Wine Of Astonishment Essays - Bolo, Bee, , Term Papers

Wine Of Astonishment In Earl Lovelace's book The Wine of Astonishment two main characters arise Bee and Bolo. Bolo's character is a warrior and he directs the people to the path of empowerment by way of the warrior for that is what he knows and who he is. Bee's character is a man of faith, patience, and a man of his people. Bee also chooses a path of empowerment for the people of the village that is defined by his character, he guides the people to the path of faith. The journey in the book has both men put their characters and paths of empowerment to the test. Who succeeds? Patience, a man of faith, and a man of the people are how I describe Bee's charcter in this book. Bee demonstrates his patience when it is tested against Corporal Price. Prince comes to the village to enforce the law against the Spiritual Baptist. Bee decides it is best to practice in the manners of the Catholics and Anglican until he one day starts preaching in the original manner of the Spiritual Baptist. After that vitalizing sermon he continues till Corporal Price raids the church. Bee realizes that for the benefit of his people they, he must wait, be patient till this injustice is lifted to preach again in the Spiritual Baptist way. Bee is truly a man of the people. In the incident when Corporal Prince raids the church Bee's first thoughts were for the people. Bee tells them Brethren, please don't run. Please don't give them the excuse to brutalize you. He knew how the police would act toward the congregation and he wanted to protect his people. Bee puts the people of the villag e first for he is a man of the people. Bee is a man of faith. He puts his faith in the Spirit, and the people to stay strong. In continuing with the occurrence of the raid from Corporal Prince you can see Bee's faith. The faith Bee has for the Spirit and the people when the congregation is walked though the village after being arrested and Bee joins in the hymn started by Sister Isabel which the whole congregation then joins. The hymn goes I never get weary yet, I never get weary yet, Forty long years I work in the field, And I never get weary yet. Saying they have done this a long time now and they have still stayed strong. Here Bee puts his faith in the people and the Spirit together from the uniting of the congregation in the song of the Spirit. Bee is a man of faith, his people, and of patience, with these examples you can understand why I characterize Bee in this manner. The first descriptive words you read about Bolo are rising like a spear out of the back row, with the rest of the congregation, to sing the first hymn was Bolo. With a new kind of toughness about him, a warrior still. I would character Bolo as a warrior defiantly. He is a soldier for his people in this time of oppression. Bolo started as a warrior in the beginning and ended as warrior. When he began as a warrior with stickfighting as the book describes Bolo was in Bonasse, the champion stickfighter, the king, leading the village in battles down the length and breadth of the island. Bolo fought in pride for the warrior inside during those times of stickfighting. Bolo's warrior disposition continued when Corporal Price was transporting the congregation (including Bolo's mother) to the police station for breaking the law of worshiping in the Spiritual Baptist manner. Bolo made a stand for the people he was their soldier willing to fight even being out numbered. The book refers to how Bo lo headbutted Price till he went down. At same time Prince was going down the 9 other police office jumped Bolo. He continued to fight and fight till his head was split open by a police officer. Bolo was a warrior no matter the odds he had to face. The last demonstration of Bolo's warrior character was when he stood on the porch with Primus's 2 girls that he had taken

