The Fate of a Hero in Beowulf Essay Example For Students

The Fate of a Hero in Beowulf Essay The Fate of a HeroFor a brief while your strength is in bloom/ but it fades quickly; and soon there will follow/ illness or the sword to lay you low and death will arrive, dear warrior, to sweep you away(1761-8). Hrothgar bestows his wisdom onto Beowulf after Beowulf has defeated Grendel and his mother. Hrothgar reminds him not to let pride overcome him for everything is eventually defeated due to the power of fate. This exemplifies a theme woven throughout the story of Beowulf. Beowulf is presented as a valiant hero, slaying beasts with his mighty strength and demonstrating the importance of the balance between wisdom and strength, but as the story unfolds Beowulf slowly loses his vitality until eventually he is defeated. This shows the power of fate has on everyone; no exceptions. This paper will demonstrate the heroic qualities of Beowulf and show his gradual decline through the approaches and outcomes of his three battles with the monsters. In the beginning of the story, Beowulfs journey brings him to the land of the Danes where he is first intruded upon by a coast guard. Immediately upon seeing Beowulf the coast guard remarks on his impressive appearance. Nor have I seen/ a mightier man-at-arms on this Earth/ than the one standing here: unless I am mistaken,/ he is truly noble (247-50). A warrior named Wulfgar, impressed by Beowulf and his men, delivers his request for passage into the land of Denmark from King of the Danes, Hrothgar. His family background and reputation are familiar to Hrothgar, and he eagerly welcomes them to Denmark. Wulfgar reports back to Beowulf, My lord, the conquering king of Danes, bids me announce that he knows you ancestry: also that he welcomes you here to Herot (391-3). This scene shows the importance of appearance and reputation, without which Beowulf may never have been admitted to the land of the Danes at all. Once he gains passage into Denmark, Beowulf talks with Hrothgar and his closest followers in the mead hall about ho w he will destroy this beast or die trying. I meant to perform to the uttermost what your people wanted or perish in the attempt, in the fiends clutches. And I shall fulfill that purpose, prove myself with a proud deed or meet my death here in the mead-hall (634-8). We will write a custom essay on The Fate of a Hero in Beowulf specifically for you for only $16.38 $13.9/page Order now His speech to Hrothgar shows Beowulfs courage and confidence in his abilities. He also chooses not use any weapons or armor of any kind. I hereby renounce/ sword and the shelter of the broad shield,/ the heavy war-board: hand-to-hand/ is how it will be (436-8). His unsurpassed power is validated after the gruesome description of how Grendel destroys one of Beowulfs followers. Grendel struck suddenly and started in; he grabbed and mauled a man on his bench, bit into his bone-lappings, bolted down his blood and gorged on him in lumps, leaving the body utterly lifeless eaten up hand and foot (739-44). This destruction scene further emphasizes that the strength and power of Grendel seem to be no match for humankind. Yet as the monster turns to lash at Beowulf, Beowulf simply grabs onto his arm inflicting the most gut-wrenching pain the monster has ever experienced. He eventually rips off the arm off of this once unstoppable beast and Grendel returns to his liar to die. Beowulf defeats Gr endel in what seems to be a fairly simple fight with his bare human strength. The death of Grendel brings Beowulf another battle. Grendels mother is angered by the death of her only child and tries to avenge his death. Before Beowulf goes into the water to seek out Grendels mother, he speaks in much more detail about plans to be carried out in case of his death. Although he is indifferent to death (1443) the possibility of it hangs over him. Beowulf approaches this battle with similar levels of confidence but this time he covers himself in armor and uses a mighty sword. the mesh of chain-mail on Beowulfs shoulder shielded his life,(1547-8). Beowulfs original sword proves to be useless against this beast, and if not for the ancient sword Beowulf found in her liar, he may not come out victorious. These materials are a vital component of Beowulfs success which compares with the defeat of Grendel, where he only needed his bare hands to finish off the monster. It was a hard-fought, a desperate affair/ that could have gone badly; if God had not helped me,/ the outco me would have been quick and fatal (1666-8). He attributes finding that great sword as being a gift from God. Fate presents him with a way to defeat the monster when all seemed hopeless. This fight is a much harder struggle for Beowulf showing the gradual loss of his strength and vigor. Although Beowulf possesses the mighty ability to slay these two untamable beasts, he demonstrates his balance between strength and wisdom in his dealings with Unferth. In order to be a true hero he must have this unsurpassed strength and power but also know when to use it. When they first meet Unferth doubts his capabilities. ..this time you will be worsted; no one has ever/ outlasted an entire night against Grendel (527-8). Rather than getting angry or discouraged by Unferths insults, Beowulf replies by politely putting him in his place and pointing out that if Unferth were as brave as he was then Unferth himself would have slain Grendel and put an end to all this violence earlier. After Beowulf has defeated Grendel, Unferth begins to respect his power and strength. In recognition, he offers Beowulf a sword to use in battle against Grendels mother. The sword proves to be useless against the beast. Yet Beowulf never rags on him for giving such an inadequate sword for a gift. Instead, he told Unferth he had found it to be a friend in battle/ and a powerful help; he put no blame/ on the blades cutting edge. He was a considerate man (1810-12). These events show the wisdom Beowulf possesses. Despite Unferths immaturity, he realizes it would do him no good to humiliate Unferth and make an enemy with the Danes. He shows he has the knowledge to pick and choose his battles. .u0a3524fe2ff403dcc347b8c66862fecd , .u0a3524fe2ff403dcc347b8c66862fecd .postImageUrl , .u0a3524fe2ff403dcc347b8c66862fecd .centered-text-area { min-height: 80px; position: relative; } .u0a3524fe2ff403dcc347b8c66862fecd , .u0a3524fe2ff403dcc347b8c66862fecd:hover , .u0a3524fe2ff403dcc347b8c66862fecd:visited , .u0a3524fe2ff403dcc347b8c66862fecd:active { border:0!important; } .u0a3524fe2ff403dcc347b8c66862fecd .clearfix:after { content: ""; display: table; clear: both; } .u0a3524fe2ff403dcc347b8c66862fecd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0a3524fe2ff403dcc347b8c66862fecd:active , .u0a3524fe2ff403dcc347b8c66862fecd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0a3524fe2ff403dcc347b8c66862fecd .centered-text-area { width: 100%; position: relative ; } .u0a3524fe2ff403dcc347b8c66862fecd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0a3524fe2ff403dcc347b8c66862fecd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0a3524fe2ff403dcc347b8c66862fecd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0a3524fe2ff403dcc347b8c66862fecd:hover .ctaButton { background-color: #34495E!important; } .u0a3524fe2ff403dcc347b8c66862fecd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0a3524fe2ff403dcc347b8c66862fecd .u0a3524fe2ff403dcc347b8c66862fecd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0a3524fe2ff403dcc347b8c66862fecd:after { content: ""; display: block; clear: both; } READ: How can students be moviated to stay in hs EssayBeowulf gains respect of the Danes and returns to his native land. After years of protecting and serving the Geat nation, he received news of the fierce dragon that was wreaking havoc all over his land. His reaction to this news was quite varied compared to the reaction upon news of the monsters of Denmark. His mind was in turmoil, unaccustomed anxiety and gloom confused his brain; the fire-dragon had razed the coastal region and reduced forts and earthworks to dust and ashes, so the war-king planned and plotted his revenge (2331-6). His worry and fear are not expressed in the previous battles and never before is the planning or plotting process stressed as it is in this case. Then he gathers his men but before he embarks on his mission to kill the dragon he speaks to the Geats. He tells the sad story of the death of Herebeald by his own brother Haethcyn and the sorrow it caused the Geat people. He also expresses the endless cycle of violence that has been occurring as the Sweds and Geats take turn avenging one anothers deaths. These tragic stories are hardly a way to motivate his people before he goes in to battle. This hints that Beowulf is aware of his age and diminished strength and seems unsure of his fate. He was sad at heart,/ unsettled yet ready, sensing his death./ His fate hovered near, unknowable but certain;/ it would soon claim his coffered soul, part life from limb (2419-22). Rather than departing for battle with a sense of hope and excitement he leaves with a feeling of sorrow foreshadowing the eve nts to come. He also ensures he is well protected by his mail-shirt and shield (2524) knowing he is unable to fight the mighty dragon without the aid of his weaponry. He gives it his all but comes out unsuccessful. If not for the help of one of his comrades, Wiglaf, Beowulf would have easily been defeated. Wiglaf sunk his sword into the dragons belly which weakened his fire breathing flames. Only then was Beowulf able to use his stabbing knife to give the dragon a deadly wound. Similar to the fight with Grendels mother, Beowulf is unable to defeat the monster without the help of outside influences. After leaving Wiglaf with some details about his funeral plans and seeing the treasure he thought he won for his people Beowulf dies. His death signifies the great role of fate among all aspects of life. Wiglaf learns as he watches Beowulfs life flee form his body that nothing and no one, no matter how great, can last forever, there was no way/ he could preserve his lords life on earth/ o r alter in the least the Almightys will (2855-7). During some of Beowulfs last words he realizes all the good he has brought to his nation and seems to accept his fate. For fifty years I ruled this nation. No king of any neighboring clan would dare face me with troops, no one had the power to intimidate me. I took what came, cared for and stood by things in my keeping, never fomented quarrels, never swore to a lie. All this consoles me(2732-9). Although Beowulf may accept his destiny the fate of the Geat nation he leaves behind is unknown. It seems that without the power and strength with which Beowulf had protected their nation they may be doomed. The feuds with the Sweds will be revived they will cross our borders and attack in force when they find out Beowulf is dead (3001-3). There is a hint that the fall of Beowulf may in turn become the fall of the entire Geat nation, which only further emphasizes the impact he made while serving the Geats. .ua90ccd3fc6504fd0001caa259f18899e , .ua90ccd3fc6504fd0001caa259f18899e .postImageUrl , .ua90ccd3fc6504fd0001caa259f18899e .centered-text-area { min-height: 80px; position: relative; } .ua90ccd3fc6504fd0001caa259f18899e , .ua90ccd3fc6504fd0001caa259f18899e:hover , .ua90ccd3fc6504fd0001caa259f18899e:visited , .ua90ccd3fc6504fd0001caa259f18899e:active { border:0!important; } .ua90ccd3fc6504fd0001caa259f18899e .clearfix:after { content: ""; display: table; clear: both; } .ua90ccd3fc6504fd0001caa259f18899e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua90ccd3fc6504fd0001caa259f18899e:active , .ua90ccd3fc6504fd0001caa259f18899e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua90ccd3fc6504fd0001caa259f18899e .centered-text-area { width: 100%; position: relative ; } .ua90ccd3fc6504fd0001caa259f18899e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua90ccd3fc6504fd0001caa259f18899e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua90ccd3fc6504fd0001caa259f18899e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua90ccd3fc6504fd0001caa259f18899e:hover .ctaButton { background-color: #34495E!important; } .ua90ccd3fc6504fd0001caa259f18899e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua90ccd3fc6504fd0001caa259f18899e .ua90ccd3fc6504fd0001caa259f18899e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua90ccd3fc6504fd0001caa259f18899e:after { content: ""; display: block; clear: both; } READ: Analysis of Because I Could Not Stop for Death EssayWiglaf seems to emphasize this idea in his words. Often when one man follows his own will/ many are hurt (3077-8). For the first time in the story the idea is presented that Beowulf may have failed his people. His choice to conquer this dragon seems to be the obvious choice for a warrior. He must protect his people. But Beowulf seems so caught up in the surreal threats such as, monsters and dragons, he fails to realize the real peril he has left his people in. Beowulf is aware of his age and uneasy feeling toward his success yet he chooses to take on the dragon anyways. Although the dragon is defeated the Geat people are presented with even greater danger of the Sweds who will surely pounce on their nation. Therefore, throughout the story Beowulf is presented as the ultimate hero; demonstrating the strength of thirty men in his grasp while also using his powerful insight to avoid unnecessary conflict. His surreal strength and wisdom allow Beowulf to accomplish great feats within his time. He not only saves the land of the Danes form the terrorizing monsters but serves and protects his own people as well. Despite his heroic qualities, his humanity is proven by showing his eventual downfall; expressing that even the greatest heroes cannot live forever. Beowulfs heroic qualities can only hold him above the rest until fate takes its toll and he too becomes defeated.

