Primal Instinct essays

Primal Instinct essays In the Lord of the Flies William Golding has a group of schoolboys crash on an island and become barbaric. The reason why the boys turn wild is because of their primal instinct to hurt others. This behavior is inherited from early ancestors killing to stay alive. Mans tendency towards violence, how people take sides and divide into groups, and the struggle for power are three ways mans behavior will generally occur. Each of these suggests that violence is a key factor to getting what they want. Mans primal instinct towards violence really shows when they are living without rules or realize that there are no authority figures to enforce any rules. Without having consequences for any actions that might be taken then they primal instinct of the boys begins to take over. Even though the fact of no punishments may be known in the back of ones mind there is still the thought of whats right. Roger stooped, picked up a stone, aimed, and threw it at Henry and back again. (Page 67) This is an example of how Roger knows it is wrong to hit someone with a rock but also knows that there are no punishments for anything. The madness came into his eyes again. I thought I might kill. (Page 55) This is showing how he lets his primal side take over his thoughts when he is hunting. He forgets about everything he had ever been told about whats right because of his primal instinct to kill. He had an urge to hunt, his instincts were teaching him how. Even thought he really did now know how to hunt mans primal instincts helped him learn quickly. How people take sides and form groups shows how majority rules. The majority that rules needs a leader. This leader has to hold the rules but when the childrens primal instincts take over the control is lost but the majority still rules. Let him be the chief with the trumpet thing. (Page 24) This quote shows how all of the children are ...

