Makemedos Journey to Power in Aristophanes Birds :: Aristophane Birds Papers

Makemedos Journey to Power in Aristophanes BirdsHumans have always journeyed in search of what they want and need. Our earliest ancestors were nomads, swan the countryside in search of food and shelter. It is no surprise, then, that much of ancient and modern literature deals with the theme of the journey and getting what one wants. This is especially true in the writing of Aristophanes Birds, from Aristophanes I Clouds, Wasps, Birds, translated by Peter Meineck, published by the Hackett Publishing Company in Indianapolis, IN, in 1998. The main character, Makemedo, begins his journey by seeking a land free of worry and work, and ends it by becoming a divine ruler. His desire shifts from wanting a simple existence to wanting tremendous power. This convince in his ultimate goal is sh own throughout the play by a series of visits from other characters. Aristophanes uses the visitors as a way of mirroring Makemedos journey on the track to power the visitors represent the state of Make medos power, and the way he deals with them is a reflection of his status.The first visitor on the path to power is Makemedo himself. He begins by journey . . . in search of a land free from hustle and bustle / where a man can just settle down and rest (43-44). His maestro demands are simple, and his ultimate goal is to find the Hoopoe, a bird who used to be human, who will help him find such a land. Makemedo begins his journey as a seeker, delegating the power to the Hoopoe, who can help him obtain what he wantsWe thought that you might be able to help us.That in all your transient about, you may have come acrossa nice soft and woolly city where two mencan snuggle up and unrecorded in peace and tranquility. (119-122)The power is also in the hands of the birds themselves, who meet Makemedo and Goodhope with great hostility saying, Now for these two old men, the penalty is clear / locoweed them to death Tear them to shreds (337-338). Makemedo is in a position of very little power until he deviates from his original purpose and comes up with the idea for the birds to found their own city. The power shifts the moment the idea occurs to him. The birds are also won over Oh What a transformation, from bitterest enemy to greatest friend / Youve won us over, from now on were going to listen to you (628-629).

Feminism: Pride and Prejudice Essay -- Literacy Analysis

Feminism was a subject that was rarely discussed in 19th century British society. This was mostly because the liking of equality among the sexes had non taken form in Britains very distinct social classes. The aspect of feminism is defined as the theory of the political, economic, and social equality of the sexes. However, the arrogance for equal rights during the Victorian Era did not hinder some women writers from blatantly expressing their ideals through their writing. Some of these brave women were Elizabeth Gaskell, Charlotte Bront, and Elizabeth Barrett Browning. both of these authors incorporated strong feminist ideals into their writings, contempt the backlash that society would thrust upon them. All of the works that these influential women wrote emphasized the power that women could possibly have genius day. Two of their stories were focused on the idea of a woman rescuing a man, despite the fact that men were considered the epitome of chivalry and courage. However, a considerable tot of women writers were forced to be coy when addressing their positioning in society (Lit Network). Some used hidden symbolism in their writings, while others simply wrote under a pseudonym. These drastic actions were quite necessary considering the period period these women wrote in. Many people in Victorian Britain refused to acknowledge the thought of feminism simply because of the importance of a good family pull in. Despite the numerous shipway of oppression, one brave woman writer wrote fearlessly about how she felt women should be viewed. This writers name was bloody shame Wollstonecraft. Her newfound ideals about what women should fight down shocked the upper class of Britain. She was both famous and infamous during her time period. The book that best ... ...ejudice. New York Signet Classic, 1961. Print.Baker, William. Mary Wollstonecraft and Jane Austen. Critical Companion to Jane Austen A literary Reference to Her Lif e and Work (2008). Facts on File, Inc. Web. 24 April 2012.Burt, Daniel S. Austen, Jane. The Literary 100 A Ranking of the Most potent Novelists, Playwrights, and Poets of All Time (2008). Facts on File, Inc. Web. 12 April 2012.Money and Marriage in Pride and Prejudice. US-China Foreign Language 8.5 (2010) 59-63. Academic Search Complete. Web. 12 April 2012.Snodgrass, Mary Ellen. Jane Austen. cyclopedia of Feminist Literature (2006). Facts on File, Inc. Web. 26 April 2012Swisher, Clarice. Victorian England. San Diego Lucent Books, Inc., 2001. Book. Feminism Pride and Prejudice Essay -- Literacy Analysis Feminism was a subject that was rarely discussed in 19th century British society. This was mostly because the idea of equality among the sexes had not taken form in Britains very distinct social classes. The aspect of feminism is defined as the theory of the political, econom ic, and social equality of the sexes. However, the disdain for equal rights during the Victorian Era did not hinder some women writers from blatantly expressing their ideals through their writing. Some of these brave women were Elizabeth Gaskell, Charlotte Bront, and Elizabeth Barrett Browning. All of these authors incorporated strong feminist ideals into their writings, despite the backlash that society would thrust upon them. All of the works that these influential women wrote emphasized the power that women could possibly have one day. Two of their stories were focused on the idea of a woman rescuing a man, despite the fact that men were considered the epitome of chivalry and courage. However, a considerable amount of women writers were forced to be coy when addressing their status in society (Lit Network). Some used hidden symbolism in their writings, while others simply wrote under a pseudonym. These drastic actions were quite necessary considering the time period these women wrote in. Many people in Victorian Britain refused to acknowledge the thought of feminism simply because of the importance of a good family name. Despite the numerous ways of oppression, one brave woman writer wrote fearlessly about how she felt women should be viewed. This writers name was Mary Wollstonecraft. Her newfound ideals about what women should represent shocked the upper class of Britain. She was both famous and infamous during her time period. The book that best ... ...ejudice. New York Signet Classic, 1961. Print.Baker, William. Mary Wollstonecraft and Jane Austen. Critical Companion to Jane Austen A Literary Reference to Her Life and Work (2008). Facts on File, Inc. Web. 24 April 2012.Burt, Daniel S. Austen, Jane. The Literary 100 A Ranking of the Most Influential Novelists, Playwrights, and Poets of All Time (2008). Facts on File, Inc. Web. 12 April 2012.Money and Marriage in Pride and Prejudice. US-China Foreign Language 8.5 (2010) 59-63. Academic Search Complete. Web. 12 April 2012.Snodgrass, Mary Ellen. Jane Austen. Encyclopedia of Feminist Literature (2006). Facts on File, Inc. Web. 26 April 2012Swisher, Clarice. Victorian England. San Diego Lucent Books, Inc., 2001. Book.

Essay --

ACKNOWLEDGEMENTFirst and foremost, I would like to thank to my supervisor of this project, Mdm Noraliza Azizan for the valuable guidance and advice. She inspired me greatly to work in this project. Her willingness to motivate me contributed tremendously to my project. I also would like to thank her for showing me some example that related to the topic of my project. Besides, I would like to thank the effectiveness of Kolej Poly-Tech MARA Kuala Lumpur for providing me with a good environment and facilities to complete this project. Also, I would like to take this fortune to thank for offering this subject, Advanced Network Management and Design. It gave me an opportunity to participate and learn about the networking environment. Finally, an honorable mention goes to my families and friends for their understandings and supports on completing this project. Without helps of the particular that mentioned above, I would face many difficulties while doing this1.INTRODUCTIONWireless networ king is a technology that uses radio waves to provide wireless high-speed Internet and ...

themes of cervantes don quixote Essay -- essays research papers

Themes of Cervantes Don QuixoteMiguel de Cervantes greatest work, The Ingenious Gentle globe, Don Quixote DeLa Mancha, is a unique book of multiple dimensions. From the moment of its creation, it has amused readers, and its influence has vastly extended in literature throughout the world. Don Quixote is a county gentle earthly concern disillusion by his reading of chivalric romances, who rides forth to defend the oppressed and to right wrongs. Cervantes presented the knight-errant so vividly that many languages have borrowed the name of the hero as the plebeian term to designate a person inspired by magnificent and impractical ideals.Cervantes theme throughout the novel is consistent and straightforward. Despite the lengthy digressions and legion(predicate) episodic adventures, the theme of the novel is clear- the values of the Golden Age have been lost over the centuries and must be restored for the good of society. Before the fall of man when the earth was still a paradise, Don Quixote explained to some goatherds, all things were held in common, and to gain mans daily sustenance no labor was required of any man save to reach forth his hand and take it from the sturdy oaks that stood liberally inviting him with their sweet and seasoned fruit (134), making it needless to steal, cheat or lie. He went on, fraud, deceit, malice had not yet come to mingle with truth and plain-speaking. Because the world is no longer in such a state, however, the order of knigh...

Greek Education v.s Roman Education Essay -- essays research papers f

Similarities and DifferencesAncient Greece vs. Ancient RomeMany qualities of the Ancient Roman civilization were undoubtedly borrowed from their predecessors of the Greek culture (Bonner 1). Roman nurture, merely, is only a reflection of the Greek rearing system. Ancient Roman education tactics differ from the education methods use by Ancient Greek instruction. Nevertheless, these two different approaches contain many similarities. Although the Romans made an effort to reproduce the style of education maintained by the Greeks, their attempts failed however Rome managed to adopt many principles of Greek education in the process. This is made apparent by comparing and contrasting Greek and Roman education methods as well as the explanation of the worldly problems and expectations each culture was facing during this era. It was not until Rome conquered the small Greek society, Tarentum, in 272 B.C. that they could see the importance of organism intellectuals (Dobson 92). This cont act with Greek culture allowed Romans to employ the Greek values of education that could be observed within this small culture (Dobson 92). Prior to the creation of defer maintained schools and academies in Greece, higher education was mainly reserved for the elite persons of a community (Handbook Greece 253). Training for these citizens consisted of instruction in the areas of music, poetry, numeracy, and religious ritual (Handbook Greece 253). unconnected the Greeks, Roman education was practically nonexistent before the development of official school systems in the Roman culture (Dobson 91). By law, early Roman education required that the father be the only schoolmaster of his son (Dobson 94). The mother would teach children basic principles until age seven (Avi-Yonah 176). Afterward, the father was in charge of the upbringing of his child (Avi-Yonah 176). Aside from teaching basic reading, writing, and arithmetic, the primary subject of instruction consisted almost entirely of battle tactics and farming procedures (Avi-Yonah 176). Ancient Greece developed the conceit of school systems around mid seventh century B.C., one century after writing was introduced (Handbook Greece 253), however, it was not until the Hellenistic age that these schools were founded or maintained by the city (Devambez 404). Before the Hell... ...pThe basic techniques of study for these two cultures were fundamentally similar.i.Roman children were often split into age groups for teaching, just as the Greeks had done during Hellenistic times. ii. euphony also played a role in Roman curriculum, although it was not as highly esteemed as in the Greek schools.V.Continued education was significantly dissimilar in Greece than in Rome.A.Most Romans that wished to continue their education were sent to Greek academies for further study, or would hire a specialist.B.Greek academies were familiar during Roman existence.i.Platos honorary society was one of the well- known Greek academies tha t existed sometime around 387 B.C.ii.Aristotles Lyceum was another research establichment that was founded after Platos Academy and taught using different principles than most.VI.Although many Romans intended to Hellenize Roman education, the attempts were failed.

