Functions, Values, and Roles of the Nurse Practitioner Essay

I have read and understand the plagiarism policy as outlined in the syllabus and the sections in the catalog relating to Indiana Wesleyans Honest/Cheating policy. By affixing this statement to the title page of my paper, I certify that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act/s, which could include expulsion from Indiana Wesleyan University. Function, Values, and Roles of the Nurse Practitioner When contemplating the roles and values of the nurse practitioner it is necessary for the student to first exam the career path and scope of the nurse practitioner. Nurse practitioners are registered nurses who have advanced education and training in a health care setting. They are practitioners with advanced degrees such as a Master of Science in nursing and are licensed as registered nurses who have practiced as a registered nurse for a minimum of at least two years. Most nurse practitioners early in their course work will identify a specialty area of nursing that they have an interest in doing research in. Determination of this specific area is usually influenced by what area of nursing the student has experience working in as a registered nurse. Other times, it is influenced by the illness of someone close to them or a family member. Cardiac health and transplantation is an area that this student wishes to pursue as a specialty area. My interest has been piqued by personal experience in this area with a family member. This student believes that this specialty area values the health and well-being of all mankind and that research is rewarded as a basis for providing new and upcoming trends in this specialty area. Through early detection and treatment of cardiac related illness, healthcare providers in this area strive to prevent diseases such as congestive heart failure from progressing to advanced stages requiring even further cardiac intervention. It is the belief of this student that to become a competent urse practitioner one must value wellness, enjoy the human race, and have the true desire to care for others. Race, socioeconomic status, and educational level of the client are not priorities when determining plans of care for patients. The nurse practitioner must remain non bias in her personal beliefs and put the needs of the patient first at all times. This ensures nonbiased holistic complete care is provided which is valued by all nurse practitioners and sought by all health care consumers. . Due to recent changes in government programs such as Medicare and Medicaid coupled with the sky rocketing cost of health care many Americans are being forced to change the way they access health care. As the face of health care moves away from the traditional hospital setting to other sites within the community, the role and function of the nurse practitioner has moved to the forefront of the health care system. Nurse practitioners practice in a variety of settings that include community health centers, primary care clinics, hospital departments, physician offices, and walk in clinics. Accessibility to care is one criterion that has created popularity among the role of nurse practitioners. One area of interest among nurse practitioners that has become popular is the concept of family care specialization. Family care nurse practitioners value providing care to the entire family and are often viewed as the physicians of long ago. The care given by these practitioners is family based care, and not limited to one criterion such as age or gender, thus reminding people of how physicians practiced many years ago. Family nurse practitioners are licensed in the same way as other nurse practitioners but usually have a broader clientele base and work mainly in primary care clinics and not in specialty areas. Another quality the nurse practitioner must value is the ability to recognize the limits of their knowledge and expertise within their scope of practice. This recognition allows for collaboration with another health care provider to take place and ensures holistic problem focused healthcare is made available to all patients. When discussing society’s perception of the nurse practitioner, it is this student’s belief that there is an overall general acceptance in the role of the nurse practitioner. Nurse practitioners have been made to earn the respect of their profession. During the early development of this career, nurse practitioners were originally viewed by some members of society as want to be physicians. This perception has changed within the last ten years and has mainly been influenced by the decrease in the number of general practice physicians. The increase in the number of baby boomers has also created the need for more medical providers thus helping to create further awareness and acceptance among the role of a nurse practitioner. Furthermore, recognition of nurse practitioners by third party insurances, in covering care provided by nurse practitioners, has also encouraged the use and popularity of nurse practitioners. When asked about society’s perception of the nurse practitioner, it is this student’s belief that there is an overall general acceptance of the role of the nurse practitioner. However, acceptance of this role in the medical field has not always been the norm. Nurse practitioners have been made to earn the respect of their profession and were originally viewed by some members of society as substitute doctors. It is this student’s belief this perception has changed within the last ten years due to the decrease in the number of available general practice physicians. The increase in the number of baby boomers requiring more medical attention has also created the need for more health care professionals thus promoting the role of the nurse practitioner. In conclusion, it is this student’s belief that nurse practitioners are competent medical professionals who value disease prevention, wellness, and patient education. All nurse practitioners strive to provide thorough patient care regardless of the area of specialty they practice and will remain strong advocates for change and stability in America’s health care system. Nurse practitioners have the ability to change the landscape of modern medicine and will continue to meet these challenges presented before them to ensure the continued growth and development of the practice of the nurse practitioner.

Gender Roles in Things Fall Apart Essay

In Chinua Achebe’s novel Things Fall Apart, the Ibo society has a strict system of behavioral customs that are assigned by gender. These customs restrict the freedom of Ibo woman and help to reinforce generation after generation the notion that Ibo men are superior to women. In Achebe’s essay An Image of Africa: Racism in Conrad’s Heart of Darkness, he claims that Joseph Conrad’s Heart of Darkness, despite it’s insights, ought to be eradicated from literature as an appropriate piece of work on the argument that it is racist. Achebe focuses on gender roles and avoiding stereotypes to dismiss the racist attitude towards Africans in his novel by bringing the reader down to the level of his unbiased narration of a historical fiction novel. In Things Fall Apart, Achebe is cautious to avoid typical stereotypes describing white men. When the first white man is introduced, he is described as â€Å"†¦ not an Albino. He was quite different† his presence is foreign and not understood, but not dangerous. Achebe creates no account of the man being atrocious. In fact, throughout the entire story Achebe consistently attributes those same qualities to the white men later on in the novel; with the exception of The District Commissioner, who is described as â€Å"strict and unreasonable†. Achebe even puts white men in a good light; Mr. Brown constantly reminds the people of Umuofia that they should send their children to his church to learn to read and write so that other white men will not come to institute a new government and destroy their culture. By not negatively chronicling that white men are evil through narration and characterization, Achebe successfully lets loose the bounded stereotype of evil white men that are against African culture. Achebe affirms that in Ibo society, the condition of weakness is strongly associated with women. Therefore, a man being declared â€Å"woman-like† is an extreme insult. Unoka, Okonwko’s father, embodies the counter-values that stand in opposition to the rigid social ideal of the tribe. Okonkwo is ashamed when he learns that â€Å"agbala† was not only another name for woman, it could also mean a man who had taken no title when this insult is applied to his father. By stereotyping based on titles that are indigenous to Ibo culture rather than stereotypes that are demeaning to a race, Achebe is able to maintain an unbiased narrative in Things Fall Apart. Achebe does not completely demean woman in his story; it only seems as though that this is the case because he creates distractions to shy away from racism. In Ibo society, women marry to add to their father’s wealth, become subservient to their husbands, continue on their husband’s legacy through child birth and emanate the essence that women know the secret of life, since they are the source of it. This is evident when Uchendu ask â€Å"Can you tell me, Okonkwo, why it is that one of the commonest names we give to our children is Nneka, or ‘Mother is Supreme’? We all know that a man is the head of the family and his wives do his bidding. A child belongs to its father and his family and not to its mother and her family. A man belongs to his fatherland and not to his motherland. And yet we say Nneka–‘Mother is Supreme. ‘ Why is that? ‘ ‘A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness he finds refuge in his motherland. Your mother is there to protect you. She is buried there. And that is why we say that mother is supreme. ‘† Although the characters in the story never recognize the full capacities of women, they are described as emotionally strong. Achebe has an amazing gift for spotting bias that hides in plain sight; adapting against those anecdotes and historical asides, he creates something resembling a coherent story that necessitates dropping much that is important. Things Fall Apart possesses very deep meanings beyond that of avoiding stereotypes. Achebe purposely degrades women to not come across to the reader as racist, however his main priority is conveying lessons that are forgotten through literature. People who pick up a copy of Things Fall Apart will embark on journey that will let them see the subjugation of the African natives from their own perspective.

