First Generation Students and the Community College Essay

Ethnography EssayMy experience with people outside the school as well as inside the school has earned me the nickname â€Å"experience† amongst most of my friends. As a strong-minded student with a growth outlook, caretaker individuality, and high value in the community, I flourish in relationships with people as well as the experience I have gained in the school. I am constantly trying to be an example of those who are experienced love to those around me. This drive to improve my relationship with the school fraternity, as well as the outside community, has sent me in many different directions through several kinds of school activities and volunteer opportunities. I think I inherited my caretaking boldness from my godmother. My godmother has worked with several students for the past twenty years and finds great joy and purpose in these relationships. Centered on his passion, I am supposing the adult students in this school and others as well will be genuinely invested in thei r friends and community like my godmother. I have also experienced this devotion to caring in the leaders of one of my favorite activities either in the school environment and the home or outside school communities. Activities unique to my college such as the involvement in sports as well as the interactions with other schools and motivations from the school authorities is an opportunity to form relationships among students in our building with special adaptability to the changing life both in school and the outside communities. The long periods of staying outside the school prepare the adult students to deal with different challenges either mental or educational due to their experience with different scenarios or cases. Through actions like playing, word exchanges, and debates, we create bonds with all students outside of our mainstream educational experience. When I first joined school some years ago, I was initially intimidated by the activities of my friends. I felt my usual confidence slip into a â€Å"store mode,† a feeling awkwardness in conversation and uncomfortable with silence. Conversely, after spending more time doing activities with these students, I’ve discovered the ir valuable hearts. Each student is welcoming and outwardly caring towards myself and the school staff, as well as the community, are privileged to have them. The adult students I am aware of in the school are very honest with little to no filter. They speak their minds without thinking twice, allowing for a truly unvarnished relationship. Based on these experiences, I am expecting the all the adult students, to be honest, and welcoming, and for our interactions to become natural with time. Through conversation with some of the adult students, I’ve heard plenty of talk on several ideas as well as what they need for the comfort both inside the school as well as outside the school. I know adaptability and experience in school include both respect to the authorities and an accepted mode of behavior which must go hand in hand with the right morals and friendship. Luckily, I found out my friends, one of the adult students studying in this institution who have demonstrated a sense adaptability to many activities in life inside and outside the school. As eager as I am to understand how the long stay outside the school and the experience to come back to the learning institution feels, I am also curious to see how it impacts their psychological life through their interaction with the several challenges in life as well as their experience with other students. Over the years, the education system in many countries has been modified to suit the learning requirements of people in all age groups. This is due to the increased rate of adults with the increased desire to enhance their knowledge through education. This process has enabled many adults to embark in the search for programs which offer educational opportunities to people who are elder than the required age group which is stipulated to be at different educational levels in the academic system of a given country (Espie, Rod, & Josie, 4). Therefore, to adapt to the learning environments at different levels of education, there is the need for those who are willing to return to school after years to prepare themselves both psychologically and emotionally in order to suit in the system. This will ensure that they develop characteristics and behaviors which enhance their relations with other students in the educational facility and that the system will not compromise their time and beliefs in the process of acquiring the kind of education they desire. Adult students are normally encountered by different challenges due to the beliefs they have as well as the psychological challenges they face as a result of the difference of their age accompanied by the misconceptions accompanied with adult education (Nahas et al, 43). Adults who desire to return to school normally think that they are too old to attend school. This myth discourages most adults with the motivation to acquire knowledge at an advanced age thereby leading to the individuals relent from the idea of returning to school. Other people believe that it is too late for them to acquire education. This discourages many people to return to school thinking that it is too late for them to reap the benefits of the education at an elderly age (Espie, Rod, and Josie, 5). They believe that by the time they are done with acquiring education there will be no opportunities for them. The adult students are also challenged by the way they can strike the balance between the time they are go ing to be in school, work as well as the time to be with their families. Therefore, to ensure that the educational system does not compromise the behavior of the adult students at the school as well as their actives which they undertake out of school, a special program needs to be implemented in order to accommodate all kinds of adult students (Espie, Rod, and Josie, 2). This will ensure that the system increases the self-esteem among the adult students and ensure that they do not feel discouraged in the process. This system should ensure that it entails reasonable goals which are attainable to ensure that the students are motivated all through the curriculum (Nahas et al, 42). The process of attainment of the goals should be easy to follow and understandable. Continuous feedback should be enhanced so as to ensure that the students are continuously guided on how to undertake different activities. This will ensure that the errors made by the students are easily corrected by offering explanations and demonstrations in case of technical activities. The learn ing strategy should involve appropriate evaluation processes which are goal oriented in order to enable the students to evaluate themselves as well as check their progress in the education system (McGrath, 110). Finally, the education system should provide incentives and undertake activities which enhance motivation to the students. This may include activities which are interesting to the students in order to enhance their memory capacity as well as make them enjoy being in the system thus increasing their motivation to continue learning. The  entrance  to  the  school is  only  attained after  navigating through the windy  roads and  numerous â€Å"adult education poster† signs.  The entrance provides a learning enabling environment that is supported by the cooling collection of green trees.  The environment provides a wonderful and a thrilling interest for anyone to feel the need to learn and achieve their goals in life. The compound of the school is surrounded by different photos that give a hint to every visitor that the place is a learning institution. The  walls of the classrooms are  lined  with  motivational posters,  such  as  one  stating with different messages; some indicating happy moments and others providing serious information of learning and praises to the school and the learning system as well. I did not expect a large, bare ground of prairie grasses next to me in an institution slopped down in the center. As I alighted the car, I walked onto freshly flagg ed tar which had clean, white space lines tinted on it. Walking in the direction of the school, I started noticing how quiet the institution grounds could make me feel as I looked at the freshly transplanted prairie grass plan-out swing softly by the influence of the wind. This stunned me, bearing in mind I may not habitually feel that calmness upon arriving in an archetypal institution because of the noise originating from the students playing at bay. Then it happened to me that there were adult students making plays on a huge, exciting playfield alongside the school, although the status of anarchy originating from it was low. I later came to comprehension that calmer than the majority of city schools and was well-funded because of the costly concourse facilities. The first adult student to interview was a gentleman who appeared very happy and composed as he answered various questions from me. He said that it is better for him to be at school at this time than he would have been some years back as a younger student. Further, the student mentioned that he was feeling more confident because it was his personal choice to learn at this time. The fact that learning at an adult age is through volunteering, is crucial in allowing adults strongly involve themselves in the learning process because they need they are highly motivated. The personal decision to attend the learning institution is a major drive for the student to learn as well as feel comfortable in learning different thought-provoking approaches to life. I learned that the fact the adult students have stayed for long days is an advantage for them to use their abilities to learn to link their experience with any new challenge. The student also said that there is a feeling of self-direction which makes the adults students have a good control of their learning. The control and monitory of their progress in learning involve self-assessment as well as the good relationship with the instructors and other students or the outside community. He further said that the students may be reluctant to change due to a feeling that they are mature and experienced. Slower learning was also evident through more intensive than before. Due to many responsibilities that adult students need a good amount of personal life which makes them busy in many hours of their time. The responsibilities and interactions with different communities as well as individuals allow the adult students to adapt to life in the learning institutions and elsewhere. It had been some minutes as I stood at a window of a class observing how Susan was interacting with the other young students during as they were being taught. Everyone seemed cool to see her busy listening to the tutor as the lesson went by. Everybody seemed busy in the class all trying their best to understand the concept being taught by the teacher. From time to time, the teacher would ask the students randomly and answers were provided and the teacher would continue with the teaching. When it came to the turn for Susan to answer the given question was asked by the tutor, the other students would look at her and listen keenly if she would make any errors in the process of providing an answer to the question asked. When she made an error in answering the question, the other students would laugh at her. The teacher would then maintain order to the class and then elaborate the solution to the problem asked and ensure that Susan has understood the concept in question then proceed to th e next concept. During break time I met with Susan to understand how she feels in the learning environment where she was different from the majority of her colleagues. â€Å"It is fun to be around this place†, she answered with a smile on her face. â€Å"I feel great when I undergo different challenges in the process of learning. It makes me feel proud because it is a great opportunity for someone like me to acquire the knowledge required to survive in this in this environment with a lot of learned people.† Happiness could be seen on her face. She seemed adapted to the environment and she was determined to learn at all costs no matter the challenges involved in the process. On the question of how she viewed the teaching system in the institution, she was satisfied with the procedure. â€Å"The teachers are cool, they treat all the students equally and are keen to ensure that everyone has understood the concept taught†, Susan stated. The environment was cool to her and she was no t bothered by the way other students viewed her. I was greatly concerned about how Susan was able to balance her time concerning her daily routines as well as her income-generating activities. I was eager to know how she was able to maintain her tight schedule during the day. â€Å"It requires a lot of dedication to achieve a given goal†Ã¢â‚¬Ëœ she claimed, † I normally plan all the activities that I am doing the following day in advance to ensure that no activity will collide with another.† She added that she undertakes part-time jobs which she undertakes after school so as to support herself financially. Susan claimed that the support she gets from her family and friends is what keeps her moving. The determination she had in acquiring the knowledge enabled her to focus on the learning process. â€Å"I made up my mind long before I decided to come back to school, I believe it is through education that I will be able to improve my living standards†, she concluded as I eagerly listened to why she was so det ermined to learn. I was excited by the way Susan was able to merge her family life, work as well as find time to undertake her education program which was somehow demanding. This enabled me to understand the different challenges faced by adult students and how they managed to push through such a challenging environment in the search for knowledge and skills. Although  some  people  may  view  adult students as an inefficient and a struggling way to learn, the adult students have a good chance to learn and achieve several objectives due to the facts that they are highly motivated. The adult students have  taught  me  the  need of having  motivation, teamwork, compassion,  slowing  down,  and  being  intentional  in relationships. The adult students have a high chance of succeeding and engaging in learning more than normal students because of their duty and responsibility to spread kindness and knowledge through  their  own  lives  and  the  lives  of  those  around  them.  As  the  adult students have treated me,  their actions are indicative of their good behavior and evidence of success in their education and adaptability as well as experience in life. After spending some time in studying the adult students sub-culture, I have learned that I have some similarities with some of the practices in that culture such as the ability to access oneself and plan for one progress. I always have a means of evaluating my progress towards the achievement of my objectives and take responsibility for ensuring I perform everything to my great potential. There are high collaboration and team among the adult students due to their need to succeed I life. As times goes many people will realize the need for the adult education and feel proud to join it. Works Cited Espie, Rod, and Josie Viola. â€Å"A Place for Political Literacy in Adult Education.† ARIS Resources Bulletin 10.3 (1999): 1-4. McGrath, Valerie. â€Å"Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles’ Model of Andragogy.† Adult Learner: The Irish Journal of Adult and Community Education 99 (2009): 110. Nahas, Markus V., Bernie Goldfine, and Mitchell A. Collins. â€Å"Determinants of physical activity in adolescents and young adults: The basis of high school and college physical education to promote active lifestyles.† Physical Educator 60.1 (2003): 42.

