Critical Analysis of the Fiscal Responsibility Act of Nigeria 2007

CRITICAL ANALYSIS OF THE FISCAL RESPONSIBILITY ACT OF NIGERIA 2007: AN OVERVIEW BEING ASSIGNMENT SUBMITTED ON PUBLIC FINANCE (BKF 624) (FIRST SEMESTER COURSE WORK) BY ALAJEKWU UDOKA BERNARD 2008 162 001 MSc PROGRAMME DEPARTMENT OF BANKING AND FINANCE FACULTY OF MANAGEMENT SCIENCE SCHOOL OF POSTGRADUATE STUDIES ANAMBRA STATE UNIVERSITY LECTURER: DR. EZEABASILI V. N. OCTOBER, 2009 Page 1 of 19 ABSTRACT Fiscal Responsibility Act 2007 was designed to regulate and supervise the fiscal activities of public office holders in the country.This paper critically analyses the effectiveness and efficiency of the implementation of the Act; the machinery for implementation; the powers and tenor of the members of the Fiscal Responsibility Board; the appointment of members of the Board; Fiscal policy/activity uniformity in/among the various tiers of government; the fiscal control on borrowing; the key features of the Fiscal Responsibility Act; the consequences of the Fiscal Responsibility Act; the pr otection of officeholders, among others.The paper hoped that Nigeria’s Fiscal Responsibility Act will strengthen the nation’s financial reporting and ensue better management of its resources. The paper then concluded that the FRA provided the much needed deterrent to stop public officers dipping their hands in the states till and then made some recommendations for improvement. Page 2 of 19 Introduction Following the incessant misappropriation, mismanagement, and lack of stewardship and accountability in the nation’s public sector, the Fiscal Responsibility Bill was proposed for consideration by the President Obasanjo administration through the then Minister of Finance – Prof.Okonjo-Iwuala N. The Bill was passed into law in 2007 as the Fiscal Responsibility Act, 2007. The Fiscal Responsibility Act provides for a body known as the Fiscal Management Council that comprises the Fiscal Responsibility Council and the Governing Board. The Council is charged with the responsibility of monitoring and enforcing the provisions of the Act to ensure accountability, transparency and prudence in the management of the nation’s resources by all tiers of government, government corporations or companies and agencies. Therefore, the Fiscal Responsibility Council is the regulatory and supervisory body in the public sector.By this Act, it is expected that the Public Sector would have a definite regulatory structure to act as watch dog on the activities of the public office holders and as checks on financial encroachment between/among tiers of government. This is expected to bring sanity and responsiveness into the public sector and among the various tiers of government in Nigeria. The Fiscal Responsibility Act (2007) is a law to â€Å"redirect government at all levels to imbibe a fiscal behaviour that will promote prudence and sound financial management in the system† (http://www. udgetmonitoring. org/ Page 3 of 19 Spotlights/2007/02/26/News 11618/). The Fiscal Responsibility Act seeks to ensure that the Federal Government will never commit itself to spending money without ensuring that it has the necessary funds in place to begin with (Nwanma, Vincent, 2007). Afemikhe, (2005:6), fingered the poor performance of the public sector despite abundance of mineral resources in the country and blamed all on corruption and mismanagement.Posited thus: â€Å"how is it that a country with abundant human and natural resources, that held so much promise at independence and was trumpeted with significant economic achievements in the decade following the oil boom has so rapidly fallen from grace to grass and indeed appears to have completely lost its way and its focus? The answer lies in the twin evils of corruption and poor public expenditure management†. Afemikhe was not alone in accusing Nigeria of poor management, Africafront. om/news also decried our polity thus: â€Å"our fiscal policies have been largely characterised b y poor planning, massive waste and wrong priorities. We have rarely failed to match our fiscal responsibility acts with the right policies thereby making effective and efficient service delivery impossible†. The site maintained that the FRA is a fundamental action to attack fiscal inconsistency and indiscipline from the head to the root. It is noted that the Fiscal Responsibility Act (2007) â€Å"†¦ aims to ensure fiscal accountability, check corruption, monitor the budget processes and call Page 4 of 19 ublic officials to order†¦ ; it does not appear that there is one final act that should hopefully put the final nail on financial rascality in government (http://www. budgetmonitoring. org/Spotlights/2007/02/26/ News11618/). Nwanma, Vincent, (2007) was of similar view when he asserted that â€Å"no-one expects that it (FRA) will end high-level corruption at a stroke†. According to then Anambra State Commissioner for Finance (2007), Eze Echesie, â€Å"I donâ €™t think any single law can stem or stop fiscal rascality but we have tried to ensure the elements of consensus building in this bill†.Nath Nwabueze, a lecturer in finance at the Federal University of Technology, Owerri warned that the Fiscal Responsibility Act would not cure Nigeria’s problems of high-level corruption and poor budget planning unless it was properly enforced (Nwanma, Vincent, 2007). At worst, the Act will â€Å"commit chief executives at all tiers of government to a set of efficient rules for economic management by providing set standards for the planning and control of public expenditure instead of leaving it to the whim of either the president or state governors.The Act will also facilitate parliamentary and public scrutiny of economic and monetary information and plans; bring a long-term focus to budgeting and thereby minimise risk and fluctuations in government monetary operations and policy (www. africafront. com/news). Page 5 of 19 Statement s of the Problem Nigerian fiscal policies have been largely characterised by poor planning, massive waste and wrong priorities. This they claim spring from corruption and poor financial management.The Fiscal Responsibility Act was enacted with the aim of checking these anomalies in the system. The extent to which the law can do this is not known, therefore, it becomes imperative to analyse the content of the law to ascertain its workability within the Nigerian context. Objectives of the Study The paper aimed critically analyse the contents of the Act in order the pinpoints its possible strongpoint and defects. It will also identify and appraise the basic features of the Act to ascertain its workability in the country.Machinery for Implementation The Fiscal Responsibility Act (2007) has its focal point as the prudent management of the nations resources anchored in accountability and transparency with the establishment of a Fiscal Responsibility Commission to ensure the promotion, imp lementation and enforcement of the Act. One good feature of the Act is that it â€Å"†¦ also have a mechanism through which it can be adequately enforced because our greatest problem in this country is not making laws but enforcing them† (www. budgetmonitoring. org/Spotlights). Page 6 of 19The Fiscal Responsibility Act (2007) they said is â€Å"the first time in the history of Nigeria where an enactment is accompanied with a body to enforce/implement such policy†¦ † (www. africafront. com/news). Therefore, the problem of constitutional battle as to who is responsible for enforcement as may be witnessed in some aspects of financial corruption cases where the EFCC and ICPC may have to be involved in one and/or similar cases. This clash may mar efficiency and at worst, the purpose of such law. This problem was avoided in the Fiscal Responsibility Act 2007.Powers and Tenor of the Members of the Fiscal Responsibility Commission A body corporate with perpetual succ ession was established and known as the Fiscal Responsibility Council. This body can sue and be sued in its name and is responsible for monitoring and enforcing the provisions of the Fiscal Responsibility Act as well as promote the economic objectives contained in S. 16 of the Constitution of the Federal Republic of Nigeria; see S. 1(1-3). The Fiscal Responsibility Act gives the Council independence and immunity in the performance of its functions; see S. (2 & 3). The immunity might cause the members to indulge in ultravires acts and make them â€Å"untouchable† and â€Å"small gods† during their stay in office. Some officeholders may use them to witchhunt their enemies. Therefore, they will be more effective and fair in their judgements if they are answerable to their actions during their stay in office. Page 7 of 19 The Fiscal Responsibility Act gives the Council powers to establish and maintain a fund for the purpose of defraying its expenditures including amount pa yable to the members of the Board of the Council.The major sources of fund for the council include budgetary allocation from the Federal Government, grants from others sources. The funding of the council is a mandatory obligation of the Federal Government; see S. 4(2) . Being that the Commission gets its funds from mandatory Federation Account Allocation; the presidency will have minimal influence on their actions; though the presidency appoints the Chairman (see S. 5) The Act states that the Chairman and members of the Board shall hold office for a single term of four (4) years; see S. 5(5).This may mar continuity since all the board members have to vacate office at the same time. S. 10 of the Act mandate the Board to prepare and submit an annual report containing its activities including all cases of contravention investigated during the preceding financial year, and shall include in the report a copy of its audited report and account for the preceding financial year. This section of the Act makes the body to be â€Å"forcefully† accountable and transparent to the public. This implies that any corrupt fiscal activity not uncovered before the end of a certain financial year under which such ncidence occur might make the public to view the body as corrupt in themselves and be probed. Therefore, for the sake Page 8 of 19 of personal reputation, the members of the board might want to be transparent in their dealings. Also, the Act requires the Board to submit an audited annual financial report to the National Assembly. This checks the Board’s financial excesses and may put them on track of financial transparency. This Act builds up a regulatory framework for the fiscal affairs of public office holder with the Fiscal Responsibility Council (FRC) as the regulator; see S. 7(5). But the Act did not give express powers the FRC to demand financial returns and to do onsite financial supervision on the financial affairs of the Federal, State and Local Gove rnments and their agencies and corporations. The body will be more effective and efficient if they could check financial affairs of public office holders in the manner the CBN, the NDIC and the SEC do to banks and other financial institutions and firms whose securities are traded on the floor of the .Stock Exchange Market. Appointment of Members of the Council The Act states the each zone of the federation shall produce one representative for the Board of the Commission. It gives the State Governors of each zone the prerogative of nominating the representative; see S. 5(2e). This Act did not state the quantification and social standing of this member. This may cause the nomination to be based on political rather than academic and Page 9 of 19 social factors.This is capable bringing in politicking into the nomination as some political office holders may want to use the position as a spy and protection against his/her anomalies in office during his/her tenor. Fiscal Uniformity The Act states that the States and Local Governments shall plan the management of their