Analysis of the Unforgiven

Examination of Unforgiven Brenda J. Thompson ENG 225: Introduction to Film Nathaniel Millard October 5, 2009 Summary While the film Unforgiven (1992) coordinated and featuring Clint Eastwood, as William Munny, is in the class of a western in the late 1800’s. It has an essential subject that we are as yet making motion pictures about today, equity and what is worthy and what isn't satisfactory as we continued looking for it. It is an account of an excursion that one man needs to make with the goal for him to think about his kids however it winds up being quite a lot more of an excursion than he envisions. This film is a definitive of good versus abhorrent on two or three distinct levels. It is hero versus miscreant and it is the insidiousness inside battling the great inside and the consistent fights that both of these various levels bring to the principle character and different characters of this film. Does equity win in this film? Level of Ambition This movie’s level of aspiration was that of a regular Clint Eastwood film, clear, profound and disputable. Clint Eastwood is referred to through his characters as the hard, brilliant talking, simple, terrified of nothing type threw entertainer thus his movies that are coordinated by him carry an unheard of level to that kind of character. He carries the milder side to these characters that we don't hope to see. He uncovers the inward predicament inside his character to show that since somebody has done some extremely awful things in their lives that doesn't imply that they don't have interior battles between what is correct and what's going on. The cognizance of the blame, the approval, and the avocation of what he is doing, eats at him and his inward battles that accompany recognizing what he has done however appears to decrease over the length of the film. It appears to get simpler for him to acknowledge what should be done and simply does it despite the fact that he no longer needs to do it. Topical Elements The focal thought of this film is shamefulness and what can happen when a treachery is made right subjective depending on each person's preferences. This film had hit on a few alternate points of view with respect to its concentration and was reliant whereupon character it was featuring at that point. One of those points of view being from that of the primary character William and his steady fight inside himself to remain consistent with his decency and not to permit the old underhandedness side out. Another point of view is that of the working ladies who simply need to be regarded and not feel just as they are close to home property. The Sheriff, Little Bill, who was played by Gene Hackman had obviously another point of view all in all circumstance which was to play off the whole trial by fining the two guilty parties as opposed to capturing them. All things considered, this film secured a few classifications with respect to a focal thought and subordinate thoughts. In spite of the fact that I saw bad form as the focal thought, I additionally felt that there were different classes that were addressed. Truth of human instinct (Boggs and Petrie, 2008, pg. 26) and how despite the fact that this occurred in 1880 you could even now feel the bad form today and feel those emotions that were depicted by the characters needing to make this privilege in spite of the fact that not all the characters needed to make it directly for similar reasons. The social issues that were in this film, which were the violations against ladies, social acknowledgment and the draw that cash has consistently and perpetually will have on us as a general public are as yet predominant today thusly we can comprehend and acknowledge what's going on. We know now as a general public that we can't go rogue however in 1880 it was pervasive and increasingly worthy hence we can relate as possibly we wish he could in some cases go rogue and make a foul play right when one has been wronged. Setting and Set Design The shooting occurred in the wild of Alberta, Canada and one scene (the train scene) in California. Most of the scenes were either out in the wild or inside the modest community of Big Whiskey’s cantina and the adjoining central avenue throughout the fall and winter period of 1880. The structures were dull, little and bleak within and because of the way that most of the film occurred in the evening time hours and it was blustery more than not, the outside was similarly as melancholy as within. The lighting was insignificant as it would have been in those days carrying disposition with it. The foretelling of the turbulent climate worked in making this film what it was, the downpour appeared to tell you when something was coming. As much as the wild view was excellent, I discovered it made light of by the boring shades of the ensembles and the non utilization of shading all through the whole film. It appeared just as the main time shading was utilized was controlled by what that specific scene was about. For example, as English Bob came into town the main thing of shading was the boring red of the stagecoach, so we realized whoever was in that stagecoach would turn into a significant character to a scene coming up, everything else was a quieted earth tone of tan, earthy colored, green and blue. As expressed in our content an executive may basically let their settings simply be a background and let the move of that scene make over. (Boggs and Petrie, 2008, pg. 74) This was actually how this film was advised; it centered around the story as opposed to glamorizing it with beautiful ensembles and landscape. We expected to see the dullness of the subject in the quieted shades of the film. Another scene that demonstrated a fly of shading was that of William (Eastwood) and Ned (Freeman) were having a discussion where William was attempting to cause himself and his companion to accept that he was not, at this point a detestable individual, he did not drink anymore and did not execute anymore and by then their ponies strolled past some brilliant yellow hued trees which just carried a feeling of cheerfulness to that segment of the film. As though by advocating his decency it genuinely made him a decent man, the approval from his companion was required by him as an update that he truly was a decent man, that this couldn’t make him an awful man again on the grounds that he had been useful for such a long time. Sound and Score The primary scene of the film was that of William Munny out there keeping an eye on his cultivating as the sun set on the opposite side of him. The main sound around then was that of an extremely delicate playing guitar that had the sentiment of a number, delicate and delicate. For the rest of the film the sound and scores were exceptionally insignificant. Common outside sounds, creatures, the breeze, downpour were the sounds heard more often than not. Music was insignificant and was utilized for sensational stops when no words were important and the message expected to soak in or to develop to an up and coming scene. The