Andy Warhol the “Founder and a Major Figure of the Pop Art...

Andy Warhol Andrew Warhola is considered to be the â€Å"founder and a major figure of the pop art movement†. He was born in Pittsburgh Pennsylvania in 1928. He graduated from the Carnegie Institute of Technology, where he majored in pictorial design. He worked as an illustrator in many magazines including Vogue, Harpers Bazaar and the New Yorker, but, his big break was in 1949, when he illustrated for Glamour Magazine. Andy Warhol was born with the name Andrew Warhola, he dropped the â€Å"a† when his credit for his drawing read, â€Å"Drawings by Andy Warhol†. Warhol was obsessed by ambition to become famous and wealthy, and he knew the only was to achieve this was with hard work. In the 1950s, he moved to a place on East 75th Street, his mother†¦show more content†¦In 1976 he did he Skulls, and Hammer, and Sickle series. On February 22, 1987, a â€Å"day of medical infamy†, quoted by a biographer, Andy Warhol died. Although the bullets didn’t kill him, his own gall bladder did. He died after a routine gall bladder surgery, he was 58 years old. After his burial in Pittsburgh, his friends and associates organized a memorial mass at St. Patricks Cathedral in New York that was attended by more than 2,000 people. In 1989, The Museum of Modern Art in New York had a major respective of his work. And, In May of 1994, The Andy Warhol Museum opened in Pittsburgh. Bibliography http://www.warholfoundation.org/ Biography by Martin Cribbs, Licensing Director. http://www.warhols.com/bio.html Jennifer Johnson 418 West 15th street New York, N.Y. 10011 Warhol, Andy; Ted Yanak and Pam Cornelison The Great American History Fact-FinderShow MoreRelatedHumanism : A Progressive Philosophy Of Life1128 Words   |  5 Pagesdifferent challenges than Andy Warhol to get his name accredited into the art community in the late 1900s. Basquiat was an American artist born in Brooklyn, New York. He was born to a Haitian father and a Puerto Rican mother. Do you really believe that Basquiat got the same resources, opportunities, and acclaim as Andy Warhol who was the product of immigrants from Slovakia? Although both artist are not from the U.S. and are presented as a minority group in the 1900s, Warhol on site passes off as aRead MoreAmerican Pop Art Essay2717 Words   |  11 Pagesiconographic features of American Pop Art. Centre your discussion on one or two examples each of the work of the following artists: Andy Warhol, Claes Oldenburg, Roy Lichtenstein, Tom Wesselmann, James Rosenquist. Pop Art is one of the major art movements of the Twentieth Century. Characterized by themes and techniques drawn from mass culture such as advertising and comic books, pop art is widely interpreted as a reaction to the ideas of abstract expressionism which preceded Pop in the late 1940s and earlyRead MoreJazz Albums as Art Essay4662 Words   |  19 PagesJazz Albums as Art In the Process of Completing Research for This Issue, I Realized That What I Want to Say May Be Divided into Two Sections. Part One Surveys the General Topic of Album Art; Part Two (Outlined in the Accompanying Sidebar) Considers the Conspicuous Absence of Black Artists from the Process of Designing Jazz Packages: Covers, Liner Notes Etc. This Second Part Will Be Published in an Upcoming Issue.--R.G.OM. The enclosed portfolio of album cover art springs from my ongoingRead MoreEssay about Summary of History of Graphic Design by Meggs14945 Words   |  60 PagesRosetta Stone, which was created in 196 or 197 BC, contains writing in Egyptian Hieroglyphics, Egyptian Demotic Script, and Greek. The major deciphering of the stone was done by Jean-Francois Champollion. - As hieroglyphics presented more opportunities than cuneiform, the language was used for commercial documents, poetry, myths, etc†¦ - Papyrus paper was a major step forward in Egyptian visual communication. - The Egyptians were the first people to produce illustrated manuscripts in which words

Against Concealed Carry Law Free Essays

string(68) " of the people to keep and bear arms shall not be infringed†\." The topic of concealed carry is something that a lot of people are talking about. Turn on the news, the radio, read the newspaper, surf the internet and the topic of conceal carry will be discussed. The reason it is so highly discussed is due to the effect that conceal carry will have on everyone regardless of race, age, and socio- economic background. We will write a custom essay sample on Against Concealed Carry Law or any similar topic only for you Order Now As a resident of Illinois, the most recent state to adopt concealed carry, there continues to be much concern about how it will be monitored and enforced. Will there be an increase in public safety with the adoption of concealed carry or will here be an increase in gun related injuries and fatalities. The research process for this paper consisted of a comprehensive search via internet of Journal articles related to gun control and concealed carry, library database review, newspaper archives, and broadcast media reports. For the Journal articles and the library database review, the key words â€Å"concealed carry’ and â€Å"gun control† were utilized. In reviewing the results from the use of the key words, Journal articles were then organized chronologically from oldest to most recent publication date within groups of relevant subject matter. The selected articles were reviewed and pertinent information was noted for use. Since Illinois is the most recent state to adopt the concealed carry law, newspaper archives were examined for articles concerning the issue in the local News Gazette, the Springfield State Journal Register and the Chicago Tribune. Articles written in 2013 discussing the adoption of the law were used to build a timeline covering the process to date. Broadcast media sources were searched for recent broadcasts related to concealed carry and gun control, and for examples of recent gun violence where the assage of concealed carry was proposed as the solution to preventing future incidents or blamed as the reason the incidents occurred. Broadcasts fulfilling these requirements were viewed and used to provide evidence on both sides of the issue. Finally, websites for groups on both sides of the issue were reviewed for commentary and viewpoints that would greater examine the arguments both for and against concealed carry. The National Rifle Association (NRA) and the Students for Concealed Carry, both national organizations provided the voice for pro concealed carry. To represent those against concealed carry, The National Order of Fraternal olice and FINDINGS The May 2013 online article by Facts on File News Services, takes a closer look at gun control following the violence that broke out in an elementary school taking the lives of children and teachers. It was another senseless shooting that shook the nation and seemed it was the final straw forcing individuals and government offices to increase efforts to tighten gun laws. The second-deadliest mass shooting ever to occur in the United States was the Newton shooting. Only by the 2007 Virginia Polytechnic Institute and State University shooting where a gunman had took 32 lives hootings in the United States to three in 2012. It was reported in December of 2012 that the Obama administration would support a bill to ban assault weapons, as well as consider a ban on high-capacity magazines, preventing the operator of a gun from rapid fire and rapid reload ofa firearm. January 2013, President Obama urged Congress to pass gun control measures requiring background checks and declaring a ban on assault weapon. His message was that background checks would tighten the ability of individuals to purchase weapons from gun shows or from private dealers where background checks were not required. Close control on the sale of military- style semi-automatic guns or ‘assault weapons’ was perceived to be a much more difficult process. When put toa vote in front of the senate, Senators voted 54-46 against universal background checks, 54-46 against limits on the size of high-capacity ammunition magazines, and 60-40 against a ban on the manufacture and sale of assault weapons in April 2013. In response to the vote, Obama blasted the gun lobbyists of spreading lies about the expansion of the background checks by implying that gun registry would be controlled by government officials. Those on both sides of he aisle, who assumed a Pro-gun control stance for legislation, committed their voice to the pursuit of gun control. In all 50 states, the carrying of a concealed gun is now legal according to an article that appeared on the website ProCon. org in October 2013. Only Washington, D. C. revents concealed carry except for both active and retired law enforcement officers. This article explores both sides of the concealed carry debate. For example, between May 2007 and March 2010 statistics reveal that nine law enforcement officers and 142 non-law enforcement individuals were killed by concealed carry handgun permit olders across the nation. It is also statistically significant to note that the majority of those who legally carry concealed do not abuse their rights and are no n-violent. While it may seem obvious that criminals are less likely to attack someone that they believe might be armed, it is also important to emphasize that handguns are not an effective form of self-defense often resulting in injury and death for the individual carrying. A concealed handgun significantly increases the chances of a confrontation escalating in violence to a lethal degree. The risk of suicide is magnified as a vast ajority of all suicide attempts are done in times impulsiveness where not only owning, but carrying a handgun gives an individual a method to act. There are those proponents of concealed carry who will tout the Second Amendment of the U. S. Constitution as a proof that citizens, who are to bear arms for a well-regulated militia, should be entitled to personal carry. Those on the anti concealed side remind us that the Second Amendment provides for bearing arms when there is a need for â€Å"a well regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed†. You read "Against Concealed Carry Law" in category "Papers" The Constitution does not discuss nor promote concealed handguns for personal protection. Eleven states have â€Å"may issue† laws which give law enforcement discretion in issuing permits. In a February 26, 2013 newspaper article written by Tom Kachich, State Representatives from Illinois approved a number of amendments to pass the concealed-carry law which would allow Illinoisans to carry weapons in public; however they would need to meet certain requirements that needed to be completed concealed-carry, legislation stated that Illinois was going to be a â€Å"shall state†, meaning that larger numbers of citizens would be able to acquire permits. The catch to obtaining a permit is eight hours of training including live-fire training, and would need to undergo a criminal history background check. In order to get a permit, the individual would have to pay an eighty dollar fee for a five-year permit. Representative Brandon Phelps elaborated â€Å"that there would be no limitation on the number of weapons a permit-holder could carry, but that the bill is more restrictive than we ever wanted it to be. † A weapon may not be carried in schools, child care facilities, local government buildings, libraries, stadiums, places of worship, casinos, and is even restricted on mass transit. Phelps’ amendment would also not permit for those on campuses of colleges and universities to carry a firearm. State Representative, Naomi Jakobsson, proposed another amendment which was approved by the House which stated that firearms should be restricted in hospitals and mental health facilities. Karen Farkas wrote an article in the September 2013 edition of the Cleveland News about concealed carry on college campuses. Of the 1,649 students surveyed at fifteen public colleges in the Midwest, 78% reported that they did not support the carrying of handguns on college campuses. Most students reported that not only ould they not feel safer on campus; they were concerned about the potential for an increased risk of suicides and homicides. Ohio is a part of 49 states that have concealed carry weapons laws and one of 22 states that ban carrying a concealed weapon on a college campus. â€Å"l think for the majority of people this (concealed handguns) is not on their radar screen because it is so absurd,† said Amy Thompson, who is a professor in the department of public health at the University of Toledo who led the study. Why bring guns into the learning environment? When I talk to my students (about concealed carry) they say ‘Are you kidding me? I don’t want a kid sitting next to me in class with a backpack with a gun in it. † Thompson, who is a part of a team of researchers, conducted a survey with the faculty and university presidents to see who supported the concealed carry and who didn’t. â€Å"As a public health professor I wanted to look at who is pushing this and is it something that really, truly everyone wants,† she said. College students need to be aware of the value of a concealed carry weapon because a college campus is no different than a small city. Kurt Mueller, who is the organization’s public relations director said, â€Å"The survey aid that most students believed that allowing concealed carry would increase the risks of suicides and homicides, and if you wanted to commit a homicide with a firearm you don’t need a carry a permit to do it because they aren’t worried about violation of the firearms law. Thompson said that a survivor of the Virginia Tech shootings who was shot four times spoke on her campus and said even if he had been armed he wouldn’t have been able to do anything and would have been more likely to be killed. And Thompson says, â€Å"There is tons of research that will back that up. The study that she instructed also found that about 16 percent of undergraduate students own a firearm and 20 percent witnessed a crime on their campus that involved f irearms; about 66 percent felt that if they carried gun it would make them less likely to be bothered by others. eapons on college campuses, and five other states put forth bills that would prohibit concealed weapons on campuses. Even though the legislation was pushing for weapons, studies suggest that a large number of college students did not support allowing concealed weapons while attending school. 78% of the students, who were urveyed at 1 5 different Midwestern colleges and universities, expressed opposition to concealed weapons, according to the study which was published in the Journal of American College Health. This issue of allowing people to carry concealed weapons at universities and colleges around the U. S. has been raised several times in recent years,† said Jagdish Khubchandani, who is a member of Ball State University. â€Å"This is in spite of the fact that almost four of every five students are not in favor of allowing guns on campus. † In a statement published July 12, 2013 The National Rifle Association (NRA) roposed that the Second Amendment is a far more important portion of the Bill of Rights, suggesting that far more emphasis should be placed on it than even the First Amendment. This belief is behind the NRA attempts the legislature and the courts to be able to expand rights to gun owners while weakening the rights of gun opponents. The NRA views the resistance to concealed carry as a type of reverse discrimination which would prevent people who should have the ability to protect themselves from that right. The passage of concealed carry laws has been a focus of the NRA. Their tance is that while individual rights are important, nothing is important as the right to carry. Another group that is pro- concealed carry law would be a student organization known as Students for Concealed Carry on Campus. These students believe that if they were allowed to carry a concealed weapon on them that they would feel safer walking alone at night or even if someone they did not know approached them. They support the individual’s right to defend themselves in times of personal Jeopardy. For every group that supports concealed carry, there is a group of people who do not. One such group is The National Order of Fraternal Police. A group of law enforcement officers, this group strongly believes that they should be the only ones to have a handgun. Police officers have been highly trained regarding the necessity of the use of a weapon. These officers are entrusted by their cities and communities to utilize firearms only when essential for public safety. In a profession which is not only dangerous, but also unpredictable, the concern that the officer will not know whom is armed and who is not could raise the intensity surrounding altercations, and holds the potential for concealed carriers to get involved in situations they are ot prepared for. Further Research Currently the most interesting sources were the ones about the facts about concealed carry and the attempt to pass the gun control law after the school massacre fail. One of the issues emerging was whether or not college campuses should allow students to carry a concealed weapon on them while at school. Some students thought that they should be able to carry a gun so that they would feel safer when walking alone at night; while others weren’t keen on the idea of carrying a weapon. Most people would agree with having a concealed weapon, even though you ave to complete a certain amount of training hours and live fire hours to carry a concealed carry rather than be for it since there has been so many school shootings and even shootings in my town not too long ago. How to cite Against Concealed Carry Law, Papers