The 31 Best Books to Read in High School

The 31 Best Books to Read in High School SAT / ACT Prep Online Guides and Tips A huge number of books exist out there, ready and waiting for you to read them. Whether you prefer manga or ancient, epic poems, reading is great for all sorts of reasons. What follows is a list of highly beneficial books to read in high school (or after!). These are remarkable books- books that made history, books that challenge societal perceptions of the world, and books that are quite simply interesting and moving. The books are presented in alphabetical order, and a short description is given for each book, as well an explanation of why it is worth reading. Why Is Reading Important? Why should you read these books? Why should you read at all for that matter? Reading is essential to communication, especially in an era of emails and texting. Beyond even that, though, reading has an array of crucial purposes. It will help improve your grades and test scores. You'll learn about other places, other times, and other cultures. You'll encounter issues you can relate to- issues that speak to you and challenge you to think and feel in new ways. You will grow, empathetically and intellectually. Plus, you'll understand more of the references that crop up all the time in pop culture. Below are 31 books to read in high school that will help you prepare for college and beyond. 1984 (George Orwell) This dystopian novel by George Orwell was written 35 years before the date referenced by the title. In this book, Orwell tells a story that warns readers about the possible consequences of complacency in the face of rising dictators (think Hitler and Stalin) and burgeoning technology ripe for misuse. He describes a world where everything is monitored, right down to citizens’ thoughts, and where any opposition to the ruling class is punishable by extreme measures. The oft-encountered quote, "Big Brother is watching," finds its origin in this novel. The Adventures of Huckleberry Finn (Mark Twain) This sequel to Mark Twain’s The Adventures of Tom Sawyer is much graver in nature than its predecessor. There are still plenty of good antics worthy of a laugh, but it concerns itself largely with a young boy’s attempt to escape severe family dysfunction and the moral implications of his taking an escaped slave as a companion on his adventure down the Mississippi River. Readers should be warned that the "n-word" is used liberally throughout the novel, which tends to be jarring to many a modern ear. Mark Twain wants you to read his novel(s). The Awakening (Kate Chopin) Set in the Creole culture of the late 1800s, this novel by Kate Chopin details one woman’s process of becoming aware of herself. At the time, women were essentially property, and they were expected to act in demure and socially acceptable ways. As the protagonist "awakens" to her emotional and sexual needs, as well as the ultimate truth of her own independence, all sorts of problems ensue. The novel examines the balance between self-respect and selfishness. The Bell Jar (Sylvia Plath) This autobiographical novel by poet Sylvia Plath explores the deep, dark reality of mental illness. The protagonist, Esther, a stand-in for Plath herself, is a college student exploring her talents, interests, and sexuality as she descends into an unsettling spiral of mental instability. It is essential for students to understand the seriousness of mental illness as it is so earnestly portrayed in this book. Black Rain (Masuji Ibuse) Black Rain, by Masuji Ibuse, is about the very immediate, human consequences of the atom bombs dropped on Hiroshima and Nagasaki. It follows a small family of survivors, detailing what happened to them during the days of the bombing and what the effects are some years later. The book adopts a gentle, subtle tone, and yet it is not afraid to delve into very explicit and challenging topics related to the bombings. Bless Me, Ultima (Rudolfo Anaya) This semi-autobiographical novel by Rudolfo Anaya contains a healthy dose of magical realism and is considered a staple of Chicano literature. It combines Spanish, Mexican, and Native American influences, showing openly the ways in which these forces within the protagonist’s life come into conflict. Young Antonio is growing up in a world that leaves him with more questions than answers: major questions about life and death, good and evil, and so on. These issues seem too big for his six-year-old mind, and yet he grapples with them valiantly through the end of the novel. Antonio has lots of questions surrounding his faith traditions. Brave New World (Aldous Huxley) In Brave New World, Aldous Huxley explores themes similar to those found in Orwell’s 1984. Huxley wrote this novel earlier than Orwell wrote his, and yet both deal with dystopian concepts. In particular, Huxley balances utopian and dystopian interpretations of a world that is highly controlled, easily manipulated, and extremely dysfunctional, ready to fall apart at any provocation. There are insiders of and outsiders to this world, and each character views and interacts with the society in a different light. Bury My Heart at Wounded Knee (Dee Brown) Dee Brown covers a lot of historical ground in this book. In it, Brown describes the history of European Americans as they interact with (and slaughter) the Native Americans who already inhabit what they claim as their country. It’s an infuriating and accurate tale of mistreatments and abuses, as well as the unfortunate decline of a noble people trying to defend their established way of life. It’s essential for students to understand this part of United States history. The Catcher in the Rye (J. D. Salinger) This bold and controversial novel by J. D. Salinger centers around ideas including adolescent sexuality and relationships. The protagonist is constantly bouncing around from person to person, place to place, activity to activity. Critics were greatly offended by Salinger’s frank discussions of sexual matters and his generally very casual style. This book is an important read in part because of its direct relevance to struggling adolescents and the issues they face. The Crucible (Arthur Miller) Arthur Miller wrote this tragic play in the early 1950s. While it is somewhat loosely based on the Salem witch trials of 1692, and while it is likely intended as an allegory to McCarthy’s rooting out of suspected Communists at the time of the play’s writing, the issues it touches on are much more broadly applicable. This is an important dramatic work on how hysteria, cruelty, and ignorant gullibility destroy communities. Bonus: Studying The Crucible for school and struggling? Check out ourThe Crucible study guides here! There are lots of accusations of creepy stuff in The Crucible. The Diary of a Young Girl (Anne Frank) Anne Frank’s published diary is different from a typical literary work. It’s a true account of the life of one Jewish girl during the Holocaust, and, while Anne Frank wrote some passages with publication in mind, others she did not. When the book was first published, many passages that her father, Otto Frank, found too long, unflattering, or inappropriate were excluded. Today, the book is available with all material included. Gaining some understanding of this horrific genocide is crucial to students. Fahrenheit 451 (Ray Bradbury) Books are on trial in this astounding work by Ray Bradbury. Set in yet another dystopian future where firemen are employed to burn books and the houses that contain them, Fahrenheit 451 tells the story of a fireman who begins to wonder what books have to offer. This novel is an ode to literacy, and, while it has its tragic moments, it ultimately leaves readers with a message of hope. Flowers for Algernon (Daniel Keyes) Daniel Keyes writes a very warm and human form of science fiction in Flowers for Algernon. The novel tells the story of a man considered mentally retarded who is selected for an intelligence-enhancing surgery. The book follows the effects, both positive and negative, that come from the sudden change in his I.Q. This is a moving read for students who wish to understand how intelligence plays into our humanity. For Colored Girls Who Have Considered Suicide When the Rainbow is Enuf (Ntozake Shange) In For Colored Girls†¦, Ntozake Shange creates choreopoetry (poetry meant to be performed with movement and dance) that covers important themes of race, gender, abuse, and perseverance. It’s largely a deep and dark poem, but it contains a message of hope. This is an awesome opportunity for readers to get exposure to poetry in a very relevant and theatrical form. The rainbow contains all sorts of symbolism. Frankenstein (Mary Shelley) First off, let’s all be clear: as some will already know, Frankenstein is not a monster. Rather, the very human Victor Frankenstein is responsible for creating what we recognize as the monster from the story; the creature itself is nameless. Mary Shelley wrote this Gothic thriller in the early 1800s, and yet we remain fascinated by this tale of playing God and facing the consequences. It’s an eerie tale with themes that run deep. The Grapes of Wrath (John Steinbeck) John Steinbeck’s masterful The Grapes of Wrath centers around the Great Depression and the Dust Bowl in American history. It’s a story of hope and despair, moving from one to the other and back again seamlessly throughout the novel. While loaded with biblical allusions, it is not heavy-handed with them, and the writing is often praised as realistic and beautiful. Great Expectations (Charles Dickens) Great Expectations, by Charles Dickens, is a staple of English literature. It’s one of his most autobiographical works; it tells the story of a young boy, orphaned and poor, who ultimately experiences a drastic change in his fortunes. In addition, he learns much about love, trust, and relationships in this coming-of-age novel. As the title suggests, the novel also contains discussions of hope, disappointment, and expectations. The Great Gatbsy (F. Scott Fitzgerald) F. Scott Fitzgerald wrote in The Great Gatsby a novel that in many ways closely reflected his own experience. The decadence of the Jazz Age was, as is revealed in the novel, both enticing for many and