Royal Malaysia Customs Department: Parking Problems

Stopping issue at Royal Malaysia Customs Department and its answers. Stopping at the Royal Malaysia Customs Department has been a troublesome recommendation. Rising the essential extra units and bolster staffs have Increased interest for stopping. The structure is sick prepared to oblige the ascent of populace development which just worsens the issue. Assessing the issue, various potential arrangements are proposed; these incorporate a recreation center and ride data framework offices, bike facllltles and vehicle stacking will be further clarify beneath. TheHeadquarters of Royal Malaysia Customs Department Is situated in the focal point of organization in Putrajaya, in which park and ride administrations are made accessible. Notwithstanding, the recreation center and ride parts are an alternate circumstance. Area, size, openness, cost, and recurrence ot travel administration can significantly affect how mainstream the administration Is. A propelled voyager Information framework could be Implemented for the recreation center and ride parts in Center of Administration in Putrajaya. This would give constant insights concerning the accessibility of parking spots in every one of the recreation center and ride parts through an assortment of media.The data gave through this framework is probably going to be generally helpful on passages where there Is both a ‘inner-ring' and ‘outer-ring' park and ride parcel. For instance. a vehicle originating from region 17 is probably going to lean toward leaving at Alamanda Putrajaya since that office is served by two transports that run more much of the time than at the Precinct 8 park and ride part. On the off chance that he drives similarly as the north to Alamanda Putrajaya, just to find that there are no spaces, he Is left with a few decisions: drive to the Precinct 8 or Precinct 9 parcels. pay for stopping on or close offce building, or turn around and park at the area 16 lot.In any case, he takes care of a punis hment in lost time and additional petroleum; on the off chance that he stops around, he will likewise be paying an extra charge. Assuming, in any case, he realized that the Alamanda Putrajaya parcel was full before he arrived at the other part, he could stop there and spare himself time, cash, and dissatisfaction. Second, to be in accordance with government support to utilize bike, subsequently the bike office upgrades should address two components so as to encourage the utilization of this mode. Travel offices, for example, bicycle paths, more extensive shoulders, rough terrain bicycle ways, and so forth, help make the Journey more secure and more pleasant.Storage offices in the structure ought to be advantageous and secure. This could appear as bicycle storage spaces which give dry, secure capacity. Bicycle safe houses could be included territories with existing bicycle stopping, which would shield stopped bicycles from the climate. one intriguing truth of individuals who drove by bike to work environment is the measure of cash an individual could spare a year. This bodes well on the grounds that the cyclist normally less worry about the climb of petroleum rates and stopping expenses. The primary worry of a cyclist is likely about the security and assurance ot their bikes while parked.Lastly, nother choice to diminish the interest for leaving at Royal Malaysia Customs Department is by vehicle stacking, a mechanical leaving arrangement that empowers different vehicles to be left in the impression of a solitary vehicle. This presents a likely technique for expanding the quantity of parking spots. With regards to the tOf2 Royal Malaysla customs Department DullOlng, tnls type 0T tecnnology Is just sulta for use in stopping decks. Future leaving structures could be intended to oblige vehicle stackers; be that as it may, this kind of innovation requires a prepared administrator and consequently is just reasonable for valet parking.These gadgets are likewise unsati sfactory for some sorts of vehicles, including vans and trucks. Stackers require critical capital cost per space, in addition to extra power necessities for each stacking system. At the current time, these disadvantages imply that vehicle stacking is probably not going to be a down to earth arrangement at Royal Malaysia Customs Department. All in all, leaving issues at Royal Malaysia Customs Department can be decreased by putting forth attempts to improve the offices of park and ride data framework, give more secure and favorable encompassing to cycle and offer vehicle stacking innovation in the structure.

Formulation Of A Theory :: Papers

Plan Of A Theory The specific factors that impact the precision of estimation is for the most part: Age, the hour of day it is prepared, sex and the style of the review. The explanation age has an effect on the exactness of estimation, is on the grounds that on the off chance that the individual is excessively youthful or too old the study may not be solid enough with the goal for it to be prepared into an information assortment sheet the explanation being that they may not be fit to the magnificent or metric estimation utilized in present day days. The youthful might not have taken in the majestic measures and the old may not be utilized to the right terms. The impact, time needs to getting great unwavering quality is that the study ought to be taken out at a helpful time where food has been devoured appropriately and the individuals' brains are engaged. The occasions which might be unessential to rehearse a study is promptly toward the beginning of the day or then again late around evening time where individuals might be worn out. The sexual orientation may certainly affect the result of results in light of the fact that the guys may contrast in specialized abilities to females or it is conceivable that maybe females are increasingly fit for taking care of academical circumstances as opposed to guys. The style of a review may influence the outcome provided that gravely developed inquiries are utilized, individuals won't answer the review appropriately and will attempt to maintain a strategic distance from them. A case of a gravely developed question is 'What is your age?'- This is close to home. Numerous individuals won't need to reply. A case of a very much built inquiry is 'Which age bunch are you in? 0-20 21-30 31-50 and so forth. A poll is normally assembled to test a speculation. The theory that will be utilized in this survey is: 'Youngsters will have the option to assess superior to grown-ups'. Technique The information will be gathered through a basic poll. A delineated example will be utilized. This is on the grounds that in a delineated test, the populace that will be asked will be partitioned into

Langston Hughes and the Harlem Renaissance free essay sample

Langston Hughes an African American essayist and artist, that pre-owned his abstract abilities to advocate Civil Rights during the Harlem Renaissance. The Harlem Renaissance was period in the 1920’s in which African Americans strived to deliver scholarly and scholarly works all together upgrade African American culture. Around then the Harlem Renaissance was known as the â€Å"New Negro Movement†.] Langston Hughes is the most notable pioneer of the Harlem Renaissance. Hughes bolstered his motivation by creating artistic works. Langston Hughes’s sonnets show up in The Crisis and The Nation. Hughes additionally, with the help of other Harlem Renaissance pioneers, made the magazine, Fire!! Committed to Younger Negro Artists. The Harlem Renaissance emphatically influenced Hughes’s works. Langston Hughes’s work during the Harlem Renaissance reflected how he felt about African Americans and racial bad form. His composing incorporate underscoring African American pride, consolation for African Americans to continue battling for common equity and discuss African American culture getting incredible. We will compose a custom article test on Langston Hughes and the Harlem Renaissance or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page These thoughts that Hughes expounded on were obvious in the Harlem Renaissance. The Harlem Renaissance was explicitly focusing on African Americans and for the most part just influenced African Americans. The Harlem Renaissance influenced African Americans precisely in the manner it should, numerous African Americans started rehearsing writing and expressions of the human experience. Similarly as the â€Å"New Negro Movement† needed to do, to change African American culture progressively artistic and craftsmanship arranged. Langston Hughes’s composing affected the African American individuals that read it during the Harlem Renaissance, his composing made them consider African American culture at that timeframe. Hughes’s composing affected individuals to become drenched in writing and human expressions. This influenced the U.S. in a major manner. Presently the African American individuals are perusing and composing writing and making workmanship. This currently implied the African American populace was presently delivering progressively aesthetic and scholarly works, which expanded the general artistic yield of our nation. This additionally made some white individuals less supremacist since it is difficult to be bigot against somebody that has music that you tune in to, or books that you read or craftsmanship you appreciate.

Chesnutt’s Criticism of Social Injustice During Reconstruction - Literature Essay Samples

