American Revolution: Loyalist Believed Patriots, James Chalmers Plain Truth

In the years prior to the American Revolution there were many different perspectives on whether the colonies should fight for their independence, or remain loyal to England and attempt to repair their relationship. The loyalists, who were mostly royal governors and officials in the colonies, believed that the talk of separation from Britain was a waste of time as it seemed impossible at the time. They also believed that the colonies still owed Britain a great debt due to their support in helping win the French and Indian War.Most loyalists believed that the colonies could not survive on their own as they depended just as much, if not more, on Great Britain as they did the colonies. The opposing perspective came from the group of people know as the patriots, who supported colonial independence from England. Many believed strongly in this fight for liberty and went to great measures to express their beliefs and have their voices heard.These people disagreed with the taxes being instill ed on the colonies without proper representation, and believed that Parliament and the King were unfit to rule the colonies as such a great distance separated each country and their governments. Both sides had their arguments as to why fighting for independence or remaining loyal to Britain was the right choice, and using these arguments, attracted many people to join each of their sides.Plain Truth was an article written by James Chalmers in 1776 which was essentially an angry response to Thomas Paine’s Common Sense that was published shortly before. In seventy pages, Chalmers wrote anything he could think of to tear down Common Sense. His main fault was in his writing, as it was directed at the more educated men and women, who at the time were mostly loyalists already, unlike Common Sense which was written very simply in order to be read and understood by even the uneducated.His main opposition to Paine were his views on democracy. Paine had a strong desire for democracy, u nlike many of the other Patriots that Chalmers disagreed with wholeheartedly. He refers to the short-lived democracies of Greece and Rome, comparing them to what he believes will be the outcome of a future American democracy, resulting in war and ruins. He briefly reminds the colonists of their debt to England due to their support in the French and Indian War, but as this is clear to most colonists, a strong argument is unnecessary.Chalmers’ biggest loyalist argument is that the colonists just simply could not win a war against Britain alone, which was very true. He saw it illogical for Spain or France to assist the colonists in their fight for independence in fear of directing ideas of revolution to their own royal colonies. Although many of the ideas expressed in Plain Truth are true, his lack of simple writing and invalid arguments could not have attracted nearly as many supporters as Thomas Paine’s Common Sense.  (New, Christopher)â€Å"Of the Natural Rights of Colonists† describes the views of African Americans on the American Revolution and the patriots’ desire for independence. In this piece of writing, the African Americans compare the relationship between Great Britain and the colonies to the relationship between a slave and his or her master. They emphasize that every person, no matter who they are, what they look like, or where they came from, is born with liberty and their own God-given rights.Just as a slave has those rights ripped away from them by their master, they believe that the colonists are being stripped of their rights by England as well. Obviously being against slavery or anything similar, the African Americans who contributed to this piece of writing are supporters of the fight for independence and patriots. Comparing the colonies to slavery really emphasizes that they believe they are being treated unfairly and deserve the rights they were born with.This piece of writing would have attracted many patriot supporters, as its arguments were truthful and relevant. (â€Å"Of the Natural Rights of the Colonists†) Patrick Henry, in his piece Liberty or Death, describes all of the things the colonies have done to try and peacefully repair their relationship with Great Britain, and how each one was ignored. He explains how war is not something they want, but after nothing else has worked, it seems to be the only possible solution.After countless protests, petitions and even pleading before the King, all had been ignored. Henry enthusiastically describes the need for war, as they will no sooner give up their liberty willingly than they will die. It is clear that Patrick Henry is a strong supporter of the fight for independence from Greta Britain and a strong patriot leader as well. This piece, describing England’s refusal to compromise with the colonists pleading requests surely brought upon many patriot supporters who agreed that war was the only option left.  (Henry, Patrick )Each of these views, both loyalists and patriots has a different argument as to why the colonies should either attempt to repair their relationship with England, or fight for independence. The patriots felt that England, by controlling them, was taking away the rights that they were born with, just as masters strip slaves of their rights. They also believed that they had no other option at this point, as England was not being the least bit cooperative and had ignored all protests and pleading prior.Loyalists believed that the fight for independence would essentially end in unnecessary deaths on both parts, as they believed it was impossible for the colonists to win against the English. They were skeptical of the government that American independence would produce, as past democracies in history had all ended in ruins. Each side has many arguments that divided the colonists based on their beliefs. It is clear that each side has attracted many supporters, but in the end, the Patriots turned out superior.

Disease Prevention Measures among African Americans Living in the United States Essay

My research explores race-based medicine. Specifically, my research will focus on what preventative measures are available for African American women living in the United States. Among minorities African American women have a higher number of health disparities; psychological and disease oriented. What percentages of minorities take advantage of preventative medicine? What percentage of African Americans are aware of resources made available to them? The growing number of obesity related diseases among African American women has increased more than 23% from 2010 (Nickens, H.W., 2006). Failure to use preventative measures has sparked much concern surrounding the implications and scientific evidence of race-based medicine. Race-based medicine focuses on the current system of public health services because now more than ever. Due to the increasing number of deaths within the African American community there is an expectation from the larger medical community on how to improve medical services that will work more efficiently for African American women. The concern about preventative measures among minority groups focuses on three things; 1) that it meets the needs of the individual, 2) that the service will be free at point of delivery and 3) that once service is received the individual will continue to utilize the service which will increase preventative measures for African American women. Preventative measures of obesity related diseases for African American women are lacking in several areas. Awareness about health systems and services offered are sometimes misinterpreted and therefore discourages African American women to utilize health information and facilities offered to the general public. References Anand, Sonia S. â€Å"Using Ethnicity as a Classification Variable in Health Research.† Ethnicity and Health 4:4 (2003): 241-244. Braun, Lundy. â€Å"Race, Ethnicity, and Health.† Perspectives in Biology and Medicine 45: 2 (2009): 159-74. Center for Disease Control and Prevention (CDC). (2006). Recommendations to improve preconception health and health care-United States. The Center for Disease Control, Morbidity and Mortality World Report. Retrieved from www.cdc.gov/mmwr/preview/mmwrhtml. Centers for Disease Control and Prevention (CDC). (2010). Obesity: Maternal and infant health research in pregnancy complications. Retrieved from website: http://www.cdc.gov/reproductivehealth/MaternalInfantHealth/PregComplications.htm Center for Disease Control and Prevention (CDC). (2009, October 2). Quickstats: Prevalence of obesity among adults aged > 20 years, by race/ethnicity and sex-national health and nutrition examination survey, united states, 2003-2006. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5838a6.htm Center for Disease Control and Prevention (2011). Black or African American populations. Retrieved from: http://www.cdc.gov/omhd/Populations/BAA/BAA.htm Institute of Medicine (IOM). (2009). Weight gain d uring pregnancy: Reexamining the guidelines. Retrieved from The National Academy of Sciences website: http://www.iom.edu/Reports/2009/Weight-Gain-During-Pregnancy-Reexamining-the-Guidelines.aspx Nickens, N. W. (2006). Health Affairs: Health promotion and disease prevention among Minorities. Vol (9), no. 2: 133-143. Doi: 10.1377/hlthaff.9.2.133 Siega-Riz, A. M., King, J. (2009). American Dietetic Position Paper. Obesity, reproduction, and pregnancy. Journal of American Dietetic Association, 109 (4), 918-927. Stothard, K., Tennant, P., Bell, R., & Rankin, J. (2009). Maternal overweight and obesity and the risk of congenital anomalies: A systematic review and meta-analysis. JAMA, 301(6), 636-650. U.S. Department of Health and Human Services (HHS). (2011). Maternal, infant and child health. Retrieved from website: http://healthypeople.gov/2020/LHI/micHealth.aspx Weiss, J., Malone, F., Emig, D., Ball, R., Nyberg, D., Comstock, C. (2004). Obesity, obstetric complications and cesarean delivery rate: A population-based screening study. American Journal of Obstetrics and Gynecology, 190(4), 1091-1097.

Counselling for Loss and Grief

3000 WORD ESSAY ON LOSS AND GRIEF – ELIZABETH KUBLER ROSS AND J W WORDEN . Elizabeth Kubler Ross 1926-2004. â€Å" The most beautiful people we have known are those who have known defeat ,known suffering ,known loss ,and have found their way out of the depths . These people have an appreciation ,a sensitivity ,and an understanding of life that fills them with compassion ,gentleness ,and a deep loving concern . -Beautiful people do not just happen –Elizabeth Kubler Ross ‘ Elizabeth had a unique childhood she was one of triplet girls born in Zurich Switzerland on July 8th 1926 ,her mother Emmy Villiger Kubler closely attended to all their physical needs as they were all extremely small at birth .Elizabeth’s childhood treatment by her father was said to be very harsh ,which might explain why she was concerned by peoples suffering ,and her experiences at the end of the second world war including the aftermath of Majdanek –concentration camp in Poland ,a nd very soon after she was well known for her work with the terminally ill and her ideas soon came in to counselling and support for people effected by death and bereavement .She challenged previous conservative theories ,and was welcomed by carers ,and the dying and bereaved as many western people saw death as a taboo subject where as other cultures did not see death as such a taboo . Critics have tended to appauled her model as vague and others have had mixed responses to her interest in the after life ,and her study of Thanatollog which is a Greek work for death and means the study of death and dying .She has written over twenty books and her book in 1969 called death and dying was revolutionary as it did reflect her bold and unspoken approach . It was Elizabeth’s work with dying individuals which led her to develop a five stage model for coping with terminal illness , the five stages are –denial ,anger,bargaining ,depression and acceptance . Today many professional s have adapted this model . her model does imply that all dying people go through the stages and in the same order and acceptance is an essential part of the process.She also conclude in her theory that women are more likely to go through the five stages of grief than men , however most people go through at least two . First there will be the initial shock of the news ,and a person may not show any physical symptoms at this stage as internally they have frozen the news out and have not yet taken a hold of what has happened , telling a person several times helps ,external symptoms can be paling of he skin ,shortness of breath and fight or flight reaction. After the initial shock a person may be in denial this is where a person may close their eye s to what is being told to them and pretend nothing has happened ,they will continue to carry on doing their job , and classic behaviour will be â€Å" flight in to health â€Å" where previous problems are suddenly seen as fixed by themse lves ,they are trying to avoid the inevitable .Getting stuck in denial is common in â€Å" cool â€Å" cultures ,ie Britian . A person can suddenly swing into anger ,bottled up feelings can come up and â€Å" why me† may be repeated in their heads and â€Å" why not you â€Å" fuels the anger even more ,supporting the anger and accepting it helps the person and just letting them be angry ,and also channelling the anger in to useful channels with help .After the fires of anger have been burnt out the next stage is bargaining , it is an expression of hope that the bad news is reversible , this is a time when false hope should not be given though ,and support instead . Depression is when the news now starts to sink in and the person slumps in to a slough of despond , they turn towards themselves and turn away from help , and may start blaming themselves not others or the situation .Finally the person is back to reality when they are at the acceptance stage , this is where th e person is ready to move on ,acceptance is visible by people taking ownership for themselves again and their own actions , in this stage many will appear more content as they find their way forward in life again , people at this stage are at the completion of the transition. Elizabeth did not wish her process to become rigid steps , she intended it to be a framework , a guide as such ,as some steps may not be visited ,and others may be revisited ,as people s experiences of grief and trauma are all individual .Elizabeth also recognized that people have to pass through their own grief journey in order for acceptance to happen and enable them to cope , having an understanding of what is happening and our emotions makes dealing with it much easier. The mourning process may last for months or years ,intense symptoms of emotional distress generally lasts between six and twelve months ,however if morning is not complete growth ,and development can not take place and complications can deve lop .Similar reactions can be observed in people confronted with far less trauma than death and bereavement, such as crime , relocation ,disability ,injury ,breakups ,so it is a model that can not only be for people suffering with death and dying but also trauma ,as trauma and emotional shock are relative in terms of effect on people , life challenges cause similar emotional upset , but one persons personal trauma will not be another person’s personal trauma .