fiscal affairs within the medium-term framework as prepare by the Commission for the Federal Government; see S. 17 (1). They may modify the provisions of sections 11,12,13, 14, 15 and 16 as appropriate for them. Virginia Major in www. budgetmonitoring. rg/Spotlights posited that it is important that the Act apply to all levels of government equitably. The Act sets out a general framework for budgetary planning, execution and reporting that is applicable to all levels of government. It was expected that through consultation with states and councils, the Act will set general targets and limits for selected fiscal indicators for the country with specific sanctions for non-compliance. Also it aims at high transparency and reporting standards for all the levels of government (www. budgetmonitoring. org/Spotlights).In view of that the President – Umaru Musa Yar Adua immediate after singing the bill int o law commented thus: Page 10 of 19 †¦ â€Å"I have assented to the Fiscal Responsibility Bill after due consultation with the State Governments whose support and concurrence is critical to the successful nationwide implementation of the provisions of the law (Nwanma, Vincent, 2007). The President – Umaru Musa Yar Adua further said that if the states governments in the federation pass equivalent laws it will tighten up their budgeting procedures at the state level.Therefore, for the Fiscal Responsibility Act to be effective, the reforms it introduces must also be adopted at state level. The Act religiously set out rules with the core objective of committing all tiers of government to a well-defined and structured economic regime which would ensure economic growth and maintain economic stability. Daily Independent (Lagos), (2009) reported that the apathy being displayed by many state government with respect to passing the Fiscal Responsibility and Public Procurement (FRP P) laws in their domains is both inexplicable and disgraceful.It said that for more than two years later – and despite the repeated urging of the Federal Government, civil society groups and well-meaning Nigerians – response by many states remains tepid and perfunctory. A report recently released by the Secretariat of the Governors’ Forum in Abuja indicates that only 11 states have so far passed the Fiscal Responsibility Page 11 of 19 Bill into law, while 12 have enacted the Public Procurement Law (Daily Independent, 2009).Both laws are designed to ensure prudent management of public resources and enthrone accountability and transparency in the conduct of government business by curbing corrupt behaviour. The states reported to have passed and signed both bills into law are Abia, Bauchi, Cross Rivers, Delta, Ebonyi, Gombe, Kaduna, Kogi, Ondo and Osun. Three states governors have not forwarded any of both bills to their houses of assembly for legislative work to c ommence on them. They are Akwa Ibom, Edo and Enugu states (Daily Independent, 2009).It may be noteworthy to state here that the Act will be more effective and efficient if all the tiers of governments could adopt and practice the contents of this Act. Fiscal Control on Borrowing S. 49 (1) states that any government in the Federation or its agencies and corporations desirous of borrowing shall, specify the purpose for which the borrowing is intended and present a cost-benefit analysis, detailing the economic and social benefits of the purpose to which the intended borrowing is to be applied.Nwanma, Vincent (2007) described this as â€Å"strict controls on government borrowing†. He said that this will make it more difficult for the Federal Government and the state government to borrow money at random in Page 12 of 19 order to plug unexpected gaps in funding. And it specifically bars government from borrowing money to fund routine items of recurrent expenditure such as staff sal aries. Henceforth, the federal and state governments will only be allowed to borrow money to fund new capital expenditure projects such as power stations and oil refineries and new human development projects.Furthermore, they will only be allowed to borrow on approved terms, laid down by the Fiscal Responsibility Act. These are designed to guarantee that all new government loans are contracted on competitive terms – at reasonable rates of interest and with excessive fees and commissions. The new law imposes conditions on new borrowing which are designed to ensure that any government agency contracting a loan will have the means to repay it. If all borrowings are tied to cost-benefit analysis, government projects will tend to be selected based on their contribution to economic development.This will aid the achievement of the (Vision 2020) of the President Yar Adua administration. Protection of Office Holders According to one time Anambra State Commissioner for Finance (in 2007 ), Eze Echesie, the Anambra state government opposes the bill (when it was proposed) on the grounds that it is against the principle of fiscal federalism Page 13 of 19 practiced in Nigeria. According to him, â€Å"the bill should be restricted to the national level, which is, planning and budgeting as they relate to the Federal Government. It should not cover the state†.He further added that the Association of Commissioners of Finance in Nigeria are opposed to the bill saying that: â€Å"We will end up sending commissioners of finance to jail – and we have said that we do not want to go to jail. He pointed out that a state governor makes all the financial decisions †¦ but while the governors enjoy immunity, the commissioners – who are the accounting officers and execute government policies – do not. † www. budgetmonitoring. org/Spotlights The Act gives the President, State Governors, Local Government Council Chairman and the Members of the Boa rd immunity during their stay in office.But, the Minister of Finance and Commissioners of Finance at the state level are (and the treasurer at the Council level) not given immunity during their tenor. This they see as a flaw since the Minister, Commissioners of Finance and treasurer of the Local Government are responsibility and accountable for public revenues and spending. The Nigerian fiscal policy allows the presidency and state Governors to most times, spend monies without the approval of the Minister or Commissioner of Finance. Www. budgetmonitoring. rg/Spotlights noted that correcting the fiscal responsibility of the commissioners of finance will affect the efficacy of the laws at the state level. Page 14 of 19 Consequences of the FRA 1. Firstly, it should avoid a fresh build up of external and internal debt to the point where the Nigeria government can no longer meet its repayment obligations. The president (or through the Minister of Finance) on the advice of the Debt Manage ment Office is expected by the Act to set limits on borrowings for Federal, State and Local Governments with three months to the commencement of this Act; see S. 7 (1). This set limit forms the basis for external and/or internal borrowing by all tiers of government. Any government that does not meet this requirement cannot borrow more fund internally or externally; see S. 47 (7). 2. Secondly, it should improve the chances of government projects being funded and completed on schedule. The Act makes case for planned projects. It requires that projects be properly planned and budgeted for. This includes the cost-benefit analysis and time frame for completion of the project, which have to incorporate due process.This means that the office holder who initiates a project must state in objective term its success before ever embarking in it. (All men are answerable to projects they started whether still in the office or not). Key Features of the Fiscal Responsibility Act The Act provides fo r a comprehensive budgetary planning process derived from Medium Term Expenditure Framework (MTEF). This is a tool for Page 15 of 19 linking policy, planning and budgeting over the medium-term – usually three years – at a government wide level.An MTEF takes account of government’s long and medium term strategies and the resources available to meet objectives over a three year time span. It also allocates resources to strategic priorities among and within sectors and it commences with the preparation of a macroeconomic framework and guidelines. It equally ensures that annual revenues and expenditures estimates are consistent with its provisions, which requires that rules on cost, cost control and evaluation of results of programmes financed are observed.The MTEF will be updated annually to reflect policy and macroeconomic changes. The principal components of the MTEF are as follows: medium-term revenue framework; medium-term expenditure framework; fiscal strategy paper spelling out the fiscal strategy for the planning term; medium term sector strategies with projects and programmes linked to long and medium term plans, which will, in turn, feed into the annual budget ad submission of a comprehensive Appropriation Bill ensuring all parameters are abided by.Already the MTEF is being implemented at the federal level. The Act seeks to codify this comprehensive planning framework (Minister of Finance – Nenadi Usman). Page 16 of 19 Conclusion The Fiscal Responsibility Act 2007 has provided a yardstick for financial prudence, accountability and transparency that might engender continued economic growth and development. It is the first law in the country to be backed up with a body for implementation. It is also designed to harmonise and encouraged economic planning and control mechanism.Planning we know is sine qua non to success, therefore, we may say that the beginning of constitutional, conscious, objective and harmonised economic planni ng through the Medium Term Expenditure Framework is a step toward sustainable economic development for the nation. The Act has put a strategized stop to excessive, unarticulated and uneconomical borrowing that most times ends in accumulated debts that drag the nation backward. The Act touches crucial areas in our political and economic life that incite and nurture corrupt practices. We can say that the Act is capable of abating corruption in the country.All in all, it is hoped that Nigeria’s Fiscal Responsibility Act will strengthen the nation’s financial reporting and ensue better management of its resources. As such, it will provide the much needed deterrent to stop public officers dipping their hands in the states till. Page 17 of 19 Recommendations 1. The immunity given to the members of the Fiscal Responsibility Council should be removed. As a regulatory and supervisory body to the fiscal activities of public officeholders, they should operate as the CBN, NDIC and SEC who monitors the activities of banks and security markets respectively with office immunity. . There should be a permanent secretary for the Board who shall also be an employee of the Council. Since all the members of the Board are made to vacate office at the same time (capable of marring continuity), the secretary will act as a returning office as well as secretary of the Board. 3. The Act should make provision for express powers for offsite and onsite supervision of public officeholders. Page 18 of 19 References Afemikhe, S. O. (2005). Budget Implementation and Value for Money: The Due Process Experience. Ibadan: Spectrum Books Ltd.Daily Independent(Lagos), (2009). Nigeria: The Fiscal Responsibility Disgrace. 15 September. http://allafrica. com/comments/list/aans/post/id/20090915 0578. html. FISCAL RESPONSIBILITY BILL: RISING HOPES IN THE HORIZON http://www. budgetmonitoring. org/Spotlights/2007/02/26/News11618/ http://www. africafront. com/news/136/group_urges_nigerain_gove rnment_to_en force_the_fra. html Nwanma, Vincent (2007). Fiscal Responsibility – Don’t Spend Money Unless You Have It. http://www. budgetmonitoring. org/Spotlights/2007/12/13/ News12271/ Page 19 of 19