School Prayer Essays - Prayer, Spiritual Practice, Spirituality

School Prayer Essays - Prayer, Spiritual Practice, Spirituality School Prayer School Prayer By Danielle Clark Block 1 Speech 105 I. Intro- Contrary to the claims, students have the Constitutional right to pray in school, either individually or in informal groups so long as the prayer is not organized by the school. But if the students only knew what they were really doing by praying in school. II. First of all they are going against the Bible. As to quote, Matthew 6:5-6: And when you pray, do not be like the hypocrites, for they love to pray standing in the synagogues and on the street corners. But when you pray, go into your room, close the door and pray... So as you can see those who pray in places such as the cafeteria, middle of the hall or things of that nature is actually going against the bible. Now I am not saying that a person should not pray in schools, but they should do it just as the Bible says in a personal place. If a student can't find a personal place, and have an undesirable need to pray, they need to not make a big deal out of it. Praying as put in the Bible is a personal experience between that person and God. Not an event to be proclaimed up and down the hallway. III. Another problem there is with praying in schools is the fact that there are some students who don't believe in God. The purpose of a democracy is to have the majority decide but yet always respect the rights of the minority. Some administrators, teachers, parents, and most importantly, kids, just feel uncomfortable when it comes to religion. Several factors could be attributed to this problem, from too many religions and religious theories to religious pressure to lack thereof. But whatever the reason some people feel offended by seeing these students pray. They think that their rights are being infringed upon. Well in example, if a shirt some student is wearing offends a person they tell someone about being offended. Someone else is also offended and so they tell someone. These 2 people influenced by what they have heard tell more people. This chain reaction continues until that kind of shirt is not allowed in schools, in example Marilynn Manson shirts. The minority there is the students wanting to wear the shirts; the majority is the people offended by it. The majority spoke and the minority is told to fallow. But now it is the minority being offended no one cares to do anything about it. IV. The last problem I have are the advocates of school prayer say that without it there is moral decline, blaming the absence of school prayer for everything from low SAT scores to teenage pregnancy. But it just won't work. In fact, legislated school prayer would make things worse. For a school to require students to recite, for example, a Christian prayer would give Christianity a special status, implying that other religions are somehow inferior. One religion would be pitted against another, conflicts would arise, and intolerance would grow. The only palatable compromise in a directed public school prayer would be a watered-down prayer that would be meaningless to the deeply religious and an infringement on those who follow no religion. Some of our senators are trying to pass an amendment in have school prayer required. But the First Amendment begins Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof... If we were to have this school wide required prayer we would be in essance establishing a religion. And even though what they are trying to pass is a constitutional amendment it goes against on of the main things our forefathers came here for. The First Amendment is one of the finest laws man has ever written. For over two hundred years, it continues to mean exactly what it was originally intended to mean: Religion and other fundamental rights should remain beyond the reach of majorities and governments, and certainly not subjected to the political whims of Congress. Bibliography Biblyography FAQ. Prayer in Schools. atheists.org/schoolhouse/faqs.prayer.html. Downloaded December 16, 1999 Maryland teen walks out of Graduation over Prayer. Prayer in schools. freedomforum.org/religion/1999/5/28mdgradprayer.asp Downloaded December 16, 1999 Smudge Report. Bible verse. smudgereport.com/longstories/prayer.html Downloaded December 16,

Analysing The Universality Of Human Rights Philosophy Essay

Analysing The Universality Of Human Rights Philosophy Essay Abstract:This paper aims to critically study and assess the different perspectives on the universality of human rights,and locate the position of the perspectives according to Dembour’s four schools of thoughts. The perspectives of human rights on cultural divesity and linguistic diversity have also been emphasized upon here. Universality of Human Rights & its Different Pespectives Human Rights are rights that one is entitled to enjoy simply because of thefact that he is a human being. These are equal and inalienable for all , and cannot be denied to anyone human in nature and form. Thus they are Universal in nature, and function as a legitimate standard for a political system. This ofcourse willlead to a discussion of being ‘human’ and enjoying the human rights(Donelly 2003). Being Human beings, everyone deserves to enjoy certain rights after fulfilling certain obligations to the society. These fulfillment of obligations are based on morality of the people as an individual and as a class, judged by the society at large and then being endowed with certain privileges to be enjoyed in the form of Political rights. Rectitude and entitlement, the two aspects of a right, are directed towards a preset standard of conduct, which bings forth the duty and obligation that an individual is expected to perform, and calls for individual and universal attention towards righteousness . Performance of this duty entitles the individual to enjoy the et of privileges in the form of a ‘right’. To have a right to something, makes one entltled to own the sole authority to enjoy it, denial or repression of which entitles one to have special claim for justice. Rights enjoyed by one cannot be reduced because it clashes with correlative duties of another, neither can it be reduced for enjoying a benefit. Hence, rights give authority to its holders , and not just benefits( Donelly 2003). Rights are meant to be exercised, enjoyed, respected, and enforced. These are the four principle dimensions of a right. Respecting ones rights gives other the privelege of enjoying and asserting his own rights, otherwise it is liable to be questioned , threatened or denied. A violation of a right is an injustice doneto someone, and is subject to distinctive force and remedial logic(Donelly 2003). Ludwig Wittgenstein, the analytical philosopher propagated that a concept should not be defined by what one thinks it means , but by its meaning and practice in everyday life. One should rather analyse facts on the basis of observation, rather than thinking. This led to the introduction of his concept of Family Resemblance The concept of Human rights when approached through the family resemblance matrix, highlight the following factors: Morality Their existence disregarding social recognition Possessed by every human being Their arbitrariness Emergence through political and social struggle Their usage for political communication Servitude to bourgeois Basis on human nature Bear a socio-legal concensus Ability toget transformed into legal rights ( Dembour 2006). Dembour argues that , although most people believe in the combination of the first three factors as the essential element of the concept of Human Rights, or that human rights exist irrespective of bein having social recognition as every man is deemed to enjoy it being human beings as the rights are framed on the basis of human nature, it should not be assumed that it rests on a socio- legal consensus, or bears arbitrariness in its state. He believes that Human Rights have come into existence as result of force of language use, and believes that they would cease to exist if conversation ordiscussions about them die down Different competingconcepts of Human rights exist inthe society,and people fight to establish their own opinions disregarding others. Donelly’s concept og Human Rights though is encouraging for many, but highlight some political or intellectual inadequacie s in termsof moral integrity in his book Universal Rights in Theory and Practice. Harsher’s Philosphy Of Human Rights points out that Human Rights demands that every single individual’s dignity is considered in an existing political norm, where one individual’s security of Human Rights leads to the security of another , mankifesting this security to an indefinite expanse and time in the society(Dembour 2006).