Managing Financial Resources Assignment Example | Topics and Well Written Essays - 2000 words

Managing Financial Resources - Assignment Example The company has outperformed the industry with respect to return on equity as it might be operating efficiently as compared to other companies. The current ratio measures a company’s ability to pay short term obligations of its creditors when they are due. Low Fell Engineering has a slightly better current ratio than the company thus it gives a good impression to the investors who are willing to invest in the stock of the company. The acid test ratio is similar to current ratio but it does not incorporate the Cost of inventory or stocks since it considers them to be the least liquid. The acid test ration of Low Fell Engineering is also better than the industry standards signifying that they have a strong ability to meet their short term dues. The stock turnover of the company is below the benchmark level and it has not been able to turn over its inventory as well as other companies which can be an overwhelming concern since it can increase the cost of inventory. The company needs to be concerned about their low stock turnover which is increasing their cost of inventory and thus reducing their gross profit margin. To improve the turnover, they need to optimize their supply chain, make the production process lean and build strong relationship with the suppliers or vendors. A good supplier enables to deliver stock in a timely and low cost manner which can minimize the cost of sales (Bierley, 2008). In a finance lease, the risk and ownership of the asset it transferred to the lessee (Pietersz, 2005). Therefore, at the end of the period the lessee can sell the asset at the scrap Cost. Thus, in the case of a finance lease the Cost of the machinery will be Since the case does not explicitly mention that the lease is operating of finance therefore if we assume that it is a finance lease than it will be the most feasible option. Otherwise buying on cash will be the best option since

Fight Club Novel essay Example | Topics and Well Written Essays - 1500 words

Fight Club Novel - Essay Example People are always asking, did I know about Tyler Duren† (Palahniuk 1). The post modern style of writing is a convergence of different forms of critical theory, deconstructionist approaches and particular reader-response strategies. The most important characteristic of post modern literature is the use of neatly tied-up ending. This characteristic is favored by post modern writers because it celebrates chance over craft, in addition to employing meta-fiction in order to undermine the authority of a writer. The novel is post modern because the writer creates an idea and clarifies it before fragmenting the story. The novel is about a character rather than a story. It is written in a manner that shows that it is a sketch about a certain character. In the first chapter, the narrator is counting down the clock and he discusses how to make a bomb with his friend. In the second chapter, the story is fragmented because the narrator appears to be in a group session. The narrator states, â€Å"Bob’s big arms were closed around to hold me inside and I was squeezed in the dark between Bob’s new sweating tits that hang enormous† (Palahniuk 4). The author of the novel succeeded in creating a character or idea about the character. He also clarified the character as a person who was experiencing a form of psychological problem. In one instance, the character is talking about his friend Tyler, and how Tyler helped him secure a job as a waiter. The next minute, he is talking about bombs with a gun in his mouth. The fact that he is embracing someone shows that he has started rehabilitation. Since the idea of the film is the character of the narrator, the author did not give the narrator a name. Readers are left with ambiguity particularly with regards to the narrator. Post modernism is also shown in the conditions of the characters and their self involvement. During one of the support groups, the narrator notes, â€Å"the only woman here at Remaining Men Together, the

What are the main practical considerations which are likely to Essay

What are the main practical considerations which are likely to influence a firm's capital structure - Essay Example Their study was based upon the assumption that perfect capital markets existed, i.e, there was an absence of taxes, bankruptcy costs and other market friction. Under such a condition, their conclusion was one of capital structure irrelevance, which means that the kind of capital structure chosen by a firm will not impact upon its value and hence there is no advantage to be gained through the creation of debt. The value of the firm will be totally dependent upon its assets and their expected value, as well as the risk of cash flow generated from those assets. However, these same authors later took taxation into consideration and their conclusion then was that one of the features that would promote an optimal capital structure for the firm was the employment of as much debt capital as possible. (Modigliani and Miller, 1963). Once corporate earnings taxes are introduced, then there is an advantage to the firm to be gained by the firm, because the tax shield that can be provided by debt results in a gain from leverage. In this context, Miller (1977) also introduced personal taxes into the equation and he discerns three distinct tax rates in the United States that determine the total value of the firm, which are (a) corporate tax rate (b) tax rate imposed on income of dividends and (c) tax rates imposed on the inflows of interest. Miller stated that the capital structure of a firm will depend upon the relative height of each of the tax rates as compared to the other two. When tax rates on income from stocks and bonds are equal, then the advantage from leverage is zero, hence capital structure of the firm becomes irrelevant. However, for example when the tax rates on the income from the stock is lower than the tax rate on incomes from the debt, then leverage will negatively affect the value of the untaxed firm. With non trivial bankruptcy costs, the introduction of leverage creates a negative effect of debt financing

Sustainable Tourism Essay Example | Topics and Well Written Essays - 2750 words

Sustainable Tourism - Essay Example In order to conduct an in-depth analysis a literature review consisting of the existing literature has been carried out. This has been followed by a primary research which would provide firsthand information about the means to ensure sustainable tourism in the nation. A questionnaire survey has been created for the purpose which would be followed by a section that would contain a set of plausible recommendations about the means to bring about sustainable tourism in a nation so as to bring about greater economic and social prosperity in the tourism industry. Introduction The twenty first century has been often cited by critics as the age of globalization which has been categorized by organizations trying to breach across geographical boundaries to reach out to new and potential market regions. This has bolstered and fuelled the economic growth of many nations whose citizens have reported considerable rise in disposable income. This has in turn enhanced the demand for leisure activitie s like tourism. Tourism has evolved in a major way with global tourism hotspots being termed as generators of revenue for the economy and the nation. According to World Tourism Organization sustainable tourism is defined as â€Å"tourism which leads to management of all resources in such a manner that social, economic and the aesthetic needs could be fulfilled while maintaining cultural integrity, essential ecological processes, and biological diversity and life support systems† (United Nations Foundations, 2002, p.1). The significance of tourism as an industry segment could be analyzed from the fact that global tourism industry contributes approximately 11 percent towards the global GDP of the world. This sector employs approximately 200 million individuals across the globe serving approximately 700 million customers across the world. Experts point out that this figure is expected to increase to exactly twice its present value. Much of the value of this global tourism comes from the developed nations which contribute approximately seventy percent of the total revenues generated from tourism. The developing nations have grown by approximately 9.5 percent since 1990 which is quite comparative as compared to the annual growth of the global tourism industry which is pegged at 4.6 percent. Tourism generates precious foreign exchange, employment as well as GDP for the nations. There are a large number of nations and islands whose economy is entirely dependent on the tourism industry (Roe & Khanya, 2001, p.1). The present study would try to analyze the aspect of sustainable tourism and would also discuss about the different factors affecting global tourism with regards to certain issues related to the environment. Literature Review Social and Economic Sustainability of Tourism The sustainability of tourism industry is largely dependent upon other sectors as many economic and social factors are said to be correlated with the tourism industry. Presence of infra structure and political stability are factors that have a deep impact on the success and growth of the tourism indus

Mitigation and risk reduction Essay Example | Topics and Well Written Essays - 500 words

Mitigation and risk reduction - Essay Example This paper deals with the disaster mitigations in the country of Japan which is considered as one of the most technologically-advanced and most-prepared nations in the world today. The world has seen the triple horrors of the strong earthquake, tsunami and nuclear crisis it currently faces. Discussion There are many ways to mitigate the adverse effects of a disaster if and when it strikes. A few of these measures include laws on zoning ordinances and strict building codes. We can see that in Japan, these were mostly followed because most tall buildings in Japan were built on solid ground and further, were designed and constructed to withstand strong earthquakes. A 9.0 strong earthquake that hit the country last March 11 showed its high level of preparations and a building code that was implemented properly because very few buildings toppled during the earthquake. It can be said that most of the casualties were the result of the subsequent tsunami that hit eastern parts of Japan facin g the Pacific Ocean. The local population is also very well informed.