delicateness of the music was quieting and not very tyrannical particularly in the activity parts of the film when a few executives shout music. Clint Eastwood in this film decided to utilize music to â€Å"reinforce the rhythms of the action† (Boggs and Petrie, 2008, pg. 375) rather than focusing on it. He utilized music a similar way he utilized his hues. I found that during the delicate intelligent snapshots of the film that the music was that of a sole guitar or extremely delicate music and when it included somewhat more activity a symphony was included. The most significant sound of everything was that of the downpour. Contingent on the message coming through had the effect between how hard it was coming down and how uproarious it was heard. Not exclusively was the downpour portending yet in addition the sound of the lightning storm that was utilized. It was telling us that something was coming, something would occur and it was an essential piece of the film. Giving and Acting Performances A role as it is clarified in (Boggs and Petrie, 2008, Introduction to Film) â€Å"In the selection of entertainers, one chief may take the protected, sure route by throwing set up stars in jobs fundamentally the same as jobs they have played previously. † Clint Eastwood is notable for his solidified characters and his involvement with westerns. I was unable to envision some other on-screen character depicting William Munny. Clint Eastwood brings to the table a solidified character that changes himself from a heartless killer to a caring spouse and father back to his solidified man that needs to make equity where there was none. Little Bill (Hackman) was a run of the mill sheriff of the time where he laid that law with an iron clench hand and was going to lay that law any way that he could. In the film you need to accept that Little Bill is one of the heroes yet at long last he is no better than the men he was attempting to run off. In one scene Hackman was clarifying that he didn't care for men of no character or professional killers however in obvious life truly was no superior to them yet defended it to himself with his identification. Morgan Freeman played Ned, William Munny’s old shrewd accomplice. He had likewise resigned from the slaughtering fields and was presently a rancher hitched to his Indian spouse, Sally Two Trees. Ned genuinely accepted he could support his old accomplice yet before the finish of the film had understood that he could no longer execute somebody and decided to come back to his significant other yet not before being caught by Little Bill’s group and at last slaughtered. Freeman brings a feeling of smoothness, dependability and inside and out warmth to the film and separates the distinct brutality of William Munny’s character and the haracter of Scolfield Kid, played by Jaimz Woolvett, a youngster hoping to bring in some cash however has no involvement in that of a paid professional killer or of life encounters by and large. He was a straightforward character however one that developed all through the film to make an acknowledgment that his view point on a celebrated demonstration has pointedly turned and took another course. As the charact ers appear to supplement one another and the entirety of the on-screen characters appeared to fit each character perfectly, there are not very numerous entertainers in my psyche that could have satisfied the on-screen characters that were picked for these jobs. I discovered one character level yet simply because she was composed that way, I don't accuse the on-screen character as I might suspect she worked superbly,

Ladies Of Missalonghi Essay Example For Students

Women Of Missalonghi Essay The writer of the book, The Ladies of Missalonghi, by Colleen McCullough portrays to the peruser how Missy, an ugly lady, in a modest community varies from Alicia. Missy, the girl of Drusilla didn't generally have any fearlessness in herself. She would start by thinking about what she truly resembled. The house possessed just one mirror, in the washroom, and it was taboo to stand and look at ones reflection. Therefore Missys impressions of herself were supported with blame that she may have remained excessively long looking. Goodness, she realized she was very tall, she realized she was extremely meager, she realized her hair was straight and dim, that her eyes were dark earthy colored, and her nose unfortunately messed up because of a fall as a kid. She realized her mouth hung down at its left corner and turned up at its right, however she didnt know how this made her uncommon grins intriguing and her ordinary serious articulation a jokester like tragicomedy(Pg.35-36). Missy didnt t ruly give close consideration to what she truly looked preferred. It didnt matter how ladies showed up in those days as how it does today. They assume that its fiendishness to take a gander at oneself in the mirror, and that its prohibited for a lady to see her own picture. Life had instructed her to consider herself an unattractive individual, yet something in her wouldn't accept that completely, would not be persuaded by any measure of coherent proof. So every night she would think about what she looked like(Pg.36). She comprehended what she truly resembled, however her cognizant was revealing to her extraordinary. It resembled she had something in her that was truly separating her from her loved ones. Indeed, even in her mid-twenties she was as yet treated unreasonably. Her mom looked down at her and didn't value any of the things that she did. Any pip-dreams Drusilla may have harbored about Missys growing up to grab the women of Missalonghi out of penury through a fantastic marr iage kicked the bucket before Missy turned at that point; she was in every case plain and unprepossessing(Pg. 39). What her mom imagined Missy to be had been evaporated when Missy was around ten. Her mom lost destiny in her before she even got an opportunity to demonstrate her tolerability. Missy additionally was living in her own dreamland. Her mom was against her from perusing sentiment books since it was wrong to think about adoration. She was break inside for she believed she will never encounter love, accordingly this made her significantly increasingly inspired by sentiment and love. She additionally grew up into a family where love was underhanded and terrible. She likewise never felt that cozy enthusiasm that she constantly needed to feel. Her mom may have caused her to put stock in different things that wasnt valid, however she wasnt going to maintain it. Missy felt that she was in-slaved by her mom and her aunties. Her mom caused her to do all the errands in any event, when she was debilitated to such an extent that she couldnt move up. At the point when she became so ill and swooned, her mom and auntie were stressing over who would do the tasks. She resembled Cinderella who was deserted to clean and do everything. In any event, when she went out to go get something, she generally contemplated draining the dairy animals and that she needed to rush back before her mom