Comparing Sexuality and Power in Dracula and Buffy the Vampire Slayer E

Comparing Sexuality and Power in Dracula and Buffy the Vampire Slayer    At first glance, Joss Whedon's "Buffy the Vampire Slayer," the hour-long TV series which premiered in 1997 and is now in its third season, bears little resemblance to the book which started the vampire craze -- Bram Stoker's Dracula, published a century earlier. And yet, looks can be deceiving. Although the trendy -- and often skimpy -- clothing and bandied about pop-culture references of "Buffy" clearly mark the series as a product of a far different culture than that of the Victorian England of Dracula, the underlying tensions of the two texts are far similar than one might think. Beneath the surface differences in the treatment of their heroines, the two texts converge in similarly problematic anxieties about gender and sexuality. Unlike other latter-day adaptations of the vampire legend -- such as films like The Hunger and Anne Rice's Interview with a Vampire novels -- which actively shatter accepted tenets of vampirism, such as the danger of sunlight or crosses to vampires, "Buffy" relies heavily on the guidelines for vampirism established by Stoker in his novel. In "Buffy," as in Dracula, vampires can be killed by direct sunlight and harmed by holy water and crucifixes (Golden 125). When, for instance, Buffy's crucifix necklace touches her vampire boyfriend Angel's chest, it leaves a burn-mark similar to that left on vampire-defiled Mina Harker's forehead by application of a Holy Wafer in Dracula ("Angel;" Stoker 302). And unlike the sympathetic portrayals of vampires advanced in Rice's novels and in the 1960s soap opera "Dark Shadows," the vampires shown are not good or even human. They are, in the words of Buffy's Watcher Giles "demon at the c... ...sitive depiction of their sexual relationship. For Mina, however, renunciation of Dracula's evil must include the renunciation of her own physical needs and desires. The roles played by social mores and conceptions of gender and sexuality are, in the end, more than incidental. Indeed, the difference between Victorian England and 1990s America causes the subtle -- but significant -- valuation of the connections between good and evil and women and sexuality in two in many ways similar texts. Works Cited Golden, Christopher and Nancy Holder. The Watcher's Guide. New York: Pocket Books, 1998. Leatherdale, Clive. Dracula: The Novel and the Legend. East Sussex, England: Desert Island Books, 1985. Stoker, Bram. Dracula. New York: Signet, 1992. Whedon, Joss, creator and executive producer. "Buffy the Vampire Slayer." Twentieth Century Fox Television, 1997.

Deinstitutionalization of the Mentally Ill

Deinstitutionalization of the Mentally Ill CheckPoint 1 According to the article by Jim Mann, from the Southwest Journal of Criminal Justice, (2012) he states how the involvement in the criminal justice system with mentally ill offenders was profoundly affected by the decision which resulted in large numbers of mental hospital patients returning to the community during the mid-1970s.The article states that after an examination of the characteristics of mental health courts was conducted, the consensus results indicated that with the release of mental health patients into a community came the increase in crime rates. The article I researched was very brief, but lead me in the direction of crime levels within the community. Once individuals were released from the institutions, crime rates statistically increased, according to the data provided by the Criminal Justice/Mental Health Consensus Project stated that crime jumped greatly over a period of time.People decided to try the event o f deinstitutionalization in an attempt to save money for both the hospitals as well as individuals. They believed that a prescription drug was and would be cheaper than the cost of twenty-four hour care within an institution. About this time era is when the development of psychiatric drugs started coming into the picture. Unfortunately, according to these statistics, crime levels did increase since the start of deinstitutionalization.My local community is fairly small, but for has a high crime rate for how small it is. We do have an institution here in town for the mentally ill, but the majority of the people that are here and have committed crimes and have done some serious issues due to being mentally ill, basically just get a slap on the hand. My community for the most part is great when it comes to helping people out with certain situations; however, our police department is horrible and lazy. THEY are the waste of money, not our institutions.Anyways, within my community, we do have a homeless shelter, where housing is provided for families, and we also have assistance groups for victims of domestic violence. We also have a family planning clinic that runs solely on donations and provides birth control as well as condoms at no cost. We also have low income clinics that help people and provide health care, dental care, and mental health at charges all based on an individual’s family size and income. Basically, my local community is great for helping people, except for our police department.

