The Media and Joseph McCarthy Essay Example For Students

The Media and Joseph McCarthy Essay Joseph Raymond McCarthy, was born in Grand Chute, Wisconsin, Nov.14, 1908, and died an alcoholic on May 2, 1957. McCarthy was best known for his attacks on alleged Communism especially in the Harry S. Truman and Dwight D. Eisenhower administrations. The extreme accusations by McCarthy and his followers lead to the phrase McCarthyism. This phrase is used in reference to the sensational and highly publicized personal attacks, usually based on unsubstantiated charges, as a means of discrediting people thought to be subversive.'(Grolier, 1996)Before February of 1950 Joseph McCarthy was not a good legislator. He gained the attention of the United States by stating that the State Department was riddled with card-carrying members of the Communist Party.'(Rovere, 1959, p.128) McCarthy was very clever in the way he worked the media and was skilled in the art of public speaking. He used these abilities to latch on to the publics fears with communism in the eastern world. McCarthy bombarded the opposition with accusations and avoided giving proof; with these tactics McCarthy was able to gain many followers, especially Republicans. With the support of many Republicans, McCarthy accused the administrations of Roosevelt and Truman with twenty years of treason.'(Grolier, 1996)McCarthy was reelected in 1952 and immediately began directing accusations toward the Eisenhower administration from a new post as head of the Senates Government Operations Committee and its permanent investigations subcommittee. McCarthy was eventually discredited by lack of evidence in his claims of Communist in the U.S. army, through the nationally televised Army-McCarthy hearings in 1954. On December 2, 1954 the Senate voted to condemn him for conduct contrary to Senatorial traditions. The final vote was 67-22. After this any influence of Joseph McCarthy was insignificant. McCarthy was politically dead. (Ewald, 1984, p.381)It is my intention to show that it was the media who was responsible for McCar thyism and the turmoil it caused as well as the eventual destruction of Joseph McCarthys political career in 1954. We will write a custom essay on The Media and Joseph McCarthy specifically for you for only $16.38 $13.9/page Order now McCarthy began his manipulation of the press by way of a speech given at the Lincoln Day dinner of the Ohio County Womens Republican Club at the McClure Hotel in Wheeling, West Virginia on February 9, 1950. McCarthy later denied having said what he was quoted to have said in the speech. Apparently there was only one reporter present for the speech in Wheeling, so its his word against McCarthys. The statement quoted in the speech published in the Wheeling Intelligence in the story by Frank Desmond, read as follows,While I cannot take the time to name all of the men in the State Department who have been named as members of the Communist party and members of a spy ring, I have here in my hand a list of 205 that were known to the Secretary of the State as being members of the Communist party and who nevertheless are still working and shaping the policy of the State Department. (Bayley, 1981, p.17)This story is what is responsible for starting McCarthyism. Later McCarthy said the number h e gave in his speech was not 205 but 57. The fact is that Desmond had a written copy of the speech before McCarthy gave it, but he could have changed the number to 57 when he actually presented the speech. Regardless, the number 57 would have been just as shocking as 205. There are many ways that the media could have handled this speech, one being asking to see the list. If he had, things may have been different, for as McCarthy said himself what he held in his hand was the Byrnes letter, not a list.'(Bayley, 1981, p.24) If Desmond had reported that McCarthy was holding a letter, not a list, the newspapers would have handled the story much differently. A letter from one person to another, which suggests unfit employees, would have made much less news than the illusion of an actual list of names. The lack of proof was one of many ways the press mishandled information over the next few weeks. In general the press poor practice would be carried out for the next five years. I have here in my hand was a phrase that became more popular than a famous toothpaste slogan,'(Belfrage, 1973, p.117) McCarthy used this phrase countless times to refer to documents he would pull from his briefcase to support his accusations. The legitimacy of the accusations was never debated or questioned by reporters. The Byrness letter that McCarthy pulled out on February 9, 1950 was one of these unchecked documents. The content of the letter gives us insight into McCarthys ability to manipulate the facts, and allow the media to spread his word. .u27cf7e64e3e57f5d298e66c0e7d152a2 , .u27cf7e64e3e57f5d298e66c0e7d152a2 .postImageUrl , .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text-area { min-height: 80px; position: relative; } .u27cf7e64e3e57f5d298e66c0e7d152a2 , .u27cf7e64e3e57f5d298e66c0e7d152a2:hover , .u27cf7e64e3e57f5d298e66c0e7d152a2:visited , .u27cf7e64e3e57f5d298e66c0e7d152a2:active { border:0!important; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .clearfix:after { content: ""; display: table; clear: both; } .u27cf7e64e3e57f5d298e66c0e7d152a2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u27cf7e64e3e57f5d298e66c0e7d152a2:active , .u27cf7e64e3e57f5d298e66c0e7d152a2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text-area { width: 100%; position: relative ; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u27cf7e64e3e57f5d298e66c0e7d152a2:hover .ctaButton { background-color: #34495E!important; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u27cf7e64e3e57f5d298e66c0e7d152a2 .u27cf7e64e3e57f5d298e66c0e7d152a2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u27cf7e64e3e57f5d298e66c0e7d152a2:after { content: ""; display: block; clear: both; } READ: Mental Illness EssayMcCarthy took his famous number of 205 from a letter from Secretary of State James F. Byrnes to Representative Adolf Sabath of Illinois. It is very strange and unheard of in this day and age that McCarthy was allowed to make such an accusation without the press confirming its source. The letter basically said that 4,000 employees of the state had been transferred, and of those 3,000 had been subjected to preliminary examination, from which a recommendation against permanent employment had been made in 284 cases; 79 of these people had been refused government service. (Rovere, 1959, p.125)Without any further information McCarthy assumed that 205 of the 2 84 whose employment had not been recommended were actually employed, and that the reason that they were not recommended in the first place was because they were communists. (Bayley, 1981, p.20) The letter never mentioned that the 205 people were hired, or that any of them were Communists. No journalist ever asked any questions before printing the story. By not doing this they can be held responsible for creating a stage for a madman to mislead the American public. McCarthys rise to national prominence coincided with the explosive growth of television in the United States.'(Bayley, 1981, p.176) He knew about media and he knew he could use this new medium of television to promote his image, and his cause. Television was just as easily manipulated by McCarthy as the newspapers were, and McCarthy successfully put himself into the living rooms of the American public. What McCarthy didnt realize, and what would eventually lead to his downfall, was that a picture is worth a thousand words, and that live television conferences cannot be edited or fixed. It was this form of media that would lead to McCarthys downfall. Throughout the administration of Harry Truman, McCarthy accused the president of being sympathetic to Communism. It may very well have been the atmosphere left by the claims that led Truman and the Democratic Party to defeat in 1952, and the subsequent victory of Dwight D. Eisenhower and the Republicans. McCarthy was elected head of the Senates Government Operations Committee in 1952, but this was not enough for the ambitious Senator. He wanted to replace Eisenhower as the head of the Republican Party, and he attempted to use the same tactics against Eisenhower that he used to dethrone Truman. It was this political decision that set the stage for McCarthys fall from grace. McCarthy openly attacked Eisenhower in early 1954 with hopes of leading the Republican Party. One of his most famous slogans against him was the who promoted Peress? campaign. Irving Peress was a former dentist who had been drafted and commissioned in October 1952 and promoted to major a year later under the automatic provisions law. (Bayley, 1981, p.187) A month after his promotion someone in the army found out that Peress had refused to answer questions about his political beliefs, and he was ordered to be discharged within 90 days. All of this happened during the Eisenhower administration, and nothing had been proven about the actual beliefs of Peress but McCarthy used this incident and others like it to accuse Eisenhower of being sympathetic to the Communist cause. (Ewald, 1984, p.189)It was this Peress incident, however, that prompted Eisenhower to make a statement to denounce McCarthy. Everyone was prepared for Eisenhower to bash McCarthy, including McCarthy himself. McCarthy w as so sure of the content of Eisenhowers speech that he responded to it on television shortly after, without even knowing what Eisenhower actually said. McCarthys response speech included claims that the Army had been protecting, covering up, and honorably discharging known Communists; he bashed Peress, and he bashed Eisenhower claiming that they were all protecting Communists. (Bayley, 1981, p.188-189) What McCarthy didnt know is what hurt him, apparently Eisenhowers statement had been altered, and when it was delivered it didnt even mention McCarthy. James Reston described the actual statement of Eisenhower as a note on the principals that should govern the relations between the legislature and the executive under the US Constitution. (Bayley, 1981, p.188) Willard Edwards of the Chicago Tribune said that, the American people had seen a kick in the groin, and they would not forget it. To Willard Edwards, this was the day that McCarthy died. (Ewald, 1984, p. 242) McCarthy had lost the respect of the American public, and the respect of many journalist, reporters, and television stations. The television stations would indirectly be responsible for delivering one of the final blows to McCarthy. .u0d4034f2c3e25a69ff7ba65eac3efcea , .u0d4034f2c3e25a69ff7ba65eac3efcea .postImageUrl , .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text-area { min-height: 80px; position: relative; } .u0d4034f2c3e25a69ff7ba65eac3efcea , .u0d4034f2c3e25a69ff7ba65eac3efcea:hover , .u0d4034f2c3e25a69ff7ba65eac3efcea:visited , .u0d4034f2c3e25a69ff7ba65eac3efcea:active { border:0!important; } .u0d4034f2c3e25a69ff7ba65eac3efcea .clearfix:after { content: ""; display: table; clear: both; } .u0d4034f2c3e25a69ff7ba65eac3efcea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0d4034f2c3e25a69ff7ba65eac3efcea:active , .u0d4034f2c3e25a69ff7ba65eac3efcea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text-area { width: 100%; position: relative ; } .u0d4034f2c3e25a69ff7ba65eac3efcea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d4034f2c3e25a69ff7ba65eac3efcea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d4034f2c3e25a69ff7ba65eac3efcea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0d4034f2c3e25a69ff7ba65eac3efcea:hover .ctaButton { background-color: #34495E!important; } .u0d4034f2c3e25a69ff7ba65eac3efcea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d4034f2c3e25a69ff7ba65eac3efcea .u0d4034f2c3e25a69ff7ba65eac3efcea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d4034f2c3e25a69ff7ba65eac3efcea:after { content: ""; display: block; clear: both; } READ: Good effects and bad effects leading sentence: EssayShortly after this incident, in a public speech the Republican Party was described as divided against itself, half McCarthy and half Eisenhower.'(Ewald, 1984, p.246) McCarthy before this incident had always been given free air time from the networks (NBC and CBS) to respond to any type of comment spoken against him. This time however, NBC and CBS rejected his demands. Instead, as they were obligated to allow someone to reply, vice- president Nixon gave a response. McCarthy threatened to take the decision of the networks to the FCC, but other networks, newspapers and radio stations seemed to think that the law would favor the networks, and fully supported them in their decision. The movement of the press to stand up to Joseph McCarthy was sudden and as devastating. The only free air time he was given came from the Mutual Broadcasting System, but not until four days after the speech against him. In this time period McCarthy had amounted two more formidable critics to answer. One was Senator Ralph Flanders, a Vermont Republican who rose in the Senate on March 9 to accuse McCarthy of deserting the Republican Party and to ridicule his hunt for Communists.'(Bayley, 1981, p.192) The other was the one that ruined McCarthy, ironically by way of the television media that had helped his five-year career so much. His name was Edward R. Murrow. Televisions most respected man Edward R. Murrow presented a McCarthy documentary on his popular show See it Now, which provided, through skillful film editing, a devastating critique of McCarthy and his methods.'(Bayley, 1981, p.192) The show produced clips of McCarthy speaking his half-truths, and distortions and then followed them with Murrows explanations of McCarthys logic, and descriptions of how the facts were manipulated. At the end of the show Murrow did an editorial in which he said that McCarthys primary achievement had been to confuse the public about the internal and external threats of Communism.'(Bayley, 1981, p.193)McCarthy finally did make a reply on Murrows program See it Now nearly a month later on April 6, 1954. He never really replied to Murrow. Rather, he attacked him with more wild accusations and this time the public was not listening. Through the collective stand that the press took against McCarthy concerning the NBC/CBS decision, Flanders denouncement of McC arthy, and finally Murrows documentary; the media, which was responsible for the creation and the spreading of McCarthyism, had delivered the final nail in the coffin. The nationally televised Army-McCarty trials were just the playing out of the inevitable. The nation got to see McCarthy at his worst, trying to justify some of the horrific accusations that he made against the United States Senate. Eventually the Senate adopted a resolution to condemn McCarthy by a vote of 67-22. The only support for McCarthy was from parts of the nation where McCarthys activities had been given the least coverage in newspaper, and from the only part of the country that did not have access to live television coverage of the damaging Army-McCarthy trials. (Bayley, 1981, p.212) The medias power of influence on his career is shown here again; however in this instance it ruined him. In conclusion it is obvious that the media was responsible for the birth and the death of McCarthyism. The negligence of the reporters early in McCarthys career (notably Frank Desmond, who covered McCarthys speech at the McClure Hotel in Wheeling) gave life to a man who should have been exposed as a fake. The next five years of chaos taught the press about fact checking, and the need to ask responsible questions before a story should be printed Bibliography Bayley, Edwin R. (1981) Joe McCarthy and the Press. Wisconsin: The University of Wisconsin Press. Belfrage, Cedric. (1973)The American Inquisition 1945-1965: A Profile of the McCarthy Era. New York: Thunders Mouth Press. Ewald, William Bragg.(1984)Who Killed Joe McCarthy?. New York: Simon and Schuster. Manchester, William. (1976) A Slight Case of McCarthyism. Controversy and other Essays in Journalism. Boston-Toronto: Little, Brown and Company. Rovere, Richard H. (1959) Senator Joe McCarthy. New York: Harcourt, Brace and Company. The 1996 Grolier Multimedia Encyclopedia. CD-ROM. Danbury: Grolier 1996.