would get frantic at her. She had such a major duty, that she didnt possess any energy for anybody, not in any event, for her self to appreciate. Goodness let it not be earthy colored! Implored Missy. I need a red dress! A trim dress in the kind of red that makes your eyes swim when you look t its that is the thing that I want!?brown, Drusilla completed finally, and sighed(Pg.51). She needed an earthy colored dress out of the considerable number of hues she needed to pic k from. She generally felt that she coordinated earthy colored best beside different hues. The shading earthy colored which caused her figure considerably more to obscure, is the shading that she loved best. I see how disillusioning this must be, yet the reality of the situation is, Missy, that no other shading turns into your half so well as earthy colored! In pastels you look wiped out, in dark you look embittered, in naval force you are at passings entryway, and the pre-winter tones transform you into a Red Indian(Pg.51). Indeed, even her own mom didn't have any trust in her. She proposes that she wears an earthy colored dress since it coordinates her best. She turned out to be extremely vexed that her mom believed that earthy colored was the main shading she loved. She truly preferred the pastel dress a ton and was thrilled. Earthy colored; what an appalling color(pg. 66). She detested the shading earthy colored, however she wears it the most. Missy, similar to a shadow who was never seen is starting to come out of the dull. Missy likewise has a genuine heart issue. Every once in a while she would black out and not realize that she swooned. Her mom didnt truly give a lot of consideration to Missy, and her disease. They all had more genuine stuff to deal with than her disease. Her mom and her auntie were stressing over who would have been the following Ladies of Missalonghi and that who was a lot prettier. She additionally had a cousin by the name of Alicia Marshall. A genuinely perfect animal, Alicia Marshall. Extremely tall and based on well proportioned at this point taught lines, she was radiantly reasonable of skin and hair and eyes, with delightful hands and feet, and a swanlike neck. As usual, she was wearing flawless taste, and wore her ice-blue silk outfit (eyelet weaved, its shorter overskirt elegantly pointed) with exceptional energy and grace(pg.47) Alicia was unique in relation to Missy. She wore exceptionally overall quite rich garments and lo oked awesome. She is likewise a similar age as Missy, yet with an entire diverse disposition and stance. Alicia showed up in an engine vehicle, which in those days just the affluent had engine vehicles. She likewise was chauffeured and was dealt with like a sovereign. Despite the fact that they were both a similar age; Alicia could begin her own cap store, not at all like Missy who was still at home and being bossed around. It appeared as if Missy had no public activity, and that she never knew how the outside world resembled. Her mom likewise regarded her like a kid just as she didn't have anything to live for. They assume that Alicia has everything, she has the look, the riches, and the men kissing at her feet. Alicia had a personal connection and found what love was. She had sentiment and made the most of her regular day to day existence. She didnt care about what others would think since she had her magnificence to depend on. Indeed, even Missys mother regarded Alicia, she lost her fantasies and trust in Missy along these lines she moved it towards Alicia. As lovely and brilliant the town thought Alicia was, she escaped with the escort to get hitched. As I have portrayed the contrasts among Missy and Alicia, their jobs change. Missy at last discovers her sentiment and love, and the closeness she constantly needed. Her better half, a well off man, makes her a player in his organization and Alicia escapes with a driver who makes not as much as what she made at her cap store. Missy at long last ventures out from home and the torment from her mom and aunties. .u0ec362a1fc1823e5b355bed8230315cc , .u0ec362a1fc1823e5b355bed8230315cc .postImageUrl , .u0ec362a1fc1823e5b355bed8230315cc .focused content zone { min-tallness: 80px; position: relative; } .u0ec362a1fc1823e5b355bed8230315cc , .u0ec362a1fc1823e5b355bed8230315cc:hover , .u0ec362a1fc1823e5b355bed8230315cc:visited , .u0ec362a1fc1823e5b355bed8230315cc:active { border:0!important; } .u0ec362a1fc1823e5b355bed8230315cc .clearfix:after { content: ; show: table; clear: both; } .u0ec362a1fc1823e5b355bed8230315cc { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; darkness: 1; change: mistiness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .u0ec362a1fc1823e5b355bed8230315cc:active , .u0ec362a1fc1823e5b355bed8230315cc:hover { obscurity: 1; change: haziness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u0ec362a1fc1823e5b355bed8230315cc .focused content territory { width: 100%; position: relativ e; } .u0ec362a1fc1823e5b355bed8230315cc .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enhancement: underline; } .u0ec362a1fc1823e5b355bed8230315cc .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u0ec362a1fc1823e5b355bed8230315cc .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe span: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-fringe range: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u0ec362a1fc1823e5b355bed8230315cc:hover .ctaButton { foundation shading: #34495E!important; } .u0ec36 2a1fc1823e5b355bed8230315cc .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u0ec362a1fc1823e5b355bed8230315cc-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u0ec362a1fc1823e5b355bed8230315cc:after { content: ; show: square; clear: both; } READ: A Clockwork Orange EssayBibliographyMcCullough, Colleen. The Ladies of Missalonghi. New York, New York. Avon Books, Inc. 1987

The Matrix COLUMBIA UNIVERSITY - SIPA Admissions Blog

The Matrix COLUMBIA UNIVERSITY - SIPA Admissions Blog I am hesitant sometimes to use personal experience/opinions when blogging about admissions issues, but every once in a while I will toss in a cultural reference that I understand maybe not everyone will understand.   We have applicants from over 100 countries each year and I understand that not everyone may understand the context, but I try to add enough detail to make the point understood. One of my favorite movies is The Matrix.   I remember pondering the plot for days after I first saw it.   A good movie for me is one that makes me think for a while after seeing it.   I was not huge fan of the second and third installments, I think they should have left it at one movie, but such is the Hollywood model of producing sequels when a first installment of a film is a hit. Anyway, for those who have not seen the movie the plot is based upon machines that set up a virtual reality called the Matrix.   Computer programs are written to provide humans with a world that they believe is real, but is not.   Humans are connected to the Matrix and do not physically live in the world, rather they live life as if a character in a computer program.   