John Quincy Adams Essays (876 words) - Adams Family,

John Quincy Adams Hello, I'm John Quincy Adams. I grew up in Braintree, Massachusetts, and when I became an adult I traveled with my father on his diplomatic missions until I became interested in political journalism at Harvard and eventually became he sixth president of the United States. During my lifetime, from 1767 to 1848, the United States was desperately trying to make allies, as the country was in it's infancy. I followed my father's footsteps, as I was working in foreign relations before I became President. I have experienced many great events, such as when I was appointed as minister to the Netherlands, a mere three days later I witnessed the French invade the country and overthrow the Dutch Republic. This was thought of by many as an attempt for the French to show the United States how strong it was, without exerting any force on them at all. On a different occasion, when I was appointed minister to Russia, I was the leading negotiator for the Treaty of Ghent with the British, which ended t he War of 1812. These negotiations gained respect for the United States and me as a diplomat. I am a likable person wherever I go. When I was a kid, our family was very closely knit, as we all helped manage the farm, except for my dad, who was usually away in foreign countries. This didn't affect me very much since I joined up with him when I was 11 on his operations after my persistent asking. As President, I worked scrupulously to work out problems and provide leadership for the country. This was acknowledged by my fellow officials in office and by the country, as I'm thought of as a person with integrity and honesty. Louisa Catherine Adams, my wife, holds a special place in my heart. She has always been trustworthy and nice. As a child she had to deal with ill health frequently, (which often recurs), and as First Lady she held brilliant parties for my Cabinet and friends. Louisa and I had four children, but sadly they all died before they could have children of their own, all for various reasons. My only real enemy to speak of is Andrew Jackson. Before my administration, Jackson and his followers accused me of promising Henry Clay a cabinet post in return for his support. After I was elected, and I appointed Clay Secretary of State, Jackson's strong followers in Congress called it a 'corrupt bargain'. This dispute forever split the Democratic-Republican Party, and mine is now known as the National Republicans. Throughout my life in politics, I was just concerned with providing the country with leadership to the best of my ability. I realized all my actions would influence everyone after me, so it wasn't just my administration I was providing for. I'm very fortunate to have a father like I did. I didn't have very many obstacles to overcome on my way into the White House, since my father really led me into position, right up to his support for me as President, which influenced even more people to vote for me. I consider the split of the parties an obstacle to overcome since if it weren't for the intense campaigning afterward, I probably wouldn't have been elected since I lost much support from that event. Nothing is really funny in my life since I am often saddened by my wife's frequent illnesses and charges from Jackson. Throughout my life in politics, it has usually just been being a different minister for a different country before settling in the White House. I have often been misunderstood, due to the fact of my philosophy to change things for the better, which the people of this country aren't always ready for. For instance, at my inaugural speech in front of Congress, I proposed a plan for national improvements, such as highways, universities, and weather stations. They didn't buy into it, but I have a feeling they will realize one day that it needs to be done, but it's a shame not I don't think they will in my lifetime. If I had my life to do over again, I would probably not have appointed Henry

