Animal Testing Essays - Animal Welfare, Medical Research

Animal Testing Essays - Animal Welfare, Medical Research Animal Testing Please Read This Warning Before You Use This Essay for Anything (It Might Save Your Life) Animal Testing Using animals for testing is wrong and should be banned. They have rights just as we do. Twenty-four hours a day humans are using defenseless animals for cruel and most often useless tests. The animals have no way of fighting back. This is why there should be new laws to protect them. These legislations also need to be enforced more regularly. Too many criminals get away with murder. Although most labs are run by private companies, often experiments are conducted by public organizations. The US government, Army and Air force in particular, has designed and carried out many animal experiments. The purposed experiments were engineered so that many animals would suffer and die without any certainty that this suffering and death would save a single life, or benefit humans in anyway at all; but the same can be said for tens of thousands of other experiments performed in the US each year. Limiting it to just experiments done on beagles, the following might sock most people: For instance, at the Lovelace Foundation, Albuquerque, New Mexico, experimenters forced sixty-four beagles to inhale radioactive Strontium 90 as part of a larger ^Fission Product Inhalation Program^ which began in 1961 and has been paid for by the US Atomic Energy Commission. In this experiment Twenty-five of the dogs eventually died. One of the deaths occurred during an epileptic seizure; another from a brain hemorrhage. Other dogs, before death, became feverish and anemic, lost their appetites, and had hemorrhages. The experimenters in their published report, compared their results with that of other experiments conducted at the University of Utah and the Argonne National Laboratory in which beagles were injected with Strontium 90. They concluded that the dose needed to produce ^early death^ in fifty percent of the sample group differed from test to test because the dogs injected with Strontium 90 retain more of the radioactive substance than dogs forced to inhale it. Also, at the University of Rochester School Of Medicine a group of experimenters put fifty beagles in wooden boxes and irradiated them with different levels of radiation by x-rays. Twenty-one of the dogs died within the first two weeks. The experimenters determined the dose at which fifty percent of the animals will die with ninety-five percent confidence. The irritated dogs vomited, had diarrhea, and lost their appetites. Later, they hemorrhaged from the mouth, nose, and eyes. In their report, the experimenters compared their experiment to others of the same nature that each used around seven hundred dogs. The experimenters said that the injuries produced in their own experiment were ^Typical of those described for the dog^ (Singer 30). Similarly, experimenters for the US Food and Drug Administration gave thirty beagles and thirty pigs large amounts of Methoxychlor (a pesticide) in their food, seven days a week for six months, ^In order to insure tissue damage^ (30). Within eight weeks, eleven dogs exhibited signs of ^abnormal behavior^ including nervousness, salivation, muscle spasms, and convolutions. Dogs in convultions breathed as rapidly as two hundred times a minute before they passed out from lack of oxygen. Upon recovery from an episode of convulsions and collapse, the dogs were uncoordinated, apparently blind, and any stimulus such as dropping a feeding pan, squirting water, or touching the animals initiated another convulsion. After further experimentation on an additional twenty beagles, the experimenters concluded that massive daily doses of Methoxychlor produce different effects in dogs from those produced in pigs. These three examples should be enough to show that the Air force beagle experiments were in no way exceptional. Note that all of these experiments, according to the experimenters^ own reports, obviously caused the animals to suffer considerably before dying. No steps were taken to prevent this suffering, even when it was clear that the radiation or poison had made the animals extremely sick. Also, these experiments are parts of series of similar experiments, repeated with only minor variations, that are being carried out all over the country. These experiments Do Not save human lives or improve them in any way. It was already known that Strontium 90 is unhealthy before the beagles died; and the experimenters who poisoned dogs and pigs with Methoxychlor knew beforehand that the large amounts they were feeding the animals (amounts no human could ever consume) would cause damage. In any case, as the differing results they obtained on pigs and dogs make it clear, it is not possible to reach any firm conclusion about the effects of a substance on humans from tests on

Homosexuality in Ancient Rome

Homosexuality in Ancient Rome Although sexual practices are often left out of discussions of history, the fact remains that homosexuality in ancient Rome did exist. However, its not quite as cut and dried as a question of gay versus straight. Instead, its a much more complex cultural perspective, in which the approval- or disapproval- of sexual activity was based upon the social status of the people performing various acts. Did You Know? The ancient Romans didnt have a word for homosexual. Instead, they based their terminology upon the role that the participants played.Because Roman society was so patriarchal, those who took on a submissive role were seen as feminine, and thus looked down upon.Although there is little documentation of female same-sex relationships in Rome, scholars have discovered love spells and letters written from one woman to another. The Roman Patriarchal Society Bettmann Archive / Getty Images The society of ancient Rome was extremely patriarchal. For men, the determination of masculinity was directly tied to how one displayed the Roman concept of virtus. This was one of several ideals that all freeborn Romans tried to follow. Virtus was partly about virtue, but also about self-discipline and the ability to govern oneself and others. To take that a step further, the active role of imperialism and conquest found in ancient Rome was often discussed in terms of sexual metaphor. Because masculinity was predicated on ones ability to conquer, homosexual activity was viewed in terms of domination. A man taking on the perceived dominant, or penetrative, role would fall under far less public scrutiny than a man who was being penetrated, or submissive; to the Romans, the action of being conquered implied that a man was weak and willing to give up his liberty as a free citizen. It also brought into question his sexual integrity as a whole. Elizabeth Cytko writes, Bodily autonomy was one of the regulatory norms of sex which helped define one’s status within society... an elite Roman male demonstrated his status because he was not allowed to be beaten, or penetrated. Interestingly, the Romans didnt have specific words that meant homosexual or heterosexual. It wasnt gender that determined whether a sexual partner was acceptable, but their social status. The Roman censors were a committee of officials who determined where in the social hierarchy someones family belonged, and occasionally removed individuals from the upper ranks of society for sexual misconduct; again, this was based on status rather than gender. In general, same-sex relationships among partners of the appropriate social status were considered normal and acceptable. Freeborn Roman men were permitted, and even expected, to be interested in sex with partners of both genders. Even once married, a Roman man might continue to maintain relationships with partners other than his spouse. However, it was understood that he was only to have sex with prostitutes, slaves, or people who were considered infamia. This was a lower social status assigned by the censors to individuals whose legal and social standing had been formally reduced or removed. This group also included entertainers such as gladiators and actors. An infamis could not provide testimony in legal proceedings, and could be subjected to the same sorts of corporal punishments usually reserved for slaves. Ancient history expert N.S. Gill points out that Instead of todays gender orientation, ancient Roman... sexuality can be dichotomized as passive and active. The socially preferred behavior of a male was active; the passive part aligned with the female. While a free Roman man was permitted to have sex with slaves, prostitutes, and infames, it was only acceptable if he took the dominant, or penetrative role. He was not allowed to have sex with other freeborn Roman men, or the wives or children of other free men. In addition, he couldnt have sex with another mans slave; this is because slaves were property, and sex with someone elses slave required the owners explicit permission. Although not extensively documented, there were homosexual romantic relationships between Roman men. Most scholars agree that same sex relationships between men of the same class existed; however, because there were so many rigid social constructs applied to such relationship, they were kept private. While same-sex marriage was not legally permitted, there are writings that indicate some men did participate in public marriage ceremonies with other men; the emperor Nero did this at least twice, as did the emperor  Elagabalus. In addition, at one point during his ongoing dispute with Mark Antony, Cicero attempted to discredit his opponent by claiming Antony had been given a stola by another man; the stola was the traditional garment worn by married women. Homosexual Relationships in Roman Women UIG via Getty Images / Getty Images There is little information available about same-sex relationships between Roman women. Although they probably happened, the Romans didnt write about it, because to them, sex involved penetration. Its likely that the Romans didnt consider sexual acts between women to actually be sex, unlike the penetrative activities between two men. Interestingly, among Roman women there are a number of sources that indicate not sexual activity but romance. Bernadette Brooten writes in Love Between Women of love spells commissioned by women to attract other women. Scholars agree that these spells provide written evidence that women from the time period were interested in romantic attachments with other women, and that they were comfortable expressing their desires. Brooten says: [The spells] do not reveal the internal dynamics of these womens relationships. Nevertheless, the spells do ... raise intriguing, although ultimately unanswerable, questions about the nature of womens erotic desires. Gender-Bending Deities LordRunar / Getty Images As in other ancient cultures, Roman deities were reflection of the social and cultural mores of the realm of men, and vice versa. Like their neighbors in Greece, Roman mythology does include instances of same-sex relationships between the gods, or between gods and mortal men. The Roman Cupid was often seen as a patron deity of passionate love between two men, and for a long time was associated with male/male lust. The word  erotic  comes from the name of Cupids Greek counterpart, Eros. The goddess Venus was honored by some women as a goddess of female-to-female love. The Greek poet Sappho of Lesbos wrote about her in her guise as Aphrodite. The virgin goddess Diana preferred the company of women, according to legend; she and her companions hunted in the woods, danced with each other, and swore of men completely. In one legend, the god Jupiter presented himself as the princess Callisto, and seduced Diana while in disguise. When King Minos pursued a nymph named Britomaris, she escaped him by jumping into the ocean. Diana rescued Britomaris from the sea, and fell in love with her. Jupiter, much like the Greek Zeus, was the king of all the gods, and regularly had flings with mortals of both genders. He changed his appearance frequently, sometimes appearing male and other times female. In one myth, he fell in love with the beautiful youth Ganymede, and stole him away to Olympus to be his cup-bearer. Sources Brooten, Bernadette J.  Love between Women: Early Christian Responses to Female Homoeroticism. University of Chicago Press, 1998.Cytko, Elizabeth.  Of Androgynes and Men: Gender Fluidity in Republican Rome ...University of Alberta, 2017, https://era.library.ualberta.ca/items/71cf0e15-5a9b-4256-a37c-085e1c4b6777/view/7c4fe250-eae8-408d-a8e3-858a6070c194/Cytko_Elizabeth_VJ_201705_MA.pdf.Hubbard, Thomas K.  Homosexuality in Greece and Rome: A Sourcebook of Basic Documents. 1st ed., University of California Press, 2003.  JSTOR, www.jstor.org/stable/10.1525/j.ctt1pp7g1.Schrader, Kyle W.  Virtus in the Roman World: Generality, Specificity, and ...The Gettysburg Historical Journal, 2016, cupola.gettysburg.edu/cgi/viewcontent.cgi?article1154contextghj.