Genealogy Research in Great Britain

Genealogy Research in Great Britain Once youve explored as much of your family tree as you can online, its time to head to Britain and the land of your ancestors. Nothing can compare to visiting the places where your ancestors once lived, and on-site research offers access to a variety of records that arent available elsewhere.   England Wales: If your family tree leads you to England or Wales, then London is a good place to start your research. This is where youll find most of Englands major repositories. Most people begin with the Family Records Centre, jointly operated by the General Register Office and the National Archives, as it holds the original indexes to the births, marriages and deaths registered in England and Wales from 1837. There are also other collections available for research, such as death duty registers, census returns and the Prerogative Court of Canterbury wills. If your short on research time, however, most of these records can also be searched online (most for a fee) in advance of your trip. Located within walking distance of the Family Records Centre, the library of the Society of Genealogists in London is another excellent place to start your search for British ancestry. Here youll find many published family histories and the largest collection of transcribed parish registers in England. The library also has census records for all of the British Isles, city directories, poll lists, wills, and an advice desk where you can get expert suggestions on how and where to continue your research. The National Archives in Kew, outside of London, has many records that are not available elsewhere, including nonconformist church records, probates, letters of administration, military records, taxation records, association oath rolls, maps, parliamentary papers, and court records. This is generally not the best place to start your research, but is a must-visit for anyone looking to follow up clues found in more basic records such as census enumerations and parish registers. The National Archives, which covers England, Wales and the central UK government, is especially important for anyone researching members of the armed forces. Before you visit, be sure to check out their online catalog and comprehensive research guides. Other important research repositories in London include the Guildhall Library, home to the parish records of the City of London and records of city guilds; the British Library, most notable for its manuscripts and Oriental and India Office collections; and the London Metropolitan Archives, which houses records of metropolitan London. For further Welsh research, the National Library of Wales in Aberystwyth is the main center for family history research in Wales. There you will find copies of parish registers and family collections of deeds, pedigrees and other genealogical material, as well as all wills proved in the Welsh diocesan courts. The twelve County Record Offices of Wales hold copies of the indexes for their respective areas, and most also hold microfilm copies of records such as census returns. Most also hold their local parish registers dating back to 1538 (including some that arent also kept at the National Library of Wales).   Scotland: In Scotland, most of the main national archives and genealogical repositories are housed in Edinburgh. This is where youll find the General Register Office of Scotland, which holds civil birth, marriage and death records from 1 January 1855, plus census returns and parish registers. Next door, the National Archives of Scotland preserves a host of genealogical material, including wills and testaments from the 16th century to the present day. Just down the road lies the National Library of Scotland where you can search trade and street directories, professional directories, family and local histories and an extensive map collection. The Library and Family History Centre of the Scottish Genealogy Society is also located in Edinburgh, and houses a unique collection of family histories, pedigrees and manuscripts.   Go Local Once youve explored the national and specialist repositories, the next stop is generally the county or municipal archive. This is also a good place to start if your time is limited and you are definite about the area where your ancestors lived. Most county archives include microfilm copies of national records, such as certificate indexes and census records, as well as important county collections, such as local wills, land records, family papers and parish registers. ARCHON, hosted by the National Archives, includes contact details for archives and other record repositories within the UK. Check the regional directory to find county archives, university archives and other unique resources in your area of interest.   Explore Your History Be sure to leave time on your journey to visit the places where your ancestors once lived, and explore the history of your family. Use census and civil registration records to identify the addresses where your ancestors resided, take a trip to their parish church or the cemetery where they are buried, enjoy dinner in a Scottish castle, or visit a specialty archive or museum to learn more about how your ancestors lived. Look for interesting stops such as the National Coal Museum in Wales; the West Highland Museum in Fort William, Scotland; or the National Army Museum in Chelsea, England. For those with Scottish roots, Ancestral Scotland offers a number of clan-themed iteneraries to help you walk in your ancestors footsteps.