The Great Pueblo Revolt - Resisting Spanish Colonialism

The Great Pueblo Revolt - Resisting Spanish Colonialism The Great Pueblo Revolt, or Pueblo Revolt [AD 1680-1696], was a 16-year period in the history of the American southwest when the Pueblo people overthrew the Spanish conquistadors and began to rebuild their communities. The events of that period have been viewed over the years as a failed attempt to permanently expel Europeans from the pueblos, a temporary setback to Spanish colonization, a glorious moment of independence for the pueblo people of the American southwest, or part of a larger movement to purge the Pueblo world of foreign influence and return to traditional, pre-Hispanic ways of life. It was no doubt a bit of all four. The Spanish first entered the northern Rio Grande region in 1539 and its control was cemented in place by the 1599 siege of Acoma pueblo by Don Vicente de Zaldivar and a few score of soldier colonists from the expedition of Don Juan de Oà ±ate. At Acomas Sky City, Oà ±ates forces killed 800 people  and captured 500 women and children and 80 men. After a trial, everyone over the age of 12 was enslaved; all men over 25 had a foot amputated. Roughly 80 years later, a combination of religious persecution and economic oppression led to a violent uprising in Santa Fe and other communities of what is today northern New Mexico. It was one of the few successfulif temporaryforceful stoppages of the Spanish colonial juggernaut in the New World. Life Under the Spanish As they had done in other parts of the Americas, the Spanish installed a combination of military and ecclesiastical leadership in New Mexico. The Spanish established missions of Franciscan friars in several pueblos to specifically break up the indigenous religious and secular communities, stamp out religious practices and replace them with Christianity. According to both Pueblo oral history and Spanish documents, at the same time the Spanish demanded that the pueblos render implicit obedience and pay heavy tribute in goods and personal service. Active efforts to convert the Pueblo people to Christianity involved destroying kivas and other structures, burning ceremonial paraphernalia in public plazas, and using accusations of witchcraft to imprison and execute traditional ceremonial leaders. The government also established an encomienda system, allowing up to 35 leading Spanish colonists to collect tribute from the households of a particular pueblo. Hopi oral histories report that the reality of the Spanish rule included forced labor, the seduction of Hopi women, raiding of kivas and sacred ceremonies, harsh punishment for failing to attend mass, and several rounds of drought and famine. Many accounts among Hopis and Zunis and other Puebloan people recount different versions than that of the Catholics, including sexual abuse of Pueblo women by Franciscan priests, a fact never acknowledged by the Spanish but cited in litigation in later disputes. Growing Unrest While the Pueblo Revolt of 1680 was the event that (temporarily) removed the Spanish from the southwest, it was not the first attempt. The pueblos had offered resistance throughout the 80-year period following the conquest. Public conversions didnt (always) lead to people giving up their traditions but rather drove the ceremonies underground. The Jemez (1623), Zuni (1639) and Taos (1639) communities each separately (and unsuccessfully) revolted. There also were multi-village revolts which took place in the 1650s and 1660s, but in each case  , the planned revolts were discovered and the leaders executed. The Pueblos were independent societies before Spanish rule, and fiercely so. What led to the successful revolt was the ability to overcome that independence and coalesce. Some scholars say that the Spanish unwittingly gave the Pueblo people a set of political institutions that they used to resist colonial powers. Others think it was a millenarian movement, and have pointed to a population collapse in the 1670s resulting from a devastating epidemic that killed off an estimated 80% of the native population, and it became clear that the Spanish were unable to explain or prevent epidemic diseases or calamitous droughts. In some respects, the battle was one of whose god was on whose side: both Pueblo and Spanish sides identified the mythical character of certain events, and both sides believed the events involved supernatural intervention. Nonetheless, the suppression of indigenous practices became particularly intense between 1660 and 1680, and one of the main reasons for the successful revolt appears to have occurred in 1675  when then-governor Juan Francisco de Trevino arrested 47 sorcerers, one of whom was Popay of San Juan Pueblo. Leadership PoPay (or Popà ©) was a Tewa religious leader, and he was to become a key leader and perhaps primary organizer of the rebellion. PoPay may have been key, but there were plenty of other leaders in the rebellion. Domingo Naranjo, a man of mixed African and Indian heritage, is often cited, and so are El Saca and El Chato of Taos, El Taque of San Juan, Francisco Tanjete of San Ildefonso, and Alonzo Catiti of Santo Domingo. Under the rule of colonial New Mexico, the Spanish deployed ethnic categories ascribing pueblo to lump linguistically and culturally diverse people into a single group, establishing dual and asymmetric social and economic relationships between the Spanish and Pueblos. Popay and the other leaders appropriated this to mobilize the disparate and decimated villages against their colonizers. August 10-19th, 1680 After eight decades of living under foreign rule, Pueblo leaders fashioned a military alliance that transcended longstanding rivalries. For nine days, together they besieged the capital of Santa Fe and other pueblos. In this initial battle, over 400 Spanish military personnel and colonists and 21 Franciscan missionaries lost their lives: the number of Pueblo people who died is unknown. Governor Antonio de Otermin and his remaining colonists retreated in ignominy to El Paso del Norte (what is today Cuidad Juarez in Mexico).    