Homosexuality in Ancient Rome

Homosexuality in Ancient Rome Although sexual practices are often left out of discussions of history, the fact remains that homosexuality in ancient Rome did exist. However, its not quite as cut and dried as a question of gay versus straight. Instead, its a much more complex cultural perspective, in which the approval- or disapproval- of sexual activity was based upon the social status of the people performing various acts. Did You Know? The ancient Romans didnt have a word for homosexual. Instead, they based their terminology upon the role that the participants played.Because Roman society was so patriarchal, those who took on a submissive role were seen as feminine, and thus looked down upon.Although there is little documentation of female same-sex relationships in Rome, scholars have discovered love spells and letters written from one woman to another. The Roman Patriarchal Society Bettmann Archive / Getty Images The society of ancient Rome was extremely patriarchal. For men, the determination of masculinity was directly tied to how one displayed the Roman concept of virtus. This was one of several ideals that all freeborn Romans tried to follow. Virtus was partly about virtue, but also about self-discipline and the ability to govern oneself and others. To take that a step further, the active role of imperialism and conquest found in ancient Rome was often discussed in terms of sexual metaphor. Because masculinity was predicated on ones ability to conquer, homosexual activity was viewed in terms of domination. A man taking on the perceived dominant, or penetrative, role would fall under far less public scrutiny than a man who was being penetrated, or submissive; to the Romans, the action of being conquered implied that a man was weak and willing to give up his liberty as a free citizen. It also brought into question his sexual integrity as a whole. Elizabeth Cytko writes, Bodily autonomy was one of the regulatory norms of sex which helped define one’s status within society... an elite Roman male demonstrated his status because he was not allowed to be beaten, or penetrated. Interestingly, the Romans didnt have specific words that meant homosexual or heterosexual. It wasnt gender that determined whether a sexual partner was acceptable, but their social status. The Roman censors were a committee of officials who determined where in the social hierarchy someones family belonged, and occasionally removed individuals from the upper ranks of society for sexual misconduct; again, this was based on status rather than gender. In general, same-sex relationships among partners of the appropriate social status were considered normal and acceptable. Freeborn Roman men were permitted, and even expected, to be interested in sex with partners of both genders. Even once married, a Roman man might continue to maintain relationships with partners other than his spouse. However, it was understood that he was only to have sex with prostitutes, slaves, or people who were considered infamia. This was a lower social status assigned by the censors to individuals whose legal and social standing had been formally reduced or removed. This group also included entertainers such as gladiators and actors. An infamis could not provide testimony in legal proceedings, and could be subjected to the same sorts of corporal punishments usually reserved for slaves. Ancient history expert N.S. Gill points out that Instead of todays gender orientation, ancient Roman... sexuality can be dichotomized as passive and active. The socially preferred behavior of a male was active; the passive part aligned with the female. While a free Roman man was permitted to have sex with slaves, prostitutes, and infames, it was only acceptable if he took the dominant, or penetrative role. He was not allowed to have sex with other freeborn Roman men, or the wives or children of other free men. In addition, he couldnt have sex with another mans slave; this is because slaves were property, and sex with someone elses slave required the owners explicit permission. Although not extensively documented, there were homosexual romantic relationships between Roman men. Most scholars agree that same sex relationships between men of the same class existed; however, because there were so many rigid social constructs applied to such relationship, they were kept private. While same-sex marriage was not legally permitted, there are writings that indicate some men did participate in public marriage ceremonies with other men; the emperor Nero did this at least twice, as did the emperor  Elagabalus. In addition, at one point during his ongoing dispute with Mark Antony, Cicero attempted to discredit his opponent by claiming Antony had been given a stola by another man; the stola was the traditional garment worn by married women. Homosexual Relationships in Roman Women UIG via Getty Images / Getty Images There is little information available about same-sex relationships between Roman women. Although they probably happened, the Romans didnt write about it, because to them, sex involved penetration. Its likely that the Romans didnt consider sexual acts between women to actually be sex, unlike the penetrative activities between two men. Interestingly, among Roman women there are a number of sources that indicate not sexual activity but romance. Bernadette Brooten writes in Love Between Women of love spells commissioned by women to attract other women. Scholars agree that these spells provide written evidence that women from the time period were interested in romantic attachments with other women, and that they were comfortable expressing their desires. Brooten says: [The spells] do not reveal the internal dynamics of these womens relationships. Nevertheless, the spells do ... raise intriguing, although ultimately unanswerable, questions about the nature of womens erotic desires. Gender-Bending Deities LordRunar / Getty Images As in other ancient cultures, Roman deities were reflection of the social and cultural mores of the realm of men, and vice versa. Like their neighbors in Greece, Roman mythology does include instances of same-sex relationships between the gods, or between gods and mortal men. The Roman Cupid was often seen as a patron deity of passionate love between two men, and for a long time was associated with male/male lust. The word  erotic  comes from the name of Cupids Greek counterpart, Eros. The goddess Venus was honored by some women as a goddess of female-to-female love. The Greek poet Sappho of Lesbos wrote about her in her guise as Aphrodite. The virgin goddess Diana preferred the company of women, according to legend; she and her companions hunted in the woods, danced with each other, and swore of men completely. In one legend, the god Jupiter presented himself as the princess Callisto, and seduced Diana while in disguise. When King Minos pursued a nymph named Britomaris, she escaped him by jumping into the ocean. Diana rescued Britomaris from the sea, and fell in love with her. Jupiter, much like the Greek Zeus, was the king of all the gods, and regularly had flings with mortals of both genders. He changed his appearance frequently, sometimes appearing male and other times female. In one myth, he fell in love with the beautiful youth Ganymede, and stole him away to Olympus to be his cup-bearer. Sources Brooten, Bernadette J.  Love between Women: Early Christian Responses to Female Homoeroticism. University of Chicago Press, 1998.Cytko, Elizabeth.  Of Androgynes and Men: Gender Fluidity in Republican Rome ...University of Alberta, 2017, https://era.library.ualberta.ca/items/71cf0e15-5a9b-4256-a37c-085e1c4b6777/view/7c4fe250-eae8-408d-a8e3-858a6070c194/Cytko_Elizabeth_VJ_201705_MA.pdf.Hubbard, Thomas K.  Homosexuality in Greece and Rome: A Sourcebook of Basic Documents. 1st ed., University of California Press, 2003.  JSTOR, www.jstor.org/stable/10.1525/j.ctt1pp7g1.Schrader, Kyle W.  Virtus in the Roman World: Generality, Specificity, and ...The Gettysburg Historical Journal, 2016, cupola.gettysburg.edu/cgi/viewcontent.cgi?article1154contextghj.