The impact of a high-protein breakfast on the attentiveness and memory Research Paper

The impact of a high-protein breakfast on the attentiveness and memory recall in math course of the ninth grade students in Saudi Arabia - Research Paper Example The control group will be used to validate the results due to the isolation from the independent variable. The two groups will be located in various classrooms to prevent their awareness on the experiment. Students will undergo normal Math lessons and their response and attentiveness monitored and observed. The experimental research will take one month and ensure that the students take a test with the same conditions. The long period will guarantee a quantitative research due to the collection of vast amounts of information from the students, parents, and teachers. Tests will be implemented to analyze the data collected. Academic performance has been a setback that the students; teachers and guardian have tried overcome since the establishment of learning facilities. Recent research shows that the performance has been affected by physical, social, economic, cultural, and nutritional factors. Much research has been carried out in all other fields except the nutritional principles. Today, academic performance has been directly reflected the success of individuals right from the time they start studying. The current trends in academic accomplishments have made changes in the approaches of research. Nutritional factors in the educational sector have had their impacts in the start of the current century. The changes in economic and social aspects have contributed to the transformation of the nutritional approaches leading to various varieties of food products for the students. Most parents can offer decent and balanced diets to their school children. Additionally, economic stability has also led to the use of supplements and other drugs to help in the attentiveness that will improve the students performance. Schools have based their eating strategies on research carried out to show the improvement and response in students due to different meals. Cognitive

Wgs Essay Example | Topics and Well Written Essays - 500 words

Wgs - Essay Example AWDF also mobilizes human, material and financial resources in order to foster gender parity in Africa, and to promote the rights of African women. AWDF believes that helping women organizations acquire enough skills, adequate livelihoods, information and the chance to actualize transformatory decisions gives rise to all-inclusive, dynamic and healthy communities (See: http://www.awdf.org/our-work/about). The problems that AWDF seeks to address are oppression of women’s rights, minimal political participation, conflicts, HIV/AIDS prevalence, economic disempowerment of women, and the absence of health and reproductive rights of women. AWDF sees these problems as social challenges as stark manifestation of the position of powerlessness into which patriarchal African societies relegated the womenfolk. In this light, AWDF describes these issues as thematic areas (goals). The failure to democratize has exacerbated women’s problems. Undemocratic governments lack stable mechanisms for the peaceful transfer of power from one regime to another. Political violence readily erupts after elections in Africa, with women suffering the heaviest casualty. Likewise, these governments, because of the absence of checks and balances, suffer a lot of excesses from the executive wing; with corruption, ineptitude and inequitable distribution of resources being prevalent. Women suffer the most in these governments due to the absence of affirmative action (See: http://www.fawe.org/). AWDF identifies itself explicitly as feminist. Nominally, the second initial of the acronym AWDF standing for ‘women’. Secondly, the aim of the organization underscores the restriction of its services to women, since AWDF asserts that its chief intent is funding African women’s organizations. Thirdly, AWDF staff comprises women only. Some of its leaders are Professor Bene Madunagu (Nigeria), Prudence Mabele (South Africa), Dr. Rose Mensah Kutin

The Main Aspects of Criminal Law Case Study Example | Topics and Well Written Essays - 1500 words

The Main Aspects of Criminal Law - Case Study Example Woollin). Subjective recklessness is found when the defendant is aware of the risk involved with his action, but still does the act. (R v. Cunningham1982 AC 566)(Smith & Hogan, 2006) The possible issues in the instance of Seema are possible criminal liability flowing from the death of Derek and the defenses which she might claim in reducing her criminal liability if proved. Moving on the mistake of Dr. Wisdom and the possibility of the breaking of chain of causation will be considered. Finally the act of Arun will be considered and the subsequent death of Dr. Ali will be considered. The actus reus of murder is still found in the wording of Sir Edward Coke, which is that the actus reus is present when the defendant "unlawfully killeth any reasonable creature in rerum natura under the Queen's peace' (Smith and Hogan, 1983) The requirement that the killing is lawful is an important aspect and so certain killings which may be as a result of use of reasonable force in self defense may be excluded (Re A 2000 4 All ER 961). Further it is necessary that the defendant accelerated the death of the victim.(Justis) The mens rea or mental element is known by the term malice aforethought and it is general to state that an intention to cause grievous bodily harm will suffice for murder. (Vickers 1957 2 QB 664)(Koenig, 2007) By the facts it can be stated that the actus reus and mens rea can be presumed by the fact that Seema finds the knife and stabs Derek. However the defense of provocation and diminished responsibility may be raised to get a verdict of voluntary manslaughter. Provocation was a common law defense which has been modified by s.3 of the homicide Act 1957. The two tier questions which must be satisfied have a subjective as well as an objective element. First it must be found that did the defendant, as a result of provocation, lose his or her self control (subjective element) and would a reasonable man have done as the defendant did (Objective Element). The elements are decided upon by the jury. (Smith & Hogan, 11th Edition) The subjective question is purely a matter of fact and requires a sudden and temporary loss of control along with cumulative provocation and that the loss of self control must be as a result of provocation. There must be a loss of self control as a result of the provocation and so the defence will not be available where it is found that it was a calculated revenge. The classic formulation can be found in Duffy [1949] where it was stated that the sudden and temporary loss of self control made the defendant at that moment not master of his mind. However in Richens it was stated that the defendant only required proof that he was unable to restrain himself from committing the act. The longer the time interval the higher the chance of