In The Marrow of Tradition, Charles Chesnutt tells the story of social injustice in the Reconstruction period of the late 1800s. He uses a variety of unique characters, ranging from aristocratic white supremacists to vengeful blacks. Chesnutt criticizes the forceful removal of blacks from political office, the common denial that blacks are human beings, and lynching. To begin, Chesnutt deems the violent coup detats against black office-holders to be unlawful and worthy of unanimous criticism. In the novel, the town of Wellington, based upon the infamous city of Wilmington North Carolina, commences in a state of relative peace. The population is mostly black or mixed race, and most local and regional politicians are black as a result. Whites and blacks live together without any significant instances of civil unrest, and though many whites still hold age-old prejudice opinions, each race normally keeps it boundaries unscathed. However, upon the rise of the Big Three (Major Carteret, General Belmont, and Captain McBane), the town’s civility teeters on the frail hinges of disaster. Major Carteret, plotting the removal of local Republican (mainly black) officials says, â€Å"You are mistaken, sir, in imagining me hostile to the negroOn the contrary, I am friendly to his best interests. I give him employment; I pay taxes for schools to educate him, and for court-houses and jails to keep him in order. I merely object to being governed by an inferior and servile race. Chesnutt explains that white supremacists, such as Major Carteret, had a tendency to veil their true intentions with words of friendliness and entrustment, so that their actions may be achieved with very little suspicion and public outrage. Chesnutt finds this to be ludacris, and makes clear that Carteret is in all actuality, preparing for an unjust coup detat. In addition, The Big Three, representing racists on a lesser scale, view blacks and other races of color to not only have inferior qualities, but to be subhuman as a whole. For example, Mammy Jane, a deferential, loyal servant to the Carteret family is brutally murdered during the race riot. Though she was known throughout the brittle community for her loyalty to the family which once enslaved her, she was murdered irregardless by men who saw her not for her character, but rather merely for the pigment of her skin. Though this instance is both unfortunate and ironic, it is even more displeasing to learn that young children were also beaten and killed by whites. Such carelessness and hatred is noted by Chesnutt, when he writes, â€Å"At such a time, in the white mans eyes, a negros courage would be mere desperation; his love of liberty, a mere animal dislike of restraint. Every finer human instinct would be interpreted in terms of savagery. Or, if forced to admire, they would none th e less repress. They would applaud his courage while they stretched his neck, or carried off the fragments of his mangled body as souvenirs, in much the same way that savages preserve the scalps or eat the hearts of their enemies.† Chesnutt effectively criticizes such viewpoints with statements like â€Å"a mere animal dislike of restraint† and comparing blacks to savages, an analogy racists were hasty to make. Moreover, Carteret writes â€Å"The negroes are no longer under our control, and with their emancipation ceased our responsibility. Their insolence and disregard for law have reached a point where they must be sternly rebuked.† Carteret believes that since blacks were freed from bondage, they have returned to their uncivilized manner, and must be rebuked in order for society to be restored to its â€Å"once glorious greatness.† Clearly, white supremacists do not do so much as acknowledge the equality on a natural level between these two races. Finally, Chesnutt chastises the common Southern form of mob-law, lynching. Sandy, life-time servant to the Delamere family, is soon to be lynched after he is framed for murder by Tom Delamere. Fortunately, Mr. Ellis exonerates him, and the reader does not need to hear of the brutality of lynching, which Chesnutt feels is unjust and immoral. He writes, â€Å"Suspicion was at once directed toward the negroes, as it always is when an unexplained crime is committed in a Southern community. The suspicion was not entirely an illogical one. Having been, for generations, trained up to thriftlessness, theft, and immorality, against which only thirty years of very limited opportunity can by offset, during which brief period they have been denied in large measure the healthful social stimulus and sympathy which holds most men in the path of rectitude, colored people might reasonably be expected to commit at least a share of crime proportionate to their numbers.† Lynching lacks evidence, and ignores the federal law, which states that all deserve the right to a fair trial before conviction. Minorities were most often the victims of lynching. Blacks, Jews, and Asians living in the South were prime targets for lynching, as stereotypes aroused suspicions regarding these people. Blacks were said to be â€Å"rapists, murderers, and thieves†, Jews were said to be â€Å"obsessed with money, crooks, and ‘Jesus’s killers’† and because Asians often possessed inadequate English skills, they were considered untrustworthy as well. In The Marrow of Tradition, Sandy is accused of being both a murderer and a crook. Had his victim been white, one can assume his sentence would have been standard: trial and jail time. However, because his victim was a white woman, one of prestige in the community, he was seen in an entirely unparalleled light: as a â€Å"nigger†. Chesnutt understands the concept of incongruity between justice within the two race s, and he emboldens it with Sandy’s outrageously brief and prejudiced conviction, and his imminent lynching. Due process did not commonly permeate into black communities. Blacks, like Sandy, were denied constitutionality, which is both a right and privilege, and Chesnutt hopes to expose this in his writing. In conclusion, governmental upheavals, the severely racist viewpoints towards blacks, and lynching are all subjects Chesnutt hopes to expose to the public and criticize. He uses various characters to portray both negative and acquiescent viewpoints. Quotes from Major Carteret exhibit a nature of hierarchy and racism to a degree that a reader can discern. Chesnutt wishes that the reader, like he, will find Carteret’s sentiments outrageous and immoral. Chesnutt models his characters after larger topics and views. For example, Carteret represents racists, and Sandy represents the struggles of the common black man in segregated Southern society. By feeling either empathy or animosity towards these fictional, yet practical characters, Chesnutt allows for the reader to recognize that Southern society deserves criticism, even in a supposedly â€Å"progressive† epoch. In summary, despite Lincoln’s emancipation of those in bondage, and Johnson’s attempts at Reconst ruction, social injustice still coursed throughout the bitter veins of Southern communities, and Charles Chesnutt attempts to do society justice by criticizing it.

Marketing, Financing, and Production Factors in Developing...

The main critique of this article, is to analyze small business development strategy by using marketing, finance, and production factors. These factors are pertinent when developing a franchise. Growth and success in a franchise business is determine by the market analysis and financial planning. However, with proper distribution the production factors will occur once the customers are aware of the business. The franchising of business is started by several different aspects, the business models as a small business growth strategy. However, marketing, production, and financial are important in the formulation and development strategies to expand the success rate and market share of the company. Around the world, factors to accomplish successful growth through predefined strategic plans are talked about. The role of Marketing takes place in the initial phase, establishment of the franchises business. A firm and focused market research would allow the development of strategic pla ns to talk about the needs and perspectives of the individual customers in the future or existing market conditions. Companies trust in deploying market tested business models to develop strategies that would benefit the franchise business. Marketing factors are important in the franchising business as it involves the use of the name, technical and managerial know-how of a well-established brand for a new set of customers in a different business

Taboos And Sensitive Issues Of Comedy - 1559 Words

English 1110.01 23 October 2017 Comedy is the best way to discuss sensitive issues in U.S. According to research conducted in his book Taboo Comedy on Television: Issues and Themes (Bucaria 2016), over the last few years, comedies have become a main character of television programming. Also, more and more comedians are using controversial and embarrassing issues as their comedies’ topic. For example, recently, Louis C.K. discussed different opinions and illustrate his point of view about abortion in his new Netflix Special, and Amy Schumer discussed benefits and drawbacks of gun control of U.S. in her comedy (Paul, 2017). These type of comedy plays a more and more important role in people’s daily life. Clearly discuss taboos or sensitive†¦show more content†¦As a result, people’s demand for comedy is increasing dramatically which means more and more people are going to watch a comedy. Also, some successful comedians such as Louis C.K. and some famous shows or programs distributed different topics of comedies on the internet and get millions pl ays and replies. So, when comedians shared experiences and thoughts about different classes, races or other taboos such as religious and LGBT, not only the audience in the show but a huge amount of people will watch them and maybe influenced by their opinions. Although most of comedies do not have any overt goals on society at the first time because the foremost goal of comedies is to entertain people, according to Mary O’Hara (2016), comedies usually have some positive impacts on our society while bringing thoughts to the audience by talking jokes. The main and the most significative positive impact is influencing or changing the negative attitude about a group such as the people’s negative attitudes and thoughts about the group of homosexual people. According to Mary O’Hara (2016), a teenager who is gay hidden from his family for a very long time decided to tell his parents after watching a comedy about homosexual. Another example is that a crusty dad of a gay rethought on his son, he mailed to the comedian said that he accepted the fact that his son is a gay after watching the show. He reconsidered his opinions and finally changed his attitude aboutShow MoreRelatedThe Satire Of Comedians Don t Take A Good Look At So cial Issues1581 Words   |  7 Pagesability to force people to take a good look at social issues by confronting realities that one would prefer to ignore. In fact, they use humor as a tool to neutralize controversial issues by giving social critiques that can transform in a way leaving the audience to want for more. Comedians can push the social boundaries with their stories and expressions that are usually unacceptable in society. 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The established critics back thenRead MoreComparison of Billy Elliot and Grease1641 Words   |  7 PagesThe musicals Billy Elliot and Grease present both conventional and unconventional representations of gender throughout. Both musicals also seem to obscure the message of the underlying gender stereotyping issues by overshadowing them with elements such as music, dance and costume. Men have been stereotyped as dominant, strong, brave and aggressive. Also there is an image of men being portrayed as harder workers than women and supposedly the more intelligent gender. â€Å"Men are thought to be physicallyRead More Audience Perception of the Stereotypical Black Image on Television2820 Words   |  12 Pageshow the white viewer judges a member of the stereotyped group. nbsp;nbsp;nbsp;nbsp;nbsp;The Ford study based its hypothesis on the effects of priming in making judgements about particular social groups. 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An Evaluation of the Successes and Failures of Reconstruction free essay sample

These included acquirement for Southern states to be readmitted into the Union. These acts created five military districts in the South, each commanded by a general and policed by soldiers. Another success was the expansion of both Northern and Southern economy. Both areas were able to flourish exponentially with the help and support of their newly reunited counterparts. Industries boomed, more new products were on the market than ever before, and trade with other countries increased. Numerous laws were passed during the Reconstruction period regarding the rights of freedmen.The Freedmans Bureau was one notable organization out of many that helped ex-slaves acquire property, education, healthcare, and other benefits. The Civil Rights Act of 1 866 granted citizenship and equal rights to all male persons in the U. S. without distinction of race or color, or previous condition of slavery or involuntary servitude. The Reconstruction Amendments were also passed during this time. We will write a custom essay sample on An Evaluation of the Successes and Failures of Reconstruction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They included the Thirteenth, Fourteenth and Fifteenth Amendments, which abolished slavery and declared African Americans equal to whites. This period of Reconstruction was also a failure because it did not ensure equal rights for blacks and whites. With the removal of troops from the South in 1877, Southerners failed to maintain humane treatment of African Americans and objected strongly to the former slaves new role in society. Acts of violence from terrorist groups like the ASK kept African Americans and white Republicans form voting, and gradually caused the demise Of the radical Republican governments.The UK Klux Klan Act Of 1871 was Congress attempt to end the terrorism, intimidation, and violence that he ASK had been using but it ultimately failed to eradicate the Klan or abolish use of fear tactics and brutality against blacks and supportive whites. Overall the Reconstruction era was beneficial for the reintegration of the Southern states into the Union and it did have numbered successes. On the contrary, it failed in multiple ways and did not fulfill its purpose of ensuring equal rights for freed slaves. Both g ood and bad results came out of the Reconstruction era, therefore it cannot be classified as either a success or a failure.

