Christmas Carol Essay

The light represents a sense of alertness to show that Scrooge has done great harm and hope. This quote also opens the sight to the audience of Scrooge’s past time and why he is the way he currently is. The Cratchit’s are an example of the impoverished people who, Dickens felt, were very honest. The poor people were never too worried about getting more than enough but just wanted something decent to live on. The clothes they whore were past down from parents or older siblings. The food was shared equally so that no one would be left too hungry, all these actions make the poor increase their love for each other. Dickens shows this when: ‘There was nothing very cheerful in the climate(†¦Ã¢â‚¬ ¦ ) Yet there was an air of cheerfulness abroad’ This quote shows that even though the weather and atmosphere was very dull, the Cratchits still were happy for the sake of Christmas. This shows that Dickens is emphasizing that the poor had good characters, because they made the most of what they could and hardly complained whilst on the other hand the rich weren’t so graceful. Dickens clearly shows that the rich are greedy and do what will benefit them so they live in a crafty way to get more money. The rich do more and more to feel satisfied but they still want more which leaves them with corrupt lives. In this manner the rich never see the real wonder and beauty of life. This is shown by Dicken’s through the character of Scrooge when Scrooge has never been to Bob Cratchit’s house. Here he sees how the Cratchits, despite being very poor, can be happy at Christmas. Bob and Mrs. Cratchit struggle because their family is large: there are six children. Scrooge sees how frail Tiny Tim is and asks the Spirit if he will live. The ghost tells him that unless something changes in the future, the child will die. This makes Scrooge feel bad and some emotions in Scrooge’s feelings are shown. Later on in this stave the Ghost of Christmas Present takes Scrooge to Fred’s house. Fred is having a party and Scrooge is brought by the spirit to see and hear it to show him the benefit of a warm family life and that money could be used to share love and happiness. Scrooge’s nephew Fred says: â€Å"his offences carry their own punishment†. This quote shows that whoever does evil, then evil will come back to him, in this case Scrooge has no care for the poor and so he is punished by being lonely with no family or friends. It also shows how Fred does not have any ill feelings towards his uncle. This quote suggests that Dickens felt that the rich weren’t always happy and secure because of their possessions but needed respect for who they were, to be happy. Fred is a very generous rich man and Dickens shows that not every rich person was selfish and greedy but some were kind and caring. Dickens shows you could be rich of love and happiness with family and friends, even for the poor. Dickens explains this through the character of Fred when we are told: ‘Scrooge is to be pitied, not despised. He is rich but his money does him no good’ This quote shows that the rich were not always seen as the mighty, glorious people in the Victorian times but some were seen as being very low. The second part of the quote clearly emphasizes that money couldn’t buy everything. But in some circumstances money was a hindrance. Dickens also shows us that having all the money and wealth in the world cannot make you as joyous as being generous and kind. Dickens emphasizes this in his novel through the character Mr. Fezzywig, who is a very generous rich man, who had great love and joy. At this point in the novel, Scrooge is more emotional about how he has treated other people. He finds out that the Cratchits are happier than he had assumed but are suffering severely especially Tiny Tim. He finds out the truth of how his nephew really feels about him. However he knows that he has one more journey to go to and that is the future. The Ghost of Christmas future brings a sense of fear into the scenes, because of the way he only points but doesn’t speak and his head is covered with a hood. ‘The phantom slowly, gravely, silently approached’ This shows that Dickens was very serious about the issues of poverty and that he wanted everyone to know how horrific it was to be so greedy and not give anything to the poor. The quote shows us that something dreadful is to come. Similarly Dickens criticizes the rich who do not give to the poor by saying that they will have no one to care for them when they are feeble. Dickens shows this when the old woman says: ‘I thought he’d never die. ‘ This quote shows that Dickens is emphasizing how desperate people will be to get rid of such selfish, tight fisted people who have no care for others. The quote has a very strong message because it illustrates how worthless money can make a person. Dickens shows this worthlessness of money if not used properly can make a rich person worthless. This is shown when: ‘It’s likely to be a very cheap funeral’ This quote shows that people did not care about this person who has died. Dickens’ message here is that no matter how rich you are, you will not be worth a penny if you are careless and greedy. Scrooge gets scared and worried of what he sees. Scrooge shows lots of emotion, this is shown with: ‘In his agony he caught the spectral hand. ‘ This quote shows that Scrooge has become very feeble of his feelings because he has finally realized how dreadful of a person he has been. Dickens uses ‘agony’ to show the amount of pain and misery a greedy person’s death would be. In conclusion, Scrooge learned that money isn’t everything and that being generous and respectful to others is the most important thing. Scrooge also learns that family and friends come before money and business. In the following century society had many improvements such as benefits for the elderly and disabled. Most of these improvements were made into society after World War 2. This was mainly due to that in the world war, both the poor and rich fought together as one nation. Therefore the rich got to know the poor better and money was shared to provide for all the people so they could help in the war. Food rations were one of these schemes, so the world wars had a huge impact on how society was treated. In the modern society we live in there are many changes due to everybody contributing such as taxes. However in the Victorian times society was very closed and the message Dickens was trying to get over was that everyone should help each other whether poor or rich. There are many modern day Scrooge’s we can refer to even though it’s been over a century since Dickens era. However the Scrooge’s we can refer to in this century have been the more clever, sneaky one’s. An example of this is when DNA was discovered. The men who were seen as discoverer’s were Watson and Crick. However the real people behind the scenes actually made this discovery but the credit and glory was all given to Watson and Crick. Unlike in Dickens times, the modern society’s can get hold of money easily but nowadays it is more about pride and glory. Similarly of how poverty was present in Victorian England it still exists in the third world such as Africa but the Scrooge’s are known as the politicians however the poor are still the public.

A universal language Essay

According to a biblical account found in the book of Genesis, people once spoke the same language. Then, because those people banded together to build a tower in Babylon that glorified their own achievements, rather than those of their deity, God punished them. He ensured that mankind spoke different languages so that they’d never be able to work together to dishonor God again. Was there once just a single language that all people could understand? Linguists don’t know; there’s just not enough information about the origins of language, and there are only theories about how our early ancestors formed their first words and sentences. Did early people imitate sounds they heard in the environment? Did they babble until certain sounds took on meaning? We’ll probably never know, though linguists still study babies’ brains to determine if language or grammar comes hardwired in our heads. One prominent theory about the development of the first languages rel ates to tools and resources. Teaching another person how to use tools requires a certain, agreed-upon vocabulary, as does the process of sharing  and protecting resources like food and shelter. Small groups of people living in close quarters would therefore need to develop a way to understand each other, so they came up with a vocabulary and syntax that meant something to them. A group of people across the world from them, though, would probably need an entirely different vocabulary of words, so the languages would have developed differently in isolation. Think of the oft-quoted (but erroneous) example that Eskimos have 100 different words for snow because they have so much of it. While that common statement is wrong, there are cultures that have far more words for rice and camels than, say, English does. So these small groups of people, living in isolation from one another, agreed on names for their tools and food, and they came up with ways to describe how resources would be divided. But when another group migrated into the area, or came with different resources to trade, the groups had to find a way to merge their different lexicons and communicate. Over time, that’s how languages have developed, and as some groups conquered others, that’s how some languages died out. Travel among groups who speak different languages has been difficult over history; now, we live in a world where we can board a plane in New York City and land in China hours later. In a global world, wouldn’t there be a benefit to speaking the same language? Some groups have advocated that a universal language be adopted, but it would be difficult to find any group willing to give up their own language if only because so much culture and history becomes embedded within it over time. After all, the English would no sooner give up the language of Shakespeare than the Spanish would forsake the tongue of Cervantes. Attempts to create a universal second language have failed as well, but even if we could agree on a common language, it’s unlikely it would resemble itself 100 years from now. After all, thanks to the Internet’s influence, language has become a mix of emoticons and abbreviations like LOL. Languages simply evolve too rapidly to ever speak just one.