Music and hip

Music and hip-hop Essay The instrumentation in Testify is very important in order to understand the meaning of the song, as well as the beliefs and ideals of RATM. At the beginning of the song the drums and guitar can be heard playing a type of free styling sound. Upon first listening, it sounds as if the instruments in the beginning are chaotic and have no set basis in the actual achievement of the entire song. The disorder heard in the beginning is representative of the disorganized culture in the US. Confusion is how one could define the US- ultimately torn between a capitalist-driven economy and the needs of citizens. Next, the bass interjects with the sound of a growing monotonous beat. With the chaos heard in the beginning and then the monotone sound heard next, it almost resembles the formation of current American ideals. The ideals and values of citizens vary because interests are different between individuals. The government, however, represented by the left-handed second voice of the bass, interjects and alters the ideals of citizens by focusing primarily on furthering capitalism and dominance in the world. This resembles the way that the bass, (or government), took over in the song, ultimately ending the chaos of the drums and guitar, and bringing about a sense of conformity. Moreover, as the song progresses, and de la Rocha makes his way towards screaming Testify, all three instruments seem to be building up or getting louder as they wait for the testament of word. Society is like the instruments because citizens see the injustices, until finally they must take an explosive stand and Testify. Subsequently, as the song wraps up, and all instruments become louder, it is the drums that are distinctly heard pounding. The pounding in the music represents society revolting against the evils of capitalism. Society has had enough and has found the weakness in government. Aggressively, society must break away and destroy the walls of capitalism. This is represented in the way that drummer Brad Wilk aggressively hammers his drums. Guitar, bass, and drums, as stated in the notes for the first term essay, make up the sounds of Testify. Electronically fashioned sounds and samples are very popular in society today. In Testify, however, RATM does not use these new forms of music because it is contrary to their political ideals. Electronically shaped sounds and sampling produce music that the masses of society can enjoy. Ultimately, this is a form of capitalism because it provides a sound that the majority of consumers can relate to, and thus, purchase. As stated throughout this paper, Testify rebels against forms of consumerism and media influence that fuel capitalism in society. Ultimately, RATM uses drums, guitar, and bass because they are the basic elements necessary to create song. The use of these instruments relate to the low-tech warfare5 used in the times before industrialization and capitalism. It represents that idea that even before technological advancements, wars could be won and values could be altered. Therefore, it is this type of music that is pure and avoids the pressures of capitalism and profit. It is made solely as an expression against the will of higher authority, and seeks to change the values of a dominant community in a simple, yet loud manner. As a genre, RATM are categorized as a metal/hip-hop group. Testify follows the stated genre, using conventions of both metal and hip-hop. The heavy guitar playing and loud vocals are conventions of metal music. Conversely, the free styling words and the pace upon which they are sung are conventions of hip-hop. Together, the stated conventions add to the meaning of the song as a whole. Testify mixes metal, normally seen as white music, and hip-hop, often looked at as black music. The combination of the two adds to the meaning of Testify because essentially the song is a statement of rebellion to ensure equality. .u5fb2d1dc954242b1e06c9b46a7532098 , .u5fb2d1dc954242b1e06c9b46a7532098 .postImageUrl , .u5fb2d1dc954242b1e06c9b46a7532098 .centered-text-area { min-height: 80px; position: relative; } .u5fb2d1dc954242b1e06c9b46a7532098 , .u5fb2d1dc954242b1e06c9b46a7532098:hover , .u5fb2d1dc954242b1e06c9b46a7532098:visited , .u5fb2d1dc954242b1e06c9b46a7532098:active { border:0!important; } .u5fb2d1dc954242b1e06c9b46a7532098 .clearfix:after { content: ""; display: table; clear: both; } .u5fb2d1dc954242b1e06c9b46a7532098 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5fb2d1dc954242b1e06c9b46a7532098:active , .u5fb2d1dc954242b1e06c9b46a7532098:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5fb2d1dc954242b1e06c9b46a7532098 .centered-text-area { width: 100%; position: relative ; } .u5fb2d1dc954242b1e06c9b46a7532098 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5fb2d1dc954242b1e06c9b46a7532098 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5fb2d1dc954242b1e06c9b46a7532098 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5fb2d1dc954242b1e06c9b46a7532098:hover .ctaButton { background-color: #34495E!important; } .u5fb2d1dc954242b1e06c9b46a7532098 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5fb2d1dc954242b1e06c9b46a7532098 .u5fb2d1dc954242b1e06c9b46a7532098-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5fb2d1dc954242b1e06c9b46a7532098:after { content: ""; display: block; clear: both; } READ: Duke Ellington Biography EssayBy mixing both metal and hip-hop, Testify acts as a coming together of race or a conjoining of equals. This acts as a level playing field for expression, definitely shown through the blending of cultures. This is influential because it shows the greater population that equality can be easily achieved as long as individuals can define themselves against the evils of society. Ultimately, Testify is a definition against the capitalist thought of US government and focuses on revolution to save citizens This paper has examined the song Testify. Through the investigation of vocals, instrumentation, and genre, it has been shown that Testify speaks to the evils of capitalism and media influences. Further, it has been suggested that the song calls for citizens to rebel against the corruption of the capitalist-thirsty US government. As a name, Rage Against The Machine is a metaphor. It refers to raging against the machinery of government, or rebellion toward the elements that attribute to governmental injustices. As a song, Testify is a modern day manifesto against the organization known as the American government. Testify  allows listeners to follow along and compare their beliefs to the values expressed by de la Rocha and the gang. In total, the song provides listeners with an ultimatum that is hard to refuse: either join the power or fail to flower. Generally, in joining the power, individuals can testify to ensure their equality and safety in a future of uncertainty. Endnotes 1 Donald Bolander and Bernard Cayne, The New Lexicon Websters Dictionary, (New York: Lexicon Publications, 1988), 1021. 2 Terrence Cox, Notes For First Term Essay Disc, in Popular Culture 1F00, Brock University, 2003, 13.

