Love Quotes From One Tree Hill

As these love quotes from the WB television series One Tree Hill attest, the characters are connected to one another by unbreakable bonds of love. They fight and even break up, but theyre never far from each others thoughts. From Nathan and Haley to Karen, Lucas, and Dan, to the triangle formed by Brooke, Lucas, and Peyton, love links them all. These love quotes from One Tree Hill are like soulful music to a lovelorn heart: I wanted you to fight for me! I wanted you to say there is no one else that you could ever be with and that you would rather be alone than without me. I wanted the Lucas Scott from the beach that night; telling the world that hes the one for me.—Brooke I know youre searching for things, Lucas. And I hope with all my heart that you find the answers to your questions. But the answers that youre looking for are closer than you think. Theyre in your heart. And in the hearts of those who love you.—Karen You love this girl. And even if you catch pneumonia, your ass is gonna stay out here in the rain until you convince her to forgive you.—Nathan At this moment there are 6,470,818,671 people in the world. Some are running scared. Some are coming home. Some tell lies to make it through the day. Others are just not facing the truth. Some are evil men, at war with good. And some are good, struggling with evil. Six billion people in the world, six billion souls. And sometimes... all you need is one.—Peyton Dont laugh... but anytime I have a dream about my mom or Ellie, I like to think its their way of contacting me from the other side. Like dreams are emails for ghosts, and its their way of sending me a message.—Peyton And if you’re lucky, if you’re the luckiest person on this entire planet, the person you love decides to love you back.—Nathan I read a poem once... about a girl who had a crush on a guy who died. She imagined him up in heaven with all the beautiful angels... and she was jealous. Ellie is gone. I imagine her with all the badass angels now. Hanging out with them in their black leather jackets, causing trouble. But Im not jealous. I just... miss her.—Peyton Imagine a future moment in your life where all your dreams come true. You know its the greatest moment of your life and you get to experience it with one person. Whos standing next to you?—Peyton Losing your hearts desire is tragic, but gaining your hearts desire is all you can wish for. So if thats tragic, then give me tragedy!—Peyton Okay, let me get this straight. You dont have feelings for Lucas anymore, Peyton does, but shes willing to hide those feelings if you asked her to. Sounds like a pretty great friend to me.—Rachel

Analysis Of The Play The Play Comes From One Of Louis ...

4. IDEA a. One wants to move through life with elegance and grace, blossoming through life with exquisite taste and perfect timing like a rare bloom, a zebra orchid. One wants but so solemn gets what one wants, does one? No, one does not. One gets fucked over. The body is the garden of the soul. Those who love God with an open heart, unclouded by secrets and struggles are cheerful. God’s easy simple love for them shows in how happy they are. Sometimes even if it scares you a lot, you have to be willing to break the law. We are just a bad dream the real world is having; the real world is waking up. Pain is nothing, pain is life. Falling in love isn’t the same thing as not loving. It doesn’t let you off the hook. It doesn’t mean you are free to not love. b. Angels in America The title of the play comes from one of Louis’ lines: ‘Like the spiritualists try to use that stuff, are you enlightened, are you centered, channelled, whatever, this reaching out for a spiritual past in a country where no indigenous spirits exits – only the Indians, I mean Native American spirits and we killed them off so now, there are no gods here, no ghosts and spirits in America, there are no angels in America, no spiritual past, no racial past, there’s only the political.’ (Millennium Approaches Act III, Scene II) The way I see it, the title could have a double meaning. One is everything Louis has said in the above monologue and could allude to the fact that everything that was said inShow MoreRelatedEssay about The Power of Angels in America2546 Words   |  11 PagesAIDS crisis. -Cindy Patton    Tony Kushners two-part play (or, if you will, two plays) Angels In America is one of most famous and most powerful plays about AIDS and gay life to come out of the early 1990s. It not only engages with the political issues surrounding AIDS and homosexuality in Reaganite America, but also deals with deeply philosophical questions of identity and the nature of God. Its no surprise that this play has sparked comment, including the criticism of the conservativeRead MoreThe Popularity Of The College Dropout1377 Words   |  6 Pageslife since the days of those 5 hour car rides with the big bro. It was one of the few CD’s we had on our journey from Chicago to St. Louis, St. Louis to Chicago. There’s never been a piece of art that could make me feel the way that album has. This was of course until April 30th, 2013 when young Chano from 79th dropped his second mixtape. Chicago needs a damn hero. A locally renowned rapper perhaps, a role model derived from the soul of the Kanye of old. It is in the Chatham community, a safe-havenRead MoreThe Leisure-Cruise Industry Porter Paper1329 Words   |  6 PagesLeisure-Cruise Industry February 17, 2011 Business Management Introduction One of the rapid producing leisure industry divisions, the cruise industry faces several challenges. Whereas supply continues to rise at double-digit levels, demand battles to keep speed. Known the demands on communications and the jeopardy of an eroding on-shore practice, less port are in a location to provide accommodation the cruise lines as supply grows. At the similar time, the community sectors inspection of manufacturingRead MoreEssay about The Works of E. B. White1540 Words   |  7 Pagesfeedback, but everyone loved him and his writing. He had such a unique style of writing that made him popular for all ages. His books ranged from children books all the way to humor and knowledge about the styles of writing for adults. His ability to open up readers’ imaginations draws them in and makes them wanting more. With that, E. B. White is still considered one of the most-loved and best selling authors in history today. Elwyn Brooks White was born on July 11, 1899. As a child, White did notRead MoreThe Saint Louis County Emergency Operations Plan1788 Words   |  8 PagesQuestion 1 The Saint Louis County emergency Operations plan has the fundamental mission of establishing the emergency guidelines for the County and other offices to follow during a major incident or disaster situation (St Louis County BEOP, 2013). It includes all requirements for request for assistance and informs at all levels what their responsibilities are during a response incident. The plan was designed to address all hazards that affect the county and everyone that lives in it. This isRead MoreEssay on Race and Class in Alice Walkers Color Purple1622 Words   |  7 Pagesimportant  Ã‚  juncture in Alice Walkers The Color Purple is reached when Celie first recovers the missing letters from her long-lost sister Nettie. This discovery not only signals the introduction of a new narrator to this epistolary novel but also begins the transformation of Celie from writer to reader. Indeed, the passage in which Celie struggles to puzzle out the markings on her first envelope from Nettie provides a concrete illustration of both Celies particular horizon of interpretation and WalkersRead MoreSummary Of Angels Of America By Ifeanyi Dike Jr. Essay2068 Words   |  9 PagesAn Analysis Paper – Angels in America by Ifeanyi Dike Jr 1. World/Dramatic Universe a. In Tony Kushner’s Angels in America, It’s 1985 Brooklyn, New York – 15 years before the new Millennium. It’s fall – warm and cold at once. The HIV/AIDS epidemic is emerging, yet quickly raging causing mass hysteria, fear and confusion amidst the gay community. Ronald Regan is the president of the United States and is suppressing the AIDS research by quite simply, ignoring it. Each character in this play is eitherRead MoreEssay on The Authorship of Shakespeare1647 Words   |  7 PagesShakespeare was a playwright from Stratford who had arguably the most influential affect on English literature and the English language. His works are still praised to this day for their divine superiority, however, controversy in exceeding amounts has risen over the dispute of his authorship. This controversy has been the topic of many arguments between differently opinionated scholars who support opposing theories and beliefs (Friedman XV). A difficult dilemma confronts biographers who tellRead MoreRelationship between Communism and Fascism984 Words   |  4 PagesThe analysis of World civilization is better in the context of the world wars, II and I, however, World War II has profound impact on World civilization. During World War I the fighting took place on trenches but during WWII given the technological advancements made people to fight virtually using anything available as in the case in 1939. Communism and Fascism are revolutionary moments that were majorly felt during the twentieth century across the world and specifically in European Countries suchRead MoreMusic And Its Influence On Music1590 Words   |  7 Pageswonder whether or not Davis and West are saying the same thing about France’s treatment of black; if different time periods, different musical genera and different musical entrepreneurs have had any impact on the states of blacks in Paris through the analysis of each composer’s music and the context surro unding them. With this in mind, we introduce our thesis as: although vastly different in musical styles and time periods, Miles Davis’ concerts in Paris and Kanye West’s album â€Å"Watch The Throne† express

