Modern Jazz free essay sample

This book Is organized In two parts: Background and Basics and Modern Jazz Voicing. If you are a novice arranger, we recommend you work through the fundamental concepts in the first part before tackling the sophisticated techniques in the second. Even experienced arrangers may want a quick review of the basics; or they may choose to Jump right Into part two, but use part one as a reference section, consulting it as needed to check the top of the soprano saxs range, for instance, or to remind themselves of the standard strategies for harmonize approach notes.However you arrive at part twos discussion of contemporary voicing, we suggest you learn the material In several ways: Learn the theory. For each voicing technique, the text defines the theoretical basis as well as a step-by-step recipe for harmonize a given melody. Practice applying the technique by working through the exercises. We have provided partial solutions to start you in the right direction. We will write a custom essay sample on Modern Jazz or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Train your ears.Many of the musical examples presented in the book are demonstrated on the accompanying CD. By cueing up the tracks corresponding to the written examples, o can actually hear the effect of the different intervals in the voicing being illustrated. (Look for the CD symbol 37 marking these recorded demonstrations. ) The written examples also list the instruments used In the recorded track. Knowing the Instrumentation will help you appreciate the timbres and blends of various combinations.Listen to each example at least several times in order to get it in your ears. (Some of the shorter examples are played twice. ) Train your ears further by playing the voicing on the piano and singing them. Check the sound of your employed exercises at the Plano as well. Alma to recognize the distinct musical Impressions created by certain voicing. Listen to the recordings of arrangers and players who use these voicing to create their characteristic sounds. Intervals of a minor ninth. And avoid muddy voicing (keep the bottom note of each voicing at or above d below middle c. Unless It Is the root of the chord. ) If you are using a computer program, play back your mini arrangement to see how it sounds. 1 OF 7 book concentrates on scoring for wind instruments, you can apply the same concepts to orchestrating for voices, strings, guitars, and keyboards. You should also experiment with unusual combinations and non-traditional alignments.A particular five-part voicing played on piano will sound very different when played by five saxes aligned from top to bottom as alto, alto, tenor, tenor, and baritone; or when scored for the same five saxes aligned baritone, alto, alto, tenor, tenor; or when scored for violin, flute, muted trumpet, tenor sax, and acoustic bass; or when sung by a vocal group made up of two sopranos, alto, tenor, and baritone. As you gain confidence, apply these voicing to longer portions of a selected tune. Since variety is important to any successful arrangement, remember to mix in other textures, including solo, linear, and contrapuntal passages.Before long, you will be producing complete and effective arrangements for five or six horns and a rhythm section, arrangements with a mature, contemporary dimension-?a sophisticated sound. Copyright 2001 Berkeley Press. Published by Berkeley Press. All Rights Reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Publisher. PART l: Background and Basics Review these essential concepts before exploring the advanced voicing methods in Part II. CHAPTER 1 Instrumental Information 1-1 TranspositionUse the table below to transpose the concert pitch of an instrument (the pitch that actually sounds and the note that appears on a concert score) to the corresponding note that is written on that instruments part. For example, in order to have a clarinet play a concert b-flat pitch, you must write the note c on the clarinet part a major second higher than the actual concert pitch. For instruments not shown here, consult any reputable text on orchestration or instrumentation. Transposition Table Instrument Concert Pitch Written Note Transposition from Concert Pitch Flute

buy custom Human Resources in Healthcare essay

buy custom Human Resources in Healthcare essay Human resources are extremely essential in an organization, and it must be managed well. The human resource strategic functions include issues such as recruitment, selection, training, compensation, and performance appraisal. Management of human resources is particularly beneficial in health care to ensure the provision of high quality healthcare. Wages constitute 65 to 80 percent of the total operating budget healthcare organizations (Khatri et al, 2006). It is necessary to control these costs. The human resource has a relationship with other aspects such as organization structure, organization strategy, organization culture and clinical outcome. This is study between a university hospital and community hospital demonstrates this issues. Theuniversity and the community hospitals had a separate human recourse director. The complexity of the system affected the responsiveness to the needs of departments. Human recourse management should not be uniformed and standardized in a healthcare organization. The university advocated for this strategy but failed as oppose to flexible system practiced by community hospital. Strategic objectives are tremendously essential. It gives a clear and consistence functions in the human resources. The hospitals had no clear strategic management and hence unclear and inconsistent human resource management. Healthcare organizations should develop strategic objectives, and identify human resource strategies to achieve them. Human management culture adopted in a health organization affects human resourrce management and performance. Both the hospitals had a poor human resource culture. There are five fundamental practices including competent chief human resource officer, competent human resource employees, recognized human resource personnel, full human resource department and integrated human resource system (Khatri et al, 2006). Healthcare services are human offered. Employee behavior affects their performance. Human resource management should identify those behaviors that result to acceptable performance and come up with methods to encourage them. Human resource management in a healthcare organization is complex, and it affects its performance. Organization culture, training, and well formulated strategic objectives are extremely prominent in human resource management. Buy custom Human Resources in Healthcare essay

Dipole Moment Definition

Dipole Moment Definition A dipole moment is a measurement of the separation of two opposite electrical  charges. Dipole moments are a vector quantity. The magnitude is equal to the charge multiplied by the distance between the charges and the direction is from negative charge to positive charge: ÃŽ ¼ q  · r where ÃŽ ¼ is the dipole moment, q is the magnitude of the separated charge, and r is the distance between the charges. Dipole moments are measured in the SI units of coulomb ·meters (C m), but because the charges tend to be very small in magnitude, the historical unit for a dipole moment is the Debye. One Debye is approximately 3.33 x 10-30 C ·m. A typical dipole moment for a molecule is about 1 D. Significance of the Dipole Moment In chemistry, dipole moments are applied to the distribution of electrons between  two bonded atoms. The existence of a dipole moment is the difference between polar and nonpolar bonds. Molecules with a net dipole moment are polar molecules. If the net dipole moment is zero or very, very small, the bond and molecule are considered to be nonpolar. Atoms that have similar electronegativity values tend to form chemical bonds with a very small dipole moment. Example Dipole Moment Values The dipole moment is dependent on temperature, so tables that list the values should state the temperature. At 25 °C, the dipole moment of cyclohexane is 0. It is 1.5 for chloroform and 4.1 for dimethyl sulfoxide. Calculating the Dipole Moment of Water Using a water molecule (H2O), its possible to calculate the magnitude and direction of the dipole moment. By comparing the electronegativity values of hydrogen and oxygen, there is a difference of 1.2e for each hydrogen-oxygen chemical bond. Oxygen has a higher electronegativity than hydrogen, so it exerts a stronger attraction on the electrons shared by the atoms. Also, oxygen has two lone electron pairs. So, you know the dipole moment must point toward the oxygen atoms. The dipole moment is calculated by multiplying the distance between the hydrogen and oxygen atoms by the difference in their charge. Then, the angle between the atoms is used to find the net dipole moment. The angle formed by a water molecule is known to be 104.5 ° and the bond moment of the O-H bond is -1.5D. ÃŽ ¼ 2(1.5)cos(104.5 °/2) 1.84 D