The Importance of Being Earnest Research Paper Example

The Importance of Being Earnest Paper Stubborn, irresponsible and shallow: three words to describe the character Jack, from The Importance of Being Earnest. In Oscar Wildes light-hearted play, Jack is a wealthy young man, who is a main character involved in the complex plot(s). Throughout the play, Wilde slowly reveals different things about Jack so the audience feel like they are getting to know him better. The playwright obviously has strong views about people from the Edwardian era (setting of The Importance of Being Earnest), and his characters are his way of communicating these opinions. Jack is a noticeable character and has very individual traits, which adds to the atmosphere of the play and makes it more humorous. By giving each character a distinctive personality, it helps the audience distinguish between the many plots because the more extreme a character is, the more likely it is that you remember them. He appears to have no understanding of responsibility as at the beginning of the play he says Oh, pleasure, pleasure! What else should bring one anywhere? , when Algernon asks why he has come to the town. This shows he is irresponsible because it shows he just wants to have fun and enjoy himself. This quote also shows he is wealthy and extravagant because he can obviously travel whenever he wants to and has the cash to do so. This links back to the point that he is irresponsible because if he had the sole responsibility of anything then he wouldnt just be able to travel for example if he worked then he would not just be able to leave his job. The word pleasure emphasises the point that the character Jack is wealthy, as he clearly has a luxurious lifestyle and the money to afford pleasure. We will write a custom essay sample on The Importance of Being Earnest specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Importance of Being Earnest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Importance of Being Earnest specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The phrase what else should bring one anywhere? also suggests he is young and care free because he has no understanding that people might not travel for pleasure. He appears to be living in his own little world and has no idea that others struggle to find the money to survive and have to work very hard to do so. This is an important part of Oscar Wildes message that the rich were quite nai ve but I will discuss this further later. On the other hand this quote could show he was just spontaneous and always looking for an adventure. Instead of being frivolous he is just enjoying the money he has and making the most of his life. It would probably depend on the audiences views on money as to whether they saw Jack as overly extravagant or just spontaneous. The idea that he is irresponsible is actually not a true character trait, because actually Jack is quite devious, and does have responsibilities because he is a guardian in the country, where he is known as Jack, to Cecily his ward. The previous quote applies to this as well because doesnt want Algernon to find out he has responsibilities as he may come across as boring. While he is actually travelling to the town for pleasure, he tries to cover the fact he has a secret life in the country with what else should bring one anywhere? This acts as a cover because Jack knows that travelling isnt always about pleasure but he tries to fit in with Algernons profligate lifestyle. At many points in the play Jack says things that make the characters he is talking to believe he is someone he is not. This is usually due to the fact he is trying to cover up his lies. There are points when Jack is shown to be demanding. When he travels to the town, in act one, he says to Algernon I simply want my cigarette case back. This shows Jack to be demanding and perhaps impatient. The phrase simple want implies he is impatient as this is the way the line would be performed when on stage. I imagine that the line would be delivered in a snappy way, and Jack would probably look quite angry or uncomfortable. The line is short which would make the audience believe that Jack is short-tempered and the word want adds to this. His demand is polite yet the tone in the actors voice would give away that Jack was actually frustrated. In the conversation that is taking place, Algernon has read the inscription on the cigarette case, which makes it obvious that is belongs to Jack and is from Cecily. Algernon knows Jack as Ernest as this is what Jack calls himself in the town. Algy also knows the cigarette case belongs to Ernest so is confused by the inscription which goes against what he knows. The conversation arouses suspicion with Algy and so he starts questioning Jack (or Ernest as he is known to Algernon at this point). The quote links to this because instead of having a short-temper, he could have appeared impatient because he was anxious about being found out. The actor could show this by being fidgety and looking uncomfortable with the situation. This makes sense because Jack is happy with the way he has two lives, one in the town and one in the country and as no-body likes to be lied to, Algernon and Jack would probably wend up having a fight, and things would probably have to change or Algernon would want to meet Cecily and everything would get confusing, so Jack didnt want him to find out. If this is the case the word simply would be Jack trying to cover the fact he was really anxious to get his cigarette case back without Algy discovering the lies and him trying to sound as casual and calm as possible. Throughout the play, he is very cagey about the secrets and right up until the end, there are still things being discovered. Oscar Wilde sometimes gives the characters lines that just spark the idea with the audience that they are lying. At the beginning Jack says Eh? Shropshire? Yes of course! This gives the idea that Jack is lying about where he has been and where his house in the country it because he sounds confused. He is hesitant to begin with, like he is unsure of what he is talking about, even though, he should be sure. The question marks show the actor would go up at the end of the words, to make it clear it is a question. The actor would also probably have a confused face, while he thinks about what is being said. Jack after giving away slightly that he was lying tries to go back on himself, and cover it up by saying Yes, of course, as if he knew all along. This is a subtle effect used by Wilde, which just triggers the feeling he is being dishonest with the audience. From this point they are then more likely to pick up on other times when he is lying, which adds to both his character and the storyline. Narcissistic is a word that could be used to describe many of the characters but Jack definitely has this characteristic. Wilde makes all the characters self-centred and vain, which is a lot of the reason why the play is a comedy. It adds to the humour because they are only interested in their own lives, so end up clashing because they are unable to understand other people. Wilde shows Jack to have this trait with the line It is very painful for me to be forced to speak the truth. He doesnt realise how much his lying might upset people and hasnt thought about the consequences. All he wants is happiness for him and this links back to the point that he is demanding because he doesnt understand that others may have their own concerns. He has been lying but he doesnt think about how this will affect others just how painful it is for him. It sounds as if he doesnt realise that the lies may hurt others but he understands that it is wrong because he is embarrassed about having to tell them. He doesnt want to admit he has lied because he likes the situation he is in even though it is deceitful. At certain points he can be very hypocritical. He says to Algernon my dear fellow the sooner you give up this silly nonsense the better about his lying and having a double personality. This is hypocritical because Jack also has another personality and identity but this is what he is telling Algy off for! The fact he calls it silly nonsense shows that he recognises that what he is doing is a bit stupid and immature but this doesnt affect his actions because he is benefiting from having two identities because he can get out of things he doesnt want to do. Jack also appears to be romantic throughout the play. He loves Gwendolen and want impress both her and her mother; who wont let them marry. In the first act he appears very romantic when he admits his love to Gwendolen. The character has the line, I have never loved anyone in the world except you. He sounds very charming and this line is likely to surprise and impress Gwendolen. On stage this would probably be a very intense and emotional scene. Gwendolen and Jack are having this secret conversation while Lady Bracknell (Gwendolens mother), is in the other room, so it could be quite rushed or panicky. Later in act one he calls her My own darling which shows he is affectionate, but possible a bit possessive. The fact he calls her darling shows he is affectionate and adoring of her because it is a familiar pet-name. He says my own which is the part that makes him sound possessive because it sounds like she is a possession; an object rather than a woman. This could mean the character is controlling and maybe clingy. He wants other people to know Gwendolen is with him and it could be pride or it could be jealousy and control. Towards the end of the play, in act 3, Gwendolen says I am engaged to be married to Mr. Worthing. This quote makes Jack (Mr. Worthing) appears to be romantic because the couple have stayed together through the action in the play so far, even though they have had opposition. They are still serious about each other, and love each other even though their relationship was frowned upon and challenged by the highly respected Lady Bracknell. She was quite a fierce character so it makes it more likely that Jack and Gwendolen are truly in love, because they are in an unofficial and nonstandard relationship (because of the way they got together), and so should probably not be together but even with Lady Bracknell pressuring them to split up they havent. Their relationship is unusual because in that era, if you wanted to marry a woman you went to her parents first but Jack didnt do this, he went straight to Gwendolen, which must have angered Lady Bracknell as she would have felt protective towards Gwendolen. This proves Jack is romantic because he must have really loved Gwendolen, or at least really wanted to be with her because Lady Bracknell was very powerful and what he was doing, she disapproved of and could have probably done something about. However in the end Lady Bracknell does intervene, but Jack still protests by not allowing Cecily to marry Algernon, Lady Bracknells nephew. This shows a selfish side of Jack; he is stopping someone elses relationship because he cant have his own way. This links back to the idea that he was self centred because if he was selfless than he would let Cecily and Algernon be together because that would make them happy and even though he is upset, they could still continue their relationship, but they cant without his permission. I was in handbag. This is a quote that describes Jacks mysterious past, in which he was abandoned and found in a railway station. This has probably had an impact on his life and character and he may be so self-centred because he felt rejected and feels he deserves to be because his real parents didnt want him and so he gives himself the attention. On stage the conversation would probably be quite awkward because Lady Bracknell is questioning him and he is obviously embarrassed about his part and doesnt want it to come out. It remains quite mysterious (until the end) because he doesnt know who his parents are until it is revealed that his mother is Lady Bracknells sister. Jack is engaged to Gwendolen but that is just one relationship that he has. His best friend is called Algernon and actually turns out to be his brother! He lives in the town but travelled out to the country to find out about Jack. The two characters are in many ways very similar because they are both dishonest and irresponsible. This is shown when Jack says I could deny it if I liked, I could deny anything if I liked because he is implying that he is used to and good at lying and can get himself out of any situation. This is possible not the best thing to say in this situation as he has been found to be lying; by saying this he is implying that he lies all the time. This would only make the characters trust him less and wonder what else he has been lying about. He also sounds a bit cocky and again self-centred because he thinks he can do what he likes, without thinking and he can get away with it. This is a characteristic that he shares with Algy which is possibly why they get on so well. They are both Bunburyists which means they have created another identity to get them out of social meetings that they dont want to take part in! This shows they are both selfish and probably ungrateful because somebody has gone to the effort of inviting them to the event and then they pretend they are busy to get out of it. This is backed up by the quote you have invented a very useful younger brother in order that you may be able to come up to town as often as possible because it explains why Jack ahs created Earnest. Although they get on well on the whole, they sometimes have small disagreements over petty things. In act two they have a disagreement over muffins. How can you sit there, calmly eating muffins, when we are in this horrible trouble is a quote from this argument. They continue arguing over the muffins, but there is an underlying reason for this argument. They are both probably a bit annoyed and nervous as to what is going to happen next because both the women have just found out they are Bunburyists and have gone inside. This has left the men in bad moods and they need to take it out on someone so they have a go at each other over the first thing they can. Though the play is quite light-hearted being a comedy there is a serious message underneath. I believe one symbol of this is the food. It seems to be a key idea carried through the play: the cucumber sandwiches in the first act and muffins and cake and sugar in the second act. I think that the food and gluttony is a representation of other appetites and levels of indulgence. When Jack eats the bread and butter, that is meant for Gwendolen, enthusiastically it is humorous but also could show that he is assuming Gwendolen likes him, and also that he shouldnt like Gwendolen and is being greedy wit his women. This idea is intensified because Algy says you behave as if you were married to her already as if the bread and butter represented Gwendolen. This idea is also present when Cecily and Gwendolen meet in act two and Gwendolen claims Cake is rarely seen at the best houses nowadays. And sugar is not fashionable anymore because it shows Gwendolen is very fussy and very concerned about image and others opinions. This is the same when it comes to men because she was only marrying Jack because she thought his name was Earnest. Wilde uses theses symbols (like the food) and themes to get across his message. The main theme is marriage, both as part of the storyline and as an underlying opinion of Oscar Wilde and his opinions of the people of the era. It soon becomes clear that in the Victorian era money, social class and background are the important things for the upper class to find a partner. This is shown when Lady Bracknell is interviewing potential bachelors for Gwendolen How many bedrooms? . She is clearly thinking about the vale of the property and making sure Gwendolen will have a rich husband who will be able to support her financially. Cecily is very dreamy but Jack is the only one who is a true romantic and although he has fallen for a rich woman wouldnt necessarily want/need a rich woman. The fact that this is a play means that the audience would have to go to the theatre, probably meaning they are quite wealthy, and might not understand the jokes fully because it is about their lifestyle, so it could offend. I think for this reason Wilde made it a comedy so he didnt put people of too much by having a go in a light hearted way. Another message of the play is that all the characters are very similar. If you pick out any line, which doesnt contain a name then a lot of the time it is difficult to know which character said it. This could suggest that Wilde believed the upper class lacked character and individuality. Regularly in the play the characters (especially Gwendolen and her mother Lady Bracknell) appear to lack personality and just seem shallow and only concerned with money and what is fashionable. All the characters are well spoken, and often appear to be being polite well their motives are actually quite malicious. What the Victorians believed about morality is also a source for mock the Victorians for Wilde. Throughout the play there seems to be a set of unwritten moral rules that everyone should obey. For example when Jack finds out Algy has read his cigarette caser he says he thinks reading a private cigarette case is ungentlemanly. Wilde mocks this by making the characters take this to extreme lengths. The whole play is quite satirical and presents a moral paradox due to the fact the title is The Importance of Being Earnest, Earnestness is a quality of being serious and as none of the characters are meant to be this, its satire. What Wilde wants us to see as truly moral is really the opposite of earnestness: irreverence. The fact that the two main male characters lie throughout the play might also be a point that Wilde tries to get across. Both treat life as if it is just a game or a work of art that they can do what they like with. Algy although untruthful, only created Bunbury to travel different places however Jack takes it to another level, by taking on both identities, bothering with costumes when Ernest dies etc. Algy makes up stories that dont harm the others view on truth but Jack acts almost hypocritically. Overall, Jack didnt actually change that much over the course of the action. He starts lying and just lines from the end says it is a terrible thing for a man to find out suddenly that all his life he has been speaking nothing but the truth, so his views have not changed considerably. The plot has not changed his life a huge amount, especially not in a negative way that would prompt change. He has found out he has a brother, but it is his best friend anyway so even though it may change their relationship, its not negative. He temporarily split form Gwendolen but then they got back together so this is not negative and also Lady Bracknell has discovered Jack is her nephew so this is good. This means we will see no reason to change because everything is good and how he wants it to be. Wildes message is clear, and in general I would say he thought the upper class were shallow and self-centred!