revolting for some. The Great Gatsby follows the quest of a wealthy young man to win back the love of his life by extravagant displays of riches and social connections. As the plot builds to its climax, readers, along with Gatsby's simpler, humbler friend and neighbor, are left to ponder the passing of an era in American history. BONUS: Reading The Great Gatsby for school but finding it hard to keep track of all the characters? We have several study guides that might be able to help, including our guide to all the characters in The Great Gatsby. The Joy Luck Club (Amy Tan) Amy Tan’s novel, The Joy Luck Club, deals with intergenerational and intercultural questions. Tan seeks to represent the Chinese-American experience while also representing issues of mother-daughter relationships and the passage of time. The book focuses on four mother and four daughters across four sections of the novel for a total of sixteen stories that come together to complete this total work. Lord of the Flies (William Golding) William Golding’s Lord of the Flies speaks to the evil and degenerate potential that lurks within each human. It can be interpreted religiously, politically, psychoanalytically, or any number of other ways, but the basic premise is that a group of schoolboys stranded on an island descend into grotesque savagery. It’s a disturbing story, to be sure, but one that is important to be familiar with in a world where savage instinct too often presents itself today. The Lord of the Rings and The Hobbit (J. R. R. Tolkien) As with any work, The Lord of the Rings and The Hobbit are not everyone’s cup of tea, but they’re hugely rewarding pleasure reading for too many fans to count. Tolkien’s masterpieces are more than just pleasure reading, though; the trilogy covers major themes of the epic struggle between good and evil, the necessity of persevering through immensely difficult ordeals, and how to apply mercy. Tolkien asks major questions about those who are evil versus those who are misguided and what we should do when our paths intertwine with any such individuals. The Hobbit is lighter and more kid-focused, but still addresses important themes. The Odyssey (Homer) The Odyssey is an epic poem nearly three thousand years old that’s attributed to the blind poet Homer. It tells the story of a war hero’s ten-year quest to return to his home, wife, and son. He encounters a number of varied setbacks along the way, and the trouble isn’t over when he gets home. The Odyssey deals with human interactions with the gods, bringing up questions of righteousness, wrongdoing, and pride as well as ideas of faithfulness and patience. Odysseus was a fan of the ladies. Oedipus Rex (Sophocles) This play by Greek dramatist Sophocles is about a man who inadvertently kills his father and marries his mother. It’s dark subject matter, and nothing good comes of it, as you may well suspect. This another example, as in The Odyssey, of the divine tinkering with human lives and the great sin of pride. One Flew Over the Cuckoo's Nest (Ken Kesey) Ken Kesey documents in this work the darkest side of mental health care as it existed in the 1960s. While certainly not all mental health care was like what’s described in the book, nor is it all like that today, audiences of the novel are aghast that any care might even vaguely resemble the horrors discussed. Despite how disturbing the storyline is, it’s important for readers to recognize the vulnerability of this too often overlooked segment of society. Pride and Prejudice (Jane Austen) Jane Austen’s Pride and Prejudice follows a family with five daughters, all unwed, and all, due to English customs of the late 1700s and early 1800s, in need of wedding. Of the five daughters, Elizabeth is the focus of the novel, though the others are discussed aplenty. While marriage is one of the central ideas in the novel, there are plenty of other themes to be picked apart, including ones that touch on pride, prejudice, first impressions, love, misunderstanding, and manipulation. This is, all around, a classic piece of literature, and one with which to be familiar. Next up: one of my favorites, William Shakespeare. Romeo and Juliet or Hamlet (William Shakespeare) William Shakespeare’s Romeo and Juliet is familiar to most people on some level: two teenagers from feuding families fall in love and ultimately sacrifice their lives to their passion. Of all of Shakespeare’s works, it's a particularly popular one to read in high school for a variety of reasons. For one thing, it deals explicitly with teenaged love, and, for another, it’s a relatively simple plot that’s nonetheless action-packed. It also opens with a shameless series of very witty dirty jokes, and such humor is scattered throughout the rest of the show. Then there’s the thematic material, which includes obedience, fate, and rash decisions, among others. For those who don’t wish to read about teenagers mooning for each other to the point of suicide, there’s always Hamlet. This story follows a Danish prince whose father has died and whose mother has almost instantly married the father’s brother. When Hamlet discovers, via an appearance of his father’s ghost, that his uncle murdered his father, all sorts of interesting events ensue. There’s madness (real and feigned), murder, suicide, treason, and a lot of waffling over the right course of action. As an added bonus, those who read Hamlet may wish to read Tom Stoppard’s Rosencrantz and Guildenstern Are Dead. It follows the events of Hamlet from the perspective of two minor and typically much-maligned characters. It’s also hilarious, if absolutely weird. Slaughterhouse-Five (Kurt Vonnegut) Slaughterhouse-Five is a fictional account of events in some ways very similar to what the author himself experienced as a prisoner of war in WWII. He writes about the atrocities humans commit upon each other, and he also mixes in a number of other concerns, some heavy, some light, such as death, aliens, and the ability to see other points in time, past or future. Their Eyes Were Watching God (Zora Neale Hurston) The novel Their Eyes Were Watching God by Zora Neale Hurston has been much criticized over the course of its history, and yet it stands as one of the great classics of American literature. It tells the story of a black woman who is full of zest and passion and who is passed from man to man as she goes through life. With her first husband, she is absolutely miserable; with her second husband, it’s more bearable, for a time; and with her third man, she finds happiness. The trials and tribulations she undergoes with all three make for an interesting examination of what it takes for Janie to free the strong, confident woman within. (Not an actual representation of Janie. Same approach to life, though.) Things Fall Apart (Chinua Achebe) In Chinua Achebe’s Things Fall Apart, readers encounter a complex and beautifully rendered examination of life with the Igbo tribe in Africa, both before and after the white man’s interference. Okonkwo is the protagonist, and he goes through a number of difficulties that put him in the position of making distasteful decisions. Readers are left to wonder whether things are falling apart because that’s simply the way of the world or whether different decisions could have kept them together. The inevitability of change is neatly demonstrated. To Kill A Mockingbird (Harper Lee) Harper Lee’s To Kill a Mockingbird deals with elements of racism, courage, sympathy, understanding, and hope. It tells the story of a small town where a black man has been falsely accused of raping a white woman. The daughter of the lawyer defending the accused is the main protagonist, and another aspect of the story is her journey from bemused mockery to gentle understanding with regard to an eccentric man in the town. To Kill a Mockingbird rose to prominence during the Civil Rights Movement and remains as potent today as it ever was. The Ugly American (Eugene Burdick and William Lederer) The Ugly American by Burdick and Lederer is a denouncement of the American practice of sending insensitive diplomatic figures into foreign countries. Through a series of vignettes, it demonstrates American inefficiency overseas. It so impressed John F. Kennedy while he was a Democratic senator that he sent a copy to each and every one of his Senate colleagues. It can be an uncomfortable read, but a worthwhile one. Conclusion If you can read through these 30-odd books before you graduate high school, you'll be in a good shape, from a literary perspective. Even if you can't read all of them, picking a few would not be a bad place to start. You might start with those that simply sound the most interesting to you, or you could look for themes in the books that relate to what you're learning in school. If you're studying McCarthyism, for instance, maybe try The Crucible; if you're studying the Holocaust, maybe try The Diary of a Young Girl. These stories are immensely powerful. Some are newer, having instantly won their place in the pantheon of classics, while others have proven themselves by withstanding the test of time. Readers will find that they resonate with some books more than others, and that's fine; the point is that all of these books have important messages to communicate, and I encourage readers to be open to finding out what those messages are. Open a book, and you'll find all sorts of messages! Usually not in bottles, though. What's Next? A lot of these books may be read or referenced in AP English Lit classes. Check out our guide to AP Literature for tips on preparing for the exam. If you're not sure whether to take AP English Language or AP English Literature, allow us to provide you with some thoughts on the topic. While we're on the topic of literature, why don't you take a moment to read some recommendations on which English classes you should take during your high school career? Are you both a reader and interested in becoming a doctor? Then you should definitely take a look at our list of books to read as a pre-med student. And as a reminder, if you decide to read The Great Gatsby or The Crucible, you can check out our analyses of each to help you along the way! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