Witnesses said that during the revolt and afterward, PoPay toured the pueblos, preaching a message of nativism and revivalism. He ordered the pueblos to break up and burn the images of Christ, the Virgin Mary and other saints, to burn the temples, smash the bells, and separate from the wives the Christian church had given them. Churches were sacked in many of the pueblos; idols of Christianity were burned, whipped and felled, pulled down from the plaza centers and dumped in cemeteries. Revitalization and Reconstruction Between 1680 and 1692, despite the efforts of the Spanish to recapture the region, the Pueblo people rebuilt their kivas, revived their ceremonies and reconsecrated their shrines. People left their mission pueblos at Cochiti, Santo Domingo and Jemez and built new villages, such as Patokwa (established in 1860 and made up of Jemez, Apache/Navajos and Santo Domingo pueblo people), Kotyiti (1681, Cochiti, San Felipe and San Marcos pueblos), Boletsakwa (1680-1683, Jemez and Santo Domingo), Cerro Colorado (1689, Zia, Santa Ana, Santo Domingo), Hano (1680, mostly Tewa), Dowa Yalanne (mostly Zuni), Laguna Pueblo (1680, Cochiti, Cieneguilla, Santo Domingo and Jemez). There were many others. The architecture and settlement planning at these new villages was a new compact, dual-plaza form, a departure from the scattered layouts of mission villages. Liebmann and Pruecel have argued that this new format is what the builders considered a traditional prehispanic village, based on clan moieties. Some potters worked on reviving traditional motifs on their glaze-ware ceramics, such as the doubled-headed key motif, which originated AD 1400-1450. New social identities were created, blurring the traditional linguistic-ethnic boundaries that defined Pueblo villages during the first eight decades of colonization. Inter-pueblo trade and other ties between pueblo people were established, such as new trade relationships between Jemez and Tewa people which became stronger during the revolt era than they had been in the 300 years before 1680. Reconquest Attempts by the Spanish to reconquer the Rio Grande region began as early as 1681  when the former governor Otermin attempted to take back Santa Fe. Others included Pedro Romeros de Posada in 1688 and Domingo Jironza Petris de Cruzate in 1689Cruzates reconquest was particularly bloody, his group destroyed Zia pueblo, killing hundreds of residents. But the uneasy coalition of independent pueblos wasnt perfect: without a common enemy, the confederation broke into two factions: the Keres, Jemez, Taos and Pecos against the Tewa, Tanos, and Picuris. The Spanish capitalized on the discord to make several reconquest attempts, and in August of 1692, the new governor of New Mexico Diego de Vargas, initiated his own reconquest, and this time was able to reach Santa Fe and on August 14th proclaimed the Bloodless Reconquest of New Mexico. A second abortive revolt occurred in 1696, but after it failed, the Spanish remained in power until 1821 when Mexico declared independence from Spain. Archaeological and Historical Studies Archaeological studies of the Great Pueblo Revolt have been focused on several threads, many of which began as early as the 1880s. Spanish mission archaeology has included excavating the mission pueblos; refuge site archaeology focuses on investigations of the new settlements created after the Pueblo Revolt; and Spanish site archaeology, including the royal villa of Santa Fe and the governors palace which was extensively reconstructed by the pueblo people. Early studies relied heavily on Spanish military journals and Franciscan ecclesiastical correspondence, but since that time, oral histories and active participation of the pueblo people have enhanced and informed scholarly understanding of the period. Recommended Books There are a few well-reviewed books that cover the Pueblo Revolt. Espinosa, MJ (translator and editor). 1988. The Pueblo Indian Revolt of 1698 and the Franciscan Missions in New Mexico: Letters of the Missionaries and Related Documents. Norman: University of Oklahoma Press.Hackett CW, and Shelby, CC. 1943. Revolt of the Pueblo Indians of New Mexico and Otermins Attempted Reconquest. Albuquerque: University of New Mexico Press.Knaut, AL. 1995. The Pueblo Revolt of 1680: Conquest and Resistance in Seventeenth-Century New Mexico. Norman: University of Oklahoma Press.Liebmann M. 2012. Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona PressPreucel, RW. (editor). 2002. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press.Riley, CL. 1995. Rio del Norte: People of the Upper Rio Grande from Earliest Times to the Pueblo Revolt. Salt Lake City: University of Utah Press.Wilcox, MV. 2009. The Pueblo Rev olt and the Mythology of Conquest: An Indigenous Archaeology of Contact. Berkley: University of California Press. Sources This article is part of the About.com guide to Ancestral Pueblo Societies, and part of the Dictionary of Archaeology Lamadrid ER. 2002. Santiago and San Acacio: Slaughter and Deliverance in the Foundational Legends of Colonial and Postcolonial New Mexico. The Journal of American Folklore 115(457/458):457-474.Liebmann M. 2008. The Innovative Materiality of Revitalization Movements: Lessons from the Pueblo Revolt of 1680. American Anthropologist 110(3):360-372.Liebmann M, Ferguson TJ, and Preucel RW. 2005. Pueblo Settlement, Architecture, and Social Change in the Pueblo Revolt Era, A.D. 1680 to 1696. Journal of Field Archaeology 30(1):45-60.Liebmann MJ, and Preucel RW. 2007. The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva 73(2):195-217.Preucel RW. 2002. Chapter I: Introduction. In: Preucel RW, editor. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press. p 3-32.Ramenofsky AF, Neiman F, and Pierce CD. 2009. Measuring Time, Population, and Residential Mobility from the Surface at San M arcos Pueblo, North Central New Mexico. American Antiquity 74(3):505-530. Ramenofsky AF, Vaughan CD, and Spilde MN. 2008. Seventeenth-Century Metal Production at San Marcos Pueblo, North-Central New Mexico. Historical Archaeology 42(4):105-131.Spielmann KA, Mobley-Tanaka JL, and Potter MJ. 2006. Style and Resistance in the Seventeenth-Century Salinas Province. American Antiquity 71(4):621-648.Vecsey C. 1998. Pueblo Indian Catholicism: The Isleta case. US Catholic Historian 16(2):1-19.Wiget A. 1996. Father Juan Greyrobe: Reconstructing tradition histories, and the reliability and validity of uncorroborated oral tradition. Ethnohistory 43(3):459-482.

