I See the Forest

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I See the Forest

When I was in second grade I had the worst time learning how to tell time. In fact, to this day I still have a little trouble. Clearly, I didn't have trouble reading a digital clock, but when it came to reading the hand of a clock I failed miserably and usually was reduced to tears. At the time I couldn't understand why I was having so much trouble. I was in the top reading group in my class, and one of the chosen few in the Intervale Elementary School gifted and talented program. At that point in my academic career, I had never failed at something before and I quickly became very frustrated. Regardless, I eventually figured it out, but it took a very long time. I also had a lot of trouble learning multiplication and division. I specifically remember getting so frustrated I couldn't figure out my math homework, I ripped it up. I soon realized at an early age that I had trouble learning certain things and in subjects like math and science, concepts took me longer to learn. The problems continued, as I got older. When I reached middle school and high school, it was clear that I was far from a math and science student, yet excelled in English, history, and the arts. In fact, when I was a sophomore in high school my chemistry teacher advised me to never take physics or calculus and instead suggested statistics and environmental studies because I would have "trouble understanding the concepts and principals". By the time I had graduated high school, I knew that I was a right-brained learner.

Luckily for me, my mother was a teacher who strongly believed in the notion of different learning styles as well as different intelligences, therefore my mother was able to help me when my teachers could not. She understood the concept that not everybody learns the same way and she in turn helped me adapt and integrate my styles with my teacher's style. It was difficult but eventually I was able to catch on. Interestingly I found myself integrating my styles further when I went to college. I found it difficult that in college many of my classes were based on lectures. It took me a while to adjust, but now I am able to sit through and understand a three-hour lecture where justyears ago I had problem paying attention in a one-hour class.

It was until this class, where I was able to physically see the classification of a right-brained learner. Characteristics like use visualization, accident prone, creative, like humor, rely on images for thinking and remembering, need touching, and need to have goals set for them, are all things that describe me and my learning preferences. After reviewing the lists, I took a test to assess my brain dominance. Interestingly, the test stated that I was an integrated learner. This came as a surprise because I had always considered myself a right-brained learner. However, after further examination of the test, I felt that this was not an accurate test to decipher brain dominance. The questions were much too vague. For example, I prefer to take multiple-choice tests, I prefer to take essay tests, and I don't have a preference for essay tests or multiple-choice tests, were a series of statements where I had to choose which was most like me. I choose essay tests, but it is easy to see how a person taking the test would be likely to answer both. However, a point brought up in class was the notion that schools tend to focus their teaching strategies to fit a left-brained learner and as a result right-brained learners are forced to integrate and utilize both styles. This is a valid point to look at and consider, but I also feel that the statements in the brain dominance test could be reworded to make for a better survey.

After I decided I was a right-brain dominant, I dug deeper into my learning style. I looked at Herman Witkin's modes of perception. Essentially, Witkin and associates developed the notion of field-dependent (global) and field-independent (analytic) people. In other words, a common analogy used to describe the distinction between the two styles is that field-dependent people see the forest while field-independent people see the trees (Witkin, Moore, Goodenough & Cox 177). As I read the lists of key characteristics, I noticed that the field-dependent style shared similar characteristics with that of a dominant right brain. For example, characteristics included wanting to see the whole picture before examining the parts, make connections; look for patterns and relationships, and socially aware; interested in people. The same relationship can be made with the field-independent style and left-brained learner. As I looked at ways teachers can accommodate students dominate in field-dependent style I saw that the suggestions, like cooperative learning and other interactive strategies, were styles of teaching I enjoyed and excelled at as a younger student. For example, I was more receptive to a teacher when they emphasized the main concept, therefore I could see the overall picture and then be able to concentrate on details. It makes sense that right-brained and left-brained people would have different learning styles; it is just interesting to see how they matched up.

Further investigation on my personal learning style brought me to specific student style traits. These traits, auditory, visual, and kinesthetic are the three channels that learning occurs through. The best-known models of learning styles (the best known is from Dunn and Dunn at St. Johns University, and variations on their work) deal with the environment in which we study best, and the shape of the information, as in auditory, visual, or tactile kinestheic. This model describes environmental preferences, and how information is taken in, but not what the learner does with the information, cognitively. It is said that students learn best when learning through their favored style (Handout 5).

To see how this applied to my personal style I looked at important characteristics of the visual style. Characteristics included remembering best what they see, putting information into visual forms, and often writing things down or drawing pictures to help understand and remember. After comparing visual style to auditory and kinesthetic it was clear that I was a visual learner. Although I already knew that based on my earlier experiences in school. In fact, my visual style can be seen in my everyday life. For example, I have a lot of difficulty listening and comprehending lyrics of songs. I need to physically read the words or else I cannot understand them. The same applies when people read something out loud, such as Trivia Pursuit questions; I need to read the card to understand the question. Interestingly, I can listen to lectures in class and understand them. The fact that I am able to understand lectures show that as a student I needed to integrate other styles to succeed academically.