Field Experience Interview Essays

Field Experience Interview Essays Field Experience Interview Essay Field Experience Interview Essay Field Experience Interview Name: Institution: Field Experience Interview : Ryan is currently on medication, due to his condition. He was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), which makes him very impulsive and hyperactive. Currently, Ryan is receiving special academic services in terms of learning. This is because he has been categorized as a student, in need of unique learning services due to his condition. The services rendered to him aim at improving his concentration, understanding and performance in Mathematics and Languages. Ms. Susan, a special educator for 22 years is assigned to Ryan’s case. She enjoys her work because she gets to help children and their families in dealing with complex conditions. There is a specific process involved when attending to a child with special conditions. Ryan’s case was monitored carefully by his guardians and teachers at school. This was done by observing his behavior socially, physically and academically. The guardians and teachers documented these behaviors and brainstormed on the nature of the problem. This established the consistency and recurrence of the problem. The second phase was the pre-referral process, which involved the evaluation of Ryan’s potential and strengths. According to the Council for Exceptional Children (n.d.), a pre-referral team includes general educators, parents and administrators. After observing Ryan for a while, it was evident that he had a remarkable capability of distinguishing meanings of different kinds of information, through minimal listening. This showed the potential in Ryan to grasp information faster. As a result, teaching him was time saving. The third phase involved discussions between Ryan’s parents and teachers. This was done to establish the suitability of his referral to special education. The condition lowered his concentration in class and as a result, his academic performance was poor. He was also hyperactive and this made him inattentive in class. Members of the referral team included parents and teachers, for both special and general education. All people involved in his academic life of are also members of this team. The fourth phase involved the analysis of methods used previously to help him with his condition. This included the evaluation of special education. Ryan was put on medication after detection of his condition. Since then, he has been receiving dosages of Ritalin to date. Ritalin is a stimulating drug, used to treat conditions of ADHD. After doing an assessment of Ryan’s performance, various methods that had not been employed before were tabled. To improve his performance, Ryan was offered further instructions in Mathematics and Languages assignments to advance his understanding. After all these measures were taken, Ryan’s progress was observed by conducting meetings regularly. This helped the parents to assess the methods used and think of other interventions to help. The collaboration between general and special education worked coherently for Ryan’s benefit, with conditions that affected their performance. Special and general educators held meetings to discuss the progress of children who had disorders like ADH. The main aim of general educators and parents was to outline the problems faced by specific Ryan in a document. This document was then forwarded to special educators for his evaluation, through observing their behaviors. The special educators were handed over with these problems to address because they were more qualified to tackle them. Parents play an important role in the progress of children. They provide special educators with information about their children when they are not in school. They also monitor the progress of a child and give conclusive reports to special educators. One positive aspect resulting from the involvement of parents in special education is that they have been able to engage themselves more in the personal lives of the children, which enhances family relationships. There are many challenges faced by parents in helping their children to deal with this condition. According to Cosmos (n.d.), one challenge faced by parents is the repulsive nature of children with ADHD (Cosmos, n.d.). This makes communication between them difficult because handling them without triggering their emotions is difficult. The IEP is a contract between guardians and school administrations that assesses children and establishes if they require special education. Members that constitute an IEP team include parents or guardians, special and general education teachers and Local Educational Agency (LEA) representatives. The IEP usually sets annual goals that are achieved through making benchmark decisions. An annual goal that came from the IEP was the development of Ryan’s Mathematic and Language skills. The worked samples given aimed at enhancing his understanding through providing him with extra information for better understanding. The tests exposed him to different methods of understanding his studies. The IEP also achieved short-term goals of educating Ryan through giving him short tests in Mathematics to monitor his progress. This improved dialogue between educators and teachers. The role of technology in the process of assessment was very vital. The use of computers to communicate with children helped Ryan to understand concepts efficiently. Technology also helped teachers to pass information in a quick manner. The use of Dynamic Graphics Project (DGP) has improved the means of relaying instructions to children. The project has also enabled children in an inclusive environment to have diverse thoughts. This has improved their understanding of mathematical and language concepts. The DGP advanced Ryan’s interpretation of information through increasing his speed of thinking. There are many challenges faced by special educators. According to Friend (2005), it is important for special educators to all issues facing a child, to avoid hostility (Friend, 2005). Hostility from children with ADHD in terms of learning hinders teachers like Ms Susan from performing their duties well. Uncooperative parents also pose major challenges to teachers. This is because they do not provide relevant information to teachers thus, helping a child is difficult. She advises parents to be more cooperative in providing information concerning a child, who suffers from ADHD. She also encourages them to be patient with their children because ADHD is not an issue that is solved by using medication only. The process of interviewing Ms. Susan was successful. The aim of the interview was to gather information on how special education is administered, and the role played by parents and teachers in it. The description by Ms. Susan was conclusive because it outlined the process of administering special education, giving specific roles of all team members involved. However, it was evident that the process is focused on improving the performance of children in two subjects only. This should not be the case because academic improvement by children should involve all disciplines of study. The actions taken by all team members to improve the performance by children, who have special conditions academically and socially, are efficient. This was evident from the improvement of Ryan’s performance according to Ms. Susan. However, the process could be improved in order to enhance children’s performance in all fields. An example of changes that should be made is shifting focus from Mathematics and English, to all subjects studied for example Science and Social Studies. This will generally improve the academic performance of all children. The role of technology in the process should also be increased. With the rapid changes in technology, it is important to educate children on the use of facilities such as computers. This will help them understand the conditions that they are facing through research. As a result, they will be more open to cooperating with their educators. References Cosmos, C. (n.d.). Abuse of Children with Disabilities. Retrieved April 24, 2009, from the Council for Exceptional Children website:cec.sped.org/AM/Template.cfm?Section=Searchtemplate=/CM/HTMLDisplay.cfmContentID=1298 Council for Exceptional Children. (n.d.). Giftedness and the Gifted: What’s it all About? Retrieved from cec.sped.org/AM/Template.cfm?Section=Gifts_and_TalentsTemplate=/TaggedPage/TaggedPageDisplay.cfmTPLID=37ContentID=5628 Friend, M. P. (2005). Special Education: Contemporary Perspectives for School Professionals. Boston: Pearson.

