Nike of Samothrace

| Jani Smith| Ancient Cultures 212| | March 18, 2013| | Winged Victory Contents Introduction2 Discovering2 Hellenistic architecture and style2 Composition and atmosphere2 Genres and audience3 Conclusion4 Introduction One of the best known works of Hellenistic sculpture is Nike of Samothrace, now located in the Louvre museum in Paris. It is a demonstrative, and powerful sculpture which encapsulates everything great about Ancient Greece. The sculpture is made of Rhodian marble, stands 2. 45 meters tall and 2. 35 meters wide including its wings (Burn, 2004, p. 9). Nike’s sculptor is not well known, however it is presumed to have been constructed by the sculptor Pythokritos (Pollitt, 1986, p. 114) during the early second century BC. Discovering Nike was discovered in 1863 by the French consul and amateur archaeologist Charles Champoiseau, in the sanctuary of the Great Gods at Samothrace where it was originally set up. Nike is traditionally associated with the victories that was ob tained by the Rhodian fleet over the Antiochos III off Side and Myonnesos in 190/89 BCE (Ridgway, 2000, p. 50).The base of the statue is in the form of a ship’s prow (Pollitt, 1986:113), and the goddess is represented as if she has just alighted on the ship, with her wings still beating and her drapery fluttering in the wind. Hellenistic architecture and style This breath taking sculpture was created in the period when baroque style developed. The characteristic features include acanthus column bases, modillion cornices, Corinthian capitals with S-shaped spirals, segmental pediments, half–pediments and curved entablatures (Bugh, 2006:171).Baroque sculptures are well known for their powerful and immense size, the twist and turn of their body theatrically in space, frequently clad in drapery that is in motion or semi-transparent (Pollitt, 1986:114) Composition and atmosphere A sense of drama is created through the sculptor’s combination of skill at naturalism and his ability to manipulate the elements of the work. The goddess’s wings are widely spread behind her, she leans forward with her right leg and her torso tilted for balance (Burn, 2004: 90).Her wings, legs and torso create a sequence of boldly opposing diagonals that enrich the idea or impression she gives of being in motion. She becomes a dramatic study of conflicting forces and counter-forces, as she leans forward against the wind (Ridgway, 2000:155). Her breasts, abdomen, right leg, and left thigh is revealed almost as if they were nude by the drapery that is clinging with thin, long, and uneven ripples. Not only heavy but also dynamically irregular shapes and bunches are formed by excess fabric.Between her legs is a long, uneven arc of cloth that accentuates its motion and implies the counter-force of the wind against her beautiful curved body (Burn, 2004:90). The sculpture draws attention to this downward arc with a swath of drapery that hovers frontward from the goddessà ¢â‚¬â„¢s left hip. The drapery then collides in a V-shape with a longer swath at her pelvis. The fabric at the back soars out behind her in rigid crests. This gives an uneven effect of the drapery, the wind whipping the cloth, similar to the sea below her, into irregular peaks and troughs (Ridgway, 2000;155). The goddess’s wings are very naturalistic.It contributes to the chaotic, uneven and energetically active tone of the statue. The goddess pushes her wings back as far as possible, and extends them to their full length (Ridgway, 2000:155). It seems as if she is mimicking the behaviour of a bird that is about to land. If one observe her wings closely, from where their crests bent to where they joint half-way, then to their outspread and the textured feathers, it looks like an enlarge copy of Zeus’s eagle’s wings (Pollitt, 1986:116). However there is a difference, which is the lacking of the regular, fan-like arrangement in a bird’s wings.The Nikeâ€℠¢s wings are put mysteriously arranged at odd and overlapping angles to one another, very similar to the folds of the drapery (Ridgway, 2000:155). Though it appears naturalistic, the wings deceive the sculptor’s awareness in the creation of irregular patterns to propose straining and immediate action. The wings thrown out against the real wind creates an effect of imminent landing. This naturalism and exaggerated irregularity develops a sense of actuality and urgency. With her fine detailed wings and corporeal body, this unearthly being is one of the most astonishing Hellenistic art works to be seen (Ridgway, 2000:150).Genres and audience Hellenistic art is a marked by craft, technical virtuosity. Certain theatrical sense was one of the fundamental characteristics of this time. There was a fondness for dramatical settings, surprizing, and mysterious inner space (Pollitt, 1986:7). Hellenistic baroque sculptures of the third century wanted to immortalize the heroes’s vic tories. These art pieces encaptured the fortune and trails of heroes in moments of crises, designed to dazzle its audiencethrrough their sheer technical virtuosity (Pollitt, 1986:7).The sculptures were created with a specific viewpoint in mind, most importantly to â€Å"sway the soul† (psychagogia) (Bugh, 2006:172). There is a transitory story in each sculpture and each sculpture emphasizes a specific moment. The dramatic contrasts, exaggerated and distorted forms, the heightened expressions of emotion ads on to the message conveyed by the sculptor (Fowler, 1989:32). To understand them, the viewer must recapture the primeval fascination that the artist drew on in order to endow each of his creations with their own strength and impact.Conclusion Due to the lack of references in extant texts, the Nike of Samothrace’s political and historical background remains obscure. Looking at this master piece of art work, it almost seems as if the strong wind and waves from below ar e threatening to overwhelm her (the state). Nike of Samothrace’s primary purpose might have been metaphorical, acting as a â€Å"Ship of State,† guiding the state through dangerous waters (Ridgway, 2000: 153). Whatever the purpose of the sculpture was originally meant to be, it will continue to be a mysterious piece of art work.Works Cited Bugh, G. R. 2006. The Cambridge Companion To THE HELLENISTIC WORLD. New-York, USA: Cambridge University Press. Burn, L. 2004. Hellenistic Art FROM ALEXANDER THE GREAT TO AUGUSTUS. Los Angeles, USA: The British Museum Company. Fowler, B. H. 1989. THE HELLENISTIC AESTHETIC. Wisconsin, USA: The University of Wisconsin Press. Pollitt, J. (1986). Art in the Hellenistic Age. New-York, USA: Cambridge University Press. Ridgway, B. S. 2000. Hellenistic Sculpture II, The styles of ca. 200-100B. C. Wisconsin: The University of Wisconsin Press.

Wilfred Owen Anthem for Doomed Youth Analysis

Anthem of the Doomed Youth by Wilfred Owen The poem I chose to study is â€Å"Anthem of the doomed youth† by Wilfred Owen. Wilfred Owen, the son of a railway worker, was born in Plas Wilmot, near Oswestry, on 18th March, 1893. Owen's youthful illusion of the glory of fighting as a soldier was reflected in his words to his mother on his return to England shortly before volunteering for the army†¦ â€Å"I now do most intensely want to fight. † In the summer of 1917 Owen was badly concussed at the Somme after a shell landed just two yards away.After several days in a bomb crater with the mangled corpse of a fellow officer, Owen was diagnosed as suffering from shell shock. While recovering at Craig Lockhart War Hospital he met the poet Siegfried Sassoon. Owen showed Sassoon his poetry, who advised and encouraged him. So also did another writer at the hospital, Robert Graves. Sassoon suggested that Owen should write in a more direct, colloquial style and thus guided him into writing â€Å"Anthem for the doomed youth† amongst several other poems he wrote during his stay at the hospital. Anthem for a doomed youth† it is a Shakespearean sonnet with a rhyming scheme of abab cdcd effe gg. It's a very traditional format, which isn't surprising as Siegfried Sassoon, a very experienced and traditional poet, collaborated with Owen to write this much thought out piece. Because the poem was a collaboration, the style stands out from many of his other pieces of work, as this is more traditional to what Owen would have normally written. In most cases, sonnets take their title from the first line; in this case the first line sets the mood for the reader by starting off with a question that the poet then proceeds to answer.Though the poem is war based, the title itself suggests innocence with â€Å"youth† which may suggest a connection with the church, as an anthem is a choral composition. However, the word â€Å"doomed† also adds a si nister touch to the sonnet which could also be taken as a premonition of doom, which intrigues the reader to read on to find the cause of the supposed â€Å"doom†. Instantly with the first line Owen refers to the soldiers who die in the battle as â€Å"these who die as cattle†. It makes the men seem like a sort of strength with no real meaning behind it, like soldiers sent to battle and inevitably be slaughtered yet not fully realising why.The next two lines then take the reader to the battle, where the disturbing and frightening atmosphere of gunshots is emphasised as a, â€Å"monstrous anger† He also gives the atmosphere a more dramatic effect by using alliteration, â€Å"rifle's rapid rattle† which emphasises the harsh and unrelenting sounds of the battlefield. So loud and unrelenting that it drowns out their quick prayers made in haste, not allowing them their moment of God's guidance, â€Å"Patter out their hasty Orisons. In the next line, â€Å"No mockeries now for them; no prayers nor bells†, this could be a more personal belief of Owen's, that fighting and killing are wrong in the eyes of god, as he said in a letter to his mother, â€Å"namely that one of Christ's essential commands was: Passivity at any price! Suffer dishonour and disgrace, but never resort to arm. Be bullied, be outraged, be killed, but do not kill. † In the next few lines of the octave he changes the, what I feel like sort of a homely religious scene into something more disturbing and frightening, as mourning choirs becomes a â€Å"shrill, demented choirs of wailing shells. And it seems that throughout the poem he likes to keep a sense of innocence about the soldiers, calling them â€Å"boys† which emphasises on how the young the soldiers were, which makes the sonnet more moving and causes the reader to feel sympathy ands perhaps some sort of sadness. In the last few lines of the poem Owen mentions what when they die they don't have a decent funeral, merely memories of those they left behind, â€Å"but in their eyes shall shine the holy glimmers of goodbyes. It reminded me mainly how the soldiers weren't the only ones who had suffered throughout the war, all those loved ones that they left behind had nothing to bury or see for the last time, just memories of their husbands, sons, brothers, fathers and uncles. The poem itself flows smoothly as Owen keeps the rhythm going at a slow and steady pace, causing the reader to think about it more carefully, using mainly full stops rather commas. This may suggest that Owen wants the reader to stop for a moment and think about what he just said, to try and picture it in you mind, â€Å"Only the monstrous anger of the guns. On that line I think that Owen probably wanted us, as the reader to imagine the tremendous noise that would be surrounding the soldiers. It would have struck fear into the hearts of the soldier and reader as it did to me. And also when he says  "glimmers of goodbyes. † This brings a lot of emotion to the sonnet; it made me feel sadness and sympathy for those left behind in the war. The soldier who wrote this sonnet experienced many tragedies and horrors serving at the front line for what he thought at first, to be a noble cause, which turned out to be a mass slaughter for causes unknown to the common soldier.I felt that Wilfred Owen captures the reality of the war in this very touching and moving sonnet; by emphasising the number of deaths of the innocent he outlines the severity of the war. And I like the fact that because of his first hand experience, he wrote what no journalist or any sort of media could have portrayed as romantic or heroic, he wrote what he saw before him, in the eyes of his fellow men and soldiers