Jose Rizal Essay

Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions in the Philippines to offer courses about Josà © Rizal. The full name of the law is An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities Courses On the Life, Works and Writings of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other Purposes. The measure was strongly opposed by the Roman Catholic Church in the Philippines due to the anti-clerical themes in Noli Me Tà ¡ngere and El Filibusterismo. RIZAL AS A HERO According to Renato Constantino, when the American government conquered the island of the Philippines from the Spanish government in 1896, the American government established a commonwealth government after the Spanish revolutionary government ceased to govern the country. At this time of the Philippine history, Filipinos under the commonwealth government started to frame up Filipino national identities. When the question on who would be the national hero arose, whether Rizal or Bonifacio, the American government â€Å"guided† the Filipino people to choose Rizal. The American rationale was based on Rizal’s peaceful propaganda and diplomatic approaches in attaining Philippine freedom and independence, unlike Bonifacio who chose a bloody revolution. Whether this assessment is accurate or not, Dr. Rizal has been considered a hero of the Philippines from the outset: a public holiday was declared honouring Dr. Rizal in 1898, whereas that for Bonifacio was not declared until 1921. Dr. Rizal was considered to be his inspiration by Bonifacio himself. Even without the assistance of US propaganda, Rizal would have been honoured as a hero in the Philippines. Perhaps the effect of the propaganda was less to boost Rizal and more to denigrate Bonifacio. THE RIZAL LAW AND NATIONALISM Much has been said and written about Dr. Jose P. Rizal, the man whose life we are honoring today. He was dubbed as our national hero, rightly so, as his life and even his morose death has inspired and continues to inspire  generation after generations of Filipinos. In a time where being born a Filipino in the Philippines was a disadvantage, he lived to prove this wrong and in his works that led to his death, he immortalized the true spirit of the Filipino people – the spirit of resilience, of valor, of greatness. His works and philosophies not only sparked a revolution, they were revolutionary. He was even himself a revolution in every sense of the word. Conrado de Quiros, in one of his columns, best described Rizal’s existence as he wrote and I quote, â€Å"Rizal’s greatest act of subversion was not something that he said or did. It was what he was. They probably would have executed him anyway even if he had not written savage satires of the friars and their brethren in government. His very existence was seditious. He was brilliant. That was the most seditious thing of all.† Jose Rizal lived in a time where those who fronted themselves as leaders and evangelizers led by reducing the ruled to nothingness, making them a horde of lazy, uneducated fools who owed the Spaniards a favor for ruling them; and evangelized by feeding them blind faith as they made the Indios believe that they were a bunch of sheep who would be lost without them. Then, suddenly, Rizal emerges from the institutions of Europe, where he turned himself into an arsenal of knowledge, bettering most of them and brimming with the desire to free his people from the brainwashing and the oppression. By virtue of his erudite and the burning passion for his bereaved motherland, he was despised. During those times, Rizal was not the Rizal we know today. Rizal was a traitor, Rizal was a filibuster, Rizal was a heathen, Rizal was even a philanderer, a womanizer, and everything that was no good. Worst of all, he was an excommunicado. In 1956, two world wars and decades after Rizal’s death and the dichotomy between state and church has been pronounced by Law, the Third Congress of the young Republic of the Philippines passed into Law Republic Act No. 1425, â€Å"An Act to include in the curricula of all public and private schools, colleges and universities courses on the life of Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof, and for other purposes.† It was called the Rizal Law and it was crafted so that the youth may know Jose Rizal so as to not forget who he was and what he did for our country and during the process of knowing Rizal in the formative and decisive years of a student in school, that they be re-dedicated to the ideals of freedom and   nationalism to which our Rizal and the rest of our heroes fought and died for. The Rizal Law My dear friends, this afternoon, I was given the task of lecturing to this august body how the Rizal Law came to be. Given that this is a historic piece of legislation, I hope its significance to our history will be enough to hold your attention until the end of the lecture. Ladies and gentlemen, please do not fall asleep because that would be very un-nationalistic and unRizal-like. The Rizal Law was principally authored by the Senator Jose P. Laurel and if I may add, not to be boastful but to express how proud I am of his legacy, that my grandfather, the late Senator Lorenzo Taà ±ada, co-authored and defended the Rizal Law in the halls of Senate with Senator Laurel. Senator Laurel was known to have read Rizal’s work extensively and he saw Rizal as our foremost hero and he believed that the only way of knowing him as a national hero was to read his works and to find out what he had done for us all, stating matter-of-factly, that there was simply no other way. For the senators who first proposed and defended the bill, one of the ways of honoring Rizal was to accord him recognition as the symbol of unity, and of our nationalistic sentiment as a people, as he himself showed us. When the Rizal Law was first drafted on April 3, 1956 as Senate Bill No. 438 entitled, â€Å"An act to make the Noli Me Tangere and El Filibusterismo compulsory reading matter in all public and private colleges and universities for other purposes,† Senator Laurel, then the chairman of the Senate Committee on Education did not expect to encounter any opposition to the bill. However, mainly because of the fact that despite the established secularization between church and state, the influence of the Catholic Church casted a dark shadow on the proceedings on the passage of the bill, highlighting four major issues that forced the principal author to make serious amendments on the original bill – (a) the compulsory nature of the bill, (b) religion, (c) the de finition of â€Å"basic texts† and â€Å"required readings,† and lastly, (d) the power of the National Board of Education. Compulsory Nature of the Act In the original bill drafted, reading of the unexpurgated versions of the Noli Me Tangere and El Filibusterismo was compulsory among students. This  was the bone of controversy to some of the Senators, the press, and the Catholic Church. The substitute bill sponsored by Senator Laurel corrected this by ordering that the compulsory aspect of reading the unexpurgated versions be applicable only to those in the collegiate level but the two books must be present in the libraries of all schools. Senator Laurel maintained throughout the entire debate that there is no compulsion or compulsory reading of the Noli and Fili in their original and unexpurgated form in schools and institutions below college level. Courses on the life, works and writings of Rizal, however, should be included in the curricula for schools, colleges and universities. He strongly believed that students in the tertiary level should be compelled to read the unexpurgated versions, and that Rizal’s two greatest works should not be disfigured or expurgated, because he believed that by disfiguring them, we disfigure Rizal. Religion The compulsory aspect of the bill was considered scandalous because of one thing, Religion. The Catholic Church has always had its way of making its influence known in matters of legislation. In the mid-1950’s, many Catholic Schools still banned their libraries from having copies of the Noli and Fili because of their subversive nature. Section 4 of the Rizal Law states in part that, â€Å"Nothing in this Act shall be construed as amending or repealing Sec. 927 of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school.† It is prohibited by law to discuss any problems affecting dogma and religious creed. In one of the interpellations, the late Senator Roseller T. Lim argued that â€Å"the possibility that in some respects we might divide our people, religious doctrines that might be brought up in the Noli Me Tangere or El Filibusterismo may not be touched upon or discussed.† To this statement, Senator Taà ±ada, asked â€Å"are teachers both in public and private schools not precluded from explaining even matters of religion contained in these two novels?† Senator Laurel defends the bill by stating, â€Å"when you use the novels of Rizal and a question was asked by a pupil and the teacher explains, he is supposed to explain in his own way in accordance to his beliefs, but he is not supposed to engage in religious discussion in favor of any religious sect or domination because there is separation between the Church and the State.† He furthers that, â€Å"if there is some question raised  to the teachers, the teachers must explain.† A scenario was raised by another Senator to deepen the discussion, â€Å"what if a professor is Catholic in a public school or an Aglipayan in a private school and the chapter where Pilosopong Tasyo and Purgatory comes up and a student asks whether or not purgatory exists?† If you remember in Chapter 14 of Noli, Pilosopong Tasyo, the man who was considered a lunatic for knowing too much from books by the Indios who knew nothing, boldly explains how he did not believe in purgatory and goes on about how it is just an imagined construct for Christians to live a good life. Of course, that chapter was a stab to the church so it was highly controversial during those times, apparently it was seen as controversial even until 1956. Senator Laurel answered that, â€Å"if you give freedom to the other teacher denying purgatory or defending purgatory, whatever may be his opinion, you have to grant that to the rest of the teachers. We cannot prohibit in one case what we grant in other cases.† The point of it was that if a student asks, the teacher must explain. The Catholic Church even issued a statement backed by the Archbishop then saying that the reading of the unexpurgated versions of the two novels would be contrary to the precepts of the religion of the church. The problem the senators had to face was the fact that students would be placed in a situation where on the one hand, he or she would like to follow the civil authorities to read the two novels, while on the other hand, he or she has the statement from his church that to read these books would be against the tenets of Catholicism. To these arguments, the senators behind the Rizal Law made it clear that those pronouncements which are lofty, patriotic, nationalistic, instructive, and of great educational value are the principles that should be disseminated and propagated and taught to the Filipino youth. Senator Laurel, being well-versed on the works of Rizal defends the hero by arguing that it was not Rizal’s intention to directly attack the church, but only those individuals who have prostituted and oppressed the Filipinos in the name of the Catholic religion. It was never Rizal’s purpose to impair and destroy the sacred institution of the Roman Catholic Church, he simply wanted to expose the rascals, the criminals, the oppressive elements of the religious institutions then in vogue. At the end of the discussion, Senator Laurel boldly states that the students had to make the decision of whether or not to read the two novels for themselves.  Ã¢â‚¬Å"Basic Texts† vs. â€Å"Required Readingà ¢â‚¬  Another issue was based on the technical aspects of the substitute bill. Section 1 of the Rizal Law states in part that, â€Å"in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and the El Filibusterismo or their English translation shall be used as basic texts.† Some of the senators found difficulty in understanding the broadness of the term, â€Å"basic text,† so a good number of time was spent on this issue. Senator Laurel, being the principal author of the bill and Chairman of the Senate Committee on Education, was asked for a technical definition but was adamant about giving one arguing that this task should be relegated to the Board of National Education, which was composed of technical experts on the field of education. Senator Taà ±ada’s thoughts enlightened everyone on the matter arguing that basic text means something that is required because that is the plain meaning. When a text is basic, it is so considered because of its importance. If there is a basic subject that is required for the obtaining of a degree or the finishing of a course, that means that you cannot graduate unless you have successfully passed the subject because that subject is a requirement, and, therefore, a basic subject which if a student has not finished will not permit him to terminate his course or to graduate. Because of the difficulties the senators faced in the compulsory aspect of the bill, the concept of â€Å"required reading materials† was presented as an alternative. Some senators suggested that instead of being used as basic texts, why not just include the Noli and Fili in the list of required readings along with other books containing the same ideals of patriotism and nationalism so that students would have the choice of reading other required books if they find the Noli and Fili offensive to their respective religions. Senator Laurel would later yield to t his suggestion as a compromise to the detractions of the Catholic Church and the senators belonging to her. Power of the Board of National Education In order to settle some of the contentious issues found in the bill, the senators agreed to one solution – to authorize the Board of National Education to carry out the responsibilities of (a) writing and printing appropriate primers, readers and textbooks for the lower years, (b)  promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of the bill, and (c) promulgate rules and regulations for the exemption of students for reasons of religious beliefs. This authorization was given based on logic that the Board of National Education, which was composed of technical experts on the field of education, will carry out the said responsibilities in the manner that will best insure the objectives of the law and in accordance with the provisions of the Constitution. This would also save the senators from the detractors on and against the side of the Catholic Church, the BNE would be the target of these hecklers later on. The final Rizal Law underwent several changes, but the 23 senators who voted Yes to the compromise bill on that faithful day of May 17, 1956, considered it as a step forward because of how it reasserted the power of the State to control and regulate the education of the people, while at the same time, it also conserved and preserved the liberty of conscience by leaving the option to the parties concerned that is, to the students themselves. Despite of the compromise that was drawn wherein students were no longer compelled to read the unexpurgated versions of the Noli and Fili, the fact that the courses on the life, works and writings of Jose Rizal were to be included in the curricula of all schools, colleges and universities, private or public, remained. And this has been in effect since then. The Rizal Law is the reason why we all know and remember Jose Rizal, who he was and what he stood for. It is why we know Crisostomo Ibarra, Elias, Maria Clara, Padre Damaso, and Pilosopong Tasyo. It is why we know Simoun, Isagani, Basilio, Kabesang Tales, Tandang Selo, Ben-zayb and Placido Penitente. My dear friends, as I threw out all those names, I was hoping for only one thing†¦that you can still recall who and what those names stood for. That you can still remember, and as you reminisce, that your memory of those characters awaken the emotions – the hurt, the anguish, the sense of betrayal from the oppressors, and the sense of patriotism, of wanting to fight for those who were oppressed, the love for our countrymen, and the love for our country – all these emotions that Rizal awakened within us when we were just students learning of Noli Me Tangere and El Filibusterismo. If you are feeling these emotions right now, then I can truly say that Rizal’s legacy and the legacy of the Rizal Law lives on with us today. If not, I beg of you to read the Noli and Fili once again for they  have much to tell us and for they have much more to teach us. You may be surprised that the characters in Noli and Fili are very much alive and have taken different names in present day Philippine society. Ladies and gentlemen, the stories of the Noli and Fili, including Rizal’s struggle to publish them, tells us of resilience – that even the worst of times may not be a hurdle in the quest for excellence. Clearly, the late senators had their fair share of resilience in fighting for the passage of the Rizal Law despite the unpopular image it gave them. Not to drive a nail on the wall, but I think the enactment of the Rizal Bill into law was their way of exercising their patriotism. It was a testament of their living up to Rizal’s ideals and they have been quite successful in teaching Rizal to every Filipino. It was the same sense of nationalism and patriotism from Rizal’s teachings, I believe, that encouraged the 12 Senators 35 years later on September 16, 1991, to reject the continued presence of US Military Bases in our country. But most of all, my dear friends, the Noli and Fili tells us of heroism and nationalism. As Conrado de Quiros once again puts it, â€Å"striving becomes all the more luminous when done in the service of one’s own people, one’s own country.† Rizal believed that Filipinos are capable of far greater things and he and others like him were living proof of this, which is why he immortalized the true spirit of the Filipino people in his two great novels. Jose Rizal may remain unrivaled in his brilliance but he never meant to intimidate, he served to show us, to remind us, of who and what we are and of who a nd what we can become. In Rizal’s writings, our culture of resistance to oppressors was perpetuated. This is why we are a nation that resists when we are subjected to the brink. We are not afraid to dissent, to oppose, to fight. From the legacy that Rizal and our great heroes left us, let us ask ourselves, â€Å"What have we done to live up to this?† Today, we have been unfortunate to have lost the best and the brightest to other countries, our fields are being devoured by floods, our waters continue to be polluted by oil spills and our fishing grounds are running empty, our public schools are festering with termites while teachers sell longganiza to the students to augment their delayed salaries, businesses find no mercy in terminating long-time employees to save money, churches find it better to be chauvinistic than to address the poverty that overpopulation has progenized, where factories see neighborhoods as waste  disposal areas, and most of all, where those in power find it routine to squander the money of the people. We know what the cancer of our society is, it is still the same cancer that plagued Rizal’s time. The only difference is that ours has spread. The question now remains, have we, in any way, contributed to the cure? Or are we part of those who let the tumors fester? In Rizal’s work, The Indolence of the Filipinos, Rizal himself said: â€Å"Peoples and governments are correlated and complementary; a fatuous government would be an anomaly among a righteous people, just as a corrupt people cannot exist under just rulers and wise laws.† In other words, progress and prosperity can only be achieved only by a responsible citizenry. No number of measures for reforms and betterment would be enough if the people themselves tolerate abuses, are indifferent to rising issues, and are timid and apathetic to the ills besetting our country. When we are fully conscious of our duties and obligations to our people and country, when nationalism becomes a way of life, triumphant and influencing our daily life, then we can truly say that we have followed the teachings and examples of Rizal. Only then, can we hold our heads high, knowing that we have re-oriented our ways to the dreams and goals that Rizal had envisioned for us. Nationalism today places before us a grand challenge, a great responsibility. More than ever, in our national existence, we need Rizal to enlighten us, to be a symbol of our onward struggle for the realization of our ambition as a nation, unfettered not only politically, but culturally and economically. With nationalism — as demonstrated by Rizal — as our weapon and means, we will triumph.