Historical and Scientific Perspectives on Homosexuality Essay

Historical and Scientific Perspectives on Homosexuality Is homosexuality a choice or genetic? Homosexuality is becoming more and more common all over the world. There are many different perspectives and theories regarding homosexuality. There are historical, culture, species, scientific, and psychological perspectives on being a homosexual person but which is true and which is simply a theory. Homosexual Perspectives Historically being a gay man or a lesbian was a sin. According to the reading sodomy is a sin and was most likely the reason why Sodom was destroyed all those years ago. Historically any release of sperm not meant for procreation is a sin. However, in ancient Greece it was common for established men to form sexual relationships with young men about the age of growing a beard. There are pictures on vases that depict a man inserting his penis between a boy’s legs but not in the anus. I think that given the historical views of homosexual behaviors it makes some people think that it is still wrong and should still be hidden from people. It also depends on how a person was raised in my opinion. If a person was raised to believe that it is a sin to enter into homosexual relationships then they will try to hide it from everyone for as long as possible. However, if a person was raised to believe that there is nothing wrong with being homosexual then they will be more likely to be open about it. (Rathus, 2011) A study was done in 76 preliterate countries as to if male-male relationships were considered to be acceptable. In 49 of these countries it was considered to be normal and acceptable for male-male relationships. However, the other 27 countries had sanctions if you were caught in male-male relationships. Another study was done years later that was of 70 of the world’s non-European societies and the prevalence of male-male relationships. 41% of the 70 found that male-male sexual relationships were present but uncommon. The other 59% claimed that it was rare or absent in their societies. In some countries  li ke New Guinea it is considered a rite of passage for boys between the ages of 7 and 10 to leave their homes and move into a â€Å"clubhouse† with adolescent boys and adult males. While living there they would fellate the older boys and drink their semen. They are encouraged to drink as much semen as possible to give them a rise in puberty. However, in their late teens early 20s they are expected to take a bride and enter in exclusively into male-female relationships. I think that homosexuals would be more open about their homosexuality depending on if it is accepted in the society that they live in. There are many reasons as to why people hide that they are homosexual from those around them but I think that the most common reason is that they feel that they will not be accepted by others if they tell. (Rathus, 2011) In the animal kingdom it is not uncommon for there to be male-male or female-female sexual relationships. However, in male-male relationships in the animal kingdom it is usually an act of dominance not pleasure. This is very similar to the behaviors of male and female inmates or those with limited access to the opposite gender. In prison there is a dominant and submissive person involved in these male-male and female-female sexual relationships. (Rathus, 2011) Coming Out and Adjusting When a gay male or a lesbian announces that they are a gay male or lesbian it is commonly referred to as coming out. I think that depending on the person and the society that they live in it is easy to come out. If you live in a society that accepts it even if they do not approve of it then it is easier to come out to people. It also depends on the support that a person has around them. If a person has a good support system than they will have an easier time coming out. However, if they feel that they will be scorned, mocked, harassed, or any other form of teasing then they will be less likely to come out. (Rathus, 2011) I think that the adjustment is the same for homosexuals as it is for heterosexuals. It is more of a lifestyle choice and therefore depending on how you live your life you will be happy. However, before a person comes out they may be very stressed, tense, overwhelmed, or any number of other feeling and emotions because they are hiding who they are from the world. Pers onal Beliefs I do not think that the historical or scientific reasons from the reading  have really shaped my sexual orientation. I think that religion might have a part in some people’s lives but me personally I think that a person should be judged for who they are not for their sexuality. Scientifically, I think that there is possibly a gene in the human body that causes you to be gay or lesbian but I do not think that I have that gene if it does exist. I think that I like who I like regardless of what other people think. Homosexuality is different for every person. There are people who are proud to be homosexual and there are people who are ashamed of being a homosexual. I think that this all depends on how a person is raised and what their beliefs are on the subject. No two people are exactly the same and this is true of homosexuals as well. What works for one person might not work for another person. Homosexuality is only on aspect of a person’s life and thus a person should not be judged and treated differently for this one aspect of their life. References Rathus, S. A., Nevid, J.S., and Fichner-Rathus, L. (2011). Human sexuality in a world of diversity (8th ed.) Boston, MA: Allyn and Bacon.

