Cantwell V State Of Connecticut - Free Essay Example

Sample details Pages: 7 Words: 2218 Downloads: 2 Date added: 2017/06/26 Category Law Essay Type Narrative essay Did you like this example? Newton Cantwell and his two sons, Jesse and Russell, members of a group known as Jehovahs witnesses, and claiming to be ordained ministers, were arrested in New Haven, Connecticut, and each was charged by information in five counts, with statutory and common law offenses. After trial in the Court of Common Pleas of New Haven County each of them was convicted on the third count, which charged a violation of 6294 of the General Statutes of Connecticut,1 and on the fifth count, which charged commission of the common law offense of inciting a breach of the peace. On appeal to the Supreme Court the conviction of all three on the third count was affirmed. Don’t waste time! Our writers will create an original "Cantwell V State Of Connecticut" essay for you Create order The conviction of Jesse Cantwell, on the fifth count, was also affirmed, but the conviction of Newton and Russell on that count was reversed and a new trial ordered as to them. 2 By demurrers to the information, by requests for rulings of law at the trial, and by their assignments of error in the State Supreme Court, the appellants pressed the contention that the statute under which the third count was drawn was offensive to the due process clause of the Fourteenth Amendment because, on its face and as construed and applied, it denied them freedom of speech and prohibited their free exercise of religion. In like manner [310 U.S. 296, 301] they made the point that they could not be found guilty on the fifth count, without violation of the Amendment. The facts adduced to sustain the convictions on the third count follow. On the day of their arrest the appellants were engaged in going singly from house to house on Cassius Street in New Haven. They were individually equipped with a bag containing books and pamphlets on religious subjects, a portable phonograph and a set of records, each of which, when played, introduced, and was a description of, one of the books. Each appellant asked the person who responded to his call for permission to play one of the records. If permission was granted he asked the person to buy the book described and, upon refusal, he solicited such contribution towards the publication of the pamphlets as the listener was willing to make. If a contribution was received a pamphlet was delivered upon condition that it would be read. Cassius Street is in a thickly populated neighborhood, where about ninety per cent of the residents are Roman Catholics. A phonograph record, describing a book entitled Enemies, included an attack on the Catholic religion. None of the persons interviewed were members of Jehovahs witnesses. The statute under which the appellants were charged provides: No person shall solicit money, services, subscription s or any valuable thing for any alleged religious, charitable [310 U.S. 296, 302] or philanthropic cause, from other than a member of the organization for whose benefit such person is soliciting or within the county in which such person or organization is located unless such cause shall have been approved by the secretary of the public welfare council. Upon application of any person in behalf of such cause, the secretary shall determine whether such cause is a religious one or is a bona fide object of charity or philanthropy and conforms to reasonable standards of efficiency and integrity, and, if he shall so find, shall approve the same and issue to the authority in charge a certificate to that effect. Such certificate may be revoked at any time. Any person violating any provision of this section shall be fined not more than one hundred dollars or imprisoned not more than thirty days or both. The facts which were held to support the conviction of Jesse Cantwell on the fifth coun t were that he stopped [310 U.S. 296, 303] two men in the street, asked, and received, permission to play a phonograph record, and played the record Enemies, which attacked the religion and church of the two men, who were Catholics. Both were incensed by the contents of the record and were tempted to strike Cantwell unless he went away. On being told to be on his way he left their presence. There was no evidence that he was personally offensive or entered into any argument with those he interviewed. The court held that the charge was not assault or breach of the peace or threats on Cantwells part, but invoking or inciting others to breach of the peace, and that the facts supported the conviction of that offense. The record played by Cantwell embodies a general attack on all organized religious systems as instruments of Satan and injurious to man; it then singles out the Roman Catholic Church for strictures couched in terms which naturally would offend not only persons of that persuasion, but all others who respect the honestly held religious faith of their fellows. The hearers were in fact highly offended. One of them said he felt like hitting Cantwell and the other that he was tempted to throw Cantwell off the street. The one who testified he felt like hitting Cantwell said, in answer to the question Did you do anything else or have any other reaction? No, sir, because he said he would take the victrola and he went. The other witness testified that he told Cantwell he had better get off the street before something happened to him and that was the end of the matter as Cantwell picked up his books and walked up the street. In introduction also say that the Court vacated the breach of peace conviction Mr. Justice ROBERTS, delivered the opinion of the Court. . . . [301] The statute under which the appellants were charged provides: No person shall solicit money, services, subscriptions or any valuable thing for any alleged religious, charitable [302] or philanthropic cause, from other than a member of the organization for whose benefit such person is soliciting or within the county in which such person or organization is located unless such cause shall have been approved by the secretary of the public welfare council. Upon application of any person in behalf of such cause, the secretary shall determine whether such cause is a religious one or is a bona fide object of charity or philanthropy and conforms to reasonable standards of efficiency and integrity, and, if he shall so find, shall approve the same and issue to the authority in charge a certificate to that effect. Such certificate may be revoked at any time. Any person violating any provision of this section shall be fined not more than one hundred dollars or imprisoned not m ore than thirty days or both. . . . [303] First. We hold that the statute, as construed and applied to the appellants, deprives them of their liberty without due process of law in contravention of the Fourteenth Amendment. The fundamental concept of liberty embodied in that Amendment embraces the liberties guaranteed by the First Amendment. The First Amendment declares that Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof. The Fourteenth Amendment has rendered the legislatures of the states as incompetent as Congress to enact such laws. The constitutional inhibition of legislation on the subject of religion has a double aspect. On the one hand, it forestalls compulsion by law of the acceptance of any creed or the practice of any form of worship. Freedom of conscience and freedom to adhere to such religious organization or form of worship as the individual may choose cannot be restricted by law. On the other hand, it safeg uards the free exercise of the chosen form of religion. Thus the Amendment embraces two concepts,-freedom to believe and freedom to act. The first is absolute but, in the nature of things, the [304] second cannot be. Conduct remains subject to regulation for the protection of society. The freedom to act must have appropriate definition to preserve the enforcement of that protection. In every case the power to regulate must be so exercised as not, in attaining a permissible end, unduly to infringe the protected freedom. No one would contest the proposition that a state may not, by statute, wholly deny the right to preach or to disseminate religious views. Plainly such a previous and absolute restraint would violate the terms of the guarantee. It is equally clear that a state may by general and non-discriminatory legislation regulate the times, the places, and the manner of soliciting upon its streets, and of holding meetings thereon; and may in other respects safeguard the peace, goo d order and comfort of the community, without unconstitutionally invading the liberties protected by the Fourteenth Amendment. The appellants are right in their insistence that the Act in question is not such a regulation. If a certificate is procured, solicitation is permitted without restraint but, in the absence of a certificate, solicitation is altogether prohibited. The appellants urge that to require them to obtain a certificate as a condition of soliciting support for their views amounts to a prior restraint on the exercise of their religion within the meaning of the Constitution. The State insists that the Act, as construed by the Supreme Court of Connecticut, imposes no previous restraint upon the dissemination of religious views or teaching but merely safeguards against the perpetration of frauds under the cloak of religion. Conceding that this is so, the question remains whether the method adopted by Connecticut to [305] that end transgresses the liberty safeguarded by the Constitution. The general regulation, in the public interest, of solicitation, which does not involve any religious test and does not unreasonably obstruct or delay the collection of funds, is not open to any constitutional objection, even though the collection be for a religious purpose. Such regulation would not constitute a prohibited previous restraint on the free exercise of religion or interpose an inadmissible obstacle to its exercise. It will be noted, however, that the Act requires an application to the secretary of the public welfare council of the State; that he is empowered to determine whether the cause is a religious one, and that the issue of a certificate depends upon his affirmative action. If he finds that the cause is not that of religion, to solicit for it becomes a crime. He is not to issue a certificate as a matter of course. His decision to issue or refuse it involves appraisal of facts, the exercise of judgment, and the formation of an opinion. He is authorized to withhold his approval if he determines that the cause is not a religious one. Such a censorship of religion as the means of determining its right to survive is a denial of liberty protected by the First Amendment and included in the liberty which is within the protection of the Fourteenth. The State asserts that if the licensing officer acts arbitrarily, capriciously, or corruptly, his action is subject to judicial correction. Counsel refer to the rule prevailing in Connecticut that the decision of a commission or an administrative official will be reviewed upon a claim that it works material damage to individual or corporate rights, or invades or threatens such rights, or is so unreasonable as to justify judicial intervention, or is not consonant with justice, or that a legal duty has not [306] been performed. It is suggested that the statute is to be read as requiring the officer to issue a certificate unless the cause in question is clearly not a religious one ; and that if he violates his duty his action will be corrected by a court. To this suggestion there are several sufficient answers. The line between a discretionary and a ministerial act is not always easy to mark and the statute has not been construed by the State court to impose a mere ministerial duty on the secretary of the welfare council. Upon his decision as to the nature of the cause, the right to solicit depends. Moreover, the availability of a judicial remedy for abuses in the system of licensing still leaves that system one of previous restraint which, in the field of free speech and press, we have held inadmissible. A statute authorizing previous restraint upon the exercise of the guaranteed freedom by judicial decision after trial is as obnoxious to the Constitution as one providing for like restraint by administrative action. Nothing we have said is intended even remotely to imply that, under the cloak of religion, persons may, with impunity, commit frauds upon the public. Certainly penal laws are available to punish such conduct. Even the exercise of religion may be at some slight inconvenience in order that the state may protect its citizens from injury. Without doubt a state may protect its citizens from fraudulent solicitation by requiring a stranger in the community, before permitting him publicly to solicit funds for any purpose, to establish his identity and his authority to act for the cause which he purports to represent. The state is likewise free to regulate the time [307] and manner of solicitation generally, in the interest of public safety, peace, comfort or convenience. But to condition the solicitation of aid for the perpetuation of religious views or systems upon a license, the grant of which rests in the exercise of a determination by state authority as to what is a religious cause, is to lay a forbidden burden upon the exercise of liberty protected by the Constitution. . . .

