Hamidian Era Essay Example for Free

Hamidian Era EssayAnalyse the Hamidian era from the perspective of either the Balkan or the Anatolian or the Arab provinces, discussing the different shipway in which that region was treated by the Ottoman government, and the different ways that region responded. The Balkan region of the Ottoman pudding stone had always been a crucial lay out of it vast domains. The Balkan states can be credited with shortening the lifespan of a troubled empire. More specifically, Albania it can be argued contributed a great deal in bringing about the eventual demise of the Empire. The late British MP Audrey Hebert succinctly stated that, In the end, like Samson in the Temple of Gaza, they pulled spile the columns of the Ottoman Empire upon their own head. It was the Albanians and not the Serbs or Bulgars or Greeks who foiled the Turks. It is strange then that not enough research has been done to deeply break up the Albanian nations contributions towards the Ottoman Empire. This essay voli tion look at the Hamedian agenda in relation to the Balkan region, focusing specifically on the Albanian nation.This essay go forth analyze the Sultans policies vis-a-vis the Albanians to conclude that in the end the Empire lost a once great ally of the Empire due to its detrimental centralizing policies, which take in chargeed to strip away topic in a time when nationalism was a central them in the region. The loss of Albania within the Balkans culminated in the tender Turk revolution, which brought an end to the Hamedian era. Sultan Abdul Hamid II is generally remembered as a pious ruler. The Hamedian agenda was multi-faceted. The Sultan sought to unify the Muslims under the banner of Islam to repel exterior intruders.He also wanted complete authority in order to centralize his Empire. The Ottoman context at this time was characterized by strong patriot calls from within the Empire. This sweeping nationalism was inspired by Western Europe and various European states encour aged nationalist movements within the Empire thus that compounding the multitude of political, social and economic problems confronting the Sultan. Sultan Abdul Hamid II attempted to undermine the growing nationalist problem by employing his policies of pan-Islamism.Pan-Islamism gained real momentum totally after the signing of a treaty in Berlin in 1878. The treaty was a consequence of the Ottoman defeat against the Russians a year earlier. As a result the Sultan auspiciously suspended the constitution and exiled Ottoman Bureaucrats whose where seen as a threat to the Sultans power. The major outcome of this European headed congress however was that the Empire had lost large bits of the majority Christian Balkan territories. The Sultan then distanced himself from the secular orientated ideas of the preceding Tanzimat era.His policies went from being, ostensibly supra-religious during the hey-day of the Tanzimat, to more emphasis being set on Islam in tone and nuance. An example of this is his education policy, which put forward school curriculums very Islamic in nature. The Balkans had always been a anchor economic resource for the Ottoman Empire, owing to its large population, huge fertile lands and well located position inner Europe. The congresss decision resulted in Serbia, Montenegro and Bulgaria gaining independence. This greatly hindered the Sultans desire for centralization.Without worrying about ruling a large Christian population, the Sultan could now focus exclusively on his Muslim subjects. He did this in two ways. Firstly, the Sultans subjects needed to form a cohesive new core of identity, especially since the Muslim population made up over 70% of the Empire. Secondly, Abdul Hamid was not afraid to use his title as Caliph of the Believers to rally prevail from his subjects to call for jihad against the infidel colonialists. Of course this was part of the pan-Islamic propaganda used so well by the Sultan. In 1877 the Islamic agenda of the Sultan became very apparent.The San Stefano, treaty was forced on the empire after the Russians had defeated the Ottomans in war. The treated stipulated that the majority Albanians lands be given to Serbia, Bulgaria and Montenegro. The Albanians were ethnically non-Slavic and most of them were Muslims. They were known to be very doglike to the Empire. Some of the best soldiers who served in the Janissary army corps came from Albania. Not long after the treaty of San Stefano, prominent figures from Albania came together in response to a congress that they perceived as dangerous to the Albanian national interests.This phase in Albanias history is known as the national awakening. The initial result of this congress was the validation of the unite of Prezren on 20 June 1878, enduring until 1881. With a coalition of land-owners, religious scholars and intellectuals, the league had almost 300 members. They came from Kosovva, Yannya, Isscodra, and Monasstir. The league submitted a doc ument consisting of sixteen plans to the Sultan in 1878. At least 47 Albanian representatives signed this document. Article 1 clearly outlined that the Albanians were not against the Empire.Article 2 had clearly stated the Leagues loyal stance towards Abdul Hamid. We find the sideline in article 6 In view of the situation in the Balkans, we will not allow any foreign troops to enter our territory. We will not recognize Bulgaria and do not even wish to hear its name mentioned. If Serbia does not agree to give up the regions it has occupied illegally, we will position volunteer corps (akindjiler) against it and do our utmost to bring about the return of these regions. We will do the same with Montenegro. It is understood that the Government may not inject in the affairs of the League.Accordingly, the League will not interfere in the administrative affairs of the Government, unless the latter can be shown to have issued orders involving the use of force. (Article 14) The formatio n of the league coupled with the resistance against the decisions of the congress of Berlin contributed in heightening the nationalistic tendencies of the Albanians. The call amongst the Albanians to unify the four populated vilayets into one autonomous province grew louder. merely this clearly ran coming back to the Sultans policy to unite the Empire on anIslamic basis and not a nationalist one, therefore definition their demands impossible to accept. The Albanians became increasingly disgruntled with the policies of the Empire. However the Sultans endeavour to redefine the Ottoman identity as purely Islamic was mainly directed at keep back nascent proto-nationalist acuities of the Ottoman Muslims. Such a context deemed the ideas of league as harmful to the agenda of Abdul Hamid. The notion of a separate national entity, in this fiber Albanianism was thus actively suppressed by Abdul Hamid.Indeed Albanian nationalism became very pronounced and posed a threat to the Sultan. Th e idea of a national identity became so popular in Albania, that a traveller from England became astonished to observe that Albanians viewed themselves as Albanians and not as Turks or Christians like other minorities in the Empire. However language became a key hindrance for the Sultans plans. The Albanian language united them. In the wider Balkan context language aided in besides agitating the growing nationalistic tendencies within the region.However the use of language as a basis for Albanian unity was not welcome by all. The Orthodox Patriarch of Constantinople outlawed the use of the Albanian script in writing. Sticking to the social contours set by the Sultan the Patriarch intended to fork the Albanians on the basis of creed. Local Orthodox Patriarchs threatened Albanian bishops teaching the language with excommunication. However such attempts were ultimately unsuccessful. The Albanian issue was also explicit in military terms further perplexing the Sultans problems.The A lbanians fiercely resisted the points of the aforementioned treaty, which gave away territory to its neighbours, in particular the cessation of Ulcinnj, Plavve and Gusinnje to Montenegro. The Albanians represented by the league were even prepared for what they believed to be an imminent attack by Montenegro and Serbia. The military capabilities of the Albanians were well known to the Sultan. A close confidant to the Sultan and chief secretarial assistant of the Empire Tahsin Pasha (1894-1909) describes the Sultans views towards the Albanians. The Albanians occupied first place in the empire. Abdul Hamid believed in the bravery and devotion of Albanians. This certainly constituted the foundation of Abdul Hamids policiesin Rumeli the Albanians were considered a bastion of Abdul Hamids policies The Sultan was able to use the military might of the Albanian forces. 