History Assignment Example | Topics and Well Written Essays - 750 words - 2

History - Assignment Example To what degree do you find his arguments persuasive? (see the box on pg 793) Brezhnev believed that if a country was shifting from Communism to capitalism, it was the duty of those who support Communism to step in and try to stop the shift. He clearly saw it as a good versus evil issue. When Czechoslovakia appeared to be switching to capitalism in 1968, Brezhnev ordered troops to prevent the uprising, and crush the Prague Spring. His arguments are ridiculous. He refused to listen to the will of the people in Czechoslovakia, preferring to kill them instead. The Prague Spring was not the imposition of an invading force; it was the people making a choice for themselves. His policy was also retroactive. This doctrine, espoused by President Harry Truman, suggested that the U.S. would help subjugated people try to free themselves from domination by Communists. At the time it focused on Greece and Turkey, where Communists were trying to take over, but it eventually extended to many other countries. Truman wanted to prevent the Soviet Union from dominating the Third World and he was willing to use American force to do this. Both of these groups were Cold War military alliances. The West had NATO—the North Atlantic Treaty Organization—that included America, Canada, Western Europe, and a few other countries. The Warsaw Pact was the Soviet Union and its allies. Those who foresaw the Cold War turning into a hot war, believed these alliances would fight one another. In each alliance, the countries had mutual assistance pacts. NATO, for example, considered an attack on any NATO country an attack on all of them. This was a crisis that involved the Soviet Union, America, and Cuba. In the early 1960s, the Americans learned that the Russians were putting nuclear missiles on Cuba and point them at the U.S. This led to a serious standoff and a blockade of Cuba. Many believe this was the

Rapid Urban Growth Research Paper Example | Topics and Well Written Essays - 750 words

Rapid Urban Growth - Research Paper Example Planning and controlling the rapid urban growth is a matter of utter importance. It ensures that there is organisation and an intention for consideration of all areas and people in them.  Rapid growth of urban population may imply there is increase in the productivity of urban areas. This results to numerous economic benefits for distribution to all the people even in rural areas of least developed countries. Urban growth initiates realisation of specific potentials within the localities (Glover 1972, 31). If these potentials are exploited for the good of all people rather than for the benefit of the few, then democracy can be on the high.Negative contributions to growth of democracy  Urban growth in least developed countries puts immense pressure on the government functionality. The need to provide the population with necessary amenities as well as facilities for maintenance of better lives is tasking to the government. The efforts of the government in meeting the socialized nee ds of the urban population are the bargaining power.   This means that areas with high urban tend to vote for socialized programs. In least developed countries, this is the main determinant of losing or retaining a power position in the government.Legislative positions in urban areas of least developed countries vary. The urban areas where larger populations dwell seize the main positions and power in the government. When the apportionment responsibility lacks, urban growth would lead and compel the government.

Preservation vs Conservation Essay Example for Free

Preservation vs Conservation Essay John Muir, Gifford Pinchot, and Aldo Leopold are three influential figures responsible for shaping the foundations of the ideologies of the modern environmental movements. However, although Muir, Pinchot, and Leopold represented the grave environmental concern, they also represented the rift between preservationists and conservationists. This ideological divide among environmental groups arose from widely-differing assumptions, beliefs, and attitudes on how nature and the environment should be seen in the one hand, and how human role in relation to nature and the environment should be defined. Thus, despite the fact that Muir, Pinchot, and Leopold were among the most important environmentalists of their time, irreconcilable ideological differences kept them from successfully working together for environmental causes and initiatives. In â€Å"The Mountains of California,† John Muir provides a detailed description of the mountainous features of the Sierra Nevada and natural formations in the Yosemite Valley, including the animals and plants that are found in these habitats. Muir informs the readers not only of his impressions of the play of light on the slopes of the mountains but also describes his awe of the beauty of nature found in the California mountain range. In this sense, Muir advances the idea that human beings should not be allowed to destroy the things created by nature. Along this line, Muir suggests that wildlife and other things in nature should not be subject to human activities that aim to make a profit out of natural resources. Meanwhile, Aldo Leopold uses the descriptions of his encounters and experiences with nature in â€Å"A Sand County Almanac, and Sketches Here and There† to illustrate the fact that modernization and industrial development has alienated human beings from the biotic community. He further argues that human intervention and activities in the aim of making nature more profitable or less hostile to human beings, such as killing deadly predators, have managed to offset the natural balances which have had catastrophic results for animal and plant life in many habitats. Leopold therefore advocates for human beings to establish a harmonious relationship with nature based on the â€Å"land ethic,† which emphasizes the human obligation to preserve the dignity of the earth and everything found in it and not to do anything that would degrade and harm the natural environment. In an essay excerpt from his work â€Å"The Fight for Conservation,† Gifford Pinchot states his concern about the impact of environmental devastation on business activities and human life and argues for greater state intervention in managing natural resources to ensure sustainable use and to deter unscrupulous exploitation of these resources. In essence, Gifford advocates for a reform not only in how modern American society viewed its natural resources to be inexhaustibe but also for a concrete reform in natural resource policy to implement measures to manage forests and other resources. Hence, Gifford argues for the implementation of management programs in the aim of averting future natural resource depletion crises that would have adverse effects on the national economy and private enterprise. Gifford’s framework for his advocacy was based on the premise that the imports of raw materials were often costly and therefore unpractical for many businesses, which made state management of resource materials more cost-efficient and cost-effective. It is clear from these selections that all three authors were against the wanton expoitation of natural resources. Likewise, Muir, Pinchot, and Leopold acknowledged the role of human activities in the degradation of the environment. For instance, Muir’s descriptive essay of Sierra Nevada and its surroundings is very much similar to Leopold’s musings on the diversity found in nature and how human beings should work to preserve the integrity of their natural environment. In the same manner, all three authors called attention to increasing environmental problems wrought about by the reckless use and abuse of ecological resources such as forests and grasslands. However, a deeper look at the writings of Muir, Pinchot, and Leopold’s present the distinctive ideas and assumptions that inform the arguments and positions of the three authors. It is in these details that the critical reader ultimately sees the clash in the preservationist and conservationist stance of the three authors. For instance, Pinchot’s conservationist perspective is emphasized by his focus on the management of resources to maximize the benefit to humans, based on the assumption that nature and the things or beings found in nature existed for human use. Likewise, most of Pinchot’s arguments are premised on the idea that human beings are the center and the goal of conserving nature and its bounty. In contrast, Muir’s preservationist belief is characterized by the view that nature and wildlife should be kept in the same state of being pristine and untrammelled by humans. Similar to Muir’s perspective, Leopold suggests that humans should see themselves as part of the biotic community instead of seeing themselves as the center of all creations. The writings of both authors are influenced by the basic assumption that nature and wildlife, as living beings, have innate rights and accordingy, humans have the obligation to ensure that these rights are enjoyed or protected. Thus, the basic and most significant difference between the preservationist and conservationist camp stemmed from the belief and attitude towards nature wherein the former believed that nature should be protected for nature’s sake, while the latter espoused the protection or management or nature for human being’s sake. The three author’s basic arguments and underlying assumtions are further revealed in their narratives. Both Muir and Leopold clearly write from the perspective of someone who has experienced a close connection with nature. This is evident in the ability of these authors to describe the scenes of nature and the wildlife found in it down to the minute details, to recall their most personal feelings in their encounters of the beauty and wonder of nature, and in their reflections and thoughts about these encounters. Pinchot, on the other hand, writes in a manner that is devoid of any sentimentality about the intrinsic characteristics of nature but calls forth self-serving human interests for continued survival and societal development to argue for natural resource management. Clearly, the three authors represent the major strains of thought in environmental preservation and conservation. Muir, with his emphasis on the total preservation of nature and wildife and his insistence on distancing human life from the works of nature, represents the ecological rights perspective in environmental preservation. In the same manner, Leopold’s argument about seeing the bigger picture in terms of wildlife and nature preservation encapsulates the basic premise of the ecosystem approach in natural resource management. Meanwhile, Pinchot’s focus on the conservation of nature through efficient use and the maximization of available resources is at the heart of sustainable resource management approaches. Therefore, it is not surprising that despite being contemporaries as significant environmental theorists and activitists of their time, Muir, Pinchot, and Leopold were kept apart by basic differences in their assumptions and viewpoints. This is because the basic assumptions that underlined their beliefs in either preservation or conservation not only determined their stance on the environment but also addressed the crucial question of how nature should be used—or if it should be used at all—for continued human development. References: Leopold, Aldo. (2008). Excerpt from ‘A Sand County Almanac, and Sketches Here and There. ’ In Environmental Studies, 2nd Edition (pp. 10-12). United States: McGraw-Hill Higher Education. Muir, John. (2008). Excerpt from ‘The Mountains of California. In Environmental Studies, 2nd Edition (pp. 5-7). United States: McGraw-Hill Higher Education. Pinchot, Gifford. (2008). Excerpt from ‘The Fight for Conservation. ’ In Environmental Studies, 2nd Edition (pp. 8-9). United States: McGraw-Hill Higher Education.