Describe 3 of the deaths in Hamlet Essay

Hamlet is a revenge tragedy play, which was a very popular theme at the time Shakespeare was writing. Hamlet was written at the time Shakespeare was writing at his very best. Hamlet was written over 400 years ago and has outlived most other revenge plays but still continues to hold great appeal due to the effect it has on all those who see and hear it As Hamlet is self-titled we know Hamlet will die and this event will bring a close to the play. Because we know how the play will end Shakespeare entices the audience by keeping us on the edge about when, where, how and why it will happen. In this essay I have chosen to write about the death of Gertrude, Claudius and Hamlet. All three characters die in the last Act, Act 5. Hamlet is a play set in Denmark. His father at the start of the play has already been brutally murdered by his (Hamlet’s) Uncle Claudius. – brother to the deceased king. The ghost of his father appears to him and reveals how Claudius so cunningly murdered him, and begs Hamlet to avenge his death. Ghost: Revenge his foul and most unnatural murther Hamlet is already furious with Claudius for marrying his mother within such a short time of his father’s death. Hamlet: †¦ for look how cheerful my mother looks, and my father died within’s two hours. This causes him to wonder if his mother had had any part in his fathers murder also. Hamlet within him vows to obey the ghost of his father. While all this is happening Fortinbras of Norway is invading Denmark with the aim of avenging his fathers death that was taken by the late king of Denmark, Hamlet’s father. Hamlet decides to have the players play a play similar to the death of his father to see the reaction of Claudius. Hamlet: I’ll have these Players, Play something like the murder of my father, Before mine uncle. I’ll observe his looks,†¦ He wants to be sure that the ghost was not evil and telling the truth. The play is a success and Hamlet can now be sure that Claudius is responsible for the death of his father. Gertrude, Hamlet’s mother along with everyone else are outraged by Hamlet’s change in character. Polonius, Lord Chamberlain, a good friend to the king believes Hamlet is mad as a result of his daughter Ophelia rejecting Hamlet’s love as he had ordered her too. Gertrude asks for her son to visit her in her bedroom. Here Hamlet mistakenly stabs Polonius who is hiding behind the curtains when he heard Hamlet’s footsteps approaching after having been talking to the queen. Queen: O what a rash and bloody deed this this! Polonius’ children now change in character. Ophelia turns mad and drowns herself, while Laertes returns from studying in France and is also driven to avenge his father’s death. Hamlet’s madness causes Claudius to send Hamlet to England. However, Hamlet who seems always to be one step ahead of the king knows Claudius has sent a letter requesting Hamlets death and switches the note with his own for Rosencrantz and Guildenstern, once friends of Hamlet’s, before they decided to betray him by becoming Claudius’ informants and so they are killed. Hamlet: Why do you think I am easier to be played on, than a pipe? Later Hamlet returns to Denmark, to much surprise of the king to see Ophelia’s burial. Throughout the play the audience are kept in suspense about as to when Hamlet will strike Claudius. Hamlet can be seen as a hero or villain. Shakespeare makes the audience see Hamlet as a hero. Through Hamlet’s soliloquies the audience feel as though they come to know Hamlet. In this they experience what he is going through and feel his hurt and pain, which is not enough to justify his killing on Claudius but to understand why he feels he must. Act 5 begins with the burial of Ophelia and shows the first confrontation between Laertes and Hamlet. Here Shakespeare allows the audience to acknowledge that both Laertes and Hamlet are suffering in the same way; although Laertes has lost both a father and sister, as Ophelia’s death was a result of her fathers. However, Shakespeare causes the audience to excuse Hamlet’s wrong deed and side with him. Scene two from this Act is the last in the play. Claudius falsely welcomes Hamlet home. However, Claudius and Laertes see Hamlets return as a suggestion to all their troubles, to kill Hamlet once and for all. They cunningly plan a duel between Laertes the best fighter and Hamlet. What they do not know is that Hamlet has been practicing during his time in England. Hamlet: †¦ since I went into France, I have been in continual practice; The fact that this is secretly revealed by Hamlet to Horatio, Hamlets good friend, reveals also a secret to the audience. At this point the audience cannot be sure if Hamlet will die, as the title suggests. The audience are at this point plagued with the fact that Laertes, Claudius and Fortinbras are all awaiting the day that Hamlet will die. During the wager Hamlet is the first to make a hit. Laertes and Hamlet soon scuffle and wound each other. However, Laertes sword has poison on so that when he hits Hamlet he will die. This was the plan of the king and Laertes. The king who also put a poison pearl into the win glass ‘If Hamlet give the first, or second hit,.. ‘ is horrified when Gertrude drinks from the cup in honour of Hamlet giving the first hit. Gertrude soon dies. Queen: The drink, the drink, I am poison’d. The fact that we never truly knew until this point that Gertrude was an innocent party in her husband’s murder causes us to feel pity for her. We also pity her as Claudius tried to have her son executed and pretended to love her in order to keep the thrown. The audience can now see that Gertrude was tricked from the beginning by Claudius, as well as he taking her husbands life he has also taking her own. This shoes that Claudius was only looking after himself. We pity her because Claudius could never have loved her especially not as her husband did as he was the cause of her death. The way in which she was killed causes the audience to experience horror because we did not expect Gertrude to drink the wine. Also because it was her husband that allows her to die. Although he tries to stop her he does not try hard enough. King: Gertrude, do not drink. It horrifies us that Claudius was so eager to get rid of Hamlet that he even had two plans and so we fear what will happen next. Claudius is already aware that it will only be a matter of time before Hamlet will die as before Laertes did he had cut Hamlet. We also fear what Claudius has become and if he will stop at anything. Hamlet has now lost a mother and a father at the hands of Claudius. The audience are now fearful of the amount of hatred Hamlet must have for Claudius and fear how he will react. The sudden death of Hamlet’s father and Gertrude leaves the audience disturbed as both had no time to repent their sins and we fear if Gertrude will become ‘Doom’d for a certain term to walk the night:†¦ ‘ The plot of Hamlet thickens more and the audience at this point are left to wonder if Claudius will get away with his terrible deeds. However, during the scuffe hamlet picked up Laertes sword when it the scuffle it had been knocked forom his hand and Hamlet had wounded Laertes At this moment Laertes ‘exchange forgiveness’ with Hamlet and his last few words ensure that the king, ‘He is justly serve’d’. Laertes: †¦ the King, the King’s to blame. When Hamlet is sure that it was ‘Treason’ he stabs the king and he is only then ‘justly kill’d with mine own treachery’. The king is now dead. At this point it is hard to pity Claudius because he has been the cause of so many lives being taken away. In spite of this we pity him because he is human and he did attempt to stop Gertrude which he did not have to do. We can also pity him because Hamlet and his parents had a good family and wealth and friends all of which Claudius did not. The audience have been forced from the start of the play to believe that there is an after life and world, heaven and hell. We therefore pity what will become of Claudius because he has been so bad. Ghost: My hour is almost come, When sulphurous and tormenting flames†¦ This shows that the ghost of Hamlet’s father is going to hell, so we pity Claudius as we assume he will be here also. On the other hand we cannot forget what Claudius has done and are horrified by his actions. The numerous ways he has tried to kill Hamlet on several occasions and stopping at nothing, no matter who he hurt in order to achieve his aim. We are again horrified by Claudius allowing his wife Gertrude to die. At this point it looks as though everyone with a path to the throne is dead. We now fear for the people of Denmark about who will save them from Fortinbras. Hamlet who was stabbed by Laertes with the poisonous sword is now feeling the effect of the poison and can feel it taking over him. Hamlet departs this life. Hamlet: †¦ I am dead,†¦ Shakespeare causes the audience to pity Hamlet because he has lost both his mother and father and lover. Claudius had been attempting to kill Hamlet for ages and because he kept failing the audience feel as though hamlet has outwitted Claudius until now and so maybe he would live. The audience have become attached to Hamlet and it hurts them to see him die. We pity Hamlet because he may also go to hell when he was only trying to get even with Claudius the way he thought was right. The audience also pity Hamlet as if Claudius had let his father be, then the ghost would not have told him the truth and he would still be alive. Nevertheless, we fear for Hamlet in the next life, and are horrified that Hamlet dies and Fortinbras is left to take the throne without opposition. Hamlet is very much a revenge tragedy. The first murder of his father led to a string of killings after it. In stating this it shows that certain deaths had to come first in order for others to occur. I think Shakespeare’s Hamlet has been such a success due to the truthful implications it deals with. Revenge is thought to be wrong, immoral, but in Hamlet Shakespeare expresses revenge as the natural human impulse that lies within us all. Hamlet is only acting out of the love he has for his father, which is undoubtedly the reaction each and every one of us would take. Although revenge was a popular theme during the time Hamlet was acted, Shakespeare takes it that great leap further which no author had began or even thought about doing. Instead of hating the avenger and wanting him to die we appreciate his aim and hence feel sorry for him at his death. Shakespeare forces us to perceive Hamlet for the person he is and not for the vile act he commits. The concept of Claudius having destroyed his family as well as his life remains at the forefront of our minds whilst watching the play and causes us to feel immense pity towards Hamlet and we the audience can therefore not loathe him. What makes Hamlet all the more fascinating is that we are kept in suspense as to if Gertrude had a part in the murder of her Husband. Throughout the play Shakespeare causes the audience to experience horror, pity and fear by making the next stage in the play all the more unpredictable. Just when we think we know what will happen due to what has been revealed to us through conversation and especially soliloquies does Shakespeare prove us wrong by adding an unexpected twist. I think Hamlet has also been such a success because it shows how life in this world is so short and puts fear into us about life in the next. It also shows how one incident can affect so many lives so much. The fact that Hamlet is betrayal within a family causes the audience to feel that little bit more afraid. When the tight unity between families is broken then respect for anyone can hardly be possible, as the ability to trust and love another must be hard. Even so Hamlet did and still does love Ophelia. Hamlet: I lov’d Ophelia; forty thousand brothers Could not (with all their quantities of love) Make up my sum. What wilt thou do for her? Shakespeare causes even more pity towards Hamlet, as through this quote it is inevitable that Laertes’ loss was also a loss of Hamlet’s.