1879 was the year in which they defeated an army form Montenegro in Gussnye. The Empire would support or restrain Albanian military activity depending upon its political interests at the time.Albanians generally fitted into the wider Ottoman political plans, and although the league acted as an independent government inside Albania, collecting taxes and administering the region for example, the Sultan largely ignored this due to the Albanian opposition to a complete dissolution of the Ottoman Empire and its territories. However in 1881 when the pan-Islamic policy of the Sultan had reached a new level, the league was seen as a threat and officially dissolved. Many people were exiled to the western peninsula of Asia.Following on from the dismantle of the League of Prezren, Abdul Hamid had always attempted, until his removal in 1909, to use the loyal elements of the Albanians to maintain control of the Balkan region. The former vizier Mehmet assad Sefvett Pasha suggested that the Albanians should be heavily relied on for security in Europe. The general Derrvish Pasha also supported this view. The Sultan w as fully aware of the strategic importance the Albanians held within the Empire. The Albanian population was of great size, and well pose in the Balkan region. They were key in defending the Empire from the Balkans.Due to the loyalty and importance the Albanians had to the Sultan, he expanded the role of the Albanians within the Empire. Many were hired as his palace guards, and given a greater chance of participation in the Ciragan Palace (the Ottoman Parliament). They were also appointed to keep the Sheikh-a-Islam safe. Nevertheless Abdul Hamid maintained a feeble hold over population of Albania. Tribal loyalty was a strong force amongst the Albanian people. This loyalty eventually evolved to become expressed finished nationalism, a notion that had already swept the region.The Sultans use of pan-Islamism to centralize his Empire, and more specifically to create a loyal defensive Albanian front in Europe became interpreted as an infringement on the Albanian right to self-recogniti on. The Alabanian language was used to promote national solidarity amongst the Albanian population, something the Sultans at times short-change policies could not deal with. However it is also true that the Albanians shared a common cause with the Sultan. They rejected and resisted foreign encroachment of the Empire and did not wish for its dissolution.The formation of the league of Prezren is evidence for these sentiments. In the end the question of why the Albanians and the Sultan could not work together, even for the short term to solve these shared issues is difficult to answer. However what becomes pretty clear is that the Sultans policy of uniting his empire on the basis of religion was persistently competing with the powerful force of nationalism, and in this casing Albanianism. To conclude, nationalist movements, which had engulfed the Balkans the Serbs, Montenegrins and Greeks had an impact on the Albanians.The Albanians wanted greater autonomy within the Empire. The Al banians did not necessarily despise the rule of Abdul Hamid or his Empire. They were after all loyal subjects for 500 years and always felt secure, within the Empire. They disagreed with the idea that they could not gain greater autonomy like the rest of the Balkan states around them. Abdul Hamids attempt at centralization infringed on the national aspirations of his subjects thus pan-Islamism was antithetical to granting self-government to the different segments of the Ottoman Empire.The Albanians wanted greater autonomy but this clearly ran counter to the Sultans plans of centralization via the medium of pan Islamism. The Sultan lost the support of the Albanians and this paved the way for the committee of union and progress to gain huge support in the Balkans (especially in Macedonia). This eventually led to the dethronement of the Sultan. The Sultans policy failed to confront a tough nationalism, and ultimately became his undoing.

Christianity and Time Period Essay Example for Free

Christianity and Time Period EssayChristianity had a big uphold on atomic number 63 cultur eithery, economic everyy, and politically through the 600 to 1750 C. E. time period. Christianity during these time periods had great many an(prenominal) changes but also had a variety of continuities that were alike as well. The Christian faith through this time period in atomic number 63 went through multiple reforms. Reforms such as the Protestant Reformation, led by Martin Luther, had a severe impact on the Catholic church building and Christians everywhere in Europe.Also the change of the political power of the papacy and the effect it also had on Europes economy. Culturally Christianity had a big impact on Europe, seeing as almost everyone in that region considered themselves Christians. Christianity during the 600s was on the rise and this caused versatile different forms of ideas of what people thought Christianity was. Most Christians in the 600s to the 1500s were Catholics an d the Catholic Church had clear power in Europe politically and economically.Of course, this all started to change around 1517 when Martin Luther published The Ninety-Five Thesis that got people thinking about the downfalls of the church and the reasons to join the Protestant Church during this time period which complete European culture in such a short period of time because of one mans attempt to overthrow the Catholic Church in Europe in the 1500s. This split between the Christians led to European Wars of Religion in the 1600s that eventually ended and came to peace with the Peace of Westphalia. contempt the ending of the wars Europes Church was still split in two and caused many changes in Europe culturally. Although there were a great many changes in Europes culture there was also a continuity that kept these three time periods alike. This continuity was the fact that despite all of these obstacles that the Catholic Church and the Christians face over the 600 to 1750 time peri od they still kept going and stayed intact because of the love of culture and religion in Europe during this time period. Economically Christianity affected Europe in a variety a different ways.

Bob likes cheese Essay Example for Free

Bob likes cheese EssayIn these pages a a couple of(prenominal) years ago, I reported on some of my findings at having reached very old age. I was then in my early 90s. Five years farther down the hill, I have a few more matters to note. Certainly I have not gained in wisdom, but due to so brusk physical activity and fewer social goings-on, I have begun to inhabit the static house of my head. To my surprise I find it a somewhat well-furnished abode, occupy with what I remember, have heard recently, and observed. Ernest Hemingway boils things down to the essentials, his friend William Faulkner lets the pot boil over, spilling onto the stove, down onto the floor, and maybe somehow catching the kitchen on fire.With Faulkner we can feel the vines tangling, the magnolias blooming, the plants more or less Emilys house breeding, helping to hide her from the harshness of the world she lives in, a world in which she doesnt really belong. This tangling of blooming and breeding is replic ated in the fancy words and long, complicate sentences for which Faulkner is famous.Part of lushness is that other side of nature, the side we might not want to look at, and the side thats in store for everything in nature termination and decay. Faulkner never neglects this side (certainly not here), and with every blooming rose, he gives us a rotting one, too.The lushness is also ironic, and perhaps a reaction against a lack of lushness. We know that although Emilys place was probably lush and overgrown, she never went outside to enjoy it, and only rarely even let in the light from outside. The fabrication not only celebrates a lush life, by representing its opposite, but also cautions us against alienating others, against pushing others to hide from the light of life.Next Page Whats Up With the Title?