Empowering Students Through Critical Reading Strategies Education Essay

Introduction 1.1.BACKGROUND TO THE STUDY Traditional impression of the literacy has been focused on the equal degree of proficiency of the reading and composing ability. Rubin ( 1993:3 ) states â€Å" A literate individual is one who can read and compose † . Since the beginning of the 20th Century literacy construct has taken on several significances. Mckenna and Robinson ( 2002 ) Literacy are a construct that has changed well over the old ages. Entering the modern society with complicated and competitory engineering and the ability to acquire and give information demand to utilize the new signifier of literacy that Multicultural, Technological, Media, Computer, Visual and Critical literary are merely a few illustrations. As an instructional attack, critical literacy has emerged in recent old ages, peculiarly in the late eightiess and early 1990s. Stevens and Bean ( 2007 ) critical literacy is an active inquiring of the stance found within, behind, and among text. Wink ( 2005:3 ) agrees to this â€Å" critical liter acy is reading and composing, but it is much, much more. Critical literacy involves cognizing, tonss of cognizing. It besides involves seeing, tonss of seeing. It enables the reader to read the societal patterns of the universe all excessively clearly. † Critical literacy really encourages readers to actively analyse texts and challenges to detect the significance of the Word and the World. Analytic reading and reading between and beyond the lines are some of its highlighted functions. Richardson, Morgan, and Fleener ( 2009:142 ) are of the sentiment that â€Å" Critical literacy is non to promote incredulity but to give pupil tools for investigation and going informed, instead than fleeceable, readers. † Cooper, Kiger and Au ( 2009:8 ) claim that from a critical literacy position, it is of import to pay attending non merely to how reading is taught, but besides to what is being read. On that history instructors should concentrate on critical literacy and promote the pu pils to hold a deeper expression at texts ; specifically analyzing the relationships among texts, linguistic communication, power, societal groups and societal patterns. One facet of critical literacy is critical reading that is more than entree to superficially intending of the text. Critical reading occurs at a higher degree of reading to authorise pupils, through negotiating and reading critically the diverse signifiers of the text. The first serious researches and treatments of critical reading emerged during the 1967s by Willavence from Ohio State University Research Foundation under the U.S Department of Health, Education, and Welfare. The survey was mostly based upon empirical surveies that investigate â€Å" Critical Reading Ability of Elementary School Children. † Critical Reading was identified as a portion of reading comprehension and was defined as an analytical appraising type of reading in which the reader analyzes and Judgess both the content of what was stated and the effectivity of the manner it was written. In the past two decennaries, a figure of research workers have sought to find assorted dimensions of critical reading activities, accomplishments, and schemes. Developing critical reading accomplishments through whole linguistic communication schemes an empirical survey was done by Robin Combs in 1992 at Southern Nazarene University. In1998, Parviz Birjandi the celebrated Persian policy shaper and the writer of English text editions for high school and pre-university degrees, in his survey tried to look into the consequence of critical reading on the betterment of the reading comprehension ability of Persian high school pupils. The determination of the survey showed that critical reading as a station reading activity, activated the pupils ‘ background cognition which, in return, affected the comprehension of the transition. Around two decennaries working as an English linguistic communication teacher in Persian high schools and pre university centre ; touching and experiencing straight the reading jobs among the Persian pupils peculiarly in the late 1992s and early 2008s ; on the other side, the participating and cooperating of the research worker with The English Skills Department of Santa Barbara City College in a undertaking that called â€Å" CAHSEE â€Å" which takes pupils through the capable affair of the Exit Exam in a manner that challenges them to believe actively about reading, authorship, and word significance, prompted the research worker of this survey to see the inquiry of How does one read critically and actively? It was non a simple inquiry and the reply needed more than a superficially probe in reading country. Reading critically describes the attitudes or behaviours expected of a critical reader and offers schemes for bring outing implicit in messages. Kern ( 2000:29 ) â€Å" readi ng requires more than perceptual and sensory-motor accomplishments ; it besides demands the reader ‘s active engagement at a cognitive degree. † Over the five last decennaries assortment of definitions of critical reading has highlighted that the most of the research workers, have been acknowledged that reading requires the reader ‘s active engagement at a cognitive degree ( Smith1963 ; Russell1963 ; Robinson1964 ; Wolf et al.1967 ; Hess et al.1975 ; Heilman & A ; Holmes1978 ; Kayser1979 ; Rubin1982 ; James1984 ; Flynn1989 ; Paul1993 ; ; Mather & A ; McCarthy2005 ; Wall2005 ; Wallace & A ; Wray2006 ; Gillet et Al 2008 ) . Several cognitive procedures those are similar in kernel to the Cognitive Domain of the Bloom ‘s Taxonomy of Educational Aims are suggested by these writers. Rubin ( 1993 ) believes most of the bing taxonomies are versions in one manner or another of Bloom ‘s taxonomy of educational aims in the cognitive sphere, which is concerned with the thought that pupils should accomplish in any subject. Eisner ( 2000 ) is of the sentiment Benjamin Bloom tries to uncover what pupils are believing about when instructors are learning. Tankersley ( 2003: 116 ) provinces, â€Å" When comprehension is deep and thorough, a reader is able to treat text at higher degrees of the thought procedure. The reader is able to use the degrees of Benjamin Bloom ‘s taxonomy ( 1956 ) and do significance at more sophisticated degrees. This yarn is reading at the rating, synthesis, analysis, and reading degrees. Good readers can supervise their ain comprehension, interpret charts and graphs while reading, sum up as they read, make connexions while reading, and procedure text after reading at sophisticated degrees of thought. † Learning to synthesise, measure, and procedure information in new ways is the key to fixing pupils for the universe outside of school. It appears that some attending should be given to direction in the accomplishments of critical reading in today ‘s schools if pupils are to be adequately prepared to function as to the full working citizens. Goals of school course of study in Iran frequently include a statement of the desirableness of critical reading accomplishments ; nevertheless, there is rarely a consecutive program for the development of these accomplishments below Pre- university degree. Reading and interlingual rendition have cardinal place in Persian current EFL text books ( Eslami-Rasekh & A ; Fatahi 2008 ) . Therefore, the highlighted methods in most schools are combination of grammar-translation and audio-lingual methods ( Eslami-Rasekh 2004 ) . What motivated this research were the ascertained jobs in EFL reading categories in Persian high school and pre-university centres. Furthermore, critical reading has non normally been a major focal point of learning and research in Iran and empirical research in critical reading has been limited chiefly to university degree. The research worker has considered the value of critical reading schemes and seek to show, through sample reading lesson, alternate possibilities for reading activities which, besides being more interesting for pupils, can assist them go more active, and more critical readers. The major benefit of the lesson on critical reading is the high degree of enthusiastic pupil engagement. This is attributable to some extent to the freshness of the undertaking they will execute: coming up with inquiries, they thought would be answered in the text, instead than seeking to reply superficial comprehension inquiries or true-false statements prepared by the text edition author. 1.2. Statement OF THE PROBLEM The twenty-first century will necessitate scholars to utilize the four highest degrees of thinking-application, analysis, synthesis, and rating higher degrees of comprehension would evidently include higher degrees of believing Tankersley ( 2005 ) . In EFL reading categories, pupils normally do non hold the chance to execute higher order believing undertakings ( e.g. , using, speculating, analysing, synthesising, comparing, and measuring what they read ) . Consequently, they do non larn to read critically, nor do they make appraising apprehension of the text and develop their thought ability. Oftentimes, pupils get frustrated and lose motive for independent reading because they are used to listening to instructors ‘ accounts ( Wallace 2005 cited in Jun Zhang2009 ) The similar state of affairs can be found among Persian EFL pupils. In Iran, English is taught as a foreign linguistic communication and is practiced within a context-restricted environment, in which the text edition and schoolroom instructor plays the chief function. Although the reading accomplishment sounds to be of first precedence in the design of the Persian high school books, many Persian EFL scholars still seem to hold serious jobs with geting the ability to read critically. Harmonizing to Koosha and Jafarpour ( 2006 ) this inefficiency seems to be, to some extent, due to the deficiency of definite reading schemes among Persian EFL pupils. Birjandi & A ; Noroozi ( 2008 ) states that in Iran ; reading is comparatively viewed as the purpose of linguistic communication instruction and linguistic communication acquisition plans in secondary and third degrees of instruction. Thus, English instructors are expected to acquire familiar with efficient techniques that can hike the degree of scholars ‘ reading comprehension. Higher-level thought arises when pupils read between the lines, look beyond the surface of the text and they are reading to calculate out an reply or to accomplish comprehension. While there is non a recognized demand to hold higher-order thought pattern in the Persian EFL schoolroom, there is non besides a recognized instructional battle with conveying higher-order thought to life in the schoolroom. This indicates a demand to understand the assorted position of critical thought that assists Persian EFL pupils. Tankersley ( 2003 ) states although most English linguistic communication