Candide. Everything Has a Cause Essay -- voltaire, philosophy

Pangloss is one of the most significant figures around Candide. His central philosophy that â€Å"things cannot be other than they are, since everything was made for a purpose† (Voltaire 20) has been attacked by Voltaire in Candide. Voltaire criticized Pangloss’s philosophy by using the story of Candide killing Baron’s son – Cunà ©gonde’s brother. Candide told Baron that he wanted to marry his sister, and Baron exclaimed to disagree. Irritated by Baron’s words, Candide killed him. Later Candide and his servant escaped, but they were caught by Oreillons and were ready to be eaten until Candide told them that he was not a Jesuit as he killed one Jesuit – Baron. Because of this, Candide was freed from being eaten, and he said: What grand people they are! What fine fellows! And what culture! If I had not been lucky enough to spit Lady Cunà ©gonde’s brother, I should infallibly have been eaten. What all is said and done, there is a sterling goodness in an unsophisticated Nature†¦ Candide believed that the effect of him not being eaten is caused by the fact that he killed Baron and hence he was naively â€Å"full of admiration† to those peoplongly influenced by scientific revolution, the spirit of skepticism, brought forward by Pierre Bayle, also showed to us that there is cause and effect. He emphasized that nothing can ever be known beyond all doubt, and being skeptic encourages people to discover people why things take place. In other words, people should begin to focus more on reasoning rather than accepting the fact that â€Å"natural force† affects our life. From scientific revolution to our current era of Enlightenment to the emergence of skepticism, cause and effect kept playing a great role in leading scientists and philosophers to move forward. Consequently, Voltaire’s attack of cause and effect seemed to be gossamer and powerless since in our daily life, cause and effect can help us understand things that happen in our life and its impact on everyone living in Enlightenment cannot be overlooked.

Homework 3 in Excel Assignment Example | Topics and Well Written Essays - 250 words

Homework 3 in Excel - Assignment Example It is not possible for the line to achieve the TAKT time of 1.2 minutes per part off line unless it is able to reduce the bottle neck time. It may require additional labor to work at the station or creating multiple lines to speed up the process. Both will assist in increasing the output to meet the TAKT time. T&D electric manufactures high-voltage switches and other equipment for electric utilities. One line that is staffed by three workers assembles a particular type of switch. Currently the threes workers have fixed assignments; each worker fastens a specific set of components on the switch and passes it downstream on a rolling conveyor. The conveyor has capacity to allow a queue to build up in front of each worker. The bottleneck is the middle station with a rate of 11 switches per hour. The raw processing time is 15 minutes. To improve efficiency of the line, management is considering cross-training the workers and implementing some form of flexible labor system. Floor-On, Ltd., operates a line that produces self-adhesive tiles. This line consists of single-machine stations and is almost balanced (i.e., station rates are nearly equal). A manufacturing engineer has estimated the bottleneck rate to be 2200 cases per 16-hour day and the raw process time to be 30 minutes. The line has averaged 1,500 cases per day, and cycle time has averaged 5 hours. d) If after process improvements the ten machines that required ten workers to run them are no longer needed. Instead five workers are now needed what would you do with the remainder of workers not working on that line anymore? (And please don’t fire them) (1

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Pollution in Utah - Essay Example Resources like water, wood, and organic fuels are widely exploited to enhance industrial development and thereby economic benefits. Admittedly, it is high time for the world to realize the adverse impact of compromising environmental concerns for money. In this context, it is relevant to point out some of the current environmental issues in Utah in order to emphasis the significance of the above statement. To begin with, in 2010, a trio of oil spills raised potential challenges to Utah’s environment. As Fahys reported in Salt Lake Tribune, two separate incidents of Chevron pipeline spills in the Salt Lake City less than six months apart led to the release of 1,300 barrels of oil. The first pipeline failure despoiled the Red Butte Creek and officials estimated that nearly 766 barrels spread into the riparian waterway. With the second failure of the pipeline, it is expected that full remediation would take years to complete. To worsen this issue, someone deposited 40 barrels of crude oil into the Strawberry River and reports indicate that the thick crude is spreading to the Duchesne River. Evidently oil spillovers have dreadful consequences on the environment in the long term. As reported in a technical information paper, the major environmental effect of oil spills is that it damages marshlands and fragile marine ecosystems; and, oil spills kill birds, fishes, and marine mammals as this environmental issue damages their habitats.... The recent Chevron pipeline spills and crude oil dumping in the river significantly contributed to the water pollution issues in the state of Utah. Evidences suggest that tons of concrete, scrap, litter, and other materials are being deposited in the rivers and these rubbish materials make the water contaminated. Some scientific studies indicate that the high levels of phosphorous in dishwashing detergent support the growth of algae blossoms, which in turn limit the level of oxygen available to fish (SERC). It is also observed that unwanted or unused medications are widely dumped in rivers and other water bodies because it is the easiest and most cost-effective way of waste disposal. It is evident that fresh water sources are being depleted rapidly, and hence people are challenged by the paucity of water. Drinking contaminated water can result in a variety of serious health problems including influenza and other epidemic diseases. In addition, water pollution can seriously affect the agricultural production and lead to the destruction of aquatic ecosystems. As Agarwal point out, water pollution has far reaching consequences such as poisoning, heating, sedimentation, disease transmission, objectionable odors, deoxygenation, and retarded photosynthesis; and also it leads to changes in water quality, which in turn make it unfit for domestic, agricultural, and industrial use (76). Therefore, it is the collective responsibility of the government and the public to ensure the long term sustainability of water resources in Utah. O’Donoghue reports that recently the US Department of Energy has removed nearly3 million tons of radioactive waste materials from the banks of the Colorado River in Utah. This radioactive waste removal process was accelerated because of the

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Capstone Part 2 - Term Paper Example In attempting to achieve its goal, Telsa uses batteries and powertrains that are designed to reduce worldwide reliance on fuel powered transport and at the same time, reduce the price of electric vehicles. Telsa cooperates with automobile makers with a view to putting more electric cars on the market. So far the list of Telsa vehicles are the Roadster which was introduced in 2008; the Model S which was introduced in 2012 and the Model X which is forthcoming in 2015 (Telsa Motors, Inc., 2014). Telsa’s Roadster was introduced as a sports car with the ability to accelerate from 0 mph to 60 mph in just 3.7 second and could travel 245 miles for each charge. The Model S, a sedan, goes from 0 mph to 60 mph in 4.2 seconds and travels 265 miles for each charge. This car was awarded the car of the year and the U.S. National Highway Safety Administration conferred a 5-star safety rating on the car. The forthcoming Model X is a cross between a SUV and a minivan (Telsa Motors, Inc., 2014). Telsa’s recorded revenue is US$2.01B and its sales growth for 2013 was 387.2%. Telsa’s main competitors are Mitsubishi Motors Corp. ADS, Peugeot A.A. ADS, Tata Motors Ltd. ADS, Mazda Motor Corp.; Kia Motors Corp., Renault S.A., Fuji Heavy Industries Ltd. ADS and Fiat Chrysler Automobiles N.V. The competitors are listed in order of ranking and Telsa ranks near the bottom directly above Fuji Heavy Industries Ltd. ADS (Market Watch, 2014). Telsa as an organization is managed by a board of directors. Elon Musk, one of the founders of Telsa is the Chairman of the board and Telsa and is in charge of Product Architect and CEO of Telsa. Musk maintains oversight of Telsa’s product strategy which includes the design, manufacturing and engineering of increasingly cost friendly electric vehicles for the average consumer. As the company’s CEO, Musk oversees the company’s daily