Why Grad Schools Require Your Undergraduate Transcript

Why Grad Schools Require Your Undergraduate Transcript Its easy to get caught up in the graduate admissions process. Applicants to graduate school are often (and rightly) overwhelmed by the most challenging parts of the process, like approaching faculty for recommendation letters and composing admissions essays. However, the little things like college transcripts also matter in your graduate school application. No admissions committee will accept an incomplete graduate application. A late or missing transcript may seem like a dumb reason to receive a rejection letter, but it happens. Unfortunately, students with stellar credentials arent even considered by admission committees at their dream graduate programs because of a  forgotten transcript or one that is lost in snail mail. Request All Transcripts Your application is not complete until the institution receives your official transcript from all of your undergraduate institutions. That means that you must send a transcript from every institution that you have attended, even if you did not earn a degree.   Official Transcripts Are Sent by Colleges Dont even think about sending an unofficial transcript or a print out of your school record in place of a transcript.  An official transcript is sent directly from your undergraduate college or university to the school(s) to which you’re applying and bears the college seal. If you attended more than one institution, you will need to request an official transcript from each institution you attended. Yes, this can get pricey. What Do Admissions Committees Look for in Transcripts? In examining your transcript, admissions committees will consider the following: Your overall GPA and verification of your actual GPA compared to what you reported on your admissions documentsQuality of the undergraduate institutionBreadth of courseworkCoursework in your major: Your grades in your major subject area and especially in the upper division courses and within the past two yearsPatterns of performance and improvement if you did not have a strong start Request Transcripts Early​Prevent mishaps by planning ahead.  Request your transcripts from the registrars office early because most offices take a few days, a week, and sometimes even more time to process your request. Also, understand that if you wait until the end of the Fall semester to request transcripts they may be delayed as most offices close for the holidays (sometimes taking an extended break). Save yourself grief and request transcripts early. Also,  include a copy of your unofficial transcript with your application and a note that the official transcript has been requested so that admissions committees have something to review until the official copy arrives. Only some admissions committees may review an unofficial transcript and wait for the official version (this is especially unlikely in competitive graduate programs), but its worth a shot.