E business Essay Example | Topics and Well Written Essays - 1750 words

E business - Essay Example Esure was launched in 2000 offering insurance cover using the internet as the primary sales channel. Using technologically advanced systems they became the fastest growing insurers ever. They are known for their quality cover, their online services and their innovative marketing. They aimed to harness the efficiency of the internet to give a better deal to responsible drivers and the careful home owners. They clubbed together several factors and ensured that esure was exceptionally well placed to harness the benefit of the internet as the major distribution channel for insurance (BBC News, 2000). These factors included the strength of the Hallifax brand, the vast potential of the internet, and the founder’s experience of launching mould breaking companies offering best prices and best services to the customers. They were confident that e-commerce would transform the insurance sector and they wanted to be at the heart of the revolution with esure. Esure uses the internet and the phone as the channels and they kept the premia low. They then launched the Sheilas Wheels brand in 2005 initially offering only car insurance. Sheilas’ Wheels is now one of the most recognized female insurance brands in the UK. Today they offer insurance cover for anything that a person could think of – home, vehicles – such as car, motorbikes and vans, pet insurance, and not to forget travel insurance. They offer online quotes, they accept online payments and they also allow online renewal of insurance. They keep the customers updated on insurance news through their website. They also have abundance of guidance provided to the insurance buyers so that they can take an informed decision. They offer special rats for those who opt for more than one insurance cover. Esure, a part of the HBOS, adopted a slick marketing campaign, a brand awareness that soon became the envy of many and a service that delivered what they promised (Net

The Korean War Essay Example | Topics and Well Written Essays - 1000 words

The Korean War - Essay Example This situation remained so until the Korean War, which changed everything and expanded the conflict to one with a worldwide scope. It was the first armed confrontation of the Cold War, which without a doubt set the standard for later confrontations. The idea of a proxy war was generated due to the character of the war- the fact that it had been fought in another country. This meant that most of the destruction and devastation wouldnt be in either state of origin of one of the two superpowers, but rather in a different country. What this basically means is that another country is functioning as a battleground in the relentless war between the two superpowers. The war had started as the North Koreans, along with their Chinese allies, invaded South Korea. The North claimed that they were launching a preemptive strike against the South, but there is no indication that that was the case. The attack was launched in the dawn of June 25th, 1950. Around 231,000 North Korean soldiers crossed the border. Thousands of citizens had to flee their homes and turn south, carrying only what they can with them. As a result of the well-organized attack, North Korea was successful at the invasion and surprised the South, attacking a number of key places such as Kaesong, Chuncheon, Uijeongbu and Ongjin. The war raged on as the North Korean Air Force bombed major cities in the South, and heavy damages were inflicted upon them. Many South Koreans defected and others were in full retreat. This all changed when the US and other countries joined the war in favor of South Korea, with the UNs approval. The US declared that Korea is a good place to stop the communis t expansion. The US then joined the war, but at first the North Koreans continued to advance south until the US and South Korea were driven to a small area in the southeastern peninsula, around the city of Pusan. The US kept on sending forces there and would periodically bomb supply places and infrastructures of the

