Mockumentary Essays - Film Genres, English-language Films

Mockumentary Mockumentary: Questioning Reality and the Tenets of Documentary Film Itself A mock documentary is successful when it is able to combine both the appearance of historically accurate elements and present believable situations through a false lens, leading the audience to question the reality of what they are seeing. The genre of false documentary aims to present a convincing story through the use of credible documentary tactics to portray a fictional documentary. Every mock documentary depends on its viewers believing its premise. The illusion of believability is most often either confirmed or destroyed by the credits. Frequently the audience first learns the people on the screen were actors, and that they have fallen prey to the thick veil of believability that documentary films are so able to portray. To capture the audiences trust directors of mock documentary films apply many of the tactics and conventions Mock documentaries serve to leave the audience questioning the reality and believability of what they view in the theatre and at home. The mock document ary can be both real and fake, both shocking and humorous, both projected and actual. The origin of the mockumentary ranges back to the very beginning of film. The mock documentary as a genre owes a great deal to both fiction and nonfiction films. But, since a mockumentary adopts the formal behavior of a documentary it asserts a sense of believability. In the late twentieth century documentary films used an element of fakery to add to the plausibility of the footage. War scenes were also depicted by cardboard cutouts of boats and often staged in backyard lagoons. In Robert Flaherty's 1922 film, Nanook of the North, Eskimo life was supposed to be shown as it existed without influence. However, this film which was supposed to depict how Eskimos really lived was heavily shaped by Flaherty, and wound up being a documentary of how Eskimos lived when a camera was in their midst. These instances of falsity are the predecessors of the mockumentary genre, though they serve very different purposes. The false images in the early films were used to provide authenticity; fake scen es were used to include the action and events that the camera was unable to capture to add to the credibility of their footage. When the camera was unable to physically be there and obtain the actual footage, or when the film didn't turn out the way the documentarians wanted they would simply use false footage to make up for what was lost. The premise was if the audience was able to see even a re-enactment, they would be more apt to believe that it actually occurred. The goal of the mockumentary is not to enhance credibility but to explicitly question the believability of what the audience is viewing. While many of these early documentary films used fakery to add to the realism the directors were trying to portray, mock documentaries are set up to look as realistic as possible both to trick the audience, and also to challenge them to question what they accept as matter-of-fact. For as long as documentaries have existed they have embellished the truth and taken liberties with the documentary form to make the truth seem more believable. In the beginning of documentary film the audience was not ready to question what was real and what had been staged, film was new and people were not questioning the actuality of the events they were accepting as real. Erik Barnouw, author of Documentary: A History of the Non-Fiction Film, states that directors of mock documentaries start with a fictional event or person, and embellish the fiction to make it seem more believable or convincing. Often times the aim of mockumentaries is to satirize the documentary form. Still today, over a decade since the advent of film the relationship between images and truth remains blurred. As sited in Bill Nichols, Blurred Boundaries, reality television, programs like Cops and The Real World, today serve as further illustrations of biased documentary work. These reality television programs skew the perspective of the audience and manipulate the lens to blur reality. In Dirk Eitzen's When Is a Documentary? Documentary as a Mode of Perception, he concludes; All documentaries-whether they are deemed, in the end,

6-B3 Dropping a Product Line Essays

6-B3 Dropping a Product Line Essays 6-B3 Dropping a Product Line Essay 6-B3 Dropping a Product Line Essay 6-B3 Dropping a Product Line Hambley’s Toy Store is on Regent Street in London. It has a magic department near the main door. Suppose that management is considering dropping the magic department, which has consistently shown an operating loss. The predicted income statements, in thousands of pounds (? ), follow (for ease of analysis, only three product lines are shown): General Electronic Magic Total Merchandise Products Department Sales ? 6,000 ? 5,000 ? 400 ? 600 Variable expenses 4,090 3,500 200 390 Contribution margin ? 1,910 (32%) ? 1,500 (30%) ? 200 (50%) ? 210 (35%) Fixed expenses (compensation, depreciation, roperty taxes, insurance, etc. ) 1,110 750 50 310 Operating income (loss) ? 800 ? 750 ? 150 ? (100) The ? 310,000 of magic department fixed expenses include the compensation of employees of ? 100,000. These employees will be released if the magic department is abandoned. All of the magic department’s equipment is fully depreciated, so none of the ? 310,000 pertains to such items. Furthermore, disposal values of equipment will be exactly offset by the costs of removal and remodeling. If the magic department is dropped, the manager will use the vacated space for either more general merchandise or more electronic products. The expansion of general merchandise would not entail hiring any additional salaried help, but more electronic products would require an additional person at an annual cost of ? 25,000. The manager thinks that sales of general merchandise would increase by ? 300,000; electronic products, by ? 200,000. The manager’s modest predictions are partially based on the fact that she thinks the magic department has helped lure customers to the store and, thus, improved overall sales. If the magic department is closed, that lure would be gone. Should the magic department be closed? Explain, showing computations.

No Child Left Behind Act Research Paper Example | Topics and Well Written Essays - 250 words

No Child Left Behind Act - Research Paper Example The assessment of the basic skills of the students as well as national achievement standard is the highlight of the act. "No Child Left Behind (NCLB) emphasizes standardized testing to measure improvements in reading, math and the sciences. It consists of four general principles: teacher quality, student testing, scientifically based research and public school choice." (Background: No Child Left Behind). Therefore, the NCLB has been an essential step in elevating the performance of American schools and student with federal oversight and strict penalties for poor performance. The act sets standards by each individual state, rather than a national achievement standard and takes steps in improving the quality of education. According to the educational practitioners, the No Child Left Behind (NCLB) law has had a sweeping impact on U.S. public school classrooms. "It affects what students are taught, the tests they take, the training of their teachers and the way money is spent on educatio n." (What the No Child Left Behind Law Means for Your Child). In conclusion, the No Child Left Behind Law has been a fundamental development in the educational spectrum of the US and it aims at the overall improvement of the quality of education in the nation.