Discussion 1 Week 4 Competitive Bidding and Long-Term Cost Savings Assignment

Discussion 1 Week 4 Competitive Bidding and Long-Term Cost Savings - Assignment Example CMS then enters into contracts with select DME suppliers to provide DME items at the prices determined by CBP†¦ CBP also provides an incentive for DME suppliers to accept lower Medicare payment amounts in exchange for the ability to serve beneficiaries and to potentially increase their Medicare market share† (U.S. Government Accountability Office, 2011, p. 2). As such, it is the best interests of Medicare patients that prices are set through CBP to ensure that they are provided with the least cost of DME. Competitive bidding was revealed to remain a crucial part of the health reform program, particularly Medicare reform (Feldman, Dowd, & Coulam, 2013). As emphasized, â€Å"competitive bidding will save a substantial amount of money, the exact amount depending on the bidding rules ultimately selected and any transition rules adopted to moderate the pace of change for beneficiaries† (Feldman, Dowd, & Coulam, 2013, p. 20). As such, due to the cost efficiency and potential savings to be generated from competitive bidding, it will remain a viable alternative when the Patient Protection and Affordable Care Act is fully implemented in 2014. The defining factors regarding the competitive bidding process include the price, which is considered the primary factor (Universal Service Administrative Company, 2014); as well as reliability, technical support, bandwidth, and quality of transmission (Universal Service Administrative Company, 2014). Thus, the survival or failure of the bidding organization would depend on their ability to provide the needed goods, products, or services, in the most cost-effective and reliable manner within the stipulated time frame. Feldman, R., Dowd, B., & Coulam, R. (2013, April). A Competitive Bidding Approach to Medicare Reform. Retrieved from American Enterprise Institute:

Financial Intermediaries Essay Example | Topics and Well Written Essays - 1250 words

Financial Intermediaries - Essay Example Financial intermediaries have played a key role in poverty eradication, by financially supporting their customers with investment funds. Their main 21st-century role is providing financial services through innovative ways to the poor in order to increase their capacity of production and quality of life. Since majority of the poor live in rural areas and only depend on agriculture, they are prune to many risks because of income fluctuations. On the other hand, they cannot access insurance markets and conventional credit to offset this. The poor rarely access funds from many formal financial intermediaries due to fear of high risks and costs that are involved in small transactions that are not profitable and the poor are unable to provide collateral security to these institutions.Financial institutions also provide markets for assets of firms by liquidation and restructuring of firms that are in distress. In this case, they sell assets in order to recover bank loans. When they know the synergies existing among firms, they suggest efficient solutions like corporate control and assets reallocation. Siklos asserts that healthy firms search for displaced capital of firms that have become bankrupt, although this may make firms acquire machines that are unsuitable for them. Financial intermediaries also act as centralized markets where they provide ready information on buyers and machines, thus allowing capital, which is displaced, to move to uses that are its productive.

Jack Londons life, reputation, and characteristics of literature that Essay

Jack Londons life, reputation, and characteristics of literature that he has written - Essay Example This research will begin with the statement that Jack London was a social activist, journalist, and an American author. He has written various short stories, novels, and poems and with time has shown the world that even exciting tales, taking place in bizarre places can have numerous intricacies of wonderful literature. It is without a  doubt that London’s literary work is based mostly on his childhood experiences, which he clearly illustrates using elements such as symbolism and imagery to develop exceptional themes such as existentialism and survival. Jack London was born on January 12th, 1876, in San Francisco. His childhood formed his personality as well as his outlook on his later literary life. Research shows that he spent most of his time in solitude; hence, developed competent skills in storytelling. He did not have a definite home; thus, most of his early ears he lived with his wet nurse and as time went by he lived with a black woman who was called Virginia Prentis s, then his mother flora Wellman. Despite Flora’s flaws as a mother, she instilled the significance of education in London; hence, by the time he was five years old, he could read and attend numerous grammar schools until the age of fourteen years. Therefore, in 1891, he graduated from Cole grammar school though his real education emanated from the public libraries. When he was ten years old, he started going to the public libraries and his voracious reading skills and quiet demeanor impressed Donna Smith, the librarian; hence, became his guide.

Describe Plato Allegory of the Cave Essay Example for Free

Describe Plato Allegory of the Cave Essay Describe Plato allegory of the cave (25 marks) Plato  is one of the most important Greek philosophers and a pupil of Socrates. He founded the Academy in Athens, an institution devoted to research and instruction in philosophy and the sciences. His works on philosophy, politics and mathematics which were very influential. The complex meanings that can be perceived from the Cave can be seen in the beginning with the presence of the prisoners who are chained in the darkness of the cave. The prisoners are bound to the floor and unable to turn their heads to see what goes on behind them. To the back of the prisoners, lie the puppeteers who are casting the shadows on the wall, which the prisoners are perceiving as reality. In the beginning of the  Allegory of the Cave  Plato represents man’s condition as being â€Å"chained in a cave,† in Plato’s allegory the prisoners are chained in a cave, unable to turn their heads. All they can see is the wall of the cave. Behind them burns a fire all the prisoners see and hear are shadows and echoes cast by objects that they do not see. In platos allegory Plato believes the cave is the world the entire human race are prisoners of the world in the same way the cave represents the limits of their universe or knowledge The cave also represents misunderstanding and distraction, similarly Plato believes our body is a cave and inside the body is the soul ,and the soul is trapped inside the body in which humanity lost everything we required in the world of forms which was the true knowledge when we die the soul is released from our body. Another interpretation is when the prisoners are trapped inside the cave the prisoners represent humanity ,who don’t know what reality is, because they think reality is just what they can see (the shadows) which is really not reality at all it is mere representation of the truth The prisoners symbolize those of a sensible world unwilling to see or face reality. In their ignorance the prisoners hide away in the cave, unaware of the transcendent world These prisoners cannot move because they are restrained by chains. The only thing that they can see is a wall  To the prisoners the truth is only the wall and its shadows. The prisoners know nothing outside of the shadows at one point one of the prisoners are released he starts to see the objects of physical reality The released prisoner is a person confronted with the possibility of enlightenment who first sees the truth (the sun in the allegory) and is blinded by it. Another allegory in Platos story is The chains which hold humanity back from their own understanding these prisoners cannot move because they are restrained by chains the chains can be interpreted as a Fear of failure or   delaying something which are examples of the chains that hold back each individual from their full potential. In the allegory these chains keep the prisoners from escaping and finding the truth that is the outside world. The chains that restrain the prisoners, while real to the prisoners in the cave, are no more real than the shadows are. Another interpretation found in the allegory the cave is very dark because there is little light inside it and objects are hardly seen, The sunlight at the end of the path, would be specifically the form of good the allegory could also be about religious enlightenment, the Sun representing the light of the good, the Godly other world which the freed prisoner has surpassed to and was now able to see. The prisoner who was enlightened to religion is momentarily released from the ignorance and darkness of humanity the sun is a form of good, enlightened truth and the escaped prisoner who requires the knowledge and is obliged to return to the people in chains and enlighten them on what has been seen . Improve answer In the outer world there is light and everything is clear and visible the prisoner released from the cave into the outer world slowly and gradually begins to identify everything and becomes to realise that the outer world is the real and the cave is the unreal world likewise also Knowledge, education, and spiritual  enlightenment all symbolize the light. In Allegory of the Cave, light most commonly reflects revelation when prisoners, humanity, leave â€Å"the cave†. (unreal world) the darkness in the cave symbolically represents the world of ignorance The shadows are replicas or copies of reality. The echoes represent items in  life  that have been distorted over time due to gossip, impressions, and rumours   These shadows or teachings where blinding the prisoner from thinking outside of what was placed in front of them equally the prisoners interpret the shadows on the wall as being real who see reflections but instead are just poor shadows of images of things that exist in the outside world for example a tree is a poor reflection of a real things that exists. Above all Because of how we live, true reality is not obvious to most of us. However, we mistake what we see and hear for reality and truth his is the basic premise for Platos Allegory of the Cave, in which prisoners sit in a cave, chained down, watching images cast on the wall in front of them. They accept these views as reality and they are unable to grasp their overall situation: the cave and images are a trick a mere shadow presented to the prisoners.

