A Day in the Death of Joe Egg - Joe Penhall As a director, explain how you would create comedy for your audience from the serious subject matter presented in this extract.

A Day in the Death of Joe Egg - Joe Penhall As an executive, clarify how you would make satire for your crowd from the genuine topic introduced in this concentrate. As an executive, I would attempt to draw out the satire in this concentrate by, right off the bat, throwing two individuals who have a capacity to make individuals snicker by doing practically nothing. There are individuals who can send a crowd of people into attacks of giggling by just pulling a face or strolling. A normally clever individual would make the comic concentrates of this play simpler for the crowd to accept.As for the course of these on-screen characters, I would request that they play out specific lines as follows: When Bri first notices Freddie, his conspicuous aversion of the man could be exceptionally interesting. I would ask the entertainer playing Bri to state Freddie's name with supreme sicken. Afterward, when Sheila reminds Bri that it was he who originally acquainted her with Freddie, Bri's response (a wry grin maybe) would proceed with this joke. When Sheila attempts to convince Bri to go to the practice by offering him whisky a while later, Bri's response of 'whisky first, Freddie after' is simple for the crowd to identify with and in this way giggle at.BRII would ask the on-screen character playing Bri to state this line as though it were outrageous that the whisky were to come after the overwhelming possibility of a discussion with Freddie.Sheila's inconvenience with the ineptitude of the feline is clever. In the event that the entertainer were to have a considerable amount of trouble getting the entryway open due to the feline and afterward kicking it (with a pre-recorded screech perceptible over uproarious speakers), her small duel would be very engaging. Likewise interesting is the idiocy of conversing with the feline and the crowd's acknowledgment of how idiotic it is, yet they all do it.When Bri and Sheila are addressing Joe (or fairly, talking at her), their false energy and astonishment is very...

No one person is perfect Essay

Nobody individual is great. Missteps, much the same as water, are a fundamental piece of life. It’s not for our shortcomings that we ought to be judged; rather it’s the manner in which we figure out how to acknowledge our human instinct and improvement. In Nathaniel Hawthorne’s Puritanical tale, The Scarlet Letter, the fundamental character, Hester Prynne, submits an offense of disloyalty against her significant other, Roger Chillingworth. From that point on her mystery undertaking with the Puritan priest will consistently be at the forefront of her thoughts considering the debasement she was exposed to and the scandalous letter that will be perpetually implanted on her chest and her youngster Pearl †the product of her wrongdoing. Hester was a lady that was well comparatively radical; she showed the qualities of being gutsy while being enthusiastic and autonomous. A credit that takes somebody to be gutsy, enthusiastic and free is quality, which is required for one to persevere. These were characteristics that were phenomenal for a lady to have during when Hawthorne composed this novel, yet considerably increasingly uncommon to discover in a lady who was sentenced for submitting infidelity. Hester Prynne shows her quality of mental fortitude and enthusiasm when she confronts Governor Bellingham. Bellingham and his colleagues stand up to her care of her little girl Pearl since they figure it would be better for Pearl to be brought up in an increasingly Christian-like family unit. Be that as it may, Hester, being intense and solid, stands up and reacts, â€Å"I can encourage my little Pearl what I have gained from this,† (107) alluding to the red letter. Bellingham at that point follows by demonstrating that the letter is correctly the purpose behind needing Pearl to be expelled from her consideration. This is an amazing scene, where it is uncommon to see a distorted two-timing lady support herself to an individual of a lot more significant position authority. Be that as it may, in the long run Arthur Dimmesdale, Pearl’s unidentified dad, lectures on Hester’s benefit and convinces Bellingham to allow Hester proceed with her consideration. From the get-go in the novel, Hawthorne clarifies that Hester was constrained into a union with a man she didn't genuinely cherish, and in the wake of being isolated for a long measure of time, she became pulled in to another man. Afterwards, she turned into a survivor of a wrongdoing, which she was seriously rebuffed, in spite of the reality thatâ she must be responsible for half of the episode. Hester was a lot more grounded and more bold than her accomplice in infidelity. Arthur Dimmesdale her mystery sweetheart was a clergyman in a Puritan church, who conceals his wrongdoing from his assembly so as to keep up his notoriety. He tells Hester, â€Å"happy for you Hester that wear the red letter straightforwardly upon your chest! Mine consumes covertly (177).† Meanwhile Hester had enough dauntlessness to remain solitary with out a known sly accomplice. She regarded Arthur’s choice to remain quiet without a word against him. However Hester acknowledged the result that joined submitting infidelity. While figuring out how to live after the shame she experienced at the framework and the long lasting discipline of wearing the installed letter â€Å"A† on her chest. That red letter made her more grounded, and a lady to be later appreciated from her Puritan partners. In the early parts of this story, Hester’s public activity was for all intents and purposes wiped out because of her despicable history. Realizing that all she had after she left the jail entryway was her letter on her chest and adored little girl Pearl close by. She brought home her pay by filling in as the town needle worker. Hester committed the rest of her time for making articles of clothing for poor people. Ignoring the way that they treat her gravely regardless of her sincere goals. She was even the object of derision to little youngsters who crawled up to her home to keep an eye on her. Be that as it may, through the a long time since she had Pearl, Hester’s notoriety changed. She was a lady loaded with enthusiasm for the poor and every other person who become a close acquaintence with her. Whenever got some information about the lady with identification, outsiders would react, â€Å"†¦the town’s own Hester, who is so kind to poor people, so supportive to the debilitated, so consoling to the harrowed! (159)† Hawthorne goes as far to express that, â€Å"the red letter had the impact of the cross on a nun’s bosom.† This impact gave her for all intents and purposes access into each home. The â€Å"A† which once represented â€Å"Adultery,† took on another importance to the townspeople, to them it implied â€Å"Able† (158). For Hester to change her faã §ade from a two-faced lady to a lady everybody adored. Hester’s â€Å"badge of shame,† made her a more grounded individual. The image made herâ stronger in light of the fact that she needed to stroll through town being irritated by the occupants of Boston. However, Hester wore the letter with satisfaction and mental fortitude that it would not get her down and she did carry on with her life in isolation yet changed it in to being an effective sewer which offered help for her and Pearl. From the presence of it she transformed a belittling red letter into an all around customized adornment by weaving it with gold string. Hester was likewise mindful that her transgression was indecent, yet by being open about it she had the option to turn into a more grounded individual. Hester demonstrated that by atoning and repulsing sin, it is equipped for making one more grounded. Hester was genuinely a â€Å"Able† lady.