Progressive Era Essay Example | Topics and Well Written Essays - 500 words

Progressive Era - Essay Example Progressive reforms in states like Wisconsin, Washington and Idaho were becoming the order of the day from 1911 and some of these reforms are still used in nearly half of states in United States of America. Democracy was realized during the era since citizenry was given the mandate to circumvent political bosses and to rule directly. Ballot measure and referendums were also introduced to enable citizens take part in amendments of constitution as it is seen in 1902 by Oregon State and other states (Maureen 13). In 1908, voters were enabled to recall elected officials through state level establishment. Corruption was fully exposed at both the state and local level during the period through the journalists; muckrakers. National medium magazines were handy in exposure of corruption through the media just as journalists today use newspapers, magazines and novels to expose corruption in the world (Alan 25). Journalists could even be nicknamed for inadequate exposure of corruption thus given them a challenge in exposing corruption. This shows the seriousness at which corruption was avoided. Promotion of women’s suffrage was evidently seen in attempt to create pure female votes in the arena. During the period, reformation on social institutions such as churches and schools were carried out. For instance, ‘scientific’ sciences such as political science, economics and history were transformed in to social sciences. Modernization was fully embraced during the period since education, technology, expertise and science were given an upper hand (Alan 27). This led to great improvement in the society of upper industrial. It was also believed that human beings were able to change life’s condition and to improve the environment; human beings were able to intervene in social affairs. This led to roads and railways being reformed to aid efficiency in movement of people, goods and services from one location to the other. The family was

Legal-business auto accidents Term Paper Example | Topics and Well Written Essays - 1250 words

Legal-business auto accidents - Term Paper Example Honda Motor Company, â€Å"where the court ruled that the regulation foreclosed the filing of injury suits under the state law by the people contending that manufacturers had made the wrong choice† (Liptak). II. Facts of the Case: Petitioner, Alexis Geier, was driving a 1987 Honda Accord, which collided in a tree and caused the petitioner serious physical injuries, despite the fact that the shoulder and lap belts were fastened at the time the accident happened. The car was not also equipped with airbags. Petitioner, together with her parents, sued American Honda Motor Company, Inc. before the District of Columbia tort law, on the ground that Honda negligently was remiss in its obligation as a car manufacturer for failure to set an airbag at the driver’s side. The Court dismissed the case on the ground that it was the discretion of Honda to whether or not install an airbag in its car models. Hence, this ruling concluded that it was not mandatory for the automakers to ins tall a passenger-side airbag, and shall not be liable for a personal injury case based on such ground. The Court of Appeals reaffirmed the decision of the District Court which resulted to a dismissal of the case. Thus, an appeal to the Supreme Court was filed by the petitioners. ... s in conflict with the existing provisions of FMVS 208 Act, particularly on the express pre-emption provision Ruling: The Supreme Court ruled that: With regard to the first issue, the court held that the ordinary principles of pre-emption shall not apply in the case of the petitioners. The provision contained in the Act states that the federal safety standard does not relieve a person from any liability on the basis of the common law. Hence, the petitioners are not precluded from setting up a claim against American Honda. The language of the provision clause enacted by Congress does not prohibit common-law actions. The spirit of the law must be followed and not its literal meaning of the law. In case of doubt, the intention of the law must prevail over the strict context of the law. Thus, â€Å"express pre-emption provision that excludes common-law tort actions gives actual meaning to the saving clause’s literal language, while leaving adequate room for state tort law to oper ate† (Cornell). For the second issue, the Court held that ordinary pre-emption principles apply in the case of the petitioners. In its decision, the Court anchored its conclusion on the basis of â€Å"the express pre-emption and saving provisions when taken together, shall create a â€Å"special burden,† which a court must impose â€Å"on a party† who claims conflict pre-emption under those principles. A â€Å"special burden† would also promise practical difficulty by further complicating well-established pre-emption principles that already are difficult to apply† (Cornell). In one of the dissent of the justices, one justice commented that if the â€Å"special burden† would be made applicable in such a case, where the state law penalizes the requirement of the federal law which is an absolute

