Training and development Assignment Example | Topics and Well Written Essays - 2500 words

Training and development - Assignment Example Training and development are crucial to the business because it equips the employees with the relevant knowledge and skills for realizing the business objectives through a well laid down strategies (Werner, Jon and Randy, 15). With the increasing level of competition, the most organization embraces the fact that there exist the link between policy and training and organizational development. Therefore, human resource is regarded as equally important as any other resource in an organization, in that respect, the team must spend so well in their training. In the training process, the employees go through professional certification. Professional certification is important to both the organization and the individual. It is important to the organization in that the operator will execute his or her duties with due competence. Furthermore, it is also important during the execution of strategy. On the other hand, the employee who has undergone professional certification will have courage in the performance of his duties and policy implementation. Training and development is one crucial and important thing in many organizational setting. Training and development usually lead to improved performance of groups and i ndividuals in any organization. In most cases, professional certification is financed by the business organization (Werner, Jon and Randy, 43). On the part of the organizational development (OD), it is imperative especially for the effectiveness and widening of productivity in the organization. Furthermore, OD acts as a way of solving the problems that involve the execution of strategy. However, the process of executing organizational development requires an investment of both time and finance. It is prudent that the company invests on the human resource through training. Human resource management is always the department charged with the duty of training and development (Wilson, 65). Training

What Is Happening To Mother Earth Media Essay

What Is Happening To Mother Earth Media Essay In this paper, I would like to investigate the negative impacts of environmental damage through the media. Primarily through An Inconvenient Truth (2006), Cool it (2010), and Darwins Nightmare (2004), I aim to demonstrate how film makers critique environmental activities and the condition of Mother Earth today. Especially in todays society where sustainable development is emphasized, it is of paramount importance to shed light on why and whether our Earth is really deteriorating. With capitalism being the dominant ideology around, environmental damage can be perpetuated by developed nations at the expense of those less fortunate. More importantly, I aim to scrutinise the realities of the films and to what extent they are objective and accurate to viewers. The advantage of this strategy is that it holds on to the concept of the real (Williams, 1993).The presence of cinematic tricks and direction has allowed documentaries to be scripted and staged. However, I plan to determine if environmental films are merely being staged or exaggerated to evoke fear and to sustain an ideological agenda and economic model (which is capitalism) or whether they indeed reflect Mother Earths deteriorating condition through various cinematic depictions of reality. Preliminary research question(s), hypothesis(es): RQ1: Do these environmental films portray objective representations of environmental issues? Planned Methodology: I have chosen these 3 films for a few reasons. First of all, these 3 films are shot in different years. This enables a gradual and successive tracking of the environmental condition across a decade and also provides a nuanced analysis of cinematic direction towards Mother Nature. Also, these films cover a multitude of environmental issues, including issues concerning the air, water and land. Not only is this crucial to our analysis of the films, but is also needed to give a balanced approach towards the research questions. For example, Darwins Nightmare gives a thorough depiction of water pollution in Tanzania, while An Inconvenient Truth shows more of a reaction towards global environmental devastation and its repercussions on its inhabitants. Cool It on the other hand, depicts a response to inadequate institutions and governments when tackling environmental devastation. Timoner audaciously depicts Lomborg heading the Copenhagen Consensus who claims that this issue has been blown ou t of proportion by government officials and scientists. This movie stands in contrast to An Inconvenient Truth which depicts Al Gore the politician, educating and evoking fear in the public over environmental atrocities. Yet, it is precisely this stark contrast that allows us to juxtapose and compare analyses. First up, I would argue that An Inconvenient Truth on first impression seems like a very objective representation of the issues at hand. This is because Al Gore not only uses facts throughout his speeches, but peppers them with wit and farce. For example in the opening of the film, he greets the audience with a joke: I am Al Gore; I used to be the next President of the United States. Although he jokes frequently, he puts on a serious expression when relating to facts, figures and images. He also discusses the  scientific opinion on climate change, as well as the present and future  effects of global warming  and stresses that climate change is really not a political issue, so much as a moral one. With that, he is praised by Reason journalist, Ronald Bailey (2006) becasuse Gore gets [the science] more right than wrong. Although he shares his personal life anecdotes (with early climate expert Roger Revelle, sisters death from lung cancer, and sons near brush with death), he can b e mainly seen as reflecting, and not attempting to spark emotion. He is hence, seen as largely detached. Comedic farce is also seen when he stood on a contraption to point to the highest point of the graph depicting the release of carbon dioxide omissions. This does not undercut reality, but instead humours the viewers, and also shows a sharp throwback to the harsh realities of the situation. However, it may seem theatrical or staged to cynics like Bjorn Lomborg (2010) who view him as attempting to use fear to change circumstances. Documentaries are meant to both alert and convince in my opinion. Hence, if we look into what environmentalists say about the film, we will discover that the aforementioned facade of objectivity is exposed  when we realise that the film is laden with misguiding claims about environmental science and global warming. I will now attempt to discredit Al Gore and his film by exposing his misrepresentations (Robert, 2006): Misleading claims about effects of climate change:  Gore claims global warming caused the advent of new diseases, but most of the diseases named have minimal relationship to climate. Gore also neglects the strong influence of external factors, like wildfires or pest outbreaks to global warming. Even with malaria which is a climate-based disease, more important factors like management of human infrastructure and health systems are named instead. He also claims global warming is causing a huge number of polar bear drownings but other researchers think otherwise. Glacier-melting in the Glacier national park and in Africa on Mount Kilimanjaro are labelled as the aftermath such environmental neglect, but we see that these have been melting since the 19th Century. Exaggerations about sea level rise:  He claims that ice-sheet meeting in Greenland and West Antarctic will forcefully expatriate millions elsewhere so as to avoid the 6 meters sea level rise. Regretably, we discover that even worst-case scenarios are not that bad. Most research indicates that such melting would only take 1,000 to 5,000 years if it were to happen. Even the United Nations IPCC anticipate only sea level rise of less than a meter for the next 100 years. Reliance on worst-case scenarios:  An underlying problem is that Gore presents worst-case scenarios as fact and is hence characteristic of propaganda. He relies on models that he deems evermore accurate, but the accuracy of such models are still questionalble.Climate change here is described at an international scale instead of a regional or local level where impacts would swing both sides depending on how we choose to respond. However, his intonation suggests that positive change is near to impossible. For example he says that The most vulnerable part of the Earths ecological system is the atmosphere. Its vulnerable because its so thin. (Arnold, 2006). Yet, we can see thinner and more destructible parts like the hydrosphere. The usage of emotive and superlative adjectives are meant to spark off emotions to fulfil his personal agenda. Misleading claims about the responsibility of the United States:  Gore states America as the guilty party, but doesnt give a balance viewpoint. There are deceptive comparisons of the American fuel economy standards in the U.S. and also inaptly lambastes his country for failing to ratify the Kyoto Protocol without making it known the ways in which America was unfairly targeted in the terms. Furthermore, considering that in the beginning of the film as one who prides himself as someone who used to be the next president of the United States, he is furthermore seen as untrustable and even allows one to imagine what could potentially happen to America if he succeeded in being elected in. Misrepresentation of data:  Gore presents one temperature data to support that present temperatures are warmer than in the past millenium. The graph however, is derived from other proxies and tree rings. Scientists are skeptical because this is similar to temperatures in 1100-1300 AD . He also claims that 2005 was the hottest year ever, but in reality there is no accuracy from present data to differentiate the period of 1998 to 2005. What is even more appalling is this quote from Al Gore (Arnold, 2006): Moreover, since science thrives on uncertainty and politics is paralyzed by it, scientists have a difficult time sounding the alarm bells for politicians, because even when their findings make it clear that were in grave danger, their first impulse is to replicate the experiment to see if they get the same result. (Arnold, 2006). However, we see that this statement is merely stereotypical. Many scientists are actually quite willing to sound alarm bells to shed light and awareness (Robert, 2006). It is therefore unfair to suggest that scientists will tend not to call for attention to clear evidence of danger. Hence, this claim is largely a personal opinion and does not reflect objectivity. Because such representations are no longer accurate, we are now plunged into a permanent state of the self-reflexive crisis of representation and what was once a mirror with a memorycan only reflect another mirror (Trinh, 1990). In Timoners Cool It, she depicts Lomborg in a raw manner, including all his anxieties and concerns about the environment. With interviews