My Life in Pink Essay

The story of this sensitively-handled film concerns a young MtF transsexual. It is by turns comic and heartbreaking. Seven-year old Ludovic lives in an upper-middle class Belgian suburban neighborhood. He behaves in a way that is quite natural to him, dresses in a dress or skirt whenever possible, and is quite convinced he will be marrying a neighborhood boy, the son of his father’s boss. His favorite television program is a kitchy girls program about a Barbie-like doll called Pam who lives in a flowery girly pink cartoon fantasy world and has magic powers. Young Ludovic dances Pam’s dance to the haunting song â€Å"Rose†, and like some other girls of his age fantasizes about marriage to a handsome romantic man who will sweep his female love off her feet. The film depicts the difficulties facing a child with gender identity issues and the way the Ludovic himself, the confused parents and family, society, school, other children, and the neighborhood (hostile, hypocritical, and ignorant) handle the situation. Ludovic is seven years old. At first thinks he is a girl, then becomes confused as everyone attempts to disabuse him of this, then tries to find an acceptable common ground (I am a girlboy, or I am a boy but I will grow up to be a girl, or something went wrong and and I should have been born a girl). When he was born, the extra X chromosome accidentally landed in the trash and he got a Y instead! Even an identity as a girlboy is not allowed him by those around him. The only ones who have any understanding of what he is going through are his psychologist and his grandmother who thinks it might be a phase he is going through, but also confronts the situation with some understanding. His sister also sees Ludovich more as he is than as others believe or want him to be. Under increasing pressure from an ignorant community which gives the family the cold shoulder, the parents naturally have difficulty in dealing with Ludovic’s transsexuality, and eventually send him to a psychologist with the intention of â€Å"curing† him, but of course there is no cure – only understanding. Eventually they come to accept the inevitable. The movie, perhaps a larger than life fictionalisation, is a microcosm of the early life experience of a transsexual. The movie deals with homophobia, bigotry, misunderstanding, the retreat of the transsexual into a fantasy life to escape from unthinkable real life, the attempt of the transsexual to hide the condition because of his/her punishment for showing it, and the reaction of the transsexual’s parents, family, and society. Common to the experience, particlarly when the movie was made, is confusion of homosexuality and transsexualism, denial of its existence, the attempt to cure it, the successful discrimination and hostility against the transsexual and his/her family, the realization of the existence of both male-to-female and female-to-male transsexuality, and finally resigned acceptance. The father is fired from his job, and the family moves to a poorer neighborhood, where they find some acceptance and Ludovic meets a young butch girl, perhaps a young FtM transsexual of about the same age. The final relief from troubles is belied by the music which turns somber as the camera pans away from the petit Ludovic, on his own away from the other children. As his pubescent sister says, prophetically, â€Å"it only gets more difficult as you get older†. The final scene dissolves into the haunting theme.

Education Essay Example | Topics and Well Written Essays - 1000 words - 8

Education - Essay Example Like Malcolm X, there comes a point when education means learning from people outside of the academe. Certain individuals in our Korean society, at least those within my immediate community, have in one way or the other affected the way I think whether in reference to my studies or an aspect relevant to my social life. When Malcolm X’s discriminating eighth-grade instructor told him â€Å"no realistic goal for a nigger† exists at the time he was one of the best students who had foreseen career in law, the moment clearly marked a turning point in his educational decision. Mere words, thus, could ‘make or break’ a person and likewise, some of my perceptions during secondary years at school had been impacted by teachers and classmates in and out of academic discussions. Due to such an experience, I could say that formal scholastic training would be inadequate if a student neglects or fails to have access to other modes of learning. In my case, it was very esse ntial to get in touch with people in different ways. By the time I developed the habit of cramming prior to taking major exams back then, I was in constant need of companions who would either assist me in reviewing difficult subjects, especially the ones I got rid of the most, or simply accompany me for leisure or relaxing break after studying. I crammed so much that I ended up obtaining unpleasant grades that were quite bothersome not only to me but to my parents, concerned friends, and instructors at school who had seen and believed in my potentials. As it made me look into myself, I discovered that while I desired all along to keep up with my studies, I missed setting my priorities right. Friends who were fond of ‘happy-go-lucky’ times, I observed, bore a huge influence in the sense that I had spent an ample amount of time hanging out with them in parties, getaways, shopping, and even petty dates. Little did I realize that instead of having relief from stress of scho olwork, I earned distractions which reflected poor time management and lack of self-control on my part. I used to think that I could study well if I had moments to unwind first, so as to dissolve external pressures and worries which I thought might get in the way of focus but the more I seek to charge myself with wonderful mood as such, the more I became exhausted. The strength meant to have been reserved for making notes and working on assignments was all sapped, making me feel the need to have plenty of rest so that I crammed often. As a consequence, rather than getting properly organized with the lessons already taught, I unconsciously settled on losing my train of smooth thinking and whenever the trouble with discontinuity persisted, I would struggle with comprehension or with coping to recall subject matters dealt with. Though oppression was rare in the previous school I attended, students in general took part in throwing and receiving criticism. Somehow, this was embedded in o ur system of education and inevitably worked to test how strong a character could get, I suppose. Since I could not afford to let the situation with harshly criticizing individuals affect my personal growth in a negative way, I typically perceived comments as a sign of challenge capable of creating an opportunity for me to enhance my overall skills. It was not easy to

Designing Learning Activities in a Standards-Based System Assignment

Designing Learning Activities in a Standards-Based System - Assignment Example When based on the organization, the resulting activity will be of high quality, allow for learning from others and the designed activity can be uses by the entire school. My chosen professional development is individual based because it can be accessed online at any place, and an individual can develop by him/herself based on his or her personal preference. The content of this professional development activity has helped me develop professionally in the area of standard-based systems for learning activities. I have learned that the â€Å"lifeless content† (Garet, Porter, Desimone, Birman, & Yoon, 2001, p. 920) is the normal curriculum can be translated into meaningful learning objectives, as well as strong standards, for the authentic assessment and engagement of the learning activities. ... B The Professional Development Activity in Context. This professional development activity I chose relates to the culture of my school. Based on the school culture of the graduate programs in the College, students are supposed to cover the syllabus within the required time. Nevertheless, the traditional methods of teaching emphasize on covering the curriculum without engaging the students to develop activities by themselves based on standardised system. This helps students, teachers and parents. This area relates to the New York state educational policy where new teachers have to undergo training before they start teaching. Teachers undergo induction period for the first two to three years to develop their capabilities. Also, beginners in the teaching field are not left to work on their own. Teachers are prepared well prior to teaching, can develop the expertise on their own and teaching can be mastered in a relatively short time. Peer coaching and mentoring to enhance analysis of ap plication, companionship and technical feedback are all features of this teacher training. Also, competence of teachers has to be evaluated annually to enhance continued learning. According to Whitehouse et. al. (2006), "professional development of teachers is to help teachers improve their professional practice so that students learn better" (p.49). Professional Learning and Leadership Standards enhance lifelong learning among the reading professionals, and this equips them with skills such as reading, attending the professional meetings, and pursuing an advanced degree. Also, the professions are able to evaluate the importance of advocacy, professional learning experiences,

Comparative Analysis of World War II and the Cold War Essay

Comparative Analysis of World War II and the Cold War - Essay Example The war was divided between the Germany and its allies known as the Axis and the United Kingdom and its allies known as the Allies.2 The Cold War began at the close of World War II and endured until the early 1990s.3 Although two entirely different types of conflicts both the Cold War and World War II posed a threat to Western democracy. In both conflicts there was a fair balance in terms of wealth and military capabilities. It involved an aligning of enemies and allies. However, unlike the Second World War, the opposing sides did not meet on the battle field and a winner was never declared.4 Moreover, the Second World War involved only one front. That front was a military front. However, the Cold War involved several fronts, they were: Both conflicts invariably involved the advancement and suppression of political ideologies. Nazi Germany and its allies opposed Westernization and wished to promote Hitler’s political culture while the West had no desire to give in to the demise of Westernization. The Cold War involved an identical clash of opposing political visions between the United States and her allies and the Soviet Union and its allies. The following discussion examines in greater details the similarities and differences that fueled both the Cold War and the Second World War. In June of 1941 World War II continued to spread when Nazi Germany invaded the Soviet Union. Pre-existing relations between the Soviet Union and the Unite States as well as Great Britain was characterized by hostility and mistrust. Despite these differences the United States came to the Soviet’s aide via its Lend-Lease Act of March, 1941. During this time the Soviet Union was led by Joseph Stalin while the United States was led by President Franklin Roosevelt.6 Through the auspices of the Lend-Lease Act of 1941, the US and Soviet corporation was most visible. This hand of friendship