When Is The Beginning Of Personhood Essay Example For Students

When Is The Beginning Of Personhood? Essay Abortion is the termination of pregnancy before birth, resulting in,or accompanied by, the death of the fetus. Some abortions occurnaturally because a fetus does not develop normally. Or because themother has an injury or disorder that prevents her from carrying thepregnancy to a full term. This type of abortion is commonly known as amiscarriage. Other abortions are induced. Induced abortions areintentionally brought on, either because a pregnancy is unwanted orpresents a risk to a womans health. Induced abortion has become one ofthe most ethical and philosophical issues of the late 20th century. Modern medical techniques have made induced abortions simpler andless dangerous. But in the United States, the debate over abortion has ledto legal battles in the courts, in the Congress of the United States, andstate legislatures. It has proven to be spilled over into confrontations,which are sometimes violent, at clinics where abortions are performed. There are many different methods in ha ving an abortion. Inducedabortions are performed using one of several methods. The safest andmost useful and appropriate method is determined by the age of thefetus, or the length of pregnancy, which is calculated from the beginningof the pregnant womans last menstrual period. Most pregnancies last anaverage of 39 to 40 weeks, about 9 months. This period of time is brokenup into three parts known as trimesters. The first trimester is the first 13weeks, the second trimester is from the 14 to 24 week and the thirdtrimester lasts from the 25th week to birth. Abortions in the firsttrimester of pregnancy are easier and safer to perform, that is because thefetus is smaller. Abortions in the second and third trimesters are morecomplicated procedures, which present greater risks to a womans health. In the United States, a pregnant womans risk of death from afirst-term abortion is less than 1 in 100,000. The risk increases by about30 percent with each week of pregnancy after 12 weeks. Althou gh it is sodangerous many women continue to have abortions. There are evensome drug medications used to terminate a womans pregnancy. In amethod commonly referred to as the morning-after pill, a woman is givenlarge doses of estrogen which is a female hormone within 72 hours ofunprotected sexual intercourse and again 12 hours later. This high dosestops the fetus from any further development at the earliest stages afterconception. Or the point when a mans sperm fertilizes a womans egg. Typical side effects of the morning-after pill may include nausea,headache, dizziness, breast tenderness, and sometimes fluid retention. We will write a custom essay on When Is The Beginning Of Personhood? specifically for you for only $16.38 $13.9/page Order now During the first seven weeks of pregnancy a combination of twodrugs can be given in pill form to make a fetus. A pregnant woman firsttakes a drug which blocks progesterone, which is a hormone needed tomaintain pregnancy. About 48 hours later she takes another drug whichis a hormone like chemical produced by the body that causescontractions of the uterus, the organ in which the fetus develops. Thesecontractions expel the fetus. Misoprostol, which is another kind of drugcan also induce abortion when it is mixed with a different drug thatinterferes with cell division. A doctor first injects a pregnant womanwith one kind of drug and about a week later the woman takes anotherdrug to induce contractions and to expel to fetus. When you combinethese two kinds of drugs it usually ends pregnancy effectively accordingto the 95 percent of the woman who have taken them. Although, somewoman experience cramps, bleeding and nausea. Some of the cases aremore serious, such as pneumonia, edema, arrhyth mia and they effect theheart and lungs which may cause death. After the first 16 weeks of pregnancy , abortion becomes moredifficult. One method that can be used during this period is calleddilation and evacuation. Which requires greater dilation of the cervixthan other methods. It also requires the use of suction of a large curetteand a grasping tool called a forceps to remove the fetus. Dilation andevacuation are complicated procedures because of the size of the fetusand the thinner wall, which usually stretch to accommodate a growingfetus. Bleeding in the uterus often occurs. Dilation and evacuation mustbe performed under general anesthesia in a clinic or hospital. It istypically used in the first weeks of the second trimester but can beperformed up to the 24th week of pregnancy. Intact dilation andextraction, also referred to as a partial birth abortion, consists of partiallyremoving the fetus from the uterus through the vaginal canal, feet first,and using suction to remove the brain and spinal fluid from the skull. The skull is then collap sed to allow complete removal of the fetus fromthe uterus. Abortion has become one of the most widely debated ethicalissues. On one side there are individuals who are for womansreproductive rights, including the right to chose to have an abortion. Onthe other side there are the pro- life advocates, who oppose abortionexcept in extreme cases, as when the mothers life would be threatenedby carrying a pregnancy to term. At one end of this ethical spectrum arepro- choice defenders who believe the fetus is only a potential humanbeing until it is viable. Until this time the fetus has no legal rights. Therights belong to the woman carrying the fetus, who can decide whetheror not to bring the pregnancy to a full term. At the other end of thespectrum are pro-life supporters who believe the fetus is a human beingfrom the time of conception. The fetus has the legal right to life from themoment the egg and sperm unite. Between these positions lies acontinuum of ethical and political positions. .u968472266d3424458d7084e22a88b714 , .u968472266d3424458d7084e22a88b714 .postImageUrl , .u968472266d3424458d7084e22a88b714 .centered-text-area { min-height: 80px; position: relative; } .u968472266d3424458d7084e22a88b714 , .u968472266d3424458d7084e22a88b714:hover , .u968472266d3424458d7084e22a88b714:visited , .u968472266d3424458d7084e22a88b714:active { border:0!important; } .u968472266d3424458d7084e22a88b714 .clearfix:after { content: ""; display: table; clear: both; } .u968472266d3424458d7084e22a88b714 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u968472266d3424458d7084e22a88b714:active , .u968472266d3424458d7084e22a88b714:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u968472266d3424458d7084e22a88b714 .centered-text-area { width: 100%; position: relative ; } .u968472266d3424458d7084e22a88b714 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u968472266d3424458d7084e22a88b714 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u968472266d3424458d7084e22a88b714 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u968472266d3424458d7084e22a88b714:hover .ctaButton { background-color: #34495E!important; } .u968472266d3424458d7084e22a88b714 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u968472266d3424458d7084e22a88b714 .u968472266d3424458d7084e22a88b714-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u968472266d3424458d7084e22a88b714:after { content: ""; display: block; clear: both; } READ: The Hound of the Baskervilles Argumentative EssayA variety of ethical arguments have been made on both sides ofthe abortion issue, but no consensus or compromise has ever beenreached because, in the public policy debate, the most vocal pro-choiceand pro-life champions have radically different views about the status ofa fetus. Embryology, which is the study of fetal development, offers littleinsight about the fetuss status at the moment of conception, furtherconfounding the issue for both sides. In addition, the point when a fetusbecomes viable is constantly changing with every passing year medicaladvances make it possible to keep a premature baby alive at an earlierstage. The current definition of viability is generally accepted at about 24weeks gestation; a small percentage of babies born at about 22 weeksgestation have been kept alive with intensive medical care. In the abortion debate, the combination of medical uncertaintiesand emotional political confrontations has led to considerable hostility . However, for many people, the lines between pro-choice and pro-life areblurred. The issue is also far less polarized. Many women, who considerthemselves pro-life supporters, are concerned about the danger ofallowing the government to decide what medical options are available tothem and the possible threats to reproductive rights. Similarly, manywomen, who contemplate their view as the pro-choice view, are deeplysaddened by the act of abortion and seek to minimize its use throughmore education about abortions, preventions of pregnancy and the useof birth control. Many people on all sides of the controversy feel thepolitical debate has led to a stalemate because it ignores the nuances ofthe issue. In response, participants in the abortion debate find commonground in the admission that the issue is surrounded by complicated,difficult questions that r equire more than simplified pro-life orpro-choice supporters. Abortion has been practiced around the world since ancient timesas a crude method of birth control. Although many religions forbade orrestricted the practice, abortion was not considered illegal in mostcountries until the 19th century. There were laws during this time,however, that banned abortion after quickening which is the time thatfetal movement can first be felt. In 1803 England banned all abortions,and this policy soon spread to Asia, Africa, and Latin America. Throughout the middle and late 1800s, many states in the United Statesenacted similar laws banning abortion. In the 20th century, however,many nations began to be lenient about their laws against abortion. Theformer Union of Soviet Socialist Republics (USSR) legalized abortion in1920, followed by Japan in 1948, and several Eastern European countriesin the 1950s. In the 1960s and 1970s, much of Europe and Asia, alongwith Canada and the United States, legalized abortion. An estimate of about 50 million people have abortio ns a year. Ofthis number a lot of the abortions that are performed are done illegallywhich lead to immediate deaths. Illegal abortions are more likely to beperformed by untrained people, in unsanitary conditions, or with unsafesurgical procedures or drugs. In many European countries it is morelikely for woman to have illegal abortions. In countries where abortion islegal less than one percent of pregnancy related deaths are caused byabortion. In the United States. the legalization of abortion became an issue in1966, when Mississippi passed a law permitting abortion in cases of rape. In the following four years, other states started to legalize abortion toinclude