Business Management (Social Responsibility and Ethics ) Essay

Business Management (Social Responsibility and Ethics ) - Essay Example As a result, several business ethics theories have been developed. It is worth noting that accurate guidance of ethical principles is quite fundamental if business ethics is to comprise of a substantive discipline (Green 2004). The quest for such business ethics principles has given birth to a number of theories which have been tailored to suit the business environment. For the purpose of this paper, only two of these theories will be discussed. In addition, this paper will provide a basic definition of corporate stakeholder groups as well as corporate social responsibility and thereafter, the paper will describe how the relationship between a corporation and at least two of its stakeholder groups can be managed through corporate social responsibility activities. The paper will also anticipate some potential conflicts which might occur in the process of management. Business management has undoubtedly taken a new shape due to stiff competition in the business field. Business management generally involves getting all the concerned individuals together to bring about desired business goals and objectives. In basic terms, business management consist of planning, organizing staffing as well as directing a group of persons with an aim of accomplishing the desired goals of a business. Due to the undying quest for corporations to compete effectively and gain high rates of return, Corporate Social Responsibility (CSR) is becoming an essential or else a fundamental activity to businesses globally. Now that the world is increasingly becoming a global village and large business organisations serve as global providers, they (corporations) are increasingly acknowledging the benefits of making available Corporate Social Responsibility programs in their every division of the organisation. It is quite worthwhile to note that there is an increasing recognition of the immense contribution of the private sector on the society. The

Nutrition Trends Essay Example | Topics and Well Written Essays - 500 words

Nutrition Trends - Essay Example Taking advantage of this trend companies are coming up with products enriched with amino acids GABA, L-theanine and tryptophan (Helm, 2009). 3. Catnap food: To meet the everyday challenges it is essential to procure healthier sleep at night. For this as many as 30 food products including beverages have been launched that claim to induce sleep, encompassing chocolate and hot cocoa drinks (Helm, 2009). 4. Planetary health: Apart from personal health trend also paves the way for "eco friendly"; "go green" products are being promoted including the kind of packing that has been adopted to have a safe environment (Helm, 2009). 5. Defensive foods & inflammation fighters: Trend implies the inclination for food products that keeps the doctor away and enhance immunity through vitamin C and antioxidants, thereby, promoting foods minimizing the probabilities of chronic illness akin to heart and obesity related issues or diabetes (Helm, 2009). In order to evade the risk of chronic diseases, the Dietary Guidelines for Americans[Dietary Guidelines] affords scientific recommendations to endorse health and to trim down menaces. Repercussions of underprivileged dietary practices and physical sluggishness encompass cardiovascular disease, type 2 diabetes, hypertension, osteoporosis and some cancers. The following guidelines suggested are: 1. Adequate nutrients within calorie needs with least saturated and trans fats, salt, sugar, high cholesterol and alcohol. Depending upon the age and pregnancy conditions the food must be adequately supplemented with vitamins B, C, D, minerals, iron and calcium. 3. Recommended Food Group: Ample of fruits, vegetables, legumes, grains, low fat milk and milk products must be consumed. It is directly correlated with the age. The diet must be low in fat and should be rich in mono- or polyunsaturated fatty acids, the same also holds true for poultry products. The food must comprise ample of carbohydrate and fibres. Sodium