Psychoanalytical Approach To Disney Films

Psychoanalytical Approach To Disney FilmsThis essay will consider how Disney films can be realiseed as projecting a range of stereotypes in film which look to to define what is normal and essential in society. I hope to reveal that these images dissembleually ar consciously constructed to adhere to and reinforce dominant ideologic determine and argon a part of the Disneyfication surgical procedure where e genuinelything is homogenized and turned into a product (See Bryman 2004). This entails the repetition of stereotypes from film to film in the arena of gender, sexuality and race, and season these roles vary slightly throughout the long time, they remain largely consistent between 1923 when Disney was founded and 2010 when their most novel film Tangled (Greno Howard, 2011) was released. The fact that these stereotypes are so bourgeois has prompted a range of writers to criticise the impact Disney has had on American and even global society. Giroux stated in The Mo engag e That Roared Disney and the End of Innocence (1999) that There are few cultural icons in the United States that can match the signifying power of the Disney Company (2001 123). He is non alone in his criticism of Disney writers like Wasko (2001) and ships bell (1999) invite joined the ranks of those seeking to elucidate how pervasive Disneys puzzle out has become. I will consider the impact these films potentially have on children, especially in the way their world views are formed.MethodologyI will consider sev epochl Disney films in seeking to explore these stereotypes Tangled, The Princess and the Frog (Clements Musker, 2009)The Lion King (Allers imbue Minkoff, 1994), Aladdin (Clements Musker, 1992) and The microscopical Mermaid (Clements John Musker, 1989) as I believe these all can be seen as rattling reflective of the societies in which they were produced and reveal Disneys world view. I will ask how the fact that these films are aimed at novel flock list them e ven more than powerful. The Disney film seeks to naturalize these stereotypes, presenting them as part of the natural tell, when in fact they are nothing of the behavior. The world that Disney has constructed has historically tended to be defined and largely populated by white heterosexual flakes, even when the narratives domiciliate in the animal world. I will extract how some of these more contemporary texts offer partial challenges to these norms while simultaneously reinforcing the predominantly hegemonic world view. I intend to come out the films from a semiotic, sociological and psychoanalytical perspective in an attempt to deconstruct the role these films play in society. In doing so I have attempted to look at the texts in as objective a manner as possible and read them as artistic artefacts to give notice what they say around the times and the culture in which they are made. I would argue that films are the most powerful of all artistic texts with a rattling(a) ab ility to move and motivate people in ways they often cannot beneathstand or even register. Governments have regularly put the cinema to use in mobilising the public to support their political ideas, both in an explicit fashion (see the Soviet propaganda films made by Eisenstein and Pudovkin during the aftermath of the revolution in Russia in 1917) and in more implicit ways (for this we could consider how Hollywood films have continued to promote a variety of versions of the American Dream especially in the 1930s and 1940s). A lot has been written about Disney, especially in the fields of race and gender and these texts have been precise useful in making known my critical approach to Disney as a company and a signifying entity.The Central QuestionHow do Disney films and other Disney products influence infantile people and their lives? I would argue that far from beingnessness a benign and harmless relationship the connection between Disney and its consumers, as that is what th ey are, is a powerful one which starts at a very early age. Children are exposed to Disney images most from birth on Disneys television channels and then at the cinema, then on home DVD. I graciousle that this surreptitiously informs their world view in quite significant ways. This is especially perfidious because these texts are deliberately targeted at the young and impressionable who lack the defences and conclude skills adults have developed which enable them to resist such strong images. The world view that Disney normalises for them is one in which certain behaviours are depicted as being the norm and even certain races, sexualities and gender roles are assigned with positive and negative attri andes. A key aspect of these process is the way in which Disney films commercialize themselves as safe, innocent and even morally educational, conjureing to the parents that to entrust their children to Disney is to embrace something that is more than a company but something akin to a family. I hope to show in this essay that this is just another cynical marketing ploy that Disney employs to engender support for the company, and ultimately generate more revenue for the corporation.SexismSince 1923 Disney has become an almost unrivalled multi media empire. However, Walt Disney did not believe his films were culturally influential, he suggested they were just recreation (qtd in Wasko 2001 3). Critics like Ward disagree and assert that such films aimed at young people can shape the way children think about who they are and who they should be (2002 5). Disney films can be considered to promote sexist or even misogynist values to young women as the roles women are afforded are very limited and the narratives place men in positions of power. Here it is clear that Disney leads into stereotypes that reach across the largeness of Hollywood into all of its genres. Laura Mulvey argued that Hollywood reproduces the hegemonic and patriarchal society by presenting cer tain roles and images as the norm. In her analysis women are portrayed in a very reductive manner and presented as scopophilic objects for the purpose of being looked at by males and in the process dominated. In Mulveys understanding Hollywood is part of the systematic process which reinforces the patriarchal ideology and we can see this at work from early Hollywood until now. Her works poses a lot of questions for audiences? Why do women get so few leading roles? Why are they relegated in films and cast as sex objects for the male oriented narratives? Why are women that transgress the natural order punished in Hollywood cinema? We can observe that this process works on two levels the films both recreate and preserve dominant ideological values. Mulvey commented, There is no way in which we can produce an alternative to the conservative values that Hollywood reproduces out of the blue, but we can begin to make a break by examining patriarchy with the tools it come throughs, of whi ch psychoanalysis is not the complete but an important one (Mulvey 1989 15). I would argue that Disney films are an effective configuration of many aspects of Mulveys central thesis.In the history of Disney films women have largely tended to be defined as either perfectly pure princesses (to be valued, idealised and treasured and ultimately married), villains (who transgress unspoken laws of society by being corpulent, unattractive or refusing to submit to patriarchal dominance), mothers (who give up their independence, sexuality and individuality to be subsumed into the male defined family unit), or variations of these archetypes. Despite often being the protagonist (and having the film named after them), they are relegated to subservient positions in the narrative or swan on men for their ultimate salvation. Attractiveness is a key feature in Disney and it has been since even before Cinderella (1950) and Sleeping Beauty (1959). Women are categorized by whether they are attrac tive or not and beauty becomes a key to their moral status and their happiness. The goal for a woman in Disney films is often love, not a career or intellectual growth, and these visions of womanhood are presented as something every woman should purpose to, without exception. If a woman departs from this stereotype she is shunned in spite of come inance the diegesis and presented as a corruption. Bell suggested