Morality in Politics Essay

People are forced to face moral challenges in making day-to-day decisions. When it comes to benefitting individual and societal good, the great question of politics is raised: what is the right thing to do? In Sophocles’ Antigone, there is a dilemma whether to abide by the laws of the gods above the laws of the state. Antigone makes a decision that not only affects her future but the future of the state under her uncle’s rule. Antigone gains a high moral sense in that she followed the laws of the gods and therefore did the morally right choice going against state laws, either case can be deemed as morally correct. In this essay it will be argued that citizens should be free to disobey state laws when conscience dictates. Sophocles’ play enacts the moral conflict of power between the laws of the gods and the laws of state. He presents the reader with a dilemma involving religious rituals passed down in the family and a new law passed by a ruler of the state. Antigone and her uncle, Creon, have a different set of values. Creon, the ruler of Thebes, values the constant order of the state and the public good. Antigone values family and religion, and views these commitments as superior to the laws imposed by her uncle. She claims, there is an â€Å"unchangeable unwritten code of Heaven,† (Sophocles, Antigone, 17) and she decides to act against the laws of her uncle to fulfill the laws of the gods, by giving her brother a proper burial ritual against Creon’s will. Antigone considers her uncle’s laws as sacrilege. Creon thought that his decision would bring stability to his state, as he claimed that â€Å"by corruption few men thrive and many come to mischief,† (Sophocles, Antigone, 12). Creon places the ‘polis’ above family and religious values and disregards the values that Antigone holds sacred. Sophocles positions Antigone as being the heroine of the play and allows her to justify her decisions, with the taking of her own life Antigone made a statement and accentuates the power she held and that Creon lacked. In the end, Creon is left with feelings of regret and no family, thus punished by the gods for not abiding by their laws. Antigone believed that her rights were not given to her by Creon but rather given to her by the gods. She was only doing what she thought was morally right. Antigone is a religious being and clearly values the gods higher than the state; she is willing to face the consequences. Antigone was willing to â€Å"meet with nothing more grievous, at the worst, than death, with honour,† (Sophocles, Antigone, 4) she courageously fulfilled her duties as a religious being. Many people would applaud Antigone’s bravery, for any private interest should be allowed to challenge the public good. In doing so, I believe that those private interests could eventually turn into a public interest. In the play, a prophet visits Creon to warn him of the consequences that have been brought about from his unjust laws. If it had not have been for Antigone publicly objecting to Creon’s law, it would probably not have been such a big issue that brought the concern of others. Antigone allowed for others to question Creon’s law and debate if it is morally right to go against the laws of the gods. Publicly refusing to follow a law brings attention to an issue that otherwise would have been ignored. One great example in our society is during the Civil Rights era; Martin Luther King Jr. ’s actions brought great attention to the issue of racial segregation. He believed that it was right to openly break a law that was not supposed to be a law at all. His actions although non-violent broke many laws that were made to impede success among the African American population in the U. S. He believed that by publicly and consciously breaking the law exposes brutality and promotes participation. In doing so, the people against the law were perceived as being brave and those watching were forced to question what was just. When issues become public and catch the interest of the majority of the people in the ‘polis’, the government is forced to do something about it. Creon responded with a stern and much too harsh punishment that led to the death of his niece, son and wife but if Antigone would not have contested his law he could have eventually reached complete domination of political power. The general population supported Antigone but they were too afraid to say anything until they finally felt that something must be done. Creon was running a totalitarian government and was corrupting the state. He was unable to see how unjust his law was until others brought it to his attention and tried to convince him that his use of power was wrong. Antigone’s defying actions instilled courage in the people to also speak against their ruler. It might be objected that when someone disobeys state laws whenever their conscience dictates they are only helping themselves, the person breaking the law is not thinking about the common good but rather fulfilling their own good or promoting anarchy. Civil disobedience may seem reasonable when we consider Martin Luther King Jr. ’s situation but it may not always be driven with good intentions. By disobeying, regardless of good or bad intentions, they are hurting the stability of the state. Creon argues, â€Å"Obedience is due to the state’ officer in small and great, just and unjust commandments†¦ (Sophocles, Antigone, 26). † Creon did not bother to judge his laws as just or unjust, he simply did what he considered was good for the state. It is thought that if people continue to please themselves in breaking the laws of the state that they will eventually break every law and lose all respect for the state. Civil disobedience may not always serve the public good and only serve to undermine order. Breaking a law weakens the state and it’s order, it promotes anarchy and disrespects authority. It should not be encouraged or tolerated. It is a civic virtue to abide by the laws of the state it is what leads to its success and stability. By breaking the law Antigone was faced with death, she claimed that she was honoring the gods and that they would honor her in the end. But one must question if honor is worth the permanence of death. Many people feel so strongly about their opinions that they are wiling to die just as Antigone did in Sophocles’ play. One notable person in history is Socrates; he willingly faced all punishments administered to him. He claimed to have had a contract with his state of Athens that obliged him to accept punishments for taking advantage of the state in the first place. This shows that even though Socrates may have broken some law, he still held respect for the state. Not every person that breaks a law is completely recalcitrant. Like Socrates, those who fight for civil rights and follow what they believe to be morally correct are aware of their wrongdoings and make it a statement when they finally submit to the law. They are submitting to punishments even if they are deemed unjust only to prove to the state that their morals are important and can withstand any punishment. In facing moral challenges one is often forced to face it is always difficult to decipher what is right and what is wrong. Everyone has different values and obligations. Here, Antigone’s values outweighed Creon’s overwhelmingly unjust laws. One must always question what is more important and find a balance between the two. Civil disobedience is allowed when the conscience dictates in situations that lead to a greater good. Not all private interests are egocentric some may also reflect the interest of the general population. Antigone, although harshly punished just as Martin Luther King, Jr. and Socrates were as well, have all rose among the common people and proved to be great. They encompassed a passion and bravery for their beliefs that was able to attract attention to conflicts in the law. Without their brave actions the state would not have been open to change and reach a new level of stability.

I Am the Way and the Truth and the Life Theological Study Essay

Jesus answered, â€Å"I am the way and the truth and the life. No one comes to the Father except through me. â€Å" When examining a Biblical verse, it is important to understand the historical context in which it’s written. Originally recorded by John, Son of Zebedee, whose main purpose in writing his Gospel can be found in John 20:31, â€Å"But these are written that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in his name. , is Jesus’ declaration â€Å"I am the way and the truth and the life. No one comes to the Father except through me†. The passage of John 14:6 is part of an extensive conversation that Jesus had with his disciples during the â€Å"Last Supper† on the eve of the Passover Feast. Immediately preceding the statement, we read that Judas has been identified as the betrayer of Jesus and that Peter will deny Jesus three times before sunrise. Jesus has just advised his followers that he w ill be leaving them soon and He is attempting to comfort them. This one statement which focuses on the four thoughts, â€Å"way, truth, life, and coming to the Father†, is in essence a â€Å"recipe† for Christianity and completely fulfills the prophesy of the coming Messiah in the Old Testament. In examining the first word â€Å"way†, we find numerous accounts of The Way in the New Testament. The Way was a term used within the Jewish community to identify the â€Å"sect† of Jesus- the true Israel- as opposed to the Pharisees, Sadducees, Essenes, and the Zealots. We can see an example of this usage by Paul in the text of Acts 24:14, â€Å"However, I admit that I worship the God of our fathers as a follower of the Way, which they call a sect†¦Ã¢â‚¬  There are also Old Testament accounts such as in Isaiah 35:8 which speaks of the joy of the Redeemed, â€Å"And a highway will be there; it will be called the Way of Holiness. The unclean will not journey on it; it will be for those who walk in that Way; wicked fools will not go about on it. † Jesus is the Way. He is the only way to Salvation; He is the only way the Father. Looking at the second word, â€Å"truth†, we can obtain a direct definition from the Expository Dictionary, in which the Greek translation means the â€Å"truth of God†. We can find many references to the word truth in the Bible. John 14:16-17, 1 John 4:6, and 2 John 2 contain multiple references to the Spirit of Truth and John 15:26 declares â€Å"When the Counselor comes whom I will send to you from the Father, the Spirit of Truth, who goes out from the Father, He will testify about me†. In John 14: 9, Jesus says â€Å"†¦ Anyone who has seen me has seen the Father. And in verse 11, He says â€Å"Believe me when I say that I am in the Father and the Father is in me†¦Ã¢â‚¬ . The Truth is Jesus is the Christ- the Son of God, the personification of God, and part of the Trinity. Life, the third main word in the verse refers to Eternal Life. This is affirmed in various biblical verses such as John 3:16 â€Å"For God so loved the world that he gave his o ne and only Son, that whoever believes in him shall not perish but have eternal life†. There are also several verses such as in John 5:40 and Acts 3:15 where Jesus is referred to as the Author of Life. In John 1:1-5 we can find the Prime Author idea expanded upon with â€Å"†In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God; all things were made through Him, and without Him was not anything made that was made. In Him was life, and the life was the light of men. The light shines in the darkness, and the darkness has not overcome it†. I do not believe it was an accident that Jesus was crucified in conjunction with the Passover Festival. Jesus became our sacrificial lamb and shed his blood so that the judgement of death would â€Å"pass over† us and allow us to obtain salvation.

