How Will Earning a Degree Change My Life

College- Is it worth it? In society today a college education isn’t an option, but rather a necessity. When thinking about college people usually think more about what they have to do to get through it when they should be thinking about what they want out of it and what they will gain from it. People often say that college isn’t worth the time and money, but getting a degree and brining the skills you gained to the real world will be very beneficial to you.Some people go to college for the title for being a college student for others it’s a way to leave home and become independent without completely losing the financial help of their parents. Most go because they have to, not because they want to. High school students are constantly being pressured not only by family members but also by guidance counselors to go to college because it’s the â€Å"right thing to do. † We all have an idea of what we want in life, but we end up doing the opposite and do ing what our â€Å"mentors† think is best for us, resulting in being miserable. The investment of time, money and energy is it really worth it?For some fields, a college degree is absolutely necessary. That doesn’t mean you will get a job right after graduation. Even if you do get a job, it is not usually what you have your degree in. College is a gamble most students will be in debt after graduating working any job just to pay those off. Some college graduates even end up back at home living with their parents due to the debt they are in. The competition for decent jobs is increasing. You can’t get a high paying job without at least a bachelor’s degree. Before jobs hired workers with only High school Diplomas but, now they require some college education.Every day the decision is being made to either construct a career or dropout. There are people out there who have never set foot in a college and are doing better than people with master’s degrees. But, those are the exceptions which are one out of a million even millions. So before you make this decision ask yourself; where do I see myself 5 or 10 years from today? Do I need higher education to where I want to be? The skills you gain while in college are skills you will need in the â€Å"real world. † Bills have to be paid, deadlines have to be met and you have to learn to manage time efficiently.It’s completely different from High school because not only are you dealing with school you’re also juggling your personal life and your financial state as well. College has its pros and cons like everything else in life. Your experience will be what you make. If you aren’t willing to put in your all into it, college isn’t for you. You may not get lucky and start your career right after graduating but with persistence and hard work in the long run a degree will help you get to where you want to go in life. Don’t think of as a waste of time a nd money think of it as exciting challenge that will help set up your future.

Evolution as Fact & Theory` by Stephen Jay Gould Essay

This article talks about evolution as it relates to science and religion, philosophically. Gould talks about the fact that the arguments for creationism and evolution have not changed much, the science and religion are the same. He links the recent debates opposing the theory of evolution as the result of right wing politics that has taken hold of today’s society and political world. Gould states that today’s politicians talk about â€Å"scientific creationism â€Å"as if it is based in science. The creationists also jump on the term â€Å"theory â€Å"when used by evolutionist as if theory implies proof of guesswork, â€Å"only theory†. Gould explains the term â€Å"theory† as a string of ideas and facts. He provides examples of widely accepted theories in an attempt to debunk the creationist objection to theory. He provides similar explanation of the term â€Å"fact†. Darwin’s theory and detailed explanation are reviewed in the article, as this is central to today’s debate regarding creationism versus evolution. Gould’s view is that creationists attempt to argue against evolution is based entirely on arguing rhetoric. They use an argument style of Popper’s, which focuses on falsifying the evolutionist claims. Gould asserts that what the creationist lack is the ability to assure proves their own principles of creationism. Gould concludes that what keeps creationists firm in their belief system is dogma, not science. Thomas S. Kuhn – The Structure of Scientific Revolutions Like Gould, Kuhn takes on the debate between science and dogma. Kuhn is a scientist, clearly a believer in the scientific process though he takes pains in his article to examine the issues raised by proponents of dogma. Kuhn also believes that the opposition to evolution is based on poking holes in theories and finding loopholes, rather than convincing one with actual science. This article is largely focused on disproving dogma and supporting the scientific method. Kuhn’s overall belief as expressed in the article is that scientific theories always win arguments with dogma. This work includes a discussion on experience and perception and the relationship to presupposition. Kuhn reviews the process of scientific theory and discovery, and the philosophy behind the process.

A Day in the Life of a STEM Major

For a high school student who hasn’t experienced life on a college campus, it’s hard to know exactly what to expect. How busy will you be on a daily basis? How much time will there be for extracurricular clubs or socializing? And how many hours can you expect to spend in the library? It’s hard to foresee exactly what your daily life will look like, and that can be an intimidating uncertainty. There are many factors not yet determined that will affect your routine. What college you ultimately attend, what major you pursue, and which extracurriculars you choose to participate in will all play integral roles in your day-to-day routine.   If you’re considering a STEM major, you might have heard that there’s a lot of work ahead of you. Indeed, STEM courses are known as time-consuming and intensive. Will it be overwhelming? Will you still have time for the other commitments that are important in your life? A little bit of insight can go a long way, and here at we have a team of experts who have been in your shoes. Read through our breakdown of a STEM major’s daily life, and then check out our Mentor Program . You’ll have access to the insights of peer mentors who have been through a competitive STEM program and are ready to share with you all the ins and outs of life on the STEM path. STEM is an acronym for science, technology, engineering, and math, and it encompasses some of the quickest growing career industries. In 2010, there were estimated to be 7.6 million STEM workers in the United States, accounting for about 1 in 18 workers. STEM occupations were projected to grow by 17% from 2008 to 2018, compared to a projected 9.8% growth for non-STEM occupations. STEM workers also earn more than their non-STEM counterparts—26% more on average. Furthermore, STEM degree holders continue to earn more regardless of whether they work in STEM or non-STEM occupations. STEM careers also tend to require higher levels of education, with more than two-thirds of STEM workers holding a college degree, compared to less than one-third of non-STEM workers.       While it’s clear that a degree in STEM will serve you well, it’s also known that it won’t be easy. A 2014 study by the National Center for Education Statistics revealed that nearly half of all college students who pursue STEM degrees leave the field or drop out. While this attrition rate is roughly the same as other fields, it is being targeted for improvement by colleges, based on the steep rate of job growth demanded by the STEM industry. Basically, in order to meet the growing demand, colleges need to graduate more STEM majors. In response to this quickly increasing demand, more and more colleges and universities are identifying risk factors for leaving STEM fields and implementing support systems to help STEM majors stay on track. Students are more likely to drop out of a STEM program if they take lighter credit loads in STEM courses in the first year, take less challenging math courses in the first year, or perform more poorly in STEM classes than non-STEM classes. To support these students, many colleges and universities are providing increased office hours and tutoring sessions during entry-level STEM classes. With such a quickly growing industry, it’s important that students interested in pursuing STEM are supported as much as possible.       Like any degree, pursuing a STEM degree is a significant commitment. In fact, many sources point to it being a more rigorous and time-intensive commitment than other majors. There are many factors that will weigh into how busy you are as a STEM major. Here are the biggest ones: In order to be considered a full-time student at most colleges and universities, you will need to take at least 12 credit hours each semester. This means spending 12 hours in class on a weekly basis. While this is the minimum course load to be considered full-time, most students need to take 15 credit hours to be on track to graduate in four years. The course load is impacted by required coursework. Each major has specific course requirements and students who are considering graduate school or med school will have even more courses to consider in order to qualify for these postgraduate programs. Furthermore, many colleges and universities have specific graduation requirements that include broader coursework than that prescribed by a single major. These requirements are intended to expose students to a variety of content areas and produce more well-rounded graduates. If you’re considering a STEM major, it’s important to realize that it’s not uncommon to be required to take classes in other disciplines as well. Sometimes, students who are enrolled in STEM majors will select classes widely perceived as â€Å"easy† in order to fulfill non-STEM requirements. This makes sense due to the often more intensive time commitment required in STEM courses. There are usually many interesting choices to fill course requirements in the humanities or social sciences, and these classes don’t necessarily have to take time away from your STEM studies. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. STEM majors put in a lot of work outside of their regular class hours. If you’re considering a STEM major, you can plan on spending about 20 hours studying each week, according to a 2011 study by the National Survey of Student Engagement . Furthermore, these study hours do not include any time that you might spend attending your professor’s office hours or even discussing your coursework amongst friends, both of which are regular occurrences for STEM majors. Many college students hold jobs in addition to their coursework. These jobs are sometimes required through work-study programs or are financially necessary. In 2011, 71 percent of the nation’s 19.7 million college undergrads held jobs. Of that number, one in five students worked at least 35 hours per week. More commonly, though, students work 10-15 hours in the average week. Students in STEM fields might be able to find a paid research position through their school to fulfill their work requirements, but if this isn’t the case, sometimes STEM majors volunteer as research assistants or interns. In other cases, students might be able to receive course credit for their research. Extracurriculars are a valuable component of any college education and have been associated with a positive impact on the academic experience of students ranging in age from middle school to undergrads. On average, undergraduate engineering majors spend about the same amount of time on extracurriculars as students in other majors. This averages about eight hours per week and includes things like sports, clubs, and student government or volunteer associations. As you can see, there are a number of factors that influence how busy you will be as a STEM major. Although no two student experiences are exactly alike, using the studies and statistics available, it’s easy to get a picture of what the average STEM student can expect in college. Keeping all of this in mind, here is what you can expect on an average day as a STEM major: 8:00 AM: Wake Up! You have a full day ahead of you and you’ll need to grab a quick bite of breakfast before you get started. Take a quick shower and get moving. 8:30 AM: Head to the dining hall or a local cafe to grab some coffee and a bite to eat on your way to your first class. 9:00 AM: Your first class of the day begins. Maybe it’s organic chemistry or calculus II. Either way, don’t forget your notebook! 10:30 AM: You’re done with your first class of the day. Time to squeeze in some studying and maybe pick up another coffee. 12:00 PM: With a solid hour plus of studying under your belt, now is time to grab some lunch before your afternoon classes begin. 1:00 PM: Class again. Maybe this time it’s a lab or a school-required humanities class. 2:30 PM: You’re done with classes for the day! Before you rush out though, you might stop in for office hours to ask some questions or get a little guidance on your newest problem set. 3:00 PM: After you hit office hours, it’s time to rush to soccer practice. Don’t be late! 5:00 PM: Practice is done, have a quick shower and squeeze in some study time before dinner. 6:30 PM: You have a little time to get dinner before you go to work. 7:00 PM:   Work. Maybe you’re in the lab with a professor, or maybe you’re serving coffee at the campus cafe. Either way, it’s money in your pocket. 9:00 PM: Your shift is over, phew! Maybe you can squeeze in a little more study time. 10:00 PM: Have you finished your homework? If so, now you get some time to catch up with friends, relax, and get ready for the day ahead. 11:00 PM: Hit the sack! You’ve got to do it all again tomorrow. This day sounds busy, but if you break it down, it’s actually pretty well-rounded. You’ve spent three hours in class. You’ve studied or done homework for three or four hours, worked for two hours, and gone to soccer practice. You had some time to enjoy meals with friends, touch base with a professor during office hours, and even hang out and socialize a little before bed. Does it sound busy? Sure! Does it sound impossible? No way! Of course, no matter what major you pursue, there will be some days that do seem impossibly busy, while others will seem luxuriously slow. Life as a STEM major might be busier than the average college student’s life, but it isn’t crazily so. If you’re genuinely interested in STEM industries and you’re willing to invest some time and energy into getting yourself there, you may ultimately be rewarded with job security and a solid paycheck. If you’re interested in hearing more about life as a STEM major, don’t forget to contact ’s Mentoring Program , which provides practical advice on topics from high school activities and college applications to career aspirations, all from successful college students who have been in your shoes.