The Threat Of Terrorism The United States Constitution

Sometimes it is far easier to do what is best for oneself rather than what is best for the group. This decision is usually motivated by fear. Fear is generally a destructive force in society, allowing the strong to take advantage of the weak. The threat of terrorism creates a fear that allows government agencies to subvert the United States Constitution and common morals out of the threat that they will be unable to combat terrorism without performing these rights violations. After the attacks on New York City and Washington, D.C. on September 11th, 2001, the United States Congress passed the USA PATRIOT (Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism) Act (â€Å"NSA Surveillance Programs†). This act essentially gives a blank check of domestic and foreign rights violations to the federal government, specifically the National Security Agency, as long as the violation is done in the name of fighting terrorism. Reports came out numerous times over the next decade, specifically December 2005, May 2006, and March 2012, detailing how the National Security Agency was able to stretch its powers, even beyond this liberal and controversial bill, to surveil its citizens’ private phone conversations with neither warrants nor provable suspicion of a crime taking or about to take place (â€Å"NSA Surveillance Programs†). The former of these reports was by the New York Times, which had known for nearly a year about this program butShow MoreRelatedFreedom Isn t Free : Combating Terrorism1709 Words   |  7 PagesIsn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Derek Davis Liberty University CJUS 400 – B02 Johnny Sanders â€Æ' Freedom Isn’t Free: Combatting Terrorism Means Setting Aside Constitutional Liberties Throughout history, America has been confronted by opponents who wish to challenge its sovereignty. 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My Childhood and Tomato Pie Essay Example For Students

My Childhood and Tomato Pie Essay When I was a child, I didn’t do much with my mom; different interests, I guess. She was more of an indoor person, someone who would rather stay in the house and read a book on a sunny day then play outside. Me? I was the complete opposite. Though we did have one thing in common, we both enjoyed cooking. My mom rarely went in the kitchen but when she did she would make the most wacky but delicious food. The best dish she made in my opinion was Tomato Pie. When she first made it for dinner I thought it ­ was odd that she would put tomato and pie together. Isn’t pie supposed to be sweet? Not savory,† I thought in my head. My mom asked me if I wanted to taste it. I politely passed. I wasn’t the kind of person who would willingly try new dishes, but when I said â€Å"no† she looked sad for a minute. I didn’t want to hurt her feelings but I didn’t want to try her tomato pie either. After hearing my dad and sisters complementing the pie and going for seconds I decided to suck it up and try it. I put some onto my plate, along with some steak and salad. I obviously ate the steak and salad first purposely leaving the tomato pie last on my plate. I poked at it first then filled up my fork one eight full of the tomato pie. I held my breath and slowly placed it into my mouth. As soon as I put the pie into my mouth my eyes opened wide, it was the most delicious thing I have ever tasted. The burst of the juicy tomato’s flavor and how well it complemented the cheese and mayo topping was surprising. I must have had about five more pieces of pie after that. A month had passed since I had tried my mom’s tomato pie and she promised to make it with me. We went to the grocery store and picked up all the necessary ingredients. It must have taken about an hour trying to find the perfect tomato. The perfect tomato would be dark red with a vibrant green stem. The tomato would also need to be big and round and have no bruises. These kinds of tomatoes are perfect for our pie. When we finally finished grocery shopping and went home it was time to bake our pie. My favorite part was making the pie crust because my mom made the best tomato pie crust. After the pie crust finished cooking we had to fill it with all the other ingredients. While my mom was cutting the tomatos into slices I was busy sneaking some of the cooked pie crust into my mouth when she wasn’t looking. After we put all the ingredients into the pie we had to bake it. It felt like it took a thousand years before it finished baking. When it was finally done I had the first piece and I must say, I tasted better then the first time she made it, and it only kept getting better. This was a start of a brand new tradition between my mom and me. We made tomato pie on every other week and kept to this routine for about 3 months then slowly stopped making it. Ever since my parent’s divorce we stopped making tomato pie together. I once tried to make it all by myself but I messed up countless times. Once I even forgot to poke holes into the crust then when I baked it the whole thing blew up like a balloon. Even the successful one doesn’t turn out as well as the ones and mom and me makes. I hope we make tomato pie soon because I want to eat some more of her crust.