Basic Hazardous Waste Management Essay Example | Topics and Well Written Essays - 250 words

Basic Hazardous Waste Management - Essay Example It is clear that there is a need to remove petroleum products and refill the well with pure water for human consumption as they are hazardous in nature (Blackman, 2001). The key and first issue, in this case, is to determine the level of hazard in these tanks and the well of water. This should be done after evaluation of various factors. Experts in the petroleum industry will be involved in this case to determine whether by any chance that the content in these tanks can have some economic value and hazards they may contain. Secondly, it would be an important decision to determine whether the tanks can still be in use as storage or they have some hazards such as linkages. This will assist in making a decision on whether the tanks will be replaced. Thirdly, it is important to ensure that all required procedures for disposal of such substances. It is important to obtain the required hazardous waste disposal permit from an authorized body. This will assist in the determination of where and how to dispose of the content in these tanks and in the water well.

Partnerships and Limited Liability Partnerships Assignment

Partnerships and Limited Liability Partnerships - Assignment Example Fiduciary implies a particular individual on whom extreme assurance and faith has been placed by another to handle and guard finance or possessions. It is referred to as an association where an individual is obliged to do something for the advantage of another individual5. It has been further added that there are three most important duties that arise where there exists such an association. The foremost is the duty or responsibility of loyalty which means the responsibility to do something on behalf and in support of the particular individual or body towards whom the responsibility is outstanding and not taking benefit of, or damaging, it or him. The second is the duty or responsibility of obedience which means the obligation and responsibility to do something inside the limits of the power of faith. The third is the duty or obligation of care which means the duty to do something cautiously. At times the obligation of disclosure of complete material information is stated as the fourt h duty6. These fiduciary duties relating to sections 33, 34 and 35 of the Partnership Act 19637. The only fiduciary responsibility for which a particular partner is indebted to the other existing partners and the partnership is the responsibility of loyalty or faithfulness and the responsibility of care. A particular partner’s responsibility or obligation of loyalty is restricted to provide accounts to the partnership regarding any kind of possessions, profit or advantage that has been obtained by that partner in carrying out the business of partnership or by using a property that is possessed by the firm and all the partners jointly and also to cease from transacting with the firm where he has been acting as a partner, as an unfavourable party or entering into a competition with the firm in the course of carrying out the business of partnership. Similarly, a partner’s obligation of care is restricted to abstaining from grossly negligent or irresponsible behavior, misb ehavior that was on purpose or for disobeying a law intentionally. These obligations might not be surrendered or disposed of in the agreement of partnership and in order to accomplish them, every individual partner ought to act time and again in relation to the responsibility of trust and fair dealing. These are pertinent to all the contracts as well as agreements of partnership. It is allowed for a partner to follow one’s own interests but it should be ensured that in the course of doing so, the above-mentioned responsibilities should not be violated8.  

Learning difficulties Essay Example | Topics and Well Written Essays - 2000 words

Learning difficulties - Essay Example It will also discuss government and private citizens’ efforts in supporting individuals with Dyslexia. What is Dyslexia? Dyslexia is a learning disability related to an individual’s difficulty in obtaining skills in reading, writing and spelling (Special Needs Support Pages, 1999). It affects the development of literacy and language related skills (British Dyslexia Association, 2009). It is one disorder that is neurological in origin (International Dyslexia Association: Lyon et al., 2003). It is a permanent condition, however, it can be managed. For example, children with dyslexia have difficulty in spelling words. One way to overcome this is for them to view pictures of words in their minds because this helps them to retain the words and spell them out better (Morton, 2004). Although dyslexic children manifest difficulties in reading and writing words, they are often bright, creative and talented. Some of their strengths may include mechanical aptitude; artistic abilit y; musical gifts; athletic prowess; advanced social skills; and talents in computer/technology, science, and math (Yoshimoto, 2000). Concern for children with disabilities has already spread in the UK from the 1970’s thanks to some advocates such as Mary Warnock who raised the issues on helping children with special education needs (SEN). The Warnock Report in the year 1978 was developed to appraise the provision for children with psychological as well as physical disabilities. The report had sponsored ranges of special needs for children. It paved the way for the â€Å"Education Act† which was imposed in the year 1983. This act presented different methods to the description of children with SEN. It advocated that these children should be able to obtain the educational support from tutors in the classroom such as the provision of extra time and assistance compared to other students (Sturt, 2002). In 1996 the law on SEN stated that: â€Å"A child has special educationa l needs (SEN) if he or she has a learning difficulty which calls for special educational provision to be made for him or her† (Education Act, 1996, Section 312). This act mandates local education authorities (LEA) to offer resources in order to recognise and support specific learning problems in children. LEAs were imposed with additional tasks to make an evaluation of children in their disability area (Pumfrey & Reason, 1991). SEN Code of Practice (2001) is the government guidance on meeting the SEN of children with disabilities. Its principles include that children with special needs should have their needs met and that children will normally have their needs met in a mainstream school. With the Special Education Needs Code of Practice (2001), Dyslexia falls under the Communication and Interaction area of need. This area includes learners with speech and language difficulties, impairments and disorders. Children with SEN should have full access to a broad, balanced and relev ant curriculum, including the National Curriculum or, for younger children, the foundation stage curriculum. The children’s views should be taken into account and their parents should be treated as partners of the school (ACE, 2011). Much of what has been described are components of inclusive education. The Education Act of 2010 focuses on supporting inclusion and incorporation of dyslexic children rather than separation and segregation in the school. Inclusive education has evolved towards the idea that all children despite their

Individual reflective assessment Essay Example | Topics and Well Written Essays - 1000 words

Individual reflective assessment - Essay Example many skills and the module ‘Academic Skills for Accountancy’ has helped me a lot in developing some of the skills required for the profession of auditing. Following are skills related to accounting that I have developed throughout the module. One of the most important skills for an auditor is to be able to critically evaluate the audit evidence obtained as a result of the audit procedures which include inquiries from the management, observation of the procedures done by management and inspection of accounting records. Through this semester, I have developed this skill significantly. The course has introduced me to specifics of the skills required for critical evaluation of evidence. For the forthcoming year, I plan to develop this skill by conducting further research on the audit and by studying practical examples regarding audits of significant entities. One of the most important areas that would be focused would be of professional scepticism. Professional scepticism is the ability of an auditor to keep a questioning mind and this attitude helps the auditor not to generalize the results of the evaluation of evidence obtained. I would learn how to develop professional scepticism. An ability every accountant must have is the ability to analyse the information provided and to draw conclusions with sufficient rationalization. The same skill is also important for an auditor because it is the responsibility of an auditor to analyse the evidence obtained and to provide a reasonable assurance backed by rationalized conclusions. The semester helped me significantly in improving this ability (Cottrell 2008). In accounting, each transaction has a dual effect therefore if any one part of the transaction is not recorded, it can be traced from the other part. Thus, everything in the financial records becomes linked and the missing links can be found by analysing the recorded information. The same skill is also highly important for the profession of auditing. Since this is