Form and structure Essay Example for Free

Form and structure Essay The skeleton of form and structure of A Dolls House comes from a french piece bien faite which means a well made play. Ibsen was introduced to this kind of drama in Bergen, Norway and Oslo. When he was there France was at the frontier of modern drama. Serious play writers in France did not like the bien faite concept and looked down on it as low class entertainment. This type of play always had the same type of plot and characters: The innocent distressed wife , the domineering jealous husband, the cruel villain, guilty secrets. The story line always following the same pattern intrigue and tension, secrets and obstacles until the final pistol shot or embrace. There is also always a moral to the plays Ibsen took this idea and expanded it, instead of having stereotypical 2 dimensional characters Ibsen depict complicated characters that the audience could relate to and identify with. Also the audience can learn something about there world and life through whats on stage for example learn from the characters mistakes like mrs linde and krogstad who loved each other but didnt stay together and so were un happy until they were reunited. Dolls house takes place in a Norwegian town. Interestingly all the scenes take place in one location. The sitting room of the Helmers house, which serves as a room were they receive guests and a family room, there are two doors one in and out of the lounge and one to Torvalds office. Ibsen describes the set in intricate detail , to the extent of drawing diagrams , this is a style of drama that he been named photographic drama for obvious reasons. The reason for this precision is that every piece of furniture and prop revel the character of the people who live in the house. A good example is the small bookcase with richly bound booksin Torvalds office. The description of the books could also describe his character as richly bound as torvald is someone who looks good on the outside and is very concerned of how people that dont know him well enough to know what his real personality is perceive him. Also the Christmas tree represents various stages of Nora and torvald live. When they are happy it looks perfect, when they are sad it droops and looks sad. Ibsen has described his set so perfectly that the same symbolism of the set is produced in every production. One of the most original techniques of Ibsens is to place all important events before the play begins. The audience do not witness the events as they occur; instead the audience discovers the information about them in different ways as the play progresses. Important events include Noras loan, Krogstads crime, Mrs Lindes marriage, and Dr Ranks inherited fatal illness. The action of the play all takes place in a very short space of time (three days) and all in one location, the living room. I feel Ibsen does this to add to the suspense and to add impact Noras life changes so dramatically over the space of three days. There are five major characters who are all very close or have something that binds them closely together. Their lives mirror or contrast each others lives. There is also a sense that everything a character does affects the other characters. Ibsen also shows how every action of each character is the result of their past. For example Noras impulsive and carelessness with money are qualities inherited from her father and krogstad respectful because he needs to pass on a good name for the sake of his sons, he doesnt want them to have a past. Every character in the play is vital to some theme or symbol. For example even the nursemaid of Noras ties up with the major theme of Noras development of child, to child wife, to woman. She not only connects Nora to her past( which she clearly has not let go of cause she still needs her nanny to help her ) but also to the future as when Nora leaves her children the nanny has to care for them . Everything that the audience sees and hears in the play is for a reason the characters, intricate props and conversations are all heavy layered with meanings and symbolism. For example when Dr Rank says At the next fancy-dress ball I shall be invisible There is a big black hat have you never heard of hats that make you invisible? If you put one on, no one can see you. (Act Three) He is talking about the fact that he will be dead and therefore will not be there , Torvald however does not get the hidden meaning of this conversation, which cleverly makes an otherwise very morbid conversation very funny. The details revel hidden meanings of the play In the same way that the action is constructed to make the audience feel the tension mounting. In act one is calm everyday life but by they end shows disturbing revelations and problems. In Act 2 thoughts of ranks death and suicide climax in Noras frantic tarantella. By the third and final act the audience feels the tension and Nerves that Nora feels as they no everything that she does and that Torvald is about to find the letter. Until when Helmer finds out, there is a sense of relief until he decides he will not support Nora. The Climax of the play is not what the audience suspected. The audience suspected it would be when Torvald finds out, however the true climax of the play is when Nora slams the door. Another technique Ibsen uses to show the end of a scene with the door bell or the nurse coming in and asking for someone for example at the end of act one when the nurse comes in and asks for Noras help with the children.

The Role of Media on Middle Eastern Conflicts Essay example -- News Co

The Role of Media on Middle Eastern Conflicts 'By now, all of us realize that there is a high powered media campaign aimed at promoting the war on Iraq and shaping the views of the American people, relying on media-savvy political strategy to sell the administration's priorities and policies' 'Systematic sources of bias in TV coverage of international affairs not only distort information, but can also restrict citizens' awareness and options, and thereby produce more social control. The focus here is on the way TV news formats can limit, constrain, and distort information about terrorism.' The relationships between countries in the Middle East and with the West have never been ones of peace or tranquility, and in recent years these relationships seem to be headed in a downward spiral. Currently, there has been an increasingly intense clash between the citizens of all societies that is largely a reaction against what is perceived through the news media about the other society. While the general public goes about watching their favorite nightly news broadcasts, they are unaware that the very knowledge they hope will educate them about the Israeli-Palestinian conflict and the War in Iraq, is actually one of the primary factors leading to the strain between our two differing societies. This is largely the result of the way news coverage is produced and presented in the United States, the Middle East, and around the world. In the United States, there are many facets that determine how news about the Middle East is produced and presented. Ultimately, these news reports deter mine how the American people view Middle East societies and unfortunately, how they view people of Middle Eastern ethnicity within the United States.... ...s without the possibility of individual bias, people around the world cannot attain an accurate depiction and thus a truly educated understanding of world affairs. This lack of knowledge leads to a host of consequences, one of which is the violence that comes from those naà ¯ve to that which is different. As well, an increased sense of apathy toward government policies and our administrative leaders has enveloped our country because a majority of the American public is aware of the faulty nature of our media system. As a result of the multitude of structural problems that plague the media system, which include all of the examples presented here, people?s perceptions about the conflicts in the Middle East, both the Israeli-Palestinian conflict and the war in Iraq, are skewed and are an inherent cause of the continued clashes resulting from misconceptions about others.