Discuss How the Concepts of ‘Race’ and ‘Ethnicity’ Essay Example for Free

Discuss How the Concepts of ‘Race’ and ‘Ethnicity’ Essay Australia is known for its multicultural society, but race and ethnicity are a huge factor of persistent racism and inequality in this country. The driving force behind this is the strong belief that some of the population still hold against people who appear different to themselves. To gain a clear understanding of this sensitive topic one must look at the origins, forms and effects of racism. This essay will look at how the concepts of ‘race’ and ‘ethnicity’ perpetuate inequality in our society, a brief history of Australia in relation to racism and how people experience these inequalities today in a society that we call multicultural. Modern Australia was established as a ‘region of recent settlement’ in 1788 which was a small part of a larger process of European colonisation (Bessant Watts, 2002, p. 219). They had a set of ideas, values and beliefs and assumed that aborigines had no system of land ownership, agriculture, animal husbandry. Indigenous people have been in Australia for more than 100,000 years (Bessant Watts, 2002, p. 222). The White Australia Policy in the 20th century encouraged immigration only from Britain, but didn’t allow ‘Asians’ and ‘Non-whites (Economou N, 1998, p.363). By 1950’s people from all countries were allowed to migrate into Australia to help post war reconstruction. The colonial immigration saw a mass migration of European people mostly from Britain to Australia. It is said that between 1788 and 1852 approximately 170,000 people moved to Australia, and the gold rush era after 1851 made it a highly desirable country for migrating (Bessant Watts, 2002, p. 231). By end of World War two, as war forced Australia to get closer to other countries, which resulted in the first significant weakening of the policy in 1951. Later in the 1950s and 1960s other parts of the White Australia Policy were gradually dismantled. By the 1970s the federal government had removed all racial restrictions from its immigration law (Bessant Watts, 2002). Various writers have contradictory approaches and ways of looking at racism, making it a complex topic. It takes many different forms, ranging from physical violence to derogatory language. A person or group’s belief that their race is superior or inferior, or their moral and social traits are predetermined, based on biological differences can be termed ’racism’. A group of people sharing the same skin colour, same values, coming from the similar backgrounds may constitute as ’race’. One of the most common forms of racism found today is Institutional Racism, which stems from established corporations, and other powerful forces in society, thus making it hard to question and faces less public condemnation. Examples include housing, employment, businesses, education, religion and media (Healey, 2002). Typically, the basis of this type of discrimination is from irrational fear of people at the receiving end who belong to a different culture or ‘race’. Although, there have been ongoing debates about racism all around us for centuries, it is an assault on human rights as it methodically refuses people of different caste, colour, race, sex or their country of origin basic values underlined by Universal Declaration of Human Rights (UDHR) which states that human rights are everyone’s birthright and apply to all without difference (Healey, 2002). Common perception of shared origins, culture, lifestyle and traditions amongst a group of people or society is the universal definition of ethnicity (Bessant Watts, 2002). People can share the same nationality but have different ethnicities. A few writers have put forward fascinating explanations of ethnicity. Edward Shils in his ‘primordial approach’ argues that he believes everyone has a primordial attachment to their motherland, people and religion which brings out strong emotional ties by socialising, which further gives rise to the need to have a separate identity and belonging. Then the ‘Mobilisationist Approach’ suggests that nothing is predictable or normal about ethnicity. Rather, ethnic identities come into sight and are toughened in political contexts where groups struggle to get access to inadequate and valued resources (Van Krieken et al, 2000, p. 519). The basis of ethnocentrism is a conscious or unconscious belief that one’s ethnic group, culture, religion, custom or behaviour is superior to another ethnic group. Politicians boast that Australia is a multicultural, open and classless society. Despite the well known image of Australia’s everyone have â€Å"a fair go†, the country is still full of both institutional and popular racism. Education has always been very important when it comes to moving up in class and has been very liberating in Australian society. However, indigenous and ethnic groups have been somewhat disadvantaged in opportunities to acquire education. According to the Australian Bureau of Statistics only five Indigenous Australians per 1,000 obtain tertiary qualification, compared to 70-80 per 1,000 for Anglo Australians. In the 1990s welfare, health care and education support for Aborigines accounted only to 2% of total budget outlay (ABS 2000:21). In order to receive an education a person requires an income, but to get an income one needs a job, and a job is challenging to find without an appropriate level of education. Therefore an individuals chance of education is influenced by the socio-economic status of one’s parents which is a cyclic social inequality hard to break. Migrants and their children often find it challenging to adjust to the Australian school system as they often come from countries that have a poor education system, and even if they have tertiary qualifications they mostly are not recognised, resulting in them taking lower paid and lower status jobs. Working class children often attend schools in working class suburbs where pupils are directed into working-class jobs. A high number