with Lomborg interspersed throughout the film, Timoner follows Lomborg on his mission to bring the smartest solutions to climate change, environmental pollution, and other major problems in the world. In the opening of the film, Timoner depicts childrens voices and children-drawn pictures about the earth. This raises the success of his cinematic development up a level by allowing current viewers to reflect on their personal environmental usage and treatments. By alluding to children, it encourages reflexive methods towards environmental usage for scientists and raises awareness for common folklore and that if improvements continue to be slow, both mother earth and children of the world will suffer from the excesses of our hedonistic demands. Timoner is seen to be objective and realistic in her film because she depicts the lowdown nature of governme nts, including the biggest in the world. This can be seen when Lomborg remarks that The climate-industrial complex does not promote discussion on how to overcome this challenge in a way that will be best for everybody. We should not be surprised or impressed that those who stand to make a profit are among the loudest calling for politicians to act. Spending a fortune on global carbon regulations will benefit a few, but dearly cost everybody else. This reflects the tonality of the worlds greatest leaders on environmentalism (official website, 2010). However, while on one hand it may seem objective, upon scrutiny, we discover that there are loopholes in the film. These loopholes appear not solely because of Timoners artistic direction, but because of the featured Lomborg too, his networked connections and his fixated mentality on environmentalism. Amateurs who view this film may regard this film as objective because of the reasons above. However, I will now analyse and discern it from a critical point of view. I posit that this film may in fact do more harm than good and is in fact, an attempted reflexive mixed with expository mode of documentary (Nichols, 1983). However, we see that this does not succeed well with viewers as they may not reflector buy into the arguments posited by Timoner through images. This is because it is unrealistic to cast environmentalists as the primary establishment when they do not play a primary role in multinational corporations and international agencies like World Bank, United Nations and the Inter national Monetary Fund (IMF). Viewers are also given the chance to question the filmmakers ability to represent any reality fairly and adequately. This loss in faith in the objectivity of the image seems to point nihilistically, like the impossible memory of the meeting of the fictional Rambo and the real Roosevelt, to the brute and cynical disregard of ultimate truths (Williams, 1993) Furthermore, Lomborgs central stand in the film is that all the money dedicated by the European Union is a massive waste and that we should invest in green technologies instead. $250 billion is quoted. Whilst this may seem rational and practical, one will soon realise that it is no zero sum game. He also spends much time talking about emerging green technologies, like solar, wind and wave power, fuel cells, and algae biofuels. It may seem as though he is the only one who has thought of these, failing to mention that it is environmentalists who have been on the forefront of pushing these efforts for decades. This expository ethos soon fails and it starts to appear propagandistic. We see not only hidden messages, but also a film that compels people to attitude and action. Also, Bjorn is a credible and persuasive figure, uses contextualisation, cynicism and fast-pacing, traits that are similar to Black/real propaganda. He also picks a fight over more controversial technologies, like the next-generation nuclear power and so-called geo-engineering which purposefully changing the climate. In this Lomborg comes across as a technofixer, as someone who believes that humankind can innovate ourselves out of every problem. He also skips over how he is actually going to raise the $250 billion. Whether this is deliberately left out by Timoner or not mentioned by Lomborg, we do not know. However, we presume that this is not mentioned by Lomborg because it would be such a monumental step and feature-worthy point for Timoner. Also, judging from his numerous sweeping statements, it is likely that Lomborg does not address that issue. In all his complaints of how addressing climate change would cost so much money, Lomborg also never addresses the fact that spending money on green technologies will actually stimulate the global economy (Howard, 2010). To add on, also like a creationist film,  Cool It  is loaded with experts who arent specialists in the subject at hand. Because they arent climate scientists, interpreting the actual science of global warming that can be a problem. Also, the few critics like the Stanford professor are carefully edited and are shown to be hostile and edgy. All this points to the film being truthful only where it is possible and that much truth is hidden behind the issues that seem like the truth. One last important point is there have been numerous and extensive accounts of Lomborgs many factual errors. They appear in the highly respected science journal  Nature, by  Scientific American, magazines, newspapers, web logs and many others. While challenging the status quo is essential, getting the facts straight is also crucial for his credibility and as such, the films credibility. I would hence conclude that Cool It is far from objective, has many grey areas, and definitely worth exploring deeper before documenting and finalising it into a film. Moving on, Darwins Nightmare tells of environmental and social effects of the fishing industry around  Lake Victoria  in  Tanzania. It acutely alerts us to what economic exploitation can mean for inhabitants who fish for a living, hence showing the dichotomy of the rich-poor. Having environmental troubles is hence an extra burden to those already struggling to make a living. This film is objective because Hubert Sauper ranges widely to document this new fishing economy, hence taking us to many places. For example, he takes us to places like boats, around the country, with dying prostitutes, and to lakesides. We also see hunger-stricken kids, glue-sniffers, and stomach-bloated children fighting for food. The cinematic arts are often meant to inspire, instruct, and entertain, but this is a rarity of its own because the images here are are meant to produce a outrage beyond ones threshold. Darwins Nightmare, Saupers new documentary, is so punishing (and yet realistically scary) in its bleakness, and hence acts as a white flag for all further endeavors (Cale, 2006). Also, it is Saupers moving images that has the power to move audiences to a new appreciation of previously unknown truth (Williams, 1993). In surveying humanitys collision with the environment, Sauper examines matters often absent from the nature film genre. He gives us mother nature in devastation and a failing society with its dire repercussions. His gut-wrenching methods and audaciously visual images can be viewed by some as a ideological aim towards instilling fear, but yet on the same side of a coin, these images are plain revelations and tell of an inescapable flaw of capitalism.Although his methods seem extreme (just like the depiction of the Nile perch, having chewed through its prey, has now turned to cannibalism), this is sheer rawness of objective reality without lies or hidden facts. Just like An Inconvenient Truth, the questions it raises are some of the most pressing of our time. Both films uses black comedy intentionally (Cale, 2006), hence highlighting pessimism in the face of the corrosive effects of imperialism. One may speak of markets and invisible hands until theory is literally coursing through ones veins, but it is an inescapable flaw of capitalism that a nations goods are wholly exported while the citizens of that country waste away and die. The rich-poor dichotomy however is also present and it is often forgotten that only those with capital  benefit from such arrangements. The poor and the homeless continue to be lag behind in society and is poorly treated. Such images leave viewers with an objective and essential truth that guides ones world view through each and every waking moment. In the name of jobs and economic development, the white men has committed more unspeakable atrocities than ever before. We seem alright however, with Herbert Spencers (1851) perverse vision of survival of the fittest, where the lowest of the social hierarchy sinks to the bottom. What the West truly thinks of the African is often sugar-coated by benefit concerts and television appeals (ie: Live8 concerts), but at the end of the day, its gradual deterioration is little noticed. This film hence not only alerts us to the harsh realities, but gives us a shocking revelation like never before. So as the camera goes across the Tanzanian landscape, we are filled with ambivalence as we see not only hunger-stricken infants, but also scrawny and ashamed prostitutes and glue-sniffing kids, and bloated infants. Conclusion: As seen from the above three movies, it is evident that Darwins Nightmare remains as the only film out of the three with consistency and objectivity. Even though its visual images can be revulsive, it does not conjure up fake statements unfairly in order to increase sales or fulfil a personal agenda. Truth is not guaranteed. Interestingly, Gore claims to be presenting the scientific consensus on global warming but this is not always so. His dramatic theatrical stance gives way as the film progresses, hence rendering it not as objective as it might initially seem. Al Gore clearly used a number of tricks to make his case more persuasive to make the data better fit his explanation of whats going on in the world. Intentional or unintentional, when one is dealing with an issue that could have an economic impact measured in the trillions of dollars, Al Gore should have been more careful when making his case because inhabitants of the world deserve better knowledge. Cool It is no better. Its unreliability and lack of objectiveness is less personal, but more of a lack of in-depth analysis of the bigger global picture. Lomborg seems too engrossed in challenging the status quo and attempting to question environmental methods and hence failing to double check his facts. He uses whatever is needed to justify his personal agenda. It is hence of no surprise that both Cool It and An Inconvenient Truth have sparked off much controversy while the earlier 2004s Darwins Nightmare is one largely praised by many. The documentary era has arrived where manipulation of data is no longer tolerated to make their points more convincing. Especially in this society where elites (and hence shapers of the world situation) become more intelligent, people are easily more outraged when blatantly deceived. Because Nichols four documentary modes are historically and textually intertwined, we have to use a discerning eye when addressing any queries or issues.