Mattel Organizational Crisis Essay Example | Topics and Well Written Essays - 3000 words

Mattel Organizational Crisis - Essay Example Reports from the Consumer Product Safety Commission (CPSC, 2007) indicated that three children had been hospitalized due to ingesting some particles from the toys and all these three were diagnosed with intestinal perforation, hence required surgery. Owing to this recall, the company lost over $30 million and nearly 1.5 million toys it had sold were removed from the shelves. The Wall Street Journal (2007) notes that previous to the recall, Mattel was the biggest toy manufacturer reputed for its strict safety standards. As noted by Mitroff (1989) a positive public image could easily be destroyed in the course of a crisis. Scholar, nonetheless, have established that strategic application of corporate information, proper crisis communication and effective crisis management can assist in wining back public confidence, since communication has the ability to determine how information reaches the public as well as the media (Coombs, 2007). This paper examines Mattel crisis, the paper will specifically examine how the crisis happened, corporate communication of crisis, crisis management and give conclusion. Mattel recalled 19 million toys from August to September in 2007 because of two separate reasons (Media Statement, 2007). This was the biggest recall in the history of the company because both recalls happened at the same time. The first reason for recall of toys was due to faulty magnets used. The toys were designed in such a way that most parts had high-energy magnets. These magnets are of great effect to infants and young children because they can ingest some parts and be affected in their digestive tract. When children shallow several magnetic particles there are high chances of that they will pull together in the stomach and rip by use of stomach tissue. The combination of magnet strength with poor design of Mattel toys made these toys dangerous to the health

The Modern Middle East in World Affairs Essay Example | Topics and Well Written Essays - 1250 words

The Modern Middle East in World Affairs - Essay Example The relationship between the Kingdom of Saudi Arabia, and the United States of America begun nearly a century ago. This relationship is based on mutual respect and common interests – economic, political, technological and social. The Saudi-US friendship has been through numerous conflicts and crises, but, has grown from strength to strength. The origins of this relationship go back to the personal admiration King Abdulaziz bin Abdulrahman Al-Saud the Kingdom’s founder, held for President Woodrow Wilson. Oil has always been the major element of the Saudi-US relationship. The Kingdom supplies crude oil to the United States averaging 1.52 million barrels per day. Saudi Arabia received quite a number of US companies, which at first came to provide products and services for the oil industry but later entered into other ventures. When Saudi Arabia embarked on an ambitious development program in the industry, healthcare, education and agriculture, it sought assistance from the United States. U.S. experts and companies were closely involved in building up the Kingdom’s modern infrastructure, including schools, hospitals, roads, airports, seaports, industrial cities and telecommunications facilities. From that time, United States has partnered with Saudi Arabia in trade for more than fifty years. At present, America exports goods and services worth billions of dollars to the Kingdom, and Saudi Arabia in return exports a sizable portion of crude oil to the United States.

Network Case Study Essay Example for Free

Network Case Study Essay 1. Which of the following is true about a TCP/IP network? A) The network uses only standards defined in TCP/IP RFCs. 2. Which of the following terms is not a common synonym for TCP/IP model? (Choose two answers.) D) TCP/IP mapping and C) Ethernet 3. Think generically about the idea of a networking standard, ignoring any particular standard or standards group. Which of the following is typically true of a standard? (Choose two answers.) B) It exists as a deployed network device, which people can visit on the Internet. C) It has been passed through some form of review and approval or certification process. 4. Contrast an international standard as compared to a de facto standard. (Choose two answers.) B) International standard documents have been reviewed more thoroughly. D) International standards typically mean that the standards group has been authorized by many countries to create standards that apply to multiple countries. 5. Which of the following are true about the commonly used version of the TCP/IP model as shown in this chapter? (Choose two answers.) C) The physical layer sits just below the data link layer. D). The network layer sits in the middle of the five layers. 6. The TCP/IP model refers to standards other than those the IETF defines in RFCs. Which of these standards groups is typically the source of external LAN standards? (Choose two answers.) A) ITU B) IEEE 7. Which of the following is not a typical reason for a group of ten companies to start a vendor group, for the purpose of pushing a new networking technology? C) To improve the chances that the technology will be standardized 8. The TCP/IP and OSI models have some obvious differences, like the number of layers. Think about the more commonly used version of the TCP/IP model discussed in this chapter, and then think about how to talk about TCP/IP using OSI terms. Which of the following is a correctly phrased statement for how to use OSI terminology? B) IP is a network layer protocol. 9. Historically, which of the following models were the earliest models used in corporate networks? A) Vendor models 10. Which of the following statements is true when comparing the OSI and the TCP/IP mode l as defined in RFC 1122? B) The lower four layers of TCP/IP define the same kinds of functions as the matching layer numbers from OSI. 11. A network engineer connects two PCs (PC1 and PC2) using Ethernet NICs and an Ethernet cable that has copper wires inside. The two PCs communicate successfully. Which of  the following happens when PC1 sends bits to PC2? D)PC1 converts the bits to sound waves, and the NIC uses an A/D converter to send the data over the cable. 12. A TCP/IP network includes an Ethernet LAN with 10 PCs uses a LAN switch. PC1 sends data intended for an app running on PC2. Which of the following mechanisms does Ethernet define so that PC2 receives and processes the data? A)The Ethernet header lists PC2’s MAC address so that PC2 will realize that the data is meant for PC2. 13. Two network pros are having a conversation about some issues in a network. They discuss some issues related to how PPP forwards data, so they happen to be discussing the data structure that includes the PPP header and trailer. Which of the following terms do they use? B) Packet 14. Which of the following are true facts about IP addresses? (Choose two answers.) C) Are listed in the data-link trailer D) Used by routers to make a forwarding decision 15. Which of the following answers is true about Ethernet MAC addresses? A) 48 bits in length C) Are listed in the data-link trailer 16. Which of the following statements is true comparing LANs and WANs? (Choose two answers.) A) LANs generally connect devices that are nearer to each other, compared to WANs. D) LANs are purchased, and WANs are leased. 17. Which of the following answers list true facts about the data link layer of TCP/IP? (Choose two answers.) B) Two TCP/IP data-link protocols are Ethernet and PPP. C) Data-link protocols define addresses that identify devices connected to the underlying physical link. 18. Which of the following answers list true facts about the network layer of TCP/IP? (Choose two answers.) B) The two primary protocols are TCP and IP. C) IP provides logical addressing and routing ser vices 19. Which of the following answers lists true facts about the transport layer of TCP/IP? B) The two primary protocol options are TCP and IP. C) TCP provides error recovery services to application layer protocols that use TCP. 20. A PC user opens a web browser and sends a request to a web server to load a new web page. Three routers forward the data as it passes from client to server. Consider the data plus all headers and trailers that go from the web client to the web server. Which of the following headers go all the way from the web client to the web server? (Choose three answers.) A)Data-link header B) Network layer header C) Transport layer header