The Significance Of The English Language English Language Essay

The Significance Of The English Language English Language Essay English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles, especially reading styles are learned differently by students in globalization. More importantly, language learning styles are the core factors that help decide how the students learn a foreign language. In the article by (Rebecca, 2003), a foreign language is a language studied in an environment where it is not the major vehicle for every day communication and where input in the language is classified. In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. In second language teaching or learning situations for academic goals, especially in higher education in English universities which make far-reaching use of academic materials written in English, reading is vital. Surely, without reading proficiency, second language readers cannot achieve at levels they study. Consequently, successful reading in a second language is important. Also, professional in second language education should take into consideration with approaches which can develop the learners reading skills. Interactive approaches to reading are crucial for recognizing the complicated nature of reading, specifically when it happens in a second language and culture (Carrell, Devine Eskey, 2000). In the beginning of 1970s, researchers became aware that learning strategies, styles, and personal characteristics could have significant influence in language acquisition. Michael OMalley and Anna Chamot and their colleagues conducted a lot of learning strategies (reading, writing, speaking, listening, vocabulary, etc) and grouped them into three main categories. The first category was metacognitive strategy, which included organization, comprehension, and evaluation in gaining knowledge. The second category is cognitive strategy, which emphasized in learning assignments and its applications. The third one was socioaffective strategy, which focused on interpersonal interaction and social-mediating activity (Brown, 2000). In a globalized world, reading serves as a primary medium for information transmission and communication. Beneficially, reading improves cognitive capacity, sharpens critical thinking ability and enhances problem-solving skills, and it may even transform the development of individuals. Stanovich (1986) suggested that good readers will read more and read better while poor readers read less, and in turn obstruct further growth in reading ability. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. In the study by (Nguyen 2001), the learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, students hope to get handouts of summaries or lecture outlines. Furthermore, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so diff erent. As for the case of EFL Cambodian classrooms, Keuk (2009), found that most teachers use practical habitual teaching methods such as vocabulary translation from second language to first language. As a result, students are taught to remember chunks of English language with mainly focused on grammar and vocabulary. 1.2 Research Problems Without recognizing proper learning styles, particularly reading styles students seem not to achieve better results in their academic performance and their English proficiency seems to be slow. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning reading skills. In spite of the variety of academic courses which the EFL undergraduate students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the diverse learning styles and habits which are used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring working individually and personally to working in pairs or groups, and translating the words they do not know into their own lang uage while reading the text. Frequently, encountering new words in reading is common for learners, especially L2 learners. It may not obstruct the general understanding of the text, but if too many words are not known, then intellectual capacity might suffer a lot. Pedagogically, most of the lecturers practice traditional teaching method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. In a study by Nuttal (1982), students learning English seem to be slow due to the fact that they do not have opportunities to read a lot. Most of the class time is devoted to learning about the language, that is learning grammar and learning to read through translation. Students are taught in a traditional way. They approach their reading assignment by putting all their effort and concentration into the passages they read. They carefully read the passage word by word. When reading and encountering an unfamiliar word, they stop reading and look up the meaning of the word in a dictionary. This reading behavior not only slows down their reading speed, but also hinders their reading comprehension. 1.3 Objectives of Study This study aims specifically to identify the learning reading of EFL undergraduate students in Cambodia. An additional aim of the research is to explore the affects and the outcomes of undergraduate students in learning reading in English as a foreign language. 1.4 Research Questions This research aims to investigate the effective factors in learning reading skills in English as a foreign language. The following research questions can be formulated for the study. Are there any differences in learning reading among Cambodian undergraduates? Is there a correlation between learning styles and learning outcomes? 1.5 Significance of Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in reading in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning reading of EFL successful Cambodian undergraduates, which can be used as a model of learning reading in English. Third, this research will help to contribute to the usefulness of appropriate reading teaching and learning techniques in order to promote reading skills, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing second language reading and several strategies for reading comprehension based on Brown (2001). More importantly, the findings will help to develop the students capability of dealing with unknown words in their English vocabulary learning process, help to improve their reading c omprehension, and conduct more beneficial suggestions for both English teaching and English learning. 1.6 Definition of Terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) Extensive reading refers to the improving well habitual reading, increasing knowledge of vocabulary and structure, and motivating a connecting in reading (Richard Schmidt, 2002: 193-194). 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chapter one is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter two is literature review, which discusses on the problems and solutions of the study. Chapter three is methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter four is discussion and findings, presenting the findings related to the effective learning reading skills to make students learn effectively. Chapter five is conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. 1.8 Conceptual Framework Since English has become popular and international language for communicating, many learning styles are applied in a broader educational context in Cambodia. In Cambodian universities, students learning reading skills inside and outside the classroom are identified as follows: skimming and scanning, semantic mapping or clustering, previewing and predicting, strategies for reading comprehension, interactive reading model, three-part model of reading, extensive reading. Cambodian undergraduate students learning reading skills Skimming and Scanning Previewing and Predicting Strategies for Reading Comprehension Interactive Reading Model Three-part Model of Reading Extensive Reading Metacognitive Knowledge and Self Monitoring Teaching Second Language Reading Skills The Affects of Students Learning Styles and Learning Outcomes CHAPTER2 LITERATURE REVIEW Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defined reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.1 Reading Skills 2.1.1 Skimming and Scanning In their book More Reading Power, Mikulecky Jeferies (1996) stated that skimming and scanning are the two important strategies. Skimming is high-speed reading which can save students a lot of time. Students skim to get the broad idea or gist of a text or a book, the main topic, and some of the supporting ideas. Students should read the words which help them gain the sense of the passage. Also, teachers can train students to skim passages by giving those 30 seconds to look through a few pages of material, close their books and then tell you what they learned. More importantly, there are three effective strategies for skimming: (1) Read quickly as you can; (2) keeping in mind the reason for skimming; (3) be flexible while you are skimming the passage (pp.132-133). Scanning, however, is very high-speed reading. Students should have a question in their mind when they scan the text; they do not read every word, only the words which answer the question. Practicing scanning will help students learn to skip over insignificant words in order that they can read more rapidly. For example, teachers ask students to look for names, dates, to find a definition of a key concept or to list a certain number of supporting details. For academic English, scanning is absolutely essential. In general English, scanning is important in dealing with genres like schedules, manuals, forms, etc (pp.15-16). 2.1.2 Previewing and Predicting Mikulecky et.al (1996), students should make a difference before they read. They can get some ideas about what they are going to read. As a result, they will start to process the information faster as well as they will be able to catch the ideas of the writer better. Even though it takes two or three minutes to preview and predict, those minutes are well invested. Later, they will find that they save lots of time in reading and improve comprehension. Here are the hints for previewing and predicting about language text: (1) read the title of the passage; (2) decide what sort of the text it is; (3) look at the organization of the text; (4) read very fast the first line of each paragraph or sub-division; (5) notice repeated names, numbers, dates, and words; (6) read rapidly the very last few sentences in the last paragraph. 2.1.3 Strategies for Reading Comprehension Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to improve reading comprehension and conquer comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. In an article by Youngmee Suh (2005), one of the helpful strategies for reading comprehension is to be aware of the purpose in reading. Teachers should direct students how to get information through reading, to follow directions to do a task, for pleasure, to get in touch with friends and classmates, to know what is happening around the world, to discover out when and where things are, and for being interested about a topic. Furthermore, clear recognition of the intention in reading something is necessary for effective reading. Doing this, we know what we are finding out and we are not disturbed by other information. Consequently, it is compulsory for English reading lecturers to make sure students know their purpose in reading something. 2.1.4 Interactive reading model Whilst a reader constantly moves from a top-down approach to guess feasible meaning to bottom-up approach to prove all the details in interactive reading, interactive-compensatory model. Based on the study by Stanovich(1986), any stage functions interactively with any other stage. Readers are thought to increase the reading processes efficiently. In this model, less-automatic processes cooperate recurrently, and automatic processes activate independently. Therefore, reading difficulties are overcome by both interaction and compensation. According to Youngmee Shu (2005) stated that the reader brings information, knowledge, emotion, experience, and culture to the text. There are two types of schemata, content schemata and formal schemata. Content schemata include our knowledge about people, the world, culture, and the universe, however, formal schemata include knowledge about discourse structure such as illustration, cause-effect, or comparison are broadly studied because reading comprehension is a subject of developing proper, proficient comprehension strategies. Some of the strategies are associated with bottom-up processes and others with the top-down processes, each of which can be practically applied to classroom techniques 2.1.5 Three-part Model of Reading According to Song et.al (1999), there is a positive relationship between reading strategies and successful reading. Moreover, a reading class should be planned focusing on three-part model of reading with interactive activities. Lecturers should present different techniques to teach effectively reading in three various levels of reading, pre-reading, while- reading, and post-reading. Based on Youngmee Shu (2005) identified that In pre-reading level, schema of the text should be activated. Teachers often introduce a topic and ask questions about the text. Students skim the text for an overview of main ideas. Students tune in to the context and topic of the text and consider how the while-reading activity will be done. While-reading is for purposeful reading. Students work on certain facts or rhetorical devices to have a sense of purpose for reading 2.1.6 Extensive Reading In their book Extensive Reading in the Second Language classroom, Day and Bamford (1998) state the following characteristics for the Extensive Approach: reading as much as possible, book after book, where the meaning is the focus, students select their own readings, students cover a variety of materials and topics, students read for pleasure, information and general understanding, reading is its own reward, reading materials are within the range of the students linguistic competence, reading is individual and silent, reading speed is usually fast, reading teachers are guides and facilitators, and teachers are role models of a reader for students. This approach can be very beneficial and rewarding to student readers. Day and Bamford mention the following benefits: developing good reading habits, encouraging a liking for reading, developing structure and vocabulary, increasing general second language competence, developing automaticity, enhancing background knowledge, improving compreh ension skills, and promoting confidence and motivation. In an article by Ming-yueh Shen (2008), reading extensively is to expose students to a great amount of reading materials, enhance students reading fluency, and develop a good reading habit. 2.1.7 Metacognitive knowledge Metacognitive knowledge and self monitoring are the significant elements of fluent reading skills. Knowledge about cognition including knowledge about language, relating to identifying patterns of structure and organization, and using appropriate strategies to achieve specific goals (e.g., comprehending texts, remembering information). Connected with reading this will consist of recognizing the vital information in a text; adjusting reading rate; using context to deal with a misunderstood part; skimming portions of the text; previewing headings; pictures, and summaries; using search strategies for finding specific information; formulating questions about the information; using a dictionary; using word formation and affix information to guess word meanings; taking notes; underlining; and summarizing information. Monitoring of cognition regarding to recognizing problems with information presented in the texts or incapacity to accomplish expected aims. In addition, the ability to use me tacognitive skills successfully is broadly recognized as a critical component of reading skills. The Affects of Studentslearning Styles and Learning Outcomes Since the learning of students is likely to accomplish the better outcomes, there are some effective learning styles and strategies are applied to students learning. As stated by Youngmee shu (2005): Bottom-up models are based on text- or data-driven operations. In bottom-up processing, the letters, words and language features in the text are decoded while reading, and through this process, readers understand intensive and local meaning of the text. The reader is considered as a scientist with a magnifying glass examining the details. On the other hand, top-down models are based on meaning- or conceptually-driven operations. The reader is compared as a person with an eagles eye view of a landscape below. Schema (prior) knowledge for prediction is an important operation for a reader to understand and infer the meaning of the text. More recent research on teaching reading has shown that a combination of top-down and bottom-up processing called interactive reading is important. The interactive model suggests that the reader constructs meaning by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any o ne set order. The reader simultaneously uses all levels of processing even though one source of meaning can be primary at a given time. CHAPTER3 METHODOLOGY 3.1Research design Unlike the qualitative approaches, quantitative research is conducted to test the theory of natural setting (Fraenkel Wallen, 2000). Since the intent of this study significantly is to identify the differences of learning reading skills of Cambodian undergraduate students, the researcher will use a cross-sectional survey research. The researcher will explore the learning reading styles of EFL Cambodian undergraduate students. 3.2 Participants The target population in this study will be students in three private universities in Phnom Penh, Cambodia. The simple random sampling will be employed in order to obtain information. The participants will be selected through the help of table of random numbers. The sample consists of 100 students, who are studying English Literature in those universities. Also, the researcher will choose 40 female and 60 male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Research instruments With the purpose of getting trustworthy information, the researcher will use written questionnaire and structured interview to obtain data from participants. The questionnaire will consist of 2 parts. In part 1, there are 42 Likert Scale items. The students will be asked to provide their responses about learning reading both inside and outside classroom. As for part 2, there are four open-ended questions, which a researcher will use to ask them to provide their answers based on their ideas. To ensure content validity, the researcher discussed the problem with the English language teachers who have had experience in teaching English. Reading test will be used to measure to outcomes of the students and questionnaire contains the common learning reading skill of students. Apart from this, interview will be utilized to get information about perception of students on a variety of students learning style. 3.4 Data collection The pilot test will be distributed to participants before conducting interview. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects interview will take 30 minutes and occur in the universities or outside the universities. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. The researcher might ask different participants to answer the questions based on their preferences. The students will be asked to provide their responses about the learning reading of EFL Cambodian undergraduate students based on their ideas. 3.5 Data analysis After collecting data from the field setting, the researcher will identify any information about the number of members of participants who will not return the survey or response in any questions in order to prevent any respondent bias. The data will be carefully analyzed through SPSS in an attempt to explore scores, percentages and means of students reading skills. The scores of students will be converted into mean in order to compare students with students who use different styles of learning and their learning outcomes. 3.6 Ethical consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of research This study is guided with the following limitations, which affect the generality of the finding. First, the study focuses three universities English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in three private universities, in which 100 students will be selected randomly. Third, since this study will mainly explore only important learning reading, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning reading of Cambodian undergraduate students in three universities in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.