12 Angry Men

12 Angry Men Essay Many movies start with promising premises that end up only partially fulfilled, but 12 Angry Men Essay never disappoints. The rich drama with minimalist sets occurs almost completely within the confines of a jury room. The incredibly strong ensemble cast for the jury includes: Henry Fonda, Lee J. Cobb, Ed Begley, E.G. Marshall, Jack Warden, Jack Klugman, Edward Binns, Joseph Sweeney, Martin Balsam, George Voskovec, John Fiedler and Robert Webber. To further minimize distractions, we never learn most of the jurors names. We know them by their opinions, backgrounds and weaknesses. They have their juror numbers, and that is considered sufficient labeling. As the story opens, a bored judge in a capital murder case is reading his charge to the jury. When he comes to the part about a reasonable doubt, he repeats it with such an emphasis that he seems to be suggesting that any doubt they may have in their minds about the defendants guilt is probably not reasonable. Indeed everyone, including the defendant, seems to think the case is hopeless. The accused, played with big, soulful eyes by John Savoca, never speaks, but his sunken, despondent demeanor says it all. The evidence in the case is clear, and as we find out later, his attorney apparently was pretty inept. Before the jurors start their deliberation, they idle away their time arguing over whether the case was dull or not and over how well the attorneys performed. If you didnt know better, you could assume they were reviewing some movie they had seen. None of them seems to be concerned in the least that the defendants life is at stake. Into this sure and certain world comes a voice of caution, someone who is willing to demand that the jurors put a halt to their headlong rush to judgment. This voice of reason comes from a juror played by Henry Fonda, giving a resolute and perfect performance that should have at least gotten him an Academy Award nomination for best actor, but didnt. Fondas character votes not guilty on the first ballot, not because hes sure the defendant is innocent, but because he wants to get his fellow jurors to stop and reconsider the merits of the case. The other jurors are aghast that he seems to have forgotten the sure and certain facts of the case that prove the defendants guilt. Now these are facts, barks an angry juror played by Lee J. Cobb. You cant refute facts. Everyone brings their differing lifestyles into the jury room. E.G. Marshall plays a prim and proper Wall Street stockbroker. He ticks off the facts in the case as if he were reading closing stock prices from the newspaper. His studious and ever-stern glare cuts down those who disagree with him. And he is the only one who keeps his coat on the entire time-he claims he never sweats, even in the stiflingly hot jury room. His bankers glasses, one of the films few props, turn out to be key to the cases solution. With superciliousness, he bemoans slum dwellers such as the defendant, only to find out that another juror, played by Jack Klugman, grew up in the slums and resents the brokers remarks. Although most jurors are known by the intensity of their convictions, Robert Webber plays someone who works in advertising and views serving on a jury no more seriously than he would concocting a laundry soap jingle. He tries using advertising lingo such as run this idea up the flagpole and see if anybody salutes it. After ridicule and scorn by his fellow jurors, Henry Fondas character suggests a startling compromise. He will abstain from the second ballot, and if they all vote guilty, so will he. But if he has garnered any support for the defendant, then the rest of the jurors have to agree to stay awhile and discuss the case with him. After he wins that round, one by one, the other jurors begin to fall in line behind him, but even if the conclusion is obvious, the way they get there constantly surprises and fascinates. The beauty of Roses script is that we come to know each of the jurors by the end of the deliberations. Most writers would gloss over some of them to concentrate on a few, but Rose gives each a unique personality and background. extroverted marmalade salesman, who made $27,000 last year and has tickets to tonights ball game burning in his pocket. He wants to vote .

Quiz for modern europe class Essay Example | Topics and Well Written Essays - 500 words - 1

Quiz for modern europe class - Essay Example Apart from this, Italy had one of the world’s oldest universities in Modena, and had lost it to the Austrian control. With this seat of knowledge under Austrian auspices, the Italian rulers were aware that a university would be one of the most deadly weapons for Austria to remain a European superpower and maintain its control Italy on Italy. Hence, to restore its pride as the birth place of the renaissance, Sardinia believed engaging Austria in a war was a reasonable way to regain Modena and unify knowledge. In my opinion, to build a nation not every ‘justified’ means should be used. The concrete terms, the means I am against here is war. This is because it has repeatedly been proven that wars have actually created more problems than it actually intended to redress. One of the most recent of such happenings is the war in Iraq. On the contrary, using bilateral negotiations in nation building should be the best solution, as seen recently between the two African states of Cameroon and Nigeria over the oil-rich Bakassi peninsula. The allies placed moral responsibility on Germany for causing the war because under the directives of the William II, it engineered the first attack on Serbia in retaliation to the sudden assassination of Archduke Frank Ferdinand, heir to the Austria-Hungarian throne. This reaction was to crush the Black Hand, the secret organization that was believed to be behind the assassination. The decision to attack Serbia was deeply rooted in William II’s staunch support for a union between Austria and Hungary. As a personal friend to Frank Ferdinand, William II (fondly called the Kaiser), was sure that should Frank Ferdinand come to power, then the synergy created between Austria, Hungary and Germany would be a European and world superpower. So, in effect the allied placed moral responsibility on Germany for inciting the war because Germany lost the war, and the biggest blow to

Law in Action Case Study Example | Topics and Well Written Essays - 1500 words

Law in Action - Case Study Example On the death of Patrice and she made no Will or testament, her two kids can be a representative of Patrice or if the husband or Joel is still alive, he could inherit the property provided that Patrice allows him to represent her. At this point, there can be no other choice than him if by the time of Patrice death the kids are still minor. If in case, they are old enough, Joel, being the person alive at that time can choose one of the kids to represent their mother. Joel had been Patrice civil partner for a time, though she is not ready to marry him, he can represent for her. If on the other hand Patrice marries Joel, he will represent her on her death for they were married any way, either civil or church wedding. If no disposition by will shall be made of any estate pur autre vie of a freehold nature, the same shall be chargeable in the hands of the heir, if it shall come to him by reason of special occupancy, as assets by descent as in the case of freehold land and see simple; and in case there shall be no special occupant of any estate pur autre vie, whether freehold or customary freehold, tenant right, customary or copyhold, or of any other tenure, and whether a corporeal or incorporeal hereditament, it shall go to the executor or administrator of the party that had the estate thereof by virtue of the grant; and if the same shall come to the executor or administrator either by reason of a special occupancy or by virtue of this Act, it shall be assets in his hands, and shall go and be applied and distributed in the same manner as the personal estate of the testator or intestate. The only legal estates now capable of subsisting in land being an estate in fee simple absolute or a term of yea rs absolute, estates pur autre vie can now only subsist in the equitable interest in land, legal life estates being abolished (Law of Property Act, 1925) (c. 20), section 1(1), (2), (3), Vol. 15 title Real Property, p.177) As to special occupancy, see section 1 (1) of the Administration of estates Act 1925 (c.23), Vol.8, entitled EXECUTORS AND ADMINISTRATORS, p 306, by virtue of which real estate to which a deceased person is entitled for an interest not ceasing on his death devolves from time to time on the personal representative of the deceased, in like manner as before the commencement of that Act chattels real devolved from time to time on the personal representative of a deceased person. In early times a married woman was incapable of a will. Her will of land was declared void by statute (Stat. (1542-3) 34 & 35, Hen. 8, c.5 (now repealed)) Her will of real property was equally invalid, not merely because marriage was a gift of real property to her husband, but because in the eye of the law the wife had no existence separate from that of her husband, and no separate contracting or disposing powers. In course of time,