instructors learned about Bloom ‘s Taxonomy ( Bloom, 1956 ) during their readying classs, many rarely challenge pupils beyond the first two degrees of knowledge: cognition and comprehension. While Critical reading is at higher degree of comprehension accomplishments and it involves rating, the devising of a personal judgement on Lie truth, value, and truthfulness of what is read Rubin ( 1993 ) .In malice of Educators acknowledge that the cognitive benefits to all pupils of foreign linguistic communication survey, such as furthering higher-order thought accomplishments, Harmonizing to Dadvand & A ; Foruzande ( 2007 ) the structural position of the nature of linguistic communication and the behaviouristic premise among Persian instructors about linguistic communication acquisition which have led to an overemphasis of structural points as the skeleton of linguistic communication and repetition/ memorisation as the bosom of a successful linguistic communication larning experience.Thus, the reading transitions in Persian high school books are non accompanied by appropriate exercisings. Most of the comprehension inquiries following the reading subdivision inquire show inquiries, which merely require turn uping some pieces of information within the text, i.e. the first two lower degrees of thought and knowledge: cognition and comprehension. Although extended research has been carried out on reading country in Persian EFL schoolroom, no individual survey exists, which have investigated the reading from cognitive dimension and position. The consequences of those surveies besides show the deficiency of definite cognitive reading schemes within Persian high school schoolrooms. Consequently, Students do non hold equal background accomplishments, they understand the text at some superficial degree, and the act of reading is hard and troublesome for them. ( Tankersley2003:2 & A ; 91 ) â€Å" Poor readers do non understand that they should take any action when comprehension is lost. Many merely give up since they have no schemes to utilize to cover with hard text. † 1.3. Purpose of the survey The aims of this research are as follow: 1. To place the critical reading schemes employed by Persian EFL pupils. 2. To look into the Persian EFL pupils ‘ reactions and responses to the procedure of learning critical reading. 3. To fix a theoretical account to learn critical reading schemes to Persian EFL pupils. 1.4. The research inquiries of the survey formulated as: 1. What are the critical reading schemes employed by Persian EFL pupils? 2. How do the Iranian EFL pupils react and respond to the procedure of learning critical reading? 3. How to fix a theoretical account to learn critical reading schemes to Persian EFL pupils? 1.5. Significance of the survey The important of this survey is to bridge the spread between the construct of critical reading and existent reading pattern available to instructors and pupils. In peculiar, the survey focused on the highlighted critical reading schemes as a medium to fix Persian EFL pupils for critical reading-the ability to read with analysis and judgement and to promote them to take part actively in reading procedure.The critical reading development will actuate the pupils to happen purpose in reading and measure the intent of the writers and even a touch of exhilaration or challenge to reading. Reading without intent can be frustrating and may cut down motive, comprehension, and efficiency This survey maintains that pupils are holding trouble in reading because they are non having the right reading experiences in school. Most of the clip pupils are asked to reply end-of chapter comprehension inquiries or make full in eternal worksheet infinites. In add-on, most reading that is done in category is unwritten reading with one pupil reading the text aloud and all other pupils listening.. Motivation does non go on for pupils as they are reading or making dull exercisings. The pupil has to be motivated prior to reading. Students have to be taught to believe about a subject in assorted ways before they start to before they start to read. Teaching reading based on critical reading schemes provides many chances for EFL pupils to prosecute in the upper degrees of Bloom ‘s taxonomy. Therefore, the major classs: callback, comprehension, application, analysis, synthesis, and rating of the cognitive sphere of Bloom ‘s Taxonomy encourage EFL pupils to play active functions in larning critical reading in EFL categories. 1.6. OPERATIONAL Definition The followers are the definition of footings used in current survey: 1.6.1. CRITICAL LITERACY Alagozlu ( 2007 ) Critical literacy is a new position in learning English as a foreign linguistic communication, which trains pupils to believe critically and so transforms their thought into some practical action to do a better society. Critical literacy purposes at researching a new position, doing teaching method synchronize with the changed society. Therefore, critical literacy in EFL instruction is extremely important 1.6.2. CRITICAL Reading Wall and Wall ( 2005 ) Critical reading is a manner of reading that will let you to take a deeper expression at text. You will develop an acquired accomplishment with some cognition and experience. To read critically means to read analytically, this means to inquiry and to believe about the written stuff in forepart of you. When you question something, it normally leads to happening replies. There are no right replies when you read-there are merely the writer ‘s purposes and your readings. Critical reading is a manner of looking at a book and analysing what the writer is stating and the methods the writer is utilizing to pass on a message or thought. Your analysis is complete when you have formed your ain readings of the writer ‘s purposes. Learning to read in deepness, with comprehension, and being unfastened to new ways of believing an apprehension can merely get down with an scabies to desire to cognize more, whether it ‘s for your ain personal cognition or for a category. 