The Power of Story Telling Essays

The Power of Story Telling Essays The Power of Story Telling Essay The Power of Story Telling Essay To understand and learn from different textual materials is the real essence of reading.   This is the very reason why it is perceived that kindergarten learners need to continuously increase their reading comprehension skills as they move forward with their grade or school levels (Williams, 1998).   Based on reports, teachers are worrying that as time goes by, more and more learners go to school without the expected knowledge and skills in reading and comprehending textual materials given to them (Snow, 2002). Needless to say, the children-learners’ literacy level tend to go down which is brought by many different factors.Indeed, there have been recent studies conducted which reveal that increasing the literacy level of the kindergarten learners is becoming a challenging tasks for the teachers.   Students who are in the in their middle age of learning are already being taught for proper reading and comprehension.   However, there are reports th at show that there are increasing number of students who have gone to higher levels but â€Å"are still not fully equipped with the right reading and comprehension perspectives,† thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002). For this reason alone, different teaching methods and approaches have been tried to eliminate the continuing problem on low literacy level.With all the information stated above, it should be realized that to increase the literacy skills of the young learners, teachers need to provide extra time to their students. This ‘extra time’ can be consumed by reading to the students. And this is where story telling comes in really handy.Storytelling is an ancient art, as old as oral communication itself. To be human is to be a storyteller; we use stories to define ourselves, to make sense of our world, and to create community. Unfortuna tely, educators including teacher-librarians- have often neglected storytelling as a teaching tool and as a useful skill for students.The oral tradition of telling stories goes back to the beginning of spoken language. Long before historical events were written down, storytellers relayed stories to preserve culture and heritage (Vansina, 1985). The earliest recorded stories, such as the tales of Gilgamesh, Beowulf, and the Greek and Norse myths, were first communicated as oral tales (Thompson, 1946).There are a number of benefits that can be derived in storytelling to children-learners.   One of the most important aspect that story telling brings to learners is its ability to stimulate interest in reading. If a teacher is orally sharing a story that is based on a book, it is important to let the students know that the book is available to be checked out of the school library. Most students love to hear stories, and that the story can often be transferred to the printed word.Story telling teaches and reinforces both oral and listening skills (Groce, 2001) two basic life skills that usually do not receive the same attention in schools as reading and writing. The pleasure that children can receive by listening to stories helps them associate listening with enjoyment. They also learn how to be respectful listeners. Storytelling enhances vocabulary and language development, assisting students in discovering both the beauty and the power of words. Many adults in todays society are afraid of speaking in front of an audience. When children and youth are involved in oral presentations, they become more comfortable with public speaking as they grow older. Thus, storytelling can help foster self-confidence and poise (Caulfield, 2000).A well-told story can nurture the imagination of students and assist them in mental visualization (Baker ; Greene, 1977). Too often the youths are bombarded with audio and visual stimulation and are rarely provided opportunities to mental ly see characters, settings, and actions. When students tell stories, they are offered outlets for their own creative expression. The storyteller can change a story, adding ideas or details that make it ones own creation. This is often referred to as making a story your own.Storytelling through the ages has been used as a teaching tool, whether for imparting the values contained in many of the folktales or for simply passing along information. Facts embedded in a story are generally much easier to learn and recall than when presented in an informational format (Wagner Smith, 1969).Each culture has its own folktales and stories; thus, participation in storytelling can convey an awareness and appreciation of other cultures. It is a way of respecting the heritage of a particular culture, reinforcing societal values, and keeping traditions and folk heroes alive.Most important, storytelling is fun. Stories can be funny, suspenseful, exciting, and thought provoking. Having times in our s chool day to laugh and be entertained provides opportunities for students to relax and adds variety to classroom routines.The Best Approaches to StorytellingOn Selecting a StoryOne of the most important steps in storytelling is the selection of a story that will be shared aloud. Not every book can be used to tell a story. The selected story should have a definite beginning, middle, and end. Folktales, myths, legends, hero tales, humorous stories, and realistic stories are especially suitable for storytelling. Consider the age of the audience when choosing a story. Young children love stories with repetition and pleasing word sounds, whereas older children prefer stories that have action, humor, and suspense. The teachers should always choose a story that he/she enjoys him/herself (Wagner Smith, 1969).On Preparing a StoryBefore attempting to tell a story, the teacher should read it through several times and try to picture the events and hear the voices of the characters. Although th e teacher may want to memorize repetitive, interesting, and beautiful phrasing that will help retain the flavor of the original story, avoid memorizing an entire story. Develop a clear outline of the story plot in mind, and then simply tell it. It is particularly important to be familiar with the beginning and the end of a story. Once the teacher feels comfortable that he/she knows the story thoroughly, try to imagine the audience and then practice telling the story aloud numerous times (Wagner Smith, 1969).On Telling the StoryThe following are several tips that can help both the teachers and the kindergarten learners and become successful storytellers (Baker Greene, 1977): ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use natural voice, speaking simply in an unaffected way. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Speak loudly enough to be easily heard. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Articulate clearly. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use pauses and changes of pace and pitch to create moods. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Use gestures when appropriate, but avoid movement that is unrelated to the story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Keep face alive and expressive. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Maintain eye contact with the listeners. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subordinate oneself to the story.Remember, the teachers are the instrument while the story is the main feature.Some Extension Activities for StorytellingAlthough the teachers’ ultimate goal is to have kindergarten students begin to tell their own stories, the teacher may want to begin getting students involved in storytelling by having them participate in some extension activities of stories that another adult storyteller shares. The following are some activities that can be used to involve students in storytelling (Baker Greene, 1977): ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Discuss possible other endings for a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tell something that coul d have happened to one of the characters in a story before or after the story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using a microphone, interview the characters in a story, with one student being a television news reporter and other students being the characters in a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a different ending for a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a journal entry as one of the characters in a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a poem about a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make up a song or jingle for the story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Write a newspaper article about what happened in a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research one of the characters in a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Draw a picture of a favorite scene in a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make a comic strip of a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make a story quilt, with each student drawing a differe nt part of a story and then piecing drawings together. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make props that can be used to retell a story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Act out a story using sound effects, movements, and gestures. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Take turns retelling a story by passing along a magic wand or other object and have each student tell a portion of the story. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retell a story from another point of view. ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retell a story, sharing it with a different audience.ConclusionIndeed, increasing the literacy skills of the young learners is not an easy task. There are varied factors that both the teachers and the learners need to consider before they can fully succeed in their goal.   One of the foremost factors that teachers should really take into consideration is the ways in which they could provide more time to read to the students and at the same time stimulate them to read. And it wa s found out that storytelling can achieve such objectives.Storytelling is still very much a part of the work of youth services librarians in school and public libraries. Whether stories are told with props, costumes, puppets, or flannel boards or whether a storyteller stands alone at the front of the room, stories can stimulate children to read, to listen, and to use their creative skills. Most important, listening to and telling stories helps children connect with and understand themselves and other people, a valuable asset in an increasingly complex and diverse world and the most dominating criteria to increasing the literacy skills.Pedagogical ApplicationsAs a teacher, I would like to enhance my storytelling skills so that I can use this as part of my everyday learning programs for the young learners that I am handling. Based on the ideas presented above, story telling to the kindergarten students will truly augment, not only their literacy skills but also some aspect of their ow n mental, psychological and/or overall personality, with which I, as the teacher needs to provide due consideration also. By this alone, I am most confident that by giving some time – everyday, or maybe twice a day for storytelling (such as in the mat time), educational achievement of my young learners will become on a high level.