Why?   Well the machines wanted to tame humans and use them as energy sources after the war between machines and man cut off sunlight to the earth of course!   If you have not seen the movie, no, sleep deprivation from my travel schedule has not caused me to go off the deep end, it really is the plot =) What does this have to do with admissions?   Well I think that sometimes we buy into a sort of Matrix regarding goals we wish to accomplish in life.   In some cases our society convinces us that there is a formula associated with the goals people have or achievements we seek to accomplish.   Admission to graduate school is a goal many have and society has led many to believe that admission to a graduate program is a Matrix.   Why do I believe this?   Primarily because two of the most common questions I have been asked as I have been traveling this fall are: What is the average GPA required for someone to gain admission? What are the average GRE scores of an incoming student? These are two questions that I dodge like an adept politician (or should I say like Neo dodging bullets?).   Why?   Well two primary reasons are the diversity of age in our applicant pool along with the fact that we receive applications from over 100 countries each year.   Last year we received transcripts from close to 900 different universities and the youngest enrolled student this year is 21 and the oldest is 51.   With so many countries, universities, teaching styles, and grading systems you might think that it would not be fair to establish a singular standard for all applicants.   I agree no single standard should be used to judge all applicants to SIPA. We evaluate each applicant as an individual and the process is very holistic.   There is no Matrix.   Each person has a different story, background, education, experience, and goals.   Yes, we do look at GPA and test scores, but we put them in context and scores and grades are relative to the experience of an applicant. Another example I could use to state why average GPA is not important is strength of schedule.   One applicant may have a “soft” academic record in terms of courses chosen while another applicant chose very challenging courses and achieved a lower GPA than an applicant who chose an easier pathway.   Should we punish the applicant that chose the more challenging path?   The Admissions Committee does not believe so. How about the GRE?   Would it be fair to expect that an applicant that speaks English as a third language should score as well on the verbal portion of the GRE as someone who speaks English as a native language?   Again I believe the answer is “no.” I do understand the desire of applicants to have information regarding GPA and GRE.   It is valid to seek an answer to the question, “How can I tell where I stand in terms of previous successful applicants to your program?” I will offer up a few comments, none of which ever puts anyone totally at ease, but bear with me. First, the younger someone is the more attention we pay to grades and test scores.   Why?   Well younger people have less work experience.   The older someone is, the more we might give them a “break” in terms of grades and test scores.   I would not expect that a 51 year old applicant would do as well on the GRE as someone that is 21 and just graduating.   However the 51 year old has decades of experience that the 21 year old does not. Second, overall GPA is not as important as grades in particular courses.   Let’s say that an applicant majored in Economics and had a GPA of 3.1.   Perhaps this applicant went “off the board” and took some challenging classes that were unrelated to their major.   Maybe he or she got a “C” in a Sociology of Religion class.   Intellectual curiosity is admirable and average grades in a few classes may not be looked upon as a negative, but rather as a positive for wanting to expand one’s intellectual development. I hope you understand where I am going with all of this â€" there is no formula we use to admit a student.   I know this still will not put you totally at ease so I will offer one final comment on test scores.   On the GRE we look more at percentiles than we do number scores.   Let’s say you scored a 680 on the quantitative portion of the GRE.   This may have put you in the 71st percentile meaning that 29% of those that took the exam scored better than you, and 69% scored lower than you. As a general guideline I can say the following regarding percentiles as viewed by the Admissions Committee at SIPA: The low 80s to the high 90s could be considered superior The low 70s to the low 80s could be considered excellent The low 60s to the low 70s could be considered good Scores in the 50s could be considered fair However, again realize that this scale is relative and we have no cutoffs.   An applicant may speak English as a third language and thus might have scored below the 50th percentile on the verbal portion of the GRE.   At the same time, this applicant could have scored very well on the TOEFL exam and the Committee will take this into account. And perhaps someone completed extensive quantitative coursework in college but is not a good test taker and does not do well on the GRE.   It is typical for us to use academic transcripts as more of a barometer of ability than test scores. I realize this entry will not put everyone at ease (just like watching the 2nd and 3rd installments of the Matrix left me unsettled) but I hope it helps provide insight on how we review applicants for our program.   We do not use a formula or Matrix to admit students and you simply need to do your best in telling a compelling story in your application.   A compelling story is told by how you weave your application together.   Who you choose for recommendation writers, what you choose to write about in your personal statement, what you choose to include in your resume, and yes your grades and test scores also are all parts of your story. We look to admit applicants that are intellectually curious, committed to causes, possess diversity of experience, and are capable of handling our rigorous curriculum.   This mix does not lend itself well to formulas.   I have learned over the years that a bit of skepticism can be a healthy thing.   Be skeptical when society tells you there is one way to achieve something.   In the policy world is takes all kinds of people to make a difference, and we look to admit a class that we believe will assist the coming generations in addressing challenging policy problems â€" hopefully problems that do not include machines taking over our minds =)

Ideas Of Thomas Hobbes, John Locke, And Jacque Rousseau