Narrative Essay Example | Topics and Well Written Essays - 1000 words - 1

Narrative - Essay Example I was all geared up after my I finished my midyear exams and I thought to myself that it was time to kick back as well relax after all the sleepless nights spend studying. I could not help but go to the Chalet, this was the first thing on my mind and I knew the opportunity had come for me to have a well-deserved holiday. The thought of the Chalet made me excited and my cheeks flushed with happiness which I could not hide from anyone. The thought of having a holiday was God sent and I could not believe it. I finished packing and called up my friends in order to move into the Chalet. The journey to the Chalet was smooth and we drove as we sung and bonded. I could not believe that I had finished my exams and I was getting the much deserved holiday that in needed. However, upon reaching the Chalet we realized that there was a need to get some foodstuffs in the nearest supermarket. Being the smallest one I was told to follow my Cousin’s car and I followed the car with my ATV slowly. The night was dark and chilly and consequently the visibility was low. It was well known that my Cousin was a good driver, however, things started going haywire when he started showing off. The road was not as smooth and consequently as a result of his drifting, several stones were thrown towards our car and I had to swerve in order to avoid them. However, out of nowhere my cousin’s car flipped and rolled several times. I gasped out of breath and I could not believe what was unfolding before my eyes. Bodies were being thrown outside the window in weird and contorted ways. I was rooted to the spot and could not be able to move, I looked at the horrific accident with my mouth agape. The smile that was there initially was wiped out clean and what was existed was a face that showed sadness and despair. Seeing people that I cared about very much coughing blood and desperately crying for help on the sand and on the pavements made me crouch with fear.

MASS MEDIA ASSIGNMENT (Sociology) Example | Topics and Well Written Essays - 1250 words

MASS MEDIA (Sociology) - Assignment Example These types of advertisements frequently make appeals to dark humor as a means of both gaining attention and delivering a specific message that their product or service is uniquely suited to answer. The message is embedded within the rhetoric of the visual and textual elements of the ad. To examine how rhetoric is used in advertising, an ad from the Northern Bariatric Surgery Institute that promotes weight loss with seeming emphasis on delivering a social message will be examined for its intended and perhaps unintended output. There are two basic approaches advertisers might take to the development of their ad -- first, to present a social message for the overall benefit to society with their product or service taking a modest interest through the presentation of a logo or title somewhere on the page and second, to present the product or service as the main focus of the ad with social responsibility considered secondary or not at all. Whether we acknowledge it or not, there is a grea t deal of truth behind the statement that we are what the media tells us we are. â€Å"Much of what we share, and what we know, and even what we treasure, is carried to us each second in a plasma of electrons, pixels and ink, underwritten by multinational advertising agencies dedicated to attracting our attention for entirely nonaltruistic reasons† (Twitchell, 1996: 468). In working to create the ultimate ad, many advertisers forget to consider the unintended impacts their message might have on the greater social front. â€Å"Broadly speaking, the media exist in a very close, sympathetic relationship to power and established values. They favor a consensus view of any problem: they reflect overwhelmingly middle class attitudes and experience† (Hall, 1974). Subtle clues embedded within the action or image of an advertisement such as this one can change the way people interpret and react to specific behaviors such as overeating. This ad is focused on the problem of obesit y and relies mostly upon a dominant image to impart its message. â€Å"Inductive reasoning takes a specific representative case or facts and then draws generalizations or conclusions from them. Inductive reasoning must be based on a sufficient amount of reliable evidence, in other words the facts you draw on must fairly represent the larger situation or population† (Weida, 2007). The image featured is that of a heavyset man holding his shirt open to reveal sticks of butter strapped to his torso like dynamite. It is intended to evoke an immediate negative reaction to the concept of obesity. According to Weida (2007), emotional appeals such as this are usually made to â€Å"paint a more legitimate and moving picture of reality or illuminate the truth.† Rather than relying on a string of text to make this emotional appeal, the advertisement relies almost exclusively on image with only a few small words to help direct the focus of attention. The faceless image is filled wi th the torso of this man and the numerous sticks of butter that have been attached, causing him to appear as a suicide bomber. The most dominant words on the page are â€Å"Obesity is Suicide.† As further analysis reveals, this ad works to encourage negative attitudes toward obesity, indicate an active, willing participant in the creation of an overweight person, elicit associations

Employee Retention in UK Essay Example | Topics and Well Written Essays - 2000 words

Employee Retention in UK - Essay Example Organizationally committed employees will usually have good attendance records, demonstrate a willing adherence to company policies, and have lower turnover rates. In particular, their broader base of job knowledge often translates into loyal customers and even pay premium price. Employee retention is an issue since the turnover levels from various industries are rising. Statistics show different percentages related to turnover rates as well as the reasons for the increasing turnover. "Turnover levels vary very considerably from industry to industry. The highest levels of turnover (22.6%) are found in private sector organisations. Successive surveys of labour turnover show that the highest levelsare found in retailing, hotels, cateringand leisure,and among other lower paid private sector services groups. The public sector has an average turnover rate of 13.7%." (Stone, 2007) Almost a quarterof employees in the UK have been in their current jobs forfive years.As a proportion of aggregate turnover, the percentage of people leaving organisations through redundancy remains small. There was a slight decreasefrom 28% to 24%of organisations making more than ten people redundant during 2006 and in those operating a recruitment freeze from 24% to 22%in the course of the year. The cost of high staff turnover can be substantial. ... irect financial costs of replacing staff but also other repercussions such as the potential loss of key skills, knowledge and experience, disruption to operations and the negative effect on workforce morale. In addition, high turnover represents a considerable burden both on HR and line managers as they are constantly recruiting and training new staff. When seeking to resolve the problems associated with high turnover, companies must first investigate the underlying causes. They need to have in mind an appropriate level of attrition by benchmarking against similar organisations and taking into account the real costs of turnover to the company. Different theories of employee retention People are vital components for the effective operation of the organisation; as a matter of fact, managers often say that people are their most important assets. The human assets are never shown on the balance sheets as a distinct category, although a big amount of money is invested in the recruitment, selection, training of personnel. Rensis Likert suggested maintaining accounts of the valuable human assets through human resource accounting. The importance of the employees cannot be over emphasized because it can determine the success or failure of the organisation. Make-You-Happy Action Teams (MAT) plays a critical role in managing employee retention. This is Z-Theory management. To briefly sate, Z-Theory management means everyone that is effected by a decision for the company gets a "say" or a "vote" in the decision (tons more on Z-Theory Management in another article). This means employees are directly involved in decision making that affects them. When then make decisions that directly affect them, they stay around longer. This theory can help in managing employee retention due

Biases and Judgments Essay Example | Topics and Well Written Essays - 250 words

Biases and Judgments - Essay Example The decision entailed reflection aimed at enhancing the progress of the organization and improve performance. These decisions also promote efficiency in the staff and management. This decision could act as the basis of action since the policies could be implemented (Salaman, 2001). Emotions can influence the decisions that the management of an enterprise makes. Emotions can affect rational decision making; those who follow emotions make irrational decisions. As such, businesses should not come up with decisions based on emotionality as the decisions, may have a negative impact. Fairness should prevail while making decisions; all departments within an organization should be treated equally (Yates, 2003). According to Salaman (2001), reflective decision making includes examination, contemplation, critical meditation and analytical thoughts when making decisions. Therefore, reflective decision makers ensure that managers critically analyze the decisions they make. Reflection means that the decisions have to be given a deep thought before implementation; implementers take their time before coming up with the decision. On the other hand, expedient decision making entails solving problems that require immediate solutions. Expedient decisions mainly stem from the need for them; business organizations mainly make them when need to do so arise. For example, an organization may decide to lay off employees instantly. Yates (2003) asserts that biases may arise when making decisions; they include dependency on one form of information where decisions makers tend to over rely on one course of action. Other biases may include overconfidence on the decisions made and selective gathering of informat ion. Thus, in conclusion, the essay has discussed business decision making. It has addressed the role of decision making, which enhances progress in a business. Emotions and biases have a negative impact on the decisions made; they may lead to poor