Comparing Characters in the Coen Brothers Miller’s Crossing and Willia

Comparing Characters in the Coen Brothers' Miller’s Crossing and William Kennedy's Legs The movie Miller’s Crossing and the novel Legs by William Kennedy have two characters that have a special quality, which adds dramatically to their characterization. The main character of Miller’s Crossing, Tom Reagan, and the main character from Legs; Jack Diamond shares many similar traits and symbolic equivalence. In particular they had an item that they wore or carried, and this item had the ability to show what is going on inside the character’s mind. Not only did the items have the ability to tell what was on their mind; it also has the ability to foreshadow. At times in the novel where their mind/conscience was tested, the use of their items determined the outcome. The body can not live without the mind, so it is important for the characters to remain close to these items that symbolize their mind or they will surly die. Tom Reagan had a dream in which his hat fell off his head and the wind blew it away. He did not run after the hat in the dream. However in reality he kept the hat close to him at all costs. The dream is the opening to the movie and is explained during a conversation with Verna. During the movie he is seen with the hat and without. The trend his hat wearing follows with when engaging in sex it is off, and actually gets its own scene of being thrown on to a chair or something of that nature. For the most part, it is also seen without his hat when somethin...

Role of agriculture

Agriculture is the dominant activity of poor countries such as Zimbabwe, which enhance our understanding of the dualistic. In the amplification of agriculture in economic development, a leading question is how agriculture contributes to economic growth and there seems to be a paradox in the role of agriculture in economic development. A well- known economist Simon Kuznets played an imperative role in coming up with the roles of agriculture to economic development; these embrace labour contribution, foreign exchange contribution and the market contribution.The agricultural sector has preserved its position in the contribution to Zimbabwe’s economic growth as seen by its appreciable contribution to the national Gross Domestic Product. For example, it has been eminent that the agricultural sector has made a convincing contribution to the national fiscus which was disturbed by unreliable rainfall patterns which hit some parts of the country in the last season. Also, agriculture ha s maintained pole position in terms of its input to economy’s growth, having contributed 33, 9 per cent to the country’s Gross Domestic Product in year 2010.Labour contribution, as one of the major macro-economic objectives of any government to diminish unemployment, agriculture plays a trivial role in economic development through the transfer of labour from the agricultural sector to other sectors of the economy, particularly to the industrial sector. In Zimbabwe agricultural sector stipulates income and employment not far from 60% to 70% of the total population, consequently agriculture is indeed an economy’s beef in Zimbabwe.Simon Kuznets also emphasized that the marginal productivity of labour is zero or close to zero, which means that when the marginal productivity of labour is zero, we can use the available labour that is from agricultural sector without affecting other sectors of the economy, which then advantage the economy as a whole. Foreign exchange c ontribution, despite the statistic that Zimbabwe is currently using the multicurrency system, therefore it still demands foreign currency in-order to import capital from other countries.The exportation of agricultural merchandises can resource the economy with foreign exchange for purchase of capital goods. In Zimbabwe most of our export earnings emanate from the agricultural sector with an input of about 40% of our total export earnings. The major contributors to the agricultural sector in Zimbabwe’s export are cash-crops such as tobacco and cotton, though cotton was not selling for this year’s harvest. Industrialization contribution, a large and cumulative segment of economic growth during the process of development can be qualified to agriculture’s contribution to agribusiness.These undertakings of the agricultural sector provision the production, marketing and retailing of foodstuff, clothing, beverages and other associated goods for both domestic consumptio n and exports. According to Davis and Goldberg (1957), thus primary agriculture grows and evolves, reflecting agribusinesses, while agribusinesses grow and evolve reflecting primary agriculture. Also provision of raw materials to industries by the agricultural sector moderates the rate of imports of a country, thus may as a result lead to balance of payment surplus of a country.In addition this diminishes the overall production costs of a firm as a result fair and affordable prices are charged, thereby increasing the demand for that particular product which will enforce producers to increase their level of output so as to meet the current demand, hence economic growth. Food contribution, since food is a fundamental wage good in a developing economy, diversification of the economy is therefore contingent upon domestic food producers producing a surplus, in excess of their own subsistence, which is large enough to feed a growing number of non-food producers.The agricultural sector fac tors in with a pivotal role in the supply of raw material to the food producers of the economy. Market contribution, the agricultural sector, because of its sheer size, must initially be the major market for domestic industrial products. Farmers’ expenditures on industrial goods that are both consumer goods and producer goods, represent one aspect of agriculture’s market contribution to general economic development.According to Milton and Luther (1964), as farmers’ purchases of industrial goods have their counterpart in inter-sectorial sales of agricultural goods; the agricultural sector’s market contribution also includes the sale of food or other farm products to the non-agricultural sector, being accelerated by the adoption of new agricultural technology. The role of production linkages to the process of industrialization. Production linkages channels the effect of an autonomous increase in final demand of the product for the given industry, not only o n the output of that industry and the industry supplyingit with inputs, but also on output of other industry supplying the second industry with inputs. Production linkages can be, backward or forward linkages. In general, production linkages quantify how several industries are connected together. Where poverty is a substantially rural phenomenon, which appears to be the case in most low-income countries, industrialization factors through raw materials to agro-processing industries for example food processing industries and textile.According to Alderman(1984),agro-processing industry can be defined, â€Å"as a subgroup of the manufacturing sector that processes raw materials and intermediary products derived from the agricultural sector†, for example forestry and agricultural crops. The founding of certain primary processing industries can lead to forward linkages, which is the ratio of intermediate output sales to other industries to a production sector of industry to the tot al value of sales to a final consumer.Backward linkages, measure the ratio of intermediate input purchases from other industries in that industry to the total value of the total production output. For example the metals and electrical sector provides a solid backward linkage to agricultural, mining and construction sectors, thereby increasing the overall output of a country and as a result this will increase the country’s Gross Domestic Product, consequently economic growth.In conclusion, agriculture is indeed important to economic development and also production linkages to industrialisation play a trivial role. However land reform also plays a crucial role to economic development through promoting equity, employment creation, market surplus and productivity. UNIVERSITY OF ZIMBABWE DEPARTMENT OF LINGUISTICS INFORMATION LITERACY SKILLS NAME FARAI MPOFU REG# R117753A COURSE ECON 211 YEAR 2012 QUESTION How would you evaluate internet information sources giving examples.

Epistemology and Knowledge Essay

Epistemology, or the study of knowledge, requires the scholar analyze the what, how, and why’s of their own knowledge. Asking these questions of themselves is essentially applying that which they have learned. There are different origins of knowledge as conceptualized by philosophers, educators, and scientists. Early philosophers defined knowledge as â€Å"justified true belief† (Cooper, pg. 23). In order for an individual to know something it must be true, he or she must believe it, and the belief in it must be justified or rationally reasonable. Later, early modern philosophers required knowledge to be proven and absolute. The scientific method was employed to provide proof for ideas and beliefs. The means by which knowledge is acquired varies. Feldman cites sources of knowledge as perception, expert testimony, memory, reasoning, and introspection (Feldman, 2003). As an educator, instructing primary age students on a daily basis, I must not only have great insight into what I believe, but I also must have insight into my student’s knowledge as well. Instructors need to know a number of things about their students, such as: Do the students have adequate prior knowledge to understand the new material being presented? Are the students sufficiently motivated to engage in the cognitive tasks required of them? Does the information fit an existing scheme of knowledge or will it require some alteration of current understanding? Understanding what my student know and at what depth they are able to apply that knowledge guides my instruction. My natural curiosity, a natural inclination for question, and a need for answers motivate the search for explanations. Knowledge and wisdom give an understanding of our position, role, and function in the world. Achterbergh and Vriens (2002) stated, â€Å"The role of knowledge in generating appropriate actions is that it serves as a background for articulating possible courses of action (articulation), for judging whether courses of action will yielded the intended result and for using this judgment in selecting among them (selection), for deciding how actions should be implemented and for actually implementing action (implementation)† (pg. 223). Knowledge enables interpretation of experiences, predictions of consequences, and provides the ability to make informed decisions. My own personal epistemology is a product of each of these views. Personal experiences have a major influence on beliefs and should be an acceptable source of knowledge but not the only consideration when acquiring knowledge. There is also a place for the scientific method which offers proven data to base knowledge. For me, knowledge is a product of reasoning (Feldman, 2003). I derive knowledge from information imported through different modes and from various sources, such as personal experiences, advice from experts, and data. These inputs of information are cognitively processed and filtered with the reference to past experience and prior knowledge to become new â€Å"justified true beliefs† (Cooper, ). Thus, knowledge acquisition is a process involving the collection of raw data or information, reasoning, and judgment making. For example, after my students have taken a test, I look at the data, think about the patterns in the data, or the lack of a pattern using prior knowledge and experiences as a filter. Finally, I decide what my next step or strategy will be. Do I need to reteach the subject because the pattern suggests that most of my students did not fully understand the skill or concept? Or do I move on to another more complex skill or concept because my students have proven themselves knowledgeable? It is in this way that I acquire knowledge and apply that knowledge to planning lessons for my students. Many of my colleagues rely solely on the scientific method to make decisions in regards to student learning. They are satisfied with looking at a spreadsheet full of data and believe that it tells the complete story in regards to students. They are also under the assumption that scores derived from a series of multiple choice tests given on a set of skills will reveal if a student has acquired the desired knowledge. Basing grades on these tests is also appropriate. I do not believe that this tells the full story of my student’s knowledge. These tests may demonstrate the ability to regurgitate this knowledge within a certain context, but out of this context this may not be true. I do, however, use this data to help inform many of my decisions, however, I do not make decisions based exclusively on this data. There must be a balance  of reasoning, using my 16 years of experiences and training, as well as raw data tells a more complete story of my student’s knowledge and abilities. I have worked for Porterville Unified School District (PUSD), in Porterville, California, my entire career. PUSD’s vision and mission statements read as follows: â€Å"PUSD students will have the skills and knowledge to be prepared for college and career and to make a positive impact in a dynamic global society. The mission of PUSD is to provide students a dynamic, engaging and effective educational experience that prepares them with the skills to be productive citizens in a global society. † As a result, it is perceived that all students will develop and demonstrate â€Å"critical thinking and problem solving skills; cultural awareness and the ability of collaborate with diverse groups; effective communication skills of listening, speaking and writing; creativity and innovation; leadership, self-management and organizational skills obtained through real world applications and community involvement; (and) the ability to navigate the global world of work and further their education (Porterville, 2012). † Porterville Unified (PUSD) has given explicit expectations for what students should know at the end of their educational career with the district, how students get to these end goals is a little less clear and left to the judgment of the teachers. There are some expectations of teachers and lessons presented to students given by the district. Many professional development hours have been spent on instructing teachers about the specific things that administrators will look for as they do brief observations of classroom instruction. The expectations include teaching explicitly to the essential standards; posting of the essential standard being taught; 80% student engagement during the lesson; display of exemplary work; higher order questioning and thinking skills. Administrators collect this data and share it with grade levels and school wide to help teachers focus on areas that are lacking. Administrator walk-throughs give a quick snap shot of the type of teaching and learning taking place during a lesson and they help to build a holistic picture of the teaching methods and resources being used (Hetzner, 2011). PUSD has placed an emphasis on the strategies needed for effective lessons and, in turn, effective student learning. As a 4th grade teacher for Porterville Unified School District, my task is to create daily lesson plans that serve to guide me as I teach my students. My first step in creating these lessons is to determine my student’s level of prior knowledge. I can accomplish this by looking at formal and informal assessments and data. Observation of this data gives me a better understanding of what my next steps with my student should be. In some cases, I need to go back and reteach skills, while in other cases I can teach my students a new skill. I have to make an informed decision as to what cognitive level I need to teach to next. Awareness of how my students are performing as well as where I need to be as far as pacing and staying on track to get through all the skills needed to be taught within the year are vital to my daily task as a 4th grade teacher. As I compare my personal epistemology with that of my district, I realize that I spend more time assessing data after the lesson has been taught while the district places more emphasis on data collected during a lesson. Both of these approaches are valuable and, in fact, the district does place value on the end result (i. e. State test scores), however, there is little action that can take place after the end of the year data is collected. PUSD has placed and emphasis on good instruction because they see it as the road to a good education, as well as, the skills and goals they have set in the mission and vision statements. Our epistemologies align in that we both rely on the research of experts. I trust, as does PUSD, that the data given by experts is valuable to our own knowledge and it should guide how I teach my students. The district also views its teachers as experts in the field and has given many freedoms in the presentation and uses of resources when teaching students. As I reflect on my school districts focus as compared to me I realize that even though our epistemologies are not exactly aligned we are aligned in our focus of the students. Students come first. That means I will use whichever strategies I need to in order to create effective student learning. Reviewing test scores and planning lessons are vital to student learning, however, I have been so centered on what I am teaching that my students have not been engaged as well as they could be and thus have not learned the subject matters to their full potential. Also, although pacing is important, it should not be of top priority. Top priority should be assessing my students during the lesson and changing strategies, or even the skills being taught, if my students are not engaged. There is no point in plowing through a lesson if the majority of my students are not listening to what is being taught. This new insight will definitely help to drive my instruction and will help make me a more effective teacher. References: Achterbergh,J. , Vriens, D. (May-June 2002). Managing viable knowledge. â€Å"Systems Research and Behavioral Science. † V19i3p223 (19). Cooper, D. E. (Ed. ). (1999). Epistemology: The classic readings. Malden, MA: Blackwell. Feldman R. (2003). Epistemology. Upper Saddle River, NJ: Prentice Hall. Hetzner, Amy, 2011. Walk-throughs give school administrators firsthand view of staff in action. JSOnline: Milwaukee, Wisconsin Journal Sentinel. May 14, 2011. Retrieved on November 20, 2012 from: http://www. jsonline. com/news/education/121843078. html Porterville Unified School District, 2012 . PUSD: Vision and mission statements. Retrieved on November 20, 2012 from: http://dnn. portervilleschools. org/dotnetnuke/District/VisionMission. aspx.

