Rhapsody In Blue Essay - 1252 Words

Rhapsody In Blue George Gershwin’s Rhapsody in Blue is one of those timeless classics that is instantly recognizable to many people’s ears today, even ninety years after it was first introduced to the world. It is a piece that has found its way into contemporary movies and advertisements, making it likely as recognizable as Chopin’s Funeral March or Beethoven’s Fifth Symphony. But unlike these two pieces of iconic classical music, Rhapsody in Blue â€Å"resists classification.†1 In it are elements of classical music, blues and jazz, making it at once â€Å"Gershwin’s most famous piece† but also â€Å"possibly his least understood composition.†2 Indeed, while Rhapsody became a popular hit in the†¦show more content†¦No doubt that the jazz elements can be viewed as the popular side of the piece, with the classical elements being the serious side. This combination, however, would prove to be a source of controversy for critics. While few could argue against Rhapsody’s merits as a popular hit, many argued against its validity as a high art form, with even Leonard Bernstein writing for The Atlantic in 1955: Rhapsody in Blue is not a real composition in the sense that whateverShow MoreRelatedEssay about Rhapsody in Blue661 Words   |  3 Pageshe composed his first published song entitled â€Å"When You Want ’Em You Can’t Get ’Em†. From 1920 to 1924, he composed for an annual production put on by George White. Legend has it that he actually composed what most say is his greatest work, Rhapsody in Blue, in a rush because he had forgotten about the performance. About ten years later, he wrote one of the most famous American operas called Porgy and Bess. Many people say it is â€Å"considered to not only be Gershwin’s most complex and best-knownRead MoreGeorge Gershwins Rhapsody in Blue Essay examples780 Words   |  4 PagesBroadway shows and opera. He composed â€Å"Swanne,† which is the first nationally successful piece and â€Å"Blue Monday†, which is a jazz opera piece in 1919 and he became really popular. In 1924, George Gershwin and his older brother Ira worked together and made the musical comedy â€Å"Lady Be Good† and it was performed on Broadway. He also composed his first classical and most famous piece â€Å"Rhapsody in Blue† in the same year. It is his most famous piece and the piece made him a celebrity and appeared on TimeRead MoreA tribute to Patsy Cline700 Words   |  3 Pageseyes shining bright with passion for the music and doing what he loves. Mr. Shram conducted as the symphony began to play their first number written by George Enesco when he was only nineteen years old, Rumanian Rhapsody in A major, Op. eleven, No. One. Written in 1901, this rhapsody is one of Enescos best known compositions. The score for this lively drinking song calls for two flutes, a piccalo, two oboes, an english horn, two clarinets, two bassoons, four french horns, four trumpets, threeRead MoreMusical Progress Essay1055 Words   |  5 Pagesprogress. The progress that the two composers made can be heard through their profound ability’s to both borrow themes or styles from different genres and make a body of music original. The works of both Gershwin and Stravinsky particularly Rhapsody in Blue and Histoire de Soldat epitomize, in their respective time periods music at the cusp of musical progress. Stravinsky was an accomplished composer of his time period, while many questioned him and his changes in style. But many of his changesRead MoreTHE TIMES OF GERSHWIN Essay1207 Words   |  5 PagesGeorge Gershwin is one of the most celebrated composers of modern times. He is Famous for bridging the gap between Jazz and Classical music, and developing a new kind of popular music that held a genuine, American voice. With such pieces as his Rhapsody in Blue and Concerto in F he has become the most widely played American composer of all time. Although he boats having one of the most recognizable names in modern music, many people do not truly know the story behind it all. The Early Years HisRead MoreMusic in the Great Gatsby Film Remake605 Words   |  2 Pagesâ€Å"Young and Beautiful† by Lana Del Rey, a modern day song, was best chosen for the love scenes and can be a song that tells about Daisy’s perspective. Another piece of music which was composed in the time period of when this story is told is â€Å"Rhapsody in Blue† by George Gershwin. Its power, grandeur, as well as elements of surprise fit very well in several scenes in the movie. â€Å"Young and Beautiful† by Lana Del Rey, a modern day song, was best chosen for the love scenes and can be a song that tellsRead More George Gershwin Essay1643 Words   |  7 PagesAmerican composers of the 1920’s. In this paper I will discuss Gershwin’s life as a child and his upbringing and how his music expressed the dreams of every American Citizen by mixing different styles of music like Jewish, black, jazz, classical, blues and put them into one genre and created absolute music. George Gershwin was born in Brooklyn, New York on September 26, 1898. As the son of immigrant parents, Georges father had many jobs, so they were forced to live in many locations. GeorgeRead MoreEssay about The Ultimate Collection by George Gershwin635 Words   |  3 Pagesout of two CDs; the first cd is Gershwins pieces sung by different jazz singers such as Ella Fitzgerald, Louis Armstrong, Bing Crosby and more#8230; The second cd, is Gerswhins famous pieces taken from musical shows such as Porgy and Bess, Rhapsody in Blue, Cuban overture, Funny face and more. First Cd: The cd starts with the song Strike up the Band performed by Oscar Peterson. The piece consists of a piano, cello. This song in my opinion setsRead MoreGeorge Gershwin Essay examples970 Words   |  4 Pagesthis time, Gershwin composed his first operetta, Blue Monday. It impressed Paul Whiteman, a famous bandleader, so much that he asked Gershwin to compose a symphonic jazz piece. At this time, however, Gershwin was still busy composing for White and forgot to compose for Whiteman until only one month before the scheduled performance. During this rushed creation, Gershwin found inspiration to create his most famous individual piece, Rhapsody in Blue. At its first performance, the piece was loved byRead MoreEssay on George Gershwin (1898-1937)1254 Words   |  6 Pagesdeal of improvising. Interesting enough, Gershwins musical interest in jazz and blues has created a new style of American music known by all today. Gershwin wrote many great works of art. A few of his most popular works, which gained a lot of their popularity after his death, would include: When you want em you cant get em, when you got em, you dont want em; Swanee; Porgy and Bess; Rhapsody in Blue; and Blue Monday. In 1916, Gershwin published his first song called When you want