Greek Education v.s Roman Education Essay -- essays research papers f

Similarities and DifferencesAncient Greece vs. Ancient RomeMany qualities of the Ancient Roman civilization were undoubtedly borrowed from their predecessors of the classic conclusion (Bonner 1). Roman education, however, is only a reflection of the Greek education system. Ancient Roman education tactics differ from the education methods used by Ancient Greek instruction. Nevertheless, these two different approaches contain many an(prenominal) an(prenominal) similarities. Although the Romans made an effort to reproduce the style of education maintained by the Greeks, their attempts failed however Rome managed to adopt many principles of Greek education in the process. This is made apparent by comparing and contrasting Greek and Roman education methods as well as the story of the worldly problems and expectations each culture was facing during this era. It was not until Rome conquered the small Greek society, Tarentum, in 272 B.C. that they could see the importance of being inte llectuals (Dobson 92). This contact with Greek culture allowed Romans to employ the Greek values of education that could be observed within this small culture (Dobson 92). Prior to the creation of state maintained schools and academies in Greece, high education was mainly reserved for the elite persons of a community (Handbook Greece 253). Training for these citizens consisted of instruction in the areas of music, poetry, numeracy, and religious ritual (Handbook Greece 253). Unlike the Greeks, Roman education was a good deal nonexistent before the development of official school systems in the Roman culture (Dobson 91). By law, early Roman education required that the father be the only schoolmaster of his son (Dobson 94). The mother would teach children staple fibre principles until age seven (Avi-Yonah 176). Afterward, the father was in charge of the upbringing of his child (Avi-Yonah 176). Aside from doctrine basic reading, writing, and arithmetic, the primary subject of instru ction consisted almost entirely of battle tactics and farming procedures (Avi-Yonah 176). Ancient Greece developed the idea of school systems around middle seventh century B.C., one century after writing was introduced (Handbook Greece 253), however, it was not until the Hellenistic age that these schools were founded or maintained by the city (Devambez 404). Before the Hell... ...pThe basic techniques of study for these two cultures were fundamentally similar.i.Roman children were often split into age groups for teaching, just as the Greeks had done during Hellenistic times. ii.Music also played a role in Roman curriculum, although it was not as highly esteemed as in the Greek schools.V.Continued education was significantly dissimilar in Greece than in Rome.A.Most Romans that wished to continue their education were sent to Greek academies for further study, or would hire a specialist.B.Greek academies were prevalent during Roman existence.i.Platos academy was one of the well- kn own Greek academies that existed sometime around 387 B.C.ii.Aristotles Lyceum was another research establichment that was founded after Platos Academy and taught using different principles than most.VI.Although many Romans intended to Hellenize Roman education, the attempts were failed.

Classroom Field Study Report Essay

General Description Disston Elementary School, located at Knorr and Cottage Streets, in the Tacony/Wissinoming neighborhood of Philadelphia, is a four-story brick building. The school, K through and through 8, has a gym, auditorium, and library. There is in like manner a computer lab, consumer grooming affiliateroom, and a music room. The floors argon organized by grade examine aims, starting with the lower grades on the first floor and working their way up the building. The ground floor, or basement, is reserved for modifiedty classes, such as music, etc. The school, built in the early(a) 1900s, has very few modern improvements, mainly because it is a historical landmark.There are no elevators or ramps making it inaccessible to those with walking disabilities or are wheelchair bound. The school, which has approximately 800 school-age childs and 40 t severallyers on staff, is maintained well and kept clean. The staff members I encountered at the school were well informed an d professional. The neighborhood is predominately middle class, bequeathd does include approximately low-income families. In addition, ab turn out 15% of the students are bussed to Disston from neighborhoods that are at or below the poverty level. The cooperating teacher, Ms. Bledy, was happy to share her classroom as well as her experiences.She provided a pleasant atmosphere and gave me the opportunity to name her seventh grade science, mathematics, and brotherly studies classes, and fifth grade reading and English classes, which she also instructed. Her seventh grade classes consist of 29 students and her fifth grade RELA (Reading/Language Arts) class consists of 25 students. Learner Differences In the seventh grade class, there are 26 students with average or near-average ability and three students who have been identified with reading and math disabilities. These 3 students attend special classes for those subjects and return to Ms. Bledy for science and social studies.Ms. Bledy adapts the content in science and social studies according to each of the special education students I. E. P. (Individual Education Plan). Since all three students are at, or below a second grade reading level, Ms. Bledy uses the school library to find appropriate stories, books, or articles at each students grade level. She looks for material that is parallel, or as clam up as possible, to the content that is being covered in science and social studies. While lower grade level books have less detail, the teacher tries to provide the special education children with some reading material on the same or a related topic.For example, in a science class on metamorphosis, Ms. Bledy found a story called The Very Hungry Caterpillar by Eric Carle. This grade 1 story, through pictures and words, shows the four life stages from an egg to a coquet (Surprisingly, the students of average ability also enjoyed this 1st grade book). Ms. Bledy also provides daily kick ins-on and visual cult ure experiences for all her students therefore she finds it easy to adapt lessons for the special education students mainstreamed into her classroom. With the exception of the 3 special educations students, the remaining 26 students in Ms.Bledys math class are instructed on a 7th grade level. The teacher uses various visual, auditory, and hands-on learning techniques to adjust to each students learning style. Disston School provides a reading cycle for 90 minutes each day from 1015 to 1145 a. m. During this time, students throughout the school change classes to attend reading and language arts at their ability levels. Ms. Bledy teaches level 5 reading, theme, and English. In this class, there is a mixture of 28 students from grades four through eight.Within the pigeonholings of students I sight, there were no students with physical handicaps, nor did I observe any one with severe emotional behavior differences. Ms. Bledy did inform me that 2 students know the prescription drug Ri talin daily, administered either by the school nurse or a parent. There were very few behavior difficulties in Ms. Bledys classroom. She has created a structured, firm and fair atmosphere that the students find comfortable. Motivation Techniques Ms. Bledy facilitates safety, belonging, and positive self-worth to each of her students on a daily basis.The atmosphere in the class is one of calm, encouragement, respect, and unity. During the entire time I attended her classes, I saw students actively engaged in learning, any disruptions were addressed quickly, quietly and effectively. The children seemed to have little difficulty in dividing work in cooperative learning congregations and they readily dish uped each other during class activities. I observed Ms. Bledys classes in the last few weeks of school, but it was apparent that the students had become accustomed to routines and had a sense of trust among them.The special education students mainstreamed into the regular education c lasses were not afraid or em seal offrassed to show their group members any lower level materials they were using. Although the students were grouped heterogeneously, Ms. Bledy is careful to regularise the special education students in groups with students that are more patient and have a kinder disposition. These easy-going students are more compassionate toward a special education group member who might take longer to complete an assignment. Some examples of motivation techniques I observed are Safety While Ms.Bledy was giving directions for a use activity in social studies class, one of her students, Brandon, rolled up a few thin pieces of paper and was proceeding to put them into an empty pen tube. yet as he was about to put the pen to his lips, Ms. Bledy made center of attention contact with him as she go along giving directions for the activity. She walked over to Brandon and put out her hand so that he could hand over the spitball tube. She never stopped giving directio ns, but did stop this young man from throwing spitballs around the class causation a disruption. She then pointed to the behavior book and motioned for Brandon to sign it.He shrugged, but quietly walked over, found the page in the book with his name on it and wrote the go through and what he did. Brandon wrote, trying to pip spit ball tube, but Ms. Bledy took it from me. This is a warning, if I do something disruptive again today I will receive a penalty. At the beginning of the school year Ms. Bledy taught and practiced with her students the class rules and what was expected of them. She feels that if the students write down what they did and make some notation of either a consequence or some other thing that helps them improve their behavior, that there are fewer disruptions in class.Effort and Improvement Eric is having difficulty creating a go graph from information on a complicated bar graph. Ms. Bledy gives Eric some individual attention. She goes over to his desk and hel ps him create some simple circle graphs from simple bar graphs. She then has him practice a few more circle/bar graphs escalating the difficulty each time. She gives encouragement and approval when he is correct and guidance as needed. In a short time, Eric is on his own, confident that he potentiometer probably handle the more difficult work. Ms. Bledy moves on, but keeps a watchful eye out for Eric.By the end of class, Eric is successful in completing his graphs. Rewards Ms. Bledy makes positive comments to her students regularly. She also gives students simple, but effective, rewards. wizard student, genus Melissa, not only was helpful to the teacher, but she went out of her way to help Antoine (a special education student) locate the Allied countries of WWI on a map. At the end of class, Ms. Bledy used her cell phone to call Melissas mother and told her what a wonderful person Melissa is. Multiple Intelligence Like most classrooms Ms. Bledys class has a variety of intelligence s.One of the techniques she uses to address this is by having students divide up work in cooperative learning groups according to their interests. In science class where the students were working on a project on acid rain, the students in each co-op group were required to provide research, complete an experiment, keep a daily journal of results and conclusions, make drawings and graphs of the results, and complete a cover page. Each group is permitted to divide the work according to their talents, although all group members must share in the experiment. mienal cultivation Principles Ms.Bledys classroom atmosphere stresses learning, from the various information provided on classroom bulletin boards, posters, and at workstations to the organization and structure of daily activities she creates for her students. Here are some examples I observed Fact Learning Ms. Bledy begins each math class with a math warm-up. The students complete a few simple questions (no more than 5) in two or three minutes. These warm-ups are designed to practice various skills. Students practice basic multiplication, addition, subtraction, and division skills by playing the math game 24.Students prepare study cards, usually for homework. They are similar to a flash card, where they put a definition on one side and the term on the other side. This is through on 35 index cards. In class, the students play a memory game either in pairs or small groups, using these cards. Reinforcement Ms. Bledy uses positive reinforcement in her classroom. When she praises a student she uses concrete words that describe the achievement made. One student, Regina, who struggles with math but excels in social studies, was trying to figure out the average winter temperature in Celsius in the country of Germany.She knew the temperature in Fahrenheit(postnominal). Regina recalled that during a math and science class, Ms. Bledy had shown them how to convert Fahrenheit into Celsius. During this social studies clas s, Regina applied those skills and was successful in finding the answer. When she told Ms. Bledy the answer, the teacher complimented her on her math skills. Regina beamed the rest of the afternoon and took pride in showing her classmates how to convert the temperatures. punishment I observed Ms. Bledy use both presentation and removal punishment techniques.She regularly removes items from the students that can cause them to be disruptive, such as when she removed Brandons spitball tube. But, I only saw her need to remove one student to a time-out area. Patrick refused to cooperate with his group and Ms. Bledy had him complete a writing activity (presentation punishment) on cooperation in a time-out area (removal punishment). When he completed this activity he was eager to get back to his group. Ms. Bledy allowed him to rejoin the group where he participated mannerly. Schedules of Reinforcement Ms.Bledy uses a variable ratio as the schedule of reinforcement in her classroom. She cal ls on students randomly who offer answers. Although Ms. Bledy schedules particular educational trips with particularized dates, she randomly assigns points that students need to earn toward that trip. At the beginning of an activity on statistics in math class, Ms. Bledy told the class that each student could earn 10 points toward look Day, by completing the activity in a timely and thorough manner. One of the requirements she listed was that each group member helps each other complete the assignment.Behavior Modification Ms. Bledy uses a daily report for students to help them improve behavior. On this report the students identify the behavior they are trying to improve, whether it is disciplinary or academic. The student presents the daily report to all teachers throughout the day. Each teacher writes whether or not the child improved that targeted behavior for that class and lists any suggestions the student can follow for further improvement. At the end of the day, the child ta kes the daily report home for a parental signature (This is not always a requirement.It is done on a case-by-case situation). Ms. Bledy and the student review the daily report each morning and discuss other ways the child can help him/herself. Modeling Ms. Bledy uses modeling as part of her direct instruction at the beginning of most classes. In one instance, the students were to create a time concern of their future. Ms. Bledy created a time line for herself and shared it with the class. She showed them how she started out by making a list of 10 goals for herself on paper. Then she explained how long she thought (realistically) it would take her to achieve each goal.Finally, she picked 2001 as a starting point and systematically set up her time line. The students grasped the idea and went quickly to work. Cognitive Learning Principles Ms. Bledy increases her students learning by using a number of cognitive learning principles. Concepts are learned through practice and examples, in formation is processed by using chunking, categorizing, etc. and her students regularly participate in meaningful activities linking new information to existing knowledge. Concept Learning Ms. Bledy writes a list (or row) of terms that are related and adds one that is unrelated.In a science lesson on solutions she listed the terms dissolving, hard water, soft water, bacteria, solute, solvent. The students identified the term bacteria as the one that did not fit into this list. She continued by listing 3 or more groups. Information Processing Ms. Bledy makes constant use of charts and graphs. The students created bar graphs for a math class I observed based on statistical information they collected. Students surveyed Ms. Bledys class as well as seven other classrooms on how they would like, or wish, to spend their summer vacations.They combined their information and converted it into percentages. Then they created bar graphs and later in the week made circle graphs. Constructivism Ms. Bledys students went on to accumulate information on how they actually spent their summer vacations (meaningful activity) and created graphs using this information. As a conclusion to this assignment, Ms. Bledy had the students compare the way they actually spend vacation to how they wish their vacations would be like. classroom Management Ms. Bledys classroom is well organized and well managed. She has three osters above the side blackboard that lists rules, penalties, and rewards (see attached copy of Ms. Bledys Discipline Plan).