Is Levittown (N.Y) a symbol of American progress, or should it be Essay

Is Levittown (N.Y) a symbol of American progress, or should it be considered a symbol of American prejudice - Essay Example Nevertheless, the long seeded racism cultivates in the town against all races other than Caucasian. Even today, a vast majority of the inhabitants of Levittown are white Americans. According to the 1990 census, 97.37 percent of the inhabitants of Levittown were White Americans (The New York Times, 1997, p. 2). Three years later, in the 2000 census, â€Å"[t]he racial makeup of the CDP was 94.36% White, 2.45% African American, 0.16% Native American, 0.96% Asian, 0.04% Pacific Islander, 0.86% from other races, and 1.17% from two or more races† (Hispanis Dose, n.d.). Owing to the subdued rights of non-Caucasian Americans in Levittown, it is a symbol of prejudice for America. Cultivation of racism in the Long Islands is detrimental even for the racists. Long Islanders have conventionally made every attempt to keep their Island from according with the notion of â€Å"becoming just like Queens† (Newsday, 2002). The fundamental ideology of Long Islanders is that to be Queens-l ike is to be urban, which is not something to feel proud of. In order for the Long Islands like Levittown to be considered good, they have to be suburban with a lot of wealth, safety and most importantly, whiteness! However, â€Å"[i]n their effort to keep things as they are, however, Long Islanders are strangling their own chance of maturing as an economic center and as a vibrant, viable region† (Newsday, 2002). By making the Long Islands race specific, the developers have narrowed the chances of occupancy of their own children on them. They tend to ruin all opportunities to solve the usual issues of protecting open space, controlling overdevelopment, revitalizing the downtown regions, limiting taxes, and most importantly, handling racism. Racism in Long Islands like Levittown moves from private life of individuals to the societal arena. It may frequently show up in public gatherings in terms of racial appellations displayed on the buildings, and humiliation offered to the f amilies of color by the white people residing in the neighborhood. Beatings find origin in racism in such circumstances. Levittown is one of the Long Islands where this happened in particular. Levittown is the first suburb for the American nation after the war. Black soldiers were denied access to this largest housing scheme in the history of America. Since that time, the town has increased in subtleness manifolds, assisting the establishment of a wide range of institutions ranging from schools and boutiques to hospitals. The consequential circumstances have made it difficult for the establishment to take care of the mushrooming problems. The disparity between the rights of Caucasian Americans and non-Caucasian Americans is detrimental for the peace of the town. Long Islanders tend to achieve self control and develop the economic ability to become indifferent to the state of the rest of the nation. The multiple government layers that results in such a system adds so much volume to t he taxes that they promote isolation of the racial grounds. The process of development is curbed by the fragmentation of leadership and it becomes much harder to abolish racism. The price of houses in the Long Islands like Levittown has conventionally been the maximum among all states in the US. The unusually high prices also find a relation to the racism. If the houses become affordable to the public in general, they

Talent Management Strategy Research Paper Example | Topics and Well Written Essays - 1250 words