Week 7 Essay Example | Topics and Well Written Essays - 500 words - 3

Week 7 - Essay Example These attacks are usually meant to coerce authorities into giving into the political, religious, and social goals of the terror groups. Therefore, terming the fight against terrorism as â€Å"war† eludes logic. As a counterterrorism measure the â€Å"combat on terror† has various questionable aspects. The main problem with the approach by the United States is that terrorism is viewed as a factor that can be dealt with through military action. According to Reese & Lewis, in 2003, United States soldiers invaded Iraq on grounds that Saddam Hussein was manufacturing weapons capable of mass destruction and that he was linked to the September 11 attacks (779). The result of the invasion was mass deaths of civilians and the abuse of human rights. Critics of this invasion, according to Reese & Lewis state that the United States was not averting any terror threats; rather, the invasion was an excuse for imperialist activities in Iraq (779). The problem with viewing terrorism as being synonymous with the September 11 attacks is that it distorts the meaning of terrorism to the general American population. According to Pillar, most Americans view terrorism almost entirely in relation to the September 11 attacks (1). The difference with the 9/11 attacks and other terror attacks is that most terrorist activities are not as organized and lethal as the 9/11 attacks. The reason for this difference is that most terror groups have neither such sophisticated weaponry nor such detailed planning. Since 9/11, almost all counterterrorism measures are equated with the fight against the Al-Qaeda, with every terror-related incident being examined for possible links with Al-Qaeda. To date, most of the counterterrorism resources are channeled towards making sure that the Al-Qaeda does not reestablish itself (Pillar 2). The practice to equate terrorism with Al-Qaeda is misinformed considering that there are numerous other terror groups the world over. For example, Pillar writes

Econmetrics Essay Example | Topics and Well Written Essays - 250 words

Econmetrics - Essay Example For instance, when a property undergoes growth, the price of houses goes up. On the other hand, when a property undergoes decay, the price of houses goes down. Thus, these circumstances will affect the general value of houses severely. Demand for houses is a vital aspect in the model. In situations when the demand for houses exceeds the available houses in the market, the price of houses increases as people willingness to purchase also increase. As the demand for houses reduces, the price of houses also reduces since people will not have the will to purchase. Supply of houses has always surpassed its demand. For instance, when the supply of houses increases, the price of houses goes down since the property owners will need to off-load the houses in their possession. Thus, increase in supply will create or rather offer opportunities for the potential buyers in the real estate market. The regression principle in real estate refers to a high value property, in a location of low value property, being affected by the lower price of houses in the neighborhood. The real values of such houses are not always achieved. On the other hand, the progression principle refers to the increase in the general value of a low value house which is located among the houses of higher value. Thus, the low value houses are always priced relatively higher than their real prices. Therefore, the econometric model: House price= Demographic changes + Demand + Supply + Progression + Regression, is a statistical model. The dependent variable (House Price) on the left hand side is fully determined by the independent variables (Demographic changes, Demand, Supply, Progression, and Regression) on the right hand side. The independent variables are the factors that determine the value of houses in the real

ENVIRONMENTAL SCIENCE LAB Research Paper Example | Topics and Well Written Essays - 500 words

ENVIRONMENTAL SCIENCE LAB - Research Paper Example The constituent materials include trees, ink, plastics. The process of making the paper cups uses multiple fuels. 0.11 Kg of CO2 is used when a cup measuring 16 ounce is transported from manufacturing site to the retail outlets. For every cup made and shipped to a coffee outlet 0.09 m2 of natural habitat is lost. However, it costs 0.27 Kg of plant and animal life potential to manufacture and ship the same size of cup to its final destination. Ideally speaking, it would take approximately 1.7 billion cups together with their sleeves to trigger one-potential species extinction (Starbucks web). The cups however, have approximately 10% post-consumer recyclable material. The cups are manufactured using bleached paperboard. This is in accordance to the requirements of FDA regulations. However, the cups are laminated with a polyethene referred to as resin. It is argued that the resin in the paper cups is not environmental friendly. When poorly decomposed, it produces greenhouse gas that is believed to trap more than 20 times the heat trapped by CO2 (Narang web). Coffee is the primary ingredient for coffee drinks. Starbucks consumes approximately 2% of global coffee production. Most of the coffee is sourced through Coffee and Farmer Equity (C.A.F.E.) practices. According to the 2010-year report, Starbucks purchased122 million kilograms of coffee out of which 103 million kilograms were purchased through C.A.F.E. guidelines. The coffee is obtained from all parts of the world. However, coffee outlets get their share from the nearest coffee sources. However, transporting coffee from place of production to various stores and disposing various wastes from the outlets produces approximately 81, 000 tons of CO2 (Narang web). Starbucks gets its milk supplies from local dairy firms. For instance, the coffee outlets in China get their milk from milk suppliers from China. There are many milk suppliers and milk companies from which

Role of Business Ethics and Corporate Social Responsibility Assignment

Role of Business Ethics and Corporate Social Responsibility - Assignment Example Ethics can be defined as the study of moral which is appropriate for taking decisions after judging the plan of action. The two concepts are linked with each other for most of the firms. It is observed that in today’s competitive world, sustainable development is required in every organisation for its successful operation. It also leads to the enhancement of quality of products and services that they offer to their customers (Aybars and Kutlu, â€Å"Managing corporate performance†). Corporate responsibility can be regarded as the degree to which an organization complies with rules and legal guidelines which is made for the betterment of society (Nicolau, â€Å"Corporate social responsibility†). The contemporary business practices often identify noteworthy levels of understanding between the good and responsible corporate practices. In today’s world, the stakeholders and shareholders, who have understood the importance of CSR, is focusing on incorporating b usiness activities within the societal norms, which leads to good management practices. CSR has been regarded as the technique which assists an organization in evaluating the business activities and its effect on the environment and society through transparent and ethical decision making. World Business Council for sustainable development has stated that CSR approach can be defined as method of attaining sustainable development by contributing to the society. The different CSR activities include health and safety, corporate governance and ethics, environmental stewardship, human rights and sustainable development. It, thus, focuses on the features like, societal and community involvement, corporate philanthropy, development and investment, customer satisfaction, employee volunteering, anti-corruption... The assignment highlights the theory of Corporate Social Responsibility and its impact on the community and modern society. The researcher also elaborates the importance of ethics in leading a business organisation in a proper manner today. The concept of Corporate Social Responsibility, that is described in the assignment helps in revenue generation for a particular organisation in an ethical way. It also contributes positively to the society and environment. The assignment presented by the researcher also depicts the role of Corporate Social Responsibility practices in contemporary organisational practices. It can be concluded though that business ethics and corporate social responsibility have immense importance in development of an organisation. Without following the two fundamental concepts that are mentioned in the assignment, an organisation will not be successful in the long run and can even face challenges. Corporate social responsibility has become the best part of sustaina ble development program. For long-term sustenance, the organisation has to take into account the shareholder’s interest, environment and society as a whole. Ethics elaborates the correct and incorrect behaviour of any human being, which can affect the operation of an organisation and also, lead to disturb the entire society. Therefore, the researcher concluds the discussion and states that ethics and Corporate Social Responsibility both are required for organisational effectiveness for corporations and to run a peaceful business.

Pharmacy application - Letter of Recommendation Essay

Pharmacy application - Letter of Recommendation - Essay Example Toan-Thang works well independently and always takes the initiative to research information on his patients disease processes. In the clinic, his presentations are organized, clear and concise. He shows great confidence and poise. His technical skills are complete and accurate, including all the necessary information for the task. Toan-Thang also exhibits an outstanding patient care manner. He is courteous and empathetic as he gives patients’ need priority. He quickly gains the trust of his patients and gives them the best care possible. In summary, Toan-Thangs work ethics are outstanding and he is a true leader amongst his peers. He has an extensive and well applied knowledge of disease pathphysiology and therapy management. He is well disciplined, punctual, efficient, professional and courteous. His clinical skills and analytical skills are outstanding, plus he shows great clinical judgment on every level of care. With these attribute characteristics, I strongly believe he would be a great pharmacist. I hope your program would give him a chance to reach his goal. I highly recommend Toan-Thang Vo without reservation to your pharmacy

The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.