International Quality Assurance Engineering -Myassignmenthelp.Com

Question: Discuss About The International Quality Assurance Engineering? Answer: Introduction Peer-to-peer learning is an educational strategy which covers a broad range of practices. In this approach, students learn new topics from other students rather than from teachers. In Peer-to-peer learning strategy management, students teach fellow peers and learn from them as well. The role of Peer-to-peer learning is continuously growing in the higher education system. In Peer-to-peer learning approach, students face various problems such as lack of experience and knowledge, collusion between peers, academic misconduct, and many others (Lang, Craig Casey, 2017). Along with several issues, Peer-to-peer learning approach includes various opportunities as well. The opportunities in Peer-to-peer learning include more self-confident students, less dependability on teachers, increased the ability to learn and many others (Williams Reddy, 2016). This report will examine the problem of low confidence which is faced by most students which increases their dependence on teachers. In this re port, various problems and opportunities regarding Peer-to-peer learning approach will be discussed, and recommendations will be given to students based on the issues. Secondary research will be conducted in the report through peer-reviewed journals and books to analyse the role and importance of Peer-to-peer learning. The purpose of this report is to analyse how Peer-to-peer learning promotes independence among students by evaluating its opportunities and problems. Finding and Discussion Peer-to-peer learning approach requires students to learn the course material and teach them to others which assist them in understanding the skills of learning which makes them independent. Independent learners are also called autonomous learners because they have the skills to learn new topics without the assistance of an experienced teacher. The ability to learn also assists students in the lifelong learning process and helps them become self-educated (Basnak, Ortynski, Chow Nzekwu, 2017). In Peer-to-peer learning strategy, students are requiring evaluating others and their own work which assists them in understanding their strengths and weaknesses. Self-evaluation makes them aware of the issue faced by them during the learning process, and they can use this information to improve their ability to learn. Through, students face the risk of collusion while evaluation others work but it also assists them analysing their learning abilities (Polishetty, Littlefair Patil, 2016). Stude nts can understand what their weaknesses are and how their peers are tackling such issues which assist them in improving their ability to learn and become autonomous learners. Therefore, self-evaluation in Peer-to-peer learning strategy increases students ability to learn by addressing their weaknesses which makes them more independent. Lack of Dependability on Teachers Peer-to-peer learning approach requires students to understand and teach the topic to their fellow students which reduces their dependence on teachers. Highly dependent students face various difficulties in their lives because they did not have the ability to learn. Without the assistance of teachers, the students find it difficult to learn and understand new topics on their own (van der Sande, Hendrickx, Boor-Klip Mainhard, 2017). Peer-to-peer learning approach challenges students to test their ability to learn new topic without the assistance of teachers. The number of overly dependent students is growing continuously growing because it is easier for students to connect with their teachers through online sources. Due to over-dependence, many students failed to evaluate their abilities and skills. Students are becoming highly dependent on teachers which negatively affect their learning abilities (Bulotsky-Shearer, Bell Dominguez, 2012). Highly dependent students lack creativity wh ich negatively affects their academic careers. In Peer-to-peer learning approach, the students depend upon their own skills which challenge them to learn new topics on their own rather than depending upon teachers. Therefore, lack of dependability on teachers encourages students to learn and teach new topics on their own which increases their independence. Self-confident Students In Peer-to-peer learning strategy, the students evaluate their strengths and weaknesses which increase their self-confidence and assist them in lifelong learning process that makes them independent. In Peer-to-peer learning approach, students learn with their fellow students who are also facing the similar issues as them. Different students bring different strengths in the group which establishes a dynamic environment that promotes Synergy between students (Brooks Koretsky, 2011). The peers learn from the experiences and strengths of other students which creates synergy between them. Synergy is the key goal in Peer-to-peer learning approach because it increases effectiveness of learning and it also assists in lifelong learning of students. Synergy between students increases their ability to work in groups which is important for lifelong learning (Anderson, Tenenbaum, Ramadorai Yourick, 2015). Effective synergy allows students to effectively taking the criticism and analysing their weaknesses which improves their learning skills and makes them self-confident. Therefore, self-confident students have the ability to learn new topics on their own which increases their lifelong learning skills and make them independent. Increased Student Engagement Peer-to-peer learning strategy promotes independence in students because it provides them various sources for engagement in the learning process, and they are requiring performing various teaching activities by themselves. Accounting to Boud, Cohen and Sampson (2014), Peer-to-peer learning strategy is not a single educational approach; instead, there are a number of models that can be implemented by students during studies such as workplace monitoring, community activity, peer-assessment schemes, and many others. Due to the advancement of technology, students have different opportunities to connect with their fellow students in Peer-to-peer learning approach. For example, there are both formal and informal sources through which students can connect with others in Peer-to-peer learning strategy with the help of internet such as social media sites, collaboration applications, instant messaging and others. In traditional methods of learning, students learn in classroom from their teache rs whereas in Peer-to-peer learning they can learn in different places such as after class, online, library, on phone and many others (Hanson, 2011). The students also learn from the experience of other peers and they also have to teach others in Peer-to-peer learning approach. Students have to perform various activities while teaching fellow peers such as organising, understanding, sourcing, and analysing the information which increases their engagement in the overall process. Therefore, in Peer-to-peer learning strategy, the students are more engaged in the process because they have multiple sources of interaction and they have to teach others as well. Conclusion This report found that most students are overly dependent on their teachers because they lack the confidence to learn new topics on their own. Peer-to-peer learning approach assists students in becoming more confident in learning and teaching with other peers. Students evaluate their strengths and weaknesses in Peer-to-peer learning strategy which increases their ability to learn which assist in their lifelong learning process. The students become more engaged in Peer-to-peer learning process through various online and offline sources. The Peer-to-peer learning approach reduces students dependability on teachers and makes them more confidence. Therefore, it can be concluded that Peer-to-peer learning approach assists students in becoming more independent by increasing their confidence, engagement, and ability to learn. Recommendations Autonomous learners might face issues because they lack experience, therefore, in Peer-to-peer learning strategy students should learn with senior and more experienced peers which assist them tackling various issues. Implementation of Peer-to-peer learning Program Students can use both formal (like PASS program) and informal (like group assignments) methods during Peer-to-peer learning approach. Peer Assisted Study Sessions (PASS) programs are becoming popular between students and universities, and they promote Peer-to-peer learning which assists in reducing students dependence on teachers (Hodgson, Benson Brack, 2015). Students should take advantage of these programs to increase the effectiveness of Peer-to-peer learning approach. Selecting Right Peers Students might face the issue of collusion or misconduct due to unnecessary criticism in Peer-to-peer learning strategy which might reduce their confidence. To address this issue, students should carefully select their peers who provide genuine criticism which increases their ability to learn and self-confidence. Engagement in Teaching Students should teach others during Peer-to-peer learning strategy because teaching helps them learn and understand topics more clearly. Also, they should choose online and offline sources that are most suitable for them (Gielen, Peeters, Dochy, Onghena Struyven, 2010). References Anderson, M. K., Tenenbaum, L. S., Ramadorai, S. B., Yourick, D. L. (2015). Near-peer Mentor Model: Synergy within Mentoring.Mentoring Tutoring: Partnership in Learning,23(2), 116-132. DOI: https://dx.doi.org/10.1080/13611267.2015.1049017 Basnak, J., Ortynski, J., Chow, M.,business-law Nzekwu, E. (2017). A digital peer-to-peer learning platform for clinical skills development.Canadian medical education journal,8(1), e59. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344069/ Boud, D., Cohen, R., Sampson, J. (Eds.). (2014).Peer learning in higher education: Learning from and with each other. Abingdon: Routledge. Brooks, B. J., Koretsky, M. D. (2011). The influence of group discussion on students responses and confidence during peer instruction.Journal of Chemical Education,88(11), 1477-1484. DOI: https://dx.doi.org/10.1021/ed101066x Bulotsky-Shearer, R. J., Bell, E. R., Domnguez, X. (2012). Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year.Journal of school psychology,50(6), 775-798. DOI: https://dx.doi.org/10.1016/j.jsp.2012.08.001 Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K. (2010). Improving the effectiveness of peer feedback for learning.Learning and instruction,20(4), 304-315. DOI: https://dx.doi.org/10.1016/j.learninstruc.2009.08.007 Hanson, K. (2011). Blog Enabled PeerToPeer Learning.American Dental Hygienists Association,85(1), 6-12. Retrieved from https://jdh.adha.org/content/85/1/6.short Hodgson, Y., Benson, R., Brack, C. (2015). Student conceptions of peer-assisted learning.Journal of Further and Higher Education,39(4), 579-597. DOI: https://dx.doi.org/10.1080/0309877X.2014.938262 Lang, C., Craig, A., Casey, G. (2017). A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation.British Journal of Educational Technology,48(6), 1491-1501. DOI: https://dx.doi.org/10.1111/bjet.12501 Polishetty, A., Littlefair, G., Patil, A. (2016). Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment.International Journal of Quality Assurance in Engineering and psychology Education (IJQAETE),5(4), 1-11. DOI: https://dx.doi.org/10.4018/IJQAETE.2016100101 van der Sande, L., Hendrickx, M. M., Boor-Klip, H. J., Mainhard, T. (2017). Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking.Journal of learning disabilities, 0022219417708172. DOI: https://dx.doi.org/10.1177/0022219417708172 Williams, B., Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review.Nurse education today,42, 23-29. DOI: https://dx.doi.org/10.1016/k.nedt.2016.03.024