there were simply three predefined roles for females in Disney texts 1) beautiful young heroines, 2) cruel mother figures and 3) harmless, asexualised senile women. (See Bell 1995) Here we see the imagination and ideology young girls are exposed to before they are old enough to understand and be critical of it. They are informed that to be a whole and happy person they must be beautiful, define themselves through relationships with the opposite sex and be submissive to their fathers and then their husbands. For me this is far from a honorable ideology to promote to you ng girls and offers up a disturbing and unbalanced gender relationship at a very important period in a young persons life.We can see examples of this paradigm in the majority of Disney texts produced over the years. In speed of light blank and the Seven Dwarves we have Snow White as the beautiful heroine and The Wicked Stepmother as the cruel mother archetype. Cinderella contains the eponymous image as the beautiful heroine, the sisters as cruel figures and the fairy godmother as asexualized elderly woman. If we consider some more modern examples we can see how far things have changed, or discern whether they have not changes at all. The Little Mermaid (1989) features the heroine Ariel, a beautiful young woman and mermaid at the centre of the narrative, she is slightly more independent than the antecedents that came before her, but she too is defined by her pursuit of love. She challenges her father, Triton, at the beginning of the narrative, eager to not be a part of a show bein g performed for him. Near the end of the film Ariel even gives up her indistinguishability for the sake of her true love. So despite minor changes, she is still forced to make sacrifices that men in Disney films are not asked to make. It is no coincidence that the heroine of the film is beautiful and young and the villain of the film is the old, overweight and unattractive Ursula, who seeks to steal identity and power and by going outside of the norm can only be thought of as a corruption. This implicitly connotes that if a woman is not young, attractive and compliant she is then a threat to society. Supporters of Disney will suggest that these texts are just films, harmless entertainment for young people, but what moral lessons are they to draw from the ideologies presented? In my opinion they are far from innocent texts loose of cultural meaning, they are immensely powerful artefacts that structure how young people look at the world.The Little Mermaid was as well accused of ra cial discrimination on its release, the character of Sebastian the underwater crab was felt by many to be a stereotype of a Jamaican man who enjoys a lazy life under the sea which he prefers to the surface. The song he sings is suggestive of this Up on the shore they work all day, Out in the sun they slave away, magic spell we devotin, Full time to floatin, Under the sea This is just another example of how Disney chooses to frame certain characteristics in intelligibly racial terms. The choice to have the character a black man embody this aspect perpetuates the racist stereotype that has remained pervasive in the society and here it is projected at children.Disneys newest film, Tangled, makes an interesting summing up to the Disney oeuvre as it both subverts and reinforces some of these archetypes. It concerns the familiar fairy tale story Rapunzel, but like many modern adaptations (See Dreamworks Shrek, 2001) it deconstructs its tropes and its codes and conventions. Bruno Betelh eim in his influential The Uses of magical spell The Meaning and Importance of Fairy Tales suggested that stories like this imparted powerful notions of ideology to generations through the ages and reflect what a society arbitrarily decides is moral and just. We can see this approach very much apparent in the work of Disney who often draw on these fairy tales in their films and see they role as some sort of unofficial moral educator for generations of children, whether they state this or not. The protagonist of the Tangled, Rapunzel, is a young woman who is, as per usual blonde, white and slim. superstar could ask what kind of messages this sends to young women? They suggest that the way for happiness and success is through youth and beauty. That being young and looking a certain way makes you normal and fit into society. If you do not fit this paradigm then you are relegated from the narrative or cast as the villain. The way Disney promotes these messages is so veiled that the yo uths watching whitethorn never regard the issue so explicitly, but it is so deeply ingrained in our culture that it is stark to overlook. In this way films and the way people identify with the cinema screen can be associated with French psychoanalyst Jacques Lacans idea of the mirror stage. Lacan suggested that the child at the age of between six and eighteen months see themselves in the mirror and believe it not to be a reflection but the self in its entirety. Thus the way a stunner identifies and subsumes itself into the characters it sees projected on the cinema screen is just as illusory as the process the baby goes through. This is only one example of how a mental approach to Disney is useful in coming to understand the film as texts with cultural resonance. Whether one holds with this theory or not it is clear that these images of princesses hold a distinct fascination for young girls which can be seen in the amount of merchandise that is sold across the world focusing on characters like Snow White, Cinderella and Ariel. Disney presents these figures as iconic characters that girls of the world should aspire to be like instead of doctors, authors, scientists and politicians.Rapunzel is more independent than Disneys usual heroines she is not averse to action and combat, in fact when she head start comes across Flynn, the spruce hero of the film she knocks him out. Rapunzel is also intelligent, quick witted and humorous, attributes that are not always connected to women in Disney films. Here we see render of Disneys ability to move somewhat with the times and identify that the needs of their audiences have changed since the 1950s, but I would argue that this is performed in a cynical fashion, seeking to portend what would sell to an audience rather than a desire to present more balanced role models for young women. The antagonist of the film is much more predictable, a cruel mother figure called Gothel who has kidnapped Rapunzel and imprisoned her in a tower, leaving Rapunzel unaware of the fact that she is a princess. Gothel uses Rapunzels powers to keep herself young. By being ignorant of her empurpled lineage the film places Rapunzel resolutely within the fantasy of young women discovering they are princesses, an enduring trope particularly relevant in the destruction few years given media fascination with the courtship and eventual marriage between Prince William and a commoner Kate Middleton. Not only is Rapunzel a princess, but she secretly has magic powers and later(prenominal) we discover her tears can heal wounds and even bring the dead back to life.The character of Flynn embodies many archetypes familiar to the Disney canon, his swaggering posture denotes that is the handsome and dashing rogue with a heart of gold. It is worth pausing to consider that, while males are given more variety of characterization in Disney films than women, they still are forced into certain stereotypes of attractiveness, bravery and w hat constitutes masculinity. Disney makes one or two concessions to new millennial masculinity in portraying that underneath Flynns brash exterior he is sensitive. In a sequence where they both believe they are about to die Flynn reveals his real name is the considerably less dashing Eugene Fitzherbert.Yet despite these modern aspects to Rapunzels character the film also has her life given meaning through her love for Flynn. Flynn proves the catalyst for her self-discovery and she is rarely a casual narrative agent of her own. She is the in style(p) in a long line of Disney heroines that require a man to keep on her and teach her what true love is. The film ends with Gothel being killed by travel outside of what is regarded as normal and moral behavior for women she must be punished. Rapunzel then marries Flynn and in doing so she has achieved