Risk Measures and Valuation under Interest Rates and Equity Risk Essay

Risk Measures and Valuation under Interest Rates and Equity Risk Factors - Essay Example In order to solve this problem, two vital problems have to be managed: first problem is that the market rates are correlated but they behave randomly and the second problem is that the portfolio structures are high–dimensional and conventionally non-linear. The well-known techniques of risk measurement can be classified into two categories. The first category is the stochastic approach, in which the profit and loss distribution of the portfolio is taken in to consideration. Value-at-Risk (VaR) is the most famous risk measure in this category. VaR conventionally denotes the 1% or 5 % quantile of the profit and loss distribution. The second category includes the Maximum Loss (ML) methodology, in which the risk is estimated with the help of the value of the worst case scenario. ML analyzes a finite set of scenarios to determine the worst case out of them and it does not consider the correlations among the risk factors, such as the stress testing. The Maximum Loss methodology empl oys a very specific choice of feasible domains that are referred as the trust regions. The trust regions determine the correlation structure of the market rates through their shape acquired from the examination of a certain percentage of all future outcomes. This paper first derives the standard assumptions of the financial risk management with the help of the fundamentals of financial calculus. Then, it presents some of the established techniques of risk measurement in a unifying framework along with discussing their basic properties. The paper describes the concept of Maximum Loss towards its end. 1. Introduction to Market Risk Under the intricate and changing set-up of today’s world, it is impracticable to attain stability in relation to mere minor volatility since mature markets are being formed subsequently, with the help of fast global information, which has further escalated competition. Thereby, globalization is encouraged and financial institutions are compelled to a ugment their performance. Hence, the implications of market volatility are now very essential to understand. Market risk, which is also often referred as price risk, specifies the uncertainty created by the market volatility that is defined as the prospects of money loss subject to the variations in the market prices. Although quantitative techniques for examining distinct financial instruments are entrenched, however, more research is still required for measuring risk related to the entire financial portfolios. The supervisory authorities are liable to ascertain that the economic-capital-cushions are held adequately to provide security against any possible unanticipated losses. Hence, the requirements of regulations imposed by the supervisory authorities give rise to the need for risk measurement. The banking sector, until the 1980’s, profoundly stressed upon the credit business. The number of banking failures rose with the increase in competition and the Basle Committee was established for banking supervision, in the year 1988, under the control of the BIS (Bank for International Settlements) in Basle, which published the document called ‘Basle Accord’ that included information on ‘

Corrections Module 6 Writing Essay Example | Topics and Well Written Essays - 750 words

Corrections Module 6 Writing - Essay Example The fourteenth amendment has a statute of incorporation which enforces that all details contained in the bill of rights must be followed by all the states. Moreover, prisoners are provided with equal protection irrespective of the state jurisdictions. Alongside this, there is a clause to ensure the federal government respects and honors all citizens’ legal rights as contained in the bill of rights. The Civil Rights Act of 1871 impacts fairness and equity in lawsuits irrespective of whether one person involved is a minor or a servant of the other. This was meant to protect those who were enslaved from cruel treatment that led to deprivation of human and civil rights, immunities and privileges offered to individuals. This was to be followed irrespective of the race, tribe or religion. Especially the freed slaves were allowed equal and free access to courts of law to claim their rights against civil rights offences inflicted on them. They would file lawsuits like any other person. The hands off doctrine deduced that prison administration should operate on its own without interference or control by outside forces such as the courts and prisoners are further considered as slaves of the state . Once the prisoner is under prison administration, the court has no power over him again unless the eighth amendment is violated. The doctrine of intervention claims for the freedom of religion, need for privacy, safety and communication without forgetting the right to or for due process. Finally the nominal doctrines circulates in between the intervention and hands off doctrines, as far as the court jurisdiction had presided since the eighty’s. In matters regarding prisoners access to courts, they are allowed full access to the since without it they cannot air their grievances which means no lawsuits. Moreover prisoners did not have adequate knowledge on legal affairs thereby their lawsuits did not stand a chance. The courts ruled to assist them by

Nowadays, Food Has Become Easier to Prepare Essay Example for Free

Nowadays, Food Has Become Easier to Prepare Essay Nowadays, Food Has Become Easier to Prepare. Has This Change Improved the Way People Live? Use Specific Reasons and Examples to Support Your Answer. By annicat Man, through the ages, has undergone many changes, from a period when he hunted for his food to the present era when man is dependent on preprocessed foods. During this period not only has man changed his mode of eating but his whole lifestyle as well. In pursuit of more in this competitive world, man no longer has time as he once had. He is caught in a race against the clock. A person who finishes more n lesser time is considered more efficient. This pressure to do more in less time has affected his eating habits as well and, as a result, man no longer has time to cook food. Early mans only objective was to seek food to sustain him and his family. Nowadays finding food has taken a back seat to other priorities, such as career and education. Food is no longer of that importance. This is not an encouraging trend. People are too dependent on preprocessed or precooked food, which no longer has the freshness it once had. Such foods loose their mineral and vitamin content and re not as healthy as fresh food. That is why the number of diseases is also rising. People have also shifted to high calorie content food like French fries, pizzas, and ice cream, etc. , which is causing obesity, fatigue, etc. As man is becoming busy and too involved in his busy schedule, he has no time even to take care of his own personal needs. Furthermore, cooking is an art which is dying out. People once enjoyed cooking . It was a means of eliminating stress and tension. People were once able to relax during this time and reflect on their lives. People may tend to argue that by sing precooked and preprocessed food they are efficiently using time and can use this precious time saved for other purposes. But is it really worth it? This is a question whose answer can invite much speculation about whether by saving this little time we are inviting lots of other problems, which could easily be avoided. It is actually making our lives not simpler but more complicated. We have lost many of the simpler things in our lives, like the simple acts of selecting our evening meal, preparing it, and enjoying it with our loved ones, and we are worse off for it.

One of the Few, One of the Proud Essay -- United States Marine Corps S

One of the Few, One of the Proud To some it may seem â€Å"easy† to become a soldier in the United States Marine Corps. A recruit goes to boot camp, passes, and goes on to save the world and defend the nation, but in fact it is much harder. Boot camp in itself is a test for the body to see its weaknesses and turn them to strengths and to see how long the brain can be mentally alert and ready and when tired can still give a hundred percent. Within boot camp there is the ultimate test that proves whether a recruit is just another person or if they have what it takes to be a Marine. This test is called the Crucible; it is not just the title of a book. Boot camp begins in the recruit’s home state when they sign the papers and a contract to allow the recruit to be shipped to Parris Island, South Carolina. It is eighty-nine days of depending on one’s self and trusting people that would normally be considered strangers. These are teammates and allies. Everyday is spent with them and they will help you succeed or suffer in those eighty-nine days. A recruit accomplishes a goal with his fellow recruits or fails with them. It is never a one-person effort. This is important in the end. During boot camp, each personal receives eight hours of sleep for a sixteen-hour workday. In this time, civilians learn what it takes to become a Marine and know what is expected of them. There is constant movement and training so that there is no free time to sleep or get distracted from the goals (Seymour). Every task and mission asked of a person during boot camp has a purpose. The purpose is to prepare the future soldier for any kind of situation that may take place in the field during a real mission. T... ... USMC - MCRDSD/WRR - Description of Recruit Training. United States Marine Corps. 19 Nov. 2003 <http://www.mcrdsd.usmc.mil/RTR/trainingDS.htm>. Woulfe, James B. Into the Crucible: Making Marines for the 21st Century. New York: Ballantine Books, Inc, 2000. Mission Complete: "The battle of Iwo Island has been won. The United States Marines by their individual and collective courage have conquered a base which is as necessary to us in our continuing forward movement toward final victory as it was vital to the enemy in staving off ultimate defeat. By their victory, the 3d, 4th and 5th Marine Divisions and other units of the 5th Amphibious Corps have made an accounting to their country which only history will be able to value fully. Among the Americans who served on Iwo Island, UNCOMMON VALOR WAS A COMMON VIRTUE." -Admiral Chester W. Nimitz