No Promises in the Wind

Irene Hunt is a prominent American writer who wrote in the beginning for childrens and young adult audience. The remarkable feature of her means of writing is a presence of historic details which help to create a unique atmospheric state of her works. Hunt represents a historical fiction genre. I. Hunt was born in Illinois in 1907, in the family of Sarah and Franklin Hunt (Biography Hunt Irena, n. d. ). When her father died, she was a seven-year old girl. The family travel to a farm where she spent the rest of her childhood.Her grandfathers tails about the Civil war period had a great influence on a childs imagination and, probably, influenced her style of writing. In 1939, I. Hunt graduated the University of Illinois, and in 1946, she received her Master degree in the University of Minnesota, and continued her consider at the University of Colorado (Biography Hunt Irena, n. d. ). For 15 years, Hunt worked as a teacher of French and English in a public school, and then in the Uni versity of South Dakota where she taught psychology. In 1965, Hunt decided to come back to Illinois where she has spent most of her life.Irene Hunt received many awards including American Notable Book laurels and a Newbery Medal. The most interesting fact is that Hunt published her first book in 1964 only, when she was about 57 years old. The first book called across Five Aprils. The other two books ar Up a Road Slowly and No Promises in the Wind. Hunt has a unique style that appeals to children and adults. To convey a message of the stories, Hunt appeals to emotions of readers and their imagination using specific techniques and different stylistics devices (metaphors, comparison, etc).It is possible to say that Hunt is a keen observer of people, historical and war events which is manifested in her style. The most important is that she feels what children need supposing that even the troubled child will often receive the message in a groovy book that he cannot accept from an adu lt (Biography Hunt Irena, n. d. ). In the book No Promises in the Wind, Hunt depicts the period of the Great Depression and beat of population to survive. The main characters of the book, Joey and Josh, are two brothers who leave their home in Chicago looking for better life.The narrator, Josh, tells that the year 1932 was not good one in which to be fifteen years old and in close quarters with a hopeless father (Hunt, p. 4). Feels that his father does not love him and understanding that in that location is no enough food for the whole family, he starts his journey with his friend Howie and little brother Joey. Great love to music is the main thing which joins Howie and Josh. two friends decided Howie could play his banjo to earn for leaving, while Josh is looking for a job.During their journey, they are faced with casualties of life suffering form the lost of their friend, Howie. The most arresting thing in the story is their struggle for existence and food. Hunt depicts that a hunger was the most terrible thing for people during recession. In this novel, she portrays the futility of sufferings of people who are still alive, but know that hunger is around the corner. The message of this story is that fight is senseless bringing only grief and constant tension. Then, the brothers get a line a man, Lonnie, who helps them to divulge a job and earn for leaving.Suddenly, Josh becomes sick, and someone who found Lonnie address in his pocket brought Josh to Lonnie. For a long time, they cannot find Joey, and when Joey appears the brothers decide to back home. The story appeals to me very much depicting very interesting and discrepant historical period. I like the characters of the story who are unafraid enough to escape from home and start new life. In spite of all the negative life lessons two brothers understand what it is to be an individual, because it is the only representation for them to survive during Depression.At the end of the story, Hunt creates a strict ethical code which functions as the defense against the overwhelming chaos of economic instability. This book is very majestic depicting real life situations and struggle for survival. Hunt depicts growing-up of the boys during the depression period and described events which caused their maturing. References 1. Biography Hunt Irena. Educational Paperback Association. (N. d). Available at http//www. edupaperback. org/showauth. cfm? authid=82 2. Hunt, I. (2002). No Promises in the Wind. Berkley.