cases in which a pregnancy threatens a womans health, the fetushas serious abnormalities, or the pregnancy is the result of sexualrelations between close relatives. The Supreme court decided in the early1973 two cases known as Roe v. Wade and Doe v. Bolton, that abortion waslegal for any apparent reason before the 24th week of pregnancy. Thereason for this is because the fetus has not yet become viable. The rulingof the Supreme Court allowed individual states to change the law byrestricting abortion after viability. Except in certain cases when thepregnancy presents a threat to the womans health, abortion is allowedno matter how many weeks. In 1976 the Supreme Court recognized the right of pregnant girlsunder the age of 18, know as a minor, to terminate her pregnancy. Thecourt ruled three years later that states may require consent of one of theparents of the minor, who wants a abortion. However, consent is notneeded if a confidential alternative form of review, such as a judicialhearing. A judicial hearing is made for young women, who had chosennot to involve their parents in their decision of abortion. The SupremeCourt of The United States also ruled that a judicial court may approve aminors decision of abortion, in place of her parents, only if the judgefinds that the young girl is capable to make the decision on her own. Ifthe judge finds the minor not mature enough to make the decision ofabortion on her own, the court can rule whether the termination ofpregnancy is in the minors best interest. Since these decisions many states have enforced parental consent,or notification laws. Although some laws have been argued in courts foryears. For Example in 1990, Hodgson v. Minnesota, the Supreme Courtupheld a law requiring that prior notice of the minors parents must beprovided before and abortion is performed. In a similar case thathappened in Ohio, the Supreme Court upheld a requirement for notice orconsent of only one parent. In 1980 the Supreme Court upheld anotherruling restricting the availability of federal Medicaid funding forabortions that were medically necessary. After that ruling, abortionpayments for the poor women were limited to cases in which thepregnancy threatened the womans life. Also in 1977, the Supreme Courtallowed the city of St. Louis, Missouri to exclude elective abortions fromprocedures performed in a public hospital. In 1983, the court found it unconstitutional to require that awoman considering an abortion should be given information developedby the sta te, talking about risks and consequences and that they shouldwait 24 hours after receiving the information about abortion. Also in1986, the court struck down a law in Pennsylvania requiring that state-developed materials about abortion being offered to woman that areundergoing the procedure of abortion. In 1989 there was a Supreme Court decision in Webster v. .u7fef43171e4fd0b316b25f69ed1b8f40 , .u7fef43171e4fd0b316b25f69ed1b8f40 .postImageUrl , .u7fef43171e4fd0b316b25f69ed1b8f40 .centered-text-area { min-height: 80px; position: relative; } .u7fef43171e4fd0b316b25f69ed1b8f40 , .u7fef43171e4fd0b316b25f69ed1b8f40:hover , .u7fef43171e4fd0b316b25f69ed1b8f40:visited , .u7fef43171e4fd0b316b25f69ed1b8f40:active { border:0!important; } .u7fef43171e4fd0b316b25f69ed1b8f40 .clearfix:after { content: ""; display: table; clear: both; } .u7fef43171e4fd0b316b25f69ed1b8f40 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7fef43171e4fd0b316b25f69ed1b8f40:active , .u7fef43171e4fd0b316b25f69ed1b8f40:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7fef43171e4fd0b316b25f69ed1b8f40 .centered-text-area { width: 100%; position: relative ; } .u7fef43171e4fd0b316b25f69ed1b8f40 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7fef43171e4fd0b316b25f69ed1b8f40 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7fef43171e4fd0b316b25f69ed1b8f40 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7fef43171e4fd0b316b25f69ed1b8f40:hover .ctaButton { background-color: #34495E!important; } .u7fef43171e4fd0b316b25f69ed1b8f40 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7fef43171e4fd0b316b25f69ed1b8f40 .u7fef43171e4fd0b316b25f69ed1b8f40-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7fef43171e4fd0b316b25f69ed1b8f40:after { content: ""; display: block; clear: both; } READ: Child Abuse EssayReproductive Health services, and since then the court has permittedseveral state imposed restrictions to stand. The Webster case upheld aMissouri law that prohibits the use of public facilities or publicemployees for abortion and requires a physician to determine theviability of a fetus older than 20 weeks before performing an abortion. In1991, in the case of Rust v. Sullivan, the court upheld a federal policy thatprevented health care providers who received federal funding fromengaging in any activities that encouraged or promoted abortion as amethod of family planning. This policy was later annulled by PresidentBill Clinton in 1993. One year earlier in 1992 the court decided PlannedParenthood of Southeastern Pennsylvania v. Casey, which was a case inwhich the court reaffirmed the central ruling of Roe v. Wade, that noundue burden on access to abortion should exist for a woman over 18years of age prior to fetal viability. That case also permitted states morefreedom in regulating abortion. The court overturned rulings whichmade it possible for states to once again require that a woman be giveninformation about abortion risks and consequences and wait 24 hoursbefore actually performing the procedure. The last bill enacted by the Congress was passed in 1996, banningthe practice of partial birth abortions. President Clinton rejected the lawbecause it failed to permit use of the procedure when a fetus displaysabnormalities, or when carrying a pregnancy to term presents a seriousthreat to the womans life or health. Since then many states have passedthe law banning use of the procedure. Since the Supreme Court ruling in 1973, pro-life supporters haveworked continuously to reverse the decision. They had state and federalofficials to place restrictions on women seeking abortions or onindividuals providing abortions. In 1994, the Freedom Of Access toClinic Entrances Act was enacted, which made it a federal crime to useforce, threat of force, or physical obstruction to injure, intimidate, orinterfere with reproductive health care providers and their patients. During that same year, in a case known as Madsen v. Womens healthCenter, the Supreme Court upheld the basic right to protest in peaceful,organized demonstrations outside abortion clinics. More than twodecades since the Supreme Court first upheld a womans right toabortion, the debate over the morality and the legality of inducedabortion continues in the U.S. Although pro-life and pro-choicesupporters still continue to argue the issue. A growing number ofindividuals and organizations are kind of leaving the debate in search ofcommon ground. Many people hope that broadening the arguments toinclude a wider spectrum of perspectives will improve the chances of anend to the issue. The argument for abortion is that women who accidentally getpregnant have the option to get an abortion. Instead of just having thebaby and leaving it stranded abortion will not leave you in that situation. In some cases the pregnancy is unwanted and therefore that is why Ithink abortion should be legal. I feel that the woman should be able todecide what happens to their body. Some woman must have theabortion other wise it is a threat and risk to their lives and to their health. Some parents might not be understanding and when they find out thattheir child is about to perform and abortion, the parents wont let thechild do it. Therefore the child is forced to have an illegal abortion whichis extremely dangerous. On the other hand, the argument against havingabortion is that it can be very risky. Some abortions are so severe thatthey can kill you. Most of the abortions dont necessarily have to protectthe mothers health since she wants to kill the baby. If the mother doesntwant to baby so badly than she should put it up for adoption. Majorityof the abortions performed in the United States are done in an unskilledway, which leads to either woman dying or having horrendous sideeffects such as the inability to have children. The woman who is havingthe abortion should be responsible to prevent a pregnancy from thebeginning of the sexual relationship. In conclusion I feel that abortion should be legalized through out theworld. I think an amendment should be passed for all those unwantedmothers who either cant afford to have a baby or who just dont want it. Obviously my position on this case is to allow the choice of an abortion inany case. I hope Ive proved my arguments for having an abortion. In thefuture, I aspire that abortion will be legal in all states and not just selectedstates through out the country.

Fraily - A Movie Analysis essays

Fraily - A Movie Analysis essays I really enjoyed the movie Frailty and it's nod to Hitchcock's work. I think that Frailty to Hitchcock because of the serene and peaceful setting that is the background for something menacing and evil. Looking at the opening scenes of Adam's flashbacks, you would never have guessed that something as twisted as the 'God's Hand' killer murders took place there. The rose garden's pristine beauty innocence in the beginning is the perfect contrast to the modern day garden; which in my mind looks like a cemetery with the references to the stone statues and fog. My favorite scenes are of the car ride to the rose garden. The use of lighting is excellent because it seriously adds to the dramatic tension of the scene. The grail marks across Alex's face allude to the fact that he is hiding more that what he leads on. The heavy lines created by light coming through the driver's side window give the cop a sinister look. This is especially highlighted when Alex and he have the conversation about his mother being murdered. This was a well timed non-verbal foreshadowing element. The effects of sound and water also add dramatic tension to this scene. Being in the car in the rain gives the both of them isolation from the rest of the world. The rain, sounds of the rain, and the lights are an illusion to the outside world and chaos. While in the car, it is somewhat quite... no one else can hear what these two are saying. What stands out most in my mind about this movie is some of the editing.... very creative and innovative. There is this transition when water is whipped across the window during the car ride and it slowly dissolves into a close-up of TV pixels while Alex and Fenton are watching. In analyzing this, this transition is almost symbolic of the cop's uncertainty of what is about to happen or what Alex is trying to reveal. The pixilated close-up reveals an animated kids show on the Bible. During this time in the flashba...