Analysing the global marketing environment Assignment

Analysing the global marketing environment - Assignment Example Background This report is based on the examination of the global marketing environment of the popular cookies brand of New Zealand, Cookie Times, in the global market, especially in United States. Cookie Time Ltd (CTL) is one of the most popular cookie brands in New Zealand. This is located in Christchurch and makes snack foods since 1983. The mascot of the brand is known as Cookie Muncher. It is a commercial, innovative snacking company. One of the fundamental business structures of the company comprises of franchised distribution, retail, as well as manufacturing operations with special focus on the opportunities of foreign licensing and franchise. Chocolate Chunk Cookie was the first launched product in the New Zealand market intended for individual sale. With unparalleled operational excellence and dynamic entrepreneurship, CTL is dominating the domestic cookie and cracker market for more than 28 years. Their passion lies in building strong customer satisfaction base and network by providing unmatched quality products with extravagant taste (Franchise opportunities, Cookie Time, n.d.). The company’s portfolio includes highly innovative and popular products like glutten-free cookies and smart cookies with authorized certification from the National Heart Foundation. The mainstream sweet cookie was launched in the market in 2006 with prior consultation with the Ministry of health, NZ Parent Teachers Association and the Heart Foundation. In 2010, the first full scale retail space of the company, the Cookie Time Bar was established in Queensland which serves great hot cookies and milk with a nostalgic ambience. The outlet shop of the company outside the Christchurch factory is a landmark site which is well known for its giant cookie frontage. The head quarters and the food science laboratory are also established here. For distribution of the products to more than 6000 domestic retail outlets 40 independent franchisees work rigorously across time (Corporat e Profile, Cookie Time, n.d.). Reports show that about one-third the people of United States of America (US) have no time to take their meal. Only one-third of them take regular three meals in a day. The others depend on easily available food items and snacks and skip their meals. The unhealthy consumer behavior leading to rampant obesity has led majority of the American population to convert their dietary mechanism towards a more healthy process. As a result CTL finds a great opportunity to enter this market with its products which are rich in high proteins, high fibre, natural ingredients with low fat and sugar which guarantees healthy diet (Cookies in the US 2006, p. 6). That is why the study is done to find out whether there is proper global environment of the marketing Cookie Time in the country. 1. Environmental analysis 1.1 Economic Environment The economic setting can modify quite fast. Effects of rapid business decline in a country or region will adversely affect the busine ss environment of any organization within that geographical boundary. However new strategies are to be formulated and implemented at the simultaneously for maintaining sustainability. The fall in consumer’s income changes their consumption pattern by cutting down expenses by barred consumption on some products. As a direct consequence many companies including

BIOMECHANICAL FORCES ACTING ON ELBOW( A STATIC ANALYSIS) Essay

BIOMECHANICAL FORCES ACTING ON ELBOW( A STATIC ANALYSIS) - Essay Example Meanwhile, a force is an effect on a certain body which changes its shape or motion. The elbow transforms shearing, compressional, and rotational forces into a normal motion. During flexion, the arm is bent, the pressure forces that moves along the elbow joint shift forces from the humerus to the ulna. Under extension, on the contrary, the applied forces run along the radius and the humerus, with the arm straightly open. The elbow displaces such forces largely through the muscles and ligaments that absorb and disperse stresses. Since the surface area of the ulna is bigger than that of the radial head, the ulna contributes lesser force per unit area as compared to the humerus. In addition, to avoid bone strain absorption, the elbow articular cartilages acts as a buffer between the bones. In the event that the cartilage is forced to absorb great stress for various times, the stress flattens out the cartilage and will eventually result to early wearing. Basically, the elbow is considered as a hinge joint with a single degree of freedom. However, its anatomical structure necessitates the inclusion of the articulations along with the radius and ulna. Thus, the elbow is best treated as having a mechanism of a two degree freedom that supports the supination/pronation of the forearm and the extension/flexion of the elbow. In terms of internal structure, the three synovial joints, along with subtle interactions, are radio-ulnar, humero-ulnar, and humero-radial. The humero-radial joint is of prime interest because of the combination of relative motions that occur therein: the axial rotation that involves in the forearm supination/pronation and the elbow flexion accompanying the ulna (Lockard 2006, p. 72). Flexion/extension moments are produced by the muscles that act over the elbow join, including brachioradialis, brachialis, triceps, and biceps brachii. While pronation is achieved through the muscles in the forearm, pronator quadratus,

Analysis of a viral phenomenon Assignment Example | Topics and Well Written Essays - 750 words

Analysis of a viral phenomenon - Assignment Example Christopher van Cannistraro claims that â€Å"Bert is Evil is a photoshopping trend that involves superimposing an image of Sesame Street character Bert into scenes of disasters like JFK’s assassination and Oklahoma City bombings in similar vein to Disaster Girl† (n.p.). Originally that is considered to be â€Å"featuring short, humorous backstories for each Bert is Evil image posted on the site† (Cannistraro, n.p.). The initial idea has been to create meme for the sake of humor and mockery on the cruel and ruthless actions. Sesame Street is regarded as a television show for children and Ignacio’s intentions have been to display global problems or highly serious hurdles of a particular society into the dimension of children perception. It is surely that such jokes are remained to be adult, but the hero from child’s program brings another vision of this or that problem. Still, â€Å"By the summer of 1998, the original website’s bandwidth costs became too expensive for Ignacio to keep the website running. Instead of taking it down, he offered anyone who was willing to mirror the website permission to host it† (Cannistraro, n.p.). BertisEvil.tv, AngelFire and Archive.org have mirrored the web site with pleasure and since that time a huge number of different variations has begun to be introduced to people on television and through the internet. Bert is Evil memes have attained a high popularity in the world in general and in USA particularly. The image of Bert has been regarded as â€Å"a dark genius who is connected to several high-profile personalities† (BBC, n.p.). This memes have the appreciation in society, especially the young generation do like this phenomenon. The internet is considered to be a big power with a huge rang of opportunities. That is why these small memes have been widely spread in the society. It should be admitted that Bert is Evil has reached its peak in October 2001 (BBC, n.p.). The news that â€Å"Bert, from the US childrens

Enrollment System Essay Example for Free

Enrollment System Essay Chapter1: Intoduction 1. 1. Background of the study The new generation about computer blooms in our day. It is the binding fact that computers are very productive, more efficient, and make our personal and professional lives more successful. In every year, technologies continue to rise up, people must be aware in the development of the technologies to easily come up in the flow of the new generation. Computer is an electronic device that can store data, process retrieve and can also be programmed with any instruction. Computers can do just about anything and it really excel in certain areas. Enrollment is an exciting day for every student in elementary, high school, or colleges. It is the most expected activity after summer vacation. But contrary to the expectations of the enrollees, enrollment has posed problems and hassles because it has become tedious and taxing. Sometimes the students’ leave it to their parents and other members of the family to enroll them. The unsystematic procedure of school during enrollment is now dreaded by them. Instead student enrollees have to stand and wait of finishing it in an hour or two, sometimes students are made to come back the next day or even after a week so that they can be officially enrolled. All these have posed a problem which alarm this group of researchers and decided to pursue in resolving the enrollment problem by designing and implementing a system of enrollment which is computerized for smooth and less problematic flow of enrollment in the La Immaculada Concepcion School. As a students, and as a researcher we decided to create a wellprogrammed system that will develop the enrollment system for the school of La Immaculada Concepcion School. To become more realistic we conduct a survey and some research from the students to know the specific to general problems of their enrollment system that cannot be solve manually. Some student complains about the enrollment procedure in their school, they need to get the enrollment form first and do some certain approval and payment in the different sections in order to be enrolled. This is a very long process of the enrollment and the personnel assigned in the registrar office will record the enrollee’s information manually after the scheduled enrollment. What if the student’s enrollment papers lost? Will they retrieve their papers? How long will it takes to them to record all the student’s files in the computer. 1. 2. Statement of the Problem What enrollment system can be developed to manage the enrollment of La Immaculada Concepcion School (LICS)? How to speed up the enrollment process of La Immaculada Concepcion School (LICS)? How to accurately monitor and update the recoeding of the transactions and the pertinent records of the school? 1. 3. Objective: To create a better enrollment system that will manage the enrollment of the La Immaculada Concepcion School (LICS). To provide a system that will discuss the flow of the process of enrollment. To use database management that will monitor and update recording of transactions and pertinent records of the school. . 4. Significance of the study The Significance of this study is to perform a better system that can accommodate all the students in this school in their enrollment, and also as we make a program we enhance our skill in creating a better program for a given problems like this. The importance of this study may help up the said school to nurture up and elevate the functionality of the school to defy and breach their performances for the last 39 years. The study will also help us as students to be knowledgeable enough on entering the Information Technology field as applying the lectures to actual performances. The La Immaculada Concepcion Schools’ enrollment system gives also a benefit for the following: 1. Students- they can save time and money in waiting a long period of time and it will be easy for them to enroll. There are some students that cannot enroll on the time because of some circumstances; LAN-based enrollment is the answer for the problem. . Staff- they can lessen their time consumed during the process of enrollment. They can also generate a report in a very short time unlike in the manual enrollment system where in the staff is having a hard time generating reports. 3. School- to lessen if not eliminates the existing problems in the traditional enrollment system. 4. Future Proponents- they can use these as theirfutur study and create a better system. 1. 5. Scope and Limitation: The scope of this study is to perform a better process in the school in terms of their enrollment and to improve the system in such a better way. The system provides registration which includes adding, editing and updating of students record that will be stored directly to the database. It will also generate confirmation of registration. It will generate reports such as class list/ instructor/ schedule of classes per section/ statement of the account/ payment report for the school administration. The registrar can easily access records, schedule, classes and class list. it provides scheduling of the subjects per section. It also provides printing of some schedules for the students after enrollment. The payment is also included; the enrollee can choose which type of payment will suit them (full or partial). This study has also a limitation, Our limitation is just to create a system that will enhance the process and to improve the enrollment system in La Immaculada Concepcion School. .