Talent Management Strategy - Research Paper Example The paper also identifies how an organization must tailor its talent management strategy over time to respond to the dynamics of a business environment and also to the changing organizational structural and strategic requirements. The organization under this paper’s consideration is hypothetical small service driven company, with a total of 200 employees out of which 20 are leaders. The company provides business consultancy services to organizations, and is hypothetically named as ABC consultants. Discussion Talent management is the core function of Human Resource Planning and Execution (Henry, 1995). It is a process of designing strategy for identifying an organization’s human capital requirements in pursue of business goals and objectives in the long run. Since human capital is the most fickle resource that an organization possesses, therefore, an organization faces a scarcity of talent in the market which gives birth to talent competition and rivalry (Price, 2007). T alent management transcends beyond the borders of human resource function to a holistic integration of framework for organizational values and cultural fit, competency and capability fit, and structural system fit. In order to formulate a talent management strategy for ABC Company in a manner that it serves as a competitive edge, it is crucial to first uncover the logic behind. Research has shown that for the past years the business organizations have witnessed and have embraced the fact that organizational talent has been the key driver of business value to the organization. There are two reasons for this, first is that the technological advancement has enabled and equipped businesses to acquire and replicate any and every organizational resource edge, systems, processes, marketing mix, technology etc; but only the human resource has been the vital intangible asset that cannot be replicated or acquired by the industry rivals. Secondly, human resource has been deemed as the ultimate deliverers of value to the customers and the only key sources for execution of strategies as planned and conceived by the business objectives. Thus especially for organizations which are operating globally, it’s crucial for them to sustain a consistent human resource body in diverse talent environment and manage it locally and internationally (Salaman, Storey, and Billsberry, 2005). Therefore, the power has eventually been shifted from organizations to employees and this has mandated organizations to link and integrate talent strategy with business processes, systems, technology and objectives. For designing an integrated TMS, the ABC firm must align its objectives and talent; it involves matching the organizational competencies with individual capabilities. Determination of organization’s current and future competencies along the side of organizational talent help identifies the need for fresh talent or development of existing talent to alleviate potential. This crea tes a company-wide mindset for developing talent focused strategies that internalize social, market and organizational changes (Ford, Harding, and Stoyanova, 2010). Once a match has been established between talent and organizational objectives, the nest step in TM process is to develop a retention strategy for retaining the most promising experienced and knowledgeable talent leaders. At ABC firm 10% of the total work force is leading talent personnel which are prime targets of ABC’s succession management, development programs and retention strategy. But ABC must determine the leadership potential amongst the rest by assessing their engagement in organizational affairs, current performance,

Should All Tobacco Products Be Banned Essay Example | Topics and Well Written Essays - 500 words

Should All Tobacco Products Be Banned - Essay Example Tobacco industries are one of the largest sectors that raise the tax revenues. Banning it would, therefore, result in losing all these millions of dollars that tobacco industries provide. The tax returns from tobacco are also generated from its numerous advertisements and exportation and therefore the country will lose a lot of its income. Â  Thousands of citizens are addicted to tobacco and banning it will, therefore, have its own repercussions from the citizens who will not have been mentally and physically prepared to stop its use. With the sale of cigarettes and other tobacco products being high in some parts of the country, banning this product will, therefore, mean a massive loss of jobs for those working in the tobacco industry’s directly or indirectly and even loss of livelihood for the tobacco farmers. The government, therefore, must be prepared for the increase in unemployment as a result of this ban and also an increase in mentally incapacitated individuals who have been forced to stop tobacco intake whereas they had not been sufficiently prepared. Â  Having presented those arguments, it is time for the reality to be examined. Taxation loss is definitely going to dent the economy. On the other hand, however, the dent might not be as large as the opponents might want to indicate. This is because a ban on tobacco will reduce the negative health effects that accompany tobacco use as stipulated in the introduction sector. The government will, therefore, be saving on the health costs and this will almost balance the reduction in tax revenue. Â  Banning tobacco does not mean that the government will not come up with other industries which can accommodate those who were depending on tobacco for their livelihood. A campaign to ban tobacco and introduce other stimulants that are not necessarily harmful to the people like what happens in rehabilitation centers for those addicted to nicotine should be enforced.

Fine and Coarse Aggregates in Concrete Gradation Essay

Fine and Coarse Aggregates in Concrete Gradation - Essay Example Any aggregate that should be used for any construction must be based on certain quality information. Such information can be obtained after experimental tests have been done on the sample and measured to ascertain its standards. Basically, ASTM C33 is one of the accords for concrete specification for both fine and coarse aggregates (Ward, 2004). From the graphs, the fineness modulus can be obtained for both coarse and fine aggregates. Normally, the entire mass of the material should correspond with the original mass after sieving and should not be greater than 0.3%.If the results is greater than that value, then it should not be used because it will have exceeded the acceptance level (Ward, 2004). According to ASTM C 33, an aggregate which can fail to meet the sieve analysis provisions might be accepted, that is if it validates that the concrete prepared with such fine aggregate will have crucial properties andshould comply specific requirements. On the other hand, when a specified grading is chosen, close control should be done in order to minimise disparity. If a wider deviation is used in coarse aggregate ensued on a certain project, it is recommended to adjust the mix proportion in order to obtain a workable and effective concrete (Ward, 2004). Finally, the ASTM C 33 requires that, for any ongoing consignments from any source, the fineness modulus of a fine aggregate should not be more than 0.20. Furthermore, if the fineness modulus is very much different from that used in selection of proportions, then adjustments should be made in ratios of fine and coarse aggregates. Maintenance of uniformity in production of aggregates is more economical and cheap than adjustment of variations in grading. It can be deduced that the fineness modules depends on the coarser or softness of the material. The coarser the aggregate the higher the fineness modulus, similarly the finer the

Assignment Example | Topics and Well Written Essays - 1750 words - 10

Assignment Example Each of the puffy curved arms is 14 inches from outside seam to inside and the seat is 22 inches between the arms with the back extending up 29 inches. So it is large and a little squat looking with the total width including the seat and the two arms being 48 inches, making it wider than it is tall, even considering that part of each arm is curved, meaning that it truly only 45 inches measured across the seat from the outside of one arm to the outside of the other. The other three inches is puffiness of the arms. These chairs barely came through the apartment door with two people turning them on an odd angle and pushing them through while turning the frame. The chairs are light tan covered in microfiber that resembles fine Italian suede. The seat is divided into squares and overstuffed as is the whole chair. Everything is rounded. There are no square corners of sharpness of any kind on tis chair until you look at the little flat metal feet. The feet actually do not look large enough to keep the chair upright. The covering is clean mostly, except on its rounded corners. There are tiny little needle-like punctures on the bottom of one side of each chair where a tiny chocolate point Siamese loved it. And a slight tear in the fabric gotten during moving on the left side back corner, right on the 1† by 4† wooden framing piece, has been super glued together and is almost invisible. The wood underneath is a solid cut piece of light colored medium soft wood. There is a ofoam covering over the wood even on the back, and steel strips on the wood corners under the foam The wood across the back is a solid piece or well fitted matched p lanks, probably about  ¼ ‘ thickness from the sound it gives to a knock. The texture of the fabric covering looks like fine suede and feels like a baby’s bottom. It has little tiny wrinkles in it like skin and a subtle pattern that also looks like skin. Each of the arms has ample storage under the top,

Implementing Strategic Sourcing Essay Example | Topics and Well Written Essays - 250 words

Implementing Strategic Sourcing - Essay Example hat provides organizations with the right kind of assistance, enabling them to conduct business within their competency level, while not having to handle issues related with employee incompetence. Cisco, a renowned leader in ensuring a high level of global connectivity, collaboration and augmenting communication channels has grown to a level of 73000 employees, and the organization operates on a global front. The company has registered remarkable progress in its bid to use innovation to transform the means of communication and internet connectivity. The company resolved to focus on reinventing its corporate culture, and overview of its financial services. Considering its global operations, it encountered challenges in ensuring that the cultural and financial aspects of its venture were well addressed, especially because of the pertinent diversity. Therefore, Cisco opted to outsource chief accountants, who would focus on the management of the taxation, statutory requirements and accounting roles (Kling, 2012). As the company diversified into many more nations, it adopted the entity support model, and established a partnership that handled accounting responsibilities and took charge of global operations. The company has registered smooth running of its operations and effective finance managements as well as successful global operations. In 2007, the company settled for an outsourcing venture by signing an agreement with Accenture with the service provider handling accounts, procurement, and management of the documents (Krishna, 2011). This served to solve the challenges that Microsoft was facing, and it has extended the agreement to 2018. Controller workspace and governance workspace are the tools that have served to ensure that Microsoft is satisfied with the efforts of Accenture. In 2012, the clientele of Sprint Nextel soared immensely. At first, the company relied on internal solutions to offer al the required services. However, the need for services became