A War On Women And Drugs Criminology Essay

A War On Women And Drugs Criminology Essay In 1986 Congress passed mandatory minimum sentencing. Federal mandatory drug sentences take the decision away from the judge and gives sentences based on: 1. The type of drug; 2. The weight or alleged weight of the drug mixture and 3. The number of prior convictions. The rise of women in prison seems to be correlated with US drug laws and policies. Many researchers argue that the war on drugs has directly become a war on women. In 1999, the Bureau of Justice Statistics documented that 1 in 3 women were likely serving time for a drug offense in comparison to 1 in 8 women in 1986. Three reasons often determine the involvement of women in the criminal justice system, the first would be a history of abuse, the second issue is disrupted family and personal relationships and finally the third is drug abuse. Women that end up in prison have usually been abused and/or battered, are economically disadvantaged, have abused drugs, and/or are minorities. Due to the circumstances just mentioned and stricter policies and laws regarding drugs the outcome is a drastic rise in the incarceration of women. If women are seen as victims of circumstance then they are basically adapting to the conditions of their lives and struggling to survive. The status of women in prison reflects their status in society; they are marginalized by racism and sexism. Women in prison have been damaged by the oppression of patriarchy, economic marginalization and the far-reaching effects of such short sighted and detrimental policies as the war on drugs and the over reliance on incarceration, (Owen, 2000). Female Offenders Women have become the new offender in the criminal justice system. Through the years the amount of women incarcerated has greatly risen. In 2000, there were more than 1 million women in the United States in prison, probation or parole, whereas in 1990 there were 600,000 in the same situation. The rise in the incarceration of women can be greatly attributed to US policies and laws o n drugs and drug related crimes. Women are usually minimally involved in drug crimes but are severely punished due to the mandatory minimum laws in place. The war on drugs does not have laws laid out specifically for men and women, the laws are universal and apply equally to both men and women. Drug laws were originally designed for the male criminal and did not take into account the special circumstances in women’s lives. These women that are being punished under the mandatory minimum drug laws are the wives, mothers, daughters, sisters, nieces, granddaughters and girlfriends of many law abiding citizens in society. These women become involved in drug crimes because of their dependence to their significant other, whether it is financially, because of fear or other extenuating circumstance. Women who become victims of mandatory minimum laws are incarcerated and subject to patriarchal sentences because the men in their lives coerced, obliged or scammed them into carrying drugs . Women in jails and prisons are often oppressed and even victimized. There are many race and gender inequalities in the criminal justice system when it comes to addressing women and their needs. Women offenders are more likely to be incarcerated now than they were at any other time in the history of the United States. The legal system has become more willing to prosecute and incarcerate women than at any other time in the history of the United States.

ClamDoor Essay Example | Topics and Well Written Essays - 2500 words

ClamDoor - Essay Example The company found out that to increase traffic to ClamDoor.com marketing campaign should be the most efficient idea to implement which will in turn grow direct sales to homeowners. They believe in speed, quality service and investing in high-quality machinery, which increases productivity. A SWOT analysis shows that ClamDoor lack a well-organized manufacturing process, the use of single mold system is incapable of increasing production in case of high demand. Moreover, they products are easy to install, installation tips and guides are always on the website. Products are highly priced compared to their competitors whose prices are much lower. ClamDoor’s lowest priced cellar door is $1,490. Roughly, double the price of the top selling cellar door Bilco Classic Series, Powder Coated Steel Door. A projection shows that they will use a budget of up to $42,000 to make a profit of $48,000. The projections solely depend on the assumptions that the company’s sales will increase , and production cost will reduce. In addition, they make utility by assuming that there will be no interferences from the government and industry regulation, and production will increase. The company strategy understands that technology has changed for the past years and is still changing and perceives that internet strategy must be seriously covered; a good website must be developed immediately. They manufacture high-quality bulkheads that are 100% weather-tight and energy efficient with 100% fiberglass. The ClamDoors are durable and do not rust, they are easy to install and weigh much less than steel doors (Akyol 4). ClamDoor’s main objective is to build a brand awareness to expand market share on local and international level. Other objectives are to reduce production costs in order to reduce product cost, to access the total cost of sales through large retailers and increase online orders at their website. ClamDoor

Does competition affect social preferences in the context of a Essay

Does competition affect social preferences in the context of a bargaining game Discuss - Essay Example Economics approach on these social preferences assumes that people are rationale and prioritize their personal interests before those of the other people. On the other hand, bargaining games are defined as a situation whereby at least two or more players are required to get into a consensus concerning how to share a given amount of goods, money, opportunities, or any other resource that might be of common interest (Wilkinson and Klaes,   2008, p22). In bargaining games, both parties try their level best to get the most favorable deal by getting into a fair agreement with the other party. Bargaining in labor unions, directors’ negotiation for wage increase as well as dispute between two communities or parties over distribution of a certain resources, territories among other elements are good examples of bargaining games (Wilkinson and Klaes,   2008, p23). To explain how competition affects social preferences, the writer will first focus on the Ultimate Game model. Ultimatum Game (UG) refers to a popular test that is used to analyze specific bargaining behaviors. It is a test of self-interested model that involves two players interacting to decide how to share a given amount of money. The game is commonly applied in economic experiments and the condition behind the game is that the two players must not be familiar with each other and that the game must be played only once between these two particular players. In this case, one of the players becomes the proposer while the other one becomes the responder. Both the required to share a given amount of money with the proposer being the main determinant of the mode of division to be used. The responder is given an option of either accepting the proposer’s offer or declining it, in case the offer is accepted, both get the amount shared according to how the proposer had made the offer, if the respondent declines it, both parties walk away with nothing