Johannes Brahms And The Romantic Period

Johannes Brahms And The Romantic Period The Romantic period was a period that spanned the entire 19th century. It came after the classical period and sought to increase the expression of deeper truths and the feelings of human beings while preserving the music structures of the classical period. Brahms is one of the prominent figures and composers of this era. Writing two serenades, two piano concertos, violin concertos, four symphonies, two orchestral overtures, and many more works that were destroyed or unpublished, Brahms became an influential figure of the Romantic period and served as an inspiration to future generations of musicians and composers alike. Johannes Brahms was born on May 7, 1833 in Hamburg, Germany. Johannes Brahms father was Johann Jakob Brahms while Johannes mother was Johanna Henrika Christiane Nissen. Johann Jakob Brahms, like his son, was a musician of the 19th century. Johann was proficient in several instruments, including the French horn and the double bass. Johanna Henrika Christiane Nissen, Johannes mother, was a seamstress living in Hamburg. Johannes Brahms also had a younger sister and a younger brother. At the age of seven, Johannes Brahms began musical training on behalf of the will of his father. Brahms studied piano with pianist Otto Friedrich Willibald Cossel. Due to his family being poor, Brahms often played in the brothels and dance halls of Hamburg. By the age of eleven, Brahms was composing sonatas for the piano. His compositions would not receive public attention or acclaim until he toured with Eduard Remenyi as an accompanist in the spring of 1853. On this tour, Johannes Brahms met Joseph Joachim, Joachim Raff, Franz Liszt, and Peter Cornelius; all were prominent musicians of the time. Joseph Joachim then introduced Robert Schumann to Johannes Brahms via a letter. Brahms then traveled to Dusseldorf to live with the Schumann family. Brahms impressed Schumann with his talent and was featured in an article in the music journal known as Neue Zeitschrift fur Musik which translates to New Journal of Music. This article brought the publics attention to the young Brahms. During th is time, Brahms, along with Schumann and Albert Dietrich, composed the à ¢Ã¢â€š ¬Ã…“F-A-E Sonataà ¢Ã¢â€š ¬Ã‚  for Joachim. Brahms found himself as a pseudo head of household in the Schumann family during his stay. He had developed a close relationship with Clara Schumann, Robert Schumanns wife and fellow German composer and pianist. This emotionally but not romantically deep relationship would last for both of the composers lifetimes, with constant communication between the both of them. When Schumann attempted suicide, he was placed in a mental rehabilitation facility. Brahms became the messenger between Clara and Robert Schumann during Roberts final years of life in the mental sanatorium. When Robert Schumann died in 1856, Brahms aided and comforted Clara for the next couple of years. This came at the sacrifice of Brahms career as few compositions were written during this period of time after Robert Schumanns death. After the death of Robert Schumann and the period of comforting his wife Clara Schumann, Johannes Brahms found himself devoting his time between his obligations as the founder and conductor of a ladies choir in Hamburg and his obligations in Detmold, Germany as the court music-teacher and composer. His Piano Concerto No.1 debuted in Hanover, Germany in 1859 and Brahms served as the soloist of the concerto. Brahms then visited Vienna in 1862 and was appointed conductor of the Vienna Singakademie, a choir based in Vienna. He composed throughout the 1850s and the 1860s, writing multiple compositions for different orchestras, but many of his works received mixed reviews from contemporary critics of the time. One of his works, Piano Concerto No.1 was poorly received in early performances of the music piece. Prominent figures of the time, including Franz Liszt and Richard Wagner of the New German School labeled Brahms as an old-fashioned and non-innovative composer. Although Brahms admired the skills of Liszt as a pianist and admired the musical works of Wagner, a conflict known as the War of the Romantics arose with Brahms being a prominent figure of the conservative side and Liszt and Wagner being prominent figures of the progressive side. Brahms rose to popularity in 1868 with the premiere of A German Requiem in Bremen. A German Requiem was Johannes Brahms largest choral work and was the composition that won the publics acclaim and established Brahms reputation in Europe as a leading composer and the conqueror of the symphony. It was with this newly formed reputation and acclaim that allowed Brahms to complete many of his earlier works that he had worked on for years such as the Rinaldo, a cantata, his third piano quartet, his first symphony, and his first string quartet. Brahms was a perfectionist and due to this, never finished or discarded many of the compositions he had worked on in the earlier years of his career. The first symphony premiered in 1876, and the other three premiered in 1877, 1883, and 1885. His Piano Concerto No.2 premiered in 1881 with Brahms once again as the soloist for the concerto. It was from this point on that Brahms was able to test his newly composed orchestral works with the Duke of Meini ngens court orchestra which was conducted by Hans von Bulow, one of the most famous composers of the 19th century. One of Brahms works, the abbreviated version of his Hungarian dance for the piano, became the earliest recorded music piece in history. The piece was recorded by Theo Wangemann, a representative on behalf of the famous American inventor Thomas Edison, when Theo visited Vienna in 1889 and invited Johannes Brahms to make the first recording of a music piece in history. In that same year, Brahms was made an honorary citizen of Hamburg, the same city where he was born. At the age of 57, Brahms made a resolve to give up on composing music for the rest of his life in 1890. Brahms was unable to follow through with this resolve and went back to composing music. It was during this time frame that Brahms composed a number of compositions that were acknowledged by critics and the public alike to be masterpieces. He composed even more music due to his admiration of Richard Muhlfeld, former violinist and now clarinettist of the Meininger Hofkapelle which was the Meiningen orchestra. These inspired musical works were Op. 114, Op. 115, Op. 116-119 also known as the Four Serious Songs, Op. 120, Op. 121, Op. 122, the Clarinet Trio, the Clarinet Quintet, the two Clarinet Sonatas, and the Eleven Chorale Preludes for the organ. Johannes Brahms developed cancer while completing the Op. 121 songs. His condition worsened which caused Brahms death on April 3, 1897 at the age of 63. Brahms was buried in the Zentralfriedhof, the most famous and largest cemetery in Vienn a. Brahms point of view combined elements of the Baroque and Classical periods and his futuristic views on music. His music was bold with its exploration of harmony and rhythm. Because of this, Johannes Brahms has a strong influence on both conservative and modernist composers. In his lifetime, Brahms was an influential figure on several composers within his circle who had a strong admiration of his music. These composers included Robert Fuchs, Heinrich von Herzogenberg, Julius Rontgen, and also Gustav Jenner who was Brahms only formal pupil. Brahms also had a great influence on Antonin Dvorak who received great amounts of help from Brahms. Dvorak admired Brahmss music and was heavily influenced by it in many works by Dvorak including the Symphony No 7 in D minor. Notable features of Brahms musical style were used with the personal styles of composers Max Reger, Wilhelm Berger, and Hans Rott. British composers Edward Elgar and Hubert Parry as well as the Swedish composer Wilhelm Stenham mar have noted that they have learned much from the works and examples set by Johannes Brahms. Brahms was honored by the Walhalla temple, the German Hall of Fame in 2000. On September 14 of that year, he was inducted into the Hall of Fame as the 126th à ¢Ã¢â€š ¬Ã…“ruhmlich ausgezeichneter Teutscherà ¢Ã¢â€š ¬Ã‚  which translates to glorious excellent teacher and the 13th composer among them. A bust was sculpted in honor of him by sculptor Milan Knobloch. A composer of the Romantic period, Brahms composed numerous works which left a strong impression on the public and served a model of inspiration for future musicians and composers. It was through his numerous works which have earned public acclaim that he became a leader and prominent figure of the musical scene at the time. An innovator and a traditionalist composer, Brahms was one of the most beloved musicians and composers of his time and still remains so today.

Free Essays: Symbolism in Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

Nathaniel Hawthorne's work is typically fraught with symbolism, much of it deriving from his puritan ancestry. Hawthorne was obsessed with the themes of sin and guilt. John Roth notes that "A number of recurring thematic patterns and character types appear in Hawthorne's novels and tales" (Roth 76). Because he is speaking of what we would later come to call the unconscious, Hawthorne extensively employed the use of symbolism, which bypasses the conscious to tap into its more dream- like process below (Roth 76). In his short story "Young Goodman Brown," the main character Goodman Brown goes off into the woods and undergoes what will be a life changing experience. "Young Goodman Brown," was written in the nineteenth century but is undoubtedly set in the seventeenth century, and for the early Americans in this time period the forest was a symbol of the test of strength, courage, and endurance. It took a lot of courage to survive there, and the young person entering the forest would not emerge the same. But the story is more symbolic than realistic, and the dangers that Goodman Brown encounters in the forest are not Indians or bears; they are dangers of the spirit. It is no accident that such an experience should have taken place in the forest, because there is a long and extremely profound tradition in American literature where experiences of this nature haven taken place in forest settings. Psychologist Bruno Betelheim observes that "Since ancient times the near impenetrable forest in which w e get lost has symbolized the dark, hidden near-impenetrable world of our unconscious" (Betelheim, 94). However, this does not appear in "Young Goodman Brown." Instead of bravely battling down the dangers of the forest and emerging a more mature person, Goodman Brown emerges a ruined man. Â  It should not go unrecognized that Goodman Brown's wife, a light-hearted, genuine woman, has the name Faith. Faith is not by any means an unusual name for a woman, especially in puritan times, but it becomes significant in the story because she is presented to us first as a very young bride with pink ribbons in her hair, almost like a child. Her pink ribbons symbolize her youth, and her name symbolizes her husband's childlike spirituality at the beginning of the story. Christianity historically has been a religion of obedience and devotion much more than one of logic, as much as the framers of the age of reason would try to argue otherwise.