Clinical Scenario with Structured Questions Essay

Clinical Scenario with Structured Questions - Essay Example A nurse’s aid who is also a second year nursing student at university saw the client , took his blood pressure which was found to be elevated at 185/112. His heart rate was rapid at 113 beats per minute. The clinical picture indicated that the man was most probably having a heart attack. The student / nurse called an ambulance. As per unit protocol an accident/incident form was filled. Chest pain is a common occurrence with older patients. In the Emergency Department, chest pain needs to be isolated as cardiac or non-cardiac in origin. Physical assessment and proper history taking is very important in identifying the type of chest pain the patient is experiencing. This will also help the health care provider prioritize the plan of care. Proper assessment and history taking through detailed interview could have helped greatly in avoiding errors and reducing incidence reporting. This also indicates that the quality of care is improving. Pain is a very subjective matter. McCaffre y defined pain as whatever the person experiencing pain says it is, existing whenever the person communicates or demonstrates it does (McCaffrey, 1986). Chest pain is one of the most common complaints in emergency departments of hospitals and acute care centers, so common that immediate evaluation and correct diagnosis is very important in the patient’s survival. The situation describes a 44 year old Anglo-Saxon male client presenting with crushing chest pain. History shows long term use of alcohol, obesity, diabetic with insulin infusion, diaphoresis and shortness of breath. The Registered Nurse who first assessed the patient missed critical information such as taking the vital signs of the patient. Vital signs, particularly blood pressure is very important in the assessment of pain. Increased blood pressure usually indicates severe pain (Cox). High blood pressure and tachycardia are symptoms of a heart attack. These symptoms plus the crushing chest pain, diaphoresis and s hortness of breath are warning signs of heart attack and is should be considered a medical emergency. Clinical Governance Clinical governance is a term used by the National Health Service to describe a systematic approach in maintaining high standards of care and aims to continually improve the quality of services delivered in the clinical practice environment. Clinical governance is defined as a framework which helps all clinicians – including nurses – to continuously improve quality and safeguard standards of care (Royal College of Nursing). The role of clinical governance in this situation is to correct any mistakes that the drug and alcohol detoxification unit failed to detect. The purpose of clinical governance is to maintain and improve standards of patient care. In this scenario, it will improve the inadequate partenership between and among health care professionals dealing with the patient. It will also improve delivery of health care in other elements of clini cal governance such as education and training, clinical audit, clinical effectiveness, research and development, openness and risk management. In education and training, the staff of the unit are equipped for drug and alcohol detoxification but they also need to continually update themselves with regards to medical cases in order for them to promptly idnetify life threatening symptoms such as mentioned in

Final Exam in Principles of Sociology Essay Example | Topics and Well Written Essays - 1250 words

Final Exam in Principles of Sociology - Essay Example The lungs of the asthma patients shrink considerably, and when they breathe they feel like ‘breathing through a straw’. Stratification makes it difficult for many asthma patients to receive timely health care and many low income class people find it almost impossible to afford effective treatments for the disease. The huge amount of money spent on medical treatment and medical bills make it impossible for them to have other necessities of life such as good hosing and healthy living conditions. All these add to their personal troubles and miseries. An understanding of Mills’ perception of the sociological imagination is important in understanding the macro-level forces that contribute to public issues like asthma. Mills perceives sociological imagination as a way of thinking that believes that human behavior is shaped through social interaction; according to him, one’s personal experiences are always linked to the social contexts such as the prevailing milieu, the connection between history and biography, and the realization that one’s personal troubles are often the results of public issues of social culture. He believes that the sociological imagination would enable one to â€Å"understand the larger historical scene in terms of its meaning from the inner life and the external career of a variety of individuals† (Cargan & Ballantine 30). The social forces that contribute to asthma are the unequal distribution of power and income, the psychological and social constraints that the asthma patients ar e subject to in the American society. While medical practitioners hold that asthma can be prevented through â€Å"right medication, clean air, and a reasonably stress-free life†, many low-income asthma patients feel that this is â€Å"both well-intentioned and useless† (Corbett 59). The low-income asthma patients are very often unable to pay the huge amount of medical bills and these unpaid medical bills cause mental and psychological

Comparing IFRS To GAAP Paper Essay Example for Free

Comparing IFRS To GAAP Paper Essay There are several differences between the International Financial Reporting Standards (IFRS) and the U.S. Generally Accepted Accounting Principles (GAAP). The IFRS is considered more of a principles based accounting standard in contrast to U.S. GAAP which is considered more rules based. By being more principles based, IFRS, arguably, represents and captures the economics of a transaction better than U.S. GAAP. As a team me collaborated to answer the following seven questions. IFRS 2-1: In what ways does the format of a statement of financial of position under IFRS often differ from a balance sheet presented under GAAP? IFRS does not mandate a specific order or classification of accounts on the statement of financial position. In most cases, companies report assets in reverse order of liquidity. An example of the order of accounts on the statement of financial position is as follows: Long Term Assets Current Assets Shareholder Equity Long Term Liabilities Current Liabilities GAAP specifically requires that all accounts be ordered based on their degree of liquidity. Therefore, cash is usually reported first and non-current assets will be reported last. Below is an example of the order typically found on a GAAP balance sheet: Current Assets Long Term Assets Current Liabilities Long Term Liabilities Shareholder Equity IFRS 2-2: Do the IFRS and GAAP conceptual frameworks differ in terms of the objective of financial reporting? Explain. No, GAAP and IFRS maintain very similar viewpoints on the objectivity of financial data. Both of these authoritative bodies agree that financial reporting data should be relevant and faithfully represented. Information that is relevant is anything that could be viewed as useful in the eyes of an investor, creditor, or regulator. Information that is faithfully represented should conform to  industry standards and any estimates should be conservative in nature. IFRS 2-3: What terms commonly used under IFRS is synonymous with common stock and balance sheet? Balance Sheet is synonymous with the â€Å"Statement of Financial Position† and Common Stock is typically labeled as â€Å"Share Capital Ordinary† on IFRS financial statements. IFRS 3-1: Describe some of the issues the SEC must consider in deciding whether the United States should adopt IFRS. The SEC has several aspects to consider when it comes to the adoption of IFRS in the United States. First, the SEC should consider the overall costs impact this will have on businesses. It is likely that it would cost billions of dollars in new reporting expenses for U.S corporations to implement IFRS. It would also require accounting firms to vastly change their education requirements. Second, the SEC’s main job is to protect investors from fraud on public exchanges. The commission must determine whether IFRS does a better job of protecting investors from unlawful activity. IFRS 4-1: Compare and contrast the rules regarding revenue recognition under IFRS versus GAAP. Under GAAP, it is possible to use cash-basis or accrual basis accounting for revenue recognition. Under cash basis, revenue is recognized with payment is received. Under accrual basis, revenue is recognized when it becomes economically significant. GAAP has specific requirements for various industries on when an event qualifies to be recognized as revenue. IFRS has fewer requirements on revenue recognition, but follows the same basic principle of economic significance. Revenue can be recorded when t is probable that any future economic benefit associated with the item of revenue will flow to the entity and it can be measured reliably. IFRS 4-2: Under IFRS, do the definitions of revenues and expenses include gains and losses? Explain. Under IFRS, revenue is used to describe the total amount of economic benefits arising from the ordinary operating activities of a business. Therefore, it does not include non-operating gains. This principle applies equally to expenses, which do not include losses from non-operating activities. FRS 7-1: Some people argue that the internal control requirements of the Sarbanes-Oxley Act (SOX) put U.S. companies at a competitive disadvantage to companies outside the United States. Discuss the competitive implications (both pros and cons) of SOX. When it was implemented in 2002, SOX created an array of new reporting requirements for publically traded companies. While it is true that this costs American  businesses additional capital in compliance expenses, it also creates a more stable financial system. The major frauds of Enron and WorldCom were much more damaging the financial system. Overall, it reduces the risks for investors in public companies and encourages foreign direct investment. After all of the information was gathered, I could say that I have a much better understanding of the differences between the International Financial Reporting Standards (IFRS) and the U.S. Generally Accepted Accounting Principles (GAAP). References: Terms Synonymous with Common Stock and Balance Sheet – IFRS2-3. (n.d.). Retrieved January 16, 2015, from http://octotutor.com/terms-synonymous-with-common-stock-and-balance-sheet-ifrs2-3/ Still in flux: Future of IFRS in U.S. remains unclear after SEC report. (n.d.). Retrieved January 16, 2015, from http://www.journalofaccountancy.com/Issues/2012/Sep/20126059.htm

