Central Javanese Gamelan: How Globalization Influences the Students’ Music Consumption

INTRODUCTION Central Javanese gamelan study has been available in some schools. In some schools do not have Central Javanese gamelan study. In my opinion, it is very unfortunate, because students need to conserve our own traditional music, especially Central Javanese gamelan. So, one of ways to conserve the Central Javanese gamelan, is understand the theory, the history about it. Not only understand the theory and the history, but also understand how to play the Central Javanese gamelan (the implementation). Ki Hadjar Dewantara (as cited in Sumarsam, 2003, p. 68) argued that â€Å"put the Javanese art spectacle as an obligated curriculum in Taman Siswa is the most important thing to do. † Actually, the writer agrees with Ki Hadjar Dewantara’s argument. By putting the Javanese art spectacle as an obligated curriculum, then the students can learn and understand about it. And so is the Central Javanese gamelan. The Central Javanese gamelan is one the Javanese art spectacle . So the students must learn, understand the theory and the implementation of it. Because the Central Javanese gamelan is very important to be preserved, Ki Hadjar Dewantara (as cited in Sumarsam, 2003, p. 68) said that: Gendhings lesson are not only needed to look for the knowledge and the ability (to play) the gendhings, but it is important to generate the life of the inner, because gendhings always guide the rhythmic sense, generate the sense of beauty, and silence a sense of decency. (As mentioned in Sultan Agungan’s teaching, and the teachings of western scholars) (p. 168) What Ki Hadjar Dewantara means here is the students do not only just understand the theory and the implementation, but also the students are demanded to be able to feel the song (gendhing). Usually the students just play the song perfunctorily.Actually, it is not allowed. While the students are playing the song, they have to try to feel the song. If they can feel the song, their feeling will be peacefu l. Besides, if they can feel the song, there will be sense of beauty in the students’ feeling. They will understand how that song can relax them. They will understand how that song can relax their mind, body, and etc. They will understand that every rhythm in the song can make their feeling become calm, because the sound of every rhythm is beautiful. Moreover if the students are able to play it softly, the sound that is produced will be nice for the players and the listeners.Besides, it is better for them if they can sing the song. CENTRAL JAVANESE GAMELAN Before the writer explains the definition of Gamelan, especially Central Javanese gamelan, the writer will explain about Gendhing. It is important to you to understand about it. It is because gendhing is related to the gamelan. Gendhing is from Javanese language. In Indonesia, gendhing is ‘Lagu’. So, in English, gendhing is ‘Song’. In the gendhing (song), there is a part called ‘Buka’. The definition of buka is the beginning of the song which is played before the real gendhing is played.Buka in the gendhing can be played by gamelan (bonang barong, kendhang, rebab, gendher, and etc. ) and it can be started by tembang (sindhen). According to Sumarsam (2003), the Javanese priyayi defined gamelan (and so are puppet and traditional dance) as a noble art, or a high valued art (beautiful and noble). So, the Central Javanese gamelan is one of traditional music in Indonesia that must be respected because of its high valued art. Besides, gamelan is a musical unity. What the writer means here is that the gamelan can not be played one by one, including Central Javanese gamelan.If you do that, then the sound that is produced is not good. You can just hear one, two, or three sounds of the gamelan instruments. For example, if you just play Gong, then the sound that is produced is from the Gong itself. The sound of the Gong is like an echo and the sound is not good to hear. So, it is better for you to play it together. LOCAL CULTURE VS GLOBALIZATION As we know that may teenagers, especially students, do not know and understand about their own local culture. It is because the students are following the new trend. They like following the new trend because they are fraid of being ancient people. As Silaban (2006) said that: Many people accept the changes of civilization as something that is commonplace as a process which must be passed, understood, and its presence causes many changes in its practice. So that, it forces cultural society, willy-nilly or consciously or unconsciously faced with a difficult situation between accepting the changes that civilization (because they do not want to be considered old-fashioned) or reject it in spite of the changes are considered primitive, conventional and orthodox.Like the writer said before that the students do not want to be considered old-fashioned people. They want to be new ones. They want to be new in fashion, ne w in technology, new in music, new in culture, and etc. They easily accept the changes. Especially in music, they prefer listening and playing the music from western or eastern to Indonesian music, especially traditional music like gamelan. They always consider gamelan as an ancient music. Whereas, gamelan, especially Central Javanese gamelan is one of our local culture that must be preserved in globalization era.Cultural globalization is caused by some factors. According to Hutagalung et al. (2007) who studied about cultural globalization amid the national identity problem, argued that it is caused by (1) the development of new technologies; (2) economic globalization of capital, labor, natural resources, production, and consumption; and (3) political factors also played a role, from imperialism and nationalism to totalitarian states and the Cold War; so to did social struggles over the construction of race, class, ethnicity, religion and gender.The students like consuming (listeni ng) to western or eastern music because the music is cool, the music is easy to listen, and the artists are handsome or beautiful. Therefore, the western or eastern music easily enters Indonesia. Teenager, especially students, prefers attending the concert of their idol stars to attending the gamelan concert or traditional art show. The students have been affected by modern culture. Day by day, the students forget that traditional music, especially gamelan, is their local culture. They do not care as if gamelan (Central Javanese gamelan) is not part of their local culture.Cultural identity is losing its identity with the arrival of torrent of foreign culture in the form westernization and globalization (Rahman, 2010). It is so unfortunate that we lose our identity. In my opinion, our local culture shows our identity. Western culture is a culture that traded and people in the world generally are only the consumers who enjoy it (Hutagalung, Nugroho, Abiantes et al. , 2007). Actually, the writer agrees with that statement. It proved by the music they listen, the concert they attend, the music they play.The students only are only consumer of western culture, especially in music. CONCLUSION Although the students prefer listening modern music to traditional music, it is better to them to understand and learn about gamelan, especially Central Javanese gamelan. That is for their knowledge about it. It is important for us to preserve the Central Javanese gamelan because it can avoid from another country’s claim. If we do not preserve it, then the other countries can make a claim that Central Javanese gamelan is their traditional music. There are some ways to preserve our local culture.Hasiholan (2011) said, â€Å"The role of all whole society is needed and their cooperation to one another to preserve local culture to build a national cultural resilience and provide socialization and internalization of local knowledge to build a community that would love the cul ture and to implement them in everyday life. † The writer agrees with his statement. We need cooperation from the society, especially students who like consuming the western culture especially music. If the students and the society do the cooperation well, then national cultural resilience will be built strongly.Besides, Sumarsam (2002) said, â€Å"There are gamelan lessons in schools and colleges; there are also schools and academies of gamelan. † In my opinion, there are some schools which do not have gamelan lessons, so the writer suggests that gamelan lessons must be available in all schools. And the writer recommends that gamelan lessons must be an obligated curriculum. So far, the writer has known many schools and academies of gamelan, such as STKW (Wilwatikta Art High School) in Surabaya, SMK 9 Surabaya, ISI (Indonesian Art Institute), IKJ (Jakarta Art Institute), and etc.It is first good step to preserve our local culture. Although the curriculum is the differen t from the art school, but at least there is an obligated curriculum of gamelan lessons. WORKS CITED Hasiholan, S. P. U. (2011, February 28). Peranan budaya lokal mendukung ketahanan budaya nasional. Retrieved from http://www. scribd. com/doc/49525067/Makalah-ilmu-Budaya-Dasar-Peranan-Budaya-Lokal-Mendukung-Ketahanan-Budaya-Nasional Hutagalung, N. P. ,et al. (2007). Globalisasi budaya ditengah masalah identitas nasional. Yogyakarta: Universitas Pembangunan Nasional â€Å"Veteran†. Retrieved from http://feelsafat. files. wordpress. om/2007/12/globalisasi-budaya-ditengah-masalah-identitas-nasional. pdf Rahman, D. M. , et al. (2010). Makna Bhinneka Tunggal Ika sebagai Bingkai Budaya Ke-Indonesia-an. Kementerian Kebudayaan dan Pariwisata. Silaban, S. P. (2006, November 26). Budaya lokal vs budaya global : Sanggupkah ?. Retrieved from http://www. silaban. net/2006/11/26/budaya-lokal-vs-budaya-global-sanggupkah/ Sumarsam. (2003). Gamelan: Interaksi budaya dan perkembangan musikal d i jawa. (p. 168). Yogyakarta: Pustaka Pelajar. . (2002). Introduction to javanese gamelan. Retrieved from http://sumarsam. web. wesleyan. edu/Intro. gamelan. pdf

Graphic Organizers Essay

Graphic organizers are wonderful tools for learners of all abilities in all grades. They help students to visually and clearly organize their opinions and ideas. Students are enabled to see connections and relationships between information, facts and terms. For ELL students and struggling readers, this is particularly useful because it aids with language issues and challenges in comprehension these students struggle with. It visually provides them with a broad picture of this corpus of information they are trying to learn as opposed to words and language. Introducing and organizing instructional content can be done in a fun and simple way. I would begin with a simple fun math lesson that is on a more personal level. To introduce the lesson; the first step should describe to the students the lesson’s purpose (how to budget within your means), then explain its components (reason, solve problems, communicate, computation) and finally model its use (3 column chart) together with the class. This will ensure students comprehend the material they are learning. The 5th grade class would be instructed to divide into 3 groups of 6. Each group will be assigned a budget of $60.00. I would then hand out menus to each group from a popular fast food restaurant (Wendy’s). Students in each group will order any item off the menu for lunch but within their group budget. They will itemize their choices on their worksheet and include quantity and total amounts. Students will be aware that all deluxe meals come with french fries and a drink. Any state tax will not be configured for this lesson. Together we will input the information collected from each group onto the organizer. We will analyze, compare and discuss the decisions each group made with their selections and how well they managed their budget. The graphic organizer will also help them reflect individually as they see the information unfold from this valuable tool. It is important for students to learn the concept of managing money and to learn to live within their means.