Prefrontal Cortex The Very Front Of The Brain Psychology Essay

Prefrontal Cortex The Very Front Of The Brain Psychology Essay The Prefrontal Cortex is the very front of the brain, located right beneath the forehead and is the anterior region of the frontal lobe. The prefrontal cortex is a very important area in the brain and is the most susceptible to injury. The prefrontal cortex is responsible for the functions of decision making, whether right or wrong, working memory, personality expression and cognitive behaviors. The prefrontal cortex has major neurotransmitters that are involved directly in its proper functioning for example, glutamate and dopamine. The prefrontal cortex can be affected by diseases for example, Parkinsons disease and Schizophrenia. The prefrontal cortex is among the last regions of the brain to develop therefore its functions and disorders are still being researched. The prefrontal lobe is connected to the anterior region of the frontal lobe. The prefrontal lobe volume increases slowly until the age of eight, then a prefrontal growth spurt increases in between the ages of eight and fourteen years. In contrast with other brain areas the prefrontal cortex is one of the last region to development therefore the functions and disorders are not immediately apparent (Kanemura 195). As studied in an experiment called the Somatic Marker Hypothesis one can infer some of the prefrontal cortex functions. Although these experiments have been performed the results do not apply to the entire prefrontal cortex. A prefrontal cortex function in the human brain is decision making and human reasoning. Some of the decision making depends on consciousness and overt cognition where as others do not. Those processes that depend on conscious and cognition are dependent on the sensory images that are directly coordinated to the early activity of cortices. All of the dependent processes of consciousness and cognition regardless of the imagery are dependent on support processes for example, attention and working memory. Further studies demonstrate that damage to the prefrontal cortex prohibits the use of the somatic signals necessary for guiding decision making in an advantageous direction (Bechara 428). In addition to decision making being a main function working memory is equally an important function. These functions have been assessed and results demonstrate that their functions come from different and distinct areas of the prefrontal cortex. While decision making processes occur in the ventromedial prefrontal cortex, working memory processes occur in the dorsolateral prefrontal cortex. Short-term memory is the type of working memory in relationship to prefrontal cortex (Humana Press 204) Prefrontal Cortex Neurotransmitters A neurotransmitter is a chemical substance released by neurons that send nerve impulses from one cell to the next in the nervous system. A major neurotransmitter in the prefrontal cortex is Glutamate. Glutamate is an excitatory neurotransmitter in the brain and is the most abundant amino acid in the diet. In the prefrontal cortex glutamate is associated with cognitive function. In schizophrenic patients abnormal levels of glutamate impair cognitive function. Another major neurotransmitter involved in the function of the prefrontal cortex is dopamine. Dopamine is commonly associated with parts of the brain that stimulate pleasure, which provide enjoyment and reinforcement to enforce a person proactively to perform certain activities. Reduced levels of dopamine impair working memory in the prefrontal cortex (Damasio 1413). Diseases that affect the Prefrontal Cortex Parkinsons disease and schizophrenia are two diseases that affect the prefrontal cortex. In both of the disorders the reduction of dopamine to the prefrontal cortex impairs working memory. Conversely, increasing dopamine levels in patients with these diseases improves their performance of test that utilizes their working memory. Parkinsons disease has been considered a paradigm of degenerative diseases of the nervous system characterized by motor impairment due to malfunction and loss of dopaminergic neurons of the substantia nigra pars compacta. Recent clinical data shows modifications in behavior, personalilty changes, and cognitive impairment that lead to dementia. (Ferrer 89) Schizophrenia is a mental disorder that is characterized by abnormalities in the perception or expression of reality. In Schizophrenia working memory and cognitive deficits are in association with prefrontal cortex dysfunction. (Manoach 285) Conclusion In conclusion, the prefrontal cortex is an important region of the frontal lobe that functions in decision making, cognitive behaviors, working memory, and personality expression. The prefrontal lobe has major neurotransmitters that assist in the communication of impulses from cell to cell throughout the nervous system. The reduction of those neurotransmitters in the prefrontal cortex may lead to diseases that affect the important functions of the cortex. The prefrontal lobe is one of the last regions of the brain to develop therefore leaving scientist with many research questions about its functions and possible disorders it may cause.

Controversial Issues In The Industry Fashion Essay

Controversial Issues In The Industry Fashion Essay Fashion industry is always the topic that draws attention of every people of us at anywhere and anytime. Everyone becomes so familiar with fashion that he or she thinks that fashion is just simply a fashionable and sophisticated style. However, life in a modern community is far more controlled by fashion industry than many people realize; it affects not only clothing, but almost every aspects of our daily life. When many people think of the fashion industry, they often think of the association of four main areas such as: retail, manufacture, design and advertising. They are the four areas that cause not a little damage on our society and environment. Personally, I used to have a very simple and common conception about fashion industry that is merely clothing sales. However, after reading the newspapers and investigating thoroughly about the fashion industry, I was completely taken aback by the opposite sides of it in Australia and other countries. As a result, I came to focus on the effects of fashion industry on society and our environment. I determined my three objectives: How does fashion industry influence on teenagers body image? What are the facts about sweatshops behind the leading designer labels and are sweatshops exploiting or helping outworkers? Is the trend of the fur fashion industry in Australia and other countries ethical or not? (226 words) Section B: ANALYSIS OF FINDINGS I. Objective 1: To find out how fashion industry influences young women body image In fact, fashion industry is such a negative exertion on teenagers standard of beauty that it is now becoming an unsolved dilemma for our society. Sarah Murdoch, the representative of Bonds underwear, is of the opinion that fashion industry encourages unhealthy body images (Dunkerley, 2008) that is thought to be impractical and unhealthy for most women and girls. The fact that most designers prefer to choose thin models than big size ones (Bolger, 2007) shows us an astonishing phenomena that there are a lot of clothes from size 0 to size 4 displayed not only in the fashion shows but also on the sale markets because they think that there will be stigma attached when doing something for plus-size people (Stevens, 2010). Naomi Crafti representing for Eating Disorder Victoria thinks that teenagers are becoming obsessed with the very skinny models on the catwalk in the fashion shows (Stevens, 2010) which gradually leads to the issues relating to eating disorders, mental health and the impact of negative body image on young people (Stevens, 2010). Moreover, the figures of the News Editor show us a startling 75000 cases of 15-35 year-old British women suffering from eating disorder due to being sick of looking like cat models (Cooke 2000, pp 3). It is the evidence that append the controversy over the use of extremely thin models in fashion industry because it reduces the self-esteem of those who do not have ideal bodies and makes them besotted to strive to look exactly like catwalk models. The only way for them to do that is becoming anorexia that will certainly cause suffer drastic weight loss and premature ageing (Cooke 2000, pp. 3). As a result, The Federal Government has supported for the voluntary development of new code of body image from the fashion industry to curtail the situations of teenagers suffering from body image pressures immediately (Kennedy, 2010). Otherwise, there will be widespread unhealthy body images of teens with jutting bones and no breasts of hips in order to fit in dolls clothes in our society seriously (The Sunday Telegraph, 2009). Clearly, the growing obsession with being thin like catwalk is highlighting the risk of young women health and the rise in serious eating disorders. (370 words) II. Objective 2: To discover the facts about sweatshops behind the designer labels and whether they are exploiting workers or not. Fashion industry is thought to abuse workers. Workers in sweatshops have to work frantically in unacceptable working conditions, poor salaries and inhumane treatment. In Australia and other countries, it is reported that the use of outworkers by fashion industry in order to get more profit from cheap labours has been increasing significantly (Sheppard, pp. 20). Through the investigation of the Sunday Telegraph into Sydneys Sweatshop (The Sunday Telegraph, 2009), many uncomfortable facts are clearly discovered that behind some leading designer labels are the sweat and blood of poor workers. Nicola Finetti, Natashan Gan and Ginger Smart are the labels containing 30% Chinese and 70% Vietnamese outworkers who are usually paid between $10 and $35 when completing an article of clothing which will later sold in stores for at least 10 times the price (The Sunday Telegraph, 2009). Yet, workers interviewed for researches indicated that conditions had worsened worse in the past few years. A shortage of work all over the world has left them to have no other choices but to continue the job with poor conditions. One group working in the finishing department of Venus Knitwear in the research of Working Women organisation said they had to work long hours from 7 am until 11 pm (Oxfam 2003) and were even also threatened to be sacked if they refused to do overtime. In addition, many workers have to suffer health issues and may be dismissed for taking time off to see doctors or to recover from sickness. An interviewed worker was said to be deducted two days pay because of being absent one day to go to the doctor (Oxfam 2003). Some also reveals that they had to work in dim light and in condition with no proper ventilation system which had caused headaches, eyes, asthma and respiratory problems (Oxfam 2003). Finally, it is an urgent need that sweat-free labels must be highly appreciated by the manufacturers and consumers in order to create a fair work fair pay environment and to stop exploiting workers rather than practicing fashion industry motto: Winning Profits, Losing Rights (Oxfam 2004, pp. 28). (349 words) III. Objective 3: To consider the trend of the fur fashion industry in Australia and other countries and to see whether it is ethical or not. Fashion industry with talented designers has provided sale markets and consumers with a diversity of fashionable styles to meet the high requirements of our modern life. Furry fashion is now one of the styles coming back with more appealing appearance because of the popular use of real fur (Pepper 2010). Basically, the fur fashion trend was emerged at the Millenniums catwalk showed in Paris with the muttering that fur was definitely back in designers repertories (Cooke 2000, pp.13). Developments in fake fur technology (Cooke 2000, pp. 13) are thought to be partly a possible reason for the return of real fur. Perth label Harmony Lawson which produces garments made only of real fur said that her collections with rabbit and racoon fur have been proved to catch on most women and men and made the markets to desire it crazily (Pepper 2010). In the French designers fall 2008 collection, the models were all covered with wild furs which is embedded with tails, ears, noses and even teeth (ABC, 2008). Also, the fact that racoon, rabbit and fox fur were found in the winter collections of 4 Australian designers last year adds to the controversy about the increasing use of fur in fashion (CCF, 2010). However, a lot of people think that fur fashion trend stinks. It is no longer tolerable when designers have turned back in using real fur for their collections. ADI Chief Executive Creamer said that fashion industry has determined to close their eyes and hearts to the truth about fur production (CCF, 2010). The facts about ripped skin from rabbits bodies and fur taken off from possum, fox, mink, karakul (CCF, 2010) are believed to be inhumane and make those who support for choose cruelty free feel disgusted. Therefore, a lot of campaigns have shown their strong objection to fur fashion industry. Typical example is the top models got naked to encourage the anti-fur campaigns in fashion industry because the unnecessary killing those beautiful animals for coats are cruel and terrible (Cooke 2000, pp. 13). Giving publicity to outrageous collections will make them more successful but fashion industry is hoped to stop all the suffering of millions of animals as soon as possible (Cooke 2000, pp. 13). (371 words)