of students leave school early and the expectation that they will attend university is low. In comparison, upper-class children attend private schools, and the expectation that they will attend university is high. Migrants and ethnic groups are often at a lower end of the socioeconomic scale (Aspin, 1996, p. 87) Migrants arrive with little money and few skills. Already at a disadvantage with language barriers, migrants and ethnic groups are also faced with racism and discrimination in their search for employment. In 1996, One Nation political party leader Pauline Hanson made a speech that claimed that Australia was being overwhelmed by ‘Asians and feared that Asians were taking over jobs. The fact is that Asians at the time only accounted for 5% of total population and ‘there is little evidence to support the claim that high rates of immigration ‘cause unemployment or ‘cause Australians to lose their jobs (Bessant, 2002, p. 219). Indigenous people had a 24. 3% unemployment rate according to 1996 census (ABS 2000:23). Indigenous people are usually poorer than most non-indigenous Australians and receive a lower income on average than the total population. The household income for Aborigines in 1994 was $158 compared to $310 for white Australians (ABS 2000C:23) This also reflects the fact the there is a higher reliance by the Aboriginal population on social security payments (ABS 1996b: 122-4) Socioeconomic status is a major determinant of inequality as it influences access an individual has to the economic resources of a society. L. J. Aspin (1996) explains that white Australian-born males have a better chance of obtaining access to the resources of society. Inequality is also reflected in the differential access to housing and health services. For people who are paying rent and on a low income, it is almost impossible to save for a deposit on a house at the same time. Aborigines and migrants suffer discrimination in rental accommodation, where landlords preferring a two-parent, white, Anglo-Saxon families. Only 10% of Aborigines own housing compared to 70% of white Australia population (Aspin, 1996, p. 87). Most Aborigines live in rural and provincial Australia (Bessant, 2002, p. 226) far from big cities where there are more jobs, higher paid jobs, better education, better housing, good water and sanitation services, hospital medical services and other community amenities. Some ethnic backgrounds are still not accepted in our society and are treated differently and unequally. We see and hear about them on a day to day basis. In recent months the Indian community in Australia, especially students have become a vulnerable target for attacks, whether racist or not. On 31 May 2009 in Melbourne, about 5000 students marched through the streets of Melbourne protesting against these attacks on Indian, Pakistani and Bangladeshi students. 25-year-old Sravan Kumar Theerthala was in a serious condition in intensive care after being stabbed in the head with a screwdriver one week earlier (Bolton Peterson, 2009). In an article in The Age newspaper on February 19 Victorian police claimed that these attacks are not racially motivated, but opportunistic where Indian students are â€Å"over representing themselves as victims† and can be looked upon as soft targets. The police also advised them â€Å"not to speak in their native language loudly† or display signs of wealth. Attacks on Indians aren’t the only allegation Australia has faced over the years. It seems that anyone in power, including police, politicians or the media has had the tendency to somehow flare these attacks. In the Herald Sun on 11 June 2009, 3AW’s Neil Mitchell said: â€Å"Australians are also bashed and die in India, which does not provoke parades of chanting ocker backpackers in the streets of Mumbai†. In 2007, the then immigration minister Kevin Andrews referred to the Sudanese community when he said â€Å"Some groups don’t seem to be settling and adjusting into the Australian way of life as quickly as we would hope. † A spate of violent attacks were then unleashed against Sudanese migrants, and one was bashed to death by a group of white men (Bolton Peterson, 2009). As Australia continues to argue that it is a just, tolerant, open and classless society, there is still evidence of race and inequality among us and affecting the many lives of migrants and Indigenous people. It is interesting to note that the very determinants of class power, money, education, family background, occupation, health and general way of life are also the same factors where others experience inequalities. Race and ethnicity perpetuate inequality, and in any country including Australia, one would find that there are always some people with very strong values of racism, and media outlets which help in manipulating the views of general public. There still needs to be a massive drive by communities and governments on racism and inequality and it will be long before we will be a â€Å"happy multicultural Australia†. Bibliography Aspin, L J 1996, ‘Social stratification and inequality’, Focus on Australian society, 2nd edn, Longman, Melbourne. Australian Bureau of Statistics 2009, Australian Bureau of Statistics, viewed 28 November 2009, http://www. abs. gov. au/ . Bessant, J Watts, R 2002, ‘Neighbours and nations: ethnic identity and multiculturalism’, Sociology Australia, 2nd edn, Allen Unwin, St Leonards, NSW. Bolton, S Peterson, C 2009, Indian students speak: Stop the racist attacks! , viewed 28 November 2009, http://www.greenleft. org. au/2009/798/41083. Economou, N 1998, ‘The Politics of Citizenship: identity, ethnicity and race’, in Alan Fenna, Introduction to Australian Public Policy, Vol 1, Addison Wesley Longman, Melbourne. Healey, J 2002, ‘Racism: Beyond Tolerance, A Fair Go’, Racism in Australia, Vol 180, The Spinney Press, Rozelle, NSW. Van Krieken, R, Smith, P, Hobbis, D McDonald, K 2000, ‘Migration, ethnicity and Australian Aboriginality’, Sociology: themes and perspectives, 2nd edn, Pearson Education, Frenchs Forest, NSW.