Hitler and Mussolini Essay Example for Free

Hitler and Mussolini Essay Benito Mussolini during his rule from 1922 to 1943 faced many domestic problems within Italy that he had to deal with. Mainly the internal problems had to do with economic policies and struggle, which Mussolini attempted to deal with through his autarky policy. He also had to deal with political problems, which were derived from the interference of the church. Finally Mussolini also had to contend with social problems such as unification, and increase of popularity. Through his rule Mussolini had to deal with economic, social and political problems, however he was to a great extent not successful in dealing with these problems. One of Mussolinis greatest internal problems was his economic problem. Mussolini wanted to make Italy a great economy, one that could compete with the great economies of World War I such as Britain and France. In order to this Mussolini wanted an autarky, which was economic self-sufficiency in food and raw materials. He wanted Italy through autarky to become a powerful and large empire. In order to achieve this Mussolini instigated what historians such as MacDonald refer to as a series of battles. These battles were a struggle for the economy that Mussolini envisioned. A series of four battles were fought however only one can be regarded as a partial success while the other three were seen by most historians as failed attempts. The first battle was known as the Battle for Grain, which was to a great extent a failure. This battle started in 1925 because there was a poor harvest that year, and the grain for the most part was being imported. In order to become a self-sufficient economy Mussolini wanted Italy to be able to produce the grain on its own. By the 1930s Italy was able to become a self-sufficient grain growing economy by controlling imports and increasing the production of cereal crops. However despite being able to achieve grain production, Italy as a whole suffered due to this battle. By encouraging the production of grain, farmers had to stop growing fruits and vegetables, which were cheaper to produce. Therefore exports of fruits and vegetables also decreased, which caused the economy to become weaker because revenue from exports decreased. Also due to an emphasis on making grain the use of sheeps and cattle decreased, causing the decline of these animals. It also caused the country to go into debt since the government had to give subsidies to farmers and there were huge tariffs associated with the production of grain. Also the price of grain in Italy rose causing the price of bread to increase. This affected the working class and poor since the core of their diet was made up of bread. The masses of Italy suffered especially the poor and the farmers, although the industrialists did not suffer as much. Since grain production increased the demand for fertilizers and tractors increased, which increased the business of the industrialists. However the industrialists are a smaller proportion of the population of Italy than the masses, therefore to the most part the Battle for Grain was a failure. The second battle was the Battle for Lira whose main aim was to reinstate the purchasing power of the currency. Sine Mussolini wanted a powerful Italy; he thought that the weak currency added to weakness of the economy. Therefore in 1926, Mussolini revalued the Lira so that one pound was 90 liras. This battle also proved to be a failure since the price of exports increased. Due to this unemployment increased and firms and industries were not able to sell their goods as efficiently. This also caused the aim to increase economic influence to decrease since it had a negative effect of exports and unemployment. The Battle for Land was the third battle fought in order to increase economic power. This battle had mixed responses and could be seen as a success and failure. The Battle for Land attempted to control the migration to cities from the countrysides, which helped control unemployment. The Battle for Land was a success because of the Pointe Marshe in 1935 which served as good propaganda, helped decrease unemployment and also allowed for the control of subsidies to farmers. Pointe Marshe provided small farms and also increased public work, which called for employment. However it was also known as a failure because small plots of land were inefficiently utilized for a lot of wheat production. Also it did not help decrease the poverty of poor people. The economic problems in Italy that Mussolini tried to deal with through autarky were mainly a failure due to the failures of the battles. Another internal problem that Mussolini had to deal with was political problems. Mussolini wanted to obtain totalitarianism, however in order to this Mussolini had to deal with the Roman Catholic Church. This to an extent was a success, however tension between the Church and the state was never completely eradicated. In order to make relations with the Church better Mussolini allowed religious studies in education and also allowed the crucifix to be displayed in courts and classrooms. Also in order to gain support from the Church Mussolini had his children baptized and also had a church wedding in 1925 in order too show that he believed in the Church. The Church also accepted Mussolinis policy on abortions and contraception, in order to increase population. Mussolini also officially ended the tension by forming the Latern Pacts, which made the Vatican state independent, made Catholism the official religion of the state and also made education of cat holism mandatory in schools. This pact decreased tension between the church and Mussolini and allowed Mussolini to gain more power of the state. However despite the pact and decreased tension, conflict always remained between the Church and Mussolinis state. Mussolinis continued interference in catholic education in schools continued to be a problem between the church and the state and the Pope threatened to censure fascism. Another conflict between the state and the Church was relations with Nazi Germany in 1938, having to do with the views on anti-Semitism. The continued tension with the Church never allowed Mussolini to have full control over Italy, which added to his internal problems. The last internal problem that Italy had to deal with was social problems. Mussolini attempted to unify Italy and increase his popularity through propaganda since he did not have full control and poulatiry over the Italian people. Mussolini was most successful in dealing with social problems through Linquadramento and the idea of a corporative state. Linqadramento was an illusion that Mussolini created in order to unify Italy. Through this movement Mussolini increased their popularity and membership by providing support and financial aid during after the Depression from 1931 to 1937. This recovery from the deep depression of the postwar was remarkable and greatly aided the Fascists in winning favor and in establishing power., was the view of historian Clough. They also increased employment by inflicting a forty-hour workweek and allowing family compensations. These helpful acts during the Depression helped Mussolini gain support from more people, and allowed him to control more of the state. Also schemes such as the Pointe Marshe helped increase employment, which also helped Mussolini, gain support. Mussolini used propaganda through a policy called Corporative state, which also helped him gain support. The Corporative state advertised a state where there was no class system and all labors worked together. It also strived to make working conditions better and sought to help all laborers when they were in trouble by allowing them to share their concerns with their employers representatives who then shared them with Mussolini.

Sexual Education in Schools

Sexual Education in Schools Sexual education (sex ed) in public schools has long been a controversial and debated topic in society. There are several questions when it comes to approaching sex ed in schools. These questions include: appropriate age for introducing sex ed; should sex ed be mandatory or optional; and whether sex ed programs should be comprehensive or abstinence-based. Sex ed is a necessary subject to teach in schools. It should be appropriate to the grade level and taught in a knowledgeable, unbiased manner. Comprehensive sex ed should include teaching students about abstinence, prevention techniques, and should place an emphasis on helping students to acquire decision-making skills when it comes to sexual activity. Sex ed can be a very useful and efficient tool for young students when it comes to making the decision that is best for them. It is an unfortunate trend that not all young adolescents have a safe place to turn to for effective sexual information. Providing sex ed in schools gives all students an equal opportunity to get information about sex and all the aspects that come with it. Age-Appropriate Sex Ed Sex education should begin in early adolescents or sooner, possibly starting in 5th or 6th grade. Sex education that works starts early, before young people reach puberty, and before they have developed established patterns of behavior (Forrest Kannabus, 2009, pg 3). If a child doesnt get introduced to sex ed until age 16, but starts having sex at age 14; then its possible they didnt learn anything about abstinence and STD or pregnancy prevention prior to their sexual activity. At which point it may be harder to teach them new behaviors concerning sexual activity. In 2005, 6.2 percent of high school students reported having engaged in sexual intercourse before age 13 (Youth Risk Behavior Surveillance System (YRBS), 2007, n.p.). While 6.2 may seem like a small percent; 45.5% of young women and 45.7% of young men claim to have had sexual intercourse between the ages of 15 and 19. According to these statistics, it would appear that some sex ed would be appropriate at least prior to or at age 12. It is difficult to know at what age sex ed should be administered. It all depends on the physical, emotional, and mental development of the child. Some argue that introducing sex ed at such a young age will encourage young kids to experiment and act on their curiosity. However, According to 48 studies of comprehensive sex and STD/HIV education programs in US schools; there was found to be strong evidence that such programs did not increase sexual activity. Some of them reduced sexual activity, or increased rates of condom use or other contraceptives, or both (Forrest Kannabus, 2009). It appears to be evident that providing sexual education at a younger age, such as 5th or 6th grade, is not only necessary but appropriate as well. Mandatory vs. Optional Sex Ed Because all students deserve the opportunity to have equal access to sex ed; it should be mandated by all schools to teach comprehensive sexual education, with the option for parents opting their children out of class. During interviews conducted with parents of school aged children, by the author of this paper; it was found that all the parents also thought sex ed should be mandatory for schools to teach sex ed, and mandatory for schools to offer parents the choice of opting their children out of the programs. The parents also thought it necessary for schools to allow parents to review the information that would be taught to students prior to their children taking the course, this would give them the opportunity to pull their children out of the course. According to the Guttmacher Institute (2009), 21 states and the District of Columbia mandate that public schools teach sex education (highlight 1). While 37 states require school districts to allow parental involvement in sex ed, onl y 3 states require parental consent for their child to participate in sex ed, and 35 states permit parents to opt their children out of sex ed (Guttmacher Institute, 2009, highlight 3). Only 4% of junior high students parents and 6% of high school student parents believe that sex education should not be taught in schools. Many school districts do however make exceptions for students that cannot participate due to religious beliefs and customs (Sexuality Information and Education Council of the United States (SIECUS), 2007, n.d.). Program Effectiveness Even though there seems to be little debate about the appropriate age to introduce sex ed and whether it should be mandatory or optional; there is a very big debate about the effectiveness of the two main programs being taught in public schools. These programs include comprehensive sexual education and abstinence-only programs, both of which have supporters and opponents. Many abstinence-until-marriage or abstinence-based programs taught in schools are funded by the federal government. Billions of dollars have been poured into these programs, yet they have not been proven to be as effective as comprehensive programs nor have they shown a positive change in young students sexual activities (No More Money, 2008). Abstinence-only programs place an emphasis on abstinence from all sexual behaviors as a means to prevention of pregnancy and STDs. These programs cover minimal information about contraceptives and STD prevention. If discussed at all, these programs only discuss failure rates (Community Action Kit, 2008). While many proponents of abstinence-only programs argue that the program is the only way for students to be 100% protected, opponents would argue that the programs dont supply enough knowledge to students about other forms of protection and preventative measures. Students are more likely to engage in unprotected sexual activities when they have not been taught any information about prevention. Many abstinence-only programs also teach students about exercising self-control (No More Money, 2008). According to Family Accountability Communicating Teen Sexuality (FACTS Handbook) (2000), Students who do not choose to exercise self-control to remain abstinent are not likely to exercise self -control in the use of a contraceptive device (p. 50). However, this is not a known fact since contraception as a preventative device is not taught in abstinent-only programs. Abstinent-only programs do not prepare students for the possibility that they may not be able to exercise self-control. Educational Psychology by John W. Santrock highlights adolescent thinking, on page 314. Santrock notes that in the heat of the moment, adolescents emotions may especially overwhelm their decision-making ability. In the heat of the moment, a student who hasnt been taught about contraception or condoms probably wont make the right decision. However, an adolescent who has been supplied with adequate information about condoms and contraception might have already considered the consequences before-hand, during a moment not aroused by emotion. Having the knowledge to make the right decision concerning protection may help the young student to make a better choice during an emotionally aroused state. The evidence and research clearly shows that abstinence-only programs do not prevent teen pregnancies or the onset of vaginal intercourse (Kohler, 2008). Comprehensive sexual education (CSE) is an unbiased approach to sex ed. CSE teaches and develops decision-making skills in students about abstinence, contraceptives, STD prevention, condom use, teen pregnancy, human development and reproductive systems and relationships (Community Action Kit, 2008, pgId 886). Many parents argued that sexual education programs did not focus enough on teaching students responsible behavior and self-esteem associated with making decisions about sex. CSE provides that students be taught about relationships and interpersonal skills. This program also highlights the development of students attitudes towards their values and beliefs about sex and exercising responsibility regarding sexual relationships (Community Action Kit, 2008, pgId 888). Even though these programs have been proven to delay the onset of intercourse; reduce the frequency of intercourse and the number of sexual partners; and increase condom or contraceptive use (Community Action Kit, 2008, pgId887); only 15 states require that sex education programs cover contraception (Guttmacher Institution, 2009, highlight 1.2). Even with its proven effectiveness and success rate, CSE is not being taught in enough schools to reach its max potential at reducing young students risky behavior concerning sexual activities. Some critics argue that CSE programs increase sexual activity due simply to the students awareness of sexual information. While CSE may not primarily prevent sexual intercourse it is 50% more likely to prevent teen pregnancies than abstinence-only programs. It is also shown to marginally reduce reports of vaginal intercourse among young students (Kohler, 2008). CSE allows students to continually build upon development and learned skills. It also focuses on helping students to maintain these skills in memory, thinking and decision-making processes. For CSE to be successful, educators have to be dedicated in providing students with unbiased and effective sexual knowledge and information. There are many young adolescents in societys communities that are just not provided with the adequate knowledge about sex ed necessary to make choices and decisions that are best for themselves and their futures. With the right tools and motivation teachers and educators could be very successful at pre paring students for real life sexual encounters. Parents in America strongly support a wide breadth of topics being taught as a part of sex education, and there is broad public support as well. 93% of junior high parents and 91% of high school parents support sex education as a part of school curriculum. 71% up to 100% of junior high and high school parents support topics such as HIV/AIDS, STD prevention, teen pregnancy, birth control, condom use, and sexual orientation as appropriate topics to discuss in sexual education programs (SIECUS, 2007). Even with these high numbers; its alarming to know that many states just dont require it. Many more states need to require that comprehensive sex education be offered in all schools, rather than no sex education or abstinence-only programs. They need to be mandatory programs with the option of opt outs. Programs should start at age-appropriate times such as 5th-6th grade, and each grade level provided with age-appropriate material to increase in intensity in higher grade levels. Only when this approach is taken will sexual education in schools see max potential and effective results. Effective results that just may change those 6% of opposing parents minds.