The My Lai Massacre of the Vietnam War

The My Lai Massacre of the Vietnam War On March 16, 1968, United States Army troops murdered several hundred Vietnamese civilians at the villages of My Lai and My Khe during the Vietnam War. The victims were mostly elderly men, women and children and all non-combatants. Many were also sexually assaulted, tortured or mutilated in one of the most horrifying atrocities of the entire bloody conflict. The official death toll, according to the US government, was 347, though the Vietnamese government asserts that 504 villagers were massacred. In either case, it took months for U.S. officials to catch wind of the actual events of that day, later filing court-martials against 14 officers present during the massacre yet only convicting the second lieutenant to four months in military prison. What Went Wrong at My Lai? The My Lai Massacre took place early in the Tet Offensive, a major push by the Communist Viet Cong  - National Front for the Liberation of South Vietnam  - forces to drive out the South Vietnamese government troops and the U.S. Army. In response, the U.S. Army initiated a program of attacking villages that were suspected of harboring or sympathizing with the Viet Cong. Their mandate was to burn houses, kill off livestock and spoil crops and pollute wells in order to deny food, water and shelter to the V.C. and their sympathizers. The 1st Battalion, 20th Infantry Regiment, 11th Brigade of the 23rd Infantry Division, Charlie Company, had suffered almost 30 attacks via booby-trap or land mine, resulting in numerous injuries and five deaths. When Charlie Company received its orders to clear out possible V.C. sympathizers in My Lai, Colonel Oran Henderson authorized his officers to go in there aggressively, close with the enemy and wipe them out for good. Whether the soldiers were ordered to kill women and children is a subject of dispute; certainly, they were authorized to kill suspects as well as combatants but by this point in the war Charlie Company evidently suspected all Vietnamese of collaborating - even 1-year-old babies. The Massacre at My Lai When the American troops entered My Lai, they did not find any Viet Cong soldiers or weapons. Nonetheless, the platoon led by Second Lieutenant William Calley began to fire at what they claimed was an enemy position. Soon, Charlie Company was shooting indiscriminately at any person or animal that moved. Villagers who tried to surrender were shot or bayoneted. A large group of people were herded to an irrigation ditch and mowed down with automatic weapons fire. Women were gang-raped, babies shot at point-blank range and some of the corpses had C Company carved into them with bayonets. Reportedly, when one soldier refused to kill the innocents, Lt. Calley took his weapon away and used it to massacre a group of 70 to 80 villagers. After the initial slaughter, the 3rd Platoon went out to conduct a mop-up operation, which meant killing any of the victims who were still moving amongst the piles of dead. The villages were then burned to the ground. The Aftermath of My Lai: Initial reports of the so-called battle at My Lai claimed that 128 Viet Cong and 22 civilians were killed -   General Westmoreland  even congratulated Charlie Company for their work and the Stars and Stripes magazine lauded the attack. Several months later, though, soldiers who had been present at My Lai but refused to take part in the massacre began to blow the whistle on the true nature and scale of the atrocity. Privates Tom Glen and Ron Ridenhour sent letters to their commanding officers, the State Department, the Joint Chiefs of Staff, and President Nixon exposing Charlie Companys deeds. In November of 1969, the news media got wind of the My Lai story. Journalist Seymour Hersh conducted extensive interviews with Lt. Calley, and the American public responded with revulsion to the details as they slowly filtered out. In November of 1970, the US Army began court-martial proceedings against 14 officers charged with participating in or covering up the My Lai Massacre. In the end, only Lt. William Calley was convicted and sentenced to life in prison for premeditated murder. Calley would serve only four and a half months in military prison, however. The My Lai Massacre is a chilling reminder of what can happen when soldiers cease to regard their opponents as human. It is one of the worst known atrocities of the war in Vietnam.

UK Central Government Essay Example | Topics and Well Written Essays - 1750 words

UK Central Government - Essay Example Most such departments are led by ministers and the ministers are accountable to parliament and have to report on the progress of their department. Certain non-ministerial posts may also be given to people heading certain departments1. This essay will deal with the role of the governments, both local and central and examine to what extent the local governments are dependent on central government. Is there an issue of performance scrutiny Are the local governments completely controlled by the central government2 These are issues that will be discussed is some detail. The ministers are in charge of government departments and are known as secretaries of state. They are members of the cabinet and carry out duties that the Prime Minster allots to them. Certain holders of traditional offices may have no departmental duties. Ministerial responsibility refers to both the collective responsibility for government policy and actions which ministers share, and to the ministers' individual responsibility for the work of their own departments. Collective responsibility implies that ministers should support government decisions and policies once they have been made and strictly implement those policies. Departmental ministers must agree with government policies as a whole so ministers are either expected to support or resign (Direct.gov on Central govt, 2005). This shows the extreme control of the central government in policy matters. In recent years we have seen such cases of resignation when ministers have failed to support government policies for instance the decision to go to war against Iraq (BBC report 2003/2005)3. The junior ministers are parliamentary undersecretaries of State and they report to a minister and oversee certain functions of a department. Departmental ministers tend to decide on all matters within their responsibility although certain cases may involve the decision of more than one department and consequently more than one minister would be responsible for the decision. On taking up office ministers are required to resign from directorships of private and public companies and ensure that there is no conflict in public and private interests (Direct.gov on Centr al govt, 2005). The central government consists of a cabinet of 20 ministers chosen by the Prime Minister and include both departmental and non-departmental ministers. The Cabinet represents the true collective responsibility and is expected to take the final decisions on government policies and adhere to them. The cabinet meets weekly although its business remains confidential until policies are made public and official (Direct.gov on Central govt, 2005). The civil service helps the government to formulate policies, carry out decisions and administer public services for which they are responsible. As ofJune 2001, civil servants constituted about 2 per cent of the working population in employment and about 10 per cent of all public sector employees and half of all civil services provide their services directly to the public4. The Prime Minister is responsible for central co-ordination and management of the Civil Service (Direct.gov on Central govt, 2005). The central government also consists of executive agencies that are directly accountable to the ministers. These government agencies

Physics134 week7 Coursework Example | Topics and Well Written Essays - 250 words

Physics134 week7 - Coursework Example The functions of the NERC include working with the stakeholders to establish reliability standards for power systems, enforcing and monitors those standards, providing training and educational resources as part of an accreditation program, and assessing adequacy of the resources to ensure operators of the power system are proficient and efficient. NERC analyzes causes of power disturbances to help avoid future disruptions. Long distance power transmission is sent on high voltage wires because power is roughly the product of current and voltage. It means that when sending a lot of power, high voltage and high current must be used. High voltage wires are used because high current leads to the loss of power due to the wire resistance. With high voltage wires, the current is small and, therefore, much power reaches the destination. When using high voltage transmission line where one is twice the voltage of another, each of them has advantages and disadvantages. Very high voltage transmission lines are beneficial in that they can transmit power underground and above the ground from power companies to households and individual businesses. The high voltage lines can also run long distances and maintain the electric power. They are more advantageous to utility companies because they fetch more power. They are also more efficient due to minimal loss of energy. However, they have an increase danger because of high voltage. Low voltage transmission lines are lee dangerous but fetch minimal power due to energy loss. The Grid, DOE Office of Electricity Delivery and Energy Reliability. http://www.oe.energy.gov/SmartGridIntroduction.htm http://www1.eere.energy.gov/tribalenergy/guide/electricity_grid_basics.html