Kaveri River water dispute Essay

Kaveri river flows in South Karnataka and then to Tamil Nadu. The sharing of amnionic fluid of the river Kaveri has been the source of a serious conflict surrounded by the Indian farmings of Karnataka and Tamil Nadu. The genesis of this conflict, rests in two controversial accordsone householded in 1892 and another in 1924between the one- measure(prenominal) Madras Presidency and noble-minded State of Mysore. The 802 km Kaveri river 1 has 32,000 sq km basin area in Karnataka and 44,000 sq km basin area in Tamil Nadu. The state of Karnataka contends that it does not receive its cod share of irrigate from the river as does Tamil Nadu. Karnataka claims that these agreements were skewed heavy in favour of the Madras Presidency, and has demanded a renegotiated settlement based on equitable sharing of the waters.Tamil Nadu, on the other hand, pleads that it has already developed almost 3,000,000 acres (12,000 km2) of land and as a result has come to depend very heavily on the exi sting pattern of usage. Any change in this pattern, it says, will adversely affect the livelihood of millions of farmers in the state. Decades of negotiations between the parties bore no fruit. The organization of India then constituted a court of law in 1990 to look into the matter.After hearing arguments of all the parties involved for the next 16 long time, the tribunal delivered its final verdict on 5 February 2007. In its verdict, the tribunal allocated 419 jillion ft (12 km) of water annually to Tamil Nadu and 270 jillion ft (7.6 km) to Karnataka 30 million ft (0.8 km) of Kaveri river water to Kerala and 7 billion ft (0.2 km) to Pondicherry. The dispute however, appears not to have concluded, as all four states deciding to data file review petitions seeking clarifications and possible renegotiation of the order.History of the disputeThe British controlled both Mysore and Madras for a short period in the middle of the 19th century. During their regime, numerous plans were pinched up for the utilization of the Kaveri waters by both states. However, the drought and subsequent famine in the mid 1870s put a hold on the carrying out of these plans. The plans were revived by Mysore in 1881, by which time Mysore was back in the hands of the Mysore kings, spot present day Tamil Nadu go along to remain a part of the Madras Presidency. Mysores plans to revive the irrigation projects met with resistance from the Madras Presidency. Mysore state made a representation to the then British government as a result of which, a conference was held in 1890 with the objective of agreeing on the principles of a modus vivendi, which would on the one hand allow to Mysore reasonable freedom in dealing with her irrigation works, and on the other, develop to Madras practical security once over over against injury to her interests and eventually the Agreement of 1892 was signed. Karnataka deems this agreement as having been between unequal partners because, while Mysore state was a princely state, Madras formed a part of the British Raj.Karnataka also considers this agreement to have been severely inimical to its interests as it gave sweeping billets and prescriptive rights to Madras, the lower riparian state. As per this agreement, Mysore was required to induce Madras consent for any wise irrigation reservoirs across any of the main rivers it wished to habituate and share information on any new irrigation scheme it wished to chthonictake to utilize the waters Things came to a head in 1910 when Mysore, under Nalvadi Krishnaraja Wodeyar as the king and Sir. M.Visvesvaraya as head Engineer came up with a plan to construct a obstruct at Kannambadi village to hold up to 41.5 TMC of water. The dam was planned to be built in two stages. In the first stage a capacity of 11 TMC was envisioned, while in the second stage the full capacity was set to be realized.Madras however, refused to give its consent for this move as it had its avouch plans to b uild a storage dam at Mettur with a capacity of 80 TMC. After a reference to the Government of India, permission was accorded to Mysore, but for a reduced storage of 11TMC. During construction, however, the orderation was laid to suit the earlier desired full storage. This raised Madras hackles and the dispute continued. As a result, the then British Government of India referred the matter to arbitration under Rule IV of the 1892 Agreement. The Cauvery dispute thus had come up for arbitration for the first time. Sir H D griffon vulture was appointed arbitrator and M. Nethersole, the Inspector General of Irrigation in India, was made the tax assessor. They entered into proceedings on 16 July 1913 and the Award was given on 12 May 1914.The set apart upheld the earlier finish of the Government of India and allowed Mysore to go ahead with the construction of the dam up to 11 TMC. The agreement also stipulated that Mysore was not to increase its area under irrigation more than 110,00 0 acres (450 km2) beyond what was already existing, while the same cap for Madras Presidency was pegged at 301000acrekm2. Nonetheless, Madras still appealed against the award and negotiations continued. Eventually an agreement was arrived at in 1924 and a couple of minor agreements were also signed in 1929 and 1933. The 1924 agreement was set to lapse after a run of 50 years. As a result of these agreements, Karnataka claims that Mysore was forced to give up rights.Post independence developmentsIn 1947, India won independence from the British. This changed the equations drastically. Tamil Nadu was carved out of Madras Presidency and Mysore province became a state. Further in 1956, the reorganization of the states of India took place and state boundaries were redrawn based on linguistic demographics. Kodagu or Coorg (the birthplace of the Kaveri), became a part of Mysore state. Huge parts of erstwhile Hyderabad state and Bombay Presidency joined with Mysore state. Parts of Malabar wh ich earlier formed part of Madras Presidency went to Kerala. Pondicherry had already become a de facto Union territory in 1954. altogether these changes further changed the equations as Kerala and Pondicherry also jumped into the fray. Kerala staked its claim as one of the study tributaries of the Kaveri, the Kabini, now originated in Kerala. Karaikal region of Pondicherry at the tail end of the river demanded the waters that it had eer used for drinking and some minimal agriculture. While these additional claims complicated matters greatly at a technical level, Mysore state and Tamil Nadu still remained the major parties to the dispute. By the late 1960s, both states and the Central government began to realize the gravity of the situation as the 50 year run of the 1924 agreement was soon plan of attack to an end. Negotiations were started in right earnest and discussions continued for almost 10 years1970 sWhile discussions continued, a Cauvery Fact Finding Committee (CFFC) was c onstituted. The brief of the CFFC was to travel to the ground realities and come up with a report. The CFFC came up with a preliminary report in 1972 and a final report in 1973. Inter state discussions were held based on this report. Finally in 1974, a order of payment agreement which also provided for the creation of a Cauvery Valley Authority was prepared by the Ministry of Irrigation. This draft however, was not ratified. While all these discussions went on, Tamil Nadus irrigated lands had grown from a pre-Mettur command area of 1,440,000 acres (5,800 km2) to 2,580,000 acres (10,400 km2) 7 while Karnatakas irrigated area stood at 680,000 acres (2,800 km). Karnataka maintains that these figures demonstrate the lop-sided nature of the agreement.7In 1976, after a series of discussions between the two states and the Central government chaired by Jagjeevan Ram, the then Irrigation curate, a final draft was prepared based on findings of the CFFC. This draft was accepted by all state s and the Government also made an announcement to that effect in Parliament. Tamil Nadu came under Presidents rule soon after that and the agreement was put on the backburner. When Presidents rule was lifted, the All India Anna Dravida Munnetra Kazhagam (AIADMK) with M. G. Ramachandran at the helm came to power for the first time in Tamil Nadu and the dispute took a new turn. The Tamil Nadu government now rejected the draft agreement and started insisting that the 1924 agreement had only provided for an propagation and not a review.It began insisting that status quo be restored and everyone go back to the agreements of 1892 and 1924. This however, did not cut ice with Karnataka which had throughout maintained that those agreements were partisan and had been signed between unequal partners. When Karnataka began construction of the Harangi dam at Kushalanagara in Kodagu, it was once again met with resistance from Tamil Nadu. Tamil Nadu went to greet demanding the constitution of a homage under the Inter State Water Disputes Act (ISWD) of 1956. It also demanded the immediate stoppage of construction work at the dam site. As a result of Tamil Nadus protests, Karnataka had to fund the construction under the non-plan head and this led to a severe strain on its finances.8 mid-eightiesLater Tamil Nadu withdrew its case demanding the constitution of a tribunal and the two states started negotiating again. Several rounds of discussions were held in the 1980s. The result was still, a stalemate. In 1986, a farmers association from Tanjavur in Tamil Nadu moved the dictatorial Court demanding the constitution of a tribunal. While this case was still pending, the two states continued many rounds of talks. This continued till April 1990 and save yielded no results.The constitution of the tribunalThe Supreme Court then direct the government headed by Prime take care V. P. Singh to constitute a tribunal and refer all disputes to it. A three man tribunal was thus constitut ed on 2 June 1990. The tribunal was headquartered at New Delhi and was to be headed by Justice Chittatosh Mookerjee.39 The four states presented their demands to the tribunal as under * Karnataka claimed 465 billion ft (13 km) as its share * Kerala wants 99.8 billion ft (2.83 km) as its share * Pondicherry claims 9.3 billion ft (0.3 km)* Tamil Nadu wants the flows to be ensured in accordance with the terms of the agreements of 1892 and 1924 (ie., 566 billion ft (16 km) for Tamil Nadu and Pondicherry 177 billion ft (5 km) for Karnataka and 5 billion ft (0.1 km) for Kerala). edit meantime award and the riotsSoon after the tribunal was set up, Tamil Nadu demanded a mandatory injunction on Karnataka for the immediate release of water and other reliefs. This was dismissed by the tribunal. Tamil Nadu now went back to the Supreme Court which directed the tribunal to reconsider Tamil Nadus plea. The tribunal reconsidered Tamil Nadus plea and gave an impermanent award on 25 June 1991. I n coming up with this award, the tribunal calculated the clean inflows into Tamil Nadu over a period of 10 years between 198081 and 198990. The extreme years were ignored for this calculation. The average worked out to 205 billion ft (5.8 km) which Karnataka had to ensure reached Tamil Nadu in a water year. The award also stipulated the weekly and monthly flows to be ensured by Karnataka for each month of the water year.The tribunal further directed Karnataka not to increase its irrigated land area from the existing 1,120,000 acres (4,500 km2) Karnataka deemed this extremely inimical to its interests and issued an ordinance seeking to annul the tribunals award. The Supreme Court now stepped in at the Presidents instance and struck down the Ordinance issued by Karnataka. It upheld the tribunals award which was subsequently gazetted by the Government of India on 11 December 1991. Karnataka was thus forced to accept the interim award and broad(a)spread demonstrations and violence bu st out in parts of Karnataka and Tamil Nadu following this. Thousands of Tamil families had to flee from Bangalore in fear of being attacked and lynched by pro-Kannada activists. The violence and show down, mostly revolve around in the Tamil populated parts of Bangalore, lasted for nearly a month and most schools and educational institutions in Bangalore remained closed during this period.The crisis of 19951996In 1995, the monsoons failed badly in Karnataka and Karnataka found itself hard pressed to fulfill the interim order. Tamil Nadu approached the Supreme Court demanding the immediate release of at least 30 billion ft. The Supreme Court refused to entertain Tamil Nadus petition