Christopher Pawling Popular Fiction Ideology or Utopia

Introduction: Popular Fition: Ideology or Utopia? Christopher Pawling Popular Fiction and Literary criticism Despite the growth of interest in popular fiction, it has been difficult to introduce courses on them in college and university syllabi because it is still not considered as mainstream literature, just a minor or peripheral genre. The self-definition of English literature depends heavily on what is absent from its field- its significant other- popular literature or paraliterature whose absence from the syllabus enables us to define the dominant literary culture.Paraliterature is a sort of ‘taboo’ against which the ‘self’ of literature proper is fashioned. Darko Suvin says that a discipline which does not take into account 90% of its domain seems to have a distorted vision in the small zone it focuses on. i. e. high literature. In the last few years, there has been an attempt to initiate interdisciplinary courses. The prejudice against popular literature has gone down because it garners the widest readership. It is also more inextricably linked to ‘other’ aesthetic modes of communication like film and TV. Pop fic has been included in the curriculum since the 1960s.This is not a ‘soft option’ but has generated a serious corpus of criticism predicated on theory. So reading pop fic is not as much of a peripheral preoccupation as was assumed earlier. Much of the secondary work on pop lit has been untheorised and eclectic. The prospective student has been faced with a) production, marketing and consumption of popular fiction which elude meanings embodied in the text themselves and b) Analyses using the tools of lit criticism to give an ‘internal’ account of the themes embodied within the text or genre, but are unable to make connexions between the literary artefact and the social context.In such situations, the socio-historical context is seen as something external. Sociologists have dealt with texts of popular culture as direct bearers of ideology. Popular fiction reflects social meanings/ mores and intervene in the life of society by organising and interpreting experiences which have previously only been subject to partial reflection. Pop fic, like all other cultural creations, interprets human experience. Genre Analysis Popular novels are not simple repositories of sociological data. They generate norms/ expectations on which the reader’s acceptance/ rejection of the text depends. See quotation from James: â€Å"Genres are essentially†¦ contracts. † The narrative of the thriller offers a form of pleasure (uncertainty between security and adventure) that is different from that of women’s romance. The ‘relative autonomy’ of the narrative helps to define boundaries of different genres. These genres do not exist in a vacuum but they circulate in specific social, cultural and historical contexts. We must acknowledge that our popular genres differ from those of other societies so they cannot be seen within umbrella terms like universal ‘archetypal structures. ’ Narrative and Ideology: Macherey and Goldman A breakthrough in cultural readings has been that the mediations between text and society are present in the text itself. Levi Strauss- Ideology is present in both the form and content of the myth as text and the narrative itself provides the crucial link between the ‘external’ reality of social experience and the ‘internal’ meaning which is derived therefrom. Frederic Jameson- narrative is a form of reasoning about experience and society. Pierre Macherey starts with an analysis of the internal logic or problematic of the text before going on to reconstruct the ideological field which lies behind the narrative.The author tests out certain ideological propositions which form the basis of the literary discourse. The narrative may thus reveal any contradictions inherent in those assumptions and then suppresses them through magical resolutions. The narrative may get flawed if the author refuses this escape route and pursues the contradiction till they destabilize the text. Jules Verne’s story, The Mysterious Island begins with a supposedly straightforward celebration of ‘bourgeois’ science.It is subverted by Captain Nemo who epitomizes a scientific spirit of enquiry untainted by social relations. This ‘ideal’ image of science is finally rejected by Verne and Nemo rejected as an anachronistic figure whose illusions destroy him and his island. It helps to undermine the effect of an all-conquering science. Verne’s story does not offer a conscious interrogation of the bourgeois image of science. Macherey’s reading reveals a flaw in the narrative which allows us to gain access to the repressed meanings of ‘political unconscious’ (Frederic Jameson) of the narrative. Martin Jordin’s analysis of 1950s novel Wolfbane shows that the narrative of Wolfbane just does not re produce given ideological assumptions about the role of science in society but that it also puts that ideology to work ‘ testing, defining and reconstructing it in the process of interpreting the changing content of†¦ historical experience. ’ Wolfbane reverses the science fiction formula by implying that science must first be liberated from its service to an irrational social order before it can become an instrument of human progress or produce a more free and equal society.During this period, the readership of SF (the scientific middle class) had to be subordinated to the needs of the corporate economy. The text became a site of ideological struggle and not just a reflection of external social processes. The narrative ‘constructs’ rather than reflects an ideological position. Jordin’s analysis of Wolfbane emphasizes the disillusionment with science as part of a creative interrogation of ideology within the text. Mellor concentrates on the way i n which science fiction expresses the ‘world vision’ of its readership, on its relative autonomy, rather than treating it as a relatively independent entity.The flight from science reflects a process of fragmentation which is already detectable outside the text, in the developing ‘world vision’ of the ‘educated middle class. ’ Mellor constructs an overall picture of SF as a genre, whereas Jordin concentrates on the narrative mechanics of one moment of change and therefore is bound to privilege the more ‘autonomous’ features of the text. But the authors share the same philosophy. The Popular/ Elite Dichotomy: Lowenthal and Cawelti Macherey breaks with’ established’ literary criticism in his refusal to divide the sphere of literature between ‘elite’ literature (an autonomous realm which is somehow free from ideology), and ‘popular’ or ‘mass’ literature (supposedly a direct reflecti on of ideology and therefore not amenable to the sophisticated analysis given to ‘canonic’ texts). Macherey says a text is literary because it is recognized as such, at a certain moment, under certain conditions. It may not have been recognized as such before or after. Macherey’s highlights the relativity of literary value and he need to problematize categories such as ‘popular’ and ‘high’ literature. Verne has been added to the curriculum since Macherey, so we can conclude that the ‘canon’ is a historical construct, rather than a fixed entity, and that is open to revision. He challenged that a science fiction work by a minor author is not a literary text and has been proved right in a subsequent era. There are no separate mode of analysis for the study of popular fiction and real literature. This dichotomy leads to a reductionist approach.According to Tony Bennett, â€Å"non-canonized texts are necessarily collapsed back i nto the conditions of production from which they derive. † Popular fiction is often limited to an account of marketing strategies employed in promoting bestsellers. Or ‘mass’ fiction is studied as a component of ‘the culture industry. ’ Leo Lowenthal’s book Literature, Popular Culture and Society says that since the division of literature into ‘art’ and ‘commodity’ in the eighteenth century, the popular literary products can make no claim to insight and truth.The emergence of a market economy has profound implications for the relationship between author and reader. Yet even ‘high’ art or ‘serious’ literature is not so impervious to markets, consumption patterns and economic profit as to warrant assessment only in terms of what Pierre Bordieux calls ‘symbolic profit. ’ (See Randal Johnson’s discussion of Bordieux’s argument about economic vs. symbolic profit in Ã¢â‚¬Ë œPierre Bourdieux on Art, Literature and Culture’- Editor’s Introduction to Pierre Bourdieux, The Field of Cultural Production: Essays on Art and Literature. Cambridge: Polity Press, 1993, p. 15. ) John Cawelti’s Adventure, Mystery and Romance argues that popular fiction is intrinsically more ideological than its ‘elite’ counterpart. For Cawelti, ‘formulaic’ fiction has the function of reproducing cultural consensus, in contrast to ‘mimetic’ (elite) fiction which confronts us with the problematic and contrasting reality of the world. Mimetic literature represents life as we know it while the formulaic reflects the construction of an ideal world without the disorder, ambiguity, uncertainty and limitations of the world of our experience. Formulaic literature is an ‘artistry of escape’ which makes it popular. The tensions, ambiguities and frustrations†¦. mystery† (p. 9) This model attempts to defend pop ular fiction by assigning it to the realms of escape and distraction. There is no place in Cawelti’s scheme for ‘a literature of genuine innovation, or for one of informal ‘underground’ education. That is confined to the domain of mimetic literature. If popular fiction is ‘conventional’ in an artistically conservative sense, all literature is concerned with the manipulation of narrative expectations in some way, and even the most sophisticated literary subversion inevitably sets up generic patterns after a while.Even an arch modernist such as Theodore Adorno has recognised that formulae (which he terms as ‘stereotypes’) are an essential element in the organisation and anticipation of experience. It would be wiser to ask under what conditions specific literary genres become rigid and lose their creative potential while acknowledging that this is a question which applies to both popular and elite fiction. Cawelti privileges the conse nsual role of popular culture. Formulaic lit, he says, assimilates new interests into ‘conventional imaginative structures. The black-oriented action stories of the early 70s use a traditional formula- the ‘hard boiled thriller- but fill it with new content. The conventional forms of fantasy they use are not very different from the adventure stories that have been enjoyed by American audiences for several decades. Cawelti’s ‘functionalist’ theory has its origins in mainstream American sociology. American culture, he believes, embodies a set of ‘core’ values which gradually spread outwards to the periphery of society and eventually embrace ‘marginal’ groups such as the black minorities.But this model takes certain values for granted and assumes that culture is a homogenous entity rather than seeing it as a site of struggle which is marked by contradictions. But while the black action stories tend to make the black man an initi ator of action , they also glorify a ‘machismo’ image with the result that the cultural ‘integration’ of the male section of the community takes place at the cost of the woman, who experiences a double subordination. While Lowenthal condemns pop fic as a purveyor of ‘false consciousness, Cawelti tends to extol this function in a rather uncritical a manner. Cawelti highlights the harmonising, normative function of formulaic narrative whereas when we look at the ideological conflict within each text, it becomes clear that it is also potentially subversive of that consensus. Popular Fiction and ‘Common Sense’: the Influence of Gramsci Even the most banal narratives illuminate the material reality which lies behind the ostensibly unified, conflict-free world of ideology.Rosalind Brunt’s chapter on Barbara Cartland’s romance stories highlights a contradiction in the narrative, between the intended message which focuses on the rol e of woman as a transcendent, spiritual being, and the actual process of narration which concentrates on the more mundane reality of ‘love and marriage’- historical necessities lead women to pursue men and to turn love into an ‘economically rational career. ’ Therefore virginity is seen a s a commodity which secures the heroine an economic place in the world through a ‘good’ marriage.Cartland’s novels show women’s involvement in a patriarchal commodity market that is incongruous with her romantic idealism. The ‘spiritual union’ of marriage is always celebrated at the end of the novel but the impulse of the narrative is towards a materialist account of gender relations. Brunt focuses on the contradictions in the text. Her feminist reading shows that the author’s intentions are partially subverted at an unconscious level by a material reality that cannot be wished away by the ‘magical resolutions’ at the end of the text.Cartland’s novels can be interpreted in a way that renders them potentially subversive of the author’s own intentions, They do not generate an ‘alternative view of female identity. In fact, they endorse values opposite to those of the women’s movement and Cartland undoubtedly opposes any move towards greater social and cultural equality for her sex. Gramsci terms the Cartlandian approach to her readers as ‘common sense’ (the space between hegemonic ideology and material reality).Women are naturally subordinate to men and they know it. They have to operate in a different manner if they are to succeed as women. Women, therefore, are socialised into existing gender relations. Everything is enclosed within a circular narrative. The heroine has to decide between marrying for love or money. The choice has to be based on common sense, and there is no suggestion that there is a third choice- that of not marrying at all. Her depend ence on marriage as a route to economic security is acknowledged unquestionably. There are contradictions in the world of ‘lived ideology’- stone age elements combine with principles of a more advanced science, prejudices from all past phases of history and intuitions of a future philosophy. ’ Here Gramsci highlights the dialectic between ideology and utopia which is so crucial in the making of popular fiction. A Stone Age element in Cartland’s fiction is, for example, is the fascination with the aristocracy. The intuitions of a utopian future are free from contradictions. Most formulaic fiction in normal times, says Gramsci, have a predominance of Stone Age elements.At times of intensified political and cultural struggle, common sense adopts a more utopian outlook. At those times, there is an active popular demand for literature which embodies alternative values. Popular Fiction: Ideology or Utopia? What is the relationship between popular fiction and cul tural politics at certain key moments in the post-war period? The seesawing dialectics between ideology and utopia has to be seen in this context. In the late 50s, British society was moving towards ‘the morality of affluence. The fear was that an old world of authentic value, associated with the pre-war working class, was on the verge of extinction. In Stuart Laing’s Room at the Top, the vision of a romantic haven based on an ‘alternative reality’- the relationship between the hero and the heroine- amidst the ‘rat race’ collapses with the heroine’s death. At the end, there is a cynical acceptance of the present and the inevitable values of affluence. In the 60s, there was a counter-culture which highlighted the need to reframe relationships within the frame of the perquisites of political change. Middle class pressure groups at the time attempted to make society live up to its stated ideals, rather than movements with a concrete vision of the ‘just society. ’ The counter culture was hardly a mass movement in the classic sense of the word because it was largely confined to the middle class. But it did have a populist outlook, rejecting cultural divisions and celebrating popular art as an arena of cultural struggle. Chapter by David Glover- concentrates on that ‘moment’ in the 1960s when certain writers of fantasy- Tolkein, Peake, Burroughs and Moorecock, acquired a cult status among the counter-culture.Each of these authors reached maximum exposure and circulation through the medium of mass market paperbacks. Fantasy gave expression to the search for utopian alternatives. The taste for anti-realist texts among the among the counter-culture can be seen as a kind of literary equiavlent to the alteration of consciousness’, suggesting new ways of perceiving one’s relationship with others, society in general and the natural world. The content of these utopian tales offered the vis ion of a ‘human’ proportions, an organic society based on the small collective and the needs of the individual.Glover concludes that the ‘enclosed world’ of utopia/ fantasy ‘provided a touchstone for a critique of existing social structures and the construction of alternatives, social models prefigured in the achievements of literary technique. ’ ‘Counter culture’ was a spent force by the early 70s. Popular fantasy developed instead in a cult of the sword and sorcery. The world vision of the counter culture had been inspired by the past, a need to recover a world which had disappeared with industrialism. There was a strong plea for traditional political values, not a mere revival of pastoralism.Adams’ novel signalled that return to tried and tested conservative values. That was to prove an important component of political rhetoric in the 1970s. This book does not offer a comprehensive introduction to the study of popular fic tion. There is an emphasis in Pawling’s book on studies which concentrate on the meanings which form around texts, genres or authors, rather than analyses which might examine the way in which those meanings have been understood by particular groups of readers. The concentration on the point of production rather than consumption is the outcome of a moment in cultural studies.The process of ‘reception’ has been highlighted in determining the meaning generated by individual texts. Texts can have different meanings for different groups of readers. A work cannot merely be collapsed into its various moments of reception. It is necessary to focus on the text as a source of meaning creation. This allows the student to test his/ her reading of popular fiction against the various approaches on offer here. The function of a book like this should be to encourage others to embark on their own analyses.