Different types of stereotyping Essay

In My essay I will discuss stereotyping and different types of stereotyping. I will discuss how in todays society people are stereotyped in different many ways. In today’s society, there are stereotypes for almost any groups that individuals belong to. At some point in any person’s life, they would have experienced stereotyping. For instance, it is often said that all African Americans are good at basketball, males are more aggressive than females, Lawyers are deceitful, and the list goes on. Stereotypes are so wide spread and used so often that they seem to be a natural behaviour for human beings. (Kassin, Fein, & Markus, 2008) So, what is stereotyping? Why do we categorize individuals into groups? How do stereotypes form? Are all stereotypes accurate summations of groups? These are some of the questions that are discussed in this essay. The purpose of this essay is to give a clear explanation of stereotyping. There is a discussion of a particular incident of stereotyp ing, and this incident is applied to theories relating to stereotyping. Finally, comments are given on the effectiveness of the theories of stereotyping. â€Å"Stereotyping is a form of pre judgement that is as prevalent in today’s society as it was 2000 years ago. It is a social attitude that has stood the test of time and received much attention by social psychologists and philosophers alike. Many approaches to, or theories of stereotyping have thus been raised. This essay evaluates the cognitive approach that categorisation is an essential cognitive process that inevitably leads to stereotyping. Hamilton (1979) calls this a ‘depressing dilemma’. â€Å" â€Å"The Psychology of Stereotyping David J. Schneider p37† â€Å"Brown’s (1995) definition of stereotyping through prejudice is the ‘holding of derogatory social attitudes or cognitive beliefs, the expression of negative affect, or the display of hostile or discriminatory behaviour towards members of a group on account of their membership to that group’. This definition implies that stereotyping is primarily a group process, through the individuals psyche’s within that group. A further idea of stereotyping, defined by Allport (1954) as ‘thinking ill of others without warrant’, is that people ‘make their mind up’ without any personal  experience. This pre judgement about a whole group is then transferred to the stigmatisation of any individuals in that group. It is these ideas that the essay aims to evaluate, through the cognitive process of categorisation and the above definitions that bring about three distinct features of stereotyping, that our cognition can be demonstrated through.â €  The New Economic Sociology: Developments in an Emerging Field (edited by Maruo F. Guillen, Randall Collins, Paula England p224,225)† Media Stereotypes â€Å"Media stereotypes are inevitable, especially in the advertising, entertainment and news industries, which need as wide an audience as possible to quickly understand information. Stereotypes act like codes that give audiences a quick, common understanding of a person or group of people—usually relating to their class, ethnicity or race, gender, sexual orientation, social role or occupation.† Stereotypes are deeply embedded in every society in numerous ways. The dictionary definition of a stereotype is â€Å"one that is regarded as embodying or conforming to a set image or type.† Stereotyping or Labeling is a technique that â€Å"attempts to arouse prejudices in an audience by labeling the object of the propaganda campaign as something the target audience fears, hates, loathes, or finds undesirable.† These stereotypes become so clichà © that they begin to form daily thoughts and views and one is unable to look beyond them. Racial stereotypes specifically function mostly through propaganda of the media, due to the unlikelihood of every man travelling to every country, using the technique of ‘misinformation’ through movies, shows, and news reports. Egyptians have been stereotyped as desert residents for many years regardless of the reality and actual state of Egypt as a country. For instance, the stereotypes pointing that Egyptians are mostly uneducated due to their ignorance of the importance of education is proven false by studies of trustworthy sources. Among those studies, the one conducted by the American university in Cairo , Egypt . Al-Ahram weekly, a credible newspaper known all across the Arab world, has posted in its October issue of 1998 the following: â€Å"According to Sahar El-Tawila, the principal researcher on the team, interviews conducted with girls and boys nationwide show conclusively that work and marriage were rarely stated by boys and girls respectively as reasons for leaving school. These may be options for those who have already left school, but they are not the impetus behind their decision to leave† (Al-Ahram 1998). â€Å"Remembering Cosmopolitan Egypt: Literature, Culture, and Empire By Deborah Starr page 183† Stereotypes can have excessive damage and it can have a very negative effect on the person in view or as a whole group. Stereotyping is not just another form of making fun of people, it also encourages rejection and outcast. Stereotyping is not only cruel and harmful to people, it can also have major effects on how a person behaves and acts towards other people. It also makes who ever is stereotyping look like a fool. It also forms barriers in communication and everyday life. Conclusion To conclude, the cognitive approach alone does not give us an understanding of stereotyping. However, it does anchor the fact that through our ‘natural’ thought processes we do categorise, which leads to stereotyping. It also highlights the importance of the individual and the group. There are, however, problems that have been overlooked by cognitive psychologists which we need to understand, in order to fully understand the ‘changing dynamics and nature of stereotyping in our society’ (Howitt, et al., 1989). There is also the need to look further than the causes of stereotyping and into its effects in order to understand the processes of our thought, of stereotyping. Bibliography (Al-Ahram 1998). The Psychology of Stereotyping David J. Schneider â€Å"The New Economic Sociology: Developments in an Emerging Field (edited by Maruo F. Guillen, Randall Collins, Paula England p224,225)† Remembering Cosmopolitan Egypt: Literature, Culture, and Empire By Deborah Starr

E learning Thesis Example | Topics and Well Written Essays - 2500 words - 1

E learning - Thesis Example Despite these strengths and opportunities, e-learning faces several distinct barriers. These barriers will be explored in this paper. Diverse barriers to e-learning can prevent or delay the effective design or implementation of e-learning programs. This section discusses some of the widespread categories of hindrances to e-learning. Table 1 shows the various barriers to e-learning that are arranged according to publication. Inadequate technological tools, such as lack of computers, and poor or limited Internet availability can impede the adoption of e-learning. Poorly designed e-learning programs are barriers to e-learning too. The learning system for e-learning must be applied to preservice teaching, and if not, there will be problems in the design and implementation of e-learning. In India, schools do not have sufficient equipment for delivering e-learning, especially in rural areas, and bandwidth problems are also widespread concerns. The absence of a reliable ICT infrastructure shapes e-learning adoption similarly. Negative stereotypes against older learners impact the participation of older students in e-learning platforms (334). Lack of ICT knowledge and skills among older students are barriers to e-learning too. Teachers are more likely to implement e-learning, if it is aligned with public educations policies and standards. KSA must go over the possibility of mandating e-learning across public education levels to enhance its adoption. Differences in policies and implementation because of administrative dimensions can affect e-learning diffusion. Poor professional development toward e-learning can be attributed to the organization because of lack of resources and/or political will and unity. Teachers may not adopt e-learning if they do not see that the administration as supportive to the skills training and other needs of e-learning platform. Poor alignment between e-learning goals and curriculum can hinder e-learning effectiveness. Table 1 shows

Slavery and the Mississippi Secession Essay Example | Topics and Well Written Essays - 1750 words

Slavery and the Mississippi Secession - Essay Example Using that as the basis, they argued that the Union was taking away their right to own said property and land; and taking the ability to succeed in commerce with the property owned. They felt the Union had interfered with their ownership by allowing escaped slaves to take fugitive in the Free states, by denying protection to the slave ships on the high seas, and removing the ability to acquire more land. In President Lincoln's inaugural address, he specifically addressed the slavery issue with this statement: "I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so." In fact, the emancipation proclamation did not necessarily free all slaves but those who lived within the Union States. President Lincoln was much more interested in preserving the Union of the United States and felt the South had no right to just arbitrarily seceded: "Again: If the United States be not a government proper, but an association of States in the nature of contract merely, can it, as a contract, be peaceably unmade by less than all the parties who made it One party to a contract may violate it-break it, so to speak-but does it not require all to lawfully rescind it" There is particular irony between the reason statement: "It advocates negro equality, socially and politically, and promotes insurrection and incendiarism in our midst." and the further reason statement: "It has enlisted its press, its pulpit and its schools against us, until the whole popular mind of the North is excited and inflamed with prejudice." followed by the announcement: "Utter subjugation awaits us in the Union, if we should consent longer to remain in it." (Readings # 109, p. 406) In the first statement, written as one of the reasons for the declaration of secession, they claim that the Union was promoting equality among the slaves, and promoting the slaves to violence if necessary. Within the same document the authors cite their own personal freedoms as reason to secede. But the majority of the document is about how the north (or the Union) is treating the south (or the Confederate States) as non-equal members telling them what they may or may not do. The document descri bes that the result of following the Union dictates would be utter social ruin and complete loss of property, valued at 4 billion dollars. Looking at the value only, one could understand their desire to remove themselves from the Union and by the same token, one could understand the desire of the north not to lose such value. Abraham Lincoln summed it up better in his Gettysburg address, which was written after the start of the Civil War: "All men are created equal." "This nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from the earth." November 19, 1863 "A Declaration of the Immediate Causes which Induce and Justify the Secession of the State of Mississippi from the Federal Union" Reading 109. Third Edition. Readings in U. S. History to

Hong Kong Architecture Style Essay Example | Topics and Well Written Essays - 10000 words

Hong Kong Architecture Style - Essay Example Having been born in Hong Kong (HK) and raised there for more than seventeen years, I grew up taking many of the features of my home city for granted. It wasn’t until I opted to study in the United Kingdom that I began to realize the many opportunities I lost. With many years of chances to visit some of the more historical sites and cultural wonders, I did not see any of them. I have surprisingly little awareness to its quality or style of architecture. To me, Hong Kong was just another busy city with the typical rectangular tower blocks and high-rise complexes everywhere. Construction was fast and demolition quick. The only real notice I took of these events was to absently note when a new building brought in a store I wanted or offered some other opportunity directly to my benefit or discomfort or when an older building went down that had been an empty eyesore for any length of time. This pattern I was living in can be characterized as living there only and that is all. Although I lived there, my life could have been characterized as merely existing since I did not notice any of the important things around me that made my living space unique. This theory applies to many who live there. In fact, it applies widely to people living in many places throughout the globe as it is human nature for people to take familiar things for granted. The world moves so fast, events happen so quickly in every sphere of life that success is impossible without keeping in close touch with the latest development. Studying architecture has certainly broadened my vision and changed my perspective regarding these things. My studies opened my eyes, teaching me how to observe and read buildings and the cities in which they stand in totally different ways. Having visited many other countries’ greatest architectural constructions representing many different eras and styles, I began to think about the architecture