Island of the Sequined Love Nun Chapter 44~45 Free Essays

string(68) " He heard the guard shout, and he was sure he’d been spotted\." 44 Revealed: The Perfect Couple Back at his bungalow, an argument went on in the still-sober brain of Tucker Case. I am scum. I should have told them to shove it. We will write a custom essay sample on Island of the Sequined Love Nun Chapter 44~45 or any similar topic only for you Order Now But they might have killed you. Yeah, but I would have at least had my integrity. Your what? Get real. But I’m scum. Big deal. You’ve been scum before. You’ve never owned a Learjet before. You actually think they’ll give me the jet? It could happen. Stranger things have happened. But I should do something about this. Why? You’ve never done anything before. Well, maybe it’s time. No way. Take the jet. I’m scum. Well, yes, you are. But you’re rich scum. I can live with that. The dog tags and Jefferson Pardee’s notebook lay on the coffee table, threatening to set off another fusillade of doubt and condemnation. Tuck lay back on the rattan couch and turned on the television to escape the noise in his mind. Skinny Asian guys were beating the snot out of each other in a kickboxing match from the Philippines. The Malaysian channel was showing how to fillet a schnauzer. The cooking show reminded him of surgery, and surgery reminded him that there was a beautiful island girl lying in the clinic, recovering from an unnecessary major surgery that he could have prevented. Definitely kickboxing. He was just getting into the rhythm of the violence when the bat came through the window and made an awkward swinging landing on one of the bungalow’s open rafters. Tuck lost his breath for a minute, thinking there might just be a wild animal in his house. Then he saw the sunglasses. Roberto steadied himself into a slightly swinging upside-down hang. Tuck sighed. â€Å"Please just be a bat in sunglasses tonight. Please.† Thankfully, the bat said nothing. The sunglasses were sliding off his nose. â€Å"How do you fly in those things?† Tuck said, thinking out loud. â€Å"They’re aviators.† â€Å"Of course,† Tuck said. The bat had indeed changed from rhinestone glasses to aviators, but once you accept a talking bat, the leap to a talking bat with an eyewear wardrobe is a short one. Roberto dropped from the rafter and took wing just before he hit the floor. Two beats of his wings and he was on the coffee table, as awkward in his spiderlike crawl as he was graceful in the air. With his wing claw, he raked at Jefferson Pardee’s notebook until it was open to the middle, then he launched himself and flew out the window. Tuck picked up the notebook and read what Pardee had written. Tuck had missed this page when he had looked at the notebook before. This page had been stuck to the one before it; the bat’s clawing had revealed it. It was a list of leads that Pardee had made for the story he had been working on. The second item read: â€Å"What happened to the first pilot, James Sommers? Call immigration in Yap and Guam.† Tuck flipped through the notebook to see if he had missed something else. Had Pardee found out? Of course he had. He’d found out and he’d followed Sommers to the last place anyone had seen him. But where was Pardee? His notebook hadn’t come to the island without him. Tuck went through the notebook three more times. There were some foreign names and phone numbers. Something that looked like a packing list for a trip. Some notes on the background of Sebastian Curtis. Notes to check up on Japanese with guns. The word â€Å"Learjet† underlined three times. And nothing else. There didn’t seem to be any organizational form to the notes. Just random facts, names, places, and dates. Dates? Tuck went through it once more. On the third page in, all by itself, was printed: â€Å"Alualu, Sept. 9.† Tuck ran to the nightstand drawer, where the Curtises had left him a calendar. He counted back the days to the ninth and tried to put events to days. The ship had arrived on the ninth, and the morning of the tenth he had made his first flight. Jefferson Pardee could be lying in the clinic right now, wondering where in the hell his kidney was. If he was, Tuck needed to see him. Tuck looked in the closet for something dark to wear. This was going to be different than sneaking out to the village. There were no buildings between the guards’ quarters and the clinic, no trees, nothing but seventy-five yards of open compound. Darkness would be his only cover. It was a tropical-weight wet suit – two-mil neoprene – and it was two sizes two big, but it was the only thing in the closet that wasn’t khaki or white. In the 80-degree heat and 90-percent humidity, Tuck was reeling from the heat before he got the hood on. He stepped into the shower and soaked himself with cold water, then peeled the hood over his head and made his escape through the shower floor, dropping onto the wet gravel below. In the movies the spies – the Navy SEALS, the Special Forces, the demolition experts – always sneak through the night in their wet suits. Why, Tuck wondered, don’t they squish and slosh and make squeaking raspberry noises when they creep? Must be special training. You never hear James Bond say, â€Å"Frankly, Q, I’ll trade the laser-guided cufflink missiles for a wet suit that doesn’t make me feel like a bloody bag of catsick.† Which is how Tuck felt as he sloshed around the side of the clinic and peeked across the compound at the guard on duty, who seemed to be looking right at him. Tuck pulled back around the corner. He needed a diversion if he was going to make it to the clinic door unseen. The moon was bright, the sky clear, and the compound of white coral gravel reflected enough light to read by. He heard the guard shout, and he was sure he’d been spotted. He flattened against the wall and held his breath. Then there were more Japa-nese from across the compound, but no footsteps. He ventured a peek. The guard was gesturing toward the sky and brushing his head. Two other guards had joined him and were laughing at the guard on duty. He seemed to get angrier, cursing at the sky and wiping his hand on his uniform. The other guards led him inside to calm him down and clean him up. Tuck heard a bark from the sky and looked up to see the silhouette of a huge bat against the moon. Roberto had delivered a guano air strike. Tuck had his diversion. He slipped around the front of the building, grabbed the doorknob, and turned. It was unlocked. Given Beth Curtis’s irritation at being buzzed and the amount of wine she’d consumed, Tuck had guessed that she’d get tired locking and unlocking the door. What did Mary Jean always say? â€Å"Ladies, if you do your job and assume that everyone else is incompetent, you will seldom be disappointed.† Amen, Tuck thought. He squished into the outer room of the clinic, which was dark except for the red-eyed stare of a half-dozen machines and the dancing glow of a computer screen running a screen saver. He’d try to get into that later, but now he was interested in what, or who, lay in the small hospital ward, two rooms back. He sloshed into the examination/operating room by the light of more LED eyes and pushed through the curtain to the four-bed ward. Only one bed held a patient – or what looked like a patient. The only light was a green glow from a heart monitor that blipped away silently, the sound turned off. Whoever was in the bed was certainly large enough to be Jeffer-son Pardee. There were a couple of IVs hanging above the patient. Probably painkillers after such major surgery, Tuck thought. He moved closer and ventured a whisper. â€Å"Pst, Pardee.† The lump under the covers moved and moaned in a distinctly unmasculine voice. â€Å"Pardee, it’s Tucker Case. Remember?† The sheet was thrown back and Tuck saw a thin male face in the green glow. â€Å"Kimi?† â€Å"Hi, Tucker.† Kimi looked down at the other person under the covers. â€Å"You remember Tucker? He all better now.† The pretty island girl said, â€Å"I take care of you when you sick. You stink very much.† Tuck backed off a step. â€Å"Kimi, what are you doing here?† â€Å"Well, she like pretty thing, and I like pretty thing. She tired of having many means and so am I. We have a lot in common.† â€Å"He the best,† Sepie added with an adoring smile at Kimi. Kimi handed the smile off to Tuck. â€Å"Once you be a woman, you know how to make a woman happy.† Tuck was getting over the initial surprise and began to smell the smoke of his beautiful island girl fantasy as it caught fire and burned to ash. He hadn’t realized how much time he’d spent thinking about this girl. She, after all, was the one who had revived his manhood. Sort of. â€Å"You right,† Kimi said. â€Å"Women are better. I am lesbian now.† â€Å"You shouldn’t be doing this. This girl just had major surgery.† â€Å"Oh, we not doing nothing but kissing. She very hurt. But this make it better.† Kimi held his arm up, displaying an IV line. â€Å"You want to try? Put in you arm and push button. It make you feel very very nice.† â€Å"That’s for her, Kimi. You shouldn’t be using it.† â€Å"We share,† Sepie said. â€Å"Yes, we share,† Kimi said. â€Å"I’m very happy for you. How in the hell did you get in here?† â€Å"Like you get out. I swim around mimes and come here to see Sepie. No problem.† â€Å"You don’t want to let them catch you. You’ve got to go. Now.† â€Å"One more push.† Sepie held the button, ready to administer another dose of morphine to Kimi. Tuck grabbed it from her hand. â€Å"No. Go now. How did you know about the mines?† â€Å"I have other friend. Sarapul. I teach him how to be a navigator. He know a lot of things too. He a cannibal.† â€Å"You’re a cannibal lesbian?† â€Å"Just learning. How come you have rubber suit? You kinky?† â€Å"Sneaky. Look, Kimi, have you seen a fat white guy, an American?† â€Å"No, but Sarapul see him. He see the guards take him from the beach. He not here?† â€Å"No. I found his notebook. I met him on Truk.† â€Å"Sarapul say he see the guards bring him to the Sorcerer. He say it very funny, the white man wear pigs with wings.† Tuck felt his face go numb. All that was left of Pardee was a pelvic bone wedged in the reef, stripped of flesh and wrapped in flying piggy shorts. Oh, there might be the odd kidney left alive in someone in Japan, a kidney that he had delivered. Had the fat man died on the operating table during the operation, the surgery too much for his heart? Or was he put under and never meant to wake up? Tuck suddenly felt that getting into the doctor’s computer was more important than ever. He grabbed Kimi’s arm and pulled the IV needle out of his vein. The navigator didn’t resist, and he didn’t seem to feel it. â€Å"Kimi, see if you can get that back in Sepie’s arm and come with me.† â€Å"Okay boss.† Tuck looked down at the girl, who had evidently picked up on the panic in his voice. Her eyes were wide, despite the morphine glaze. â€Å"Don’t buzz the doctor until after we’re gone. This button will let you have only so much morphine, and Kimi’s used some of yours. But if it hurts, you still have to wait, okay?† She nodded. Kimi crawled out of the bed and nearly fell. Tuck caught him by the arm and steadied him. â€Å"I am chosen,† Sepie said. â€Å"When Vincent comes, he will give me many pretty things.† Tuck brushed back her hair with his fingers. â€Å"Yes, he will. You sleep now. And thank you for taking care of me when I was sick.† Kimi kissed the girl and after a minute Tuck pulled him away and led him through the operating room to the office section of the clinic. In the glow of the computer screen, Tuck said, â€Å"Kimi, the doctor and his wife are killing people.† â€Å"No, they not. They sent by Vincent. Sepie say Vincent come from Heaven to bring people many good things. They very poor.† â€Å"No, Kimi, they are bad people. Like Malcolme. They are taking advantage of Sepie’s people. They are just pretending to be working for a god.† â€Å"How you know? You no believe in God.† Tuck took the boy by the shoulders. He was no longer angry or even irritated, he was afraid, and for the first time ever, not just for himself. â€Å"Kimi, can you swim back around the mines?† â€Å"I think.† â€Å"You’ve got to go to the other side of the island and you can’t come back. If the guards find you I’m pretty sure you’ll be killed.† â€Å"You just want Sepie for yourself. She tell me you follow her.† â€Å"I’ll check on her and I’ll meet you at the drinking circle tomorrow night – tell you how she’s doing. I won’t touch her, I promise. Okay?† â€Å"Okay.† Kimi leaned against the wall by the door. Tuck studied him for a moment to try and determine just how fucked up he was. It wasn’t a difficult swim. Tuck had done it stone drunk, but he’d been wearing fins and a mask and snorkel. â€Å"You’re sure you can swim?† Kimi nodded and Tuck cracked the door. The moon had moved across the sky throwing the front of the clinic in shadow. The guard across the compound was reading a magazine by flashlight. â€Å"When you get outside, go left and get behind the building.† The navigator stepped out, slid down the side of the building and around the corner. Tuck heard him trip and fall and swear softly in Filipino. â€Å"Shit,† Tuck said to himself. He glanced at the computer. It would have to wait. He slid out the door, palming it shut behind him, then followed the navigator around the building. He heard the guard shout from across the compound, and for once in his life, Tuck made a definitive decision. He grabbed the navigator under the arms and ran. 45 Confessions Over Tee Tucker Case dreamed of machine-gun fire and jerked as the bullets ripped into his back. He tossed forward into the dirt, mouth filling with sand, smothering him as the life drained out of a thousand ragged wounds, and still the guns kept firing, the rhythmic reports pounding like a violet storm of timpanis, like a persistent fist on a rickety door. â€Å"Just let me die!† Tuck screamed, most of the sound caught by his pillow. It was a persistent fist on a rickety door. â€Å"Mr. Case, rise and shine,† said a cheery Sebastian Curtis. â€Å"Ten minutes to tee time.† Tuck rolled into the mosquito netting, became entangled, and ripped it from the ceiling. He was still wearing his wet suit and the fragile netting clung to it like cobwebs. He arrived at the door looking like a tattered ghost fresh out of Davy Jones’s locker. â€Å"What? I can’t fly. I can’t even fucking walk. Go away.† Tuck was not a morning person. Sebastian Curtis stood in the doorway beaming. â€Å"It’s Wednesday,† he said. â€Å"I thought you might want to play a few holes.† Tuck looked at the doctor through bloodshot eyes and several layers of torn mosquito netting. Behind Curtis stood one of the guards, sans machine gun, with a golf bag slung over his shoulder. â€Å"Golf?† Tuck said. â€Å"You want to play golf?† â€Å"It’s a different game here on Alualu, Mr. Case. Quite challenging. But then, you’ve been practicing, haven’t you?† â€Å"Look, Doc, I didn’t sleep well last night†¦Ã¢â‚¬  â€Å"Could be the wet suit, if you don’t mind my saying. Here in the tropics, you want fabrics that breathe. Cotton is best.† Tuck was beginning to come around, and as he did, he found he was focusing an intense hatred on the doctor. â€Å"I guess we know who got laid last night.† Curtis looked down and smiled coyly. He was actually embarrassed. Tuck couldn’t quite put it together. The doc didn’t seem to have any problem with killing people or taking their organs – or both – but he was blushing at the mention of sex with his wife. Tuck glared at him. Curtis said, â€Å"You’d better change. The first tee is out in front of the hangar. I’ll go down and practice a few drives while you get dressed.† â€Å"You do that,† Tuck said. He slammed the door. Twenty minutes later Tuck, his hair still wet from the shower, joined Curtis and the guard in front of the hangar. He was feeling the weight of three nights with almost no sleep, and his back ached from dragging Kimi across the compound, then towing him in the water to the far side of the minefield. The guard had never caught up to them, but he had come to the edge of the water and shouted, waving his machine gun until Tuck and Kimi were out of sight. â€Å"We’ll have to share a set of clubs,† Curtis said. â€Å"But perhaps now that you’ve decided to stay, we can order you a set.† â€Å"Swell,† Tuck said. He couldn’t be sure, but he thought the guard might be the same one that had chased them to the beach. Tuck sneered at him and he looked away. Yep, he was the one. â€Å"This is Mato. He’ll be caddying for us today.† The guard bowed slightly. Tuck saluted him with a middle finger. If the doctor saw the gesture, he didn’t comment. He was lining the ball up on a small square of Astro Turf with a rubberized pad on the bottom. â€Å"We have to hit off of this. At least until someone invents a gravel wedge.† He laughed at his own joke. Tuck forced a smile. â€Å"The Shark People covered this entire island with gravel hundreds of years ago. Keeps the topsoil from being washed away in typhoons. This first hole is a dogleg to the left. The pin is behind the staff’s quarters about a hundred yards.† â€Å"Doc, now that we’ve come clean, why don’t we call them the guards?† â€Å"Very well, Mr. Case. Would you like honors?† â€Å"Call me Tuck. No, you go ahead.† Curtis hit a long bad hook that arced around the guards’ quar ters and landed out of sight in a stand of palm trees behind the building. â€Å"I have to admit that I may have a bit of an advantage. I’ve laid out the course to accommodate my stroke. Most of the holes are doglegs to the left.† Tuck nodded as if he understood what Curtis was talking about, then took the driver from the doctor and hit his own shot, a grounder that skipped across the gravel to stop fifty yards in front of them. â€Å"Oh, bad luck. Would you like to take a McGuffin?† â€Å"Blow me, Doc,† Tuck said as he walked away toward his ball. â€Å"I guess not, then.† The pins were bamboo shafts driven into the compound, the holes were lined with old Coke cans with the tops cut off. The best part about it was that Tuck was able to deliver several vicious high-velocity putts into the shins of Mato, who was tending the pins. The worst part was that now that Curtis considered Tuck a confidant, he decided to open up. â€Å"Beth is quite a woman, isn’t she? Did I tell you how we met?† â€Å"Yeah.† â€Å"I was at a transplant symposium in San Francisco. Beth is quite the nurse, the best I’ve ever seen in an operating room, but she wasn’t working as a nurse when I met her.† â€Å"Oh, good,† Tuck said. Curtis seemed to be waiting for Tucker to ask. Tucker was waiting for the guard to rat him out for sneaking out of the compound last night. â€Å"She was a dancer in North Beach. An exotic dancer.† â€Å"No shit.† Tuck said. â€Å"Are you shocked?† Curtis obviously wanted him to be shocked. â€Å"No.† â€Å"She was incredible. The most incredible woman I had ever seen. She still is.† â€Å"But then, you’ve been a missionary on a remote island for twenty-eight years,† Tuck said. Curtis picked his club for the next shot: the seven iron. â€Å"What’s this?† â€Å"Looks like blood and feathers,† Tuck said. Curtis handed the club to Mato for him to clean it. â€Å"Beth did a dance with surgical tubing and a stethoscope that took my breath away.† â€Å"Pretty common,† Tuck said. â€Å"Choke you with the surgical tubing and use the stethoscope to make sure you haven’t done the twitching fish.† â€Å"Really?† Curtis said. â€Å"You’ve seen a woman do that?† Tuck put on his earnest young man face. â€Å"Seen? You didn’t notice the ligature marks on my neck when you examined me?† â€Å"Oh, I see,† Curtis said. â€Å"Still, I, at least, had never seen anything like it. She†¦Ã¢â‚¬  Curtis couldn’t seem to return to his story. â€Å"The wet suit this morning. Was that a sexual thing? I mean, most people would find it uncomfortable.† â€Å"No, I’m just trying to lose a little weight.† Curtis looked serious now. â€Å"I don’t know if that’s such a good idea. You’re still very thin from your ordeal in getting here.† â€Å"I’d like to get down to about eight pounds,† Tuck said. â€Å"There’s a big Gandhi revival thing going on back in the States. Guys who look like they’re starving have to beat the babes off with a stick. Started with female fashion models, but now it’s moved to the men.† Curtis look embarrassed. â€Å"I guess I’m a bit out of touch. Beth tries to keep up with what’s going on in the States, but it, well, seems irrelevant out here. I guess I’ll be glad when this is all over and we can leave the island.† â€Å"Then why don’t you just leave? You’re a physician. You could open up a practice in the States and pull down a fortune without all this.† Curtis glanced at the guard, then looked back to Tuck. â€Å"A fortune maybe, but not a fortune like we’re accumulating now. I’m too old to start over at the bottom.† â€Å"You’ve got twenty-eight years’ experience. You said yourself that the people you take care of are the healthiest in the Pacific. You wouldn’t be starting over.† â€Å"Yes, I would. Mr. Case – Tuck – I’m a doctor, but I’m not a very good one.† Tuck had met a number of doctors in his life, but he had never met one who could bear to admit that he was incompetent at anything. It was a running joke among flight instructors that doctors made the worst students. â€Å"They think they’re gods. It’s our job to teach them that they’re mortal. Only pilots are gods.† This guy seemed so pathetic that Tuck had to remind himself that the good doctor was at least a double murderer. He watched Curtis hit a nice hundred-yard bloodstained seven iron to within ten feet of the pin, which was set up on a small patch of grass near the beach. Tuck chased down his own skidding thwack of a nine iron that had landed between the roots of a walking tree, an arboreal oddity that sat atop a three-foot teepee of tangled roots and gave the impression that it might move off on its own power at any moment. Tuck was hoping that it would. The caddie followed Tuck, and when they were out of earshot of the doctor, he turned to face the stoic Japanese. â€Å"You can’t tell him, can you?† The guard pretended not to understand, but Tuck saw that he was getting it, even if only by inflection. â€Å"You can’t tell him and you can’t fucking shoot me, can you? You killed the last pilot and that got you in a world of trouble, didn’t it? That’s why you guys follow me like a bunch of baby ducks, isn’t it?† Tuck was guessing, but it was the only logical explanation. Mato glanced toward the doctor. â€Å"No,† Tuck said. â€Å"He doesn’t know that I know. And we’re not going to tell him, are we? Just shake your head if you’re getting this.† The guard shook his head. â€Å"Okay, then, here’s the deal. I’ll let you guys look like you’re doing your job, but when I wave you off, you’re gone. You hear me? I want you guys off my ass. You tell your buddies, okay?† The guard nodded. â€Å"Can you speak any English at all?† â€Å"Hai. A rittle.† â€Å"You guys killed the pilot, didn’t you?† â€Å"He tly to take prane.† Mato looked as if the words were painful for him to form. Tuck nodded, feeling heat rise in his face. He wanted to smash the guard’s face, knock him to the ground, and kick him into a glob of goo. â€Å"And you killed Pardee, the fat American man.† Mato shook his head. â€Å"No. We don’t.† â€Å"Bullshit!† â€Å"No, we†¦we†¦Ã¢â‚¬  He was searching for the English word. â€Å"What?† â€Å"We take him, but not shoot.† â€Å"Take him where? To the clinic?† The guard shook his head violently. Not saying no, but trying to say that he couldn’t say. â€Å"What happened to the fat man?† â€Å"He die. Hospital. We put him water.† â€Å"You took his body to the edge of the reef, where the sharks would find it?† The guard nodded. â€Å"And the pilot? You put him in the same place?† Again the nod. â€Å"What’s going on. Are you going to hit or not?† Tuck and the guard looked up like two boys caught trading curses in the schoolyard. Curtis had come back down the fairway to within fifty feet of them. Tuck pointed to his ball. â€Å"Kato here won’t let me move that out for a shot. I’ll take the penalty stroke, Doc. But hell, we don’t have mutant trees like that in Texas. It’s unnatural.† Curtis looked sideways at Tuck’s ball, then at Mato. â€Å"He can move it. No penalty. You’re a guest here, Mr. Case. We can let you bend a few rules.† Curtis did not smile. Suddenly he seemed very serious about his golf. â€Å"We’re partners now, Doc,† Tuck said. â€Å"Call me Tuck.† How to cite Island of the Sequined Love Nun Chapter 44~45, Essay examples