Play in as much detail as possible Essays

Play in as much detail as possible Essays Play in as much detail as possible Essay Play in as much detail as possible Essay People experience a huge range of emotions in their lifetime, in Romeo and Juliet; Shakespeare shows his audience a wide range of emotions through his characters, the following events and the action of the play.The audience sees characters playing several emotions and can understand how and why the characters are feeling these emotions.Indeed, by the end of Romeo and Juliet the audience would feel quite emotionally drained by what they had just seen on stage.Anger is portrayed as a very powerful emotion in this play; it is one of the reasons that the two families Montagues and the Capulets cant make the peace. I think that the two young groups are angrier than there parents in the first part of the play e.g. what! Dawn and talk of peace? I hate the word as I hate hell, all Montagues and thee this is said by Tybalt in act I scene1, a Capulet to one of the Montagues at the gas station where the Montagues plead peace. Tybalt is angry because he thinks that because his uncle is in a feu d with his rival he has to start a fight with the enemy to impress his uncle. This is a god example because it starts the story in anger, which makes Romeo and Juliets love in the middle of all the negative emotions seem lost and hopeless.You dont see much anger in the parents until the end of the play e.g. out you green sickness carrion! Out you baggage! You tallow face. This is said by lord Capulet in act 3 scenes 5 when he is in a rage with Juliet because she wont marry Paris because she is still in love with Romeo even though he killed her cousin and has been exiled. I think that her father may be angry with her because she still loves him and not only is he the enemy he killed his nephew. Her father actually hits her and starts shaking her quite roughly, he also strikes her mother when she tries to pull him off Juliet. Juliet is left to the comfort of the nurse who looks after her.Grief is not shown until Tybalt is killed e.g. my wife is dead tonight! Grief of my sons exile ha th stoppd her breath. What further woe conspires against my age? this is said to the prince in act 5 scene 3. I think that this could be that he is trying to appeal to the princes nature to let Romeo back into the city because it is causing others grief. This shows that he does care about his son because through out the play Romeo and his parent dont appear have much of a relationship.Also lady Capulet appeal to the prince for justice against Romeo, I beg for justice, which thou, prince must give. Romeo slew Tybalt: Romeo must not live. She doesnt seem to care that Tybalt killed Mercutio when Romeo was trying to convince Tybalt that he meant peace. She seems to have a more serious relationship with Tybalt than everyone thinks so maybe she grieved more than most because he meant more to her.Hatred is the strongest emotion in this play; it is clearly seen that the feud between the Capulet and the Montagues is truly hatred and that their children grew up with that so they know no diffe rent. Tybalt see Romeo at his party and sees everybody laughing at him because he would let it pass, instead he speaks to his uncle uncle, this is a Montague, our foe, a villain that is hither come in spite, to scorn at our solemnity this night I think that Tybalt enraged that they come to spite his family and the name he honours. Indeed his uncle does not want a scene at his party he has prepared, he tells Tybalt to leave it; he hits Tybalt to get though to him that he doesnt want a scene at his party. It could be that he has grown tired of this violent feud and has matured although he does seem a violent man though out the whole play.Mercutio hates the Capulets although he has no family ties with the Capulets or the Montagues. Something in the way he acts around Romeo makes me think the he values the friendship more than Romeo does. O calm dishonourable, vile submission Tybalt you rat catcher, will you walk? This is said it Tybalt from Mercutio in act1 scene2.This is when Tybalt f irst approaches Romeo at the beach with the intent of killing him of at least do him harm, instead he finds that Romeo is not there so he starts on Mercutio. Mercutio taunts him making him angrier and angrier. When Romeo turns up he pleads peace with Tybalt but he is all in a rage and you can clearly see that he truly hates Romeo and as he tries to harm him, Mercutio steps in the way therefore harming him. It is after this that Romeo hates Tybalt for what he has done and acts rashly and retaliates with dire consequences.Love is the main theme of this play for it is what the story is based on, the love that is forbidden. I think that it is cruel to deny their childrens love for the sake of a feud and the love seems lost in the middle of all the ill feelings of the rivals.It is not only the love between Romeo and Juliet but of friends and family.If thou bent on love honourable, they purpose marriage, send me word tomorrow where and what time thou wilt perform the rite. Juliet to Romeo says this in act 1 scene 2.I think that when she and Romeo have declared their love for each other, all thats left for them to do is marry, because they know that if anyone found out before they were wed they would never see each other again.Juliets mother, Lady Capulet says to Juliet about the marriage proposal from Paris the valiant Paris seeks you for his love. It seems that her parents cant see how wrongly suited for her Paris is, and how in love with Romeo she is later in the play.Her father tries to force her into marrying Paris, because he wants her to have a good life and he thinks that his choice of husbands is the right choice and nobody should question that.Juliet shows how true her love for Romeo is when she fakes her death in order to get out of her marriage to Paris.Although fear is present in this story it seems that both sides of this feud are fearless to some point. When the fight is in action it seems that both sides show no fear. I think that the only fear shown is when the friar fears that Romeo does not know the plan and thinks that his love is really dead. Also when Juliet fears that her family will deny her love e.g. bondage is hoarse, and may not speak aloud with repetition of my Romeos name this is said when Juliet fears that her family will harm Romeo for loving Juliet in act 2 scene 2.Indeed she is scared of what her father might do but at the same deeply in love with Romeo to worry too much about what she is doing.As I said the friar that gave Juliet the poison is fearful because he knows that Romeo does not know that it is poison and not death. He rushes to sends word in another letter but alas he is too late.Despair means complete lack of hope and I think that quite often Juliet feels that there is no hope for her and Romeo e.g.My only love sprung from my only hate! Too early seen unknown and known too late! Prodigious birth of love to me, that I must love a loathed enemy. Juliet says this in act 1 scene 5. In some ways she is q uite right in this because his father is her fathers rival so in turn she must hate him to. But she loves him and this is why she despairs.O Romeo, Romeo where fore art thou Romeo? Deny thy father and refuse thy name; or, if thou wilt not, be sworn my love, and Ill no longer be a Capulet. This is said Romeo by Juliet act 2 scene 2. This is sort of love and despair in the case that she is despairing because she loves Romeo but he is forbidden, and love because she loves him so much that she would refuse her name and take his which would mean abandon her own family.I think that passion differs very much from love in a way that it is almost lust e.g. o trespass sweetly urgd! Give me my sin again This is said by Romeo to Juliet in act 1 scene 5. This is when she kisses him and he is asking for more, but it is a sin because she is not wed to him and she is supposed to be pure for her husband.I think that it is not only love that tells the story but passion too.This was thought of Romeos first love, for he thinks that he is in love with rosaline who should be married to him, organised by her father, even though he has never met or seen her. Show me a mistress that is passing fair: what doth beauty serve but as a note thou canst not teach me to forgetThis is said to Benvolio, Romeos cousin by Romeo about rosaline in act 1 scene 1.Romeo is in love with the idea of love and is so rapped up in the spirit of his love that until he meets Juliet he mistakes excitement for love.Violence seems to me of more of an action rather than an emotion but it is a grate feeling in this play e.g. now by stock and honour of my kin, to strike him dead I hold it not a sinTybalt says this to all montages in act 1 scene5. I said that I thought violence more of an action than an emotion, but you can clearly see here that Tybalt is feeling violence and although he doesnt kill Mercutio until later in the play I think that he really does want to kill all montages for the sake of honour in this family feud. Also I think that Tybalt doesnt consider it a sin to kill all Montagues for he is in the right and they do not deserve the right to live in his eyes.In conclusion I feel that all the emotions contribute to this masterpiece although critics have said the story is a love and hate storyline all the other emotions bring it together.William Shakespeare has included the most intense and intimate emotions and used them to there full extent.