What Happens When There Is a Surplus of Imports Brought Into the US

What happens when there is a surplus of imports into the U S: A surplus of imports is good for consumers but bad for local business. We have to produce and manufacture in order to export. As our export trade shrinks, so does our workforce and economy. The surplus of imported cars for 2012 has exceeded the exportation by $152 billion. Also the shelf life of cars is 1 year. Every year at the end of the cycle the existing models are sold off at huge discounts to make room for the new models, which is good for the consumer. What are the effects of international trade to GDP, domestic markets and university students. International trade comprises exports and imports, the net result of which affects our GDP. Since our imports exceed our exports our GDP would be impacted by our net exports or deficits. The rippling effect of financing deficits is an increase in interest rates from selling bonds that reduces investments and growth. This further reduces GDP. Domestic markets flourish when there is a demand for local products overseas. If the domestic markets have to compete with imported products it could be a struggle. However jobs can be created for the advertising, sales, and distribution of foreign imports. The effect of international trade on university students has recently brought about an awareness of a vibrant industry in the education services. Of the $35billion worldwide market for international students, the U S was able to capture a market share of 45%, showing a healthy surplus of $12. 6Billion in higher education. A foreign exchange rate is the rate at which one currency would be exchanged for another. It is essentially the value of a currency when compared to another and is determined by two fundamental forces of economics, supply and demand. When the supply of a currency exceeds the demand, the value of the currency falls. However when the demand for a currency exceeds the supply the value rises. When the value of a currency is low the exchange rate is low and vice versa. Exchange rates of currencies are influenced and determined as a result of a country’s income, changes in interest rates, price of goods and changes in trade policies. When income is high, imports are high and exchange rate is low. When interest rates are high there is a demand for U S currency to invest in U S assets and exchange rate is high. When the prices of local goods are high there is low demand for the local currency in favor of high demand for foreign goods and foreign currency. This results in a low exchange rate. Trade with a foreign country could be adversely affected by hiking trade restrictions like tariff. This increases the cost of imports and lowers the exchange rate. How do government choices in regards to tariffs and quotas affect international relations and trade Tariffs and quotas are just two of the direct methods used in trade restrictions. There are also indirect methods of trade restrictions like protecting the health and safety of residents seen in the importation of consumables, time consuming inspections on general goods, special codes for packaging. Some of these restrictions are imposed for legitimate reasons but most of them are designed to protect the domestic producers from international competition. The most legitimate form of trade restrictions used are tariffs, which are taxes governments impose on internationally traded goods and quotas, which are quantity limits placed on goods imported. Trade is good for all countries because they all have comparative advantages they try to implement amicably with the use of tariffs and quotas. However these restrictions occasionally are used politically to influence relationships with foreign countries. Why doesn’t the U. S. simply restrict all goods coming in from China? Why can’t the U. S. just minimize the amount of imports coming in from other countries: The first reason why the U. S doesn’t restrict all goods coming in from China is because this action would belie the main purpose of the World Trade Organization (WTO) which is to ensure that trade flows freely between nations. The U. S is the largest importer of Chinese goods. If the U. S stops the importation of Chinese goods, it is unimaginable what they would do with all these unused products. There would be no production or manufacturing of goods. Unemployment would be high, there would be no source of income and the country’s economy would be ruined. As the largest importer of Chinese goods most of the local U. S companies rely on these imports for doing business. They import spare parts, automibles, manufacturing goods, appliances, electronics and building materials just to name a few. If Chinese imports are stopped the economy of both countries would be ruined as well as the world’s economy. In order to minimize the amount of imports coming in from all other countries the U. S government would have to change the regulatory trade restrictions that are resently in place by increasing taxes and quotas. This would not be in the best interest of the U. S economy. We rely heavily on imports. If we do this, the other companies would retaliate. The Smoot-Hawley tariff was tried in 1930 when tariff on imported goods was raised to an average of 60% . As a result, trade wars ensued and the international trade plummeted f rom $60 billion in 1928 to $25billion in 1938. In 2002 President George Bush imposed a 30% tariff on imported steel, the EU countries, Japan, and China retaliated with threats of $335million worth of tariffs on U. S imports (Colander, 2010). No country has all the resources it needs. There might be lots of oil in the desert but there is lack of food, water and trees. Countries have to rely on their neighbors to fulfill their wants and needs. Even though China might want to impose unfair trade practices yet we cannot shut off their imports, because they are our lifeline just as we are theirs. The world satisfies its wants and needs through Trade. Without it lots of countries would not survive. References Colander, D. (2010). Macroeconomics (8th ed.). Boston, MA: McGraw_Hill/Irwin. http://useconomy.about.com/od/tradepolicy/p/Trade_Deficit.htm http://trade.gov/press/publications/newsletters/ita_0909/higher_0909.asp

Fasting Feasting Essay Essays

Fasting Feasting Essay Essays Fasting Feasting Essay Paper Fasting Feasting Essay Paper Exam Type Essay Fasting, Feasting is a novel written by Anita Desai. This book is divided in two parts, one part from an India family point of view, and the other from an American family perspective. The title of this novel is greatly interesting because it is in two parts too. Fasting which means abstaining from all food, and feasting which means to eat rich and abundant meal. After reading the book, we can immediately say that Fasting corresponds to Umas point of view (India) and Feasting is from Aruns point of view (America). Indeed, India is less developed than America and there is a lot of starvation and that America has abundance in terms of food. But this isnt the only meaning of the title and there are a lot more implicit and interesting things that relate to it. Fasting first means less and feasting means more that opens a lot more interesting subjects. For example, Arun traps himself alone and has no social life and it is the same case for Melanie who suffers from bulimia. Uma is in the same case: MamaPapa have great authority over her and ban her from going to St Marys school, from going on religious trips with Mira-Misa, from eeing anyone who can give her distraction. All these characters are fasting social life and are trapped in a vicious circle they cant get out of. Feasting is less present in the book but there are a few examples: in India, family life is considered important and it is a feasting theme whereas in America, the Patton family doesnt communicate much with each other. But food is the most feasting relate theme because Melanie, the daughter of the Patton family, eats too much, in abundance, and this leads to her bulimia and vomiting all the time. 305 words :