Rhetorical Analysis Of Frederick Douglass - 866 Words

Frederick Douglass was an abolitionist, a human rights activist, and a former slave with a lot to say. July 4, 1852, a man was asked to speak at a Declaration signing commemoration event. This man, an African- American former slave steps up on stage and delivers a speech of the century, informing the white crowd of the slaves perspective on the celebration of freedom. In the speech, Douglass claims that the Fourth of July is a day of mourning for current and former slaves instead of the celebration the White Americans partake in. Throughout the speech, he uses logos, ethos, and pathos to emphasize the hard perspective of a day that reminds the slave of their lack of freedom. The evident utilization of rhetorical appeals in the speech†¦show more content†¦Frederick Douglass was a slave in his own time and by the time of his speech, he had plenty of torturous memories to base off of. The speaker uses ethos when comparing the Whites to the slaves as he states You may rejoice, I must mourn as a way of showing their differences in perspective about the occasion (Douglass 1). This quote comes from Douglasss experience as a slave and his view of the Fourth of July so he is credible to his feelings. The authors background in the slave field allows his views to be credible as he went through what the other former and current slaves he mentioned have gone through. His ethos creates an impactful and logical addition to support his claims. Comparatively, the most used appeal throughout the speech is pathos. With every word, Douglass painted a straight of emotions and feelings to close the listeners in and make them understand the sentiment behind the slaves stories. Frederick uses his credited background in slavery to describe the life compared to the white mans. For example, Douglass states ...above your national, tumultuous joy, I hear the mournful wail of millions, whose chains, heavy and grievous yesterday, are today rendered more intolerable by the jubilant shouts that reach them (Douglass 1). This imagery sets the idea that while the freed white privileged Americans are ignorantly celebrating, there are man and women struggling to stay alive. The uneasy feeling that follows this idea is pathos. TheShow MoreRelatedFrederick Douglass Rhetorical Analysis930 Words   |  4 Pagesknown slave author and orator, Frederick Douglass, in his narrative, â€Å"The Narrative of the Life of Frederick Douglass: An American Slave† alters the way people view slavery. Douglass’s purpose is to convince the audience that slavery should be abolished. He creates a haunting tone in order to persuade the readers that slavery is wrong. He uses many real life accounts of horrifying instances of beatings, murders and torture to prove that slavery is unjust. Douglass illustrates many emotions in hisRead MoreFrederick Douglass Rhetorical Analysis905 Words   |  4 PagesNoted abolitionist Frederick Douglass, in his self titled slave narrative addresses the indescribable sadness that the slaves were experiencing, which they portrayed through song. He intensely describes the emotions that he hears within the songs of the slaves. In the passage Douglass shows how the slaves believe that they feel, versus how they really feel, and he does this this by changing the tone throughout the passage. He uses these tones to make the reader fully feel the helplessness that theRead MoreFrederick Douglass Rhetorical Analysis885 Words   |  4 Pages In the â€Å"Narrative of the Life of Frederick Douglass† it shows all 3 rhetorical appeals (Ethos, Pathos, Logos) which are found in all forms of writing, speeches, movies, television shows, and life within itself. Frederick Douglass used all three of these rhetoric in the narrative to tell about both his life as an American slave and his cause over ten decades ago. He uses these devices to identify himself to the readers, to bring emotion out of the readers, and to persuade the readers. Read MoreFrederick Douglass Rhetorical Analysis968 Words   |  4 Pagesorganized conspiracy to oppress, rob, and degrade them, neither persons nor property will be safe†- Frederick Douglass Frederick Douglass is a remarkable figure when it comes to describe and expose the outcome of the oppression in the black race since memorable times seen and experienced through the centuries expressed in slavery, racism and mistreat. In â€Å"The Meaning of Fourth of July for the Negro†, Douglass states the values of not only a race but a human being in his speech, by allowing himself to representRead MoreFrederick Douglass Rhetorical Analysis853 Words   |  4 Pagesof the ever-present mistreatment, corruption in positions of authority, and the dehumanization of minorities. The poor treatment of women and people of color is a main reason why these past issues are still present in the United States today. In Frederick Douglass’s speech given on July 5, 1852, he expresses his opinions of America’s Independence Day and how colored people have suffered only to remain captive and abused, not sharing in this independence with the rest of the country. He displays logosRead MoreFrederick Douglass Rhetorical Analysis1793 Words   |  8 Pages In his memoir, Narrative of the Life of Frederick Douglass, an American Slave, Frederick Douglass argues for the abolition of slavery by reminiscing on his life as a slave. He draws attention to the cruelties he and other slaves endure and compares it to the white masters’ humanity. To do so, Douglass also uses the irony of relationships and family in white masters but lack of recognition of such in the slaves. Furthermore, Douglass uses the irony of the use of religion in order to excuse slaveryRead MoreRhetorical Analysis Of Frederick Douglass Speech838 Words   |  4 PagesFrederick Douglass was a freed slave in the 1800’s who was famous for his ability to read and write, uncommon of a black man at the time. On July 4th, 1852, he gave a speech to citizens of the United States. In this speech, he called out the â€Å"hypocrisy of the nation†(Douglass), questioning the nations treatment of slaves on a supposed day of independence. Frederick Douglass effectively uses rhetorical strategies to construct his argument and expose the hypocrisy of the nation. One of the rhetoricalRead MoreRhetorical Analysis Of Frederick Douglass Use Of Diction990 Words   |  4 PagesFrederick Douglass’ use of Diction Frederick Douglass was a great author who used a variety of literary devices to contribute to his overall writing. One of his main literary elements that he uses is diction. What is diction? According to Merriam Webster’s dictionary diction is the way in which words are used in speech or writing. Douglass’ use of diction helps emphasize key point about slavery that writes about. Also, diction helps to convey the message that Douglass is writing about. DouglassRead MoreNarrative Of The Life Of Frederick Douglass Rhetorical Analysis1050 Words   |  5 Pagesand hardship. But some, like the slave and later abolitionist Frederick Douglass, rose up from the tribulations of slavery and led the way for progress and change in America. In his autobiography â€Å"Narrative of the Life of Frederick Douglass†, Douglass tells his inspiring yet harrowing story of his life as a slave in Maryland and his escape to freedom in New York and later Massachusetts, where he eventuall y became an abolitionist. Douglass masterfully uses ethos, pathos, and logos to craft his powerfulRead MoreRhetorical Analysis Of Frederick Douglass s Romeo And Juliet 1386 Words   |  6 PagesPathos et Logos Frederick Douglass uses both pathos and logos in his Narrative to push his argument against slavery by appealing to the audience’s idea of virtue and stating the harsh facts of the abuse. Douglass knows his audience well, and uses their intense feelings on Christianity to bolster his argument. His ethos is set up on the first page, as he is one that was directly abused through the process of slavery. Douglass uses the rest of the book to instill in the reader through his expert use