Linguistics in Opera and Libretto

Introduction Opera is performed using theatrical scenes where the art involves a combination of singing and dramatization. This kind of text is referred to as the libretto. It was a very popular form of art in early Europe. Opera remains popular today in some quarters of the society. The art brings together singing, speaking as well as acting. All these activities are performed in an opera house which is specifically designed for such purposes (Kennedy 62).Advertising We will write a custom essay sample on Linguistics in Opera and Libretto specifically for you for only $16.05 $11/page Learn More Linguistic on the other hand is the exploration of human language and its origin, revolution as well as application of the language. The application encompasses the use of morphology, syntax as well as the phonology in the composition of words. The meaning of language has been explored by analyzing the meaning of other forms of art in the real world. This is with the view of understanding the origin of opera from different backgrounds. This means that opera can be analyzed from a linguistic perspective. The opera is characterized by features such as the stage, orchestra pit and an audience area among others. Some operas are designed to accommodate various aspects of linguistic analysis. This is especially so considering the fact that operas were very popular in England and other countries during the early centuries. A comprehensive analysis of linguistics in opera can be achieved by looking at the origins of this form of art. This is given the fact that linguistics in opera is influenced a great deal by the origins of this art. It is noted that the art originated in Italy towards the end of the 16th century. It later spread to other parts of the world especially in Europe. To date, the operatic terminologies in these countries are referred to as the libretto (MacNutt 101). This is an indication of linguistics in opera. The origins of opera are evident in today’s compositions where aspects of Italian language are incorporated. This is given the fact that most of them have retained the original Italian characteristics such as accent and others. Such aspects help in tracing the common origin of today’s opera performances as far as linguistics is concerned.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this paper, the author is going to look at the use of linguistics in opera. The author will make reference to librettos from operas in English from England and the United States of America. Examples of linguistic operas will be put into perspective in a chronological sequence. The aim here is to depict the link between the two fields of linguistics and opera. History and Origin of Opera from a Linguistic Perspective Before embarking on the critical analysis of the link between opera and linguistics, it is important to look at the history and origins of opera as a form of art. This will give the reader an idea of what opera is all about. It will also give the reader an idea of how contemporary opera differs from classical compositions and performances. The word opera is an Italian word implying â€Å"work† when translated. When loosely translated, opera involves the combination of â€Å"†¦Ã¢â‚¬ ¦.works from acting declamation in opera house stage† (Kennedy 75). Jacopo Peri is considered as the pioneer of this form of art. Dafne is actually a piece of work that was originally produced by Peri and it remains one of his most popular compositions. A group of Camerata found out that the entire opera was performed by the Greek dramas. So far the idea was to conceive and restore the traditional art. On a sad note, Dafne was lost and Peri was forced to come up with a new composition, the Euridice. This is the only opera that is still performed to date. It is to be noted that singing wa s an important aspect of opera (Warrack Ewan 25). Libretto Libretto is an elongated piece in form of music found in many categories of performances such as opera and cantanta. The word in some cases is associated with liturgical works such as the requiem as well as the expression of a story in ballet. Like opera, libretto also has an Italian origin, creating a link between it and linguistics. It literally translates into a book as already indicated in this paper. Libretto is different when compared to other forms of art like synopsis. In libretto, the distinction is evidenced by the fact that it contains words (linguistics) as well as stage directions. Synopsis on the other hand is used to give a summary of the plot (Smith 31). Historically, the ballet users have described libretto in different ways. For instance, libretto was recorded in a book of between 15 and 40 pages that contained ballets describing one scene or another.Advertising We will write a custom essay sample on Linguistics in Opera and Libretto specifically for you for only $16.05 $11/page Learn More This was in Paris in the 19th century. To this end, it is noted that the relationship between the composer and the writer of a given piece of music varies from one case to the other. This has varied the outcomes of such compositions for centuries. This is given that the writing criteria adopted as well as the sources used also varied (Simon 23). The language used in the composition varies from one case to the other. Metastasio is an example of well known librettists in Europe. It was used by a composer and a writer in a practice commonly known as poetry. Poetry is part of linguistics, and at this juncture, the author notes that it is also part of opera. In some cases, libretto has been written before music. Some composers used this idea in their creations. This is composers such as Mikhali Glinka and Alexander Serov who wrote down passages without accompanying texts. T his was later to be modified by composers when vocalizing the lines (Smith 43). Linguistics in opera is also evident in opera of the 20th century. It is to be noted that opera was widely used in America in the 20th century. Richard Rodgers is an example of a great composer who used this art in collaboration with other librettists. In other relationships as far as libretto and linguistics are concerned, composers designed their own libretti. Other librettos established a close relationship with composers so that all works of opera could reflect a common origin. The common origin could be deduced from the language that was used. Ingredients from other traditions were also effective in composition. But the efficiency improved when they were â€Å"combined under one work as far as composing and writing is concerned† (MacNutt 20). In this case, the opera will not clash with the play in attempts to accommodate other linguistics works with different origins. In cases where there was a need to combine works with different origins, it was necessary to put the script down in the presence of all the composers and the writer (Warrack Ewan 43).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More English Language Opera and Linguistics Opera was first used in England in the 17th century. The piece was performed towards the end of a play. It was frequently characterized by scandalous scenes which depicted a consistence use of the popular tunes phrased in a dialogue. In the same period, French operas were gaining roots in English courts. They had â€Å"†¦Ã¢â‚¬ ¦..favorite splendors with scenes that were realistic† (Smith 22) in the plays. England had to use this kind of opera on the stage. Inigo Jones is credited as the pioneer of this art. He later became a quintessential specialist in all the productions (MacMurray Franzetti 26). The opera contained both songs and dances. Linguistic aspects were borrowed from different backgrounds for instance Italian and French which was taking hold in England. Opera revolution instigated the rise of linguistic elements from different artists. One such artist was Henry Purcell who also incorporated aspects of Italian language in his compositions. This is for example in his first work Dido and Aeneas. He centered his work on the semi opera type of format. The Fairy Queen is also one of the most famous works produced by Purcell. In this text, he was targeting the use of English in all versions of opera as an art. Dido and Aeneas Opera This is one of the English opera composed by Purcell. It was a libretto from Nahum Tate in the 17th century. This was the only work that had started to use English traditions after the inception of the Shakespearian linguistics. It is noted that the desire to use the English language in opera was common among emerging artists during the century (Apel 47). Opera Seria Long English compositions emerged later and the first English composer to venture here was Thomas Arne (Smith 24). He did this by experimenting with the Italian style, a process known as comic opera. This art became a huge success with many other pieces incorporated into the opera seria in Italian and English (MacM urray Franzetti 51). Opera seria dominated the stages till late 1830s and by then he was the only English composer to have gone beyond the Italian composition to produce a unique English composition with aspects of the Italian language. Linguistics was also evident in Balla opera where the composers incorporated some aspects of the English language. This is for example in The Love In Village (MacMurray Franzetti 58). As a result of this many native operas developed by incorporating aspects of the Italian language. Linguistics here was evident as the composers combined aspects of two different languages. The Yeomen of the Guard The 19th century English opera has been greatly influenced by linguistics elements. Many operatic conventions dominated London stages with emerging English composers taking the center stage. One English opera of this time was The Yeomen Of The Guard which was greatly recognized. It is a savoy opera that originated in Victorian England. The contributors to th is art included Gilbert and Sullivan who came up with compositions from scratch. Punch and Judy In the 20th century English opera was characterized by independent works from contributors such as Ralph Williams and Benjamin Britten. The two have greatly influenced contemporary theatre operas. This is after it emerged that English opera was being used in many parts of the world. For example the work of Sir Harrison The Punch and the Judy is not only Britain’s important opera art but also globally recognized (Silke 24). This work was evident in the 20th century and was performed in the American theatres. It was an indication that linguistics in opera was a common phenomenon across the globe. Using of puppets was an indication of how human behavior is linguistically transformed from one discipline to another (Silke 43) In the early 21st century, Harrison concentrated with the composition of other popular pieces such as â€Å"Facing the Goya†. English opera has therefore be come a significant ingredient of today’s opera world. For example, the National Lyric Stage involves the use of operas composed in the English language (Cooke 15). American Opera American opera became profound during the 20th century. The pioneers in American opera include Leonard Bernstein and Douglas Moor among others. Their works include The Porgy and Bess. They greatly influenced English opera as they performed music encrypted in English. It was characterized by folklores and American music comedies. They are the ones who popularized this form of art in America. On their part, they were influenced by composers and performers in operas found in other parts of the world (Kennedy 28). An American in Paris This is one of the compositions from America done by George Gershwin. It is a well defined opera incorporating aspects of the French language in 1922. In this art, French was used together with American English with the aim of using linguistics to depict the experience of a n American visitor in Paris (Smith 39). Other Contributions Still in the 20th century, other prominent opera arts include the Dead Man Walking which was successfully delivered through movie theaters. Another aspect of linguistics in opera can be discerned from the works of Italian opera composer Gian Carlo. The composer produced several librettos from America and became a great figure in American operas in this century. One of his works includes The Medium and The Consul. Some of his works featured in television performances (Kennedy 49). Conclusion In this paper, the author sought to look at the application of linguistics in opera. The aim was to study the link between linguistics and opera. All these involve the use of different languages hence linguistics in opera. The author used librettos from operas in English from England and the United States of America in identifying the link between the two fields. To this end, the researcher identified the link or the relationship between opera and linguistics. The author also looked at some of the key figures in English opera both in England and the United States of America. The origin of opera was also looked at. The paper found that the origin of opera can be used to analyze the link between opera and linguistics. This is given that there are some aspects of the original opera language that are evident in today’s opera. For example, some aspects of the Italian language are evident in today’s works of opera. Works Cited Apel, William. Harvard Dictionary of Music, Cambridge: The Belknap Press of Harvard University Press, 2011. Print. Cooke, Mervyn. The Cambridge Companion to Twentieth-Century Opera, Cambridge: Cambridge University Press, 2009. Print. Kennedy, Michael. The Oxford Dictionary of Music, Melbourne: Oxford University Press, 2006. Print. MacMurray, Jessica, and A. Franzetti. The Book of 101 Opera Librettos: Complete Original Language Texts with English Translations, London: Black Dog Levent hal Publishers, 2009. Print. MacNutt, Richard. The New Grove Dictionary of Opera, London: Prentice Hall Publishers, 2009. Print. Silke, Leopold. The Idea of National Opera c. 1800: United and Diversity in European Culture c. 1800, New York: Oxford University Press, 2006. Print. Simon, Henry. A Treasury of Grand Opera, New York: MacGrill Publishers, 2008. Print. Smith, Marian. Ballet and Opera in the Middle Age, Boston: Princeton University Press, 2009. Print. Warrack, John, and W. Ewan.The Oxford Dictionary of Opera, London: Oxford University Press, 2010. Print. This essay on Linguistics in Opera and Libretto was written and submitted by user Ishaan T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Throw an Unforgettable College Dorm Party