Movement, Environment and Community Memory Reflection

Movement, Environment and Community Memory Reflection In this paper, I will be sharing two different memories which are significant to me where I remembered learning about movement, environment and community in an integrated way. Then, I will be analysing these two memories which stimulate and making connections in the areas of movement environment and community. The two memories which are significant to me where I remembered learning about movement, environment and communicate has to travel back when I was about six years old and when I was twenty two years old. Both experiences occurred outside of school. The first experience took place at the playground, which is located on the ground floor of my block. My siblings, my brother and my sister and our childhood neighbour will always get together on weekdays for playtime after school. Our most favourite game of all time will be playing hid and seek followed by catch. We were always on the move, running to hide at the places which we shall not be seen. Speed was really crucial for us as we would run away from the catcher and at the same time we had bend our body low so that the catcher will not see us. Sometimes, we had to run very quietly to make sure that no one would spot us. Once we found a safe place, usually we would be hiding behind bushes, we would stay still until the catcher came nearer, we would begin running until we were ‘caught’. The environment was part of the experience as it provided the space for us to move about and hide. As we ran across rows of shops along the corridor, the community forms part of the experience in the game of hide and seek and catch. The neighbours were friendly and accommodating to let us play and running along the corridor and playground. This forms the big issue every time we wanted to play hide and seek as we were concerned how we shall not disturb our neighbours and shops while we enjoyed our game. The second experience which was significant to me happened when I was in sun moon lake, Taiwan. My friend and I took decided to rent scooter to ride around sun moon lake. The movement we had in this experience was the going on a scooter ride. It was specially challenging for us as it was my very first time riding on a scooter. While practising riding on the scooter, I had difficulty balancing the vehicle. Moreover, the direction was different from Singapore thus it took us quite some time to familiarise with the direction. When we were more familiar with the scooter, we began our adventure. At the beginning, we rode extremely slowly as the direction of the road is different in Singapore, and gradually picked up the speed along the journey. The ride added to its difficulty level when it only allows a single lane on each road direction and there were frequent tourists buses and cars on the opposite direction. During the journey, we stopped by at each attraction, which forms part of the environment. The lake was breath taking and it was the reason why we wanted to ride around the lake. We spent some time with the lake and its scenery. On our way back to the rental shop, we had to recharge our scooter. The people, which were part of the community, were helpful in replacing a scooter for us. They also provided the directions when we were not sure about the way to return to the shop. The big issue in this experience was to be able to ride on a scooter so that we were able to visit the lake. Without the help of the residents staying at sun moon lake, we would not be able to appreciate the beauty of the nature. In my first memory, I feel that my family have influenced me greatly. We spent most of the time together, thus we would play together. The community also influenced me and it provided us the space for our activity. In Singapore, due to the safety, some parents may not allow their children to play out of their sight. Families have expressed concern of safety even though they have preferred these places for play (Derr Lance, 2012). However, I am grateful that my parents allowed us to play at the playground with my siblings and neighbours while they are in the house. As we build on relationship with the neighbours in our neighbourhood, we looked out for each other and we get to enjoy this experience. My peers had encouraged and influenced me in my second memory. They had given me the moral support that I need and I picked up my courage to ride on the scooter. The people were also very friendly and patient to give me the time to practice on the scooter. Even though I had encouragement and support from my peers, I would not have accomplished if I were given the knowledge on how the scooter functioned. As an educator, we should focus more on the knowledge rich experiences so that environmental education can be translated into meaningful learning experiences than relying on the concept of teaching which relies on nurturance and empathy with young children (Fleer, 2007). The two chosen memories were both experiential and placed-based learning. The first memory would contain more of experiential learning as we are constantly looking for a new location every time we hide and we learn a new hiding place by doing it. We would often hide behind the bushes and pretended that the bushes are the wall that nobody would see us. Children use these places as â€Å"remarkably responsive with a fantastical mixing of the material and the imaginary† (Derr Lance, 2012, p. 118). On the other memory, sun moon lake is a place-based learning environment as my peers and I explored the place together through moving around the lake on a scooter together with the help of the people at sun moon lake. The nature was there for us as we appreciate it. This made me reflect on how I can understand better how children perceived between nature and environment. Further research on how notions of nature and environment are socially constructed would define the home context with the available resources including play sites and family involvement such as gardening or visits to the gardens (Payne, 1998). The growth of an individual profile will encompass significant life experiences and this would be an important contribution into the research issues of how time and place impact the conceptions and values of nature (Payne, 1998). Relating it back to my experience at the sun moon lake, it did influence me on how I perceive nature and it develops me as a person. In my first memory, the gross motor skill was featured. It was prominent that as we have to run, and hide against the time was we did not want to be ‘caught’ apart from that, we also did squatting and tip-toeing in our hide and seek activity. As for the second memory, my body and eye-hand coordination have to work concurrently as I rode on the scooter. Reflecting on my physical movement made me feel that I had the freedom to move around in the environment. As a teacher, I feel that I have to be conscious on how children have the ability to create space and social affordances. Initial findings suggest that all children have the ability of discovering affordances and forming their classroom environment (McLaren, Ruddick, Edwards, Zabjek, McKeever, 2012). When we are engaged in play, it improves motor and cognitive skill and as well as attention capacities (Derr Lance, 2012). Safety procedures were considered when I was engaged my scooter ride in at the sun moon lake. The rental shop owner briefed us through the safety precautions that we need to know in case of emergency. Helmet was provided during our ride so ensure our safety and we were given emergency contact numbers just in case our scooter broke down. As for my first memory, even though we had the freedom to run around the playground and along the shops, we were aware that we should not be tampering the environment and disturbing the people around us. We also had to be considerate not to run into shops to hide as that would disrupt their business. As I looked back on my past experiences, I see that movement, environment and community are closely inter-related to each other and how each area complement and influenced each other. I feel that there is a need to advocate parents and children to be engaged in movement, environment and community through spending quality time and interactions together. They could be spending time at the picnic, or taking a walk in the park. As an educator, we play a vital role as a facilitator and support when children are engaged in the processes of discovery and exploration (Young Elliot, 2010) and we have to act on it display positive attitudes and learning towards movement, environment and community. References Derr, V., Lance, K. (2012). Biophilic Boulder: Childrens Environments That Foster Connections to Nature. Children Youth and Environments, 22(2), 112-143. Fleer, M. (Ed.). (2007). Young children: Thinking about the scientific world. Watson: Early Childhood Australia. McLaren, C., Ruddick, S., Edwards, G., Zabjek, K., McKeever, P. (2012). Children’s Movement in an Integrated Kindergarten Classroom: Design, Methods and Preliminary Findings. Children, Youth and Environments, 22(1), 145-177. Payne, P. (1998). Childrens conceptions of nature. Australian Journal of Environmental Education, 14, 19-26. Young, S. Elliott, S. (2010). Just Discover! connecting young children with the natural world. Croydon, Victoria: Tertiary Press. Name: Loo Si Hui

Experiment of Hookes Law

Experiment of Hookes Law Investigating Hooke’s Law Aim This experiment is aimed to investigate the relationship between the mass that is being slotted at the end of spring and the time taken for the spring to make a 20 complete oscillations. Hypothesis As the mass of the end of the spring increases, the time period for the spring to complete 20 oscillation will also increase. This is because in newton’s second law which is F = ma, if the acceleration is being derived with the presence of time in its formula, it will be F = m(v-u)/t. Which proves that, mass is directly proportional to time. As the mass increases, the time will also increase. Variables Independent variable: Mass that is being slotted at the end of the spring (kg) Dependent variable: Time period taken by the spring to make 20 complete oscillations (s) Controlled variable: i) Spring constant ii) Gravitational acceleration iii) Length of spring iv) Amount of spring oscillations v) Air resistance vi) Amplitude of oscillations Controlling the variables Mass that is being slotted at the end of the spring: The mass that is being slotted at the end of the spring is manipulated from 0.1kg, 0.2kg, 0.3kg, 0.4kg and 0.5kg. Time period taken by the spring to make 20 complete oscillations: With the aid of digital stopwatch, the time period is taken when the spring had completed in making 20 oscillations. This procedure is repeated 3 times and an average reading is taken. Spring constant: The spring constant is kept constant so that the results are relative to each other. It will be controlled by using the same spring throughout the whole experiment. Gravitational acceleration: The gravitational acceleration is kept constant by conducting the experiment in the same place until the end. Amount of spring oscillations: The amount of oscillations is controlled to 20 so that the results are more accurate. The exact results will be divided by 20 afterwards. Air resistance: Due to the place that the experiment is being conducted in a room, the fan and the air conditioner are switched off to reduce the air resistance. The experiment is conducted in the same place until the end to fix the air resistance. Amplitude of oscillations: The amplitude will be controlled each time the mass is increased by using the same length in extending the spring to make is oscillate. For each trial, the spring is extended 5cm downwards. This procedure will be aided by a meter ruler. Materials list Retort stand Clamp and stand Meter ruler Mass holder Slotted mass Digital stopwatch Spring Diagram Method Set up the apparatus as shown in the diagram, with one end of the spring attached to the horizontal support on the clamp stand. Attach the slotted mass of 0.1kg at the end of the spring. Put the meter ruler next to spring and measure the extension. Pull the slotted mass holder down to 5cm and then release it. Let it oscillates for 20 times. Take the time taken for the spring to oscillate completely for 20 times using digital stopwatch. Repeat step 4 to 6 two more times. Record the data each time and take an average reading. Repeat step 2 to 7 by using different slotted mass, from 0.2kg, 0.3kg, 0.4kg, and 0.5kg. Results Data presentation A graph to show the relationship between the mass that is being slotted at the end of the spring, M, and the time taken for one oscillation, T. Data analysis The relationship between mass that is being slotted at the end of the spring and the time taken for spring to oscillate one cycle appears to be non-linear. The data therefore will be processed in order to find a relationship between this two variables either it is directly proportional or not. The graph is parabolic. Hence the T can be manipulated to become T2 so that the graph can be plotted with a variable of mass against T2. Data processing Table 2 – Mass that is being slotted at the end of spring, M, and squared of time taken for one oscillation, T2 Presentation and analysis of the processed data A graph shows the relationship between the mass that is being slotted at the end of the spring, M, and the squared of time taken for one oscillation,T2. Analysis of the graph Gradient of best fit line = 0.50/0.32 = 1.56 kgs-2 Gradient of steepest line = 0.50/0.30 = 1.67 kgs-2 Gradient of shallowest line = 0.42/0.34 = 1.24 kgs-2 For the second graph, it was proved that mass that is being slotted at the end of spring is direclty proportional to the squared of time period. Mathematically, m ÃŽ ± T2 After the investigation and the experiment that had been done, it was found that the formula relating the mass that is being slotted at the end of spring and time period of an oscillating spring is : We know that ; T = 2Ï€/Æœ Where Æœ = k(constant) in this investigation. Therefore, T = 2Ï€ T2 = Which is of the form, y = mx + c (equation of straight line) From the investigation, y is m, m is 4Ï€2/k and x is T2. The gradient of the line is therefore equal to 4Ï€2/k , we can now find the spring constant: Therefore, k on the best fit line ; 1.56 = 1/ = 1/1.56 k = 61.59 Nm-1 The range of uncertainty in this value can be calculated using both the maximum and the minimum lines on the graph. Maximum gradient ; 1.67 = 1/ = 1/1.67 k = 65.93 Nm-1 Minimum gradient ; 1.24 = 1/ = 1/1.24 k = 48.96 Nm-1 Therefore the spring constant, k is in the range of 48.96 Nm-1 to 65.59 Nm-1. Conclusion The aim of this experiment is to investigate the relationship between the mass that is being slotted at the end of spring and time period of oscillation. As the hypothesis being made earlier that mass would be directly proportional to time period of oscillation, it is clearly was wrong as the graph of mass against time period is obviously non-linear. The second graph of mass against squared of time period is however turned out to be linear and therefore it can be concluded that mass is directly proportional to the squared of time period. After the investigation, this conclusion is supported as the equation for time period of an oscillating spring is T = 2Ï€ T2 = So, T2 ÃŽ ± m The gradient of straight line was then used to calculate the spring constant, k, for the spring used in this experiment. This is because the gradient is equal to 1/ The value can be compared to the theoretical value by using Hooke’s so as to verify the result whether it is plausible or not. When the spring is acted a force of 1N, the extension was seen to be 1.6cm. The spring constant can be determine by using the formula of Hooke’s law; F = kx k = 1/0.016 k = 62.5 Nm-1 Calculating percentage deviation: x 100% = 1.5% The actual value and the theoretical value is not that far and only 1.5% in the percentage deviation. In conclusion, it can be said that this experiment is successful and the results are accurate. Evaluation The method and apparatus used worked well throughout the whole experiment. The results obtained are differ from the actual results. This is because they are maybe some mistakes were made during taking the reading or making the experiment works. There are some improvements that were made when collecting the data that were not stated in the original plan. Parallax error occurs when reading the ruler which the recorder’s eye level is not perfectly perpendicular to the ruler. The slotted mass were considered to be the same. Just one of the slotted mass was weighted and for one slotted mass the mass is 0.1kg. Without hesitation, the other slotted mass were all considered to be 0.1kg in mass too. This may have produced a systematic error, depending on how accurate the masses were and consistency of their inaccuracy. When lighter slotted mass were used, the oscillations was so fast. Random errors can occur. Suggested that, the spring should be let to oscillation more so that the results will be more precise. Suggested improvements The investigation could has been more accurate and precise if the following modifications were to be taken: Make sure that the eye is perpendicular to the ruler when taking the reading when doing the extension of spring. This will avoid parallax error. Use another ruler to point at the ruler when taking the reading. This will aid to read the meter ruler easier and more precise. This will avoid parallax error. To make the time taken more accurate, use ultra-sonic motion detector that is placed below the oscillating spring. The ultra-sonic motion detector will collect data more precisely because it does not involve the human interaction which is affected by human reaction. Take more reading and take the average as the lesser the reading are taken, it will create more random errors.