Disability and Child

CYP3. 7 Understand how to support positive outcomes for children and young people. 1. 1 Social factors †¢ Lack of social/friendship networks. Children need friendships to develop their interaction, emotional understanding, empathy and social skills. Children who lack these networks tend to feel isolated and therefore isolate themselves more. They may suffer insecurities about themselves and be withdrawn and shy. They may struggle to communicate, share and understand the needs and feelings of others. As they grow older the insecurities may lead to self-hatred and self-harm.They will lack people to confide in or go to for advice. They may find themselves drawn into ‘the wrong crowd’ because they seem welcoming, and as a result find themselves manipulated. †¢ Poor parental supervision/neglect. Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable bou ndaries. They may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may believe that they are allowed to do what they want because they are never prevented.They may believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self-harm. The lack of boundaries could result in them becoming involved in crime and anti-social behaviour. Neglect could lead to health problems through malnutrition. They may struggle to form social relationships because of their lack of personal hygiene. Poor clothing could lead to bullying and teasing, causing them to withdraw and become isolated. †¢ Illness/disabilityIf the child suffers from illness or disability they may find they frequently miss school, they may then miss large chunks of their education and struggle to achieve. It may cause them to miss out on activities such as sports, which could leave them feeling isolated. These feelings cou ld develop into anger or resentment and may cause them to have behavioural problems. They may be misjudged as lacking intelligence and therefore not given challenges, leading to boredom and perceived disruptive behaviour. If the child is the carer of a parent suffering illness or disability this can lead to emotional difficulties.The child may struggle to understand the role reversal they are experiencing, viewing themselves as being on a par with adults and more mature than their peers, resulting in them struggling to form friendships. They may become resentful at missing out on their childhood and present challenging behaviour. They may suffer anxiety whilst away from home and worry about their parent, resulting in a failure to engage in their education. They may not fulfil their potential in life as much of it will be dedicated to being a carer. Having a parent with a long term illness or disability could also lead to financial hardship due to lack of employment. Criminal or anti –social behaviour Whether it is behaviour presented by the child, a sibling or parent it could result in the child being taken into care. A parent could be absent for a length of time, if imprisoned, causing emotional stress. The child may perceive the behaviour as normal or acceptable, especially if it is being carried out by the parents and copy it. It may result in a transient lifestyle, as they could be re-housed as a result of anti-social behaviour. This would result in the child suffering a disrupted education and struggling to form long term stable friendships. †¢ AddictionsThe impact of addictions on children can be various. They can suffer health problems, if their mother had a drug or alcohol problem during pregnancy. They may suffer poverty due to lack of employment, or if the addiction is gambling. They may suffer from neglect, abuse or/and violence. If they have younger siblings they may find themselves responsible for their care and therefore may suffer st ress and feel isolated. They may feel scared and find it difficult to speak to people for fear of getting in trouble or going into care. They may ultimately find themselves in care if the addictions result in their parents being unable to care for them.They may become involved in crime to support their family. At school they may be disruptive or withdrawn, have mood swings and outbursts of violence. †¢ Parental separation This can leave a child feeling very insecure and frightened. They may become quiet and withdrawn. They may become very emotional, clingy and tearful or become violent and abusive. They may feel angry, let down and abandoned. Their work and concentration at school may suffer as a result of any stress and worry they may be feeling. They may suffer poverty as a result of a fall in the household income.They may suffer a dramatic change in lifestyle that leaves them confused. Economic and Environmental factors †¢ Poverty This can result from low income, unempl oyment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. This could result in lack of concentration or poor performance at school. They could also suffer other health related issues. They may be the subject of bullying as a result of their clothing or because they do not have the latest ‘must have’ accessories.They will probably miss out on further education due to the costs involved, or as a result of the need to find employment to help support the family. †¢ Poor housing One of the side effects of poverty is poor housing. People on low income are often dependent on local authority housing. This may result in overcrowding, for example being housed in a bedsit or home with insufficient bedrooms. This means the child has no privacy, or personal space. They may struggle with homework and course work because of the lack of a quiet space in which to complete it.The housing provided may be of a poor quality – suffering damp or be in disrepair. This could have a detrimental effect on the child’s health – causing asthma or frequent colds and coughs. It will probably be in a less desirable area or could be in an area with social disorder problems. This may result in the children becoming isolated, as their parents may be fearful of letting them out to play or they may themselves become involved in anti-social behaviour and criminal activities. †¢ Lack of academic achievement Children whose parents have had a poor education or lack numeracy and literacy skills can struggle at school.Their parents may show little or no interest in their education and as a result they may also lose interest. The parents may not attend school progress meetings so they will have little understanding of their child’s achievements and therefore the child will not receive praise and encouragement to continue. The parents will struggle to support the child in homework and coursework and the child will therefore struggle. This may cause them to get in trouble as a result of uncompleted assignments. They might ‘fail’ in their education, as a result, and struggle to get employment as an adult.Cultural factors †¢ Religious beliefs and customs Children may have to attend a school associated with their religion, and may therefore receive a less balanced education. They may struggle to understand other people’s religion or lifestyle choices, if it goes against what they are taught. This may leave them confused or feeling isolated and struggling to interact with the wider community. They may also experience or witness abuse on the grounds of their religious beliefs and customs, leaving them not only confused and isolated but fearful. †¢ Ethnic and cultural customsChildren may have different forms of attire, causing them to be teased or bullied. Their cultur e may view interaction between men and women in a different way and the children will struggle to recognise what is acceptable at school as it differs to home. This could cause them to come into conflict with school rules or to be perceived as a trouble maker. †¢ Transient lifestyle The child and their family could move around frequently; for example they may come from Gypsy Roma Traveller community. This means their education will be inconsistent and interrupted.They will be unable to form close friendships and lack a support network outside their close family and community. Although dealt with separately, many of these factors are interconnected; unemployment or low income can lead to poor housing. Poor housing can lead to health problems, which can lead to frequent school absences. They will not only affect the child’s present lifestyle and health, but also their future, right through to adulthood. This pattern could then continue into the lives of their children. Wit hout support and intervention, they and their families could find themselves trapped in a cycle of disadvantage. . 2 Poverty is on the agenda of the Every Child Matters framework, with one of the outcomes stating that every child should achieve wealth and economic well-being. This means it is important to ensure that children experiencing poverty have the same opportunities as their peers. Impact of poverty can be: Low income: This can mean that children may not have the same advantages of there more wealthier peers. Poor housing: This could lead to ill health due to unacceptable standards within the home. Ill Health: Not having access to the correct food and warm clothing could affect health.Low academic achievement: This could come due to there not being such an emphasis on the importance to learn or support brackets within the home. Low Self-esteem: Children could have a low self-esteem due to the above factors. 1. 3 In accordance with Article 13 of the United Nations Convention on the Rights of a Child, the outcomes of the Governments Every Child Matters framework and the Early Years Foundation Stage, children should be provisioned for by ensuring that children are involved and engaged with, allowing them to be heard, to make decisions, contribute their experiences and be supported and safeguarded throughout their development.Even from an early age, children’s choices, even simple ones, can have an impact on their life chances and outcomes such as choosing which toys to play with at pre-school or which friends to play with, a child may develop a friendship with another child who is perhaps a bit louder and boisterous and may display unwanted behaviour, this choice of friend may have a negative impact on the child's behaviour at home or in other settings they move onto.Whilst the child has the right to choose their friends, it is our responsibility to involve the child in setting expectations of their behaviour and help them to make a positive contri bution, which is one of the outcomes of the ECM framework. Children and young people throughout their lives will make choices such as whether to eat healthily or unhealthily or start smoking or drinking, as any early years setting we ensure that we offer healthy snacks and meals, we involve the children in activities and discussions about the importance of healthy living but there will come a point where they can choose for themselves.If a child/young person chooses to eat unhealthily this will have a negative impact on their wellbeing, they could become overweight, develop diabetes and it could exclude them from taking part in activities, this could continue and have a negative knock on effect throughout their lives perhaps causing them to suffer low self-esteem and become withdrawn from social situations. A child may be raised in an environment where they are allowed to play violent computer games or have families who are in trouble with the police.These experiences could have a n egative impact on the way the child/young person develops and integrates into society, they may choose to act the same way and get in trouble or they may not like what they have experienced and choose not to. 2. 1 All practitioners should be striving to achieve the 5 outcomes of the Every Child Matters framework: †¢ Be Healthy †¢ Stay Safe †¢ Enjoy and Achieve †¢ Make a Positive Contribution †¢ Achieve Economic Wellbeing By following the 4 EYFS themes we can see how they link into the ECM Framework.EYFS Theme Supporting Principles Every Child Matters Unique Child 1. 1 Child Development Make a positive contribution 1. 2 Inclusive Practice Make a positive contribution 1. 3 Keeping Safe Stay Safe 1. 4 Health and Well-being Be Healthy Positive Relationships 2. 1 Respecting Each Other Make a positive contribution 2. 2 Parents as Partners Make a positive contribution 2. 3 Supporting Learning Make a positive contribution 2. 4 Key Person Stay Safe Enabling Environme nts 3. 1 Observation, Assessment and Planning Enjoy and Achieve 3. 2 Supporting Every Child Enjoy and Achieve . 3 The Learning Environment Enjoy and Achieve 3. 4 The Wider Context Make a positive contribution Learning and Development 4. 1 Play and Exploration Enjoy and Achieve 4. 2 Active Learning Enjoy and Achieve 4. 3 Creativity and Critical Thinking Enjoy and Achieve 4. 4 Areas of Learning and Development Enjoy and Achieve Be Healthy – this also includes how our health is affected by our social, mental, emotional and physical well-being. The Government has a focus on healthy living for children. At my setting we provide healthy snacks for the children.We also promote healthy choices, talk about healthy hearts and activities that teach them an active lifestyle. Stay Safe – we ensure children in our care are safeguarded. We have a robust safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to. Enjoy and Achieve – we observe children so we understand their needs and can then plan more accurately for individual children. Make a Positive Contribution – we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s development.Achieve Economic Well-being – by ensuring we follow all the EYFS and Every Child Matters we are ensuring all children have the best start in life and can go on into adulthood and achieve economic well-being. 