and asked it to approach the tribunal. The tribunal examined the case and recommended that Karnataka release 11 billion ft. Karnataka pleaded that 11 billion ft was unimplementable in the circumstances that existed then. Tamil Nadu now went back to the Supreme Court demanding that Karnataka be forced to obey the tribunals order. The Supreme Court this time recommended that the then Prime Minister, Mr. P. V. Narasimha Rao intervene and find a political solution. The Prime Minister convened a showdown with the Chief Ministers of the two states and recommended that Karnataka release 6 billion ft instead of the 11 billion ft that the tribunal ordered. Karnataka complied with the decision of the Prime Minister and the issue blew over.Constitution of the CRAKarnataka had all through maintained that the interim award was not scientific and was inherently flawed. It had, nevertheless, complied with the order except during 199596 when rains failed. What complicated matters was that the Interim award was ambiguous on distress sharing and on that point was no clear cut formula that everyone agreed upon to share the waters in the case of failure of the monsoon. In 1997, the Government proposed the setting up of a Cauvery River Authority which would be vested with far reaching powers to ensur e the implementation of the Interim Order. These powers included the power to take over the control of dams in the event of the Interim Order not being honoured. Karnataka, which had always maintained that the interim order had no scientific basis and was intrinsically flawed, strongly protested the proposal to set up such an authority.The Government then made several modifications to the powers of the Authority and came up with a new proposal. The new proposal greatly reduced the executive powers of the Authority. The power to take over control of dams was also done away with. Under this new proposal, the Government set up two new bodies, viz., Cauvery River Authority and Cauvery observe Committee. The Cauvery River Authority would consist of the Prime Minister and the Chief Ministers of all four states(Karnataka, Tamil Nadu, Pondicherry, Kerala) and was headquartered in New Delhi. The Cauvery Monitoring Committee on the other hand, was an gifted body which consisted of engineers , technocrats and other officers who would take stock of the ground realities and report to the government .The flare up and high drama of 2002In the summer of 2002, things once again came to a head as the monsoon failed in both Karnataka and Tamil Nadu. Reservoirs in both states fell to record low levels and inevitably tempers rose. The sticking point yet again, as in 199596 was how the distress would be shared between the two states. The tribunal had overlooked this crucial point10 when it gave the interim award and it had returned once again to haunt the situation. Tamil Nadu demanded that Karnataka honour the interim award and release to Tamil Nadu its proportionate share. Karnataka on the other hand stated that the water levels were hardly bounteous to meet its own demands and ruled out releasing any water in the circumstances that prevailed.11CRA meeting and the Supreme Court orderA meeting of the CRA was called on 27 August but the Karnataka chief minister walked out of the meeting. The focus now shifted to the Supreme Court which ordered Karnataka to release 1.25 billion ft of water every day unless CRA revised it. Karnataka started the release of water but pressed for another meeting of the CRA which was fixed for 8 folk. The Tamil Nadu Chief Minister this time boycotted the meet citing insufficient notice as the reason. A minister from her cabinet, however represented Tamil Nadu. The CRA revised the Courts order from 1.25 billion ft to 0.8 billion ft per day. This time however, the Karnataka government in open defiance of the order of the CRA, refused to release any water succumbing to the large scale protests that had attach in the Kaveri districts of the state.Tamil Nadu aghast at the defiance, went back to the Supreme Court. Karnataka now resumed the release of water for a few days, but stopped it again on 18 kinsfolk as a protesting farmer committed suicide by jumping into the reservoir and the protests threatened to take a dangerous turn. Th e spunk now stepped in and asked Karnataka to release the water. The SC meanwhile, in response to Tamil Nadus petition asked the CRA for details of the water release and water levels in the reservoirs. The CRA in turn ordered for the inspections of the reservoirs. While the CRA inspected the reservoirs in Karnataka, Tamil Nadu (on 23 folk) flatly refused to grant them permission to inspect its reservoirs. This move by Tamil Nadu Chief Minister, couple with her earlier walkout and boycott of the CRA meets, came in for severe criticism from all quarters. On 30 September the Supreme court ordered Tamil Nadu to co-operate with the CRA and Tamil Nadu gave inDemonstrationsThe flare up had by now, well and truly taken an ugly turn and there were accusations and counter accusations being thrown all around in both states. The opposition parties in Tamil Nadu too had jumped into the fray and at the same time joining Jayalalitha in stinging rebukes of both the Centre and the CRA, while the opposition parties in Karnataka expressed their full solidarity with the Congress-led Karnataka government to protect their right to the Kaveri water. To add to all this, the dispute had already spilled onto the streets in the district of Mandya in Karnataka and was grave to spread to other parts of the state too. Precipitating the matters on the streets, the SC ordered Karnataka on 3 October to comply with the CRA and resume the release of water. Karnataka once again refused to obey the orders of SC. Tamil Nadu slapped another contempt petition on Karnataka and soon the issue degenerated into a free for all with all and sundry from both states joining the protests.Soon, film actors and various other cross sections of society from both states were on the streets. Tamil TV channels and screening of Tamil films were blocked in Karnataka. as well all buses and vehicles from Tamil Nadu were barred from entering Karnataka. The belligerence soon hit a crescendo with Tamil activists cal ling for a stoppage of power from the Neyveli might station to Karnataka as a tit-for-tat measure. A Pan-Tamil militant outfit (a month or so later) went ahead and blasted a major power transformer render power to the neighbouring states of Karnataka and Andhra Pradesh.12 The Karnataka Chief Minister, Mr. S. M. Krishna on the other hand, fearing that the situation might spiral out of control, embarked on a padayatra from Bangalore to Mandya. While some saw this as unless a gimmick, some, like U R Ananthamurthy saw it as a unsloped faith effort to soothe tempers and joined him in the yatra.20032006This period did not see any major flare up in the dispute even though the summer of 2003 saw a dry spell in both states. The monsoons in 2004, 2005 and 2006 was quite copious and this helped a great deal in keeping the tempers calm. While the last 3 or 4 years have been relatively quiet as far as jingoistic voices are concerned, a flurry of development has been afoot in the courts. The term of the tribunal was initially set to expire in August 2005. However, in the light of the many arguments the court was yet to hear, the tribunal filed a request for extension of its term. The extension was granted and the tribunals term was extended for another year until September 2006. Early in 2006, a major controversy erupted over the Assessors report that was apparently leaked to the press. The report had suggested a decision which Karnataka summarily rejected. Another major controversy erupted when just a couple of months before the September 2006 deadline, the tribunal recommended the formation of another safe committee to study the ground realities yet again.This was unanimously and vehemently opposed by all the four states party to the dispute. The states contended that this move would further delay a judgment which has already been 16 years in the making. More than the disapproval of all the four states of the new expert committee that was proposed, the proposal turn ed out to be a major embarrassment for the tribunal. This was because, not only were the four states opposed to it, even the Chief settle of the tribunal was opposed to it.However the other two assistant judges on 3-man adjudication team, overruled the opinion of the main Judge. And all this was done in a jammed courtroom and this led to petty bickering and heated arguments between the three judges in the packed courtroom. This left everyone in the courtroom shocked and the Tamil Nadu counsel was moved to remark that it was embarrassing that the judges probably needed help settling their own disputes before adjudicating on the dispute at hand. Nonetheless, the new expert committee was formed and carried out further assessments. Subsequently, the extended deadline of the tribunal also passed and the tribunal was given yet another extension.JudgementThe Cauvery Water Disputes Tribunal announced its final verdict on 5 February 2007. According to its verdict,13 Tamil Nadu gets 419 bil lion ft (12 km) of Cauvery water while Karnataka gets 270 billion ft (7.6 km). The actual release of water by Karnataka to Tamil Nadu is to be 192 billion ft (5.4 km) annually. Further, Kerala will get 30 billion ft and Pondicherry 7 billion ft. Tamil Nadu appears to have been accepting the verdictcitation needed while the government of Karnataka, unhappy with the decision, filed a revision petition before the tribunal seeking a reviewcitation needed.2012On 19th Sep 2012, Prime Minister Manmohan Singh , who is also the Chairman of Cauvery River Authority (CRA), directed Karnataka to release 9,000 cusecs of Cauvery water to Tamil Nadu at Biligundlu (the border) daily from September 21 t-19 But Karnataka felt that this was impractical referable to the drought conditions prevailing because of the failed monsoon. Karnataka then walked out of the high level meeting as a sign of protest. On Sep 21, 2012, Karnataka filed a petition before the Cauvery River Authority seeking review of its September 19 ruling. On Sep 24 ,2012, Tamil Nadu Chief minister directed the officials to immediately file a petition in the Supreme Court seeking a direction to Karnataka to release Tamil Nadu its due share of water.14 On Sep 28, 2012, the Supreme Court slammed the Karnataka government for failing to comply with the directive of the CRA. 15 Left with no other option, Karnataka started releasing water.This led to wide protests and violence in Karnataka. 16 On Oct 4, 2012, the Karnataka government filed a review petition before the Supreme Court seeking a stay on its September 28 order directing it to release 9,000 cusecs of Cauvery water everyday to Tamil Nadu, until October 15. 17 On Oct 6, 2012, Several Kannada organisations, under the banner of Kannada Okkoota, called a Karnataka bandh (close down) on October 6 in protest against the Cauveri water release. 18 On Oct 8, 2012, Supreme Court of India has announced the release of 9000 cusecs has to be continued and its upto the CRA h ead, the Prime Minister is the responsible person. On Oct 8, 2012, the Prime Minister ruled out a review of the Cauvery River Authoritys (CRA) decision asking Karnataka to release 9,000 cusecs of water daily to Tamil Nadu till October 20, rejecting the plea by both the Congress and BJP leaders from Karnataka.Within a few hours from this, Karnataka stopped release of Cauvery water to Tamil Nadu 19 On Oct 9, 2012, Tamil Nadu chief minister directed authorities to immediately file a contempt petition against the Karnataka government for flouting the verdict of the Supreme Court by unilaterally stopping the release of Cauvery water to Tamil Nadu.20 On Oct 17, 2012, Tamil Nadu made a fresh plea in the Supreme Court reiterating its demand for issuing appropriate directions to Karnataka to make good the shortfall of 48 tmcft of water as per the distress sharing formula.21On Nov 15, 2012, The Cauvery Monitoring Committee, directed the Karnataka government to release 4.81 tmcft to Tamil Nadu between November 16 and 30, 2012 22 On Dec 6, 2012, The supreme court directed Karnataka to release 10,000 cusecs of water to Tamil Nadu. SC has asked centre to indicate the time frame within which the final decision of cauvery water dispute tribunal(which was given in feb 2007) will be notified. This decision was given in the view of saving the standing crops of both the states. 23