foolear Essay on Shakespeares King Lear - The Fool -- King Lear essa

King Lear and The Fool      Ã‚   In William Shakespeare's, King Lear, the Fool plays three major roles. One of these roles is of an "inner-conscience" of Lear. The Fool provides basic wisdom and reasoning for the King at much needed times. The Fool also works as amusement for Lear in times of sadness and is also one of the only people besides the Duke of Kent and Cordelia who are willing to stand up to the King.    The Fool works as the "inner conscience" of Lear throughout the play. The Fool shows Lear the side of reasoning and tries to persuade Lear that it was wrong to banish Cordelia. The Fool only first appears in Act 1, scene four, after Cordelia has moved away with the King of France. The Fool knows that Lear has done wrong by giving all his land away to his two evil daughters, Goneril and Regan, and tells him so in act one, scene four, when he says, "All thy other titles thou hast given away; that thou wast born with." The Fool also warns Lear about Goneril and Regan stating that Lear is now a lap dog to Goneril and Regan, "Truth's a dog must to kennel; he must be wh...

Internet and Education :: Teaching Essays

Internet and Education Since the Internet was created it has always had an effect on education. After military establishments Universities were the first real contributors to the Internet's structure. The Internet has vastly improved education. There are so many ways that education and the Internet are connected these days. Almost every textbook has a corresponding Internet sight including the one for this course. [http://www.scsite.com/dc2002/ Some sites like these contain valuable tools and accessories to aid in the learning process. As well as notes and multimedia displays, they may include things like hypertext chapters. In the future, there may not even be a need for paper textbooks. The Internet has also enabled teachers to teach a class from thousands of miles away. With video conferencing, a professor in Guam can teach a class in Michigan in close to real-time. Virtually all libraries are now connected over the Internet. At Lake Superior State University you can check the catalogs of almost any library and even check out books from nearby libraries. The Internet has made it easy for researchers to obtain information. No longer do you have to travel to get rare documents they are now just a few clicks away. The corresponding Internet site for this textbook greatly improves the overall effect on the education of students. Students have quick access to any part of the text. They also receive visual and audio stimulation, which has been proven to increase the amount of information the student remembers. Some students are simply not strictly audio learners. Listening to a professor or teacher lecture sometimes just isn't enough for students. With the site they can review material quickly and easily and see the multimedia imagery at their own pace. Students can even take practice tests to see if they have learned the material. Perhaps one of the most impressive things that the Internet has done to improve education is videoconference teaching. Not only can this connect the teacher to a class thousands of miles away; it can also connect a class with other groups or events such as a city counsel meeting. Different classes can interact and discuss topics, or perhaps sit in on a discussion of experts. Some sites such as Global Nomads Group [http://www.gng.org/] offer assistants to educators when it comes to videoconferences.

A Comparison of Outsiders in Their Eyes Were Watching God and Legal Ali

Outsiders in Their Eyes Were Watching God and Legal Alien In Pat Mora's poem, "Legal Alien," the author describes her biracial character as being "viewed by Anglos as perhaps exotic, / perhaps inferior, definitely different, / viewed by Mexicans as alien," a description which highlights the situation encountered by people who strive to be prestigious individuals by floating between cultures and who consequently fail to be a part of any particular group (Mora 9-11). Often the individuals are biologically trapped between two probable lives, and they forge ahead to meet the opportunity of possibly belonging to the higher society while they degrade the small culture which has weaned them from birth. These people find themselves caught up in the universal ideals of achievement and prestige, and they begin to find fault with themselves and their backgrounds; they believe that their perception of themselves must be changed and improved. They must be a part of the group; however, conflict results from their selfish desires, and they are rejected by both organizations. Expressively evident in the novel, Their Eyes Were Watching God, the conflict within certain racial groups often occurs when individuals of one race, blacks, strive to push themselves to the level of another race, whites; thus, the others left behind feel as if they have been betrayed while the whites gaze condescendingly on the black infiltrators. The ambitious individuals often follow a course of action involving the persecution of their own fellow brothers and the adoption of the features of their ideal, or higher, society. In trying to push herself to a level above the black folks, Mrs. Turner, a mulatto woman who is convinced of her superi... ...nt. By focusing on black society and showing the failure of an ambitious, "white" woman, she recognizes that a higher society is not necessarily better, as evidenced by the way Mrs. Turner attacks a weaker group of human beings. Mrs. Turner never comes remotely close to reaching the level of her white brothers, and she cuts her ties to her black neighbors so that she is lost and living without an identity. As Mrs. Turner insults the blacks, she claims that "'de higher de monkey climbs de mo' he show his behind," and this quotation surely seems to describe her and her situation (Hurston 136). The consequences of her prejudicial behavior have caused her to become "an American to Mexicans/ a Mexican to Americans" and nothing to herself (Mora 14-15). Works Cited: Hurston, Zora Neale. Their Eyes Were Watching God. New York: Perennial Library, 1990 ed.