Pest

Name: Kimberly Hodge 1. Using APA citations to support your statements, explain what a PEST table is and why it is important to an organization (1-2 paragraphs). Pest Analysis is a frame work that strategy consultants uses to scan the mirco environment in which the firm operates. (Value Based 2013) PEST is Political, Ecomonic, Social factor and Techonolgies factors. Companies will use this in workshops and it will make the managmenets brainstorm techniques using PEST for strategic plannings, marketing planning or development in the business or the production. (Value Based 2013) 2.Include an explanation of the organization and environment you are focusing on in the PEST table (3-5 sentences): I answer #4 before I answer this one. It is combine of both questions. The organization would be my bike shop. I would use this table to think how this would affct my employees and the consumers. Political section, with the Furlough going on and unemployment numbers are going up.. I need to be aw are that I will have good days and bad days with sales. The next couple months were be good month because income refunds are coming in and people want to buy and spend but then at the same time consumers may be saving as well.International trades will be affecting my bike shop because some of the bikes are shipped from France, Switzerland and other countries. I need to be aware this could affect my business as well.. Social is a huge impact for any business. And I think economic influences social a lot. Then Technologies, there are always new gadgets that are being added to the bikes or can be purchased to add to the bike. As a management, I have to be aware that when I promote new technology, I need to let them know what is new and how does it work. 3. 4. Identify 3-5 items in each category and post them in the PEST table below.Provide enough detail to explain your thoughts for each item. One or two lines will suffice for each item; please avoid using one-word, generic items within the table. Political1. Tax policies2. political stability3. safety regluations4. international trade regulations and restricitions5. contract enforcement law consumer protection| economic1. stage of the business cycle2. consumer confidence3. exchange rates/inflaction rates4. Interest rates and montery policies5. unemployment policy| SOCIAL1. income distriubiton2. labor/social mobility3. lifestyle changes4. health consciousness and welfare, feelings on saftey5. iving conditions| TECHOLOGY1. government research spending2. new inventions and development3. energy use and costs4. rate of technology transfer5. life cycle and speed of technological obsolescence| 5. If you were the leader of the organization used here, how would you utilize the information in the PEST graph, and what changes would you make based on your results? How would those changes affect the success of the business? (1-2 paragraphs) When I am leader of the organization, I will need to look each catergory and determine what are affecting our people in our country.People may be looking for changes or having trouble adapting to changes. Why are the changes happening like the example in the book talking about when the records were going out and the CD were coming in and it happened almost over night. This means people who had record players did not have CD players.. The customers had to buy CD players before they could buy the CD. This is what I need to look, what will happen if I change something, does this mean the consumers will have to spend money to make something adapt to something such as CD player. With the government changes laws, it affects our people.Like recent event, the Furlough, I know some people are losing two days of work per payperiod, this will affect their paychecks which will affect the social. So as a leader, we have to look how each category will affect the next. 6. References (please use proper APA set up as you construct the reference list): Valued Based Management. Net (Ja nuary 2, 2013) http://www. valuebasedmanagement. net/methods_PEST_analysis. html GRADING RUBRIC Item| Point Value| Assignment Content| | In depth responses to all questions| 40| General Writing and APA compliance| 10| Total| 50|