Can Macbeth Be Described As a Shakespearean Tragic Hero? Essay

A Shakespearean tragic hero is described as a man who has many good qualities, shows regret for his crimes and is of high birth and position. At the start of the play Macbeth has all the qualities of a tragic hero as he fights for King Duncan and kills their enemy Macdonwald. In Act 1 Scene 2 Duncan says, â€Å"Nobel Macbeth hath won† recognizing Macbeth’s heroism he is titled Thane of Cawdor. At the end of the play Macbeth is described as a devil, he is overcome by ambition and determined to succeed. This has a disastrous effect on him and this one flaw in his character brings his downfall. All the people that surround can see that he has changed. He is no longer a hero but an evil villain and this is the way that people think of him. In Act 1 Scene 3 Malcolm describes Macbeth as â€Å"black Macbeth† and in Act 5 Scene 8 Macduff calls him â€Å"a hell-hound†. Both these quotes show that people who once thought of Macbeth as a hero now think of him as corrupt and malicious. Macbeth’s ambition is to be a leader and respected man but when the witches prophesize that he become king he sees power greater than he had ever imagined possible and nothing will stand in his way, even if it means killing his best friend. Macbeth’s ambition is his downfall. Before the murder of Duncan he shows reluctance to kill the king, â€Å"We will proceed no further in this business†. However, Lady Macbeth convinces him that he should proceed with the murder of Duncan. Macbeth is then full of remorse for what he has done and feels shame and guilt for his actions. This show of regret keeps the audience’s sympathy for Macbeth. It is also a feature of a tragic hero. By the end of the play Macbeth has forgotten guilt and fear. He is thinking only of himself. At points in the play Macbeth shows weakness and Lady Macbeth drives him on. When Macbeth shows his reluctance to proceed with the murder of King Duncan Lady Macbeth in Act 1 Scene 7 tells him he would â€Å"live a coward in thine own esteem† and tells him that if she had made a promise as he had she would have carried it through. Another point of weakness for Macbeth is the killing of Banquo and his son Fleance. He cannot bring himself to do the deed himself and so employs men to carry out the act for him. In this play Macbeth commits horrific acts of evil, in cold blood he murders Duncan, a murder that Macduff describes is Act 2 Scene 3 as, â€Å"most sacrilegious murder†. He then orders the murder of Banquo and his son Fleance. The murderer then comes back in Act 3 Scene 4 to tell Macbeth that Banquo is â€Å"safe in a ditch he bides, with twenty trenched gashes on his head†. Then Macbeth murders Macduffs innocent family, his children, wife and everyone else at his home. In Act 4 Scene 2 Macduff’s son is killed as he attempts to save his mother, as he is dying he says, â€Å"he has killed me, mother, run away, I pray you†. At the end of the play Macbeth looses all his friends. They realize that he was responsible for the horrific murders and that he has changed. Along with the support of his allies Macbeth also looses the sympathy of the audience because of his lack of remorse for the actions he has taken. However, in Act 5 Scene 3 he fights bravely to the end, â€Å"I’ll fight till from my bones my flesh be hacked†. Act 5 Scene 5 â€Å"at least we’ll die with hardness on our back†. When Macbeth is killed by Macduff he dies bravely and still with his pride. Then Malcolm is proclaimed King of Scotland. In this play there are other heroes besides Macbeth. Banquo is also a brave and honourable man. Duncan refers to him in Act 1 Scene 4 as, â€Å"noble Banquo† and an example of his bravery is when he tries to save his son’s life. In Act 3 Scene 3 Banquo dies saying, â€Å"fly good Fleance, fly, fly, fly†. Macbeth, Thane of Glanis is portrayed as a noble hero at the beginning of the play. He fights well for his King and country bringing about success in battle. He is loved and respected by the people for the qualities he demonstrates loyalty, bravery and honour and is rewarded for this with the title Thane of Cawdor. Macbeth therefore shows he has the making of a tragic hero. However, as the play unravels a dark and sinister side of Macbeth becomes apparent. He has a flaw, that of blind ambition. He will stop at nothing to get what he wants, the title of King. He would not have ever dreamed that this could ever have come about if not for the prediction of the witches. This was Macbeth’s downfall, that he now thought it possible that he could aspire to become King. He would allow nothing or no one to stand in his way, he believed it his destiny. The encouragement of Lady Macbeth made it so much easier for him to carry out the dreadful deeds needed to attain his ambition. This change of character resulted in his demise. The audience can not forgive him this selfish and immoral defect in his character. Anyone who could kill a friend and the entire family of another deserves a bloody end. Justice prevails at the end. So while Macbeth was in some respects a tragic hero he does not retain the sympathy and respect of the audience throughout the play.

Grandfathers Funeral at Age 6 Essay Example | Topics and Well Written Essays - 750 words

Grandfathers Funeral at Age 6 - Essay Example Hearing about how good he was made me appreciate the new side of him and really wished I had gotten his better side when he was living. Age 6, father argued that although I was still young, I was old enough to attend my grandfather’s funeral. At the age of six, my grandfather passed away after suffering from pulmonary fibrosis. Grandfather got sick 3 months ago and went quickly perhaps because of his old age. I was really tensed when it came to family viewing. I wondered how hyperactive I was and how the experience of the funeral could have appeared for me. However, I felt that it was significant to celebrate grandfather’s life because he was a very important figure in my life. This was actually part of family life and being that I was part of the family, my father thought it wise to include everyone. It made a lot of sense celebrating the life of someone who had a great effect on the family. He had achieved several things in his life and he told me many stories before his death. I was personally touched and felt that attending the funeral would be the final way of saying bye to him. He handled himself in a wise manner. I so much felt that I lost something precious in my life. People were mourning and my parents talked less about the old man. Various people shared great things grandfather did during his lifetime. Interestingly, no one talked of another part of grandfather and this made me think that he must have been a man of the people who never committed sin. The whole experience was quite humbling and I thought about how cool my grandfather was. Pictures on the walls showed a smiling old man who supposedly loved everyone. I felt he was the happiest man I ever set my life on. Grandfather understood and comforted me most of the times and I wondered if I would ever get such kind of a person in life. Saying goodbye to grandfather was crucial and sheltering from the lifecycle event such as death could definitely lead to fear.  