Poes Fall of The House of Usher Essay - Downward Transcendence :: Fall House Usher Essays

Downward Transcendence in The Fall of the House of Usher    According to Beverly Voloshin in "Transcendence Downward: An Essay on 'Usher' and 'Ligeia,'" Poe presents transcendental projects which threaten to proceed downward rather than upward" in his story "The Fall of the House of Usher" (19). Poe mocks the transcendental beliefs, by allowing the characters Roderick Usher, Madeline Usher, the house and the atmosphere   to travel in a downward motion into decay and death, rather than the upward transcendence into life and rebirth that the transcendentalists depict. The transcendence of the mind begins with Roderick Usher and is reflected in the characters and environment around him.    The beliefs of transcendentalists are continuously filled with bright colors and ideas, and heavenly-like tones. The character Roderick Usher suffered much from a morbid acuteness of the senses" which refers to his transcendental beliefs (Poe 1465). Usher finds his transcendental connection with the oversoul but instead of brightness he finds gloom with black, white and gray colors. Madeline Usher suffers from "a gradual wasting away of the person, and frequent although transient affections of a partially cataleptical character" (Poe 1465). This results from a loss of contact with the physical world, again a characteristic of a transcendentalist, yet negative instead of positive. According to Voloshin "Madeline matches her bother's pallor, but her special mark is red-a faint blush when she is interred and blood on her garments when she emerges" (22). Both characters differ from transcendentalists with their disintegration of the body and mind instead of a rebirth of the body and mind of a transcendentalist.    Because of his connection with the oversoul Roderick Usher finds it difficult to communicate with words, so instead he uses paintings and writings to describe his inner thoughts. Voloshin describes how in   "The Haunted Palace," a writing by Usher, he explains his own " fall of order into chaos, reason into madness, innocence into experience" (20). Representing another downward and deathly transcendence is Madeline, who is painted in the "vault or tunnel" by Roderick. In the painting, Roderick portrays Madeline in a tomb, and gives her no chance to have her own beliefs by locking her in. By doing this,   Roderick breaks the transcendental belief that says being locked into the past is wrong, and each person should break free to create beliefs of their own.    Just as the transcendence into decay is found in the characters of "The Fall of the House of Usher" it is also found in the actual house and the environment around it.

Medieval Pilgrimage

Medieval Pilgrimage In this essay I will discuss how medieval pilgrimages were considered to be a cultural phenomenon. Overall there were many motivations for pilgrims to participate in the act of a pilgrimage. Elaborate excessive artwork led to competitions at pilgrimage sites. Medieval pilgrimages changed Christians along with other religious people, spiritually and emotionally. Pilgrims went on journeys that were over long distances that proved to be physical and mental hardships.Before they left they would receive a blessing after a full confession to a priest or Bishop, mostly if their pilgrimage was to be a journey of penance. Christians believed that these particular pilgrimages would help them in a number of ways. They believed that the journey would deepen his or her faith, would cure the impossible disease or illness, or just bring them closer to God. The beginning pilgrimages started off by traveling to the places where Jesus and the Apostles lived while on earth.Constanti ne was the first Roman emperor that believed in Christianity. With him believing, and respecting what the pilgrimage stood for, Constantine constructed three major sites designed for major pilgrimages; such as, the Basilica in Jerusalem at the place where Christ was crucified, the Holy Sepulcher which was the site of Jesus’ burial and resurrection, and finally in Bethlehem Constantine commissioned another church over the cave said to be Jesus’ birthplace. Sorabella) Even though the three sites said above were the most popular of pilgrimages, â€Å"Rome became another destination for pilgrims because it was easier access for European pilgrims than the Holy land. † (Sorabella) Rome had many relics of saints and martyrs which over a period of time became a reason to set foot on a pilgrimage. Many would flock to see a saint’s hand or the Virgin Mary’s veil. Art played a huge role in this cultural phenomenon. Having many relics all over Europe sparked m any opportunities for artists to create important works of art for the relics themselves. Sculptors and goldsmiths made reliquaries required to enshrine the holy objects. Jewelers produced small containers for sacred material for the faithful to wear. † (Sorabella) This was one of the better times to be an artist. Artists created different souvenirs for pilgrims to celebrate and remember their pilgrimage. Every relic and Holy place had a different souvenir for that location. The souvenirs ranged from simple badges, mirrors, or even miniature elaborate reliquaries.Churches would trade or even steal relics from their original resting place, which for at least one location was cause for immense celebration, and was often depicted in art. â€Å"It was customary for pilgrims to bring offerings to the shines they visited, and many of these, too, were works of art: costly liturgical vessels, elaborate priestly vestments, and other precious objects enriched the treasury of every pilg rimage church. † (Sorabella) In the later Middle Ages pilgrims traveled because churches would promise to consolidate with god about their sins over a whole lifetime to be forgiven.With this in effect, churches made extreme renovations to accommodate larger numbers of pilgrims at one time. A perfect example of this is the church Saint Denis which dramatically had undergone many changes in the early twelfth century. I have not experienced a journey of this magnitude in my lifetime. However, I think it would be a great experience from an emotional point of view. It may not be an exact pilgrimage but in the month of October I will be going on my own journey to Europe. I hope to gain a broader outlook on cultural differences.I am so used to living in the same place, so it will be an exciting new adventure to be thrown into a different world and experience Europe’s normal aspects of life. There are certain places that I am specifically going just to see, such as the Roman Co liseum, Saint Peter’s Basilica, and the Leaning tower of Pisa. I can imagine that these three destinations will bring a number of emotions out in me. I also can imagine that this is probably the same way a pilgrim felt on his or her journey once they finally saw what they had travelled so far for.I also see myself buying trinkets in memory of a particular destination just like a pilgrim buying a miniature relic once seeing Santiago de Compostela where Saint James was discovered. The concept and experiences of a pilgrimage were widely popular all throughout Medieval Europe. It sparked imagination and hope, and set the tone for travel of many different kinds. These basic concepts have not changed much in today’s time. Most travelers do not travel from a spiritual standpoint, however most travelers will travel far and wide for an emotional experience.