2. 2 Recognising that everyone is unique is a first step for seeing the importance. Each child and young person will have a differing set of needs, requirements and barriers that can prevent them accessing ways of achieving success. It is also important to design services around needs because it makes best use of the money available, it targets the services properly, so doesn't waste time or resources.Putting the child at the centre means, rather than it b eing about adults and what they want, it is actually about what the child NEEDS. Key issues when designing services to meet children and young people’s needs are: Careful preparation Collaboration of different services Ensuring an up-to-date directory of services available Collaboration between services, children, young adults and parents Integrating information from different services Flexibility in working together Managing change effectively Communication and consultationOutreach – enabling access by visiting rural communities and making home visits Understanding the importance of networking between services. 2. 3 When it comes to children's participation it is rare to see involvement of children below the age of 8 years. Yet, very young children have the same rights to participation as any other children and they should be equally involved in matters that affect them. Even a two year old child can be meaningfully involved in decision making. Take the example of a p arent who prepares the clothes for her son to wear that day.It may well be that the boy says, ‘I don't like this, I want to wear that! ‘ The mother could then look at what the boy would like to wear and decide whether the clothes will suit the weather conditions. When they do, she could say, ‘okay, fine, you can wear those clothes instead. ‘ When the weather does not permit to wear the clothes the boy has identified, the mother should explain to her son that the clothes are either too hot/or too thin to wear given the circumstances. She can explain what the implications will be when he would wear the clothes he wants – catching a cold for example.This is a clear and simple example of children's involvement in decision making – in this case with a very young child. It typically happens within the family environment, it is not ‘a big thing' but it may well be important for the child's development. The boy has been given an opportunity to be involved in a decision that affects him, he has been given choices, he has received information that will help him understand the implications of his choice. It also shows how the best interest of the child may play a role in such decisions – i. e. he mother's concern about her son's health in his choice of clothes to wear. 2. 4 To support children/young people to make personal choices and experiences according to age, needs and abilities we as providers must allow them to express their own thoughts, views and opinions and most importantly listen to them. We must also offer constructive and fair advice appropriate to the age and stage of the child i. e. when a child reaches adolescent you would then think about some form of sex education where as you wouldn’t need to do this with children in the early years.To make advice fair you also need to put your own opinions and experiences to side and concentrate on delivering the facts in a positive way so that the child can t hen make positive decisions to do with the matter in hand. We can also aid them in completing activities that will allow them to make decisions and make choices and be there to support throughout process of decisions making and when things may go wrong. Also by providing the right environment we are enabling children to make choices that have a positive impact on their future lives. To provide the right environment we provide: ExplorationExperimentation Problem solving Take risks safely Variety of activities Accessible resources Resources to meet individual interest and needs Language an interaction Welcome to families of all cultures and religions Places to rest and eat An outdoor learning environment that is challenging ad promotes learning. 3. 1 The potential impact of disability on outcomes and life chances of children and young people are that it can affect the person’s ability to perform normal day-to-day activities, but each child I affected differently by their impair ment or condition.If a physical disability it may compromise the child’s healthy development and disrupt their educational experiences and if adults focus on what is ‘wrong’ with a child or young person and what they can’t do, rather than on what they can do and are already achieving, and their potential to develop, learn and progress, then the child’s emotional well-being may be affected by poor self-esteem. Children with learning difficulties or disabilities with emotional or social development may affect children’s all round progress.Families with a disabled child or young person often experience financial difficulties which may restrict children’s opportunities in life – not only that of the disabled child but of their siblings as well. This may result in relationships within families may be destabilised by the stresses of caring for a disabled child. 3. 2 It is important to have positive attitudes towards disability and spe cific requirements as it is possible to avoid or reduce the impact of their impairment so that the person can have opportunities to make choices, develop to their potential, become independent and play a full part in society.Also, if practitioners have positive attitudes about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system (which we use already), then the children have greater opportunities for making developmental progress. 3. 3 Social model of disability – recognises that discrimination against disabled people is created by society, not by disabled people’s impairment’s. It looks at ways to address issues to enable people to achieve their potential, by looking at ways to adapt the environment so the child can feel included this is very important.The social model has been constructed by disabled people and by listening to what disabled people want and to remove any barriers, which may be in their way. By removing barriers and adapting the environment you are allowing children and young people chances to achieve and learn which promotes confidence and self-esteem. Medical model of disability – this treats the person as a sick patient and tends to focus on ‘How can we make this person more normal? By labelling a child because of their disability can prevent us from seeing the child as a whole person like their gender, culture and social background the medical models is a traditional view of disability and that through medical intervention the person can be cured where in fact in most cases there is no cure. They expect disabled people to change to fit into society. By adjusting our environment to suit the needs of the child and appropriate resources and facilities are provided it allows the child to be confident also we focus on what the child can do and not on what they can’t do (social).We don’t think of c hildren, as special needs we think of them as children with specific or additional needs. In my setting we aim to give all children the same opportunities and children are not singled out because they have different needs for example all though some children require 1:1 support we don’t remove them from their peers the child will still work in his or her group but they will get extra support. Low expectations about the potential of a disabled child or being over protective can limit what they achieve.It’s important that we have positive attitudes about what requirements we provide so children can have opportunities for making developmental progress (social). We have one child at our setting that suffers from multiple impairment’s. The child is registered blind but can see vaguely so we do have to make sure that walkways are clear and as she is of adolescent age we have had to purchase foldable tables for her height, for her to eat off (social). I don’t th ink that the medical model of disability impacts on our practice a great deal but I know the child does have medical care for her disability that will never be fully cured (medical). . 4 Different types of support available are * Speech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has regular contact with the child and provide training and coaching sessions and provide them with ideas and strategies to put into place to help promote the child’s speech. I myself have sat in on a session with a child in our setting when the speech therapist came to have a meeting with a child and she gave us advice sheets on how best to help the child with his speech including picture cards with words on. Support from health professionals’ additional learning support- a child who has a disability like Down syndrome may need extra support in a setting to help them learn. A child with epilepsy is likely to require regular monitoring from health professionals and medication, which needs to be adjusted appropriately. * Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames and for a child who is blind you could use software which reads text from a screen. There are many different aids available for children and adults to help them with everyday tasks. Specialised services – There are many specialized services i. e. special educational needs coordinator, physio therapist, speech therapists, school nurse, social services. These services are available in order to provide the right care for the child. 4. 1 Equality – each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by other people. Diversity – the differences between individuals and groups in society arising from gender, ethnic origins, social, cultural or religious background, fami ly structure, disabilities, sexuality and appearance.Inclusion – a process of identifying, understanding and breaking down barriers to participation and belonging. The meaning of these in the context of the positive outcomes for children and young people: Being healthy – Equality – each child should have the same opportunity to lead a healthy lifestyle. Diversity – individuals in the society may have different methods of being healthy, i. e. exercise regimes, and dietary requirements. Inclusion – accepting the child’s and families view on how they stay healthy and helping any child to maintain a healthy lifestyle.Stay safe – Equality – each child should feel safe in their surroundings. Diversity – people may of different views on the level of safety. Inclusion – understanding what makes the child feel safe and maintaining that feeling for the child. Enjoying and achieving – Equality – each child shou ld have the same opportunities to enjoy and achieve as others. Diversity – parents or carers may have different views on what they want their children to achieve and/or what they should be enjoying, i. e. stereotyping –boys do boys things and girls do girls things.Inclusion – each child should have the opportunity to enjoy and achieve no matter their stage of development, making sure children who need more guidance and support get it. Make a positive contribution – Equality – every child should have the opportunity to make a positive contribution no matter what type of contribution and how big or small. Diversity – every child’s input will be different. Inclusion – children’s input, no matter how varied should be acknowledged. Achieve economic well-being –Equality – treating each child equal no matter what economic status they come from. Diversity – each child lives a different life, whether it be ec onomic status, health and disabilities, family background, religion etc. Inclusion – no matter what diverse factors affect the child’s life each child should have the opportunity to achieve economic well-being in their own life. 4. 2 Social services – social workers that work with children aim to support children in need of protection as a result of any form of abuse or neglect.Also for children who need additional services in order to reach a reasonable standard of health and development (for example children with disabilities) and for children who need to be provided with care because they cannot live with their own parents. Speech therapists – Speech and Language Therapists ( SLT) work with parents/carers and others to assess if a child has speech and/or language difficulties, communication or eating and drinking difficulties. The therapist will consider the difficulties the child has and the impact these will have on his/her life.If appropriate the th erapist will decide how the child can be helped to reach their full communication potential. OFSTED – Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. OFTSED inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. OFSTED ensure that we as providers follow the EYFS AND ECM to ensure that children are provided for and are able to develop at a healthy rate.Respite Care – Respite care is the provision of short-term, temporary relief to those who are caring for family members who might otherwise require permanent placement in a facility outside the home. Respite programs provide planned short-term and time-limited breaks for families and other unpaid care givers of children with a developmental delay and adults with an intellectual disability in order to support and maintain the primar y care giving relationship. Respite also provides a positive experience for the person receiving care.