The association between the derivatives products and the financial Dissertation

The association between the derivatives products and the financial risk management is quite substantial and significant - Dissertation Example In order to operate in an effective manner, the banks need to manage their assets and liabilities from the various risks prevailing in the economy, one of which is the interest rate risk. Interest rate risk is the risk to earnings or capital arising from movement of interest rates. The need to manage the interest rate risk is very crucial for any bank and it has generally been observed that the interest rate risk management form the integral part of the risk management policies of all major global banks. This dissertation analysis the effectiveness of â€Å"interest rate swaps† in managing the interest rate risk faced by the UK banks and also how these derivatives product improves financial outlook of these banks. For the purpose of conducting the study, a quantitative and qualitative analysis was conducted on a sample of 12 major UK based banks. Through this analysis the conclusion is drawn that interest rate swaps is quite an effective hedging tool for the management of the interest rate risk and also for improving the financial outlook of a bank. Problem Statement In the global conventional economic environment, it would be quite interesting to evaluate the usage of the interest rate swaps by the financial institutions of UK, particularly multinationals banks. In this study 12 major banks of UK are selected and through both qualitative and quantitative research, the effectiveness of interest rate swaps is evaluated in managing and curtailing the financial risk. Research aim and objective The association between the derivatives products and the financial risk management is quite substantial and significant. The purpose of this paper is to conduct research on the basis of an expected analytical outcome, based on qualitative and quantitative analysis of the financial statements of UK banks, that how they have implemented the interest rate swaps in their risk management strategy. In this dissertation proposal the aims and objectives are as follows: To cla rify the influencing impact that the interest rate swaps in the global financial market in terms of managing and curtailing risk. Through quantitative and qualitative research and analysis, evaluate how giant UK banks are safeguarding their risk of being exposed to interest rate fluctuation in both the local and international financial market. Through a questionnaire, conduct an interview with the major finance personnel of these banks in order to obtain their views about the effectiveness of interest rate swaps in managing interest rate and financial risk. Research Questions Is there any positive significant association between interest rates swaps and financial risk management process? How interest rate swaps works in the global financial market? How effective are interest rate swaps in managing and curtailing the interest rate risk and financial risk faced by the UK banks? Dissertation Layout The first Chapter ‘

An Approach to Recruitment and Selection Essay Example | Topics and Well Written Essays - 2250 words

An Approach to Recruitment and Selection - Essay Example Therefore, his belief regarding customer response and employee enthusiasm has created a considerable influence on the corporate vision of TyCoffi. Notably, the corporate vision of TyCoffi depicts that customers do not only buy a cup of coffee, but also intend on consuming memorable experiences which can be derived particularly from efficient service. Due to this reason, Mr. Mike Jones intends to provide with significant emphasise to boost the collaboration amid employees and encourage them to be more productive in their assigned work maintaining a healthy, coordinated and decentralised organisational structure. Another major facet that Mr. Mike Jones considers to be quite vital is the recruitment and selection process executed to employ competent, enthusiastic and candid employees. He wishes to expand the company with additional five coffee-houses in the Cardiff area, Penarth, Cyncoed, Cardiff Bay, Roath Park and Pontcanna for which he is willing to execute his recruitment and select ion process in a structured, rational and beneficial manner. With due consideration to Mr. Mike Jones’ objective towards overall organisational growth, this report will intend to summarise a detailed approach to recruitment and selection process that can be beneficial for enhancing the relationship between employer and employee in TyCoffi. 2.0. An Approach to Recruitment and Selection The process of recruitment and selection is perceived to be quite significant for an organisation operating in the 21st century with the intention of being competent and sustainable in the highly competitive environment of the era. From a strategic point of view, an effective recruitment and selection process assists the organisation to acclimatise itself in the continuously changing business environment as well as enhances the overall organisational productivity1. Hence, it is of no doubt why managers focus with immense significance to the recruitment and selection process. As often noted by pr actitioners, recruitment can be referred to as the process where the employers intend to attract potential candidates from the external as well as internal (i.e. from within the organisation) business environment2. As noted by Dale (2004), â€Å"The primary purpose of recruitment and selection process is to achieve one desired end: appointing the right person to the right job†3 (pp. 1). Considering the importance of an effective recruitment and selection process in rewarding sustainable growth to an organisation, various factors can be identified that should be taken into account by recruiters while developing the process. These factors can exist both in terms of micro and macro elements in the organisational structure. The micro environmental factors can be stated as the organisational culture, structure, human resource policies and practices along with the overall organisational objective. Similarly, the macro environmental factors can be identified as the availability of p otential candidates for the job offered relative to the pay scale along with the employment rules and regulations as prescribed by the regulatory bodies4. It is worth mentioning that the organisational culture followed in TyCoffi is decentralised in nature which depicts independent participation of individuals in the decision-making process.