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Diversity in America Essay Example for Free

Diversity in America Essay Being in a diverse world I learned ethnic groups went through a lot during slavery. The way minorities were treated in the past was torture no person should experience in their life time. I learned every race has different ways of thinking and beliefs they feel strongly about in their culture [ (Jiwani, 1996) ]. When it comes to being a success some cultures feel you need to be happy and positive to get to the top and others disagree. Important facts I have learned about my racial ethnicity is my culture arrive in the 19th century and they were stereotyped. They were not recognized on applications for employment [ (Jiwani, 1996) ]. My race did not give up and ignored the stereotyped that others thought of them. I also discovered my heritage celebrates in March and we are considered to be 2 years older than the average American. According to (Joel), 2010. In 2050 America will have added 100 million to its population [ (kotkin, 2010) ]. The fertility rate supposes to be less than ever before when the time comes. I think there will be less people having babies because of the recession going on in America. People in the U.S is suffering and struggling to make ends meet. There is too many babies starving in different countries including in the U.S. Americans are being laid off making minimum wage and it hard for them to survive and take care of the children they have now [ (Jiwani, 1996) ]. Older Adults have to live with their children now because they were unable to receive full benefits when they retired. Senior citizens are having such difficulty in today’s society and have to live on social security checks that constantly raise the money than take it away leaving them stuck. Fertility will decrease because America is already over populated now. The challenges America face when it comes to diversity is prejudice and discrimination. People’s lack of knowledge for other people’s culture and beliefs leaves a lot of Americans in the dark because of their ignorance. People who promote ignorance to their children, family, and friends about different cultures and beliefs will never have the privilege to see beyond the color of one’s skin and religion [ (Jiwani, 1996) ]. No one is alike and different groups think different of others who are not similar to them. I feel those who see everyone as equal have respect for others beliefs. Diversity in America brings problems and fighting between people who hate other because of their skin color and beliefs. When hate is involved this brings on discrimination. Discrimination brings on hate crimes  and hurting other people. People who hate other due to their race believe others groups are less then them. Stereotyping of ethnic groups helps continue the ignorance in society ways of thinking. The benefits of diversity are people of all races, belief, and religion can continue to educate themselves about others. Society can learn to see beyond the color of one’s skin and heritage. People will then get to know who an individual or group is by the way they interact with them. I have a friend as well as myself who face racism everyday because of the color of my skin. It hurts both of us at time but we have learned through the way we were taught to have pride and one’ self and keep our head up. Society can learn to see beyond the color of one’s skin and heritage. People will then get to know who an individual or group is by the way they interact with them. I learned my culture was looked down for many of years until the government decided to consider us to join a race. They felt we finally was worthy of being recognized in the way to accept diversity when it comes to culture in America. The people in the United States need to come together and stop trying to separate each other in groups. Teachers, parents, and our communities need to be open-minded to everyone no matter how they look, act, walk, or talk. There is no one perfect in America and if we can just realize no group or person from a different race is better than the other it may work. Hope is all I have and I want my children to see me as a positive role model and not a racist. I have always believed in being a fair person. I feel I have been treated in a mean way from plenty of people because of my race but I believe in god and that’s what helps me smile. People need to learn how to love one another instead of hate each other. Americans need to raise their children in the correct way by showing them its okay to play and be friend with other children who are different and of a different race. A lot of children I find today are afraid to play with other children who don’t look like them because the way they were raised. I remember a time when I was little and I made a friend in class and she told me her mom said not to play with children of my race and if she did she will get in trouble. I was so confused until I went home and asked my mom and she explained to me about how the world viewed me. I then understood and learned to ignore the ignorance of the way people made me feel or looked down on me because of my  skin color. I always found my self trying to prove to others of a different race I was not the lazy person who grew up not wanting to work and make nothing of my life. I have learned I will face this discrimination until I die so I will have to work twice as hard to become a success in life. Media perpetuate prejudice and stereotyping in a negative way. When it comes to ethnic groups the media always show minorities committing crimes and robbing people [ (kareem, 2013) ]. Media help promote hate to people who has lack of education about minority groups so they feel they have a right to be ignorant. This kind of stereotyping makes people continue the hate in schools, communities, and on the internet. Ethnic groups are always showed in the media living in low-income area’s and they make it look like they are lazy, stupid, dangerous and unable to comprehend anything a smart person suppose to be telling or teaching them [ (kareem, 2013) ]. White Americans suppose to be ethnic people’s translators to explain what minorities are trying to say to them. Media promote appreciation for diversity in February when they want America to acknowledge minorities for more than being a problem in America [ (kareem, 2013) ]. I think it’s really contradicting what’s being told for so long about minorities and really making ethnic groups look like a joke. I feel this way because they constantly try to make ethnic groups or a person of an ethnic group look bad. I feel the media tries to make it look like everyone in society is treated the same in America when this is not the case. When the media reports the news I see a low percentage of Black Americans reporting the news and when they do their talking about their own race to put them down. The way people In America can work together to reduce prejudice and accept diversity is by teaching their families in their homes and their neighbors how to embrace others who are not like them [ (kareem, 2013) ]. I will continue to treat others with respect and dignity. I will show those who come around me the same how to treat people of different cultures and beliefs and how they are equal to us.