The Budgeting Committee of Hardhat Limited Research Paper

The Budgeting Committee of Hardhat Limited - Research Paper Example Performing profitability analysis requires an understanding of selling prices and the behavior of activity cost drivers. (Activity cost driver is often referred to as cost driver when the context is clear that we are discussing activity, rather than structural or organizational, cost drivers.) Profitability analysis is widely used in the economic evaluation of existing or proposed products or services. Typically, it is performed before decisions are finalized in the operating budget for a future period. This report shows the analysis done to find out the changes in the profit when the costs increase and how much of sales is requires to achieve the targeted profits and also the selling price that is required to achieve the targeted profit. For the CVP analysis it is assumed that the total costs can be segregated into fixed and variable costs, the fixed cost remains constant during the relevant period, variable cost per unit remains constant during the period of consideration and the selling price will also be constant irrespective of the volume sold during the year 2007/ 2008. It is also assumed that the production and sales volume will remain constant. With these assumptions as the background, the calculation of the effect of profit is calculated when there is the change in selling price, sales volume and cost of resources are made and submitted.   Ã‚  It is mentioned that the expected sales, variable costs an fixed costs will change in the year of 2007/ 2008. The reason for the increase in fixed cost is the increase in the selling expenses due to expected increase in sales volume and the increase in administration costs are due to an expected increase in salaries. Hence, we have to find out, the relative sales volume to earn the target profits and the new selling price when the sales volume increases by 10% and 20%. These analyses help to understand the triangular relationship between the costs, the volume of sales and profits. Understanding of this relationship helps to make managerial decisions and to devise marketing strategies. From the information provided the variable cost and the fixed costs are segregated to calculate the contribution. Contribution per unit is the difference between the selling price and the variable cost per unit. The contribution is not profit. Contribution means the amount that is obtained by the sale of each unit towards a recovery of the fixed costs.

Risk Management Policy (NHS) Essay Example | Topics and Well Written Essays - 500 words

Risk Management Policy (NHS) - Essay Example This industry is susceptible to many types of risk. For example three percent of America’s $1.7 trillion annual healthcare expenditure is lost due to fraud and over charging (Lexisnexis, 2007). This paper analyzes the risk management policy of a company in the healthcare industry called NHS Greater Glasgow. The focus of the analysis is on the impact of the risk management policy on the managerial team and regular staff of employees. Risk management is taken very seriously at NHS Greater Glasgow. For this company the risk management function is an effort that is accomplished by the cooperation of all the employees working for the firm. The current risk management policy in place in this company was establish in 2005 after the policy underwent a rigorous evaluation process that obtain input from a lot of decision makers in this enterprise working in different division of the company dispersed across the entire country. The application of the policy involves both the regular staff and the managerial staff. The workers in this company were trained in the risk management policy of the company. The function of the non-managerial staff is to actively report incidents and accidents of occurrences, near misses and to make recommendations on how to improve the internal system of the unit they work for. The company has a corporate culture that encourages participation from all employees and any feedback from any member of the organization is analyzed to make continuous improvement of the system. The functions of the managerial staff regarding the application of its risk management policy are: managing risk, performance monitoring, gathering accurate risk information, incorporating effective communication systems and promoting continuous improvements. At the executive managerial level the staff keeps close relationships with its partners and uses a philosophy of mutual cooperation in order to

The Life Plan After College Essay Example for Free

The Life Plan After College Essay The Life Plan will help you to achieve your short-term, mid-term, and long-term life goals. It allows you to visualize your future. Its focus is on three major life areas, academic, career, and personal. Individuals who have a clear vision of their future have a greater likelihood of realizing their dreams and goals than those who treat life as a stream of random unrelated events. A secondary outcome of this assignment is that it will allow you to demonstrate your written communication skills. Instructions: Respond to the following questions by answering in complete paragraphs. Be specific and detailed in your responses. Use examples to illustrate your points. Make sure that your responses are grammatically correct with no errors in punctuation or spelling. Proof your work and have others proof your work. Use the College writing lab if you need additional assistance with grammar, structure, or punctuation. Produce a document with no errors. Questions: 1. Now that you have entered college, what are the immediate short-term goals you expect to achieve this semester and the following two semesters? Address the goals that are relevant to you in the academic, personal, and career realm. What does it mean to you to achieve these goals? Why do want to major in __________? What opportunities will your completing this academic degree will be available to you? Who can help you make your career and or academic decisions? 2. Visualize yourself, as you grow older. What do you see your accomplishments to be ten years from now, twenty, and thirty? What advocational goals do you have? These could include hobbies, artistic, musical or other creative pursuits. What do you hope to be doing following your retirement? Where will you live and work? Do you see yourself contributing to others in your community as you achieve the goals you have set? If so, how? Will you volunteer in some way in your community? What things will be necessary to allow you to live your long-term vision of this future? Again, address the areas of academic, personal, and career, as you respond to this question. 3. Identify and write about your mid-term goals in the areas of academic, personal and career. These are things you hope to complete during the next two to five years. These might include transfer to another higher education institution, relocating, finding a job more closely related to your career interest area, starting a family etc.