Evolution and Revolution as Organizations Grow Assignment

Evolution and Revolution as Organizations Grow - Assignment Example It is evidently clear from the discussion that the term revolution of growth has been used to describe substantial turmoil in the trading periods of the organization. Established companies have been able to distinguish the clues that will define their future. On the other hand, those that fail to establish these clues are not lucky to realize their main goal of doing business. Many organizations are in apposition to overcome the external force but do face challenges dealing with their own history of management. This can be termed as direction phase where the company needs the directions. The third phase is the delegation phase. The main aim to start any form of business is not only to make profits but also grow and develop. These developments can be subdivided into phases. There are key forces of developments in this paper will discuss. This paper highlights the main dimensions used to determine the model of any organization development. To start with, the age of the business, the si ze of the business, the various stages of evolution, the stages of the revolution and the general growth in the industry. All this needs good management team in place as well illustrated in BPW Australia. The fourth phase is the coordination phase. Each stage of evolution gives birth to a new revolution. The managerial team is busy looking for solutions and this revolution dictates the next evolution in the business sector. Another important model is the age of the organization, the experience that the company gains over time helps a lot in its growth and development. Every procedure is extensively reviewed. The top executives are there to maintain high business standards. The fifth phase is the collaboration phase. The Size of the business has now fully grown sales volumes of the company have increased, its employees and the like. The level of the hierarchy is established, creating more opportunities within the organization internally and externally. This has the effects that evolu tion can be prolonged whereas revolution can delay when the profits of the business are achieved in a faster way. Again at this phase regular top management meeting are done regularly, to spot any issues arising.

Brahms and Liszt Essay Example | Topics and Well Written Essays - 500 words

Brahms and Liszt - Essay Example Both these great composers had graciously accepted to lend their support for a charity concert in aid of the starving millions around the world. Brahms was an accomplished pianist whose compositions consisted of Chamber ensembles for different symphony orchestras and also for solo voice and chorus. Most of his compositions were complex and his innovative compositional techniques were deeply rooted in the Baroque and Classical style. Liszt too belonged to the Romantic era and was a thorough virtuoso at the piano and one of the most serious composers of his time. The venue was the grand (please fill in the venue you like) which was teeming with excited and enthusiastic crowds waiting to enter the hall. The people were ushered in by 7.45 because the concert was to begin at 8pm. Silence descended on the audience as the lights dimmed and the curtains began to go up. The opening number for the evening was by Liszt the great composer and his orchestra. The audience cheered and clapped as the orchestra was introduced and stood standing as composer took the stage at the piano. Silence descended as the music filled the concert hall. The opening piece was the very well known ‘Hungarian Rhapsodies’ which had formerly been written only for piano but later had been arranged for orchestra. The composer exploited the piano to such an extent while playing the arpeggios that it gave the audience the impression, that three hands were used for playing instead of two and at times he made the piano sound as if it was a huge Gypsy Band with its lavish rapid octaves in addition to the daring runs and leaps. Liszt’s originality and range of dynamics enthralled the audience no end as they gave him a standing ovation at the end of the piece. Brahms Violin Concerto followed after formal introductions of the orchestra were done and the concert hall resounded with applause from the audience as Brahms was welcomed. As the hall fell silent again,

Children of Immigrants in Qubec - Theoretical Framework Research Paper

Children of Immigrants in Qubec - Theoretical Framework - Research Paper Example The case study followed three post-secondary students whose first language was French and studied the degree and application of academic biliteracy that each student demonstrated in his or her academic writing assignments. The case study took place in Ottawa, Canada, which as the capital of Canada is a fully bilingual environment, both French and English. The author chose this article because the theoretical framework applied in this particular study has similar resonance and application to the author’s topic of "Children of Immigrants in Quebec". The goal of this paper is to discuss the key aspects of theoretical frameworks and demonstrate why researchers develop and apply theoretical frameworks to their academic study topics in the field of education. The theoretical framework used by Guillaume Gentil relates in several cases to the key themes that the author is currently pursuing in the "Children of Immigrants in Quebec" study, most notably the ideas of individual voices an d construction of identity as it pertains to first language. Guillaume Gentil built theoretical framework using elements from the continua model of biliteracy developed by Hornberger; the critical social theory work created by Bourdieu and also applied philosophical hermeneutics to the framework (Bourdieu, 1998; Hornberger, 1989). Guillaume Gentil applied this framework to test his hypothesis that â€Å"individual biliterate development [is] a subjective and intersubjective evaluative response to social contexts of possibilities for biliteracy† (Gentil, 2005, p. 421). Upon the completion of the two and a half year case study, the research that Guillaume Gentil amassed, including examination of each case study member’s compromises and sometimes circuitous routes followed in order to fully commit to and uphold a bilingual academic writing environment in an landscape dominated by English demonstrated â€Å"the challenges and resources of bilingual writers to uphold their commitment to academic biliteracy within English-dominant institutional and disciplinary contexts† (Gentil, 2005, p. 421). Similarly, within the topic of "Children of Immigrants in Quebec", multiple challenges arise for first generation children of immigrant parents in Quebec to commit to and adhere to an often multilingual environment, including the language or languages spoken at home, the cultural link to the languages spoken in the home country and the bilingual environment of the province of Quebec. The overall goal therefore is to demonstrate the author’s comprehension of the concept of theoretical frameworks, using Gentil's theoretical framework to relate to the topic of "Children of Immigrants in Quebec". The paper will begin with a discussion of the theories Guillaume Gentil applied to build the theoretical framework of Commitments to Academic Biliteracy: Case Studies of Francophone University Writers and analyze their importance to the study. The paper will a lso analyze the theoretical framework of this study and draw parallels between it and the "Children of Immigrants in Quebec" study. Theoretical Frameworks: Overview The main purpose and value of a theoretical framework is to prove the specific hypothesis that the researcher develops (Anfara & Mertz, 2006; Cline, n.d.). A theoretical frame

Essay Example | Topics and Well Written Essays - 1000 words - 122

Essay Example This is because the African Americans have been segregated against than any other group. Pampel (2004) observes that there is a need for additional experimental results regarding whether police traffic curbs practices that have inappropriate effect on minority drivers (Pampel 124). In their study, they concluded that generally, minority citizens and Black Americans in particular, were unreasonably stopped due to their higher percentage representation of those eligible to drive. Nonetheless, in contrast to the conflicts of people alarmed by racial profiling, the two researchers concluded that Caucasians were more frequently searched than minorities. Notwithstanding, Caucasians were essentially more likely to be subjected to consensual searches. In comparison to Caucasians, the researchers observed that minority drivers stood a higher chance of being warned. On the other hand, the probability of ticketing or arresting Caucasians was observed to be higher (Pampel 65). It is noteworthy to mention that these instances are indicators of racial profiling because law enforcers arrest or charge minorities based on their appearance. This could lead to stopping citizens unfairly even if no evidence of wrongdoing or breaking the law exists (Pampel 67). Among the researches that do exist, some of them come in handy as concerns the data studied in current articles. One of the studies looked at the stop-and-frisk procedures of the New York Department of Police and concluded that regardless of the blacks making up 25.6% of New York City’s population, they represented 51% of all people stopped by the New York Police Department (Maasik & Solomon 147). Another research by Smith and Alpert pertinent on this topic since it was carried out in a key metropolitan area of the U.S., and because the percentages and numbers of the diverse categories of stops, seem to be related to the data from the primary source (Pampel 107). This makes