The Progression of the American Musical

The World Two great writers of American musical theatre, Richard Rodgers and Oscar Hammerstein II, had one common idea. They wanted to present to the American public a new, revolutionary musical that would stand out among the rest. They wanted to make an impact on the societies of the era. They wanted to be creative and do something that was considered rebellious. When they finally combined their ideas together they created an American masterpiece: Oklahoma!.This was the first Rodgers and Hammerstein collaboration, starting the most successful creative artnership in the history of American musical theatre. In the years before Oklahoma! was created, Broadway was dying. New and refreshing musicals were a rare occasion and when an artist tried to create something that he hoped his audience would like, he was sadly disappointed. Broadway was suffering from a lack of what it was revered for: astounding plays and musicals. Its time of glamour and glitz was almost forgotten, and was in need of being saved.That is why Oklahoma! is considered a rebirth of the American musical theatre at the time. It brought Broadway back to life, filling theatre seats with nthusiastic audiences who embraced the changes of this new theatre musical with open arms and made it a legend. Oklahoma! set new standards for classic American theatre by introducing new techniques of presenting the musical to the audience, introducing a new genre of music into the theatre, and strayed away from the usual classic form and structure of a musical that audiences had grown used to.It was a time of change, a time of excitement, and a time of setting standards for the future. Almost from the first performance at the St. James Theatre on March 31, 1943, Oklahoma! has been recognized as a new kind of musical play that denied its Broadway audiences many of their most treasured traditions, says David Ewen in American Musical Theatre: â€Å"There was no opening chorus line, no chorus until midway through the f irst act, in fact. There was rather a serious ballet and other serious overtones, including a killing in act two.The story, which was so simple, seemed to engage the audience in more than mere evening diversion† (248). These changes, far from disappointing to viewers, were upheld by a success that had never been seen in the history of musical theatre. He continued to say that with their first collaboration, Rodgers and Hammerstein shered in a new era for the musical theatre This beautiful folk play realized fully that which the earlier Rodgers and Hart musicals had been striving to obtain: a synchronization of all the elements of the musical theatre into a single entity.At best Oklahoma! could lay legitimate claim to have carefully woven a new element, dance, into the artful fabric of the modern musical. No longer would singers sing and then Dance was not a new element in the theatre realm. It had been used for years as a way of interpretation of feelings of a character that t he writer or director wanted the audience to feel visually. Through movement, expression of those feelings was portrayed and helped the audience to somewhat experience that single emotion of fear, hate, love, or guilt right along with the character on stage.But what was usual was that it was never brought together with the music and singing. The song was usually followed by the decorative dance. A song followed by a dance would usually lost the audience's attention, or even if the dance was too long or did not correspond to the song or story line what so ever. Rodgers and Hammerstein set a standard that incorporated the two elements (music/song and dance) so that the audience would ind more logic in the dance. It would have a meaning and a purpose in the play and heighten the excitement in the musical.And in many instances, it would further the plot or at best help the audience to fully understand the individual character's feelings at that point in the musical. David Ewen uses the example of Agnes de Mille's (choreographer of Oklahoma! ) ballet, which brought to life the heroine's dream and provided her motive for refusing the hero's invitation to a box special. It was part of the story. (248) According to Gerald Bordman, the author of American Musical Comedy, the idea hat integration, something new and desperately needed, took hold of Broadway's thinking.In fact, it became so fashionable to integrate dance into the musical, that it was sometimes injected when it served no dramatic purpose, and sometimes even when it hindered the unfolding of the story. (160) After awhile dance became overused, which seemed to ruin what Rodgers and Hammerstein had set out to do (the incorporation of dance to heighten the meaning of the musical). Other writers or choreographers who inserted dance were not adding it when it would help the musical. Directors came to believe that dance was a necessity in a musical, for it was ne of the key reasons why Oklahoma! as so successful. So the additions were made, but were not really thought about their purpose when they were added. What was forgotten was the obvious need for the dance at all. Dance was thought to be a want of the audience, not taking into consideration if the musical even required the dance at all. So, this problem developed into a frenzy, adding dance Just for the mere spectacle of it. But in Oklahoma! , everything fit into its place. For the first time, not only were the songs and story inseparable, but also the dances heightened the drama by revealing he fears and desires of the leading characters.According to Bordman, Richard Rodgers once said, â€Å"when a show works perfectly, it's because all the individual parts complement each other and fit together†¦ in a great musical, the orchestrations sound the way the costumes look. That's what made Oklahoma! work†¦ it was a work created by many that gave the impression of having been created by one† (160). collaboration. Joseph Swa in adds that much was made at the time of the hero's killing the villain on stage in Oklahoma!. This too was not new. But while the claim to originality was once again exaggerated, Oklahoma! virtue of its huge popularity, a popularity in no way reduced by an unpleasant scene, did open doors. (74) Oklahoma! was in the genre of Musical Comedy, and many critics felt that villains and murder were not elements that should appear in a comedy. It was thought that such items would turn audiences away from Oklahoma! , having the idea of going to see a comedy and leaving feeling like they had seen a murder mystery, and not laughing at all was not the main objective of comedy theatre. But once again, these elements were a key part of the musical. David Ewen pointed out in The Story of America'sMusical Theatre that the original play had both villains and a murder, and Rodgers and Hammerstein had no intention of removing them from their musical. Ewen quotes Hammerstein saying, â€Å"We realized that such a course was experimental, amounting almost to the breach of an implied contract with the musical-comedy audience. I cannot say truthfully that we were worried by the risk. Once we had made the decision everything seemed to work right and we had the inner confidence people feel when they have adopted the right and honest approach to a problem† (180).But once the doors opened and tickets began to sell and shows eventually became old out, Rodgers and Hammerstein really did not have anything to fear. Their show soon showed itself to be a success, even with a villain and a murder. The audiences were at first disturbed to see these elements in a comedy, but soon came into agreement with these new additions and liked its originality and creativeness. Also if these two elements had been removed, it would have disturbed the synchronization and union of all the other elements of song, dance and plot in the musical, which