Paul Rubens and the Baroque Period Essay -- Essays Papers

Paul Rubens and the Baroque Period For this formal analysis paper I would like to talk about a painting done by the artist named Peter Paul Reubens. The piece itself is entitled, "The Apotheosis of Henry IV and the Proclamation of the Regency of Marie de Medicis on May 14, 1610." The painting was completed in the year 1610, and today it is on display at the Louvre in Paris, France. This painting was one of many that I had to choose from when I was deciding on what to write about. Many internet sites across the world had so many pieces from which to look at, but when it really came down to it, I wanted to write a paper over a topic on which I have held great interest in, that which of course is the Baroque style of painting. Peter Paul Reubens (1577-1640) exemplifies the Baroque style in painting, as did another type of artist from that period who excelled in the art of sculpting. That artist which I speak of, is of course Bernini. Both men were very prolific workers, and according to the text, were the favorites of very powerful rulers. Yet aside from his artistic prowess, I find Reubens' usage of religious themes in his paintings to be very appealing, and I think that is why I liked his work entitled, "The Apotheosis of Henry IV and the Proclamation of the Regency of Marie de Medicis on May 14, 1610," so much. In addition, I was amazed at his mastery of implying the elements and principles of art, which in essence made this work achievable. Therefore, f... Paul Rubens and the Baroque Period Essay -- Essays Papers Paul Rubens and the Baroque Period For this formal analysis paper I would like to talk about a painting done by the artist named Peter Paul Reubens. The piece itself is entitled, "The Apotheosis of Henry IV and the Proclamation of the Regency of Marie de Medicis on May 14, 1610." The painting was completed in the year 1610, and today it is on display at the Louvre in Paris, France. This painting was one of many that I had to choose from when I was deciding on what to write about. Many internet sites across the world had so many pieces from which to look at, but when it really came down to it, I wanted to write a paper over a topic on which I have held great interest in, that which of course is the Baroque style of painting. Peter Paul Reubens (1577-1640) exemplifies the Baroque style in painting, as did another type of artist from that period who excelled in the art of sculpting. That artist which I speak of, is of course Bernini. Both men were very prolific workers, and according to the text, were the favorites of very powerful rulers. Yet aside from his artistic prowess, I find Reubens' usage of religious themes in his paintings to be very appealing, and I think that is why I liked his work entitled, "The Apotheosis of Henry IV and the Proclamation of the Regency of Marie de Medicis on May 14, 1610," so much. In addition, I was amazed at his mastery of implying the elements and principles of art, which in essence made this work achievable. Therefore, f...