the ultimate goal, in Disneys eyes, of what young girls must aspire to. At the beginning of the new millennium Disney believes that it is appropriate and right to suggest to young women that what they should dream of above all else, above a career, education, excitement, travel or adventure, is marriage with a young man.RacismThe other prominent arena that Disney has been criticised for is its depiction of racial stereotypes in its films. From its very early days Disney films were permeated with racist characterisations which were delivered in the same way as harmless depictions of how things really were and in no way a moral statement at all. One could point to how the crows in Dumbo (1941) or the Arabs in Aladdin are framed in intelligibly racial and pejorative terms. It wasnt until 2010 that Disney produced a film with a black princess, The Princess and the Frog and the film emerges as a very interesting and ambiguous text. The film is set in New Orleans in 1912 and it too is a reinterpretation of a familiar song and dance updated for modern audiences. The princess is Tiana and, on the outside, she counts like a fairly modern construction. When her mother reads her the fairy story The Frog Princess at the start of the film unlike her garter Charlotte La Bouff, she rejects it, stating that she would never kiss a frog. This is one of many ways the film ironically comments on its own status as a fairytale text and allows the film-makers to make gestures towards contemporary attitudes and values. When the narrative moves to 1926, Tiana is far from what efficacy be considered an ivory tower princess, as she works two jobs in an effort to save specie and open her own restaurant. By portraying her as an industrious young business woman the film seems to be suggesting that there is more in life for young girls to aspire to than becoming a princess, wife or mother.However despite this the film relies on the old fashioned stereotypes that have permeated Disney since the very beginning with regards to how women should look. Tiana is black, yet she is beautiful, slim and pale skinned and thus cont ributes to the inculcation of a certain stereotype that Princesses must look a certain way. once more we must ask, how would young girls who do not look this way respond? When a prince is changed into a frog she agrees to kiss him in exchange for enough capital to open her restaurant, but is surprised when she too turns into a frog. So while Tiana spends a large section of the film asserting her individuality through her hard work and feisty attitude she finds herself completed by the love of a man. The film does offer some variations on the stereotype of the male hero, in more or less the same way as Tangled, near the end of the film it is the sensitive prince Naveen who states that he is willing to give up his dreams for her, an act that is unremarkably given to the woman to perform. When they are initially unable to change back to human form, they proclaim their love for one another and state that they will be happy to live as frogs as long as they are together. However, when t hey kiss Tiana becomes a princess and thus breaks the spell turning them both back into humans. handle Tangled, the film offers both improvements to Disneys traditionally conservative portrayals and also it perpetuates some of the same old stereotypes. I would argue that the film uses racial stereotypes in a varied way to the way Disney has historically. By dwelling on voodoo, in particular in the character of the voodoo master Dr. Facilier, it relegates African identity to a ingenuously stereotyped Other. He is a malicious and evil characterization who, by transgressing the natural order, must be punished at the end of the narrative.The film Aladdin was also accused of perpetuating racial stereotypes on its release in 1992. As Disney moved into depicting an Arab culture in one of its films many predicted it would conjure up exchangeable antiquated and racist characters. It too takes a familiar fairy tale and deconstructs it as became the trend in the 1990s and into the new mille nnium. The story follows a young boy, Aladdin, and his relationship with an evil wizard, Jafar, as they battle for the powers of a magic lamp which contains a genie. Critics felt that the film dwelled on images of barbarism and cruelty by Arabs which audiences would equate with the contemporary Muslim world. A particular song in the film was targeted by the American-Arab Anti-Discrimination Committee as being an embodiment of the attitude of the film towards the Middle East, its lyrics went Where they arch off your ear if they dont like your face/Its barbaric, but, hey, its home. In subsequent releases on video and DVD they were changed to Where its flat and immense and the heat is intense/Its barbaric, but, hey, its home. It is quite pellucid that those with lighter skins are placed on the side of computable and those with darker skins are evil. Giroux states that the bad Arabs in the film are determined by their thick, foreign accents and the good Arabs like Jasmine and Aladdin speak in standard American English. (1999 105) The film was criticized for something Disney has historically done with many of its non white characters throughout the years, that is anglicize their features. We can see this in the case of not only Aladdin and Jasmine in Aladdin but Pocahontas and Mulan. Disney takes non-white characters and makes them appear more white in appearance than they actually are and thereby less laboured for the audience who they presume might be offended by watching an non-white character as a protagonist. The case of Aladdin and Jasmine is quite clear as they are changed from looking like Arabs to almost twentieth century American who happen to have healthy tans. It is no coincidence that the character was Aladdin seems to have been modeled on perhaps the all American symbol of the 1980s and 1990s, Tom Cruise. Such Manichean and racist accounts of morality can be found across the whole of Disney where the idea of evil is encapsulated by the dark skinn ed and ostensibly Arabic wizard Jafar.One of Disneys greatest critical and commercial successes in the modern era is undoubtedly The Lion King. It too is an example of a film which, arguably, embodies both the sexism and racism in inherent in the Disney world. It is an original rites of passage drama about a young cub Simba, who sees his father the King Mufasa killed. Scar tricks Simba into thinking he was responsible for his fathers death causing Simba to flee the kingdom in shame. The potbelly is claimed by Simbas cruel uncle Scar who had orchestrated the kings death. Throughout the course of the narrative women are almost entirely marginalized from the film and the realms of power and responsibility are only occupied by men. This is another way that female roles are constructed in Disney films, by legitimizing gender power relations and naturalising such imbalances. Here one might ask whether Disney are being sexist or just reflecting existing social structures in the real worl d? However this process of legitimization results in nevertheless exacerbation of such existing structures by reinforcing them. Like other Disney films this process is deemed as normal and part of the natural order, attention is not drawn to it within the plot and it is depicted as historically inherent and normal. The only female characters of note are Simbas mother who is relegated to the sidelines and the young cub which Simba grows to marry. Her only function is to act as a catalyst to prompt Simba to return to do his masculine duty and reclaim the throne. At the end of the film she has another role and that is to provide a son and heir for Simba when he becomes King.The villain of the film, Scar, has conspicuously darker skin than his biological relatives in the film and he is distanced from them by the fact that he speaks with an English accent. The creation of such a racial Other has been a historic strategy by Disney throughout the companys history. In modern films their ra cism is not so obvious as it once was but there is still an assumption that a villain must deviate from what society regards as normal, that is he or she must be non-white, overweight or old. Perhaps the films most racist element is the army of hyenas which Scar commands are also