was what the writers were trying to avoid at all costs .Along with dance and villains, Rodgers and Hammerstein also took on a new pproach to forming the music that they included in the musical. In Gerald Bordman's second book American Musical Theatre: A Chronicle, he stated that long before they wrote their first lyric to â€Å"Oh What A Beautiful Mornin'†, Rodgers and Hammerstein had arrived at an all-important decision. The â€Å"flotsam and Jetsam† of musical comedy would have to be abandoned in translating a sensitive, poetic folk play for the musical theatre. Musical comedies traditionally opened with a big, crowded stage scene. Oklahoma! ould begin simply: a single character would be seen on the stage (a woman churning butter), and from off-stage would come the trains of the first song. Musical comedies usually started with a dazzling line of chorus girls from the stage aprons early in the production, but Rodgers and Hammerstein decided to delay its appearance until halfway through the first act (535). bring a certai n magical and triumphant beginning to a musical, starting with excitement and volume. This was also criticized; many feeling an audience would not stand for their most treasured attributes of a play being taken away.But Rodgers and Hammerstein once again took another risk, and it proved to be a risk that was not too bad to take. Audiences were at first disappointed with the deletion of the opening chorus, but eventually excused it, for they fell in love with the style of musical that Rodgers and Hammerstein were presenting to them. The play grew from a simple opening to a grand finale, which built the excitement of the audience and kept them stimulated and interested in the unfolding of the musical until the final chorus line and curtain call.It built suspense and a burning for more. Rodgers and Hammerstein obviously knew what they were doing, even if the critics thought they did not. Bordman also noted that the show's musical director, Jay Blackton, appreciating he work's nature, d iscarded the common musical comedy practice of having the entire chorus sing only songs' melodies. Instead, he reverted to the tradition of operetta and comic opera by dividing his singers and assigning them various parts, not always the principal melodic line (535).Once again, Oklahoma! was making breakthrough innovations in the musical theatre world. A denial of basic characteristics of the original musical comedy could have upset the audience, and push Oklahoma! into an area of outcast musicals that all writers fear. But Rodgers and Hammerstein's ideas were undeniably refreshing to the American audiences. Rodgers's music also marked a new direction for the writer in Oklahoma!. He reinvented his style of music from what he knew was popular to the audience to a rugged flatness.Davis Ewen also states in his book The Story of America's Musical Theatre, that most musical comedies expected the music to be written before the lyrics, since the lyrics were something functional tacked on t o the melody. But the writers were so determined to make each word an essential part of the text that they agreed at once for Hammerstein to write the lyrics first, and Rodgers would write the music from the lyrics (180). Bordman reiterates that it is sometimes hard to realize that â€Å"Oh, What A Beautiful Mornin' † is a waltz. The melody of â€Å"The Surry With The Fringe On Top† captures the clippety-clop of a horse pulling the vehicle.Rodgers' long-sustained opening note of his title song coupled with the driving melody that follows was of the freshest inventions of the sort and the impeccable blending of words and music in â€Å"People Will Say We're In Love† Justifiably made it the most popular of the year. Much proclaiming ensued over how well the songs and plot were integrated (535). This coordination of musical rhythm and words was amazing. They were able to catch simple sounds of the actions on stage and incorporate them into the song, as if the lives of the characters could only survive with the music.This combination of audience must be made to believe that the character's life is a song. It is essential that the character make the audience feel like the music is not Just a silly addition to the developing plot, but an existing item that has and will always exist at that point in time. The audience must be pulled into the world of the musical, not Just simply entertained. And once again, Rodgers and Hammerstein had achieved that goal. They ere well on their way to creating a musical that was so seamless that extracting one minor detail of it would throw the whole work of art off.It was a work of complete union and an accomplishment that was in no way easy to create in the first place. One factor in the success of Oklahoma! that cannot be overlooked was the attitude of the American people at the time it was presented. In The World of Musical Comedy, Stanley Green adds that World War II was more than a year old when the musical opened, and those who remained at home were becoming increasingly aware of the heritage they enjoyed as a free people. Seeing the happier, sunnier days that were so much a part of this heritage gave audiences both an escape from daily headlines and a feeling of optimism for the future (212).In American Musical Comedy, Bordman believed that Oklahoma! ‘s importance lay elsewhere. The show made the American musical theatre look at America's own heritage for inspiration (160). Playwrights were beginning to recognize the vast amount of inspiration the American country could provide for the new revolution of musicals. During the time of and after World War II, pride in America was gaining strength and so was the nterest of writing plays and musicals that showed that pride of how great America was. Oklahoma! n turn brought more than Just new innovations of song, music, and dance to the stage, but a love for musicals that showed how beautiful older American culture was. Oklahoma! was a musical of America's expansion into the western front and the western culture. In more ways that one, Oklahoma! was a way for city dwellers in New York City who sat in the audience to find their way to the west without ever leaving the city. Rodgers and Hammerstein had experienced achievement when they could tell a story through song and dance and transport the udience into the setting of the musical.Playgoers would leave the theatre feeling like they had Just returned from an adventure out west, which is a playwright's exclusive objective when creating a play. The audience must be made to believe that they are experiencing the plot right along with the actors on stage. Thus is the main objective of theatre in general: to capture the audience and bring them to a different place and time where the plot of the play is the only struggle in the world at the time. Bordman writes in American Musical Theatre: A Chronicle that what started in 927 was perfected in 1943 when Oklahoma! premi ered.It is considered by many to be the first musical comedy to have a plot, musical score and dances that were necessary ingredients to advance the story line (536). It is only fair to agree with him. Rodgers and Hammerstein added the exact â€Å"ingredients† to create a magical and over the world to this day. Although Oklahoma! premiered 70 years ago, and its style of music and dance have grown old with the passing of time, it still demands respect for its combination and imaginative ideas that revolutionized the musical industry at the time. Rodgers and Hammerstein were the dominant force in musical comedy in the 1940's and 50's.Even their flops had notable songs. Several of their shows became successful films. Oklahoma! ‘s importance in opening a new era in the American Musical Theatre will never be challenged. It has become an American classic that society will forever treasure for its beautiful integration of song and dance.