Discussion 6 his Assignment Example | Topics and Well Written Essays - 750 words

Discussion 6 his - Assignment Example A traitor who tries to gain power and authority to satisfy his personal gains cannot be regarded in any way to be a hero but a villain. It is for this reason that in my opinion, Minister Arthur Zimmermann was the villain for betraying the US by giving secret support to Mexico and wanting to put the US against her allies. 2. Search the internet for images of posters from World War I. Choose one, take an 8 1/2 x 11 inch white piece of paper and draw the poster by hand with a graphite pencil onto the paper. Take a photo of your drawing, and post it to the discussion board. Describe why the poster intrigued you, and what you learned about the image by taking a long look at it. The image above was selected due to its contrasting theme to what the president of the country at the time, who was President Woodrow Wilson, stood for at the time. It will be seen that whereas the president of the land was preaching peace and wanting the issues of the day to be settled through dialogue, there were those who were fueling the issue. The fueling of the issue took place with such posters that attributed joining the war to civilization. But on the other side of the case, one cannot deny the message of the poster, especially as dialogues broke down and it was becoming clear that America needed to join, at least for the reason of protecting its smaller allies. There are therefore so many lessons in the poster as it teaches the lesson of last resort. As depicted in the poster, war or violence must always be used as a last resort and should only be employed when there is no other alternative and once that time comes, it must be the responsibility of all. 3. Does the history of World War I teach us that it is in the best interest of the United States to fight in foreign wars and to enforce international peace treaties with our military? Write a 4-6 sentence paragraph in

Global Capital Markets Research Paper Example | Topics and Well Written Essays - 750 words

Global Capital Markets - Research Paper Example nturn in many Asian countries financial systems in the world were erected in the past few years when such nations experienced the unmatched growth of other nations as well as the European Central Bank (Hill, 2011). Therefore, ICBC explored this lucrative opportunity to counteract these problems outline in many global economic as well as financial situation as it stressed the financial commitment to international financial industries. The foreign financial commitments established by the ICBC had several advantages. Following the property problems that US had experienced, the ICBC invested considerably in United States economic system. ICBC forecasted equities and liabilities will showcase lower rates. The ICBC declined the costs and assisted enhance economic and financial solutions resulting from their finding source plants. Such synergies as well as industry connections they established culminated into enhanced general banking practices as well as a particular competition of the ICBC banking assets as clearance brokers. Also, the move culminated to ICCB’s overall balance with the assistance of different income streams offered throughout the globe (Hill, 2011). Also, since ICBC had a variety of product as well as avenues for finances the benefited from the constant enhancement in profit thus helping in the recruitment and retaining of their client’s commitment. Furthermore, the ICBC market transition with a variety of financial institution they were dealing with was among the many advantages that was derived from the alterations within the commerce policies as well as the success of consolidated and segmented financial funding sources. Whereas the submissions with appropriate limitations as well as authorization led to new corporate structures of the ICBC Financial organizations accomplishing to gain full commercial advantages. The economic opportunities, as well as financial aid towards several financial institutions, culminated into ICBC being the leading

T.G.I. Fridays Essay Example | Topics and Well Written Essays - 500 words

T.G.I. Fridays - Essay Example The inner decor of the restaurant gives it a feel of a theatrical stage, the ambience, the service, the product along with the package make the visit memorable for the customers. The study deals with evaluating the service technologies used and assessing the image created by it in the minds of the people and the media. Moreover, the success attained by the T.G.I. Friday’s social media campaign will also be evaluated. Discussion The T.G.I Friday’s provides mass customisation service to the customers to maintain the standard and make them feel valued. The service technologies used the restaurant include the Point of Sale (POS) to rationalise its front and back office procedures to make the guests enjoy the service and experience the quality of offerings. T.G.I Friday’s has used the customisation technology to provide personalised menu to the customers satisfying their request through menu permutation. The restaurant uses the computer technology to monitor the timel y service delivery of foods by the employees with standardised behaviour. The approach of the management is to provide distinguished and standard quality by implementing hard and soft elements in the service. The hard element is the used is the parking facility which helps in attracting more customers.

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

Motivation - Essay Example Mahatma Gandhi found himself working in South Africa after his unsuccessful attempt to serve his own country as a lawyer. There, he did not only witnessed but experienced himself the many injustices being done  to Indians. The savage punishments he and others received caught the attention of the Prime Minister for negotiation. This motivated him to choose to stage a strike through a unique method of employing non-violence, courage and truthfulness to seek justice. According to psychoanalytic concept, Gandhi’s reasoning and choice to fight for their right against the abusive rule of the British is a gateway to survive. The use of civil disobedience in a non violent method and religious protests is an avenue not be killed or annihilated to preserve life otherwise, their dream for justice would be a waste. This survival mode and prevention of destruction demonstrates the two basic drives of psychoanalytic theory. Gandhi returned in India and set up a new community referred to a s an Ashram in Ahmedabad where there should be peace and no violence and to live in truth. He encouraged farming and spinning as a source of food and other physiological needs.

Hayao Miyazaki Essay Example | Topics and Well Written Essays - 1250 words

Hayao Miyazaki - Essay Example It left an impeccable impression on him especially the movie’s heroine. It is here that Miyazaki realized the folly of him trying to pursue manga writing by simply aping what was the trend at the time. So he decided to chase his true feelings even if it was deemed foolish (McCarthy). Thus to manage as an animator, he first had to understand the art of human anatomy. He finally graduated from Gakushuin in 19963 with two degrees: political science and economics but also having been a member of the university’s ‘’Children’s Literature Research Club’’ roughly a comic club those days. With a career spanning well over six decades, Miyazaki has attained international acclaim as an anime expert and also co-founded studio Ghibli, a film animation studio with Isao Takahata. His success in animation videos is only comparable to American animator Walt Disney, British animator Nick Park and American director Steven Spielberg. Having been raised in T okyo, Miyazaki ventured into his animation career in 1961 with Toei Animation. While working as an in between artist for Gulliver’s travels Beyond the Moon, he pitched his own ideas that eventually became the movie’s ending. ... He left Toei in 1971 and joined Mushi Production, A Pro, Nippon Animation and TMS Entertainment where he co-directed 14 episodes of the first Lupin III series with Isao Takahata. This was when he was able to direct his first ever feature film Lupin; The Castle of Cagliostro, 1979. The two then began a pre-production a Pippi Longstocking series and after investing in writing extensive storyboards for it he travelled to Sweden to acquire permission from the concept owner Astrid Lindgren. Permission was denied and hence the project was not able to be completed. They decided to abandon it altogether. He decided to conceive his own and write it, Panda! Go, Panda! was the result. These were two shorts directed by Takahata. Future Boy Conan (1978) was an adaptation of the children’s novel ‘The Incredible Tide’ By Alexander Key. The series’ success was attributed to the fact the it elaborates on the characters and events of the book, Miyazaki’s later works a lso provide a recurrence of these characters for example a girl who is In touch with nature, a warrior woman who appears menacing but is actually far from an antagonist and finally a boy who is very determined to get the girl. There was also a feature on imaginative croft designs in the series. ‘Future Boy Conan’ therefore immensely served as a base on which Miyazaki would later refer to in his later works and therefore provide a continuity. In 1984, Nausicaa of the valley of the wind was an adventure film that successfully introduced major recurrent themes like the human impact on the environment and a concern with ecology; a fascination with aircraft and flight; feminism and other morally