Mark Ratners Concepts of Molecular Electronics

Mark Ratners Concepts of Molecular Electronics Mark Ratner  and  The Basis of the Future: Molecular Electronics Levent BahadÄ ±rhan KarakuÃ…Å ¸ 2. Introduction Mark Ratner, He is professor of chemistry and professor of materials science and engineering at Northwestern University. He studies the theory of fundamental chemical processes related to nanoscale application. Ratner is a member of the Internatioanal Academy of Quantum Molecular Science also, His lectures subjects were â€Å"Transport in molecular Junctions†and â€Å"Nano and Energy† at Stanfort University at 2009. I choose Mark Ratner because, Topic of Nano technology and energy generation are important on the sustainable energy. High capaticy batteries, high technology solar cells, etc. besides; new tech-power plants or storages These topics to be studied for me. In short, Quantum mechanics and Nano technology are always interested me[20]. 2.1. Education He graduated from Harvard University department of chemistry at 1964. Then, He started Ph.D. in chemistry from Nortwestern University and working with G. Ludwig hofaker. Ratner first lecture chemistry at New York University from 1970 until 1974[20] 2.2. Career Development He worked may extended period of time in israel and he worked with lots of scientists, including form Tel Aviv University and University of Jesursalem. Also Rater works international association, particularly in Netherlands and Denmark[20] 3. Fields 3.1 Molecular Electronics (Primary field) Molecular electronics increased interest in as of late, induced spawning by information technology may reach it computability limits in a several years. [1-2]. In order to molecular electronics to become a valued alternative to silicon researces, It will not be enough to generated molecular electronic devices with distinguished characteristics, but proper circuit and architectural solution will be needed. When lots of effort has given to the demonstration of electronic functionalities of one molecules and organic filmsi research at the circuit and system level is still in its beginning[5-9]. Investigation on single molecules or nanotube based devices prospect to keep Moore’s law alive once miniaturisation of silicon-based structures becomes useless. As first proposed by Aviram and Ratner [10]. One can imagine to squeeze whole nonlinear circuit elements such as transistors or diodes into single molecules. In principle, suchlike devices could be importantly faster and smaller th an end of the routemap solid state electron devices[11]. 3.1.1 Why molecular electronics? Intrinsically entire electronic processes in nature, from photosynthesis to signal transduction, occur in molecular structures. For electronic epplications, molecular structure have four major advantages: Size: The size scale of molecules is between 1 and 100nm, a scale that permits functional nano-structures with attendant advantages in efficiency, cost and power dissipation. Assembly and recognition: One can exploit secific internolcular interaction to from structures with nano-scale self assembly. Molecular recognition can be used to chance electronic attitutde, providing both swithing and sensing capabilities on the one molecule scale. Dynamical stereochemistry: lots of molecules gave multiple distinct stable conformations or isomers. Such geometric isomers can gave distinct optical and electronic properties. For instance, the retinal one switches between more than one stable structures, a process that transduces light into a chemoelectrical pulse and allows vision. Synthetic tailorability: with choice of character and geometry, ona can extensively vary a transport of the molecule, binding, structural and optical properties. The instrument of molecular synthesis are extremely developed.[12] [http://www.nanowerk.com/nanotechnology/reports/reportpdf/report52.pdf] 3.1.2 Electrode The molecule electrode interface is a severely significant component of a molecular junction. It might limit current flow or completely modify the measured electrical response of the junction. Lots of experimental platforms for constructiong molecular electronic devices are founded on practical comsideration. This approach is in numerous ways the boon and the disaster of the field. For instance, the sulfur gold bond is a fabulous chemical hangle for forming self assembled, forceful organic monolayers on metal surfaces. Other technics such as using a scanning probe tip a cÄ ±ntact the molecule are frequently employed in part. Becuse that avoid processing steps that can damage or unexpecteably modify the molecular component. Optimally the couice of electrode materials would be based not on the easy of production or measurement, but rather on first principles considerations of molecule electrode interactions. On the other hand, in state of the art for the theory of molecule electrode interfaces is very elemantary. [http://www.nanowerk.com/nanotechnology/reports/reportpdf/report52.pdf] 3.1.3 DNA Consider a protein that spans a cell membrane and shuttles information across that membrane. The protein self assembles and self orients in the membrane; it also might switch between two forms, only one of that will transmit the chemicalsignal. Proteins are big molecues and indeed a specific molecular size is required to achieve such a rich combination of properties. The rotaxane molecule shown large and comples, but it is indeed efficiently and small designed, given the set of mechanical, chemical, and electronic properties that have been built into it[16]. Quite likely, transport in DNA junctions will show that the molecule or at least naturally occuring DNA is actually a wide bandgap semiconductor characterized by localized hole hopping between the low energy guanine cytosine pairs. Also guanin yields the most stable positive ion. Because the band gap is wide, DNA seems colourless and long range coherent charge motion is improbable[17]. 3.1.4 Circuit Architecture The potential of chemical synthesis to design specific and maybe even useful device behaviors is rapidly being realised. The following question, what sorts of circuit architectures can most take advantage of molecular electronics, is nowadays receiving rather a bit of attention both from computer scientists and from researchers; progress towerd indentifying and constructing working molecular electronics circutry has advanced fastly[13]. 3.1.5 The Future The primary challenges of realizing a true molecular electronics technology are wintry. Controlled fabriaction to within specified tolerances and its expermental verification is a exclusive problem. Self assembly schemes based on molecular recognition will be viral for that work. Absolutely reproducible measurments of junction conductance are only beginning in laboratories at Cornell, Harvard, Delft, Purdue and karlsruhe Universities and at the Naval research laboratory and same centers. A lot of the technology targets of molecular electronics, such as the computational applications duscussed, should perhaps be viewed as drivers for steering the field forward and for defining the critical and rate limiting challenges that must be overcome[14]. 3.2 Electron transport in molecular wire junctions Molecular conductance junction are structures in that unimolecules or minor groups of molecules conduct electrical current between one than one electrodes In such junctions, the linkage between the molecule and the electrodes very affects the current boltage characteristics. Considering theoretical and several experimental advances, including the understanding of basic systems, there is still limited correspondence between theoretical and experimental studies of these systems[18]. 3.3 Mesoscopic features of charge Generation in organic semiconductors Over the past twenty years, organic materials gave been extremly investigated by countless research groups for implementation in organic photo voltaic(OPV) devices. The organic semi conductors is protrusive by their potential low cost and facile tunability, making organic photovoltaic devices a knowledfe gap in our common understanding of materials, so boyh the time scale and lenght scale (fento to microsecond and nano to micrometer) proper to OPV functionality occupy a challenging a impressive space between the traditional regimes of quantum mechanics and solid state physics[19]. 4. Conclusion Ratner lead up lots of field, research centre and laboratories foremost; International Business Machines (IBM) and The defense Advanced Research Projects Agency (DARPA). Also, He described his experiences as an organizing member; a member of the board of directors and being on steering and selectrion committee. The significance of gaving a staff at research centre and proposal some thoughts on the future nanotechnology. Once for all, Ratner have a part in many today’s technology References [1] J. R. Heath and M. A. Ratner, Physics Today 56, 43 (2003) [2] J. R. Reimers, C. A. Picconnatto, J. C. Ellenbogen, and R. Shashidhar (eds.), Ann. New York Acad. Sci. 1006 (2003) [5] J. R. Heath, P. J. Kuekes, G. S. Snider and R. S. Williams, Science 280, 1716 (1998) [6] Y. Wada, Proc. IEEE 89, 8 (2001) [7] J. M. Tour, W. L. Zandt, C. P. Husband, S. M. Husband, L. S. Wilson, P. D. Franzon and D. P. Nackashi, IEEE Trans. Nanotech, 1, 2 (2002) [8] M. Macucci, G. Iannacone, L. Bonci and M. Girlanda, IEE Proc. Circuits Devices Syst. 151, 5 (2004) [9] A. Chaudhary, D. Z. Chen, X. S. Hu, M. T. Niemeier, R. Ravichandran and K. Whitton, IEEE Trans Comp. Aided Des. Int. Cir. Sys. 26, 11 (2007) [10] A. Aviram and M. A. Ratner, Chem. Phys. Lett., 29, 277 (1974) [11] J. C. Ellenbogen and J. C. Love, Proceedings IEEE 88 (3), 386 (2000) [12] Thomas Bjà ¸rnholm References:Tue Hassenkam, Kasper Moth-oulsen, Nicolai Stuhr-Hansen, Kasper Nà ¸rgaard, M. S. Kabir, and Thomas Bjà ¸rnholm. Self-Assembly and Conductive Properties of Molecularly Linked Gold Nanowires. Nano Letters, 4 (1), 19 -22, 2004. [13]. A. J. Heinrich et al., Science 298, 1381 (2002). [13] A. Bachtold, P. Hadley, T. Nakanishi, C. Dekker, Science 294, 1317 (2001); Y. Huang, Science 294, 1313 (2001); P. Avouris et al., Physica B 323, 6 (2002); Y. Chen et al., Nanotechnology 14, 462 (2003). [14] A. DeHon, in Proc. First Workshop on Non-Silicon Computation, available at http://www.cs.caltech.edu/research/ic/ pdf/molecular_nsc2002.pdf [15] P. J. Kuekes, R. S. Williams, â€Å"Demultiplexer for a Molecular Wire Crossbar Network,† US Patent 6,256,767 (3 July 2001) [16] A. J. Heinrich et al., Science 298, 1381 (2002). [17] D. Porath, A. Bezryadin, S. de Vries, C. Dekker, Nature 403, 635 (2000). [18] Nitzan, A, Ratner, M 2003, Electron Transport in Molecular Wire Junctions, Science, 5624, p. 1384, JSTOR Journals, EBSCOhost, viewed 7 May 2015. [19] Savoie, B, Jackson, N, Chen, L, Marks, T, Ratner, M 2014, Mesoscopic features of charge generation in organic semiconductors, Accounts Of Chemical Research, 47, 11, p. 3385-3394, Scopus ®, EBSCOhost, viewed 7 May 2015. [20] Cao, M, Deng, L, Xu, H 2015, Study of PNA-DNA hybridization by AFM-based single-molecule force spectroscopy, Colloids And Surfaces A: Physicochemical And Engineering Aspects, 470, p. 46-51, Scopus ®, EBSCOhost, viewed 7 May 2015.