To be sure, however, I took the modality checklist to assess what type of modality, or sensory channel I prefer. After reading the statements and checking off the ones that are most like myself, the test showed that I favor visual modality (although, both auditory and kinesthetic styles were a close second and third). Again, while my test showed that I employed a visual style, I still felt that the questions were much too vague. Similar to the brain dominance test, the statements were too obvious. As I was taking the test, I could tell exactly what they were testing for, which in my mind, makes for a faulty test. On the other hand, in terms of a quick assessment this test could be used initially and serve as a guide.

Finally, I assessed the type of personality I was based on Carl Jung's Psychological Types (171). According to Jung, a person's attitude is influenced by their behavior. As a result people tend to look at certain situations differently based on their comfort level. One aspect of this theory is a preference for introversion or extraversion. Depending on an individual's comfort level, a person behaves extraverted, energized by their actions with the outside world, or introverted, energized by time for reflection, depending on the situation. However, people tend to choose one over the other (Jung 171). Prior to looking at the characteristics of introverted and extroverted people, I did not know what I was and felt that I might be both. After looking at the test I came up with the same conclusion, I was both. Jung was right it depends on the situation. However, this was only a tiny portion of his theory, I'm sure that there is more to it and this list is simply a general example.

Taking these tests showed me the progression of learning styles and gave me a quick history lesson of learning styles. It was interesting to assess my own learning styles as researchers did. In other words, researchers started with the distinction of right and left brained learners and, through the years, have narrowed down specific characteristics. Educators have been trying for a long time to come up with a model that adequately describes the differences in how people learn and still new research and models are coming out all of the time. The assessment allowed me to see how I will handle my children when I become a teacher. I can see how I had trouble in school, and being I bright student I can only imagine what other students felt. On the other hand, I can see how different learning styles and traits can coincide in the classroom. For example, when I volunteered at Washington Carver Elementary School the students participated in tasks that applied to visual, auditory, and kinesthetic learning. Specifically, in the math lesson of the day the students worked in groups on their math worksheet, they then each read a problem out loud and showed how it was performed with magnets on the board. That activity applies to all types of learning styles and reinforces that the children, no matter what type of style, will understand and comprehend the material. That is how I want my class to be. I think a lot of the problem to date with schools having a left-brained bias is that teachers do not realize that they can creatively employ different teaching styles and reach each learning style if they can creatively come up with a good lesson. All it requires is a little investigating. Luckily, as the years go on teachers are being taught that there are different learning styles and intelligences and they are therefore becoming aware that their lessons need to reflect the disparity. Being aware is key and assessing my own learning style is the first step to applying it to my teaching.

Eastern New Mexico University. "Modality Strengths."

Eastern New Mexico University. "Modality Checklist."

Handout 5. "Student Style Traits Auditory, Visual, Kinesthetic." Association for

Supervision and Curriculum Development.

Jung, C.G. (171). "Psychological Types." In The Portable Jung, edited by J. Campbell.

New York The Viking Press.

Shaun, A., Siegel, L, & Siegel, J. "Self Administered Inventory of Learning Strengths."

Witkin, H.A., C.A. Moore, D.R. Goodenough, and P.W. Cox. (Winter 177). "Field

Dependent and FieldIndependent Cognitive Styles and Their Educational

Implications." Review of Educational Research. 47, 1 164.

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Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ?

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It should be understood from the outset that the three guiding considerations in any classroom context are the teacher, the student and the learning environment. These close and sometimes complex inter-relationships need to be taken into account when discussing the differences between a class of 0 adolescents in a day school (C1) and one of 15 adults learning English for business reasons (C).

The most central element in the classroom is motivation what motivates the teacher, what motivates the student and to what extent do the two coincide in reflection of the learning environment? We know "it's motivation that is the key, not the emphasis on innate ability or personality … it's finding a way to engage every[one] in meaningful activities and helping them to enjoy learning" (Groundwater-Smith, Cusworth et al, 18). With this in mind, the teacher is undoubtedly the primary motivational influence within the learning environment. However, to foster this in functional and formative ways, the teacher needs to be aware of his/her own motivations alongside those that find the student in the classroom at the same time.

One can understand motivation to be either extrinsic or intrinsic. Extrinsic motivation is external to the actual activity and might be seen by the student to be collaborative or coercive, encouraging or discouraging (or indifferent) and may elicit responses that are in keeping with the particular perception. Intrinsic motivation, on the other hand, is seen as "…the motive that keeps individuals at a task through its own inherent qualities" (McInerney & McInerney 18) and often reveals a "… joyous absorption in the activity" (Csikszentmihalyi 175) through "a facility for learning that sustains the desire to learn" (Corno & Rohrkemper 185).

To sustain the desire to learn, the teacher should focus on several fundamental areas. Firstly, in both C1 and C, it is important for the teacher to instil confidence in his/her capacity to teach, as well as the method of teaching. While there is no proven method that is universal to all teaching, students will determine quickly enough in their own minds whether or not a teacher is worth their while. This means the teacher should communicate confidence in himself/herself and the methods s/he adopts. In this way, s/he demonstrates sound knowledge of subject material, represents "a good model as the language user" (English Language Centre, Module 1), creates a positive rapport, is well-organised, purposeful and adaptable, and can "… ground learning experiences in real, everyday learning contexts" (Groundwater-Smith, Cusworth et al 18).