Hallucinogen Use Among Teenagers Essay Example for Free

Hallucinogen Use Among Teenagers Essay Kaleidoscope perspective, strange sounds, indescribable feeling of love and admiration towards others, life in slow motion, and the feeling of floating in air outside ones body — these are just some of the things that can be experienced in the world of hallucination, a dream world that is marked by a deep state of unreality or imaginary perceptions. Many people today, most especially the youth, are discovering ways in which they can visit this dreamlike state without the sleeping process: by indulging into a special kind of illicit substance known as hallucinogen (Harmon, 2009). Because of hallucinogens capability to alter an individuals perception, more and more teenagers are becoming hooked into this form of drug without taking into consideration its impact on their health and well-being. Although it has been widely acknowledged that illicit hallucinogen use significantly decreased during the latter parts of 1990s, recent studies showed that teenagers are having a renewed interest in using this form of drug due to its availability, the perception of reduced risk, and higher peer support upon its usage. Various researches even revealed that a teenager as young as 12 years old has easier access obtaining hallucinogenic drug alongside other illicit substances. As such, parents and school administrators alike have a growing concern over the increasing number of teenage hallucinogen users. With the re-emergence of the use of hallucinogen among the youth, it is therefore imperative to take into perspective and analyze the impact of the pertained drug among its users, the factors that contribute to teenagers indulgence in this form of drug, and the drugs level of accessibility among this group. Hallucinogen: An Overview To give depth to the subject being discussed, it is highly important to understand its origin and nature. Hallucinogens, also commonly referred to as â€Å"psychedelics,† are a diversified group of drugs that have the capacity to alter an individuals mood, thoughts, and perception. As they are heterogeneous in nature, hallucinogens are notorious for their varying chemical contents, mechanism of actions, as well as adverse effects on the users. While hallucination is perceived as the instantaneous effect of using such drug, hallucinogens are also known for changing moods and thoughts as they disrupt the normal functioning of a persons serotonin system, which is responsible for controlling pain perceptions, moods, and sleep-wake cycle of humans (Richards, 2006). The proliferation of hallucinogen is not a new phenomenon as it has been used by humans for thousands of years for the purpose of both religious and mystical experiences. In the Hindu holy book, â€Å"Rig Veda,† the use of a substance known as â€Å"soma,† which is said to be capable of inducing high levels of consciousness, has been mentioned. This substance is extracted from the juice of a hallucinogenic mushroom known as Amanita Mascaria. Meanwhile, in the pre-Columbian era Mexico, Aztecs used â€Å"teotlaqualli,† a paste from â€Å"ololiuqui,† a hallucinogenic flower, during their religious ceremonies. Aztec priests and soldiers rub the hallucinogenic substance on their skin as it is believed to reduce fear and induce proper mental state needed while servicing the Aztec gods. Similar to this, aboriginals from Mexico were also noted for their long history of â€Å"peyote† usage, a hallucinogen containing mescaline that is also used for religious ceremonies. In Salem, Massachusetts, it was once believed that hallucinogens are the main cause of unlikely behaviors of the alleged witches during trials (Richards, 2006). Basically, there are two types of hallucinogens: the natural, which can be obtained from raw plants, and the synthetic varieties or man-made. Natural hallucinogens come from plants that grow in the wild or in â€Å"drug farms. † These varieties may include some forms of mushrooms and the cactus plant, peyote. Some flowers such as morning glories are also known for producing hallucinogenic chemicals. Marijuana, which comes from cannabis plants, is also identified as a comparatively weak form of hallucinogen. Technically, all of these are not considered as drugs as they are naturally occurring substances that contain hallucinogenic chemicals (Harmon, 2009). In contrast with natural hallucinogens, synthetic varieties of the said drug are produced in laboratories with variations of other substances to further enhance its effects. The very first form of synthetic hallucinogen is Lysergic Acid Diethylamide 25 (LSD), discovered by Dr.  Albert Hoffman of Sandoz Laboratories in Basel, Switzerland during 1938. LSD was accidentally discovered while Hoffman was experimenting on drugs that have medical purposes. The doctor did not realize the drugs mind-altering effects until 1943 when he accidentally consumed the drug and experienced hallucination. Interest in LSD did not receive the attention of many until 1960s when Timothy Leary and his colleagues at Harvard University began experimenting the drug to themselves and advocating its use due to the alleged heightened feeling of intra- and interpersonal understanding, spirituality, and increased level of productivity it brings. As such, academics, artists, and students alike were swayed to use LSD. Also included in this group of psychedelics are phencyclidine (PCP) or â€Å"angel dust,† which is considered as the most dangerous form of hallucinogen that can be in powder, tablet, capsule, or beverage form; Foxy Methoxy; Dextromethorpan (DXM) or â€Å"robo,† a cough-suppressing ingredient found in over-the-counter cough and cold medications; and Ecstasy (MDMA) and Special K (ketamine hydrochloride), two other hallucinogenic drugs that are becoming increasingly popular among teenagers, to name a few (Harmon, 2009). Teenage Hallucinogen Use Figures  Abuse of drugs has been a major public concern since the 1960s, and it cannot be denied that it is still an ongoing societal issue. For the most part, teenagers played a significant role in the rise of drug abuse, as they are easily persuaded to engage in such activity. Perhaps, a few other points in history have been strongly related with hallucinogen use other than 1960s. For one, rampant experimentation with hallucinogenic drugs such as LSD, psilocybin, and peyote became an important part of the American pop culture, influencing aspects such as music, clothing, language, and art. Likewise, the said practive also served as a catalyst for the establishment of the counterculture known as the â€Å"hippie era. † Notable in this period of hallucinogen experimentation was the participation of teenagers who tried psychedelic drugs at an unprecedented rate. The first National Household Survey on Drug Abuse (NHSDA) in 1972 reported that 5 percent of Americans, most of whom are under 18 years of age, admittedly used psychedelics at least once. By 1980s, the use of psychedelic drugs dramatically declined due to the introduction of cocaine. However, in the early 1990s, the interest in hallucinogen resurfaced and was distributed even in the most unexpected places such as schools, targeting the student population (Travis, 1997). While a vast number of resources indicated that the figures have dropped during the mid-1990s, recent studies have shown that the illicit use of hallucinogens is once again reemerging. Alarmingly, the rates are much higher compared to the teenage active users during the 1960s and mid-1990s, and worse, these teenage hallucinogen users are much younger than expected. According to the National Survey on Drug Use and Health (NSDUH) in 2007, about 34. 2 million Americans at the age of 12 or older reported that they have tried using hallucinogen at least once in their lifetime, which can be translated to 13. 8% of the said age groups overall population. Similarly, in the 2008 survey carried out by â€Å"Monitoring the future,† it was indicated that â€Å"3. 3% of eight graders, 5. 5% of tenth graders, and 8. 7% of twelfth graders† admitted to a lifetime usage of hallucinogens. These figures are levels higher compared to the 2007 percentages of â€Å"3.  1%, 6. 4%, and 8. 4%† of the respective grades. In this respect, the statistics significantly reported a higher increase in the numbers of teenage hallucinogen users (Monitoring the future, 2008 cited in Office of National Drug Control Policy [ONDCP], 2009). Hallucinogen Drug Sources: The Internet and Club-Drug Scenes With the given figures above, one may wonder how the teenagers manage to gain access to these hallucinogenic drugs. There are various means that can be adopted in order to obtain such forms of illicit drugs that can bypass the traditional channels of doing so. The Internet as well as the urban club scene is identified as two of the major sources where hallucinogenic substances can be obtained. Internet: A New Vast Source of Illicit Drug Information The reemergence of illicit hallucinogen is prevalent among teenagers; it has been identified that this same societal group is also the heavy users of the World Wide Web or Internet. The Internet is known as a powerful tool that can provide unlimited access to various kinds of information. Due to such capability, the Internet is also considered as a breeding ground for the rise of unlawful practices that are within the reach of young individuals. In a 2001 study carried out by John Halpern and Harrison Pope Junior, they have concluded that by using the Internet, potential hallucinogen users can learn in great detail how to obtain hallucinogenic drugs. During the time of their research, Halpern and Pope, through the use of standard Internet search techniques, located 81 hallucinogen-related sites and categorized the information found on the said sources. Some of the sites they have found explain to its users how wild plants containing hallucinogenic substances can be identified. Some provided information where hallucinogenic plants are commercially available, while some sell strains of hallucinogenic plants that can be grown. They have also located sites that provide chemical recipes for synthesizing all of the hallucinogenic substances that are categorized in the Schedule I list and other non-schedule hallucinogen analogs. Additional sites that sell hallucinogenic plant materials were also located. They have also uncovered Internet travel industry that offers tours to countries where hallucinogenic potions can be ingested in the context of traditional rituals. Finally, the researchers also came across myriads of sites that are carrying hallucinogen-related information which include keyword-searchable database that offer information regarding personal hallucinogenic experiences, street pricing, scientific articles, and paper clippings related to hallucinogen drugs. Contrary to the thousands of pages available for underground hallucinogen information, limited linked sites were directed towards government agencies that caution users against the dangers of using hallucinogen drugs. Likewise, only few Internet users visit these federally funded databases which are in deep disparity with the number of visits that underground sites receive (Halpern Pope, 2001). With the constantly evolving nature of the Internet, the sources found by Halpern and Pope (2001) represent only a small margin of the overall hallucinogenic-related sites found over the Internet. However, this study only proves that teenagers, being the frequent users of the World Wide Web, can come across pools of hallucinogen-related information just by typing in keywords at the appropriate prompt. Automatically, links after links of sites that supply detailed information concerning botanical and synthetic hallucinogens can be followed by the teenagers. Most of the information found on these sites are unchecked for accuracy and have yet to be described in present addiction and psychiatry textbooks, clinicians as well as the legislative authorities (Senay, 1998; Miller, 1998; cited in Halpern Pope, 2001). In addition to this, as the Internet can serve as a ground for the perpetration of unlawful practices, phony prescriptions can be used by teenagers in order to avail of prescribed drugs that contain certain amount of hallucinogenic substances. Although many reputable online pharmacies require authentic prescriptions before giving out drugs, it cannot be discounted that with todays experienced online users, the authenticity of such prescriptions can be altered. In some instances, there are Internet sites that are made to look both legal and official when in reality, they are not. These sites provide teens with easy-to-fill-out online questionnaire and ask for money; within days, the teen can already receive the drug that he or she purchased online (Hutchinson, 2006). Club-Drug Scenes Adolescence is the period where young individuals usually go out and meet people of their same age to socialize. Various places have been created in order to cater to their needs, and these are the places where they can usually hang-out together and enjoy their lives away from the sight of their parents. Clubs are the most common hang-out for teenagers and adults; these are the venue where they can release their energy and at the same time meet various people. As the number of teenagers who patronize such environment continuously grows, so is the number of these clubs. Hence, the number of club-drug venues and the use of addictive substances have been notably increasing as well. The term club-drug commonly refers to the specific drugs used by teens or even young adults who frequently visit music or dance clubs that are especially geared for their age group. Hallucinogens are often reported as the most common form of substance used in club-drug venues, specifically LSD, Nexus, Ketamine, and Ecstasy. These hallucinogenic drugs are frequently used in a gathering known as â€Å"rave,† a large-scale party carried out in a temporary location that allows participants to dance in trance-like tunes, experience light shows and other special effects, and take drugs. The attendance and participation in these events serve as the affirmation of the individuals involvement in club drugs (Golub, Johnson, Sifaneck, Chesluk, Parker, 2001). Unlike other social events that use traditional media to advertise their future affairs, the promoters of raves do not use such medium in order to market their events to people. Instead, they use underground and semi-spontaneous advertisements, such as word-of-mouth, recorded phone messages, handbills, and the Internet, that are directed towards their desired clientele. As police intervention serves as a serious threat to this event, one technique used by promoters to avoid issues with the authority is to notify the participants about the date and time of the rave through the Internet, and phone numbers are given out for further information (Golub et al. , 2001). Once inside these venues, participants are then welcomed with a special genre of music that enables participants to release their restrictions. Such trance-like experience is further enhanced through the use of psychedelic drugs, which more often than not combine memories, associations, and hallucinations altogether, making the participant feel a sense of enlightenment (Golub et al. , 2001). Although present-day rave music and activities do not come in parallel with that of the hallucinogenic culture during the 1960s, there are still aspects of that period that manifest itself in the raves of today, such as the emphasis on attaining personal enlightenment and the promotion of non-violence through the use of hallucinogenic drugs (Travis, 1997). In addition to this, raves and other events where hallucinogen drugs can be easily obtained such as trance parties and dance clubs are appealing to teenagers because they often serve as a gateway for escaping the stifling apathy of mainstream society by offering a time-out through illegal yet leisurely activities (Golub et al. , 2001). Teenage Vulnerability to Hallucinogen Use One may wonder what makes these illicit drugs so attractive to teens. There are myriads of reasons that can be derived to address this simple question. First, teenagers are very susceptible to use hallucinogenic drugs due to their inquisitive nature as well as their inclination with experimentation. More often than not, the cycle of addiction begins with a mere curiosity. In order to give in to the call of their curious minds, teenagers would then experiment by taking in small amount of the hallucinogenic drug just enough to get them high. As a hallucinogenic substance gives a short-term psychedelic trip that is initially pleasant or more often euphoric, these sensations provide teenagers the false feelings of worry-free life or nirvana. Over time, they will then need more amount of the hallucinogenic drug in order to acquire the same effect and to get the same high as the ones they felt before, thereby launching the cycle of hallucinogen addiction (Hutchinson, 2006). Another reason for the vulnerability of teenagers to hallucinogen drug intake may be attributed to their perception of reduced risk. Because of the so called â€Å"mind expansion† capability of psychedelics that can be bought at a cheaper price compared to other drug counterparts, teenagers tend to overlook the adverse effects of such drugs. Various evidences showed that more and more teenagers consider both Ecstasy and LSD harmless, which perhaps explains the increase experimentation of young people with the said forms of hallucinogenic drugs. However, the Food and Drug Administration (FDA) has not seen any therapeutic use for hallucinogenic drugs. Likewise, a variety of studies reported that current available psychedelics posit unpredictable effects and substantial risks that may harm the life of its users (Abraham et al., 1996 cited in Hanson, Venturilli, Fleckenstein, 2005). Similar to this is the fact that little media coverage has been devoted to hallucinogen use, and fewer opportunities exist in order to present the adverse effects of the said drugs, thereby contributing to the â€Å"generational forgetting† of teenagers about hallucinogen to the extent that it has even penetrated the school grounds (Johnston, OMalley, Bachman, 1995, p. 12 cited in Travis, 1997, n. p. ). Peer pressure also plays a significant role in a teenagers indulgence in hallucinogenic substances. As the need for acceptance is very much appealing for a teen who does not feel that he or she fits in and does not have high self-esteem, other teens can introduce the use of hallucinogen as a form of welcoming the other teenager. As such, in order to fit into the â€Å"cool† crowd, the teenager would eventually give in to the temptation so as to feel the belongingness that he or she is looking for. Conclusion Based on the facts and information presented in this paper, it is apparent that the illicit use of hallucinogenic drugs is a reemerging public health problem that could greatly affect teenagers. Because of the relatively inexpensive pricing and noncompetitive network of distribution of the hallucinogenic drug as seen in its availability over the Internet and club venues, more and more teenagers are swayed to take such drugs without taking into consideration its adverse health effects. Other factors that affect the consumption of hallucinogenic drugs among teenagers may be attributed to the perception of reduced risks that these drugs pose as well as peer pressure. While it may be true that the off-shoot in the number of teenagers using hallucinogen may not severely threaten law enforcement at this point, if this trend of hallucinogenic use among teenagers will persist, various issues may arise that could affect not only the individual user but the community as a whole. Concerns for public safety are deeply related to the use of hallucinogen. Such can be perceived with the upsurge of income-generating crimes and crimes of violence. It should also not be overlooked that the continuous existence of hallucinogenic drugs presents a great threat on the health and safety of these young individuals. As such, it is therefore critical to place stricter law enforcement efforts in disrupting the production and distribution of hallucinogens so as to avoid their adverse effects not only on the teenage users but the whole societal system as well.