1.6.3CRITICAL Reading Scheme A assortment of schemes that help pupils read with better apprehension of the stuff. Mastering these schemes will assist pupils manage hard stuff with confidence.A 1.6.4. BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVES Krathwohl ( 2002 ) The Taxonomy of Educational Objectives is a model for sorting statements of what instructors expect or intend pupils to larn due to direction. Bloom ( 1956: 26 ) educational aims mean expressed preparations of the ways in which pupils are expected to be changed by the educative procedure. That is, the ways in which they will alter in their thought, their feelings, and their actions. Bloom ‘s Taxonomy is the most common theoretical account for depicting thought. A list of six believing accomplishments arranged from the most basic to the most advanced degree. These descriptions are used to assist instructors and pupils focus on higher-order thought. Bloom lists a hierarchy of accomplishments: cognition, comprehension, application, analysis, synthesis and rating. 1.7. THEORETICAL FRAMEWORK OF THE STUDY Having now introduced and motivated the subject, defined the research inquiries, and looked at some of the research germane to the proposed survey, this subdivision is devoted to set uping the theoretical model within which the survey will take topographic point. Eisenhart ( 1991: 205 ) described a theoretical model as â€Å" a construction that guides research by trusting on a formal theoryaˆÂ ¦constructed by utilizing an established, consistent account of certain phenomena and relationships † . 1.7.1. COGNITIVE DOMAIN OF THE BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVE Krathwohl, Bloom and Masia ( 1964:7 ) Cognitive aims emphasize retrieving or reproducing something, which has presumptively been learned, every bit good as aims, which involve the resolution of some intellective undertaking for which the person has to find the indispensable job and so reorder given stuff or unite it with thoughts, methods, or procedures antecedently learned. Cognitive aims vary from simple callback of stuff learned to extremely original and originative ways of combine and synthesising new thoughts and stuffs. Bloom ( 1956: 20 ) in the cognitive sphere, particularly, it appears that as the behaviours become more complex, the person is more cognizant of their being. Students are able to give more complete studies of their onslaught on a job as the job becomes more complex, that is, as the job is classified in the more complex categories of rational abilities and accomplishments. 1.7.2. Cognitive LANGUAGE LEARNING STRATEGIES Grenfell and Harris ( 1999:44 ) Cognitive schemes are mental battle with linguistic communication in stuffs or undertakings in order to develop understanding and therefore acquisition. Cognitive schemes act on linguistic communication in the acquisition procedure and may be specifically involved in production of linguistic communication. Cognitive schemes besides include many academic and survey or larning accomplishments, for illustration, interlingual rendition, tax write-off, working on keywords, utilizing available resources, mnemonics, taking notes. 1.7.3 HIGHER-ORDER Thinking STRATEGIES Duke and Pearson ( 2002:118 ) six schemes that higher-level readers should utilize to do significance of text as they read. ( 1 ) prediction/activation of anterior cognition, ( 2 ) utilizing think-aloud schemes to supervise comprehension, ( 3 ) utilizing text constructions, ( 4 ) utilizing and building ocular theoretical accounts such as in writing organisers and imagination, ( 5 ) summarizing, and ( 6 ) inquiring and replying inquiries while reading. 1.7.4. Critical Reading STRATEGIES Singh, Chirgwin and Elliott ‘s ( 1997 ) critical reading schemes encourage scholars to utilize each of the cognitive procedures described in the three upper degrees of Bloom ‘s Taxonomy, those normally associated with critical thought accomplishments. Singh et Al. ( 1997 ) modified Bloom ‘s order somewhat, included some procedures more than one time, omitted one type of procedure and included a pretest of bing cognition. This alone scheme engaged pupils in a metacogitive consideration of their ain thought procedures by inquiring them to compare their initial and concluding constructs, warrant why their initial and concluding constructs changed, and eventually to pull decisions about the truth of their thought. Table 1: Comparison of Singh, Chirgwin and Elliott ‘s critical reading scheme with Bloom ‘s Taxonomy Singh, Chirgwin & A ; Elliott ‘s Procedures Bloom ‘s Lev EL ‘s of Cognitive Learning Identify and enter their initial constructs Pretest of bing cognition Obtain information through reading Obtaining new cognition Compare initial and concluding constructs Comprehension – looking for similarities and differences State how and why constructs changed Analysis – comparison and