Threats to Urban Bird Populations

Threats to Urban Bird Populations Emily Bailes, Ann Bailey, Matheus Blezer Plumm, Tom McClellan-West, Lizzie Yarwood Introduction The enigmatic creatures of the sky, birds are creatures that are treasured by many around the world, by some as cultural symbolism, others a hobby to indulge in and some just find their presence a pleasant addition to a grey and largely urban world. Human colonisation has had a huge impact on nature, birds included, with some able to utilise the new urban habitat to great effect; feral pigeons (Columba livia domestica) exploit waste products and buildings as a place to nest. However, some species have found it much harder to adapt to the threats that are present within the ever increasing urban environment. In recent reports, the conservation status’ of 246 bird species were evaluated of which 52 (21.1%) were placed on the Red list, 126 (51.2%) were on the Amber list and 68 species (27.6%) were placed on the Green list (Eaton et al. 2009). Over a period of 35-45 years, there were 28 species with statistically significant population declines of greater than 50%. One of these species is the Turtle Dove (Streptopelia turtur); according to the CBC/BBS trend it has showed a severe decline in abundance since the 1970s (Figure 1), and it is a priority species in the UK Biodiversity Action Plan. In the period of 2002-2012 the Turtle Dove had an 80% decline in population size in the UK. Whilst there are many threats facing urban bird populations, there are four key threats that have been focused on in this review. Cat predation, window collisions, habitat loss and general human disturbance all have variable effects on bird abundance and have been discussed in the following paragraphs. Predation by Felines Whilst there are several high risk threats to urban bird populations, the most severe is that of cat predation. Cats have long been known to have a negative ecological impact. They are responsible for multiple cases of extinctions in ground nesting birds in island habitats, where they come into contact with species possessing little or no defence mechanisms against predation. This inevitably leads to extinction. The current global impact of free-ranging domestic cats on bird mortality is estimated to be up to 4 billion birds, annually (Loss et al. 2013). In the UK alone it is estimated that across a 4 month period, up to 100 million prey items are caught by cats, 24% of these being bird species (Woods et al. 2003). With cats bringing home an average of 13.4 prey items per year (Heezik et al. 2010), this can have a drastic impact on wildlife populations. One study that focused on the bird populations of a typical urban UK village found that 16% of birds caught in a year were House Spa rrows (Passer domesticus) which are a red listed and highly endangered species (British Trust for Ornithology 2002) (Figure 2). It was also found in the same study that cats were responsible for 30% of Passer domesticus deaths in that area. Cats are also responsible for the deaths of many other red listed species such as the Starling (Sturnus vulgaris) (British Trust for Ornithology 2002) (See fig 3). Another more worrying issue is that the number of bird deaths increased if that household was providing food for birds (Woods et al. 2003). This is especially troubling as cat owners trying to conserve endangered species may be doing more harm than good. These trends all point to cat predation being the number one threat to urban bird populations. However, research has been conducted that suggests that the impact of cats on ecosystems may not be wholly negative. As an apex predator, an animal with no natural predators of their own, cats have free reign to hunt in UK ecosystems without fear of predation. As well as suppressing the abundance of birds they also frequently predate other animals and some mesopredators such as rodents. Whilst their impact on bird diversity and population is clear, they also play a key ecological role in the suppression of bird’s natural predators (Ritchie Johnson 2009). Window Collisions Window collisions are considered to be the second largest cause of bird fatalities in urban areas (Loss et al. 2014). This however may not be accurate due to the lack of quantitative estimates and research on other continents (Bayne et al. 2012). There have been few attempts to estimate the number of fatalities per year within populations, however the US and Canada have had some input. Klem JR (1990a) estimated a range of 100 million to 1 billion birds killed per year within the USA, which was later considered to be a conservative estimate (Klem 2006). Bayne et al. (2012) believed these estimates to be unlikely due to a lack of research in other geographical areas. Windows pose a threat as birds do not perceive glass within their vision, and they will see windows and corridors as a route to other habitat areas (Klem et al. 2009). Reflections from windows are also perceived as a continuation of the sky-both of these things occur during light hours (Machtans et al. 2013). At night, windows become a source of light pollution which is particularly a problem for migratory birds (Loss et al. 2014). Upon collision, birds suffer fatalities due to head traumas, intracranial pressures and bleeding on the brain, rather than the â€Å"broken neck† explanation (Klem 1990b), fortified by the results found by Veltri Klem (2005) in which 91% of birds found dead from window collisions had no skeletal or cervical fractures. Urban environments, and the increase in buildings that feature glass, are proportionately linked to collision mortality rates (Hager et al. 2012). Glass is considered to be a non-selective lethal hazard by Klem (1990a) who found that sex, age and resident status does not affect the mortality rates of window collisions, neither is there a differentiation between smaller and larger species. However, this result may not be universal, with data only collected from two different buildings in differing locations. It would be favourable to take samples from a range of buildings in a number of locations around the world to see what impacts exist to which species, because although there is plausibly no difference between small and large species in terms of collision rate, those collisions impacts on individual species could be more profound. Whilst being a threat to individual birds in large quantities globally, in the US there is a lack of research into the effects of this particular mortality along with other collisions on population dynamics, with one study going as far to suggest that collisions with man-made structures, including windows has ‘no discernible effect’ on the population trends in North America (Arnold Zinc 2011). Bayne et al. (2012) explain that more research needs to be done to obtain a reliable estimate for bird mortality caused by window collisions. Research can then be done to get a better perspective of what the mortalities are doing to the population numbers. This should also be done in other locations to give more clarity on the issue, and provide greater understanding moving forwards. Habitat Loss Habitat loss is becoming a big issue over the world due to urbanization from human development. On average in the United States, urbanised areas have as few as 35% tree coverage, with another 118,300km2 of forest land expected to be lost in the next 50 years. Forest land is important as not only does it provide shade, it also provides hidden nesting areas and food (Lerman et al. 2014). Habitat fragmentation and habitat loss not only causes a community diversity loss within the animal kingdom, it removes the nesting areas for these birds, leaving them vulnerable. Bird feeders that can be found in peoples gardens can help to reduce the lack of food caused by the removal of plants and trees, of which birds and their prey feed from. However this cannot prevent, or even counterbalance, the decrease in the diversity of species which are lost and replaced by non-native species (Shochat et al. 2010). In Malaysia, nearly half of their land has been urbanised and changed by humans, causing a l oss in biodiversity. However they have created little ‘pockets’ within the urban areas for wildlife, such as nature reserves, local parks and plazas. Although, it has been noticed that exotic vegetation is not popular with the native insects and their prey-which impacts majorly on the bird population. Despite exotic plants not helping to increase native bird numbers, they are still being planted for ornamental reasons and as part of their local plants scheme so this does not help with the conservation of native birds (Idilfitri Mohamad 2012). Human Disturbance Human disturbance is a threat to bird species in urban areas and can come in many forms ranging from pollution of waterways to introduction of non-native species into the environment. Habitat fragmentation and introduction of exotic species to urban environments has seen a decline in urban bird populations. Within urban areas there are a range of habitats, from parks containing primarily native tree species, to recently developed streetscapes that do not contain any mature tree species. Here, many of the tree species found are non-indigenous. Other habitats that can be found in an urban environment are streetscapes with only native tree species, and those with only exotic tree species (White et al. 2005). Higher species richness of birds and abundance is observed in habitats with more resources, such as parks, with the greater availability of food and nesting sites. In habitats with non-indigenous tree species, nectarivorous birds are less prolific as flowers that they specialize in are not present. Insectivorous birds are also less common in such habitats; native insects have evolved with native plants, so will be absent where these trees are absent, thus insectivorous bird species will be absent. Recently developed and exotic streetscapes often lack the shelter required for certain bird species, so these birds are driven out of potential habitats (Bhuller Majer 2000). Bird species require specific flora species within distinct habitats that meet all of their requirements; some bird species are more tolerable of disturbed habitats with exotic species, whilst other species are dependent on the native flora and undisturbed habitats. Urbanisation may lead to an increase in non-indigenous bird species and the simplification of bird communities if exotic plants are planted and streetscapes continue to be created. Therefore native vegetation must continually be planted and parks protected in order to maintain complex bird communities and conserve native bird species (White et al. 2005). The effects of light pollution from urban areas on birds are also of particular concern. A study conducted on European Blackbirds (Turdus merula) showed that birds exposed to 0.3 lux of illumination at night time had an irregular molt pattern with respect to individuals that were exposed to a dark night. Male European blackbird’s production of testosterone is stimulated annually by light, in a process called photorefactoriness. After the breeding season, the birds stop being photosensitive, and so the gonads are diminished whilst they are not in use. Gonads re-develop after photostimulation by shorter daylight hours in the autumn and the increase in day length thereafter. Following long periods of exposure to light at night time, the reproductive cycles of male birds stop, with testosterone concentrations in the plasma at a minimum. Thus, it can be suggested that artificial light could confuse birds, as they miss important photo-cues for photorefactoriness. Without these cues, testosterone concentrations remain at a minimum, gonads fail to re-develop and the bird will not reproduce come breeding season. The light pollution caused by urban environments is a threat to urban bird populations, as it leaves individuals unable to reproduce through confusing their photosensitive reproductive cycles. (Dominoni et al. 2013) Conclusion It is apparent that the threats mentioned in this review all have the potential to impact urban bird populations around the world and have all been reported in literature to have a negative effect on birds. However the threats mentioned have a great deal of complexity about them due to the interchangeable effects each threat can have on one another which may make distinguishing the effects of one individually difficult. A great example of this is the provision of bird feeders in gardens. Whilst the benefits of providing food will be greatly received by a number of bird species, it can increase the frequency of predation by cats (Woods et al. 2003). It is also shown that providing bird feeders near urban buildings can increase the frequency of bird-window collisions (Klem 1990a). However, a dynamic could be present, where the ‘fear factor’ of cats is influencing the birds into quick flight paths that lead them to collide with windows. It is here that the two dynamics of the threats are interlinked. Mortality rates of birds killed by window collisions with single building may be small, but deaths from window collisions with several buildings across the urban environment accumulate to give a high percentage of mortality. To reduce this high percentage of mortality, something must be done to the structure of buildings (e.g. urban residences) so birds do not confuse window panes as a pathway, thinking that it is clear for them to use (Loss et al. 2014). Furthermore our constant introduction of exotic non-native species to parks and streetscapes changes the habitat and prey items available to urban birds which will further increase their population decline- some bird species have easily adapted to changing conditions, whilst populations of others have been disturbed with the loss of specific habitats. Not only do the exotic species disrupt the local ecosystems, they also replace habitats that would otherwise be suitable for many native invertebrates that are an important source of food for birds. Whilst this threat isn’t as obvious or as directly damaging to birds, it is still a serious threat to be considered and further researched. Exotic plants are leading to declining native bird populations, but in spite of this they are still being planted for ornamental reasons (Idilfitri Mohamad 2012). Urbanisation may lead to an increase in non-indigenous bird species and the simplification of bird communities if exotic plants are planted and streetscapes continue to be created. Therefore native vegetation must continually be planted and parks protected in order to maintain complex bird communities and conserve native bird species (White et al. 2005). All things considered there are a number of aspects that need to be addressed. Bayne et al. (2012) pointed out how there is a lack of quantitative estimates and lack of research in other geographical areas as reasons why window collision mortality and its effects on a population may not have particularly accurate data. The statement could be extended to various aspects of urban bird population. Threats mentioned above would benefit from extra research, however this is difficult to achieve when the practicalities of working in an urban environment, resources and time are taken into consideration. References: Arnold, T.W., Zinc, R.M. (2011) Collision Mortality Has No Discernible Effect on Population Trends of North American Birds. PLoS ONE, 6, e24708 Bayne, E.M., Scobie, C.A., Rawson-Clark, M. (2012) Factors influencing the annual risk of bird-window collisions at residential structures in Alberta, Canada. Wildlife Research, 39, 583-592. Bhuller, S., Majer, J.D. (2000) Arthropods on street trees: a food resource for wildlife. Pacific Conservation Biology, 6, 171-173. British Trust for Ornithology. (2002) Investigation into the causes of the decline of Starlings and House Sparrows in Great Britain. Norfolk: BTO Dominoni, D.M., Quetting, M., Partecke, K. (2013) Long-Term Effects of Chronic Light Pollution on Seasonal Functions of European Blackbirds (Turdus merula). PLoS One, 8, e85069. Eaton, M.A., Brown, A.F., Noble, D.G., Musgrove, A.J., Hearn, R.D., Aebischer, N.J., Gibbons, D.W., Evans, A. Gregory, R.D. (2009) Birds of Conservation Concern 3: the population status of birds in the United Kingdom, Channel Islands and Isle of Man. British Birds, 102, 296–341. Shochat, E., Lerman, S.B., Anderies, J.M., Warren, P.S., Faeth, S.H., Nilon, C.H. (2010) Invasion, Competition, and Biodiversity Loss in Urban Ecosystems. BioScience, 60, 199-208. Hager, S.B., Cosentino, B.J., McKay, K.J., Monson, C., Zuurdeeg, W., Blevins, B. (2012) Window Area and Development Drive Spatial Variation in Bird-Window Collisions in an Urban Landscape. PLoS ONE, 8, e53371. Heezik, Y.V., Smyth, A., Adams, A., Gordon, J. (2010) Do domestic cats impose an unsustainable harvest on urban bird populations? Biological Conservation, 143, 121-130. Klem JR, D. (1990a) Collisions between Birds and Windows: Mortality and Prevention (Colisiones de Pà ¡jaros con Ventanas: Mortalidad y Prevencià ³n). Journal of Field Ornithology, 61, 120-128. Klem JR, D. (1990b) Bird Injuries, Cause of Death and Recuperation from Collisions with Windows. Journal of Field Ornithology, 61, 115-119. Klem JR, D. (2006) Glass: A Deadly Conservation Issue for Birds. Bird Observer, 34, 73-81. Klem JR, D. Farmer, C.J., Delacretaz, N., Gelb, Y., Saenger, P.G. (2009) Architectural and Landscape Risk Factors Associated with Bird-glass Collisions in an Urban Environment. The Wilson Journal of Ornithology, 121, 126-134. Lerman, S.B., Nislow, K.H., Nowak, D.J., DeStefano, S. King, D.J., Jones-Farrand, D.T. (2014) Using urban forest assessment tools to model bird habitat potential. Landscape and Urban Planning, 122, 29-40. Loss, S.R., Will, T., Loss, S.S., Marra, P.P. (2014) Bird-building collisions in the United States: Estimates of annual mortality and species vulnerability. The Condor, 116, 8-23. Loss, S.R., Will, T., Marra, P.P. (2013) The impact of free-ranging domestic cats on wildlife of the United States. Nature Communications, 4. Machtans, C.S., Wedeles, C.H.R., Bayne, E.M. (2013) A First Estimate for Canada of the Number of Birds Killed by Colliding with Building Windows. Avian Conservation and Ecology. 8, 6. PECBMS (2014)  Trends of common birdsin Europe, 2014 update.  CSO, Prague. Ritchie, E. G. Johnson, C. N. (2009) Predator interactions, mesopredator release and biodiversity conservation. Ecology Letters, 2, 982-998. Idilfitri, S., Mohamad, N.H.N. (2012) Role of Ornamental Vegetation for Birds’ Habitats in Urban Parks: Case study FRIM, Malaysia. Procedia- Social and Behavioural Sciences, 68, 894-909. Veltri C.J. and Klem JR, D. (2005) Comparison of fatal bird injuries from collision with towers and windows. Journal of Field Ornithology, 76, 127-133. White, J.G., Antos, M.J., Fitzsimons, J.A., Palmer, G.C. (2005) Non-uniform bird assemblages in urban environments: the influence of streetscape vegetation. Landscape and Urban Planning, 71, 123-135. Woods, M., McDonald, R. A., Harris, S. (2003) Predation of wildlife by domestic cat Felis catus in Great Britain. Mammal Review, 33, 174-188.