Communication Skills Free Essays

Teaching is generally considered as only fifty percent knowledge and fifty percent interpersonal or communication skills. For a teacher, it is not just important to give a quality lecture but it is more important for the presentation of a lesson or lecture in class. Communication skills for teachers are thus as important as their in-depth knowledge of the particular subject, which they teach. We will write a custom essay sample on Communication Skills or any similar topic only for you Order Now Teachers should be aware of the importance of communication skills in teaching. They must also realize that all students have different levels of strengths and weaknesses. It is only through communication skills that a teacher can introduce creative and effective solutions to the problems of the students. Thus, a teacher can enhance the learning process. Following are some of the communication skills that a teacher must possess so that they interact properly with the students – Positive Motivation This is one of the important things that a teacher must possess. In a class, students always have different kinds of taste and preferences over subjects. So it is the job of the teacher to create enthusiasm and interest in the minds of the students towards a subject. It is also a teacher’s role to remove any fear and inhibitions that a student may have towards a subject. Effective Body Language This is the most powerful communication skill that a teacher must possess. Good presentation skills include a powerful body language supported by verbal skills. This can create a long lasting impression in the minds of the students. Thus, a teachers lectures will inevitably become more interactive and interesting for the students. Besides, a teacher should maintain the volume, tone and rhythm of their voice during a lecture. Sense of Humor The importance of this factor has been regularly underestimated. A good sense of humor keeps the students active and interested in the teachers class. A teacher who is dour and lacks humor doesnt contribute to the overall well being of the students. Understanding the Students Teachers should encourage students to communicate openly. There should be emphasis on cultivating a dialogue rather than a monologue. So while solving any kind of problems in the classroom, it is always wise to hear the opinions of the students also. Team Formation This is a good method where you can divide the classroom into small teams and ask them to solve different problems or complete assignments. This practice will increase not only the interaction among the students but also among the teacher and students. Technical Skills It is also important that teachers should be up to date with all the latest teaching aids like computers, video conferencing and especially the use of internet. This will also help the students to keep up their interest in the learning process. Students are the future of every nation. That is why the role of teachers is so important to the society. It is through a teacher that generations of youngsters are deeply influenced. Overall improvement in a student can be expected when communication skills for teachers is given due importance. Thus, it is important that communication skills become an important ingredient of a teachers professional competency. How to cite Communication Skills, Papers Communication Skills Free Essays NLP Soft skills or NLP Personal Excellence NLP Soft skills is an explicit blend of NLP training and Soft skills which are a perfect value add to various thinking styles about personal and professional lives irrespective of any field people come from. This course is designed for people who have personal and professional interests in developing their own skills and insights into how language and thinking interact. It is also aimed at people who want to find out more about the powers of language. We will write a custom essay sample on Communication Skills or any similar topic only for you Order Now Managers and coaches may find the insights that they obtain useful and most importantly to anyone who want to realise their full potential. Why does it stand out? As we create the difference you need. The process works perfectly. If you want to change your lifestyle to welcome a lot of peace into your lives then you need to change the thoughts, actions, and feelings that go into producing them. If you want to understand, act – the learning is in the doing. Modules Be Outspoken Be Outspoken is a course which was designed to deliver a combination of soft skill subjects with a psychological twist. We have concentrated greatly on the changing mindset of people and changing behaviours to create these courses. These subjects would cater to your objectives, needs and changing lifestyles. Topics which we would deliver on are: * Managing change effectively * Building excellent customer services * Delivering professional presentations * Become an excellent negotiator * Improve your assertiveness skills * Effective interviewing processes Solving problems more creatively Attaining Personal Excellence Attaining Personal Excellence is a diverse course which covers a lot of areas to develop communication skills and influencing abilities, methods to avoid conflict and improve management techniques. Topics which are included are: * Recognising our own and others’ channels of communication * Powerful techniques for planning and achieving goals * Tools to realise your potential * How to broaden perceptual positions to defuse conflict, * Enhance assertiveness and improve negotiation skills Exploring timelines and how to improve our time-management systems * Discovering how our greatest successes are achieved when their objectives and goals are aligned with our values * Techniques for breaking unresourceful mindsets and replacing them with positive ones * How to identify, explore and change negative beliefs to achieve your goals * Exploring rapport to improve communication skills and enhance relationships Learning to manage effectively The first level supervisor or team leader encounters a special challenge. Usually, they still have a certain responsibility for some ‘hands-on’ activity and personal output, but are now required in addition to spend time co-ordinating the work of a team. This programme helps participants define their skills to ensure they get a strong management and leadership foundation. The programme also helps people to manage themselves effectively in a perfect coordination with different psychological aspects. The topics on which we would deliver are Module 1 Team leadership and management role, time and priority planning, coaching and instruction delegation Clarify and define their role and responsibilities * Describe and define leadership as a set of skills, rather than as a personal style * Identify the key elements of leadership * Set themselves and others empowering outcomes * Plan effectively and realistically * Set goals and schedule action plans * Identify their personal â€Å"time thieves† * Pinpoint strategies for reducing â€Å"time thi eves† * Use the resources of others to achieve more in less time * Explain the key benefits of delegation * Uncover and overcome the barriers to delegation Define the difference between task allocation and true delegation * Apply a structured step-by-step approach to delegate effectively Module 2 Motivating, Communicating and Influencing * Analyse the motivation levels and the motivational drives of themselves and others * Highlight the key motivators which push/pull behaviour * Identify appropriate levers to motivate a team or a specific individual * Address issues of de-motivation in themselves and others * Take action to improve motivation levels * Listen actively * Use questioning skills to control interactions * Recognise non-verbal signals in self and others Build rapport based on respect and mutual outcomes * Identify assertive, aggressive and passive behaviours * Ask assertively for specific action or behaviour change * Make a case persuasively to influence others * Ne gotiate agreement between conflicting viewpoints * Address unwanted behaviour in others * Manage and mediate in situations of conflict Module 3 Managing Performance, Coaching and Instruction * Buy into the purpose and process of an appraisal process * Willingly use an appraisal system in order to gain optimum performance and development * Assess people’s performance fairly and objectively Manage the appraisal interview effectively * Identify methods to manage all levels of performance * Give constructive feedback to enhance or improve performance * Set effective performance measures and standards * Design and agree effective action and development plans * Complete appraisal documentation fully, constructively and on schedule * Commit to holding regular one-to-one follow-up sessions with team members * Establish their own and others’ learning styles * Define learning objectives * Assess a learner’s existing skill level * Prepare and deliver effective instruction Plan a coaching session * Deliver coaching to enhance and empower learning * Tailor delivery of coaching to match learner’s style * Elicit and give constructive feedback on performance * Review the effectiveness of coaching * Support the transfer of new skills to the job Leadership Management After managers grasp the basic concepts of their new role, they increasingly move away from â€Å"hands on† involvement in the core activity of their departments. Instead their responsibility is more and more about achieving results through maximising the output of their teams. This programme is designed to build managers’ skills in the critical areas of relationships, performance, influence and change. Topics on which we would deliver are: * clarify and define their role and responsibilities as managers of output within their organisations * review the strengths, vulnerabilities and impact of their personal management style preferences * apply practical techniques to manage effectively: change, performance, teams, conflict, relationships and influence Six course competencies: One: Managing Relationships It includes models for constructive interaction, understanding personality, difficult relationships and how to make them workable and emotional intelligence. Two: Managing Teams Leadership styles, Team roles and preferences, how teams interact, Strategies for building and maintaining teams, Symptoms and causes of conflict, Resolving conflict. Three: Managing Change and Stress Change and the accelerating pace of change; managing inevitable ambiguity, coping with uncertainty; stakeholder analysis; strategies for announcing change; convincer patterns; harnessing change-related stress as positive energy. Four: Managing Influence Making a case persuasively, Influencing patterns, belief, trust, conviction and authority, Influencing models and strategies, Influencing styles, The language of influence, body language and influence and Managing arguments Five: Managing Conflict Sources and types of conflict, One-to-one conflict and group/team conflicts, Conflict in meetings, Disruptive behaviours, challenging behaviour, conflict over facts, opinions or values, Building consensus, How to negotiate agreements that work, Building an atmosphere of trust and mutual respect, Managing clashes of personality and the art of mediation. Six: Managing Performance Optimising the productivity of every team member, Setting and agreeing standards, re-assessing job profiles, managing by objectives, Goals and targets that work, Recognising and motivating high achievers, managing poor performance constructively, Developing potential – assessing skills gaps and development needs, coaching and development plans and Cost effective development solutions. How to cite Communication Skills, Essay examples

What Does Democracy Mean free essay sample

For me personally, in one word, democracy means freedom. More in depth, democracy is much more complex because it allows all citizens to have an equal say in many different decisions that affect lives. Democracy allows citizens of the United States to equally voice their opinion through elected representatives and by the creation of new laws and the freedom of speech. The country used to be run under communism which was much more controlled than democracy. No one was allowed to own their own businesses which really limited freedom because everything belonged to the state. No one really had the freedom to express themselves because the state controlled everything. The writers of the U. S Constitution criticized the idea of democracy because they doubted the ability of ordinary American’s to make informed judgments about what the government should do. (Edwards, G. C. , III, Wattenberg, M. P, and Lineberry R. L. (2008). Government in America: People, politics, and policy (brief 9th ed. ). New York, NY: Pearson Education. ) Others believe democracy creates political instability because government representatives frequently change and bring their new ideas with them which creates a lack of consistency.In reality, we live in a corrupt political government which results in the American people criticizing the government. It is well known that with power comes misuse which ultimately results in corruption. The wealthy continue to find ways to become wealthier, and fail to have compassion for the lower class. (Romney Makes the Rich Richer and the Poor Poorer, June 4,2012 Retrieved from;http://hampton-northhampton. patch. com/blog_posts/romney-makes-the-rich-richer-and-the-poor-poorer) I have to question the current selection of politicians we have to choose from to represent the people of the United States.They are constantly bickering like children on National television and are hardly acting professional. It seems to me like America is in some trouble and it doesnt appear that anyone has the discipline or professionalism that it takes to run this country. I hope the politics can prove me wrong and that the people of the United States make choose the right people to lead this country! In conclusion, democracy is a very complex matter that involves the opinions of others. Some people view democracy as a necessary freedom for the people, and others view it as political instability.