Hamlet: Contrast Plays A Major Role :: Shakespeare Hamlet Essays

Hamlet: Contrast Plays A Major Role In William Shakespeare's Hamlet, contrast plays a major role. Characters have foils, scenes and ideas contrast each other, sometimes within the same soliloquy. One such contrast occurs in Act Five, Scene One, in the graveyard. Here, the relatively light mood in the first half is offset by the grave and somber mood in the second half. The scene opens with two "clowns", who function as a sort of comic relief. This is necessary, after the tension of Ophelia's breakdown (and subsequent death), and after the ever-increasing complexities of the plot. Previously, Polonious provided some humour, but since he is dead, a new source must be found - the gravediggers. Their banter becomes the calm before the storm of the duel, and the play's resolution. There is also a juxtaposition of the clowns and the graveyard here, which further intensifies the effect. The clowns chatter about their work in a carefree manner, even going so far as to play with a riddle ( " What is he that builds stronger ... carpenter" V,1,41-42). Shakespeare even went so far as to include his puns in this grave scene (V,1,120). Hamlet himself experiences a temporary lightening of mood from listening to the gravediggers' conversation. Their carefree treatment of death singing while digging graves, not to mention tossing skulls in the air) is a parallel to Hamlet's newfound attitude. After having committed himself to his cause in Act IV, he is no longer bothered by the paradox of good and evil, and (seemingly) is untroubled by his previous misgivings. Hamlet's musings on the equality of all men in death serve as a transition into the darker second half of the scene. His contemplations on death reflect Act IV, Scene 3, when Hamlet gives voice to a humorous notion concerning " how a king may progress through the guts of a beggar " (IV,3,27-28). Hamlet expands on this idea with his thoughts on how even Alexander the Great or " Imperious Caesar " may descend to such base uses as stopping a beer barrel, or stopping " a hole to keep the wind away " (V,1,207) The entrance of Ophelia's funeral procession marks the beginning of the second half, which balances the humor of the previous portion. The graveyard now takes on its more traditional role, as a place of grief, rather than a place of drollery. Laertes's words, understandably, contain references to Hell, and also hold no particular benevolence for Hamlet. The tension of the scene is further heightened by the confrontation which

Obstacles to General Purpose Augmented Reality Essay -- Virtual World

Obstacles to General Purpose Augmented Reality Abstract Augmented reality allows the enhancement of the real world with text, images and virtual objects. General purpose augmented reality is designed to be used continuously, as a part of everyday life. While this is potentially very powerful, it will also be very difficult to implement. Introduction Augmented reality allows the enhancement of the real world with a computer generated virtual world. This virtual world can be simple or complex, and can contain text, labels, sounds, images and even virtual objects that appear to be real. Many uses have been proposed for augmented reality. In general, they can be broken down into two categories: those that use limited augmented reality for a specific task, and those that use a general purpose, continuously worn system. General purpose, continuously worn augmented reality systems hold great potential for enhancing everyday life. They will allow instant and effortless access to vast amounts of information. They will enable seamless interaction with the increasing number of computer systems that we find in our world. They promise new means of enhancing social interaction and communication. The also will have many other uses that have not even been thought of yet. Despite their great promise, general purpose augmented reality systems are very complex and will be very difficult to adequately implement. They have demanding hardware requirements, and also present software problems that are likely to be even more difficult to overcome. Hardware Issues While present portable computers are useful in many respects, the hardware they contain falls far short of what is needed to adequately implement augmented ... ...f this is Surface drawing , an experimental system that allows the creation of 3d objects using gestures. While the problem of designing interfaces is not likely to be fully solved the near future, it will be possible to create interfaces that will be adequate for many situations. Conclusion General purpose augmented reality will have to overcome many obstacles before it can become widespread. It must be able to draw on numerous sources of data, filter that data for relevance and usefulness, be able to effectively and efficiently display that data, and finally allow the user to easily interact with that data. It must also have adequate hardware to support these goals. Despite the challenges it faces, general purpose augmented reality will prove to be very useful in many situations. As it becomes more practical, it is likely to become increasingly common.

last words of Christ Essay -- essays research papers

JESUS LAST WORDS ON THE CROSS The seven last words of Jesus on the cross demonstrate both his humanity and his divinity, and capture the last moment Jesus went through to gain our forgiveness. 1. Father forgive them, for they know not what they do: (Luke 23:34) Forgiveness for those who arrested condemned and executed Jesus†¦but also forgiveness those who drove the nails into the hands of Jesus, and those who mocked him. It is amazing to see the boundless mercy of Jesus. The first words He utters when he goes onto the Cross are words of forgiveness. This echoes what Jesus feels today when he looks down upon us and says the same words of forgiveness   Ã‚  Ã‚  Ã‚  Ã‚   Parallel verse: Matt 5:44 Love your enemies, bless those who curse you, do good to those who hate you and pray for those who spitefully use you and persecute you-- Jesus is putting in practice his own teachings! 2. Today, you will be with Me in Paradise: (Luke 23:43) There were two thieves crucified on either side of Jesus, both gasping for life, and in horrible pain. The thief on the right had been watching Jesus; he knew this man was innocent. He just heard Jesus asking God to forgive the people—the thief hears about forgiveness straight from Jesus. So the thief says this man is innocent. He defends Jesus, while no one else does! He knows he’s close to death†¦so he asks Jesus remember me when you come to your kingdom†¦he turns to Jesus for forgiveness, and Christ accepted him—today you will be wi...

Cheating is beneficial for students Essay

Cheating is an easy shortcut in terms of getting homework, tests, assignments and such done in a quick way. Cheating is efficient in a lot of things in life. Cheating should not be a crime for students, especially in high school. This Argumentive Essay is basically going to be focusing on 3 topics on why Cheating is beneficial for students in high school: 1. Why students should be able to share answers and thoughts with other students for homework, tests, assignments, projects, etc. 2. Why teachers shouldn’t be allowed to accuse students of cheating based off of similar answers/thoughts 3. Much less stressful for students in high school that have other important things to do in their life First of all, students should have the right to share answers and thoughts with other classmates to understand why there answer was wrong or why it was right. If they don’t compare answers and understand why one answer is right and one is wrong, they will never learn. Teachers in this generation seem to expect students to do all of their work independently, but little do they know that more than 60% of students cheat while doing homework, tests, projects, etc. If teachers just mark students work wrong or right and don’t tell them why there answer is wrong, or why there answer is right, how you expect them to learn? Teachers assume if two or more students have similar answers/thoughts, they were most likely copying off of each other. It’s very unlikely, but possible to have similar answers/thoughts, so teachers shouldn’t assume and jump to the gun while giving them zero based off of their assumptions. They should find complete proof on how the students were definitely sharing answers with each other. Last but not least, cheating is highly beneficial for students that go through a lot during their teen years. Unfortunately, some teens are more focused on their love life, popularity level, and jobs more than they are on their education. None the less, if that’s there decision to do all of those things instead of getting a education, they should have the right to do so and should cheat to fly through their high school year.

Reading of Jane Austen(TM)s short stories Essay

‘From a reading of Jane Austen’s short stories what do we learn about women’s lives in the late eighteenth century?’ In Jane Austen’s a collection of short stories â€Å"Love and Friendship†, she shows us the lives of women in the late eighteenth century, and what they have to deal with. These short stories are written in epistolary (letter) form between women who were friends at the time, these letters show us what their lives were about and what was considered to be important to them. Jane Austen writes about marriage, status, personal views and the attitude to what she saw, she also uses humour in her letters showing us how shallow women were in that time. For young women in the late eighteenth century marriage was very important and a woman who did not get married was considered worthless, all women were expected to get married. There were many important reasons to get married for a woman living in this time, the most important reason being having money. If a woman had no money she would be considered as having a bad status, because women when they were with their parents had no possession of their own. In the three sisters Mary is not sure about marrying Mr Watts she does not like him but she still considers marring him because he has a lot of money. â€Å"He has a large fortune and will make great settlements on me.† â€Å"I hate him more than anybody else in the world.† This shows us the amount of money he has is more important than the relationship and how happy they will be together. She decides to marry him if he will give her all she wants, this shows us how shallow the women could be and what they will do for possessions, she demands â€Å"a new carriage hung as high as the Duttons’, and blue spotted with silver; and I shall expect a new saddle horse, a suit of fine lace, and an infinite number of the most fine jewels†¦must always let me do just as I please and make a very good husband.† This shows us all the things she expects to get in marring him they are all but one material goods. This shows us that women in the eighteenth century were very much focused on marriage and how much money they could get out of it. If a woman did not get married she would either have to live with her mother or a paid female companion. Another alternative was to be a governess to a wealthy family; this was not a good thing to be because you would be treated a little better than a servant, they would neither be on the same level as the servants or the family. Young women in the late eighteenth century were considered well educated if they had plenty of accomplishment, these were things like sewing, singing, reading and entertaining their guests at a dinner party. In ‘Lesley Castle’, Margaret Lesley was writing to Charlotte Lutterell tell her what they did to pass the time in Scotland and what they do is â€Å"we read, we work, we walk and when fatigued with these employments we relieve our spirits, either by a lively song, a graceful dance or by some smart bon-mot and witty repartee.† This shows us that they did not do any challenging or intelligent type of work. The women in the late 18th century were also polite this shows us that this mattered in this time; we can see they are polite because they write long pleasant letters to each other. ‘Lesley Castle’ demonstrates that it is important to have accomplishments in this time and it allowed them to get into a good marriage which was the most important thing in a young lady’s’ life in the late eighteenth century. Not many girls of the time attended school but the few that did attended boarding school, would not learn to be clever they would only learn things like sewing and singing. Margaret Lesley and Charlotte Lutterell both went to boarding school together, â€Å"it is four years since my removal from school.† School was mostly for boys, some girls went to boarding school but the education was not very good because they did not need lessons and the teachers did not know what to teach them. Women in the late eighteenth century did not own anything or have any property for themselves. A woman’s inheritance would be given to a distant male relative the woman would never be given the whole of the money. The only way women could get money was through marriage, Mary only wants to marry Mr Watts because â€Å"he has a large fortune and will make great settlements on me.† She also expects the pinmoney; two hundred a year.† Which Mr Watts only want to be â€Å"a hundred and seventy-five.† When Mary agrees to marry Mr Watts she expects him to build her â€Å"an elegant greenhouse and stock it with plants†¦ a room on purpose and a theatre to act plays in.† she also expects to be allow out of the house all the time she insists on spending â€Å"every Winter in Bath, every Spring in town, every summer in taking some Tour, and every Autumn at a watering place.† Mary’s mother is set on not letting â€Å"such an opportunity escape of settling one of my daughters so advantageously.† This shows us that money was not only important to the woman but also important to the rest of their family, to ensure that the family would stay with money. It would also be in a mans interest to marry someone with lots of money because some of the family money would be given to him for marring into the family. Marriage was based on material goods not on a relationship. If you did not marry you would have no money and possessions you could have from your father. In Lesley castle Charlotte Lutterell is worried what will happen if â€Å"by this second marriage sir George should have a second family, our fortunes must be considerably diminished †¦ those jewels which once adorned our mother †¦ Matilda would no longer sit at the head of her father’s table.† This shows us how easy it is to loose money and financial security. Female friendship in the late 18th century come over as shallow, because they are always judging each other Margaret Lesley calls her mother-in-law â€Å"an insignificant dwarf.† Where their mother-in-law Susan Lesley calls Margaret and Matilda â€Å"scotch giants† and continues â€Å"I am sure they would frighten you out of your wits.† This show us that women in the 18th century judge each other and think they look better than each other. There is also a lot of rivalry between friends Mary in â€Å"The Three Sisters†, says â€Å"how I will triumph over the Duttons† and the two families were friends; this shows us that was even rivalry between friends and even though they were nice to them to their faces they were horrible behind people’s backs. Manners and etiquette were more important than actual friendship; Susan Lesley and Charlotte Lutterell are only friends even though they are feed up with each other because â€Å"she is too polite and I am too civil to say† they still write letters which â€Å"are still as frequent and as affectionate.† This show us that women in the late eighteenth century are very selfish, and their lives were very shallow. We have learnt from reading Jane Austen’s short stories that women in the late eighteenth century had very little choice to what they could do because they had to marry to ensure that they would still have enough money to live. Life in the late eighteenth century for women was very much ‘everyone out for themselves’ and they all had to fight over having a rich man and material goods better than everyone else’s. Jane Austen did not like living in this time we can tell this because of the humour she uses with the women to show how important money was to them in â€Å"The Three Sister† Mary is very indecisive whether she should marry Mr Watts or not. Today we find it hard to compare with how they lived in the late eighteenth century because it is so different to how we live now. I am glad that we live in a society today which is more accepting to women and how both male and female should be treated the same. I also believe that Jane Austen would prefer to live in the society that we live in today because Jane Austen always humours the women in her collection of short stories.