depicted as distinctly part of a racial minority in the way they speak inner city, jive talk. When finding a group of characters supposed to represent jeopardize and evil, Disney falls back on the same hackneyed stereotype it has used for more than fifty years. Critics of the film charged that The Lion King made racism and sexism acceptable and part of the natural order. Ward stated when racism and sexism becomes the norm that appears to represent reality, then Disney has lost its moral high ground (2002 32). In recent times outside of Disney films directors like George Lucas and Michael Bay have been criticised for using the same stereotypes in their films. In The Phantom Menace (1997) the character of Ja r Jar Binks was criticised by being a bumbling and foolish character who happened to speak with a Jamaican accent. In Transformers 2 (2009) the characters of Mudflaps and Skids were regarded as racist for the same reason.Many Disney films have come under a lot of criticism for including subliminal messages in their films in particular hidden erotic images like a phallus from The Little Mermiad, the word sex across the sky written in the clouds in The Lion King, and nudity in The Rescuers and Who Framed Roger Rabbit. After these criticisms Disney often removed the offend images from the video and DVD release of the films. They were mostly done by disenfranchised animators during the long and laborious process of animating a film which can last for several years. The powers of subliminal messages are well documented and it might be argued that this is another reason why Disney films should not be handed over to children to be watched without care and attention. Techniques like this h ave been used in advertising for decades to sell products and here in films targeted at families and children it is hard to tell what the effects may be. These stories of images in Disney films inspired the episode in the satirical Fight Club where the protagonist Tyler Durden (Brad Pitt) splices images from pornography into family films. The audiences do not ever know consciously what they have seen, but somewhere in their brain it registers, the scene ends with a shot of a little girl crying for a reason she doesnt understand.A concept which I feel has been largely neglected in most academic studies of Disney that I have read is the fact that children growing up in the Disney era being introduced to fairy tales through the Disney process rather than in one of their original forms. Of course this is a considerable shame for a variety of reasons 1) that the stories are distinctly Americanised and populated with white characters and lack the diversity which can be found in many of th e original texts. 2) That children are being (and have been for many decades) effectively raised by the television and having these stereotypes inculcated into them from a very early age. 3) That these rich stories are being manufactured to act as devices through which to sell products to children which, I would argue, perverts the important role which fairy tales play in our society.One must consider Disneys power as a cultural signifier in this first decade of the twenty-first century. Disney now has television stations that are projected into peoples living rooms everyday rather than once or twice a year when people take their children to see the latest Disney film at the cinema. This changes things in the sense that the company achieves an even greater intimacy with the consumer from an even in the first place age. Fortunately this has coincided with what we might regard as greater awareness on issues of media culpability, although how much of this has filtered into the mainst ream audience remains to be seen. I believe that the majority of parents regard the Disney brand as an example of safe and sincere entertainment that is automatically suitable for young people.Disney has branched out to produce hugely successful shows aimed at the wide spectrum of unalike demographics within the family audience from the very young, those dubbed tweens, into the early teenage years and beyond with shows like Hannah Montana which fit into the mould established within Disneys animated films. These shows are vibrant and aspirational and on the surface have positive messages for young people. However, as we have seen with Disney films this fails to account for what they leaves out of these narratives. There are very few characters from ethnic minorities, or with disabilities, or those who have different sexualities, or children who look different from the bright, predominantly white, clean teens that occupy the central positions in these shows. One might ask how relevan t these characterisations are around the world? Or to children living in America who do not come from so obviously affluent families? Disney might argue that these shows are inspirational, but for many they ignore the realities of a large part of their audience forced to identify with characters very different to themselves.There can be no doubt that Disney has changed, to a certain extent, with the times both on the cinema screen and in the home entertainment arena. Many of Disneys television shows and films pay lip service to issues of political correctness as we have observed in films like The Frog Princess and Mulan. But I think it is still clear to see that a fundamental shift in Disneys approach to the social and political realities of the world has yet to happen. Disney has continued to perpetuate many racial stereotypes even in recent films, when they must have been aware of the impact of these issues and how important they have become to many parts of their audience. polish It is clear to see that Disney are one of the most influential media companies in the entire world and to deny their influence on successive generations of youths is impossible. Once this influence is accepted one asks, what kind of influence is it? Peter and Rochelle Schweizer in Disney the Mouse Betrayed Greed, Corruption, and Children at Risk (1998) argue that Disneys image of wholesome and nostalgic Americana is a self-consciously created one that is only formed to generate income for the company. Disney films are not benign artefacts, but texts full of extremely potent symbols rife with meaning and ready to be decoded by people willing to look a bit deeper for these sorts of message in cultural texts. The images of gender and race we have seen in this essay seem harmless on the surface, but when considered closely one sees that the kind of ideals and norms they present to children they might not be as benign as they first appear and for this reason alone they are worthy of furt her study. These images have tended to be ignored in the mainstream media as Giroux comments The more liberal critiques often entirely ignore the racist, sexist and anti-democratic ethos that permeates Disney films (1999 85).Here we must identify something that often slips by parents in their relationship with Disney, the fact that it is a capitalist corporation designed to earn money for its shareholders. This is often lost in the fondly remembered nostalgia consumers have for the films of their childhood. This is perhaps one of the most effective marketing strategies in the history of modern America, how the company has desire to convince consumers that it does not real

Relationship Between Transformational And Transactional Leadership Skills Education Essay