Anti-Colonialism and Education Essay Example for Free

Anti-Colonialism and Education Essay In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa Dei and Arlo Kempf have given us a stimulating intellectual account of the issues surrounding the active attempt for educational liberation. The authors who have contributed to the volume have been well chosen to present creative approaches to this abiding problem in most of the world. As we engage the legacies of colonialism we are more certain today that the nonmaterial legacies are as important in our thinking as the material ones when we engage questions of resistance and recovery. The colonizer did not only seize land, but also minds. If colonialism’s in? uence had been merely the control of land that would have required only one form of resistance, but when information is also colonized, it is essential that the resistance must interrogate issues related to education, information and intellectual transformations. Colonialism seeks to impose the will of one people on another and to use the resources of the imposed people for the bene? t of the imposer. Nothing is sacred in such a system as it powers its way toward the extinction of the wills of the imposed upon with one objective in mind: the ultimate subjection of the will to resist. An effective system of colonialism reduces the imposed upon to a shell of a human who is incapable of thinking in a subjective way of his or her own interest. In everything the person becomes like the imposer; thus in desires, wishes, visions, purposes, styles, structures, values, and especially the values of education, the person operates against his or her own interest. Colonialism does not engender creativity; it sti? es it, suppresses it under the cloak of assistance when in fact it is creating conditions that make it impossible for humans to effectively resist. And yet there has always been resistance and there are new methods of resistance gaining ground each day. The intricacies of engaging colonialism are as numerous as the ways colonialism has impacted upon the world. Indeed, the political-economic, socialbehavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. What we see in Anti-Colonialism and Education is a profound attempt to capture for the reader the possibilities inherent in educational transformation through the politics of resistance. Professors Dei and Kempf have exercised a judicious imagination in selecting the authors for the chapters in this book. Each author is an expert in the area of the topic, skilled in presentation of the facts based upon current theories, and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonial political principles you will ? nd colonial education. If you have the vestiges of past colonial practices, you will see those practices re? ected in the educational system. I remember a colleague from Algeria saying to me that when the French ruled the country the students learned that their ancestors were the Gauls. When independence came to Algeria, he said, the people were taught that their ancestors were Arabs. The fact that this was only true for those individuals who had Arab origins, and thirty percent did not have such ancestry, was uninteresting to the political agenda. And so it has been in every nation where you have a political intention to mold a country on the basis of domination you will also have resistance. One seems to go with the other regardless to how long the process seems to take to commence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages many times. Each author seems to feel the same desire to teach us to be truly human; that is enough for us to inaugurate our own anti-colonialism campaign in our schools and colleges. I shall gladly join the fray to make the world better. Mole? Kete Asante Elkins Park, PA 19027 USA x ACKNOWLEDGEMENTS This book could not have been completed without the political interest and will of the many people who shared their knowledge in this joint undertaking. While the task of re-visioning schooling and education for the contemporary learner and teacher may be daunting at times, we believe strongly that it is by no means insurmountable. In fact, we have a wealth of knowledge with which to help transform education into a process and practice that serves the needs of the collective. We hope this book will contribute to the debate and discussion of how to address not only the imperialization of knowledge but also the various forms of intellectual colonization that mask themselves as everyday academic truth and valid knowledge. George Dei would like to thank the students of his graduate level course, SES 3914S: â€Å"Anti-Colonial Thought and Pedagogical Challenges† in the fall of 2004 whose insights and discussions helped propel the vision for this collection. Arlo Kempf would like to thank Lola Douglas, Meghan Mckee and Randy Kempf for their support and loveliness. He would also like to thank George Dei and the contributors for their ideas and hard work over the duration of this project. We both owe a great deal of intellectual depth to our colleagues, peers and friends who constantly challenge us to think more deeply and avoid academic closure. It is in the actions and resistance of the people that theory is born and takes life – to all who struggle against colonialism without the privilege of a pen in hand, we thank and salute you. Our academic objective for the book was also shaped by a desire to let our community politics inform intellectual pursuits at all times. We want to thank Geoff Rytell, who initially helped proofread sections of the book, as well as Cheryl Williams for her ongoing support. Finally we say â€Å"thank you† to Joe Kincheloe, Shirley Steinberg and Peter de Liefde who made this book a reality. George Dei Arlo Kempf xi GEORGE J. SEFA DEI INTRODUCTION: MAPPING THE TERRAIN – TOWARDS A NEW POLITICS OF RESISTANCE INTRODUCTION I begin this chapter with a question germane as to why and how we articulate anticolonial thought. Informed by Steven Biko’s (1978) earlier work, I ask: â€Å"Why is it necessary for us as colonized peoples to think and re? ect collectively about a problem not of our creation i. e. , the problem of colonialism? † This question is central since colonialism has not ended and we see around us today various examples of colonial and neo-colonial relations produced within our schools, colleges, universities, homes, families, workplaces and other institutional settings. It is often said that globalization is the new word for imperialism. History and context are crucial for anti-colonial undertakings. Understanding our collective past is signi? cant for pursuing political resistance. Haunani-Kay Trask (1991) writes about the importance of the past to Indigenous peoples as a way to challenge the dominant’s call to amputate the past and its histories. For the people of Hawaiia, Trask notes that â€Å"we do not need, nor do we want [to be] liberated from our past because it is source of our understanding . . . [We] . . . stand ? rmly in the present, with [our] back to the future, and [our] eyes ? xed upon the past, seeking historical answers for present-day dilemmas† (p. 164). In order to understand the knowledge and resistance of the past as it relates to contemporary politics of resistance, one has to know and learn about this past. As noted elsewhere (Dei, 2000, p. 11), for colonized peoples decolonization involves a reclamation of the past, previously excluded in the history of the colonial and colonized nations. They must identify the colonial historical period from the perspectives of their places and their peoples. Knowledge of the past is also relevant in so far as we as people must use that knowledge â€Å"responsibly†. But our situatedness as knowledge producers and how we perform â€Å"the gaze† on subjects, at times accord power and privilege to some bodies and not others. Therefore, an anti-colonial struggle must identify and de? ne a political project and show its connections to the academic engagement. Franz Fanon and Karl Marx have both cautioned us that â€Å"what matters is not to know the world but to change it†. This assertion calls for a recognition of the multiple points/places of responsibility and accountability. For example, what does it mean to talk of accountability as far as identity and subjectivity, however complex? It may well mean taking the stance that in political work for change, certain issues are not negotiable. In other words, we need to see there are limits and possibilities of â€Å"negotiating† in anti-colonial struggles and politics. As Howard (2004) asks: How much can be G. J. S. Dei and A. Kempf (eds. ), Anti-Colonialism and Education: The Politics of Resistance, 1–23.  © 2006. Sense Publishers. All rights reserved. DEI accomplished if we decide to â€Å"negotiate† around domination or oppression? Are we negotiating as part of a democratic exercise? Rabaka (2003) has argued that â€Å"one of the most important tasks of a critical anti-colonial theory . . . is to capture and critique the continuities and discontinuities of the colonial and neocolonial in order to make sense of our currently . . . colonized life and . . . worlds† (p. 7). Therefore as we begin to ? esh out anti-colonial theory and practice, it is ? tting to ask some critical questions (see also Butler, 2002): Is there still a colonized South? What about a colonized North? Do we think of neo-colonialism/colonialism/post-colonialism as bridges, as new articulations, or as a continuation with no marked differentiation? What is â€Å"post† about/in the â€Å"post-colonial†? Is the theoretical distinction between neo-colonialism and colonialism spurious at best? What are the purposes and underlying intentions of making such distinctions? What are the convergences and the divergences in post-colonial and anti-colonial thoughts? Does â€Å"neo† in neo-colonial mean â€Å"new†, or â€Å"transformed†? What is neo-colonialism? What are its antecedents and its marked practices? What are the mechanisms and institutions that constitute neo-colonialism? Why do we speak of neo-colonialism and not anti-colonialism? Are the structures, practices and ideas which enable colonialism really that different from those of neo-colonialism? Are the differences between neo-colonialism and colonialism more than theoretical? Whose interests are advanced in speaking of neo-colonialism/post-colonialism? What are the [dis]junctures and [dis]continuities between colonialism and neo-colonialism? How do discursive forces and material aspects interact to further our understanding of colonial? How do we speak of power, coercion, subjectivity, agency and resistance in anti-colonial discursive practice? What are the relations between neo-colonialism and White supremacy? The book does not presume to offer full answers to all these questions. But it is hoped the discussions that follow offer some entry points into a new politics of engagement towards the formulation of a critical anti-colonial lens. The power of the anti-colonial prism lies in its offering of new philosophical insights to challenge Eurocentric discourses, in order to pave the way for Southern/indigenous intellectual and political emancipation. In this discussion, anti-colonial is de? ned as an approach to theorizing colonial and re-colonial relations and the implications of imperial structures on the processes of knowledge production and validation, the understanding of indigeneity, and the pursuit of agency, resistance and subjective politics (see also Dei and Asgharzadeh, 2001). Colonialism, read as imposition and domination, did not end with the return of political sovereignty to colonized peoples or nation states. Colonialism is not dead. Indeed, colonialism and re-colonizing projects today manifest themselves in variegated ways (e. g. the different ways knowledges get produced and receive validation within schools, the particular experiences of students that get counted as [in]valid and the identities that receive recognition and response from school authorities. The anti-colonial prism theorizes the nature and extent of social domination and particularly the multiple places that power, and the relations of power, work to establish dominant-subordinate connections. This prism also scrutinizes 2 INTRODUCTION and deconstructs dominant discourses and epistemologies, while raising questions of and about its own practice. It highlights and analyzes contexts, and explores alternatives to colonial relations. Loomba (1998) sees colonialism as signifying â€Å"territorial ownership† of a place/space by an imperial power, while imperialism on the other hand is the governing ideology for such occupation. Anti-colonial thought works with these two themes/projects – colonialism and imperialism as never ending. The colonial in anti-colonial however, invokes much more. It refers to anything imposed and dominating rather than that which is simply foreign and alien. Colonialism reinforces exclusive notions of belonging, difference and superiority (Principe, 2004). It pursues a politics of domination which informs and constructs dominant images of both the colonizer and the colonized (Memmi, 1969). Colonialism is not simply complicit in how we come to know ourselves and its politics. It also establishes sustainable hierarchies and systems of power. Colonial images continually uphold the colonizers’ sense of reason, authority and control. It scripts and violates the colonized as the violent â€Å"other†, while, in contrast, the colonizer is pitted as an innocent, benevolent and [imperial] saviour (see also Principe, 2004). This historical relationship of the colonizer and colonized continues to inform contemporary subject identity formation and knowledge production. It shapes and informs identities by recreating colonial ideologies and mythologies (Tuhiwai-Smith, 1999). In theorizing the anti-colonial discursive framework, I would highlight some key salient points. All knowledge can be located in the particular social contexts from which it emerges. Such location shapes the ways of knowing and understanding the social and political relations at play in constructing social realities. The anti-colonial prism takes the position that all knowledges are socially situated and politically contested. The anti-colonial discourse is situated in colonial relations of power that are contested through resistant practices against domination and oppression. In working with resistant knowledges, the liberating in? uence of critical anti-colonial discourse becomes clear. The anti-colonial discourse works with the idea of the epistemological power of the colonized subjects. The colonial knowing is situated and informed within particular social contexts (see also Harding, 1996). Such â€Å"situated knowledges† (hooks, 1991; Collins, 1990) also point to the importance of subjectivity, positionality, location and history. In this regard, the anti-colonial referent is to the epistemologies about, and of, marginalized, colonized subjects. Particular and different interests are served by knowledge systems, and the anti-colonial aim is to subvert dominant thinking that re-inscribes colonial and colonizing relations. The ability and strength of the anti-colonial prism to draw upon different discursive traditions to explain social and political phenomena is an important strength for multiple knowings. But anti-colonial thought, while borrowing from other theoretical frameworks, is not constrained by dominant epistemologies. It calls for a critical awareness of the social relations and power issues embedded in the ways of organizing the production, interrogation, validation and dissemination of knowledge in order to challenge social oppression and 3 DEI consequently subvert domination. It also calls for acknowledging accountability and power. Since the burden of oppression is not shared equally among groups, and that even among the oppressed we are not all affected the same way (see also Larbalestier, 1990), we must all be able to address questions of accountability and responsibility of knowledge. It is within such a context that one must evaluate the politics of anti-colonial thought, in its call for a radical transformation of the analytical and conceptual frames of reference, used both in the academy and in mainstream public discourse so that the minoritized, subjugated voice, experience and history can be powerfully evoked, acknowledged and responded to. Unless we are able to articulate the grounds on which we share a dialogue and challenge the power relations of knowledge production, we will be shirking the responsibility of acting on our knowledge. The academic project of anti-colonial thinking and practice is to challenge and resist Eurocentric theorizing of the colonial encounter. Such Eurocentric theorizing is best captured in representations of minoritized/colonized bodies and their knowledges, and through the power of colonial imageries. The anticolonial critique also deals with interrogations of colonial representations and imaginaries examining processes and representations of legitimacy and degeneracy through the mutually constitutive relations of power. Colonialisms were/are practised differently; they differ in their representations and consequently have myriad in? uences, impacts and implications for different communities. Colonial practices can be refracted around race, gender, class, age, disability, culture and nation as sites of difference. In many ways the â€Å"anti-colonial thought† is the emergence of a new political, cultural and intellectual movement re? ecting the values and aspirations of colonized and resisting peoples/subjects. The Western academy cannot continue to deny the intellectual agency of colonized peoples. As resisting subjects, we will all have to confront and deal with the historic inferiorization of colonial subjects, and the devaluation of rich histories and cultures. What is required is critical educational praxis that is anchored in anti-colonial thought to challenge and subvert the â€Å"Western cultural and capital overkill†, and shed the insulting idea that others know and understand us [as colonized subjects] better than we understand ourselves (see also Prah, 1997, pp. 19–23). Colonized peoples require an anti-colonial prism that is useful in helping to disabuse our minds of the lies and falsehoods told about our peoples, our pasts and our histories (see also Rodney, 1982). We need to present anti-colonial discourse as a way to challenge Eurocentric culture as the tacit norm everyone references and on which so many of us cast our gaze (Kincheloe and Steinberg, 1998, p. 11). This approach to anti-colonial discursive thought and practice is also informed by the academic and political project calling for knowledge that colonised groups can use to ? nd authentic and viable solutions to our own problems. In this struggle we can point to some positive developments. For example everywhere today, we (as colonized peoples) are reclaiming and reinvigorating our marginalised, and in some cases, lost voices and are speaking for ourselves. Within educational academies in North America and in the South, there 4