Going Back to School Essay Example for Free

Going Back to School Essay Returning to school was something I alway intended to do in my life. I knew there would be some obstacles and hurdles i would have to overcome to make my dream come true. Here are some obstacles I had to overcome in my past with previous school experinces I have had to return back to school. When I was younger, I remember my mom waking my older brother up and sending him off to school. I would get so mad, because I wanted to go. Than finally my day came, I got up and off to school I went. Elementary school was the great. I loved playing with the other kids. Kindergarten through fifth grade made me feel like school was a game. Yeah, we learned our basic studies, but we had fun doing it. Than came time for moving on up to middle school. My first couple of weeks were okay, but the work started getting harder, the other kids werent very nice and we didnt have much free time. I didnt like it, but it was something I got used too and I stuck it out. Finally, my ninth year came, I was a freshman in high school. I hated it, I was always getting pushed around and made fun of because my family didnt have much money. I didnt have name brand shoes or clothes. Everybody kept telling me I needed an eduacation to get anywhere in this world. Well I tried, finally when I was seventeen, only six months before graduation, I got so fed up, I dropped out. Once I turned eighteen, I realized it was time to make a life of my own. My family shouldnt have to support me. So I went out and found me a job. I was so proud of this job. I was doing good, or so I thought. After a few years of working for this company, I figured out I was already at the top of the ladder, I couldnt go up anymore. I had to better my life. I needed a higher education. I got it in my head and went and got my GED. Than once again my learning process stopped right there. Out of the blue one day, my mom calls and tells me about these online college courses. She knew I didnt I didnt want to go sit in a classroom. This struck some interest in me. It took me a few days, but I called and got enrolled. When I started my first class, I was a bit nervous, it took sometime to get back into the swing of things. Im still somewhat nervous but it gets better with each class. Going back to school was the hardest decision I have ever had to make. Well, it took the longest time anyway. I am so glad I decided to go back. Being back at school makes me feel so much better about myself. This is one thing I wont quit again.