Heres What no One Tells You About Managing Stress as a Writer

Heres What no One Tells You About Managing Stress as a Writer Your deadlines are looming and your creative spark isnt catching fire. Youve poured more cups of coffee than anyone should reasonably drink and youre trying every trick in the book to induce the muse. Your thoughts run in circles trying to find the right words to type but youve deleted almost as many lines as youve typed.Like any job, writing for a living has its stressful moments. For the typical observer looking at the writing profession from the outside, its assumed that you spend your mornings at the coffee shop, wearing a fedora (okay, maybe thats a stereotype), chatting with the locals and languidly spending hours to find the perfect word for your eager audience.The truth, however, is quite different from that scenario. The writers who make a living at writing have deadlines and word count requirements that often require hundreds of words per hour and constant creativity, even if you only managed a few hours sleep last night. And thats in addition to the research that goes into what is written before words are even put on the page.Creativity is exhaustingWhile writers who do it as a hobby write whenever the mood hits or the muse visits, professional writers must write dailyâ€"regardless of how creative they feel. One of the great advantages to writing for a living is to work in your favorite place and set your own hours, but the daily need for boundless creativity also has its drawbacks, too. Especially for writers who have solid deadlines that must be met and several projects going at once.Professional writers often have solid deadlines and several projects going at once.One of my favorite quotes from Stephen King, in his part-memoir/part-instruction manual, On Writing: A Memoir of the Craft, is this one:There is a muse, but hes not going to come fluttering down into your writing room and scatter creative fairy-dust all over your typewriter or computer. He lives in the ground. Hes a basement kind of guy. You have to descend to his level, and once you get down there you have to furnish an apartment for him to live in. You have to do all the grunt labor, in other words, while the muse sits and smokes cigars and admires his bowling trophies and pretends to ignore you. Do you think its fair? I think its fair. He may not be much to look at, that muse-guy, and he may not be much of a conversationalist, but hes got inspiration. Its right that you should do all the work and burn all the mid-night oil, because the guy with the cigar and the little wings has got a bag of magic. Theres stuff in there that can change your life. Believe me, I know.Stephen King, On Writing: A Memoir of the CraftWhen I read that passage, I understand exactly what King is talking about, especially when he refers to grunt labor. In my own words (which are far less poetic than Kings), I feel he is referring to the work that must go into writing before the magic moments happen. Particularly, its important for a professional writer to understand that it wont be magica l every time you write. The magic will happen and youll eventually write an amazing passage that people talk about for years to come. But you will have written hundreds of non-magical passages before getting to that point. Its just how it works.Most of the time while writing, it will be difficult to find the right words and will be hard to be creative when your mind is focused on the mundane details of life. Bills due, errands to run, children and spouse needing attentionâ€"the constant tug-of-war that happens in a writers mind between creativity and routine can be distracting. Sometimes, it can even be detrimental in the process of meeting multiple deadlines.Your daemon or genius is flightyIn a TedTalk aimed at artists in general, especially writers, Eat, Pray, Love author Elizabeth Gilbert speaks of a time in Ancient Greece and Rome when people believed that creativity was a divine entity, separate from the artist himself or herself. In Greece, it was referred to as a daemon and i n Rome, it was called a genius. In both cases, it was something outside of the artistâ€"a supernatural thing living in the walls that would visit the artist to ensure those magic moments happen. And there might be things the artist could do to summon the genius, but there was never a guarantee the flighty thing would show up. Whether or not this happened, however, was beyond the artists control.Further in the discussion, Gilbert speaks of the changes that occurred with rational humanism and the belief that all the magical moments in art were a direct result of something the artist did or didnt do. She notes that this belief, which places all of the burden of creativity on the shoulders of the writer or artist, can produce extreme anxiety and a sense of failure in the inevitable moments when it doesnt happen. It can likewise produce extreme ego.Gilbert ends her talk wishing that artists (including writers) would return to the ancient understanding of genius to avoid the pressure that is placed on them in the creative cycle. In such, she reiterates Stephen Kings point that the magical moments wont always be there, and thats okay. The trick is to keep writing, to keep working, and eventuallyâ€"your creative genius will pay a visit. But only on his or her own time schedule. Its a visit that cant be forced, even if youre wearing a fedora in a coffee shop.Uninterrupted time alone is crucialAnother method Ive observed thats useful in managing stress as a writer is to insist on some alone time to work and protect it fiercely. As a mother of three children, this becomes especially hard over school holidays and breaksâ€"days that keep them running in and out of my office with various requests or complaints. Even when they insist, Ill be quiet, simply having another person in the room is distracting for me as a writer, which often makes the whole coffee shop routine difficult. Ive found very few coffee shops without a lot of other customers present.This insistence on alo ne time includes social media. I find that if I have notifications turned on in my social media or personal email accounts, the simple interruption of someone else seeking my attention is enough to completely destroy whatever magic moment I might have been achieving. Maybe this means that my genius is an introvert, I dont know, but I do know it slows down my writing process significantly when I allow these distractions to be present.Your preferred writing environment might be different than mine. However, my guess is that many professional writers share the need to fiercely protect their alone time to achieve their writing goals for the day. While its possible to write surrounded by noise and distractions, if youre like me, your best work will never come from that environment.A writers best work will never come from a loud, distracting environment.Read when youre not writingAnother way Ive found to cope with stress as a writer is to read. Reading is a relaxing activity for most peop le, but even more so for professional writers. Beyond the relaxing aspect of it, it is highly useful in building your skills (and therefore, your confidence) as a writer. The more you read, the more you are able to take in writing skills such as dialogue, description, and characterizationâ€"particularly if you are reading an amazing writer who has much to teach you.Heres how King puts it:You have to read widely, constantly refining (and redefining) your own work as you do so. Its hard for me to believe that people who read very little (or not at all in some cases) should presume to write and expect people to like what they have written, but I know its true. If I had a nickel for every person who ever told me he/she wanted to become a writer but didnt have time to read, I could buy myself a pretty good steak dinner. Can I be blunt on this subject? If you dont have the time to read, you dont have the time (or the tools) to write. Simple as that.Reading is the creative center of a writ ers life. I take a book with me everywhere I go, and find there are all sorts of opportunities to dip in … Reading at meals is considered rude in polite society, but if you expect to succeed as a writer, rudeness should be the second-to-least of your concerns. The least of all should be polite society and what it expects. If you intend to write as truthfully as you can, your days as a member of polite society are numbered anyway.Stephen King, On Writing: A Memoir of the Craft

The Conflict Of The South China Sea Threatens Us China...

The main point of the article is that the ongoing conflict in the South China Sea threatens US-China relations and, if not resolved, will lead to instability in the region. The author’s solution to this is that leaders of both countries work together to achieve a better understanding of the concerns coming from both sides, as well as lay out consequences for certain actions and to commit themselves to avoiding further escalation. This is tricky because neither country wants to look like it is giving in to the other, but at the same time some concessions must be made. Recently, China announced they would be shifting away from the dredging of land towards the construction of military bases and other facilities for civilian use. â€Å"China unilaterally started the land reclamation and now China is unilaterally stopping it†¦China is showing that—as a major power—it can control escalation, that it has the initiative, and that it can do what it sees fit for its interests.† This is a way for them to de-escalate the tension with the US while reassuring their citizens that they did not bow to American military pressure. A Chinese official stated that the reclamation efforts were necessary because China was feeling insecure about enhanced US defense cooperation with other nations such as the Philippines . Allowing Japan to go on joint patrol of the South China Sea has also aggravated China. The article makes a good point that Japan has no territorial claims to the region, and its securityShow MoreRelatedChina s Recent Assertions Of Military Power During The South China Sea1459 Words   |  6 Pagesmilitary power in the South China Sea is a serious threat to U.S. National Security, and will remain so if China is not confronted or restricted. In recent years, China has increased military spending, weapons, and is now building artificial islands on highly disputed territory in the South China Sea to expand territorial claims. Since the wo rld is anarchic, conflict is always a possibility between States that the U.S. must be aware of and prepared for. In regard to U.S.-China relations, the United StatesRead MoreU.s. China Relations With China1217 Words   |  5 PagesU.S. China Relations Diplomatic relations with China began over 30 years ago. Initially, the relationship created economic wealth for both countries but today, economically China is rising at a faster pace. 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First was the poor post-war treatment ofRead MoreThe Current Contemporary Global Security Environment Of The 21st Century1360 Words   |  6 Pagesstate-based threats within Asia, gray-zone conflicts such as territorial disputes in the South China Sea or Russian aggression in the Ukraine, and how the Islamic State in the Levant (ISIL) is taking advantage of failing states throughout the Middle East. Of these security issues, the one that poses the greatest threat to the U.S. comes from the traditional state-based threats within Asia. This paper utilizes two of the three major international re lations theories (realism and liberalism) to analyzeRead MoreThe South China Sea Essay1816 Words   |  8 PagesSince the 3rd Century AD, the South China Sea has been home to countless territorial disputes between China, the Philippines, Vietnam, and other East Asian Nations. This region is so contentious because it is one of the busiest trade routes, and is home to vast natural resources. Because of the long and dense history of them, these disputes are some of the most difficult events to understand and interpret in international relations. Because the disputes deal with relative power, and the securityRead MoreThe South China Sea Essay1889 Words   |  8 Pages As of today, China has expanded and built over seven artificial islands in the South China Sea since 2014. The South China Sea has recently come to be a major problem in Asia as issues have risen over who has rights of passage and claims in this area. The Chinese of recent have been making territorial claims in the South China Sea that are in areas of free passage for many other Asian countries and the United States. In October 2015, a U.S. guided missile destroyer encountered one of the artificialRead MoreThe Value Of Relations Between China And The United States1878 Words   |  8 PagesSpratly Islands are located between the Philippines, Taiwan (ROC), Vietnam, and China (PRC). The Spratly islands are currently claimed by the PRC, the ROC, the Philippines, Vietnam, Malaysia, and the Sultanate of Brunei. The PRC has recently constructed artificial bases in the middle of the Spratlys. This development in the dispute over the Spratlys is a key interest to the State Department for a m ultitude of reasons. It threatens the long-term security of the United States in pursuing its interests forRead MorePower And Wealth Spheres From The North And North East And South ( Ikenberry )1591 Words   |  7 PagesIkenberry begins his article stating that power and wealth spheres are moving from the North and the West to the East and the South (Ikenberry, 56). Moreover, he explains that the modern rising states are large non-western developing countries such as China or India (Ikenberry 57). Ikenberry contemplates that the global economic slowdown and the different set of cultural, political and economic experiences gives way to the belief that the liberal world order is ending (Ikenberry, 57). However, IkenberryRead MoreSouth China Sea Dispute10784 Words   |  44 PagesABSTRACT Nowadays, the conflict of territory solving in the world causes many complicated problems among countries, as well as tensions in foreign policies. One of these conflicts is the dispute in South China Sea between China and six neighbor ASEAN countries. With the intervention of the United States, the issue turns to be more serious as it attracts a lot of concerns from international community. This research tries to find a clear way of understanding the South China Sea conflict, specifically aboutRead MoreSouth China Sea Dispute10771 Words   |  44 PagesABSTRACT Nowadays, the conflict of territory solving in the world causes many complicated problems among countries, as well as tensions in foreign policies. One of these conflicts is the dispute in South China Sea between China and six neighbor ASEAN countries. With the intervention of the United States, the issue turns to be more serious as it attracts a lot of concerns from international community. This research tries to find a clear way of understanding the South China Sea conflict, specifically about