Tupacs life :: essays research papers

On June 16, 1971, Tupac (born Lesane Parish Crooks) was born in Brooklyn, New York. He was named after an Inca Indian revolutionary: Tupac Amaru means "shining serpent", and Shakur is arabic for "thankful to God". Tupac was the son of the politcal activist Alice Faye Williams (Afeni Shakur). She was a member if the Black Panther Party. Tupac grew up without knowing that his biological father was still alive. Afeni moves in with Mutulu Shakur who becomes Tupac's stepfather and confidant for the rest of his life. Tupac accepted him as a father figure. At the age of 12 Tupac found a passion for acting and writing poetry. Afeni enrolls him in a Harlem theater group. Tupac plays Travis in 'A Raisin the Sun' as his first performance. Unfortunately, Tupac was unable to continue his training, and moved with his family to Marin City (The Jungle), California. He has been quoted saying "Leaving that school affected me so much, I see as the point where I got off track". The man side began to come out of Tupac as he now began to hang with the wrong crowd. Tupac changed out his alias MC New York with a new one, 2Pac. He rapped with Ray Luv in a group called "Strictly Dope". They perform in small shows for people around the neighborhood. Tupac auditions for Greg Jacobs (Shock G) of the group Digital Underground. Tupac joins the group as a roadie, dancer and as a rapper. He toured with Digital Underground, instead of waiting around for them to get back in town to work on his album, he preferred to travel with them to kill time. He appeared on several songs with Digital Underground including "Same Song", "DFLO Shuffle", and "Wassup Wit Tha Luv". Nothing could have stopped this man, he was on top of the world making movies and receiving good reviews and getting better acting jobs. Three days after he finished making "All Eyez On Me" Tupac began work on Makaveli: The Don Killuminati". Tupac never lived to see the album being put out. He died due to gunshot wounds. He and Suge Knight were attending the Mike Tyson Vs Bruce Seldom fight at the MGM Grand In Las Vegas, Nevada on the September the 7th, 1996. After the fight in the lobby, one of the staff from Death Row spotted Orlando Anderson. He was a crip who stole one of Death Row's chains.

An Analysis of Orwell’s “Shooting an Elephant” Essay

In â€Å"Shooting an Elephant,† George Orwell finds himself in a difficult situation involving an elephant. The fate of the elephant lies in his hands. Only he can make the final decision. In the end, due to Orwell’s decision, the elephant lay dying in a pool of blood. Orwell wins the sympathy of readers by expressing the pressure he feels as an Anglo-Indian in Burma, struggling with his morals, and showing a sense of compassion for the dying animal. Readers sympathize with Orwell because they can relate to his emotions in the moments before the shooting. Being the white â€Å"leader,† he should have been able to make an independent decision, but was influenced by the â€Å"natives† (Orwell 101). Orwell describes his feelings about being pressured to shoot the elephant: â€Å"Here I was the white man with his gun, standing in front of the unarmed crowd – seemingly the leading actor of the piece; but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind (101). Everyone has been in a situation in which he or she has been expected to be a leader. For different reasons people are looked to as leaders, sometimes because of their race, ethnicity, or heritage. In this case, Orwell was pictured as a leader because he was British and he worked for the British Empire. Readers are able to relate to the fact that he does not want to be humiliated in front of the Burmese. He declares, â€Å"Every white man’s life in the East, was one long struggle not to be laughed at† (101). Orwell compares the elephant to the huge British Empire, and just as the elephant has lost control, he feels that when the white man turns tyrant it is his own freedom that he destroys (100). Secretly he hates the British Empire and is on the side of the Burmese (97). The elephant is equivalent to the British Empire ravaging through Burma and disrupting the little bit of peace that they have. So in that instant he felt that he had to kill the elephant. Another aspect that wins reader’s sympathy is Orwell’s struggle with what he  thought was right and what the Burmese wanted him to do. The readers have a sense that he did not have ill-intent to kill the elephant. When Orwell says, † As soon as I saw the Elephant I knew with certainty that I ought not shoot him† (99). The readers know that cruelty or hatred for the beast was not his motive. Orwell repeats the he does not want to kill it and the readers sympathize with him. Almost everyone has been in a situation were he or she could not base a decision on personal beliefs and knows that going against those beliefs is very difficult. Orwell explains, â€Å"For it is the condition of his rule that he shall spend hid life in trying to impress the ‘natives’ and so in every crisis he has got to do what the ‘natives’ expect of him† (100). Readers respect Orwell for his sense of duty. He realizes the his decision must be based on the best interest of the Burmese. Also, Orwell showed great feelings of compassion for the dying animal. He was killing the animal because he had to. He did not feel strong and powerful, as a hunter would; he felt weak and helpless. Orwell so vividly describes the elephant’s death, almost as it were giving him pain to watch. The elephant lay, â€Å"dying, very slowly and in great agony. . .† (Orwell 102). While the elephant lay dying Orwell can feel nothing but helplessness. He describes the experience as â€Å"dreadful to see the great beast lying there, powerless to move and yet powerless to die, and not even to bee able to finish him† (102). He felt helpless, with no bullets left in his gun; he was unable to put the elephant out of his misery. The compassion that he felt was obvious, he waited so long for the animal to die but, â€Å"could not stand it anymore and went away† (Orwell 102). The detailed description that Orwell gives of the death leaves the impression that he actually had feelings for the animal. If it were a routine killing he would have not even considered how the elephant felt. Orwell was very detailed about his feelings about the killing through out the essay. Most readers have respect and sympathy for him because of his emotional turmoil before the shooting, his struggle with his own feelings about killing, and his feelings of sadness for the elephant.