Early Years Foundation Stage

Early Years Foundation Stage Children are the most vulnerable people who have innate potentials yearning to be unleashed. It is in their early childhood when they begin to manifest such potentials and since they have yet to develop physically, cognitively and socio-emotionally, they would need supportive adults to guide them towards the right path in optimizing their potentials. The Early Years Foundation Stage (EYFS) is a resource for early childhood care and education practitioners to support the needs of young children under their care. It sets standards for learning, development and care for children up to five years of age. EYFS provides a wide variety of information on child development to help practitioners understand how children grow and what they need to help them optimize their potentials (Tickell, 2011). The use of this resource will effectively enable early childhood settings to meet the key outcomes outlined in Every Child Matters and to ensure that high quality service is provided to the children. Early Years Foundation Stage (EYFS) In early childhood, caring for all children involves many considerations. One is to see each child at his or her own developmental level and create activities and opportunities appropriate to their particular levels. The child needs to develop holistically, meaning each developmental area is given attention to so growth and development as a whole person ensues. The crucial areas of development that need to be emphasized in early learning are Personal, social and emotional development; Communication and language Physical development (Department of Education, 2012). Aside from these major areas, the children also need to develop skills in literacy, mathematics, understanding the world and expressive arts and design (Department of Education, 2012) These are all linked together, as in development in one area affects the others. The practitioner needs careful planning and implementation of activities so that children under their care grow in all areas. The EFYS works around four essential themes namely: A unique child; positive relationships; enabling environments and learning and development (Department of Education, 2012). These themes are briefly explained as follows. Each child is born with his or her own set of talents and potentials, and these are meant to be developed all throughout his life. The practitioner is to help the child develop his or her potentials to the fullest by providing him with activities and experiences to hone his skills. If the child shows propensity for the arts, the practitioner allows him or her to indulge in creative activities of interest to the child (Tickell, 2011). EYFSs theme of positive relationships enables children to grow up in environments that make them feel love and security from their homes or learning environments, making them grow up to be self-confident, self-propelling people. Supportive adults help children understand the emotions they undergo, especially if these feelings are negative and confusing to the child (anger, disappointment, jealousy, etc.). In being understood, the children themselves learn to be sensitive to others feelings and provide the same support and understanding to them, creating a circle The key of positive relationships. The outcomes specified in Every Child Matters are met in such positive environments (Department of Education, 2012). The theme of provision of enabling environments for children play a key role in helping and guiding children in growing to be capable individuals. This entails a practitioners keen observation of each child, as to his or her interests, skills, personality traits, etc. and get cues from the children themselves as to how they would like their learning to be structured. Careful planning of activities for children should consider important concepts and skills they should be learning at their developmental level. Again, this agrees with the constructivists view of childrens learning that they are capable of treading their own learning paths they themselves construct of course with the able guidance of a sensitive adult (Tickell, 2011). Lastly, EYFSs theme of learning and development helps practitioners understand that children develop and learn in different ways and at their own time. Each area of learning and development specified by EYFS is equally important and inter-connect with the others, so practitioners must make sure that they do not concentrate on only one area of learning at a time (Department of Education, 2012). Role and Value of Play EYFS recognizes the importance of play in childhood, as it provides many benefits. Wood (2004) contends that in maximizing the potentials of play as a teaching tool, adults have a great role to play in planning challenging environments, engaging children in learning from play activities, facilitating childrens language development, observing and evaluating childrens learning through play and encouraging its continuity and progress. Infants, toddlers and pre-schoolers derive much benefit from a play-based curriculum, and under the supervision of knowledgeable and caring adults, it is a powerful method in facilitating the development of childrens identities. During play, children demonstrate improved verbal communications, high levels of social and interaction skills, creative use of play materials, imaginative and divergent thinking skills and problem-solving capabilities (Wood, 2004, p. 21). Free exploration is considered Heuristic play by Holland (2003). It is encouraged without adult intervention. Adults simply provide simple materials and allow the child to just be and let his imagination take off . The child learns from observing directly what these objects will do or not do, in sharp contrast to much of the educational equipment which has a result predetermined by the design which has been devised by the adult maker (Holland, 2003, p. 142). Heuristic play will not only stimulate a childs thinking, but it also develops his creativity as he will see in his mind endless possibilities in imaginatively transforming ordinary objects into various things with various functions. Early childhood curriculum should incorporate play in its design. Play is essential to childrens learning, as it is one effective approach to captivate their interest. Teachers should take advantage of this and plan challenging learning environments to support their students learning through planned play activity. Aside from this, the teacher also needs to know how to support their spontaneous play and help them develop their language, communication skills and other developmental skills through interesting and fun play-like activities. Moyles et al (2001) claim that ironically, a learning environment that relies much on play leads to more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities EYFS and Other Early Years Programmes Several early childhood programmes share the same philosophy as those espoused by EYFS (Tickell, 2011). These programs have curriculums designed with the child at the center and all else caters to him to support his growth and development and the realization of his potentials. One is the Te Whaariki early childhood curriculum of New Zealand and the other is Reggio Emilia based in Italy. The Te Whaariki curriculum values play as an effective tool in facilitating childrens learning and development. Pedagogical models with strong sociocultural features such as Te Whariki do not leave play to chance but sustains it through complex reciprocal and responsive relationships as well as provision of activities which are socially constructed and mediated (Wood, 2004). Not only do activities promote self-awareness but also incorporate cultural awareness which strengthens childrens cultural identities. Webber (n.d.) summarizes what research has found out to maximize childrens learning as incorporating cultural content; reflecting cultural values, attitudes and practices; utilizing culturally preferred ways of learning, including culturally appropriate support; and affirming cultural identity (p. 9). This means they should be exposed to the songs, stories, games, etc. inherent in their family and cultural backgrounds. Much of these can be incorporated in play situations. Malaguzzi, founder of Reggio Emilia philosophy (1993) concludes that teachers should be researchers that think and produce a true curriculum centered on childrens needs. Teachers develop a curriculum from observing the children and noting down their developmental skills, interests and other possibilities they can discover on their own within the parameters of safety. This curriculum envisions implementation in an environment organized by teachers to be rich in possibilities and provocations that challenge children to explore, problem-solve, usually in small groups while the teachers act as keen observers or recorders of the childrens learning. Teachers get to balance their role by sometimes joining the circle of children and sometimes objectively remaining outside the loop (Pope Edwards, 2002). Teachers are on hand to provide assistance or further challenge childrens thinking to push them to optimize their potentials. They also observe childrens behaviors to see which of their needs need to be met (Lambert Clyde, 2000) and design opportunities to address such needs either through the curriculum or through their social interactions. Reggio Emilia schools provide an ideal learning environment for children. Since the approach was conceived in the context of shared learning with the families and other adults in the community contributing to the education of the young, it has the support it needs to implement a curriculum that best suits the needs of the growing child. It is commendable that the families and community members value their childrens education seriously that they take time to collaborate with the teachers in projects children do (Early Education Support, 2006). Knowing that children at the early childhood stage are concrete learners, much emphasis is given to the creative arts that the presence of an atelierista or Art consultant is vital in the program. Children are given several opportunities to explore their artistic side as they are provided with all the materials and conducive learning environment in the atelier or art studio within the school. Childrens 100 languages are given vent in various forms of art and other developmentally-appropriate activities. Not to be forgotten are learnings in literacy and numeracy which are likewise essential to childrens development. However, since it is the process which is given priority over the product, academics are learned in less structured ways. Learning is evidenced in highly documented portfolios which contain actual works of children, photographs of their projects and even transcripts of their language while working on some activities. Teachers observations are important since they need to document each childs episode of learning. Each portfolio is vastly different. Teachers and parents discuss childrens portfolios at parent teacher conferences to see evidences of progress. Teachers are also using digital portfolios. They may use these to complement the original portfolio of the child or alone. The portfolio assessment gives a clearer and more accurate picture of what children learn in school rather than a report card that serves to summarize learning in a particular period of time. Inclusion and Diversity in EYFS Practitioners with a genuine heart for caring for children are not prejudiced in selecting who to care for. According to EYFS principles, Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say; what type of family they come from; what language(s) they speak; what their parents do; whether they are girls or boys; whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting. (EYFS, 2007). Diversity is embraced so everyone is welcome to be part of the class. Inclusion of children with disabilities or special education needs is likewise advocated by EYFS. Inclusion settings should design the environment to accommodate such children like providing ramps for children in wheelchairs. At the same time, they should seek the support of the childrens parents and other agencies involved with children with special needs. Professionals from a wide variety of fields and disciplines devote much time and energy in helping these children live comfortable and fulfilling lives with the end view of mainstreaming them into society and the real world. Educators, therapists, psychologists, speech pathologists, physicians, social workers and even government officials join hands in the care and education of these children to ensure their optimum growth and development. The children may be part of the social care team. They have the ability to help each other in their interactions. Children, both normal and with special needs are subsequently paired in natural settings for social activities. The most direct outcome of these procedures has been an increase in positive social responses and peer acceptance. Strategies for peers to use include, soliciting the students attention, providing choices, modeling appropriate social behavior, reinforcing attempts at functional play, encouraging/ extending conversation, turn taking, narrating play and teaching responsiveness to multiple cues. (Benito Ramirez, 2000, p. 43). Conclusion Such information provided herein helps the practitioner plan a good program for children. Bearing in mind that each childs individual need should be met, a practitioner may group children with similar ages or ability levels together and manage the different groups in accordance to their developmental and individual needs. Practitioners should have enough flexibility in planning activities for children. Following their lead in terms of interests shared by the majority of children is one effective way of capturing their attention and motivating them to develop skills. To ensure that each individual in the group is provided with the necessary attention and care, the practitioner should be keen in observing their needs and interests so she is mindful of these when planning activities for them. Collaborating with parents is another way of gaining information on each childs interest, abilities and personal qualities. In the matter of addressing the key outcomes identified by Every Child Matters, EYFS is likewise very much concerned in the well-being of children and attempt to pursue its goals of keeping children healthy, safe, happy and capable, and being healthy, staying safe, enjoying and achieving, making a positive contribution and achieve economic well-being by not going hungry, unclothed or unsheltered. That is why its advocacy is to uphold the best interests of children. These five outcomes go for all children regardless of their background or circumstances. The outcomes are mutually reinforcing, as when one outcome is met, the others are more likely to follow. For instance, young people learn better when they are healthy and safe. Also, education is the best route out of poverty. With all the support from EYFS, the government and agencies involved with children, early childhood practitioners have no reason not to provide high quality service to their clients. Theirs is the most vulnerable lot and deserve the utmost care, since they hold the keys to the future. Understanding the needs and developmental growth of very young children enables the practitioner to plan very well for appropriate activities that would optimize their potentials.