Inventions that change the world Essay Example for Free

Inventions that change the world Essay American statesman and inventor Benjamin Franklin was particularly interested in electricity and set up a small laboratory in his house to investigate its properties. His interest soon switched from electricity to lightning after he noticed the similarities between the two. One stormy night, he conducted a life-threatening experiment to demonstrate that lightning is the result of an electric build up. He constructed a kite that carried a metal spike and flew it into the thunderstorm. The kite had a key attached near the bottom of the ribbon and Franklin noticed that it sparked as he brought his knuckles close to it. Franklin had shown that lightning was form of electricity and he went on to use this knowledge to design a lightning rod to protect buildings. LINNAEAN TAXONOMY Linnaean taxonomy is a system of classification of living organism that is used throughout biological sciences. The most important feature of Linnaean Taxonomy is a system known as binomial nomenclature. The first name identifies the genus to which the organism belongs; the second name is its unique species. BIMETTALIC STRIP A bimetallic strip is a simple device which converts thermal energy into mechanical motion. It is used as a thermally activated switch or heat indicator and works on the principle of differential expansion of heated dissimilar metals. The bimetallic strip is made up of two different metals which are bonded together to form a straight, flat strip or a concentric coil. When the strip is heated, one of the metals heats up and expands faster than the other, causing the strip to bend. This mechanical deflection  is then harnessed in various ways to switch electrical circuits or move a dial to a give heat value indication. MARINE CHRONOMETER A marine chronometer is a clock that is precise and accurate enough to be used as a portable time standard; it can therefore be used to determine longitude by means of celestial navigation. When first developed in the 18th century, it was a major technical achievement, as accurate knowledge of the time over a long sea voyage is necessary for navigation, lacking electronic or communications aids. The first true chronometer was the life work of one man, John Harrison, spanning 31 years of persistent experimentation and testing that revolutionized naval (and later aerial) navigation. SPINNING JENNY The increased speed of weaving created a new problem because it now took three spinners to keep up with one weaver. This problem was resolved in 1764, when James Hargreaves invented a new machine that was capable of spinning eight threads of cotton yarn, instead of the spinning wheels one. The new machine was called the spinning jenny. All this time the processes of spinning and weaving were still being carried out at home. This was possible because both the flying shuttle and the spinning jenny were small enough to be used in the cottage. SURVEYOR’S PERAMBULATOR WHEEL The origins of the surveyors wheel are connected to the origins of the odometer. While the latter is derived to measure distances travelled by a vehicle, the former is specialized to measure distances. Much of the material on the earliest stages in the development of the hodometer is adequately covered in odometer. In the 17th century, the surveyors wheel was re-introduced and used to measure distances. A single wheel is attached to a handle and the device can be pushed or pulled along by a person walking. Early devices were made of wood and may have an iron rim to provide strength. The wheels themselves would be made in the same manner as wagon wheels and often by the same makers. The measuring devices would be made by makers of scientific instruments and the device and handles would be attached to the wheel by them. The device to read the distance travelled would be mounted either near the hub of the wheel or at the top of the  handle. STEAM ENGINE WITH SEPARATE CONDENSER A steam engine is a heat engine that performs mechanical work using steam as its working fluid. Steam engines are external combustion engines where the working fluid is separate from the combustion products. Non-combustion heat sources such as solar power, nuclear power or geothermal energy may be used. The ideal thermodynamic cycle used to analyze this process is called the Rankine cycle. In the cycle, water is heated and transforms into steam within a boiler operating at a high pressure. When expanded through pistons or turbines, mechanical work is done. The reduced-pressure steam is then condensed and pumped back into the boiler. WATER FRAME In 1769, a wig maker and pricier, Richard Arkwright, had observed that, even with these improvements, the hand loom weavers could not keep up with the demand for cloth. He therefore set out to design and produces a much larger spinning machine that would be able to cope with the increased demand. His design became known as the water frame. It was given this name because it needed energy from a watermill to power it. It was therefore too large for cottage work and, consequently, had to be placed in a large building known as a factory. This meant that, for the first time, a family involved in the production of woven cloth were now split up. The women of the family, whom, you will remember, were the traditional spinners, now, had to leave their cottages and work in a large building where the water frames had been installed. Since these factories used water as their power source, they tended to be built in areas where a good supply of fast flowing water was available. These early water powered factories, because they looked like large watermills, became known as mills. They were mainly concentrated in the mountainous areas of Britain where water was plentiful. For the first time men and women were separated in their work. The man stayed at home to produce the weaving and the women left home each day to work in the factory, producing the yarn for their men folk to weave into cloth. VENETIAN BLIND Venetian blind is a type of window covering. There are many different kinds of window blinds which use a variety of control systems. A typical window blind is made up of several long horizontal or vertical slats of various  types of fabric, wood, plastic or metal which are held together by cords that run through the blind slats. Window blinds can be adjusted by rotating them from an open position to a closed position with either a manual or remote control which allows the slats to overlap and block out most of the light. There are also several types of window blinds that use a single piece of material instead of slats. A window blind is also known as a window shade. CATERPILLAR TRACKS Continuous track, also called tank tread or caterpillar track, is a system of vehicle propulsion in which a continuous band of treads is driven by two or more wheels. This band is typically made of modular steel plates in the case of military vehicles, or rubber reinforced with steel wires in the case of lighter agricultural or construction vehicles. The large surface area of the tracks distributes the weight of the vehicle better than steel or rubber tyres on an equivalent vehicle, enabling a continuous tracked vehicle to traverse soft ground with less likelihood of becoming stuck due to sinking. The prominent treads of the metal plates are both hard-wearing and damage resistant, especially in comparison to rubber tyres. The aggressive treads of the tracks provide good traction in soft surfaces but can damage paved surfaces. Special tracks that incorporate rubber pads can be installed for use on paved surfaces to prevent the damage that can be caused by all-metal tracks. Continuous tracks can be traced back as far as 1770 and today are commonly used on a variety of vehicle including bulldozers, excavators, tanks, and tractors, but can be found on any vehicle used in an application that can benefit from the added traction, low ground pressure and durability inherent in continuous track propulsion systems. SODA WATER Carbonated water (soda water) is water into which carbon dioxide gas under pressure has been dissolved. This process, known as carbonation, is a process that causes the water to become effervescent. For people who enjoy drinking soft drinks, carbonated water can provide a calorie- and sugar-free substitute. The vast majority of carbonated water is sold in ready to drink bottles like mineral water or carbonated beverages such as soft drinks, but it is easy to prepare at home with soda makers. S-TRAP FOR TOILET In plumbing, a trap is a U-, S-, or J-shaped pipe located below or within a plumbing fixture. An S-shaped trap is also known as the S-bend invented by Alexander Cummings in 1775 but became known as the U-bend following the introduction of the U-shaped trap by Thomas Crapper in 1880. The new U-bend could not jam, so, unlike the S-bend, it did not need an overflow. The bend is used to prevent sewer gases from entering buildings. In refinery applications, it also prevents hydrocarbons and other dangerous gases from escaping outside through drains. The most common of these traps in houses is referred to as a P-trap. It is the addition of a 90 degree fitting on the outlet side of a U-bend, thereby creating a P-like shape. It is also referred to as a sink trap because it is installed under most house sinks. Because of its shape, the trap retains a small amount of water after the fixtures use. This water in the trap creates a seal that prevents sewer gas from passing from the drain pipes back into the occupied space of the building. Essentially all plumbing fixtures including sinks, bathtubs, and toilets must be equipped with either an internal or external trap. Because it is a localized low-point in the plumbing, sink traps also tend to capture heavy objects (such as jewellery) that are inadvertently dropped into the sink. Traps also tend to collect hair, sand, and other debris and limit the ultimate size of objects that will pass on into the rest of the plumbing, thereby catching over-sized objects. For all of these reasons, most traps can either be disassembled for cleaning or they provide some sort of cleanout feature. SUBMERSIBLE CRAFT Submersible is a small vehicle designed to operate underwater. The term submersible is often used to differentiate from other underwater vehicles known as submarines, in that a submarine is a fully autonomous craft, capable of renewing its own power and breathing air, whereas a submersible is usually supported by a surface vessel, platform, shore team or sometimes a larger submarine. In common usage by the general public, however, the word submarine may be used to describe a craft that is by the technical definition actually a submersible. There are many types of submersibles, including both manned and unmanned craft, otherwise known as remotely operated vehicles or ROVs. Submersibles have many uses worldwide, such as oceanography, underwater archaeology, ocean exploration, adventure, equipment maintenance/recovery or underwater videographer. BORING MACHINE A tunnel boring machine (TBM) also known as a mole, is a machine used to excavate tunnels with a circular cross section through a variety of soil and rock strata. They can bore through anything from hard rock to sand. Tunnel diameters can range from a metre (done with micro-TBMs) to 19.25 m to date. Tunnels of less than a metre or so in diameter are typically done using trenchless construction methods or horizontal directional drilling rather than TBMs. Tunnel boring machines are used as an alternative to drilling and blasting (DB) methods in rock and conventional hand mining in soil. TBMs have the advantages of limiting the disturbance to the surrounding ground and producing a smooth tunnel wall. This significantly reduces the cost of lining the tunnel, and makes them suitable to use in heavily urbanized areas. The major disadvantage is the upfront cost. TBMs are expensive to construct, and can be difficult to transport. However, as modern tunnels become longer, the cost of tunnel b oring machines versus drill and blast is actually less—this is because tunnelling with TBMs is much more efficient and results in a shorter project. STEAMBOAT A steamboat is a boat in which the primary method of propulsion is steam power, typically driving propellers or paddlewheels. Steamboats sometimes use the prefix designation SS, S.S. or S/S (for Screw Steamer) or PS (for Paddle Steamer), however these designations are most often used for Steamships. The term steamboat is used to refer to smaller, insular, steam-powered boats working on lakes and rivers, particularly riverboats. As using steam became more reliable, steam power became applied to larger, ocean-going vessels.