President Barack Obama’s Communication Style Essay

During President Barack Obama’s climb to the White House, he and his campaign have utilized an effective and thought provoking communications strategy to provide a transparent and honest message to the American public. Through his powers of oration, his formidable writing abilities, his comfort on the stage of debate, and through the revamping of the White House website, President Obama has changed the way politicians relate and interact with the populace. This brief essay will outline the major tactics that have proved successful in his rise to power with an aim on his interpretive dominance and popularity throughout a fierce campaign and a mountainous uphill battle to win the public’s support in the midst of two wars and a global economic crisis. As a standout student at the University of Illinois and at Harvard Law School, the young Barack Obama cultivated a direct and honest approach to his communication style. His early days as an Illinois Senator proved that he could build a grassroots support system that did not have to rely on media campaigns for strength, but would grow and strengthen personal relationships through straightforward and honest discourse. In a 2008 US News & World Report article, Kenneth T. Walsh writes of Obama’s communicational outlook, â€Å"Beyond the hype and the spin, Obama has operated as a conventional politician who has demonstrated some very unusual traits—extraordinary communication skills, the ability to grow as a leader, and the good sense and savvy to recognize a zeitgeist, the nation’s powerful desire for change, when he sees one† (Walsh). In this spirit, Mr. Walsh is painting a portrait of the politician as an opportunist and clear-minded individual that is not afraid of speaking his opinion on important matters. This has been a key to his success as a believable and inspirational communicator and has paved the way for him to provide momentous messages that fueled his campaign and his career in politics. On President Obama and Vice President Biden’s homepage on the internet they have a banner quote by Obama that reads, â€Å"I’m asking you to believe. Not just about my ability to bring about real change in Washington†¦I’m asking you to believe in yours† (Organizing). The call for change and hope that were the hallmarks of Obama’s communication zeitgeist echoed throughout the voting polls, the town hall meetings, the local taverns and on the streets. This message proved so successful because it was not a one-way message. Obama’s campaign ideology does not stand outside of participation, in fact, in stands on participation. This quote that headlines the interfacing between the public and the White House demonstrates the necessity for people to believe not just in the power of words, but in the power of believing in politics, politicians, and ourselves. This discourse of interaction and participation has been a proven tactic in successful politics throughout history but President Obama did not rely on the traditional methods. He has demonstrated fluency in technological mediums such as his famed Blackberry cell phone, his YouTube video messages, the revamping of the White House website, his grassroots campaign financing that was largely based on small donations by a multitude of supporters through his website. That being said, his positive and optimistic personality has carried him a long way in successfully communicating his ideals and his platform in face-to-face conversations. As an example, his Presidential Acceptance Speech in Chicago has been viewed over 4,760,000 times on YouTube, his Inauguration Speech in Washington has been viewed over 3,770,000 times in addition to the two million people that turned out to witness it live (Obama). President Obama’s communication strategy has implemented a variety of mediums and platforms that politicians in the past either neglected or did not have access to. For example, President Bush and Presidential Nominee John McCain are notorious for their refusals to use E-mail whereas President Obama had to fight to keep his internet and Instant Messaging Blackberry. Furthermore, all of his books have become New York Times Bestsellers. Mr. Walsh, later in the article speaks of President Obama’s mass appeal and popularity that is thanks to his gifts as a successful and believable communicator, â€Å"Obama’s Chicago background has enabled him to appeal to many divergent groups, from poor African-Americans to white businessmen, working-class folks, middle-class professionals, wheeler-dealers, mainstream reporters, teachers, suburban parents, professors, and college students (Walsh). His reach is both focused and widespread and in this way President Obama has created long-lasting and personal relationships with his constituency that transcends the formulaic and generic mass media approaches. Through his unbridled ambition and his thirst for honest discourse, President Obama has changed the way politicians will communicate with the public. He has changed it in the spirit of optimism and transparency without having to rely on attack ads, even though he has not been above harsh criticism of his opponents and the Bush Administration. He has not been afraid to speak his opinion, even when that has proved to be unpopular, as in the case of defending the controversial Reverend Jeremiah Wright, or when he said he would open forms of dialogue with Pakistan and Iran, or when he made the speech attacking the latent and blatant forms of racism. His popularity has been a direct result of his honesty and his gifts for communicating and as he was elected he continued this approach, even though some people wanted him to deliver a soaring speech at his Inauguration. This keen sense of setting and circumstance allowed President Obama to deliver not the speech of fantasy, but a sobering and directly honest speech about the current state of affairs we now find ourselves in, â€Å"That we are in the midst of crisis is now well understood. Our nation is at war against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some but also our collective failure to make hard choices and prepare the nation for a new age (Transcript). In this spirit, he has not abandoned optimism and the hope for positive change, but he is acknowledging the uphill battle and the fierce struggles that we are going to face. Although he could have delivered a speech that overlooked these struggles in the name of developing a popular national fervor of (false) support, instead he decided to continue his tradition of straightforward honesty, albeit in an eloquent and reassuring tone. This has led some critics to attack President Obama and his administration as our country is trying to climb ourselves out of a record national debt and widespread uncertainty as to the future of our country. The massive bailouts of the automotive industry and the large investment firms and banks have led critics to wildly label Obama as a Socialist and as a reactionary when in fact, as evidenced by the White House website, the Obama mission is to restore good faith and honest business practices to the industries that have helped to build up the United States in the first place. That being said, he has harsh words for executives that are receiving massive amounts of bailout money for their failed institutions while at the same time writing enormous bonus checks to themselves, as in the current example of AIG. In an attempt to restore justice and balance to both business and politics, President Obama has done something that no other President has – he has reached across the political isle and assigned three cabinet posts to Republicans. His spirit of unification cannot be denied and yet some critics still label him as a staunch Democratic Party ideologue and stalwart, when in fact he has made huge efforts to bridge the gap. As Mr. Walsh points out in his article this tendency goes back all the way to his community organizing in Chicago and to his days as a young Illinois Senator, â€Å"Overall, he built a respectable record, working with both Democrats and Republicans to win approval for a series of bills†¦He showed his potential when the Senate overwhelmingly passed a controversial law he sponsored on campaign finance reform in May 1998, prohibiting legislators from raising campaign funds†¦ (Walsh). His bipartisanship has proven to be beyond mere rhetoric in spite of the allegations that are distributed throughout the media. Overall, President Obama has changed the game of politics. He has instituted a communication style built on honesty and transparency while at the same time utilizing all the tools at his disposal in order to fulfill the missions that he promised to the American public. His communication strategy will be the model upon which future successful campaigns will be built. Works Cited Obama Speeches. (2009). YouTube. com. Retrieved 20 March 2009, from http://www. youtube. com/results? search_type=&search_query=obama+speeches Organizing for America. (2009). Retrieved 20 March 2009, from http://www. barackobama. com/index. php Transcript – Barack Obama’s Inaugural Address. (2009). The New York Times. Retrieved 20 March 2009, from http://www. nytimes. com/2009/01/20/us/politics/20text-obama. html Walsh, Kenneth T. (2009). Obama’s Years in Chicago Politics Shaped His Presidential Candidacy. U. S. News & World Report. Retrieved 20 March 2009, from http://www. usnews. com/articles/news/campaign-2008/2008/04/11/

Survival Skills In South Central LA

While a majority of adults continually struggle to cope with the occurrence Of death, this Story tells a tale of children who have practically become accustomed to it. Beauty provides a distinct look at this urban school setting through her inside view of student emotions, evidence of pain within the kids, and the feelings that she evokes from the audience despite her straightforward tone. (simple) While first reading about Ms. Beauty and her inside story into this previously uncharted territory, sensed as though she was a woman who possessed a very intimate bond with the students.In the story, when describing what occurred on days when the students mourned someone who was killed, Ms. Beauty notes that â€Å"boys lingered over handshakes and looked into my eyes solemnly. Girls threw their arms around me and wordlessly moved away. No one said enough. † (Beauty; par. 5). A majority of her descriptions of students and events, as well as her diction, seem somewhat heartfelt yet a bit plainly stated on the surface; however, the cultural distance between Ms. Beauty and the students seemingly increases the more we observe how she interacts with them. When Ms.Beauty discusses how the kids hugged her, the description actually makes her seem somewhat aloof. The way that the author words the sentence makes it seem as though the children approach her with emotions and she is simply present, receiving the actions. As a teacher, Beauty never necessarily makes a huge effort to help the student's cope with these devastating loses, except in the case of Dander where Ms. Beauty does display some emotional involvement. On the day of this peculiar interaction between student and teacher, Beauty â€Å"was not prepared for the sight one day f Dander, standing alone behind the stairwell. (Beauty; par. 6). However, even in this case we see her as an outsider looking in: when a counselor arrives after a failed attempt to comfort her student, Ms. Beauty â€Å"watched them go wi th a mixture of relief and dread. Out of [her] hands. † She obviously had worthy intentions to comfort Dander, but the situation seemed to be bigger than anything she could resolve. Ms. Beats trustworthiness becomes another important factor to focus our attention on and her illustration of events keys us into the devastation that sakes place in South Central Los Angels.The story itself does not appear to include any influence of bias, but the author narrates from a personal point of view and therefore the article contains her opinions and viewpoints on the matter. Ms. Beauty gives credible information because she witnessed all of these hardships and events first-hand; she offers highly trust;rotor information in comparison to, for example, an internet news columnist who would write about different schools in Los Angels. When narrating, she delivers a subjective point of view that would not be attainable from an outside source.The tone throughout the article delivers a sense of authority that is unmatched to anything Vive ever read before, somehow conveying emotion in such a nondescript manner. While describing the tale of events, Beauty utilizes fairly straight forward language. When recounting Dander's story of false accusation, she gives evidence to the type of misfortune that falls upon the shoulders of young teens in this area. The story of Dander evokes both logic and sympathy because no child should have to suffer this type of harassment and blame, especially not in Dander's case because he ad such good intentions of standing up for his sister.Pathos lingers throughout this recap of Dander's accusations When discussing the accusations, the Beauty says that Dander â€Å"was taken into custody, where he was told they already had evidence that he'd killed the boy and were just looking for a confession. The smartest thing he could do, they told him, was to confess, so they could get his sentence down to a few years. If he refused, he would get life. à ¢â‚¬  (Beauty; par. 16). This section of the story really resonated with me, and cannot imagine a person falsely accusing me of murder or coaxed into making reparations for a crime of which did not take part in.Although it appears that Beauty lacks the same cultural background as the students, believe that she could have written her story with more conviction, urging readers to reach out to the hopeless children. Through researching, I found out about multiple organizations and charities that help motivate inner-city kids to graduate high school. When Beauty talked about her â€Å"heavy- footed student who looked too old for ninth grad' (Beauty; par. 3), it made me realize that what some of these students needed was a ray of hope in heir violence-filled surroundings.One charity called the I Have A Dream Foundation pledges college education funding for kids who graduate high school, and this would be a great thing for Beauty to have introduced into the school. Focusing their effort s into schoolwork and attempting to make something out of their lives might be just the spark that South Central Los Angels would need to eliminate teen violence. Beats emotional involvement with her students is never quite enough; her aloofness, insensitivity, and difference in cultural upbringing make it difficult for her to innocent on a deep level with her students.