Carlos Villaluz Francisco Essay Example for Free

Carlos Villaluz Francisco Essay Carlos Villaluz Francisco, born in 1914, was the son of Felipe Francisco and Maria Villaluz of Angono, Rizal. Francisco studied at the University of the Philippines (UP) School of Fine Arts. Before the war, he did illustrations for the Tribune and La Vanguardia, and later, with Victorio Edades and Fermin Sanchez painted sets for the Manila Grand Opera House, and the Clover Theater. He was also a member of the Thirteen Moderns a group formed in 1938. After WWII, Francisco taught at the University of Santo Tomas, simultaneously working in film-making with Miguel conde, as the scriptwriter for Ghenghis Khan, Putol na Kampilan (Broken Sword) and Tatlong Labuyo, (Three Wild Roosters). He also designed costumes for Romeo at Julieta, (Romeo and Juliet) as well as Prinsipe Tenoso, (Prince Tenoso) Ibong Adarna, (Adarna Bird), Siete Infantes de Lara, and the Juan Tamad series. Francisco belonged to the first generation modernists who, with Edades and Galo B.  Ocampo, constituted the pioneering triumvirate which attempted to change the direction of Philippine art from the tenacious influence of the Amorsolo school in new and fresh idioms of visual expression. In the struggle for modern art, Francisco was one of the artists/protagonists in the center of the fray. His painting :Kaingin (Swidden), a modernist composition with strong design and rhythm, won him the first prize in the historic first national art exhibition of the Art Association of the Philippines (AAP) held at the National Museum in 1948. Francisco, along with Edades and Ocampo were commissioned to do a number of murals for lobbies and for private residences such as that of the architect Juan Nakpil. These murals featured stylized figures in flowing curvilinear lines: nymphs dancing or playing the flute, often against a background of tropical vegetation. Through these works, the artists contributed towards developing a Filipino imagery, drawing inspiration from the the customs and traditions of the Philippine people, as well as from familiar environments. In the quest for a Filipino modernist idiom, Francisco, who chose to be based in his fishing village of Agono, observed Philippine folk aesthetics and researched Philippine histon,, customs, and traditions. He arrived at an idiom which was both Filipino and Asian. Francisco employed bold folk colors, flowing rhythmic lines and decorative patterns often covering the entire field of the painting. He evoked the communal life of Philippine gatherings and celebrations. His images of women were drawn from mythology. uch as Mariang Makiling; from history and legend, such as Princesa Urduja; from customs of the past, such as the maiden carried on a hammock across the mountain in Antipolo; and from contemporary folk, such as the woman preparing fish for sinigang. Fisherfolk were among his favorite subjects since he lived in a fishing village. He showed his closeness to the folk in paintings such as the Camote Eaters, his last and unfinished work. Franciscos first important mural was done for the 1953 International Fair held in Manila. On the theme of 500 years of Philippine History, its scope covered the legendary origin of the Filipino with the first man and woman Malakas and Maganda springing from the primal bamboo, up to the administration of then incumbent President Elpidio Quirino. The mural was finely executed in wood by the Paete woodcarvers. Foreign visitors to the Fair were impressed by Franciscos mural which received full Newsweek, but local sentiment was lukewarm and the work was promptly carelessly disposed of after the fair. Franciscos major masterpiece is the mural for the Bulwagang Katipunan of the Manila City Hall, commissioned by Manila mayor Antonio Villegas during his administration. Filipino Struggles through History chronicles the history of Manila from the first great Rajahs of Tondo, the Spanish colonial period, Balagtas, Rizal and the Revolution of 1896, up to the American colonial period which becomes the history of the entire nation itself. In this work Francisco often integrated several historical episodes, in smaller scale, under one period. The episode groups, however, are not static but flow into each other by means of various linking devices, such as a winding river, flames branching out, or clouds coiling in spirals. The murals are marked by artistic vigor and inexhaustible inventiveness, a lively characterization of the numerous historical figures, and unifying all, a strong sense of design. Andres Bonifacios figure makes a compelling visual impact as he is shown forging forward, leading the Katpunero with their long bamboo spears, rifles, and bolos. Among the many dynanic scenes is the encounter between Limahong and the Spanish soldiers as they thrust their weapons at each other. A smaller mural is the Pageant of Commerce in four sections: two sides on the history of Philippine trade, from commercial relations with China and Arabia to the Manila Acapulco alleon trade: a section on the development of modern industry in factories, travel and communication; and the central one of a Filipino couple in native costume, the woman slipping a coin into a bamboo alkansya, with the spirit of commerce hovering above. Francisco also did the murals on the Life and Miracles of St Dominic for Santo Domingo Church, 1954; and the Stations of the Cross for Far Eastern University, 1956. He worked with Victorio Edades and Galo B.  Ocampo on the mural of Rising Philippines for the Capitol Theater and murals for the Golden Gate Exposition, the State Theater, the houses of Pres Manuel Quezon, Ernesto Rufino, and Vicente Rufino. Franciscos Kaingin won first prize in the 1948 painting competition of the Art Association of the Philippines. He received the Patnubav ng Sining at Kalinangan Award from the City of Manila in 1964. He was proclaimed National Artist in painting in 1973.

Napoleons Russian Campaign Essay -- Napoleon Russian Campaign

Napoleon's Russian Campaign The peace between France and Russia in 1807 lasted for five years but was not satisfactory to either side. The Tilsit settlement was thought of by Napoleon as no more than a convenient truce. In 1807 he had been in no position to invade Russia but there was no way that he could tolerate another European power for very long. Napoleon felt that a war with Russia was necessary ‘for crushing England by crushing the only power still strong enough him any trouble by joining her.’ Napoleon began preparing for the war. He secured the support of Austria and Prussia since even though neither was in any position to refuse. Emperor Francis of Austria provided 34,000 men to cover the French but sent secret messages to St. Petersburg assuring Alexander that Austrian hostilities would be kept to a minimum. Prussia though was placed in a less fortunate position. With Berlin occupied by French and most of their 1807 debt to be paid it had no alternative but to provide 25,000 men and supp ly quarters and rations for the entire army. The rest of Napoleon’s Grand Army came from the many countries under his direct control. The Kingdom of Italy sent 45,000 men, the Grand Duchy of Warsaw 35,000. The Kingdoms of Bavaria, Saxony and Westphalia each sent 17,000 men and there were many additions from various other nations under Napoleon’s control. In all the army totaled to 600,000 men. While Napoleon had an enormous army he made though inadequate preparations for supplying the troops. The provisions that he arranged for were not intended to provide all that the troops would need as they fought their way to Moscow. This was because Napoleon visualized a short campaign ending in a decisive victory. In a speech to his troops on... ... into East Prussia. Russia though made a deal with East Prussia, which allowed the Russian troops to enter East Prussia and by the end of January 1813 the French were behind the Elbe River, far away from Russia. This marked the end of Napoleon’s Russian Campaign. Bibliography Gate, Curtis. The War Of The Two Emperors New York: Random House, 1985. Glover, Michael. The Napoleonic Wars: An Illustrated History New York: Hippocrene Books, 1979. Hilt, Douglas. Ten Against Napoleon Chicago: Nelson-Hall, 1975. Holtman, Robert. The Napoleonic Revolution Philadelphia & New York: J.B. Lippincott Company, 1967. Nicolson, Nigel. Napoleon 1812 New York: Harper & Row, 1985. Riehn, Richard. 1812: Napoleon's Russian Campaign San Francisco: McGraw-Hill Publishing Company, 1990. Walter, Jacob. The Diary Of A Napoleonic Foot Soldier London: Doubleday, 1991.

Writing Essays for Dummies?