Advertisements - The F-150 SuperCrew Pickup :: Adverts, Compare and Contrast, Analysis

The target audience throughout the 129-year history of Popular Science magazine has traditionally been working age males. The advertisements within the magazine reflect the audience in whom they are attempting to reach. From new technological gadgets to old-fashioned tools, the advertisers know what will be attractive to the reader, and to the reader’s wallet. Of these advertisers, the most popular by far have been those from the automotive industry. The Ford Motor Company has chosen to strategically advertise within the pages of this magazine on numerous occasions and with various ads that were meant to lure new customers into buying Ford vehicles. It is interesting to notice that the styles of these advertisements are schemed with just the right qualities to attract as many male consumers as possible. The January, 2001 issue of Popular Science depicts a classic, two-page advertisement from the Ford Motor Company displaying its new F-150 SuperCrew pickup truck. From the colors of the ad, to the write-up found on the pages, it is very clear that the purpose was to attract males by using some of advertising’s basic appeals. The advertisement appeals to men by providing an outlet for their need for affiliation, the need to aggress, and the need to dominate. One of the most common appeals toward men in advertising is concerning the need for affiliation among men. This advertisement depicts a photograph of six hard-working men performing various duties – all around a brand new Ford truck. Above this photograph is another picturing six empty styrofoam cups of coffee. These subtle innuendoes are intended to support one of the major themes of the ad – that this particular truck provides seating for six. The way the cups are pictured, lying atop of one another supports the idea that many men hold that friendship and comradeship is greatly important to the success of their lives. Another detail supporting this idea is the fact that the men in the picture are dressed primarily the same. They all wear dark jeans, dark work shoes, and white tee shirts. This gives an impression of uniformity, and of the need for affiliation with friends and co-workers. The advertisement inconspicuously displays a sense of belonging – if the re ader decides to buy a new Ford truck! The need to aggress is depicted by quite a few aspects of this ad. First of all, the strong lettering at the tops of both pages of this advertisement depict a sort of cynicism toward mainstream thinking – a sort of â€Å"go against the flow† mentality.

Admissions Essay: The Plain Truth :: Medicine College Admissions Essays

Admissions Essay: The Plain Truth    All of my life I have been a city girl, but I moved to Santa Rosa when I was about 13. Up until I was about 16, I lived there permanently. I used to switch back and forth from parent to parent all of the time. When I first started high school, I went to Piner High and, in my junior year, I went to Montgomery and, from there, to a continuation school. I am currently now back at Piner. I had to basically kick and scream to get back into my regular high school--as you can see there is some drama behind the scene.    Applying to college was not an easy thing for me. First, I had to make the choice of whether I wanted to go or not. After I went to SMYSP, I knew I wanted to be there--my big problem was that I did not think I was good enough. No one in my family even has a high school diploma. At first I was going to just settle for a junior college, but with the pushing of my pals from Stanford, I decided not to sell myself short. I really had no confidence in myself. I did not feel so smart.    I kept telling myself that my chances for getting into college were slim because I went to a continuation school. So when I got back from my time at SMYSP, I put everything that I had into my education. For the rest of my summer I pretty much hit the books.    When I first started to apply to colleges I just told the truth about who I was. I did not try to put on a courageous act. I just wanted them to see that I may be just as qualified as anyone else, but the difference between us is that I want it so badly. I really did not care where I got accepted; I just wanted to go to college and be someone. Just being there would be a chance to prove that I am worth taking a second look at. See, I am not a rich girl who has always gotten what I wanted, and because I want this so badly, I don't want anyone to take it from me. I worked hard to be who I am, and the great part about it is that I have ambition and I am a goal reacher.

Victorian Era Fashion Essay examples -- Fashion

Introduction The Victorian Era is a remarkable time in history with the blooming industries, growing population, and a major turnaround in the fashion world. This era was named after Queen Victoria who ruled United Kingdom of Great Britain and Ireland from June 1837 until she passed away 64 years later in January 1901.When Victoria received the crown, popular respect was strikingly low. The lack of respect for the position she had just come into did not diminish her confidence. Instead she won the hearts of Britain with her modesty, grace, straightforwardness, and her want to be informed on the political matters at hand even though she had no input. She changed Britain into a flourishing country. She also impacted how women interacted during this era based on her personality. Body In the time period of Queen Victoria's reign the population alone of Britain had grown from 10 million at the start of the 1800's to over 26 million by 1870. The British Empire grew and now held over a quarter of the world's population. When the empire was at its climax, it was the largest in history. The industrial revolution in Britain came with fantastic outcomes, such as huge technological revolutions and production of iron, coal, and cotton cloth increased dramatically. This increase in population and industrialization flooded the cities with peasants looking for jobs. Most of these people were living in poverty and hazardous conditions. This was when the first railway took form, allowing people to spread out and not crowd in the cities. Although people spread out, many still lived in slums and working conditions at the time were atrocious. Around 1833 through 1844 the Factory Act was finalized controlling child labor. Now children could not work... ...ation needed an inspiration, and she filled the position with ease. Works Cited Bernier, Jane, and Ruth E. Adomeit. Women's Fashion of the Victorian Era, 1837-1901. Cleveland Heights, OH: Borrower's, 1983. Print. Strachey, Lytton. Queen Victoria,. New York: Harcourt, Brace and, 1921. Print. "The Life & Times of Queen Victoria." Victorian Station-Victorian Decorating Ideas and Information about the Victorian Era. Victorian Station, 2001. Web. 10 Mar. 2012. . Thomas, Pauline W. "The Victorian EraFashion History." Victorian Era 1837-1901 Victorian Fashion History, Costume Social History. Fashion-Era.com, 2011. Web. 10 Mar. 2012. . "Victoria Biography." Bio.com. A&E Networks Television, 2012. Web. 10 Mar. 2012. .