Nutrition Essay Essay

I certify that this assessment is the result of my own work and quotations and sources of information have been duly acknowledged in the text. This work has not been submitted for any previous award. In this assignment the author will be comparing the components of a balanced diet for babies, children and young people, this will cover what is important when looking at sources and components of food groups and what children need in order to achieve optimum health. Another aspect of this nutrition assignment will be to discuss the short and long term health benefits of optimum nutrition and to explore the factors affecting nutrition in children and young people. Finally the author will be demonstrating consequences of inadequate nutrition and poor health that some children experience. Stated by the National Institute for Health and Care Excellence (NICE) (2008) when a women is conceiving a child there are things that should be avoided, things that should be changed and some things that should be taking into consideration and if carried out correctly it will benefit the mother and her unborn child. NICE (2008) propose that there are five main things to consider whilst you are pregnant, they include a ‘healthy start, training, vitamin D, breastfeeding and folic acid, all of which are very important when a mother is planning for the birth of her child. Healthy start (n.d) indicate that they are a programme designed by the government to ensure  mothers on a low income will receive the best possible resources for her and her children, healthy start provide vouchers which can be used for cow’s milk, infant formula, fruit and vegetables and also vitamins. Training may include attending antenatal clinics and attending appointments with a midwife so that things can be planned in advance and so that the mother can speak to a professional about any concerns. (NICE 2008). Mothers should be educated on the importance of vitamin D, the consequences of vitamin D deficiency and how it will benefit her and her unborn child, according to NICE (2008) vitamin D supplements can be provided by healthy start coupons. NICE also consider that maternal women should be educated on the benefits of breastfeeding and recommend that women should attend breastfeeding support groups to ensure they know everything they need to about the nutritional substance they can give their child. The final key priority which is folic acid should be taken whilst pregnant as it will minimise the chances of birth defects such as spina bifida (The National Health Service 2012). When focusing on babies we need to think about what is important from the day they are born, and due to the fact that babies receive all their nutrition from one source either breast milk or formula milk it is ‘imperative that the right kinds of nutrients at the right levels are present in that source’ (Infant Feeding and Nutrition N.D). Breast milk is the preferred feeding method for babies according to Bonnie and Rodwell (2000), although they consider that if breast milk is not available cow’s milk- based formula should be given to the baby for the first twelve months of life. The American Academy of Paediatrics (2012, cited in American Pregnancy Association, 2014) strongly recommend breastfeeding for the first six months and that it is continued for at least twelve months. When focusing on the components of breast milk and the nutrients it provides for the baby the American Pregnancy Association (2014) claims that breast milk contains proteins essential for easy digestion and which are great for infection protection. From tables and evidence found about the Recommended Dietary Allowances for Infants and Children the author can see that at 0-5 months a baby will need the most protein at this age than any other age. More specific proteins that are found in breast milk are Lactoferrin’s which restrain the growth of iron- dependant bacteria, breast milk also contains Lysozymes which protect against E.coli and salmonella (APA 2014). Larger components of breast milk according to APA (2014) are fats essential for ‘brain development, absorption of fat- soluble vitamins and is the primary calorie source for a baby. Breast milk also satisfies the baby’s requirements of a range of vitamins and carbohydrates which help battle diseases and enhance the growth of healthy bacteria in the stomach (APA 2014). For parents choosing not to breastfeed or for those who cannot breastfeed the best alternative supplement is commercially prepared, iron-fortified infant formula and just like breast milk, ‘formula provides the correct nutrients at appropriate levels necessary for a baby to sustain a rapid rate of growth and development, and will not stress the infant’s delicate and develop ing organ systems’ (Infant Feeding and Nutrition N.D). Also evident from the tables and evidence found is that children’s recommended fluid intake reduces as when infants grow they start to eat more solid foods rather than just breast milk or formula. Around six months of age the Baby Centre (2014) propose that an infant can be introduced to different foods such as pureed sweet potatoes, squash, apples and bananas and although they cannot have much of these food just yet it will prepare the baby for when they will be eating much more solid food around the age of 8- 10 months (Baby Centre 2014). As children age their diet will have also changed over the years, it will have gone from being very high in fat to much lower in fat and higher in fibre and should be focused on natural, fresh sources of energy and nutrients (Tidy 2013). Children around the age of 4- 6 will need foods high in energy and foods containing high vitamins and minerals due to them being very active at this age (Tidy 2013). Children at this age also need small frequent meals as their stomachs are not able to cope with large meals at a time suggested by Tidy (2013), he also indicates that foods high in sugar such as fizzy drinks should be avoided due to the damage on their teeth, it can cause diarrhoea and can leave children feeling full meaning they may reject their dinner leading to an unbalanced diet. At 6- 10 years children are still growing rapidly and their body will becoming even more mature and changing, dietary needs may not vary much from the previous age range although more low fat dairy products should be consumed rather than full fat which are needed during infancy according to the NHS (2013), children at the lower end of this age range are recommended to consume between 1520kcal to 1649kcal and children at the higher end of this age range are recommended to consume between 1963kcal to 2032kcal, these figures also according to the NHS (2013) depend on gender and how much physical activity children are carrying out on a daily basis. Young children around 10-12 will start to learn more academic skills whilst at school and because of this it is essential for children to receive a balanced diet in order to function at optimum level and to be able to concentrate well (Build Healthy Kids 2011). Build Healthy Kids (2011) also take the view that five fruit and vegetables a day is essential in this age range in order to gain the recommended amount of vitamins and minerals. Children are also still growing physically and mentally at this age and therefore it is important that children are receiving their intake of calcium which will help growth and development of bones and also help children’s teeth to stay healthy, if a child’s intake of calcium ‘before the age of twenty was inadequate, they run the risk of forming softer and more brittle bones which puts them at risk for fractures and osteoporosis later in life, especially for girls’ (Build Healthy Kids 2011). From the research and evidence fo und from Build Healthy Kids (2011) the author found that from birth to twelve months no dairy products are recommended, from 1-2 years whole milk at 2 servings a day is recommended which is then increased at 9- 18 years to 4 servings a day of low or non- fat dairy products. For children and young people it is paramount that they are eating the correctly to ensure they are growing and developing at the correct rate and so they can establish a good eating pattern for later life (Cenovis 2012). There are many guides and recommendations for what children should be eating however the eatwell plate is a very good example and is something that children can learn from, the eatwell plate highlights the foods and amounts that will ensure we are eating a balanced diet (NHS 2013). This section of the assignment will look at the short and long term benefits of optimum health for children and young people. The World Health Organisation (WHO) (2000) propose that the first 2-3 years of a child’s life is very important when it comes to physical and mental development and therefore gaining optimum nutrition in childhood will have many short and long term benefits. As covered above babies will gain essential proteins, fats and the majority of their calorie intake from either breast milk or formula, therefore a baby will also gain a short term health benefit of having a lower risk of sudden infant death syndrome according to Newson (2013), they state that this factor is less common in babies gaining the essential nutrients from breast milk and although this is not fully explained it is believed that due to the anti- bodies breast milk provides babies are more protected again the fatal syndrome. Another short term health benefit of breast fed babies observed by Newson (2013) are that babies are less likely to become constipated and will gain help with the passage of a baby’s first stools which can be very painful, they are called ‘meconium and are sticky, black and like tar’. Long term benefits proposed by Newson (2013) are that health problems in later life are less common in those who had been breastfed rather than those who had not, health problems such as obesity, high blood pressure and eczema have been proven to be less likely in those who received the nutrients from their mother. An emotional bond may also be seen as a long term health benefit which can be gained from breastfeeding, a mother and baby attachment in early infancy could lead to more well-rounded individuals in the future and evidence suggests that breastfed people are less likely to develop mental health issues such as anxiety or depression (Mitchell- Askar 2011). The NHS (2013) indicate that when children are able to move on from breast milk they will start to receive their essential nutrients from other food sources a little at a time, the process of weaning begins when children are around 6 months old. The NHS (2013) recommend that breastfeeding alongside solid food will continue to protect a baby against infection and will still  provide babies with the essential antibodies. When moving from small finger food and pureed food, according to Nutritionist Resources (n.d) children around 2 years can start to eat meals which will provide them with their essential daily needs. The Nutritionist Resources (n.d) also give recommendations on the five main food groups which need to be incorporated within a child’s diet and the health benefits which can be gained from consuming the correct kinds of food at the correct levels. Research into healthy eating show that children who have had a good start with nutrition will lead a good pathway in later life when it comes to staying on the right path and choosing foods that will be more beneficial for them (Nutritionist Resources n.d). A good start with eating correctly and regular activity could benefit children to develop strong bones, maintain a healthy weight and also concentrate well whilst in school and on a long- term basis healthy eating could help lower the risk of certain health implications such as stroke, joint problems and being overweight or obese (Nutritionist Resources n.d). Although healthy eating comes with many benefits there are also factors that can affect the maintenance of adequate nutrition for children and young people and if children develop unhealthy lifestyles from a young age they run the risk of health problems in adulthood (Warner 