work can help in understanding the works of great scientists, specifically Copernicus and Gallileo. The essay would focus on the theme of scientific revolution. The essay would start with an introduction of science prior to the time of Copernicus and Galileo. The prevailing science and the role of religion would be highlighted to emphasize the difference between the roles of these two. The highlights of Copernicus’ work would be discussed. It will be followed by the defense made by Galileo against his retractors. Finally, the concept of scientific revolution would be defined and the works of Copernicus and Galileo would be analyzed based on this context. Okasha explained that prior to the development of modern science that started during the 1500, science had largely been Aristotelian. This means that most of the things that are regarded as scientific are based upon the findings and writing of Aristotle. Aristotle was a Greek philosopher who studied several areas of knowledge including astronomy, physics, chemistry and biology. Particularly, he put forward that the earth is spherical and finite. Aristotle believed that the movement of the planets is in circular motion. Aristotle also supports the notion that earthly bodies are composed of â€Å"four elements: earth, water, air and fire†. Another important figure in pre-Copernican science was Ptolemy. The well-known geocentric model was set upon by this man before 170 AD. According to his model, the Earth is the center of the Solar System. Everything revolves around Earth. He used the concept of epicycles and equant to describe the movement of the planets and other heavenly bodies. Both Aristotle and Ptolemy hold that the Earth is stationary or does not move. They believe that the heavens –the sun, the planets and the stars are the ones that move. Both also believe that the stars are fixed in the heavens. They imagined that there are shells that hold the heavenly bodies. Science, especially astronomy, had been based on these two thinkers for over 1000 years. Thus, knowledge had been highly dominated and is profoundly based on their ideas. Being able to survive from generations after generations and being unchallenged for more than 1000 years, it is only apparent that these sciences are considered as normal and at some point natural. More particularly, Christianity as a religion gained authority which controlled or dictate knowledge based on their interpretation of the Holy Scriptures. Since the geocentric model is compatible with what is written in the Christian doctrines, it was considered as an absolute truth. During this period new discoveries would only be accepted if it does not contradict the Bible and if the evidences are too compelling that it cannot be disregarded by common sense. Nonetheless, no matter how perfect a normal science is -at first, anomalies would arise which produces doubt about normal science. There will be instances that run contrary to the accepted facts. At some point, these anomalies are treated as exceptions to the rule. However, as mentioned above, Okasha mentioned that one of the defining marks of science is the ability to construct theories which almost always generalizable. As anomalies builds up, the reliability of the theory weaken. New explanations are sought through experiments and observations. New theory is formulated which displace the previous theory. This process of change in accepted science is regarded as Scientific Revolution. One of the most prevalent examples of this shift in scientific belief is the Copernican Revolution. This revolution happened shortly after Nicholas Copernicus published his work â€Å"De Revolutionibus†. This work explicates the possibility that the sun is the center of the Solar System and not the earth. Copernicus tried to explain, at his best, the proof for this change in the model of the universe. Copernicus, himself, had been wary of publishing this discovery. It was not until he was sure about his explanation that he decided to publish his work. He received the first copy of his work before he died. Since Copernicus served as a canon in Frauenburg, Copernicus undertook extreme caution not to upset the church with his discover. Thus, although he had his discoveries in 1515, he decided not to announce his views publicly. Instead he tried to gather more evidence and revised his work. The book consists of six volumes. The first part explained the heliocentric model and the reason why this is so. According to Copernicus, he decided to try the sun-centered model due to the massive contradictions and inconsistencies that he found in the Ptolemaic model. The great number of anomalies involved calls for a new approach. Copernicus explained that the Earth is not fixed or is not stationary. He described the movement of the planets on their axis. This movement, now known as rotation, denotes the movement of the sun and the heavens from east to west. Copernicus also acknowledges that the planets revolve around the sun. He identified the number of days before the known planets can complete one revolution around the sun. Furthermore, the Copernican model also explained the changes in seasons and the advent of eclipses. In the later volumes, Copernicus tried to explain the movements of the other planets and he also explained the process on how he arrived to his conclusion. Since the book