Macbeth was doomed by fate or by a flaw in his character Essay

In the play â€Å"Macbeth† by William Shakespeare, it is very controversial whether or not Macbeth was doomed by fate or by a flaw in his character. It could be argued that Macbeth was doomed both by fate and by a flaw in his character. On one hand, the role of the witches influence could be regarded as a major external force that exploited Macbeth’s character flaws. However, on the other hand, Macbeth’s ambitious nature and greed for power was the flaw in his character that ultimately led to his downfall. The extent to which Macbeths downfall is determined by fate or a flaw in his character will be discussed. It could be argued that it was fate that lead Macbeth to his doom. The role of his chance meeting with the witches was instrumental in influencing Macbeth’s decision making. On a eerie night, Macbeth was told three prophesies by the witches, â€Å"_All hail, Macbeth! Hail to thee, Thane of Glamis! All hail, Macbeth, hail to thee, Thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter.†_ Macbeth did not question the accuracy of the prophecies, which he believed were preordained because in Elizabethan times, it was believed that witches could see into the future, kill their enemies and make themselves invisible. Everyone believed that the witches could see the future, and this led Macbeth to the idea of killing Duncan once he had listened to the prophecy that he would become King of Scotland. Macbeth thought, _†If chance will have me king, why, chance may crown me without my stir.†_ An interpretation of this quote according to Macbeth could be, if fate wanted him to be king, perhaps fate would just make it happen and he wouldn’t have to do anything. Consequently, Macbeth was lead to fate through the prophecies of the witches, but by trying to master fate, his ambitious nature and greed for power was the flaw in his character that ultimately led to his downfall. Macbeth is not doomed by fate, but by a flaw in his character. This flaw can be viewed as the way he let his ambitions take over and cloud his morality. At his first taste of power, his ambition takes over and he is craving for more. Since Duncan is already King, the only way for Macbeth to fulfil his  desire is to kill him. Macbeth admits that he has to kill Duncan and ultimately his own ambition drives him to decide to kill the King. _†I have no spur to prick the sides of my intent, but only vaulting ambition, which o’erleaps itself and falls on the other.†_ This is proving that Macbeth was prepared to kill anyone who was at risk to undermine his seat on Scotland’s throne. Macbeth blurred his good judgement and sacrificed his morals to achieve his goal, to become king. Macbeth put his own desire before the good of his country and in the end it is destroyed by his ambition. Therefore, Macbeth’s ambition and greed for power was not caused by fate, b ut by a flaw in his character that he is responsible due to his corrupt actions. Macbeth’s ambition went to all lengths to become kind of Scotland, that despite the influences, Macbeth was still responsible for his own actions. The witches told Macbeth his three prophecies; they forced nothing, just simply presented facts that influenced Macbeth to act. Macbeth interpreted the words and actions to make the prophecies come true. The witches gave Macbeth a fake sense of security and it is his tragic flaws that brought him upon his downfall. After Macbeth was told the prophecies, he said to himself _†My thought, whose murder yet is but fantastical, Shakes so my single state of man that function.Is smother’d in surmise, and nothing is. But what is not.†_ The witches’ prophesy awakens within Macbeth a murderous ambition that was there all along. Lady Macbeth is the driving force that encourages Macbeth to overcome his sense of guilt and take action on the prophecies. Lady Macbeth manipulated Macbeth into murder by saying _†When you durst do it, then you were a man†_ An interpretation of this quote according to Lady Macbeth could be, he was more of a man when he dared to commit the murder, and recognizes that his ambition to commit the murder and claim the throne are attractive and manly to her. Lady Macbeth was a huge influence to Macbeths corruptions, for instance she says, † A little water clears us of this deed.† Meaning she is literally washing her hands of with murder. Even though Lady Macbeth was a huge influence, Macbeth was the one who held the dagger. As a consequence of Macbeth’s actions, it was his ambition and greed for power that ultimately led to his downfall. Even in consideration of external forces such as manipulations of Lady  Macbeth and prophecies of the witches, Macbeth decided his own fate through his actions. His morality was weak and he was self-centered. Consequently, Macbeth ambition and greed for power was the flaw in his character that ultimately led to his downfall.

More Money More Problems

Literary Analysis More Money, More Problems The Great Gatsby was written by F. Scott Fitzgerald. In this story, there are a lot of twists and turns with several characters. Two characters that stand out the most are Tom Buchanan and Jay Gatsby. Even though they are alike in some ways, in others they were completely different. The main areas that showed their greatest differences were the way that they obtained their wealth, their relationships with Daisy, and the way they treated Nick. Even though Tom was married to Daisy, Jay Gatsby was not willing to give up on his true love Daisy.First of all, even though they both were wealthy, Tom actually came from wealth as stated â€Å"His family was enormously wealthy†¦Ã¢â‚¬  (6). He enjoyed showing off his wealth off in order to make others feel bad and make himself feel important. An example of this would be when Tom told Mr. Wilson â€Å"No, he doesn’t,† said Tom coldly. â€Å"And if you feel that way about it, maybe I’d better sell it somewhere else after all†. Gatsby on the other hand, earned his wealth starting young and working for it. He bought a house across the bay from Daisy just to be close to her.While he also showed off his wealth by having lavish parties, he did it only to be seen and impress his true love, Daisy. This is proven by to Jordan’s statement, â€Å"I think he half expected her to wonder into one of his parties some night† (79). Another way that they were different was the relationship they had with Daisy. Even though Tom was her husband, he cheated on her several times and caused her shame. One occasion he had an affair with Myrtle Wilson, when he said â€Å"I want to see you†¦. Get on the next train† (26).The other occasion was when, †The girl who was with him got into the papers, too, because her arm was broken-she was one of the chambermaids in the Santa Barbara Hotel† (77). This shows that he had absolutely no respec t for her. He also treated her more like property. On the other hand, Gatsby rebuilt his life in hopes to see Daisy and have a life with her. Gatsby told her several times that he loved her and waited five years. He was also very careful about respecting her and her marriage as evidenced when trying to arrange a meeting with Daisy.He did not â€Å"want to do anything out of the way† (79) in order to avoid putting her in an awkward position. Finally, the way that Tom treated Nick was demeaning and almost servant like. Tom put Nick in the middle of his extramarital affair without any warning or thought. When the trio travelled to New York, Nick was about to go about his business but Tom told him, â€Å"No, you don’t†¦Myrtle’ll be hurt if you don’t come up to the apartment† (28). He had absolutely no regard for Nick’s feelings despite him being related to his wife.He had little regard for his feelings and demanded his presence. Gatsby, how ever, took the time to actually befriend Nick and was never disrespectful even when arranging to meet Daisy. He had such an effect on him that Nick remained his friend until the very end. The ways that Tom and Gatsby they obtained their wealth, their relationships with Daisy, and the way they treated Nick were some of the major differences between the two. While they were alike on some levels, they were morally different.