Essay about Phaedo by Plato - 942 Words

Phaedo is an account written by Plato of the last conversation of Socrates’ before he will be put to death by the state of Athens by drinking hemlock. The dialog itself seems to recount Plato’s psychological, Metaphysical, and epistemological beliefs rather than an accurate portrayal of Socrates’ last conversation . The dialog addresses three main arguments for recollection including the argument of opposites, the argument of recollection, and the argument of affinity. Plato’s arguments in the Phaedo are less of an argument for immortality and more of an argument for duality. We must attempt to answer the questions: Are the arguments for immortality in the Phaedo used as a means for the soul to establish its own existence and†¦show more content†¦The first argument Socrates uses to defend his argument for the immortality of the soul is the argument of opposites. Socrates first establishes the existence of an underworld based on an ancient idea that souls that are born come from there; essentially, they are born from the dead. The argument continues that if the living come back from the dead, the souls must be in existence in that realm which for Socrates is proof that the living only come from the dead (Phaedo 70d). He then extends this reason to all plants, animals, and things that come to be. Socrates expounds this logic using the argument that â€Å"if something smaller comes to be, it will come from something larger before, which became smaller† (Phaedo 69e). Socrates establishes that the opposite of living is being dead, and therefore they must come from one another. Because it is established that life comes from death, and death comes from life and that this is a cyclical pattern, then there must be a place where the souls go after death to await life again (Phaedo 72a). Socrates’ next argument is for immortality based on the theory of recollection. Recollection is defined as when â€Å" a man sees or hears or in some other way perceives one thing and not only knows that thing but also thinks of another thing of which the knowledge is not the same but different† (Phaedo 73c). In others recollection occurs when someone â€Å"recalls† answers that they did not previously possess when ask certainShow MoreRelatedPhaedo by Plato1189 Words   |  5 Pagessee the importance of sensory experiences in order to provide answers about the natural world. Each view has their benefits and drawbacks but each play a vital role in the discussion about knowledge. The philosopher Plato is considered to be a rationalist thinker. In Plato’s Phaedo, he shows the reader that the five senses are not what one should rely on. The senses do not provide us with truth. One’s surroundings are constantly changing thus, their senses must change with them. For example, inRead MoreThe Apology And Phaedo By Plato Essay1682 Words   |  7 PagesThe Apology and Phaedo by Plato are two different books describing what is like to be a philosopher per Socrates believes. These two books take place in two different scenarios in Socrates’ life, The Apology takes place in a court room where Socrates is to defend himself from false charges brought to him by Meletus who is acting as the prosecutor. Phaedo, on the other hand, takes place in a prison cell post judgment on the day of Socrates execution. Hence, The Apology and Phaedo appeared to displayRead MoreHarmony Theory In Phaedo By Plato1498 Words   |  6 PagesIn Phaedo, by Plato, Phaedo r ecounts an incident with Socrates. The story starts with Socrates opening up saying that Philosophers should not only accept death, but welcome it. After all, although the body will pass, the soul is able to live on because it is immortal. He uses a lot of his intuition to back up his claim, but the main rationale is the Argument of Affinity. He claims that the world is very binary. Things are either incorporeal and invisible, or not. The body is physical, visible andRead MorePhaedo by Plato Essay examples2494 Words   |  10 PagesPhaedo by Plato The opening of Platos Phaedo finds Socrates constructing a defense of the philosophical life. When consideration is given to the status of philosophy in Greece at the end of the fifth century BCE, such a defense seems unnecessary and, at the same time, difficult. This is because ancient Greece provides us with the origins of philosophy, and yet this particular period in history serves as a good demonstration of the publics general distaste for and persecution of it.Read MoreThe Flaws of Plato ´s Phaedo Essay1306 Words   |  6 PagesPlatos final argument in Phaedo for the immortality of the soul is one of the most interesting topics of all time. It goes hand to hand with the application of the theory of forms to the question of the souls immortality, as Plato constantly reminds us, the theory of forms is the most certain of all his theories. The Phaedo is Plato’s attempt to convince us of the immortality of the soul by using several main arguments. These include the argument of forms and the law of opposites. In the finalRead MorePlato s Phaedo For The Immortality Of The Soul1701 Words   |  7 PagesPlato s final argument in Phaedo for the immortality of the soul is one of the most interesting topics of all time. The argument of whether the soul exists has been debated for years and even today. It goes hand to hand with the application of the theory o f forms to the question of the soul s immortality, as Plato constantly reminds us, the theory of forms is the most certain of all his theories. The Phaedo is Plato’s attempt to convince us of the immortality of the soul by using several main argumentsRead MorePlato s Phaedo : The Soul And The Body1409 Words   |  6 PagesSaila Sanders PHIL 011 Altshuler 25 September 2014 Plato’s Phaedo: The Soul and the Body In the Phaedo, Socrates proposes that the soul is immortal. Despite being a seemingly counterintuitive understanding, Socrates offers arguments for the soul’s immortality and expresses his view between the soul, or mind, and the body. Socrates practices reasoning to establish his philosophy on the concept of the soul and all that it necessitates. He rationalizes four theories of the immortality of the soulRead MoreComparing Plato Five Dialogues Euthyphro, Apology, Crito, Meno, Phaedo By John M. Cooper1009 Words   |  5 Pagesin the world. While this exist in the world some of the things that bring people the most happiness in life is achieving a good education, treating others equally, and loving those around them. An example of this within Plato Five Dialogues Euthyphro, Apology, Crito, Meno, Phaedo by John M. Cooper is the following. â€Å"Men of Athens, I am grateful and I am your friend, but I will obey the god rather than you, and as long as I draw breath and am able , I shall not cease to practice philosophy, to exhortRead MoreWhy Does Plato Think That the Soul Is Immortal? Is He Right? Discuss with Close Reference to Phaedo 102a-107b.1609 Words   |  7 PagesWhy does Plato think that the soul is immortal? Is he right? Discuss with close reference to Phaedo 102a-107b. The Phaedo is Plato’s attempt to convince the reader of the immortality of the soul using four main arguments. These include the argument of affinity, recollection, Forms and the law of opposites. In the final passage of the Phaedo, (Grube, 2002:102a-107b), Plato provides his ‘Final Proof’, despite seeming like the most conclusive argument it is not necessarily the most convincing. PlatoRead MorePlato s Apology And The Apology1591 Words   |  7 PagesIn this paper I will discuss how Plato s Apology and Phaedo have difference ideas of what it means to be a philosopher. I will explain how in the Apology, the philosopher is wise in how he/she understand that they are wise because they know that they don t know, and in Phadeo the philosopher knowledgable and are concern in gaining more knowledge. In Plato s Apology we learn about Socrates life and who he really is. In platos Apology a philosopher is a wise person because he understands that