The Civil Rights Movement Essay -- Black struggle for civil rights in A

This paper will discuss the Black struggle for civil rights in America by examining the civil rights movement's history and reflecting on Blacks' status in contemporary society, will draw upon various related sources to substantiate its argument. The history of Black social change following the Emancipation Proclamation will be provided to show the evolution of the civil rights struggle. Obstacles that impede the movement's chance of success, such as ignorance in both Whites and Blacks, and covert governmental racism will be discussed. The effectiveness of several elements that compose the movement will reveal their progress, and how this has aided the movement as a whole. The paper will conclude that the struggle for equality has produced significant results, but has not achieved its ultimate goal, which is equality between race. This is so because the contemporary White power structure maintains control of society in ways that are less apparent than they were thirty years ago, but retain a similarly powerful grip. To combat racism today, the struggle for civil rights must explore new methods that illuminate racial discrimination and distinction more clearly. Continuing to fight for social justice is the only way equality can one-day become a reality. Historically, Black groups and leaders have advocated many philosophies that hope to achieve equality. This was the case during two very important times in history, Reconstruction and the 1960s. The first articulated philosophies as means to achieve equality; the second implemented these ideas with great success. Immediately following the Civil War, during Reconstruction, much of the White power structure was overtly racist and angry. Booker T. Washington enco... ...d today. Nonviolence is used as a form of patient protest such as boycotting a business that discriminates. Black power is used to create programs that improve the every day situation of Blacks. Both philosophies make the black situation in America better, by continuing the tradition of protest. Indeed, "the problem of the twentieth century is the problem of the color line" (Greenberg, syllabus). Blacks should study the event in history to understand how Blacks have fought against the White dominant power structure. This is the best way to continue the struggle for equality. Abbreviated Bibliography . Barnard, ed. (Virginia Durr), Outside the Magic Circle . Elaine Brown, A Taste of Power . William Chafe, Civilities and Civil Rights . Kenneth O?Reilly, Racial Matters . Ida B. Wells, Crusade for Justice . Robert Williams, Negroes with Guns