Thistles by Ted Hughes. Question: Critically analyse the poem

Question: Critically analyse the poem, paying attention to diction & imagery, showing how they are effective in describing thistles. P : Thistles are described as if they were nature's avengers. Q : Thistles ‘spike' ‘Against the rubber tongues of cows and the hoeing hands of man & ‘†¦a revengeful burs of resurrection' R : Thistles inflict pain towards ‘the hoeing hands of men' which gives readers the spa image of men destroying the plants in the soil  with a hoe, perhaps for the unnecessary need for urbanization and other recreational purposes. It seems that the thistles are punishing man for destroying nature. Even though the ‘cows' mentioned somewhat destroy plants, or to be specific, grass for it is their staple food, they seem to not be a part of the ones punished for their rubber tongues' gives the image of a lifeless tongue where it does not feel pain, having the qualities of rubber- lifeless and feeling nothing. Hence, the thistles are described as avengers for those who abuse and destroy nature for unnecessary wants. It seems as if avenging is the purpose of the thistles' existence and for their resurrection- the phrase ‘a revengeful burst of resurrection seems to give the image of revenge, powering the process of resurrecting the thistles. Hence, the suggested reason for their existence and their behavior in punishing men describes them as if they are nature's â€Å"avengers†. P : Despite being described as â€Å"nature's avengers†, they seem to have an evil side that is abeing brought alive by what could be perceived as the evil present in the world as represented by – â€Å"underground stain of a Viking†. Q : â€Å"From the underground stain of a decayed Viking†, † the gutturals of dialects† & space every one manages a plume of blood†. R : Readers get the impression that thistles are being brought to life ‘From the spaceunderground stain of a decayed Viking'. Now, a Viking is a monstrous, wild and spaceevil legendary barbarian and the fact that its remnants are absorbed in the growth of spacethistles could suggest that evil is being transferred to them as seen from their evil spaceacts or purpose in trying to hurt innocent animals (‘cows'), men and even plague the space'summer air'. Also, it seems as though the spirits of the dead Vikings are spacewhispering to the growing thistles with ‘the gutturals of dialects' perhaps to impart spacetheir evil nature and character. It is seen that after being grown amongst the space spac ‘decayed Viking' and taking its essence (like fertilizer from a dead animal) and after spacebeing imparted of the Viking's evil nature, the next line that comes shows that evil spaceis being put into action where Every one manages a plume of blood'. R : Furthermore, it seems as though thistles began and end with the presence of blood- spac'From the underground stain of a decayed Viking' they grow and before growing spac'grey like men', ‘Everyone manages a plume of blood'. Hence, this parasite-like spacebehavior gives thistles an evil character for it thrives and is brought alive with blood spaceand that it's suggested sole purpose in life is to hurt those alive (to get ‘a plume of spaceblood') for that is the only thing that they seem to do in the poem before dying. In spaceaddition to that, ‘blood' or rather, bleeding is associated with being caused by pain spaceand those who thrive on it is said to be somewhat inhumane and evil, like thistles. P : Thistles have the characteristics of a Viking, perhaps because they absorb the spaceremnants and essence of Vikings. Q : ‘Of splintered weapons and Icelandic frost thrust up', ‘They are like pale hair and spacethe gutturals of dialects' & ‘Every one manages a plume of blood'. R : The metaphor ‘splintered weapons' and ‘Icelandic frost' gives the idea of spacethistledowns that outline thistles. These thistledowns could be sharp, being like space'splintered weapons' and could be the part that spike ‘the rubber tongues of cows spaceand hoeing hands of men'. One can imagine the image of the thistledowns getting spacestiff and ready to spike (‘Icelandic frost thrust up'). These thistledowns have spacesimilarities to that of a Viking's ‘pale hair' and ‘the gutturals of dialects' are like spacethe whizzing sound thistles make as they disperse through the air, trying to find spacevictims or their prey to spike them for blood. Hence, it seems that the evil nature spaceand the physical appearance of Vikings are being passed down to thistles perhaps as spacethey absorb the essence of dead Vikings which is represented by the word ‘stain' spacethat could of blood. Afterall, it is believed that one would posses the characteristics spaceof whose essence they have absorbed into themselves. In addition to the mentioned spacecharacteristics passed down, the predatory nature of Vikings is similar to that of spacethistles for both is bloodthirsty, ‘a plume of blood' being the goal in life. P : Thistles are also endlessly revengeful Q : ‘Every one a revengeful burst / Of resurrection' & ‘Their sons appear / Stiff with spaceweapons, fighting back over the same ground'. R : Thistles, in this poem is described in an almost chronological form where the spores spaceor seeds are being dispersed (‘crackle open under a blue black pressure') on to the space'underground' where the ‘stain of a decayed Viking' acts as a source of fertilizer spacethat completes thistles' growth before the thistles spike the air again and manages a spaceplume of blood' each. Then they ‘grow grey like men' and die as suggested by the spacewords ‘mown down', perhaps by man in the process of mowing their green lawns in spacethe summer. However, notice that after this batch of thistles are dead, ‘Their sons spaceappear / Stiff with weapons, fighting back over the same ground'. The word ‘sons' spaceand ‘feud' make the situation seem as if it is a battle (for battles are usually fought spaceby men). ‘Fighting back over the same ground' shows the characteristic of thistles spacebeing endlessly revengeful for the thistles are being â€Å"born† over and over again. spaceFurthermore, the fact that the â€Å"battle† is staged in the summer' that occurs in the spaceearlier half part of the year symbolizes the fact that thistles' time would not be up spaceany time soon and that they would continue â€Å"fighting†. The ‘blue-black pressure' spacethat causes the dispersal of the spores or seeds may also symbolize the immense-spacepressure the thistles have on their offspring, perhaps in their expectancy of the spaceoffspring fighting after their time. It may be ambiguous, carrying the fact that after space'Thistles spike the summer air' and get â€Å"injured† by being â€Å"mown down† by men spaceor being chewed by ‘cows' (I do not suppose cows swallow such spiky plants. They spaceperhaps spit them out. Furthermore, thistles are mentioned to only pass through spacecows' mouths and to the ‘rubber tongues' which could imply that thistles are not spacebeing swallowed) they painfully, in their injured condition as suggested by the word space'blue-black', as if having wounds, they ‘crackle open' themselves to disperse the spaceseeds or spores. Hence, even though the process of breeding another generation of space†army troops† is painful, the thistles carry on. This shows their endless revenge for spacethey do not stop at anything to fight. P : Thistles are also described as annoying pests, a nuisance to the living and the dead. Q : ‘Against the rubber tongues of cows and the hoeing hands of men', ‘ Thistles spike spacethe summer air', ‘From the underground stain of a decayed Viking' & ‘Their sons spaceappear†¦fighting back over the same ground'. R : Thistles are portrayed as bothersome. Firstly because they plague the happy and spacecheerful atmosphere of the ‘summer air'. The line ‘Thistles spike the summer air' spacegives this impression. The ambiguous word ‘spike' could mean that they simply spacespike the air with their sharp body. On the other hand, it could mean that they spaceplague the air and sort of poison the cheerful summer air with pain that is delivered spaceas they ‘manage a plume of blood'. Thistles bother animals even when they are spaceeating (cows) as suggested by the line ‘Against the rubber tongues of cows' and spacethistles disrupts men's work by poking them as they work as suggested by the line space ‘Against†¦the hoeing hands of men'. It is not only those alive that are being spacebothered. Ancient ‘decayed Viking' in the ‘underground' are also being fed on, as spacesuggested by the word ‘stain' which gives us the impression of a bloodstain, in the spaceline ‘From the underground stain of a decayed Viking'. It is almost a parasite-like spacebehavior for the thistles seem to be taking blood from animals, man and even spacecompose, which makes them a nuisance for they rob away peace- imagine thistles spacespiking you every moment when you are trying to enjoy the ‘summer air'. In spaceaddition to that, the fact that thistles are being produced after their â€Å"forefathers† spacehave served their purpose (in obtaining ‘a plume of blood' each) let us see thistles spacein the light where they appear to be irksome in the sense that they do not stop spacebothering and disturbing.