Sudan Education Essay Example for Free

Sudan Education Essay Acknowledgments This report was written with Kevin Watkins of the Centre for Universal Education at the Brookings Institution. Our research was greatly assisted by many individuals and organisations. Several ministers from the Government of the Republic of South Sudan were extremely generous with their time, providing advice and comments on early drafts. Special thanks are due to Joseph Ukel Abongo (Minister for General Education and Instruction), Peter Adwok Nywabi (Minister for Higher Education) and Kosti Manibe Ngai (Minister for Finance and Economic Planning). Senior officials and consultants from a number of ministries provided comments and insights including Esther Akumu (Director for Development Partner Coordination, Ministry of General Education and Instruction), Stephanie Allan (Donor Coordinator, Ministry of Finance and Economic Planning), Deng Deng Yai (Undersecretary for General Education and Instruction), Catherine Dom (Technical Adviser, Ministry of Finance and Economic Planning), and Moses Mabior, (Director for Aid Coordination, Ministry of Finance and Economic Planning). Education in South Sudan: investing in a better future  David Masua (Education Programme Manager, Windle Trust), Sue Nicholson (Education Technical Adviser, Save the Children in South Sudan), and Habibur Rahman (Education Programme Manager, BRAC South Sudan). We also benefited from discussions with Jubabased staff from a number of donor agencies, including Hilde Johnson (Special Representative to the Secretary General on South Sudan), Yasmin Haque (South Sudan Country Representative, UNICEF), William Osafo (Education Team Leader, USAID South Sudan Mission), and Fazle Rabbani (Education Adviser), DFID. Initial findings from the report were presented to a group of non-governmental organisations at a meeting held in London, on 20 March 2012. The subsequent discussions and comments informed the redrafting process. We wish to thank the following organisations for their participation: Action Aid, the Anglican Church, BRAC, the British Council, Camfed, Care International, The Children’s Investment Fund Foundation, Christian Aid, Comic Relief, the Global Campaign for Education, the Open University, Oxfam, Save the Children and VSO. Michael Holman, author and former Africa Editor of the Financial Times, kindly commented on an early draft. While all of the individuals and organisations mentioned above have informed this report, the views expressed are those of the authors alone. Staff working with non-governmental organisations in South Sudan provided invaluable advice based on their programme experience. We are indebted to Caroline De Anna (Education Programme Coordinator, Episcopal Church of Sudan), Reverend Emmanuel (Education Manager, Episcopal Church of Sudan), Emily Lugano (Education Adviser, Save the Children in South Sudan),  6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in education, along with failures of political leadership. The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graca Machel – Madiba’s wife – I have spent time researching that crisis. I have spoken to political leaders, the heads of international agencies, and non-governmental organisations. And I have spent time talking to people at the sharp end of the crisis in education. I have heard agonised stories from parents who want their children to be able to live the life they are capable of living, but are forced by circumstances to settle for something less; and I have spoken to children who are desperate for the education that they know could transform their lives. Africa’s newest nation My work as Co-Chair of the High Level Panel on global education has involved visits to many countries. But there is one country that illustrates more than any other what is not working in the current international aid 7. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education One of the great privileges that I have enjoyed in my political life is the opportunity to meet Nelson Mandela. Like many people around the world, I have been inspired by his life, his courage, and his wisdom. Through his personal example, he has demonstrated that iron resolve backed by practical endeavour and clear strategies can move mountains. Of the many words that I have read by Madiba, there is one sentence that I am always drawn to. It is this: â€Å"There is no passion to be found playing small in settling for a life that is less than the one you are capable of living. † Since becoming a parent I have often thought about these words. Like parents everywhere across the world, I want my children to have the lives they are capable of living. And like architecture on education. That country is South Sudan, Africa’s newest nation. Much has been achieved over the six years that have passed since South Sudan emerged from a brutal and protracted conflict. Yet parents and children are still waiting for an education peace premium – and South Sudan is embarking on independence anchored to the bottom of the world league table on education. Over one million children of primary school age are out of school. Enrolment rates in secondary education are below 10 per cent. In what is a desperate situation for all children, South Sudan’s girls face additional disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So extreme are the gender inequalities that young girls in South Sudan are more than twice as likely to die in pregnancy or childbirth as they are to make it through primary school and into secondary education. Behind these numbers is a vast waste of potential. Getting children into school and providing them with decent quality opportunities for education would help them to build a better future, for themselves and their country. In an increasingly knowledgebased and interconnected world, sustained and shared prosperity depends not on what countries have in terms of natural resources, but on what their citizens are able to learn. For South Sudan’s young people, education is a passport to employment. Education also has a wider role to play. Armed conflict and the threat of violence remains a source of insecurity for many of South Sudan’s people. Many factors are involved, including prejudice, long-standing hostilities, and attitudes that see recourse to violence as legitimate. With the right curriculum in place, the education system could act as a powerful force for peace8 building, the development of shared identity, and the creation of a society that is more resilient and less vulnerable to violence. To its credit, the Government of the Republic of South Sudan (GRSS) is putting in place an education strategy that holds out the promise of a better future. However, it lacks the financial resources, technical capacity and institutional systems to overcome the vast backlog in education provision. That is why the international community has such an important role to play. Several donors, UN agencies and non-governmental organisations have put in place education programmes that are making a difference – but not on the required scale. This paper sets out an agenda for change. It identifies a framework for policies that would: †¢ Bring opportunities for improved education to 2. 5 million children, half of them currently out of school Provide financial support for the education of half-a-million girls Make provision for the education of 300,000 children displaced as a result of armed violence, or living in conflict zones Train 30,000 teachers and build 3,000 schools †¢ †¢ †¢ Education in South Sudan: investing in a better future. Achieving these goals will require additional resources. We set out a financing strategy that includes an increased resource mobilisation effort on the part of the GRSS. Development assistance will have to cover a financing gap of US$1. 6bn over the next four years, or US$400m annually. Our proposals include recommendations for individual donors. The Global Partnership for Education (GPE), the major multilateral mechanism charged with financing efforts to achieve the international development goals, has yet to establish a programme in South Sudan. This is a wasted opportunity – and not just for South Sudan. The GPE needs to establish its credentials as an innovative and dynamic force for change in countries affected by conflict. The World Bank’s International Development Association (IDA) could also play a vital role. We propose a GPE-IDA cofinancing arrangement to mobilise US$180m annually. Other actors also have to step up to the plate. Bilateral donors and the European Commission could mobilise an additional US$100m annually. Non-traditional donors – including China – could be approached. And the Africa Development Bank/Africa Development Fund has developed co-financing mechanisms that are well suited to support the development of education infrastructure. I am, of course, aware that some people will argue that the goals that have been set are too ambitious, that the costs are not affordable, and that South Sudan should concentrate on taking small steps in the right direction, rather than attempting a great leap forward. I do not accept these arguments. In the course of research for this paper I have looked at the programmes of several nongovernmental organisations doing extraordinary work in education. The Ecumenical Church of South Sudan runs the largest teacher-training programme in the country, whilst the Bangladesh Rural Advancement Committee (BRAC) operates over 500 schools in some of the most difficult parts of the country, providing thousands of children with the hope of a better future. And Save the Children is bringing health and education support to many communities. These and other non-governmental organisations have found ways of delivering results, working with and through government. They are clear that, with additional support, they could scale-up their programmes. The same is true of UN agencies and many bilateral donors. Expanded delivery is held back not by a lack of capacity, but by a lack of predictable finance on a scale commensurate with the problem. Having reviewed the situation in South Sudan I am struck by similarities with other conflictaffected countries. Children in these countries should have first call on international support. Instead, they are pushed to the back of the queue for development assistance. Education is not a priority in the humanitarian aid system – in fact, it accounts for less than 2 per cent of emergency aid. And because the governments of conflict-affected states are often unable – or unwilling – either to deliver services or to meet the reporting standards required by major donors, children and parents are left to fend for themselves. From Somalia and the refugee camps of northern Kenya, to the war zones of north-eastern. Democratic Republic of Congo, conflict is destroying opportunities for education on an epic scale, and the aid system is providing limited protection. As an international community motivated by shared values and a common commitment to education, we must acknowledge this gap in the aid architecture – and then we must fill it. That is why I believe we need a new type of organisation to deliver not just money, but also teachers, books, temporary classrooms, and counsellors trained in trauma management to conflict areas. It is against this background that we are planning to form a new type of organisation called Education without Borders. The aim: to provide a mechanism that galvanises support, coordinates action, and delivers aid and education services to those most in need. This is not an exercise in creating parallel structures. It is an attempt to create a mechanism through which a wide range of actors – the public, teachers and other education professionals, the business 9 community and others – can join a shared effort to keep the flame of education alive for children trapped in conflict. It can achieve for education in broken down areas a little of what Medecins Sans Frontieres and the Red Cross achieve for health. Let me conclude by returning to the country that is the focus for this report. When I think of South Sudan, I think of a people who have shown extraordinary courage in the face of unimaginable adversity. I think of parents who, like you and me, want the best for their children. And I think of children who are filled with talent, potential and hope. It is to the children of South Sudan that I dedicate this report. And it is on their behalf that I ask your support for the proposals it sets out. South Sudan’s children have waited long enough for the education peace premium. And they have a right to expect bold action and our best effort – not half-measures, hesitation and indifference. To paraphrase Madiba we are ‘playing small’ with education in South Sudan. And by playing small we are consigning a generation of children to lives that are immeasurably less than the lives they are capable of living. The children of South Sudan deserve better – and we must do better by them. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education Education in South Sudan: investing in a better future Children at the BRAC supported Hai Kugi School on the outskirts of Juba in South Sudan.  © UNESCO /M. Hofer (2011) 10 Executive Summary I never had the chance to finish school but all my children must have an education. Then they can have the chance of a better life. No one will get anywhere in this country without an education. Beida Ropani, aged 28, farmer, Lora village, Central Equatoria, South Sudan. Education in South Sudan – investing in a better future The newly-independent country of South Sudan is anchored to the bottom of the world league table for education. More than half of its primary school age children – over 1 million in total – are out of school. Young girls are more likely to die in pregnancy or childbirth than to graduate from primary school. South Sudan’s young people face restricted opportunities for the education they need to build a better future for themselves and their country. It is time for the world to come together and change this picture. The children of South Sudan have suffered enough. It is time to deliver the education peace premium that their parents hoped for – and that they deserve. The Government of the Republic of South Sudan (GRSS) has set ambitious goals in education but there are daunting obstacles to be overcome. The recent disruption of revenue from oil exports threatens to starve basic service budgets of the financing needed to build schools, health clinics, and vital social and economic infrastructure. Ongoing violence in parts of the country is causing large-scale displacement and dislocation of services. There are problems in governance and in government capacity. The education system is under-financed. Most of the country’s teachers are untrained. There are chronic shortages of classrooms and textbooks. Learning outcomes are abysmal. Set against these challenges there is a vast untapped potential for change. At the heart of that potential are the people of South Sudan. They have shown extraordinary courage, resilience and commitment to education. In the face of overwhelming odds, they have been trying to get their children the schooling they deserve. Enrolment numbers have more than doubled in the five years since the peace agreement. The GRSS has pledged to make education a priority – and that pledge is backed by a strategic plan for the construction of an education system. Donors have a more mixed record. Development assistance for education falls far below the level required to support a breakthrough. The education sector receives a low-level of support and aid efficiency has been hampered by weak coordination. Most bilateral donors are operating programmes on a modest scale. While UNICEF has played an important role in coordination and reconstruction for education, the wider multilateral aid effort has been limited. Other actors are conspicuous by their absence. The Global Partnership for Education (GPE), a multilateral partnership that operates under the financial auspices of the World Bank, rightly describes itself as â€Å"the only multilateral partnership devoted to getting all out-of-school children into school for a quality education. †i Promoting gender 11 equity is one of the GPE’s priorities. South Sudan has a larger proportion of its children out of school than almost any other country in the world, along with the deepest gender inequalities. Yet six years after the peace agreement, the GPE has not yet delivered a programme in South Sudan. Hopes that this would change in early 2012 have not yet been realised. Following a review of the Government of South Sudan draft education strategy, the GPE secretariat determined that full endorsement of the plan would require its further development over several years and recommended that the government re-submit a less ambitious ‘transitional plan’. An indicative allocation of just US$38 million over four years has been set aside – an amount that falls far short of what is needed. What should have been a test case for the GPE’s effectiveness has become a showcase for what is going wrong in an aid system that is too inflexible, slow-moving and unresponsive to the needs of conflict-affected countries. There is still time to change this picture. The Board of the GPE could demand an urgent review of the response to South Sudan’s education strategy. It is also important that the World Bank steps up to the plate by putting into place a financing programme to support early delivery of results and longterm capacity building. What is clear is that the children of South Sudan have a right to expect something more. In the absence of a strengthened aid effort, South Sudan will fail to achieve the ambitious goals set by its government and demanded by its people. This paper sets out the case for a South Sudan Education Peace Premium (EPP) backed by a US$1. 