Complete draft dissertation

Complete draft dissertation Chapter One Introduction Music can provoke different responses because of the way its message communicates and gives meaning to peoples lives. Ned Rorem stated, ‘music is the sole art which evokes nostalgia for the future (Shuman 1997: 140). The music scene is testimony to the way in which old musical genres have either provoked a sentimental nostalgic response in wanting to maintain and preserve a traditional sound, or a pragmatic artistic response which chooses to use the memory of an old musical message and sound to inspire new, creative innovations. Flamenco is no exception. Throughout its history there are those who have sought to encase it, referring to it with notions of romanticism and sentimentality, and those who have embraced its evolving nature. The first is true of intellectualists Falla and Lorca, who sought to preserve cante jondo -the ‘deep song of the outcasts by hosting festivals strictly for traditional artists to display its ‘purity. It is also evident in the attraction of the rising middle classes in Andalusian cities toward the tragic song of flamenco. Flamenco provided a romantic perspective of the past, a ‘folklore-like history to provide a distinctive identity for Andalusians, also allowing them to express their sympathy for the downtrodden. The poor, for their part, embraced the ‘romantic song style of flamenco because it expressed their anguish, and also allowed them in hindsight to have a rosier slant on their miserable pasts ‘holding out a hope, however faint, that the since rity of their song would qualify them as bonifide cultural heroes in the future (Washabaugh 1996: 55). Since flamenco evokes ancestral history, the art form can encase and preserve these memories, only to re-live them through melancholic sentimentality. Conversely, Và ©lez suggests that ‘the pleasures of the past are not lost to the present, but are transformed into radically different aesthetics by the manifold forces that operate through time (Và ©lez 1976: 25). This approach recognises the contributions of the past that keep giving to the present, allowing the process of musical evolution to keep an art form alive and developing. In this way, ‘each generation builds new pleasures on top of old, and adds fresh memories to existing recollections (Featherstone 1991: 32). This is true of modern flamenco artists, who seek to recognise their ‘roots, while introducing their own interpretations and often experiment with other musical sounds. Globalisation has meant th at the product of this approach is seen in a fusion of elements with very diverse musical styles. Modern flamenco fusion band Ojos de Brujo share this approach: Flamenco is in many places and it can evolve in many ways†¦ we draw from the same source and we have the same love and the same respect for this music (Flamenco World 2002). This dissertation will examine the main perceptions of flamenco; an older, traditional perspective that views flamenco as  ´dead ´ and another younger perspective that argues flamenco is still a vibrant and living art form. It will account for aspects within the raging debate over flamencos historical purity, studying how it has remained a constant, changing and evolving art form. Chapter Two will examine the  ´purity ´ of the history of flamenco, considering the four main perspectives through which it has been viewed. Chapter Three studies the significance of the message and emotion characterising flamenco, and the way in which the song forms serve as a window into the lives of the flamenco community. It also accounts for the fact that though traditionalists contend for one ‘pure song form, there are in fact many branches within the genre. Chapter Four describes the journey in the modernisation of flamenco, considering how traditionalists blame this era for the ‘degeneration of flamenco, whilst modernists praise it for its progress. Chapter Five analyses the two groups that have emerged in the flamenco scene, the purists who insist that ‘true flamenco resides in the past, and the modernistswho look embrace the evolution of the art form. Chapter Two The History of Flamenco Flamenco holds many threads of history. Depending on who is narrating its past, the  ´proper ´ and  ´true ´ history of flamenco can be found in various long-lived and widespread claims. Washabaugh identifies four main ideologies held by flamencologists; ‘Andalusian, ‘Gitano, ‘Populist and ‘Sociological (Washabaugh 2006: 32). This chapter will consider the debate over the purity of the history of flamenco and examine the four main varying perspectives through which its origin has been viewed. The line of ideology emphasisng the Andalusian character of flamenco music conveys its deeply-rooted and cultural musical characteristics only formed by Andalusia ´s unique history and demographic make-up that created the conditions which birthed a very distinct art form. Unlike the constructions of Spanish nationalism, especially in the Basque and Catalan regions, Andalusian identity was not predicated on the notions of racial purity, Andalusia ´s unique identity was often defined by the very multiplicity of cultural and racial layers from which it had evolved (Brown 2007: 230). Contributing to this melting pot, the 800 year reign of the Moors tolerantly allowed other diverse culture groups to cohabit within their society; Arabs, Jews and Catholics all contributing to the rich mix found in multicultural southern Spain. However, the Christian Reconquista in 1492 brought a new era of hostility to the region, driving out all Jews and Muslims who refused to convert to Christianity, alongside gitanos who refused to conform to sedentary occupations. This expulsion united the persecuted cultures against the Inquisition who now shared a muliticultural common life. An intense blend of Muslim, Jewish, Indian and Christian cultures characterised these underground communities, producing a fusion of distinct musical sounds which formed what we now call flamenco, here, in the midst of the minorities. ‘And there it stayed, performed in the privacy of their houses or caves unknown to the world until the end of the eighteenth century when it began to be heard in the ta verns and other public places (Totton 2003: 15). There is a vivid debate between the gitanos and payos over the origin of flamenco, both people groups insisting on their contribution due to their cultural bonds.  ´The majority of non-gitanos do not deny the role of the gitanos in the enriching and developing process of the flamenco art, but they are very absolute when it comes to the origin, Andalusia (Papapavlou 2003). Many composers and philosophers such as Manuel de Falla were keen to preserve a musicological perspective that contributed to a Spanish identity based on the romanticism of Andalusias origins as a primitive artefact. Writers and philosophers ´ diverse assertions of a distinct Andalusian identity give varying emphasis to oriental music through Indian (the gitanos place of origin) and Arab roots, Sephardic Jewish music, as well as influences as far back as the early Greek, Roman, Visigoth and Byzantine rulers. These concepts are all based on the diverse musical influences that can be traced in the flamenco cante, baile and toque; its very un-Western chant like melodies and long melismatic wails, its strong twelve-count compà ¡s which provides a driving underlying rhythmical structure with syncopated accented golpes, as well as the exaggerated upper body movements and stamping zapateado created by the bailaor. Altogether these speculative transferring influences are said to play a pa rt in the evolution of flamenco. These claims also contain cultural connotations that provoke issues of race and identity, which seek to shape Spanish cultural consciousness and identity. In this way,  ´the anthropomorphised Andalusia passionate, musical, changing, and anarchical- had become the true source of flamenco ´ (Deutsch 2004: 220). ‘Though Lorca contends that flamenco has to do with a purely Andalusian canto which existed in embryonic form before the gypsies arrived, others think that flamenco is the ethnic music of the gitanos (Steingress 2003: 154 quoting Lorca 1984). The active participation of the gitano community created a phenomenon by virtue of their extraordinary facility for adaptation which brought the diverse cultures of Andalusia finally into harmony (Leblon 1994: 72). Cante gitano refers to the songs that expressed the pain of the gitanos under persecution. They were kept alive ‘underground and performed in the gitanos notorious family gatherings and fiestas where the atmosphere was conducive to spontaneous song and dance. These performances were so intimate that the distinguishing lines between audience and performer were blurred. Their strong oral traditions and  ´gritty ´ songs of old provided a strong identity amongst the Andalusian gitanos, the reason why writers such as à lv arez Caballero believe they were nothing short of the prime movers of flamenco (Caballero 1988: 70 Washabaugh p.34). To many, therefore, the word flamenco has become a synonym for the gitano. This is helped by the fact that thiscommunity is still a very visible sector of society. Although historically by the nineteenth century the gitanos were now an integrated part of Spain, they represent a people group with a uniquely separate racial status, while still forming an integral part of Andalusian culture (Brown 2007:230). The gitano perspective is not without criticism, however, and there are debates about attributing the entire creation of flamenco to the gitanos, some flamencologists even questioning the very nature and instinct of the gitano to be able to create an art form. Ruiz, amongst others, believes that the gitano by nature does not create, but assimilates and integrates, contributing, rather, his influence in this way (Ruiz 2007). Similarly, Totton believes that the gitanos did not bring their music to any country they settled in. Instead, they adopted the music of that country, adapting it to their own particular style of musicality, their strong rhythmic sense, and their tendency to dramatise. In this way he believes that  ´the gitanos have been the catalysts, but flamenco developed in the melting pot of Andalusia ´ (Totton 2003: 14). Others believe that the origins of flamenco matter not, and that flamenco is not just the music of southern Spain but forms a way of life that influences the daily activities of many southern Spaniards. Moreover, one does not have to be a performer of flamenco to be a flamenco.  ´A flamenco is anyone who is emotionally and actively involved in this unique philosophy†¦an outward expression of the flamenco way of life ´ (Pohren 2005: 9). This ideology is also held by the populist point of view which sees flamenco as a voice of resistance. Instead of emphasising its ethnic origins, flamenco primarily is seen to have been used as a means by which to express an outcry from the conditions of oppression in which marginalised people found themselves. This account merits these oppressed artists as the creators of flamenco, their cante jondo marked by a deep and moving performance brought to life by duende. ‘For Lorca, the supernatural force of the duende enters human beings and possesses them as they create inspired, deeply moving work (Hayes 2009: 40). A performance which lacks the essence of duende would be considered as shallow and ‘unpure; a common accusation of the flamenco purists of modern, more commercial, performances. This populist account suggests that the flamenco style persisted in Andalucà ­a for nearly 500 years. However, ‘during the nineteenth century that resistant song of the lower classes began to lose its bite with the commercial developments of the art form (Washabaugh 1996: 36). Still others argue that the spirit of duende continues. The sense of Andalusian oppression has been a central theme in flamenco, and the present political freedom and crisis of mass emigration have, if anything, intensified the use of flamenco as a vehicle of social commentary both through text content and, less overtly, through stylistic innovations (Tong 1998: 176). The sociological perspective is that flamenco is a phenomenon that brings classes together, and disagrees with many populists assessment of the  ´degrading ´ transition flamenco went through in its commercialism. Flamenco remained a voice of the lower classes though it became popular and began to be heard by the upper classes in the  ´golden age ´ of the cafes cantantes. It was on this stage that performers were able to vent their tragic past to their audience of wealthy oppressors. Washabaugh explains that  ´the song, on this account, performs a double catharsis, exposing and relieving both the pain of the poor and the guilt of the wealthy ´ (Washabaugh 1996: 36). In this way, flamenco is a means of connecting both sectors of society as both poor and wealthy can walk away from the performance psychologically unburdened by the awareness of their different social standings. Focussing on the sociological history of flamenco, this perspective coincides with what is described as the ‘second wave of the genre, a time when flamenco embarked on a process of what Biddle and Knights term as  ´re-Andalusianisation ´, finding its identity in both a local and global dynamic (Biddle and Knights 2007: 14). Though this point in flamencos development is seriously criticised by flamenco purists, for sociologists it was here that flamenco truly came into being, reaching the popular scene, and finding its  ´Golden Era ´. In this way, some authors believe ‘there is no point in searching in the distant past for origins or a genre that really did not come into being until the middle of the last century (Leblon 1994:77). Upon reflection, the tradition of flamenco has not enjoyed the same faithful written record as other classical forms (Hayes 2009: 53). The origins of flamenco seem likely to remain shrouded in mystery for some time to come, due to the circumstances surrounding its birth and musicologists ´ unwillingness to tackle the question. As long as the only efforts made in this field have as their sole aim the ruthless elimination of a given community from the competition, there is no chance of our knowledge progressing (Leblon 1994:73). To conclude, this chapter has exposed the variation in the historic accounts of flamenco, and the ideologies that have emerged from four different perspectives. It is therefore evident that flamenco has not followed a  ´pure ´ linear history, but has encountered many different components equally indispensable to the process of its creation. Chapter Three The Voice of Flamenco in Society Flamenco has been described as ‘a way of life, a way of perceiving and interpreting daily existence (Martinez 2003: 5). Its central position in its communities distinguishes the art form from many other musical genres, and only in understanding its voice in society can one appreciate the passion that flamencos feel for their music. This chapter therefore sets out to discover the significance of flamenco and its legacy by studying the messages that its song forms carry, which serve as a window into the lives of the flamenco community. It will also examine the importance of personal expression channelled through the three musical elements of flamenco: cante, baile and toque. Furthermore the chapter accounts for the different subdivisions of the genre, also suggestive of the fact that there is not one ‘pure form of flamenco but many branches that serve as a reflection of different flamenco communities. Though there is much discussion concerning the exact origins of flamenco, it is evident that, at first, it was an art form in the hands of the minorities. There are many song forms within flamenco that serve as a window into the lives of these communities. Flamenco was a reflection of social life, engaging not only with universal themes such as love or death, but also referring to religious and political issues affecting personal life. Many have examined the way in which the community expressed their ways of life through flamenco; lifes pressures, work conditions and the inequality of hierarchy in labour, social structure, and social divisions. En este aspecto, la desigualdad es el eje vertebrador del cante a travà ©s de diversas temà ¡ticas que, aun referidas a lo universal, al amor, a lo panhumano de la muerte o el dolor, està ¡n siempre socializadas traspasadas por una experiencia cultural no abstracta ni confundible con otras: la andaluza (Roldà ¡n : 112). Flamenco palos, or song forms, convey these themes, many categorically giving emphasis to one theme in particular. For example, amongst many, Carceleras are prison songs, alboreà ¡s are gypsy wedding songs, and mineras are miners songs. Other song forms emphasising a more general theme accentuate a specific musical element of flamenco: the cante, toque or baile. Flamenco in its original form was only cante, a primitive cry or chant accompanied only by the rhythm which would be beaten out on the floor by a wooden staff or cane. These styles are known as Palos Secos and they are the oldest forms of cante known today. These including the tonà ¡s, and the saetas, religious songs thought to be of Jewish decent used during processions, improvised without any accompaniment. Other palos are above all rhythmic which have also given rise to leading dance forms, such as the soleà ¡, and bulerà ­a. In the revelation of these mostly tragic song themes, it is important to convey the difference between flamenco and western music, primarily in the way in which, in the west, one hears the tune first, and then only then, perhaps, the harmony, rhythm and words. To the flamenco, the tune is little or nothing, and the harmony less, being aware, above all, of the words and their rhythmic and forceful expression (Totton 2003: 84). Fà ©lix Grande has defined flamenco as ‘a tragedy in the first person and ‘a protest without hope or destination (Grande 2007). The siguiriya is an example of this concept, the heart of cante jondo. ‘It expresses anguish, lament, and despair, and has been described as an outcry against fate and quintessence of tragic song (Totton 1995: 90). It is an example of how the transmission of song serves as a window into the lives of the flamencos. The following copla from a traditional siguiriya is an example of how the history of these Andalusian communities is communicated through the art form: Seà ±or Alcalde mayor Lord high mayor Y demà ¡s seà ±ores And other fine lords Estas penitas a este cuerpo mà ­oThe pain in this body of mine No le corresponden Is not deserved (Kirkland 2001 :9) Felix Grande would respond to such an example by saying : Listen closely to a tonà ¡, truly hear a seguiriya; let some tientos slide through the hairs of your arm. Perhaps you will sense something resembling the hand of Philip V signing a paper in 1745- surely without trembling- to authorize those pursuing a Gypsy to enter a church and take him from its protection (Kirkland 2001: 9). The striking imagery and emotional purity of cante lyrics is also evident in the following coplas: El tiempo y la marea todo me viene en contra; los golpecitos de este mar furioso salen por la popa ( : 94). Hasta las piedras saben la desgracia mà ­a que yo las vendo -mis desgracias- de noche y de dà ­a (: 95) On one level, the coplas serve as a descriptive reflection of the lives of the flamencos, and on another, serve as a representation of complaints, hopes and vindication. El flamenco sirve para descubrir la realidad, para exponer las formas de vida y hasta cuadras de costumbres, pero tambià ©n para reflexionar sobre ellas y denunciar las desigualdades. Pasa de lo descriptivo a lo analà ­tico sin saberlo, y a veces a lo crà ­tico (Roldà ¡n : 112). It is therefore evident that the role of flamenco in society is not merely aesthetic, or for ephemeral enjoyment, but that it has become a living testimony of the flamencos themselves, and an outlet for emotional unburdenment. No canten, pues, con el à ºnico objetivo de hacerlo mejor que la vez anterior o mejor que otros cantaores: cantan porque es sus propias carnes o en las carnes de su propio grupo social o clase han padecido marginaciones y atropellos que a su vez se convierten en exponentes y portavoces de sus propios grupos, familias o entornos. (Gelardo y Belade :21) This is also suggestive of the reason why purists seek to protect the purity of this expression. Clemente believes that dealing with cantes, palos, compà ¡s, and melody is like dealing with living beings, ‘they deserve the respect involved in keeping them alive (Clemente n.d). This reveals an intrinsic link between the lyrics and expressive aspects of the music. Early developments of flamenco show that the socio-political dimension of the art form is manifested in both these facets. Pohen (1995) believes that it can not be overemphasised that flamenco, above all the jondo flamenco, is in essence an emotional art. Moreover, the artist needs only enough technique to enable him to convey his emotions to himself and to his public: The improving of technique to the point of virtuosity is not usually synonymous with the improvement of the artist ´s ability to communicate. Conversely, the opposite is more often true. The virtuoso often becomes a cold machine, too concerned with his technique, too complicated, too entangled in his own virtuosity, too conscious of the fact that the majority of the public is awaiting this virtuosity more than any duende he may impart (Pohen 1995: 58). This emotion is woven through the cante, baile, and toque, each embodying the rhythm and expressive force necessary to bring the words of the coplas to life.The cante is said to have been developed in isolation by Andalusians, and especially gitano Andalusians, ‘and which redeems humans from the prison of language and the darkening isolation of social life (Washabaugh 1996: 90). The flamenco cantaor recreates and embroiders the song form in a personal way, expressing to the audience what the words mean to him (Totton 2003: 84). The quejà ­o, melisma,the manipulation of the compà ¡s, and the quality of voice itself are ways to enforce the power of the cante. The cantaor also adds emotion by spontaneously weaving his voice around the words, envoking duende. The intensity of the cante means that many cantaores prefer to sing al golpe,accompanied only by knuckles on the table and the cries of encouragement from the jaleo. The baile also takes on the character of the coplas by concentrating on forceful rhythms. This contrasts from the graceful movements given importance by modern music academies, a feature of modern flamenco also criticised by purists. Prejudices run deep on the subject, and the Spanish language marks the difference: the classically trained dancer (whether or not also dancing flamenco) is a bailarà ­n; the flamenco dancer is a bailaor or bailaora (Totton 2003: 51). ‘Pure flamenco baile is expected to be individual, forceful, downward, and introvert. A similar prejudice has been established between classical guitarists and a true, flamenco tocaor. The difference can be seen in the very way the guitar is held to the emotional way the tocaor marks out the rhythm and compà ¡s through plucking, strumming, tremolo and banging the wood, and also the ability to improvise, adding his own falsetas. Toca de oà ­do, por intuicià ³n, improvisando continuamente, y aporta, como productos de cosecha propia, las falsetas (Ruiz 2007: 90). Though the toque element was introduced later on in the evolution of flamenco song forms, it is still seen to be an important element. La gran originalidad de la mà ºsica flamenco de guitarra se resume en el hecho que los elementos melà ³dicos, armà ³nicos y rà ­tmicos que la componen tienden a inferirse en provecho de un elemento expresivo superior que engloba y enriquece a los demà ¡s y que podrà ­a calificarse de dinamismo (Hilaire Ruiz 2007: 91) Uniting all elements of flamenco, lyrical, musical and emotional, is the strong sense of tradition and heritage manifested in the art form itself. In this manner, flamenco receives and keeps giving back its communities, allowing the flamenco legacy to live on. It is important to note that until recently, music and lyrics were never written down but transmitted orally. Compositions from the past have been handed down through the generations, and the extensive categorisation of palos reveal that there are many branches of flamenco, originating from numerous communities from different parts of Andalusia and further afield, all adding their musical flavour and history. These branches can be as contrasting as the discussed traditional tragic siguiriya and cante jondo to the cantes de ida y vuelta which were exported from Spain to the New World where they acquired new influences, later to be re-imported again to Andalusia by returning emigrants. These contribute to the rich diversity of so ng forms which have evolved from the original palo seco to varying rhythmic song forms which incorporate baile and toque, two main elements of flamenco that were integrated later on in the evolution of flamenco. Throughout the evolution of flamenco song forms, purists insist that the ablility to evoke duende distinguishes the ‘true flamencos from modern, experimental musicians, due to their ability to identify with the anguished themes of the cantes, re-living these emotional experiences. This chapter has discussed the role of flamenco in society through analysing the dual function of the art form. Firstly, it is evident that the genre transmits the history of a marginalised people through the coplas. Secondly, and entwined with the first, is the expressive, mainly painful, release of emotion associated with life experiences through the three channels of flamenco; cante, baile and toque. In this process, the evoking of duende is what sets flamenco apart from other musical forms, and is suggestive of the purists insistence of protecting a ‘traditional and ‘pure music. However, the many branches of musical style within flamenco also alerts one again to the fact that, though flamenco demands a purity of emotion, there is not one ‘pure song form and single history within the genre, but many stories with diverse themes and musical influences, inevitable in an art form of oral tradition. Chapter Four A New Era of Flamenco When evaluating the different phases of flamenco, flamencologists have tried to define the time line into conveniently identifiable eras. ‘The stages flamenco has passed through until the present day are identified by the venues where it was staged, as well as the artists who were most popular at any given moment (Martà ­nez 2003 :66). Biddle and Knights (2007) refer to these historical stages as ‘waves, while Steingress (2003) refers to them as  ´steps of hybridisation ´, both studies highlighting exhaustive influential causes of change undergone by flamenco. The phases which have contributed to the modern evolution of flamenco are important to highlight because of the way they have changed the face of flamenco, both musically and culturally, not only adapting its sound but its audience also, taking it from the primitive privacy of the juerga to the very public showcasing platform. This chapter will examine the stages marked by three main venues that changed the ima ge of flamenco: the cafà ©s cantantes (1860-1920), the theatre which hosted à ³pera flamenca (1920-1950), and the tablaos and peà ±as (1950-1975). Through describing their effect on flamenco, the chapter will also study the way in which these periods have provoked a debate which accuses this period of evolution of either the ‘degeneration or ‘making of the art form. The study will account for the perspective that, whilst many look to the past to define flamenco, the genre has encountered many different components equally indispensable to the process of its creation. The cafà ©s cantantes laid the groundwork for what has been termed the ‘Golden Age of flamenco. ‘Having only existed as a way of life, little by little flamenco gained popularity, and by the middle of the last century, sharp businessmen realised that flamenco could be exploited profitably in commercial exercises (Pohren 1995: 146). Flamenco was introduced as a public attraction and customers flocked to witness the novel presentations of the flamencos who complied to life as a paid artist and higher standard of living. One of the things that the cafà © cantantes achieved for flamenco was to broaden the range of non-gitano performers who were willing to make crowd-pleasing innovations and modulations, as neither the payos nor their audiences had quite the same distaste for broad popular appeal (Drummond 2006: 168). Those who performed in the cafà ©s naturally followed the tastes and whims of the customers and it is argued that thistrivialised flamenco, ‘since patrons requests favoured ‘festive rather than ‘deep flamenco performances (Hernà ¡ndez 2008: 15). Furthermore it is contested that this enforced a staged professionalisation inspiring competition amongst performers, not a feature of flamencos emotive purity and unconcern for virtuosity. ‘The guitar, in particular gained eminence in cafà © performances and, from being an instrument to accompany song and dance, it became a show in itself, and solo guitar performances soon became popular favourites (Hernà ¡ndez 2008: 15). In addition, ‘artists from the different provinces of Andalusia contributed to an enhancement of flamenco by elaborating their regionally distinctive substyles (Washabaugh 1996: 33). An important artist to emerge from this era was Silverio Franconetti, a non-gitano who opened his own succes sful cafà © cantante, and is amongst a group of flamenco  ´legends ´ to emerge from this era. His legendary fame for contribution to the flamenco scene, even recognised amongst gitanos themselves, however, is ironically criticised. This accounts for the parody of the  ´Golden Age ´. On one hand, condescension for the beginnings of crass commercialism, and on the other, an excitement for the new wave of creative and technical competence. Nevertheless, in the light of the modernisation that was to come, many  ´pure ´ artists were still able to enjoy the profit of this time, being able to make a decent living from what they loved most. Desperate to preserve tradition in the threat of modern change, Spanish Intellectuals Manuel de Falla and Federico Garcà ­a Lorca attempted to revitalise the  ´true ´ and  ´pure ´ spirit of Andalusian flamenco by promoting the Concurso de Cante Jondo in 1922. They rejected the name  ´flamenco ´, embracing the term  ´cante jond o ´ in order to stimulate interest in uncommercial styles of flamenco which were in decline. However, the initiative could not prevent the second wave of modernisation which replaced the cafà ©s cantantes with