The Importance of Building Culture in Your Organization Essay Example for Free

The Importance of Building Culture in Your Organization Essay With its development, the society has always eliminated individuals who do not create their characteristics. Similarly, an organization wants to survive, must create their own culture. It is true that organizational culture. Corporate culture is one of the most significant elements to develop a group. Disneyland is a typical example of the efficiency of corporate culture in an organization. This essay consists of three parts. The first is a general introduction to Disneyland and its culture. Explain the specific benefits of this culture regarding promoting its strategy. Secondly, some methods that Disney land wants its employees to behave as they do. Finally, the dedication of the staff to Disney land and the basis of this commitment. Overview of Disneyland and its culture Disneyland is the first of two theme parks built at the Disneyland Resort in Anaheim, California.Ã'‚Disneyland’s organizational culture in three levels of culture. They are artifacts, espoused value, and basic assumptions. Artifacts: Disneyland has some unique rules to recruit employees. These employees are single, good looking mostly white females and males in their early twenties, average height, below average weight, clean, natural and polished face. There are few, representative minorities. Almost minority staffs are close copies of the standard model Disneyland. Disneyland has some unique rules. It is written in a handbook about the image of Disney. The readers can learn something like men has facial hair and long hair that is prohibited. Women do not wear flashy jewelry. Uniforms are an essential part. It shows the image of a group and employee’s pride in the company. Both of them are to look tidy and prim, let their uniform clean, fresh and polish their shoes. Moreover, employees must always smile and happy when interacting with customers. With some rules, Disneyland attracts more many visitors. The customer feeling Disneyland is a happy place over the world. They feel warm, well-being and welcome everywhere that they come. The surface of the culture does not show real feelings of employees. It is easy to change or influence and very important for Disneys business. Espoused values Disneyland is the self-proclaimed â€Å"happiest place on the earth†. The product of Disneyland is emotion â€Å"laughter and well-being†. You are dead if you aim only for kids. Adults are only kids grown up, anyway†. Creativity, imagination, and dreams become true. Disneyland will never complete. It will continue to grow as long as there is imagination left in the world. there are no rides at Disneyland, only â€Å"attractions† Disney itself is a â€Å"park†, not amusement center. There are no accidents, only incidents in Disney. Employees are convinced that they are happy at work. It’s the way of finding social identifiers in Disney. Basic assumptions The spiritual level It means all of the corporate staffs have the common view of the internal and external environment of enterprise in the long-term work experience. It includes the common acknowledge assumptions. The rule: â€Å"once a sweeper, always a sweeper.† Movement across jobs doesn’t occur in the park management in Disney. The rules: â€Å"the customer is king† Employee demeanor is governed by three aspects: smile, friendly and good- mannered. Disney management has a strict and complicated social hierarchy. The rule: â€Å" the Romanesque† The employees are told repeatedly that if they are happy and cheerful at work. The manger in the park thinks everyone is a child at heart when at Disneyland. 1. Socialization- incoming identities are set aside while employees are trained in the use of new identities of the situational sort. 2. Work culture- Giving least possibilities of experiments to ride operators. 3. Emotional management- aside training, it involves strong self-monitoring skills of employees. 4. Strong hierarchical structure.