Responses to Human Crises Revealed in The Rite by Hiroko Takenishi Essa

Responses to Human Crises Revealed in The Rite In the short story "The Rite," Hiroko Takenishi tells of some of the horrors that took place during and after the bombing of Hiroshima. This story was a creative response to the actual devastation Hiroko witnessed. She may have chosen to write this story as fiction rather than an autobiography in order to distance herself from the pain. This work may have served as a form of therapy, by allowing her to express her feelings without becoming personal. She could accomplish this by attributing her own feelings and thoughts to Aki, the narrator of this story. The crises to which this work responds was the total annihilation of Hiroshima and the aftershock experienced by those left behind. Those who witnessed this devastation were left to make sense of it, and then attempt to carry on with their lives. Aki had temporarily managed to go on with her life until she went to visit her friend Tomiko. At her friends house she saw "two small jars"that contained "fetuses that had been miscarried"( Takenishi 1895), most likely an after affect of being exposed to the bomb. The sight of these fetuses must have stirred some deeply buried feelings, because shortly afterwards, Aki started to have very disturbing flashbacks and dreams of the devastating event that took place during her childhood. Through these dreams and flashbacks it becomes apparent that Aki is unable to acquire any closure regarding this horrible event. This feeling of deficiency could be, in part, attributed to her feeling that there was a shameful lack of consideration shown for the "rites" owed to those who died. In her eyes they were never properly laid to rest; Therefore they" will not rest in peace" (Takenishi 18... ...in it brought with it ( Takenishi 1907). She felt these memories held a lot of value, and it was important to hold onto them. As she said " someone who can just casually wipe out the memory of his own history will not be fit ... to play the role of the great hero" (Takenishi 1907). I believe she wants to preserve these memories out of respect for those who died, and possibly, as a contribution to their rite. Hiroko Takenishi used the framework of a fictional story to tell of a real life tragedy. As mentioned before, this may have been done to create distance from the writer and her painful memories. This story was a creative and interesting way of allowing others to experience the devastation felt by those who lived through this crises. At the same time it makes clear the suffering and injustice that was inflicted on innocent lives, and the senseless evils of war. Responses to Human Crises Revealed in The Rite by Hiroko Takenishi Essa Responses to Human Crises Revealed in The Rite In the short story "The Rite," Hiroko Takenishi tells of some of the horrors that took place during and after the bombing of Hiroshima. This story was a creative response to the actual devastation Hiroko witnessed. She may have chosen to write this story as fiction rather than an autobiography in order to distance herself from the pain. This work may have served as a form of therapy, by allowing her to express her feelings without becoming personal. She could accomplish this by attributing her own feelings and thoughts to Aki, the narrator of this story. The crises to which this work responds was the total annihilation of Hiroshima and the aftershock experienced by those left behind. Those who witnessed this devastation were left to make sense of it, and then attempt to carry on with their lives. Aki had temporarily managed to go on with her life until she went to visit her friend Tomiko. At her friends house she saw "two small jars"that contained "fetuses that had been miscarried"( Takenishi 1895), most likely an after affect of being exposed to the bomb. The sight of these fetuses must have stirred some deeply buried feelings, because shortly afterwards, Aki started to have very disturbing flashbacks and dreams of the devastating event that took place during her childhood. Through these dreams and flashbacks it becomes apparent that Aki is unable to acquire any closure regarding this horrible event. This feeling of deficiency could be, in part, attributed to her feeling that there was a shameful lack of consideration shown for the "rites" owed to those who died. In her eyes they were never properly laid to rest; Therefore they" will not rest in peace" (Takenishi 18... ...in it brought with it ( Takenishi 1907). She felt these memories held a lot of value, and it was important to hold onto them. As she said " someone who can just casually wipe out the memory of his own history will not be fit ... to play the role of the great hero" (Takenishi 1907). I believe she wants to preserve these memories out of respect for those who died, and possibly, as a contribution to their rite. Hiroko Takenishi used the framework of a fictional story to tell of a real life tragedy. As mentioned before, this may have been done to create distance from the writer and her painful memories. This story was a creative and interesting way of allowing others to experience the devastation felt by those who lived through this crises. At the same time it makes clear the suffering and injustice that was inflicted on innocent lives, and the senseless evils of war.