2011). Birch (1998) takes the view that almost all food preferences are learned through early experiences of eating and that children will become familiar with foods they like such as sweet tastes and reject sour and bitter foods. From experience children may have tried a food they disliked or had a bad experience and will then psychologically dislike the food in later life, it may also be the case that if a child has be forced to eat certain foods such as fruit and vegetables they will refuse to eat them when they have the power to choose what they eat, this could then lead to serious deficiencies if they are not receiving the vital vitamins and minerals their body needs to function (Birch 1998). Birch also stated that children’s preferences are formed by the quality of experiences children have with food and as a result ‘the physiological consequences of ingestion, children come to accept some foods and reject others, shaping their dietary intake’. As well as psychological factors affecting the maintenance of adequate nutrition for children and young people, there are also the socioeconomic factors which may hinder a child’s nutrition and impact a child’s nutritional status (Ricketts n.d). Socioeconomic factors such as income, environment and education may have an impact on how some children eat, for example if a child was living in poverty they may not have access to fresh nutritional food and therefore they may only have access to more fatty foods such as ready meals which may be more affordable for a family on a low income (Ricketts n.d). Ricketts also considers that environmental factors could be the physical proximity to healthy foods and supermarkets, as those who have access to supermarkets have a higher consumption of fruit and vegetables and those who don’t have a lower intake of these foods. The government recommend that children should eat five fruit and vegetables daily as part of a balanced diet and to ensure we a protected against illnesses, one portion being the palm of the child’s hand (NHS 2013), however new research carried out has suggested five a day is not enough and we should be receiving at least 7 portions a day which will be additionally beneficial (Stephens 2014). If this evidence shows 5 portions a day is not enough the children who cannot access even 1 portion a day may have serious health problems and suffer from things such as vitamin and mineral deficiency, digestive issues, cardiovascular problems and weight problems (Annigan n.d). One of the final factors that can effect child nutrition is political factors, the NHS spend around 16 million pounds a year on people who are too obese to leave there home (Gayle 2012). According to the Department of Health (DH) (2008) the government have also spent 372 million pounds over three years on creating healthy schools, workplaces and towns. However the government are still allowing fast food industries to open and to advertise around the country, ‘The government spends  £14m a year on the social marketing programme Change4Life. The food industry spends more than 1 billion pound a year on marketing in the UK’ (Izzo 2014). Sifferlin 2013 stated that when research was conducted on food markets and their advertisements 99% of them were aired nationally on children’s TV channels such as Cartoon Network. They also caught children’s attention with a free toy giveaway to promote their product (Sifferlin 2013). There are no law’s  on how old a child needs to be to buy any fast food such as McDonalds or Burger King and therefore if children have easy access to these food chains and restaurants they will continue to consume the foods that will have detrimental effects on their health (Izzo 2014). Gianni (2013) strongly believe that fast food is causing many short and long term health problems for children including obesity, diabetes, and high blood pressure, all of which are serious and are having a huge impact on the NHS. Being able to maintain adequate nutrition in children will be very difficult if parents and the government are allowing young children to purchase foods that will increase their chances of developing obesity, children may also think that it is normal to do so in later life if they have children and therefore a circle that is hard to break will form (Izzo 2014). For the final part of this assignment the author will discuss the common signs and symptoms a child may experience due to a poor diet or malnourishment. The NHS (2013) define malnourishment as a ‘serious condition in which a person’s diet does not contain the correct amount of nutrients’. There are two types of malnourishment, they include under nutrition when a person is not receiving enough nutrients and is underweight and over nutrition when a person is receiving too many nutrients and is therefore overweight (NHS 2013). The NHS (2013) claim that children who are malnourished may not be able to grow at the expected rate including both height and weight. At the age of 4 children are at a very important age range, they are growing at a rapid pace, they are starting to learn more academically as they will start at school and they will also create habits and traits which they will take into adulthood (Rochman 2011). Johnston (2009) observes that if a child was to have poor nutrition at the age of 4 they have a much higher risk of developing physical, intellectual, emotional and social problems, physical problems could include obesity, delayed growth and also developing motor skills at a slower rate. Intellectually, Johnston (2009) suggests that if children are consuming the incorrect amount of nutrients it will have harmful effects on the brain and children can lead poor intellectual development and hinder learning whilst at school. Gallahue and Ozmun (2006 cited in Johnston 2009) implies that if children experience inadequate nutrition or malnutrition during the first four years of their  life they will never recover the growth miles tones for their age range and they will never catch up in mental and physical development. Over all a balanced diet needs to start when a women becomes pregnant, and continue throughout childhood and adulthood to avoid the consequences that come with a poor diet. And although some bad habits maybe present in a child’s diet, as long as children are led the right way and educated on the nutrition they need they will significantly reduce the chances of many diseases and illnesses (British Heart Foundation 2014). Children on the correct eating path will benefit from optimum health and may also avoid the factors effecting healthy eating such as psychological or political problems. Finally the importance of educating children and ensuring they understand how to eat correctly may minimize the chances of them experiencing the sever symptoms of malnourishment or poor nutrition. References AMERICAN PREGNANCY ASSOCIATION, 2014. What is Breast Milk [Online]. Available from: http://americanpregnancy.org/first-year-of-life/whats-in-breastmilk/ [Accessed 10 November 2014]. ANNIGAN, J., N.D. consequences of not eating fruit and vegetables [Online]. Available from: http://healthyeating.sfgate.com/consequences-not-eating-fruits-vegetables-6202.html [Accessed 13 December 2014]. BABY CENTRE EXPERT ADVISE, 2014. Age-by-age guide to feeding your baby [Online]. Available from: http://www.babycenter.com/0_age-by-age-guide-to-feeding-your-baby_1400680.bc?page=2#articlesection3 [Accessed 11 November 2014]. BIRCH, L. L., 1998. Psychological Influences on Childhood the Diet [Online]. Available from: http://jn.nutrition.org/content/128/2/407S.long [Accessed 13 December 2014]. BUILD HEALTHY KIDS, 2011. Daily Nutrition Guide [Online]. Available from: http://www.buildhealthykids.com/dailynutrition.html [Accessed 11 November 2014]. CENOVIS, 2012. The Importance of a balanced diet for Children [Online]. Available from: http://cenovis.com.au/the-importance-of-a-balanced-diet-for-children/ [Accessed 13 December 2014]. DEPARTMENT OF HEALTH, 2008. Help Stop Childhood Obesity Before it Starts [Online]. Available from: www.nhs.uk/Change4Life/supporter†¦/Help_stop_childhood_obesity [Accessed 13 December 2014]. GAYLE, D., 2012. Britain’s obesity crisis: NHS spending  £16m a year on 200 who are too fat to leave home. Mail Online [Online]. 30 May. Available from: http://www.dailymail.co.uk/health/article-2151962/Britains-obesity-crisis-NHS-spending-16m-year-200-fat-leave-home.html [Accessed 13 December 2014]. GIANNI, K., 2013. How Junk Food is Hurting Our Kids [Online]. Available from: http://renegadehealth.com/blog/2013/02/06/how-junk-food-is-hurting-our-kids-and-18-ways-to-wean-yours-off-it [Accessed 13 December 2014]. HEALTHY START NHS, N.D. Healthy Start helps you give your family the very best start in life [Online]. Available from: http://www.healthystart.nhs.uk/healthy-start-vouchers/ [Accessed 2 December 2014]. INFANT FEEDING SND NUTRITION, N.D. Nutritional Requirements [Online]. Available from: http://www.infantformula.org/for-parents/infant-feeding-nutrition [Accessed 10 November 2014]. IZZO, H., 2014. Why Won’t he Government Stop Fast Food Companies Poisoning Our Children? [Online]. Available from: http://sabotagetimes.com/life/why-wont-the-government-stop-fast-food-companies-poisoning-our-children/ [Accessed 13 December 2014]. JOHNSTON, J. and VILLIAMS, L. M., 2009. Early Childhood Studies. Spain: Pearson. MITCHELL- ASKAR, K., 2011. The link between breastfeeding and mental health. [Online]. Available from: http://theattachedfamily.com/?p=2774 [Accessed 28 November 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 5 a day portion sizes [Online]. Available from: http://www.nhs.uk/Livewell/5ADAY/Pages/Portionsizes.aspx [Accessed 13 December 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 2013. How many calories does a child of 7- 10 need? [Online]. Available from: http://www.nhs.uk/chq/Pages/how-many-calories-do-children-need.aspx?CategoryID=51 [Accessed 28 November 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 2013. Malnutrition [Online]. Available from: http://www.nhs.uk/Conditions/Malnutrition/Pages/Symptoms.aspx [Accessed 15 December 2014]. NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE (NICE), 2008. Maternal and child nutrition [Online]. Available from: https://www.nice.org.uk/guidance/ph11/chapter/introduction [Accessed 2 December 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 2013. The Eatwell Plate [Online]. Available from: http://www.nhs.uk/LiveWell/goodfood/Pages/eatwell-plate.aspx [Accessed 13 December 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 2012. Vitamins and Nutrition When Pregnant [Online]. Available from: http://www.nhs.uk/conditions/pregnancy-and-baby/pages/vitamins-minerals-supplements-pregnant.aspx#close [Accessed 2 December 2014]. NATIONAL HEALTH SERVICE CHOICES: YOUR HEALTH, YOUR CHOICES, 2013. When should I start giving my baby solids (weaning)? [Online]. Available from: http://www.nhs.uk/chq/pages/812.aspx?categoryid=62 [Accessed 2 December 2014]. NEWSON, L., 2013. Breastfeeding [Online]. Available from: http://www.patient.co.uk/health/breast-feeding [Accessed 28 November 2014]. NUTRITIONALIST RESOURCES, N.D. Healthy Eating for Kids [Online]. Available from: http://www.nutritionist-resource.org.uk/content/healthy-eating-for-kids.html#healthymealsforkids [Accessed 2 December 2014]. RICKETTS, D., N.D. Socioeconomic Factors of Childhood Nutrition [Online]. Available from: http://healthyeating.sfgate.com/socioeconomic-factors-childhood-nutrition-9453.html [Accessed 13 December 2014]. ROCHMAN, B., 2011. Our Fattening Habits May Be Set in Childhood [Online]. Available from: http://healthland.time.com/2011/12/15/how-to-prevent-obesity-start-in-childhood/ [Accessed 15 December 2014]. SIFFERLIN, A., 2013. Forget the Food: Fast Food Ads Aimed at Kids Feature Lots of Giveaways. Time [Online]. 29 August. Available from: http://healthland.time.com/2013/08/29/forget-the-food-fast-food-ads-aimed-at-kids-feature-lots-of-giveaways/ [Accessed 13 December 2014]. STEPHENS, P., 2014. How Much Fruit and Vegetables Should we Eat? [Online]. Available from: http://www.bbc.co.uk/news/health-26818386 [Accessed 13 December 2014].