Every student would have to write several essays through middle school and high school to college or university. Most essays are a part of the curriculums. Some are imperative requisites at the time of enrollment, such as the college application essay. Dissertation is also a type of essay, usually much longer and certainly more comprehensive than ordinary essays. Very few students have a natural penchant for essay writing. Students dislike or fail to specialize in writing essays for a myriad of reasons. Some students find the sheer uncertainty at the outset to be rather daunting. Some students find it difficult to convert their thoughts into words. Many students do not have the affinity for research, which is a quintessential prerequisite of writing an essay. These are the realities that students, teachers and parents must deal with. Our guide to writing essays for dummies is a good place to start to overcome the overwhelming challenges.Introduction to Writing Essays for DummiesAn essay is a short piece of writing on a subject or topic. You may also call it an article, a composition, a paper or study, dissertation or thesis, an assignment or disquisition. Before we delve into the different types of essay and how you should go about planning to write one, it is necessary to understand the entire premise. Students are asked to write essays so their understanding and hence grasp of a particular subject or topic can be assessed. An essay is supposed to reflect the personal opinion of the writer but not without due allegiance to facts. Every essay has a specific purpose. The scope of the essay is defined by that purpose. An essay should convey a message. It can convey more than one message. The best essays showcase contrasting perspectives and establish the truth through such contradictions. An essay can be limited to any one aspect of a topic or subject. It can be comprehensive. An essay is rarely all-encompassing.Explore the Plethora of Forms & Styles of EssaysA vast majority of students do not have a lucid understanding of how to plan an essay. This is the biggest initial hurdle. Most students have the ability to express their thoughts or what they know about a given topic and can also carry out substantial research if they are provided the necessary guidance. Beginning to write an es say is not very different from a writer staring at a blank piece of paper or a painter setting up the blank canvas. The best writers and painters can create wonders out of that nothingness. Students can do so too with their essays.Four Basic Types of EssaysThere are more than a dozen types of essays. You can subcategorize them further if you want more specificity. Broadly, there are four major types of essays. These are narrative, descriptive, expository and persuasive. An essay may be an account documenting personal experiences, it can describe an object, person, situation or idea, it can explain something or it can try to convince the readers to accept a particular perspective. The purpose of the essay and the message you need to convey will determine the type you need to choose. Unless a specific assignment at school or college demands a certain form and style, students usually have the choice among these different types. A narrative essay is like telling a story. You are the writer and the narrator. As a narrator, you have to be vivid with everything you show and tell. The story is narrated in first person so it gives you an opportunity to establish an immediate connect with the audience or reader but it also limits your ability to cast light on anything within the essay that is beyond the reach of the narrator. Narrative essays are best when the message or purpose is some kind of personal statement. A descriptive essay is like drawing a picture. This can be a narrative essay as well. You can narrate the essay in first person while being descriptive. Descriptive essays are mostly about places, people, objects, memories or experiences. The description in the essay needs to have a purpose. There has to be a coherent message or some deeper meaning. The objective of a descriptive essay is to establish an emotional connection or to evoke a reaction, not just to paint a picture that no one cares about or r elates to. An expository essay is about facts. It is more informative than narrative and descriptive essays. There is little room for personal opinions. Whatever personal perspective that may be presented in an expository essay must be substantiated. There should be verifiable evidence or facts. An expository essay illustrates a topic by employing statistics, facts, real and theoretical examples, comparisons, causes and effects. This is not a first person narrative or even a descriptive account to evoke a premeditated reaction. A persuasive essay is basically an academic version of a sales pitch. The writing should be able to convince the audience or reader to accept the presented opinion, reasoning, perspective or facts. Persuasive essays could be narrative, descriptive or expository. Since the reader needs to be convinced, there has to be more than just personal opinion or perspective. The logic or reasoning presented should be irrefutable. It is necessary for such an essay to dis cuss or debate all perspectives relevant to a topic. The writer may have a preconceived notion or may choose a standpoint even before writing the essay but this cannot come across as obvious in the written piece. A persuasive essay should not read as a biased account of facts.Other Types of EssaysAs you may have realized by now, the form and style of essay will depend on the type. You cannot use flowery vocabulary when you are writing an expository essay as facts are more important. You can be as poetic or ornate you want in a narrative or descriptive essay but you should still be able to establish the purpose and convey the message. The essence should not be lost in the writing. There are other forms and styles beyond the four major types of essays such as compare and contrast, cause and effect, process, argumentative, critical, classification & division, dialectic, exemplification, familiar, economic and reflective. All these forms or styles can actually be categorized in one or more of the four major types of essays.The Definitive Guide to Writing Essays for DummiesAn essay has three parts: introduction, body and conclusion. A short essay of around four hundred to six hundred words should have one introductory paragraph, a few body paragraphs and one concluding paragraph. A longer essay of around a thousand words or several thousand can have multiple introductory paragraphs, a few demarcated sections as the body wherein each has one or more paragraphs and a concluding section with one or multiple paragraphs. Writing essays for dummies has six stages. These are preparation, study or research, writing the first draft, improving the language and the chosen style, reviewing the structure and content, finishing the piece with elan.Stage One: PreparationThe preparatory phase has far-reaching implications. Everything you choose at this stage will have a bearing on every subsequent phase. If you have been given a topic or subject and you have been instructed to write a certain type of essay, then you don’t have the liberty to choose. If you can choose your topic or the style, then you must play to your strengths. Some people are naturally good at describing or narrating. Some people are naturally drawn towards facts and analytical assessments. Choose the style or form depending on your deftness.Stage Two: ResearchAn essay has to be heavy on substance. It cannot be rhetoric. Even if you are writing a narrative or descriptive essay wherein you are exploring an idea, concept or thought and t here is no correlation with real incidents, you would still need to use substantial information to your advantage. An essay is not a dramatic soliloquy. Expository and persuasive essays will require sufficient research. You can confine your research to the books you have access to as a part of your curriculum. You can expand the scope of your research. The library at your school or college and the virtual world will offer you instant access to any information you need. The challenge is not the access to the information you need but the studying and assessing of everything you learn. You will come across a lot of information. There would be complimenting and contradicting findings. Depending on the topic, it may be impossible for you to include all sources and hence you would need to choose some information over others. The presentation should still be comprehensive enough. You cannot choose one type of factual findings and discard another. An essay must have some semblance of nonpartisanship even if you have a preconceived purpose.Stage Three: First DraftYou would have a word count in mind. Break it down into the three segments of introduction, body and conclusion. You can start with the body. The information you obtain through your research would be the foundation of the body of your essay. Since you would have plenty of details, starting the first draft with such information would be simpler than trying to find the best words to begin your essay. Often, writing the body would influence a writer to choose the right wording for the introduction. However, this is not a universal rule. Many writers would want to begin with the introduction, set the tone of the essay and then work on the first draft of the body. You should not be too conscious while writing the first draft. Just pen down whatever you have learned and what you have understood. You don’t have to be too adherent to the purpose and you don’t need to excel in the use of language. The objective of the first draft is to put your thoughts into words and to have a basic version that you can rework to perfection. The first draft can be much longer than the chosen word count. Try to write down everything you think is important in the given context.Stage Four: Review/Revise or Edit/RewriteYou should review the first draft and crosscheck the factual information with your references. Make sure there is no factual inaccuracy. Ensure there is no plagiarism. Consult your notes from the research phase to know for sure that you have been true to the sources. Revise or rewrite any portions that you think are inaccurate or would do with some better writing. Check everything from spelling to grammar, use better words wherever approp riate and try to develop a unique voice in your essay. Most people have a natural writing style. This is not necessarily good or bad. You should find, identify and amplify your voice. Your essay does not have to emulate the styles of others.Stage Five: Optimize Structure and ContentAt the end of the fourth stage of writing essays for dummies, you should have a readable piece that sheds more light on the topic and conveys a message. The primary purpose of writing the essay must have been accomplished by now. However, the structure and content may not be the best they can be. You should try to optimize both. Review the word count of each paragraph, assess how you have argued in favor or against a particular notion, whether or not your writing is actually conveying what you wish to emphasize, if the reader will get to imagine or visualize the picture you are trying to draw and if there is an impact of the entire content, which could be an emotional connection, a certain type of reaction or just being convinced with the facts of the case.Stage Six: Finishing TouchesThe finishing touches will vary from writer to writer. You can look for a quote, one that is the most appropriate for your essay. You can come up with an anecdote to make your essay more memorable. Often, it is not just the words in an essay that makes it unique but how it is presented.

Limiting Reagents Lab Essay

Problem: What mass of precipitate will form when 1.69g of CuCl2.2H20 reacts with 1.31g of aluminium? Aspect 3: Materials: > 150 mL beaker > Erlenmeyer Flask > 100ml Graduated Cylinder > Funnel; > Scoopula > Electronic Balance > Stir Rod > Aluminum Foil > CuCl2.2H20 > Distilled Water Procedure: Day 1 > Rinse beakerwith distilled water. > Mass 1.69g of CuCl2.2H2O. > Add to beaker and add 50mL of distilled water. > Mass aluminum. Fold in 1/2 & coil loosely. > Place in beaker and let sit overnight. Day 2 > Pull out Aluminum and rinse into beaker > Mass filter paper, put name on it > Put paper in funnel and funnel into the Erlenmeyer flas. > Pour in mixture. Rinse beaker three times. > Rinse funnel and paper twice. > Remove Paper and let dry overnight. Day 3 > Mass filter paper Data Collection and Processing (DCP) Aspect 1: Recording Raw Data: Mass of CuCl2.2H2O – 1.93g Mass of Al – ? (The massing of the aluminum was forgotten) Experimental mass of precipitate = .69g Aspect 2: Processing Data 2Al(s) + 3CuCl2.2H2O –> 3Cu(s) + 6H2O(l) + 2AlCl3(aq) m Al=1.93g M Al= 26.98 g/mol m 3CuCl2.2H2o = 1.69 g M 3CuCl2.2H2o = 152.47 g/mol (Chem 20 Data Booklet) m Cu = ? n CuCl2.2H2O = 1.93g / 170.49 g/mol n CuCl2.2H2O = .011320312 mol 3 mol CuCl2.2H2O = 3 mols Cu n Cu = .011320312 mol m Cu = .011320312 mol x 63.55 g/mol m Cu = .719g % yield = .69 / .719 = 96% Aspect 3: Experimental mass of Cu(s) precipitate = .69g Theoretical mass of Cu (s) precipitate = .719g % yield = 96% Conclusion and Evaluation (CE) Aspect 1: Conclusion: The mass of precipitate that forms when 1.93g of CuCl2.2H20 reacts with 1.31g of aluminum is .69 g. The % yield was 96%. The massing of aluminum was forgotten but when another piece was massed and the numbers were worked out, it was shown that there was an excess of aluminum and that the CuCl2.2H2O was the limiting reagent. Aspect 2: Evaluate: There were .029g of Cu precipitate less than expected. It is likely that some of the copper went into the Erlenmeyer or was stuck on the funnel. Despite thorough rinsing of the filter paper, some of the precipitate got through the filter paper and into the Erlenmeyer. Aspect 3 Improving Experimental Design: Instead of one piece of filter paper, two pieces should be used. This would lead to less precipitate going into the Erlenmeyer. Also, the water in the Erlenmeyer could be re-filtered.