Comparing Tennessee William’s Life and Streetcar Named Desire and Glass

Parallels in William’s Life and A Streetcar Named Desire and Glass Menagerie  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Tennessee Williams is one of the greatest American playwrights. He was constantly shocking audiences with themes such as homosexuality, drug addictions, and rape. He broke free from taboos on such subjects, paving the way for future playwrights. He also was a very good writer. One of the things he is famous for is his dialogue, which is very poetic. Williams wrote about his life. The Glass Menagerie is a very autobiographical play. A Streetcar Named Desire, although meant to a play that anyone can relate to, also contained characters and situations from his life. In both plays, the characters are drawn from his life. The other relationship I would like to discuss is the similarities between The Glass Menagerie and A Streetcar Named Desire, which have similar characters and themes throughout them.    Tennessee Williams was born Thomas Lanier Williams, in 1911, in Columbus, Mississippi. He had an older sister named Rose, who was born in 1909; his one younger brother, Dakin was born in 1919. Williams lived with his mother and her parents in small southern towns. His father was a traveling shoe salesman, who was rarely home. The first years of his life were very idyllic. His father was rarely around, so he wasn’t teased as much, and he enjoyed living with his grandparents. In fact, he went to stay with them after working in the factory in order to recuperate. He was very close to his sister, Rose, and took care of her when she was older. In 1918, Tom’s father got a job as the manager of a shoe company, in St. Louis. Tom hated the big city. His father constantly teased him about being a sissy, calling him Miss Nancy. His mothe... ...plays run many common themes, often themes from Williams own life. He was a writer who broke taboos and wrote about depraved people, people going crazy and many other themes that weren’t considered appropriate at the time. His own life was very chaotic. He was always feeling guilty about his sister.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bibliography A Streetcar Named Desire. By Tennessee Williams. Dir. Scot Whitney. Harlequin Productions, Olympia. September 1998. 2.â€Å"Remember Tennessee Williams.† Tom Sullivan. 21 June 2000. http://www.lambda.net/~maximum/williams.html Roudane, Mathew C. Ed. The Cambridge Companion to Tennessee Williams. New York: Cambridge Press, 1997 Williams, Tennessee. â€Å"The Glass Menagerie†. Anthology of American Literature: From Realism to the Present. By Tennessee Williams. Ed. McMichael, George et. al. New Jersey: Prentice Hall, 2000. 1445-   

Benthams Utilitarianism in Victorian England :: European Europe History

Bentham's Utilitarianism in Victorian England    The philosophy of Utilitarianism influenced many of the social reforms in Great Britain during the early half of the nineteenth century. The name most frequently associated with Utilitarianism is that of Jeremy Bentham. Bentham's philosophical principles extended into the realm of government. These principles have been associated with several reform acts entered into English law such as the Factory Act of 1833, the Poor Law Amendment Act of 1834, the Prison Act of 1835, the Municipal Corporations Act of 1835, the Committee on Education in 1839,the Lunacy Act of 1845, and the Public Health Act of 1845. In terms of their effect on Victorian era reform Bentham's two most influential works appear to be An Introduction to the Principles of Morals and Legislation (1789) and Constitutional Code (1830-1841). Utilitarianism as a philosophy was also known as Benthamism or Philosophical Radicalism. Opponents to utilitarian thought included Thomas Carlyle, John Ruskin, and Charles Dickens. Bentham's basic premise to his philosophy can be found in An Introduction to the Principles of Morals and Legislation: Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do as well as to determine what we shall do (225) 1. Along with this idea of pleasure and pain as sovereign masters Bentham introduced what he called the principle of utility. This principle can be summarized as the principle that "every action should be judged right or wrong according to how far it tends to promote or damage the happiness of the community" (29),2 Bentham believed that human behavior was motivated by the desire to obtain some pleasure and to avoid some pain. In Introduction to the Principles he states that it is " the greatest happiness of the greatest number that is the measure of right and wrong" (229) 1. These principles were intended by Bentham to be " a precept addressed to the legislators, to those responsible for the management of society" (27)2. Bentham hoped to affect some social change rather than to merely influence intellectual beliefs. He even went so far as to suggest that legislators should regulate the ways in which individuals sought their own happiness. The idea of punishment and reward were to be the means by which the legislator could control the people's pursuit of happiness. Rewards were regarded as a less important method than punishments.