Montessori method of education Essay

Dr. Maria Montessori is the founder of the Montessori method of education. She started her first classroom â€Å"Casa dei Bambini† or Children’s House in 1907. Montessori method of education stresses the importance of respecting children – â€Å"Help me to help myself†. Montessori education celebrates its 100th year in 2007. The goals of a Montessori education were to develop sensory training, language acquisition, arithmetic, physical education, practical life skills and abstract thought through the teaching of the whole child and the integration of the family into the early education system. Montessori began her educational experiences by working with special needs children. At the time of Montessori, special needs children were thought of as a â€Å"lost cause†. They could not learn how to become members of society because intelligence was fixed. She strongly opposed to the perceptions on cognitive abilities of these children at the time, and believed that they could learn how to become members of society through special teaching techniques that utilized sensory education and hands-on experience. Her aim was to teach children academics through practical life experiences and to â€Å"†¦to develop the whole personality of the child through motor, sensory, and intellectual activity† (Hainstock, 1997, 35). Montessori – The Montessori classroom is a meticulously prepared environment designed specifically to meet the needs of the child both physically and emotionally. One aspect of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the child sees routinely performed in the home. They each serve a meaningful purpose as the child masters each piece of work such as tying shoes, pouring water, sweeping, or sewing and cooking. Through Practical Life activities, a child will also develop and refine social skills. These skills developed through Practical Life build self-esteem, determination and independence. The student learns to take care of him and the surrounding environment. Maria Montessori explains in, The Discovery of the Child, â€Å"Through practical life exercises of this sort the children develop a true  Ã¢â‚¬Ëœsocial feeling,’ for they are working in the environment of the community in which they live† (5, pg. 97). Additionally, fine motor skills are improved through use of the Practical Life materials. Through repeated tasks which enable a child to refine concentration, coordination, independence, and order, a child’s sense of self-worth grows. The Practical Life skills are an essential component in the Montessori classroom. Not only do they provide a link between home and school for the new Montessori student, but they provide a foundation for life-long love of While appearing quite simple and repetitive, Practical Life activities are highly purposeful. A child engaged in such activities demonstrates high levels of concentration, sense of order, and refinement of fine motor skills. Also, they show a sense of independence through caring for oneself and the environment. Furthermore, they show respect for classmates and teachers and develop a sense of pride. Not only are these skills and qualities necessary to progress in the Montessori classroom, but they are also needed as an individual develops into adulthood. Practical Life activities can be divided into six main categories. First, are Preliminary Exercises which assist in creating routine and order in the environment and are prerequisites for other activities. How to a roll a mat, carry a chair, or how to open and close a door are examples of Preliminary Exercises. Practical life exercises also include Fundamental Skills such as pouring, spooning, or tonging. As with all lessons in the Montessori classroom, these activities follow a sequential order and ideally, each lesson builds upon the last. Another category is Care of Self. Activities such as washing hands, buttoning, or tying shoelaces assist the child to become physically independent. Care of Environment is another category involving activities such as sweeping, watering, cleaning, etc. Control of Movement is an area of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally, social Grace and Courtesy lessons are introduced to the child. These may include lessons on how to say please and thank you, interrupting someone, or introducing friends and acquaintances. Montessori stressed the relationship of these exercises to the general happiness and well being of the child. â€Å"A child who becomes a master of his acts through long and repeated exercises [of  practical life], and who has been encouraged by the pleasant and interesting activities in which he has been engaged, is a child filled with health and joy and remarkable for his calmness and discipline† (The Discovery the Child, 5, pg. 93). Varying types of presentations can be used by the teacher to introduce Practical Life activities. First is a collective introduction given the children at once. This could include proper table manners, how to interrupt someone, how to speak with an inside voice, or how to turn the page of a book. Another method is a group presentation given to a small gathering of children. The last method of introduction is Individual, given only to one child at a time. Montessori believed the prepared environment is directly correlated to the child’s development. The classroom is a specifically designed area arranged solely for the children. There should be a variety of movement and activity and all work operates together through the disciplines. Montessori also believed in the importance of aesthetically pleasing classrooms. Children respond well to beauty, order, and quality in their environment. Through the Practical Life activities in the Montessori classroom, a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. The child begins to build himself from within while learning to treat him and others with respect and dignity. These understandings ultimately prepare the child for entry into society and a lifetime of self-respect and self-worthiness. Practical Life activities in the Montessori classroom ultimately provide the foundation for success in all areas of life. Movement – Montessori said- â€Å"one of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions†(The absorbent mind, pg 151) – it is not equally clear as to how scientists and teachers have failed to note the supreme importance of activity in the  building up of the man to man be! It was during the time of Dr Maria Montessori who felt it was time to emphasize more on â€Å"movement† in educational theory – Mental development must be connected with movement. Like man’s nervous system is divided into three parts- Brain Sense organs- collect impression and pass them to the brain Muscles – the nerves transmits nervous energy to the muscles and this energy controls the movements of the muscles. Movement is the final result to which the working of all these delicate mechanisms leads up and it is because of movement that personality can express itself(The absorbent mind, pg 148)! The great philosophers must use speech or writing to convey his ideas and this involves muscular movement. What would be the value of his thoughts if he gave them no expression? This he can only do by making use of his muscles. Psychologists regard the muscles as a part of the central nervous system (works as a whole to put man in relation with his surroundings) and this whole apparatus of Brain ,Senses and Muscles is called – the system of relationship- it puts man in touch with his world (living or non living and with other people) and without its help a man could have no contact with his surroundings or his fellows. The vegetative systems only help their owner to grow and exist. It is the system of relationship which puts him into contact with the world! There is nothing in the world which plays no part in the universal economy, and if we are endowed with spiritual riches, with aesthetic feelings and a refined conscience, it is not for ourselves, but so that these gifts shall be used for the benefit of all, and take their place in the universal economy of spiritual life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good health, heart, lungs and stomache must all work together. We must apply the same rule to the system of relationship, the central nervous system†¦..if we have a brain, sense organs and muscles, all these must cooperate. The system must exert itself in all its parts, none of them being neglected for example we want to excel in brain power but to succeed in this we must include the other sides too. To perfect any giv en activity â€Å"movement† will be needed as the last stage of the cycle. In other words a higher spirituality can be reached only through action and this is the point  of view from which movement has to be judged. one of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions, we think of our muscles as organs to be used only for health purposes. We â€Å"take exercise† or do â€Å"gymnastics† to keep ourselves fit, to make us breathe or to eat or sleep better. It is an error which has been taken over by the schools .It is just as though a great prince were being made the servant of the shepherd. The prince – the muscular system –is only being used to help the vegetative life. Such assumptions will lead to enquiry†¦there comes about a separation between the life of movement and the life of thought. Since the child has a body and mind both, games must be included in the curriculum so as to avoid neglecting any part of nature’s provision. To keep thinking abou t the mind on one hand and the body on other hand is to break the continuity that should reign between them. This keeps action away from thought. The true purpose of movement is to serve the ends of existence – that is the development of the mind(The absorbent mind, pg 151). All movement has most intricate and delicate machinery, but in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Movement and activity are natural functions of childhood and learning comes through them .Activity becomes increasingly important to development. It is the movement that starts the intellect working†¦ Till now all educators have thought of movement and the muscular system as aids to respiration, or to circulation, or as a means of building up physical strengthen our new conception the view is taken that movement has great importance in mental development itself, provided that the action which occurs is connected with the mental activity going on. Both mental and spiritual growth are fostered by this, without which neither maximum progress nor maximum health (speaking of the mind) can exist. A child is a discoverer. He is an amorphous splendid being in search of his own form. For example in the development of speech, we see a growing power of understanding go side by side with an extended use of those muscles by which he forms sounds and words. Observations made on children – the world overconfirms that the child uses his movements to extend his understanding. Movement helps in development of mind and this finds renewed expression in further movement and activity(The absorbent mind, pg 154). The child gains experience through exercises and movement. He coordinates his own movement  and records the emotions he experiences in coming into contact with the external world. The importance of physical activity or movement in a psychic development should be emphasized. The child has an internal power to bring about cordinations, which he creates himself, and once these have begun to exist he goes on perfecting them by practice. He himself is clearly one of the principal creative factors in thei r production. The movements the child acquires are not chosen haphazardly but are fixed. In the sense that each proceeds out of a particular period of development. When the child begins to move, his mind being able to absorb, has already taken in his surroundings. He Is directed by a mysterious power, great and wonderful that he incarnates little by little. In this way, he becomes a man. He does it with his hands, by experience, first in play then through work. The hands are the instruments of man’s intelligence. He constructs his mind step by step till it becomes possessed of memory, the power to understand and the ability to think. â€Å"The child’s mind can acquire culture at a much earlier age than is generally supposed, but his way of taking in knowledge is by certain kinds of activity which involves movement†¦.†(Montessori notes) It is very interesting to study the mechanical development of movement, not only because of its intricacy but because each of the phases it passes through is clearly visible. Man’s foot can be studied from three points of view: the psysiological, the biological and the anatomical and all of them are most interesting. The hand is in direct connection with the man’s soul, but also with different ways of life that men have adopted on the earth in different places and at different times. The skills of man’s hand are bound up with the development of his mind, and in the light of history we see it connected with the development of civilization. The hands of man express his thought and from the time of his first appearance upon the earth traces of his handiwork also appear in the records of history. Hence, the development of manual skill keeps pace with mental development. We are told that St. Francis of Assisi – perhaps the simplest and purest of human souls used to say – â€Å"Look at these great hills! They are the walls of our temple and the aspiration of our hearts!†(The absorbent mind, pg 163) The truth is that when a free spirit exists, it has to materialize itself in some form of work and for this hands are needed. (The absorbent mind, pg 163) The hand are connected with mental life, allows the mind to reveal itself and enables the  whole being to enter into special relationship with its environment. His hands under the guidance of his intellect transform this environment and thus enable him to fulfill his mission in the world. The education of the movements is very complex, as it must correspond to all coordinated movements which the child has to establish in his physiological organism. The child if left without guidance is disorderly in his movements and these disorderly movements are the special characteristics of the little child. The child is seeking the exercises in these movements which will organize and coordinate the movements that are useful to a man. The child follows direction/instructions and if his movements are made a little definite then the child grows quiet and contended and becomes an active worker, a being calm and full of joy. This education of movements is one of the principal factors in producing t hat outward appearance of â€Å"discipline† to be found in the â€Å"children’s house†.