Social Inequality in the Modern Era Free Essays

Social Inequality in the Early Modern Era Throughout history, there has been an extreme discrimination against different groups of people. Women have been disrespected just because of what their religion’s holy book says. The Pope had the authority over state, not the monarch. We will write a custom essay sample on Social Inequality in the Modern Era or any similar topic only for you Order Now The color of your skin has even determined your rank in society. Even though this was more in the early modern era, it still happens today. People have had to work their way to gain rights. Examples of social inequality in the modern era are the separation of church and state, rights of women, and the social construction of race. According to the Bible, the woman was created mainly as a mate for man, not the other way around. Women are incapable of making decisions, thus they are inferior to men. This is the same for Islam because in the Koran it says, â€Å"The men are made responsible for the women, since God endowed them with certain equalities, and made them the bread earners†. Also in Islam, the role of the women is to manage the household, take care of the expenses, teach their children, and help with the agriculture. And women are expected 100% to do so of these things. Since the purpose of religion is to bring order and people something to believe in, this is what is expected in society. In the Great Chain of Being, the family is divided into ranks. The father is at the tops of the family, the mother being the second. Even in the Enlightenment this idea is passed through Jean-Jacques Rousseau that a women’s education is secondary to men. In the early modern era, the church was clearly over the monarch. Before the Protestant reformation, everybody got their ideas from the Pope. Since most people could not read, the Pope was basically running the country, with the monarch having little power. Martin Luther argued that â€Å"each man can be his own Priest† and that everybody is in fact equal with each other. The Pope should no longer have authority over anybody because what he is doing is wrong. The Catholic Church still tried to support their argument by saying the Church’s interpretation of the Bible is final, but some still converted to Lutheranism. Some monarchs tried to withhold the power of the church. Queen Elizabeth abolished the Catholic Church, and created the Anglican Church giving her more power and abolishing the Pope. In the social construction of race, whites are above everybody. The only reason why they are the superior race is because they have created the social construction of race. This dates back to when the Europeans first discovered the new world inhabited by Native Americans. They thought the Native Americans as natural-born slaves. Juan Gines de Sepulveda argued that Native Americans are â€Å"slaves by nature, uncivilized, barbarian, and inhuman†. Aristotle even thought that indigenous people were not human. When the Native American population died down, Europeans started to discriminate blacks. In the paternal order, whites were at the top, the house servants were in the middle, and the field slaves were on the bottom. This was based on skin color because most likely the house servants were biracial. It was seen that this order was â€Å"ordained by god† and this was for the slaves own safety because they are like children. The slave master was like the father, to provide for the slaves while the slaves work for him. Whites often thought the slaves as stupid, just because they were not brought up the same way as them. In conclusion, the origins of social inequality came from the beginning of time: when the Europeans first landed in the New World trying to discover new land. Instead they found Native Americans and completely judged them by their looks. During the time when the Catholic Church was over the state and the monarch had no power. Even with the rights of women, social inequality was there. These were factors for the inequality of the modern era. How to cite Social Inequality in the Modern Era, Essay examples

Creative Writing Past and Present Tense free essay sample

Seasons of flourish waves In the sizzling summer the long beach waves appear inviting. Smooth sand firstly greets us with their wild sense of heat. As near the view and sound of waves rumbling along the sea starts our excitement. The weather is perfect. Some people dive into the chill relaxing water like a family of dolphins, as others sunbath along us being like a group of lazy walruses resting. The atmosphere is comforting. Out beyond the heavy waves. I can see the three mystery islands that appear every time of visit, wondering any survival. However my long concentration suddenly breaks within a moment. Surprisingly humpback whales dance, darting up and slamming down on the far splashing waters. The scene was very pleasing. Finally my little brother and I paddle out on our surfboards until the incredible gigantic waves roll out. We meet in distance, pick up the speed and at last we travel on the nature. We will write a custom essay sample on Creative Writing: Past and Present Tense or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When winter arrives, the beach wave is not so inviting for us. In short distance the green seaweed creates a formation along the stretch of beach waters, constructing an outlook of a rip. The water seems foggy. Most waves climb over the shore rocks and hit mighty like a meteorite. As gusting winds craft the scenery with a war like disaster, many areas cause a wondrous mess. Out in the remoteness, the islets confuse out of sight. Fracturing the once curious atmosphere into a dispute. Astonishment suddenly appears in mind. Back on the shore, the damp sand endure our only short walks as no one else seems to be close aside. However one takes the cold sea breeze and strives for excitement. The cut off is short but the thrill seems unbelievable. Our dad shivering in cold dies in such mad joy. Only our dad finds the waves inviting, no matter what the season.

Its Not Whether You Win a Prize or Lose a Destination, Its How You Play the Journey free essay sample

Back when I was in elementary school, I remember entering an Easter card design contest. We drew a picture on a small square piece of paper, and the winner was supposed to get two hundred Toys ‘R’ Us dollars and his or her design made into an actual Easter card. I drew two bunny heads on either side of a basket of Easter eggs with â€Å"Happy Easter† written on the top. Sometime later, I was swinging in the playground when someone called me inside to meet with a Toys ‘R’ Us representative. The representative told me I had won, and presented me with a basket of Easter candy. I was so excited that I didn’t even realize I never got the dollars promised me. What’s more, I never even saw my card in stores. It may be surprising to hear that this is a happy memory. It was disappointing, sure, but in retrospect I was a kid and probably preferred the basket of candy anyway. We will write a custom essay sample on Its Not Whether You Win a Prize or Lose a Destination, Its How You Play the Journey or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Certainly it would have been nice to see my card published, but I was just happy to have won such a big contest, my first one in fact. Plus, it was making the card that I really enjoyed, so any prize wasn’t that important to me. As I remember biting off the ears to a large chocolate rabbit, I realize that playing to win will always leave me feeling empty. Life is a lot more enjoyable playing games for fun rather than victory. Later on, I entered a contest at the public library. I didn’t even know what the prize was, but all I had to do was color in a picture. This was the kind of thing I loved to do: display my creativity in something others could enjoy. I had some more fun with this contest, and, luckily enough, I managed to win once more. When I saw the prize, I thought it was the coolest thing in the world. It was a pair of paper glasses that, when worn, made rainbows appear around any lights. If I were to find those same glasses now, I would think they weren’t worth a dime. Although it may have been because I was just a kid, somehow that prize meant so much more to me after I had worked for it. Since then, I’ve grown up quite a bit, and I started to think about contests where you don’t work for the prize, such as the lottery. I imagine that playing it must be so unfulfilling, having no fun in entering and most likely always losing. I’ll bet even the big winners don’t appreciate their money as much because they haven’t earned it. The contest I find worth entering is the one I don’t mind losing because the event itself is meaningful. The key to happiness is to put less thought into the destination and more focus on making the journey unforgettable. I look back on these moments now and wonder. In most of my experience, my goals haven’t quite lived up to my expectations. I idealized them to the point that they could never be what I had hoped. I just need to remember what my earliest contests have taught me. In this case, the goal is college, but I don’t strive for good grades just so I can gain admission to the one I want, because education is about learning, not just a necessary means to the next stage in my life. I study hard because I’m eager to learn, and the grades follow. I won’t allow it to be a lottery; that is, I’ll do my best to make college worth the struggle it requires. It’s moments like writing this very essay, where I get to have fun and be creative, that make the whole process of reaching my goal enjoyable enough to accept whatever the outcome might be. Now that the time for college has finally come, the destination becomes a journey in itself, and I’m determined t o make the most of that one as well.