Syllabus Design In English Language Teacing Education Essay

Syllabus Design In English Language Teacing Education Essay Abstract It is debatable whether ESP has a distinctive methodology and syllabus. Thispaper argues that methodology and syllabus design in English Language Teacing (ELT) andESP differ little and that it is not possible to say whether general ELT hasborrowed ideas for methodology from ESP or whether ESP has borrowedideas from general ELT. two characteristic featuresof ESP methodology are identidfied: ESP can base activities on students specialism, and ESP activities can have a truly authenticpurpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what haracterizes ESP methodology is the use oftasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

The Persuasive Antony of William Shakespeares Julius Caesar Essay

The Persuasive Antony of William Shakespeare's Julius Caesar    In The Tragedy of Julius Caesar, written by William Shakespeare, the characters give many persuasive speeches, some stronger than others, to convince characters in the story about what is true, false, right, and wrong.   After given instructions on a way to present his funeral speech for Caesar, Antony uses knowledge and skill to cover for his persuasion.   Antony speaks to the Roman mob after Brutus. His objective is to turn the people against Brutus and the conspirators in a persuading way so the group will no longer follow what is wrong.   Antony has skillful ways to help him convince the Romans that Caesar was a  loving man and Brutus is not so honorable.   He uses verbal irony, parallel phrases with repetition, and questioning of the truth to sway the crowds' feelings. When giving his speech, Antony uses his skill as an orator through the use of verbal irony.   Antony tells the Romans that Brutus called Caesar ambitious.   That is only what was said; he was not a man of ambition.   Antony proves this by saying that Caesar turned the crown down and even wept for the poor of Rome.   Brutus is referred to as an honorable man.   Of course this is not true, but Antony uses the statement as verbal irony to sway the peoples' minds.   Everyone knows that killing someone, no matter what the case, is not a quality of an honorable person.   Antony also knows Brutus' reason for killing Caesar was not valid and wants to prove this to the people.   When trying to prove himself true, Antony says, "I speak not to disprove what Brutus spoke..." (Act III, scene ii, 102).   Antony does a swell job covering his purpose of his speech.   He is really trying to make the mob see that Caesar ... ...r's true self.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Is Antony's speech for Caesar's funeral a persuasive one?   Antony does, in fact, persuade the Romans into believing the truth he reveals.   As an orator, Antony's words spoken through specific techniques such as verbal irony, parallel phrases with repetition, and questioning, prove his speech to be powerful and convincing.   Unlike Brutus' speech to the Romans, Antony uses true and factual information to back his thoughts.   He does a good job referring to the opposition, which is Brutus' thoughts of Caesar.   Antony definitely tests the crowd by causing them to think about the right and wrong in the situation.   He only wants the Romans to know that Caesar did love them and to realize Brutus wronged them.   By being a powerful orator, Antony wins over the crowds' perceptions to turn them against Brutus and the conspirators as his wished. The Persuasive Antony of William Shakespeare's Julius Caesar Essay The Persuasive Antony of William Shakespeare's Julius Caesar    In The Tragedy of Julius Caesar, written by William Shakespeare, the characters give many persuasive speeches, some stronger than others, to convince characters in the story about what is true, false, right, and wrong.   After given instructions on a way to present his funeral speech for Caesar, Antony uses knowledge and skill to cover for his persuasion.   Antony speaks to the Roman mob after Brutus. His objective is to turn the people against Brutus and the conspirators in a persuading way so the group will no longer follow what is wrong.   Antony has skillful ways to help him convince the Romans that Caesar was a  loving man and Brutus is not so honorable.   He uses verbal irony, parallel phrases with repetition, and questioning of the truth to sway the crowds' feelings. When giving his speech, Antony uses his skill as an orator through the use of verbal irony.   Antony tells the Romans that Brutus called Caesar ambitious.   That is only what was said; he was not a man of ambition.   Antony proves this by saying that Caesar turned the crown down and even wept for the poor of Rome.   Brutus is referred to as an honorable man.   Of course this is not true, but Antony uses the statement as verbal irony to sway the peoples' minds.   Everyone knows that killing someone, no matter what the case, is not a quality of an honorable person.   Antony also knows Brutus' reason for killing Caesar was not valid and wants to prove this to the people.   When trying to prove himself true, Antony says, "I speak not to disprove what Brutus spoke..." (Act III, scene ii, 102).   Antony does a swell job covering his purpose of his speech.   He is really trying to make the mob see that Caesar ... ...r's true self.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Is Antony's speech for Caesar's funeral a persuasive one?   Antony does, in fact, persuade the Romans into believing the truth he reveals.   As an orator, Antony's words spoken through specific techniques such as verbal irony, parallel phrases with repetition, and questioning, prove his speech to be powerful and convincing.   Unlike Brutus' speech to the Romans, Antony uses true and factual information to back his thoughts.   He does a good job referring to the opposition, which is Brutus' thoughts of Caesar.   Antony definitely tests the crowd by causing them to think about the right and wrong in the situation.   He only wants the Romans to know that Caesar did love them and to realize Brutus wronged them.   By being a powerful orator, Antony wins over the crowds' perceptions to turn them against Brutus and the conspirators as his wished.