contrasting, pulling decisions and back uping the statement Produce a study on differences between initial and concluding constructs Synthesis Give their sentiments on how and why Evaluation Let scholars pull decisions on the truth of their constructs about text. Analysis Cognitive Language Learning Schemes Higher-Order Thinking Schemes Critical Reading Schemes Cognitive Sphere of theBloom'sTaxonomy of Educational Objective Chapter Two Review of Related Literature 2-1.Background of the survey Habsah Hussin ( 1998 ) who investigated the effects of selected critical reading schemes on critical reading public presentation of selected Malayan ESL Secondary School pupils. In 2006, Ainon Jariah Muhamad at Institute of Education International Islamic University Malaysia studied Critical reading schemes in English as a 2nd linguistic communication it was a instance survey of Malayan jurisprudence undergraduates. The consequences of the survey revealed that pupils ‘ attitudes to reading and to reading critically, did hold some influence on the figure and the types of schemes used. The activation of background cognition and related experience were besides helpful in bring forthing the critical responses to academic texts. Veeravagu, Jeyamahla ( 2010 ) at Univesiti Teknologi MARA ( UiTM ) enquired â€Å" Using Bloom ‘s Taxonomy to Gauge Students ‘ Reading Comprehension Performance † The findings indicated that the degree of believing procedures advocated by Bloom taxonomy had influenced the public presentation of the pupils in the reading comprehension paper. Wallace 2005 cited in zhang: Again, as Wallace has stated, pupils have developed merely one strong â€Å" reading scheme † over the old ages: that of listening to the instructor explicating the text word by word, sentence by sentence. Because reading schoolrooms lack category interaction, pupils are non actively engaged in the meaning-making procedure or, at best, the procedure involves readers ‘ decryption of text. Therefore, the bing cognition of pupils is non efficaciously drawn out for the benefit of the whole category. There is a deficiency of profusion and diverseness in schoolroom activity. †

Russians And Bosnians Essays - Free Essays, Term Papers

Russians And Bosnians Essays - Free Essays, Term Papers Russians and Bosnians Historically and politically, the Bosnians and the Russians are a perfect match.This history started in the middle of the first thousand years A.D. when the tribes called the Southern Slavs migrated into the southeast area of Europe known as the Balkans. The Slav people as they are known, were separated from the Northern Slavs, that is, related Slavs in Poland, Czechoslovakia, and Russia, by the non-slavic tribes that settled the lands of Austria and Hungary. The Bosnians original ancestors were the Southern Slavs. They raided areas throught the Balkans including what is now modern day Serbia.This tribe eventually split up, mostly for religious and political reasons but also because the geography of the region is such that large groups of Slavs became separated and isolated from one another because of the difficult terrain. When religion came to the Balkans, where you were physically had as much to do with what religion you grew up with as other reasons. The Serbs who were closest to the Byzantine Empire geographically, took up the Eastern Orthodox Religion. The peoples in what is now Croatia, Slovinia and Bosina were infuenced by Rome and took up Roman Catholicisim. However, the Bosnians, who were alwasys being threathned politically by the Orthodox Christian Serbs as well as their Roman Catholic neighbors, by the fifteenth century had made apolitical decision to align themselves with the rising power of the Ottoman Empire, and converted to Islam. Russia, the country where most of the Southern Slavs came from had accepted the Eastern Orthodox religion at around the time the Serbs did. This religious bond between Russians and Serbs was very strong and the two groups supported one another for virtually their entire history up to and including modern times. The Serbs supported the Russians in almost all their wars and helped the Russians gain control of part of the Eastern Mediterraen from the Turks. This is why the Russians are deeply interested in this area and feel they have a special role to play in the current conflict. The Balkans are the reason that World War I had started. The Serbs of 1914 was as determined then, as they were for centuries, of preserving their independence in the Balkans. A wider war in the Balkans could risk the security of Europe, and possibly draw Moslen nations into the war. On a more imeadiate level, the reason for peace in Bosnia is so urgent is because cities, roads, bridges, have been destroyed in the conflict. A good example of this is Sarajevo, ( a major muslim city) that was known for its cultural mixture. It was the site of the 1988 winter olympics which welcomed hunreds of atlethes from all over the globe. The city is on the Bosinian-Serb border and has been shelled by both sides in the war. However, a far more important reason is to prevent this local war from starting a wider confrontation that would risk the security of Europe, and possibly draw in Moslem nations to support the Muslims in Bosnia. Russian soldiers are going to be among the troops keeping peace in Sarajevo as well as in other towns in Bosnia. The rusians are trying to improve relations with the U. S. and are doing so by