Stalins And His Cult Of Personality History Essay

Stalin was an expert at reading and taking advantage of the given fortunes. After Lenin ‘s decease he rapidly formed a cult of personality around him. After Lenin ‘s worship had reached pathetic highs, Stalin began the procedure of making a cult of personality around himself while parallely feeding off Lenin ‘s cult and showing himself as Lenins natural Born replacement. During the 1930s began the procedure of Stalinisation. Stalin began societal reforms harmonizing to how he saw tantrum. The Cultural Revolution was an illustration of what he deemed to be against socialist values. By assailing bourgeois civilization he removed all facets of non-socialist elements of society and led the manner to a socialist Utopia. Furthermore he projected an absolute image of himself by propaganda through the humanistic disciplines, music, movie and literature. Propaganda manifested in several different ways. Stalin projected himself as the visible radiation of the people through: postings, pictures, sculptures, literature, music, movie. Other signifiers of propaganda included absolute control of the mass media, by which he censored any failures under the Soviet brotherhood every bit good as foregrounding his successes as a human and a leader. Stalin ‘s cult of personality extended to the young person sector of society as good. He understood the importance of brainwashing the young person from an early age so as to transfuse the absolute impression of socialism in them. By rewriting text editions and history itself, he asserted himself as a epic figure, one of the likes of Peter the Great. Despite his ruthless attempts to make this cult of personality, to be viewed as God by everyone, he was non wholly successful maintaining in head that until his decease, there were resistance groups bearing a lasting hatred for the government and Stalin himself.IntroductionStalin was one of many dictators to hold created a cult of personality in his several government, in this instance the Soviet Union. The â€Å" cult of personality † is a term used when a state ‘s leader ( such as the one in inquiry ) efficaciously uses propaganda, through which pull stringsing mass media to advance an absolute and supreme image of himself. As General Secretary and leader of Russia ‘s communist party, he was able to lift up in the Black Marias and heads of his people and be looked at in the same visible radiation as God. A cult of personality may besides be described as general hero worship. There were four indispensable factors that gave birth to Stalin ‘s personality cult. First, holding full control of the media, such as any broadcast medium webs and newspapers, he censored any ill-natured sentiments aimed at him. Stalin was really efficient in utilizing propaganda. There was an copiousness of postings and statues lauding him with uninterrupted congratulations. The principal of â€Å" word of oral cavity † , female parents taught their kids that Stalin was ‘the wisest adult male of the age ‘ . Finally, Stalin showed the range of his power by redacting exposure and rewriting history books so as to picture him as the hero of the Revolution. He besides obliterated purged names such as Trotsky. Stalin ‘s cult of personality was created mostly through the usage of propaganda. Propaganda aimed at supplying a better clasp on power. Furthermore, it was implemented to set up his personal absolutism. To bolster and spread out the range of Soviet power. To take enemies. To command the people, create a feeling of brotherhood every bit good as commanding any information sing the events of the war and the forepart. Propaganda was spread through art, literature, movies, intelligence, instruction and young person groups. Through this cult of personality Stalin was able to govern his personal absolutism unopposed and undisputed. If this â€Å" cult † was non plenty in acquiring people to follow him, the fright ( otherwise known as â€Å" the Terror † ) he struck in them was. Throughout his regulation any evident resistance was dealt with through a series of purgings, and anyone who opposed Stalin straight was killed. Although in many eyes he was seen as a God, there were certain people who were brave adequate to show their malcontent, including several authors, poets, painters and certain belowground organisations. One would believe that even after his decease Stalin would still be thought of as a hero. However in 1956 at the 20th Party Congress, Khrushchev made a study in which he denounced Stalin ‘s government and knock his cult of personality. This unfavorable judgment in itself was portion of the procedure of destalinization.1. Propaganda and the CultStalin was the political donee and one who emerged as a political christ out of the 19th century. His power-seeking attitude was depicted and interpreted as the Jesus of the people and one who understood and redeemed their sorrow and agony. Without this fertile a agricultural dirt of post-revolutionary Russia, the cult environing him would ne'er hold grown so huge[ 1 ]. All cults of personality are for the larger portion fiction. An overdone image of Stalin had to be created and was brought away. This is n't to state that without his cult he would be a nonexistence. As shown during the period of his rise to power, Stalin possessed personal and political properties separate from the cult. As Richard Overy argues, the job Stalin faced was that he was non a sovereign, or a talented military commanding officer. Stalin was cognizant that whatever will and power he projected by himself would non do, and that his claim to supreme and entire power would be achieved by unnaturally imitating a sense of authorization.[ 2 ] Furthermore, Overy speculates that the glorious being that Stalin presented, was nil like the adult male himself. He states that Stalin consulted members of the Moscow State Theater for lessons refering his dictatorial image. Rede given to him included, speaking easy, be a larger image than him and life itself, and utilizing his pipe as an image foil.[ 3 ] 1.1 Purpose of Propaganda The Soviet Government utilized all available resources and a broad scope of agencies in the effort to pull strings public sentiment in its favor. Propaganda was carefully designed to act upon positions and public judgement. Through several schemes, the Soviet Government was able to beef up the coveted belief of the accomplishments of socialism and the illustriousness of itself. The gradual development of a cult of personality was cogent evidence in itself that propaganda was used to function the demands of the Soviet leading and non those of socialism. As western historiographers argue, any support for Stalin was the consequence of extreme usage of propaganda. The usage of propaganda was exceptionally favourable in dissembling the failures of the Five-Year Plans and advancing the successes of the authorities. Lenin ‘s and Stalin ‘s Cult During the period of the 1920s through the 1930s the Soviet Government created two cults of personality. One around Lenin and subsequently on around Stalin. Lenin was strongly against the thought of epic worship every bit good as the embalming of the dead[ 4 ]. Be this as it may, Stalin was gifted in taking advantage of the given fortunes. Equally shortly as Lenin died, Stalin saw to it that he was worshiped as the hero of communism. Lenin appeared in newspapers and statues were built in his award. His image and ideals were used to drive the population towards copying his commitment to communism. The most revealing illustration of Lenin ‘s usage for political intents, was his embalming for show in the mausoleum in Red Square. Furthermore, Petrograd was renamed Leningrad in 1924. At the clip of his decease there was a moving ridge of support from which the Soviet authorities was able to construct on, as seen by the waiting lines constructing up to see his embalmed organic structure. This cult was really fruitful for Stalin who continuously projected himself as Lenin ‘s natural replacement.[ 5 ] The 2nd cult of personality that emerged was that of Stalin ‘s. In 1923, a town once known as Tsaritsyn was renamed Stalingrad. Following Lenin ‘s decease, slogan phrases such as, â€Å" Stalin is the Lenin of today † , put in circulation by Barbusse, became widely popular within the rank and file members of the party[ 6 ]. Stalin ne'er let travel of the bond he had created to bind himself and Lenin ‘s bequest, which he used to shelter himself from unfavorable judgment[ 7 ]. Stalin fed on the cult of personality he developed around Lenin which he finally devoured by the terminal of the 1930s. The cult go arounding around Stalin had become more apparent and after the Second World War this cult had risen to pathetic highs.The Cultural RevolutionAfter 1924, the authorities had realised the the significance of popular civilization and in the period of 1928-32 the authorities made a more co-ordinated effort in utilizing civilization for its ain benefit known as th e Cultural Revolution. Stalin used popular civilization non merely to help the publicity of his image but besides to transfuse socialist values and his policies within people. Stalin used civilization to convey forth his cult of personality, it was apparent that popular civilization was used as tool of the party instead functioning the demands of socialism. The purposes of the Cultural Revolution were to take any kind of art signifiers directed to an sole, higher category audience, normally know as the â€Å" Bourgeois civilization † . To show a positive image of the success of the Soviet Union and besides to back up authorities policy. By the terminal of the 1930s it was used to unite the Russian people at the face of menace of war.[ 8 ] The Cultural Revolution aimed to purge all facets of bourgeois civilization. The authorities made usage of immature Communists who were encouraged to assail bourgeois civilization. Performances were disrupted by whistling and shouting. In literature, an administration known as the Russian Association of Proletarian Writers ( RAPP ) was formed whose intent was to oversee all publications of books and do certain that they were written the â€Å" right manner † . This is to state that they promoted the values of socialism through their authorship. The RAPP favored the Hagiographas that stressed and highlighted the accomplishments of workers and husbandmans. This attitude was subsequently labeled as the â€Å" the cult of the small adult male † .[ 9 ]Stalin recognised the importance of authors naming them â€Å" the applied scientists of human psyches † , and this organic structure was to organize all authors in the effort to convey forth socialist pragmatism.