Modern Art Essay -- Manet, Rembrandt, Gaugin

This paper references the following works: Olympia. Edouard Manet. 1863. Oil on canvas. H. 130; W. 190 cm. Paris, Musà ©e d'Orsay Self Portrait. Rembrandt. 1660. Oil on canvas. 31.61 x 26.5 cm. Metropolitan Museum of Art, New York. Self Portrait Dedicated to Paul Gaugin. Vincent van Gogh. 1888. Oil on canvas. 60.5 x 49.4 cm. Fogg Art Museum, Harvard University Pieta. Anabale Carricci. 1600. Oil on canvas. 149 x 156 cm. Museo Nazionale di Capodimonte, Naples, Italy. Woman with Dead Child. Kathe Kollowitz. 1903. Etching. 39 x 48 cm. To the casual viewer, Modern art is often shocking, amusing, indecipherable and unnerving because art has always been understood in terms of traditional representation. However at the turn of the nineteenth century, European artists began to rebel against the institution of classical art. To gain success as an artist in Europe up until this time, acceptance by the Royal Academies of Art was essential (Rosenfeld 2000). The approved style was that of classical antiquity depicting idealised historical, mythological and religious scenes and because the Academies controlled official patronage for artists, they set the rules for standards of â€Å"beauty† in art (Rosenfeld 2000). However with the rise of modernity in the late nineteenth and early twentieth century, art theory evolved. Modernity in this period was characterised by rapid growth of industry and technology in the city, which meant substantial social and economic innovation across Europe. Feelings of anxiety and instabil ity accompanied this rapid transformation (Sturken and Cartwright 2009, 449) and lead to a self-conscious awareness within artists and consumers alike. So strongly were the changes felt that artists began reinterpreting traditional subject matter to reflect this new modern age. Ultimately, Modern artists sought truth over beauty, a concept which encompassed both the physicality of painting as a medium as well as the artist’s sense of self in an endeavour to create â€Å"pure† art (Greenberg). Academic art strove to overcome the limitations of painting as a medium; surface flatness, canvas structure and properties of paint pigment (Kleiner 2009, 822), to create illusions of space and aesthetics. Modern artists reacted by emphasising the same properties to communicate original insights and observations. However, the popular notion that Modernism was a... ...3857?accountid=10382 (accessed Feb 4, 2015) Figure 2. Olympia. Edouard Manet. 1863. Oil on canvas. H. 130; W. 190 cm. Paris, Musà ©e d'Orsay offered to the French State by public subscription initiated by Claude Monet, 1890 © RMN-Grand Palais (Musà ©e d'Orsay) / Hervà © Lewandowski. Reproduced from http://www.pbs.org/wgbh/cultureshock/flashpoints/visualarts/olympia_a.html (accessed Feb 4, 2015). Figure 3. Self Portrait. Rembrandt. 1660. Oil on canvas. 31.61 x 26.5 cm. Metropolitan Museum of Art, New York. http://totallyhistory.com/self-portrait-altman/ (accessed Feb 4, 2015) Figure 4. Self Portrait Dedicated to Paul Gaugin. Vincent van Gogh. 1888. Oil on canvas. 60.5 x 49.4 cm. Fogg Art Museum, Harvard University, Cambridge, MA. http://www.ibiblio.org/wm/paint/auth/gogh/self/gogh.self-gauguin.jpg (accessed Feb 4, 2015) Figure 5. Pieta. Anabale Carricci. 1600. Oil on canvas. 149 x 156 cm. Museo Nazionale di Capodimonte, Naples, Italy. http://www.wikipaintings.org/en/annibale-carracci/pieta-1600 (accessed Feb 4, 2015) Figure 6. Woman with Dead Child. Kathe Kollowitz. 1903. Etching. 39 x 48 cm. oj0 http://hammer.ucla.edu/programs/detail/program_id/204 (accessed Feb 4, 2015)

Free Cuba Essay -- Cuban History Historical Essays

Free Cuba I. Introduction: Cuban history, like many other countries in Latin America and the Caribbean which have experienced colonial subjugation and imperial interference, is highlighted by tumultuous rebellions. Ever since the revolt of Carlos Manuel de Cespedes in 1868, who took up arms with his slaves to liberate Cuba from Spain’s colonial grasp, the existence of insurrectionists and adamant government opposition in Cuba has flourished. Social revolution and a strong will and practice of nationalism has indelibly characterized Cuban history. Nevertheless, the outcomes of particular movements and struggles for social justice have consistently frustrated revolutionary and radical leaders. Government regimes throughout history have in some manner or fashion, whether by force or by will, degenerated popular radical aspirations. For example, it was the North American intervention in 1898, during the second Cuban war for independence that opposed the popular will to establish an independent s overeign nation. Moreover, corrupt military regimes headed by opportunists such as Machado and Batista have also tainted and disregarded popular aspirations for national affirmation, human dignity, and democratic order 1. Consequently, Cuban history has proven that aspirations for social reform and a democratic republic have consistently gone arie. It is within this historical context of failed national ambitions and aspirations that Fidel Castro defines La Revolucion. Fidel Castro, in his program manifesto of the 26th of July movement, described the M-26-7 movement as a revolution "resolved to take up the unfulfilled ideals of the Cuban nation and to realize them 2." Castro’s dream of achieving Cuba’s "unfulf... ...I- cite taken from page 38. 7.) ibid (6) 8.) ibid (6) 9.) 26th of July Movement, "Program manifesto of the 26th of July Movement," in Cuba in Revolution, ed.R. Bonachea and Nelson Valdes. (Garden City, NJ, 1972) 113-140. 10.) ibid (9) 11.) ibid (9) 12.) Fidel Castro, "History Will Absolve Me." Closing speech in trial for the 1953 Moncada attack. Excerpt taken from: The United States, Cuba, and the Cold War American Failure or Communist Conspiracy? Ed. L. Langley ( Lexington, Mass, 1970). 13.) Ernesto "Che" Guevara, "One Year of Armed Struggle," in Guevara, Reminiscences of the Cuban Revolutionary War. Trans. Victoria Ortiz. (New York: Monthly Review Press, 1968) pp.196-227. 14.) Perez-Stable, Marifeli. The Cuban Revolution: Origins, Course, Legacy. (New York, 1993), "Introduction" and chapters I & II. Free Cuba Essay -- Cuban History Historical Essays Free Cuba I. Introduction: Cuban history, like many other countries in Latin America and the Caribbean which have experienced colonial subjugation and imperial interference, is highlighted by tumultuous rebellions. Ever since the revolt of Carlos Manuel de Cespedes in 1868, who took up arms with his slaves to liberate Cuba from Spain’s colonial grasp, the existence of insurrectionists and adamant government opposition in Cuba has flourished. Social revolution and a strong will and practice of nationalism has indelibly characterized Cuban history. Nevertheless, the outcomes of particular movements and struggles for social justice have consistently frustrated revolutionary and radical leaders. Government regimes throughout history have in some manner or fashion, whether by force or by will, degenerated popular radical aspirations. For example, it was the North American intervention in 1898, during the second Cuban war for independence that opposed the popular will to establish an independent s overeign nation. Moreover, corrupt military regimes headed by opportunists such as Machado and Batista have also tainted and disregarded popular aspirations for national affirmation, human dignity, and democratic order 1. Consequently, Cuban history has proven that aspirations for social reform and a democratic republic have consistently gone arie. It is within this historical context of failed national ambitions and aspirations that Fidel Castro defines La Revolucion. Fidel Castro, in his program manifesto of the 26th of July movement, described the M-26-7 movement as a revolution "resolved to take up the unfulfilled ideals of the Cuban nation and to realize them 2." Castro’s dream of achieving Cuba’s "unfulf... ...I- cite taken from page 38. 7.) ibid (6) 8.) ibid (6) 9.) 26th of July Movement, "Program manifesto of the 26th of July Movement," in Cuba in Revolution, ed.R. Bonachea and Nelson Valdes. (Garden City, NJ, 1972) 113-140. 10.) ibid (9) 11.) ibid (9) 12.) Fidel Castro, "History Will Absolve Me." Closing speech in trial for the 1953 Moncada attack. Excerpt taken from: The United States, Cuba, and the Cold War American Failure or Communist Conspiracy? Ed. L. Langley ( Lexington, Mass, 1970). 13.) Ernesto "Che" Guevara, "One Year of Armed Struggle," in Guevara, Reminiscences of the Cuban Revolutionary War. Trans. Victoria Ortiz. (New York: Monthly Review Press, 1968) pp.196-227. 14.) Perez-Stable, Marifeli. The Cuban Revolution: Origins, Course, Legacy. (New York, 1993), "Introduction" and chapters I & II.