Thomas Hobbes, John Locke, and Jacque Rousseau are all highly regarded as great political philosophers of their time. Many nations have used their strong rhetoric to create their own civil rights and liberties in order to get away from imperial monarchs. Although they had very different ideas compared to one another, their thoughts and essays are studied in depth when thinking about the world of politics today. If one was to look at these three philosophers in today’s political climate, many would view Hobbes as a conservative, Locke as a moderate, and Rousseau as a liberal. Depending on how one may feel about the world they live in today, one will have a very different opinion on these three philosophers, given the society and government†¦show more content†¦He sees fault and selfishness in the basic nature of people. Hobbes views the lack of morality in men instead of the potential of a harmonious society that could be. However, he believes that this can all be altered when a strong, central, and authoritative government is present. The idea of a government, or a social contract, to Hobbes is the notion of a collective agreement by the population to give up all freedoms and powers to a sole ruler. Hobbes believes that to negate all of the norms of negative human nature a strong government is needed to control rather than to represent its citizens and their sovereign nation. To do that Hobbes believes that an authoritarian monarchy would be the most legitimate and effective government. Under this government, a sole leader would dictate all of the rights and freedom of its people. To Hobbes, the government is there to impose laws and order in order to prevent a state of war. When reading Hobbes’ essays, I did not agree with the negative state of nature that he proposes. I do not see people as having a lack morals and therefore do not agree that a monarch is needed to â€Å"fix† all of these flaws. 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Hobbes visualizes aRead MoreRousseau, Locke, and Hobbes Essay1200 Words   |  5 Pagesthe grounds of equality, justice, and freedom. Thomas Hobbes, John Locke, and Jean-Jacques Rousseau were all members of The Enlightenment movement, and each had their own idea on how human society should be structured and run. Locke and Hobbes lived around the same time, and some of their political theories were the same, however, by the time Rousseau came along, much had changed. Born in Geneva to a middle class watch maker, Jean-Jacques Rousseau was to become one of the most influential thinkersRead MoreConceptions of the Social Contract Theory924 Words   |  4 PagesThomas Hobbes, John Locke, and Jean Jacques Rousseau were political philosophers who formulated their own version of the social contract theory. The social contract theory is a treaty or an agreement that developed a set of laws, organized a functional society, and created the need to be governed. It was put into place when man realized that there was no law. Mankind eventually sought the desire for security and order. To receive security and order people shall voluntarily give up all their rightsRead MoreThe Relationship Between Locke And Rousseau On Human Nature2003 Words   |  9 PagesINTRODUCTION This essay is aimed at discussing how human nature in Hobbes, Locke, and Rousseau impact the way that the role and function of the state is viewed. Human Nature is referred to as the essential and immutable character of all human beings. Others may refer to it as the biological or genetic factor suggesting that there is an established and unchanging human core. It highlights what is innate and natural about human life, as opposed to what human beings have gained from education or throughRead MoreThe Social Contract Theories Of Thomas Hobbes And John Locke1210 Words   |  5 Pagesand contrast the social contract theories of Thomas Hobbes and John Locke In the beginning of time, there was no government to regulate man. This caused a burden on society and these hardships had to be conquered, which is when a social contract was developed. The social contract theory is a model that addresses the questions of the origin of society and the legitimacy of the authority of the state over an individual (Bahuleyan). It rests on the idea that every person has certain natural and evident

Californias Direct Means of Democracy Essay - 1336 Words

California is a democratic republic consisting of three branches of government. The first is the executive branch, i.e. the governor and a group of elected constitutional officers. Second is the judicial branch which consists of the Supreme Court of California and the various local courts. Officials are appointed by the Governor and ratified in the next general election. The third branch of government in California is the legislative branch. It is a bicameral body which includes California’s Senate and Assembly. The Assembly makes up the lower house of the California State Legislature and consists of eighty members, one representative from each county, who serve for up to three two year terms. There are forty state senators who are able†¦show more content†¦In 1910, California Progressive Party member Hiram Johnson ran for governor. â€Å"Restore absolute sovereignty to the people that we may yet live in a free republic† was his slogan. In years prior to the election Californians began to notice a trend in their state government. Californians were not being represented properly by the legislature (Kesler). This is a reflection of California at the time. The gold rush had brought massive amounts of people into the state. This led to an unprecedented opportunity for new business. The Southern Pacific Railroad among other big business infiltrated politics and corruption followed for decades. Law makers passed laws which benefited them. The Progressives sought to give the people greater say in making and dismantling legislation. In doing so the Legislative branch lost power. To accomplish their goal in 1911 they enacted the ballot measures in order for citizens to bypass legislature approval and have a measure placed on the ballot. An initiative is a proposal for a new law that allows any citizen or organization to gather a state defined amount of citizen signatures to qualify. Another ballot measure enacted by the Progressives is a popular eferendum. This allows citizens to create a ballot measure to repeal a specific legislative act by gaining a predetermined number of signatures. â€Å"Voters ratified these amendments in a special election of October 10, 1911† (Initiative Reform Institute). Since their enactment,Show MoreRelatedThe Current Realities Of Poverty And Homeliness1155 Words   |  5 Pagesexplains it, poverty did not trade one location for the other but instead affected both cities and suburbs as it grew. Second, given the much larger size of suburbia— its population is more than double that of cities—â€Å"keeping pace† on the poverty rate means that the suburban poor population expanded by a much greater margin than the poor population in cities (20). Poverty simply kept pace with the migration from the metropolitan core to the suburbs. 