working with the U.S. on keeping peace in the Balkans. Both President Yeltsin of Russia and Clinton Of the U.S., have met several times over this issue. They decide that a good way to improve rlations betwen the two countries. Part of the debate over rusian troops betwen Russia and the U.S. was who mwould command the Russsian troops if they were sent. The Russians did not want teir troops under a NATO command because they thought that Nato was anti- Russian. Another topic of their debate was where were the Russian troops to be deployed. The russians wnated to be deployed in Bosnian Serb teritory, and the U.S. wanted them deployed in Bosnian Croat territory. Finally an agreement was reached. The Russians would send fifteenhundred troops to Bosnia. They were scheduled to arrive in mid-December 1995. Both sides agreed that the Russian troops would report to their own commander, General Leonti P. Shetsov. Shetsov had worked with

the anti war movement of the vietnam war essays

the anti war movement of the vietnam war essays United States participation in the Vietnam War was a subject of much debate among the American public. While many Americans supported the United States involvement in the War, in agreement with the Government that American assistance was needed in order to stop the spread of Communism, other people felt that it was immoral for the United States to involve itself in another country's internal matters. The antiwar movement against Vietnam in the US from 1965-1971 was the most significant movement of its kind in the nation's history. Anti-war protesters were not confined to the young, radicals, intellectuals, and the disaffected.... By 1968, [they] included many powerful individuals within the business and financial communities, the media, and the government itself ( McMahon 466). Also by 68, protesters numbered almost seven million, with more than half being white youths in the college. Students for a Democratic Society, (SDS), announced its opposition of the Vietnam War publicly in 1965. In a public announcement, they state their reasons for disagreement. We feel that the war is immoral at its root, that it is fought alongside a regime with no claim to represent its people, and that it is foreclosing the hope of making America a decent and truly democratic society....We are anxious to help and to change our country; we refuse to destroy someone elses country (McMahon 467). The SDS was not alone in their opposition. Civil-Rights leader, Martin Luther King, Jr., declared his opposition in 1967. He stated many reasons. ...it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and brothers and their husbands to fight and die...As I walked among the desperate, rejected and angry young men, I have told them that Molotov cocktails and rifles would not solve their problems...But, they as ...

Ten top writing tips for scientists - Emphasis

Ten top writing tips for scientists Ten top writing tips for scientists Ask most scientists, engineers and technologists why they got into the profession and theyre unlikely to say it was because they love writing. But love it or hate it, writing is an essential part of a scientific career. Report writing skills are crucial to communicating your research, ideas and recommendations. Losing the gems of months of research in confusing, convoluted prose helps neither you nor your readers. The way you write can be more important than what you write. An instantly readable report will usually have more impact than one that is difficult to decipher. Science doesnt exist in a vacuum. So if you cannot communicate effectively to colleagues and the general public, your work is likely to be perceived as less important. In fact, if you cant communicate what you do, you could argue that you might as well not do it in the first place. Here are some top tips and techniques that can transform your written work: 1. Ask the right questions Powerful writing starts from an ordered, clear structure. Begin ordering your ideas by asking yourself the questions: what? where? when? how? why? and who? When you know what you want to communicate, and why, you can then lay out your core idea first, and expand on it in the rest of the document. Always make sure you ask yourself the exact purpose of what you are writing. When you have a clear intent, you have a much better chance of crafting an effective document. 2. Use jargon with care Abbreviations are a great shortcut when you and your reader speak a common language. But dont forget that there may be acronyms and abbreviations that people outside your organisation or area of expertise just wouldnt know. This doesnt mean that you have to avoid jargon at all costs. Just be aware of your readers knowledge and choose the words and phrases that you are certain they will understand. Most people overestimate how much their readers know and bombard them with too many technical words and phrases. 3. Focus on your reader Do your readers really know everything about thermodynamics or mass transfer? Or are they more concerned with how the science affects their environment, a product or the companys bottom line? Ask yourself the following questions so that you can tailor your information to your reader. Who will read the document? How much experience do they have of the subject? How much do they know about it? What is their likely attitude towards it? How involved in the subject are they? How interested are they in the subject? 