The Taj Mahal

Taj Mahal – The Taj – is the â€Å"King Emperor† amongst the World Wonders. The Taj is the final achievement and acme of the Mughal Art. It represents the most refined aesthetic values. It is a fantasy-like grandeur. It is the perfect culmination and artistic interplay of the architects' skill the jewellers' inspiration. The marble in-lay walls of the Taj are amongst the most outstanding examples of decorative workmanship. The elegant symmetry of its exterior and the aerial grace of its domes and minarets impress the beholder in a manner never to be forgotten. It stands out as one of the most priceless national monuments, of surpassing beauty and worth, a glorious tribute to man's achievement in Architecture and Engineering. The Taj is threatened with deterioration and damage not only by the traditional causes of decay, but also by changing social and economic conditions which aggravate the situation with even more formidable phenomena of damage or destruction. A private sector preservation organization called â€Å"World Monuments Fund† (American Express Company) has published a list of 100 most endangered sites (1996) in the World. The environment of Agra is today beset with problems relating to the inadequacy of its urban infrastructure for transportation, water and electricity. Residential fuel combustion, diesel trains and buses, and back-up generators cause the densest pollution near the Taj Mahal. Constitution of the proposed Agra Ring Road and Bypass that would divert the estimated daily 6,50,000 tons of trans-India truck traffic financing. Strict controls on industrial pollution established in 1982 are being intensively enforced following a 1993 Supreme Court Order. The Asian Development Bank's proposed $300 million loan to the Indian Government to finance infrastructure improvements would provide the opportunity to solve the chronic problems. Agra contains three World Heritage Sites, including the Taj Mahal. † According to the petitioner, the foundries, chemical/hazardous industries and the refinery at Mathura are the major sources of damages to the Taj. The Sulphur Dioxide emitted by the Mathura Refinery and the industries when combined with Oxygen – with the aid of moisture – in the atmosphere forms sulphuric acid called â€Å"Acid rain† which has a corroding effect on the gleaming white marble. Industrial/Refinery emissions, brick-kilns, vehicular traffic and generator-sets are primarily responsible for polluting the ambient air around Taj Trapezium (TTZ). The petition states that the white marble has yellowed and blackened in places. It is inside the Taj that the decay is more apparent. Yellow pallor pervades the entire monument. In places ugly brown and black spots magnify the yellow hue. Fungal deterioration is worst in the inner chamber where the original graves of Shah Jahan and Mumtaz Mahal lie. According to the petitioner the Taj – a monument of international repute – is no its way to degradation due to atmosphere pollution and it is imperative that preventive steps are taken and soon. The petitioner has finally sought appropriate directions to the authorities concerned to take immediate steps to stop air pollution in the TTZ and save the Taj. The court considered the affidavit filed by the board and directed the board to issue a public notice. Pursuant to the courts order, the board filed affidavit (5. 8. 93), wherein it stated that public notice was published in two national newspapers calling upon the industries to file their replies during the extended time. The affidavit also states that all listed industries were polluting industries and 507 out of them had not even installed any air pollution control device. The 212industries that did not respond to the notice and failed to take any steps towards installing the pollution control devices were closed by order-dated 27. 8. 93. The court was assisted in its efforts to improve air quality in the TTZ by the reports prepared by the NEERI (National Environment Engineering Research Institute), Gas Authority of India Limited (GAIL) on the supply of fuel gas to industries in the area and the study conducted by the Vardharajan Committee, which was constituted in May 1994, by the MoEF. Varadharajan Committee made, among others, the following recommendations: â€Å"Steps may be taken to ensure that no new industry including small industries or other units which can cause pollution are located north-west of the Taj Mahal. Efforts may be made to relocate the existing small industries particularly the foundries, in an area southeast of Agra beyond the Taj Mahal so that emissions from these industries will not be in the direction of the monuments. Similar considerations may apply to large industries such as Fertilizer and Petrochemicals. Such industries, which are likely to cause environmental pollution, may not be located in the neighbourhood of the refinery. The Committee further recommends that no large industry in the Agra region and its neighbourhood be established without conducting appropriate detailed studies to assess the environmental effect of such industries on the monuments. Location should be so chosen as to exclude any increase in environmental pollution in the area. †¦ The Committee wishes to record its deep concern regarding the existing level of pollution in Agra. It recommends that an appropriate authority be created which could monitor emissions by industries as well as air quality at Agra on a continuous basis. This authority should be vested with powers to direct industries causing pollution to limit the level of emission and specify such measures as are necessary to reduce the emissions whenever the pollutant level at the monuments exceeds acceptable limits. The Committee particularly desires that recommendations made in regard to reduction of existing pollution levels at Agra should be covered to a time-bound programme and should be implemented with utmost speed. The Committee also recommends that studies should be undertaken by competent agencies to explore the possibility of protecting the monuments by measures such as provision of a green belt around Agra in the region between Mathura and Agra. Even though assurances have been obtained from IOC that adequate precautions would be taken to contain the pollution on account of using coal in the power plant, the Committee is of the opinion that till such time this problem is studies in depth and suitable technologies have been found to be satisfactorily in use elsewhere the use of coal in the refinery power plant should be deferred. The National Environment Engineering Research Institute (NEERI) gave an â€Å"Overview Report† regarding status of air pollution around the Taj in 1990. â€Å"The sources of pollution, including small and medium-scale industrial units, are scattered all around Taj Mahal. High air pollution load is thus pumped into the Taj air shed. Sudden rises in concentrat ion level are often recorded in all directions in gaseous as well as particulate pollutant depending upon the local micro climatic conditions. On four occasions during the five-year air quality monitoring, the 4 hrly average values of SO2 at Taj Mahal were observed to be higher than 300 ug/m3, i. e. 10 folds of the promulgated CPCB standard of 30 ug/m3 for sensitive areas. The values exceeded even the standard of 120-ug/m3 set for industrial zones. Statistical analysis of the recorded data indicate that 40% (cumulative percentage level) has crossed the standard set for sensitive receptors/zones. The SPM levels at Taj Mahal were invariably high (more than 200 ug/m3) and exceeded the national ambient air quality standard of 100 ug/m3 for SPM for sensitive locations barring a few days in monsoon months. Another study during 1985-87 brought to fore that the overall status of the ambient air quality within the trapezium has significantly deteriorated over this period. â€Å"The Taj Mahal marble samples analyzed by NEERI in 1993 reveal that the black soot on certain protected surfaces contains 0. 6% Calcium and traces of Sulphate. X-ray diffraction studies indicated that soot and quartz (Silicon Dioxide) and the major constituents of the black coating at Taj Mahal (Lal and Holden, ES & T, April 1981). The origin of soot can be traced back to the fuel consumption around the sensitive receptor, while quartz is derived from geocrustal origin and causes surface abrasion. Soot in itself is not chemically destructive, but with tar it acts as a soiling agent. Absorption of the acidic gases is enhanced due to the presence of soot/smoky matter resulting in long-term effects. Further, the presence of soot reduces the aesthetic value of the monument. Ambient air around Taj Mahal is polluted primarily from point/line sources and has adverse impacts on building material by alteration of marble and sandstone structures at microcrystalline level. The earlier studies have revealed that the concentrations of gaseous pollutants and SPM (predominantly soot and carbon particles) are relatively high during winter months due to the frequent inversion conditions restricting vertical dispersion. During monsoon seasons, suspended particles are washed away and this cycle of pollutant builds up and subsequent removal continues exposing fresh surface of the monument to the pollutant. The period industrial development of Agra-Mathura region has resulted in acidic emissions into the atmosphere at an alarming rate. This causes serious concern on the well being of Taj Mahal. †¦ The gaseous pollutants being acidic in nature, significantly both the as well as the biotic components of the ecosystem like plants and building material like marble and red stone. The sources of pollution in Agra region as per the report of the Central Pollution Control Board are iron foundries, Ferro-alloyed industries, rubber processing, lime processing, engineering, chemical industry, brick refractory and vehicles, Mathura Refinery and Ferozabad Glass Industry. On 3 August 1995, the court formed a tentative view that polluting industries in the TTZ would have to be relocated and sought the assistance of the Union Government to device an appropriate solution. Taj, being a cultural heritage is an industry by itself. More than two million tourists visit Taj every year and this is a good source of revenue for the country. The court had monitored this petition for over three years with the objective of preventing and protecting the Taj from deterioration and damage due to atmosphere and environmental pollution. It cannot be disputed that the use of coal/coke by the industries emits pollution in the ambient air. The objective behind this litigation is to stop pollution while encouraging development of the industries. The old concept that development and ecology cannot go hand in hand is no longer acceptable. The development of the industries is essential but not at the cost of the environment. Orders passed by the court time to time indicate that the relocation of the industries from TTZ is to be resorted to only if the Natural Gas, which has been brought at the doorstep of TTZ is not acceptable/ available by/to the industries as a substitute for coal/coke. The GAIL has already invited the industries in the TTZ to apply for gas connections and industries operating in TTZ with the gas connections need not relocate. The atmospheric pollution in the TTZ has to be eliminated at any cost as it's not just the preservation of monument, which is essential, but also the human life. In August 1999, the Supreme Court struck again, ordering the closure of 53 iron foundries and 107 other factories in Agra that had not cleaned up their act. The order has become a call to arms for foundry owners, workers, trade union representatives and small-scale industry. However, industry is buying time: it filed a review petition through the Uttar Pradesh State government and obtained a reprieve on the court order's implementation. The matter comes again before the Supreme Court this summer. In the meantime, Agra's Iron Founders' Association is building up their case. They argue that 3,000 cottage and engineering units depend on the foundries, and that they directly or indirectly employ about 300,000 workers. They hold that the technology for using natural gas in their industries is not yet ready. Taj trapezium project's phase II gets green signal Buoyed by a decline in the pollution levels around the Taj trapezium with the successful implementation of the first phase of the afforestation project, the state administration has okayed the Rs 15. 0-crore second phase. The success of the plantation scheme assumes significance since a report prepared by the National Environmental Engineering Research Institute (NEERI), Nagpur, had pointed out how â€Å"pollution inventory of Agra reflected high concentration of NO2, SO2 and CO2†. Apart from a vigorous re-run of the plantation campaign in the Taj city, this ph ase envisages greening of â€Å"sensitive receptors† of pollution like the heritage monuments and the 42-hectare land strip along the NH-2 (Delhi-Agra-Kanpur), NH-3 (Delhi-Agra-Mumbai) and NH-11 (Jaipur-Agra) highways. A 3