[ 10 ]T he Cultural Revolution besides aimed at advancing a perceptual experience of what socialist policy should be like. This led to the manifestation of a construct known as â€Å" airy Utopianism † , which was instead separate from realistic political relations. These visionaries enforced thoughts of future socialism in their plants. Music suffered every bit good from turning force per unit area. In 1935 after watching a public presentation of Shostakovich ‘s opera Lady Macbeth of Mtensk, Stalin was in a province of daze. His offense ballad in the sleeping room scene where trombones were used to underscore what was go oning. It was common cognition after that if one wished to maintain working in the country of the humanistic disciplines, it was in their best involvements to lodge with well-worn subjects than experiment. A similar oraganisation to that of the RAPP was formed refering the music industry. Stalin had formed this administration instill Soviet values within music, to advance his image ( which was done by including Stalin ‘s name in the national anthem ) and to filtrate out any hints of businessperson every bit good as western elements. The Proletarian Musicians called western popular music â€Å" the vocal and dance of the period of the calamity of capitalist economy † , the fox-trot â€Å" the dance of slaves and the tango â€Å" the music of impotents † . The typical political orientation and attitude of proletarian composers was, differentiation of vocal over instrumental music, simple data format, clear harmoniousness and a basic hate of Western political orientation and importance of communism. Stalin condemned all signifiers of music, be it gypsy wind or classical. For Stalin â€Å" foreign † or broad signifiers of music was the tuneful equivalent of sabotage. In 1929, Stalin banned any private sheet music publication, every bit good as censoring itinerant music on the wireless. To foster the purgings on music, in 1928 the author Maxim Gorky related wind to subjects of homosexualism, drugs and businessperson erotism. On the other manus nevertheless, proletarian instrumentalists were non able to make desirable replacements. They were hapless composers of lowly endowment. Their music was stale with a march-like beat. In 1932, the Russian Asso ciation of Proletarian Musicians was abolished and Stalin suggested an emotional turbulence. As a consequence, all signifiers of music were re-introduced.[ 11 ] Art was manipulated merely every bit good in the effort to project the ideal vision of life under the Five-year Plans. The thought behind Socialistic Realism concluded in the abolition of abstract art as postings. Stalin issued pictures and sculptures of provincials and industrial workers collaborating for the benefit of socialism and being rewarded for their attempts and work. Stalin continued to absorb Lenin ‘s cult by constructing huge statues next to those of Lenin. During the 1930s due to Stalin ‘s signifier of subject through legion purgings, people had fallen out of favor. In order to re-assert himself as the visible radiation in their eyes, pictures and exposures were re-edited so as to portray Stalin as Lenin ‘s closest comrade. Stalin besides used this method of re-editing art to extinguish resistance and personal challengers. Trotsky for illustration was cut out from images sitting beside Lenin and replaced with Stalin. This column behavior was evident ev en in group exposures, as one of 15 people could hold been reduced to seven.[ 12 ]By the terminal of the 1930s the humanistic disciplines were used to reenforce socialist values and Stalin ‘s cult. All signifiers of art were used to foreground his qualities and praise his really being. Stalin was portrayed as the hero of the civil war and the Jesus of the revolution. Protecting the party from Leftist and Rightist onslaughts. Artists painted Stalin as the â€Å" large hero † or Vozhd ( the foreman ) .[ 13 ]3. Different Forms of PropagandaOther signifiers of propaganda included pull stringsing mass media coverage, set uping young person administrations and brainwashing kids from an early age through instruction so as to raise them with socialist values instilled within them. 3.1 Media The authorities ‘s influence ranged every bit far as the mass media including newspapers and the wireless. Pravda and Izvestiya were newspapers with a infinitesimal measure of existent information every bit good as a limited aggregation of expressed positions and sentiments. Pravda was the chief day-to-day newspaper of the USSR and the Communist Party ‘s official newspaper. Izvestiya was a national owned and popular day-to-day newspaper. These documents were most likely to describe on economic accomplishments, citing statistics to underscore the spheres of success every bit good as publication demands for harder labor. The imperativeness had fallen into the custodies of the authorities merely to be used for censoring and for propaganda intents.[ 14 ] The use of mass media for propaganda became more dominant in 1941 when war was unleashed between the Soviet Union and Nazi Germany. At the clip, this war was known as the â€Å" Patriotic † War. A batch of accent prevarications in the word â€Å" loyal † . This was intentionally published by newspapers under Stalin ‘s orders so as to make a feeling of integrity, comrades contending against the enemy. During this period of war old ages, Stalin used these resources to distribute the thought and to remind the people that, â€Å" Stalin will take Russia to triumph † and that by following his orders they could get the better of all adversities as good vouching a comfortable hereafter.[ 15 ]In the spirit of supporting the fatherland and back uping fellow companions at the forepart, Pravda stated in an column, â€Å" ‘Art in the Service of the Red Army ‘ : Let dramatists, composers, poets, novelists and creative persons glorify the epic consequence of the Red Army and the full Soviet people, because, in these yearss of the Patriotic War, their work for the Red Army will assist convey close our triumph over the enemy. Let them animate the people and out Red Army to go on the grim battle against the enemy, so that our warriors should travel into conflict with a menacing and cheerful vocal, boy that from every image, from every frame in a movie, from every page in a newspaper the creative person, the poet, the author should fire a well-aimed shooting at the enemy. † Furthermore, Stalin used the mass media to command information being sent in and out. This is to state that he performed day-to-day reviews of newspaper articles so as to wipe out any ill-natured sentiments directed towards him. During war-time old ages, he ordered everyone to manus in their ain wirelesss in exchange for authorities issue. This was a safeguard taken by Stalin, to vouch their ignorance and his wellbeing. He could non afford the population having information from foreign beginnings like the BBC or any German broadcast medium webs. As stated antecedently, he masked the failures of the Five-Year Plans, and holding full control of the media, he merely reported of the successes, if any. As a consequence, general perceptual experience of socialism was reinforced every bit good as his position as a strategically smart commanding officer and a valorous leader.[ 16 ] Alternatively of following the profit-maximizing attitude of supplying what the spectator wants, in the Soviet Union the media existed in conformity to the dominant political orientation of the Communist Party. The impression of Social Realism extended into the mass media supplying firm support for the current political line. Suppressing contrasting political sentiments, every bit good as portraying the worst possible life style under capitalist economy. Varied sentiments refering the USSR, every bit good as societal insufficiencies in the Soviet brotherhood were purely out subjects. Through the mass media, Stalin created a black-and-white universe. Anything communist or Soviet related was favourable, a positive facet of life, and anything capitalistic imperialistic or American related was bad.[ 17 ] 3.2 Youth Organisations and Education. Stalin recognised the importance of determining the heads of the immature from an early age. The agencies used to this terminal were certain youth administrations established and controlled under the Communist Party and the instruction system. The two chief young person administrations were the Pioneers, for persons under the age of 14 and Komsomol for the age scope from 14 to 28. Komsomol played a important function during the period of the Cultural Revolution. Komsomol members were ordered to assail all elements of bourgeois civilization and category enemies. Komsomol ‘s success is demonstrated by its figures. In 1929 there were 2.3 million members making the tallness of 10.2 million members in 1940.[ 18 ] Komsomol provided immature Communists a intent. The Cultural Revolution was seen as a more effectual measure towards the creative activity of the socialist Utopia that many of these immature Communists lived up to. One facet of society that was influenced by the invasion of Komsomol was that of instruction. As a consequence of the onslaughts on bourgeois civilization, many instructors were removed from their instruction places every bit good as the prostration of educational establishments. Komsomol ‘s actions were acquiring out of manus, so the authorities was forced to reconstruct order. Discipline and a stricter course of study were established under The Educational Law of 1935. Stalin noticed that the Cultural Revolution had led to the break and debasement of the educational system. From 1935, a series of steps were set away designed to enforce stableness. Lone authorities approved text editions were allowed and formal scrutinies were reintroduced. In order to fire his excellence into their heads, Stalin introduced the instruction of communist political orientation. Stalin rewrote chapters in some text editions himself, rewriting history to portray himself as the hero of the Revolution, and associating himself with historical icons like Peter the Great.[ 19 ]DecisionStalin ‘s hunt for power was absolute. His methods to accomplish it were ruthless. There is a distinct connexion between method and consequence in his policies and behavior. Stalin was both merciless in his chase for power and efficient in his usage of it. Stalin was successful in making a cult of personality, determining what the people thought of him and finally achieving a god-like posi tion. He created a totalitarian province, more effectual than that of his contemporaries- Hitler and Mussolini. Stalin promoted his personal qualities through entire control of internal developments and working all available chances, such as the naivete of the population every bit good as sharing Lenin ‘s popularity. He reached the top by immediately extinguishing any evident challengers and resistances through purgings. He changed the people ‘s cultural, societal and political political orientations with those of his ain. By presenting the Cultural Revolution and the Great Terror, Stalin granted himself an absolute degree of control as the exclusive supplier of cognition, and as the supreme illustration of what people should draw a bead on to be. Nevertheless non all sectors of the population were willing to accept Stalin taking them blindly down the way of his choosing. Certain sectors of the rural population expressed their ill will to the government. They harbored a lasting hatred for the authorities after holding endured the horrors of the collectivization procedure, whose failure was neatly masked by Stalin ‘s propaganda. Although Stalin ‘s god-like power was thought to be unflawed and far-reaching, that did non halt sub-cultures and revolutionary groups from shooting. The bead of government-controlled music limitations issued at the terminal of the 1930s was cogent evidence of the fact that Stalin ‘s power was non absolute and could non command all facets of society. Although f or the most portion of the population he was seen as the brightest visible radiation, certain members of the population were non drawn in by his sweet-talk and illusory actions. Underground street packs and the gulag showed their opposition by developing their ain gags and vocals.