Stanislavskis System Essay Example for Free

Stanislavskis System Essay All of our acts, even the simplest, which are so familiar to us in everyday life, become strained when we appear behind the footlights before a public of a thousand people. That is why it is necessary to correct ourselves and learn again how to walk, sit, or lie down. It is essential to re-educate ourselves to look and see, on the stage, to listen and to hear. Stanislavski (Konstantin Stanislavski quotes) Realistic drama was said to be born in the late 1800s, however before that, no director or actor trainer had succeeded in creating a method in order to instil believability in a character through the actor. There were some actors and actresses that used their own individual talent to achieve this, but there was not a developed system or method that one could teach or even pass on to the future generation of actors. In the midst of this thirst of authenticity, Konstantin Stanislavski actor and director extraordinaire developed his own system over a lifetime. When we are on stage, we are in the here and now Stanislavski (Konstantin Stanislavski quotes) Due to the fact that he was born into a wealthy family of merchants, Konstantin Sergeievich Alekseiv, had to begin his service to the family business, but soon realized that nothing could overpower his love for theatre. His family too shared some of his enjoyment for theatre and built him an amateur theatre in which he had his first stage appearances. His family also funded expensive vocal and stage movement lessons from Moscows best teachers. However, his love for theatre intensified to such an extent that in 1884, he was forced to adopt Konstantin Stanislavski as a stage name for his first public debut in order to hide his theatre aspirations from his family. In 1888, although he was still being forced to work in the family business, he co-founded the Moscow Society of Arts and Literature. Being the co-founder of the Moscow Art Theatre helped Stanislavski set up a basis for his own system of training actors. This unique system required actors to research the situation provided by the script according to the characters motivations, create a subtext to their script whereby they show the meaning or the imagination beneath the text their script, and bring to mind their own experiences so that they may use the emotions from their own experiences as emotions for their character in order to make their character more believable. Love art in yourself, not yourself in art. Stanislavski (Konstantin Stanislavski quotes) These requirements forced the actors to perform the actions and reactions of their character based, not only on the actors motivation, but also on the actors personal experiences. It also allowed the actor to match his motivations to that of the character in the script. After having already identified the characters motivations, the actor can recall his emotions and experiences whilst playing the character on stage in order to give a more authentic and convincing performance. His new proposed system for acting had eight questions that the actor must answer in order to build and establish the character. These included: I. Who? II. When? III. Where? IV. What? V. Why? VI. How? VII. What do I need to overcome? VIII. Before time? (Stanislavski for Beginners) These questions helped the actor recognize the characters purpose and establish the actors own movement on stage so that they may be able to project the characters purpose to the audience. Stanislavski developed a number of techniques and principles that he considered fundamental in helping the actor achieve a believable character on stage. Stanislavski felt that most actors assumed that believable acting was derived from simply being natural on stage. However, from his observations, Stanislavski concluded that realistic acting on stage was extremely difficult and can sometimes come across as artificial. Bring yourself to the part of taking hold of a role, as if it were your own life. Speak for your character in your own person. When you sense this real kinship to your part, your newly created being will become soul of your soul, flesh of your flesh. Stanislavski (Konstantin Stanislavski quotes) After having memorized my monologue I figured I knew my character quite well she was a young girl who was sad because her best friend just died. I didnt think I needed to know any more than that in order to deliver a good monologue. However, when the time came to answer the questions above for my character, I resented it and I didnt think it would help in any way. I decided that I would perform my monologue for a class mate before and after answering the questions in order to prove my point. The first thing I realized was that answering those questions was no easy feat for me, which proved how much I didnt know my character. After much use of my imagination, I finally managed to answer the questions in depth. Whilst answering the questions I found out things that never even occurred to me about my character. I felt like I was talking about a real life person who had a past, a present, and even a future. Needless to say, the real impact of what I found out about my character did not hit until I performed my monologue post-questions. I found myself really feeling and actually believing that I was that character and not just impersonating someone. After performing my monologue I honestly felt like I had given birth to an actually human being Undoubtedly, I received the most positive feedback about my monologue post-questions. Some of the principles of the Stanislavski System included: * The actor is aware that the play is fiction, but he must question himself about how he would behave if the situation was real. This helps the actor transform the play as if it were real. * The actor must question himself about his character and must understand not only what, but why he is saying what he is saying and doing what he is doing. * The actor must not get distracted by the audience and must concentrate on what is happening on stage. * The actor must learn how to rid his body of muscle tensions and relax himself so that he may call upon his actions with ease in order to reach his goal as the character. The relaxation and observation exercise was quite an experience for me because I was able to tap into emotions so deep that at times I virtually forgot that I was in Drama class. When Ms. Kennedy was declaring the emotions that we had to feel, experiences that never occurred to me popped up in my head. For instance, when Ms. Kennedy declared that we were to feel jealous, an incident that popped up in my mind was one of which I was unaware that I felt jealous at that moment! I presume that it was my mind reminding me that I was subconsciously jealous at that moment. With every emotion that Ms. Kennedy declared, I found my body subtly changing. This change occurred from the tilt of my head to the direction of my toes. What amazed me the most was that it felt as though my body was changing by itself. The changes were so subtle and gradual at first, and then when they got to be a little more intense was when I realized that I was tapping my toes or holding my breath. I presume that it is these subtle movements and actions that make acting more believable on stage. * The actor must consciously perform the small physical actions that people perform unconsciously do in real like in order to make his character look realistic. When Ms. Kennedy told us to stand up and imitate the actions of the members of my ensemble, I realized how unconsciously we perform little actions that make us who we are. For instance, I am constantly running my hand through my hair because of my fringe that comes in my eyes. I am so used to this action that I do it without being aware of what I am doing. When I did so during this exercise I was taken aback when my ensemble started imitating me and I thought to myself, Did I just do that?. I saw similar reactions from the members of my ensemble. Through these exercises I learnt that it is the little actions that make us unique. * The actor must recall his emotional experiences from his emotional memory. This will bring truth to his character. * The actor must establish good communication with his ensemble (i.e. the other actors on stage) by listening to what they are saying and by looking directly at them, unless when the script requires them not to do so. * It is vital for the actor to understand the play and perform his part with determination. He must also feel for his part to such an extent that his portrayal of the character looks nothing but authentic and convincing on stage. * In order to convince the audience, the actor must use the techniques to call upon memories that help him react to other characters in the play as well as act. This makes his character more believable. (The Stanislavski System) Some techniques of the Stanislavski System include: * Objective Words o The actor must understand the objectives of the character behind each and every line that they say. I used this method to first indentify the intentions of my character behind every line, and then match those intentions with an action. This gave every action behind every line a purpose and made it easier for me to recall my emotional memory when I needed it. * Magic If The actor must connect with the character by asking how he would behave if his characters situation was real and was actually happening to him. This helps the actor think like the character and not just impersonate him. Stanislavskis Magic If and As If has really helped me in my monologue as I have to imagine that I am speaking to a corpse of my best friend. Throughout the monologue, I really enjoy that I am forced to use my imagination and make-believe that a table is a casket and boxes are a deceased human being. Although I dont find it that hard pretending that I am speaking to my deceased friend, I really enjoy the challenge of making my audience believe and see what I am seeing. With more practice and more rehearsal of my monologue, I will be able to make my audience feel not only the pain of losing a friend, but also the pain of my own personal experience that I drew out to play this part. * As If o The actor should get in role and as himself what he would do if here was to be in his characters situation. This brings about convincing actions and reactions for the character. Before I first practiced this technique, I immediately told myself that I would imagine that I was at the funeral of my best friend. However, this will be hard to improvise because I just simply cannot imagine my best friend dying. It is unthinkable. Thus, I decided that I would bring back the memory of when I was at my uncles funeral and use those emotions in the context of my monologue. This helped my monologue significantly as it was easier to bring back emotions of things that have already happened. While I was performing my monologue, I really felt as though I was back at my uncles funeral and I was able to use the emotions I felt then to emphasize the lines of my monologue. Although my uncles funeral was some 5 years ago, this technique helped me realize that those feelings are still alive. Although this technique benefited my monologue, it also benefited my life as when I brought those emotions back I felt that I was able to deal with them better than I did those 5 years ago. * Subtext o The actor must know the emotion and meaning that lays underneath his characters lines. The actor does not speak this, but portrays this though choice of action, gestures, posture, pauses etc. Subtext generally increases the audiences involvement in the play as it acts as a secret between the audience and the character with the subtext as opposed to the other characters present on stage. o Inner Monologue * The actor must know all the thoughts that are going through the characters mind not only while he is speaking his dialogue, but also while he is listening to the other characters on stage. o Mental Images * The actor must bring together all the pictures that he sees in his mind as the character and communicate this to the other actors on stage. This method really taught me how to break down the text of a script and read in between the lines in order to fully understand my character. After I had determined what was going through my characters mind at every line in the play, * Given Circumstances o Whilst building his character, the actor must take into account all the information the playwright has given the actor through the script. This technique helped me exert all the circumstances that my playwright had given me, and with this information I was able to establish my character and her personality more. This technique also taught me how to apply the emotions that I derived from the previous techniques like As If. * Imagination o The actor must work really hard in order to use imagination to fill in the gaps of his characters life where the playwright hasnt given enough information. Imagination was my key component in any Stanislavski technique that I attempted and applied to my monologue. However, Imagination was most useful to me when I first began creating my character and her personality. I used my imagination to first answer my WHERE, WHEN, WHAT, WHY, WHENCE, BEFORE TIME questions which in turn helped me create a really descriptive and in-depth character analysis. Imagination also helped me be less mechanic and more authentic on stage. I used imagination to give life to the words on paper and give life to a real character. This process is really similar to giving birth. * Circles of Attention o Although they are in public and in front of an audience, the actor must feel as though they are alone on stage and they must throw circles of attention on their actions in order to really concentrate. The actor must be able to draw into a small circle of attention, if they need arises, even though he may be performing in front of thousands. It is difficult for the actor to take in whole spaces at once and therefore must focus on the space bit by bit. This will increase the actors attention because as one could have a small, medium or large circle of attention. As the circle grows larger and larger, your concentration it tested at its limits. Thus it is recommended for actors to withdraw to a small circle of attention if they find their attention wavering in order to rebuild into their larger circle of attention. * Perspective o Perspective requires the actor to see their role as a whole. It requires them to sustain their concentration, focus on their objectives and also watch for any problems that could possibly occur on stage. They must develop a pace for their acting as the play unfolds on stage. Funnily enough, Perspective really helped me develop my costume and what message I was wanted to portray with my costume. I was debating to either wear boyish clothes that showed off my characters tom boyishness and establish her to the audience in that manner or to wear girly clothes and emphasize my characters uncomfortable feeling. I chose to go with the second choice to really show how isolated and uncomfortable my character feels in the situation that life thrust her in. For my costume I decided on an off-white skirt with black flower embroidery, topped with a black t-shirt-like blouse and black boots. Although my character hates skirts and anything girly, I am wearing a girly outfit to show that my character is uncomfortable with not only what she is wearing, but where she is, what she is about to do and the situation as a whole. My costume consists mainly of the color black because she is attending a funeral and black is the code mourning color. I am accompanying my outfit with boots to show that my character, although caved in into wearing a skirt and blouse, refused completely to wear high heels or sandals. The boots keep some of my characters personality alive. * Tempo-Rhythm o Tempo * Actors must realize that every action that they have planned will take time and they can either chose to decelerate the tempo whereby they will be giving themselves more time to speak and perform or to accelerate the tempo which would have the opposite effect. o Rhythm * The actor must know how and what to stress while he is on stage in order to portray the message that he is trying to portray. (The Stanislavski System Growth and Methodology) These techniques and principles of the Stanislavski System helps the actor develop an interior monologue for the character, so that each action that the actor takes as the character comes across as spontaneous to the audience. In addition, Stanislavski also believed highly on the use of costumes, sets and props contributing to the realism of the character. He believed that every prop must serve a purpose, and if a prop was placed on stage, then the actor must know the history of the prop in relation to the play (where it was bought, who it was bought by and how it came to be in this particular location). Stanislavski also worked on something called The Method of Physical Actions whereby he focused on physical action encouraging truthful emotion. The main aim was to reach the subconscious mind through the conscious mind. (Method Acting) Due to the fact that the theatre held great social and educational significance for Stanislavski, he found it difficult to separate the social context that was attached to his theatre. He was known to use the stage to reflect the social issues that were occurring during the civil unrest that lead to the Russian Revolution in 1905 and the Soviet Union being established. However, even though he responded to criticism saying that he never staged contemporary Communist plays by directing several plays of revolutionary significance, he was still criticised for catering to progressive middleclass audiences. Thus he refused his company to produce plays that were undeserving of its traditions and high standards in order to maintain his integrity and dignity. Fortunately for Stanislavski, he was caught in the midst of the violence of the revolution and needed to be protected by Lenin from being eradicated alongside the Czar Dom. The communists had elected his system and made the Moscow Art Theatre the fountainhead of social realism. (Stanislavski, Konstantin) His theatre quickly began producing Soviet propaganda due to an allegiance that was being maintained between the USSR and Stanislavskis socially conscious method of production. Needless to say, Stanislavski survived both Russian Revolutions of 1905 and 1917. The Stanislavski System is known to only be as good as the person who uses it. It is not something that will immediately turn a bad actor into a good one, nor will it guarantee success. The Stanislavski System is simply a serious of developments, techniques and ideologies that help the actor make use and develop his skills and talents and to gain control of his gift in order to become a better actor. Using the system requires time and understanding that are not so easily summoned up these days. However, who so ever have studied and have been trained in the Stanislavski System know that it is a diligent method that requires a lot of work, but also makes seem more effortless and believable. Stanislavski always told his actors to leave your ego at the stage door as you come in and those who intend to follow the Stanislavski System must know that it is not solely based on the actor himself. The actor must not only develop his own talent, but must also develop a bond with his ensemble and know that a performance can only be put on when there is trust and dependence among the actors. (Stanislavski and the Actor, 149) Thus I will end with a quote from the master himself, In the creative process there is the father, the author of the play; the mother, the actor pregnant with the part; and the child, the role to be born. (Konstantin Stanislavsky quotes) and say that one must commence on the journey that is the creative process in order to realize the true value of Stanislavskis teachings. Bibliography Allen, David. Stanislavski for Beginners. New York City: Writers Readers Publishing, 1999. Benedetti, Jean. Stanislavski and the Actor: The Method of Physical Action. New York: Theatre Arts Book, 1998. Jones, Trevor, and Bradley W. Bishop. Stanislavski. Untitled Document. 22 Feb. 2009 http://www.kryingsky.com/Stan/Biography/bot.html. Konstantin Stanislavsky quotes. Find the famous quotes you need, ThinkExist.com Quotations.. 22 Feb. 2009 http://thinkexist.com/quotation/love_the_art_in_yourself-not_yourself_in_the/166692.html. Method Acting. Moderntimes: Classic Film Pages. 22 Feb. 2009 http://www.moderntimes.com/palace/method.htm. Stanislavsky, Konstantin: Biography from Answers.com. Answers.com Online Dictionary, Encyclopedia and much more. 26 Feb. 2009 http://www.answers.com/topic/konstantin-stanislavski. Sawoski, Perviz. The Stanislavski System Growth and Methodology. Homepage. 22 Feb. 2009 homepage.smc.edu/sawoski_perviz/Stanislavski.pdf. Stanislavski Quotes. Free Website Hosting Tripod free website templates to make your own free website. 22 Feb. 2009 http://members.tripod.com/~Jim_68/stan.htm. Stanislavskis system Wikipedia, the free encyclopedia. Wikipedia, the free encyclopedia. 22 Feb. 2009 http://en.wikipedia.org/wiki/Stanislavskis_system. The Stanislavski System. Teachit. 19 Feb. 2009 www.teachit.co.uk/attachments/stanis.pdf.