(Montessori notes) Importance of movement:- Movement leads to: Muscle development, both fine and gross – need freedom for movement to take place Stimulates the mind Stimulates the senses Develops concentration Develops independence Develops confidence (through agility/balance and co-ordination) Develops discipline and will Develops language Leads to normalization Results in a healthy body and mind Emotional and intellectual development through movement:- Emotions are the affecting mental stages, organized by external ideas of situations and always act while accompanied by bodily and mental excitement. However, when we talk about emotional development in children, we find that children show a wide range of emotional reactions. Sometimes they are excited and exuberant and at other times they are depressed and sullen and some other time they are just angry, throwing tantrums. We find various shades of emotions in them even at an early age. The word emotion originates  from the Latin word â€Å" Emovere† which means to be excited. So, an emotion implies that state of mind which excites a person when man is influenced by emotion he gets excited and his natural state of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a child of school age, it is essential to take into consideration his emotional development during the early years. Sometimes, newly born infants behave as though they are violently aroused. If such vigorous behavior means the intensity of his feelings, then we must conclude that emotional experiences can be as intense during this early period as at any later stage of growth. Again we see that a new born child is relatively unresponsive to many stimuli which are likely to arouse him in later stages. Children are capable of rich and varied emotional experiences in the course of their development till they are adults. Children from birth to 2 years go through a variety of emotions and goes through many emotional experiences that may influence his attitude towards life. Studies show that at birth there are general excitements mostly concerning his hunger and comforts, after 2-3 months the child shows definite signs of distress along with delight. By 6 months with his exposure of different kinds of stimuli the child starts showing other shades of emotions like distress or discomforts develops into fear, disgust and anger. With the satisfaction of his needs he feels delighted and by the time child completes one year this delight differentiates itself from affection. the child recognizes emotions in others and responds to it clearly. But his emotions are not so strong as regard to joy and happiness when he turns one as they are at the age of 2.Therefore we conclude that by the end of 2nd year the child has already developed various emotions and feelings. Factors affecting emotional development – There are many factors that affect the emotional development among children, the major ones are – Fatigue – tired and exhausted child Ill health Order of birth Intelligence Environment Parental attitudes The child’s emotions are still pure of contrasts. He loves because he takes in, because nature orders him to do so. And what he takes and absorbs to make it a part of his own life, so as to create his own being(The secret of childhood, pg 80). The child follows the grownups and the words of a grownup are supernatural stimuli. The child is enchanted and fascinated by his actions and words. What the grown up tells him remains engraved in his mind like words incised by a chisel on a stone. The adult should count and measure all his words before the child, for the child is hungry to take from him, he is an accumulator of love. The developing child not only acquires the faculties of man: strength, intelligence, language, but at the same time, he adapts the being he is constructing to the conditions of the world about him. The child has a different relation to his environment from ours. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear. In us the same things produce no change but a child is transformed by them. This vital kind of memory which absorbs is called â€Å" Mneme†. In this process of absorption, learning,acquiring,adapting the child is constructing not only physically but emotionally or psychic as well. The moment the child understands his environment he learns to work and adapt to it and then further wants to master in it which leads to modifications accordingly. In this complete process the following emotions are built; Self esteem Confidence Feeling of capability Sense of achievement Thus, children enjoy process not purpose! The distinct difference between man and animal – Montessori tends to adopt a different standpoint from many modern psychologists. Most of the psychologists place great emphasis upon the â€Å"inherited tendencies to behavior† which man has in common with animals. They maintain that everything we do is based on the instinctive urges of human act.Thus; the love of knowledge is but the sublimated instinct of curiosity. For Montessori, she believes that man differs from animal creation not only in degree but also in kind. She states that the most significant thing about  the child development is not instinctive tendencies that are in common with animals, but the capacity to reason which distinguishes us from them. Here, she is not trying to deny or belittle the significances of their findings, but she is saying that these elementary psychic forces are only a part of the question and a lesser part, her conviction is – â€Å"Animals have merely to awaken their instincts towards their specified behavior and their psychic life is limited to this. But in man there is other fact –the creation of human intelligence (Montessori, notes). Unlike man, one can predict the behavior of animals, whereas for man, what he will do in the future, no one can tell. â€Å"For man there is no limit†(Montessori notes). Man is a rational animal to be most â€Å"like to God† whose image we are made. Man alone possesses â€Å"that capable and god-like reason which enables us to do what no animals has ever achieved –i.e. to rise to a consciousness of our being i.e. self consciousness, to the knowledge that â€Å"I am I†. It is with this gift of reason or intellect as foundation that we are able to build our individual characters. How soon does a child begin to reason? According to Montessori, it begins as early as a baby where the child starts from nothing. Its reason revolves round his internal working like a little bud, developing and assuming concrete form from the images it absorbs from the environment. According to Montessori at her lecture in 1944, it was stated that the first year of a child’s life is the period where greatest psychic activity can develop by the human being. This is evident because we know that the brain is one thing that is active during the first y ear. That the reason why the head of a one year old has doubled in size since its born. At the third year, its brain is already half that of the adult- at four years eight –tenths of its ultimate size. Montessori further elaborated that it is during the first period that the human being grows principally in intelligence: the rest of its growth during this period, being subordinate to this developing psychic life. The three characteristics we can observe about a child during this period are – The child creates his own mind –Since intelligence is what distinguishes man from all other animals, the first characteristic is the creation of intelligence. As said before he first constructs himself by absorbing everything from the environment by his unconscious mind. With these multitudinous impressions, the child continues  to build his conscious intelligence. Montessori said ; to build up this conscious intelligence, the work of the hand plays an important and essential pa rt. The intelligence builds its own instrument –Second fact is while constructing his own intelligence he also begins to construct his own bodily instruments of expression. The child’s power of movement will develop in subordination to this superior aim i.e. of psychic development. Its activity will not be confined within the narrow limits of instinctive behavior, but will function as an instrument of a free moral agent. His eternal destiny is placed within his own hands. Marvelous adaptive powers of the child –The third characteristic of this period, are the marvelous adaptive power possessed by the child. Montessori illustrated this point by comparing man to animals. Example – if a cat is born in France, England or India, it would meow just the same way wherever it grows up. However for a child he will speak French in France, English in England and Hindi or any other dialect in India. This is because of its â€Å"inner construction†. Movement and mental assimilation leads to integration of personality – The child constructs himself through movement .The value of movement goes deeper that just helping in acquisition of knowledge. It involves the development of child’s personality -in 1st year baby establishes his physical his physical development through movement. He learns to use his limbs and whole body to carry out movements such as crawling, standing and walking and sometimes running. In the next few years he refines his gross motor skills through movement. He continues to develop his fine motor skills through activities that involve movements. As the child interacts with his environment, he absorbs the environment into his psychic life. Through repeated use of materials in the environment he learns to compare, discriminate, differentiate and judge the qualities of the materials. As the child gains experience through exercises and movements, he co-ordinates his own movement and records the emotions he experienced in coming into contact with the external world. He learns self help skills, taking and sharing. This is the social and emotional development of the child. It is also not sufficient to allow children to learn without giving him the opportunity to work or explore with the materials. When children work with the materials, it involves creative movement. When teaching children, it is not sufficient for them to hear the things which we wish him to learn. â€Å"We must give no more to eye & ear than we give to the hand†(Montessori notes) For example, in teaching children ,the idea of dimension, it is no good to show them a diagram of objects of various sizes, instead we need to provide children with concrete materials such as the knobbed cylinder, pink tower, brown stairs, long rods and knobbles cylinders. They must be given the opportunity to explore and experiment with the materials. This is so with all Montessori materials whether it is the four operations in arithmetic, parts of speech or learning of lands and water. It always involves movement. The child as an individual presents two aspects –the center and the periphery. The center is seen as the innermost citadel of the personality from which action proceeds .At this center the child increases his mental powers by seeking out sensation and movement which takes place at the second part of his personality i.e at the periphery. The periphery is that part of the child’s personality which comes in contact with the external world .It involves the senses, movements and the outward manifestations of his choice. Through continuous interaction of the center and the periphery, the mind of the child develops and expands. The directress should be concerned with the periphery as it is that part of the child that is accessible to her. The other methods of teaching aims at getting to the center directly. The teacher’s business is to feed the periphery. The teacher prepares the environment that meets the child’s inner needs and in his exploration of the materials, he abstracts ideas from them. As both center and periphery interacts, the child builds his mind. The objects in the environment cannot be chosen at random. Each material possesses an idea or concept to be realized, not to be announced by the teacher. At the child explore with the materials, this concept/idea become presented. In practice, we often find that even if the directress has prepared the  environment and presented the materials to the children, there do not seem to be a click of the center and the periphery. The child does not seem to be interested and his act seems to be in a disorderly manner. According to Montessori, the answer to this missing link is the â€Å"Point of Contact†. To explain this, Montessori used the example of teaching the appreciation of music. If the teacher tries to play music morning till night and children are allowed to move about to move about anyhow and anywhere in a disorderly manner, there is a lack of contact. To resolve this problem, the muscles, which move, should move in response to the musical rhythm thus establishing a psychic bridge between the soul of the child and the external reality of music. The moment the child understands that there exists the connection (i.e between the music and his movement), then the point of contact is established. So if the music changes its rhythm, then the child becomes aware of it and changes his movement accordingly, and he is on the road to perfect himself. This reality may be either material or spiritual; but movement must always accompany the child at any rate. Let’s look at an example to understand how the point of contact helps development. In their presenting of the sensorial materials, children were given new sounds, new shapes etc.The main purpose of it is not just bring new sounds, new shapes but to bring order into this new impression. The difficulty or the error that the child is to discover and understand must be isolated in a single piece of material. For example the long rods will present to the child only a variation in length and not in colour and design. Such isolation will help child focus on the problem more readily. It is through this method, that it leads the child to be interested in dimension, and develop him to observe them in the world around. Montessori calls her material â€Å"keys to the Universe† –it is important to constantly remember that it is through this point of contact limited and exactly but real work, helps the child to summon the mind to wonder at large in fantasy to something real which opens up a new pathway. With younger children, however, it was observed that the exercises in practical life will play an important part, but always the point of contact will be established through movement. An example was to get up from a chair and carry it from one place to another without any sound. The children would  be presented this concept of self perfection and would seek to do the same as it corresponds to his soul. Again, we see the truth of Montessori’s maxim that â€Å"education begins through movement†.