Top 10 Characteristics of Successful and Creative Women

Top 10 Characteristics of Successful and Creative Women If you haven’t seen Wonder Woman yet, add it to your to-do list: you will be newly inspired to kick butt and take names. If you want to be all the woman you can be and achieve the great things you know you’re destined for, then there are a few things you can try to increase your chances of world domination. Turns out, women who achieve amazing things tend to have a few traits in common. Here are a few that you can attempt to cultivate or recognize in yourself.1. AssertivenessIf you find yourself backing into requests or questions and/or constantly apologizing for yourself, then you might need to harden your assertiveness quotient. Trade in your inner pussycat for an inner tiger. Just try not to be too ferocious to over-compensate.2. EmpathyA lot of women think that â€Å"typically female† traits like empathy are to be downplayed, when instead they should be considered an asset. Empathy means you can listen and understand where other people are coming from- their needs and feelings and desires. Learn to be understanding and intuitive, without getting derailed by sentimentality.3. PassionYou may have lots of skill and experience, but without passion for what you’re doing, you’re likely not to elevate your work to the next stage. Loving what you do means innovating, striving, challenging yourself. And it makes the time you put in pleasurable and worth every moment of your journey to the top. Passion also brings energy, which you’ll need to persevere.4. ImperfectionTrying to be â€Å"perfect† or expecting perfection from those around you is a one-way ticket to everyone being miserable. Really successful women know this isn’t possible all the time. Embrace your flaws. Find people who complement your strengths. And keep your head down. Be the best you can be at each thing, then move on.5. PowerRise to the top. Once you get there, you get to write your own rules. You’ll find, paradoxically, that the higher up you go, the easier your life gets. You’ll have more control in the kind of workplace you create for yourself and your employees.6. FaithBelieve in yourself. Believe that you will be successful. Believe in your crazy ideas. And be ready to think on your feet in order to realize them. You could also call this ego- the confidence to get done what you need to get done (rather than the inflated head variety).7. AdaptabilityIf stress flummoxes you, then you might have a hard time in your rise to success. You’ll feel more capable of handling this amount of stress at different times, of course, but in general, the more you build up your tolerance the better. Find ways to make your life as restful, de-stressed, and easy as possible. And concentrate your mental energy on the work at hand, rather than hyperventilation.8. CourageWhat would you do if you had no fear? Taking risks doesn’t necessarily mean doing reckless things, but it does mean making calculated decisions and trying things that might be considered â€Å"risky.†9. Self careReally successful people rest as hard as they play. They take good physical care of themselves: exercising and eating right, taking mental health days if possible, and knowing when to say â€Å"no† and when to take alone time, etc. They’re able to step away from their never ending to-do lists and do something that will keep them going with enough fuel to keep powering through.10. GratitudeReally successful women realize that their success did not occur in a vacuum- both at home and at work. And they are able to say thank you and express genuine gratitude and appreciation to the people who have helped them get where they are. They treat their colleagues with kindness and respect and receive respect and admiration in return.