Semi-structured interviews | Analysis

Semi-structured interviews | Analysis An exploratory use of semi-structured interviews Introduction This essay reports my understandings of interview as a qualitative research method and the experience of an exploratory use of it. Considering the broad research area of my PhD study, learning and assessment, the key knowledge I am going to reveal will be learners own perceptions of their learning. Some data could probably be excavated from the products of their learning, such as learning logs, workbooks, or teachers feedbacks, that indicate their experiences and evaluations of their learn. If the data are insufficient, however, I have to carried out interviews to gather the data needed. As a result, I chose semi-structured interview as the method I would try out for this assignment. The usability of semi-structured interviews There are many types of interviews which are differentiated by how much the interviews are structured and how many participants are involved in one interview (Fontana Frey, 2000; Punch, 2005)à ¢Ã‚ Ã‚  . Although interviews are basically asking questions and receiving answers using the media of language, different types of interview are based on different assumptions (Punch, 2005, p. 169)à ¢Ã‚ Ã‚  . Mason (2002, pp. 63-66)à ¢Ã‚ Ã‚   points out that the choice of semi-structured interviews is probably an indicator to the following beliefs and reasons: Peoples understandings, feelings, perceptions and other inner thoughts as well as the interactions with other people are parts of the social reality. This reality could be revealed by representations and interpretations through language. What has been revealed is situational knowledge which will be more likely to be reconstructed under its due context. In appropriate design, the desired context could be brought into the interview conversations. Qualitative interviews do not aim to standardise but to achieve more in terms of depth, nuance, complexity, and roundedness of what is to be understood. Interviewing is a process of data generation and the interviewer plays an active and reflexive role in it. Interviewees should have more controls and freedoms throughout the interview interactions. Taking Masons view, if a research shares part or all of the above descriptions, it would find appropriate to employ semi-structured interviews as a data generation method. The exploratory inquiry I have carried out is exactly one of these cases. Conducting the interview After listening to me talking about my teaching experiences in and viewpoint on Taiwanese schools, a British fellow student, George (name changed) said he believes that there should be different types of schools. This response kindled my curiosity because he was the third British people who concluded our conversation in such idea that quickly transcends the dichotomy of good or bad. This rarely happened while I was involving in similar conversations in Taiwan. I wonder how his belief on education was formed. So I invited him to participant my interview, and he agreed. The themes and the participants I chose this theme and this participants to interview based on a pragmatic consideration. There are limited people conveniently available to be interviewed by me and there are also a few themes related to my research, but it will be a meaningful inquiry only if any of these people has something to say about any of those themes. When they are matched, the interview is more likely to be made enjoyable to the participant and, thus, will be more ethical, too (Mason, 2002)à ¢Ã‚ Ã‚  . My invitations of interview had been refused twice until I luckily identified the current participant matched with the current theme. Questions for the interview I then made a plan of interviewing consisting with three parts. At the beginning, I would remind George of our previous conversation by recapitulating it. After confirming that he remembered it, too, I would raise my initial question: what did you mean exactly by I believe there should be different kinds of schools in our previous conversation? I expected this question to bring back the context of our previous talk, and clarify his own interpretation of that expression. Secondly, I would explain that the key question of this interview is how do you think this belief was form? And I would ask further questions according to Georges responses explore more deeply until the answer satisfies me or noting a scent of Georges having nothing or not willing to go further on this topic. Finally, I would invite him to comment on one the Summerhill School, as well as to estimate how many British share similar beliefs with him by his own perception. I expected his commenting on one of the most extreme cases of schooling in England and self-positioning among others could help me revealing more of his stance of educational philosophy. Recording I have also considered the technique used to record the interview. The choice of recording method was subject to both the availability of equipment and the purpose which the interview would be analysed for. Considering that the interviewee would be reflecting on his comment on my previous talk from the aspects affected by my questions, the content of the interview conversation would probably not exist yet and I would be involved in the process of its generation. The value I hold prior to the interview would constrain my aspect to perceive the conversation and. Therefore, I need the spoken words and their sequences in the conversation to be recorded independently from my judgement. I thought a voice recorder would do the job well. Voice recording, like other recording method, could only partially record the interview (Mason, 2002; Silverman, 2001)à ¢Ã‚ Ã‚  , nevertheless, the voice record could be replayed as many times as I need and it also keeps the original sequences of conversation which set each single sentence into the context (Silverman, 2001)à ¢Ã‚ Ã‚  . That would enable me to analyse the conversation with perspectives that I was hardly to have while interviewing. Interviewing The interview was taken place in the ground floor at 35 Berkeley Squire with coffee and snacks during lunch time and lasted about 30 minutes. After some small talk, a common start of interviewing (Bogdan Biklen, 2003)à ¢Ã‚ Ã‚  , I turned on the voice recorder, shifted the topic to the conversation we had had and asked him to explain more about what he meant by I believe there should be different types of schools? His answers are firstly that no child is the same some child[ren] will do better in one sort of schools and secondly that if you got lots of schools, you got lots of experimentsassuming you can compare them then you can get some interesting findings. In the UK we have lots of different schools within our education, and that difference will not be necessarily a bad thing, that could be a good thing. Then, when I asked about how his belief was formed? He give me a general, rational description of the advantages of having various types of school. This though provided a deeper explain of his thought but still not sufficed what I was seeking for, so I asked him in another way that in what age you began to see education in this way? Instead of answering my question, George wondered whether I wanted to put his thoughts in the very personal context. After my affirmation, he then continued to tell me that he has followed his own way since quite early age. He chose to teach, which most graduate and also his family wont considered as a good job, in the UK and soon went to teach in a developing country. How early do you mean by quite early age? I asked. Probably sort of I went to secondary school, he said, its your education environment encourages sorts of ways of thinking. Are there any one else told you about this sort of ideas? I followed. I was in a boarding school and we had what we call house master I have quite lot of contact with this person, he [told us] not to accept what the state or other people said [without questions][this has ] the impact on me and other people] he answered. Since he mentioned the boarding school, I then jump and ask him about his opinions on Summerhill school which was in the third part of my original plan. Though he made it clear that I am not saying that Summerhill should be closed or any thing like that and I have not been to the Summerhill school so I cant comment on it, he maintained that I think children need to be systematically taught [if] children just be left too do what they want to do for children who have certain personality that could be generally quite good thing, for other children it could be absolutely disaster there is sort of children need quite lot of structure. I have sensed that George was making the judgement based on some tacit value which was slightly different from the articulated beliefs. This added more tense into our conversation and made it more meaningful to me. So I pointed this difference out and shared my experience of similar discussions in Taiwan. Responding to my comment, George raised a new topic. Despite many developing countries, probably including Taiwan, blindly copy the western education into theirs, there must be some good in theirs that worth the western educations to learn. We talked about this topic for a while ( that was very interesting, too) then I ask him the final question about his estimation of how many British share similar views with him. Experience of this interview My question has been answered satisfactorily by this interview in most extent, and there are several things I can learn from it. My experiences might be organised into the following two aspects. Preparations Carefully preparations in advance are helpful and essential. I found that to acquaint my self with the theme, including the plan of asking questions, the relevant cases such as the Summerhill school and my experiences in Taiwan, have indeed facilitated the management of the conversation to involve the participants as much as possible but still keep it focused. Voice recorder also need to be tested in advance. I found my voice recorder set in a wrong mode which ruined the first ten minutes of my recording and I had to interrupt to conversation and corrected it. Interviewing as a conversation Semi-structured interviews are not just data collection tools but data generation events. I assumed that my experiences in Taiwan and perhaps my attitude toward these experiences triggered our discussion on copying education from other countries. If I did not share these experiences, I would probably get different interview data. Apart from the interviewer, the interviewee has his own intention in the interview conversation. George wanted to know what these questions for (thus he confirmed my research context before answering) and he also has assumptions about how I might interpret his words (thus he maintained his scepticism over the uncritical appreciation of western education). In this point, I would agree what Bogdan and Biklen (2003)à ¢Ã‚ Ã‚   suggest on an effective and comfortable approach to do interviewing: explain to the interviewee all necessary information about myself and my inquiry like we might do to an expert. This will facilitate the understanding to the others of both participants, which is the centre part of interviews. and give the interviewee more control over how his view was understood, which could be seen clearly in my case. Conclusions From the exploratory interview and several interview related chapters (Bogdan Biklen, 2003; Fontana Frey, 2000; Mason, 2002; Punch, 2005; Silverman, 2001)à ¢Ã‚ Ã‚   , I found semi-structured interviews as a qualitative research method is good at a) revealing peoples knowledge, views, understandings, interpretations, [and] experiences (Mason, 2002, p. 63)à ¢Ã‚ Ã‚   , especially their situational aspects; b) giving interviewees opportunities to actively participate in and have some control over the interviews. However, when involving interviews, it is worth being cautious that a) the power (or other kinds of) relationship(s) between interviewer and interviewee have to be counted as part of the context which the interviews has been set in, otherwise, it might turn up with unexpected or even distorted result; b) one to one interviewing has some but limited ability to create a desirable context, particularly, in researches looking at peoples interactions or how people respond in social context, where group interviewing might be a more powerful approach. c) interviewees might just say what they want to let us know rather than what we intent to know; d) the represent-ability of any reality might be constrain by the capability of language of both interviewers and interviewees and, when looking at those past things, affected by the accuracy of interviewees memory. The complexity of the connection between language and reality is itself also an issue needs further inspections. e) method of interview has little validity over peoples behaviour which might more appropriately be gathered by observations or document analyses. REFERENCES: Bogdan, R. C., Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods. Boston: Allyn and Bacon, Inc. Fontana, A., Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 645-672). Mason, J. (2002). Qualitative researching. London: Sage. Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches. London: Sage. Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction. London: Sage.