How to Throw an Unforgettable College Dorm Party One of the biggest rites of passage for college students is to throw a completely unforgettable college dorm party. What better way to celebrate an occasion or simply kick off some steam from the stresses of college than to let loose with your friends – and everyone else they brought along. If you’re strapped for ideas we’ve got you covered with the main essentials to throwing a party that no one will forget. Logistics Time The first thing you should be is pick a date and time that won’t interfere with anything else big on campus. For example, if there’s a huge bar crawl happening, don’t try to throw a party on the same night. Throwing a party as a go-to spot after a sporting event might be a good springboard for your party, but do your best not to conflict with other parties and events on campus. Promotion Next, start promoting! There’s no party without people. Grab your phone and make the call known on social media. Twitter, Instagram and Snapchat (if you haven’t deleted your app) are the best ways to reach classmates (because who uses Facebook anymore). Feel free to start a hashtag with your room number or address and post the deets to your story. If you’re not feeling an invite-yourself situation post and invite those interested to DM you so you can have more control over who shows up to your epic party. Guests Make sure you don’t just invite girls or guys, there needs to be a good mix of both so invite as many girls as you can because they always bring friends and do the same with guys. Gather up as many as possible. Speaking of who shows up, you’re going to get some randos and tag-a-longs. That comes with the territory of being an awesome party host. People will hear through the grapevine, someone will bring their besties from the next college over and that guy you vaguely remember from French 101 will show up and eat all the snacks. Be prepared for everything to balloon – in a good way. That’s why it’s a good idea to keep an eye on your maximum capacity. If you don’t want to get shut down before the fun begins keep an eye on how many people you can fit comfortable in your space and have a friend help you keeps tabs on how many partygoers walk through the door. Atmosphere Compile the World’s Greatest Playlist. That means all the hits, some cool new joints that only the music geeks know about and a few crowd favorites that will take you back to middle school dances. Choose a mix of songs that will get the crowd hype and some that give everyone a chance to relax and just bop to the beat. Also make sure that you save the best songs for the height of the party, you don’t wanna waste your best tunes on the beginning when people are just trickling in. Load Up on Snacks. After you’ve crafted the perfect playlist, it’s time to load up on snacks. Guests love to fulfill their hunger for the munchies with some light fair. You can never go wrong with chips and dip, popcorn, some microwave boneless wings, guac or even candy. Feeling creative? You can make small finger food like meatballs or spinach dip. For the more mature crowd with a sweet tooth try taking a bag of gummy bears and soaking them overnight in vodka or peach schnapps. Buzz and sweets? Sounds like a match made in heaven! Drinks And since we’re on the topic, it wouldn’t be a college party if someone didn’t bring the alcohol. You can make a punch with the alcohol of your choice and punch or simply have beers and shots for the crowd. Make sure you keep some in reserve so you can monitor how much is consumed and keep any underage guests from becoming inebriated. Grab plenty of plastic cups and shot glasses so you’re guests aren’t left having to drink out of the bottle and swapping germs. There’s no fun in that. And make sure you plan to have enough so everyone can achieve their desired buzz. Parties are no fun when someone gets blackout drunk and becomes ill or hurts themselves or others – but the best parties are the ones where everyone lets loose and has some fun. On the flip side, try to stay away from the drug scenetoo many stoned or high people can go bad quickly and kill the vibe of the party. Hosting Duties Let’s be honest, you’ll have a few wallflowers at your party initially, so make an effort to talk to everyone who shows upafter all they didn’t have to! Show your appreciation, even if you don’t know them or don’t think highly of them and introduce them to other people who can make them feel comfortable. Tell jokes, take song requests, make fun announcements, challenge guests to games, you name it! It’s your time to have some fun and push everyone to have fun with you. And once everyone’s let loose a bit everything will seem ten times as fun. Don’t be afraid to play a few games: Drinking games, giant Jenga, cards and more are fan favorites that will get your guests interacting and having fun. You may want to move the furniture around so no one knocks into your lamp and to leave room for people to mingle and dance if they choose. Designate a friend as a lookout/bouncer to keep the party from getting crashed or shut down early. If things get out of hand, this person can get things back in order so everyone still has fun. This person can also make sure the location doesn’t exceed it capacity or break any music rules. Have mixologist, you know that one friend or party guest who knows exactly how to mix drinks. Finally, enjoy yourself! Once the party’s going keep yourself present and emet new people, don’t put a lot of pressure on yourself and see where the night takes you. It won’t be long before everyone’s blowing up your inbox asking about the next party.

Information Technology & Communication Coursework

Information Technology & Communication - Coursework Example Be it Americans or Asians, White or Black, human nature almost responds to the same way. For instance, if one receives an uninvited ad(s) on his/her mobile, most probably it would cause not only irritation but also discourage him/her to pay attention to other valuable messages/information. Let me clarify the situation by giving my own example. I keep on receiving Call/SMS package offers from the Cellular Company but I never bother to read such messages and delete them right away. Why? Because I am not interested in. Thus, in my case I would term it as a failed marketing. So I am trying to convey is that mobile marketing can surely drive better results provided if it is going to be a â€Å"Permission-Based Advertising† – i.e. with user’s prior permission to receive such ads. Lih-Bin Oh and Heng Xu (2003) stated, â€Å"Advertising researchers have devoted much attention to the study of irritation arising from advertisements such as TV commercials and Web pop-up ad vertisements. For the case of permission-based location-aware advertisements, the level of irritation should be rather low since messages are delivered with the receiver’s prior consent†.

The Nature of the Accounting Profession in Mexico, and Mexicos Term Paper

The Nature of the Accounting Profession in Mexico, and Mexicos Accounting Principles - Term Paper Example At present, Mexico’s accounting profession is quite established with a long history. The initial accounting professional body was established in the year 1917. MIPA or the Mexican Institute of Public Accountants was part of the nine-member founders of the International Accounting Standards Committee  (IASC). Mexican accounting firms primarily provide services such as bookkeeping and audit and tax services. In order for a person, to qualify as a public accountant in Mexico he or she must have a professional diploma in accounting. MIPA issues bulletins, which regulate accounting and financial reporting in the country (Deloitte, Haskins & Sells and AICPA 125). These bulletins dictate financial reporting through requirements for stock exchange listings, as well as legislation. Mexican law requires all listed companies to be audited by a Mexican certified public accountant. The law also requires annual financial statements to be published in nationally circulated media such as ne wspapers. The Mexican National Banking and Securities Commission or NBSC, which is an equivalent of the US Stock Exchange Commission, oversees the disclosure of information by publicly owned organizations. MIPA also has the mandate of issuing auditing and accounting standards through a well-established process (Prieto 106). The oversight institution established a Code of Ethics that deters public accountants from advertising their services. The School of Public Accountants of Mexico is the sole accountancy organization that establishes standards, as well as financial reporting principles and train people who seek an accounting career. Since Mexico is part and parcel of the North American Free Trade Agreement, the accounting principles of the US significantly influence Mexico’s accounting principles. The US primarily exerts this control through the existence of the Big 4 international accounting firms, as well as the presence of numerous subsidiaries of renowned US companies. Perhaps the most exceptional characteristic of Mexican accounting principles is the treatment of the implications of inflation in financial statements. Mexican accounting principles primarily provide for the treatment of the effects of inflation through the use of general purchasing power accounting. The nation’s accounting principles require the adjustment of a number of accounts to demonstrate the effects of inflation. These accounts include net earnings, which include monetary losses and gains, depreciation and cost of sales, fixed assets, shareholders equity (in effect of holding non-monetary assets and capital stock and retained earnings) and inventories. MIPA’s bulletins dictate how businesses calculate various values. For instance, bulletin B-10 introduced an innovative concept referred to as the integrated result of financing calculated by summing the nominal interest expense, the losses and gains due to changes in the price level in terms of a company’s net monetary position, and losses and gain due to fluctuations in the exchange rate on a company’s monetary assets, as well as liabilities denominated through foreign currencies (Orme 67). Regardless of international influences inherent in Mexico’s accounting principles, the country’s Bulletin B-10 that deals with inflation accounting indicates how

Research Methodology Essay Example | Topics and Well Written Essays - 2500 words

Research Methodology - Essay Example Finally, one has to note what one is likely to â€Å"‘conclude† in terms of the research problem and one’s hypothesis (an early conclusion in other words). All this goes into a brief and concise introduction, to be termed â€Å"Introduction† and/or â€Å"Abstract†, of the proposed research. To illustrate the research process thus described, I shall in the following adopt the perspective of anthropology, the science of culture, as an example of a an inductive, empirical social science with appropriate methods to tackle social science research questions ‘ Literature Review Having thus described the contents of the proposal, one now turns to these items, one by one, beginning with a focused analysis of relevant literary sources and notions in order to answer the research question. The review reflects â€Å"the state of the art† regarding knowledge of the research topic. The review will highlight various issues that are particularly relevant to solving the identified research problem. Setting and Sample: Next, one describes the setting and/or sample size. Depending upon one’s choice of research problem one describes the setting which, when social science research is conducted, may be a community (e.g., affluent, middle-class, poor), an institution (e.g., a school, a bank), a neighbourhood, street corners, a slum, etc. (Hannerz, 2007). Based upon this choice, a sample is defined. One may want to work with a small, large, partial or complete sample, a random selection, a certain quota or a representative sample. The economic anthropologist Polly Hill studied cocoa faming and development in southern Ghana. She used maps and air photography to define her sample (Hill, 1963). This may seem an extreme choice, but it isn’t for an anthropologist conducting research in a non-Western setting. Methodology 1. Induction-Deduction Research, the search for knowledge and problem-solving, is a process whereby one continua lly adds to knowledge (Ellen, 1984). By this understanding, research is an ongoing process. There are, however, certain procedures to be followed and standards to be adhered to, be they of an â€Å"inductive† (experimental: â€Å"arriving at a theory based on facts†) or â€Å"deductive† (â€Å"facts are organized to match theory†) nature. Based on this division, one arrives at a â€Å"positivistic† and â€Å"relativistic stance†, resulting in a contrast of â€Å"explanation† (deduction, positivism) and â€Å"understanding† (induction, relativism) (Manners and Kaplan, 1968; Alexander, 1983; Gellner, 1985). Within anthropology and with its emphasis on induction and empirical research, the contrast between induction and deduction has been conceptualized as two modes of inquiry that are opposed to one another. The renowned anthropologist Bronislaw Malinowski advocated 90 years ago long-term immersion in the research site chosen and the use of a set of qualitative methods, considered suitable to such an approach (Malinowski, 1922). Since the nineteen twenties and Malinowski’s statement, the tension of deduction and induction is thought of as contrast between the natural sciences, such as biology, insisting on distance, and the human and social sciences stressing the value of experience-nearness. The contrast has been exemplified by the different emphases placed upon