In what ways were drama techniques and effects used?

We came across many problems with the staging of our production because we had different ideas we wanted to communicate. Firstly we wanted to create the idea of a circus by using Theatre in the round however there were more cons than pros and although this helped create an image of the circus the room was too small which would limit the audience we had. Also, it would be challenging because we would have to perform to both sides which would limit how we acted in the scene. After trying out different styles of staging we decided on having the audience end on this helped increase the size of the audience and made it simple for us the actors because we only had to perform to the front. We also decided on having an apron through the middle because it helped us get on and off and were an extra exit when needed to leave the stage but was also good to get close to the audience and interact with them more. The set of our production was simple because we had limited equipment but also we wanted to keep it simple because it meant as a group we would have to work harder to create the illusion and let the audience use their imagination. We used basic props as well because there were numerous scenes so it was difficult to take them on and off. We decided on a few scenes were props were necessary e.g. clown scenes and Punch and Judy we found that we needed props in Punch and Judy because they help the storyline and create the characters, props helped make Punch and Judy look more like a cartoon and helped make it humorous because we exaggerated the size of the props e.g. Punch had a huge cigarette. We wanted to put a modern spin on Punch and Judy while sticking to the original storyline and the props are what help the audience to familiarize with it. In general we used physical theatre techniques meaning most scene had no or very little speech. This meant we had to show messages through symbolic movement. Our body movements and facial expressions helped convey the message to the audience. For example in The Mirror Scene we had to show the difference between two characters without speaking so we used exaggerated faces and movements to express the emotion of the piece. We used lighting and sound throughout the production to convey the atmosphere and emotion of the piece. In the first scene we wanted to make the audience feel the excitement and thrill that a circus usually gives, so we used lots of different coloured flashing lights to give the idea of a circus and also disorientate the audience. The sound we chose was slightly strange sounding, we wanted to show that this wouldn't be a typical circus and give the impression something scary was going to happen. Another sound we used was a drumming sound to crate the idea of panic and chase with flashing bright lights to disorientate the audience again. For the end scenes we wanted to show a contrast between the emotions of the first half of the play were we symbolised in one scene love with soft pink lighting and classical music with the darkness of the second half. During the freaks scene we tried out different sounds however decided that we would make the noises and overlap each other, making it distorted. This meant the noise wouldn't be clear and keeping the lighting dark and too a minimal with just one single light on helped create an uneasy atmosphere and keep the audience on their toes.