The eNotes Blog 10 Popular Songs With LiteraryRoots

10 Popular Songs With LiteraryRoots Books, movies, music the media. They influence and mimic (and steal from) one another, resulting in a rich network of ideas and entertainment. At , we are unabashedly biased toward the written word (#BookNerdPride), and become  giddy when books are the source of motion pictures or other modern cultural benchmarks. While  bopping my head to some Lana Del Rey last week, hey, Lolita, heyyyy blasted through my headphones; I became  curious about other modern songs with bookish  Easter eggs. A bit of Wikipedia  studious research  later, and I was pleasantly surprised with all the hit  songs with literary inspirations. 1. Off to the Races by Lana Del Rey Ill start with another Lana Del Rey single because  Ive already spoiled her inclusion in this club. The lyrics of  Off to the Races  include the famous opening line  in  Vladimir Nabokovs Lolita: Light of my life, fire of my loins.  The aforementioned song Lolita also pays homage to  Nabokovs controversial, romantic narrative. 2. Poet by  Bastille Bastille has publicly stated this song is based on Shakespeares Sonnet 18. Poet is about eternalizing a lover by writing her into the pages of the song. One can speculate the crooners inspiration came directly from the sonnets closing lines: When in eternal lines to Time thou grow’st. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.   3. Holland 1945 by Neutral Milk Hotel A hybrid of literature and historical influence, Holland 1945 includes several references to  Anne Frank: The Diary of a Young Girl.  The opening lines of the song reference  Franks and her sisters deaths: The only girl Ive ever loved Was born with roses in her eyes But then they buried her alive One evening, 1945 With just her sister at her side 4. Jocasta by  Noah and the Whale UK-based indie band Noah and the Whale pays homage to the Greek tragedy  Oedipus Rex  by Sophocles with this tune. Jocasta is Oedipuss mother  and well we wont spoil anything if you havent read it yet (but try not to hit your head on the rock youre living under). The song follows her narrative  and her subsequent unavoidable doom. 5. Romeo and Juliet by Dire Straits / The Killers An oldie but a goodie, and a relatively recent reworkie by The Killers, this ballad was originally introduced in the 80s by the rock band Dire Straits and directly references Shakespeares infamous star-crossed lovers in  Romeo and Juliet. 6. Who Wrote Holden Caulfield? by  Green Day I think the answer youre looking for is J.D. Salinger, Green Day, and the book is actually  The Catcher in the Rye. Green Days song is named  after Salingers phony-hating main character Holden Caulfield, and expresses the novels  themes: Theres a boy who fogs his world and now hes getting lazy Theres no motivation and frustration makes him crazy He makes a plan to take a stand but always ends up sitting Someone help him up or hes gonna end up quitting 7. Sigh No More by Mumford and Sons Sigh No More by Mumford and Sons has direct  quotes from  Shakespeares Much Ado About Nothing,  such as the songs opening line: Serve God, love me, and mend (spoken by Benedick in Act 5, Scene 2). 8. Hallelujah by Leonard Cohen One of the greatest songs of all time, in my humblest opinion, is Hallelujah by Leonard Cohen.  This ballad is biblically rooted, specifically intertwining the stories of David/Bathsheba and Samson/Delilah in one verse: Well your faith was strong but you needed proof You saw her bathing on the roof Her beauty and the moonlight overthrew ya She tied you to her kitchen chair And she broke your throne and she cut your hair And from your lips she drew the Hallelujah This song also has dozens of covers (Rufus Wainwrights and Jeff Buckleys are probably the most popular ones) and even has a book written about it. 9. The Resistance by Muse George Orwells  1984  influenced this song as well as the entire album. While the theme of totalitarian government is blatant  in the lyrics, the band was particularly influenced by the love story between Julia and Winston, as is evident in this verse: Love is our resistance They keep us apart and they wont stop breaking us down And hold me, our lips must always be sealed 10. Samson by Regina Spektor Another biblically influenced song, Samson is about a lover lamenting and musing over the ol  what could have been?  thought that plagues so many experiencing unrequited love.  The song mimics Delilahs love for Samson, which at times is unreturned, and the loss of Samsons power with losing his hair, possibly representing vulnerability in a relationship. Check out the full list on Wikipedia, and let us know your favorites in the comments!

LighterLife Workshop Case Study Example | Topics and Well Written Essays - 1000 words

LighterLife Workshop - Case Study Example Obese people do not just detract from the country's growth by being unfit to perform their duties, they pose a financial burden because of their associated medical problems. Healthy non obese people can fulfill their duties to their country and thus are a great asset. A LighterLife counselor is thus in a unique position to contribute to the society by helping clinically obese people as well as to take advantage of a growing business opportunity. LighterLife now has 250 accredited and fully trained counsellors. The brand is unique in that it offers a real, scientifically proven and permanent solution to client's obesity problem. It has helped treat more than 60,000 obese people but the market penetration is low as per the expected business demand. Collective efforts are required to address this problem. In view of this, it is important to position the brand effectively. As a counsellor, I must emphasize what the brand has to offer and the values that we incorporate. I must project our belief in health, integrity and efficacy in a confident and well-balanced way. The philosophy of sustained healthy attitude towards food for life must be reinforced through the management program. This will help me forge a life long relationship with the client. Thus, more clients will stay on the route to management and management long after they have lost weight. Marketing For marketing LighterLife weight loss and weight management products, it's necessary for both the Company and the independent self employed counsellors to work in tandem. The counsellors must share their successful/ unsuccessful marketing efforts for LighterLife products with the Company. The Company can either take solutions from the marketing experts or share the tips from the successful marketers. To improve their business, counsellors should organize and attend relevant exhibitions in their areas, distribute flyers and combine advertising with advertorial. At their end, LighterLife will review and improve the present marketing material and tools to make it more sales oriented. It will make a concerted effort to support Counsellor marketing through new schemes, products and incentives. LighterLife will analyze the present Central marketing done from its offices through channels like magazine, website, public relation and exhibitions to get more clients interested. Counsellors will also be

Emerging technologies proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Emerging technologies proposal - Essay Example An interesting consequence of this is that materials with a negative refractive index have been constructed that can focus light much more finely than conventional lenses and can also be used for energy harvesting (Ball, 2007). The study and construction of metamaterials has given a new direction to the field of Plasmonics, the study of Plasmons. These are small waves of electron density that are produced by using light. Using Plasmons, optical signals can be squeezed into very small wires. The induction of plasmons in metamaterials can induce extraordinary optical and magnetic properties in them. Together, these two developments can be used to envisage higher capacity optical data storage and telecom systems that are ultrafast, compact and highly integrated (Atwater, 2007). The Technology Review, the publication from the Massachusetts Institute of Technology, has identified Metamaterials as one of the top ten emerging technologies in a special review. They offer significant size reduction in optical data storage and computation. When combined with plasmonics, they demonstrate electromagnetic properties that are impossible to achieve with conventional materials. Thus, they can be effective circuit elements of very small size but increased complexity and performance. They can also enable the Radio Frequency (RF) signals to be shaped and controlled in a completely novel way. This will miniaturize the devices and processors for computers, help the information processing be faster. Eventually, this technology could change the future of telecommunications and data storage. I am interested in the application of plasmonic metamaterials to computer chips in the IT industry. Miniscule plasmonic devices with arrays of metamaterial stripes and gaps can be produced to act as computer chips. The arrangement of these arrays acts as a plasmonic circuit that can convey much more data at a significantly higher rate than conventional