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management The WritePass Journal

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ABSTRACT An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students. Research objective Conducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] decide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a us eful contribution to the creation of effective interventions. Proposal structure This research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variables are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excluding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While many studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a more integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing reports of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on the way a bullying incident is reported. Literature review summary Bullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011). Research question Teachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroom? The objective of this study is to use the evidence g athered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophy The majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research approach There have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of the emoti onal and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes. Research strategy The Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed. Data collection Having obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet. Data analysis A good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the survey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Bandura’s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-week period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA. Ethical issues Bullying causes stress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care. Research limitations Due to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullying? This may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the school? This may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying prevention? This may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bully? The words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situations? Examining the age and gender differences of teachers, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullying and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. Blosnich, J., and Bossarte, R. (2011). Low-Level violence in schools: Is there an association between school safety measures and peer victimization? Journal of School Health (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., Sawyer, A. and O’Brennan, L. (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, Vol 36(3), Sep 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives. Washington, DC: National Education Association. Online. Retrieved from: https://docs.google.com/viewer?a=vq=cache:M7Ja_BU9K4sJ:www.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+hl=engl=ukpid=blsrcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. [Accessed 18th February 2013]. Brentwood School District home page brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67:223-233 doi:10.111/J2044-8279.1997.tbd 1239x Brockenbrough, K. (2001). Peer victimization and bullying prevention among elementary school students. Dissertation Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. Online webpage listing young people who have died as a result of bullying. Retrieved from bullyonline.org/schoolbully/cases.htm. [Accessed 15th February 2013]. Burzinski, A. (2012) Dos and Don’ts of Bullying. Online webpage offering advice on bullying for parents. Retrieved from bullyingpreventioninjds.com/dodont.html. [Accessed 27th February 2013]. Carney, J. V. (2000). Bullied to death: Perceptions of peer abuse and suicidal behavior. Psychology International (2) 21 Retrieved from Argosy University Library Chambless, C. B. (2010). Long term effects of bullying: Exploring the relationships among recalled experiences with bullying, current coping resources and reported symptoms of distress. Georgia State University ProQuest Dissertations and Theses, 117, [retrieved from http://search. Proquest.com/docview/859011968? accountid=34899]. (859011968). Cullen, F. T., Unnever, J. D., Hartman, J. L., Turner, M. G. Agnew, R. (1999). Gender, bullying, victimization and juvenile delinquency: A test of general strain theory. Victims and offenders, 3: 331-349, 2008 Creswell, J. W. (2009). Research design qualitative, quantitative, and mixed method approaches (3rd ed.) Thousand Oaks CA: Sage Crothers, L. M., Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development (82) 4 Dempsey, A. G., and Storch, E. A. (2008). Relational victimization is the association between recalled adolescent social experiences and emotional adjustment in early adulthood. Psychology in the school 45 (4) 310–322. Childnet International. (2007) Cyberbullying. Pages on Digizen.org website. Retrieved from http://old.digizen.org/cyberbullying/default.aspx. [Accessed 27th February 2013]. Espelage, D. and Swearer, S. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review. 32. (3). 365–383. Goldstein, S., Young, A. and Boyd, C. (2008). Relational aggression at school: Associations with school safety and social climate. Journal of Youth and Adolescence. 37. 6. 641–654. Juvonen, J., Nishina, A. and Graham, S. (2006). Ethnic diversity and perceptions of safety in urban middle schools. Psychological Science. 17. 393–400. Kendall, N. (2012). Teachers’ responsibilities must include protecting students from bullying. Online. Retrieved from: http://thesoutherneronline.com/frontpage/?p=843. [Accessed 18th February 2013]. Lakewood, M. (2010) School bullying prevention programs. Just how effective are they? Kids and Teens ezines. Online. Retrieved from http://ezinearticles.com/?School-Bullying-Prevention-Programs:-Just-How-Effective-Are-They?id=7043460. [Accessed 18th February 2013]. Marr, N. and Field, T. (2001) Bullycide: Death at Playtime. Success Unlimited. Milsom, A. and Gallo, L. (2006) Bullying in middle schools, prevention and intervention. Middle School Journal. 37 (3) 12–19. Mishna, F., Scarcello, I., Pepler, D. and Wiener, J. (2005) Teachers’ Understanding of Bullying. Canadian Journal of Education. 28. 4. 718–738. Natvig et al. (2001). Psychosomatic symptoms among victims of school bullying. Journal of Health Psychology. 6. 365–377. Newman-Carlson, D. and Horne, A. (2004) Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students. Journal of Counseling Development. Vol. 82(3), 259–267. doi: 10.1002/j.1556-6678.2004.tb00309.x Nishioka, V., Coe, M. A., Hanita, M., Sprague, J. (2011). Student-reported overt and relational aggression and victimization in grades 3-8. Education Evaluation and Regional Assistance. Institute of Education Sciences (IeS). Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. European Journal of Social Psychology. Vol. 10 (1). Olweus, D. (1993) Bullying at School: What we know and what we can do. 64–107. Oxford: Blackwell Publishers. Online publication. Retrieved from purdue.edu/odos/soc356x/articles/7BullyingatSchool.pdf [Accessed 15th February 2013]. Pellegrini, A.D. and Bartini, M. (2000). A Longitudinal Study of Bullying, Victimization, and Peer Affiliation During the Transition from Primary School to Middle School. American Education Research Journal. Fall 2000. Vol 37. No. 3. 699–725. Porter, J. R, (2009). Children’s tendency to defend victims of school bullying: Genders social identity, and normative pressure. (Doctoral dissertation) University of Florida ProQuest dissertation and Theses 128. Retrieved from: file://localhost/Retrieved from http/::search. Proquest.com, :doc view:304885104%3F accountid=34899. (304885104). [Accessed 18th February 2013]. Project Wisdom – Helping students make wiser choices. Online article. Retrieved from: www.projectwisdom.com. [Accessed 18th February 2013]. Rigby, K. (2002). New perspectives on bullying. Philadelphia: PA Jessica Kingsley publishers LTD. Schroeder, D. (2010) Traumatic Effects of Bullying. Online article in The Pennsylvania Counselor. Retrieved from: https://docs.google.com/viewer?a=vq=cache:_13Cnh263WkJ:www.bullyingpreventioninstitute.org/LinkClick.aspx?fileticket=5AFZRcsh-S8=%26tabid=72+hl=engl=ukpid=blsrcid=ADGEESi4BxkjYE4vTcwl04I0zG8_seTUgflcconYnEGJVouxOFXt_txAEyAMCo2S9VYPPAmgIy_OY9kilogwM3J. [Accessed 18th February 2013]. Van Bennekom, F. (2011) Statistical Confidence in a Survey: How Many is Enough? Online article at Great Brook. Retrieved from: greatbrook.com/survey_statistical_confidence.htm. [Accessed on 18th February 2013]. Wright, J. (2003). Classroom Bullying: What Teachers Can Do. Online booklet. Retrieved from: https://docs.google.com/viewer?a=vq=cache:UX_5qO65ILcJ:www.jimwrightonline.com/pdfdocs/bully/bullyBooklet.pdf+hl=engl=ukpid=blsrcid=ADGEESj4vX4L_rQ5C_2v2WJNgdrqfR8z6gwZ9nk7RruJjTdYKqE9dUodMJ30UcC2uxiXSALUPvDdw7G-iOI0Fx89CSOAxeCrb1GeH1DcVTI_6PDMTeHDk [Accessed 18th February 2013].