Nomos vs. Physis in Sophocles’Antigone and the Modern World Essay

Nomos vs. Physis in Sophocles’Antigone and the Modern World The Greek play, Antigone, written by Sophocles in the year 441 BCE, honors the Greek god of wine, Dionysus. It is hard to imagine that a play, written century ago for an imaginary god, would still be widely popular and have great significance in today's world. Using two main characters, Antigone and Creon, Sophocles creates a dialogue that examines two very different views of nomos (law) and physis (nature), the focal point of all Greek beliefs. These two terms were often the key in deciding what was considered right and wrong among the Greeks, and people still use nomos and physis in today's society centuries later. Throughout Antigone, Creon and Antigone use nomos and physis to defend their actions taken when Antigone breaks a law made by Creon, because she feels it impedes upon the unwritten laws of the gods, much like anti gay advocates defend their stance on protecting the sanctity of marriage, while gay activists oppose it because it violates their fundamental constitutional ri ghts. Using Creon and Antigone, Sophocles illustrates the way that nomos and physis support their opposing viewpoints. When Antigone's two brothers, Eteocles and Polyneices, kill each other in battle, Creon, her uncle, succeeds to the throne. Once in power, he makes a law that no one can bury Polyneices because he was un-loyal to his native land. If anyone defied his new law by burying him, then the perpetrator would be killed and left unburied. However, Antigone felt that both of her brothers should have a proper burial, and disobeyed Creon's law by burying Polynneices knowing she would have to suffer the consequences. When brought before Creon, she defended her actions through phys... ... constitution. They believe that the law should not decide who people can love, and that it is a persons right to marry whomever they want. Therefore, the terms nomos and physis are still used in today's society in similar ways to that of Creon and Antigone centuries ago. Even though Antigone was written centuries ago, the basic principles of nomos and physis can still be applied in today's world. The way that the two terms are interpreted will vary from person to person, and there is no right or wrong answer. As long as there are controversial issues in the world, peoples opinions of nomos and physis will continue to evolve and change through time. Works Cited Sophocles. Antigone. Exploring Literature: Writing and thinking About Fiction, Poetry, Drama, and the Essay. Ed. Joseph Terry. New York: Addison-Wesley Educational Publishers Inc, 2001. 123-154.