Disneys Impact on the War

Disneys Impact on the War Disney Goes to War Its the year 1944. Imagine sitting in a Navy Vessel, preparing for an invasion of Normandy, with at least 50 men per boat, no less than 10,000 vessels total. There is barely any elbow room, waves crashing against the sides of the boat, tilting it back and forth as feet become soaked from the water on the floor. Nobody is talking. The only sound that is heard is the occasional vomit of a soldier that is sea sick and the thundering of the ocean that surrounds the vessel. Stomachs twist in knots as fear of life or death fight through ones mind. Some men are holding pictures of loved ones, some are praying, and some are on the verge of tears as memories of their lives flash through their minds. In hope of finding something to keep up the fighting spirits, eyes wander to the characters of Donald Duck and Goofy, the Disney cartoons that have been tattooed on war machines and military uniform sleeves. Envision sitting at home with the family surrounding the television as the same cartoons f lash across the screen to educate the viewers about what they can do to help win the war from home. After watching the same characters that were tattooed on the war machines and military uniform sleeve, they decide that the want to help any way they can to help win the war. Disney serves many meanings to different people and have become of much importance in the war over the Axis Powers of Germany, Italy, and Japan. These cartoons boosted the morale of soldiers in battle, influenced and educated both the public and soldiers about the war. Disney was a major factor in the Allied victory of World War II by the change of their traditional family comedy into political and educational cartoons. Disneys political and educational cartoons during World War II were geared to teach the public and soldiers about the war and how they could contribute to winning it. In order to do this, Disney Studios created many educational short films. Short films such as Seven Wise Dwarfs and The New Spirit promoted buying war bonds to help fund the war. Not only did they make short films but Disney also made childrens books that were used to teach children different ways they can spend their money to help pay for the war that would pay back when the war was over. Disney also made many training films for the soldiers. Some of these films included Education for Death and Reason and Emotion, which were used to show the Allied soldiers that they should lead with reason. Education for Death revolved around the making of a Nazi which tied together with Reason and Emotion because if you were led by emotion, then you were the same as a Nazi, who seemed to have no reason and led with only emotion. Acco rding to the Encyclopedia Online, Disney produced over 400,000 feet of educational war films, most at cost, which was equal to 68 hours of continuous film. In 1943 alone, 204,000 feet of film was produced (1). With this abundance of film, it shows just how dedicated Disney was in trying to help win the war. There were other types of training films that were used to teach the armed forces about different military tactics they could use during battle, which turned out to be extremely important to the new recruits. They were taught a wide range of things from camouflage, to navigational techniques. Not only did Disney teach soldiers and the public about war, but also influenced them in many ways. The cartoons that Disney produced during World War II influenced the public and the soldiers to help however they could to get the war over and done with, with the victory in our hands. Disneys short films, All Together and Donalds Decision, were used to show the public about buying war bonds and how it could help win the war. Many people confessed that after watching the family favorites that they were compelled to buy the items that were being advertised not only because they thought it was an important investment but also because their beloved family films had put in the effort to reach out to the public with ways they could help win the war. Food Will Win the War was a short that was created to teach the public about victory gardens. The film showed the viewers how to create the gardens, the right way to use them, and what they could do with the extra rations. Another short film th at was made to teach the public ways they could help win the war without giving up money is Out of the Frying Pan and into the Firing Line. This short was created specifically for the cooks of a household. They showed the viewers ways they could save their food grease and give it to their local general store that would, in turn, be used during battle for weapons and other small goods. Not only did the films influence the home front, but also influenced the front lines. Disney had at least a thousand requests of unique designs with the family favorite cartoon characters for different military equipment such as aircrafts, tanks, and navy vessels. Baxter says, Most of the designs featured Donald Duck, Pluto, Goofy, and Jiminy Cricket. It is said that we today find it hard to appreciate the way it felt for the soldiers to be represented by Disney, not only because it is a reminder of home, but also because this was a popular thing at home and they went out of their way to show their sup port of the men that risked their lives for their country(1). The influence Disney had over the people was so great that they were proud to have Disney represent them, even in war. Disneys influence was so strong that it could even boost the soldiers morale in war. Disney became a go-to in case the front lines needed a little boost. The propaganda films that were produced at the Disney Studios served as reminders of home and also served as a connection as to what was going on in the war and something the servicemen could relate to it. In the propaganda short, Fall Out Fall In, Donald Duck is featured as an American soldier who is marching for an endless amount of time through miserable conditions. Here Donald is pictured carrying a large army bag that holds the necessities while he marches through deserts, rain storms, snow storms, and long nights without any sleep. When he is finally allowed to sleep, he is told to pitch his tent before he can eat with his fellow comrades, but when pitching the tent, he had extreme difficulties and by the time he gets it, it is night. When he tries to fall asleep he hears snoring, random instrument playing and becomes frustra ted. This work relates to the endurance, patience, and morale these soldiers need to keep going not only for them to survive but also for their families back home and for their country. When soldiers see this film they automatically relate to it because that is what they are doing, and they recognize the struggles Donald is going through. According to Briner, When being reminded by all of these short films, they become eager to get the war over with so they can come home, boosting their morale to help them fight harder and longer(1). The importance it held to them was strong enough make them fight harder and longer. They recognize the difficulties and push through after their relations with the films that serve as morale boosting tools. In conclusion, Disneys service in the war through their political and educational cartoons helped the Allied Forces fight their way to victory over the Axis Powers in World War II. Disneys impact on the United States was so great that it followed soldiers to war. People thought of these cartoons as a connection to home, and they all needed some type of a reminder of home. The families that were left at home would see these images that mimicked what their loved ones were doing in the war and help anyway they possibly could after being taught the right ways to help. Disney has had a bigger impact on our lives than we could ever imagine, big enough, to help us win a war. Works Cited Baxter, John. When Disney Went to War. World War II, 5 February 2015, www.airspacemag.com/multimedia/when-disney-went-war-180954087/. Accessed 26 January 2017. Briner, Lisa. Walt Disney Goes to War. Army Heritage and Education Center, 7 April 2009, www.army.mil/article/19340/Walt_Disney_Goes_to_War/. Accessed 26 January 2017. Lesjak, David. When Disney Went to War. World War II, vol.20, no.5, Sept. 2005, p.22. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=f5hAN+17740568site =ehost.live. Accessed 24 February 2017. Walt Disneys World War II Propaganda Production. World Heritage Encyclopedia. Accessed 5 March 2017.

Cristina Garcias Dreaming in Cuban Essay -- Cristina Garcia Dreaming

Cristina Garcia's "Dreaming in Cuban" The cyclical nature of time and the supernatural are recurring themes in Cristina Garcà ­a's 'Dreaming in Cuban'. Throughout the book, the members of the del Pino family find themselves reliving the same events and situations. This is characterized by the repetition of mental illness, attempted suicide, personal exile, and lovesickness that occurs over three generations. Celia, realizes that time will continue to repeat itself unless the family history is documented and carried on. She takes the responsibility of writing letters to her lover, in order to record their story, but understands more must be done, 'memory cannot be confined' (47). When Pilar is born she is endowed with specific gifts that will enable her to carry on the del Pino family history and end the vicious cycle that consumes the family. Through supernatural forces that manifest themselves as extraordinary memory, telepathy and dreams that serve as premonitions, Pilar is lead to return to Cuba where she fulfi lls her predetermined destiny; learning the del Pino family history and ending the cycle of lost memory that consumes them. Early on, as a child growing up in Cuba, Pilar has a very firm connection with the supernatural; she is able to will things to happen using her thoughts. She imagines her nannies? hair falling out strand by strand. We discover that in fact, many of her nannies fled her home with bald patches, claiming she was possessed. Pilar also has the extraordinary ability to recall events that occurred during two years she spent on the island and during her youth in New York City. ?I was only two years old when I left Cuba but I remember everything that?s happened to me since I was a b... ...suicide. When Pilar finally learns the del Pino family history, she frees Celia from the burden of her memories. ?As I listen, I feel my grandmother?s life passing to me through her hands? (222). This act, allows Celia to ?give herself to passion? (231). The act of suicide releases her from the pain and solitude of her memories which have plagued her since her youth. In her final moments, before her death, releasing the pearl earrings to the sea, allow her the closure that she has desperately yearned for. She is only able to accomplish this through Pilar?s gifts, extrodinary memory, premonitions and telepathy have allowed her to avoid the circular cycle of time that has destroyed the del Pinos before her. With this knowledge she too can break free from her family?s mistakes. Works Cited: Garcia, Cristina. Dreaming in Cuban. New York: Ballantine, 1992.