Haber-Bosch Process Information

Haber-Bosch Process Information The Haber process or Haber-Bosch process is the primary industrial method used to make ammonia or fix nitrogen. The Haber process reacts nitrogen and hydrogen gas to form ammonia: N2   3 H2  Ã¢â€ â€™ 2 NH3  Ã‚  (ΔH −92.4 kJ ·mol−1) History of the Haber Process Fritz Haber, a German chemist, and Robert Le Rossignol, a British chemist,  demonstrated the first ammonia synthesis process in 1909. They formed ammonia drop by drop from pressurized air.  However, the technology did not exist to extend the pressure required in this tabletop apparatus to commercial production. Carl  Bosch, an engineer at BASF, resolved the engineering problems associated with industrial ammonia production.  BASFs German Oppau  plant commenced ammonia production in 1913. How the Haber-Bosch Process Works Habers original process made ammonia from air. The industrial Haber-Bosch process mixes nitrogen gas and hydrogen gas in a pressure vessel that contains a special catalyst to speed the reaction. From a thermodynamic standpoint, the reaction between nitrogen and hydrogen favors the product at room temperature and pressure, but the reaction does not generate much ammonia. The reaction is exothermic; at increased temperature and atmospheric pressure, the equilibrium quickly switches to the other direction. The catalyst and increased pressure are the scientific magic behind the process. Boschs original catalyst was osmium, but BASF quickly settled upon a less-expensive iron-based catalyst which is still in use today. Some modern processes employ a ruthenium catalyst, which is more active than the iron catalyst. Although Bosch originally electrolyzed water to obtain hydrogen, the modern version of the process uses natural gas to obtain methane, which is processed to get hydrogen gas. It is estimated that 3-5 percent of the worlds natural gas production goes toward the Haber process. The gases pass over the catalyst bed  multiple times since conversion to ammonia is only around 15 percent each time. By the end of the process, about 97 percent conversion of nitrogen and hydrogen to ammonia is achieved. Importance of the Haber Process Some people consider the Haber process to be the most important invention of the past 200 years! The primary reason the Haber process is important is because ammonia is used as a plant fertilizer, enabling farmers to grow enough crops to support an ever-increasing world population. The Haber process supplies  500 million tons (453 billion kilograms) of nitrogen-based fertilizer annually, which is estimated to support food for a third of the people on Earth. There are negative associations with the Haber process, too. In World War I, the ammonia was used to produce nitric acid to manufacture  munitions. Some argue the population explosion, for better or worse, would not have happened without the increased food available because of the fertilizer. Also, the release of nitrogen compounds has had a negative environmental impact. References Enriching the Earth: Fritz Haber, Carl Bosch, and the Transformation of World Food Production,  Vaclav Smil  (2001)  ISBN 0-262-19449-X. US Environmental Protection Agency: Human Alteration of the Global Nitrogen Cycle: Causes and Consequences by Peter M. Vitousek, Chair, John Aber, Robert W. Howarth, Gene E. Likens, Pamela A. Matson, David W. Schindler, William H. Schlesinger, and G. David Tilman Fritz Haber Biography, Nobel e-Museum, retrieved October 4, 2013.

Essay Example | Topics and Well Written Essays - 500 words - 132

Essay Example According to him, a government is not needed and should be regulated when a natural society is large enough as a moral virtue is unnecessary in governing man prone challenges. In comparison to my own ideas enlightenment living, Paine’s idea of government as unavoidable evil is out of place because; people need an authority and a point of reference. Governments and monarchies are rightly places because people need a leader in charge of decision-making, protect and preserve the community. The government represents its citizens in the entire nation and without it citizen would lack a single entity to stand for their feelings. The country’s security is risked without the government that represents the voice of its people. Paine argues that monarchy is not grounded in liberty but prejudice, while people’s constitution is the real freedom form. He challenges people to see the underlying problems of the monarch irrespective of its enduring tradition that is unquestionable, (Paine, Cronauer & Recorded Books, 2005). Paine firmly disagrees with the monarchy and hereditary succession principle and he quotes the bible in many occasions that the basis of monarchy is strongly in opposition of the truth of bible. He terms the Kings government as outright idolatry, an kind of administration that did not emanate from nature or divinity but originated from Heathens that resulted from disorderly gangs and cruelly forced themselves in power against people’s will. He refers to as England’s Monarchy founder as French bastard because he believes that William the Conqueror forced his way to boastful rule against his people’s will, (Paine & University of Virginia, 1993). According to pain the hereditary leaderships of leaders is not a moral virtue guarantee because moral virtue cannot be inherited and future generations will be led by enthroned gracious kings. Hereditary

Reaction paper Essay Example | Topics and Well Written Essays - 500 words - 24

Reaction paper - Essay Example There were other neighboring plantations in the area like New Design and also Wye Town. The home plantation was the administrative base of all the twenty farms in the area. The slaves who proved unmanageable were also punished at the home plantation. The punishment forms include; whipping, sloop boarding, and being sold. These punishments were aimed at minimizing or eliminating resistance from other slaves. At the home plantation, all the slaves received their monthly food allowance for sustenance (Douglas 16). Mr. Litch was another player who, despite being uneducated was very wealthy. His plantation had approximately 600 slaves. He employed competent overseers to manage his plantation, and he adequately remunerated them. There was a jail and also a whipping post within his plantation. These punishment approaches, were aimed at the slaves who did not adhere to set down rules. Mr. Litch even engaged in murder, without being questioned due to his vast amounts of wealth. The reaction illustrates very inhumane punishment that the slaves received in the plantation of Mr. Litch. He required strict compliance to eight commandments, within his plantation. However, if a neighbor accused a slave against theft, the master engaged in browbeating and also assurances that he provides adequately for his slaves and hence they do not have reasons of stealing. The accuser was, however, whipped as a form of punishment, after the neighbor has left. The slaves who engaged in stealing pieces of meat or corn we re punished through being chained, imprisoned and finally subjected to hunger (Jacobs 57). The north and the south regions of America are different due to the direct issue of slavery. Thus the reaction paper illustrates the 1857 south crisis. The south policy is relatively ineffective, in the moral, social and political areas. The north, through its effective approaches and policy, are effective in almost all issues and opinions. It is

Health Insurance Coverage Term Paper Example | Topics and Well Written Essays - 750 words

Health Insurance Coverage - Term Paper Example In the absence of universal healthcare, which is the prevalent norm in neighboring Canada and other developed countries in Europe, the US faces peculiar problems in the delivery of healthcare services’ as the latter are provided in majority by the private insurance sector and employing agencies. President Barack Obama’s latest ‘Healthcare Reform Bill’ endeavors to bring healthcare services within access of the poorest sections’ of American society, and its provisions already claim that due to its enactment as Law, healthcare services will be available to 95% of the US population, at the same time unburdening the private companies from healthcare expenditure for employees’ insurance (Gabbatt, 2010). Another reform, the ‘Young Adults and the Affordable Care Act’ has been aimed at unburdening families and businesses by allowing young adults to stay on their parents’ healthcare plans until the attainment of 26 years age (HHS, W eb). In addition to the abovementioned national policies on healthcare, individual states are streamlining their healthcare infrastructures in order to make it more accessible to everyone through advances in information technology (IT) and state policies’. ... Such exchanges are speculated to assist individuals and small employees in selecting tailor-made private health plans for individual needs from a single unified platform. The State of Oregon has been awarded an amount of $ 48,096, 307 in order to facilitate the implementation of such an exchange which will cater to the 516,000 Medicaid clients and 277,000 commercial insurance consumers to enroll for health coverage according to the Oregon Health Authority (OHA) (Irving, 2011). Similarly, the Wisconsin Department of Health Services now has access to $ 37, 757, 266 to implement an exchange which will assist state residents to access state based subsidized and non-subsidized health plans from a single platform. The Wisconsin Health department anticipates that this Grant will allow it to make available such services to 35% of the State’s hitherto non served population comprising of 160,000 individuals in the non-group market, a million employees of small businesses, and 770,000 pa rticipants involved in the State’s BadgerCare Plus and Medicaid Programs (Irving, 2011). In Massachusetts, the University Medical School has been awarded a sum of $ 35.591,333 in order to facilitate an IT exchange which will cater to a multi-state consortium involving Connecticut, Maine, Rhode Island and Vermont, along with the parent state in making healthcare plans more accessible and individualized for the residents (Irving, 2011). Voters in Oregon had already disapproved a movement to implement a Canadian-style universal healthcare plan being propositioned in 2003, fearing huge taxes and expressing mistrust in the bureaucracy, which would have assumed enormous powers in case a universal healthcare system had been implemented (Korcok, 2003).