Quality caring in nursing: applying theory to clinical practice, education, and leadership Essay

Leadership styles Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dr. Martin Luther King, Jr. was one of the utmost and futurist leaders that the world has ever experienced. His mark is consummate and the weight of his endeavors will be realized by many generations. There are numerous traits that molded Martin Luther King to the universal rights principal during his days. This very leadership proficiency can be duplicated in nursing practice that would mould us into professionals, partner, person and friend all around. Martin Luther King possessed a lot of traits that explain why he was very vibrant and prominent as a civil rights leader. The purpose of this paper is to demonstrate how Martin Luther King leadership skills can be applied in nursing and health care.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Myers Briggs model of personality is very effective since it greatly helped me to identify my personal traits. I also came to learn that I share some characters with other people. I completed the MMDIâ„ ¢ personality test, to identify these traits which helped me to identify some of the similarities and differences. I believe this will help me to find a pleasant career, expand my self-awareness, become an influential leader or improve affiliation skills in nursing and health practices. However, there are eight Myers Briggs personality types. To become a fulfilled and effective leader I have to maintain an excellent balance between my contextual demand and my preferences. Leadership profile is a unique combination of preferences for the eight styles. I prefer to use a balance of all the styles. In addition, being a good leader depends on the culture and context. I am a participative leader since I love to engage people in the directive t aken and its achievement. I love valuing other people to attain the objective through cooperative teamwork (Duffy, 2009).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am also a change-oriented leader. I believe this is a very crucial tool which enables me to cope with the changing world. I love exploring and inventing new ways of carrying out my duties in nursing and health care. I am also an ideological leader who likes to achieve via endorsement of some values, ideals and maintaining the focus of the group on significant issues. As a visionary leader, I like developing unique sense of the unknown by focusing on future plans, evaluating the client’s demands and evaluating the trend in the market. As an executive leader, I introduce the nursing and health care organization into the manner things are carried out. I am also a goal oriented leader where I have to set specific and achievable goals based on my competence. As an action-oriented leader I love leading as an example in the institution. Lastly, as a theorist leader I like identifying appropriate models of how the institutions can be admi nistered (Goldsmith,2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Martin Luther King on the other hand had set of qualities that marked him as an inspirational leader. He was a persistent leader. One of the famous traits of Martin Luther king, Jr. was his persistent endeavors to lead, inspire and change. He was also a committed leader since no matter how much he achieved, he continued to seek for more. He was also a goal-oriented leader since regardless of many hindrances Luther kept restating the end goal. He was an inspirational leader since he acknowledged that to achieve his objectives; he had to inspire those who had faith in his vision. Dr. Martin Luther King was also a change-oriented leader who constantly pursued new directions. He addressed the issue of civic rights from all directions regardless of violence, attacks or violence. He was also a visionary leader since his objective was beyond sharing his message with the public. Retrieved from http://brandredresume.com/10-leadership-qualities-of-d r-martin-luther-king-jr   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Martin Luther King was an executive leader since he demanded for respect and tolerance to everyone thus becoming the pioneer. He was also a theorist leader since he made efforts was to transform his followers. Martin Luther was an ideological leader who was not afraid to uncover unchartered territories in civil rights. Lastly, he was an action oriented leader who was straight forward in his message. These traits made Martin Luther King a famous inspirational leader whose leadership styles can be emulated by generations. Martin Luther King transformational leadership was very effective since most transformational leaders are charismatic in nature. He had an exceptional approach of making people to work in unity rather than involving in frequent clashes. He listened calmly as other people argued and lastly call off the debate by coming up with the way forward. These traits helped Luther to unite people to work together in unity. I share vari ous traits with Martin Luther King such as visionary, change-oriented, action-oriented, and executive leader. These traits can be very effective if applied in the nursing and health care since it is a field that requires dedication and innovativeness. Retrieved from http://brandredresume.com/10-leadership-qualities-of-dr-martin-luther-king-jr   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, there are several leadership styles which a leader should possess in order to be influential in their role. However, it is very crucial to balance between preference and contextual demand. Good leaders must have an objective so that they may lay down appropriate strategies to attain those goals. This also calls for persistence and commitment in attending the duties which will enable leaders to achieve their end goals. Martin Luther King left an irreplaceable mark as his exceptional leadership styles inspires many leaders and can be emulated in different leadership roles in organizations. The nursing and health sector require people with good leadership styles since it is a very demanding organization. In addition, the constant changing world requires organizations to be change-oriented so that they can cope with these changes. References 10 Leadership Qualities of Dr. Martin Luther King, Jr.. (n.d.). BrandRed Resume. Retrieved June 6, 2014, from http://brandredresume.com/10-leadership-qualities-of-dr-martin-luther-king-jr Code of conduct for nurses. (2012). Wellington: Nursing Council of New Zealand. Duffy, J. R. (2009). Quality caring in nursing: applying theory to clinical practice, education, and leadership. New York: Springer Pub.. Goldsmith, M. (2010). The AMA handbook of leadership. New York: American Management Association. Source document

Low-Cost School Programme

It is well known that juvenile delinquency has been shown to inequitable affect youths from various segments of the population based on their socioeconomic status. Brensilber, Bergin, Krasco and Phillips (2000) explain the correlation between low socioeconomic status and juvenile delinquency by pointing out that the communities from which these youths come are faced with severe economic and social difficulties which further put them at risk for other dangers. Similarly there also seem to be factors in the school and home that further increase the risks of delinquency among these students. Considering that juveniles in low-income areas have limited access to resources, a low-cost school program is an effective strategy to deal with juvenile delinquency. The purpose of such a program would be first and foremost to impact the youth’s educational environment in which they may spend a significant proportion of their time daily. Such programs would also have a greater reach in terms of numbers of youths that would be affected. Feature Article  Country School  Allen Curnow Such a program also aims to tackle early and persistent antisocial behavior (Forster & Rehner, 2003, p. 109) before they become too problematic to counter at the school level and before these youths end up at the wrong end of the juvenile justice system. Such a program would also seek to reduce the impact that youths with troubling behavior have in their community by empowering youths to make safe choices and instilling in them the moral austerity to follow good role modes. The program would also seek to promote social justice and equality within the community. This involves teaching youths about their social responsibility and the consequences of their behavior choices. It would also help them to aspire for upward mobility despite the prospects that their community environment would present. References Forster, M. & Rehner, T. (2003). Delinquency prevention as empowerment practice: A community-based social work approach. Race, Gender & Class, 10(2), 109-120. Brensilber, D., Bergin, P., Krasco, K., & Phillips, S. (2000, June). Title V Delinquency Prevention: Program Years 1997-1999. Massachussetts: Massachusetts Statistical Analysis Center.

Politics and the English Language Research Paper

Politics and the English Language - Research Paper Example In order to clear the point the writer Orwell has given five examples of passages. Prof Harold Laski in his Freedom of Expression has written: â€Å"I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien [sic] to the founder of that Jesuit sect which nothing could induce him to tolerate.† (Orwell, 1946, p.1) Orwell observed that in the cited passage there is having five negatives in fifty three words. The superfluous words are used in the passage that has made the write up non-sense and vagueness could have been avoided. It appears that the observations of Orwell are correct and significant. The second example is from Professor Lancelot Hog Ben’s† Interglossa† which reads as: â€Å"Above all, we cannot play ducks and drakes with a native battery of idioms which prescribes egregious collocations of vocables as the Basic put up with for tolerate, or put at a loss for bewilder.† (Orwell, 1946, p.1) Orwell is not convinced in using the phrase ‘ducks and drakes’ and he does not accept the word like ‘put up’ and ‘egregious’. The third instance cited by him referred to an Essay on psychology in Politics (New York): â€Å"on the one side we have the free personality: by definition it is not neurotic, for it has neither conflict nor dream. Its desires, such as they are, are transparent, for they are just what institutional approval keeps in the forefront of consciousness;† (Orwell, 1946, p.2). Orwell finds it to be meaningless but a reader can find out the meaning what it is intended in the article. The expressions by the writer  could have been made easier and imagery had the words been replaced appropriately. The fourth one is from a communist pamphlet: ‘All the "best

Education study Essay Example | Topics and Well Written Essays - 1250 words

Education study - Essay Example Politicians have long been involved in this practice. A good example would be Mitt Romney, a man widely criticized for supporting a policy that calls for English only while simultaneously running commercials in Spanish dialect. This paper will provide insights on the controversies that surround political influence in languages. It explains why these controversies are still relevant. Afar from symbolism, promotion of any language in favor of others can be termed as fundamentally political. This American example forms a strong point of reference to such political language controversies. It would be to some extent right to say that the U.S is probably the home to countless bilingual speaking persons than any other nation on the globe. Culture diversity and linguistics has been extensive for more than two centuries owed to the fact that immigrants settled here from all walks and carried along their language, values and culture. However, regardless of the multiplicity of languages here, there are no limitations to the importance accorded to the common language. There has been a dominant, the colonizers’, language that has advanced to a variety referred to as a Standard American English’s emergence that incorporates native words and conjures its unique spelling and accent (Crawford 145). Those we call the founding fathers made it deliberate to leave designation in the United States of English as an official language mostly probably because it might not have occurred to them given that decision making was actively avoided in an attempt to accord respect to the national diversities. However, this idea has always been considered hostile to interdependence and interests of respective states brooding a tolerant attitude to be favorable. It was not until the 1980s that the anti-minority politics demanded its protection whilst restricting other languages. Political arenas had not taken up the language issues from the