An Analysis of Frida Kahlo and Carmen Lomas Garza Essay

Cultural Versus Opportunities: An Analysis of Frida Kahlo And Carmen Lomas Garza Words 1,715 Both of these paintings show the love and desire to hold on to ones heritage and family traditions which is extremely important in Hispanic families. Both with vivid colors and images. In Kahlo’s â€Å"Self Portrait on the Border Line Between Mexico and the United States†, even though she is a Mexican woman living in a non-Mexican country, she is able to accept both sides and hold on to her own Mexican heritage and culture which it seems she preferred. In Garza’s â€Å"Camas Para Suenos†(Beds for Dreams), Garza is showing the love and closeness she had with her sister and how her mother allowed them to dream and reach after those dreams as they kept in touch with their heritage and culture which is evident in her work. Holding on to ones own culture is important. It should not be forgotten. It should be embraced and tought to ones own children. As Kahlo’s painting depicts, learning of others heritage and culture can be another way of embracing your own and learning to appreciate and discover it all over. The loss of culture can be devastating to the identity of nations and families. Brief facts about artist Frida Kahlo’s childhood and adult years introduce her complex life of the mind and spirit. Frida. ( Dec 4, 2002) The Christian Century from Fine Arts and Music Collection via Gale) The artwork evokes magical realism without attempting to imitate the gifted Mexican artist, who painted â€Å"what she sees in her heart, on top of what she sees with her eyes. † Kahlo’s Self Portrait on the Border Line Between Mexico and the United States, painted in 1932, is a very revealing work that gives a glimpse into the heart, mind, and soul of Kahlo herself. The painting speaks of the connection, or the lack thereof, between Mexico and the United States. It is a very subtle, yet amazingly powerful painting. Kahlo did this painting while she waited for her husband, Diego Rivera, to finish painting his mural in Detroit. During this time she suffered a traumatic miscarriage and was admitted to the Henry Ford hospital. She felt very lonely and isolated from life and all that she knew. This painting is an expression of how Kahlo viewed herself stuck somewhere in limbo, in a place far away from her beloved Mexican homeland. P 34(1) In the front, at the bottom, of each side of the painting lies roots. On the side that is connected with the United States the roots are actually cables or cords that come from some industrial object. The roots of these objects are black and take different shapes such as long and reaching or curled. They are clearly like industrial cords and are not necessarily reflective of anything that is natural. On the other side, the Mexican side, the roots are actual roots of plants that grow out like natural roots, reaching into the ground. What makes these roots significant, aside from their obvious differences, lies in the fact that one of the cords reaches down, and under Kahlo, touching the roots of another plant. That plant appears to have brown pods which could well represent how the industrial unnatural reality of the United States is smothering and killing all that is natural, and in this case Mexico as well. It is pervasive and dark in nature. This is further emphasized by the fact that Mexico’s roots are very natural and organic, whereas the United States’ roots are dark, and clearly manmade and unnatural. In this painting, show Kahlo wearing an dress that is very reminiscent of an American dress. It is a simple dress but it is pink and has many ruffles along the bottom of the skirt. In some ways it seems reflective of the Civil War era, without the presence of a powerful hoop skirt underneath, or perhaps a dress of the old West days in the United States. Whatever the case it is not a dress that is reflective of Kahlo but of the United States . In addition, in the hand that is facing towards Mexico Kahlo holds a Mexican flag. In the hand that is facing towards the United States she holds a cigarette. Her hands are crossed. This all suggests influences she likes, dislikes, and is perhaps confused by. She is, in this picture, part of both worlds and clearly the side that is relative to Mexico is patriotic and very Mexican in spirit. But the hand that holds a cigarette clearly speaks of the industrial and damaging nature of the United States, perhaps suggesting the negative influence the United States has on Mexico. As it pertains to religious icons or images there are no obvious religious images on the side with the United States. However, when one asks that question, regarding religious, one may well argue that industrialization, manufacturing, and smokestacks, is the religion of the United States. On the Mexican side are many references to the history and the religion of Mexico. There is what appears to be a goddess statue with two infants, a statue from ancient Aztec religions perhaps, and the ancient architectural elements of Mexico. The entire natural presentation of Mexico is offered in a religious nature, even incorporating a skull which could well relate to the Day of the Dead, a religious holiday for Mexico. The religion of the United States, in this case, would be mass production, destruction of the earth, and money. The fact that Kahlo is in the center of the painting does not suggest any common ground, but rather speaks, it would seem, of some internal struggle within Kahlo as she sees her nation influenced and perhaps destroyed by the United States. She is clearly a part of the United States and if one looks at her life one can see that her involvement with Diego clearly put her in close relationship with the dealings of the United States. But, she is clearly sending an image that indicates she is not happy with the United States and finds far more peace and beauty in Mexico, her home. Schjeldahl, P. (Nov 5, 2007) Kahlo is authentically a national treasure of Mexico, a country that her work expresses not merely as a culture but as a complete civilization, with profound roots in several pasts and with proper styles of modernity. P (92) In Carmen Lomas Garzas painting â€Å"Camas Para Suenos† (Beds for Dreams), two children can be spotted, sitting on the roof of their home, gazing up at the full moon. Beneath them in the bedroom, their mother is making the bed ready for the children to sleep in, and a crucifix can be seen hanging on the wall behind her. This image recalls a time of simplicity, where children can peacefully sit and star gaze, while their apron-wearing mothers make the beds in which they will sleep in. The image is portrayed through the scope of a child, and its message calls for Mexicans to remember their culture. Roback, D. (July 13, 1990). In the midst of racism and discrimination, Garza tries not to draw upon any of that; instead, she looks to the family for resolution Mexican-American Garza has generously afforded readers a glimpse of her cherished childhood in a poor rural Hispanic community. Her daily activities and fond memories are related in paintings . Of the painting Garza stated â€Å"My sister and I used to go up on the roof on summer nights and just stay there and talk about the stars and the constellations. We also talked about the future. I knew since I was 13 years old that I wanted to be an artist. And all those things that I dreamed of doing as an artist, I’m finally doing now. My mother was the one who inspired me to be an artist. She made up our beds to sleep in and have regular dreams, but she also laid out the bed for our dreams of the future. P 54(2) This painting was inspired by youthful conversations with her sister and their desire to become artists and focuses on the joyful memories of everyday life with her family. The two sisters, Garza being one, are sitting on the roof close to the moon and stars, sharing their dreams with on another. The fact that they were Mexicans, in the United States did not change the fact that they had dreams they wished to accomplish.