The Motivation Of The Journey Themes

The Motivation Of The Journey Themes In literature the theme of a journey is a common one but the motivation for the journey changes considerably. The goal of each journey was directly influenced by the values of the specific time period and location in which the pieces were written. These pieces include The Odyssey by Homer, The Inferno by Dante, Candide by Voltaire, and A Study in Scarlet by Arthur Conan Doyle. Each of these works of literature have their own concept of a journey but are similar in that they all share a driving force to complete their own specific quests. In The Odyssey by Homer we see two journeys. The main journey is Odysseuss journey home, back to his civilization. We also see Telemachus journey to find his fathers whereabouts. In Odysseuss journey we see many obstacles that get in his way including gods which was a big part of Greek culture. Greek gods are considered to be human-like because of their inability to be perfect and because of this the gods are not always well respected by the humans. One of the gods who tried to prevent him from completing his journey was Poseidon. Poseidon sought revenge on Odysseus because Odysseus had blinded the Cyclopes which were one of Poseidons sons. In return Poseidon shipwrecks Odysseus and he ends up on Phaeacia. Odysseus will do what is necessary to get back to his polis. The ultimate goal for a Greek is to achieve fame and glory through his polis. I would have had my rites and the Achaians given me glory. Now it is by a dismal death that I must be taken (Homer, 306-312). If this fame and glory is not achieved they believed that life was a waste. The city in which he ruled was called Ithaca. The polis in which he ruled in Ithaca believed that Odysseus was dead because he had not returned home in such a long time. The only true believers were his wife Penelope and son Telemachus. Telemachus saw that the suitors were disloyal to his father Odysseus by eating all his food and trying to take his mother as a wife and because of this he went on his own journey to find someone who had visual evidence of his death. On this journey he found no such evidence of death but he was starting to lose hope of his fathers return. We see that both Odysseus and Telemachus believe that civilization is the motiva ting force for their journeys. In Telemachus case, he wants to bring back the truth to his polis about Odysseus. In Odysseus case, he wants to return to his polis for fame and glory which is the greatest achievement possible. In The Inferno by Dante we see a completely different journey. Instead of a journey for fame and glory through your polis we see a journey through hell to prove there is one God. Dante was born in Florence, Italy in 1265 in the Medieval era where Christianity was the dominate religion in that location at the time. In Christianity there is the idea of heaven and hell. In Christianity when you die you are judged based on your life by God and you are either sent to heaven where the good people go or hell where the bad people go. In this book Dante is allowed by God to enter hell alive to write about what he sees and who he meets. During this journey he is accompanied by Virgil who is his guide through hell because hell is where he resides. His journey is also stopped by obstacles, but since it was willed by God to make this journey no obstacle could stop him for long. Once the people in hell knew they were protected by God they would tell Dante anything he wanted to know. When Dante journey lead him to the wall of the city of Dis; he was stopped by demons that would not let him pass. The abyss of the rest of hell was behind this gate and he needed to get passed. An angel from heaven was sent to open the gate for Dante and Virgil. The demons could not reject anything from heaven because they feared heaven. Through me the way into the suffering city, through me the way to the eternal pain, through me the way that runs among the lost. Justice urged on my high artificer; my maker was divine authority, the highest wisdom, and the primal love. Before me nothing but eternal things abandon every hope, who enter hereà ¢Ã¢â€š ¬Ã‚ ¦(Dante, 1-11). This journey was meant to show that there is one God that is very powerful even am ongst the most evil and even Satan himself. Dante on his journey saw symbolic retribution which is when the punishment fits the crime and this was used to show that the sins committed on earth is the same sin you will commit in hell for all eternity. Hell is separated into 9 different circles with 1 being the best circle and 9 being the worst circle in terms of the punishment. Depending on the sin the person committed; they would be sent to that corresponding circle. For example, if you are a priest and you commit a sin such as you trade the grace and favor of the church for money you would be sent to the 3rd bolge in the 8th circle and you would be known a simonist. Their punishment is a reverse baptism where they are hung upside down in holes and are baptized in fire not in water. This is also an example of symbolic retribution. In Dantes journey we see a difference in motivation between the Odysseys journeys in that, a strive for fame and glory is not seen and polis is not even mentioned. His journey was used to communicate a fear for one God and also show the consequences of the wrong doings on earth. According to Dante, the worst sins you commit on earth you will pay for in hell. In the next piece of literature, Candide by Voltaire, we follow the main character Candide on a long journey for the girl that he loves Cunà ©gonde. He is banished from his home for kissing Cunà ©gonde who is of a higher social ranking then himself. Because of his banishment he embarks on a long journey of hardship. He remembers Dr. Pangloss teachings as a kid a uses his philosophy throughout his journey. Dr. Pangloss always would tell him that they live in the best world and everything in this world is for the best. After a couple of years with the army he escapes to Lisbon because he was ill-treated. In Lisbon he finds his lost love Cunà ©gonde with two men who want her. Candide kills the two men and he now escapes on a journey with Cunà ©gonde. But this journey with Cunà ©gonde did not last long because he was wanted for the killings of the two men. Candide had to flee and he told Cunà ©gonde to stay in Buenos Aires until his return. Candide and his servant Cacambo come across the lost city of gold known as El Dorado. Here they find kids playing with an abundance of gold as if gold was meaningless to them. In El Dorado there was so much gold that they played with it instead of cherishing it. El Dorado represents the conclusion of a perfect journey but for Candide this wasnt the case. This was not perfect because Cunà ©gonde was not with him and he never forgot about his promise that he would come back for her. So he took a large quantity of gold and went back to look for her. Since Candide cannot return because he is wanted; he instructs his servant Cacambo to go get Cunà ©gonde and bring her to Venice Italy where they could reunite. Candide arrives to Venice late and he has to search for Cacambo who was nowhere to be found. Eventually he finds Cacambo and again they embark on another journey to Turkey because that is supposedly where Cunà ©gonde now stays. Sure enough there long journey comes to an end when they meet in Turkey. Candide lost his love for Cunà ©gonde because she became ugly and fat but he still married her because of her social status. They end up buying a small farm that they must tend to regularly. Candide journey was all for nothing. In his journey he had the opportunity to stay in the perfect world of El Dorado where there was plenty of food an riches but instead he decided to pursue Cunà ©gonde. Cunà ©gonde was once the perfection in his life but by the end she became imperfect. His journey has put him through many obstacles but in the end he was happy with the farm although he must work for food and his wife is not what he wanted. à ¢Ã¢â€š ¬Ã‚ ¦for if you had not been kicked out of a magnificent castle for love of Miss Cunà ©gonde: if you had not been put into the Inquisition: if you had not walked over America: if you had not stabbà ©d the Baron: if you had not lost all your sheep from the fine country of El Dorado: you would not be here eating preserved citrons and pistachio-nuts. All that is very well, answered Candide, but let us cultivate our garden. (Voltaire, 30.29-31). In the end, his journey was to find the perfect place where Candide was satisfied with his life and he eventually did this at the end of his long journey for Cunà ©gonde. In the last piece of literature, A Study in Scarlet by Arthur Conan Doyle, two journeys also take place; the journey of why the crime was committed and the journey to find the criminal. One of the main characters is Sherlock Holmes who is a private detective not affiliated with the authorities helps people find the truth about a particular situation that is considered unsolvable. Sherlock Holmes uses the reality of the situation as well as common sense to solve the issues he is presented with. The first journey of why the crime was committed starts off when John Ferrier and young Lucy are rescued by Brigham Young and the Mormons. The Mormons agreed to take them if they converted to the Mormon religion which meant they had to follow the Mormons rules. John Ferrier and young Lucy had to agree to this or they would die in the desert. As time went on they settled with the Mormons and followed their traditions of their religion but they were still Christian at heart. According to Mormon law young Lucy who is John Ferriers adopted daughter must marry a Mormon boy but Lucy loved another boy named Jefferson Hope who is a hunter but is not Mormon. John Ferrier was forced to make a choice or flee away from the Mormon settlement. With the help of Lucys love Jefferson Hope they try to run away from the Mormons. They eventually get caught and John Ferrier gets murdered, Lucy gets seized, and Jefferson Hope was not there to witness this so he gets spared. Therefore, Jefferson Hope, seeking revenge, finds out the names and whereabouts of the Mormons who killed John and Lucy. He finds out that Drebber and Stangerson are the ones responsible for this so he goes on a journey hunting for them. Jefferson Hope eventually finds both of them and kills them. Jefferson Hope killed Drebber by poison and Stangerson by stabbing him to death. It became a coincidence that Sherlock Holmes was put on this case to find the killer. Eventually with the cunningness of Sherlock Holmes, Jefferson Hope gets caught for his wrong doings and he confesses everything and why he killed them. These journeys of killing for revenge and finding the killer worked hand in hand perfectly because both show a journey of truth. Ive done my work now, and I dont care how soon I go, but I should like to leave some account of the business behind me. I dont want to be remembered as a common cut-throat. (Doyle, 77). We first begin with Sherlock Holmes doing his usual investigation and we as the reader wants the killer to be caught. After we see the killers journey unfold, we feel sympathetic towards the killer because we know what he has been through. After we see his journey we are lead back to the capturing of the killer and the reader is left to wonder if killing was the correct route to take. To conclude, the motivation for journeys between these four pieces of literature change throughout the time periods. In The Odyssey by Homer the motivation for the journey during Greek times was to achieve fame and glory through their polis. This is proven by Odysseus overcoming obstacles throughout the epic. In The Inferno by Dante the motivation for his journey during the Medieval period was to show that there is one God that is very powerful and God should be feared because of symbolic retribution as well as loved because he makes the ultimate decision after death. In Candide by Voltaire the motivation of the journey in the Era of Enlightenment was to find the perfect place where you could be satisfied with life even if hard work and a long journey are involved. Lastly, in A Study in Scarlet by Arthur Conan Doyle the motivation of the journey for the Age of Empiricism is to find your own truth but there are always consequences in truth.