detailed explanation about the movement of the planets that are contrary to the literal meaning of the words in the Bible, it is expected that few people would consider and accept the idea. Removing Earth in the center of the universe seems to be a very strange idea that would overthrow the thought that God had made man as something special and that everything exists or was made for man. Okasha cited that the book was â€Å"banned in 1616 based on the assessment of the Catholic Church that the contents of the book contravene with those of the Holy Scriptures†. Copernicus had managed to gain popularity despite being criticized by the Catholic Church. Upon the invention of the telescope by Galileo Galilee, new evidences that support Copernicus findings arose. One of the critical observations made by Galileo was the presence and movement of sunspots. This discovery reiterated the fact that indeed heavenly bodies move in their axis or rotates. As Galileo published his discoveries, he gained negative response and was even accused of being a heretic. To this end, he wrote the `Letter to The Grand Duchess, Christina` with the purpose of clearing his name. In this letter he explained his current situation and his findings. Galileo identified his retractors to include those who judge his work without reading and understanding its contents. Galileo stated that those who are against him are the people â€Å"who has greater fondness to their opinions than truth†. As it appears, this seems to be the case since those that accused Galileo as a heretic did so despite overwhelming evidence from Copernicus and from the findings of Galileo himself that indeed hat is in the center of the Solar System. Galileo tried to clear his name by arguing that his retractors tried to show that his ideas are novel. It appears therefore that the action towards Galileo is a personal attack since previous authors or â€Å"confirmer† such as Copernicus was not mentioned during discussion of his work. He argued that Copernicus was not mentioned because his actions and findings were supported by the Catholic Church. To ensure that Copernicus book will be published, the preface was edited and it was explained that the book only reflects the hypothesis of a single man. Copernicus also addressed the pope in his book regarding the possibility that someone would â€Å"dare to condemn and censure this hypothesis †¦ upon the authority of some scriptural passage twisted to their purpose (Galilei and Finocchiaro, 1989)†. Being accused as a heretic, Galileo argued that his findings are not contradictory to the Bible. He explained that the words in the bible should not be taken literally. Galileo defended himself by making clear that the bible was made in a language and with the information that the masses or the common people can understand. For instance the higher mysteries such as the essence of God himself where described using human qualities and by referring to nature. Galileo elucidate the fact that the Bible did not necessarily discuss the heavens. The writers of the Bible only include those things that are necessary for people to live a â€Å"blessed life†. Galileo summed this argument by citing a statement he heard from an ecclesiastic â€Å"the intentions of the Holy Ghost is to teach us how one goes to heaven, not how the heaven goes†. In the end, the heliocentric model is now accepted as the legitimate model of the solar system. This fact had been confirmed by several sense-experience evidences. The process whereby science changes from normal to revolutionary and back to normal science again is known as the Scientific Revolution. The process is continuous since everything known as science is fallible. Although it is hard to think that there are other models of the solar system other than the heliocentric version, there had been several additions and further discoveries that might change the normal concept of the solar system. With respect to the idea of scientific revolutions, Okasha discussed the arguments put forward by Thomas Kuhn regarding the nature of scientific change. Kuhn coined the term paradigm to represent normal science. A paradigm is consists of â€Å"fundamental assumptions accepted by the scientific community and had solved theoretical problems with the aid of the fundamental assumptions (Okasha, 2002)†. The old paradigm are replaced ones anomalies, such as those mentioned above, exists continually. Scientist and thinkers would try to find a new way of explaining things by taking into account the corrections that must be made. The geocentric model had been accepted as true for more than 1000 years. Although there had been accounts and beliefs that the sun is at the center of the Solar System, they all remained as hypothetical assumptions. The work of Copernicus paved the way for an exposure of the anomalies while establishing a new paradigm. Galileo succeeded in convincing the scientific community, through the use of his invention, to accept the new paradigm. With the aid of Okasha’s book, one is able to get a better view of how the works of Copernicus and Galileo represent the concept of scientific revolutions. It also showed how resistance can affect the acceptance of new paradigm and how new sciences are produced. The process of revolution in the sciences does not take overnight but it takes decades or even centuries to develop.