Seneca Falls Womens Rights Convention - 1848

Seneca Falls Women's Rights Convention - 1848 The roots of the Seneca Falls Womens Rights Convention, the first womens rights convention in history, go back to 1840, when Lucretia Mott and Elizabeth Cady Stanton were attending the Worlds Anti-Slavery Convention in London as delegates, as were their husbands. The credentials committee ruled that women were constitutionally unfit for public and business meetings. After a vigorous debate on the role of women at the convention, the women were relegated to a segregated womens section which was separated from the main floor by a curtain; the men were permitted to speak, the women were not. Elizabeth Cady Stanton later credited conversations held with Lucretia Mott in that segregated womens section for the idea of holding a mass meeting to address the rights of women. William Lloyd Garrison arrived after the debate about women speaking; in protest of the decision, he spent the convention in the womens section. Lucretia Mott came from a Quaker tradition in which women were able to speak in church; Elizabeth Cady Stanton had already asserted her sense of womens equality by refusing to have the word obey included in her marriage ceremony. Both were committed to the cause of abolition of slavery; their experience in working for freedom in one arena seemed to solidify their sense that full human rights must be extended to women, too. Becoming a Reality But it was not until an 1848 visit of Lucretia Mott with her sister, Martha Coffin Wright, during an annual Quaker convention, that the idea of a womens rights convention turned into plans, and Seneca Falls became a reality. The sisters met during that visit with three other women, Elizabeth Cady Stanton, Mary Ann MClintock, and Jane C. Hunt, at the home of Jane Hunt. All were also interested in the anti-slavery issue, and slavery had just been abolished in Martinique and the Dutch West Indies. The women obtained a place to meet in the town of Seneca Falls and on July 14 put a notice in the paper about the upcoming meeting, publicizing it mainly in the upstate New York area: Womans Rights Convention A Convention to discuss the social, civil and religious condition and rights of woman, will be held in the Wesleyan Chapel, at Seneca Falls, N.Y., on Wednesday and Thursday, the 19th and 20th of July, current; commencing at 10 oclock, A.M. During the first day the meeting will be exclusively for women, who are earnestly invited to attend. The public generally are invited to be present on the second day, when Lucretia Mott of Philadelphia, and others, ladies and gentlemen will address the convention. Preparing the Document The five women worked to prepare an agenda and a document to be considered for passage at the Seneca Falls convention. James Mott, Lucretia Motts husband, would chair the meeting, as many would consider such a role for women to be unacceptable. Elizabeth Cady Stanton led the writing of a declaration, modeled after the Declaration of Independence. The organizers also prepared specific resolutions. When Elizabeth Cady Stanton advocated for including the right to vote among the proposed actions, the men threatened to boycott the event, and Stantons husband left town. The resolution on voting rights stayed in, though the women other than Elizabeth Cady Stanton were skeptical of its passage. First Day, July 19 At the first day of the Seneca Falls convention, with over 300 people in attendance, the participants discussed womens rights. Forty of the participants at Seneca Falls were men, and the women quickly made the decision to allow them to participate fully, asking them only to be silent on the first day which had been meant to be exclusively for women. The morning didnt begin auspiciously: when those who had organized the Seneca Falls event arrived at the meeting place, Wesleyan Chapel, they found that the door was locked, and none of them had a key. A nephew of Elizabeth Cady Stanton climbed in a window and opened the door. James Mott, who was supposed to chair the meeting (it still being considered too outrageous for a woman to do so), was too ill to attend. The first day of the Seneca Falls convention continued with a discussion of the prepared Declaration of Sentiments. Amendments were proposed and some were adopted. In the afternoon, Lucretia Mott and Elizabeth Cady Stanton spoke, then more changes were made to the Declaration. The eleven resolutions including the one that Stanton had added late, proposing that women get the vote were debated. Decisions were put off until Day 2 so that men, too, could vote. In the evening session, open to the public, Lucretia Mott spoke. Second Day, July 20 On the second day of the Seneca Falls convention, James Mott, Lucretia Motts husband, presided. Ten of the eleven resolutions passed quickly. The resolution on voting, however, saw more opposition and resistance. Elizabeth Cady Stanton continued to defend that resolution, but its passage was in doubt until an ardent speech by ex-slave and newspaper owner, Frederick Douglass, on its behalf. The closing of the second day included readings of Blackstones Commentaries on the status of women and speeches by several including Frederick Douglass. A resolution offered by Lucretia Mott passed unanimously: The speedy success of our cause depends upon the zealous and untiring efforts of both men and women, for the overthrow of the monopoly of the pulpit, and for securing to women of equal participation with men in the various trades, professions, and commerce. The debate about mens signatures on the document was resolved by permitting men to sign, but below the womens signatures. Of about 300 people present, 100 signed the document. Amelia Bloomer was among those who did not; she had arrived late and had spent the day in the gallery because there were no seats left on the floor. Of the signatures, 68 were of women and 32 were of men. Reactions to the Convention The story of Seneca Falls wasnt over, however. Newspapers reacted with articles mocking the Seneca Falls convention, some printing the Declaration of Sentiments in its entirety because they thought it was ridiculous on its face. Even more liberal papers like that of Horace Greeley judged the demand to vote to be going too far. Some signers asked to have their names removed. Two weeks after the Seneca Falls convention, a few of the participants met again, in Rochester, New York. They resolved to continue the effort, and organize more conventions (though in the future, with women chairing the meetings). Lucy Stone was key in organizing a convention in 1850 in Rochester: the first to be publicized and conceptualized as a national womens rights convention. Two early sources for the Seneca Falls Womens Rights Convention are the contemporary account in Frederick Douglass Rochester newspaper, The North Star, and Matilda Joslyn Gages account, first published in 1879 as National Citizen and Ballot Box, later becoming part of A History of Woman Suffrage, edited by Gage, Stanton, and Susan B. Anthony (who was not at Seneca Falls; she did not become involved in womens rights until 1851).