Concussion Paper Essay Example

Concussion Paper Essay Example Concussion Paper Essay Concussion Paper Essay The brain is a very delicate and complex organ It is located inside the head and controls everything we do from movement our five senses emotions thoughts memory breathing our heartbeat digesting food and our speech The brain is made of a gelatin like substance and is protected by cerebrations fluid and the skull So imagine what would happen to our brain if it would get damaged Anything that our brain controls could be altered either temporarily or permanently Brain injury kills more individuals under the age of twenty than any other cause combined Brain injury caused by head trauma is the greatest killer under the age of fort five and the greatest cause of disability in people under froufrou . Ithaca College) This head trauma is called a Concussion When a person suffers a concussion the brain suddenly shifts or shakes inside the skull and can hit against the skulls bony surface A hard hit to the body can result in an accelerationdeceleration injury when the brain brushes against pro truding pa arts of the inner skull There are also other forces that can cause a rotational injury where the brain twists , potentially shearing of the brains nerve fibers In either case neural pathways in the brain can come damaged and cause neurological disturbances On impact the brain bumps into the interior of the skull where it is hit as well as on the opposite side resulting in damaging bruises at two different sites in the brain called coup and the contractor . Concussions involve more than just the primary injuries . They have secondary injuries that appear several hours or days after the trauma . These injuries quite often cause significant longer effects, include brain damage cognitive defects psychosocial/behavioral/emotional changes and bodily damage It is currently unknown what exactly happens to the brain cells but t appears that there is a change in the chemical function . This puts the cells in a very vulnerable State Notes the actual structure of the brain tissue but how the brain is working . During this time period the brain is not functioning normally and is more susceptible to a second he d injury Concussions are a result of a collision with another object This collision can be either direct or an indirect hit to the head or body Sometimes a blow to the head can lead to bleeding in or around the brain causing prolonged drowsiness and confusion that can develop right away or take a few days to appear Bleeding can be very fatal and will require monitoring in the hours afterward and emergency care if symptoms worsen There are many risk factors that can lead to a concussion . Contact sports like football hockey soccer rugby and boxing Volleyball baseball tennis and softball all include the opportunity for a ball to hit an athlete in the head which can result in a head In the United States there are approximately three hundred thousand concussions suffered by at helmets a year and thirteen percent of them happen in practice . (Ithaca College, Concussion Facts) Why are sport s the leading cause of concussions? Well to help put this into perspective a bit; the NFG has claimed that the average player will receive an estimated nine hundred to fit en hundred blows to the head per season A tackle from a stationary player is twenty miles per hour . The impact speed of a hit from a professional boxer is twentieth miles per hour . A header in soccer is approximately seventy miles per hour (Concussion F-acts) Others that may be more prone to the risk may include vehicle collisions pedestrian or bicycle accidents soldiers involved in combat victims of physical abuse and those who have had a previous concussion . It is also very Common for young children or older adults to become concussed after a bad fall . Nearly half a million emergency room visits are children ages zero to fourteen with traumatic brain injuries Symptoms can vary from person to person. They can be subtle and not mime dilated apparent or they can show right away No two concussions are the same so signs and symptoms can be a little different Symptoms can last for days weeks or even longer More immediate symptoms involve headache or a feeling of pressure in the head temporary loss Of consciousness confusion or feeling as if youre in a fog amnesia surrounding the event dizziness or seeing stars or black spots ringing in the ears nausea vomiting slurred speech delayed response to questions appearing dazed and fatigue Symptoms that are most likely to be delayed are concentration and memory complaints irritability and other personality changes sensitivity to light and noise sleep disturbances psychological adjustment problems and depression and disorders of taste and smell Sometimes it can be hard to determine if a young child has a concussion or n to . Some of the common concussed children symptoms are similar to the symptoms of tee thing . If there is ever any doubt monitor them closely and take them to a doctor Children may experience Listlessness and tiring easily irritability and crankiness dazed appearance, loss of balance and unsteady walking excessive crying, change in eating and/or sleeping patterns and a lack of interest in their favorite toys Seeking emergency care as soon as severe symptoms occur can be the differed once between prolonged symptoms and permanent brain injury If the individual is experiencing repeated a loss of consciousness lasting longer than thirty seconds , a headache that gets worse over time major changes in behavior hanged in physical coordination such as stumbling or clumsiness confusion or disorientation with recognizing people or places , slurred speech or other changes in the speaking patter seizures vision or eye disturbances like dilated pupils or unequal size lasting or recurring dizziness obvious difficulty with mental function or physical coordination symptoms that worsen over t ime and any large head bumps or bruises in areas other than on the forehead which is especially important in infants under towel eve months . It is extremely important for parents coaches and athletic trainers to keep an eye on their athletes Approximately sixty percent of teens who suffered a concussion did not fee el that it was serious enough to tell an adult It is assumed that if you are knocked unconscious your concussion is worse than if you are not Only ten percent Of all concussions involve a loss Of (11 facts) In fact some athletes have been knocked unconscious and didnt have any lasting problems My sister was playing basketball at the gym She went for a lay-up but got her legs took from under her and landed on her head . The guys that were with her said she was knocked unconscious She missed the last three months of school due to headaches but since then as not had any problems There are about seven major complications that can occur with a head injury . The first is Epilepsy people who have had a concussion double their risk Of developing epilepsy w tit the first five years after the injury The second is the cumulative effects of multiple brain injuries . Individuals who have had multiple concussive brain injuries over the course o f their lives may acquire lasting even progressive impairment that limits their ability to function Thirdly some people begin having postcolonial syndrome which involves headaches , dizziness and thinking faculties a few days after a concussion The symptoms can continue for weeks or even months after the concussion The fourth complication would be postgraduates headaches . Some people experience headaches within a week to a few months after their injury . Individuals can also experience postgraduates vertigo up to months after a concussion which is a s ensue of dizziness or spinning Number six on the list is the second impact syndrome . Some people may experience a second concussion before signs and symptoms of a first concussion have re solved . This can result in rapid and usually fatal brain swelling Often times with brain swelling the individual will feel a sense of pressure in their head and even some cerebrations fluid I sneaking out of their ears and/or nose And lastly on the list of major complications would be the levels of the brain chemicals They are usually altered after a concussion and it can take about a week for t hem to stabilize again Going to see a licensed health professional about a concussion is usually a go odd idea not matter how serious the brain injury is The doctor will perform a series of simple tests . First they will do a neurological examination This will involve testing vision hearing strength and sensation balance coordination and then reflexes A cognitive exam will be next and test the ability to recall information concentration and memory After these two exams are done the doctor may ask for imaging tests A cranial computerized tomography (CT) scan uses a series of grays to read the jurisdictional images of your skull and brain .