My Truly Great Grandmother :: Personal Narrative

My Truly Great Grandmother It is obvious that my mother loved her grandmother, Matilda. Affectionately referring to her as "Tillie," my mom's eyes wander, and the corners of her mouth climb the sides of her face as she tells me about the red haired, freckled woman. My Aunt Beth's response is similar as she recalls sitting on Tillie's lap, singing along to the familiar folk tunes and hymns that poured from her mouth, filling the air with a strange tonal fragrance. My grandmother, Tillie's daughter, shares with me the secret of family dance sessions when her father, Ira, was not home, and the generosity of a mother who, save for a single time when hunger got the better of her, always saved the extra piece of pie for one of the children. Though she died three years before my birth, I have met my great grandmother many times through these stories and through my imagination. The stories about Matilda are enchanting and often funny, as she loved to tease. One story in particular has grabbed my attention for many years and has never let go. It is a brave story of changing cultures and giving up comforts. When she was 15, Matilda loved playing piano, dancing, and wearing fancy hats in her Methodist home. That year, she met Ira Miller, a Mennonite by tradition, and four years later, they were married. Ira was not fully committed to the Mennonite way of life, and was much in love with Matilda, so he lavished on her all sorts of worldly possessions, including a beautiful emerald engagement ring. No ring could have better complemented her speckled skin and fiery hair. By the time they were married, Matilda, had grown discontent with the Methodist church, and the young couple decided to live as Mennonites together. Unfortunately for Tillie, the strict rules of the denomination demanded a great change in lifestyle before membership was granted. No Mennonite home could shelter such a worldly item as a piano, and dancing was strictly forbidden. The beautiful hats she loved to wear would have to be replaced with a plain, white head covering. The emerald ring, so perfect on Tillie's hand, along with her wedding band, had to be sold, as Mennonites did not wear jewelry. Though they were difficult lifestyle changes, Tillie willingly relinquished all these items to commit to an unfamiliar culture.