Hubspot Case Question Essay

1. Analyze HubSpot’s Marketing Mix in the context of an overallMarketing Strategy 2. Do you agree with HubSpot that the â€Å"rules of marketing† have changed? If so, how? Is inbound marketingthe answer? Why or why not? 3. Is HubSpot finding and serving the right set of customers? Given its position as a start-up company,should it widen its focus to serve any customer that comes its way? Or narrow their target, by focusingexclusively on either Owner Ollies or Marketer Marys? Or by focusing exclusively on either B2B or B2Ccustomers? 4. HubSpot has begun to differentiate its products as it has learned more about its customers. Should it domore? Should its pricing strategy change too? Does the software-as-a-service (SaaS) pricing model workfor both Marketer Marys and Owner Ollies? Should HubSpot try to immediately capture more value for either of these customers? 5. Are Halligan and Shah being too stubborn by not doing any outbound marketing? Or should they continueto practice what they preach by focusing on inbound marketing alone? 6. Halligan and Shah want HubSpot to be to marketing, what salesforce.com is to sales. What would your plan of action be to make this happen? Why would you take these actions? What keeps you up at nightabout your plan? This case follows the growth of HubSpot, an entrepreneurial venture which faces significant challenges including:developing a market segmentation, deciding which customer to serve and which customers to turn away,configuring a pricing strategy which is aligned with the value being delivered to customers, and determiningwhether inbound marketing programs can generate enough scale to grow the business or whethertraditionaloutbound marketing methods need to be employed to accelerate growth. The HubSpot case focuses on issuesaround marketing channels, specifically inbound marketing and the use of Web 2.0 tools and applications suchas blogging, search engine optimization, and social media

Analysis of Abu Hamid Al-Ghazali essays

Analysis of Abu Hamid Al-Ghazali essays Abu Hamid Al-Ghazali (1058-1111 CE) is regarded by scholars as an Islamic intellectual giant. He is one of the greatest teachers and interpreters of Islam, other than Muhammad. Born in 1058 CE in Tus, (in what is now known as Khorasan, Iran), he was a well educated man, having been taught in school in his early adulthood, studying under a distinguished theologian, al-Juwayni in Nishapur. Because of his privileged upbringing and intellectual capabilities at that time, he brought into existence various manuscripts on Islamic theology and law, which are still being used in the present. Al-Ghazali lived during the period known as the Golden Age of Islam (750-1258 CE), a period of growth in the mastery of art, mathematics, astronomy, medicine, and music. After his years of study, he later moved on to easing the political struggles of his time by writing religious treatises. He was later appointed the position of rector and professor of the Nizamiyya institute in Baghdad. Baghdad, at this time was considered the intellectual centre of the known world. This institute was also the greatest seat of learning in Islam. He produced two of his most important texts, The Intentions of Philosophers and The Incoherence of Philosophers. Afterwards, Al-Ghazali resigned as professor for pilgrimages between the cities of Mecca, Medina, Tus, and Damascus, during a period of ten years. His copious work which was made up of forty books, called Revivification of the Religious Sciences, was a seminal text which outlined the significance and meaning of the practices of Islam. He link ed theology, Muslim law (Sharia) and Sufi mysticism. Al-Ghazali was a very prominent contributor in the areas of philosophy, religion and especially Sufism. Greek philosophy in his time, including Neoplatonic philosophy, was accepted and further developed by a number of Muslim philosophers which w ...

Edgar Allan Poe’s “The Tell-Tale Heart” Research Paper Example

Edgar Allan Poe’s â€Å"The Tell Edgar Allan Poe’s â€Å"The Tell-Tale Heart† Paper Edgar Allan Poe’s â€Å"The Tell-Tale Heart† Paper A Guilty Conscience Shown in Edgar Allan Poe’s â€Å"The Tell-Tale Heart† The Tell-Tale Heart by Edgar Allan Poe is an intellectual murder story told from a first-person perspective of an eccentric narrator who kills a man because he is so frightened of the man’s eye. The mad narrator ultimately is unable to maintain his innocence to the deed. The narrator is obsesses with the vulture eye of the old man who he lives with. He describes the eye as evil, like the eye of a vulture, a pale blue eye, with a film over it. The narrator has a good relationship with the old man but decides that he must kill him in order to rid himself of the eye forever. During the events of the story it is obvious that the narrator is a man in fear of the evil eye with conscience eating away at him in the events of killing the old man. Even though the narrator focuses on the evil eye and tries to justify his actions, in the end he cant escape his own conscience. The narrator has a loving and friendly relationship with the old man. He states I loved the old man. The old man had never wronged him nor insulted him and he had no desire for the old mans money. He says For his gold I had no desire. The narrator is also sure to state to the readers that he was kind to the old man, I was never kinder to the old man than during the whole week before I killed him. He was careful not to disturb the old mans sleep each of the seven nights that he watched him and every morning he spoke courageously to him, called him by name in a hearty tone, and inquired how he had passed the night before. The old mans evil eye seems to have power over the narrator. He states I think it was his eye! Yes, it was this! He had the eye of a vulture Whenever it fell upon me, my blood ran cold. For an unknown reason, the old mans evil eye has provoked insanity in the narrator though the narrator argues that he is not crazy. He says You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded with what caution with what foresight with what dissimulation I went to work! And have I not told you that what you mistake for madness is but over-acuteness of the sense? The narrators obsession with the evil is shown by his extreme precision on how he watched the old man in order to catch a glimpse of the vulture eye. Every night at midnight he would turn the latch of the old mans door and opened it oh so gently. When he had made a sufficient opening for his head he put in a closed dark lantern so that no light shone in, then he thrust his head in, I moved it slowly very, very slowly and It took (him) and hour to place (his) whole head within the opening so far that (he) could see him Then when his head was well in the room he undid the lantern cautiously-oh, so cautiously cautiously (for the hinges creaked) I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights every night just at midnight And on the eighth night he describes a watchs minute hand as being quicker than his own. All of this shows how the narrator used such vigilance in how he went about carrying out his plan to kill the old man. The extreme precision and mindfulness that he went about doing these things in order to see the old man’s vulture eye illustrates the extent of the narrator’s obsession and fear of the evil eye. Although the narrator is so cautious about how he goes about killing the old man he begins the story by letting the reader know that he was very nervous about what he had planned to do. The narrators first sentence says TRUE! nervous very, very dreadfully nervous I had been and am. This is the first indication to the reader that the narrator does have a conscience. He even says that his idea to kill the old man haunted him day and night. When the narrator is hearing what he believes to be the old mans heart beating he is really just so nervous that he is hearing the beat of his own heart. The beat becomes so loud that he begins to worry; But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me the sound would be heard by a neighbour! After the killing is done and the officers have not found anything suspicious they sit over the dead body and begin in chat. As they are chatting the narrator, now the killer, grows anxious and his guilty conscience begins to overwhelm him. He says I felt myself getting pale and wished them gone. This caused him to begin to hear his own heart beat louder and louder again. The noise drove him to agony and he began to think the officers were making a mockery of his horror. His guilty conscience overwhelmed him so much that he couldnt bear it any longer until he finally admitted to doing the deed to the officers. Edgar Allan Poe indicates that the narrator is a mentally ill man with an extreme fear of the old mans vulture eye. Or should he be viewed as a mentally ill, mad man? Throughout the events of the story, the narrator is unaware that his plan to kill the old man simply to rid himself of the evil eye is wrong. Poe wants readers to see that this man, the narrator, does indeed have a conscience though. It just doesnt overpower his obsession with the eye and his plan to get rid of it. The evidence of the narrator’s existing conscience throughout the story shows that his natural instincts were present in knowing that even the idea of killing the old was wrong. In the event of the officers sitting and chatting for such a long period of time after he has killed the old man, the narrators guilt and anxiety becomes an extreme factor overwhelming him and causes his big plan to hurt himself in the end by telling the officers what he has done. Subconsciously the narrator hurts himself in the because of the decisions that he made to carry out his plan as a result of his guilt. : Poe, Edgar Allan. â€Å"The Tell-Tale Heart. † Literature, Reading, Reacting, Writing. Eds. Laurie G. Kirszner and Stephen R. Mandell. Compact 7th Edition. Mason, OH: Cengage, 2009. Print.