World War II Fighter Grumman F6F Hellcat

World War II Fighter Grumman F6F Hellcat Having begun production of their successful F4F Wildcat fighter, Grumman began work on a successor aircraft in the months before the Japanese attack on Pearl Harbor. In creating the new fighter, Leroy Grumman and his chief engineers, Leon Swirbul and Bill Schwendler, sought to improve upon their previous creation by designing an aircraft which was more powerful with better performance. The result was a preliminary design for an entirely new aircraft rather than an enlarged F4F. Interested in a follow-on aircraft to the F4F, the US Navy signed a contract for a prototype on June 30, 1941. With the US entry into World War II in December 1941, Grumman began utilizing data from the F4Fs early combats against the Japanese. By assessing the Wildcats performance against the Mitsubishi A6M Zero, Grumman was able to design its new aircraft to better counter the nimble enemy fighter. To aid in this process, the company also consulted noted combat veterans such as Lieutenant Commander Butch OHare who provided insight based on his firsthand experiences in the Pacific. The initial prototype, designated XF6F-1, was intended to be powered by the Wright R-2600 Cyclone (1,700 hp), however, information from testing and the Pacific led it to be given the more powerful 2,000 hp Pratt Whitney R-2800 Double Wasp turning a three-bladed Hamilton Standard propeller. A Cyclone-powered F6F first flew on June 26, 1942, while the first Double Wasp-equipped aircraft (XF6F-3) followed on July 30. In early trials, the latter showed a 25% improvement in performance. Though somewhat similar in appearance to the F4F, the new F6F Hellcat was much larger with a low-mounted wing and higher cockpit to improve visibility. Armed with six .50 cal. M2 Browning machine guns, the aircraft was intended to be highly durable and possessed a wealth of armor to protect the pilot and vital parts of the engine as well as self-sealing fuel tanks. Other changes from the F4F included powered, retractable landing gear which had a wide stance to improve the aircrafts landing characteristics. Production and Variants Moving into production with the F6F-3 in late 1942, Grumman quickly showed that the new fighter was easy to build. Employing around 20,000 workers, Grummans plants began to produce Hellcats at a rapid rate. When Hellcat production ended in November 1945, a total of 12,275 F6Fs had been built. During the course of production, a new variant, the F6F-5, was developed with production commencing in April 1944. This possessed a more powerful R-2800-10W engine, a more streamlined cowling, and numerous other upgrades including a flat armored-glass front panel, spring-loaded control tabs, and a reinforced tail section. The aircraft was also modified for use as the F6F-3/5N night fighter. This variant carried the AN/APS-4 radar in a fairing built into the starboard wing. Pioneering naval night fighting, F6F-3Ns claimed their first victories in November 1943. With the arrival of the F6F-5 in 1944, a night fighter variant was developed from the type. Employing the same AN/APS-4 radar system as the F6F-3N, the F6F-5N also saw some changes to the aircrafts armament with some replacing the inboard .50 cal machine guns with a pair of 20 mm cannon. In addition to the night fighter variants, some F6F-5s were fitted with camera equipment to serve as reconnaissance aircraft (F6F-5P).​ Handling Versus the Zero Largely intended for defeating the A6M Zero, the F6F Hellcat proved faster at all altitudes with a slightly better climb rate over 14,000 ft, as well as was a superior diver. Though the American aircraft could roll faster at high speeds, the Zero could out-turn the Hellcat at lower speeds as well as could climb faster at lower altitudes. In combating the Zero, American pilots were advised to avoid dogfights and to utilize their superior power and high-speed performance. As with the earlier F4F, the Hellcat proved capable of sustaining a great deal more damage than its Japanese counterpart. Operational History Reaching operational readiness in February 1943, the first F6F-3s were assigned to VF-9 aboard USS Essex (CV-9). The F6F first saw combat on August 31, 1943, during an attack on Marcus Island. It scored its first kill the next day when Lieutenant (jg) Dick Loesch and Ensign A.W. Nyquist from USS Independence (CVL-22) downed a Kawanishi H8K Emily flying boat. On October 5-6, the F6F saw its first major combat during a raid on Wake Island. In the engagement, the Hellcat quickly proved superior to the Zero. Similar results were produced in November during attacks against Rabaul and in support of the invasion of Tarawa. In the latter fight, the type claimed 30 Zeros downed for the loss of one Hellcat. From late 1943 forward, the F6F saw action during every major campaign of the Pacific war. Quickly becoming the backbone of the US Navys fighter force, the F6F achieved one of its best days during the Battle of the Philippine Sea on June 19, 1944. Dubbed the Great Marianas Turkey Shoot, the battle saw US Navy fighters down massive numbers of Japanese aircraft while sustaining minimal losses. In the final months of the war, the Kawanishi N1K George proved a more formidable opponent for the F6F but it was not produced in significant enough numbers to mount a meaningful challenge to the Hellcats dominance. During the course of World War II, 305 Hellcat pilots became aces, including US Navy top scorer Captain David McCampbell (34 kills). Downing seven enemy aircraft on June 19, he added nine more on October 24. For these feats, he was awarded the Medal of Honor. During its service in World War II, the F6F Hellcat became the most successful naval fighter of all time with a total of 5,271 kills. Of these, 5,163 were scored by US Navy and US Marine Corps pilots against a loss of 270 Hellcats. This resulted in a remarkable kill ratio of 19:1. Designed as a Zero Killer, the F6F maintained a kill ratio of 13:1 against the Japanese fighter. Assisted during the war by the distinctive Chance Vought F4U Corsair, the two formed a lethal duo. With the end of the war, the Hellcat was phased out of service as the new F8F Bearcat began to arrive. Other Operators During the war, the Royal Navy received a number of Hellcats through Lend-Lease. Initially known as the Gannet Mark I, the type saw action with Fleet Air Arm squadrons in Norway, the Mediterranean, and the Pacific. During the conflict, British Hellcats downed 52 enemy aircraft. In combat over Europe, it was found to be on par with the German Messerschmitt Bf 109 and Focke-Wulf Fw 190. In the postwar years, the F6F remained in a number of second-line duties with the US Navy and was also flown by the French and Uruguayan navies. The latter used the aircraft up until the early 1960s. F6F-5 Hellcat Specifications General Length:  33 ft. 7 in. Wingspan:  42 ft. 10 in.Height:  13 ft. 1 in.Wing Area:  334 sq. ft.Empty Weight:  9,238 lbs.Loaded Weight:  12,598 lbs.Maximum Takeoff Weight:  15,514 lbs.Crew:  1 Performance Maximum Speed:  380 mphCombat Radius:  945 milesRate of Climb:  3,500 ft./min.Service Ceiling:  37,300 ft.Power Plant:  1Ãâ€" Pratt Whitney R-2800-10W Double Wasp engine with a two-speed two-stage supercharger, 2,000 hp Armament 6Ãâ€" 0.50 cal. M2 Browning machine guns6 Ãâ€" 5 in (127 mm) HVARs or 2 Ãâ€" 11 ¾ in Tiny Tim unguided rocketsup to 2,000 lbs. of bombs Sources World War II Database: F6F HellcatAce Pilots: F6F HellcatMilitary Factory: F6F Hellcat

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

Respond - Essay Example ary audience for the presentations of Davis & Shadle are the college students and the main concern drawn is the essence of the research writing as an exposure to a broad body of knowledge and personal development that comprise of the perception view and understanding of the world and the cognitive levels. Importantly, the method of starting the students in the research journey is the exposure to the published texts that initiates the motion and rest on the zones of the subject, forms and the culture, (Davis & Shadle 55). Davis and Shadle raises the concern and the importance of the research writing in the college academic progress, the grievances are presented to the students, the extent to which the research contributes to the intellectual development of a student at the college level. The presentations of the multi-genre, the multimedia text depicts how the travelers learn through under the curiosity and friendliness, (Davis & Shadle 55-56). Davis and Shadle assess the multiple disclosures to all the subject areas of interest and subject the college students to follow to the destination. The examples depict and illustrate emphasizes the form of suggesting that the culture only makes sense in the horizon of forms, appearance, values and appearance of the real world of that surrounds the students. The inquiry are based on the appreciation of the familiar as well as the problematic daily lives that are aimed at the fulfillment of the process of transformation while the topics of the research remains to be of inquisitive critique all round, ( Davis & Shadle 58-59). They advocate that the students to carry out research on the topical issues that are prone to the criticism to which the facts are developed. Davis and Shadle argue that the primary concern and the reason for Research narrow down to the level of the knowledge acquired by the individual student in the academic progress at the college level. Further, the emphasis is given to time and history that forms the

PERSONAL LETTER Essay Example | Topics and Well Written Essays - 250 words

PERSONAL LETTER - Essay Example The entertainment and communication field is not something that I am unfamiliar with since I grew up exposed to the various facets of the field as my mother worked as an editor. I have always dreamed of completing higher studies in this field because of my mothers inspiration. This dream has a solid basis in my internship at Phoenix Satellite Television where I learned the intricacies of film editing and how it applies to the concept of program production. The SI program and internship will only last for one semester and will offer me the opportunity to put my Economics class theories into practice as I work in the highly competitive and notable entertainment offices in Los Angeles. By doing so, I will be able to further hone both my Economics know how and communication ability. After having spoken to my Economics course adviser, I have discovered that it would be highly possible to merge my current studies in economics and the entertainment courses I shall be taking online by seekin g an internship in the accounting or finance departments of music, television, or movie studios. I consider the opportunity to apply for acceptance at SI to be the perfect opportunity to merge my two highly different fields of interest into one. This is a once in a lifetime opportunity that anybody who has the same interests as I would not dare to pass up. I am highly confident that I shall return to our College of Economics a much more rounded and better skilled person because of the opportunities the program offers that are not readily available to simple Economics students. Part of my plan upon my return to our college is to share my new found knowledge and experience with my classmates so that they too may benefit from my more advanced and intricate studies of Economics and Communication in real world applications. Thank you for taking the time to read my

The Story of an immigrants life Essay Example | Topics and Well Written Essays - 1250 words

The Story of an immigrants life - Essay Example The reasons why people change the place of their living are very different. In some cases it is connected with financial problems, in others with various types of segregation and so forth. The most important thing is that change of the familiar atmosphere may bring the person to the change of all his values and purposes. The aim of this work is to analyze the cultural event connected with the history of my family and include the detailed reflection on how this story affected the sense of my identity. My story starts with the city of Bangladesh, which declared its independence in December 16, 1971. The new country faced constant contradictions between the official authorities and the ambitious struggle to move forward and achieve the success. In 1995, my uncle Ahmadur Rahman moved to the USA with his family in order to provide his children with the better life conditions. His family would have never left Bangladesh, if they knew about all troubles outside the city.

Evaluate a Complex Decision Essay Example | Topics and Well Written Essays - 750 words - 1

Evaluate a Complex Decision - Essay Example I called the friend who had caused the problems at the work site into my office. I reeled into him, yelling at him for being so stupid and costing the company a very important sales contract. He had previously in the week told me how good the job was going, and perhaps if he had earlier mentioned to me the problems I could have solved them. I told him because of his neglect he was to be fired and that there was no discussing this matter, as I then had to go and try to patch things up with the company and hope to regain our contract. I then called the company and begged for the contract back. They told me that due to the efforts of that one person, they had already given the contract to somebody else. There were giving me the same treatment I had just given my employee, and were not further discussing the matter. Now looking back at the decision, I see that there were several other ways I could have gone about it. Looking at the formal methods of decision making addressed in this class, I now see that there were many other ways I could have better addressed the situation and come to possibly a better outcome. After my call with the company I realized that I was being just as rash as they were, and that I possibly should have at least listened to my friend’s side of the story before firing him. I was not sure if he would come back to work at the company after how I had treated him, but I at least wanted to given him the fair chance to tell me what had happened. However, I never got to find out, as he still won’t return any of my calls, and I have heard rumors that he has a new job elsewhere. To make matters even worse, I received a call from the company today, stating that the complaints against my worker were dropped, and were actually deemed to be their fault. They issued an apology and renewed our contract, and I felt horrible for how I had treated