Albert Camus The Outsider and Robert Brolts A Man for All Seasons :: essays research papers

What could a deeply religious, devout Christian nobleman and an existential, indifferent common man separated by roughly four hundred years have in common? Furthermore, what could Sir Thomas More, an eventual saintly martyr as portrayed in Robert Bolt’s A Man For All Seasons, and Albert Camus’ Meursault from The Outsider, an apparent murderer who does not believe in God, possibly have in common? For starters, both men have led similar lives in a search for the truth, and have very strong personal belief systems. It is for this that they are persecuted and “who, without any heroic pretensions, agree...to die for the truth'; (The Outsider, Camus, p. 119). Both characters, More and Meursault refuse to compromise their beliefs and as a result society condemns them.   Ã‚  Ã‚  Ã‚  Ã‚  Despite their obvious differences More and Meursault were similar men in many ways. Both men led routine lifestyles. More is a very devout Christian and as such is immersed in repetitious behaviour. Throughout the play More is often found praying, even during the arrival of the King at his home. More enters the scene just in the nick of time wearing a cassock, just as the King is nearly upon him, and knowingly risks disfavour with his liege because his prayer is that important to him. Norfolk is indignant at this behaviour, “What sort of fooling is this? Does the king visit you every day'; (A Man For All Seasons, Robert Bolt, Act One, p. 26). Also, according to his Steward “Sir Thomas rises at six ... and prays for an hour and a half';, “During Lent ... he lived entirely on bread and water'; and “He goes to confession twice a week'; (A Man For All Seasons, Bolt, I, p. 23). It is in this way that More endeavours in a search for truth about l ife, he looks to God for the answers. Meursault is also immersed in routine, but his is a routine of a simple lifestyle. His week is made up of breakfast at Celeste’s and his nine to five day job and he “used to wait for Saturdays to embrace Marie’s body'; (The Outsider, Albert Camus, p. 75). Meursault also had found his truth, but as Camus states in his after word, “This truth is as yet a negative one, a truth born of living and feeling'; (The Outsider, Camus, p. 119). It is this truth that results in Meursault’s very strong beliefs. Albert Camus' The Outsider and Robert Brolt's A Man for All Seasons :: essays research papers What could a deeply religious, devout Christian nobleman and an existential, indifferent common man separated by roughly four hundred years have in common? Furthermore, what could Sir Thomas More, an eventual saintly martyr as portrayed in Robert Bolt’s A Man For All Seasons, and Albert Camus’ Meursault from The Outsider, an apparent murderer who does not believe in God, possibly have in common? For starters, both men have led similar lives in a search for the truth, and have very strong personal belief systems. It is for this that they are persecuted and “who, without any heroic pretensions, agree...to die for the truth'; (The Outsider, Camus, p. 119). Both characters, More and Meursault refuse to compromise their beliefs and as a result society condemns them.   Ã‚  Ã‚  Ã‚  Ã‚  Despite their obvious differences More and Meursault were similar men in many ways. Both men led routine lifestyles. More is a very devout Christian and as such is immersed in repetitious behaviour. Throughout the play More is often found praying, even during the arrival of the King at his home. More enters the scene just in the nick of time wearing a cassock, just as the King is nearly upon him, and knowingly risks disfavour with his liege because his prayer is that important to him. Norfolk is indignant at this behaviour, “What sort of fooling is this? Does the king visit you every day'; (A Man For All Seasons, Robert Bolt, Act One, p. 26). Also, according to his Steward “Sir Thomas rises at six ... and prays for an hour and a half';, “During Lent ... he lived entirely on bread and water'; and “He goes to confession twice a week'; (A Man For All Seasons, Bolt, I, p. 23). It is in this way that More endeavours in a search for truth about l ife, he looks to God for the answers. Meursault is also immersed in routine, but his is a routine of a simple lifestyle. His week is made up of breakfast at Celeste’s and his nine to five day job and he “used to wait for Saturdays to embrace Marie’s body'; (The Outsider, Albert Camus, p. 75). Meursault also had found his truth, but as Camus states in his after word, “This truth is as yet a negative one, a truth born of living and feeling'; (The Outsider, Camus, p. 119). It is this truth that results in Meursault’s very strong beliefs.

The Subject of Race in Joseph Conrads Heart of Darkness :: Heart Darkness essays

The Subject of Race in Joseph Conrad's Heart of Darkness In 1899 Joseph Conrad published a short work of fiction called Heart of Darkness. This novella is often read, discussed, criticized in literature programs throughout the world. It is a work that allows us to tackle a variety of topics, and is therefore responded to in a variety of ways. The work itself as one critic puts it â€Å"might most usefully be considered hyper-canonized† (Padmini â€Å"Why† 104). The work is taught beyond the realm of a normal work in the literature program. Many forms of criticism have taken on the subject matter within the book. Feminism, psycho-analytic, Marxism have all had things to say about the novella. They’ve discussed things such as imperialism, the psychology of Marlow and Kurtz, the role of women in the novella (both literally and symbolically), all these issues are important topics in the novella. For a long time, however one crucial issue in the work was not addressed, that of race. It was not until 1975 when Chinua Achebe gave his famous lecture, â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† that the issue of race was tackled head on in Conrad’s work. It is this lecture that has become the cornerstone of writing and criticism of Heart of Darkness. It would be hard to find an essay since then that doesn’t in some way discuss or acknowledge Achebe’s essay. Even critic’s who do not use take into account historical or auto-biographical details of a work, such as Miller, have written responses to Achebe. In Miller’s essay â€Å"Should we read Heart of Darkness† he discusses, in his own way, the essence of Achebe’s argument that the novella should not be read because of it’s racist undertones. On critic has even gone on to say that Achebe’s essay has become a work included in the literature canon. The lecture given at the University of Massachusetts in early 1975 was published as an essay in The Massachusetts Review, and later republished in The Norton Critical Edition Heart of Darkness. Achebe’s main theme within the essay is â€Å"the need—in Western psychology to set up Africa as a foil to Europe† (â€Å"Image† 252). Within the context of this theme he goes on to criticize what he considers a work of â€Å"permanent literature†, Conrad’s Heart of Darkness.