Theory Of Knowledge And Its Justification

Theory Of Knowledge And Its Justification In our fields of study such as: Natural Sciences, Human Sciences, and history, we seek to find order against the vast amount of uncertainties. To find this order, we will predict the cause, and then attempt to explain and understand the phenomena, whether physical, emotional, or mental. The direction we take to find these justifications is very different. The knowledge of natural sciences, and knowledge of history becomes encompassed by the idea that knowledge in and of itself is our beliefs supported by evidence, and justified for their certainty and truth.‚ ¡Ã‚‚ ®Justify,‚ ¡Ã‚‚ ¯ holds to prove something right, and to support our beliefs. To justify in some instances is rule out the oddity, to prove someone or something else wrong. We as the knower, and the keeper of knowledge relates it to many different fields. These fields are all connected with each other with one commonality, knowledge, and the justification of our own beliefs that hold to be true.Faculty o f Natural SciencesOlen considered the levels of certainty, and the levels of justification. Can we prove something to be truer than the other? He explained the ‚ ¡Ã‚‚ ®justification‚ ¡Ã‚‚ ¯ of thoughts through ‚ ¡Ã‚‚ ®Justification Chains‚ ¡Ã‚‚ ¯ and ‚ ¡Ã‚‚ ®Webs of Belief.‚ ¡Ã‚‚ ¯ However, there were some inconsistencies in a ‚ ¡Ã‚‚ ®justification chain.‚ ¡Ã‚‚ ¯ This chain was linear, but is all our knowledge one straight line? Our ideas stem from anywhere and everywhere, therefore, do not agree with the justification chain. One example can be stemmed form the Natural Sciences.Natural Sciences seek to find regularities across the physical phenomena. Its main goal is to explain and understand this phenomena, but it must first predict the cause. The scientist then creates the hypothesis to the problem. Without the creation of this hypothesis, in science there would be not way of proving and justifying the hypothesis. To justify in the natural sciences...

Strategies for Building Rapport With Students

Strategies for Building Rapport With Students For teachers, building rapport with students is a component that takes teaching to the next level. Teachers understand that this takes time. Building rapport is a process. It often takes weeks and even months to establish a healthy student-teacher relationship. Teachers will tell you that once you have earned the trust and respect of your students, everything else becomes much easier. When students look forward to coming to your class, you look forward to coming to work each day. Strategies to Build Rapport With Students There are many different strategies through which rapport can be built and maintained. The best teachers are adept at incorporating strategies throughout the year so that a healthy relationship is established, then maintained with each student that they teach. Send students a postcard before school begins letting them know how much you are looking forward to having them in class.Incorporate personal stories and experiences within your lessons. It humanizes you as a teacher and makes your lessons more interesting.When a student is sick or misses school, personally call or text the student or their parents to check on them.Utilize humor in your classroom. Do not be afraid to laugh at yourself or the mistakes that you make.Depending on the age and sex of the student, dismiss students with a hug, handshake, or fist bump every day.Be enthusiastic about your job and the curriculum you teach. Enthusiasm breeds enthusiasm. Students will not buy in if a teacher is not enthusiastic.Support your students in their extra-curricular endeavors. Attend athletic events, debate meets, band competitions, plays, etc.Go the extra mile for those students who need help. Volunteer your time to tutor them or hook them up with someone who can give them the extra as sistance they need. Conduct a student interest survey and then find ways to incorporate their interests into your lessons throughout the year.Provide your students with a structured learning environment. Establish procedures and expectations on day one and enforce them consistently throughout the year.Talk to your students about their individual strengths and weaknesses. Teach them to set goals. Provide them with the strategies and tools necessary to reach those goals and improve on their weaknesses.Ensure that each student believes that they are important to you and that they matter to you.From time to time, write students a personal note encouraging them to work hard and embrace their strengths.Have high expectations for all of your students and teach them to have higher expectations for themselves.Be fair and consistent when it comes to student discipline. Students will remember how you handled previous situations.Eat breakfast and lunch in the cafeteria surrounded by your students. Some of the great est opportunities for building rapport present themselves outside the classroom. Celebrate student successes and let them know you care when they falter or are facing difficult personal situations.Create engaging, fast-paced lessons that grab every student’s attention and keep them coming back for more.Smile. Smile often. Laugh. Laugh often.Do not dismiss a student or their suggestions or ideas for any reason. Hear them out. Listen to them intently. There may be some validity to what they have to say.Talk to your students regularly about the progress they are making in class. Let them know where they stand academically and provide them with a path for improvement if needed.Admit and own up to your mistakes. You will make mistakes and students will be looking to see how you handle things when you do.Take advantage of teachable moments even when on occasion this ventures far away from the actual topic of the day. The opportunities will often have more of an impact on your students than the lesson.Never demean or berate a student in front of their peers. Addr ess them individually in the hall or immediately after class. Engage in casual conversation with students in between classes, before school, after school, etc. Simply ask them how things are going or inquire about certain hobbies, interests, or events.Give your students a voice in your class. Allow them to make decisions on expectations, procedures, classroom activities, and assignments when it is appropriate.Build relationships with the parents of your students. When you have a good rapport with the parents, you typically have a good rapport with their children.Make home visits from time to time. It will provide you with a unique snapshot into their lives, possibly giving you a different perspective, and it will help them see that you are willing to go the extra mile.Make every day unpredictable and exciting. Creating this type of environment will keep students wanting to come to class. Having a room full of students who want to be there is half the battle.When you see students in public, be personable with them. Ask them how they are doing an d engage in casual conversation.

Relationship between mythology and earthly authority Research Paper

Relationship between mythology and earthly authority - Research Paper Example Studying different myths also enable scholars to establish the relationship between different races and the period of their separation. Myths have their basis in the existence of supernatural beings that have extra-ordinary powers. This aspect protects myths from challenges and preserves their credibility. Closely related to mythology is the earthly authority. Unlike mythology, earthly authority is based worldly governance and institutions. Although the two concepts are different, they share common roots and practices. This paper will therefore analyze the relationship between mythology and earthly authority. The paper achieves its objective by discussing the implications of myths on kingship authority. The reality of existence between myth and kingship stands out as the main difference between the two aspects. However, different kingships around the world existed in a close relationship with supernatural world. Relationship between earthly kingships was of immense interest to differ ent rulers since it strengthened their influence. Kingship acted as a link between the supernatural world and the mortal world. In this relationship, the earthly rulers acted as the mediator between the people and the supernatural world. In such cases, the people believed that their kings had direct conversations with their gods and ancestors. The kings or people in authority were also expected to offer sacrifices to the spirits in orders to reconcile them with the people. This usually happened when there was a catastrophe. People believed that catastrophe resulted when the spirits were angry with them. In such cases, the king was expected to offer sacrifice in order to reconcile the people with the spirit spiritual world (Richard, 2004). Kings not only offered sacrifice in order to reconcile the people with the spiritual world but they also offered sacrifice as a form of thanksgiving for a fortune that has taken place in the society. Although people believe in their earthly rulers, they have more faith and adoration to the spiritual world. This indicates that kings associated themselves with mythology in order to build their legitimacy among the people. Believing in spiritual world is human nature that enables people to explain their origin and relationship with the natural world. By acting as the mediator between the spiritual world and the earthly world, kings were able to win people’s confidence. This aspect also enhanced the legitimacy of the kings. Some earthly kings considered themselves as immortal, in such societies people considered the kings as gods. The ancient Egyptian society considered their kings as immediate after their gods. The Egyptians believed that their rulers had powers that were equivalent to the powers of their gods. Ancient Egyptian artifacts such as the pyramids of Giza and the Great Sphinx were constructed to demonstrate the immortal nature of the Egyptian pharaohs. These features demonstrated that different kings existed am ong the people despite them being dead. Egyptian kings also served as a link between the Egyptians and their gods. They played this role by maintaining Egyptian cults and religious practices. The kings also led religious activities within the society and maintained the temple. The king was also expected to protect the community from the chaotic world by maintaining a close a relationship with the gods. By playing this role, the kings appeared as direct apostles or earthly representative of the gods. This made the society to believe in their kings as they believed in their gods. Playing these roles also enabled the kings to win the confidence of their subject that was vital in strengthen their authority (Ions, 1982). Similarly, the Greeks considered their rulers to have a close