Two theories of motivation

Two theories of motivation Motivation is an intangible human asset which acts as a driver that pushes humans to be willing to perform certain actions. In just about everything we do there is something that moves us to perform the action which involves some motivation allowing us to perform tasks or actions which produces some type of personal benefit as a result. The general theory would be that, the greater the personal gain in performing the task for the individual, the more motivated they are to try at the task to achieve the best outcome. Motivation is usually stimulated by a want where there is a gain to be had as a result of performing a certain task. As Todes, McKinney, Ferguson, Jr. (1977) p.223 states, A person is a wanting being he always wants, and he wants more. Therefore if there is nothing that an individual wants, there would be no need for them to perform a certain task as there is nothing they can gain from it. Over time there have been many motivational theories developed to try and explore what motivation is and how different levels of motivation can be achieved with different inputs. Two of the most widely recognised motivational theories come from Abraham Maslow (hierarchy of needs) and Fredrick Herzberg (two factor theory). Managers in businesses would use these theories in an attempt to motivate staff to provide them with job satisfaction and in return receive better task performance. Through extensive research Maslow and Herzberg developed their own theories which are now used in businesses all around the world. Both differ in how they are applied but in the modern world they are seen as being totally true by many although they should be perceived as being an interesting problematic set of observations about what motivates people (Finchman Rhodes, 2005) p.199. This is due to the lack of evidence to say that they are completely true despite applying to the overall majority. Each is very similar in the way that there are certain requirements that must be fulfilled before high levels of motivation can be obtained. Abraham Maslow sets out a hierarchy of importance where human needs are arranged in a series of levels (Todes et al. 1977). Like Herzbergs two factor theory, the needs in Maslows hierarchy can be split into two levels. The first set being the basic needs, contain physiological and safety needs. The second set can be seen as the motivators consisting of social, esteem and self actualizing needs. In comparison to Herzberg, basic needs would be the equivalent of hygiene needs consisting of: salary, colleagues, supervision, policies and environment. Herzbergs second set (motivators) includes: recognition, promotion, achievement, responsibility and intrinsic job aspects, all of which are individually quite self-explanatory and fairly interlinked (Finchman Rhodes, 2005). As the structure of Maslows hierarchy suggests, the higher motivators are harder to achieve than the previous and there is an order to which they must be acquired. If the previous motivator has not been reasonably satisfi ed then there will be no desire to try and obtain the next. The physiological needs are reflected in the human need to eat, breathe, rest, drink and engage in active endeavors (Todes et al. 1977) p.244. These needs can be seen as essentials for survival making it logical to be place at the bottom of the hierarchy and as the lowest motivator (Todes et al. 1977). Safety needs come in the form of feeling secure in the job that you have which means that there is a requirement of: shelter, a strong feeling of job security and as Todes et al. (1977) states, a need for protection against physical dangers along with the need to earn a fair salary that can satisfy a given standard of living which is an element in Herzbergs list of hygiene factors. A manager would be able to fulfill the basic needs by giving suitable amount of time for breaks in which the physiological needs can be easily met. Safety would derive from supervision and policies of the company where they act as a guide, helping the employees progress giving them a feeling of being well supported. The environment that they work in would also help with employees feeling safe as long as there is the avoidance of physical dangers. Also there is the conflict of whether or not salary is a motivator. Managers may think that employees would work harder for a raise whereas others believe it is ineffective. Although necessary, hence it being placed in the hygiene factors and incorporated in the safety needs, it is not a motivator. The reason for this may be that although one receives more money for what they do, they will not necessarily work harder having acquired the raise. This therefore links salary to the motivator, promotion which would be the reason for why there is a sudden increase in an individuals income. The motivators, beginning with social needs, (Maslows third need which could be seen as being at the base of the motivational hierarchy) cannot be achieved unless the basic needs prior to it are in place and adequately satisfied. Social needs can be seen as the desire for interaction, acceptance and a sense of belonging with associates and personal acquaintances (Todes et al. 1977. With Herzberg, it can be argued that the social motivator is split between both the categorical factors contradicting Maslows perception of it. As the hygiene factors of colleagues and to an extent, supervision, fulfill the social need for interaction, the motivator recognition would lead to meeting the need for acceptance and belonging. Herzbergs motivator of recognition combined with promotion, responsibility and perhaps achievement would also be linked with Maslows fourth need, esteem. This, a more personal, perhaps egotistical need, is much harder for a manager to incorporate into the working environme nt due to the managerial trend of reducing most jobs to their lowest level of job content (Todes et al. 1977). Being noticed for good performance through praise and recognition, which could lead to the achievement of a promotion where responsibility is increased, can all be contributors towards fulfilling esteem but never effectively satisfying it entirely. Even if it does, it will only be temporarily and perhaps not enough for the peak need of self-actualisation to start being met. It therefore acts as a constant motivator to work harder or continue working to meet the higher needs (Finchman Rhodes 1977). Self-actualization is where an individual grows towards a firm understanding of their abilities and utilises these skills at an optimum level (McGregor. 1964). This final need however, is rarely met, hence it being at the top of the hierarchy as the idea of: as you progress up the hierarchy, the peak of each need that must be passed is higher than the need before it. Not only is this an important factor, there is also the requirement that the previous needs, although less dominant in focus, must remain active and acceptably satisfied before the next factor can be of any interest to the individual (Krech, Crutchfield Ballachey cited in Todes et al. 1977). Due to this and the general fact that self-esteem is satisfied in small quantities and not regularly, it does not make acquiring self-actualization an easy task due to the previously described theory rule. Although Herzbergs theory operates similarly, there is not as strict an order to follow as to whether a specific factor must be met before another one can become of any interest other than working on the basis that all hygiene factors must be adequately satisfied before any motivators can begin to be of any relevance to the individual. In this aspect the model is more lenient and due to not having a strict order of how they must be met, any factor within their respective categories can be acquired in any order making it easy and ready to be tested. Not only this but each factor is very much interlinked and compliments one another in the way that when one is achieved, other factors can be acquired in quick succession. Managers could then incorporate this into the way that tasks are delegated so that when an employee completes one task they obtain a certain amount of need satisfaction. On the next task performed, more needs could be fulfilled and unknowingly, employees would be progressing through the fulfillment of either Maslow or Herzbergs needs where they attain either more self-actualisation or job satisf action. What needs to be kept in mind is that although the two are very similar, Maslows hierarchy can be applied almost any situation with the aim of exploring psychological progression. Whereas Herzbergs theory outlines more of what factors must be in place before job satisfaction can be achieved relating more specifically to motivation and its impact within the work place (Finchman Rhodes. 2005). The intrinsic job aspects would be the closest motivator related to personal accomplishment as this need involves the employees feeling that through working they are benefitting and developing as an individual. This therefore means that a manager would need to try and identify which of the two theories they think would be most effective and achievable in developing employee motivation. Do they want their employees to acquire job satisfaction through Herzbergs motivators or to be self actualizing being more willing to work understanding themselves and what they are capable of. A combination of th e two could be possible in Maslows basic needs and Herzbergs hygiene factors but the acquisition of both does not necessarily mean that motivation or job satisfaction would be obtained, it just means that job dissatisfaction would be likely to develop without it (Finchman Rhodes 2005). Another point to remember is that not all individuals are the same in what they want hence the models not being universally accurate. A situation where either model would not be fully applicable is where one is happy with their current position and the tasks that they perform. As a result of the fulfillment of an unwanted need such as promotion, that particular employee may underperform as they have lost the job satisfaction they had prior to the acquisition of that motivational need. Whereas another who may have wanted such a need would be discouraged due to them not receiving the promotion and as a result de-motivated the employee. As mentioned, everyone is different in their levels of satisfaction and motivational priorities, some of which would be unknown to the individual. Even if known they may not know what to do to obtain them. From this a manager would have to find a way of being able to match the needs of people with appropriate incentives (Todes et al. 1977) p.165. Of course for a manager to fulfill all these needs they would have to be able to relate to the motivational needs of the employees beneath them and incorporate them into their strategy so that employees would be able to achieve them through the tasks they perform. As these motivational needs are met, employees may be more motivated to work and unknowingly develop other motivational needs that are fulfilled through the managers task setup. A very important factor for a manager to remember according to Finchman Rhodes (2005) p.266, is that the principle of behaviour that is rewarded tends to be repeated and that which is punished, avoided. From this, it can be seen that managers have a strong ability and in fluence on their employees behaviour. Therefore both motivational theories are not total opposites of each other but are in fact very similar. Both focus on the motivators as being contributors to psychological growth and development (Finchman Rhodes, 2005). Each has certain requirements which must be met before someone can progress onto achieving motivational needs, such as in Maslows case the basic needs and the hygiene needs in Herzbergs both are seen as being needed to be in place before there can be any progression onto the next set of motivators. This also expresses how both are similarly split into two groups. A big difference would be how Maslows theory can apply to any situation but Herzbergs is more applicable in the workplace and set out in a way that made it easy to prove correct, whereas it was more difficult with the former despite being taught as true (Finchman Rhodes, 2005). Managers could effectively incorporate the motivational techniques into developmental strategies by designing a work environment w here employees would be able to develop personally as they work, in turn they could unknowingly acquire motivation (Todes et al. 1977). This way employees would be more willing to perform their tasks and develop needs encouraging them to work harder, becoming more motivated to meet these new needs. But perhaps the most obvious and important similarity is that although they are taught as being true, a manager would need to keep in mind that they are not. Even though they apply to the majority, different people have different needs and levels of satisfaction therefore either model cannot be totally relied on for a manager to try motivate employees (McGregor. 1964). Reference List: Finchman. R Rhodes. P, Principles Of Organisational Behaviour, 2005 P.199, P.233 McGregor. D, The Professional Manager, 1964 P.11, P.75 Todes. J.L, Mckinney. J, Ferguson Jr. W, Management Motivation, 1977 P. 165, P. 223-227, P.244

Responsibility of the Artist in Faith in a Tree :: Faith in a Tree Essays

Responsibility of the Artist in Faith in a Tree The philosophy found in "Faith in a Tree" deals heavily with responsibility. One of the responsibilities which was explored was the responsibility of the artist. Paley's portrayal of artists in this story is certainly less than flattering. In one of the most thematically important paragraphs, Faith decides, (to summarize a paragraph) "if it's truth and honor you want to refine...let [God] be in charge of beauty....and let man be in charge of Good." (p.89) The comment was given directly after a dialogue in which artists were labeled as speculators; speculators in the sense that they did not "invest" in life, they merely observed. One gets the sense from the tone of the pages that artists are not being put in a favorable light. Paley is trying to say something important about the responsibility of an artist here. Her condemnation of artists as cited above does not extend to all artists. There is a qualifier at the beginning of the paragraph which is very important, "if it's truth and honor you want to refine". In essence, if the artist is trying to discern something true or noble then they should stop painting, writing, or sculpting for it's own sake and start doing something Good. Faith reveals her own disdain for musicians who are absorbed in art for art's sake when she comments satirically, "when darkness covers the earth and darkness a great people, I will think of you: two men with smart ears." (p.89) Paley is obviously aware thin ice of hypocrisy she is skating on. An artist herself, her own story should be actively supporting the Good, or her critique of the painter and the musicians would be meaningless. Before going further, it is necessary to define just what Faith's idea of Good is. Faith doesn't directly define Good, but she does define Bad which is just as important, because a fight or artistic work against something bad, is in essence, something Good. In Faith's words, "Evil is bad, Wicked is bad. Robbing, Murder and Putting Heroin in your Blood is Bad" (p.85) Any act which is wicked, evil, or destructive is part of the "Bad". Faith's definition of Bad is very general, but leaves a good jumping off point into the main theme of the novel, the Vietnam War. Surprisingly, the war, which I consider to be the main theme of the novel, takes up very little of the action in the story.