Impact of Social Class on Australians’ Life Chances Essay

Sociologists will define relegate as categories in the society which be based on income, status, or the way they are viewed by the society. A Marxist analysis on the other hand features on the level of mould an individual has on the means of production. Matthews (2007) further defines a capitalist class which he says that it is the class that owns and controls most of the productive capital in the society. He says that in Australia, this class amounted to 5 % of the entire tribe in the year 1998.Theories stimulate been developed about class that has resulted to numerous and conflicting ideas and researchers had to shift from using class as a theoretical framework for research. The dismissal of class analysis of various societal institutions as dogmatic, and ideological led McLaren & Farahmandpur to state that matters of class role are sanitized and its powerful effects on the life chances of operative-class students is denuded or made invisible, (Pearce, Down & Moore 2008, par a. 2). In Australia, about two thirds of the population is in the working class.These are people whose only productive asset is the ability to work. They sell their labour power to their employers who thunder mug range from the state, individual capitalists among others, in order to receive a wage which will enable them make ends meet. Another popular class is the middle class which can be say to be composed of individuals who own small businesses. They rely on their own labour power to produce output. They are however being driven outside(a) and into bankruptcy by hulky capital firms.There still exists the ruling class they carry more cordial weight and power than the rest of the citizens. They have a direct influence on sparing policies being developed in the nation. They support politicians and government, politically and financially. The state can also be categorise in this class as it is responsible for making and implementation of the law (Matthews 2007). Impact to Edu cation There exists inequality in the access of university direction, underachievement in education correlates negatively with the social class.Children from low-income families have limited access to educational resources. Their parents rarely get enough time to help them with their day to day challenges at educate as they are so much occupied in their work places. They work even over time in order to sustain their families. well-nigh parents in the working class overleap education and therefore they would be of little help to help their electric razorren in doing their homework, they would also not be in a position to afford employing tutors and this affects their electric razorrens education (Taylor & Fraser 2003).Expectations on the working-class students are that they should conform to the middle-class. They thus seek to achieve this status and power generally not for their own gain but in order to improve the life chances of others in the similar background. They are mo re strained in handsome back to the community in which they originated rather than seeking their improvement in form of class status. A strong sense of solidarity is evident in these students as they have an increase desire to use their qualifications and professional status to achieve a better life for themselves and others who are like them.They have a wrath to bridge the gap between the two classes which they believe that a lot has still to be make as the inequality gap is too large (Lins-Dyer & Nucci 2007). The discriminatory education system has unquantifiable damages that are done to individuals and the society at large. People have been left behind in the system, others have been demoralized while yet a quite good proportion has been excluded from the system. It would not be unrealistic to claim that social and economic damage is being done through educational discrimination.When Professor Janet McCalman analysed the places where those in the Australian whos who 1988 went to school, it was clear that these leaders in business professions and politics went to the older hole-and-corner(a) schools (Moorhouse 2010, p. 1). McGregor (1997), views being in the working-class as being equal to being underprivileged, he asserts that people in this class earn and own less, their access to life privileges is minimal as they have poorer education and other goods from the society.In general, the opportunity that they have for good life is such(prenominal) minimal that with a very small degree of error, we can claim that equal opportunity does not exist in Australia. Impact to Health It is no wonder that health outcomes really vary with the social class. The characteristics of unlike social classes can be depicted by a view on Morbidity and mortality rates. The disdain class shows a greater military of lower mortality rates and greater health problems (Greig, Lewins & White, 2003). These differences are very clear and distinct at birth and throughout the huma n life cycle. henry (2001) identifies domains in which health disparity issues differ by the social class. They include psychological domain which contains norms habits, and behavioural intentions. The other is listed as behavioural constraints which include economic resources and situational effects. Physical influences that include physiological stress, genetic dispositions and environmental conditions Behavioural constraints involve barriers that prevent one from engaging in health promoting behaviour. These inhibitors are listed by henry (2001) as economic resources and situation constraints.Economic resources inhibitors are financial limitations that prevent individuals from obtaining health facilities goods, while situational constraints are factors that limit the access to these health facilities. They range from lack of adequate health facilities in the community, poor transportation or lack of proper time management in the utility of such services. Physical influences on t he other hand are the conditions which impact physiological health directly. He groups them into environmental conditions, physiological stress and genetics A decline in the health is observed as one move down the classes.The middle classPublic awareness and educational programs can be developed to ensure that health equality is maintained. Social class has taken a critical point in the studies of health, the coronary heart illness for instance had been considered as a disease for the upper class. On the other hand, the lower class (working-class) have been arrange to have prevalent lower life expectancy, taller mortality rates and increased mental disorders. Inequality in income brings about psychosocial stress which is a factor that increases the mortality rate it has become apparent that mental illness prevalence has been found among the working class.A direct relationship has been identified to exist between poverty and increase in emotional disturbance. This has led to an in crease of psychiatric disorders, drug and alcohol dependence on the working class (Murali & Oyebode 2004). According to The Demography of Medical Schools, 59% of applicants in medical school usually come from high social classes. This makes us suspect that a discriminatory rule is being used in the medical institutions. However, admissions procedures in these schools seem to favour legitimate social classes in comparison to others.Requirements such as previous experience in a hospital are being considered for some medical school administration. This curtails the human activity of students enrolling to such schools as it proves cumbersome to attain such qualifications for most people in the working class. The access to opportunities has been limited for many students and this explains the reason why such patterns of students enrolment are being reflected (The Medical News 2004). The nature of the working class has really changed in Australia with over 65% of the work force being e mployed in the white-collar jobs.In fact if by defining the working-class as those who have not attended university education, then it can be said that Australia has graduated to the middle-class. It is surprising to note that the vast majority of white-collar jobs holders are part of the working-class. They have less control of their work which is even lower than that of blue-collar workers, consequently implying lower wages (Castles 1994). It is very clear that in Australia class has direct consequences on lifestyle. It affects the access to education and status attainment.A child raised in middle-class is more likely to end up in this middle class and the trend would be similar for a child raised in the middle-class. As we move up the social class, we are able to meet better health, education and other social facilities, which are transmittable to children. The trend thus seems to be perpetuated to future generations. A research conducted by Taylor and Fraser (2003) indicates th e existence of a gap between children living in the different classes. The working class end up having stress in Parents relationships as they are unable to provide impeccable opportunities for their children.Children have in fact confessed that class is a factor that lead to social seclusion in academic life, and a contributing factor for educational disadvantage. Lifes chances are in this chance affected by the mere fact that one belongs to a certain class that is either favoured or not by circumstances that prevail in the society. In Australia the government together with other institutions should be concerned and implement policies that would narrow the gap that exist between the various social classes.Such policies should focus on issues of adequate family income which will ensure that families have adequate resources to cater for the needs of their children and provide adequate opportunities for them, the welfare of workers should also be taken parcel out of to ensure that e ach worker gets adequate time to attend to the family needs. In the school setting, policies should be developed to ensure that educational disadvantage has been reduced, and the cost of reality education to be maintained as low as possible, to offer equal opportunities for children in all classes.Affordable assistance should be accorded to specific children with encyclopedism difficulties in order to enhance excellence at all levels (Taylor & Fraser 2003).Conclusion In conclusion it is very clear that Australia is faced with inequalities and other factors that enhance or inhibit opportunities that are available to children growing in this nation. There exists a challenge which should be looked at by all the policy makers in private and public enterprises, in order to ensure that the life chances of the children are not affected unfairly by the mere fact of belonging to a certain class.

Big Ass English Paper

Through come forward his life Ender has to worry about a whole lot ore than if a girl likes him, Ender has to think and nail down whether or not he has it in him to save the arena. Most great deal deliver their entire early lives/ childhood to decide what they want to do, simply Ender never had the opportunity to have a proper childhood, he was robbed off childhood. So all of this Is great, but what does It really mean to be robbed of something?According to Oxford Dictionaries, rob means, to Deprive (someone or something) of something needed, deserved, or significant (Use 1. 3). Robbed of also means to Take property unlaw overflowingy from a person by cart or threat of force (Use 11. Finally, rob means to Overcharge (someone or something) (Use 1. 1 The most appropriate comment is to Deprive someone of something needed, deserved, or significant. Children ar being deprived, defined as to Deny a person the possession or use of something. Of something needed, deserved, or signif icant in this case it is significant and proven, as thither is a growing body of research that shows a link between play and the development of cognitive and social s shovel ins that are prerequisites for learning to a greater extent involved concepts as children get older(Dry. Leone). If hillier only(prenominal) work and dont have any measure to go immaterial or have social inter performance thence kids will be less(prenominal) successful than if they had the free time.Basically Dry. Leone Is saying that If kids dont have a childhood, then they will be less successful. What exactly Is a childhood then? A childhood Is defined by Oxford Dictionaries, as The state of being a child. Or The period during which a person is a child ( childhood 1. 1 Which technically everyone experiences, but as portrayed in most movies children dont experience stress and certainly dont think about the world ending.The difference between a child who is stress free up until adulthood and Ender is the on e who is stress free only worries about his own fate, therefore, only thinks about his own opinion and doesnt have to think about what is best for other people but only what is important to him. Ender has to think about how he will get through the training without being ruined mentally, or being killed by others in the naturalize. At first in the academy he was concerned about his grades, he was passing all of his classes but he was worried about being distracted and allowing his grades to slip.But later In the year he had no choice but to give up school work all together and 100 percent on saving humanity as well as surviving the attacks from his list of enemies (which When Ender was in school and being tested, he learned many things. All of which were things that adults learn when they are in the military, but Ender (along with hundreds of other boys and girls), is forced to act like an adult from a young age which may put him at a disadvantage when compared to those who had free time as a child.Someone cannot live or function properly if they have been deprived of a childhood. In relation to children being given back their childhoods, rotating shaft Gray (A research professor of psychology at Boston College, and author of Psychology) said, The real problems Vive faced in life include physical ones (such as how to lead a newfangled machine at work or unblock the toilet at home), social ones (how to get that perfect woman to be interested in me), moral ones (whether to give a passing grade to a student, for effort, though he failed all the tests) (Gray 1).From his career and his life or as a teacher, or even as a student, he learned a lot of things, but all of hose did nothing to help him when he was confronted by odd problems. Strange things that could only be dealt with if one had experienced them before, and the only way to do that is by allowing children to have more than time for play and less time for work. Although Ender is an orphan, he can stil l experience these things, and by saying he wouldnt be able to have play because he was signed to the military, would be saying that because he is an orphan, he does not deserve time for play.Gray continues on to say, Most problems in life cannot be solved with formulae or memorized answers of the type learnt in school (Gray 1). Kids need time to be able to figure things out on their own. While some ,like Auks education secretary, think that more hours in school will raise test scores, others like the Chinese ministry of education, issued a report calling for less time in school, less homework, and less reliance on test scores as a means of Judging schools. So if children were given more time to play (games) instead of taking tests, they could be more successful.Many people, like Hillarie Cash (a Technology addictions expert), say that kids who rarely play outside make it a habit to stay inside rather than going out with friends. Some would say that Ender plays games his whole life with his friends, which although is partly true, children need to have minimal structure and to have an environment which isnt pressured. Additionally 95% of the children Ender plays with are both not his friends and there for the training, or they obviously hate him and make an effort to bully/harass Ender or Just make his life a nutriment hell.The entire time that Ender is battling, people are watching and Judging him, they are also constantly making things more challenging for him so as in short as he becomes comfortable with nee thing they make it more difficult and he is forced to adapt (like in fight). They are doing this by adding more games in a day and by forcing him to do things he does not want to do. The best way (and way it is argued in above articles) is to have the children ask their own games, or to play games/sports they enjoy playing.This is because the children learn quicker and easier if they have fun while doing something, and while Ender enjoyed himself at first, right about when he was make a commander he started to hate the position because of the amount of work he had to do without frequent breaks, or breaks at all. Much like Ender, people from different cultures in the past have also been limited by their government or way of life. For example in India they had the caste system, affirmative action ( prescribed discrimination) (Independence Hall Association).The caste system included four levels of a pyramid, they have the Brahmins, Ashtrays, Visas, and Sutras. Although there is no social pyramid with Ender, they have a rule that families cannot have more than two children unless they sign one over to the military. This sounds terrible but Menders parents did this because both of their prior hillier almost made it into the army but they had their own temperament flaws on opposite poles, Valentine was too nice, and Peter was too mean.Because of this, Menders parents thought (and hoped) that if they had a child on either side of the spectrum, that their third child would be in the center, perfectly balanced. The original definition of deprive is Take property unlawfully from (a person or place) by force or threat of force (Childhood 1). This when used in the above thesis is stating that a childhood is a childs property, and you are committing a crime and literally robbing them. Ender is technically robbed from his parents because when Graff asked them if he could talk to Ender outside (alone), and declined, he said, muff really cant stop me. (Card 51).When he says this he is reminding them that before Ender was born he was given outside to the government, and if Graff wanted to, he could take Ender aside and they wouldnt be able to stop him or do anything about it. Another, more playful, definition of rob is, informal or dialect steal (Rob 1. 2). Although this definition in this form is in a more Joking manner, it still has some very good examples to go with it. Ender robs (Rob 1. 2) others of winning ofttim es, and robs his friends of the commander position. Ender would frequently win games and subsequently rob others of their positions on the leaderless as well.The definition of overcharge is To lay an excessive burden (of trouble, care, responsibility, etc. ) upon to press hard, oppress, distress, overtax to overbear by superior force (Overcharge 2. 2) . This definition relates to Menders Game because throughout the book, Ender and his friends/enemies say things hinting about the game having real people in them. At one crown prior to fighting Bonze Ender said four move(Card 208). Bonze then replied with, This isnt a game (Card 208). When Bonze tells Ender this isnt a game, even though he isnt referring to battles, and is instead, referring to the fight.The author is giving apart the end of the book Just in this short recite. Additionally after changing his battle schedule to more than two battles a day -when the approach pattern is one battle per day-, one of the people in the go vernment said, We want to teach him, not give him a nervous breakdown (Card 210). In this quote they are directly talking about overcharging, or laying an excess burden on Ender. They are intentionally making his battle schedule monstrous so he will be the best he can be, and be prepared regardless of the circumstances.People from the government always give Ender more and more challenging tasks or things that people have never had to deal with before. When they do this to Ender, he is given an excessive responsibility which is also a huge burden. As Ender is trained more frequently and harder, the challenges he deals with gradually become more and more challenging, and unsurprisingly, Ender becomes more distressed and emotionally taxed. A perfect example would be when he would dream about Valentine, Peter, and all of his friends, and wake up eating his hand or scared.Those reactions show how taxing the training is on Ender and his mental health. That the battle was easier than most of the other -simulation- battles he fought. Amaze responded with, This is a simulation of a real invasion. making Ender believe that the battle was an easy starting simulation, and continues on to say, thither had to be one battle where they wouldnt know what we would do. (Card 280). In this section, Amaze is depriving Ender of his right to know what is reality and what is a emulation, and by doing so, Amaze is able to have full control over Ender and make him do whatever he wants.In the end of the book after Ender defeated the Buggers and won the war. Amaze told Ender , They all were there and you washed-up them all. Real. Not a game it then says Menders mind was too trite to cope with it all (Card, 297). In this passage you can really see how tired Ender is and how he really had no idea how to cope with that kind of trauma at the time. For the sustain four plus years he was very stressed, the last few years especially because of all of the additional stuff he had to suffer wrought.Ender throughout his entire life was training to one day be able to be a real commander, when he was a real commander the whole time. This sort of lying was used because they knew if they didnt lie, that Ender wouldnt want to actually kill (questionably innocent) buggers, and especially wouldnt want to risk the lives of his own soldiers, and Masers friends, for what could potentially be a pointless war. As proven above, a childhood has a lot of positive effects on a child, and without a childhood, a child could be at a disadvantage mentally when compared to another who had more time away from constant schooling and stress.