Relationship Between Transformational And Transactional Leadership Skills Education EssayThis paper allow for guess the relationship between transformational and transactional leadershiphip skills in star topologys of kindergarten through eighter grade schools. Seven various sources containing journals and studies have been critiqued and delineated. The discovery from these articles is that principals with transactional and transformational qualities lead utilely. The ultimate goal of a principal is to create a safe learn environment where schoolchilds are capable to learn to their highest potential. The focus of this paper is to explore grade schools ranging from kindergarten through eight grades and to provide the reader with ample qualities of an utile transformational and transactional leader.Problem StatementRecent studies suggest that kindergarten through eighth grade students in the United States are seek to meet standards and are falling behind (Lucas Valentine, 20 02). Educators and principals mustiness be held accountable. Transformational and transactional leaders obtain skills that go away foster student success and instructor accountability. Leaders that exit educators, peers, parents, and students within the transactional and transformational approach will result in a positive school environment and students will work to their highest potential.Purpose StatementThe purpose of this enquiry is to provide principals, or leaders with effective tools for guiding, creating, and leading efficient and successful schools. Principals need to have a clear, concise grasp on leading effectively. This discourse will provide them with accurate studies that support transactional and transformational leadership.Research Questions and ObjectivesTransformational and transactional leadership definedImplementing transformational and transactional leadership skills for principalsEducators effectively principle under the guidance of a transformational a nd transactional leaderPromoting student success and achievement for principals of kindergarten through eighth grade schoolsBodyTransformational and Transactional Leadership Skills DefinedCharisma, inspiration, and effectively communicating with subordinates are three qualities of transactional and transformational leaders (Anderson, 2008). Principals that obtain these characteristics will create a respectful rapport with educators, parents, and students (Hood, Poulson, Mason, Walker, Dixon, 2009 Lucas, Valentine, 2002).Transformational leaders inspire and create positive working environments (Bono Judge, 1004). Transactional and transformational leaders encourage team work and cooperative learning strategies. Educators that are led under the transformational and transactional approach will be able to share ideas with opposite members of the school community. Educators will be advised to observe other classroom settings and learn form other teachers (Chin, 2007). Principals that lead in this approach will create a positive working and learning environment. Students will be able to learn effectively and educators will be encouraged to work with and learn from fellow peers.One recent study explored the transformational leader and concludes that leaders whom strike subordinates accountable and continuously evaluate and critique in a positive manor will be successful leaders (Chin, 2007). This type of accountability rout out be measured though self evaluations (Pounder, 2008).Transformational and transactional approached to leadership must be implemented for a successful school environment (Lucas Valentine, 2002). Researchers studied teacher reports and center on five areas consisting of shared goals, teaching collaboration, teacher learning, teacher certainty, and teacher commitment. The authors hypothesized school principals whom score high in the identified five factors are effective transformational leaders relating to student success in schools. They intended for educators to complete a survey that evaluates their principals transformational leadership style. These eighteen elementary principals and their faculties were asked to return the survey in tramp for the author to properly assess the evaluations (Lucas Valentine, 2002).With the collected data, the authors discovered that increased transformational leadership principals were associated with schools that demonstrated enhanced levels of social organizations reflective of effective schools. The study also investigated dickens research questionnaires. The first was questionnaire was from Bass and the second from Avolio. These questionnaires determined that increased transformational principals are associated with schools that show high levels of social organizations and student success, confirming the authors hypothesis (Lucas Valentine, 2002).Educators effectively teaching under the guidance of a transformational and transactional leaderVariable One Evaluation and Acco untabilityOne important quality of effective teaching is that educators are able to self evaluate and self examine their teaching strategies (Pounder, 2008). Prior to school beginning, teachers will be asked by the transactional principal to self evaluate atomic number 53 lesson per cast of the upcoming school year. The lesson plan will be submitted to the principal. The educator will note the pros and cons of their lesson. Self evaluation will promote the educators ability to ensure that effective lessons and activities are taught and implemented in the classroom (Poulson, Mason, Walker, Dixon, 2009 Lucas, Valentine, 2002).Principals that lead in the transactional and transformational approach can also encourage educators to evaluate other peers. Educators can learn from one another, share ideas, and cooperatively teach under this type of leadership. (Poulson, Mason, Walker, Dixon, 2009). This environment will result in a positive atmosphere for parents, teachers, students, an d staff members.Similar to self evaluation and peer evaluation, the transformational and transactional principal will be able to evaluate and observe the educator. The principal will meet with the teacher prior to the observed lesson. The principal will be provided with the educators lesson plan and together they will select a date for the observation. Next, the principal will observe the lesson. This transformational and transactional leader will ask the quest questions (Anderson, 2008 Lucas, Valentine, 2002)Did the teacher grasp the students attention?Were the students engaged throughout the lesson?Was the material presented in a clear, concise manor?Were the needs of each type of learner met in the lesson?What were the students doing throughout the lesson?Did the teacher check for understanding and ask follow-up questions?How was the lesson concluded?These are seven questions that the principal will note throughout the lesson.Finally, the principal and teacher will have a post conference regarding the observation. At this conference, the principal will be able to provide the educator with notes and comments pertaining to the observed lesson. The principal will be able to discuss strengths and weaknesses and offer tools for improvement (Bono Judge, 2004.Variable Two Professional GrowthTransformational and transactional leaders must encourage members to continually enhance professed(prenominal) growth. Continuous learning for educators will promote effective educators. As a transformational and transactional principal, opportunities for growth and improvement must be available for educators. Workshops, seminars, and meeting are ingrained for effective education and for teacher accountability (Bono Judge, 2004).Promoting student success and achievementStudents will excel under a transformational and transactional leader (Chin, 2007). Students respond positively to leaders that are charismatic, intellectual, and creative. Students are able to establish a respectful rapport with the administration and school personal (Chin, 2007). Principals whom establish the foundation of transformational and transactional leadership skills will promote student success and achievement. Data from 1,762 educators and 9,941 studentsin one large school district were obtained to explore the effects of transformational leadership practices on selected organization conditions and student fighting within the schools. The results confirmed that there were strong significant effects of such transformational and transactional leadership on student success rate. This partciular article was qualitative and provided copious count of information relating to the field of transformational leadership and its benefit in schools (Leithwood, 2000).Transformational and transactional leaders obtain qualities that are inspiring and successful. Principals who lead in this approach will create a safe learning environment where students are able to learn to their highest p otential (Hood, Poulson, Mason, Walker, Dixon, 2009).Teacher accountability and performance is the second step within the transformational and transactional approach (Chin, (2007). Teachers must be able to self evaluate, evaluate peers, and participate in principal-teacher evaluation. Educators must continue to grow professional and continue their education.