Managing Rapport through talk across Cultures Essay

Spencer-Oatey certainly does not neglect the concept of culture in her book, the second component of the rather lengthy title, though she concedes that ‘culture’ is ‘notoriously difficult to define’ (Spencer-Oatey, 1). In support of this, she cites several authors have noted that â€Å"†¦despite a century of efforts to define culture adequately, there was in the early 1990’s no agreement among anthropologists regarding its nature,† (Apte 1994, p. 2001) Due to the ambiguity of the term, Spencer-Oatey (2000, 2) defines culture as: â€Å"†¦a fuzzy set of attitudes, beliefs, behavioral conventions, and basic assumptions and values that are shared by a group of people, and that influence each member’s behavior and his/her interpretations of the ‘meaning’ of other people’s behavior. † This definition opens up the field for several issues. At one point, culture is manifested â€Å"at different layers of depth, ranging from inner core basic assumptions and values, through outer core attitudes, beliefs and social conventions, to surface level behavioral manifestations† (Spencer-Oatey, 2). The second issue concerns the sub-surface aspects of culture as influencing people’s behavior and the meanings they themselves attribute to the behavior of other people, i. e. personality. Due to the fact that the members of a cultural group â€Å"are unlikely to share identical sets of attitudes, beliefs and so on, but rather show family resemblances,† (Spencer-Oatey, 2), she puts forth the thesis that there is â€Å"no absolute set of features that can distinguish definitively one cultural group from another† (Spencer-Oatey, 2). This is of course stemming from the thesis that culture is associated with social groups. In the social sciences it is a given that all people simultaneously belong to a number of different groups and categories, e. g. ethnic groups, professional groups, gender groups, etc. Another important term directly related to culture is the concept of ‘cross-cultural,’ which for Spencer-Oatey (2000, 3) refers simply to comparative data, i. e. ‘data obtained independently from two different cultural groups. ’ A related term is that of ‘intercultural’ – interactional data obtained ‘when two different cultural groups interact with each other’ (Spencer-Oatey, 3). The speaking component highlighted in the book’s title itself refers to the management of social relations as a specific aspect of communication. Spencer-Oatey goes back to the work of earlier authors such as Watzlawick, Beavin and Jackson (1967, as cited in Spencer-Oatey, 1) who had initially proposed that â€Å"all language has a content component and relationship component. † In a similar study, Brown and Yule (1983) had identified two main functions of language: the transactional (information-transferring) and the interactional (maintenance of social relationships), with two corresponding goals – the coherent and accurate conveying of information (transactional) and communication of friendliness and good will in a comfortable and unthreatening manner (interactional). In both cases, culture definitely plays a significant role, and in the two studies it is utilized as an explanatory variable. Attempting to use culture as an explanatory variable to account for similarities and differences in communication across cultures necessitates appropriate ways to â€Å"unpackage† culture before it could be linked to communication outcomes and operative psychological constructs (Spencer-Oatey, 2000). There are dimensions to cultural variability which could be viewed as psychologically comparable among cultures, and these are often used as the tools to account for the differences. There remains however a number of problems in the use of cultural-level values to account for variability in communicative behavior across languages and cultural groups. Following Gudykunst (2000, as cited in Spencer-Oatey) cultural level variables, e. g. individualism and collectivism, prove to be insufficient if one aims to establish a framework providing causal explanations of social behavior. Cultural level variables may have a direct effect on social behaviors through its influence on cultural norms and the rules specific to a particular culture yet it is important to note that the members of a culture are not socialized in the same way, nor do they adopt a culture’s rules to the same extent. As such, the socialization processes at the individual level clearly play a mediating role in the influence of cultural level variables on social behaviors. With regards to communication, for Spencer-Oatey et al (2000) pragmatic variables, i. e. factors influencing how people both produce and interpret communicative behavior, can possibly yield important dimensions of cultural variability at the individual level. Of particular interest are two influential aspects of socio-linguistic pragmatics – interactional ‘rules’ (maxims) and contextual factors. The view that it has now become necessary to move beyond a value approach in the conceptualization of culture has merit, and Spencer-Oatey provides the needed empirical illustrations to give strength to the argument of the need to explore new ways of conceptualizing culture. Contemporary development in linguistics suggests two important ways in which culture can have an impact on language use: pragmatic maxims, and the conventions of use of a particular language (variety). In illustrating the limits of culture as an explanatory variable, a discussion on politeness theory is presented. ‘Politeness’ often refers to the â€Å"use of relatively formal and differential language† (Spencer-Oatey, 2), though as Fraser and Nolan (1981, 96) carefully point out, it is in actuality also a contextual judgment in the sense that â€Å"†¦no sentence is inherently polite or impolite. †¦it is not the expressions themselves but the conditions under which they are used that determine the judgment of politeness. † Furthermore, politeness maxims appear to have ‘universal valences,’ wherein one pole of a given dimension is always viewed as more desirable than the other (Spencer-Oatey 2000). Yet interestingly, in different cultures and even in different speech contexts within the same culture, there are different points on the continuum that are more favored over others. There is already a significant body of work researching the universal and culture-specific aspects of politeness behaviors available. House (2000, cited in Spencer-Oatey) conducted a series of analyses contrasting the English and German spoken and written discourses over the past two decades. Among the interesting findings is the tendency of German students to use less verbal routines than their English counterparts, which appear to lend credence to the insight that they are more direct, content-oriented and self-referenced (House, 162). A temporary cultural dissonance is said to result when participants are unable to retain emotional equilibrium (House, 2000), i. e. they are overcome by a sense of misunderstanding and disappointment. Emotional reaction for House (2000) is often a â€Å"major factor responsible for a deterioration of rapport and for the mutual attribution of negative personal traits which, in turn, prevent any recognition of real differences in cultural values and norms. † Crucial to Spencer-Oatey’s work is the concept of ‘rapport management’ as an analytical framework, of which a detailed discussed is presented in Chapter 2. As several attempts have already been undertaken to create language use universals, the concept of ‘face’ as a â€Å"universal human need and the key motivating force for politeness and rapport management† has been proposed by Brown and Levinson (1987, as cited in Spencer-Oatey 2000, 12-13). Two related aspects comprise the ‘face’- positive (representing the desire for approval) and negative (desire for autonomy). Meanwhile, critics such as Matsumoto (1988), Ide and Mao (1994) relegates prime importance to that of social identity, as illustrated in Chinese and Japanese cultures (as cited in Spencer-Oatey, 67-68). A discourse-processing approach is a powerful analytical tool towards in-depth comprehension of how rapport can be mismanaged across cultures through communication. It involves detailed descriptions of the processes utilized in the production and comprehension of discourses, as well as illustrations of how misunderstandings can occur between and within cultures. Emphasis is on the discourses invoked by the participants. With regards to communication processes, prime importance is given to how the discourses are socially constructed and then understood and internalized by the participants of the discourse. Contrastive discourse studies (Spencer-Oatey 2000) in particular, as illustrated by the researches presented in the second part of the book, are of prime importance when one aims to explain intercultural misunderstandings. Meanwhile, in a pragmatic transfer approach to the study of intercultural communication, its explanatory power in accounting for intercultural encounters is largely based on existing pragmatic knowledge in the communication process (Spencer-Oatey 2000). ‘Pragmatics’ is â€Å"the study of the relationships between linguistic forms and the users of those forms† (Yule, 4), i. e. it is mainly concerned with the notion of implied meanings. The pragmatic transfer framework draws on the perspective of relevance theory. For one to be able to communicate effectively and competently, one needs to know how to choose the appropriate form and the appropriate meaning in order to avoid inter-cultural pragmatic problems. Related to the first two frameworks, Accommodation Theory nonetheless presents a rather different theoretical perspective to account for intercultural discourse. Focus is on the various manner in which speakers themselves can ‘attune’ their talk more or less to each other (Spencer-Oatey 2000). Thus though all three frameworks are to some extent concerned with processes involved in communication, in contrast to the other two frameworks there is a strong dynamic aspect to human agency in Accommodation Theory, though the manner and extent wherein one can be accommodating in ‘talking’ is still within socio-culturally prescribed boundaries. In terms of the merits and weaknesses of methodologies, cross-cultural or comparative studies are very useful in providing a rich array of baseline data. However, comparative studies suffer when used for analytical purposes, particularly in providing a comprehensive analytical framework to account for intercultural encounters. As such, the researcher(s) have to go back to and rely on the explanatory power and analytical categorizations provided by theory in order to provide a comprehensive account of the factors influencing performance both in the individual and social levels. We find in Chapter 6, â€Å"Telephone Conversations in Greek and German: Attending to the Relationship Aspect of Communication† the uses of speech act analysis as a research method of collecting data. It recorded observations concerning the opening and closing sections of conversations in authentic Greek and German. Analysis involves a comparison between the two groups of their preferences to attend to the relationship aspect of communication, though of course there are significant limitations to the variables that could be studied, i. e. those which could possibly affect the management of rapport as it could not encompass all cultural groups and languages. Different styles and beliefs about argumentation of people in initial encounters, which are still largely facilitated by variables of culture, can have a negative effect on how people evaluate their initial interaction, as gleaned from Chapter 10’s empirical study of the negotiation of rapport in Chinese-German conversations. It utilized authentic conversation analysis between Chinese and German students meeting for the first time. Different methodologies have their own strengths and weaknesses, and a triangulation of methods (e. g. use of survey questionnaire and observational field data) is commonly utilized to cover more extensively the nature of the variables under study. A critical reading of the various inter-cultural studies presented in the book presents one the insight that selection of the appropriate methodology (e. g. conversation analysis, surveys, face-to-face interviews, among others) and analytical framework – discourse processing model, pragmatic transfer, accommodation theory, etc. – for a research undertaking ultimately depends on the nature of the questions being asked and the aims of the research, wherein one has to select the corresponding methodology which would facilitate the gathering of relevant data for analysis. Works Cited Birkner K. & Kern, F. (2000) Impression Management in East and West German Job Interviews 2000 In H. Spencer-Oatey (Ed. ) Culturally speaking: Managing rapport through talk across cultures. London: Continuum Gudykunst, W. B. (2000). Methodological issues in conducting theory-based cross-cultural research. In H. Spencer-Oatey (Ed. ) Culturally speaking: Managing rapport through talk across cultures (pp. 293-315). London: Continuum. House, J. (2000). Understanding misunderstanding: A pragmatic-discourse approach to anaysing mismanaged rapport in talk across cultures. In H. Spencer-Oatey (Ed. ), Culturally speaking – Managing rapport through talk across cultures (pp. 146-164). London: Continuum. Spencer-Oatey H. ed. (2000) Culturally speaking: Managing rapport through talk across cultures (pp. 293-315). London: Continuum. Yule, G (1996). Pragmatics. In H. G. Widdowson (ed. ) Oxford introductions to language study. Oxford University Press.