The Most Recognized Language Architecture Essay

The resurgence of the most accepted linguistic communication of Baroque and Renaissance Architecture has been illustrated through some of the major public edifices in the United States. The twentieth century has marked architectural significance in following classical rules with modern attempts. Rockefeller Center is one of the twentieth century ‘s most successful architectural accomplishments. The success of this major edifice has been translated as the symbol for the new city, the image of the dream for a healthy and compassionate urban hereafter [ 1 ] . The procedure driving the development of Rockefeller Center works in the mode in which the modernistic manner is woven into the ideological and historical cloth of its clip [ 2 ] . The undertaking had begun as a existent estate development predicated on the Metropolitan Opera Company ‘s desire for a resettled new auditorium [ 3 ] . After the stock market clang of 1929, the Metropolitan Opera Company decided non to make a new place there [ 4 ] . Despite the thick of the depression ongoing, the Rockefeller Center was a undertaking developed by John D. Rockefeller. The undertaking was carried through completion with some concern ; nevertheless even with guess the centre has changed the face of midtown Manhattan. The centre ‘s monumentality marks one of the most dynamic infinites in New York City, and serves as a memorial to commerce every bit good as successful urban infinite. The thought behind the planning does non sum up to â€Å" a metropolis within a metropolis, † nevertheless it was a monumental fragment inserted into a metropolis grid [ 5 ] . Raymond M. Hood who was caput designer of the undertaking squad, was involved with the Beaux-Arts Institute of Design with the Architectural League in New York City. Around the same clip period that the Rockefeller undertaking was developing, the reverse skyscraper emerged as a powerful symbol of modern America [ 6 ] . There are recognizable assorted ways that Raymond M. Hood removes classical vocabulary to accomplish the skyscraper is shown through the distant connexion between Beaux-Arts and modernism in New York. The formality of the Beaux Arts planning was illustrated as axially oriented and ordered dominated most City beautiful design. Beaux Arts manner can be defined through arch and pediment doors, statuary, level roof, rusticated raised first narrative and classical inside informations and accents on order, self-respect and harmoniousness. At the terminal of World War I, this Beaux Arts manner started holding rivals among the modern and international manner architecture. The presence of the Ecole surveies revitalized a new mode with traditional preparation [ 7 ] . This undertaking incorporated landscape, metropolis planning, architecture and art at a degree that any other undertaking has yet to get the better of. The true sharpness of Rockefeller Center was read easy through the quality of its public infinite, which has contributed greatly to the strength of Mid-town Manhattan. The sarcasm is that the public infinites besides inaugurate the internalisation of public unfastened infinite that has come to qualify the American metropolis since the World War II [ 8 ] . This denationalization of public infinite has done so much to weaken the unity of the traditional street. The construct behind the public place did non belong to Hood ‘s original program [ 9 ] . Hood followed the thought that the tallness of urban towers should be accompanied by a addition in figure of streets, and the tallness of towers should be dictated by the sum of street frontage [ 10 ] . The urban gesture of the place represented the solid statement of metropolitianism, it was a public urban infinite every bit good a memorial. The urban planning development of the twentieth century has emerged out of City Beautiful Movement. The motion launched by Daniel Hudson Burnham evolved due to the metropolis ‘s shapelessness, as an attempt to better these metropoliss at that place was concern beyond the fa & A ; ccedil ; ade but the quest for aesthetic paralleled with the hunt for functionality of a humane metropolis [ 11 ] . The planning of this composite was done in a really distinguishable mode, every arrangement and connexion was executed thoughtfully. Fifth Avenue entertained the low rise edifices because at the clip of planning, 5th avenue was a low rise street [ 12 ] . The nucleus of the composite is where the antecedently proposed opera house was suppose to be placed, so ideally that is where the design squad planned to put the largest office edifice. Surrounding the nucleus was the smaller office edifices, and stores offered on the street and belowground degree that would link prosaic to the new metro being built at 6th avenue [ 13 ] . The entry to the place begins at the expansive promenade. The promenade took dimensions of a traditional street breadths, so the Rockefeller Group took great attempts to developing this axis with fountains and gardens. The breadth of the promenade was significantly big, so the logic of puting landscape caused the visitant to go confidant with the Windowss of the stores, promoting concern [ 14 ] . The sequence of the program held a transitional quality yet sophisticated. The sequence at 5th avenue would convey one down a major promenade where all kinds of stores are located, taking to the deep-set place. The deep-set place today exists as a skating rink, but was intended to be a shopping place. The symbolism of the New York skyscraper of the 1920 ‘s does impart itself to American capitalist economy in its most active stage, so hence Rockefeller Center design purpose was to reconstruct that assurance after the stock market clang [ 15 ] . The head behind the design was lead by senior architect Raymond M. Hood. The planning involved the prosaic place, roof gardens and the centre succeeded in incorporating the ends of the American Renaissance but besides reshaping those ends to run into the challenge of European modernism [ 16 ] . Hoods architectural impact can be seen in the massing of the RCA edifice of the place. The RCA edifice was the first edifice to be erected for the Rockefeller place. The exterior vocabulary reflect the stripped classical linguistic communication similar but non indistinguishable to those of the News Building, but flatter, set uping monochromatic vocabulary with gray tones. The exterior refined fa & A ; ccedil ; ade is clothed with limestone and aluminium spandril panels [ 17 ] . Hood developed on the sense of the signifier as a heavy mass. Austere explains this dumbness as â€Å" ..not so much like that of a mountain as the News Building appeared to be, but a prodigious domen ; non excavate or volumetric as the McGraw-Hill Building, but instead a huge drop upon which people might mount to secret metropoliss at the degree of rooftops. † Some would reason that regardless of Hood ‘s preparation, the Rockefeller undertaking has been removed from classicalism, while Vincent Scully has stated â€Å" the agreement is pure Beaux-Arts, a small impassive possibly, but axial, focussed and house, determining a shopping street with topographic points to sit and a little square in which it is possible to make something or to watch people making things † [ 18 ] . The program which is Gallic inspired has reflected the Beaux Arts planning. The entry of international edifice shows ornamentation of the traditional symbolic thought behind Rockefeller [ 19 ] . The decoration shows the expansive promenade being on axis with the decoration of wisdom, as shown in image 4.1. The Rockefeller ‘s had a great involvement in instruction and universe trade, therefore the decoration was given a outstanding arrangement in the composite. The involvement of universe trade is really apparent at the symbol represent Old and New Worl d, North and Southern Hemispheres. The clock at the top represents the Sun, the Sun is reflecting on quicksilver, the God of commercialism. On both sides of quicksilver are four elements ; air current, air, fire and Earth. Below quicksilver lies the symbol of engineering and industry [ 20 ] . Bordered on each side of engineering and industry are symbol of Old universe with a mosque, and the New universe image of Aztec and Mayan temple [ 21 ] . Underneath is the ship of geographic expedition, placed between the palace of Europe and the Americas. And below that is the images of four races stand foring the diverseness of the complex [ 22 ] . This ornamentation does non merely suggests a entry, but embraces the importance of the complex as a memorial and the symbolic rhythm the exists through the motion of the composite.As Dennis Sharp stated in Twentieth Century Architecture: A Ocular History,â€Å" †¦ Situated on a block that lies between New York ‘s busy 5th and 6th Avenu es and 48th and 51st Streets, the development represents the apogee of pre-war skyscraper design and comprehensive planning. Public and private activities are brought together in the strategy and the whole design creates an ambiance that is a direct and positive part to urban life. The great RKO gesture image theater was the first edifice completed ( designed by the chief designers with Corbett, Harrison ) and MacMurray, Hood and Fouilhoux ) and opened in 1932. It seats over 3,500 frequenters and has a full phase. † [ 23 ] . The planning of the complex starts to include all degrees of complexnesss in which were successful solved. The issues of traffic, commercialism and prosaic volume were all considerations. The most dramatic component of the composite is the RCA edifice, the tallest edifice of the organisation and even though it is separated by a important distance from the place, the continuum ne'er loses its connectivity to the composite.Work CITEDDolkart, Andrew. â€Å" The Architecture and Development of New York City. â€Å" Skyscraper City ( 2004 ) : n. pag. Web. 12 Dec 2009..Balfour, Alan.Rockefeller Center. New York: McGraw-Hill, 1978. Print.Fletcher, Tom. â€Å" GE Building, originally RCA Building. † n. pag. Web. 12 Dec 2009..Frampton, Kenneth.Modern Architecture. 4th. London: Thames & A ; Hudson, 2007. 221. Print.Stuart, Jewel.Ely Jacques Kahn, Architect Beaux-Arts to modernism in New York. 1st. New York: W, W Norton & A ; Company, 2006. 30. Print.Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 15. Print.Sharp, Dennis.Twentieth Century Architecture A Visual History. Images Publishing, 2006. 257. Print.Hines, Thomas. â€Å" Architecture: The City Beautiful Movement. â€Å" Encyclopedia of Chicago. Chicago Historical Society. , 2005. Web..Balfour, Alan.Rockefeller Center. New York: McGraw-Hill, 1978. Print.Frampton, Kenneth.Modern Architecture. 4th. London: Thames & A ; Hudson, 2007. 220. Print.Frampton, Kennet h 220Frampton, Kenneth 221Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 15. Print.Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 15. Print.Stuart, Jewel.Ely Jacques Kahn, Architect Beaux-Arts to modernism in New York. 1st. New York: W, W Norton & A ; Company, 2006. 30. Print.Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 14. Print.Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 15. Print.Stern, Robert 15Hines, Thomas. â€Å" Architecture: The City Beautiful Movement. â€Å" Encyclopedia of Chicago. Chicago Historical Society. , 2005. Web..Dolkart, Andrew. â€Å" The Architecture and Development of New York City. â€Å" Skyscraper City ( 2004 ) : n. pag. Web. 12 Dec 2009..Dolkart, Andrew. â€Å" The Architecture and Development of New York City. â€Å" Skyscraper City ( 2004 ) : n. pag. Web. 12 Dec 2009..Dolkart, Andrew 2Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 198 2. 14. Print.Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 14. Print.Fletcher, Tom. â€Å" GE Building, originally RCA Building. † n. pag. Web. 12 Dec 2009..Stern, Robert.Raymond M. Hood. New York: Rizzoli International, 1982. 15. Print.Dolkart, Andrew. â€Å" The Architecture and Development of New York City. â€Å" Skyscraper City ( 2004 ) : n. pag. Web. 12 Dec 2009..Dolkart, Andrew. â€Å" The Architecture and Development of New York City. â€Å" Skyscraper City ( 2004 ) : n. pag. Web. 12 Dec 2009..Dolkart, Andrew 2Dolkart, Andrew 3Sharp, Dennis.Twentieth Century Architecture ; A Ocular History. Images Publishing, 2006. 257. Print.

History - Federalist versus Anti-Federalist

History - Federalist versus Anti-Federalist The Constitution of the United States is a remarkable document that was put together by our Founding Fathers and several existing documents including the Articles of Confederation and the Declaration of Independence. While the Constitution has provided America with freedom and rights, there were critical issues, concerns and numerous debates. The government has gone through a number of changes in order to become the system that it is today and the Founding Fathers played a large role in drafting and ratifying a new constitution for the United Stated (Ketcham, 1981).In September of 1787 the Constitutional Convention meeting held in Philadelphia, Pennsylvania had finally came to a close after critical Federalist debates between had taken place in determining balancing power between State and Federal Governments.One of the most debated issues during the formation of the American government was how much power the federal government should have or how much liberty the states should have.T he Articles of Conferderation, ratified in 1781. ...Two Founding Fathers who represented opposing sides were Alexander Hamilton, who argued for a strong national government and James Madison and John Jay in the Federalist Papers. Now, Thomas Jefferson on the other hand was in favor of a weaker national government where more power instead rested with the states rather than the government. While Thomas Jefferson didnt hang around for the convention, he paid close attention to the ratification debates with Anti-Federalists, George Mason and Patrick Henry.Even though the Anti-Federalist had lost the ratification, they did come close to winning and their opinions represent an important contribution to the American political tradition (Ketcham, 1981). The Anti-Federalist lost the ratification because they did not present a clear and convincing explanation of the threats within the Constitutional plan that stood between the Articles of Confederation. The Anti-Federalist recognized the plan was powerless in fulfilling the...