Internet Technology in Higher Education

Internet Technology in Higher Education Internet is a global system of interconnected computer networks that use the standard internet protocol suite to serve billions of users worldwide. Internet has become increasing popular for many uses such as business marketing, online shopping and education which are just a few of the many advantages the internet can provide. It is a network that consists of millions of private, public, academic, business and government networks of local to global scope that are linked by a broad area of electronic, wireless and optical networking technologies. The internet carries a vast range of information and resources such as the internet linked hypertext documents of the world wide and infrastructure to support electronic mail. Most traditional communication media including telephone, music, film and defined the internet, giving birth to new services such as voice over internet protocol. Newspaper print, books and other print publishing are adapting to website technology are reshaped into blog ging and web feeds. The internet has enabled and accelerated new forms of human interaction through instant messaging, internet forums and social networking. Online shopping has boomed both for major retail, outlet and small traders. Nowadays we can say the whole university is connected through the internet even many different universities are connected with each other through the internet and technology. It is the main source of communication and connecting with each other. Internet connects the world together learning can be more interactive Technology affects nowadays practically most activities in our life. The new digital technology have economy, markets ,politics, our workplace, the ways we communicate with each other our home activities ,as well as operation of all level of education from kinder garden to doctoral studies. Now technology has changed our life. Both internet and technology are really very effective for education .These are two sides of the same coin .The internet and technology go side by side, so these effects on the higher studies from various ways such as education becomes more easier with the help of internet and technology. Internet is a tool that can be used in variety of ways such as it makes life easier; you can make communication with other, You can search upon anything which you want to find out. Internet, as most of us know, is a large network of networks, which communicate with each other by means of data packets. Internet is regarded as the largest information base. Today, Internet has become an integral part of our daily lives. We depend on the internet to update ourselves about current news and rely on the communication platform it offers to get in touch with our near ones. The information from all around the world is just a click away, thanks to the internet. There are numerous advantages of the internet in education like gaining Information, news, historical data and, communication. Thats why the higher education becomes easier and flexible. The fast and relatively low cost access is one of the major benefits to people and a student all over the world as getting an Internet connection is easy. Communication information is the two most important advantages of the Internet in education. Secondly, information can be updated or modified at any time and for any number of times, which helps in learning and better understanding. Computer plays an important role in education system. Internet and technology does really effects upon the education because education is incomplete without internet and technology so that internet and technology are most important part of education. Nowadays higher education becomes much easier with the help of internet and technology. Internet has changed our lives because everything is possible with the help of internet. We can do everything with the help of Internet like communication is much easier and we can share everything with our family and friend by using internet. Internet is quite best technique for higher education as well as technology really good for the education because technology is also very help full for education. Technology improves students achievement such as in the medical line, in media, engineering and many more. Many different types of technology can be used to support and enhance learning. Various technologies deliver different kinds of content and serve different purposes in classrooms. For example, word processing, e-mail promotes communication skills, data base and spread sheet programs promote organizational skills, and modelling software promotes the understanding of science and math concepts. I t is important to consider how these electronic technologies differ and what characteristics make them important as vehicles for education. Technology available in classrooms today range from simple tool based application (such as word processor) to online repositories of scientific data and primary historical document to handheld computers closed -circuit television channels, and two way distance learning classrooms. Each technology is likely to play a different role in students learning. Even the cell phones that many students now carry with them can be used learn. The impact of all technologies on students are of two types like the one kind of technologies are being used in the classrooms for different -different purposes. Two general distinctions can be made. Students can learn from computers where technology used essentially as tutors and serve to increase students basic skills and knowledge, and can learn with computers -where technology is used a tool that can be applied to a variety of goals in the learning process and they can develop their creativity and research skills. So we can say that the higher study and higher education totally depends upon internet and technology. Nowadays, internet and technology giving us so many different ideas and things about education, we have a lot of material about education its only because of internet and technology. Internet makes everything so easy like we can say that communication becomes so easy with the help of internet. Higher level education like Bca, mca, bsc, msc, m.tech, b.tech relates to computer and is possible to do this study with the help of internet and technology because it is related to technology. Technology analyse the hardware and software. It implement about technique of study. Everything has its own negative and positive aspects so internet and technology affected both sides positively and negatively to higher education. Internet helps student in referring anything under the sun from language to science to medicine. It has made work much easier for student and teachers .student can refer anything from school project to their thesis work in college. Library reference has greatly reduced as student can browse entopic much faster in comfort of their own house and time. It helps student to do their homework, project and assignment. Knowledge is now at the tip of the finger. .There is so many disadvantages of internet because student has started wasting their time in chatting, playing computer games, browsing unnecessary things not required for them. Many parents fail to curb their from wasting time from browsing unnecessary things as the totally lack knowledge on internet. There are so many chances to misuse of internet and technology. The internet is a tool that can be used in a variety of ways. Since the introduction of internet and accessibility to the worldwide web, education has evolved from text book; flip to enriched multimedia documents presentation. The computer facilitates seamless flow of facts in a fraction. It is challenge to find any higher education course today that does not require the use of the internet in some form of another. The truth of the matter is that the internet has allowed education to be access to just 10 years ago. The internet has afforded us vast improvements in efficiency for that form of education called DISTANCE EDUCATION. In the past it is used to be managed via mail, radio and later television. Internet has changed our life and it is not different for students. The worldwide web offers a wealth of information which can be useful for every kind of information. Many students dont need to visit the library no more for research because u can find a plenty of encyclopaedias and many education sites when you browse through different internet sites. It is not only a source of information but you can also follow some online courses which may benefit knowledge about a certain course. It is also a used for communication with others students and even professors. There are several kinds of education where you need to consult a certain protected internet page to know your daily tasks and even the date and hour when the course take place. Face book and other networking sites are popular between students to share knowledge. They may also use some messaging services of the internet, for example yahoo messenger, window live messenger, mail which allows chatting between students. In short we can say that internet is a blessing when used wisely and appropreriately. After all these things we can say that the internet and technology totally effected to the higher education. Now everything is possible to do with the help of internet. Technology makes the education much easier so the higher education becomes so easy and intrusting.

PCS model Essay

The PCS model (Thompson 2001) has three concentric rings (inside to outside: P-C-S). The â€Å"P† stands for personal prejudice or the personal, psychological level; the â€Å"C† stands for the cultural level- consensus, commonality, conformity; the â€Å"S† level stands for the structural level. (Ledwith 128) Apply: This model is useful for community development because it allows us to see how different levels of interaction and analysis from the personal to societal and structural affect life. Specifically in terms of discrimination we can break down the reasons behind issues of inequality in society- where do they come from? How were they built? People in communities are all at different levels within their PCS model- people are influenced and affected by the lives they lead- when they were raised by their parents, how they raise their own family. You need to take this into account- where are people found in these PCS rings? You also need to remember that the PCS rings ARE concentric and they DO affect each other. When trying to address issues such as discrimination, you need to figure out which circle might be the driving force, and where you can intervene in the other circles as well. Adapt: I think we’re starting to see how many of these theories can be adapted to other fields. I think the biggest takeaway is knowing that people are at different developmental stages. Someone’s personal prejudices are often highly influenced by the culture and structure they were raised in (often not a choice). It’s easy to attack someone for their personal beliefs, especially when you don’t know where they’re coming from. I think we can adapt this model to any situation dealing with social justice issues. You need to unravel these circles, knowing they affect each other.

Abducted by a UFO: prevalence information affects young children’s false memories for an implausible event Essay