How to Keep Up With College Reading

How to Keep Up With College Reading The level of out-of-class reading required in college can be pretty intense. If youre new to college, your reading load is likely significantly higher than what you experienced in high school; if youre a senior in college, the level seems to go up each year, just as you think youve adjusted. Regardless of your specific situation, knowing how to keep up with college reading can be a serious challenge. Fortunately, theres no right way to stay on track with your reading load. A manageable solution comes from finding something that works for your own learning style - and from realizing that being flexible is part of any long-term solution. Figure Out How You Best Make Progress on Your Reading Completing your assigned reading is more than just scanning your eyes across the page; its understanding and thinking about the material. For some students, this is best accomplished in short bursts, whereas others learn best by reading for longer periods of time. Think about and even experiment with what works best for you. Do you retain more by reading in 20-minute periods? Or do you learn better by spending an hour or two really diving into the reading and not doing anything else? Similarly, do you need to have background music on, be in a loud cafe, or have the quiet of the library? Each student has his or her own way of doing homework effectively; figure out which way is best for you. Schedule Reading Time Into Your Calendar Most students are great at scheduling things like club meetings, football games, classes, and other activities into their calendars. Additional things, like homework and laundry, often just get done whenever possible. This kind of loose scheduling with reading and assignments, however, can lead to procrastination and last-minute cramming. Consequently, write down (and make sure you keep) time in your schedule to do your reading each week. If you can make an appointment to attend a club meeting, you can certainly make a similar appointment to get your reading done. Read Effectively Some students take notes; some students highlight; some students make flashcards; others have their own system that works for them. Doing your reading involves more than just getting from page 1 to page 36; it involves understanding what youre reading and, possibly, having to use that knowledge later (like during an exam or in a paper). To prevent yourself from having to reread later, be effective during your first read-through. Its much easier, after all, to go back through your notes and highlights for pages 1-36 than it is to completely reread all 36 pages before your midterm. Acknowledge That You Can't Get Everything Done All of the Time Its a harsh reality - and great time management skill - to realize that doing 100% of your reading 100% of the time is nearly (if not actually) impossible in college. Its important to learn what you cant get done and then to go with the flow sometimes. Can you work with other students to break up the reading, and then discuss in a group later? Can you let something go in a class youre already doing well in and focus more on a class youre struggling in? Can you skim materials for one course, thereby allowing yourself to read materials for another course with more time and attention? Sometimes, you just cant get all of your college reading done, no matter how hard you try or how good your intentions are. And as long as this is the exception and not the rule, learning how to be flexible with and adjust to what youre realistically able to accomplish can, in fact, lead to you being more effective and productive with what youre able to do.

A New Airplane Program of Boeing 767 Case Study - 1

A New Airplane Program of Boeing 767 - Case Study Example At the same time, in 1966 company was facing a lot of pressure for the development of new plane as it had been long since the last plane was launched. There were a lot of apprehensions among the directors as the company had not enough experience of developing a plane of their own. Project Uncertainty and Risk Management, the project management was not effective in Boeing 767 program, is the first weakness. Since the company did not have any past experience of cockpit design for two persons, it resulted in many difficulties in the successful execution of the final product. There should have been a thorough analysis of design before getting the final approval. Another weakness was that the geographic locations of production were also not considered. This hence became a major weakness as the transportation of parts was important on time. Time also became critical also due to the change in the design of cockpit. The strength was that the conversion of conversion from two-person to the three-person cockpit, which a very big risk was handled very intelligently. First strength was that the delivery of the planes was just one month delayed. This conversion also raised project uncertainty concern. As the parts were designed for two-person cockpit and payments were already made. The strength of project management was that it was decided that modification experts will fix this problem once parts are installed. This resulted in minimization of the risk of production disruption. Hence the projected uncertainty arising from risk was avoided. This made the design of new cockpit more adaptable to changes. In terms of quality management, another weakness aroused due to this conversion for space. This risk seemed to disrupt the modification of the thirty planes which were almost ready and were also ready to be flown. However, many managers opposed this approach as it violated the fire control systems and may result in working environment without fire system for some time till the new system gets installed again

Art History Essay Example | Topics and Well Written Essays - 1000 words - 6

Art History - Essay Example Roy Lichtenstein is a pop artists and contemporary of Andy Warhol. He used parody using old-fashioned comic strip. He was a teacher before venturing to Pop art based on commercial images such as advertisement painting focused on bard-edged figures. His 1961 Look Mickey used Be-Day dots or a technique comparable to Pointillism (Lobel, 33). Since then, he has produced more art works combining oil or Magana paint exemplified in Drowning Girl and the pop art diptych Whaam! He has influenced other DC comics artists (Lobel, 60). Liechtenstein is an iconography in pop art that until today amaze collectors and contemporary comic book fans. While he may be regarded by some as quite commercial for his techniques and use comic-style graphics, he is one artist to reckon with. Charles Atlas is a filmmaker and video artist. In his online biography, Charles Atlas came from St. Louis, Missouri and born in 1958. Video art uses the video tape as a statement of exploration on the medium or against commercial, entertainment video and may not have any logical presentation or narrative plot except for juxtaposition of images and scenes (Knight, 49). Atlas worked both on stage, screen, museum, and television and also had video installation works. He is considered to have pioneered the â€Å"media-dance, a genre in which original performance work is created directly for the camera† (PBS, P 2) and worked with the Merce Cunningham Dance Company for ten years. He collaborated with choreographers, dancers, and performers such as Yvonne Rainer, Michael Clark, Douglas Dunn, Marina Abramovic, Diamanda Galas, John Kelly, and Leigh Bowery. His four-hour montage â€Å"Television Dance Atlas† on Dutch television used dance styles of ballet, burlesque, and figure skating (PBS P 3). His video installation â€Å"The Hanged One† used rotoscopes, motorized mannequins, and theatrical lighting and may be considered evolving in its various presentations. He