Religious Activities and Obligation †Free Samples to Students

Question Discuss about the Religious Activities and Obligation Management. Answer: Introduction: At the age of 14 years, questions were still ringing in my head, why does my family treat me this way, why have they invested all their efforts to my younger sibling Leila, why do they get involved in religious activities so much, why does my younger sister hang out with very nuisance girls who have habits similar to sluts behaviors. I had no one to answer this and this always left me in a bad mood that I could not explain. I can recall at the age of 14 years when something bad happened to me. My sister Leila was having a birthday this day and it was going to be a good day for us all. As a family, every family member had an obligation of buying her some gifts as a way of coloring her birthday and makes management. Dad and mom, being our lovely parents offered to buy Leila everything that she wanted. Being her elder brother I was getting bored with our family since I only got a PlayStation bit my sister got what she wanted. I chose to take her to out to the park since I had no better present for her. During our walk, I was holding my younger sisters hand as I was making fun of her of how she can benefit by avoiding her friend's company since they had bad morals. Since my sister and family were so much religious, I chose to trick her if she abandoned the fake friends, just like our parents told us according to the families religion, God would provide everything for her. although I was hard on her, the fact that I told her of the fact that God would provide everything for her, made her happy and she ended up yelling up that it only me she wanted. I was very sad when I noticed that she tricked me and went to hang around with her friends during her birthday. I took the initiative and questioned her why she was hanging with those friends. She was responding calmly but straight into my eyes. She did not want me to separate her with her friends but I chose to do it forcefully and I made sure that they were not going to see her again. She claimed that they were belonging to the same religious group but was against this since I was not religious like my family and thus saw prayers helpless in this situation management. My sisters behavior triggered lots of concern to me and during my personal time I could figure out why my sister was messing up. I thought of the beauty my sister could be having if she was obedient to me and stop hanging around with slut. I was wondering why she was not getting more clever as she grew up was getting upset by the company she was in. I felt so bad since she was too sensitive but she did not expose this trait when making choices when it comes to friendship. The way my sister Leila looked at me straight into my eyes after questioning of her trick with her friends so that they can spend for her birthday outside the family compound, made me feel that she had some sort of hatred and for sure this feeling made me feel so depressed to a point of taking alcohol to ease the issue .my main concern to my sister was why she was just making friends with everyone easily.