SUMMARY This study examined whether prevalence information promotes children’s false memories for an implausible event. Forty-four 7–8 and forty-seven 11–12 year old children heard a true narrative about their ï ¬ rst school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition received prevalence information in the form of a false newspaper article while listening to the narratives. Across two interviews, children were asked to report everything they remembered about the events. In both age groups, plausible and implausible events were equally likely to give rise to false memories. Prevalence information increased the number of false memories in 7–8 year olds, but not in 11–12 year olds at Interview 1. Our ï ¬ ndings demonstrate that young children can easily develop false memories of a highly implausible event. Copyright # 2008 John Wiley & Sons, Ltd. Both recent studies (e.g. Pezdek & Hodge, 1999; Strange, Sutherland, & Garry, 2006) and legal cases have demonstrated that children can develop memories of events that never happened, so-called false memories (Loftus, 2004). A well-known legal case is the ‘McMartin Preschool’ trial in which several teachers were accused of ritually abusing hundreds of children across a 10-year period (Garven, Wood, & Malpass, 2000; Garven, Wood, Malpass, & Shaw, 1998; Schreiber et al., 2006). Some of the children recalled extremely bizarre, implausible events such as ï ¬â€šying in helicopters to an isolated farm and watching horses being beaten with baseball bats. The charges against the teachers, however, were eventually dropped; videotapes of the investigative interviews indicated that the children were suggestively interrogated and many experts concluded that the children’s memories were almost certainly false. Controversial cases like the McMartin trial have inspired researchers to investigate how children develop false memories of implausible experiences (Pezdek & Hodge, 1999; Strange et al., 2006), yet the precise antecedents of implausible false memories are still ill-understood. The question we ask here is whether prevalence information—that is, details about the frequency of a false event—is a potential determinant of children’s implausible false memories. *Correspondence to: Henry Otgaar, Faculty of Psychology, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. E-mail: henry.otgaar@psychology.unimaas.nl Copyright # 2008 John Wiley & Sons, Ltd. H. Otgaar et al. What do we know about the role of prevalence information in the development of false memories? Mazzoni, Loftus, and Kirsch (2001) describe a three-step process that explains how false memories are formed. According to this model, three conditions must be satisï ¬ ed to create false memories. First, an event has to be considered plausible. Second, the event has to be evaluated as something that genuinely happened. Finally, images and thoughts about the event have to be mistaken as memory details. Consider, now, just the ï ¬ rst stage of Mazzoni et al.’s model (event plausibility) and how prevalence information might affect perceived plausibility. Recent experiments have shown that prevalence information enhances the perceived plausibility of implausible events (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek, Blandon-Gitlin, Hart, & Schooler, 2006; Scoboria, Mazzoni, Kirsch, & Jimenez, 2006). Mazzoni et al. (2001) asked undergraduates to read false newspaper articles describing demonic possession. The articles implied, among other things (i.e. a description of what happens in a typical possession experience), that possessions were more common than people previously thought and after reading the articles participants were more likely to believe they had witnessed a demonic possession in the past. Other studies investigating the role of prevalence information in eliciting false beliefs have produced similar striking effects (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek et al., 2006; Scoboria et al., 2006). What we do not know, however, is whether prevalence information inï ¬â€šuences the development of false memories (stage 3 of Mazzoni et al.’s model) and not just false beliefs per se. This is an important issue in the false memory literature because several authors have argued that memories and beliefs, although related, are deï ¬ nitely not the same (Scoboria, Mazzoni, Kirsch, & Relyea, 2004; Smeets, Merckelbach, Horselenberg, & Jelicic, 2005). Moreover, the effect of prevalence information has only ever been tested on adults’ beliefs. To date, no study has examined whether prevalence information affects the generation of children’s false memories. What do we know about event plausibility in the development of children’s false memories? In short, research has produced interesting but varied results. Early studies showed that children were more likely to create false memories of plausible than implausible events (Pezdek & Hodge, 1999; Pezdek, Finger, & Hodge, 1997), and researchers suggested that it may be difï ¬ cult to implant false memories of an implausible event (i.e. receiving a rectal enema). In contrast, one recent study shows that children will falsely recall both plausible and implausible events to a similar extent (Strange et al., 2006). Three different explanations might account for these mixed ï ¬ ndings. First, Strange et al. presented children with a doctored photograph of the false event whereas Pezdek and colleagues used false descriptions. Doctored photographs might be considered an extreme form of evidence -one that is very difï ¬ cult for children to refute. It is probable, then, that the doctored photographs skewed the children’s plausibility judgments which in   turn caused them to develop false memories for the plausible and implausible event at a similar rate. Second, Strange et al. compared false events that were either plausible or implausible whereas Pezdek and colleagues (1997, 1999) contrasted false events that differed in terms of script knowledge (i.e. description of what typically occurs in an event). Speciï ¬ cally, they compared a high script knowledge event (i.e. lost in a shopping mall) with a low script knowledge event (i.e. receiving a rectal enema). However, the exact relation between script knowledge and plausibility is not clear (Scoboria et al., 2004). Third, the two false events used in Strange et al.’s and Pezdek et al.’s studies differed with respect to valence. Strange et al.’s events were positive (i.e. taking a hot air balloon ride and drinking a cup of tea with Prince Charles), whereas Pezdek and colleagues implanted false negative events in Copyright # 2008 John Wiley & Sons, Ltd. children’s memory (i.e. lost in a shopping mall and receiving a rectal enema). Studies have shown that valence affects the development of children’s false memories (Ceci, Loftus, Leichtman, & Bruck, 1994; Howe, 2007). Since plausibility, valence and script knowledge seem to play a role in the development of false memories, the false events used in the current study were matched on these factors. To examine whether prevalence information can lead children to develop full-blown false memories of plausible and implausible events, and to examine developmental differences in the development of false memories, we adapted the false narrative procedure (e.g. Garry & Wade, 2005; Loftus & Pickrell, 1995; Pezdek & Hodge, 1999; Pezdek et al., 1997), and exposed some 7–8 year old children and some 11–12 year old children to one true description and one false description of past experiences. Previous studies have shown that these age groups differ developmentally with respect to suggestibility and false memory formation (e.g. Ceci, Ross, & Toglia, 1987). The true description described the child’s ï ¬ rst day at school. The false description was either plausible and described almost choking on a candy, or implausible and described being abducted by a UFO. Half of the children in each group also received prevalence information in the form of a newspaper article. The article suggested that the target false event was much more common than the children probably thought. Our predictions were straightforward: based on the prevalence literature with adults, we predicted that children who heard false prevalence information would be more likely to report false memories than children without false prevalence information. With respect to the role of event plausibility, two predictions can be formulated. Based on studies by Pezdek and colleagues (1997, 1999), we would predict that regardless of prevalence information, plausible events would elicit more false memories than implausible events. However, based on a recent study by Strange et al. (2006), we would expect that plausible and implausible events are equally likely to elicit false memories. Finally, because younger children are more suggestible than older children (for an overview see Bruck & Ceci, 1999), we expected that younger children would be more likely to develop false memories than older children. METHOD Participants The study involved 91 primary school children (48 girls) from two different age groups (n  ¼ 44, 7–8 year olds, M  ¼ 7.68 years, SD  ¼ 0.52; n  ¼ 47, 11–12 year olds, M  ¼ 11.64 years, SD  ¼ 0.53). Children participated after parents and teachers had given informed consent. All children received a small gift in return for their participation. The study was approved by the standing ethical committee of the Faculty of Psychology, Maastricht University. Materials True narratives True narratives described children’s ï ¬ rst day at school. This event was chosen because it was a unique event that had happened to all children at age 4. Children’s parents were contacted by telephone to obtain the following personal details about each child’s ï ¬ rst school day: the family members or friends who escorted the child to school, and the teacher’s and school’s name. These details were incorporated in the true narratives. Copyright # 2008 John Wiley & Sons, Ltd. An example of a true narrative was: Your mother told me that when you were 4 years old, you went for the ï ¬ rst time to the elementary school. The name of the elementary school was Springer and it was located in Maastricht. The name of your teacher was Tom. Your mother took you to school. False narratives False events were selected from a pilot study. In that study, 49 children (M  ¼ 8.02 years, SD  ¼ 1.20, range 6–101) rated the plausibility and valence of 29 events on child-friendly 7-point Smiley scales (anchors:  ¼ implausible/negative,  ¼ plausible/positive) with bigger smiley faces referring to more plausible/more positive events. Speciï ¬ cally, children had to indicate how likely the events were to happen to them (e.g. ‘How likely is it that you almost choke on a candy’?; i.e. personal plausibility; Scoboria et al., 2004) and how pleasant the events were for them (e.g., ‘How pleasant is it that you almost