A Comparison of Themes in The Matrix and Allegory of the Cave

A Comparison of Themes in The Matrix and Allegory of the Cave One of the major themes that is noticeable in the Matrix is â€Å"being as such†. When considering the Matrix, Neo lives in complete delusion, a prisoner of artificial intelligence with no real control or perception of reality. He believes he is living in the city, enjoying hot weather when in reality his brain is in a body being tracked and controlled by machines thousands of years later than the time he thinks he exists. The plotline can be directly referenced to the old philosophical argument â€Å"Brain in a vat†. This argument simply asserts that if scientists were to insert a brain into a jar, and add stimulating chemicals that cause the brain to function as normal, the brain and its thoughts would exist and flourish as if it were in a body. The brain could have experiences, relationships, and form normal the normal scenarios of living in a body which ignites the question: What is reality? The brain will be the brain (being as such), it is not more complex than simply â€Å"being†. I relate this concept to the phrase â€Å"believing is not seeing â€Å" as what we percieve and believe is all that exists is not always the true reality of what actually exists. In Plato’s Allegory of the cave, this concept is addressed in a unique manner. The men that have been imprisoned in the cave do not know of the world outside of the cave. They know that they exist, and they can see only what is infront of them. As â€Å"shadows† pass by them in their travels from behind as well as infront of them they hear their voices yet they cannot differentiate or even understand that the voices are actually coming from behind them as well, rather than just the figures that are visible. They are not able to imagine or aknowledge what they do not knows exist as they are conditioned to focus on the present: â€Å"And suppose their prison had an echo from the wall facing them? When one of the people crossing behind them spoke, they could only suppose that the sound came from the shadow passing before their eyes. No doubt† (Plato 9) He also mentions the fire that burns behind them, which emits the light that the prisoners are naturally conditioned to. They have not seen brighter light before, and dont even consider its existence. It would difficult to aknowledge that their perception was so blurred to the actual reality of life if someone were to tell them. Plato proves this when he mentions that if the prisoners were to be unchained and forced to turn around and experience the intensity of the true light of the fire, it would cause them pain and perplexion and dilute their understanding of what is real; although it is right infront of their eyes: â€Å"He would need, then, to grow accustomed before he could see things in that upper world† (Plato). The prisoner is more inclined to return to the way he faced before as what is natural easier to distinguish for him. Another metaphysical theme in both the Matrix and in Plato’s Allegory of the Cave is wisdom. Wisdom is built through knowledge and experience. I remember that I am here not because of the path that lies before me but because of the path that lies behind me†(Morpheus in The Matrix Reloaded) When Neo sees the world for the first time in the Matrix, it is difficult for him to believe as well as percieve. Everything that he thought was reality was no longer relevant to actuality. He uses his own experience and the knowledge he gained from it to wake up the rest of humanity from the dream they are percieving as their reality. This theme in the matrix forms a direct analogy to the wisdom displayed in Platos allegory of the Cave when the prisoner is released from the cave and is blinded by the sun upon leaving. The light is so much stronger and larger than the only light that he ever knew to exist that his eyes physically could not handle it, causing him to be temorarily blinded. He must adjust and experience the light in order to observe the rest of the world that it illimunates. Once his eyes adjust, he immediately wants to return to the cave to tell the others about reality just as Neo did in the Matrix. Overall, comparing both of these storires sheds a brilliant light upon what is reality and really influences me to stay â€Å"present†. What struck me the most is the â€Å"Brain in a Vat† concept in the matrix as well as in Platos Allegory of the Cave. Much exists beyond what we can see as well as imagine, and to understand what exists beyond we must develop wisdom using our experience as well as our intelligence.

Learning English as a Second language Essay Example | Topics and Well Written Essays - 750 words

Learning English as a Second language - Essay Example As a second language, English can be learnt in two basic methods. Firstly, the language can be learnt through acquisition. This method of learning English takes place through interaction with native speakers. The method also involves practicing and imitations whereby the learner tries to copy the native speakers (Blackshire 123). Studying through a classroom setting is the second method through which a person can learn English as a second language. Unfortunately, I had to go through this procedure in order to become an English speaker and I always wish I had taken the first method. This perception concerning learning English through a class room setting always appeared as an inappropriate idea until recently when I held a conversation with one of my former teachers. During the encounter, the teacher informed me that had I opted for the first method, I would be in a far worse condition than I am right now. From the conversation, I realized that studying how to speak a language is equ ally important to learning how to write in the same language. I also realized that through the classroom setting there were measures that I could use to measure my progress unlike in the acquisition method where it is difficult to measure progress. These measures also acted as a source of motivation and challenges through my entire studentship. After discussing the issue of learning English as a second language with my teacher, I realized a change in my perception towards the standard of spoken English (Rokeach 34).