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However, there is a major flaw that prevents the American votin g system from achieving its highest level of greatness: the Electoral College. The Electoral College refers to the process in which the President and Vice-President are elected and it assigns â€Å"electors† to each state basedRead MorePresidential Election Of 2000 : George W. Bush1516 Words   |  7 Pagesduring elections in American government. This is a misconstrued idea of the topic. The number of electoral votes is based on your states population which means states with higher population have the same percentage of higher votes however what this does do is leave out every voter that is in the minority in your state. Say during an election California’s population was to be split 47% vs. 53% the side with 53% would get 55 votes while 47% of the state’s vote wouldn’t matter. If the U.S. was based on theRead MoreCalifornia Proposition 131368 Words   |  6 PagesHow Does Proposition 13 Affect California’s Economy? In 1994, Money Magazine published an article that portrayed the way through which Proposition 13 ruined the economy of California. The article claimed that the snowballing effects of Proposition 13 led to the reduction in family incomes, the loss of around 600,000 jobs, and the recession in the 90s (Cashill, 2007). According to the article, the proposition had a huge impact on the poor performance of California’s economy. Reducing family incomesRead MoreCalifornia s Statutory Prohibit Marriage949 Words   |  4 PagesQUESTION PRESENTED 1) Whether California’s statutory prohibit marriage between two persons of the same sex violate the California Constitution by denying equal protection of laws to gay, bi-sexual, lesbians and transgender a right to marry, or by denying the right to privacy and freedom of expression? BRIEF ANSWER No. Because the Constitution was written for a man and a woman to marry based on religion and would be a direct violation of what we have been taught all of our lives. Such a profoundRead MoreHistory and Purpose of the US Constitution Essay1092 Words   |  5 Pagesas plays an important role in how American democracy and government works. The 13 original states were individual colonies before independence in 1777, they adopted a federalist system and for 13 years they were independent units under the Articles of Confederation. Under Article II of the Articles of Confederation, â€Å"each state retains its sovereignty, freedom and independence, and every Power, jurisdiction and right†¦Ã¢â‚¬  (Lowi, 2007, pg. 22). As a direct result the states had retained too much powerRead MoreIs Too Much Initiative A Bad Thing?2238 Words   |  9 Pages Is Too Much Initiative A Bad Thing?: The Benefits of Using Direct Democracy at the State Level and How We Can Make It Better Sarah Millard June 2, 2015 POSC 171 Dr. Collingwoodâ€Æ' At what point do you pronounce democracy dead? Is it dead only if a totalitarian regime takes control, or could democracy be pronounced dead when it simply has become so watered-down that the public’s participation in political activity is merely tradition or purely for aesthetics? On August 8, 1911, theRead MorePresident of the United States and Civil Liberties Essay3182 Words   |  13 PagesWomens Suffrage -Gives women the power to vote - Amendment XXVI- Suffrage for 18-Year-Olds- Voting age moved to 18 2. Drawing upon your understanding of the essential functions of legislatures, as well as the basic characteristics of California’s State legislature, as presented in Matthew Jarvis’s chapter on the California State legislature in California Government in National Perspective, explain the most important similarities and differences between the U.S. Congress and the CaliforniaRead MoreDemocracy Derailed Essay2317 Words   |  10 PagesDemocracy Derailed looks at the initiative process, the effects of that process and asked the question, Is this a good way to make public policy? I feel that even though the process is not perfect it is a great way to allow the average citizen more power in policy making. The History Democracy Derailed begins with addressing the evolution of the initiative process. During the first twenty years in Plymouth Colonies, all adult men met to consider legislation. In 1715, Massachusetts had

The Special Education for the Visually Impaired Free Essays

Special education has come a long way since the room down the hall with the crayon books and easy work. There was a time that special education students were placed together in a classroom, given easy work to do that would not challenge them and provided separate recesses and lunch periods so that they would not mingle with the regular education students. It was a stigma that nobody wanted for their child but it wasn’t until the mid-1960’s that it began to change. We will write a custom essay sample on The Special Education for the Visually Impaired or any similar topic only for you Order Now Beginning with Brown vs the school board lawsuit, stemming from a Black student who wanted to attend a predominately white school, the life of a special education student has transformed significantly. Today, special education students are protected from discrimination and segregation by federal and state laws. Students with special learning needs are educated in the least restrictive environment and school systems are ordered to accommodate their special needs so that the playing field will be level for their educational journey. Blind students are classified special education by the very nature of their disability. They are classified as such so that the federal education statutes with regards to special education can protect them from being segregated or shunned by the regular education system. Blind students have their inability to see in common, however, outside of that they are as individual and diverse as their sighted peers. There are federal guidelines in place regarding the education and interventions that pertain to blind students however. A student who is blind can present challenges when it comes to behavioral interventions because some of the tried and true methods are not applicable when it comes to a blind student. Making a student write an essay, write sentences or run laps is not feasible when the student needing the intervention is blind. While many behavioral interventions that apply to sighted students will in fact work with blind students it is important to have alternative plans in place for the behavior intervention of those who cannot see. When the Education of All Handicapped Children Act of 1975 was passed, educators, parents and students began to hammer out plans and pathways to the fair treatment and education of those who had special needs. The students who were blind had previously been sent off to schools for the blind, where they only associated with other blind students, worked with blind geared materials and learned that they were blind in a sighted world. Today, blind students who want to attend regular public schools are not only encouraged to do so they are given the right by federal law to do so, and the school must take whatever steps are needed to allow that education(Anderson, 2004). The 1997 Amendments to the Individuals with Disabilities Education Act (IDEA) and the resulting final federal regulations published in 1999 describe related services as an essential component