British and American Culture Essay

Most of us used to think that there is just one important difference between British and American culture, that is accent of English language. However, experience of the american exchange students shows that is not true.There are a lot of others cultural, social and economical aspects differing USA and Great Britain, but still they have got some things in common, probably because English culture used to be considered as mother- culture for American. I would like to start with such an interesting and modern cultural aspect as food. In Great Britain they have got a number of restaurants representing cousins from all parts of the worlds, just like in USA. For example, when you are traveling to New-York, you have a possibility to try Chinese food and by passing few stations by subway, you may have a dinner in Russian restaurant. Also, both countries have a big assortment of goodies at the stores. Nonetheless, there is a difference between the diets following by citizens of the both countries. One of the good examples is the breakfast, in England people are eating a lot of proteins such as mushrooms and beens; in contrast, in USA for breakfast people are eating some flakes with milk or juice, or some toasts, pancakes,etc. I suppose we can observe this difference, because people in this countries are living different lifestyles. We can see a good number of social differences between American and English cultures, one of them is sense of humor. English sense of humor was named by american students as â€Å"dry†; however I would characterize it as ironic and a bit sarcastic, also I believe that the sense of humor is something personal, than national. One more important thing is the using of cell phones, british people have got one special habit as talking on cellphone in subways, while American people don’t have it , they are using phone wherever they want.Also, I guess English people are used to talk on cellphone, and American are using messages more, then actually talking on phone. Apparently, there is a huge culture difference in social aspect such, as attitude to history. Americans are looking through history with modern prospective, on the other hand, British people are feeling respectfully for their past, being proud of the rich for events and old history that England has. Obviously, America is much more younger country , than England, therefore they donot have such a long history. American students for time being in England had to point out that living in England is more expansive ,then in America. I believe , that it  has to do with life- level in both countries, it is well known fact that salaries in Great Britain are pretty high. Statistically , the young people over 21 have a sallary around 12$ per hour , while in USA is just 7.25$ per hour, therefore the rent in England is more expensive, then in USA. In conclusion, I would like to say, that students who are going for exchange program, are very good example of how lively culture is, and everyone can notice just these differences which is familiar to himself.All cultures have got differences, and when we are going for living abroad, we are challenging ourself for adaptation foreign culture to our own lifestyle, also I believe that such a unique experience can help us to valuate and appreciate our own cultural aspects.