6 billion aid investment over the period 2012-2016 US$400 annually. The GRSS would need to supplement this aid effort by 12 mobilizing an additional US$100m annually for education spending. Supplemented by an increased resource mobilisation effort on the part of the GRSS, the education peace premium would extend opportunities for some 2. 5 million children and adolescents. Beyond the wider benefits for poverty reduction, peace-building and state-building, returns from the peace premium would include: †¢ †¢ another 1 million primary school age children in school wider benefits for an additional 1. 5 million learners by improving the quality of education emergency provision for 300,000 children displaced by on-going conflicts early childhood provision for 300,000 children under the age of 5 support for half-a-million girls extended opportunities for adolescents and young adults who missed out on opportunities for basic education training for 30,000 teachers another 3000 schools for current and future generations of learners †¢ †¢ †¢ †¢ †¢ †¢ Education in South Sudan: investing in a better future Financing for the proposed EPP would be drawn from a range of sources. Success will hinge on a compact between the GRSS and the international community, represented by a range of donors. Our proposal envisages a broader and deeper donor support base for education. We suggest that the GPE provide annual financing of US$90m, with the World Bank co-financing an equivalent amount through the International Development Association (IDA). Drawing on its extensive experience and project portfolio in post-conflict states, the African Development Bank/African Development Fund is well placed to support the development of school infrastructure and support. We propose a financing contribution of around US$40m annually. Less concessional elements in the financing could be secured against future oil revenues. Bilateral donors and the European Union would have to mobilise another US$100 million annually, with non-traditional donors – including China – providing US$30m annually. We also argue that private foundations and charities should play a greater role in supporting education in South Sudan. Delivering an early and substantial education peace premium in South Sudan will be difficult – but the degree of difficulty should not be exaggerated. Sustained progress will require the development of technical and administrative capacity, along with the development of more robust systems for transparency and accountability in public finance. Increased and more equitable public spending is critical. But governance constraints can be overcome by drawing on arrangements that have emerged since the comprehensive peace agreement, as well as the experiences of other countries. To that end, we propose the creation of a pooled fund for education. Jointly managed by donors and the GRSS, this would build on the practices established under the Basic Service Fund (BSF). This has been the most successful of the pooled funding mechanisms in South Sudan, with spending of US$65m to date on primary education, health, water and sanitation. The BSF has been a major source of financing for school construction and teacher training. The great advantage of the facility is that it enables donors to pool risk and resources behind the government’s strategy, working through non-government organisations with a proven track record on delivery. With current pooled funding arrangements in South Sudan about to expire, there is an opportunity to put in place a flexible new structure for education. Over time, the pooled funding mechanism could evolve into a sector-wide support programme. More immediately, it could mobilise support for non-governmental organisations working with government to build capacity and deliver results on the ground. The achievements of non-governmental organisations refute the claim that South Sudan lacks the conditions for an education take-off. Working with a broader alliance of churches, the Episcopal Church of South Sudan has developed the largest teacher inservice training programme in the country, meeting high standards of performance. One of the largest non-governmental organisations providing education is the Bangladesh Rural Advancement Committee in Education (BRAC) – an agency with a proven track record in reaching highly marginalised communities and training female teachers. Save the Children is leading the implementation of a major alternative education programme financed by the United Kingdom’s Department for International Development (DfID) and piloting innovative early childhood interventions. We have based our cost-estimates for the education peace premium on the programmes of these and other NGOs with a proven capacity for scaling-up, as well as UN agencies and bilateral donors. In drawing up the proposed plan of action we do not discount the very real difficulties that will have to be addressed. Outcomes will depend on the development of a partnership between the GRSS, donors and nongovernmental organisations, and on political leadership on all sides. Listing problems and enumerating the many technical reasons that can be found either for delaying action, or for testing the water with small-scale pilot programmes, is easy. But South Sudan’s children cannot afford delay and prevarication 13 – and the country cannot afford to waste the potential of a generation of youth. Our proposal combines the four critical requirements for delivering results: achievable targets, an efficient delivery mechanism, predictable aid, and a compact between the GRSS, donors and non-governmental organisations. Headline figures for the cost of the proposed programme have to be considered against the potential flow of benefits, as measured by the number of children in school, the expanded opportunities for learning, and the renewed hope that will come with progress in education. The US$400m a year for four years that is required may seem unaffordable. The question that has to be asked is whether the world is willing to stand-by while 2. 5 million children lose their chance for an education that could lift them out of poverty, create jobs, build a more peaceful and resilient society, and support economic growth. Failure to expand opportunities for education will increase the risk of more conflict, which will in turn leave donors facing the prospect of increased humanitarian aid costs. Viewed against this alternative, the cost of implementing the actions proposed in this report is a small price to pay for a very high return. ii Education in South Sudan: investing in a better future An agenda for action This report sets out an agenda for achieving an educational breakthrough in South Sudan. Proposals include: †¢ Additional aid of US$400m annually for four years, with domestic budget resources increased by US$100m annually. The GPE and IDA to mobilise US$180m through a co-financing arrangement. An independent assessment of the GPE’s review of the South Sudan draft education strategy. The creation of a pooled fund for education in South Sudan to provide a focal point for government support. Measures to support disadvantaged children, including financial incentives for parents to keep children in school, especially young girls; expanded education provision in conflict-affected areas; and programmes for adolescents. Expanded programmes for training teachers and recruitment of female teachers. †¢ †¢ †¢ †¢ †¢ 14 Introduction The Republic of South Sudan is sub-Saharan Africa’s newest nation. Established in July 2011, the country achieved statehood facing enormous challenges. The Government of South Sudan (GRSS), created with the signing of the Comprehensive Peace Agreement in 2005, inherited none of the institutions associated with an independent state. South Sudan’s human development indicators are among the worst in the world. The human capital and physical infrastructure are limited. Insecurity remains a major concern across many parts of the country. Yet independence has unleashed a wave of hope, optimism and expectation. Having endured a brutal and long-running civil war that claimed over 2 million lives, South Sudan’s people have a right to expect a ‘peace dividend’, including improved access to basic services, more secure livelihoods, and greater safety. Failure to deliver in these areas would be a lost opportunity with tragic human consequences for the people of South Sudan, and with damaging implication for peace and security not just across the new nation, but across the region. Delivering the education peace dividend Perhaps more than any other sector, education has the potential to deliver an early, large and highly visible peace dividend. The education system in any country is a point of contact between governments and their citizens. And in a country like South Sudan, where the civil war destroyed educational opportunities for generations, the presence of functioning schools, teachers and books has the potential to demonstrate that the peace is delivering. Moreover, South Sudan’s people attach a very high value to education, with survey evidence showing that parents identify schooling – alongside food and water – as being a major priority. Across South Sudan, parents and young people are striving to overturn a legacy of illiteracy, restricted opportunity, and poor quality schooling. In towns and villages across the country, desperately poor people are working to get their children into an embryonic and over-stretched education system. The GRSS is working with partners to strengthen that system and build capacity. While the term ‘post-conflict reconstruction’ is widely used to describe the process now underway in South Sudan, in the case of education – and other basic services – it is misleading. Six years ago this was a country without an education system. Even today, only the initial foundations are in place. So this is a case of post-conflict construction in a country that inherited no infrastructure and has very limited human resources. Against this backdrop, the achievements registered in education since the 2005 peace accords have been extraordinary. The number of children in primary school has doubled in five years. Over 500 classrooms have been constructed. Led by a clear statement of intent on the part of President Salva Kiir, the GRSS has put in place ambitious plans to accelerate progress towards the 2015 Millennium Development Goals (MDGs). South Sudan’s constitution includes a provision establishing the entitlement to ‘free and compulsory education at the primary level’. The South Sudan Development Plan includes a wide range of 2015/16 targets for education aimed at putting the country on track for the MDGs. iii The Ministry of General Education and Instruction (MoGEI) is finalising a strategy 15 aimed at translating these targets and highlevel political commitments into policies and spending commitments aimed at achieving the MDGs and wider Education for All goals by 2022. iv Currently available in draft form, that strategy Promoting learning for all aims to get the country on course for universal primary education by 2016, with expanded provision of second chance education, measures to improve learning achievement levels and a range of strategies aimed at closing the gender gap. The document, which has been drawn up in close consultation with the Local Donor Group, bears testimony to the professionalism of staff in the Ministry of General Education and Instruction (MoGEI). Several bilateral donors, UN agencies and non-governmental organisations are supporting the reconstruction effort, often working under difficult conditions. UNICEF’s Go to School Programme helped to double school enrolment in three years. Both the government and its partners have demonstrated a capacity for flexibility and innovation, building classrooms, delivering textbooks and training teachers. v Nongovernmental organisations are active across the country, often operating in areas affected by conflict. While experience under the World Bank-managed Multi-Donor Trust Fund (MDTF) was disappointing, another pooled funding arrangement – the Basic Services Fund (BSF) – delivered cost-effective results, notably in school construction and teacher training. One of the strengths of the BSF has been its ability to lower transaction costs and achieve economies of scale in delivery. For those who question the capacity of international aid and partnerships in education to deliver results on the ground, the evidence from South Sudan tells a different story. Donors and non-governmental organisations have found ways of delivering results, working in the process to build government capacity. 16. The challenge now is to build on best practice and scale-up the level of ambition in an environment that may deteriorate as a result of budget austerity. The oil crisis Like all other sectors, education stands to be severely affected by the ongoing crisis over oil exports. Failure to resolve that crisis will have grave consequences for South Sudan (as it will for Khartoum), raising the spectre of a reversal of the fragile gains in education, health, water and other areas that have been achieved over the six years since the comprehensive peace agreement. With oil accounting for 98 per cent of government revenues, even a modest loss of export earnings would lead to significant cuts in expenditure. The background to the crisis can be briefly summarised. Since the comprehensive peace agreement, oil from South Sudan has been exported through pipelines from Sudan. As of March 2012, pipelines from two of the three oilfields were close to shut-down. The GRSS decision was prompted by a heavy transit tax levied by the Government of Sudan and a subsequent seizure of oil shipments by the government in Khartou.