Graduation Speech by Faculty -- Graduation Speech, Commencement Addres

Congratulations! Today is your day. You're off to Great Places! You're off and away! You have brains in your head. You have feet in your shoes. You can steer yourself Any direction you choose. You're on your own. And you know what you know. And YOU are the guy who'll decide where to go. You'll look up and down streets. Look 'em over with care. About some you will say, "I don't choose to go there." With your head full of brains and your shoes full of feet, You're too smart to go down any not-so-good street. And you may not find any You'll want to go down. In that case, of course, You'll head straight out of town. It's opener there In the wide open air. Out there things can happen And frequently do To people as brainy And footsy as you. And when things start to happen Don't worry. Don't stew. Just go right along. You'll start happening too. OH! THE PLACES YOU'LL GO! You won't lag behind, because you'll have the speed. You'll pass the whole gang and you'll soon tak...

Creative Story: Lobito :: essays research papers

Creative Story: Lobito Not once is there a boring moment in my house! That's because of my dog Lobito. Unlike other families that have a human sometimes being the clown of their family, in my family my dog Lobito is the clown. He has got to be the funniest dog alive. From his jealousy fits, and his way of picking fights with the rest of the dogs to his no stop playing with his stuffed animals. Well the best place to start would be by describing his way of fighting with other dogs. He's straight out of one of those movies where there saying â€Å" hold me back†. No matter how big the dog is he will challenge him. This would be great if he actually followed through with his threat but he doesn't. He has this funny habit that when were holding him back from another dog, his bark starts getting louder. While holding him back he tends to pull and yank hard, and almost say â€Å"let me at him†. The funny part is when we actually do let him go, he's surprised we let him go , and gives us this look like hey hold me back! Another thing that goes along with his fighting techniques, are his day dream desires of being a security dog. We have this one dog named Pinto that Lobito hates with all his heart. Being that Pinto is alot older and bigger than Lobbito , Lobito never dares raise a bark at Pinto. But don't ever tell Pinto to go outside the house, because as soon as Lobito hears the words â€Å"Pinto outside†, hell breaks loose. Lobito will come tearing around the corner like if he heard Puppy Chow was going to be on sale. He starts barking and yelping right behind Pinto with an occasional nip at his tail. At the same time while this is all going on he tends to give us a look that says how am I doing? Well that's not the worst part, the worst part is when it comes to his jealousy. It could be said that Lobito has this idea that he's number one, and he's got this idea for everything that happens to him. Due to this idea of his we make it a point not to pet any other dog besides him while he's around, and if we accidentally do pet another dog he makes it clear to us he's upset with us by growling. We never let him catch us petting another dog! He'll come right up

Fantastic Mr Fox Essay

In times of immense strife, a child’s relationship with their parents becomes more important. As a child’s world is turned upside down, they cling to the familiar as means of self-identification and discovery in confusing circumstances. But when parent child relationships become unhealthy, a child’s sense of identity is damaged as they struggle to rectify their sense of self without clear role models to follow. In particular, relationships between parents and children of the same gender carry with them gendered ideals of self and identity that further strain the relationship between the parent and child. Both Fantastic Mr. Fox and Maus look at father son relationships that are under immense strain, and how the characters discover their identities through working their troubled relationships out. Throughout both of these works, there is a theme of self-discovery as the means of improving relationships and the moral of each story is that to understand truly each other, one must first understand oneself. The film adaptation/imagination of Roald Dahl’s Fantastic Mr.  Fox deviates from the source material in positive ways and introduces an interesting father-son subplot between the titular protagonist and his son(s). At the start of the film, Mr. Fox and his son Ash have difficulties communicating with each other. An ambitious and upward thinking individual, Mr. Fox is less than thrilled with his son’s wiry frame and lack of athletic ability. Ash falls short of the â€Å"ideal† athletic masculine archetype that Mr. Fox likes to think of himself as, so when the naturally athletic Kristofferson comes to stay with the Foxes, Mr.  Fox naturally gravitates towards a father-son relationship with Kristofferson. This causes Ash to feel tension and jealousy because he sees Kristofferson as a rival for his father’s attention. As the movie progresses and Mr. Fox’s schemes for advancement begin to take shape, he involves first Kristofferson, due to his natural athletic ability, further deepening the rift between Ash and his father. It gets to the point that Ash is willing to risk his life on his father’s heists just to earn his respect because he believes that his father values  Kristofferson more than his â€Å"different† son. This desire for his father’s attention is diminished considerably when Fox’s scheming and theft inevitably bring the farmer’s wrath down on the animals. The pedestal that Ash placed his father on is broken and Ash decides to stop trying to be his father and instead embrace the facets of his character that makes him† different†. This leads to greater self-actualization for Ash who utilizes his unconventional talents in time to save his father’s life and defeat the farmers. What is important to note here is that Ash’s self-discovery comes as a he breaks free of his father’s expectations and comes to accept himself as a unique and important individual in his own right. His father comes to accept Ash not for conforming to his own ideals but for embracing his individuality. Ash’s relationship with his father only strengthens and deepens when Ash comes into his own as a person. Ash’s development and self-discovery comes in spite of his interaction with his father and their relationship only matures as Ash develops his own persona. Both Mr.  Fox and Ash discover themselves through understanding one another; once Mr. Fox discards his mid-life crisis and Ash makes peace with his eccentricities, both are capable of having a healthy relationship with each other. The same father-son tension fuels character development in Maus, as the relationship between Art Spiegelman and his father, Vladek, develops over the course of this graphic novel. Though Maus is primarily focused on Vladek’s own Holocaust narrative, the interaction with his son Art does not occur until after the Holocaust has happened, thus coloring Vladek’s interpretation of the world. Art states, â€Å"In some ways, my father didn’t survive the Holocaust† . Vladek’s experiences affect his worldview to the point where he has difficulty relating to his son, who simply cannot imagine the things Vladek had to do to survive. This gap in understanding drives the conflict between the characters as Art struggles to get away from his father’s presence in order to establish an identity for himself as an artist. But however hard he tries, moving on with his life demands that he understands his father, something that Art has always found difficult. I mean, I can’t even make any sense out of my relationship with my father †¦ how am I supposed to make sense out of Auschwitz?†¦ 0f the Holocaust? † . While these questions linger with Art and the reader long after the final page (largely because such senseless tragedy defies comprehension), in working with his father to comprehend his story, Art begins to understand his father bet ter. In doing so, Art is able to make peace with his father and begin constructing his own identity as something other than a reaction to his father and the suffering he endured. Art moves past merely rejecting the pressure his father puts on him, accepting his father’s struggle and in the process their relationship is strengthened. Art and Vladek help each other to move on with their lives to differing degrees and in the process grow closer to one another as more complete individuals. Both Mr. Fox and Vladek care about their children and genuinely want to do right by them but both are grappling with their own issues of identity in the midst of personal crises way beyond the comprehension of their sons. Likewise, Ash and Art’s own sense of self-suffering, due to the strained relationships they had with their parents come into play. In order for any kind of healthy relationship to exist, meaningful self-discovery and self-actualization is necessary on the part of both individuals. The heartening message to take away from these stories is that a meaningful parent-child relationship cannot exist between individuals who themselves are incomplete. The parent and the child must first look to their â€Å"inner selves† to make themselves more personally complete before they can truly enjoy a meaningful and satisfying parent-child relationship.

José Rizal’s University Years Essay

Fortunately, Rizal’s first romance, with its bitter disillusionment,did not adversely affect his studies in the University of Santo Tomas.His love for higher education proved to be greater than his love for apretty girl. After finishing the first year of the course in Philosophy andLetters (1877-780), he transferred to a medical course. During theyear of his studies in the university, which was under the Dominicans,rival education of the Jusuits, he remained loyal to Ateneo, where hecontinued to participate in extra curricular activities and where hecompleted the education course in surveying. As a Thomasian, he wonmore literary laurels, had more romances with girls, and foughtagainst Spanish students. Mother’s position to higher education. After graduation withthe highest position in Ateneo, Rizal had to go the University of Santo Tomas in order to prepare him self to a private career. The Bachelor of arts degree during Spanish times was equivalent to a high schooldiploma today. It merely qualified its holder to enter a university. BothDon Francisco and Paciano that Jose should pursue a higher learning.But Dona Teodora did not want him to study more. Evidently she had apremonition that to much knowledge would imperil his child life.In a family council in the Rizal’s home in Calamba, shevigorously objected to have her beloved Jose acquired a highereducation. She was thinking of the safety of her son. She know thefate of Filipino intellectuals-Father Burgos, Dr. Antonio Ma. Regidor,Jose Ma. Basa, and others of 1872-who were either executed or exiledby the Spanish authorities, and blamed their sad fate to their learning.