Phenomenology and Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Phenomenology and Philosophy - Essay Example We may use our senses to make up our minds and pass judgment on certain issues but not to arrive at knowledge as such. Accordingly, and as stated, it is quite safe to say that the primary difficulty that a student faces when reading through Husserl's Phenomenology is that it forwards a different process of knowledge acquisition and the formulation of ideas than we have been conditioned to operate by. Despite the fact that Husserl's philosophy is quite different from the way in which we have been normally trained to think, leading to difficulty in fully understanding him, once we open our minds to his argument and his thoughts and consider them carefully, we are hit by the dawning realization that not only is Husserl's phenomenology directly relevant to the contemporary world but, in a way expressed ideas and conceptualizations of knowledge that exist in most cultures and in many schools of philosophy. This is especially evident in his discussion on "transcendental idealism" (40) and "phenomenological reduction" (41). As defined by G. As defined by G. Boland in "Phenomenology and Philosophy," phenomenology refers to a "20th-century philosophical movement dedicated to describing the structures of experiences as they present themselves to consciousness, without recourse to theory, deduction, or assumption from other disciplines such as the natural sciences." In other words, phenomenology is a school of philosophy which states that knowledge may be, and is, obtained from the senses and by experiences, and not only by the methods of science. Although such a statement on cognitive knowledge appears so obviously true that it requires no philosophical theories to argue on its behalf, the fact is that the growing reliance on scientific knowledge as compared to the decreasing dependence on, and trust in, the types of knowledge sources argued by this philosophy determine its importance and necessity. Not only that, but phenomenology, like other schools of philosophy, does not only state theories as such bu t precisely defines the intent of those theories and the scope which they cover. It is within the context of attempting to define precisely what phenomenology embraces and determine the types of knowledge that it can be cognitively produced, that Husserl undertook his philosophical inquiry and theorization. Husserl, a German philosopher, is considered one of the founders of the phenomenology school of philosophy and, in fact was the first to use the term, "phenomenology" (Bogland). As stated by Bogland, the main aim of Husserl's philosophical writings and studies was to the examination of "the structures of consciousness that enable consciousness to refer to objects outside itself." Doing so determined a complete focus on the human mind itself and the process of idea formation that occur within its limits. This process in which the mind itself, and nothing beyond it is studied, is referred to as "transcendental reduction" (Husserl, 12) and as "phenomenological reduction" (41). One of the interesting aspects of the human mind that Husserl called attention to is the fact that the mind is not only limited in thought and consideration to objects and things that actually do exist, but has

Personnel Planning And Recruitment Essay Example | Topics and Well Written Essays - 500 words

Personnel Planning And Recruitment - Essay Example This method enables the better use of internal talent since an employee can be moved to a job at which he/she performs better. The downside is that appropriate candidates might just not be available for some vacancies internally therefore leading to placement of unsuitable individuals. Another is Promotions which involve an employee being moved to a higher ranking position. They are a source of motivation and encouragement to the workers. However, they may lead to conflict among the employees seeking for promotion to the vacancies available. External sources on the other hand have to be acquired from outside the organization. One example is placement agencies which are private firms conducting recruitment activities on behalf of organizations at a fee, the advantage of this is it assists organizations to acquire necessary competencies. They however increase the cost of recruitment. Another is press advertisement of vacancies in journals and newspapers. The main advantage of this meth od is its wide reach. It is however time consuming as well as costly (Tellis, 2004). Evaluation of Job Ads The jobs ads evaluated were posted on the internet. They all follow the principal of AIDA (Attention, Interest, Desire, and Action).

Phenomenology and Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Phenomenology and Philosophy - Essay Example We may use our senses to make up our minds and pass judgment on certain issues but not to arrive at knowledge as such. Accordingly, and as stated, it is quite safe to say that the primary difficulty that a student faces when reading through Husserl's Phenomenology is that it forwards a different process of knowledge acquisition and the formulation of ideas than we have been conditioned to operate by. Despite the fact that Husserl's philosophy is quite different from the way in which we have been normally trained to think, leading to difficulty in fully understanding him, once we open our minds to his argument and his thoughts and consider them carefully, we are hit by the dawning realization that not only is Husserl's phenomenology directly relevant to the contemporary world but, in a way expressed ideas and conceptualizations of knowledge that exist in most cultures and in many schools of philosophy. This is especially evident in his discussion on "transcendental idealism" (40) and "phenomenological reduction" (41). As defined by G. As defined by G. Boland in "Phenomenology and Philosophy," phenomenology refers to a "20th-century philosophical movement dedicated to describing the structures of experiences as they present themselves to consciousness, without recourse to theory, deduction, or assumption from other disciplines such as the natural sciences." In other words, phenomenology is a school of philosophy which states that knowledge may be, and is, obtained from the senses and by experiences, and not only by the methods of science. Although such a statement on cognitive knowledge appears so obviously true that it requires no philosophical theories to argue on its behalf, the fact is that the growing reliance on scientific knowledge as compared to the decreasing dependence on, and trust in, the types of knowledge sources argued by this philosophy determine its importance and necessity. Not only that, but phenomenology, like other schools of philosophy, does not only state theories as such bu t precisely defines the intent of those theories and the scope which they cover. It is within the context of attempting to define precisely what phenomenology embraces and determine the types of knowledge that it can be cognitively produced, that Husserl undertook his philosophical inquiry and theorization. Husserl, a German philosopher, is considered one of the founders of the phenomenology school of philosophy and, in fact was the first to use the term, "phenomenology" (Bogland). As stated by Bogland, the main aim of Husserl's philosophical writings and studies was to the examination of "the structures of consciousness that enable consciousness to refer to objects outside itself." Doing so determined a complete focus on the human mind itself and the process of idea formation that occur within its limits. This process in which the mind itself, and nothing beyond it is studied, is referred to as "transcendental reduction" (Husserl, 12) and as "phenomenological reduction" (41). One of the interesting aspects of the human mind that Husserl called attention to is the fact that the mind is not only limited in thought and consideration to objects and things that actually do exist, but has

Compaer between to company playstation3 and Xbox Essay

Compaer between to company playstation3 and Xbox - Essay Example Its direct competitors in the gaming console markets are PlayStation and Dreamcast and even Nintendo. It is an America based gaming console producing company. Both these companies and the services and the products offered by these companies are quite different from each other. There is tremendous amount of different in the market share of both the gaming consoles. The PlayStation gaming console which was the first PlayStation produced by the Sony Computer Entertainment company sold around 100 million gaming consoles within a period of 9 years and six months since the day it was distributed. The second line of gaming console distributed under the brand name of PlayStation was PlayStation2 was able to ship over 150 million gaming consoles till the period of 2011. The third gaming console that was distributed under the brand umbrella of PlayStation was PlayStation3 which was able to ship over 70 million gaming consoles by 2012 and its distribution started in 2006. In comparison, Xbox was able to sell its only 9.25 million gaming consoles during the period of 2012 and this means that Xbox 360 experienced a decline of 24.8% in the games figure in comparison to the sales figure of 2011 which was 12.3 million gaming consoles (DAngelo 1). The PlayStation is even recognized for the sale of handheld gaming consoles and these gaming consoles are recognized as PSP which have helped PlayStation in positioning itself in a better manner than Xbox as Xbox does not have any handheld gaming consoles. Secondly, PlayStation provides online gaming support through its PlayStation gaming console and an extra console is not required to be purchased to play online. While Xbox even provides online gaming support, but players have to purchase Xbox Live which is an online version of Xbox 360 and is especially designed for online game play. One of the main different between these