The United States’ International Policies Focused in Iran and Iraq Essa

The United States’ International Policies Focused in Iran and Iraq After World War II the United States promised to not return to its isolationist attitude, which allowed Hitler to gain so much power. They instead decided to take a very active role in the world’s politics. From Korea to Vietnam, the U.S. proved that it would go to extreme lengths to police the world. The past two decades have seen the U.S. deeply involved in the Middle East as they try to stabilize a region ravaged by ethnic battles and power struggles for the world’s oil supply. America has played integral roles in the skirmishes by either trying to organize a peace process or supporting one or both sides. These actions will have consequences. Just as the British world empire crumbled in the early 1900s, the U.S. has chosen a path of expansionism that if not altered will lead to the disintegration of its world dominance in political and economic power. As we all know history has been known to repeat itself. Thus to justify my hypothesis, we must look at the last country to try to control the Middle East, specifically Great Britain. In 1917 the British began their occupation of Baghdad in order to protect the Arabs from the Turks from the Ottoman Empire. By 1920 the British had not fulfilled their promise to leave the area and the people of southern Iraq responded with military action. The British returned with their own aggression, but soon realized that they could not maintain control over the area. In 1921, a popular election was held and Prince Faisal of Hijaz won with 96% of the ballots. Unfortunately the new king of Iraq inherited a kingdom torn by civil war. To understand this internal struggle, look at how the Kurds make ... ...rman of the Joint Chiefs of Staff because he has been through the Persian Gulf, has learned from the mistakes of the United States and will use his knowledge to prevent another debacle from beginning. Bibliography Atkeson, Maj. Gen. Edward B., â€Å"The Persian Gulf: Still a Vital Interest?† Armed Forces Journal International, Vol. 124, No. 9, April 1987 Brown, Harold, â€Å"Thinking About National Security†, Boulder: Westview, 1983, p. 157 Stocking, George W., â€Å"Middle East Oil: A Study in Political and Economic Controversy†, Nashville: Vanderbilt U.P., 1970 p. 103-106 Stork, Joe, â€Å"Middle East Oil and the Energy Crisis†, New York: Monthly Review Press, 1975 http://i-cias.com/e.o/iraq_4.htm http://www.oppression.org/middleeast/kurdish_history.html http://www.infoplease.com/ce6/world/A0859147.html http://www.fas.org/man/dod-101/ops/war/iran-iraq.htm

Feminist Theories on Sexuality

Feminist theorists Camille Paglia and Foucault give opposing views on the topic of women and their sexuality as they addressed topics such as homosexuality and pornography as ways of expressing sexual desires and the role a woman plays in society in reference to her sexuality. Camille Paglia, a graduate of the University of Arts in Philadelphia, America, has strong feminist views in relation to women’s sexual preferences. Paglia is a bi-sexual female, who came from an Italian, Catholic household with an overprotective and strict family. While watching an interview with Paglia, she stated that through her years growing up, as a girl she was expected to follow certain rules and was (like many girls) led to think in a certain manner for situations such as rape, prostitution and sexual desires. Paglia was opposed to this, as was seen in her countless numbers of affairs which she had with women, despite being married to a man. This shows that Camille Paglia is pro-homosexuality. She allowed herself to explore and believed that the dignity and freedom of women could not be gained through the overprotective barriers parents and society puts up. By her supporting lesbianism, it also shows her strong views on her personality and disregard for what society thinks of her. Another point Paglia brought up was that women are never straight forward when it comes to sexual desires. She made reference to this when she discussed the numerous reports on accused rape. Paglia said that many women are provocative, and send wrong â€Å"signals† to guys. They are the cause of the accused â€Å"rape†, yet they are quick to blame the man who simply acts on the woman’s actions. Women report cases of rape for simple hand contact, which is mostly due to the woman’s lead. Women need to express their desires and not feel ashamed of it. Paglia says that women want sex as much as man, whether with a female or male, they should be upfront. Camille also discussed women in pornography. Many women see pornography as a disgrace and disrespectful view towards a woman and her body through these videos, pictures and other forms of porn; however Camille believes that a woman should have the right to portray herself and her sexual desires through any source of media and angle she wants. A woman has full rights to her body and sexual desires and should not be stopped from expressing it. She is against modern feminism because she believes that women have a right to these things, and that women need to stop blaming men and become self reliant, independent and accept that they are differences between men and women that cannot be changed. Women also have pornographic minds, and whilst other feminists will be opposed to women expressing themselves and being involved in prostitution and pornography, she disagrees. Throughout an interview with Camille, she made it very clear that she was pro-pornography, as she mentioned this numerous times to emphasized that women need to be strong on their desires and not be judged on their preferences. (female-female; male-female; male-male). This proves her point that women must be able to accept who they are and have the ability to show it, and not be restricted because of gender barriers and expectations of society. The role of women and their sexual preferences and desires are based on the current situations in society. This point is shown through the theories by Foucault. Through history, culture determined how sexuality was originated. Foucault believed that as time progresses, the idea of lesbianism and bi-sexual relations are growing. These desires are only present because of the new cultures and society that is present now. For example, in the 1800s, women were not allowed to choose their own mates or express their sexuality, and this is still present even now in the 21st century in some areas. The change in this tradition only occurred through time and what was seen as the new norm and custom in the society. The episteme of society determined the sexual desires and preferences in a particular era and the way they think. (Episteme is the way a specific culture approaches the world). Foucault believes that as society transitions, their thoughts and views also change due to the ideology itself shifting. Another point Foucault made was related to sex and women’s role in sex. Sex is seen as a social construct that is constructed through the exercise of power relations. Sexual nature is produced through society. Foucault stated that before, in previous generations, there was never a big focus on sex, whereas now, the desire for sex is increasing and will continue to increase in years to come. The world is culturally constituted and the body is seen materially through the eyes of man. Men use women for sex, and whilst women may think they are equal, men view them as sex objects. Feminists, as mentioned previously, deny having sexual tendencies and sexual preferences, and unlike Camille Paglia, who believes this is false, Foucault agrees with this statement. He relates this statement to his theory that sexual tendencies and desires are based on society’s ideology, rather than natural desires. Like Paglia, Foucault mentioned the role of women through pornography as well. However his views differed from Camille’s as he believes that pornography is an invention by man used to de-humanize women and socially constructs her oppression. He does not believe that women have a desire to produce porn, but instead they are manipulated into thinking that is what they want and they only please men, rather than expressing themselves and pleasing their own self. Foucault’s approach to a woman’s sexuality is based on the views of society and the manipulation in each era, mostly endorsed by man upon women. Camille Paglia believes that men and women have natural qualities and that they should not base their choices on what men demand of them, but on what their desire is whereas Foucault believes a woman’s sexuality is determined on society and the manipulation of men on women in reference to sex and sexual activities and preferences. I agree with Camille Paglia’s theory that women are different from men and must become their own individual, independent and free from reliance on man. A woman must take charge of her body and her sexual desires and not be expected to pretend that they are not naturally inclined towards sex. Camille expresses a pro-pornography mind and I agree that a woman should not be degraded for expressing her desires through pictures, videos or sex itself. Women should be allowed to freely express themselves without being restricted and judged by society and men. Also, as Camille Paglia stated, men should not be blamed for everything, and women should stand up for themselves and show everyone what they want. Camille is also pro-prostitution. A woman has full rights to her body and only a woman can determine what she wants to do with her body. A woman has the right to participate in any sexual act she desires, because it is only her decision. Women are categorized, according to Paglia, as having more emotional and sexual desires than men, but are not able to show it. Paglia’s point of this categorization is to show that women do not express their sexual desires freely because they are not allowed to show it. Whether it is true or not, I agree that a woman should have the freedom of being able to share their â€Å"wants† and â€Å"needs† without having to feel ashamed or self-conscious. Paglia says that the only way for this to happen, is if women begin to stop waiting, and start acting on becoming independent and taking personal responsibility, without blaming other people for your problems or your limitations. Feminist theories on sexuality show the rights of a woman in their ability to express and have sexual desires and preferences, and how they portray these elements. On one hand, Camille Paglia argues that women should take the initiative to become independent and not rely on man, and be free to express their natural sexual desires. On the other hand, Foucault believes that men control women, and a woman’s sexuality is determined on the stage of society and the transitions in the ideology of the culture and society. The both theorists contrast each other in theories in their views on a woman’s sex life. The belief that men construct society is supported by Foucault and opposed by Paglia. Homosexuality is supported by both theorists in different ways. Foucault believes it is due to the transitions in society, where as Paglia believes that it is due to natural inclinations. Their different approaches to women’s sexuality were well analyzed and represent the two different views from feminists. Feminist theories on sexuality vary according to the theorist, and each person has a different view on whether a woman has a right to express her sexuality or whether certain acts are frowned upon when done by a woman because of a woman’s expectations and stereotype.