choke on a candy’?). To ensure that they understood the events, all children rated two practice items. Furthermore, 19 children (M  ¼ 8.74 years, SD  ¼ 1.05, range 7–10) were instructed to report everything they knew about each event and the total number of idea units served as our measure of children’s script-knowledge about the events (Scoboria et al., 2004). Based on their ratings, we selected two events, almost choked on a candy and abducted by a UFO. These events were equal in terms of valence (Mchoking  ¼ 1.65, SDchoking  ¼ 1.48, MUFO  ¼ 1.94, SDUFO  ¼ 1.98, t(47) < 1, n.s.) and script knowledge (Mchoking  ¼ 1.11, SDchoking  ¼ 0.99, MUFO  ¼ 0.74, SDUFO  ¼ 1.05, t(18)  ¼ 1.20, n.s.), but differed in terms of plausibility with mean plausibility ratings being higher for the choking event (M  ¼ 5.86, SD  ¼ 2.02) than for the UFO event (M  ¼ 1.63, SD  ¼ 1.75, t(47)  ¼ 10.07, p < .001). Age did not correlate with plausibility, valence and script knowledge for the two events ( ps > .05). Children’s parents conï ¬ rmed that their child had never experienced the false events. The false narratives were: Almost choked on a candy: Your mother told me that you were at a birthday party when you were 4 years old. At this party you received a bag of candies. When you were at home again, you were allowed to have one candy. Your mother saw that you turned blue and she panicked. Then she hit you on the back and the candy came out. Abducted by a UFO: Your mother told me that when you were 4 years old, you were abducted by a UFO. This happened when you were alone outside. You mother was inside the house. Then she suddenly saw through the window that a UFO took you. False newspaper articles For the true and false events a newspaper article was fabricated describing that the event took place quite frequently when participants were age 4. These false newspaper articles were similar in appearance to a local newspaper. Moreover, to personalize the newspaper articles, we included the children’s hometown in the articles. The newspaper articles were 1 Because the age range of our pilot sample did not completely overlap with the age groups of our study, we conducted a 2 (pilot group: younger vs. older children)  2 (event: UFO vs. choking) ANOVA with the latter factor being a within subject factor to examine the effect of age on plausibility judgments. No signiï ¬ cant interaction emerged ( p > .05) indicating that age did not have an impact on the plausibility ratings of our two events. Therefore, the plausibility ratings of our pilot sample can be extended to the older group of our study were randomly assigned to the plausible or implausible event and to the prevalence or no prevalence information condition. Each child was interviewed individually twice over seven days. All interviews were audio taped and transcribed. During the interviews, one true narrative and one false narrative were read aloud, with the latter always being presented in the second position. The procedure of the interviews was similar to that used by Wade, Garry, Read, and Lindsay (2002). At the start of Interview 1, children were told that we were interested in their memories for events that had happened when they were 4 years old. Children were instructed to report everything they remembered about the events. In the prevalence information condition, they were told that to help them remember the events they would be provided with a newspaper article. Subsequently, the interviewer read out the article to the child. Children who did not describe details of the target event were told that ‘many people can’t recall certain events because they haven’t thought about them for such a long time. Please concentrate and try again’. If they still did not recall any details, the interviewer made use of context reinstatement and guided imagery. The purpose of these retrieval techniques was to take the children mentally back to the scene of the event. Speciï ¬ cally, children were told to close their eyes and they were asked to think about their feelings, who was with them, and about the time of the year. After this, children were asked again to recall any details about the event. If they still did not come up with details, the next narrative was presented or the interview was stopped. At the end of Interview 1, children were asked to think about the events every day until the next interview and they were instructed not to talk with others about the events. Parents were asked not to discuss these events with their children. Interview 2 was similar to Interview 1. At the end of Interview 2, they were debriefed using ethical guidelines for false memory research with children (Goodman, Quas, & Redlich, 1998). RESULTS AND DISCUSSION An extensive number of children were extremely surprised during the debrieï ¬ ng when they were told that the false event did not happen to them. For example, one 8-year old child responded ‘It really did happen’ where another one said ‘I really can remember seeing the UFO’. After the debrieï ¬ ng, 39% (n  ¼ 13) of the children remained absolutely conï ¬ dent that they experienced the false events. We debriefed these children until they understood the events were false. Together, these ï ¬ ndings suggest that the false memories in this study were not the result of children falsely assenting or trying to please the interviewer. True events True memories were categorized as either remembered or not remembered. To be categorized as remembered, children had to report at least two of the three personal details correctly. Children’s true recall was near ceiling. They remembered 88 (97%) events at Interview 1 and 89 (98%) events during Interview 2, x2(1)  ¼ .07, n.s. False events For the false events, two independent judges classiï ¬ ed each memory report as no false memory, images but not memories or false memory according to criteria used by Lindsay, Hagen, Read, Wade, and Garry (2004). If a child attempted to recall the false event, but did Copyright # 2008 John Wiley & Sons, Ltd. Appl. Cognit. Psychol. 23: 115–125 (2009) DOI: 10.1002/acp Prevalence information, plausibility, and children’s false memories not have any memory of the event or did not report any details that were beyond the false description, the report was categorized as no false memory. A report was judged as an image when children speculated about details and described images related to the false events. For example, one child reported: ‘I think I almost choked on a candy on the birthday of Mauk. I am not sure. It was not a pleasant feeling’. To be classiï ¬ ed as a false memory, children had to indicate that they remembered the event and provide details beyond those mentioned in the narrative, but related to the narrative. To give an example of a detail, one child stated that he remembered being taken to the UFO through a blue beam of light. If children stated that they thought the event and/or certain details could have happened, then this was not scored as a false memory. Furthermore, to minimize the effect of demand characteristics, direct responses to interviewer prompts were not classiï ¬ ed as a false memory. The following dialogue from Interview 2 illustrates a child’s false memory of the UFO abduction. Child: ‘I saw cameras and ï ¬â€šashes and some people in the UFO’. Interviewer: ‘How many people did you see’? Child: ‘Approximately nine or ten’. Interviewer: ‘What kind of people’? Child: ‘People like me, children’. Interviewer: ‘What else did you see’? Child: ‘I saw some people and also some blue/green puppets were passing’. Inter-rater agreement for classiï ¬ cation of the memory reports was high; k  ¼ 0.92 for Interview 1 and k  ¼ 0.94 for Interview 2. Collapsing across the conditions, at Interview 1, 33% (n  ¼ 30) of the children developed a false memory. Thirty per cent (n  ¼ 9) of these children assented to the false events immediately, that is prior to guided imagery and context reinstatement. Thirty-six per cent of the children (n  ¼ 33), with 67% (n  ¼ 20) immediately assenting, ‘remembered’ the false events at Interview 2, x2(1)  ¼ 26.61, p < .001, Cramer’s V  ¼ 0.54. Some of the children who rejected the false events at Interview 2 indicated, despite the explicit instruction at Interview 1, that they had discussed the false events with their parents. The increase in false memories over time is in line with previous studies with adults and children (e.g. Lindsay et al., 2004; Strange et al., 2006; Wade et al., 2002). Furthermore, 10% (n  ¼ 9) of the children were classiï ¬ ed as having an image of the false events at Interview 1. At Interview 2, this percentage decreased to 7% (n  ¼ 6), x2(1)  ¼ 58.53, p < .001, Cramer’s V  ¼ 0.80. Recall that the primary question in this study was whether prevalence information boosts the likelihood of plausible and implausible false memories. Table 1 shows the percentage and number of children who reported false memories as a function of interview and condition. To examine the role of age, event type, and prevalence information in the development of false memories, we conducted a logistic regression analysis with the dependent variable being false memory (0  ¼ no false memory/images, 1  ¼ false memory). In this analysis, we only focused on ‘genuine’ false memories and did not collapse across false memories and images. Although non-parametric methods, such as logistic regression, often lack the statistical power to detect interactions (Sawilowsky, 1990), there are four important points to note about these data. First, the only signiï ¬ cant interaction found was an Age  Prevalence information interaction at Interview 1. Prevalence information enhanced the development of 7–8 year old children’s false memories but not 11–12 year old children’s false memories, and this effect occurred at Interview 1 (B  ¼ 2.16, SE  ¼ 0.96, Copyright # 2008 John Wiley & Sons, Ltd.

U.s. Foreign Policy During The Cold War Essay - 918 Words

The overview of The U.S. Foreign Policy The objective of ‘the U.S. foreign policy’ course is to develop personal ability for applying IR theories to the U.S. foreign policy. Then, students will be able to understand the direction as well as the grounds of the U.S. foreign policy. To achieve this objective, I will discuss major the theoretical issues through the brief history of the U.S. foreign policy until the Cold War. After that, I will examine the challenges which the U.S. confronts. One of the theoretical issues in the U.S. foreign policy is the concept of isolationism and internationalism(or interventionism). To comprehend this concept, we need to figure out the history of the U.S. foreign policy briefly to find consistency in the flow of the policies. The Monroe Doctrine, which is famous for the declaration against European Imperialism (Monroe, 1823), was actually not the first argument of isolationism. 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