of a free, appropriate public education (FAPE) for many students with disabilities(Anderson, 2004). † Those related services include everything from transportation to counseling services that will assist the special education student in their quest to receive a public education with their peers. Every special education student, including those who are blind is provided with an IEP (Individualized Education Plan). This plan outlines the student’s educational needs, the way those needs will be met and what accommodations will be provided by the school system in providing that education(Zabriskie, 2003). While the federal law protects all special education students there are areas of interest that are specifically geared to the education of blind students(Kozub, 2006). As part and parcel of an blind student’s IEP it is important to consider the disability and remember its limitations when planning the student’s curriculum, extra curricular activities and physical education abilities. Because a blind student is often at a disadvantage when it comes to physical activity in both during the routine school curriculum and the aspects of physical education the IEP team must consider alternatives to include these elements in the school day. In addition the IEP team must consider appropriate behavior interventions for the blind student that acts out due to frustration about not being able to participate as fully as their sighted peers. This frustration may be from the child’s anger at his or her limitations or may be founded in messages being sent to that student by well meaning parents who are concerned about their child’s physical development as well as educational development. â€Å"The need for heightened levels of fitness in order to navigate barriers found in both home and community settings is important for children and adults with visual impairments. This is a critical mobility issue for children given the need for independence in daily living activities that increases with age and becomes a necessity during adulthood. In addition, issues of mobility within the larger community are a concern later in adulthood if individuals who lack vision rely on public transportation (which may or may not be accessible depending on fitness levels needed to independently reach bus stops). In all, it is imperative that adequate levels of physical activity are encouraged in children and adolescents with visual impairments to facilitate independence into adulthood. The following study is an initial investigation using a family systems framework of activity levels in a select group of children and adolescents with visual impairments(Kozub, 2006). † These and other concerns raise a need for behavioral interventions that are specifically geared to meet the needs of blind students(Robinson, 2001). â€Å"School success may be minimal for students who have difficulties building social relationships and ultimately fail at developing social competence. As a result, social skills training is often provided to increase pro-social interaction. Despite evidence of the effectiveness of teaching appropriate social functioning, there is concern about generalization and maintenance of learned skills(Gilles, 2003). † Blind students are at a specific disadvantage in the regular classroom setting. They are unable to determine when the classroom is noisy when it is appropriate to speak out, when it is appropriate to remain quiet and how to gain the teacher’s attention by finding her by sight then moving toward her(Bricker, 2004). It is situations such as these that create a problem when it comes to behavior for the blind student. Not only are inappropriate behaviors a risk when a student is frustrated by being blind, but there are every day behaviors that must be addressed for the blind student and the regular education student to blend into a classroom and create a positive and cohesive learning environment. A student who cannot see where the teacher is to gain his or her attention will often times yell out or shout out the teacher’s name. This can not only be disruptive to the classroom from a educational standpoint, but it can also provide a foundation for mimic behavior from the sighted students(Prochaska, 2002). A classroom with 15-23 students all shouting out names of the teacher or others that are needed will quickly become an impossible learning environment. It is important to develop a behavioral intervention for such situations and implement that intervention with the blind student(Bricker, 2004). One intervention would be to provide the blind student with a bell, with which he could ring it once and then patiently wait for the teacher to either arrive at the desk or verbally let the student know he or she will be there momentarily. A blind student may become loud and disruptive when frustrated or angry. It is important for teachers to understand that the frustration may not be with any one person in particular but may in fact be about not being sighted the way the other students in the classroom are. It is important o have appropriate behavior interventions in place from the beginning so that the students who are blind can depend on the consistent response to certain behaviors. When a student acts out and become verbally loud and disruptive it can be disruptive for the entire classroom. Whereas a sighted student can be told to go to the hall or go to the principal the sending of a blind student is more complicated as they will require an aide to accompany them. If less drastic attempts to reduce the undesired behavior are not successful then an aide should be appointed to escort the student from the classroom, however, there should be mandated approaches built into the student’s IEP for behavioral interventions before that point arrives. One step that can be taken in behavior intervention with a blind student is to have the student learn how to self direct the anger. If he or she is feeling frustrated it is important that the student have a place to vent that frustration so that it does not come out in inappropriate behaviors in the classroom. Allowing that student to be excused to talk to the guidance counselor about the current frustration is one behavior intervention that will allow the student to address the frustration while at the same time preserving the integrity of the classroom setting and the lessons being taught to the remaining students. Another approach to redirecting undesired behavior will be touch and sound. A blind student cannot read social cues from other students and teachers by the look on their face. It is important to help the student who is blind find ways to read social cues using the other senses. Teachers should instruct the seeing students in ways to use hearing and touch to convey cues to the students who are blind. In addition the students that are blind should be guided in listening to voice cues and other sounds that can clue them to the social attitudes and feelings of those around them. It is important that blind student intervention programs provide clear cut guidelines in