Biblical Christian Influence on American Films

Biblical Christian Influence on American Films Essay One of the most interesting and probably the most important and influential books ever written in Western history is the Holy Bible. No other book has come close to having had such a profound influence on the religious, intellectual, philosophical, political, military and cultural life of society throughout the world where western civilization has penetrated. Some people believe its the best work of literature ever written; others believe that is the word of God written by Him alone through mortals chosen to carry His message. Some believe that the very thought of changing a single word of this book deserves severe punishment even death. Most western religions treat it as holy words from their creator and savior. Historians value it as a great encyclopedia of ancient cultures of the Near East. Artists continue to be inspired by and find material from this book for their paintings, novels, poems and other expressions of art. Architects have used information and actual plans found in the Bible as to how the ancients built their magnificent temples and cities as reference to build modern structures as well as replicating the old. The Bible has been used as a great source for scientists and researchers in identifying diseases and other maladies that plague modern societies. Doctors have found actual cures for some diseases that were passed on to them through the Bible. Politicians very often use words or passages from this book to rationalize their policies or actions. Moralists have set the doctrines expressed within its pages as the basic rules a good citizen should follow. Priests base sermons on their own interpretations of the holy words to inspire followers and to convert non-believers. How powerful the book is! Bible translation led to the study and literary development of many languages. Luthers translation of the Bible in the 16th century has been called the birth of modern Germany. The Authorized Version (English) of 1611 (King James Version) and the others that preceded it caught the English language at the blooming of its first maturity. Since the invention of the printing press (mid-15th century), the Bible has evolved to become more than a translation of an ancient Oriental text. It is not perceived as a foreign book. Certainly it has become the most available, familiar, and dependable source and arbiter of intellectual, moral, and spiritual ideals in the West. Its English translations form the shape of modern English and many writing styles. It has given birth to many masterpieces of art. Miltons Paradise Lost, Rubens Christ On The CrossIt has caused pain, suffering and conflict between various individuals and societies who interpret the book differently such as the Hebrew, the Moslem and the Christian. No one can deny the astronomical deaths heaped on western society through wars and other forms of murder perpetuated in the name of truth found in the pages of the Bible. It is the foundation of most western moral concepts and cultures. It is read daily by millions throughout the world No one can ignore or deny the place the Bible has earned. Numerous academics have studied its influence on western culture and society. I dont wish to repeat or quote what has already been said more eloquently. What I want to emphasize here is I believe that it is quite impossible to discuss the Bible and its influence over the Western World without considering the influence of different religious interpretations. What I hope to do here is to confine this discussion to the impact of the Christian interpretation of the bible on American Entertainment, specifically American film and the film industry. The Christian Bibles Effect on the American Film Industry Most Chinese audiences have no doubt: America is a nation of complete artistic and personal freedom. How is it possible then that America is under the influence and even controlled by one book? Even I would have to admit it seems true for the present there seems to be unlimited freedom in U. S. entertainment. Violence, crime, pornography, politics, drugs, etc. all have been adapted into screen. It seems there are no rules for the film industry. Filmmakers can and seem to make whatever movies they like. The truth is that until recently the film industry is subject to and has to follow, directly or indirectly, the rules set out in a kind of Production Code, which was originally written by a Catholic priest, Father Daniel Lord in the 1920s when complaints of moral abuses in Hollywood expressed through the new and powerful medium of film forced the industry to protect itself against local or national censorship and establish the Hayes Commission to investigate and make suggestions that would calm the fears of the moralists and organizations that were fearful of Hollywoods influence on their memberships. Later the Hayes Commission gave birth to what is today known as Motion Picture Association. This quasi-government organization is still headed by its first appointee and is supposed to help the motion picture industry set and follow a voluntary code of ethics by warning audiences of the content in each film through a rating system. After the birth of the Hayes Commission, in April 1934 the Catholic Church formed its own investigating commission. A committee of bishops was formed to make suggestions and determinations as to what Catholics could and could not view coming out of Hollywood. It was called The Legion of Decency. These Bishops make determinations as to the moral content of each film and how the Church wanted its priests to handle their parishioners. The priests would then pass on this information to the parishioners. Through sermons, booklets, letters, and media releases the Church let it be known what movies were acceptable for viewing and which were not. For more than three decades the Catholic Church, through its Legion of Decency enjoyed the power to control content in much of what Hollywood produced serving as a moral guardian for the American public. From 1934 until the early 1950s staunch lay Catholic, Joseph I. Breen , rigorously enforced Lords code at the Production Code Administration (PCA), often over the protests of studio executives, producers, directors, and screenwriters. The PCA, the industrys own censorship board worked hand in hand with the Legion of Decency to keep the movies from exploring social, political and economic issues that it believed were either immoral or a danger to the Catholic Church. The PCA, represented only the first step in the process of purification that all Hollywood films underwent during the Legions reign. After receiving a Production Code seal of approval, films were shipped to New York for duplication and distribution; but before that process could begin each film was submitted to the Catholic Legion of Decency for a final review. If they didnt like what they saw, word would be sent to the producing studio that negotiations were in order. A letter or a telephone conversation would detail the Legions objections. The offending films would be either altered to suit Catholic tastes or waiting for condemnation. A Legion condemnation shook Hollywood to its core because Catholics, some twenty million strong, were theoretically forbidden, under the penalty of mortal sin, to attend the condemned film. Any theater that exhibited a condemned film was targeted for boycott by Catholic organizations. Rather than risk a loss of income or challenge the Legions authority to censor their product, producers bowed to the pressure and cut the offending material from all prints exhibited worldwide. In reality, then, the Legions view of sex, politics and moral issues reached an international market. The history of the relationship between the Legion and Hollywood, of a religious organizations censorship of a mass medium entailed a cultural war between the Legion, which believed it spoke for the moral values of the American public, and the movie industry, which foughtoften rather meeklyfor freedom of the screen. From the mid-1930s until Otto Premingers release of The Moon Is Blue in 1953, no Hollywood studio seriously challenged the right of the priests to censor their films. From 1953 until the establishment of the current ratings system, only a handful of independent producers, foreign or domestic, refused to submit their films to Legion censors. The Catholics thought that strict control over the content of the movies would prevent the movies a new, popular and powerful recreation from changing the positive values of Anglo-Saxon ideals was adopted by progressive reformers. What Daniel Lord drafted as a Catholic movie code emerged a fascinating combination of Catholic theology, conservative politics, and pop psychologyan amalgam that would control the content of Hollywood films for the next three decades. Lord and his colleagues shared a common objective with Protestant film reformers: they all wanted entertainment films to emphasize that the church, the government, and the family were the cornerstones of an orderly society; that success and happiness resulted from respecting and working within this system. Entertainment films should reinforce religious teachings that deviant behavior, whether criminal or sexual, cost violators the love and comforts of home, the intimacy of family, the solace of religion, and the protection of law. Films should be twentieth-century morality plays that illustrated proper behavior to the masses. Therefore, the basic premise behind the code was that no picture should lower the moral standards of those who see it. Recognizing that evil and sin were legitimately part of drama, the code stressed that no film should create a feeling of sympathy for the criminal, the adulterer, the immoralist, or the corrupter. No film should be so constructed as to leave the question of right or wrong in doubt. Films must uphold, not question or challenge, the basic values of society. READ: Adolescent Mental Health Facilities EssayThe sanctity of the home and marriage must be upheld. The concept of basic law must not be belittled or ridiculed. Courts must be shown as just and fair, police as honest and efficient, and government as protective of all people. If corruption was a necessary part of any plot, it had to be restricted: a judge could be corrupt but not the court system; a policeman could be brutal, but not the police force. Interestingly, Lords code stated, crime need not always be punished, as long as the audience is made to know that it is wrong. What Lord wanted films to do was to illustrate clearly to audiences that evil is wrong and that good is right. Therefore Going My Way couldnt pass the censor: they thought priests in a bad light. In Inherit the Wind the whole premise of the film could not be accepted originally because it supposedly slammed Christianity and portrayed the minister as the villain in the movie (parish the thought no pun intended). Sunset Boulevard was rejected because Normas crime of shooting Gillis went unpunished. In 1968 the censorship system was replaced by the rating system. In this system the movie will not be changed only given a letter to represent the content of the movie. One cant help but wonder what movies would have come without the Hays committee. And the truth is that though the influence of this Production Code is fading nowadays, Catholics can see all the movies they like, most of the producers see the code as at best a general guideline for movie morality. In 1995, the Pontifical Council for Social Communication identified forty-five films produced in the United States, Europe, and Asia that, it said, possessed special artistic or religious merit. The list was prepared as part of the Vaticans contribution to the hundredth anniversary of the cinema. For the average moviegoer there were many recognizable films: The Vatican council cited, among others, Fred Zinnemanns A Man for All Seasons, William Wylers Ben Hur, Gabriel Axels Babettes Feast, Frank Capras Its a Wonderful Life, Louis Malles Au Revoir les Enfants, Victor Flemings The Wizard of Oz, and Steven Spielbergs Schindlers List. They are all great works representing Christian morality and values. Christian moral rate is still an important standard for audience to judge a film. It still plays a central role in filmmaking. Though the Catholic censorship system has been replaced by the rating system, its shadow is still hover over the films. It may not be so obvious but subtle. Even though they try to expose the dark side of Catholic Church or priests, theyll simply pick up a role that did something wrong then confessed and changed himself into a good man again later. They will be only shown as the smallest minority among the larger Christian family and cannot represent Christians as a whole. Even this kind of subject is very difficult to find in the film library. Christian society also has its own film companies, TV programs and own many radio and TV stations. What they express in the films, videos, DVDs, etc all focuses on converting secular citizens and reinforcing followers belief. Whereas what they produce are not only simple teaching materials, but are entertaining. The movies they have shot are good examples, which mix Christian doctrines with exciting secular plots. For example, Apocalypse, Revelation and Left behind, these three movies are among a series film that contain the message of Revelation. I dont want to describe scenes from these films but rather discuss here the Christian impact on commercial films, the films that are not made by Christian producers. According to their different style of expression, I separate the films into three groups for the conveniences sake: one is viewed from their stories to discover the secret of using or adapting Christian stories in a film; one is sensed from their themes to probe how Christian ideas and values dominate the American society through the media of film, the most attractive, powerful entertainment; the other is analyzed through films structure to see their connection with the Bible. This separation may not be accurate and thoroughly considered. But I hope it to be a guideline to understand this cultural phenomenon. Commercial movies also put biblical stories on screen. However unlike pure Christian films, they dont quite follow what has been written in the Scriptures. They will adapt the scenes or create a plot according to the need of a smooth story. This kind of films always reveal Christian doctrines and teachings openly and are very persuasive. Among the AFIs one hundred greatest films of all time for the celebration of the birth of film, Ben-Hur, Jesus, and The Ten Commandments are this kind of movies. Ben-Hur was released in 1959. Based on the famous novel, it tells the story of Judah Ben-Hur, a wealthy Jewish prince living during the time of Christ who is wrongly accused of murdering the Roman governor. The governor, however, is not killed during the incident of the falling tiles. He recovers. This is important because it means Judah is sentenced to die in the galleys not only for an accident, but for an accident which does not even result in permanent injury. Judah, his mother and daughter are imprisoned for the crime by Judahs childhood friend, the Roman Masala. Judah is sentenced to be a galley slave and swears revenge on Masala. As Judah works to exact his revenge, a young carpenter begins his ministry. The films story dovetails into a climatic confrontation between Judah and Masala, until finally Judah learns that love triumphs over hate, becoming a follower of Jesus, the crucified carpenter. Jesus is not the central role in this film. However the main plot develops around him and around what he did according to the Bible. His sermon on the mount, his performing miracles, the great plague of leprosy, his crucifixion, death and resurrection, etc. are all depicted in the film. At the end of the film, all the lepers were cured, all the blasted grasses were awaken, the dry rivers regained flowing water: everything was being refreshed and gained its second life, people threw away their hatred and followed their Messiah. The whole movie presents a great biblical epic and punctuates the message of peace and love through salvation in Christ, which is the core of the New Testament and the most important value that the Christians believe. Thou shalt not avenge, nor bear any grudge against the children of thy people, but thou shalt love thy neighbour as thyself: I am the Lord. Love your enemies, bless them that curse you, do good to them that hate you, and pray for them which despitefully use you, and persecute you. for love is of God not that we loved God, but that he loved us, and sent his Son to be the propitiation for our sins. Jesus (1979) is one of the most accurate Bible dramas ever produced with a script taken entirely from the book of Luke. The story begins with the angels announcement to the virgin Mary of the impending birth of Jesus, visually depicts the main events of Jesus life and ministry, portrays a painfully realistic crucifixion, and then ends with His ascension through the clouds. As of July 1, 1997, this film has been translated into over 406 languages and is used as and evangelism tool throughout the world. Different from above two concerned the story of Jesus Christ, The Ten Commandments (1956) projects the panorama of Moses life: his mother putting him into the bulrushes to be found by Pharaohs family, the early Egyptian career and exile to Midian; the call from the Burning Bush; the plagues and the Red Sea; the giving of the Law. Unavoidable, there are many details added which are not found in the Scriptures and some events are altered or merged. These three films are all Hollywoods productions under the domination of Legion of Decency. They cannot be named perfect from a strict point of view of Christians (some violence and revision of the Scripture), They are still the most impressive interpretations of biblical stories that ever seen in the Hollywood film industry. In recent years, we could hardly find this kind of films on the screen until 1998 DreamWorks SKG did a film with brilliant animation also about the story of MosesThe Prince of Egypt. The films introduction states it is true to the essence, values and integrity of the story. There are still divergencies against the book of Exodus: Moses is not reunited with his mother as an infant, he speaks flawlessly and therefore does not need Aarons eloquence, he kills the Egyptian by accident rather than murdering him, Aaron is reluctant to support Moses and discourages him from speaking to Pharaoh Even so, despite the many textual inconsistencies, the films central theme is clear. In the words of Dream Works principal Jeffrey Katzenberg, A man has an experience with his God which forever changes his life, his perceptions and his peoples history. READ: Health Insurance and Health Care in America EssayThey vividly show the burning bush of Gods image stating I Am that I Am, and the plagues on Egypt and the parting of the water of Red Sea are also very graphically impressive with the wonderful combination of the songs I Will Get There and If You Believe. You may not find biblical stories or themes in most of the films. However since the Christian ideas and values have sunk into the deep part of the American culture. Almost every film will come down to moral issues or reveal directly or indirectly something from the Holy Bible. They have woven the preset values secretly into the films. Pay It Forward, a newly released film is a good example. An eleven years old boy Trevor McKinney, a seventh grader challenged by Social Studies teacher Eugene Simonet in an extra credit assignment to change the world, he comes up with a plan to impact the lives of three people. If they accept, it is their duty to continue the idea of paying it forward by impacting the lives of three others. Instead of each one reach one it is each one reach three. Eventually the results can change the world. It doesnt work out so successfully, but he did try. His effort was not in vain. More and more people get to know it, more and more people stretch their hands out to help. Trevor helps his mother out of alcohol and helps Eugene regain his faith in love. He is knifed by two rascals who are bullying a kid after his deed has been screened on TV. Many people come to mourn on his death and Pay It Forward is being spread out all over the country. Though this boy doesnt have a Christian background, the screenwriter provides him the most shining characteristics of a Christian. In everything, therefore, treat people the same way you want them to treat you, for this is the Law and the Prophets. For the whole Law is fulfilled in one word, in the statement, YOU SHALL LOVE YOUR NEIGHBOR AS YOURSELF. Trevor is put in the position of solving all the problems in Las Vegas, including but not limited to heroin addiction, alcohol abuse, strip bars, child abuse and homelessness. And he is transformed into a Messiah figure at the end. Seven (1995) as another example is completely different from Pay It Forward. The title refers to the seven deadly sins, which a serial killer is using to brutally murder seven people in seven days. A fat man is punished for his gluttony, a lawyer for his greed, a model for her pride, and so on. The murders are apparently intended as a series of medieval sermons, a wake-up call to a civilization that doesnt know its become utterly corrupt. The murderer finally receives his punishment. The Seven Deadly Sins never occur as a formal list in the Bible, but summarized from the Bible against the Seven Heavenly Virtues. The seven sins are pride, envy, anger, sloth, covetousness, gluttony and lust. Each of the Sins was associated with a specific punishment in Hell: like pride, broken on the wheel; envy, put in freezing water; anger, dismembered alive, and so on. The film exposes the Seven Deadly Sins through the clue the detective follows to find the killer. And the Bible becomes the key to the answer: the evil will finally get punished. There is also another group of films having relationship with the Bible. They borrow the stories from the Bible to construct their own. This kind of movie always offends the Christian community, like Bless the Child and Warlock. Most of these movies are concerned with Apocalypse which means revelation, unbiding. It reveals the true meaning of events or their outcome, or the heavenly reality behind or beyond earthly appearances. It opens the imagination to strange worlds and dreamlike visions. Now the LORD is about to lay waste the earth and make it desolate, and be will twist its surface and scatter its inhabitantsThe earth shall be utterly laid wastefor the LORD has spoken his word. There are two areas of cosmic imagery in the visions of apocalypse in the Bible. One is cosmic catastrophes: the sun darkened and the moon turned to blood in Joel 2:31; the sky rolled up and the stars fell in Isaiah 34; earthquakes and floods in Isaiah 24:18,19. There is also social disintegration and conflict: deception, betrayal, murder in Daniel 11:32,33 and 2 Peter 2, etc. The other is pictures of cosmic renewal: a new heaven and a new earth in Isaiah 65:17 and 2 Peter 3:13; the rapture when Gods glory replaces the lights of Heaven in Isaiah 60:19, etc. In Bless the Child (2000), an unusual little girl is a symbol of returned Christ. And she has tremendous power to retrieve the dead to life. In order to take charge of the whole world before the coming millennium, a Satan captures her and attempts to turn her away from her faith on right and wrong and thus away from her commitment to God and worship him instead of God. He takes her to the top of a skyscraper and asks her to throw herself down from there saying, Throw yourself down from here, for it is written, He will command his angels concerning you, to protect you. The girl replied exactly what Jesus answered to Satan, Do not put the Lord your God to the test. Later he tries to scare her by burning a poor homeless man in front of her. He fails and has to kill her. But the evil is not the rival of this little Messiah. She saves the world from being controlled by the evil. The screenwriter engrafts the story of Jesus on the little girl. God and Satan warring against each other and Gods ultimate victory are also adapted and woven into Warlock: the Armageddon. Satans only son the Warlock is born through a woman without pregnancy. His mission is to free his father from the fiery chains that imprison him and unleash Satans wrath upon the world. The prophets of Christianity foresee the coming war and get ready to train two young warriors who are the only ones can prevent complete world destruction. They alone possess the supernatural powers to challenge the Warlock and stop the inevitable Armageddon. Finally they outsmart and defeat the Warlock before the prophesied eclipse, sending Satan and his son back to Hell. These two mentioned above remain the frame of biblical revelation and are easily identified. Others like Star Wars series, The Matrix (1998), Twelve Monkeys (1995), Independent Day (1996), etc. throw away the meaning of the Revelation, but focus on the eschatological part of apocalyptic texts mingling with science fictions and not on the revelation of Gods sovereignty. In these films humans are able to change their future, and are not simply spectators to the divine unfolding. Actually Biblical or Christian shadow is not only cast over these three aspects. Some titles of films are from the Bible; many of them contain Bible-related dialogues or direct quotations from the Scripture and biblical figures, images or actions. Here I will not discuss the others in detail. The Bible is one of the two main sources of Western civilization; the other is the culture of Greece and Rome, or classical civilization. Of the two, the Bible is several centuries older. Its contents affected Western values and the way westerners act and think. As a production of industry and technology and combination of various kinds of Arts and an instant mirror of the society, films cannot escape the influence of the Bible and Christianity. Western societys symbols and values affected by the Bible shape the films, which on the contrary attest to the Bibles role in shaping the ways in which westerners tell their stories, mold their heroes, understand their experience, imagine their future, and explain themselves to themselves, no matter how the filmmakers do a film, to copy a biblical story or to borrow a biblical structure or embed Christian values into a film. United States is the best stage to show this story. First, the Bible has exercised a profound influence on the history and values of the United States. The early history of America is a history of the Pilgrims and other early European settlers seeking their new Israel that Gods promised to his newly chosen people. And the values the Americans cherish mostly originate from the Bible, such as the idea of equality, freedom. Second, though two French brothers first invented film, the blooming of this new form of arts and industry is achieved in America. It represents a new popular culture. And its an influential educational tool ever since it was born. In 1930s American society was experiencing the gloomy Depression. Not only economy but also moral standard decayed. The episode of Legion of Decency in American film industry is actually a self-defensive action of a biblical culture preoccupied society towards non-protestant values since they have noticed the power this popular cultural tool has to influence its audience. Through pulling film industry back to its right track, Christianity also consolidates its role in the American society. This is the point that we should pay attention to.