Dostoevsky’s Notes from Underground Essay

Fyodor Dostoevsky is one of the most influential authors in world literature. This Russian author had written several remarkable novels including Crime and Punishment, The Idiot and Brothers Karamazov. However, before the aforementioned novels were published, Dostoevsky had already gained critical acclaim and recognition for his work entitled Notes from Underground. This novel explores how the freedom of man is undermined by the atmosphere of rationality that dominated the 17th and 18th centuries. Through the novel’s protagonist, the Underground Man, Dostoevsky illustrates how real freedom is manifested in the defiance of reason. The period called the Enlightenment occurred throughout the 17th and 18th centuries (Marder, Meyer, & Wyshak, n. d. ). During this time, reason governed over every endeavor, and was valued above everything else. The period left no room for superstition or foolishness; rationality reigned supreme (Marder, Meyer, & Wyshak, n. d. ). Reason was the means in which man and society can develop for the better. European thought was dominated by materialism, liberalism and more importantly, utopianism (Marder, Meyer, & Wyshak, n. d. ). All of these movements were established on the belief that reasonable and natural-law theories could establish a perfect society (Emerson, 1992). Perfection was only attainable through the application of reason and the manifestation of â€Å"enlightened self-interest† (Marder, Meyer, & Wyshak, n. d. ). The prevalence of reason strongly influenced and inspired Dostoevsky to write Notes from Underground (Marder, Meyer, & Wyshak, n. d. ). However, the novel did not convey a message agreeable to the intellectual milieu; instead, it served to criticize its very existence. Notes from Underground is actually a response to another text, entitled What Is to be Done? (Marder, Meyer, & Wyshak, n. d. ; Madden, n. d. ). It was written by N. G. Chernyshevsky and was published in 1863. Chernyshevsky was an advocate of â€Å"rational egoism,† a movement which fervently believed that perfection of life could be achieved through rationality and enlightenment (Madden, n. d. ). The â€Å"rational egoists† also upheld principles of natural law (Madden, n. d. ). Dostoevsky disagreed with the belief that rationality and enlightenment were the keys to perfection. He strongly believed that the nature of man was beyond those two elements. He acknowledged man’s capacity for both the rational and the foolish; he even upheld that the irrationality of man was more definite, while the rationality was merely added (Marder, Meyer, & Wyshak, n. d. ). Moreover, Dostoevsky was convinced that laws of nature or the principles of reason were not capable of recognizing human individuality, personality, and more importantly, free will (Madden, n. d. ). These beliefs are embedded in the novel, a text which Rozanov considers a critique of reason as a means to perfection (as cited in Marder, Meyer, & Wyshak, n. d. ). The novel, in the words of Wasiolek, showed how man can be both rational and irrational, as his actions are the result of the exercise of his own freedom (as cited in Marder, Meyer, & Wyshak, n. d. ). Hence, the theme of freedom in the novel is the utmost disregard for reason and natural laws. The protagonist of the novel is the Underground Man, a forty year old man who used to work in civil service (Dostoevsky, 1992). For a protagonist, he is considered an â€Å"anti-hero† (Madden, n. d. ). He is also the antithesis of the time in which he lived; he disagreed with utilitarianism, which prevailed during the 19th century. Utilitarianism was characterized by utilizing â€Å"mathematical formulas and logical proofs† to equate one’s wants with his best interests (Madden, n. d. ). The Underground Man disagrees with this; he attests that man wants to exercise his freedom and could do so regardless if it agrees with his best interests or not. If it is man’s desire to act irrational, he could. Of course, acting irrational is not in anyone’s best interest. However, by being irrational, he was truly able to exercise his freedom. Actions based on desires, instead of reason, enable man to be free. Freedom is thus associated with acting without reason. So in an era where reason dominated, the Underground Man was rather unreasonable. By being unreasonable, he was able to be truly free. In the novel, the Underground Man asserts that science deprives one of freedom. Dostoevsky (1992) writes, â€Å"Science has managed by now to anatomize man to such a degree that we already know that all your wishing, your so-called free will is nothing†¦Ã¢â‚¬  (p. 29). The Underground Man then begins his attack on utilitarianism: If someday they should really discover the formula for all our whims and wishes—I mean, what causes them, what laws they’re governed by, how they develop and where they lead in one case or another†¦in other words, an actual mathematical formula—why, then man will perhaps immediately stop wishing†¦Who wants to wish according to graphs (Dostoevsky, 1992, p. 29)? â€Å"Whims and wishes† in this quotation refers to the desires of man. The principles of utilitarianism are marked by analysis of people’s desires. These desires undergo scrutiny, as to determine if these desires agree with what is best for the people. However, the act of wishing does not involve analysis or scrutiny. One can desire something for no apparent reason. One may wish for something that may prove harmful in the long run. The exercise of freedom is spontaneous and non-regulated. If one has to base his or her desires from the graphs or formulas of science and math, they would no longer fall under the exercise of freedom. If one is to desire based on the graphs or formulas, it would not be an act of freedom any more. This is because there is imposition involved; the desires are imposed upon by the requirements of science or math. In this situation, the desires of man are dictated by the principles of reason. Thus, freedom disappears upon the use of reason. In the words of the Underground Man, â€Å"For if desires are one day brought into complete accord with reason, then we shall reason instead of wishing† (Dostoevsky, 1992, p. 30). The Underground Man continues his argument against utilitarianism by differentiating reason and desires. He states: You see, gentlemen, reason is unquestionably a fine thing, but reason is no more than reason, and it gives fulfillment only to a man’s reasoning capacity, while desires are a manifestation of the whole of life—I mean the whole of human life, both with its reason and with all its itches and scratches (Dostoevsky, 1992, p. 31). In this quotation, the Underground Man affirms that while reason is important, it is not the most important thing. The desires of man, through which freedom can be exercised, have a much wider scope than reason. Therefore, the desires of man cannot be reduced to graphs and tables because it transcends them. The Underground Man uses the piano key as a symbol of how reason curbs man’s freedom: He will insist on clinging precisely to his own fantastic dreams, his most vulgar folly, solely in order to confirm himself†¦ that men are still men, and not piano keys, which may be played by the hands of natural laws themselves, but which are threatened by this very playing to be brought to a state where it will no longer be possible to wish a thing outside of graphs and schedules (Dostoevsky, 1992, p. 34). Piano keys are pressed to make a sound in the process of playing the piano. These keys cannot produce sound on their own; they need to be touched and pressed. The analogy between the man and the piano key is what Dostoevsky used to illustrate his point. By measuring man’s desires with the graphs and formulas to determine whether or not it is in their best interests, man becomes a piano key. This is because man comes under the mercy of reason which plays him. To be manipulated by reason is to be bound by its laws; therefore, it is not freedom. The Underground Man believes that humankind values freedom over reason and best interests (Madden, n. d. ). Freedom means acting out of one’s desires or wishes whether or not the act spoken of is irrational or foolish. In the book, the Underground Man manifests his freedom through several examples. He had committed acts contrary to reason, making him a truly free individual. Hence, the Underground Man was successful in escaping the realm of reason he despises. The book starts with the Underground Man’s admission of a pain. He says, â€Å"I think that my liver hurts† (Dostoevsky, 1992, p. 1). Anyone who experiences pain will surely resort to measures to eliminate that pain. This is because pain is suffering, and nobody wants to suffer. In the instance that pain is felt, it is only reasonable that one seeks medical assistance by visiting a doctor. On the contrary, the Underground Man says, â€Å"No, sir, I refuse to see a doctor out of spite† (Dostoevsky, 1992, p. 1). This decision is obviously irrational, because he does not want to see a doctor to deal with the pain. In addition, he does not have a valid reason not to go to the doctor. One would presume that he simply takes pleasure in his own pain. A rational man would find this decision as preposterous, as no one ever enjoyed suffering from pain (Madden, n. d. ). However, what appears to be a manifestation of masochistic tendencies is actually the Underground Man’s exercise of freedom. Reason dictates that when one feels pain, that person should visit the doctor. As was earlier discussed, the Underground Man believes that reason limits freedom, because it only acknowledges the desires that would be in one’s best interests. The tolerance of pain and the derivation of pleasure from it is the Underground Man’s way of breaking free from reason. Surely, it is a foolish thing to do, but he does not want to conform to the dictates of reason. He values his freedom, so he refuses to act according to reason. He is a free man; he could do as he pleased. Even if it is contrary to his best interests in prolonging such agony, he still does it because he wished to do so. By tolerating pain and deriving pleasure from it, he successful avoids the system of reason. According to the Underground Man, â€Å"I know better than anyone else that I will only harm myself by this, and no one else. And yet, if I don’t seek a cure, it is out of spite. My liver hurts? Good, let it hurt still more† (Dostoevsky, 1992, p. 2)! The Underground Man proceeds with his painful endeavor, this time with a toothache. The fourth chapter of the book opens with his laughter: â€Å"Ha-ha-ha! You will find pleasure in a toothache next! And why not? There is pleasure in a toothache ache too† (Dostoevsky, 1992, p. 14). Just like with the liver ache, the Underground Man allows himself to feel the pain of his tooth instead of seeing a dentist. He welcomes the pain, and refuses to seek treatment. A critic of the novel, Mikhaylovsky declares that the Underground Man â€Å"tortures because he wants to, he likes torture. There is neither reason nor purpose here, and, in the opinion of Dostoevksy, they are not at all necessary, for absolute cruelty is interesting† (as cited in Marder, Meyer, & Wyshak, n. d. ). Indeed, this is true. The Underground Man does not subject himself to pain for a reason. In fact, he does so to do away with reason. He refrains from seeking medical treatment because he wants to. By indulging in his desire, he exercises complete freedom. Aside from the aforementioned tolerance of pains, the Underground Man had exercised his freedom through irrationality in other ways. He states: I would feel a certain hidden, morbid, nasty little pleasure in the acute awareness that I had once again committed something vile that day, that what had been done could no longer be undone; and I would gnaw and gnaw at myself in silence†¦until the bitterness would finally begin to turn into a kind of shameful, damnable sweetness (Dostoevsky, 1992, p. 7). In this excerpt, the Underground Man expresses how he had realized his evil ways by contemplating what he had done. However, instead of wallowing in guilt, the realization ends up being a source of pleasure. How did the Underground Man manifest his freedom through this? The purveyors of rationality would insist that those who know what is in their best interests would not resort to baseness or frivolity. The Underground Man was aware of vileness of his actions; in a way, he was aware it was not in his best interests. However, he did not feel a sense of guilt. The realization of his action that started with bitterness eventually became that of sweetness. He knew what he had done was bad, but this does not change the fact that he derived pleasure from it. His reaction to such vile deeds set him apart from what reason dictates as proper. Because he did not follow the dictates of reason, he had exercised his own freedom through defiance. Reason makes one feel burdened when one commits a nasty or vile action. It supposes that rational ways should be observed, and a nasty or vile action is never rational. He sights an example when one is forced to apologize for a nasty deed. The Underground Man says: Generally, I could never endure saying, â€Å"Forgive me, Papa, I won’t do it again†Ã¢â‚¬â€and not because I was incapable of saying it, but, on the contrary, perhaps precisely because I was all too capable of it. And how I did it (Dostoevsky, 1992, p. 16)! In this passage, the Underground Man expressed disagreement with repentance. He believes that one should not apologize for doing something. He finds apologies as deceiving; the claim to never do an act considered vile again seems insincere. In our freedom, we are all capable of doing these acts. Regardless if they are rational or irrational, we all have the capacity to act according to our own free will. The claim â€Å"I won’t do it again† is quite fraudulent, as it is quite understood that anyone can do anything, according to their free will. Thus, it is possible for one to exercise freedom and desire something which is not in one’s best interest. According to the Underground Man: And what if his advantage on a given occasion not only may, but must, lie exactly in choosing for himself the harmful rather than the advantageous? And if this is so, if there can be such an occasion, then the entire rule is shattered to smithereens (Dostoevsky, 1992, p. 22). The rule spoken of here is the belief that man would choose what is in his best interests. Again, the exercise of freedom lies in choosing or desiring something regardless of their nature. In the above quotation, the Underground Man affirms that there will be instances wherein man will choose what is harmful, instead of what is useful, to him. The moment such situation arises, the principle of reason will be disproved. The Underground Man does not believe in the principle that man will act according to what is in his best interests. Neither does he believe that man’s desires can be reduced to graphs of science nor formulas of mathematics. The concept of freedom for the Underground Man is that which is contrary to the dictates of reason. He does not acknowledge that man will commit acts that are in tune with his best interests. This would be a violation of his freedom, as the freedom presupposes one’s capacity for both the rational and the irrational. If one chooses to commit an irrational act, he is merely exercising his freedom. Did the Underground Man succeed in escaping the realm of reason he so despised? The answer is yes. His tolerance of pain and derivation of pleasure from suffering were direct defiance to reason. He had rendered himself completely liberated from the atmosphere of rationality. He did and thought as he pleased, whether or not it was in his best interests. Indeed, he had escaped, and is completely free. REFERENCES Dostoevsky, F. (1992). Notes from Underground (M. Ginsburg, Trans. ). New York: Bantam. (Original work published in 1864). Madden, C. (n. d. ). SparkNote on Notes from Underground. Retrieved March 29, 2008, from http://www. sparknotes. com/lit/underground/ Marder, J. , Meyer, M. , & Wyshak, F. (n. d. ). Dostoevsky’s Notes from Underground Study Guide. Retrieved March 29, 2008, from http://community. middlebury. edu/~beyer/courses/previous/ru351/novels/UGMan/ugman. html