About Uranium-Lead Dating

About Uranium-Lead Dating Of all the isotopic dating methods in use today, the uranium-lead method is the oldest and, when done carefully, the most reliable. Unlike any other method, uranium-lead has a natural cross-check built into it that shows when nature has tampered with the evidence. Basics of Uranium-Lead Uranium comes in two common isotopes with atomic weights of 235 and 238 (well call them 235U and 238U). Both are unstable and radioactive, shedding nuclear particles in a cascade that doesnt stop until they become lead (Pb). The two cascades are different- 235U becomes 207Pb and 238U becomes 206Pb. What makes this fact useful is that they occur at different rates, as expressed in their half-lives (the time it takes for half the atoms to decay). The 235U–207Pb cascade has a half-life of 704 million years and the 238U–206Pb cascade is considerably slower, with a half-life of 4.47 billion years. So when a mineral grain forms (specifically, when it first cools below its trapping temperature), it effectively sets the uranium-lead clock to zero. Lead atoms created by uranium decay are trapped in the crystal and build up in concentration with time. If nothing disturbs the grain to release any of this radiogenic lead, dating it is straightforward in concept. In a 704-million-year-old rock, 235U is at its half-life and there will be an equal number of 235U and 207Pb atoms (the Pb/U ratio is 1). In a rock twice as old there will be one 235U atom left for every three 207Pb atoms (Pb/U 3), and so forth. With 238U the Pb/U ratio grows much more slowly with age, but the idea is the same. If you took rocks of all ages and plotted their two Pb/U ratios from their two isotope pairs against each other on a graph, the points would form a beautiful line called a concordia (see the example in the right column). Zircon in Uranium-Lead Dating The favorite mineral among U-Pb daters is zircon (ZrSiO4), for several good reasons. First, its chemical structure likes uranium and hates lead. Uranium easily substitutes for zirconium while lead is strongly excluded. This means the clock is truly set at zero when zircon forms. Second, zircon has a high trapping temperature of 900Â °C. Its clock is not easily disturbed by geologic events- not erosion or consolidation into sedimentary rocks, not even moderate metamorphism. Third, zircon is widespread in igneous rocks as a primary mineral. This makes it especially valuable for dating these rocks, which have no fossils to indicate their age. Fourth, zircon is physically tough and easily separated from crushed rock samples because of its high density. Other minerals sometimes used for uranium-lead dating include monazite, titanite and two other zirconium minerals, baddeleyite and zirconolite. However, zircon is so overwhelming a favorite that geologists often just refer to zircon dating. But even the best geologic methods are imperfect. Dating a rock involves uranium-lead measurements on many zircons, then assessing the quality of the data. Some zircons are obviously disturbed and can be ignored, while other cases are harder to judge. In these cases, the concordia diagram is a valuable tool. Concordia and Discordia Consider the concordia: as zircons age, they move outward along the curve. But now imagine that some geologic event disturbs things to make the lead escape. That would take the zircons on a straight line back to zero on the concordia diagram. The straight line takes the zircons off the concordia. This is where data from many zircons is important. The disturbing event affects the zircons unequally, stripping all the lead from some, only part of it from others and leaving some untouched. The results from these zircons therefore plot along that straight line, establishing what is called a discordia. Now consider the discordia. If a 1500-million-year-old rock is disturbed to create a discordia, then is undisturbed for another billion years, the whole discordia line will migrate along the curve of the concordia, always pointing to the age of the disturbance. This means that zircon data can tell us not only when a rock formed, but also when significant events occurred during its life. The oldest zircon yet found dates from 4.4 billion years ago. With this background in the uranium-lead method, you may have a deeper appreciation of the research presented on the University of Wisconsins Earliest Piece of the Earth page, including the 2001 paper in Nature that announced the record-setting date.

Teaching Prejudice Reduction in High School Students, School and the Research Paper

Teaching Prejudice Reduction in High School Students, School and the Community - Research Paper Example Gordon Allport identified prejudice as a feeling, positive or harsh, towards an individual or thing, prior to, or not derived from, real experience (Allport 2). This paper will research on ways one would go about teaching prejudice reduction in high school students, school and community. Prejudicial beliefs and attitudes challenge values of social justice in a moderate democracy. Prejudice in learning institutions is troubling because they are public areas in which learners study to construct and negotiate knowledge of disparities. When prejudicial attitudes go uninspected in learning institutions, students are not granted the chance to disassemble prejudicial knowledge (Bandura 34). The effect of prejudicial actions on students is broad, extending from lower school performance to deprived mental and physical health. For instance, recent research illustrated that the Asian Pacific American learners encounter prejudicial attitudes regarding expectations of high academic achievement. A single Asian Pacific American student is anticipated to shine in academics based upon combined group data in spite of his or her individual abilities or needs (Cohen 56). These prejudices coalesce with family prospects bring out high levels of stress among learners. As a result, some Asian Pacific American scholars report serious misery and suicidal feelings than their European and American counterparts. The lessening of prejudice is essential for vigorous and equitable learning surroundings that promote a student’s physical, academic and mental health (Cohen 56). Creating awareness of the effects of prejudice to high schools students, schools and the community at large is a vital key of reducing prejudice. This is because as students observe alternate stories of different groups, they start the deconstruction of hegemonic typical stories that effect social disparity. For instance, rather than having monolingual voice in subjects like history, learners are capable of listeni ng to several voices that explain the history from a variety of views. Learners develop the skill to evaluate discrepancies that exist to effect inequalities by studying several views of history. Transformative information becomes a possible source for exceptional change by enlightening and communicating the variations between the democratic principles in a society plus its practices. The transformation of information entails raising diverse queries and reexamining what is the official information. The official information explains the attitude of typical stories to the status of being natural, normal or truth. Because official information is often effected by a school’s program, a critical assessment of the curriculum is a vital aspect of multicultural education. This assessment is essential for students to deconstruct prejudicial information and establish an appreciation of diverse cultures. The mass media play a pivotal responsibility in enlightening the reduction of preju dice in the society. The mass media assists in enlightening the society about the effects of prejudice. Educators can also assist students to study the way in which diverse social groups are exposed in mass media. Recent research has found that, though, the media often promotes the growth of prejudicial attitudes because it occasionally gives a wider understanding of different perspectives. Finally, prejudiced actions like tracking should be expelled as a means of reducing prejudice (Cortes 125). Researchers have called for awareness