Stink Bomb Recipes - How to Make Your Own

Stink Bomb Recipes - How to Make Your Own Stink bombs smell terrible, but they are also fun. Here are instructions for how to use everyday materials to make your own stink bombs. Classic Egg Stink Bomb Recipe Eggs (fresh or hardboiled)Heavy duty needle or pin One version of this results from hiding Easter eggs really well, so that you find them when youre changing the air filter for your air conditioner in the summer. Did you catch my I have personal experience tone? If you want to recreate the stench on purpose you dont have to boil the eggs. Just use a heavy duty pin or needle to poke through the shell of the egg. You can leave the egg in the sun to putrefy, wrapped in foil if you like. I have read that if you want to keep this stink bomb for an extended period of time, it helps to store the egg in salt. I dont know for sure. I am sure when you throw or crush the egg you can expect the usual hydrogen sulfide stink and possibly some nasty odors of decay. This is probably your safest stink bomb. Hydrogen sulfide, which is the source of the famous rotten egg smell deadens your sense of smell and can be toxic in high doses. Your average rotten egg doesnt pose any major health hazard (unless you eat it), but in general you dont want to breat he in sulfur-based gases. Nasty Burning Hair Rubber Stink Bomb Hair or furRubber bandsNewspaper or notebook paperMatches or a lighter If rotten eggs arent stinky enough for you, you can wad up some hair (human hair, cat fur, dog hair... all equally disgusting), secure the hair with rubber bands, wrap the mass in notebook paper, and set it alight. Youll get suspended, since the only reason anyone uses this type of stink bomb is for a school prank. Personally, I recommend you stick with rotting seafood or or a bad egg, since burning rubber probably generates some toxic compounds. Prank stink bombs usually release ammonium sulfide. Its fairly easy to make an ammonium sulfide stink bomb, but its not as safe as throwing a rotten egg or burning hair. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY.  Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense.  By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website.  The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Identification of Possible Pathogens in an Office Environment Research Paper

Identification of Possible Pathogens in an Office Environment - Research Paper Example Is there a relationship between working efficiency and pathogenic presence in offices? The disease-causing pathogens lead to various illnesses that may lower the efficiency of personnel in the offices. Due to the reduction in efficiency, the research herein is of a great essentiality. We obtained the isolate by taking a sample of the used Petri plate with Nutrient agar (Ravichandra 37).Thereafter, exposing it to the air in a small office for approximately 1 hour. The Petri plate helped in the collection of a variety of microorganisms. The microorganisms were from surfaces, strictly chairs, desktops and computer mice. The primary purpose of the methodology was to help in identifying a single unknown culture of bacteria to prove whether it is pathogenic or not. The organism I identified via PCR is Dermacoccus nishinomiyaeusis and is non-pathogenic generally regarded as harmless saprophytes (Rose, Joan and Erin 14). It inhabits and contaminates the skin, mucosa, and the pharynx. A Gram-positive coccus locates in tetrads, irregular clusters and cubical agglomerates of eight. It is enzymatic positive and exhibits strictly aerobic metabolic. However, they can be opportunistic disease-causing organisms to the immune-compromised beings. They associated with various infections, including bacteremia, continuous ambulatory peritoneal dialysis peritonitis, and infections related to ventricular shunts. They occur worldwide and are ubiquitous. They locate on the human skin, marine and fresh water, plants, dust, and air. Rocasermeno, Pablo. "Pressurizing with dust collectors: guidelines on how to apply a concept that is appropriate for mine and plant environments, where dust generated during crushing, screening and conveying must be controlled to protect workers, office spaces and sensitive equipment." E&MJ - Engineering & Mining Journal 2013: 92. General OneFile. Web. 11 Dec.

Following Unethical Military Orders Research Paper

Following Unethical Military Orders - Research Paper Example In most cases the military discipline and effectiveness is based on the fact that they have to obey the orders that are given to them. The emphasis on military ethics can be seen with the recruits who are taught how to obey without question especially if the orders are from their superiors. There are serious consequences for members who do not adhere to the orders stated. In the military it is considered a crime not to obey the orders stated (Dream, 2011). Consider for instance the ethics of killing criminals which in most cases has been criticized by the public. This is because, they table their argument that it can never being right to use deadly forces to enhance law and order against people intentionally. It cannot be ignored that killing is always wrong since it is the responsibility of God to give and take life and not human beings. It is a sign of violating human dignity since statistics show that even the innocent people end up being victims. Military officers do not have a right to retaliate over their enemies. However, members of the military argue that killing in some cases is justified, especially as a form of defense. Power, security and economy are the great determinants of the international relations that exist among different countries. This is an implication that countries that have not fully stabilized their military institutions are likely to feel unsafe and this makes them want to establish the best economic relations with those that have a military stability (Mobley, 2009). The policy of cooperation is best underpinned by the realism theory that fosters national interest and security over ideological differences. The military ethical orders are an evolving inquiry. This means that experts are always looking and studying the past for purpose of understanding the future. In most countries, ethical policies in the military are considered to be those that are about the