Methodist Church :: essays research papers

The United Methodist Church My home church is United Methodist. I have gone there ever since I was a child because that is where my mother went to church. Through researching this paper I found many interesting things about my church. There are many points and issues I agree with and many I disagree with. Writing this really made me think about my denomination closely and if it’s the right one for me. The United Methodist Church shares a common history and heritage with other Methodist and Wesleyan bodies. The lives and ministries of John Wesley and of his brother, Charles, mark the origin of their common roots. Both John and Charles were Church of England missionaries to the colony of Georgia, arriving in March 1736. It was their only occasion to visit America. Their mission was far from an unqualified success, and both returned to England disillusioned and discouraged, Charles in December 1736, and John in February 1738. Both of the Wesley brothers had transforming religious experiences in May 1738. In the years following, the Wesleys succeeded in leading a lively renewal movement in the Church of England. As the Methodist movement grew, it became apparent that their ministry would spread to the American colonies as some Methodists made the exhausting and hazardous Atlantic voyage to the New World. Organized Methodism in America began as a lay movement. Among its earliest leaders were Robert Strawbridge, an immigrant farmer who organized work about 1760 in Maryland and Virginia, Philip Embury and his cousin, Barbara Heck, who began work in New York in 1766, and Captain Thomas Webb, whose labors were instrumental in Methodist beginnings in Philadelphia in 1767. The American Revolution had a profound impact on Methodism. John Wesley’s Toryism and his writings against the revolutionary cause did not enhance the image of Methodism among many who supported independence. Furthermore, a number of Methodist preachers refused to bear arms to aid the patriots. When independence from England had been won, Wesley recognized that changes were necessary in American Methodism. He sent Thomas Coke to America to superintend the work with Asbury. Coke brought with him a prayer book titled The Sunday Service of the Methodists in North America, prepared by Wesley and incorporating his revision of the Church of England’s Thirty-Nine Articles of Religion. Two other preachers, Richard Whatcoat and Thomas Vasey, whom Wesley had ordained, accompanied Coke.

A Lesson before Dying by Ernest J. Gaines Essay -- A Lesson before Dyi

A Lesson before Dying, one of Ernest J. Gaines later works, was written in 1993. Some of his earlier works include A Gathering of Old Men and In My Father’s House. The novel covers a time period when blacks were still treated unfairly and looked down upon. Jefferson, a main character, has been wrongly accused of a crime and awaits his execution in jail. Grant, the story’s main protagonist must find it within himself to help Jefferson see that he is a man, which will allow him to walk bravely to his fate that lies in the execution chair. A Lesson before Dying captures the tale of a young teacher, who by helping another mistakenly finds his own soul. This paper explains the literary background of Gaines, facts about the novel, literary criticism, film reviews, social issues of the time, and a personal analysis of the movie. The story begins with a trial of Jefferson being accused of murder. During the trial his lawyer calls him a hog that is not even worthy of the death penalty. Ultimately Jefferson is sentenced to death by electrocution. During the weeks following Miss Emma, who is Jefferson’s "nanan", wishes for Grant Wiggins, a young schoolteacher to speak with Jefferson and make him understand that he is a man. Although Grant refuses he is forced to go by Tante Lou, his aunt and a good friend of Miss Emma’s. Upon their first few visits Jefferson is cold towards Grant and Miss Emma, obviously believing he is a hog, as the attorney has stated. He refuses food offered by his "nanan", saying that "food aint for hogs." After Frequent visits, Jefferson begins to open himself up to Grant and speak about his feelings. Once Jefferson trusts Grant he is able to realize that he is a man and not a worthless hog. Through helping Jefferson become a man, Grant has done his own unconscious soul search ing which has helped him find who he is, and has found him a place with God. Ernest J. Gaines was an African American writer who was born on January 15, 1933 in Oscar, Louisiana. Although Gaines’ schooling was limited to a few classes, he attended at San Francisco State and Stanford University he was able to become a distinguished author of his time. A few of his most recognized works include The Autobiography of Miss Jane Pitman and In My Fathers House. Gaines grew up on a farm where he helped his family by working in the fields where he was paid only $.50 a day. Whe... ...The turning point was when Jefferson opened up to Grant and he was able to convince him that he was not a hog, but a man. I also believe it was the most moving scene of the movie. All the emotions that were put into words in the book came to life in the movie. Overall I thought that the movie was a very good interpretation of the novel. It is very rare to find a movie that follows the book so precisely. I think that even if I had not read the book I would have understood the movie well enough to follow along and understand Gaines’ message. I thought it was very moving, especially being able to see the characters of the book come to life in the movie. In conclusion, Ernest J. Gaines presents to us, the reader, a story about man’s ability to triumph over life’s obstacles when sometimes faced with harsh realities. For Grant, it was helping Jefferson to realize who he was, that gave him the strength to find himself. Sometimes the answers to life’s problems are not always cut and dry. The solutions can not always be seen clearly, but it is important to never give up. It is in the worst times when we must look to ourselves and examine who we are in order to thrive and carry on.