Franklin D. Roosevelt: Creative Leadership in a Lifetime of Public Service

Franklin D. Roosevelt: Creative Leadership in a Lifetime of Public Service Leading the United States of America through an economic crisis and a world war, Franklin Delano Roosevelt demonstrated the traits of a creative leader not only in his policy-making, but also in the way he carried his image. From State Senator of New York to 32nd President of the United States, Roosevelt epitomised resourcefulness in his steady ascent of the political ladder, culminating with taking charge of the country during one of the toughest times it had ever experienced.Over the course of his leadership, Roosevelt certainly gained – if not already possessed – the domain knowledge required to generate creativity in his field of politics. In fact, he was primed for a career in public service even since his early education Roosevelt first entered the face of American politics in the State Election of 1910, running for the New York State Senate. In his second term, he served as chairman of the Agriculture Committee, passing effective farm and labour bills.This success was to some extent a precursor of his New Deal policies (to be discussed in greater detail later), which despite imperfections were reflective of creative leadership in the aspect of Dr Ronald Heifetz’s â€Å"adaptive work†. Following this, in 1913, Roosevelt was appointed Assistant Secretary of the Navy – a role from which he gained experience that would prove relevant in his later years as Commander-in-Chief during World War II. Although traditionally the prerogative of the Secretary rather than the Assistant Secretary, he worked on the general development of U.S. naval policy, and his advocacy for a â€Å"big navy† earned him support from Navy personnel. As State Senator, Roosevelt openly opposed the Tammany Hall political machine; as Assistant Secretary of the Navy, he opposed Frederick Taylor’s â€Å"stopwatch† system towards industrial efficiency. In both posi tions, his stand inevitably favoured certain stakeholders and incensed others. Although this meant losing support from some people, it represented creating the â€Å"disequilibrium† that Heifetz describes as necessary for mobilising adaptive work.Roosevelt was hence able to effectively â€Å"orchestrate conflict and create disorder† in order to achieve greater overall progress. Roosevelt was a leader who avoided letting his personal life affect his political career. In the summer of 1921, he contracted poliomyelitis, which resulted in permanent paralysis from the waist down. However, Roosevelt was adamant about preserving his image of health to the people, which he believed was necessary to run for public office again.He made sure that the press presented him in a manner which did not highlight his disability, and refrained from being seen in his wheelchair in public. In doing this, he protected his status as a leader in the eyes of the people, rather than allowing his illness to undermine his ability to serve in public office. Roosevelt went further to establish the March of Dimes, a non-profit organisation seeking to combat polio. He was hence able to turn an adversity on its head and generate even greater public support from it instead.In the 1920s, Roosevelt mended fences with the Democratic Party, and moderated his stance against the Tammany Hall machine. He went on to be elected as Governor of New York in 1928, and re-elected for a second term in 1930. While in that position, he instated several social programmes such as the New York State Emergency Relief Commission. In line with the importance of working with partners that Heifetz emphasises in his book, Leadership Without Easy Answers, Roosevelt worked closely with Frances Perkins and Harry Hopkins, particularly in the aspect of solving America’s economic problems during the period.Roosevelt also made the key statement that â€Å"progressive government by its very terms, must be a living and growing thing†, presenting governance as a conceptual space that could be explored and transformed, and once again relating to Heifetz’s â€Å"adaptive challenge†. When Roosevelt was elected President in 1932, the United States was struggling under the Great Depression, which began even while he was Governor and involved a stock market crash and soaring unemployment. It was on this backdrop that Roosevelt introduced the New Deal, a series of economic programmes to tackle the problems during this difficult period.Within his â€Å"First 100 Days†, he passed various programmes through Congress, setting up the Civilian Conservation Corps, the Tennessee Valley Authority, and the Emergency Banking Act among many others. Roosevelt made his mark on the history of American politics in this record number of bills passed during the initial months of his Presidency; since then, U. S. Presidents have been judged by what they achieve in their first hundred days. Roosevelt entered the Presidency with immense political capital due to the urgency of the economy’s state, and effectively capitalised on this to implement creative policies.In the â€Å"Second New Deal† (1935-1936), he went on to propose bolder and even more initiatives, such as the Works Progress Administration and the Social Security Act. The latter, in fact, set the foundation for the framework of the U. S. welfare system which exists till today. Roosevelt was willing to take risks; he implemented policies which involved significant government intervention at the expense of a budget deficit, even though he knew this would be unpopular. He was aware that leadership was not merely about appeasing the people, but required tough measures in response to the situation at times.Although his New Deal policies met criticism as being a haphazard collection of schemes, Roosevelt himself insisted that they were â€Å"the orderly component parts of a connected and logica l whole†. Either way, we must recognise that the economic climate at that time was extremely volatile, and in reacting spontaneously to unfolding events rather than strictly adhering to a set plan, Roosevelt was doing exactly what Heifetz describes of creative leaders – bringing adaptive work to the people, and mobilising it towards solutions. Roosevelt also found a novel way of addressing the people through a series of radio talks called â€Å"fireside chats†.Through these, he introduced and explained the policies to the people as they were being implemented. He knew that transparency was important, and even as he passed acts which allowed greater state intervention in the country’s social and economic affairs, he made clear to the people what he was intending to achieve with these initiatives. His policies were met with mixed reviews, but ultimately, most agree that this era was an important milestone in the progress of the U. S. political and economic s ystems. In 1940, Roosevelt became the first President to run for a third term, going against the unwritten rule of a two-term tradition.By this time, World War II had broken out. Roosevelt, as President, gave covert support to Britain and France in the form of arms provision despite officially stating neutrality. Eventually, while still remaining detached from actual military participation, he passed the Lend-Lease Act, essentially providing supplies to the other Allied nations at war. This was an innovative measure on Roosevelt’s part to support the Allied Powers against the Axis Powers without putting his own country in direct harm. Unfortunately, such a position can only remain temporarily, as the U. S. was clearly demonstrating its alliance.Unsurprisingly, the Japanese attacked Pearl Harbour on December 7, 1941, drawing the U. S. inescapably into the war. Not having fully recovered from its economic woes, being forced into combat was a heavy blow to the U. S.. Even in the throes of war, however, Roosevelt was successful in â€Å"externalising the conflict†, focusing on the Axis Powers as the enemy and keeping himself out of a position of blame. The situation also drove Roosevelt to establish the United Nations – originally the 26 countries opposing the Tripartite Pact represented by the â€Å"Declaration by United Nations†.Although not entirely a case of historical creativity, the coalition of governments across this large a number of nations was certainly a visionary initiative by Roosevelt. The UN has since grown into one of the most prominent international organisations. Roosevelt was definitely a man who saw purpose in his public service. Just before his death in 1945, he entered an unprecedented fourth term as President. His commitment was reflected in his continuous political presence and effort to evoke positive change in systems, even in times when support for him was low.Roosevelt incorporated wit when he was addressing the people, and maintained his dignity till the very end. Although it is impossible for all of his policies to have succeeded, especially considering the sheer multitude of new programmes and magnitude of fundamental change instigated during his time, Roosevelt did display fluency and flexibility – in that he generated a large number policies in a wide range of categories – as well as originality and the capacity for elaboration in his intricate plans. As one of the most influential figures in American history, Franklin D.Roosevelt definitely embodied the essence of a creative leader. ——————————————– [ 1 ]. â€Å"Groton School. † Theodore Roosevelt Center. Web. 27 Sept 2012. . [ 2 ]. Burns, James MacGregor. Roosevelt. Vol 1. New York: Easton Press, 1956. Print. [ 3 ]. â€Å"American President: Franklin Delano Roosevelt: Life Before the Presidency. † M iller Center. Web. 27 Sept 2012. . [ 4 ]. LaCerra, Charles. Franklin Delano Roosevelt and Tammany Hall of New York. Lanham, MD: University of America, 1997. Print. [ 5 ]. Heifetz, Ronald. Leadership Without Easy Answers.Cambridge, Mass: Belknap Press of Harvard University Press, 1994. [ 6 ]. Chen, Deborah. â€Å"The Embodiment of an Illness: Franklin Roosevelt's Public Representation of Polio. † Deliberations. (2001) Web. 26 Sep 2012. . [ 7 ]. Rose, David. â€Å"A History of the March of Dimes. † March of Dimes. 26 Aug. 2010. Web. 27 Sept 2012. . [ 8 ]. Pederson , William. A Companion to Franklin D. Roosevelt. Wiley-Blackwell, 2011. Web. [ 9 ]. Theinl, Kevin. America’s Great Depression and Franklin D. Roosevelt’s attempt to reorganize the market with his New Deal. GRIN Verlag, 2011.Web. [ 10 ]. Boden, Margaret A. â€Å"What Is Creativity. † Dimensions of Creativity. Cambridge, MA: MIT, 1996. Print. [ 11 ]. â€Å"The First Hundred Days. † US Government Info. Web. 27 Sept 2012. . [ 12 ]. â€Å"The New Deal. † 123HelpMe. com. 27 Sep 2012. . [ 13 ]. Burns, James MacGregor. Roosevelt. Vol 1. New York: Easton Press, 1956. Print. [ 14 ]. Heifetz, Ronald. Leadership Without Easy Answers. Cambridge, Mass: Belknap Press of Harvard University Press, 1994. [ 15 ]. Boden, Margaret A. â€Å"What Is Creativity. † Dimensions of Creativity. Cambridge, MA: MIT, 1996. Print.

The American Dream Essay - 799 Words

What is the American Dream? In America, numerous cultures and ethnic backgrounds are present. The American Dream is a subjective phrase, with different meanings for different people. The novels Into the Wild by Jon Krakauer, The Bean Trees by Barbara Kingsolver, and I Know Why the Caged Bird Sings by Maya Angelou, portray different definitions of the American Dream. In theory, the American Dream is the thought that through hard work, anyone can achieve their goals in this country. In Into the Wild by Jon Krakauer, a wilderness explorer named Chris McCandless went from being the son of wealthy parents, to a minimalist hitchhiker having the time of his life, to dead in an abandoned bus in the Alaskan Bush. Chris was a free spirit, who paid†¦show more content†¦Taylor also struggles with finding a job, working at a local fast food establishment, for a short time. However, she is unable to keep the job because she has nobody to watch her daughter, Turtle (49-52). Taylor also has trouble with finding a place to live. She lives at the Republic Hotel for a time (49), and interviews for another household with strange women (69-71). Taylor eventually becomes happy and achieves her American Dream; but for many like her, the American Dream is just a dream. The thought is that when hard work is done, goals are achieved, but this is an ideal and not reality for most. dreams do not always come true. In the haunting novel I Know Why the Caged Bird Sings, world renowned poet Maya Angelou told the story of her troubled childhood growing up as a black girl during the 1930’s. Abandoned by her parents and left with her grandmother in rural Arkansas, she quickly learned the meaning of the word â€Å"racism.† When she was eight, Maya was raped by her mother’s boyfriend. He told her not to mention this to anyone, but she confided in her brother, Bailey, and her molester was murdered (Angelou 78-86). Later, Maya worked for a white woman who never called her the correct name. This infuriated Maya, so she smashed the woman’s favorite china (107-110). Once, she visited a white dentist, but was turned away. The dentist said to Maya’s grandmother,â€Å"‘Annie, my policy is I’d rather stick my hand in a dog’sShow MoreRelatedEssay On The American Dream1004 Words   |  5 PagesThe American Dream: Is it Only a Dream? From the moment colonists stepped foot on American soil, freedom flowed through their skin. The new country would bring endless opprotunities to anyone who wished to pursue their dreams. Through years of effort, the United States was born and along with it a sense of equality and meaning. Today, America has much to stand for. Although times were rough along the way, the American dream is one of being free and having a voice. America has proven itself to beRead MoreAmerican Dream Essay3358 Words   |  14 PagesTHE AMERICAN DREAM THE AMERICAN DREAM Section #1 a. 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