Free College Admissions Essays: Try, try again! :: College Admissions Essays

Try, try again! Bedraggled, disheartened and blanketed with mud, I sat on the sidewalk blubbering while the tears dripped down my knee. As I watched the salty droplets trickle down my dingy leg and meld with the crimson driblets oozing from my ragged shins, I felt a certain overwhelming feeling of helplessness, of defeat. After a comfortable amount of time was spent wallowing in self-pity, my relentless attitude proficiently mustered the nerve to get back on my very first bicycle and give it another try. I was on my way to conquer one of my first acquaintances with adversity. " Excellence and success is not achieved in perfection but in knowing you tried your best." This is definitely the most powerful virtue that I've cultivated throughout the years. From learning to walk to learning to drive and all the obstacles that I faced in between I was always able to employ this adage and trust that belief in it would get me through whatever challenge I faced. As an innocent, radiant slip of a girl I embark ed on my first steps of life. I fell, and fell again until my bottom was bruised, I'm sure. Nonetheless, I never gave up, and was up and running around in no time! I was ready for bigger and better things. Before long it was time for school. This, by far, has been the most challenging endeavor midst the years. No matter what I always gave it my all and managed to remain a high honors student throughout a majority of my academic career until I was faced with an even larger task...high school. With problems developing in the family I became incredibly withdrawn and unfortunately, indifferent. By my junior year I was feeling so overwhelmed that, in essence, I surrendered to failure. I barely had the ambition to go to school let alone do well in my classes. I was accepting defeat and very low grades at that. Then, one day, a teacher said something to me that evoked thought, a second look at my situation. While staying after school, my English teacher said, "Jessica, you're a very intell igent girl, and you have the ability to achieve much higher grades, but you aren't trying which is sad because there are kids that try so hard and can't earn the grades that you're so capable of.

Space and Power: An Analysis of the DC Riots :: Free Essays Online

Space and Power: An Analysis of the DC Riots Federal Communications Commissioner Nicholas Johnson has stated, "A riot is somebody talking. A riot is a man crying out, ‘Listen to me mister. There is something I’ve been trying to tell you and you’re not listening.’" (Gilbert ix). During the 1960s the Civil Rights Movement made a transition from an allegiance to the ideology of nonviolence to one of black power and self-defense. After the death of Martin Luther King Jr., waves of disorder spread through the African American sections of more than 120 cities across the nation; however, the heaviest damage was done in the nation’s capitol of Washington D.C. (Gilbert 15-16). I am arguing that the cause of the riots was white people who antagonized and aggravated African Americans to an unbearable point. African Americans turned to militancy in hopes that it would bring some attention to the problems they were facing. During this time period, radical militant black power leaders also traveled to Africa and other third world countries to call for revolutions. The conditions of the cities where many of the uprisings occurred were deteriorating. Research has shown that blacks faced discrimination in employment, education, housing, and in matters dealing with the police. According to Joseph R. Brandt, a black minister during the 1960s, "In nearly every way, the gap between black people and whites has widened, rather than narrowed" (Barndt 17). An article published in 1969 in the Washington Post stated, "Today the Negro wage earner makes 53 percent of his white brother’s salary, while in 1953, the figures were 59 percent." The African Americans of Washington, D.C. did not only making very little progress, they had actually gone backwards. Black people compromised more than one-half of the population of Washington, D.C. but they had less than one-eighth of the top jobs in the city ("Are D.C."). Compared to a white person, an African-American had only a one-forth chance of getting a job (Boesel 312). In 1969, employees of the General Services Administration charged their employer with systematic racial discrimination in its staffing, promotion and training practices (Honsa). Segregation could also be found in real estate and housing. The refusal of many institutions to grant a housing mortgage loan to black people was a definite factor in keeping some of the areas of the city segregated (Asher, F10). In 1964 complaints were filed against ten Washington real estate firms that showed different lists of available apartments to blacks than they did to whites ("Core").

Malachi Stacks in the Matchmaker Essay

In the world of business there are always those men and women who are not recognized for the contributions they make to certain products, projects, or works even though without them the result would never exist. Nonetheless, these people go on with their daily lives working hard, knowing that all their dedication is going to benefit others and not them. Yet, they can’t blame the big companies for not being recognized, because these men and women do this willingly. They are fully aware that their actions serve a purpose to the greater rather than a personal one, and for them that is enough. Such people do not need the recognition of others because they themselves know the importance of their actions. One example of such a human being is portrayed in Thornton Wilder’s The Matchmaker. His name is Malachi Stacks, and though he only shows up on stage two or three times, he is the one who gives the entire production meaning. Malachi is the person who sets into motion a series of events that completely change not only the characters, but also their lives. With this character, Thornton Wilder takes what used to be just a regular farce comedy and gives it meaning which makes all the difference, Malachi Stacks makes all the difference. Thornton carefully crafted the role of Stacks in such a way that made him distinct from the rest of the characters. Even with being in his fifties, sadness and depression are entirely absent from his life. Every line spoken by him has a joyful feeling to, and almost puts a smile on the reader’s face. Even at times when he is being put down by Mr. Vandergelder, joy is felt in his words. Wilder makes Malachi seem like a little adolescent, who has not yet been exposed to reality, and still thinks the world is perfect. However, all this is just an image that Malachi establishes for his own purposes. He makes people believe he can be trusted by pretending to be respectful and following orders. Malachi creates a relationship between himself and the others, especially Mr. Vandergelder, which makes him seem gullible and easy to control when in fact it is he who controls them. This sort of maneuver is portrayed very well in his first scene with Mr. Vandergelder, in which he says â€Å"You’ll never regret it, Mr. Vandergelder. You’ll never regret it.† It is such a simple line, and yet there is so much there. Malachi makes it seem like he is just another man who is happy about getting a job, when in reality he is masking his true intentions behind these innocent words. The real reason Malachi is happy to have gotten the job, is because he now has the ability to fix the inequality which exists between Vandergelder and the others. Truth be told, Malachi is actually the only individual who see this flaw amongst the characters, and he knows it should not be there. Therefore, by formulating this sort of innocent personality, Malachi Stacks gives himself the perfect opportunity to finally bring equality into the lives of the characters. It all happens in Act III when Mr. Vandelgelder is having his coat taken off as his purse filled with money falls to the ground. Malachi, knowing that the primary reason for such inequality amongst the characters is their financial situations, takes his chance to balance the scale. However, he does not make a big deal out of it. Malachi simply takes the purse, asks Vandelgelder if it’s his, and since the response is no he gives it to Cornelius. It’s very quick, subtle, and seems like the right thing to do. Yet, even though what he did was so simple, it was enough to bring equality into their lives and he knew that. By asking Vandergelder whether or not the purse was his, Malachi tested him to check if he deserves the money. For in his short little monologue that he has right after picking up the purse, Mr. Stacks says â€Å"The law is there to protect property, but- sure the law doesn’t care whether a property owner deserves his property or not, and the law has to be corrected†. Therefore when he asked Vandelgelder â€Å"Did you drop something† the real question was â€Å"Are you worthy of all this money that you have†. Vandelgelder responding quickly said no, and that was enough for Malachi to know that the money deserved to be in the hands of someone else, Cornelius. It is also at this point that inequality begins to slowly disappear between the characters. First, Cornelius and Barnaby are able to pay for their expensive dinner and truly impress Mrs. Malloy along with Minnie. Then Mrs. Levi finally tells Mr. Vandergelder what she thinks of him when he cannot pay the bill, and that is when he finally realizes what kind of man he is. Slowly through scenes like these, the balance between the characters begins to even out and by the end, everyone is happy, joyful, and most of all the inequality amongst them completely vanishes all thanks to Malachi Stacks. Though Thornton chose Malachi to be the tool for equilibrium amongst the characters by having him â€Å"redistribute the superfluities†, the part also is important when it comes to the moral of the story. Of course, after reading The Matchmaker it safe to say that there are multiple lessons to be learned from this play, but one of the main ones shows up in Malachi’s monologue. Right after discussing the entire matter of redistributing property, Thornton has the character talk about how one man should not have more than one vice. In fact, he ends his line with the words â€Å"One vice at a time†. Now this entire concept might seem abstract, because after all even in today’s world vices are looked down upon. However, Thornton shows what two vices can do to a man by having Malachi use Vandergelder’s wrongs against him. His first true frailty is that in his own world Mr. Vandergelder sees himself a king, where no one can stop him because he has so much money. The second is his passion for money. In fact, his first vice comes from this one, because to him a person who has more money has more authority. So instead of merely having Vandergelder destroy himself through his vices, Thornton uses Malachi to show how having more than one vice is recipe for destruction. First, he uses Vandergelder’s attitude towards himself to gain his trust, by pretending to be loyal to him. Next, once Vandergelder thinks he has him under his control, Malachi uses the second frailty against him taking that which is most precious, his money, and giving it away. By using both of these flaws in his master’s character, Mr. Stacks brings Vandergelder into a state of despair where he has lost everything that made him, a King in his own mind. One man. Three Scenes. Yet without him, The Matchmaker would never be the same. Thornton Wilder made a smart decision in imgaging such a character, because he is developed in such a way that his importance to the whole play is not realized until the conclusion. For with just a simple action of handing off a purse to Cornelius, Malachi made a ripple effect which changed the course of the entire production and made all the difference. Malachi Stacks made all the difference.