How to write a rationale? Essay

In 200-300 words, answer the following questions in paragraph form: †¢How is the context of the task linked to the particular course? †¢How is the task intended to explore particular aspects of the course? Consider the changing historical, cultural and social context in which particular texts are written and revised. Students are asked to understands the context of the production of a given text, and compare that context to the way the text is understood today, or at another time. I believe I fulfilled one/various learning outcomes for part 3: literature in context. For example I considered the changing historical, cultural, and social context in which dahls short stories were written and received by exploring ideas of postmodernism, such as dark humor †¢The nature of the task chosen – what is it about? How is it written? What is the text type? What is about; how did you write it? Style? Formality? Images? †¢ Information about audience, purpose and the social, cultural or historical context in which the task is set. This sample written task is written by Michael Michell, who teaches at the International School of Amsterdam. The task is the product of a greater unit on the portrayal of women and sex in advertising. It takes its inspiration from Jean Kilbourne’s ‘Killing Us Softly’. Students watched this polemic presentation and discussed many of the ads that it features. Students explored the defining characteristics of opinion columns and more specifically the columns of Maureen Dowd. You can see that he imitates her writing style or ‘voice’ very well. After you view Kilbourne’s presentation and read the written task, assess his work according to the assessment criteria. Then compare your marks to the examiner’s marks offered below. How do your marks differ from the examiner’s? Sample Rationale: For Part 2 of my English course we studied how women are portrayed by the media. We began by viewing Jean Kilbourne’s Killing Us Softly 3 and reading Kilbourne’s book The More You Subtract, The More You Add. I refer to statistics and facts from this sources in the written task. The Calvin Klein ad pictured here, the one that I refer to in my written task, is one I also used for an â€Å"ad critique presentation† (IB further oral activity). We spent time in class asking ourselves who was responsible for several problems, including the social construction of gender, beauty and sexuality to the often dangerous behaviors advertisements seem to promote (eating disorders, objectification of women, violence against women, hyper-masculinity, and others). We also discussed ways in which individuals and groups can resist these problems and promote social change. An opinion column seemed to be the ideal forum for me to write. I wanted to move from the specific problems I saw in this ad and speak to the larger issues it points to. I read many writers of Op-Eds and decided to model mine after New York Times columnist Maureen Dowd because her voice combines comic elements with biting commentary. Her columns, like many other Op-Ed writers, are grounded in the writer’s personal life. It contains not only her opinion, but many newsworthy statistics and a call to action. I believe that have met several of the learning outcomes for Part 2. I have examined different forms of communication within the media, by looking at a range of texts, from ads and opinion columns to documentaries and counter ads. I have also shown an awareness of the potential for ideological influence of the media, by looking at both sexist ads and counter-propaganda, such as Kilbourne’s speech. Written Task 1: My child walked into the study last night while I was hammering away on a column about W.’s inability to use the English language in a speech he delivered to the National Education Association conference this past weekend. â€Å"Mommy, look at me. I’m beautiful.† I turned around, reading glasses perched on the end of my nose, peering over the top to see my eight-year-old posing, nearly naked, hips jutting provocatively forward and gently sucking a thumb, in one of her father’s dress shirts from the laundry basket and CK written in my red lipstick on the pocket, only one lower button closing the shirt so my baby’s privates were just covered like the proverbial fig leaf. I was horrified. Horrified at what she was communicating – already – without awareness. I shook my head, dismayed, â€Å"Daniela, let’s get you into your jammies and off to bed.† As I walked into her room, I told her how I feel about the advertisement she was mimicking. I told her about women’s strength and real â€Å"girl power.† And then I helped her change, and read her several pages of Stargirl until she drifted off to sleep. It is no surprise that Daniela and so many others, especially children and young people, are influenced by the images they see – everywhere and all the time – telling the same stories of beauty: expose yourself, be thin, be childlike and vulnerable, be sexually available, be like the image you see. As Daniela gets older she will be socialized to know that girls and women are to be available, to be sexy, to be vulnerable and that boys and men are different: they are to be hard, powerful, in control, and forceful. If we believe the statistics, and I do, the consequences for the health, happiness, and welfare for our society are dire: the average American sees 3,000 advertisements a day, computer retouching of images is so pervasive that no images of human models escape â€Å"reworking,† only 5% of American women have body types seen in most advertising, 4 of 5 American women are dissatisfied with their bodies, 5-10 million women struggle with a serious eating disorder, and on and on and on. The list of consequences is legion. Who is responsible? The ad agencies? They own a share, but we are all responsible. We buy the magazines. We watch the television. We purchase the products. But we have choices. We don’t have to buy products that exploit and manipulate. More importantly, we can and should communicate to companies directly about what we think and feel in response to their advertisements, and how they will affect our choices as consumers. For many readers this may seem daunting. It does take commitment and effort, but there are resources that can help. For guidance on writing such letters, as well as a rich body of information about media issues, visit the Fairness and Accuracy in Reporting website (http://www.fair.org). For a superb archive of actual letters praising and condemning specific advertisements and ad campaigns, visit the About-Face website (http://www.about-face.org). In many cases, response letters are included, and in a few of these we see how the consumer has affected change. In his 1950 Nobel acceptance speech, American writer William Faulkner said, â€Å"Never be afraid to raise your voice for honesty, and truth, and compassion against injustice, and lying, and greed. If people all over the world†¦would do this it would change the Earth.† Faulkner’s right. We can change the world. But we must â€Å"Be the change we seek in the world,† as Gandhi said. We must act. We must educate ourselves and each other. We must educate our children about the images they see. We must never let a teachable moment pass. We must never let those images rule our children and us. We must act – with our voices, with our wallets, with our pens and computers. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | Feedback: Criterion A – Rationale – 2 marks * 1 out of 2 – The rationale explains how the task is connected to the coursework. However, Criterion B – Task and content – 8 marks The content of a task should lend itself well to the type of text that one chooses. The task should demonstrate an understanding of the course work and topics studied. Finally, there should be evidence that the student has understood the conventions of writing a particular text type. * 7 out of 8 – This task is very appropriate for the content. The voice of Maureen Dowd has been carefully studied and replicated. You can see the student demonstrating his understanding of the coursework and Jean Killbourne’s film. Having said this, the Calvin Klein text is only analyzed in passing. This could have received a little more attention. Criterion C – Organization – 5 marks The task is organized effectively and appropriately with a regard for the text type. There must be a sense of coherence. * 4 out of 5 – The task moves nicely from an anecdote to a social commentary. It is illustrated effectively with statistics and interesting quotes. It has the structural conventions of an opinion column. Unfortunately, the task falls short of the minimum word count requirement of 800. Criterion D – Language – 5 marks The language of the task must be appropriate to the nature of the task. This means that students use an appropriate and effective register and style. Whatever the nature of the task, ideas must be communicated effectively. * 5 out of 5 – The choice of vocabulary and the use of syntax are superb! The narrative voice is characteristic of Maureen Dowd. Here is a draft of a Written Task 1 that a student wrote. It has multiple problems and requires help. Answer the following questions before reading the feedback. 1. Which pitfalls has the student fallen into? 2. How could the ‘three right ingredients’ be used to steer this student in the right direction? 3. Look at the page on opinion columns in the reference section of this Subject Site. According to this definition, there are six defining characteristics of opinion columns: voice, newsworthiness, call to action, humor, hard facts and logos. Where do you see evidence of these in the column below? How could these characteristics be added to the task to make it more successful? Column on the advantages of being fat ‘Don’t you want to lose weight some day’? Is the question I was asked about weekly. And then I replied with my happiest voice; No! The they gave me this kind of look like, okay, you must be crazy. And yes I am. There are so many advantages of being fat. Lets start by shopping. Sale. The thing I like best, and so handy when you’re fat, because almost 70% of all the woman are skinny, at least skinny to fit in the most common sizes. So all the big sizes are left over. How nice. So there I was, standing at the H&M, at the sale-corner. Nothing but big sizes. So as a child in a toy shop I started grabbing the things I liked and made my way to the fitting room. It was rather crowdie over there so I accepted the fact that I had to wait for some minutes. I heard the sound of an opening door and saw a skinny girl coming outside, at a glance she saw me and then continued looking in the mirror. Her friend, waiting for her, said she looked pretty and the girl asked her friend ‘don’t I look fat in this dress?’ No it’s lovely’ she replied. I laughed. I never had those kind of problems. For I already accepted the fact that I was fat, and it would never disappoint me when shopping. When the girls left I went in to the fitting room and started to change. This dress was lovely, I took another look in the mirror, turned around and smiled. Shopping is great, after like half an hour I was ready, with about 9 dresses hanging over my arm I made my way to the pay desk. Only50 pounds for 9 dresses. Good job, I thought. As happy as I was I walked to the bus stop I realized I was just in time because the bus was about to leave. I hastened myself to get inside the bus, and lucky as I was, there was one seat left over, a seat for 2, just for me. The whole trip no one came to sit next to me, for they probably thought they wouldn’t have enough space, sitting next to 1.5 person. Life is great, and so you see, being fat is too! (: Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | ————————————————- Feedback First of all, this written task falls into is the pitfall of not reflecting course content. It is not clear what was studied in class from this piece. If the student studied obesity, its causes and effects, then this needs to be made clear. Where does the statistic on the percentage of skinny women (70%) come from? Are overweight people really happy for the reasons suggested in this column? If so, explain where this is supported. Secondly, this opinion column sounds very informal, using words such as ‘like’ and the emoticon ‘(:’. Columns often contain something that is newsworthy and relevant to the target audience. The context of this text is not self evident. ————————————————- Finally, this text must refer to another text or texts. If the student read an article about obesity, then she could explain its significance. It is suggested that this student start all over again with a completely new idea and set of texts. She may want to see the lesson on anorexia and the sample written task on the portrayal of women in the media. Sample Rationale: My diary entry, written in Ekwefi’s point of view, contains 2 different entries that intend to show her thoughts and emotions regarding her romantic life. Set it Nigeria in the late 1880s, she compares the days in which she fell in love with Okonkwo and ran away from her husband to the present situation she finds herself in. Being a diary, the audience is the writer herself, and for each entry I used a different tone: lightheartedness can be seen in the sentence â€Å"Okonkwo and I should elope, as he is the man I have always longed for† while melancholy is present in the following one: â€Å"And it all seems so different from back then.