Christianity verses Feminism with a focus on gender violence against Essay

Christianity verses Feminism with a focus on gender violence against women - Essay Example I was determined to know the roles played by religion and the feminists as discussed in the essay. In this discussion, I will relate Christianity and feminism focusing on gender violence especially on women. In the discussion, I will introduce many concepts integrated in the gender violence; explore the traditional Christian and the feminist’s ways of their violence against women. I will also examine the three books discussed in the class throughout the term and integrate them in my work. Domestic abuse can simply be defined as the war waged in the family against immediate family members especially the spouses2. Domestic abuse employs wide range of tactics such as physical or psychological warfare to their victims. In the Christianity, this is combined to shifting of blame, prejudice and fallen theology making it an entangle issue which is difficult to resolve3. However, â€Å"with all the goodwill and readiness to counter the domestic violence problem among the Christian families, it is close to impossible until the female subordination doctrine which is centrally placed on the issue of gender violence and is also what perpetuates the issue is dealt with.†4 This discrimination, which is institutionalized, thrives on unreasonable fear and hatred for women. Furthermore, it perpetuates the abuse and prevents the Christians from responding to the victims compassionately using bible principles5. Ingersoll further observes that gender based violence forms one of the major violence afflicted to women in the society of today6. In the religion of Christianity, women abuse has become one of the major marital problems being attended by the priests and the counselors. The spousal abuse perpetrators mostly use biblical injunctions and religion to justify their actions. The essay has debunked the myth that it is only through religion that women can be safe from the many kinds of gender violence7. The

A Comparison of Probation and Parole Assignment Example | Topics and Well Written Essays - 500 words

A Comparison of Probation and Parole - Assignment Example 1). From the definitions, it could be deduced that probation and parole share similarities in terms of serving time periods outside of incarceration, usually in the community; but differ in terms of time of application, where â€Å"probation occurs prior to and often instead of jail or prison time, while parole is an early release from prison† (Advice Company par. 1). There are similarities between probation and parole in terms of influencing behavioural changes and serving the best interests of the community, to wit: â€Å"both are concerned with a defendant breaking the bad habits or behaviours that caused them to break the law. Even though both probation and parole have a strong rehabilitation component, each process has the additional goal of protecting the community† (Advice Company par. 8). Likewise, both involved supervision statutes that require, either active or inactive supervision, depending on the severity of the offence and on other mitigating factors (Bureau of Justice Statistics). On the other hand, the disparities between probation and parole are diverse. At the onset, through definition, the time of application spelt major difference where probation is recommended prior to incarceration; while parole is dispensed after some time has been served in jail. In addition, the supervising officers are different: a probation officer for the former and a parole officer for the latter. Also, conditions or subsequent changes in probation are noted to be within the jurisdiction of the court (Advice Company); while parole changes and conditions were reportedly set by the parole board (Advice Company). Concurrently, in terms of purpose or function, although both were noted to share similarities in behavioural intent and aiming to reduce the impact as well as incidence of crime in society, offenders who were given parole would face challenges in terms of reintegration due to the social stigma associated with criminal offenders who had been incarcerated.     

Toledo War Research Paper Example | Topics and Well Written Essays - 1250 words

Toledo War - Research Paper Example In fact in the map, it was to be shown in its actual place that belonged to Michigan (Jones). The tug of war between the Michigan and Ohio was because Toledo was at the planned end point of Miami and Erie canals. Until the year 1830, the crises touched upon its height during the course of canal construction. The factor of the tussle was because of the awareness that the region was agriculturally fertile. To optimum use of agriculturally rich land, the availability of transportation was inevitable. Unfortunately because of transport, the agriculture produce was not available in the area. In the light of 1825 legislation, two navigational canals were built. This has further narrowed the strip of land. Despite the mentioned development, Toledo was conveniently located on the mouth of Lake Erie (Jones). We may call Toledo War of 1835, as the Battle of Phillips Crossing or the Ohio-Michigan Boundary War. The said war comes on the limelight due to historical dispute with regard to the boundary line between Michigan and Ohio. The disputed boundaries are familiarized as the Toledo Strip. The major part of Ohio falls within the ambit of cited strip (Mitchell).   The dispute was not because of only one factor. It has caused number of factors, which included poorly created maps. The example of which is placement of southern tip of Lake Michigan wrongly, the ambiguous language of  Northwest Ordinance of 1787 and the diversified interpretations by Michigan and Ohio coupled with unhealthy political activities, and egos (Mitchell). On February 6th 1835, Governor Lucas informed the lawmakers of Mason’s proposal. He had no desire to appoint any commissioner and impressed upon the lawmakers to declare Ohio’s jurisdiction up to the Harris line so as to direct the concerned officials to exercise their authority over the Toledo Strip (Rollins). In order to ensure legal authority of relevant officials and to shun the foreign interference, the Michigan State in the month of

W.M Morrisons Plc and Oracle Essay Example for Free

W.M Morrisons Plc and Oracle Essay In March 2004, WM Morrisons PLC completed the takeover of Safeways with a ? 3bn offer of cash and shares, this deal instantly made Morrisons a nationwide company and the 4th largest retail supermarket in the UK with its total store count jumping up from 199 to 403 currently, after the purchase of stores from the Somerfield/Cooperative group. With â€Å"every week 9 million customers pass through our doors and 124,000 colleagues across the business work hard each day† Morrisons (N/A), this is a far cry from its humble beginnings in 1899. In 1899 William Morrison, an egg and butter merchant, started he’s selling from he’s stall in Bradford Market. Jump forward to 1958 and William Morrison’s son Ken, company chairman from 1958-2008, took control of Morrisons, from he’s ailing father, and moved the company from market stalls and opened a small town centre shop in Bradford the first of its kind in Bradford to offer self service and have products are priced. In 1961 Morrisons opens its first ‘supermarket’ converting a cinema in 5,000sq ft of retail space. By 1967 Morrisons becomes a public company after significant growth and expansion, with the share offer being oversubscribed with more than 80,000 investors trying to purchase shares. Now building infrastructure with the completion of a distribution centre in Wakefield completed in 1988 and expanded in 1990. But further expansion outside of Bradford and Northern England does not happen until 1998 when it opens its first store in Southern England, located in Erith, Greater London. Followed by its inclusion in the FTSE 100 in 2001 it’s acquisition of Safeways in 2004. To its meteoric growth in that period of 2004-2009 where Morrisons became one of the ‘Big Four’ supermarket chains and winning various food retail awards such as Food Retailer of the Year and picking up multiple awards at The Grocer awards and its total stores jumped from 119 to 403. It was clear to many analysts and its competitors that Morrisons would suffer from growing pains in all aspects of its business with many questions being asked of Morrisons, such as; Did Morrisons have the infrastructure in place to support such rapid expansion? †¢Was its current business model suitable for such large scale revamp? Could its current operations support the strain of this expansion? Would Morrisons have to change its business image for being the ‘food specialist for everyone’ to compete effectively with the ‘big four’? This case study will focus on Morrisons infrastructure, specifically it’s IT systems and will look at the decision making process that went into and led to Morrisons deal with Oracle in 2008 to â€Å"implement a complete Oracle retail suite of merchandising, planning and stores applications, plus the Oracle E-Business Suite for financials, HR/payroll and manufacturing. IDG (2008). It will also look at the key challenges companies face when implementing such wide sweeping changes to its IT systems and review the outcomes of this system against Morrison’s original strategy. Firstly, with the increasing developments in IT systems it is becoming more common for companies of all sizes to utilize some form of IT in their business, from a sole trader compiling monthly sales figures to a big plc like Dell who gener ate and complete sales completely from an online setting. When it came to Morrisons making significant changes to its IT systems it had a wealth of information and real examples to follow or in the case of J Sainsburys with its rushed and failed ? 290million implementation of IT systems aimed at lowering costs, successful business model change in regards to Dell Inc and it’s change to operate completely online which help massively in stock control technology while dealing with custom orders.

Essay --

The curiosity of what our destiny will be and what our future holds has crossed our minds once or twice. Destiny is the conclusion to many life situations we are faced with in our everyday lives, but no one could figure out what their destiny is until the time is right. Antonio from the novel Bless Me, Ultima written by Rudolfo Anaya and Paikea from Whale Riders run through many conflicts trying to seek their destinies. Antonio, must choose to follow her mother’s footsteps of tending the land or become free and wild like his father and older brothers as well as deciding whether or not to follow and walk alongside Ultima, even if she may be evil. Unlike Antonio, Paikea must prove to herself and her grandfather that she is able to lead her tribe out of depression and laziness, even if she may not physically hold the components of becoming a leader. Both Antonio and Paikea are able to find their destinies, but they each have unique and individual experiences of family pressure, spiritual leaders and becoming a leader. While trying to seek their destinies, both Antonio and Paikea have conflicts with a family member who tries to decide their futures for them. Throughout the novel Bless Me, Ultima, Antonio’s parents, Gabriel and Maria Marez, constantly fight to predict what his future holds. Tony struggles between becoming tied to the land and becoming a priest like his mother wishes or becoming free like the Marez blood that runs in his body. Ultima teaches Tony that his destiny will spontaneously appear by itself without the help of his parents when she states, â€Å"A man’s destiny must unfold itself like a flower with only the sun and earth and water making it blossom, and no one else meddling in† (BMU 223). Compared to Antonio having... ...ip skills. Both Pai and Tony mature into wonderful leaders and role models at a very young age. When all the whales are trapped and dying on the side of the beach, Paikea uses it to her advantage and proves to everyone that she is the new leader. Just like her ancestor who founded her tribe, Pai climbs on top of the largest whale and rides off into the ocean. By using good judgement and making smart choice, she was no longer afraid to make the greatest sacrafice for her tribe: â€Å"I wasn’t scared to die† (WR) As Antonio grows in age and maturity, he becomes the gang’s role model, even though he is the youngest of all of them. When practicing how to confess their sins, Antonio’s group of friends decide to pick him because he knew more about religion and life than anyone else. The group confessed their deepest secrets to him as they chant, â€Å"Hail to our Priest!† (BMU 209).