How to Solve a Rubik Cube

How to solve a Rubik’s cube The purpose of this report is to inform the audience on how to solve a Rubik’s cube in three simple steps. Solving a Rubik’s cube can be difficult; however by solving one layer at a time, and knowing the correct algorithm to use for each desired move, makes solving a Rubik’s cube easier than it looks. Introduction Invented by mechanics in 1974. There are over 43 quintillion possible combinations for solving a Rubik’s cube. That is 43,252,003,274,489,856,000. (information-facts). I am going to teach you how to solve one side of the cube. Which then puts you in position for solving the middle layer of the cube.That lastly enables you to execute the final layer effortlessly. Body I. The first step in solving one side of a Rubik’s cube is done by making a cross with whichever color you choose to start with. Using the algorithm â€Å"F' T L' T'. † (algorithm list) A. After completing the cross, the edge pieces ar e then put into place completing the first layer. Using the algorithm R' B' R B. II. The second step is putting the middle pieces in the correct domicile in order to finalize the middle layer. A. There are two algorithms used depending on if you are moving a piece to the left or right side of the middle layer.T R T' R' T' F' T F† for moving a piece to the left side. And T' L' T L T F T' F' for the right side. III. The third and final step is solving the last layer. Starting out by executing a cross on the top of the cube by performing F R T R' T' F’. A. Then fixing the cross by orienting the pieces in their correct positions. Using R T R' T R T T R'. 1. Followed by positioning the edge pieces in their correct places by doing T R T' L' T R' T' L. a. Leaves you with the final algorithm, which simply rotates the corner pieces that are already in their correct places. By doing an easy out, out, in, in, move R' B' R B, until the cube is complete.Conclusion I went over how to solve a Rubik’s cube step by step, starting out with the first cross and layer, to the middle layer, and the final cross and layer. If anyone would like me to email them my algorithms I would be glad to do that. And I know the process seems a bit confusing so you would like help learning to solve the cube on your own using the algorithms I can also provide some assistance with that as well. I hope this presentation helped you understand how to solve a Rubik’s cube. References A Rubik’s cube has 43,252,003,274,489,856,000 possible combinations. | Information Facts. (n. d. ).Information Facts – Facts of the world, Crazy facts, What a information, Interesting facts. Retrieved February 12, 2013, from http://www. information-facts. com/shocking/a-rubiks-cube-has-43252003274489856000-possible-combinations (0), M. R. (n. d. ). Algorithm List – How to Solve a Rubik's Cube. www. personal. psu. edu. Retrieved February 12, 2013, from http://www. personal. ps u. edu/mjr5125/blogs/how_to_solve_a_rubiks_cube/algorithm-list. html Out of the Cube: Augmented Rubik's Cube. (n. d. ). Hindawi Publishing Corporation . Retrieved February 12, 2013, from http://www. hindawi. com/journals/ijcgt/201

New Religions Essay

Present essay studies how new religions are born in the context of social, cultural and intellectual relations between people. The analysis addresses the origins of three Abrahamic religions: Christianity, Judaism and Islam to trace their origins, historical and social needs that drove their development and intrinsic ties with their predecessors. The thesis is defended that the birth of religions should not be regarded as merely divine providence, intellectual development, but should be understood through the prism of socio-political developments in a given society. The origins of Christianity Christianity was not born as fully autonomous religion, but in contrast was under a great influence of Judaism (Brown, 963). This influence relates to the same canonical religious texts, including Old Testament, monotheism etc. Hence, Christianity was born simultaneously as a follower and opponent to Judaism. There is no denying the importance of the fact that social roots of Christianity should be traced in Jewish revolutionary movement against Judaist aristocracy, living in wealth and oppressing lower classes and Roman dominance, which was particularly aggressive. In its intellectual roots Early Christianity focused on critique of material goods, which is reflected in its celebration of soul, love and salvation. Such ideology was particularly successful amongst ordinary people, who saw Christianity as the source of their liberation (Bruce, 235). However, notwithstanding these social roots, Christian religion was for a long time persecuted in Judea and Roman empire in general. It did not function as state religion until AD 325 when the First Council of Nicaea took place and Constantine the Great made his historical decision. Until that time Christianity functioned within different sects, which focused on often contradictory interpretations of Bible, Greek philosophy, Gnosticism, Judaism etc (Grant, 45). Therefore, establishing Christianity as a full-fledged religion required its ascendance in the role of state religion and codification of its canonical legacy. The task was realized by St. Paul, who transformed the earlier premises of Christianity and made them affordable to interpretation by state power. Various Christian Councils later codified Christian texts and interpreted them to create unified traditions. Other interpretations of Christianity were persecuted by official Christianity, which marked the final stage in its transformation into full-fledged religion. Judaism The historical roots of Judaism should be traced back in the social need of Judea state to legitimize and develop its national autonomy in the ancient world (Shaye and Cohen, 36-39). The proof of the latter thought may be found in Tanakh (Old Testament), a canonical text of Judean tradition. Old Testament presents a Jewish nation (Childern of Israel) in their direct relationship with God, who proclaimed them the chosen nation. The latter shows that Judaism was central for Judea in positioning itself as the most progressive state in the Middle Eastern region. The historical origins of Judaism should also be traced in the need of regulating social relations in Judean society. This is the most evident in commandments or Law of Moses, which includes 613 laws, regulating various spheres of life in society. Hence, there is no denying the importance of the fact that Judaism was a very important ethical, legislative and moral tool in ancient Jewish society. Its main principles were later included in Talmud, which became the prototype of religious legislative system in general. Notwithstanding the fact that Judaism was the first monotheistic religion it was influenced by some ancient religions such as Zoroastrianism, from which Judaism borrowed certain cult practices, monotheistic ideas and philosophical mindset (Shaye and Cohen, 295). The ties of Judaism are also evident with Christianity and Islam, which form the group of common Abrahamic religions. Islam Islam has its historical roots both in Judaism and Christianity. As it is widely known, Islam uses Christian tradition of preaching Jesus; however, unlike Christianity in Muslim tradition, Jesus is regarded as a mortal person (Esposito, 23). Muhammad, the final prophet of God is regarded as a great reformer, who restored the original monotheistic tradition of Moses, Jesus and Abraham, which arguably was distorted in Christianity and Judaism. Therefore, it may be said that Islam is based on permanent reference to Judaism and Christianity, as the sources of its own development. The birth of Islam was also fostered by the ethical, intellectual and moral needs of Arab societies. Quran may be compared to Torah in this respect, because it served as the main tool for regulating social relations in Muslim societies. Its main commandments were included in Shariat law, which reflects Muslim tradition of correspondence between law and religious norms. Moreover, it should be noted that Islam was born and developed in the period of the rapid ascendance of Arab civilization as the center of power and development in Asia (Esposito, 68). Arab conquests and interrelations with the West were premised on the construction of the national and religious identity, which was found in Islam. Islam served as the tool for contrasting Muslim world with Western and allowed unifying various Muslim nations in the single task of promoting the cause of Mohammad. To sum it up, we have discussed major historical, social, cultural and ethical causes, which influenced the birth of three Abrahamic religions: Judaism, Christianity and Islam. The analysis shows that their birth and development should be understood as the complex process, affected not only by intellectual development, but deeper social and political processes, including revolutionary movement, the inception of new nationalist states, the relations between different civilizations etc. Bibliography Brown R. E. 1994. The Death of the Messiah: From Gethsemane to the Grave. New York: Doubleday, Anchor Bible Reference Library. Bruce F. F. , 1988. The Canon of Scripture. Intervarsity Press. Esposito, John. 2003. The Oxford Dictionary of Islam. Oxford University Press Grant, M. 1977. Jesus: An Historian’s Review of the Gospels. New York: Scribner’s. Shaye, J. D. and Cohen. 1999. The Beginnings of Jewishness: Boundaries, Varieties, Uncertainties, Berkeley: University of California Press.

WEEK3 - INTL 6000 - CLASSMATE PAPER CRITIC PAPER Assignment - 1

WEEK3 - INTL 6000 - CLASSMATE PAPER CRITIC PAPER - Assignment Example However, it would have been better also leading off with the aid given to the Free Syrian Army, which has fuelled the conflict even more and made peace even more difficult to attain (Daily Mail.com 1). The literature review also discusses the issue that the different author’s have formulated and briefly, talks about the author’s research orientation. However, it would have been better if the writer had commented on whether the author’s problem statement was clearly defined and whether the author had clearly established the relevance of the study to the issue within his literature review. However, the writer does indicate the specific problem and thesis that the author seeks to discuss in their research articles. For example, while discussing the article Intervention and Democracy by Bruno & George, the writer indicates that the authors are discussing the types of interventions that the United States should pursue in the conflict as a third party to achieve democracy in the region. The fact that the results are not new or surprising should have led the writer to comment on ways that the authors would have approached their problem or thesis differently. For exam ple, it would have been better if the writer had used the US’s threat of â€Å"consequences† if the Syrian government did not respect the wills of its people and used chemical weapons (Williams 1). The transition between different authors and articles covered in the literature review is well done. However, while the writer does cover some of the research designs and methodologies used in some studies, it is not done for most of the studies. The writer could also have indicated if the material had been written to appeal to the reader’s emotions, rhetorical, or one sided. For instance, it is clear that Gordon Hahn’s article Russia in 2012: from Thaw and Reset to Freeze is biased against the role of Russia in the conflict. The role played by President Putin, which is different from