Joseph Stalin :: essays research papers

Joseph Stalin became leader of the USSR after Lenin’s death in 1924. Lenin had a government of abstemious communist government. When Stalin came into government he moved to a radical communist society. He moved away from the somewhat capitalist/communist economy of Lenin time to â€Å"modernize† the USSR. He wanted to industrialize and modernize USSR. He had overworked his workers, his people were dying, and most of them in slave labor camps. In fact by doing this Stalin had hindered the USSR and put them even farther back in time.   Ã‚  Ã‚  Ã‚  Ã‚  As a dictator Stalin was very strict about his policies, especially working. For instance. Stalin had set quotas very high , as they were very unrealistic. The workers had very long days, and under the rule of Stalin most people worked many hours in overtime, and resulting in no pay. Stalin treated workers very, very harshly. Those who did not work were exiled to Siberia or killed. Some may say you got what you deserved in Stalin’s time. Those who worked very hard for Stalin sometimes got bonuses such as trips, or goods likes televisions and refrigerators. The workers had to conform to Stalin’s policies . Stalin’s harsh treatment of workers received a very unwelcoming response, but in fact the liberal amount of goods that the workers had made, had in fact boosted the USSR’s economy. Therefore Stalin had created a country which seemed corrupt at the time, but later on it improved by the hard work Stalin had forced upon them.   Ã‚  Ã‚  Ã‚  Ã‚  When Stalin became leader of the USSR the quality of life and standard of living dropped considerably. For instance the people had no personal freedom. Meaning that they had to worship Stalin as all other religions had been abolished and most churches had been demolished. The people who went into those churches that were left standing were arrested or punished otherwise. Soon there were food shortages. Somewhere between 1932 and 1933 over 6 million people died of starvation. This was the greatest man made famine in history. The famine came as a result of Stalin’s unrealistic goals . Also, people had poor family lives. Abortions came a dime a dozen as did divorces. Wedding rings were banned. There was insufficient housing, as some people had to live in tents. This may be because of workers not working hard enough. Maybe if the workers worked harder they could have received better housing.

Sunshine and Shadow

New York: Sunshine and Shadow The â€Å"Sunshine and Shadow† section of the New York Documentary series by Ric Burns was certainly named for a purpose. Right at the start of the documentary section, it is made clear why the contrasting themes of sunshine and shadow are appropriate for New York in 1865. In the â€Å"Gilded Age† of America, there were two components of life in New York City. There was the image that was made visible to the general public and outsiders, which was the extreme wealth and expansion going on in the city at the time.This portion of the city is representative of the â€Å"sunshine†, symbolizing success, visibility, and fortune. Secondly, there was the latter part of life in New York City, the seemingly masked and forgotten aspect of New York City at the time, which was the poverty. This era in New York City marked a grossly contrasting socioeconomic age, with those living far beyond their needs, and the vast amount of poor living far belo w the poverty line. The rich businessmen in the city reaped millions from corruption, expansion, and laundering money, while the poor struggled to survive in packed tenements with large families.The poor worked constantly and brutally hard in low-paying factories, only to barely keep up with rent and food for their families. Corrupt businessmen such as Cornelius Vanderbilt and William Tweed illegally procured millions, redefining wealth, as the other half of New York City lived in disease and despair. There were mansions being built on 5th street, while several blocks away the other half of the New York City population struggled. Finally, in 1896, Jacob Riise published â€Å"How the Other Half Lives†, exposing the hidden aspects of life for the poor and sick in New York City.The publication contained real photos, taken of the tenements, bars, and homeless in the poor sections of New York. It brought to attention the unacceptability of the difference in lives of those in the à ¢â‚¬Å"sunshine† and those in the â€Å"shade†. The content in this documentary was represented extremely well, and it certainly displayed the feelings and happenings of New York City in 1865. The film did a good job of starting off explaining the contrast in wealth in the city during the time period, explaining the massive expansion and development of infrastructure that was occurring in the city at the time.It then moved on to the true happenings of the city at the time, which was the appalling poverty that plagued roughly half the city. The film was set up for a certain shock value, and it certainly demonstrated to the viewer the severity of the situation in the city. The documentary then went into further detail, thoroughly explaining the causes of the difference in wealth in the city. It did a very good job detailing the major events that explained the incredible wealth in the city at the time, such as the corruption and expansion.The documentary explained how place s such as the Brooklyn Bridge and Central Park became stages for outsiders to see the scale on which wealth differed in the city. I believe that the best part of the documentary was the portion explaining and going into depth about the tenements and poverty in some parts of the city. It showed images that helped viewers translate the situation that they’re being told about into real images and events. I believe that Ric Burns did a great job representing the Gilded Age of New York City, and the â€Å"Sunshine and Shade† aspect of it.My reaction to the events of the time period consists of anger and disappointment. I believe that America was supposed to stand for equal opportunity and a chance to succeed, but for immigrants new to the city, this was a falsity. Without pre-existing connections and job offers, the new world of New York City was nearly impossible for an immigrant to thrive in. As a result of the disproportion of wealth in the city, immigrants were simply t hrown into a growing pile of poverty.At the time period, the city needed presidential and governmental guidance and discipline, something that was clearly lacking. Thanks to overwhelming corruption and greed, the other half of the city was forgotten about and misused. The greed in the city at the time led to money being spent on the wrong things, leaving half of the population grossly uncared for. I certainly can say that I would not have wanted to live in this time period in New York City, despite it being the mecca of the United States at the time, and the center of expansion and growth.