An Analysis of Three Short Stories and Their Central Theme Essay

Throughout time, one of the most interesting social structures that is worth studying or analyzing would be the family. Needless to say, family plays a very important role in society-building since this is where all of us are able to find our respective identities. The three extraordinary works presented in this analysis will focus on the issue of family disharmony as well as the role of women in society during the earlier days of modern civilization. This particular analysis will look at three literary masterpieces crafted into perfection by three of the most distinguished women writers of our time:   Ã¢â‚¬Å"Women Hollering Creek† by Sandra Cisnerno, â€Å"Everyday Use† by Alice Walker, and â€Å"Revolt of a Mother† by Mary E. Wilkins Freeman. â€Å"Woman Hollering Creek† was first published in Sandra Cisneros’s 1991 collection of short stories, Woman Hollering Creek and Other Stories. The short story basically describes the lives of Mexicans who have crossed the border to live on †el otro lado† (376) — the other side—in the American Southwest. The main character in the story is Cleofilas, who is trapped in a constricting, culturally assigned gender role due to her linguistic isolation, violent marriage, and poverty. The author successfully weaves allusion to women in Mexican history and folklore –representing the same alienation and struggle being experienced by many women across the borders. As noted by one of the characters in the short story, Felice, there is clearly an existing domination of man over women in the culture they are in, and she goes about by noting â€Å"Did you ever notice how nothing around here is named after a woman? Really.   Unless she’s the virgin.   I guess you’re only famous if you’re a virgin†. (385) From this statement by Felice, we can see how lowly women are treated in the family structure.   Furthermore, it would appear from this statement that women are only valued that time based on certain physical qualifications (i.e. virginity) and not by their intrinsic value to the family. In this particular story, one striking point is the strong depiction of the author of a woman struggling to free herself from normal romantic expectations regarding domestic stability by choosing to leave her husband and finding herself in the process. The fact that the main character finds the strength to leave her family is a clear indication that family disharmony was very much existent in their home. The unequal treatment of women and the rigid gender structures at that time were clearly too much for the main character that she opted to break free from all these.   In fact, in one scene, Cleofilas laments the situation of women and the limited choices they have during her time saying â€Å"Tu o nadie. Somehow one ought to live one’s life like that, don’t you think?   You or no one.   Because to suffer for love is good.   The pain all sweet somehow.   In the end.† (377) In the short story â€Å"Everyday Use† by Alice Walker, the author basically tells the story of a mother’s conflicted relationship with her two daughters – a common scenario for any family, past or present. The issue of generation gap is clearly indicated in this story where the mother tries to explain to her two daughters the significance and representation of a particular quilt. What is an important piece of cloth to her is clearly nothing much to her two daughters, thus, creating family disharmony. As with many other stories by Walker, â€Å"Everyday Use† is narrated by the unrefined voice of a rural black woman, in the author’s attempt to give a voice to a traditionally disenfranchised segment of the population. Mama describes herself as a large, big-boned woman with rough, man-working hands.   â€Å"In the winter I wear flannel nightgowns to bed and overalls during the day.   I can kill and clean a hog as mercilessly as a man† (35). This description, along with her reference to a second grade education makes the reader understand that the main character takes pride in the practical aspects of her nature and that she has not spent a great deal of time contemplating abstract concepts such as heritage. However, her lack of education and refinement does not prevent her from having an inherent understanding of heritage based on her love and respect for those who came before her.   This is clear from her ability to associate pieces of fabric in two quilts with the people whose clothes they had been cut from: â€Å"In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago.   Bits and pieces of Grandpa Jarrell’s Paisley shirts.   And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezra’s uniform that he wore in the Civil War.† (40) The quilts have a special meaning to Mama.   When she moves up to touch the quilts, she is reaching out to touch the people whom the quilts represent. One of the most important themes in ‘‘The Revolt of ‘Mother’’’ is the distinction and reversal of traditional gender roles. Sarah’s initial acceptance of Adoniram’s building of the barn, despite his 40-year-old promise of building her a house on that spot, shows the prevalent belief that her duty is to follow her husband. Though Sarah does express her feelings to her husband, when he refuses to speak about the matter, she lets the subject drop, and the barn goes up. Adoniram’s refusal to truly listen to Sarah’s concerns throughout the story are clearly shown in his last words: ‘‘Why, mother, I hadn’t no idea you was so set on’t as all this comes to.’’(12) Throughout the story, Sarah has tried to explain her feelings but, Adoniram is not accustomed to listening to his wife – as per the custom during those times. Just like the two earlier short stories, â€Å"Revolt of a Mother† by Mary E. Freeman also touches on the role of women in small New England towns during the late 19th century. In this particular story, Freeman’s emphasis lies more with the oppression and rebellion of women. She portrays the main character as insistent on receiving equal treatment from her husband –clearly conveying women’s lack of power during those times. In fine, this particular story focuses on the struggle of women everywhere to reach out and make her presence felt to the society she is living in, especially in the family where she is part of. I believe every woman would feel frustrated with the treatment being given to the protagonist in this particular story since she is practically ignored by her husband. These three short stories enable us to see how the family structure works during the periods covered in each. Unlike the structure that we have right now, it would appear that the role that each one plays in the family is dependent on two important factors: gender and seniority. Obviously, discord was evident in each of the relationships presented because of the rigidity of the family structure during this period. Women were not given much room to assert their rights and children were often expected to carry out the wishes of their parents regardless of their own beliefs or opinion. The three stories are also very noteworthy because they focus on the role of women in society. Women have always been viewed as the weaker sex, but as the three short stories prove, women are far more resilient than many male chauvinists would give credit for. In fact, the role of women has evolved over the past few centuries and gender roles have evolved quite dramatically over the past few years. Whereas the female characters in the three short stories are confined by the limitations of their gender, the modern woman now faces a myriad of opportunities waiting for her. I believe that reading stories such as the three classics mentioned above are very poignant in the sense that they allow us to see how far we have come in terms of accepting women and the very important role they play in the development of the society. As they always say, behind every successful man, is an even more successful woman.

Ap European History Renaissance Education Dbq Exercise Essay

During the Renaissance, scholars became more interested in the humanistic features of society, and humanistic educators based their teaching models on Greek and Latin classics. Renaissance education was One apparent purpose of a Renaissance education was to praise the value of useful education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures. Some criticised the Renaissance education, however, because they felt as if it was absurd, as it didn’t teach true values of learning, and didn’t teach one how to behave, but rather how to dictate Latin. Despite these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors later in life, and was successful in the task of teaching young people to fear god, have good virtue, and to be disciplined. One apparent purpose of a Renaissance education was to praise the value of useful education, through the teaching of the classics, mainly Greek literature that was written by Greek philosophers, mathematicians and other important figures. Aeneas Sylvius Piccolomini, stated on his book, On the Education of Free Men, 1450, that the study of the Philosophy and of Letters was the guide to the meaning of the past, present, and even future. There may be some bias to this statement, for Piccolomini was an Italian humanist who later became pope, and may have been using his knowledge of the classics, being a humanist, to justify his religious and political power. Battista Guarino, an Italian humanist educator, also supports the classics, by simply explaining that mankind must learn and train in Virtue, or as the ancients called the â€Å"Humanities. † There is also a bit of point of view, however, because being an Italian humanist educator, Guarino would value the teaching of the classics to his students and would want to influence his opinion on others. Baldassare Castiglione, Italian diplomat and author, said that a courtier, or a king’s assistant or servant, should be educated in the humanities, and the Latin poets, orators, and historians, because women value that knowledge in a man, and he will be able to judge the writing of others. Erasmus also stated that the student must delve into the literatures of ancient Greece and Rome, to gain the knowledge in the classics. Erasmus has a particular point of view, because he practiced a humble religion, and tried to live the way Jesus lived, which would make him value things the ancients valued. Some criticised the Renaissance education, however, because they felt as if it was absurd, as it didn’t teach true values of learning, and didn’t teach one how to behave, but rather how to dictate Latin. Juan Luis Vives, a Spanish humanist, supported the idea that women should not learn much, but rather just enough to teach her good manners and literature from biblical scholars. There is a great deal of bias in this idea, because being Spanish, Christian, and male, Vives would not agree with women being educated, due to the fact that Spain was very conservative, especially after the Reconquista. Michel de Montaigne argued that the â€Å"absurd† educational system taught students the wrong values, by teaching them that writing the best Greek and Latin was more important the which books contain the best opinions. Montaigne’s point of view comes from the fact that he is a skeptic and criticizes numerous things, so it is likely that he would criticize the educational system. John Brinsley, an English schoolmaster objected that scholars at fifteen or sixteen years of age due not understand true knowledge, but instead the can only wrote Latin that means little. Brinsley had an interesting perspective, because he was a schoolmaster himself and saw these actions firsthand, from his young scholars. Another criticism of the school system was that such study weakens the body, and prevents people from obtaining jobs necessary to society, such as farming jobs, soldiers, and merchants. John Amos Comenius, and educational reformer, also said supported the idea that learning did not assist people enough in life, because students learned much grammar, rhetoric, and logic, instead of things that would prepare them for action later in life. Despite these criticisms, other humanists believed Renaissance learning brought great profits, higher positions, and more honors later in life, and was successful in the task of teaching young people to fear god, have good virtue, and to be disciplined. Francesco Guicciardini stated that things that seem more decorative than substantial to man, such as skills like the arts, led to a good reputation of men and open the way to favor a princess. These skills also led to great profits and honors. The perspective in this statement comes from the fact that he was a politician, and witnessed how his education in these arts helped him to improve his rank in society, gain a larger profit, and other benefits. Some also supported the Renaissance education from a religious side by explaining that children who go to school learned virtue, discipline, and to fear God, which were important Christian values. In an analysis of the percentage of justices of the Peace who attended university, around 1562, in Kent, only two percent of justices had attended university. This number increased dramatically in 1636, when an astonishing sixty eight percent of justices had attended university. This clearly demonstrated the value of a Renaissance education, and how it led to higher ranks, for instance, justices.