Porters Five Factor Model in Hospitality (Restaurants)

History 320 essays

History 320 essays What a question. Why would a Duke of Normandy wish to invade England, a country that was already unified under a king who was crowned upon the death of the previous king. William states that he had a promise from Edward that he would name him as his successor. He also states that Harold sworn that the title of king would be passed to him. When he heard that that King Edward had passed away and in the same breath heard that Harold was crowned as king he was devastated. During this time we can only assume that William was devastated and began to get very angry for the trickery done to him in England. He began to plot and plan a way to get his rightful place as the king of England. He began looking for ways to get to England, he knew that he would need plenty of ships to carry the equipment he needed to wage war on the Britons. The people of Normandy were trained for war but the war they needed to fight was across the water. The ships he would need for this journey would be large because he planned to bring horses and all the equipment they required. The largest problem was the coastline of England was very dangerous. There were no safe harbor for the large ships to land in and disembark. The weather was another factor in the strategy. The winds have normally flowed a certain way and in order for the ships to get to England there had to be a certain wind to push the ships to there intended landing. This wind they needed was not a everyday breeze but something that they PRAYED for. William felt he had to go thru with the invasion of England or lose face with people of Normandy. He felt that he needed to deal with this to solidify his place. Howarth and the witan are an interesting connection. My personal opinion is Howarth wished he had lived during that time. I think that the witan was likened to todays house of Lords in Engla ...

Process Report Essay Example | Topics and Well Written Essays - 1000 words

Process Report - Essay Example In the previous sessions, Nelson displayed very little body language. However, some changes where becoming noticeable or at least I was becoming more aware of the minor changes in his ways of communication. For me, body language is a very important tool to make sense of other people’s worlds. I have been aware of this form of communication since my childhood, as the words spoken to me did not necessarily show the truth. I had to become familiar with another form of communication that did not use words, hence my interest in this mode of communication. After my intervention (T3), Nelson smiled and looked into my eyes. His body remained still, although his hands opened up and showed me both of his palms. In his slow movement and exposure of his palms, I felt a sense of vulnerability, and this is not something I feel regularly. I learned in a matter of seconds that Nelson was able to quickly move from one extreme feeling to another. After informing me of his happiness of managing to complete and present his work at university, he called himself useless (5N). I felt that a very positive beginning was turning in something else, as the mood in the air had shifted from joy to sadness; the sadness was also felt by me. This sadness I felt came from a place of compassion that I had towards Nelson. I felt his struggle to remain positive. I also wondered about our therapeutic relationship and if it was also useless in his eyes. Ernesto Spinelli (1989) and his phenomenological work came to mind when I was trying to make sense of Nelson’s way of being. I felt as though the one way that would give me an insight of his world would have been if I approached Nelson by staying with the phenomena (5T) and by not trying to force Nelson to explain the latter but to describe it. Moreover, I could have made him understand the latter in the intersubjectivity of that experience (7T). I was both surprised and interested at the intervention (9N) that the

A Case Study on Ethics Example | Topics and Well Written Essays - 1250 words

A on Ethics - Case Study Example In this case study which was based on a real time incident of New Orleans the major ethical issue was that the police officers did not take the right action and was carried away in emotion for their fellow officer. As per morality the most appropriate approach in this situation would have been to ensure proper treatment for Archie and then execute the judgment made by legal bodies. However this form of action was highly ignored by police officials and they preferred to brutally beat Archie for the crime he had committed. Often in such criminal cases it is observed that homicide or rather encounter is considered to be the best solution but ethically it can be stated as the harshest judgment towards an individual. The form of shootout which had taken place in New Orleans is common in that region and there are many cases as that of Archie where criminals are brutally killed by police officers so as to ensure that there is proper elimination of crime from the region (Turvey & Crowder 104 ). The major factual issue which has been identified in the case was Archie had committed wrong and he was being penalized for that, but it raises ethical issues because officers in order to do justice for their team member did not give the necessary medication to Archie which he required. In this particular scenario there is couple of actions which could have been taken by police officials so as to avoid any such violation of ethics. The first action could have been taking Archie to the nearest hospital so that he can survive.

Racism in the Workforce Essay Example | Topics and Well Written Essays - 500 words

Racism in the Workforce - Essay Example In other words it can be said that with the increase of globalization most of the companies and organizations are multicultural in nature. This has helped them to bring together people with vast experience, cultural diversity, education and professional skills. However, when issues of racism arise in the work place, I believe it is destructive in nature. It restricts the individuals and will have a direct impact on their productivity. It destroys community cohesion and creates divisions in work place. I believe that it is the opposite of the democratic principle of equality. Additionally, this kind of destructive behavior results in domination of a particular group or individual. As a result the practices of that group or the individual are seen as the standard to which other cultural practices should conform. I feel that this is a wrong practice and it frequently and systematically advantages some ethnic and cultural groups and disadvantages others who do not belong to these groups. I have seen this happen to one of my colleague who belongs to a Negro community. She was talented and was perhaps much better performer when compared to many others in my organization. Every time she applied for her promotion, her application was rejected based on some reason.

Tackling Inactivity in Disabled Young People

Tackling Inactivity in Disabled Young People Introduction In accordance with the Equality Act 2010, disability requires an individual to have mental, physical, sensory impairment and chronic diseases to be classified disabled. Therefore, the individuals disability is considered to have long-standing influence on their ability to carry out the normal day-to-day activities (EA, 2010). Carlon et al. (2013) and Frey et al., (2008) both state that the challenges that disabled children face in everyday life can mean that they see sport and physical activity as something which is beyond their reach. Children with disability participate less in physical activity compared to their peers. Less than 2 in 10 disabled people (18 %) in England are taking part in sport once a week meaning that disabled people are more than half as likely to be active as non-disabled people (39%) (EFDS, 2014). This data is based on adults with disability, which reflects on young children with disability. The reasons for inferior levels of partaking in physical activity or sport for children with disability are diverse (Heah et al, 2007). The aim of this report is to identify and analyse the key barriers faced by disabled young people at each of the stages using the Behaviour Change Model, by recognising two barriers at each stage that are placed in the context of existing research or reports. As well as reviewing and justifying, the most effective actions to reduce or remove barriers faced by disabled young people at every stage, by drawing evidence based solutions to overcome those barriers from past pr ogrammes, research or reports. An individuals impairment influences on their ability to carry out the normal day-to-day activities, so it is generally not something that inspires them. However, their attitudes and motivations are more likely to be driven by one or more of the following key values of; Maintaining health, independence, having relationship, progressing in life, having fun and having a positive self-image (EFDS, 2014). For that reason, persuading and inspiring children with disability to participate, the opportunities provided to them needs to be connect with these values that are important to them rather than their impairment (EFDS, 2014). Pre-contemplation At this stage, sport is not even considered a possibility; a lack of awareness of other individuals with a disability taking part in sport can act as a barrier and may not be aware of others participating in sport. Where these individuals have had limited or no exposure to others taking part, it brings about the assumption that people with disability either cannot or do not do sports. As a result, sport is not seen as an option for them (Porter, 2001). Maloney et al., (1993) found that the key barrier to participation was an individuals impairment, those with several impairments were less likely to be involved compared to those with one impairment. Societal stereotypes negative attitudes, of disability and a lack of acceptance by others are also well recognised barriers to participation according to Jones, (2003) and Kang et al., (2007) as they inhibit interest in physical activity among children with a disability (Tsai and Fung, 2005) In addition, Sports and disability convey negative stereotypes that are often represented by the media, these generate social barriers for the disabled, in the extent of social perception (Barton, 2001). Those hurdles can be overcome with more positive exposure in the media, such as a similar campaign as This Girl Can but for those with a disability (Sport England, 2017) The 2012 Paralympics Games has provided inspiration and role models for people with disabilities to become involved in sport at all levels, as well as helping to change the perceptions of many amongst the non-disabled population regarding what people with disabilities are capable of (Ferrara et al, 2015) Contemplation At this stage, the individual is aware of possible benefits and start to consider the possibility of participating in sport. However, they have not made the decision to participate yet, they are still weighting the pros and cons of taking part (Porter, 2001). Attitudes of significant others is crucial at this stage, parents and families are key to whether a child with disability is physically active. Parents are a childs key supporter in their participation both practically and financially (Trost et al, 2003). in spite of this, they can act as a barrier if they share concern or lack of confidence about the individual with a disability participating in sport. According to Porter (2001) this is a problem for Dependants and Unconfidents; Dependants lack confidence and tend to be reliant upon others. Unconfidents are the middle ground of Dependants and Independents and are more willing to participate. Another barrier faced at this stage is lack of awareness of appropriate sporting environments. Arthur and Finch (1999) found that lack of information held by individuals with a disability prompted to low awareness of the possible appropriate sport facilities and sporting activities. Both barriers can be overcome by Effective Advertising that could inspire participation by including information on skill levels, instruction, program goals, transport and staffing (Anderson et al, 2005). As well as distributed locally where the target group can get hold of it, it should be inviting particularly for first time users (Anderson et al, 2005 and Hunter, 2009). Also, programmes such as the 5 Star Disability Challenge, they use sport to positively challenge negative attitudes and misconceptions about people with disabilities. 37,319 children from 256 schools and community organisations participated in the project since its been launched in 2009. The programme uses disabled sports people to deliver an awareness raising presentation to pupils in schools and parents, followed by a practical sport sessions that allows children the opportunity to complete a circuit of fun based challenges each based on a Paralympics sport (DSNI, 2014) Preparation At this stage of the behavioural change, they still have not started participating. However, they starting to value potential benefits and are considering what is available (Porter, 2001). A barrier at this stage is lack of appropriate activities. Paciorek and Jones (2001) state that access to facilities and the equipment required are the reason that the majority do not take part. Programmes such as Disability Sport Donegal set up in Ireland can overcome those barriers; this association intends to give kids a chance to take part in various activities that incorporate Boccia and martial arts. They build up the program for inclusion into physical activity for children with disability likewise form an association with nearby schools to incorporate youngsters in sport. With the inclusion inside schools, they can then create programmes outside of school and offer chances to impaired youngsters and grown-ups to participate in sport clubs that provide fun, safe environment and facilities that are required to provide a more extensive range of sporting activities for those with a disability (Sport Ireland, 2007). Action At this stage, individuals have started participating in sport for the first or first few times, a barrier could be the attitudes or behaviour of others. Adversities towards people with a disability include other facility users. DePauw and Gavron (1995) established that students held negative and stereotypical attitudes for people with a disability being included in sporting Activities. Arthur and Finch (1999) saw a relation concerning the negative attitudes of other facility users, which shaped the lack of motivation and confidence for those with a disability. This doesnt effect Independents as much, since they do not let their disability define them and do not allow it to limit their approach to life nor are they influenced by attitudes of others (Porter, 2001) Changing attitudes is difficult, however contact theory proposes that the experience of becoming more acquainted or working with somebody with a disability, can emphatically change dispositions (Shields et al, 2007). Another barrier as reported by Lockwood and Lockwood (1997) and Doll-Tepper (1999) the subsistence of inadequately trained service providers, inflexible programmes and unsuitable activities are of concern. As stated by Anderson et al. (2005) and Stuart et al., (2006) disability awareness and training programmes for staff and peers may limit misconstruing about the necessities and capacities of individuals with a disability. Moreover, it can help in developing knowledge and skills on how to facilitate sporting activities for those with a disability (Jones, 2003) and encourage peer interaction to create a welcoming environment. Positive interactions offer opportunities for friendship for children with disability such as building relationships, which is a key value for them (Hunter, 2009). Confirmation At this stage, the individual would be Active, regularly participating with the values and benefits of sport confirmed (Porter, 2001). A barrier at this stage is Withdrawal of Support or Discontinuation of Activity. DePauw and Gavron (2005) state the loss of physical and emotional support is a factor that can cause people with disability to withdraw from taking part in sport, one example being that the individual has no-one to go with to the sporting facility. According to Arthur and Finch (1999) this represents an issue for the Dependants and Unconfidents, as they require assistance and moral support. Whereas, Independents dont let their disability define them and do not allow it to limit their approach to life nor are they influenced by attitudes of others (Porter, 2001) Furthermore, lack of infrastructure to support development in sport is also a barrier at this stage, For those looking to participate at a higher level there is often a lack of awareness as to how to proceed to the next stage, a lack of support or encouragement from either significant others or official sporting bodies, as well as a lack of opportunities for identifying individual coaching or development needs. (Porter, 2001) These Barriers can be overcome by providing programmes such as Red Star Athletics club in Scotland. They provide coaching every week for your chosen sport to all types of people with disability by trained staff. They provide links to athletes into mainstream clubs; encouraging athletes to be involved in all aspects of the club such as players/athletes and coaching. Provide opportunities to gain coaching qualification and for those who want to develop further they provide elite sports development. Finally, they provide good role models in the wider community (Porter, 2001) Conclusion With the Programmes and initiatives already in place, more work needs to be done to make them successful, without those programmes people with disability would not be able to participate in sport or physical activity. More initiatives should be developed as well as making existing initiatives more accessible by improved promotion and information. Regular exercise and consideration for inclusion in physical activity for people with a disability is as vital as it is for their active peers. Experts working with individuals with disability ought to enthusiastically motivate participation in sports and physical activities. An improvement for individuals with disability in sport and physical activity is needed, as there is a considerably low level of participation in sport for reasons beyond their control. Therefore, more should be done to eradicate barriers that society has placed (Barton, 1989). According to Yuen et al., (2007) the development of initiatives can increase participation an d disability in sport can progress and offer opportunity to individuals where participation would be inaccessible. Reference Anderson, M., Bedini A., Moreland, L. (2005) Getting all girls into the game: physically active recreation for girls with disabilities. 23(4):78-103. Arthur, S. and Finch, H. (1999) Physical activity in our lives: qualitative research among disabled people. London, Health Education Authority Barton, L. (1989) Disability and Dependence, Falmer, Basingstoke Barton, L. (2001). Disability, Politics and the Struggle for Change. London, David Fulton Publishers Capel, S. and Whitehead, M. (2015) Learning to teach physical education in the secondary school. 4th edn. Oxon: Routledge. Carlon, S., Shields, N., Dodd, K., Taylor, N. (2013) Differences in habitual physical activity levels of young people with cerebral palsy and their typically developing peers. 35:647-55. DePauw, K. and Gavron, S. (1995) Disability and sport. Champaign-Illinois, Human Kinetics. Disability Sport Northern Ireland. (2014) Annual report http://dsni.co.uk/files/97174_Disability_Sports_NI_Annual_Report_14-15.pdf. Accessed on 06/03/17 Equality Act. (2010) http://www.legislation.gov.uk/ukpga/2010/15/body, (Accessed 04/03/16) Fitzgerald, H. (Ed.) (2008) Disability and Youth Sport. London: Routledge. French, D., Hainsworth, J. (2001) Obstacles and opportunities in the provision of sport for disabled people. Managing Leisure. 6:35-49. Frey, G., Stanish, I., Temple, A., Physical activity of youth with intellectual disability: review and research agenda. Adapt Physical Activity. 25:95-117. Heah, T., Case, T., McGuire, B., Law, M. (2007) Successful participation: The lived experience among children with disabilities. 74(1):38-47. Hunter, D., (2009) A phenomenological approach: The impact on families of sports participation for a child with a physical disability. United States, Texas Jones, B., (2003) Barriers to participation in community recreation programs encountered by children with disabilities in Maine: perspectives of parents. 28(2):49-69 Kang, M., Zhu, W., Ragan, G., Frogley, M. (2007) Exercise barrier severity and perseverance of active youth with physical disabilities. 52(2):170-6. Kate, F., Jan, B., and Hayley, M. (2015) Public Attitudes Toward People With Intellectual Disabilities After Viewing Olympic or Paralympic Performance: Adapted Physical Activity Quarterly. 32:19-33. Human Kinetics Paciorek, M. and Jones, J. (2001) Disability Sport and Recreation Resources 3rd edn. Cooper Publishing Group Porter, S. (2001) Sport and People with a Disability: Aiming at Social Inclusion. A report for Sportscotland. 77, Sportscotland Shields, N., Bruder, A., Taylor, N., Angelo, T. (2011) An alternative clinical experience can positively change physiotherapy student attitudes. 33:360-6. Shields, N., Synnot, A., Barr M. (2012) Perceived barriers and facilitators to physical activity for children with disability. 46:989-97 Stuart, E., Lieberman, L., Hand, E. (2006) Beliefs about physical activity among children who are visually impaired and their parents. 100(4):223-34. Trost, G., Sallis, J., Pate, R., Freedson, P., Taylor, W., Dowda, M. (2003) Evaluating a model of parental influence on youth physical activity. 25:277-82. Tsai, E., Fung, L. (2005) Perceived constraints to leisure time physical activity participation of students with hearing impairment. The Recreation Journal. 39(3):192-206.