Determination of the End Point of the Acid Base Titration

Determination of the End Point of the Acid Base TitrationTable of Contents (Jump to)IntroductionAcids and BasesProperties of sultryStrengths of Acids and BasesHow to detect dose and Bases?pKa and Dissociation EquilibriumEquipmentProcedureResults and conclusionBibliographyIntroductionAcids and BasesEvery liquid we see willing probably have either prefatorial or acidic properties. Water can be a base and acid, it dep displaces on the reaction you add with water. It can be a base in some reaction and an acid in some reactions. Also water can react with itself to form bases and acids but it happens in small quantities so it will not change your experiments.2 piss H3O++ OH-The hydrogen ion was transferred to form Hydronium ion. The negative and positive ions in water argon equal and cancel each some other. Most of water we beverage from the tap has others ions in it. Those ions in stem make something basic or acidic. For example, in our Bodies, there are small compounds called am ino acids and in fruits there something called citric acid.According to Sant Arrhenius, in 1887, he came up with new definitions of acids and bases. He said when we mix water to molecules , they break down and gives a hydrogen ion and at other times it gives hydrated oxide. In general, a hydrogen positive ion is released, the acidic solution increases. When a hydroxide ion is released, the solution become baseFor exampleHA +H2O H3O + + AHydronium ion is formed and it is acid.That hydrogen ion is the reason it is called an acid. Chemists use the word dissociated to describe the breakup of a compoundProperties of acidAcids taste sourAcids react potently with metals (Zn + HCl) laborious Acids are dangerous and can burn your skinBasesBases are ionic compounds that break apart to form a negatively charged hydroxide ion (OH-) in water.The medium of a base is determined by the absorption of Hydroxide ions (OH-). The greater of the concentration of OH ions the stronger the base.Example NaOH in waterNaOH Na+ + OHStrengths of Acids and BasesStrong Acids and Weak AcidsStrength of acid is related to ionization of acids in water. Some of the acids can ionize 100 % in water solutions we call them strong acids. HCL are examples of strong acids.in other hand, some of the acids cannot ionize like strong acids. We call acids part ionize in solutions weak acid. CH3COOH, HF, H2CO3 are examples of weak acid that partially ionize in solutionStrong and Weak BasesBases ionize completely in solutions are called strong bases. NaOH and bases including OH- ion are strong bases. Bases that ionize partially in solutions are called weak bases. For example NH3Ionization of WaterWater ionizes givesH2O(l) H+(aq) + OH(aq)In pure water concentrations of H+ and OH ions are equal to each other and at 25, they have concentration 110-7 M. then concentration of ion in pure water is too outset, it is a bad electric conductor.As in the case of pure water mediums having H+ = OH concentration a re called neutral mediums. In water solutions multiplication of H+ and OH is constant and at 25 0C it is 110-14. This number is also called ionization constant of pure water.If concentration of H+ ions equal OH-= 10 -7M, then solution is neutral.If concentration of H+ ions OH- or H+ 10 -7M and OH- -7 M, then solution is acidic.If concentration of OH- ions H+ or H+ -7 M and OH- 10-7 M, then solution is basic.How to detect acid and Bases?Scientists use something called pH scale to measure how basic or acidic the liquid is. Also there are many types of ions in a solution, pH focus on concentration of hydrogen ions and hydroxide ions. The scale measures values from 0 to 14. Distilled water is 7 in the middle. The strength of an acid or base in a solution is measured on a scale called a pH scale.Any pH number greater than 7 is considered a base and any pH number less than 7 is considered an acid. 0 is the strongest acid and 14 is the strongest base.The acid strength dep contains on t he concentration of positive hydrogen ions in the solution. The greater and to a greater extent hydrogen ions is the stronger acids likes Hydrochloric acid HCL and Sulphuric acid.pH=-logH+ and pOH=-logOH-If 7pH0 acidic solutionIf 14pH7 basic solutionIf pH=7 neutral solutionpKa and Dissociation Equilibrium1. pHWhen acids is added to water, the pH scale decreases. The acidity of a solution is examined by the hydrogen ion concentration (H+), where pH provides a simple exponent for expressing the H+ level., when pH is small which means that the smaller the number of pH , the stronger acid.pH=-log10HpKa and Dissociation EquilibriumStrong acid , which they are dissociate in solution, and weak acids that partially dissociate in solution. When dissociation of strong acid happens, it gives a proton In which make the solution more acidic, However, weak acids have a dissociated state (A-) and undissociated state (AH) that appears according to the following dissociation equilibrium equation.AH A + H+. The definition of Ka isKa=The brackets of the product to the brackets of the reactantspKa was introduced as an index to express the acidity of weak acids, where pKa is defined as follows.pKa= log10KaRelation between Ka and Pka , it is inversely proportional so when ka is high which means storng acid which means pKa is low and vice versaEquipmentBuretteBeakerMagnetic stirrerPh meterAcid and BasesPure waterProcedureClean all equipment in order to buy off accurate conductivityAdd some of NaOH into the receiving cup and then add slightly 1 ml of HCL and make sure you adding the receiving cup on the magnetic stirrerRepeat this steps to get the conductivity from volume 0 ml to 17 mlGet titration curve ,the differential curve and the exterminate pointFor CH3COOH + NaOHWe will make same steps and record the conductivity pHResults and conclusionNaOH + HCLResults of volume of HCL and the conductivityMl pHis clear that end point occurs at 10 ml of HCL which pH drops to 6.34Titratio n curveDifferential curveCh3COOH +NaohIt is clear that end point at 10 ml of Naoh the end point occur , the ph difference is very bigTitration curveDifferential curveBibliographyhttp//www. alchemytutorials.org/content/acids-and-bases/ph-poh-and-ionization-of-water/58-acids-and-bases-cheat-sheethttp//www.sciencebuddies.org/science-fair-projects/project_ideas/Chem_AcidsBasespHScale.shtmlhttp//www.elmhurst.edu/chm/vchembook/184ph.htmlhttp//lrs.ed.uiuc.edu/students/erlinger/water/background/ph.htmlhttp//www.humboldtmfg.com/graduated_glass_beaker.htmlhttp//www.shimadzu.com/an/hplc/support/lib/lctalk/29/29intro.htmlhttps//www.boundless.com/chemistry/acids-and-bases/strength-of-acids/the-acid-dissociation-constant/http//www.princeton.edu/achaney/tmve/wiki100k/docs/Acid_dissociation_constant.html

Teaching Children about Animal Rights Essay -- Personal Narrative, Com

The issue of animal rights is often overlooked in this society, and Ive wanted that to change for as vast as I can remember. My original idea was to start a Society for the Prevention of Cruelty to Animals at my high school, but I was shocked I wouldnt be able to raise enough interest and the project would be a flop. For quite a while, I had a very knotty time coming up with another idea, until I started thinking of all the horrible stories of animal cruelty that Id heard and read. Teenagers and adults who had neglected, starved, beaten and abused innocent, defenseless creatures. What was the line of descent of all this? Obviously these people had never experienced the joy an animal can bring to your life. by chance I could find some children with whom to share that joy. Perhaps I could teach them a little bit about how to care for and respect animals as everyone should. I started searching for a church youth assemblage to whom I could talk. I called several churches and got several answering machines. After playing phone tag with voice mail and secretaries for a couple of weeks, I at last got in touch wi... ...y are not the children who need education. Theyre already involved in something that is going to teach them these kinds of lessons - theyre not the neglected, inactive children who grow up to be abusive towards animals and people. That is why Ive decided that my work with children is far from over. The children who truly need my help cannot be found in a youth group or a Cub Scout pack. How I am going to reach these children, I do not yet know. I am fortunate to pass the drive, vision and experience Ive gained so far to help me along the way.