An Introduction to Mark Rothko Essays

An Introduction to Mark Rothko Essays An Introduction to Mark Rothko Essay An Introduction to Mark Rothko Essay Encounters with Mark Rothkos Light red over black (1957) Mark Rothko, Light red over black 1957. In this essay I will explore Light red over black (1957) by Mark Rothko. Although apparently simple, infact shows a wonderfully complex process of thought and throughout this essay I will interpret and get a better understanding of Rothkos intention and meaning. Filled with shades of red, the upper part of the painting comes to create a strong opposition with the black area below it, itself encircled by a darker red. This painting consisting of three floating rectangles in various colour combinations, creates a sombre mood conducive to spiritual contemplation. With the use of Rothkos saturated colours the viewers are moved and as ones eye adjust to the light that the painting emits. The colour field, I feel, embraces the mind, and the palettes warm variety of tones mesmerises. Further analysing this painting, the two darker oblongs appear like two openings in the centre of the painting, creating a sense of freedom. Conveyed in this painting is a sense that the oblongs are two openings in the centre of the picture, as the two darker rectangles are much more prominent in relation to the red tones. When first encountering this piece I questionned perhaps whether these oblongs were openings or whether in fact they were floating on the surface. In many respects it reminded me of of a stained-glass windows, except that there is no pattern or decoration. However, through its title, Light red over black it seemed that perhaps Mark Rothko wanted the red to be more of a protrusive focus. However, with such contrasting colours it is definitely the black and dark blue that strick as the main aspect of this painting for me. On a chronological outlook, the shades from the upper half, the lighter red, move slowly downwards to a much darker colour. This could possibly be perceived as a means of human life, which has been said that Rothko tried to aim for TESHUVA, 2003:45 , the lighter red being an earlier life time ending with the black as the end of it evoking an endless enthrall. It is, in my belief, the energy that comes off this painting is a result of Rothkos spontaneity nd improvising. Like many of Rothkos work, Light red over Black made in 1957 was created on canvas using the material, oils. Rothkos techniques added further importance to the attraction of this piece. Rothko applied paint very thinly with sponges and cloths to avoid leaving any visible brushstrokes. (Auping, Karnes, Thistlewaite, 2002:286) Despite Rothko having the result of a controlled perspective, the edges of the rectangles are indistinct. The edges of the shapes are soft and blurred , and contributes to their ambiguity. It seems that rothko wanted us to think only about colours and the moods they create, not about himself. This concept demonstrates what Rothko aimed at, the aspect of colour-field painting. Light red over black takes the format of a pulsating rectangle with a vertical format, and is large in scale taking the dimensions of 2306 x 1527 x 38 mm. Rothko explained that the shapes in which he painted have no direct association with any particular visible experience, but in them one recognises the principles and passions or organisms. studio-international. co. uk/archive2/causey_1972_183_943a. sp Furthermore, the development of Rothkos work from surrealism to abstract interested me, interlinked with his change in the use of his colours over his artistic lifetime . After 1957, in which this painting was created, Rothkos choice of colours tended to adopt a darker palette using more darker browns and blacks, which can be emphasised in the contrasting colour of red and black in this painting. (Comparision between earlier works to his latter works) When first encountered with this painting, I believed that Rothkos work had moved away from more representational objects and moved more into the form of colour of abstract art. Although Rothkos use of colours, varying in only 2 shades of red, blue and black, they juxtapose together creating a deeper meaning to his paintings and questions the viewer to create their own theories on how to interpret the mood. Jacob Baal-Teshova wrote Rothko always resisted attempts to interpret his paintings. He was mainly concerned with the viewers experience TESHUVA, 2003: 7 , and in contrast to this, the independant wrote, Its too focused on the hit it will give its audience. It simply doesnt have enough world in it to be worthwhile art, enough complication, contingency, resistance, negotiation, argument – and abstract art can have these things as much as any other. THE INDEPENDANT: 2008 I first encountered Rothkos work at the Tate Modern gallery in London in 2008. When first examining his works, including other famous paintings such as Mural for End Wall it struck me as a simplistic style, yet with its luminous rectangles and saturated colour, a sense of mystery was conveyed in a modern era. Moreover, on cream idilic walls, Light red over black automatically illuminated from the walls in deep dark red, blues and blacks which led me to interpret his work as profoundly imbued with an emotional content that he articulated through a range of styles that had evolved from figurative to abstract. Furthermore, when examining this painting up close, the application of what seemed to be very thing layers of paint over each other, allowed the colours to radiate through, creating a sense of drama and light, despite the colours being much darker than others Id seen in the gallery. Suggested towards the latter part of his life, and through his means of depression, I first interpreted his work as a form of expression, which emplyed shimmering colour to convey a sense of spirtuality. However, after research it is perhaps more profound to say that this painting has a sense of depression with connotations of the red and black insinuating death, a mood of sadness, something Rothko was suffering from. HARRISON, 2003:230 The emphasis of his paintings are highlighted of course not only in colours but in its size. When visiting the Tate modern, it was the pure size of these images that drew me in,with a seperate room in which to display Rothkos work. Rothko I believe, intended his paintings to be seen up close so that the viewer could appreciate and be enveloped by the paintings colour aura. The function of such a large painting was perhaps precisely because he wanted to be very intimate and relate it to human life itself and to his audience. The feeling of such an overwhelming large piece of art not only inspired but led ways to interpret why this size had been used. If for example, Rothko had created these pieces on a smaller scale the simplistic outlook on them, I feel would have been lost. What struck me most about Light red over black was the difference in his early works. Rothko was known for his use of expressionist landscapes, genre scenes, and still lifes. However, it was soon emphasised that artists could not longer merely copy photos or images to due the ever expanding artistic changes. Redundant, Rothko, and many other artists discussed conceptual changes and with this promoted the idea of using colour as a means to establish a relationship between the artist and the viewers. This influence, occuring early in the 1950s, led artists like Rothko to begin painting an entire canvas one colour. Moreover, the influence of World War II led many European artists to emigrate to the United States, including those associated with the surrealist movement. Sharma, 2006:35 They were a major influence on Rothko who began to attempt to apply theories on the collective unconscious to his work, and he started to orient his art toward a more abstract style and bring his colours to darker tones. In my opinion it was the events occuring in World War II that evidently influenced abstract art and artists to experiment with exploring the connection between forms and colours. While the population visually saw colours simply on a canvas it was Rothkos eternal interest in the human figure, character and emotions which led him to express himself indivually. Rothko believed, â€Å"The most interesting painting is one that expresses more of what one thinks than of what one sees. (Breslin, 1993:261)

The Financial Crisis of 2008 Essay Example | Topics and Well Written Essays - 750 words

The Financial Crisis of 2008 - Essay Example [Wisman &Barker, 2008]. An interesting and relatively new idea is put forth by James Livingston in his book "Their Great Depression and Ours," Challenge. He argues that the cause of the Great Depression in the 1930s was poor wage performance leading to large profits in search of few investment opportunities. In another article, Saving Private Savings, or, The God That Failed he discusses at length the plausible reasons reasons for the current economic crisis. While not blaming anyone in particular for the present economic crisis, he opines that economic growth is possible only through higher consumer demand and spending. This in turn requires higher savings. In his words, "economic growth has proceeded as a function of declining net investment for the last 90 years."As the sequence of events that should have been tax cuts, savings, investments by the government and higher job growth, higher wages and higher spending got mixed up, higher private savings from households and business firms were parked in the stock market, the speculative bubble had to burst, both in 1920s and now. 2) What are some of the similarities and differences between the current crisis and the one that launched the Great Depression The Great Depression of the 1930s was brought on by the crash of the Wall Street in September and October 1929.Stock prices tumbled by almost 50% in a matter of two months. The market had probably been overbought and had reached a peak before it came crashing down. The unpredictable stock markets that had been steadily rising for some time shed the excess fat and trimmed down considerably. Investors who had made good gains in stock markets the preceding years had borrowed from banks to invest more on the stock markets. When the markets crashed, there was panic all round. Banks were unable to recover debts, news of banks closing down spread and people wanted to withdraw all their savings. Banks were weary and wanted to sit on cash and stopped lending. This led to closure of the manufacturing units dependent on credit which in turn led to large scale unemployment. Finally the government took drastic steps to check the recession and the economy stopped declining. The similarities between the causes leading to the Great Depression and the economic situation seem to be the greed of human beings. Excess of anything is bad, especially greed. Rothschild is of the opinion that "herding" or the tendency to follow the crowd and "leveraging" or borrowing to make financial investments, were also common factors. In both the situations, greed fuelled people into higher borrowings and ultimately, they lost out on the capital too. In the 1930s, it was the greed of the common man that led to the Recession, while in 2008, it was the greed of the investment bankers and other financial wizards that led to the recession. Another similarity has been

Assignment Example | Topics and Well Written Essays - 500 words - 7

Assignment Example He will either be lenient towards all others out of guilt (as well as to avoid confrontations that might arise due to differences of opinion with those he reviews) or more strict with others to cover for Virginia’s incompetence. After all, the way he rated Virginia’s performance, makes it clear that his first priority is to avoid confrontation and the extra time and effort required to justify his below average rating, for which he would need to go through the records he had been able to collect. On the other hand, he might try to compensate his erroneous rating of Virginia’s performance by being overly harsh in his rating of other employees; especially the ones he thinks will take his ratings and comments without the ensuing emotional outburst that he is desperate to avoid, even at the cost of introducing stagnation of effort in the organization. Ans3. The most crucial mistake that Steve made in rating Virginia’s performance was the lack of around the year monitoring and frank discussions with Virginia about her performance level. Next, he compounded his mistake by letting his emotions and fear of facing a tough situation, get in the way of a truthful and fair evaluation that would have been of benefit to both, the organization and the job holder in the long run. Instead, Steve should have approached the appraisal process with total honesty and strength. Moreover, he should have had the wisdom to have open discussions with Virginia prior to the actual appraisal and encouraged her to recognize her shortcomings in order to improve herself. In this way he could have guided her throughout the year to make improvements in areas where she lagged, to contribute actual value to the organization. Ans4. The performance review conducted by Steve was biased and incorrect owing to his lack of proper effort and feelings about the employee.