Is the World Developing a Homogenous Culture? Essay -- Globalization

In response to globalization, many critics have become concerned with its effects on other cultures. Globalization is not merely the sharing of goods and people, but also the spread of ideology and values. So, what happens when the ideologies of different nations conflict? For those who support the cultural imperialism theory, the answer is simple? The more powerful countries’ ideas prevail, forcing the people of the less powerful country to quickly abandon their former ideas and adapt to the new ones. The result is that authentic cultures are ruined which will lead to a global homogeneous culture. However, those who oppose this theory contend that cultures are not ruined but expanded and enhanced to create more complex and diverse societies. In my paper I examined both arguments as well as the way in which American popular culture is spread. In particular, I will focus on the impact of American influence in Japan and Korea, both of which have been receptive to Americ an culture, and France. Most often, scholars cite media and business as the main form of cultural imperialism, but what is the true effect of watching American television and movies, listening to music, or eating a Big Mac? I don’t believe that there is a significant impact because while people from other cultures may emulate common American images and ideas, they also find different ways to adapt these new ideas into their traditional culture. These different methods of adaptation will lead to an even more complex global culture instead of a homogeneous one, while concepts of ethnocentrism will maintain diversity. Theories First, what is culture? Furthermore, is it destructible? Marvin Harris and Orna Johnson, the authors of Cultural Anthropology, r... ...cohost.com/ehost/detail?vid=16&hid=107&sid=c517a5a1-cad3-4e0a- 8850-8b75290ad3cc@sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== Rauth, R. (1988). The myth of cultural imperialism. The Freeman, 38(11), Retrieved from http://www.thefreemanonline.org/columns/the-myth-of-cultural-imperialism/ Rinaman, K. (n.d.). French film quotas and cultural protectionism . Retrieved from http://www1.american.edu/ted/frenchtv.htm Rothkopf, D. (1997). In praise of cultural imperialism?. Foreign Policy, (107), Retrieved from http://www.mtholyoke.edu/acad/intrel/protected/rothkopf.html Top 10 ways kfc in japan is different from kfc in the us . (n.d.). Retrieved from http://www.facingtherisingsun.com/japan-travel-tips-eating/japan-kfc-different U.S. Department of State. (2012, March 5). U.s. department of state. Retrieved from http://www.state.gov/r/pa/ei/bgn/4142.htm Is the World Developing a Homogenous Culture? Essay -- Globalization In response to globalization, many critics have become concerned with its effects on other cultures. Globalization is not merely the sharing of goods and people, but also the spread of ideology and values. So, what happens when the ideologies of different nations conflict? For those who support the cultural imperialism theory, the answer is simple? The more powerful countries’ ideas prevail, forcing the people of the less powerful country to quickly abandon their former ideas and adapt to the new ones. The result is that authentic cultures are ruined which will lead to a global homogeneous culture. However, those who oppose this theory contend that cultures are not ruined but expanded and enhanced to create more complex and diverse societies. In my paper I examined both arguments as well as the way in which American popular culture is spread. In particular, I will focus on the impact of American influence in Japan and Korea, both of which have been receptive to Americ an culture, and France. Most often, scholars cite media and business as the main form of cultural imperialism, but what is the true effect of watching American television and movies, listening to music, or eating a Big Mac? I don’t believe that there is a significant impact because while people from other cultures may emulate common American images and ideas, they also find different ways to adapt these new ideas into their traditional culture. These different methods of adaptation will lead to an even more complex global culture instead of a homogeneous one, while concepts of ethnocentrism will maintain diversity. Theories First, what is culture? Furthermore, is it destructible? Marvin Harris and Orna Johnson, the authors of Cultural Anthropology, r... ...cohost.com/ehost/detail?vid=16&hid=107&sid=c517a5a1-cad3-4e0a- 8850-8b75290ad3cc@sessionmgr114&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== Rauth, R. (1988). The myth of cultural imperialism. The Freeman, 38(11), Retrieved from http://www.thefreemanonline.org/columns/the-myth-of-cultural-imperialism/ Rinaman, K. (n.d.). French film quotas and cultural protectionism . Retrieved from http://www1.american.edu/ted/frenchtv.htm Rothkopf, D. (1997). In praise of cultural imperialism?. Foreign Policy, (107), Retrieved from http://www.mtholyoke.edu/acad/intrel/protected/rothkopf.html Top 10 ways kfc in japan is different from kfc in the us . (n.d.). Retrieved from http://www.facingtherisingsun.com/japan-travel-tips-eating/japan-kfc-different U.S. Department of State. (2012, March 5). U.s. department of state. Retrieved from http://www.state.gov/r/pa/ei/bgn/4142.htm