Free Essays on Dying to have a Family

Summary of Nancy Gibbs’s â€Å"Dying to have a Family† In â€Å"Dying to Have a Family,† Nancy Gibbs explains her view on genetic screening for early-onset Alzheimer’s disease in unborn children. For readers of Time magazine, Gibbs debates if it is just to â€Å"tinker† with the genetics of unborn children in hopes for saving them from the traumatic decline of the brain by their late 40’s. Gibbs also bring up the question if it would be humane to bring a child into the world knowing they aren’t going to be around to see their child grow old. Gibbs view is that it is a persons right to bring another person into the world, and any mother would want their child to live a long and healthy life. If we continue to alter our genetics, what are the limits? The news of a child born with immunity to early-onset Alzheimer’s disease sparked this debate on genetic screening. â€Å"By prescreening her eggs for the defective gene, doctors were able to insert only healthy embryos during in-vitro fertilization†. Gibbs explains that now specialists can prevent a child from a deadly disease, but tomorrow will it be screening embryos for baldness or tone deafness? This is an ever-controversial debate that is based more on ethics than science. Gibbs believes that having a child is one of life’s greatest experiences, but wonders if is it humane to bring a child into the world if the mother isn’t going to be there because she will die at an early age. †Does a shortened life expectancy make a woman more unfit for motherhood?† This is a tough question that needs to be compared to when Saul Bellow was celebrated when he became a father at the age of 84. When children are adopted, there are rules and regulations to become parents, but there aren’t any rules for those who are making the babies. Gibbs stresses that a mother would give anything for the opportunity to bring a healthy baby into the world. The solution to the problem is u... Free Essays on Dying to have a Family Free Essays on Dying to have a Family Summary of Nancy Gibbs’s â€Å"Dying to have a Family† In â€Å"Dying to Have a Family,† Nancy Gibbs explains her view on genetic screening for early-onset Alzheimer’s disease in unborn children. For readers of Time magazine, Gibbs debates if it is just to â€Å"tinker† with the genetics of unborn children in hopes for saving them from the traumatic decline of the brain by their late 40’s. Gibbs also bring up the question if it would be humane to bring a child into the world knowing they aren’t going to be around to see their child grow old. Gibbs view is that it is a persons right to bring another person into the world, and any mother would want their child to live a long and healthy life. If we continue to alter our genetics, what are the limits? The news of a child born with immunity to early-onset Alzheimer’s disease sparked this debate on genetic screening. â€Å"By prescreening her eggs for the defective gene, doctors were able to insert only healthy embryos during in-vitro fertilization†. Gibbs explains that now specialists can prevent a child from a deadly disease, but tomorrow will it be screening embryos for baldness or tone deafness? This is an ever-controversial debate that is based more on ethics than science. Gibbs believes that having a child is one of life’s greatest experiences, but wonders if is it humane to bring a child into the world if the mother isn’t going to be there because she will die at an early age. †Does a shortened life expectancy make a woman more unfit for motherhood?† This is a tough question that needs to be compared to when Saul Bellow was celebrated when he became a father at the age of 84. When children are adopted, there are rules and regulations to become parents, but there aren’t any rules for those who are making the babies. Gibbs stresses that a mother would give anything for the opportunity to bring a healthy baby into the world. The solution to the problem is u...