Claims Essay Example | Topics and Well Written Essays - 1000 words

Claims - Essay Example In the company, there were different groups doing specific tasks and with different leaders and communication system. The groups are motivated in different ways in respect to their output. In my self assessment test, I was exceedingly interested in working in groups. I like being the group leader since I can manage the group dynamics. In my future career plans, I would like to own a company and manage it myself. The competences are incredibly essential in the entire running of the company. They are inter related in that they all aim at achieve organizational goals and objectives. The effectiveness of a manager is determined by the outcome of the organization in regard to the set objectives and goals. If the skills and competences are effective, the organization will manage to achieve their goals and objectives. In most organization, the managers lack some skills and competences leading to poor management. ... In the organization, different personnel did more work than others. The organization had a policy of rewarding people and groups based on the output they delivered. This was extraordinarily critical, and it encouraged people to work extremely hard to get more rewards (Scott, Spriegel and Clothier 22) Nominate one management skill to investigate in the next semester Decision making The main reason why I nominated decision making is due to its daily application in all level of management. When I was working, decision making was my chief problem. This is the process through which managers use to solve existing problems in an organization. It is the key aspects that single out the performance of a manager. In most organization, the success of any organization depends on the decision made by the management. When I was working as a scripter, my key weakness was making the right decisions on time. The manager of the company was always complaining about it, and this triggered me to find mean s to hasten my decision making skills. The main reason why I did not make decisions on time was due to the uncertainty of the outcome (Drucker and Maciariello 56) Guidelines that influence decision making 1. Define the problem. This involves identifying the decision that will help in the attainment of the organizational objectives. The problem may be short-term or long-term. 2. Identification of limiting factors. The decision maker should analyze the ideal resources that are required to implement the decision that is to be made. The manager must have adequate information, personnel, time, supplies and equipment. The manager should also take into account the internal and

A case study on E-commerce business model Assignment

A case study on E-commerce business model - Assignment Example E-commerce-a strong promotion & Market research tool: Richard who was supposed to be a gardener diverted in a medium which he thought can change his business distribution strategy if properly used i.e WWW. He was in need a mode to take his products to the people who are in search of the same. WWW is having no boundaries and can reach customers beyond horizons and can transfer data with more precision. trivial option for the conventional gardener as it was termed as an expensive tool and complex tool to work with. The professional charges to build a website with all the features were difficult to bear with. The initial investment is needed to place a website was a bit high. Prior to the advent of WWW, gardening companies have to register their company and their products to an apex organization to market their products. These apex organizations used to divert the customers to the respective companies for the products thus the medium in between was circuitous and complex for a customer to approach. E-commerce has eliminated these hurdles and kept the entire information required on the website that can be viewed by the consumers at their convenience. Unlike conventional marketing strategies, the website needs constant update and monitoring which was not an encouraging factor for gardeners. Richard has made a bold move by initiating the efforts to learn and implement the methods of developing the website. His initial efforts made to learn the pro and cons of using internet marketing. He constantly updated his knowledge and the technology thus set the platform that made him to entice more customers. He identified the channel where he can position his web link in the cluster of garden websites thus avoiding the high expenses incurred by the print and other physical medium E-Commerce an effective distribution channel: Richard has initiated the client relationship through email and the queries were addressed every mornings and evenings at convenient timings. E-mail correspondence has enhanced the reach as it can address the concerns and requests in a flash of time. The

Evaluate the claim that biometric technology is a viable and effective Essay

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Humanities Essay Example | Topics and Well Written Essays - 1250 words - 4

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

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Correction Essay Example | Topics and Well Written Essays - 250 words - 2

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Integrated Management System and Processes (IMSP) Case Study

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Early Childhood Education Essay Example for Free