helping the students redirect themselves and their behavior to more acceptable avenues. It is important for teachers and students to recognize the very real limitations that a blind student must face on a daily basis. The student who is educated in a regular education classroom is subjected to a well rounded experience, while at the same time must face frustrations that he or she would not have to deal with in a school for the blind. It is important that behavior interventions for the blind student take into consideration the disability and how that disability impacts the student not only from an educational standpoint, but also from a social and emotional standpoint as well. Behavior interventions should include guidance for future behaviors that will provide a foundation for the student to build on successful encounters with each passing year. The federal government mandates that accommodations be put in place but it is up to the individual school to design the accommodations that fit the individual blind student. Blind students are as diversified as sighted students and as such must have behavioral intervention plans in place that address their individual needs. How to cite The Special Education for the Visually Impaired, Papers

Okefenokee Swamp free essay sample

The author two passages are informative about Florida’s Okefenokee Swamp. The author in Passage 1 supports this claim by using simple sentences to describe the swamp then finally using the last sentence as the negative thing about the swamp. Passage 1’s purpose is to inform tourists so they would want to visit, creating an inviting tone for the audience. The author in passage 2 supports this claim by informing about the smallest to biggest negative things about the swamp, then finally connecting the swamp with a â€Å"hellish zoo†. Passage 2’s purpose is to inform the improvements for the tourists about the swamp, creating a negative tone for the audience being researchers or geologist. Passage 1 uses visual imagery to describe elaborately the positive nature at the Okefenokee Swamp. The â€Å"primitive swamp† is located in â€Å"southeastern Georgia and northern Florida† and is a â€Å"shallow saucer-shaped. † Passage 1 also dramatically uses adjectives to inform about the unique qualities you can find present at the swamp, â€Å"exotic flowers such as floating hearts, and rare orchids† located in the â€Å"open water†. We will write a custom essay sample on Okefenokee Swamp or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Passage 1 informs persuasive material to try to attract tourists to visit but as the passage has sucked the audience in it gives almost a subliminal message about the alligators being present so the visitors will know but ignore it because of all the other positive attracts at the Swamp. Passage 2 uses imagery to describe the downfalls of the swamp. â€Å"Muck, mud, slime, and ooze† which exaggerates the description of the â€Å"Four hundred and thirty thousand Acres. The passage also is very concrete with verbs to inform about how much of a â€Å"misery of life† the swamp is comparing the swamp to a â€Å"hellish zoo†. Passage 2 uses order of organization for the least dangers of the swamp to the greatest dangers. Showing the audience, just because there is â€Å"stinging, biting, and boring insects† there is also hundreds of species with â€Å"beaks, talons, claws, teeth, stingers and fangs. † Although, both passages are informative they are info rming about two very opposite descriptions. Passage 1 uses persuasive imagery while passage 2 uses imagery to bash on the swamp. Passage 1 uses exact factual information for the location, size, bodies of water, vegetation, soil, and wildlife while passage 2 uses adjectives and descriptions for its’ information. Passage 1 has one little warning sign about the only that possibly could be a problem while the whole second passage is a warning sign basically saying not to come. Passage 1 is described to be a peaceful relaxing swamp while passage 2 is a horrid, unwelcoming location. Both passages are informative for some reason. Passage 1 happens to be a positive description of the swamp. It is trying to persuade its’ audience to come and visit this relaxing, peaceful swamp. Passage 2 on the other hand is negative information trying to show its’ audience the improvements needed for the tourists. Then, concluding both passages having an informative purpose. Okefenokee Swamp free essay sample Brimhall AP Language and Composition 3/12/13 As a unique individual, human beings have distinct aspects in which differentiates one from the other. These qualities range from physical appearances to philosophical views to apparent opinions. These are the qualities that make you, you. In the passages based on the Okefenokee Swamp, each writer displays one of these aspects, voice of opinion. In Passage 1, the writer carries on an optimistic sense of style throughout their clause. In contrary, the writer in Passage 2 has negative-affiliated diction to reflect their views and or experiences within Okefenokee. Like the vines twisting and turning in the heart of the swamp for a new world view, each author has a distinct writing style for a new louder voice. The Okefenokee Swamp is buoyantly described as â€Å"meandering channels of open water forming an intricate maze† (18), filled with â€Å"exotic flowers†(19), and â€Å"diverse abundant wildlife†(21-22) in Passage 1. With an idealistic diction, the writer gives the swamp a sense of warm welcoming to the readers. We will write a custom essay sample on Okefenokee Swamp or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In correlation with the buoyant description, the writer also takes their time on giving key facts about the swamp as well. â€Å"Okefenokee Swamp, primitive swamp and wildlife refuge in southeastern Georgia and northern Florida approximately 25 mi wide and 40 mi long†(1-4). The writer then specifies about the wildlife and species inhabited there for a basic apprehension on what lies within the swamp; â€Å"with at least 175 species, of birds and at least 40 species of mammals , which include raccoons, black bear, white-tail deer, bobcats (21-24). As a counter balance, the writer in Passage 2 doesnt share the same admiration as the writer does in Passage 1, if any. By describing the Okefenokee Swamp as â€Å"unfathomable† (1) and â€Å"unconquerable† (1), the readers cant help but imagine the swamp as some sort of wasteland. Although the writer does incorporate the acknowledgment of wildlife, they disregard their niche by describing them as â€Å"stink† (2 6) and how they â€Å" screech through every minute of everyday and night till the place reverberates like some hellish zoo† (27-28). Despite the personal views given by each writer, Okefenokee Swamp inevitably remains as a vast refuge for abundant wildlife. Although both individuals dont see eye to eye, they both share the common interest of articulating their opinions whether it is a positive approach or a negative approach. Either way both opinions are apparent and eloquently expressed.