Response Paper: Don Quixote de la Mancha Essay

Don Quixote de la Mancha by Miguel de Cervantes is one of the most recognizable classics in the world of literature. It is a narrative that is organism retold in almost every generation that had followed since its publication. Much the success of the story is really undeniable as it had even infused a experimental condition to the English language, the term quixotic. It is certainly one of the most unforgettable stories ever written.Here is a quote from the text that I would like to pose a response I shall never be so mad as to make myself a knight-errant for I see well enough that things are not how they used to be in those days, when they say those famous knights rule the world (Cervantes 161) This line was spoken by the innkeeper in the first part XXXII The tone of this particular quote seems to a response to the main theme of the story. This main theme is Don Quixotes idea desire to live a life of a knight.The quote implies that to follow an ideal or a dream would be a waste o f time. This particular quote stands out because it is one of the few pessimistic statements in the very positive, or shall I say quixotic theme of the narrative. This is the benignant of statements that would be uttered by those who forget how to dream. People that would say this kind of words are the type that brings the hopes of other people down.The context is just like when pessimists argued that man cannot go space. The kind of thinking that pessimists have is what makes life belief miserable and dull. Fortunately, Miguel de Cervantes had introduced to us Don Quixotesome who would always remind us that it is just alright to dream and seek adventures in life. Work Cited Cervantes, Miguel de. Don Quixote de la Mancha. Harvard University Press. 1842

Birch Paper Case Essay

The social class cant very well show a clear by putting in bids that dont even c over a fair share of overhead comprises,let alone give us a returns. birch tree Paper Company was a medium-sized,partly integrated paper company, producing white and kraft text file and paperboard. A portion of its paperboard output was converted into corrugated boxes by the Thompson function, which also printed and colored the outback(a) surface of the boxes. Including Thompson,the companyhad four producingdivisions and a timberland division, which supplied part of the companyspulp requirements.For severalyears, eachdivision had beenjudged independently on the basis of its profit and return on investment. Top managementhad been working to gain effectiveresults from a policy of decentralizing responsibility and agency for all decisionsexcept those relating to overall companypolicy. The companys top officials believed that in the past few years the nonion of decentralization had been applied suc cessfullyand that the companysprofits and competitive position definitely had improved.The Northern Division had designeda special queer box for one of its papers in conjunction with the ThompsonDivision, which was equippedto make the box. Thompsonsstaff for packagedesign and developmentspent several months perfecting the design, production methods,and materials to be used. Becauseof the unknown color and shape, these were far from standard. According to an agreement between the two divisions, the Thompson Division was reimbursed by the Northern Division for the cost of its design and developmentwork.When all the specificationswere watchful,the Northern Division askedfor bids on the box from the ThompsonDivision and from two outside companies. from each one division manager was normally free to buy from whatever supplier he wished, and evenon saleswithin the company, divisions were expectedto meet the tone ending market price if they wanted the business. During this period, the profit margins of such converters as the Thompson Division were being squeezed. Thompson,as did many other(a) similar converters,bought its paperboard,and its function was to print, cut, and shapeit into boxes.Though it bought most of its materials from other lash divisions, most of Thompsonssaleswere made to outside customers. If Thompsongot the decree from Northern, it probably would buy its linerboard and corrugating medium from the southerly Division of Birch. The walls of a corrugated box This movement was prepared by William Rotch under the supervision of Neil Harlan, Harvard Business School. Copyright 158-001. by the President and Fellows of Harvard College. Harvard Business School case i Case6-2 Birch PaperCompany 2 consist of outside and inside sheets of linerboard sandwiching the fluted corrugating medium.About 70 percent of Thompsons out-of-pocketcostof$400 for the arrange representedthe cost of linerboard and corrugating medium. Though Southern had beenrunning belo w capacity and had excess inventory, it quoted the market price, which had not noticeably weakenedas a result of the oversupply. Its out-of-pocket costs on both liner and corrugating medium were slightly 60 percent of the treating price. The Northern Division receivedbids on the boxesof $480 a gramme from the ThompsonDivision, $430 a thousand from West Paper Company,and $432 a thousand from Eire Papers,Ltd.Eire Papers offered to buy from Birch the outside linerboard with the specialprinting already on it, but would supply its own inside liner and corrugating medium. The outside liner would be supplied by the Southern Division at a price equivalent of $90 a thousand boxes,and it would be printed for $30 a thousand by the Thompson Division. Of the $30, about $25 would be out-of-pocketcosts. Since this situation appearedto be a piddling unusual, William Kenton, manager of the Northern Division, discussedthe wide discrepancy of bids with Birchs commercial vice president.He told the vice presidentWe sell in a very competitivemarket, where higher costscannot be passedon. How canwe be expectedto show a decent profit and return on investment if we have to buy our supplies at more than 10 percent over the going market? Knowing that Mr. Brunner on occasionin the past few months had beenunable to operate the Thompson Division at capacity,it seemedodd to the vice president that Mr. Brunner would add the full 20 percent overheadand profit chargeto his out-of-pocketcosts. When he was asked about this, Mr.Brunners result was the statement that appears at the beginning of the case. He went on to say that having donethe developmentalwork on the box, and having receivedno profit on that, he felt entitled to a goodmarkup on the production of the box itself. The vice president explored further the cost structures of the various divisions. He remembereda comment that the controller had made at a meeting the week forrader to the effect that costs which were variable for one division could be largely fIXedfor the companyas a whole.He knew that in the absence of specific orders from top management Mr. Kenton would acceptthe lowest bid, which was that of the West Paper Companyfor $430. However,it would be possiblefor top managementto order the acceptance another bid if the situof ation warranted such action. And though the al-Quran representedby the transactionsin questionwas less than 5 percent of the volume of any of the divisions involved, other transactions would conceivablyraise similar fussslater.Questions 1. Which bid should Northern Division acceptthat is in the best interests of Birch Paper Company? 2. Should Mr. Kenton acceptthis bid? Why or why not? 3. Should the vice president of Birch Paper Companytake any action? 4. In the controversydescribed,how,if at all, is the transfer price system dysfunctional? Doesthis problem call for somechange,or changes, the transin fer pricing policy of the overall firm? If so, what specific changesdo you sugg est?