Advantages of large-corporation Essay Example

Advantages of large Advantages of large-corporation Essay Advantages of large-corporation Essay As the world has become more globalized, more Americans work for multinational organizations. Working for a global company provides some advantages to you relative to working for a domestic business, but it may also lead to some challenges. While each global company is different, it helps to weigh the pros and cons of a global culture before accepting a Job with a multinational enterprise. Career Opportunities Working for a larger company offers more Job opportunities. But a multinational ompany provides access to Jobs around the world, in many cases. A marketing professional may have the opportunity to transfer to positions in Europe, Asia or other locations where the company has offices. Certain Jobs are also available in an MNE that dont exist in domestic companies. Translators, international sales representatives and foreign division management positions are examples. Diversity Naturally, the level of appreciation you have for diversity impacts whether you view a diverse workforce as a plus or minus. But multinational environments typically give you a broader experience working with people from different racial and ethnic backgrounds, especially if you travel or work with colleagues in different parts of the world. You get a chance to learn different cultures and different perspectives as you experience diversity over time. Organizational Culture Obstacles Organizational culture includes the shared norms and values in a company that impact the overall morale of the workforce. While global companies can certainly ave a positive culture, building shared values becomes much more challenging with a workforce spread across multiple countries. Peoples backgrounds often influence their values. The U. S. tends to have a strong time orientation, but Latin cultures often promote relationships and flexibility over time orientation. Such differences can create conflicts among workers and make it difficult for human resources to implement effective culture-building systems. Conflicts and Job Challenges Many employees in a global company have professional peers and even epartmental colleagues based in different countries. Marketing professionals might collaborate with peers in each country, for instance. This setup can increase the propensity for interpersonal and team conflicts. Conversations and collaboration often take place through technology, which can slow the pace of interaction and lead to contextual misunderstandings in communication. You might have to wait to get response or feedback on a global marketing campaign. advantages of large-corporation By kioto

Globalization Essay Example | Topics and Well Written Essays - 1500 words - 2

Globalization - Essay Example The increase of emission of green house-gases to the atmosphere has been the current global environmental challenge since it is a reality that global temperatures are increasing and it is a fact that human activity has been a major cause of this environmental problem since the atmosphere is getting concentrated with green house gases (Kemp, 1994). Climate change is a fundamental issue that will continue to affect the health of the future generations. Most of the natural resources on earth are non-renewable while their demand is overwhelmingly high and as a result of increased human activity to balance this phenomenon; technology has been implemented to overcome the challenges presented by this threat but not without some consequences of green house gas emissions which have eventually resulted to global warming (Kemp, 1994). Recent research has proven that the world temperatures are rising due to the human-induced green house emissions especially carbon dioxide, which is emitted as a result of combustion of fossil fuels, agriculture, and land clearing (Hams, 2004). Even though this effect was discovered in 1824, it has with time increased to intricate levels thus raising an international environmental concern. The sensitivity of climate is commonly rated according to the response of the equilibrium level of the green house gases and it is usually measured according to the response of temperature with reference to the amount of carbon dioxide in the atmosphere. A minute increase in temperature can result to several global consequences like an increase in sea level as well as a dramatic change in precipitation patterns hence resulting to extreme weather conditions such as heat waves, draught, floods, tornados among others (Hams, 2004). As a result of environmental degradation, global warming is expected to continue even beyond 2100 and the rise of sea levels is also expected to continue past that time (Houghton, 1997). The effects of global warming negatively affe ct both the environment and human life through the rising sea levels, agricultural setbacks, ozone layer depletion, increased frequency and intensity of extreme weather conditions, as well as the spread of diseases. It has been observed that the intensity, frequency, and power of hurricanes have increased annually from the 1970s and there has been a strong direct correlation between the tropical sea-surface temperature and the strength of the hurricanes. However, the relationship between global warming and hurricanes is still under controversy. A report released by the IPCC Working Group II confirmed that the consequences of global warming as a result of globalization has caused several deaths through extreme weather events like heat waves and flooding (Houghton, 1997). Primary and secondary consequences of global warming have been observed to influence human activities as well as ecological systems since some species have been forced out of their natural habitats as a result of unf avorable conditions presented by climate change (Hams, 2004). The life timing patterns have also changed thus affecting migration dates which create a predator-prey balance. As a result of increased carbon dioxide in the atmosphere, the ocean PH is reducing and this eventually leads to severe negative effects on coral reefs. The thawing of the tundra is another global environmental problem which has been on the

You Are an Entrepreneur Essay Example | Topics and Well Written Essays - 1500 words - 1

You Are an Entrepreneur - Essay Example My business will be referred to as Business Post Enterprise. With the increased demand for information relating to formation and running of enterprises, I realized that my writing hobby can be converted to a business that will involve writing business articles on a magazine that is known as Business Post. In this way, I will be in a position to provide the information that is needed by individuals who intend to venture into small and middle level businesses. Additionally, I am focused at creating advertising spaces that will create an opportunity for the existing and new firms to advertise their products. It is worth to note that with the current cut-throat competition, most firms have turned into extensive advertisement in order to create a strong customer awareness thus increasing their sales. In this regard, my objective is to capture that market segment and provide adequate advertising spaces that will meet the needs of my clients. In order to achieve my goals, I will require a w orkforce that is experienced and adequately motivated. Members of staff will include office administrator, advertising manager, sales executives, messengers, writers, information technology expert, receptionist, driver, an accountant and a cleaner. My duty will be to manage the whole business. The office administrator will oversee the general running of the office as well as the evaluation of the other workers. The advertising manager on the other hand will ensure that orders have properly been acquired by the sales executives, advertisement artworks are received on time, leading the sales executives as well as organizing interviews with the customers. The sales executives will be responsible for contacting the potential clients both the one seeking to advertise and those who need to purchase the magazine copies. Messengers will be responsible for taking the magazines to the customers as well as taking correspondents