Early Childhood Education Essay He taonga te reo: Honouring te reo me ona tikanga1, the Maori language and culture, within early childhood education in Aotearoa2. Dr Jenny Ritchie, Associate Professor, Early Childhood Teacher Education, Unitec Institute of Technology, New Zealand Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children), whanau (families) and educators are integrating the use of the Maori language within their everyday educational interactions, as mandated by the bilingual New Zealand early childhood curriculum, Te Whariki (Ministry of Education, 1996). Languages reflect cultures, expressing our deeper meanings and representations. Inscribed within verbal and non-verbal languages are our ways of being, knowing and doing (Martin, 2008). Jeanette Rhedding-Jones has inquired in her Norwegian multicultural context as to â€Å"What kinds of constructions are the monocultural professionals creating for cross-cultural meetings and mergings? † (2001, p. 5). What follows is an exploration of strategies by which Maori ways of being, knowing and doing are being enacted through the medium of te reo in early childhood centres. Introduction Te Whariki (Ministry of Education, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already widely acknowledged across the early childhood education sector in this country, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ona tikanga4 as an integrated component of early childhood education programmes. Te Whariki contains strong clear statements of expectations for educators in terms of enacting te reo Maori within their teaching: New Zealand is the home of Maori language and culture: curriculum in early childhood settings should promote te reo and nga tikanga Maori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and the meaning of whanau and whanaungatanga5 (Ministry of Education, 1996, p. 42) The juxtaposition of the promotion of te reo and tikanga alongside whanau and whanaungatanga is insightful. Previous research had identified that as early childhood 1 2 Te reo is the Maori language, tikanga are Maori beliefs, values and cultural practices. Aotearoa is a Maori name for New Zealand. 3 Te Tiriti o Waitangi/The Treaty of Waitangi, signed in 1840 between Maori chiefs and the British Crown, promised protections to Maori of their lands and taonga – everything of value to Maori , which includes their languages, beliefs, values and traditions. 4 Te reo is the Maori language and tikanga are Maori cultural practices. This phrase, literally, â€Å"the language and its cultural practices† demonstrates how intrinsically the language and culture are linked. 5 Iwi are tribes, whanau are families, and whanaungatanga is the building of relationships. 2 educators generate an environment reflective and inclusive of Maori values such as whanaungatanga, Maori families are more comfortable and become more involved within that early childhood setting (Ritchie, 2002). Te reo Maori has been severely jeopardised by the processes of colonisation. As Mere Skerrett has written: Maori ways of speaking were also colonised through the subjugation of te reo Maori, to be replaced by English. This, at times violent, process of colonisation caused a disruption in the intergenerational transmission of Maori language, Maori knowledge and, as a consequence, disrupted Maori lives and Maori societies. (2007, p. 7) Whanau Maori have consistently stated their preference that their children learn their language and culture within education contexts (AGB/McNair, 1992; M.Durie, 2001; Else, 1997; Te Puni Kokiri/Ministry of Maori Development, 1998) in affirmation of their identity as Maori, since â€Å"Te reo Maori serves as the medium through which symbolic and cultural components are properly united and Maoriness most appropriately expressed† (A. Durie, 1997, p. 152). Young children learn languages comparatively easily. Early childhood centres are a logical site for young children to have opportunities to learn te reo Maori, in naturalistic experiential ways, consistent with both early childhood and second language learning pedagogies (Cummins, 2001; Ritchie, 1994). This will only occur if we are able to provide them with a linguistically rich environment and authentic language models. It is reasonable that Maori parents might expect that their children will not acquire poor pronunciation of their own language from their educational experiences. Previous Research In 1999 as part of my doctoral research (Ritchie, 2002), I observed 13 different early childhood settings in the Waikato area (Ritchie, 1999). I noted that in most of the settings there was at least one staff member who attempted to use some Maori language. This was a stronger use of te reo than Pam Cubey observed in eight Wellington early childhood centres in 1992, when she reported that virtually no Maori language was heard (Cubey, 1992). During my observations, the most frequent usage of te reo Maori were ‘commands’, such as: â€Å"Haere mai ki te kai; E tu tamariki; E noho; Haere mai ki te whariki; Horoi o ringaringa†6. There were also instances of counting and naming colours in te reo Maori. Several staff repeatedly inserted single Maori nouns within some of their regular English sentences, for example, â€Å"Do you want some fruit? Some panana 6. Haere mai ki te kai – come and eat E tu tamariki – stand up children E noho- sit down Haere mai ki te whariki – come to the mat Horoi o ringaringa – wash your hands panana – banana aporo- apple taringa – ear(s) waha mouth 3 or some aporo? Turn on your taringa, zip up your waha†. During my visits, eight of the 13 centres sang at least one song in te reo Maori, usually at structured mat-times, which were compulsory for all children. These teachers identified confidence and competence as barriers, because, as one teacher explained, â€Å"you feel like a real twit when it comes out wrong†. I was concerned that the available te reo Maori resources appeared to be under-utilised and that the range of language use was restricted to simple commands, the use of colour names and counting in Maori. This indicated reliance on a limited range of vocabulary, with little knowledge of Maori grammar. Teachers expressed their need for support and encouragement to broaden their ‘comfort zone’ beyond single words, to using complete and more complex phrases that represent linguistically authentic Maori structures. I suggested that teachers consider widening the range of formats in which they used Maori phrases. Recent data Whilst 6. 58% of registered early childhood teachers are Maori (Ministry of Education, 2007), only 1. 6% of New Zealanders of European ancestry speak Maori (Ministry of Social Development, 2007). Early childhood teachers’ use of te reo may seem encouraging in that 75% of Pakeha early childhood teachers said that they use some Maori whilst  teaching, yet 70% of these teachers reported themselves as speaking Maori â€Å"not very well† (Harkess, 2004, p. 12). In 2006 we reported on a two-year study7 with a range of participants, which included early childhood educators, an Iwi Education Initiative8, teacher educators, specialist educators and professional learning providers, co-exploring strategies for supporting the involvement of whanau Maori within early childhood settings other than Kohanga Reo9 (Ritchie Rau, 2006). Using narrative (Connelly Clandinin, 1990; Schulz, Schroeder, Brody, 1997) and Kaupapa Maori (Bishop, 2005; Smith, 1999, 2005) research methodologies, we explored early childhood educators’ strategies for encouraging the participation of whanau Maori within early childhood education settings, and ways for implementing understandings of commitments derived from Te Tiriti o Waitangi as expressed in the bicultural early childhood curriculum, Te Whariki, through the delivery of Tiriti-based programmes10. Participants in this study were those who were strongly committed to implementing Tiriti-based practice. Pedagogical enactment described in this study was consistent with 7 This project was funded through the Teaching Learning Research Initiative, a fund provided by the New Zealand Ministry of Education, and administered by NZCER. 8 We gratefully acknowledge the support and contribution of Kokiri Tuwaretoa Education Initiative to the Whakawhanaungatanga study. 9 Kohanga Reo are Maori-medium educational settings where young children are immersed in the Maori language and culture in a whanau-based context. 10 The term Tiriti-based practice is derived from a commitment to Te Tiriti oWaitangi, the treaty signed in 1840 by Maori chiefs and the British Crown, that legitimated the presence of immigrants, initially from Britain, alongside the tangata whenua, Maori, the indigenous people of this land. 4 a view of Maori language and cultural practices as being holistically and simultaneously performed. This enactment includes daily welcoming and spiritual rituals in te reo, and is inclusive of waiata11. This climate generated a sense of welcoming and safety for Maori families, which resulted in their increasing involvement in centre reo and tikanga implementation. An educator demonstrated how this whanau participation was integral within their early childhood centre programming: â€Å"In partnership with whanau we  introduce new waiata each term, and tikanga experiences, such as, hangi, powhiri, harakeke, [and] legends of the whanau, hapu12, and iwi attending the service. † Other Maori co-researchers within the Whakawhanaungatanga research project also identified aspects of Te Ao Maori13 that they would like to see reflected within early childhood education and care settings. They considered it important that Maori parents and whanau sense a match between their values and those of educational settings. They valued a sense of whanaungatanga generated and enacted within the early childhood centre, whereby tamariki and whanau, kuia and kaumatua, and other whanau members such as â€Å"Aunties† (Martin, 2007) participated as a collective, learning and teaching alongside the teachers and children, educators sharing responsibility and demonstrating willingness to identify and support the needs of all members of that collective. In this vision, te reo Maori is modelled and integrated throughout the programme, with support for adults to increase their own facility with the language alongside their children, and there is ongoing everyday enactment of tikanga such as: rituals of welcoming and farewell; sharing of kai14; a value of inclusiveness; reference to Te Ao Wairua15 and nga Atua16, and annual celebrations such as Matariki. 17 Children, in this view are exposed to te reo as part of the daily enactment of Maori beliefs, values and practices. Co-researchers in this project demonstrated a commitment to integrating te reo and tikanga within their centre practice, in ways that were meaningful and contextual for children and families. Working with natural materials, such as harakeke (flax), provided a source of learning of traditional knowledge, involving the planting and care of the flax bushes, weaving of rourou18, children observing alongside adults, connected to the land and its spiritual significance, as Ana, a Playcentre kaiako, described: So even though we had those harakeke within our centre boundary, in our lawn, we knew that the pa harakeke19 of that harakeke that we had, came 11 12 Waiata are songs. Hangi are feasts cooked in earth ovens, powhiri are greeting ceremonies, harakeke is flax, and hapu are sub-tribes 13 Te Ao Maori is the Maori world. 14 Kai is food 15 Te Ao Wairua is the spiritual dimension. 16 Nga Atua are supernatural beings, or gods. 17 Matariki is the constellation whose arrival announces the Maori New Year. 18 Rourou are flax food baskets. 19 Pa harakeke are flax bushes, often planted as a source of flax for weaving and rongoa (medicinal remedies), and also refers metaphorically to the nurturing by the wider family of the offspring, the younger shoots. 5 from a bigger picture. And all the natural resources on our little wagon inside, in the area of where they go and make pictures and glue things and make structures out of the driftwood and put their shells and tie their shells on and harakeke, they might have been just in the rourou baskets, but we knew and the tamariki knew they come from this bigger picture out there in the whenua20, because they had gone to get them. So we brought our big world reality and our spiritual world reality into the bounds of that centre. Pania, a Maori kindergarten teacher, spoke of her bilingual approach as being like a whariki,21 †¦where you get two strands and you build them together to make your little kete22 or your whariki of learning. And [implementing a bilingual approach] is a way that I can facilitate my programme that is non-threatening. It’s an option for the child – and the parent – whether they would like to do it, but it’s also another teaching technique and a resource and a learning strategy. Daisy, a Pakeha kindergarten teacher, actively researched aspects of tikanga that she was interested in integrating into her teaching: I wrote a story and what I wanted to do was encompass the tikanga aspects on collecting kai moana23. I wanted it to be something Pakeha could grasp, something simple, that was really clear and conveying the tikanga aspects because it’s not just about going down to the beach and picking up a few pipis24, its deeper than that, there’s a lot of kaupapa25 behind it. How did I know about all the tikanga? —I’ve never gone out collecting kai moana in my life? Research, korero26 with others more knowledgeable. As far as getting it to children it needs to be simple and straight-forward. The pipi story is focused on Tangaroa,27 the protocols around that. The tamariki seem to enjoy it, but in order to deepen their understanding, and extend the story, I set up the pipi hunt in the sandpit. So the story was a visual and a listening experience, whereas the pipi hunt was a tactile experience, so that then I think I would have managed to tap into every child’s way of learning. Daisy also involved whanau Maori of her centre in her planning, although she took primary responsibility for researching the reo and tikanga that was to be incorporated. Incorporating te reo and tikanga was more effective when educators were committed both individually and collectively to proactively integrating this within planning, teaching 20 Whenua is land. Whariki are woven flax mats. 22 A kete is a woven flax basket. 23 Kai moana are seafoods. 24 Pipi are cockles. 25 Kaupapa is philosophy. 26 Korero is talking. 27 Tangaroa is the Atua, supernatural being, or God, of the sea. 21 6 interactions, programme evaluation, and centre review. Many of the Pakeha coresearchers have worked hard over the years to increase their competence in te reo, and continue to do so, by taking courses. At Ariel’s childcare centre, all the teachers had attended a reo course offered in their local community. Penny, a kindergarten head teacher who was also studying te reo, explained that as her own confidence grew, and supported by her co-teacher, the quality of te reo within the centre programme continued to strengthen, as â€Å"the reo is fed in gently and quietly†. Respondents from the Hei Ara Kokiri Tuwaretoa Education Initiative data articulated aspirations for early childhood education services that envisioned all children as being supported to become biculturally and bilingually competent. The following example recognises the important role of early childhood services in offering quality models of te reo Maori: To be fully bicultural and therefore bilingual all children in Aotearoa/NZ should have the opportunity to learn to be fluent in Maori and English and develop understanding of both cultures’ world view. We need proficient Maori speaking teachers in all ECE learning environments. It is not enough to use Maori language in directives – information – acknowledgment contexts. We need to work towards providing environments where children can use the target language, be completely immersed in te reo Maori. We need to promote environments where the conscientization of language is constructed as normal to prevent dialogue being used by teachers to act on children. Teachers and children need to be using dialogue to work with each other – co-constructing. In order to reflect this, we need to provide environments rich in Maori language. We need proficient speaking Maori teachers! Regurgitating learnt phrases will not provide the opportunities for children to really conscientise their experiences, that is, thinking in Maori. Only a very high level of exposure in Maori will do that. Honouring the indigenous language and culture of this country remains an ongoing challenge for educators, particularly given the legacy of colonialistic arrogance that has limited access for many people, both Maori and non-Maori. Kaupapa Maori models are providing inspirational pedagogical models that honour te reo me ona tikanga (Skerrett, 2007). However, as the numbers of Maori children in education services other than kaupapa Maori remains high, the onus is on educators in these sectors to find strategies to provide Maori children and families with the language that is their birth-right and source of identity as affirmed by Article 30 of the United Nations Convention on the Rights of The Child (1989), which requires that: In those States in which ethnic, religious or linguistic minorities or persons of Indigenous origin exist, a child belonging to such a minority or who is Indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. 7 Conclusion Maori continue to seek education provision that respects and honours their identity, including the linguistic affirmation of authentic models of te reo Maori (Robertson, Gunn, Lanumata, Pryor, 2007). As early childhood educators seek to deliver on the expectations outlined in the early childhood curriculum, Te Whariki (Ministry of Education, 1996), there remain many challenges, not the least of which is the lack of linguistic competence in te reo Maori of the vast majority of teachers (Harkess, 2004). Our research indicates that educators who are dedicated to an ongoing journey of reflexive praxis founded in a commitment to social justice and the promise of Tiriti-based partnership are generating early childhood programmes which respectfully reflect the Maori language and culture, and this in turn encourages the participation of whanau Maori in these services. References AGB/McNair. (1992). Survey of Demand for Bilingual and Immersion Education in Maori. A Report to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005). Freeing Ourselves from Neocolonial Domination in Research: A Kaupapa Maori Approach to Creating Knowledge. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 109-164). Thousand Oaks, California: Sage. Connelly, F. M., Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in Early Childhood Care and Education. Unpublished M. Ed. Thesis, Victoria University of Wellington, Wellington. Cummins, J. (Ed. ). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Maori Identity. In P. Te Whaiti, M. McCarthy A. Durie (Eds. ), Mai i Rangiatea. Maori Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001). A Framework for Considering Maori Educational Advancement. Paper presented at the Hui Taumata Matauranga, Turangi/Taupo. Else, A. (1997). Maori Participation Performance in Education. 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