Lord of the Flies :: essays papers

Lord of the Flies Artificial Restraints in Lord of the Flies "GOLDING PUTS SO MANY ARTIFICIAL RESTRAINTS ON HIS STORY IN ORDER TO EMPHASISE HIS POINT, THAT THE WHOLE THING COMES OUT TOO NEATLY AND, IN FACT, REDUCES THE POWER OF HIS MESSAGE." I think that, while the boys experience immense bad luck due to the author, the story still proves its point. It is still possible though, that the bad luck of the boys could have been experienced in real life. I think that without this bad luck, the point of the story wouldn’t be as great, because without the restraint’s Golding placed on the boys, life on the island would have been too easy for the boys. The major constraint that Golding puts on the boys is the personality clash between Jack and Ralph. From the beginning, when Ralph is elected leader, Jack hates Ralph, and towards the end of the book, the feeling becomes mutual. Without Jack and Ralph’s problems, life would have been easy, and the ‘darkness of man’s heart’ would not have been conveyed to the reader. Jack shows ‘the darkness’ and if he and Ralph had just been friends, there would never have been an opportunity for Jack to show this darkness which lurked beneath the surface. Golding also uses the dead pilot conveniently against the boys - the way in which he is caught in the trees just in the right position to be caught by the wind and look like the beast and the way the wind picks up after Simon has let him down from the trees and carries him out to sea, so that the other boys cannot see that it wasn’t a beast. The author uses the boy’s fear against them, and although this could possibly happen in the situation, Golding uses it as a weapon against them, their morale and their companionship. I think that the boys split up and go to Jack because of the fear - he can kill the beast, he can get them meat, and if they ever get upset, he can start a dance and all will be fine.

Philippine Rice Farmers Socioeconomic Status Essay

Rice farmers’ socioeconomic status better when they venture into other businesses. The economic and social status of Filipino rice farmers and their families has steadily improved during the last decade, not because they depended on rice, but because they ventured into other activities that supplemented their income from rice. This was shown by a study conducted by the Socioeconomics Division of the Philippine Rice Research Institute (PhilRice). The study group, led by Divina Gracia Vergara, focused on trends transpiring in rice-based farm households and rice lands, and among farmer operators in 33 provinces for the last 10 years. â€Å"This intensive study captures the farmers’ image from 1996 to 2007,† Vergara said. The study shows that the rice-based farm household income is increasing, as gross household income went up from P68,974.85 in 1996-97 to P127,799.95 in 2006-07. The finding is also consistent with the result showing that almost 60 percent of the hou seholds are above poverty level (57 percent) in the 2006-07 period. Furthermore, the share of nonfarming activities as a source of income had steadily been increasing, as the study found that rice and rice-based farmers are now engaged in other businesses, such as rubber production, wood craft, welding and work overseas. â€Å"This finding implies an important question. The question in the long run will be about the presence of household members who are willing to pursue rice farming in the future or dependence of rice-farm households on hired labor for the management of their farms,† Vergara said. Aside from improving the status of rice-based households and increasing their income, Vergara also learned that the number of farmers owning rice land had been increasing by 10 percent for the last 10 years. Moreover, there is also an increase in farmers’ yields regardless of season from 3.30 ton per hectare (t/ha) to 3.72 t/ha during the wet season, and 3.37 t/ha to 3.94 t/ ha during the dry season. Across three survey rounds, most villages are located in irrigated areas, and results show that irrigation is expanding from 60 percent to 66 percent. The current trend revealed by the study also suggests that highly educated persons are venturing into rice farming, although the majority is modestly educated or with elementary education only. There is a 2-percent increase in the number of farmers with at least a college education venturing into rice farming. In terms of organizing farmers, however, results show that more than 50 percent of the respondents are not affiliated with rice or rice-based organizations. Most of them have not also undergone training since 2004. Noting that half of the farmer-respondents have been farming for 20 years, Vergara also said farmers’ households are benefiting from the technologies and services that are being provided by the government. Despite the interventions, however, average yields gained during the dry and wet seasons are still below the experimental and on-farm trial yields of 7-9 t/ha. Gaining insight from the study, Vergara and her coauthors recommended that training should be sust ained to continuously update farmers’ skills and knowledge. She also stressed the need for the government to encourage farmers to form or join organizations as through organization, farmers can pool resources and have easier access to government incentives. She also suggested the expansion of irrigation areas, as this creates â€Å"a more favorable environment for rice farming in particular and agriculture in general.† To attract more people to be involved in rice production, Vergara proposed that technologies lessening the drudgery of rice farming should continually be developed. â€Å"It is important that the government continue to monitor the rice-based farm household to determine or approximate the impact of their interventions. This will also give them enough knowledge on the direction of the policies that they would formulate to improve the countryside,† Vergara said.

Discuss the significance of the ghost in Act 1 Essay

â€Å"It harrows me with fear and wonder. † Horatio’s expressive words on first encountering the ghost in Hamlet are reflective of the concerns that were preeminent in the minds of the Elizabethans of Shakespeare’s time with regards the supernatural. The influence of the people’s rampant belief in ghosts, witches and superstitious ideas is evident on the pages of such Shakespearean works as Hamlet, Macbeth, Julius Caesar and Richard III. This idea of ghosts triggered a sense of fear, and instigated thought on matters such as death and the afterlife. The appearance of King Hamlet’s ghost is thus not only typical of the era in which the play was supposedly written, as well as typical of other Shakespearean works, but brings to mind issues which are still widely debated today. Act 1 begins with a change of guards at the Elsinore castle, an active scene which has been interpreted by some to set off the tension in the play. The guards on duty, Marcellus and Barnardo, attempt to convince Horatio of an ‘apparition’, a ‘dreaded sight’ which they had twice previously seen. Horatio, however, is filled with disbelief, proclaiming, â€Å"Tush, tush, ’twill not appear. † The repetition of the word ‘tush’ in this alliterative statement draws our attention to his doubts of the ghost’s appearance, and thus makes it even more dramatic when the ghost suddenly appears. The setting of the first scene on the castle battlements past midnight, and the manner in which the ghost’s previous appearances are described by the guards, employing such adjectives as ‘dreaded’ and references to heaven and the â€Å"star†¦ where now it burns† all come together to create a fearful scene. These all pave the way for the appearance of the ghost, and further dramatic description of it and its actions. The way the ghost moves and acts, seen in the use of sibilance in â€Å"See, it stalks away†, and in the stage directions, â€Å"It spreads his arms† can be described as frightening and haunting. Horatio says of the ghost, â€Å"†¦ it started like a guilty thing/ Upon a fearful summons† This simile implies that the ghost is still facing judgement, and this introduces the idea of purgatory. It is believed by Catholics that when a person dies, they either go to heaven, hell or are in judgement in purgatory. The ghost further hints this idea to Hamlet when he says, â€Å"Till the foul crimes done in my days of nature/ Are burnt and purged away. † This further connotes the idea that Hamlet’s father is Catholic whereas Hamlet, a student at Wittenberg, the same university attended by Martin Luther the religious Reformist and founder of Protestantism, is Protestant. This idea of religious differences can be linked to the era in which Shakespeare was writing, in that the Church of England had broken away from the Catholic Church under King Henry in the 16th century and there was thus consciousness of differing denominations among Catholics and Anglicans in England. It is also very dramatic that the ghost does not speak to the guards, and indeed it speaks to no other person but Hamlet. Although Horatio, the scholar, bids it to speak to him with the continuous repetition of ‘Speak to me’, the ghost does not speak till it has met Hamlet and led him away from the others. The delay between when the guards see the ghost in the first scene and when the ghost actually speaks to Hamlet in Scene Four creates suspense and heightens the tension in the play. The appearance and words of the ghost confirms the speculation by the guards and Horatio that â€Å"Something is rotten in the state of Denmark. † This is reminiscent of where Horatio earlier points out, making use of alliteration, that â€Å"this bodes some strange eruption to our state. † There is a lot of war imagery used in this Act, including â€Å"†¦ assail your ears/ That are so fortified†¦ † and â€Å"martial stalk†. The Danes are worried that war will be waged on them by Fortinbras of Norway, and thus the reason for people working to make weapons day and night, and guards watching the palace all night long. The ghost only seems to buffer these thoughts, appearing in â€Å"warlike form† and wearing the same armour which King Hamlet had on when he â€Å"combated† Norway. However, the ghost’s calling of Hamlet aside is significant as it proves that he has appeared for a more private reason than those concerning the wars of Denmark.