Bob Dylan: An Influence for a Generation

A person is a triumph if they get up in the morning and gets to bed at night, and in among dose what he wants to do words spoken by the singer/ballad maker bobsled Dylan. Being a macrocosm of success himself, yet a genuinely humble and simple man, changed the way people view melodyal theater quality. Dylan was awarded with the number one verse in the twentieth century with those lyrics from his masterpiece Like a ringlet Stone, by scroll Stone Magazine. His poetic words were heard each(prenominal) across the world, inspiring any who heard his voice.Telling tales of political and civil injustice, Dylans words brought normal incessantlyyday life a tender sense of hope through tough multiplication in a persons life. Discussed will be the early era of Dylan from his unique medicineal givings during his childhood which drove him to his writing pieces, himself as an inspirational and motivated leader of the 1960s and how his powerful music makes him one of the most(prenominal ) prestigious musicians of all time. In the beginning, curtsey Dylan was born Robert all(a)an Zimmerman on May 24th, 1941 in Duluth Minnesota (Heatly, 126).Dylan was raised in a middle-class family to his parents Abraham and Beatrice Zimmerman (Martin). His father owned Zimmerman Furniture & Appliance Company in the small town of Duluth, still the family was forced to move to the nearby town of Hibbing after he lost the business due to him bonny ill with polio in 1946 (Kooper). Dylan was raised in Hibbing, Minnesota from the age of seven and lived there for most of his childhood (Heatly, 126). Raised in a small town, Dylan was tunefully inclined and had a great substance in music at an incredibly young age which brought him to learn galore(postnominal) various instruments at the same time.He took piano lessons when first moving to Hibbing, and became impatient with the teacher so clear-cut to cede lessons and began to teach himself how to play piano, guitar and harmonica w ithout surp uphillly knowing how to read music (Martin). With his yearning for music, Dylan was by and large influenced by the late-night radio broadcasts of the country, blues and rock-and-roll, during his mid-teens (Heatly, 126). whatever of his favorites were the blues musicians, which included Muddy Waters, Howlin Wolf and Jimmy beating-reed instrument (Martin).Dylans favorite musical idol was Woody Guthrie, who was a socially- conscious(p) singer/songwriter of This democracy is Your Land and several other fend songs (Heatly, 126). Always knowing he wanted to be a musician, Dylan move to play in many stripess as possible during high school and end-to-end college as well. In 1959, just before enrolling in college, he served a brief stint playing piano for the rebellion pop star, Bobby Vee (Kooper). With some musical experience, Dylan conk outicipated in several high school rock bands mend poring over at the University of Minnesota with a high interest of American folk music (Heatly 126).While in college, Dylan discovered the bohemian section of Minneapolis know as Dinkytown (Kooper). An after Dylan explored the talent that came out of Dinkytown Dylan was inspired to quit the University of Minnesota and became a full-time musician. Dylan traveled to the East Coast, playing at several Greenwich Village coffeehouses and was gaining rising fame (Heatly, 126). He went by the phony name of Bob Dylan, which was picked out after the Welsh poet Dylan Thomas. Dylan picked him because he want many of Thomas poems (Kooper).During his travels between coffeehouses, Dylan was determined to meet up with musician Woody Guthrie. Guthrie, who was actually in a New Jersey hospital dying from a neurological disorder called Huntingtons Chorea. Dylan was qualified to speak to Guthrie, his idol, before he passed away but never explained in detail of their only and final examination conversation between each other (Heatly, 126). With his multiple coffeehouse performan ces, his career took off and still soars to this day.Bob Dylan became a common name and his skills of music and lyrics became widely known which make you wonder what was said between him and Guthrie? Bob Dylan is a very skillful songwriter, usually expressing his ideas through his well known protest songs. His protest songs often dealt with problems ca utilize by social and political injustice, which include Blowin in the Wind and The Times They Are A-Changin (Martin). The civilian Rights Movement took very kindly to Dylans songs, so well that they wanted him to be a part of the cause for quality.His best known work of the 1960s took on a musical shadow so large it shaped into a political influence. It was such a huge influence, the Civil Rights Movement espouse his song Blowin in the wind as their anthem for equality and peace (Ayoub). Dylan accepted his place in the Civil Rights Movement and gathered the attention of the people to the movement. Frequently performing at the Civi l Rights rallies in the early 1960s which included the March on Washington when Martin Luther King gave his I Have a Dream speech on August 28th 1963 (Rathbone).Dylan became a powerful voice to all the labour people in America during the 1960s. He had several protest songs that had political content that both reflected and influenced the concerns of a generation of younger people such as the Civil Rights movement, anti-nuclear weapons campaign and the anti-Vietnam War movement (Rathbone). Dylan was a prominent part of the radical change during the 1960s reform and was greatly recognized for his participation such as receiving the Tom Paine Award by The National Civil Liberties Committee for his contribution and achievements (Rathbone).All throughout Bob Dylans musical career, he has created and molded new types of different flares of music together. His inspiration was to appal the music of his own music idol, Woody Guthrie. He wanted to be a socially conscious singer/composer jus t like Guthrie (Heatly, 126). As the times changed, Dylan became a musical chameleon. He was up to(p) to correct to the changes in the popularity in music. Dylans career started with folk and protest music in the early 1960s then moved through to electrified folk-rock in the mid and late 1960s and early 1970s (Kamin). afterwards the Civil Rights, most fans found Dylans folk music more admiring and significant than anything he had ever wrote popularity formed by creating the raw- honesting combo of literals, harmonica and guitar. That mixture alone has kept his music career die hard him forty-seven years (Rathbone). Dylan did not want to stop there he wanted to evolve into the new generation of music. Dylan cross-pollinated folk and country music with galvanic rock, creating an entirely new dimension of popular music (Heatly, 126). He liked to mix sounds and experiment different styles to meet his high expectations of creativity.He created the new style called folk-rock mixing his original folk sound but began to play electric guitar to embrace rock-and-roll (Dylan). Some Dylan fans did not approve of his switch but happened to still remained a musical sensation with a wider audience. Dylan and his band also caused an uproar at the Newport Folk Festival in July of 1965, when they began to perform with electric instruments instead of handed- overcome acoustic ones. After being heckled by the crowd, they left the stage after only playing terce songs (Martin). Dylan kept his optimism up with his fan-base and continued to play his electric instruments.To win back his fans, Like a Rolling Stone was a United States hit, cementing his reputation as a lyricist but added his new sound among the electrical instruments of guitars and organs (Ayoub). His musical career had its ups and downs, but his fans rolled through his many experimented musical styles. Dylans voice and songwriting were still raw but were mixed with the realms of traditional folk, country, blues , rock-and-roll and gospel (Kamin). A Bob Dylan song is more than just a catchy tune to whistle to. Dylan was possibly the most influential singer/songwriters of his era (Dylan).Not only did he create a respectable musical rhythm, his lyrics were his land of expertise. He wrote very poetic and sometimes even abstract but often-philosophical lyrics of astute commentary and curative introspection that spoke to masses during an era of social unrest, political upheaval and radical change (Heatly 126). Dylan had many techniques to keep his audience engaged with his poetic lyrics, by performing his allusive, poetic songs with his nasal spontaneous vocal style and electrical bond. He enlarged pop musics range and vocabulary while creating a widely limited sound.While accomplishing all of that, he still had the ability to challenge, influence and amazement his listeners (Wenner). In his earlier lyric writings, he focused on the societal issues during his protest era. The songs were broke n down into a simple folk melody combined with lyrics questioning the social and political status quo. These songs were very native and unsophisticated in their nature, catching the attention of the zeitgeist of the 1960s (Ayoub). All of his music was interpreted otherwise but he reached an elevated standard of lyric writing also the role of the singer/songwriter as well (Heatly, 126).While a fine interpreter of songs, Dylan was not considered a beautiful singer. many of his own songs when first reaching the public were sung through other artists. Dylans fans could get early(prenominal) his singing, only because they were amazed how he could write such wonderful lyrics. Dylans music was also more popular though other artist that covered his songs such as Joan Baez, Pete Paul & Mary, Guns n Roses, The Byrds and Jimi Hendrix, because adding an able singer to his wonderful lyrics made his music very popular to a wider group of fans (Ayoub).Dylan was hailed the Shakespeare of his gene ration, due to his intellectualism of sheer literature and poetry that showed though his music even if he was not the artist performing the song (Kooper). It was subsequently common for a band to cover Dylans songs in the mid-1960s, that CBS started to promote him by adage Nobody sings Dylan like Dylan. Whoever sang his songs were immediately recognized as his and a good part of his fame be not only on his lyrical excellence but on the underlying attitude of Dylan (Ayoub). level though many artists covered his songs, Dylan had his own techniques to sing his songs. He sang in what he called the taking blues and story-telling format in most of his first few albums such as The Freewheelin Bob Dylan and The times They Are A-Changin (Dylan). Dylan had many other trademarks and techniques that signified his music. One of his newer types of songs was a lengthy and impressionistic still retaining an subdivision of social commentary but added dense metaphorical landscape like the songs Chimes of Freedom and Mr. Tambourine Man.He exhibited his ironical wit and inhabited by a sequence of grotesque, metaphorical character (Ayoub). Dylans many styles of lyrics take over all contributed to his success as a musician. The music Dylan made revolutionized rock, as his lyrics were analyzed, debated, and quoted like no music before him. Dylan chewed up traditional folk and spat out literary and folk traditions still used today (Wenner). Bob Dylan was given a lot of recognition and praise for his achievements and gain throughout his musical career. There are so many musical facets he discovered and always pushed his musical talent to the limit.Not only had Dylan achieve a high musical status, but he is highly looked upon in society for his contribution for the Civil Rights movement. He gave a voice to the working-class to fight for peace and help oneself give a reason for freedom to the minorities. Dylans musical talent is beyond any other, as being able to compose his ow n music and create a whole new genre of music for an ever-changing society of his time. Along with his musical style, his lyrical masterpieces gave his listeners a mass of different trademarks in his lyrics.Every song he has written, all the way from his first protest song to his upbeat electric songs along with his metaphorical and abstract songs, has changed the standard of a singer/songwriter. All throughout his career, Dylan has given a voice to the working people, by creating new genres of music and is the ideal singer/songwriter of the 1960s. As the ambiguous man he was, he had more questions than answers. At the end of the day, Bob Dylan would always say All I can do is be me, whoever that is. He knew he was a man of radical change, but he did not know he could change the world with a piece of paper, a pencil and a guitar.