Modern Environmental Issues: Fracking Essay

The topic in question is hydraulic fracturing, more commonly known as fracking. Said practice is vital to study because at the moment there are many questions about its potential negative effect on our environment, yet oil companies are pushing for its complete legality. The four articles used include Fracking practices in offshore California waters by oil companies probed by regulators (Jason Dearen and Alicia Chang, Los Angeles Daily News), Fracking war: Sierra Club says bill not good enough (Marc Lifsher, Los Angeles Times), As Obama Visits Upstate New York, the Fracking Debate Takes Center Stage (Bryan Walsh, Time Magazine), and Fracking is Eating Away at Our National Parks (Mary Catherine O’Connor, Outside Magazine). The authors all appear to be regular staff journalists for their respective publications. The article from The Los Angeles Daily News uses information provided by Samantha Joye, a Marine biologist at the University of Georgia. Tupper Hull, spokesman for the Western States Petroleum Association, was also quoted. The two had very different opinions on fracking’s overall safety. The article from the Los Angeles Times uses information provided by Kathryn Phillips, the California director for the Sierra Club, along with information from liberal activist groups Credo and MoveOn, and finally from Paul Deiro, lobbiest from the Western States Petroleum Association. Obviously, Deiro’s opinion on fracking’s safety was much more favorable for the oil companies than from any of the other sources, who all oppose the practice. The Time Magazine article quoted Walter Hang, the head of an organization called Toxic Targeting, along with President Obama, and New York State Governor Andrew Cumo. Finally, the Outside Magazine article quoted James Nations, leader of the NPCA’s Center for Park Research, a U.S. Geological Survey, and Clay Jenkinson, a Theodore Roosevelt scholar who appears in a short film that goes along with the report. The focus of the Los Angeles Daily News article was all about regulation of offshore fracking off the Coast of California and how it must be better regulated, as right now too many pollutants are entering our water. The Los Angeles Times article focuses on how the Sierra Club, along with other liberal and environmental activist groups are calling for an outright ban on  fracking instead of stricter restrictions. The time magazine article focuses on angry New Yorkers and how they will be protesting President Obama, who is adamantly in favor of fracking. The Outside Magazine article explains a new report put out by the US government, highlighting fracking close to national parks. It displays how the practice could negatively affect our national parks’ delicate ecosystems. The Los Angeles Daily News article had no photos or diagrams at all. The Los Angeles Times article had one photo of a fracking site in Kern County. The photo was neutral to the story. The Time Magazine article had a photo of angry anti-fracking protestors. The Outside Magazine article was the most comprehensive, with a photo of Theodore Roosevelt national park, and a map of the United States, displaying the national parks most venerable to fracking pollution. Other than the Time Magazine article, which seemed neutral to the issue, all of the articles seemed to be rather anti-fracking. This comes as no surprise because the issues brought up in all three could have negative impacts on the lives of the authors of the articles. In my opinion, fracking should be totally illegal until more conclusive studies have been performed, and prove said practice does not have a detrimental effect on our environment, specifically groundwater and ocean water. To improve the articles there should be more diagrams and graphs to better display the information in a more straightforward manor. The only way for the public to have a better understanding of these issues is if popular television media focuses on important environmental debates such as fracking, instead of stories that will have little to no lasting impact. Further, the environmental groups need to advertise as much as they can, whether it be on television or the Internet. Links to articles: http://www.dailynews.com/general-news/20130803/fracking-practices-in-offshore-california-waters-by-oil-companies-probed-by-regulators http://www.latimes.com/business/money/la-fi-mo-enviros-split-over-fracking-bill-20130821,0,3383649.story http://science.time.com/2013/08/22/as-obama-visits-upstate-new-york-the-fracking-debate-takes-center-stage/ http://www.outsideonline.com/adventure-travel/adventure-ethics

WORN PATH Essay

WORN PATH Essay WORN PATH Essay HIS CLASS IS HARD AS SHIT ! Hi A&F, HCo, abercrombie and Gilly Hicks Associates! We have gotten some great feedback and we appreciate all the help! Keep it coming! Complete a quick product survey and enter for a chance to win a $200 Gift Card for any of the A&F brands!* To participate, please click on the link below (survey link is not to be shared with anybody). If you cannot click on the link, copy and paste the below link into your web browser: http://itemtesting.abercrombie.com/gp/hs2317dh/Associates.html Thank you for all your honest feedback! A&F Product Research Team This is a product offering from Abercrombie & Fitch. To unsubscribe from receiving these emails in the future, please click here and submit your email address. Please see our Website Terms of Use and, for information on how we use your personal data, please see our Privacy Policy. Abercrombie & Fitch - 720 Fifth Avenue - Attn: 8th Floor - New York, NY 10019 www.Abercrombie.com You are not required to respond to this email or to participate in any service, survey or other activity offered or suggested in this email. Participation is voluntary and, thus, not required as part of your job duties. You will not receive compensation for your voluntary participation. Also, any information you voluntarily choose to provide in this survey will not be used for any employment purpose. Your answers to this survey will only be used for the purpose(s) described, and by the department(s)

Soldiers Home Essay Example

Soldiers Home Essay Example Soldiers Home Paper Soldiers Home Paper Soldier’s Home By Ernest Hemingway In the battlefield soldiers are experiencing war, death, loss – they kill and watch fellow soldiers getting killed. Being a soldier is in no way an easy life, and it is hard for people, who have not experienced war to understand. When these soldiers returns from war they need to adjust themselves to their old lives – adjust themselves to live in a place that has not change a tiny bit, even though they are in no way the same person as they were when they left. The main character in Hemingway’s short story â€Å"Soldier’s home† experiences the conflicts connected with returning from war. What strikes me the most when reading Ernest Hemingway is his style of writing. This short story is characteristic due to the few adjectives, adverbs and Hemingway does not tell us about the characters’ feelings and thoughts and one must interpret these from actions and conversations. His style is simple, direct and his grammar is almost grade school-like. When first reading the short story one might find the short story in lack of substance due to the missing direct statements and descriptions of emotions. The reader needs to be active to understand Hemingway’s stories. Harold Krebs went to take part in World War 1 immediately after finishing college. Although World War 1 ended in 1918 Krebs did not return to his hometown before 1919. After his arrival he is not greeted as a war hero like his fellow students. The hysteria was rampant in the area, but at the time he arrives the hysteria has passed. People find it difficult to understand why he returned as late as he did ( people seemed to think it was rather ridiculous for Krebs to be getting back so late, years after the war was over. † (ll. 8-9)). It seems as though Krebs has returned so late, because he has a hard time interacting with â€Å"ordinary people† – people who has not experienced the war as he has. At first he does not want to talk about his experiences in the war, but when he feels the need to do it, people do not listen. Due to his desire to talk about it he starts lying to make his stories more interesting. I believe talking is an important part of the â€Å"healing process† when someone has experienced war – Krebs does not like talking to people due to the fact that they do not understand him. He would like to have a girlfriend, but the talking makes him change his mind, â€Å"now he would have liked a girl if she had some to him and not wanted to talk,† (l. 40). His mother pressurizes Krebs to find a girlfriend and she calls attention to the fact that the boys from his old school has settled down and â€Å"on their way to being really a credit to the community† (ll. 85-86). To Krebs this is a â€Å"hard slap in the face† – a veiled critic. The mother is very religious and she does not believe that going to war is the solution to anything – she does instead believe that a good job, a nice wife and children are the real â€Å"credit to the community†. Furthermore, the mother does not understand that Krebs is no longer like the boys he used to hang out with – he has seen death and death changes people. Death has made him incapable of loving something we are shown when the mother asks him â€Å"don’t you love your mother, dear boy? † (l. 97) and Krebs truthfully answers â€Å"no†. It was not his intention to hurt his mother, and he ends up promising her that he in fact loves her. This is yet another lie, and he realises that he has to move on. Krebs was once religious (â€Å"†¦ from a Methodist college in Kansas,† (l. 1)) but he has now lost his faith to God and he is no longer â€Å"in His Kingdom† (l. 4). His faith in religion has faltered due to his experiences in the war. Although he wants to break with the family’s religious values, but he cannot break with the authority he still feels religion is. Krebs feels sorry for his mother because she (and her religion) has made him lie – and made him feel guilty as well (â€Å"He had felt sorry for his mother she had made him lie. He would go to Kansas City and get a job and she would feel all right about it†¦Ã¢â‚¬  (ll. 23-24)). I believe that isolation from society is an important theme in this short story due to the fact that it has such an impact on the main character. During the war Krebs felt important and useful but now no one even wants to listen to his story unless he lies. He has turned into a passive observer – he observes the girls walking by, but he does not want to interact with them – he just sits on the porch reading. Hemingway wanted the reader to believe that his short stories’ and novels’ reflected himself as person. In Soldier’s Home it is obvious that Krebs does not like his mother – Hemingway did as well detest his mother. Hemingway was raised in a very religious way but as he grew older he became more rebellious and wanted to break with his former religious believes, just like Krebs.

The Impact of Globalisation on Recent Changes to Employment Patterns Assignment

The Impact of Globalisation on Recent Changes to Employment Patterns and Structure - Assignment Example The reason behind choosing China is that it offers an evident change in the employment patterns and structures after the globalization. Moreover evidences show that globalization has also hugely impacted in the national economy of China. The basic purpose of the project is to identify the impact of globalization on the Chinese employment pattern and structure. Now in order to fulfill the purpose of the study, the report will study various other aspects. It mainly includes the impact of globalization on the global employment pattern, and various other concepts related to the globalization. The report will highly stress on the concepts of industrial relations in the Chinese context and will emphasize on how industrial relation and globalization are linked. The project has a huge scope, but due to constraints in time and money it remained focused only on some of the specific areas. The project only remained focused on the Chinese employment pattern. ... However it is believed that relevant and substantial literature on this work will be found for the purpose of completing the report. Now in order to fulfill the study the report will take the following structure. At first the report will be presenting a brief description regarding the evolution of the concept of globalization. In this segment the concept of globalization will be portrayed in accordance with the effect of employment in various countries of the world. This section will also offer insights about the industrial relations. The industrial relations will be in accordance with the Chinese context. The second segment of the report will be highlighting the about the various issue of employment in China. This section will further offer a number of statistical data in order to justify the claims. Furthermore literature of this topic will be also consulted. The discussion segment will be also presenting other factors such as the global employment patterns, the employment patterns of China and also the impact of globalization on the Chinese employment structures and patterns. The third section will be concluding the project. The conclusion will be done on the basis of the level of impact of globalization on the present employment structur4ev and policies. Moreover it will also discuss about the ways by which globalization is impacting the employment patterns in China. In addition to that the report also proposes to shed light on the direct impact of globalization on employment. The next and final segment of the report is for offering some recommendation or suggestion in order to address this issue. The key recommendation of the projects is that the government of China must consider sustainable growth by reducing the level of inequality in income. This can be

Management Paper Assignment Example | Topics and Well Written Essays - 1750 words

Management Paper - Assignment Example In the week four paper I identified several strategies that Auxilium Pharmaceutical could pursue. The purpose of this paper is to prepare an implementation plan for the company. A complete financial breakdown of the budget to implement the plan by segment is illustrated in Appendix A. The company must build up the image of the company and reinforce its brand value across the domestic United States marketplace. The company needs the doctors to recognize the firm’s brands as one of the best alternatives to treat Dupuytren’s contracture and hypogonadism. The company must hire a temporary workforce of pharmaceutical sales representatives for a period of six months. Each state will be allocated 100 pharmaceutical sales representatives. The goal of the program is for the pharmaceutical sales representatives to visit the offices of every doctor in the United States and to give them several samples of both drugs. As of 2008 there were 661,400 doctors in the United States (Bls, 2011). The purpose of the initiative is to create brand awareness of the firm’s products and to provide a personalized customer service to the doctors that prescribe the drugs. The cost to implement the plan is illustrated below: total employees 5000 Total hours elapse (6m) 1039 Total man hours 5,195,000 Labor cost per hour $15 Project cost $77,925,000 After the completion of the six months the company will not have to pay anymore the pharmaceutical sales representatives because their contracts will end and the company will no longer need their services. Due to the high implementation costs of the plan the company could divide the visiting doctor project in two years. The project after six months or lower and $38 million in spending would become inactive. The following fiscal year the company would fund the additional $38 million to complete the project. The company will also target the end user of the medicine, the patient. The company must increase its marketing budget a lo t in 2012. The firm’s marketing budget must be at least twice of its 2010 spending. An effective branding strategy requires a high capital investment. The firm should create a new advertising campaign to be launched on Christmas day. The commercial will be launched simultaneously on the written press, television, radio, and the internet. The written press commercial will be a reanimation of the commercial in cartoon format. The radio commercial will provide the same audio as the television commercial. The television and internet commercial are identical. The total elapse time of the commercial will be 15 seconds. The advertising campaign will be run on television and radio for 30 days. The written press will have the commercial on for a period of 30 days with an offering of the commercial once a week. The internet campaigns will be ran for 90 days. The reason the internet campaign will be run longer is due to the lower cost of internet commercials. The total budget for the pr oject is $2,000,000 million. The organization will use additional campaigns in order to raise the brand value of the firm. One of the technological tools that will be used to target specific customer profiles is the use of cellular technology advertisement. One of the advantages of cellular advertisement is that the entire population of targeted customers receives the message into their phones simultaneously. Due to the graphic and online capabilities of smartphones the company could design very appealing commercials. The commercial length should not exceed 15