History Of The Film Amazing Grace Theology Religion Essay

History Of The Film Amazing Grace Theology Religion Essay The movie Amazing Grace is all about an extraordinary man named William Wilberforce. In 1784 when he was twenty-one years old, Wilberforce was elected into the British House of Common where he became a politician. A few years later, William Pitt, a close friend of Wilberforces, became prime minister. Together these two came together and introduced a bill banning slavery. Although Wilberforce has the help of anti-slavery activists, there were many people that supported slavery and as a result the bill was not passed. Unfortunately in 1797 Wilberforce was forced to leave his career in politics due to his poor health so he moved into a country home of one of his friends. Here he then meets a woman named Barbara Spooner. Spooner encourages Wilberforce to not give up his goals so he then launches a second campaign to convince Englands lawmakers to end slave trade. William Wilberforce was a very strong Christian and he put all of his faith and trust in Jesus Christ. Wilberforce had very strong foundational values as can be seen throughout the movie through his actions and choices. Wilberforces faith changed him from being a careless wealthy politician into a public servant that was compassionate and caring towards everyone. He used his gifts and skills in order to help create a better society. Wilberforce was very strong in character as he had very strong morals and always knew the right thing to do. While most of society at that time accepted slavery as being a necessity, Wilberforce did not conform. Most people back then has been brainwashed into believing that slavery was okay, but thats not how Wilberforce thought. He saw that slavery was a cruel and evil thing. He knew that it was against Gods will so he did his best in order to end slavery in England. Unfortunately his bill was struck down, but even this did not stop him. He later came ba ck with another attempt at banning slave trade. Wilberforce obviously had very strong faith and character, and as suspected he was very much a servant and did all that he could in order to abolish slavery. Wilberforce literally did everything that he could do in order to end slavery in England. This introduces another question: why would Wilberforce go into so much trouble for something that didnt affect him? This is because he was an excellent servant. Although Wilberforce himself was not a slave he still saw the harm it was causing and he knew the suffering many people were going through because of it. He saw this and knew that he needed to do all that he could in order to help. Although he may have not reached the desired outcome at first, he did everything that he could and worked extremely hard and in the end he was able to abolish slavery. William Wilberforce was uniquely designed by God and therefore has both numerous strengths and weaknesses. One of Wilberforces strengths was that he was a very strong faith. Although there were many difficulties and struggles that Wilberforce was forced to encounter, he always put his trust and faith in God. This ultimately led to his success in abolishing slavery. Although things got difficult for William he never lost his faith in God and because of this incredible faith and persistence he was then able to abolish slavery in England for good. Wilberforce was very passionate about two main things in his first: God and abolishing slavery. Both of these passions were very closely connected together and they both had major impacts on his life. William believed in God and wanted to do everything that he could for Him, and that is where slavery became involved. William knew that slavery was contrary to Gods will and as a result he dedicated his life to abolishing it, but he knew that he couldnt do it all by himself. Wilberforce had a few friends to help him, but God is where most of the help came from. One major experience that had an impact of Wilberforces life purpose was when his bill was declined the first time. Wilberforce was obviously devastated and didnt know exactly what to do. He then moved out to the country where he was then convinced by Barbara Spooner that he had been fighting for a very noble cause and never should have given up in the first place. In my opinion, this is when Wilberforce truly understood his life calling. Up until this point he had been very passionate about the cause, but now his passion has been restored and is even stronger than it had been before. He then realizes that it is his duty to end slavery and as a result he starts up a second campaign. This campaign is much more successful than his previous one and he ends up abolishing slave trade in England. Overall, William Wilberforce was uniquely designed by Jesus Christ and this c an be seen all throughout his life. Wilberforce was able to do incredible things because of Gods help and these experiences that helped strengthen his faith and trust in God. Because William Wilberforce was uniquely designed, he was different than everyone else. This means that he had his very own unique personal mission or life calling. Wilberforces life calling was to make the world a better place. This included getting rid of slavery in England. God opened his eyes in such a way that Wilberforce was able to see the horror of slavery and all of the tragedies it was causing. Wilberforce then realized that slavery was against Gods will and he did the best that he could to get it abolished. He worked restlessly trying to abolish slavery even though he faced many hardships. When his first bill was not passed Wilberforce was crushed, but that did not stop him. William kept on going even after his bill was struck down. He was definitely discouraged at this point but he didnt give up all hope. He persisted and kept on going with his attempts to abolish slavery. In the end, all of these attempts were successful and slavery was then abolished. William Wilberforc e had finally fulfilled his life calling. Wilberforce was drawn to helping those in need and those who were treated unfairly which is why he was so passionate about making slavery illegal. He knew it was bad and he wanted to make the world a better place. Wilberforces vision of a better world was not only one without slavery, but also one where people had freedoms and liberties. He was a very strong Christian and as a result he wanted the world to reflect Gods desires for mankind. He wanted everyone to serve God and each other so that the world would be a less sinful place. Wilberforces main strategy for accomplishing these goals was by putting all of his faith and trust in God. William knew that he couldnt accomplish anything by himself and the he needed help. This help came from God and from numerous other individuals that helped him. He put all of his trust in God even when it seemed like there was nothing that could be done. Because William was able to completely rely on God, Go d was able to work through him and accomplish what needed to be done. William, with Gods help, was able to then abolish slavery and make the world a better place. One very obvious roadblock that William Wilberforce had to overcome was when his first bill was rejected. Wilberforce was very frustrated at this point and he started to lose all hope. Wilberforce became sick and as a result he moved into one of his friends country house. He lived her a while as he was recovering, but then he met someone very special. This need friend of his was Barbara Spooner, and they shared very similar views. Spooner also believed that slavery was a bad thing and that it needed to go. She then encouraged Wilberforce to try again and she told him he should have never given up such a noble cause. Finally, Wilberforce started to overcome this gigantic roadblock in his life. It took much encouragement from Barbara as well as a large amount of faith in God. Wilberforce was already discouraged so he ended up relying on God more than ever and as a result God let his will be done and Wilberforce was successful in the end. Wilberforce put all of his trust and faith in God, and the way that he lived out his life and trusted in God is a great example for the rest of the world. William worked tirelessly and devoted his life to a cause because he knew that it was wrong and contrary to Gods will. As a result he did everything that he could in order to abolish slavery. He went through many struggles and difficulties, but never gave up. This is a great example of how we should be leading out lives. Although times may get tough in our lives, we need to realize what Gods will is a fight through it. Life will throw many roadblocks in our way and sometimes they will seem impossible to overcome. However, if we put all of our faith in God we will then be able to overcome even the most impossible struggles and make the world a better place. William Wilberforce went through many difficulties and struggles in his life, but he never managed to lose sight of what he was doing it for. He was not only doing it to help tho se that were enslaved, but also to make the world a godlier place. He saw that the world was a very sinful place and he sought to change that. This is how we all need to live our lives. We should see the sinfulness in the world and despise it. We should then do everything that we can to destroy evil and make the world a better place so that through everything we do we serve God and do His will.

Batteries :: essays research papers

BATTERIES There are many kinds of batteries which consist of different materials in order to produce an electric charge. Here are some of the most common batteries, what they consist of and how they work. Bichromate Cell (see picture # 1) A battery is a device which converts chemical energy into electrical energy. A battery usually consists of two or more cells connected in series or parallel, you can also have a single cell battery. All cells consist of a positive electrode, and a negative electrode. An electrolyte is a liquid substance capable of conducting electricity. In this substance one of the electrodes will react producing electrons, while the other will except electrons. When the electrodes are connected to a device to be powered, called a load, an electrical current flows. Batteries where the chemicals cannot be returned to their original form once the energy has been converted (that is, batteries that have been discharged) are called primary cells or voltaic cells. Batteries in which the chemicals can be returned to its original form by passing an electric current through them in the direction opposite that of normal cell operation are called secondary cells, rechargeable cells, storage cells, or accumulators. Dry Cell Battery(see picture # 2) This is the most common battery that people use today like Energizer or Duracle batteries. The most common form of a primary cell is the Leclanche cell, invented by a French chemist Georges Leclanche in the 1860s. The electrolyte for this battery consisted of a mixture of ammonium chloride and zinc chloride made into a paste. The negative electrode is zinc, and is the outside shell of the cell, and the positive electrode is a carbon rod that runs through the center of the cell. This rod is surrounded by a mixture of carbon and manganese dioxide. This battery produces about 1.5 volts. Another widely used primary cell is the zinc-mercuric-oxide cell, more commonly called a mercury battery. It can be made in the shape of a small flat disk and is used in this form in hearing aids, and electric wristwatches. The negative electrode consists of zinc, the positive electrode is of mercuric oxide, and the electrolyte is a solution of potassium hydroxide. The mercury battery produces about 1.34 volts. The fuel cell is another type of primary cell. It is unique in that the chemicals aren't contained within the cell but are supplied from outside of the cell.

The Hooded Figure :: miscellaneous

The Hooded Figure A musty wet cloud of deadness was all about the chamber as a hooded figure stepped into the chamber. In the middle of the chamber was a huge fountain. The fountain had a mysterious glow that came from the ceiling. The hooded figure stopped just before the fountain, confused about which path to take for there were four paths in any of the four cardinal directions. The hooded figure came to it stopped and turned circles in his mind about which [path to take. The figure decided to take a short nap and decide in a moment. Argo came from the west hopping from branch to branch with no difficulty at all. Suddenly from the corner of his eye came a streaming bolt of white magic bound for his torso. Argo stopped mid air turned bring an arrow to his bow with one single motion. Flinging the arrow at his target and saying a few magical words to enchant the arrow to pass right through the target of his. The target let out a howling scream as the arrow caught it in the chest. â€Å"Well done Young Master.† came a voice in side of his head. â€Å"Tis but target practice!† hey Argo said back. â€Å"I want you to report back at my quarters within the hour. Do u have a problem with this?† â€Å"No!† he said in an exasperated voice. Argo continued on his travels to the City of Elves. Soon dropping to the ground to continue on foot to the City of Elves. Within the hour Argo was back in his masters quarters. â€Å"Master Arros I’m back!† yelled Argo when he reached his masters tree. â€Å"For a Moon Elf you are very good in the trees of Earth.† â€Å"Thanks. It comes naturally to my family.† â€Å"Take some rest your sister will be back within the next day.† As the hooded figure awoke to find himself next to the fountain still, he was dieing of thirst. Seeing the fountain as the only way to get water the figure cupped his hands to form a cup to take water. First he smelled it before quenching his thirst. A few seconds later the light on the fountain started to travel to a northern path. A door opened before the light reached it. The hooded figure decided to follow the light to the door. As the figure just passed through the door way the door swung shut right behind him.

Art Appreciation: Romare Bearden

Therefore there is a rose in the painting as well I believe that is symbolizes the young lady worth. It appears someone was giving her a rose to make her feel better. The angel that appears in the painting symbolizes comfort, patience, protection, understanding, and others. Bearden painting symbolizes that the African American struggles were not a Joke. In those times it symbolizes that it was still racism going on ith our culture.We were losing our Jobs, because we had people fighting for our rights, girls that were at the age of twelve had to quit school because they had to help out in their homes. This painting symbolizes a lot of things that was going on in the early and late 1960's. As I said once before that the angel was there for many reasons as in comfort for the struggle, protection from the pain and destruction, understanding that there will be better times, and Jobs. Romare Bearden, Rocket to the Moon, 1971 to me is my favorite painting.It is really a collage fragments bu ild a scene of quiet despair and stoic perservance. You can see in the painting that the rocket is headed to moon; however, while urban life below remains punctuated by a red stop-light. The definition of Stoic is an ancient Greek school of philosophy that asserted that happiness can only be achieved by accepting life's up and downs. In this painting you have a lot of things that symbolizes the African American culture. The black cat represents the black panthers that were a group of an organization ith people who were fghting back for the black people.The picture of Martin Luther King Jr. symbolizes that he was involved in the Civil Rights Movement and he was an activist for the NAACP. I believe that this whole picture symbolizes the Harlem Renaissance that was going on in Harlem, New York. The Harlem Renaissance involves Langston Hughes, the different types of music, different type of dances, and different type of visual arts too. The Harlem Renaissance has brought African America n to Justice to say we have something we can abide to. I believe that the red ight symbolizes to stop the violence and stop the racism.I believe that the green light symbolizes to let's look at situations in a ditterent way than what the way we see them. Bearden makes an ironic statement, placing that we as African American has accomplished and still are making history every day. Bearden use a great visual statement placing America's accomplishments in space alongside the stalled social and economic progress of many urban areas. As I come to my conclusion, Bearden use his visual art to describe the past, present, and future.He symbolizes that in Prevalence of Ritual, Tidings, 1967, there was an angel to protect and comfort the young lady through whatever her case was. The rose symbolizes that she has a destiny and a worth. The present symbolizes that we have angels that surrounds us every day. We as women have rights and have a destiny that can be fulfilled if we Just hold fast to o ur dreams. The future reference is to hope for better days, we have rights to do such as vote, and to visual art to is extinct to express who we are , our success, and where we come from.