4. Dont show off In academia, the more knowledge, information and argument you display, the higher the marks. In the outside world, only the most significant information is necessary. Summarising a wealth of related issues may at first appear to cement your expert status, but it doesnt help your reader. Managers often have several reports to read each day, so focus on becoming a solution provider. 5. Create a compelling opening paragraph Research has shown that when it comes to focus, people remember the beginning and end of something, plus a high point in the middle. This is as true for reports as it is for holidays or feature films. So make sure that your conclusions and recommendations are in the summary. If you bury your recommendations in the middle, theres no guarantee that your readers will get that far. 6. Be confident Say what you really mean and your readers will thank you for it. It can be a little disconcerting to write clearly and in plain English, especially if you come from an organisation that doesnt encourage having a definitive viewpoint. But it will help you to become recognised as a thought leader and means that your work reaches a much wider audience. 7. Learn how to KISS Keep it short and simple. Avoid long, flowery phrases and make sure your sentences contain a maximum of 15 to 20 words. Presenting information in short, manageable chunks also helps you to keep the reader with you, so stick to the principle of one idea per sentence. To paraphrase Einstein: make things as simple as they are but no simpler. 8. Get active Where possible, use the active voice rather than the passive one. Instead of writing, the reactions of various metals were tested, write we tested the reactions of various metals. Adding in the word we makes the document more personal. Dont be afraid to use the word you when writing reports for non-scientists. The idea is to engage the reader and active, personal language does just that. 9. Check for errors Always proofread carefully by printing out your document and combing through it word for word. You cannot rely on your spellchecker to know the difference between palate and pallet, especially if you have it on the automated setting. Print it out first. And if possible, put your work aside for a day and come back to it with fresh eyes. Its likely that any errors will jump out at you more easily. Also check for punctuation and make sure that your structure is as effective as it can be. 10. Use a style guide Grab a free copy of our new The Write Stuff (third edition) to help you with the writing process. This 60-page style guide contains the very essence of good writing. Request a copy here. How Emphasis helped scientists to write more clearly One of Europes leading pharmaceutical companies asked Emphasis to improve its scientists report writing skills. The problem? Many of their written reports were failing to communicate the results of their research and development work in a clear and concise way. The training programme changed how the scientists approach, plan and structure their reports. Before the training programme, most people saw writing as an irritating distraction from their research and their reports had to be heavily edited. Now, there are fewer amendments, the medical director explains. This has reinforced the lessons learned during the training, creating a positive cycle that has, in turn, promoted better writing throughout the company.

Art from major museum from the collection of 19th, 20th or 21st Essay

Art from major museum from the collection of 19th, 20th or 21st centuries - Essay Example In accordance to the rising demands for visual arts, art-enthusiasts established the first national museum on the year 1793 in Paris which they named Louvre. This famed art museum placed for the first time in France a haven for the arts that were previously and exclusively owned by the aristocracy; it showcased these fabulous arts to individuals of all walks of life. Furthermore, due to the aforementioned significant revolutions, art movements developed in a rapid scale which was largely characterized by â€Å"isms†: Impressionism, Realism, Fauvism, and so on. These movements duly represented societies that were freshly liberalized from the stronghold of the Church. France was the pinnacle of success for every artist in the 19th century. Annually, a Salon was held wherein exceptional artists had the grand opportunity to display their magnum opus to public scrutiny. However, a fortuitous incident happened in 1863 which gave birth to one of the most influential movements in the period, the Impressionism. A Salon jury declined huge numbers of submitted works of art which angered the artists and prompted them to create another exhibition which they called the â€Å"Salon des Refuses†. Spearheading this movement was Edouard Manet who notoriously displayed his â€Å"impressionistic† paintings such as the celebrated Luncheon on the Grass. However, the term Impressionism came from Claude Monet’s, who was another famous artist of the movement, Impression: Sunrise. The Impressionist movement is also referred to as optical realism by some artists because of its scientific and modern themes in the genuine visual familiarity and its acc ent on illumination and movement on the overall faà §ade of entities; one of the utmost exemplars of impressionism is Edouard Manet’s controversial painting. Edouard Manet’s Luncheon on the Grass stirred much controversy because of the paintings