Assignment Example | Topics and Well Written Essays - 750 words - 22

Assignment Example In one analysis, 80 matched pairs of male and female expatriates were obtained to find out the percentage of the type of work they did and the level of education they had achieved. In 1980s, women expatriates were only about 3%, this grew gradually to 13.9% in 1990s. In some countries, due to religious affairs, women are not allowed to work. However, in some countries women were more interested in performing managerial tasks than men. The variations were also a result of geographic location, political stability/instability and culture and beliefs of certain countries. However, the researches that were done could not be carried out on a worldwide basis due to barriers of religious, traditional and cultural grounds. It was also found that women were less satisfied with expatriation and repatriation as compared with men, who were more satisfied with both. Value to reader: In a nutshell, as opposed to former presumptions, women are able to succeed in international assignments. More multinational organizations should be in the practice of employing passionate and ambitious women for managerial tasks. Former Chief Executive Officer and current Chairman of the Board of Procter and Gamble believes that international assignments were the main base which helped him become a global achiever. He joined P&G in 1963 as a staff assistant. As he became more experienced, he was awarded promotions, and in 1990 he assumed leadership of P&G’s international business. Design/Methodology/Approach: Dealing with uncertainty, knowing customers, balancing tensions and appreciating diversity are the main determining factors of success in terms of widespread business. These explain the situations where a manager has to go abroad and tackle with barriers such as language, cultural and ethnic, to know the likes and dislikes of the people and to be able to understand diversity and variations in almost everything. Mr. Pepper reflects about

American Dream Essay Example for Free

American Dream Essay In the literatures we have read this semester all of the characters have a dream that consists of a plan and multiple goals that sum up to the American Dream, however, there have been obstacles that sometimes hinder these American dreams. These obstacles range from internal conflict to society itself. The question is if it is possible for these characters to struggle with obstacles and overcome them to reach their dream? In â€Å"Step Children of a Nation† Isabel Gonzalez explains how the probabilities for Mexican-Americans in America during the mid 20th century for achieving the American Dream were very slim due to the obstacles that were presented by society (Gonzalez 162). Pedro Pietri details in the â€Å"Puerto Rican Obituary† the personal struggles endured by five Puerto Ricans in New York while attempting to achieve the American Dream (Pietri 212). We have no choice but to accept the standard of the United States and act in accordance with the society expectations as we see Ysreal do in Junot Diaz’ â€Å"No Face† (Diaz 417). Each character in these texts has the opportunity of success and only those who are willing to make a persistent and consistent effort will be able to achieve their dream despite their own personal struggles and the obstacles presented by society. Even though there are many obstacles to achieving this dream, it isn’t impossible for it to become a reality. The Mexican-Americans in Step Children of a nation lacked the ambition needed to achieve the American Dream. The most difficult obstacles to overcome are those presented by society. Isabel Gonzalez states what life was like for Mexican Americans trying to achieve the American Dream in the mid 20th century under poor living conditions and economic exploitation. These characters acculturated to the American lifestyle and the non citizens had the desire to become citizens. In fact they supported World War II (Leal) and Gonzalez noted that: It is a well known fact that the number of war casualties among the Mexican-American soldiers was very high in proportion to the population (Gonzalez , 163). But even after this the Anglo-Saxon society continued to discriminate and pursue segregation from their society. The Mexicans were forced to live in slums. During this time the homes these people lived in were hardly fit for animals and had no repairs in years but yet brought in income from Mexicans far beyond the value of the homes (Gonzalez , 165). They arrived in the United States believing a promise of personal economic growth (Aguilar), but instead came to live in substandard conditions with the hope of a better future for their children. Gonzalez states that industries have succeeded in keeping the Mexican the most underpaid and most oppressed worker so that they will always have a surplus of cheap labor (Gonzalez , 167). This economic exploitation caused the children to also have substandard education and health. These situations forced some of the characters to keep quiet due to fear of deportation and the reality of achieving the American Dream nearly impossible. But if these characters wouldn’t have overlooked the possibility of change and set aside their fear they would have been so much closer to achieving the American Dream. Another obstacle the characters from the texts we reviewed in class had to overcome was their own personal oppressions. In â€Å"Puerto Rican Obituary†, Pietri talks about 5 characters: Juan/ Miguel/ Milagros/ Olga/ Manuel and their daily struggles as a Nuyorican (Monthly Review Foundation) who didn’t accept the standards of the United States. These Nuyoricans were motivated to immigrate to this country by the American dream which turned into a nightmare presented as death. They were divided between two cultures and two languages. Juan/ Miguel/ Milagros/ Olga/ Manuel are attempting to live as a â€Å"gringo†. Their unfortunate situation is that as they attempt to leave behind their language they are also leaving behind their identity (Brook). And as they realize this they are torn between the dream and the nightmare. They feel overworked and underpaid. All died/ dreaming about america/ waking them up in the middle of the night/ screaming: Mira Mira/ your name is on the winning lottery ticket/ for one hundred thousand dollars (Pietri 36-41) The characters in this text believed they can achieve the American Dream by something simpler like winning the lottery. But by believing this almost impossible wish their dream becomes a nightmare which is reflected as their death. They dream of belonging to a community of â€Å"clean-cut lily-white neighborhood/ Puerto Ricanless scenes† and being â€Å"the first spics on the block† where â€Å"gringos want them lynched† (215). By not being able to accomplish this dream the â€Å"puertorriquenos† find themselves shut out of America’s economic opportunities and lifestyle, and realize that they are unemployed, living on welfare, bitter, and degraded. This situation leads to the death of their American dream along with their dignity; therefore the characters in this text do not achieve the American dream. Ysrael is a child with a disfigured face who knows all too well the difference between the nightmare and dream. He is a child that has accepted the fact that he has to wear a mask in public to be accepted in his community. He compares himself to Kaliman. Ysrael’s superpower is the power of INVISBILITY (Diaz , 418). He dreams of escaping Dominican Republic and going â€Å"up north† and has hopes that the doctor will fix him. In the end of the story Ysrael has to make sure to wear his mask when his father comes out but doesn’t have to worry when he’s around his mother. All of this symbolizes the life of an immigrant attempting to achieve the American Dream (Alford). Ysreal’s disfigured face is the life the immigrants have in their country of origin. The surgery that the doctor and the priest promise is the American Dream. The mask is the sacrifices the immigrants make by acculturating to the American society. The superpower of invisibility represents how people are obligated to put themselves out of sight from society when they do not act according to society’s expectations. When Diaz mentions that Ysrael wants to go â€Å"up north† he is referring to the United States. Also the father is stands for the American culture (where Ysrael always has to wear his mask) and the mother represents his own culture or his identity. The boys who throw rocks at him and the cleaning lady represent the obstacles the immigrants must surpass to achieve their dream. In this text Ysrael does achieve the American Dream because he has accepted the fact that he has to wear his mask in front of his father and when he goes out in public. But at the same time he does not lose his identify because those who are around him remind him of how his face became disfigured over and over again (Diaz , 419). Pietri talks about all the obstacles the characters face while attempting to achieve the American dream but if Juan/ Miguel/ Milagros/ Olga/ Manuel would have accepted the standards of society in the United States or if the Mexicans in â€Å"Step Children of a Nation† would have been more ambitious like Ysrael in â€Å"No Face† their nightmare could have converted back to the dream they immigrated to the United States for. So to answer the question if is possible for these characters to struggle with obstacles and overcome them to reach their dream the answer is only if they were all as ambitious, persistent, and committed as Ysrael. The character Ysrael did not let his disfigured face or his father hold him back from achieving his dream. Ysrael had people yell out to him â€Å"No Face† but yet he continues his path to his set goal. He was determined to be persistent and consistent in pursuing his dream. Works Cited Aguilar, Mario E. From Immigrant Ousiders to Indigenous Tribal National Identities. Web. 09 June 2011. Alford, William. Junot Diazs Drown Sex, Race and Power. 10 Feb 2005. Web. 08 June 2011. Brook, Elizabeth. Nuyroican Newness. 2010 11 May. Web. 08 June 2011. Diaz, Junot. No Face. Herencia: The Anthology of Hispanic Literature of the United States. Ed. Nicolas Kanellos. New York: Oxford Press, 2002. 417-420. Print. Gonzalez, Isabel. Step Children of a Nation. Herencia: The Anthology of Hispanic Literature of the United States. Ed. Nicolas Kanellos. New York: Oxford Press, 2002. 162-170. Print. Leal, David A. American Public Opinion. October 2005. webspace. utexas. edu. Web. 08 June 2011. Monthly Review Foundation. Monthly Review: Puerto Rican Obituary. 01 June 2004. Web. 08 June 2011. Pietri, Pedro. Puerto Rican Obituary. Herencia: The Anthology of Hispanic Literature of the United States. Ed. Nicolas Kanellos. New York: Oxford Press, 2002. 212-220. Print.