† The language I employed is intended to be similar to the one on â€Å"Things Fall Apart† and the Ibo language, including the months â€Å"Onwa Agwu† meaning June and â€Å"Onwa Okike† meaning November, as well how they popularly use the word â€Å"shall.† I wrote this this because I wish we had seen m ore of the personal sides of the characters in the novel, especially of a woman, since they allow us to connect to them and feel with them more deeply. The nature of the chosen task comes from the fact that the concept of love is a very delicate, complex, and even clichà © idea, yet it is the one common factor that has been present in th world despite the different cultures that exist. Therefore its purpose is to prove that even in a novel of postcolonial origin and focus, the role romance pays in a character’s life is a subject that can be regarded. 1. What’s good about this rationale? 2. What’s missing? 3. What could be done better? ————————————————- Sample Written Task 1 ‘Language issues’ A MESSAGE FROM THE CHAIRMAN AND CEO ZOULIKHA VAN KLAVEREN The discussion about Ebonics or African American English (AAE) has recently started again, due to the Drug Enforcement Administration (DEA) seeking Ebonics translators. The commotion around our language is about the DEA putting Ebonics on their list of languages they translate, among official languages like Spanish or Vietnamese. Many white Americans have put a somewhat radical opinion out there; in general they think that Ebonics should not be seen as a distinct language and thus should not be on a list among official and distinct languages. Personally I was shocked to see so many aggressive comments towards the language we speak in our daily lives – and expressing yourself so hostile against Ebonics is not the right thing to do in my opinion. The characterizations of Ebonics as ‘slang’, ‘lazy’ or ‘broken English’ are incorrect, demeaning and could offend a great amount of people. Ebonics is a form of communication that deserves recognition and study. In this months’ special edition we are taking a closer look at the events that are going on right now. There will be different views on this issue; the topics that are named here are all coming back and will be assessed throughout an in-depth article written by Aleecia Dewiz, Marcus Reganus, Tanya Leeso and Sean Comsin. The last debate about the Ebonics language was almost fourteen years ago. On December 18th, 1996, the Oakland, California, Unified School District proposed using Ebonics for teaching English. This caused a national discussion and drew an awful lot of media attention. Due to this unwanted attention, the school board to alter their plans and teach it as a second language. My dear friend Jesse Jackson expressed his opinion on this matter saying that it was unacceptable for it may damage the children’s Standard English skills. Later he reversed his position towards the case by saying that he misunderstood the schools’ wish to teach Ebonics as a standard language – which was eventually not the case. Although I personally deeply care for the Ebonics language, English is a global lingua franca, so it is obvious that Standard English is the most important language that has to be spoken and taught in school. It has an instrumental motivation, while Ebonics is somehow rega rded as more of a language that people use or learn with a intergrative motivation. However, there are so many other versions of English spoken over the world: almost each country that has English as their official or second official language, speaks a slightly different dialect. Just to name a few: Hong Kong English, Singapore English, Cameroon English, New Zealand English and Jamaican English. These are languages that can be learned because of the integrative and instrumental motivation. Ebonics could be one of these languages and this will be discussed in the article â€Å"Ebonics: language or idiolect?† The question that came up to me was why there is such a fuss about this specific variety of English. In the Anglophone world – which is an immense part of the world we live in – there are many different varieties of English. The one that is quite comparable to Ebonics is Chicano English, since it is also a cultural variety of English in the United States. There is less (media) commotion about this language, though. Is this because it is not considered a distinct language, as it is not on the DEA list or has not been tried to teach in schools? Or does it have something to do with people being intimidated by the Black American society? The thing that worries me is that this renewed issue might trigger polarization between the radical-thinking white Americans and us Black Americans. There is a large group of Black Americans that speaks Ebonics and is not against it being a distinct or even an official language, while the large group of non-African Americans thinks the othe r way around. If this is going to be a national debate again, a divide of ethnic groups might occur. Like mentioned above, in this issue there will be different views on this topic, including the negative point of view, explained by both a Black American and white American. This is why I am kindly stressing to stand up for the Ebonics language, but to not forget about Standard English. I have written a feature on this as well, together with great help provided by Stephanie Reed and Tyrese Lutchin. Some might not like our language because they don’t understand it – hence the searching for translators, which definitely points out that not everyone can simply understand us. So speak the Ebonics language with pride, but think about the people around you and about your best interests – because Standard English is the most important language to know and to master. At least, for now. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | | Examiner’s Feedback: The written task is a missed opportunity. The student has an excellent topic with no examples of language in use. The task reminds us that, besides exploring various attitudes towards varieties of English language, we must look at concrete examples of English in use. Criteria| Possible| Awarded| Comments| A: Rationale| 2| 0| The student fails to include a rationale.| B: Task and Content| 8| 4| The task is generally appropriate, though it lacks examples. It shows some understanding of letters from the editor, as a type of text, though it slips into essay form sometimes.| C: Organization | 5| 4| The task is well organized and generally well structured.| D: Language and Style| 5| 4| The student’s use of English is inaccurate and inappropriate.| Sample Written Task 1 Rationale: In class we explored several texts by African Americans, analyzing their use of English as an expression of a social identity. In particular we look looked at several song lyrics by rappers. I was intrigued by 2Pac Shakur’s lyrics. I wanted to create a context in which I could explore the effects of his lyrics on the African American community. Therefore, I decided to invent a column in Rolling Stone magazine called ‘Lyrics Up Close’, in which I interview several young African Americans on their response to 2Pac’s lyrics. The year is 1998 and 2Pac is still climbing the pop charts even though he has been killed in a shooting. I ask how 2Pac has earned respect among his target audience, and how they identify with him. I give several reasons, including his personal history and his use of English to account for his success. What’s more I define the main message of the song as one that encourages troubled youth to get off the streets, stop selling drugs and cease violent activity. I look at this within the context of 2Pac’s own violent life, which exposes his hypocrisy. All in all, the task made me think critically about language and culture. Task: A ‘Brotha’ Who Understands ‘Brotha’s’ From ‘Lyrics Up Close’ a column in Rolling Stone magazine 2Pac Shakur landed in the top ten again this week with ‘Changes’, and so it appears that he is enjoying more success posthumously than when he lived. Has his iconic status increased because of his death, or could it be that this song has struck a chord with African-Americans across the nation. Rolling Stone hit the streets of 2Pac’s old neighborhood in Marin City, asking young African-Americans how the lyrics of ‘Changes’ made them feel. â€Å"Here’s a brotha’ who understands brotha’s,† answered one high school student, who seemed to capture the sentiments of many in the area. Where, though, in the lyrics do young African Americans identify with 2Pac’s message? At first glance, ‘Changes’ sounds quite pessimistic. It opens with the lines, â€Å"I’m tired of bein’ poor & even worse I’m black.† This defeatist attitude seems strange when compared to 2Pac’s tough image, an image that many young gang members have imitated. One young man we spoke to, who wore a gangster-style bandana, explained that the opening lines are not so much pessimistic as realistic. The lyrics explain why young African Americans deal drugs and commit crime: â€Å"First ship ’em dope & let ’em deal the brothers / give ’em guns step back watch ’em kill each other.† While this may sound like the tone of a victim, 2Pac is not encouraging young African Americans to give up or lose hope. It is important that we keep the target audience of the song in mind. It does not intend to create sympathy among white Americans for poor African Americans. Rather, the song targets African Americans. In fact many young black men of Marin City feel spoken to by 2Pac’s song. He seems to call on them to change: â€Å"But now I’m back with the facts givin’ it back to you Don’t let ’em jack you up, back you up, crack you up and pimp smack you up You gotta learn to hold ya own.† In these lines, â€Å"you† is directed to troubled black youth. When asked what â€Å"hold ya own† means, many young African Americans explained: they must refuse to become victims of the hardships that 2Pac so poignantly describes in his lyrics. This call to social responsibility might just be the main theme of the song, which he suggest in the lines, â€Å"I got love for my brother but we can never go nowhere unless we share with each other.† He calls on African Americans to stop dealing drugs to each other and stealing from each other. How, though, does 2Pac deliver this message without sounding patronizing? First of all, as the saying goes, ‘it takes one to know one.’ 2Pac’s criminal past and time in prison have earned him respect among troubled, black youth. But what’s more, he speaks to them in their language, a lyrical, almost sophisticated form of Ebonics or African American Vernacular English (AAVE). The rhythm and rhyme of the lyrics is engaging and compelling, which we see in the afore mentioned lines, â€Å"jack you up, back you up / crack you up and pimp smack you up.† The verb, ‘to pimp smack one up’ exemplifies the poetic style of street speech. Finally he addresses his audience as his â€Å"brothers†, he uses the word â€Å"nigga† in a permissible context and alludes casually to â€Å"Huey†, a.k.a. Huey P. Lewis, co-founder ofthe Black Panthers. These are all ‘in-group’ markers, which help establish his credit and rapport among African Americans in general and black gangsters specifically. It is for these reasons that he has earned the right to speak to them about these complex issues. In the midst of the many depressing scenarios that 2Pac sketches from children dying of drug abuse to the constant fear of being killed by an old enemy (â€Å"I never get to lay back / ‘Cause I always got to worry ’bout the pay backs†), his spoken words cast a ray of light and call for reasoning. â€Å"We gotta make a change†¦ It’s time for us as a people to start makin’ some changes. Let’s change the way we eat, let’s change the way we live and let’s change the way we treat each other. You see the old way wasn’t working so it’s on us to do what we gotta do, to survive.† The final question that remains is: ‘How are troubled, young African Americans supposed to change the way they live?’ Unfortunately 2Pac left us with few answers and, even worse, a poor example. He lived his life like the lyrics of ‘Changes’: a series of violent, depressing acts interspersed with a few moments of clarity. At least his song helps create understanding the complex issues that poor, young African Americans face every day. From this kind of understanding and the realization that ‘it’s on us to do what we gotta do’, change can arise. Criteria| Possible| Awarded| Comments| A: Rationale| 2| | | B: Task and Content| 8| | | C: Organization | 5| | | D: Language and Style| 5| | |