Product Life Cycle Management Essay Example | Topics and Well Written Essays - 4500 words

Product Life Cycle Management - Essay Example Secondly, to explore how PLM could help in different stages of Computer Aided Design (CAD) design or where PLM could contribute and involve in a new product development. This paper also incorporates the case studies of PLM and how adoption of PLM has helped SMEs to secure an established position in the industry. The project analyzes important studies and then conducts a primary survey that centers on SMEs adoption of PLM. The results of the studies have confirmed the conclusion that the SMEs have grown with the acceptance of new sophisticated technologies. PLM strategy is a solution addressing many components for managing product data (Kemmerer, 1999) and provides the necessary requirements and capabilities companies need to successfully manage information and facilitate communication and collaboration across the entire product lifecycle from idea through retirement [PTC n.d. ]. In fact, PLM is the extension of PDM (Abramovici and Sieg, 2002) which appeared during 1980s. With the advent of Computer Aided Design (CAD) solutions, engineering design entered a new era. Parallel with the continued development of Computer -Aided Design and Manufacturing and Engineering (CAD/CAM/CAE) tools, Product lifecycle management (PLM) is the crucial business approach that assigns a constant set of business solutions on behalf of the cooperative establishment, management, distribution, and application of product definition orientation across the extended business from abstraction to edge of life and it is now clearly acknowledged by many firms as basic to the product innovation evolution, and a corporation's top-notch and fundamental accomplishment (Stark, 2003, 4) PLM is the method of managing a firm's products all the way across their life cycles in the most effective way. If the firms start losing control over its products, then it will lead to adverse effects. A product does not exist when it is at its development stage. That is the time when it becomes difficult to manage. This is practically the reason why there is a need to completely involve PLM in the process so as to be sure that the product would make a good introduction and growth within the industry that it is involved with. Penetrating the industry totally is not that easy, this is a truth even for those products whose brands have already been established in the market.1 Hence, to be able to assure that a particular business product or service would make it to the competition, the administrators of the company should know about how to use PLM cycle effectively for their own product or service's popularity in the market probably resulting to more improved rate of profit returns. Ho wever, it could be noticed too that as the introduction of the product is launched, the management as to how to retain its effect in the market is what should be given attention next. As soon as existence of a product is ensured, the problem of managing that product arises. With the advent of PLM, the products are able to reach the market fast and better support from the customer's side is guaranteed. It is necessary to bring a product into the market otherwise; one firm will lose the customers to other firm. The fact that competition is tough in the market, being the first one to introduce a new product is an important part of the process.2 This fact is a special