Chinas Cultural Revolution: Reforms in the Education System

Chinas Cultural Revolution: Reforms in the Education System The period of the Cultural Revolution in China (1966-1969) witnessed a massive effort by the Maoist leadership to engineer the socialist transformation of Chinese society, one of the area most radically affected by the Cultural Revolution was the Chinese educational system. The Great Leap Forward has brought about much economic instability and lack of agricultural production, leading to the great famine. The goals and policies imposed by the government during the Cultural Revolution greatly decentralized the educational system and shifted focus from an industrial intensive production to an agricultural production. Although many rural schools continued to function throughout this period, formal education virtually ceased in the urban areas. In this paper, we will first take a look at the three main objectives in the educational reforms. With this general background description of the program, we hope to explain some of the goals that the Communist partied hoped to achieve. The second section of this paper will discuss the means that China employed to carry out the three main objectives, analyzing the decentralized manner in the implementation process and the structural impact it had on the educational system. Finally, we will evaluate the repercussion and critiques these reforms had on students and the society as a whole. Educational Reforms The Cultural Revolution had three basic objectives in reforming the educational system. In terms of the content of education, the first objective was to intensify ideological education so as to raise the political consciousness of the students. The second objective was to integrate theory and practice in the educational process in order to make education more responsive to the immediate production needs of the country. In terms of the scope of the educational system, the third objective was to popularize education, especially in the rural areas of China.[1] Prior to the Cultural Revolution, it seems that there was a tendency in Chinese education to emphasize technological and professional training often at the expense of the socialist revolution as envisioned by Chairman Mao. In 1956, with the exception of the third year of senior middle school in which a section of the constitution class was held each week, it was reported that political classes were entirely cancelled. This trend was further reinforced after the Great Leap Forward when educational policy emphasized more study and less work and politics. This general educational policy seems to have led to the consolidation of an elite technocracy drawn largely from the educated bourgeois elements of the past. Thus, the most important goal of educational reform in the Cultural Revolution was to mobilize the students and raise to a higher level their awareness of class contradictions still existing in Chinese society. As Mao made clear, all work in school is for changing the thinking of the student.[2] This educational objective was part of the massive effort of the Cultural Revolution as a whole to revitalize the commitment of the country to the socialist transformation of society. The economic objectives of the educational reforms of the Cultural Revolution should be seen within the context of the overall strategy for economic development. The emphasis on integrating theory with practice, or education with production, was not new in itself. The Ministry of Education stated explicitly in 1950 that the purpose of institutions of higher learning in the Peoples Republic of China is to train high level specialists for national reconstruction in accordance with the principles of the Cultural and Educational policy included in the Common Program of the Peoples Political Consultative Conference of China, and using a method which combines theory and practice. These specialists will have advanced standards of culture, will master modern science and technology, and will have total dedication to serving the people.[3] However, the way in which theory was linked to practice was quite different from that which Mao had in mind for the Cultural Revolution. And the problem her e was not simply one of implementation but of basically different concepts of economic development. From 1949 to 1958, Chinas strategy for economic development essentially followed that of the Soviet model, which stressed the growth of heavy industry at the expense of light industry and agriculture. As bottlenecks began to form, China began searching for alternative developmental strategies. Thus, the Great Leap Forward was an attempt to mobilize the masses on a large and intensive scale to break the bottlenecks in the economy. While this strategy as a whole failed, it marked the point at which China changed from its previous strategy to one placing relatively more emphasis on rural development. This change in developmental strategy brought a basic change in the definition of what practice constituted in the educational process. In one case, it meant working in the industrial sector primarily in a technological capacity, while in the other, it meant working in the fields to increase rural production. Thus, in the former case, linking theory and practice meant training more highly s killed specialists to advance the technology for Chinas heavy industry, while in the latter, it meant training less-highly skilled generalists in less time to meet the local production needs of the rural sector. Thus, the economic objectives of the educational reforms were oriented primarily to the development of agriculture and light industry. Up until 1966, educational opportunities, particularly at the higher levels, remained unduly concentrated in the big cities. The rural areas, despite some improvements since 1949, did not benefit from educational expansion to nearly the same degree as the urban areas.[4] In fact, according to a Russian source, after initial success at popularization of educational opportunities between 1950 and 1958, the number of students at all levels of education decreased markedly from 1960 to 1965. It was also said that Liu Shaoqi admitted that in the 1965-66 school year approximately 30% of the children in China were not covered by a system of primary education.[5] This bleak picture was partially confirmed by the Peoples Daily report that in 1965, 30 million school-aged children were not in school, most of them being rural children.[6] Thus, one of the major objectives of the educational reforms was to correct this situation by increasing the number of schools in the rural areas and initiating a large scale recruitment of peasants and workers into the existing educational system. Means of the Reforms The implementation of educational reforms was carried out via a decentralized process, as most schools were placed under local management. In fact, it was reported in 1973 that each school had its own Revolution in Education Committee responsible not only for implementing reforms but also for part of the planning process within its own institution.[7] So it would seem that local experimentation within the general framework of the new educational policies was encouraged. Experimentation was seen as necessary primarily because of the emphasis on adopting flexible methods to meet the diverse needs of different schools and regions. We will identify below the major guidelines regarding the implementation of the educational reforms, as well as describe some of the different ways the reforms were implemented. In order to elevate the political consciousness of the students, the curriculum was heavily stocked with political education courses. The major texts used were drawn from the works of Mao. Aside from increasing the number of political course, other courses also drew upon Maos thoughts to explain various approaches to the analysis of whatever phenomenon was involved.[8] This reliance on Maos thoughts was essentially the concept of putting politics in command of knowledge. At the same time, revolutionary mass criticism and class struggles were actively promoted to bring into sharp relief the various contradictions in society from a more personal perspective. The principal means of linking theory and practice in the educational process were to make production labor a major part of the students curriculum and to direct research to meet local needs. These methods were based on the concept of practical training, although their implementation in China seems to have gone far beyond that prac ticed by other countries. In the rural areas, students would spend much of their time working in the fields and learning from the peasants. The training of the students included clearing marginal lands, planting and harvesting, working on the construction of water conservation projects and irrigation systems and so on. [9]Research in turn was directed towards increasing the crop yield and the mechanization of the local production units. What the specific tasks would be depended on the particular needs of a given locality. As for the urban sector, secondary and higher learning institutions were reported to have set up local factories within the schools not only to train students in practical work, but also to engage in significant production work. In other cases, factories and schools established ties with one another so as to direct the research of the latter to the needs of the former, making possible the immediate application of new findings. At the same time, veteran workers were often brought to the schoo ls to teach in certain areas and students worked at the factories for practical training. Some factories even established schools of their own, although this method seems to have more or less faded out. In brief, the educational reforms designed to attain the economic objectives basically gave the students more practical training and actual work in production than did the previous educational system. It was said that prior to the Cultural Revolution, peasants and workers had much difficulty attending schools because of such obstacles as high entrance examination standards (primarily for colleges and universities), high costs and expenses, inaccessibility since most schools were located in the cities, conflict of class schedules with local production time tables, and the lack of direct and immediate relevance of the courses offered to local production needs. As a result, educational opportunities were still not extended to many in the country living in the rural areas. During the Cultural Revolution, many of the reforms were implemented specifically to erase such barriers to education. Some of the broad guidelines for popularizing education were: 1) lowering educational standards, thus making possible the large scale recruitment of peasants and workers into the existing educational system, and especially to higher learning institutions; 2) lowering educational fees and expenses; 3) shortening the number of years for a basic education, usually from a 6-3-3 to a 5-2-2 system, while higher education was usually reduced from four or five years to two or three years (this allowed more to enter the educational system since less time would be taken off needed production work and the school population would be reduced for a given amount of students going through); 4) promoting popularly-sponsored schools-this expansion occurred mainly in the rural areas and was limited basically to the primary school level; 5) adapting curriculum and schedules to local req uirements; and 6) simplifying teaching materials.[10] Within these reform guidelines, however, schools at all levels could experiment with different ways of implementing the reforms. For example, Peking University with its more carefully selected students continued to have higher standards of education than many other colleges and universities. However, an attempt was made to lessen the gap.[11] Or with regard to popularly sponsored schools, there arose mobile schools, spare-time schools, half-work, half-study schools and so on. Furthermore, the specific curriculum of each school, except perhaps for the political education courses, varied according to the needs of the particular region. Thus, the popularization of education was carried out under a flexible and decentralized educational system. Repercussion of the Reforms While the drastic educational reform measures have given peasants opportunities to attain basic education in rural areas, as well as agricultural production and political gains, it naturally came with lasting negative impacts that promoted many post-modernists critiques. In the beginning of the Cultural Revolution, values like collaboration, diligence, modesty, and respect for elders and teachers were discarded as a result of the purge of the old Chinese cultures and traditions. Many have failed to retain the virtues during the revolution. Second, due to political struggle and line drawn between working classes and intellectuals, as well as political and violent nature of the social revolution, substantial innocent teachers and professionals were subjected to personal attacks and humiliation, some even executed. Third, specific strategies of the reformed curriculum and examination system proved to be misguided and wasted the schooling of many young people. The disconnection between a cademic achievement and students future career, the emphasis on political correctness over academic achievement, and the neglecting of theory learning and over-emphasis on hands-on experiences were all examples of poor decisions. Fourth, the Cultural Revolution both liberated students and dominated them. It liberated students and people because it opened their eyes to the inequality existing in education and society; However, it imposed political control and dominated them because it did not allow real democratic, independent and critical thinking ability.[12] As Freire (1970) put it, If teachers help students from oppressed communities to read the word but do not also teach them to read the world, students might become literate in a technical sense but will remain passive objects of history rather than active subjects.[13] Conclusion The Cultural Revolution opened peoples eyes but imposed the governments intentions on the people and dictated their thinking. Thus, people were forced to follow the governments ideology. In accordance with the three objectives set forth by the Communist Party, strategies were carried out in a decentralized manner that placed significant amount of decision making on local management. To raise political awareness, much of the curriculum were inspired by Maos thinking. His principles such as practice training were also preached to the students, which compliments well with the second objective; to integrate theory and practice while increasing agricultural production. At the time, schools and factories were tightly assimilated, as much of the students from urban areas were organized to work in rural areas, in order to experience the real China and raise consciousness on the large class segregation that existed. Lastly, with adjustments to the curriculum schedules, time commitment, academ ic and financial requirements, the barriers to entry were significantly reduced for many rural youths. Basic education was finally attainable by peasants and popularized in the rural area. However, this caused a reduction of higher education and development of specialized skilled workers in the urban area, in accordance with the focus on agricultural production rather than industrial production. The extremist nature of the reforms achieved by China was unlike what other countries could have accomplish. While political agendas and production goals were met, it came at a great cost to students that lasted through the generation. Connections to their ancestors culture and virtues were cut in favor of Maos thinking and the way of the new China. This led to activities that post-modernists could consider contradictive to the development of humanity, which was evident in the case of innocent individuals who retained the old culture or decided against Maos thinking were humiliated or executed. Students freedom of critical thinking was taken away, replaced by political correctness and over-emphasis on hand-on experiences, ultimately hindering their theoretical knowledge and future career development. Bibliography Seybolt, Peter. Editors Introduction, 1971 Huey, Alison B. The Revolutionary Committee of Peking Middle School #31, 1970 Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973 Klepikoy, V. Z. The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, translated by J.ÂÂ   Barry Eliot, CE 1 Peoples Daily, Chinas Educational Revolution, 1965 McCormick, Robert. Revolution in Education Committees, The China Quarterly #57, 1974 Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968 Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. https://eric.ed.gov/?id=ED427419 Lankshear, C. and Mclaren, P.L. Critical Literacy, New York: State University of New York Press, 1993 Shor, I. Empowering Education, Chicago: The University of Chicago Press, 1992. [1] Peter Seybolt, Editors Introduction, 1971, p. 4. [2] Alison B. Huey, The Revolutionary Committee of Peking Middle School #31, 1970, p. 206. [3] Seybolt, p. 4. [4] Gardner and Idema, Chinas Educational Revolution, Cambridge Univ. Press, 1973, p. 257 [5] V. Z. Klepikoy, The Fate of Public Education in China, Sovetskaia Pedagoka #8, 1968, trans, J. Barry Eliot, CE 1, p. 42. [6] Peoples Daily, Chinas Educational Revolution, 1965, p. 258. [7] Robert McCormick, Revolution in Education Committees, The China Quarterly #57,1974, p. 133. [8] Wuyuan Rev. Comm. et al., A New Type of School That Combines. Theory with Practice, 1968, p. 24-31 [9] Yu-lin Special Region Rev. Comm. and Kuei-ping Rev. Comm, Train Workers to Have Socialist Consciousness and Culture, 1970, p. 40-45 [10] Gardner and Idema, p. 279-280. [11] Ibid., p. 286. [12] Wan, Guofang. The Educational Reforms in the Cultural Revolution in China: A Postmodern Critique, 1998. [13] Lankshear, C. and Mclaren, P.L., Critical Literacy, New York: State University of New York Press., 1993