Cultural Differences and Translation of Idioms Essay

diction and kitchen-gardening argon closely affiliated and inseparable, as a linguistic communication parlance is the essence of the deposition of the fascinating account statement and culture. Beca drill of geography, history, religion, customs and early(a) aspects of life struggles contact by Chinese and side Idioms carrying characteristics of the different cultures and pagan in organic law, so side-Chinese Idioms a great deal encounter umteen difficulties.From the geographical environment, historical background, customs and spiritual beliefs secernated four aspects of heathenish differences surrounded by Britain and China on the come to of the make-up of their respective idioms, and detailed description of side of meat Idioms commentary to deal with this ethnical difference in several(prenominal) comm plainly utilise shift .Keywords vocabulary culture heathenish differences Idioms variant 1, English idioms and pagan differences reflected in the (A) The environmentThe natural environment is universes survival and the basis for the increment of different natural environment of the fundamental law and development of demesneal culture hold in different effects. Chinese muckle donjon in the vast expanse of deep continent of East Asia, China since ancient times is a full-size rustic country, the land in muckles lives is vital. Therefore, there is a go throughable ingredient of Chinese agriculture and land-related idioms. untold(prenominal) as favourable weatherdead rarityextermi statebig spenders and so on.Britain is an island surrounded by water. Maritime history, leave been active in a world leader, so in English and will engage a lot of water, fish, and marine-related idiom. Such as weak as water (fragile), drunkenness identical a fish (booze), to lack the gravy boat (missed opportunities), any at sea (a loss). In the Chinese heathen atmosphere, the cut that is spring wind, in the spend heat often associated with the Ku Shu, scorch like fire, Jiaoyangsihuo is often used to describe the summer term .The United region is lo casted in the western hemisphere north temperate z superstar, is a marine climate, the report is that the message of spring westerly, the British poet Shelleys West Wind form (ode to the west wi nd) is the in effect(p) spring Acura. Englands summer season is warm and pleasant, often with lovely, moderate, OK connected. Shakespe argon in his sonnets in one comp bed to the summer of love, Shall I compare thee to asummers day? grand piano are more than lovely and more temperate. (B)The historical allusionFrom a certain capitulum of view that language is a nations heathen memory and precipitation, the biggish number of Chinese idioms are ground on the nations history, economy, culture, traditions, habits, create the basis, with a strong national heathen characteristics of and far-reaching social and historical origins, often house non be at a lo wer placestood from the factual substance and reading. Such as unmingled copycat, Minglasunshan, lose the wife of other soldier offThree Stooges, the blossom one wise and so on.English idioms idioms come from the book of account and the Greek and romish mythology, solely in any case earn their cut officular content, such as Achillesheel (the besides fatal weakness), meetones waterloo (suffered a annihilating defeat), a Pandoras box (Pandoras box), the Trojanhorse (Trojan horse from Greek mythology), arrow of Cupid ( , from roman mythology). (C) The difference surrounded by practice In traditional Chinese culture, the genus Draco is a symbol of auspicious animals. In feudalistic society, imperial dragon is a symbol, business office and elegance. Thus, in Chinese and dragon-related idioms generally withdraw compliment.Such as Dragon and capital of Arizona Succeedsubgenus Cheng commodiouskuaixu and so on. However, myths and legends of the West, dragon wings, it is a long, scaly body, dragging a long tail, fire-breathing from the mouth of animals, it is terrifying. Therefore, as Long as the murderous havoc occidentalers thing, to be choked. In addition, the click in Chinese is a humble animal. Chinese idioms with label-related aroundly derogatory Fox Peng Dog Party, Goujitiaoqiang, a dogs mouth spit no ivory and so on, piece of music in the Western English-speaking countries, dogs are considered mans most hard-core friend .English idiom In addition to the dogs part due to the impact of other languages, which includes a derogatory sense, most of them are not meant to be derogatory. Idioms in English, often with the dogs understand to describe homophile behavior. If Youare a lucky dog (you are one lucky), Every dog has his day (mortal Jieyou proud days). In contrast, the Chinese people are very loved cats, with the Chan monoamine oxidase fable man gluttonous, often insinuate components, temporary hookup in Western culture, cat is used to metaphor a vixenish woman. (Iv) religious beliefs.Every nation has its bear religious beliefs and religious culture, its peoples values and lifestyle of the formation and language have a discriminating impact. In the long history of several thousand years, the Chinese nation is predominantly Buddhist and Taoist. Therefore, there are umpteen Chinese Buddhism, Taoism-related idioms, such as Jiehuaxianfo roadBearing in mind that and so on. In addition, the Chinese people stillness worship gods, such as right and properthank graven imageenlightenment al instructions leaves people a way out and so on. Chinese emperors also claim to be true sons of the dragon.In the United Kingdom and other Western countries, the greatest impact of religion is Christianity. In the Western mind, god has a supreme supernatural power. There are also a number of English idioms with the God-related idioms. If God helps those who help themselves (God helps those who help themselves), reality pr oposes, God disposes (Man proposes, God disposes days). Curse a person is often tell that God damn you, danger often said after the Thank God, or God bless you. Christian doctrine Bible has been regarded as a classic of Western culture. Many English idioms is precisely because of this.Such as the finger on the smother (writing on the wall), cast ones bread upon the waters (really do good, without communicate for anything). From the above aspects, we rat see the impact of culture on idiom far-reaching and extensive. To the right way understand the English language learners and successful conduct of Idioms Idioms commentary, we essential first English-Chinese have a deep understanding of twain cultures. Second, the main order Idioms rendering Translation is the conversion between the two languages, while the close relationship between language and culture conversion request must be in the language of cultural conversion.In view of this, the representative so-and-so not be factually literal error translation, we must better understand the culture behind the literal cultivation, development the master copy understanding of the fender language and cultural knowledge to their own understanding, based on in another language such as that of the fag language for the physiques of transformation, for the referee to pass the schoolmaster translation faultless information, press functional equivalence belief so that the indorser to reflect the akin.Therefore, the idioms translated the one hand, as far as possible with the original importation of the most appropriate, the most natural reproduction of such words come out, with Nidas words, that is, The go around translation does no t sound like a translation the other On the one hand, but also make every essay to display the original cultural information on the translation readers to understand the cultural information contained in the original. Main methods are reposted elsewhere in the accou nt for muster out download Center http//www. hi138. com (A) Literal Translation.The alleged(prenominal) literal translation method, is not against the target language norms, and Lenovo are not under the conditions that caused the error in the translation to maintain the original idiom metaphor, image and national, local anesthetic features admission. It applies to some extent due to the use of a wide number of more of its literal meaning and metaphorical meaning has been widely accepted by the reader for the translation idioms. If a gentlemans agreement (a gentlemans agreement) arm to the teeth (armed to the teeth) to fish in affect water (fish in troubled waters) paper tiger (paper tiger)(draw water in a bamboo basket). Literal translation of the advantage of macrocosm able to retain more recognize image of the original idiom metaphor, ethnic style, color and language. However, if the vocalisation too much or too literal translation properly, its easy to make the reader feel funny or ridiculous, pull down give rise to misunderstanding or error association. Such as (Until all is over, ambition never dies. ), The Pig wrongly accuse the Chinese (To put whang on ones victim.) chickenhearted and The Pig and other words have an obvious cultural traits, if the literal translation, contrasted readers will not understand why, only to functional equivalence approach interpreter to readers in the East and the West has caused and is unbidden to match feelings. (B) literal explanation France In articulate to preserve the cultural information contained in the original, it is more use of literal, kinda than paraphrase, but because of language rooted in the cultural soil is different from literal translation is likely to be equivocal and vague.In this case, only in juncture with appropriate annotation in order to pass the original schoolbook of cultural information. For example, a Don Juan (Don Juan, which means dexterous prodigal son), to carry blackens to New fortification (coal to Newcastle, means superfluous, Newcastle a British coal Center), N. (show off ones development with axe before L u Ban, the master carpenter), mere copycat (The ill-favoured imitates the beautiful in such a destroyed way that the ugliness of the flagitious becomes worse. ). (C) the equivalent unhealthy Method.Idioms right and others are reflected in three aspects, namely metaphor meaning, form and emotional metaphors. Some English Idioms and Chinese idioms, whether in content or in form or emotional, two relatively close to this time, idioms translated to equivalent ILL method good deal be used, or apply the law synonymous idiom. This approach not only to retain the image of the source language, style, consistent with the target language the language of the structure and habits, allowing the reader to easily understand the text of the translation to bestow meaning, and thus the smooth realization of cross-cultural exchange.Such as burn the boat ( most drastic) greatminds think alike (Great minds think alike) unloose a deaf ear to (ignored) a drop in the ocean (drop in the ocean). (D) translation method Translation method refers to the translation, to retain only the meaning of the original forms of expression rather than to retain the original method. When due to cultural differences can not be literally translated, nor synonymous idioms can be borrowed, together with the explanatory text then would lose the essence of the characteristics of idioms, it is best to avoid their cultural background and its meaning can be translated.If a inning in the cupboard (family scandal), driven to come down (be forced to do something), (frankly speaking), volunteered (to volunteer ones service). Zhang Ling Cultural differences and Idioms translation of this approach also applies to those using concrete and plain metaphor to illustrate the more abstract reasoning, and language vivid and witty tag line. Such as the domestic ass to see lib retto wait and see can be translatedas wait and see, dog bites Lu Tung-pin, did not know good people can be translated to mat and snarl at a kind hearted man.3, Conclusion English and each has its own cultural imprint colors and cultures between the two there is a large cultural differences. The impact of culture on idiom is multifaceted, non-English-Chinese translation of idioms is not. While the translation of idioms, especially those rich in cultural information, Idioms, and there is no fixed innovation in the end that the method should be adopted according to the context of conciliatory options.In addition, the process of translation the translator must not only consider the language of conversion, but also to prove cultural awareness, from the standpoint of cross-cultural communication, using an appropriate mode of translation, try to eliminate the cross-cultural communication caused by cultural differences communication barriers, to achieve an accurate description of the purpose of a foreign culture. References 1 Chen Ding-an. English Rhetoric and Translation M. Hong Kong commercialised Press, 1996. 2 Ping-hong, Zhang Guoyang. English Idioms and Anglo-American culture, M.Beijing Foreign run-in gentility and Research Press, 1999. 3 Hu Wenzhong. Introduction to Intercultural talk M. Beijing Foreign verbiage Education and Research Press, 1999. 4 Fang dream. Translation New scheme and Practice M. Qingdao Qingdao Publishing House, 1999. 5 FENG Qing-hua. Practical Translation (update) M. Shanghai Shanghai Foreign Language Education Press, 2002. 6 Sun Hui-jun, ZHENG Qing-Zhu. Translation studies in the cultural shift J. Chinese translation, 2000, (05). Reposted elsewhere in the Research Papers Download http//www. hi138. com.