Despite bringing all these attributes to the classroom, a teacher is likely to encounter quite different responses from C1 and C, particularly with regard to motivation. For a start, a student in C1 may well be there as part of a compulsory school curriculum, bringing little or no extrinsic motivation beyond that at all. If this is true, the student is at risk of disengaging from the learning process altogether if s/he cannot be motivated intrinsically in some way. This could be a challenge for the teacher, as "research tends to support the view that motivation is a serious issue during adolescence" (McInerney & McInerney 18).

Having said that, the informed teacher will know more or less what s/he is up against. There is little doubt that teenagers are involved in a search for identity, autonomy and self-expression and, as Harmer points out, "peer approval may be considerably more important for the student than the approval of the teacher" (00). Of course, this can lead to disruptive elements in the classroom and this is where it becomes critical for the teacher to find ways to secure an ongoing level of interest, enjoyment and general development in the language.

The key is to engage the student with material that is relevant and meaningful in a way that demonstrates use and value. Selecting authentic materials to work with and adapting them to the communicative approach can help to achieve this. Generally speaking, today's teenagers are particularly media literate and this can be capitalised on in the classroom by teaching from a wide range of materials across the spectrum of the internet, film, television, music, computer games and the fashionable trends they tend to embody in popular culture. It is precisely because teenagers are of the media generation with a more visually orientated perspective, that using visually stimulating texts like magazines, comics and cartoons could also be an effective way to elicit and consolidate interest.

The number of students in C1 is another factor to consider when planning lessons that aim to involve them and occupy their interest. Given that it is a relatively large class and taking typical adolescent behaviour into account, it would be a sensible option to have them learning in pairs or small groups some of the time. In this way, the teacher satisfies a number of objectives s/he can provide individualised attention if needed; s/he can group students according to strengths and needs; students interact in direct peer-to-peer activity; students enjoy a greater sense of autonomy and control over the learning experience; students strive to attain learning goals within their own capacity and with a feeling of safety and support; and, importantly, students are "…encouraged to respond … with their own thoughts and experience" (Harmer 00).

The spirit of intention may well be the same for the teacher when it comes to C but the classroom dynamic is bound to be quite different. The sum of the differences can be captured to an extent by the understanding that whereas the students in C1 may be inclined to challenge the teacher, those in C are more likely to challenge the method. As Harmer points out, after many years of education of some kind or another, adults tend to "… form strong opinions about how teaching and learning should be carried out" (18). This emphasises how most adults function from a firmly established sense of identity that can become quite rigid in its expression. This means that they may enter the classroom with a whole range of preconceived ideas and expectations of the way things ought to happen and the teacher must be prepared for this.

Such expectations might be particularly more evident with the students in C because their immediate objectives relate specifically to learning business English. They are in the classroom of their own volition and very much aware of what they are setting out to achieve. This means they bring a good measure of extrinsic motivation with them, which is likely to help them project and focus on their goals in a way that teenagers with less life experience find more difficult. This makes adults far more cooperative on the whole, less inclined to be disruptive and pose ongoing discipline problems and, generally, better able to concentrate on the tasks and see them through even if they are somewhat bored at times.

Having said that, the students in C can present their own set of problems, some of which are typical to adult learners. Adults offer a lifetime of learning experiences that will impact directly on how they respond in the new learning environment. They carry "… their own record[s] of success or failure" (Harmer 18) and, in the latter case, students may experience anxiety about repeating a learning history that appears fixed to them. Harmer points out that "as teachers of adults we should recognise the need to minimise the bad effects of past learning experiences" (00). Furthermore, older adults may fear that they have lost some of their intellectual capacity when they come to the classroom after an extended period between learning experiences.

Notwithstanding this, the C students will be a lot more adept at engaging in abstract thinking than their adolescent counterparts, which is important given that the teaching of business English will have a more defined approach that may require them to relate beyond their everyday experiences. Students will be much more confident to rely on themselves and may prefer to in many cases. The smaller class size accommodates individual learning or pair-work and allows the teacher to personalise the approach to a greater extent than with C1. Given the more technical nature of the course, this may be beneficial to both student and teacher. It will support more formal business texts and materials that demand greater understanding within more confined parameters than those of C1.

Despite their differences, there will be many similarities between the classes and, at the end of the teaching day, both should enjoy a classroom atmosphere that is positive and relaxed and a teaching style that is entertaining and enjoyable. The last word belongs to Harmer when he says "we can diminish the fear of failure by offering activities which are achievable, paying special attention to the level of challenge presented by exercises. We need to listen to students' concerns and, in many cases, modify what we do to suit their learning tastes" (00).

Corno, L. & Rohrkemper, M. M. 185 'The Intrinsic Motivation to Learn in Classrooms' in D.M. McInerney & V. McInerney. 18 Educational Psychology Constructing Learning, Pearson Education, Australia.

Csikszentmihalyi, M 175 'Beyond Boredom and Anxiety' in D.M. McInerney & V. McInerney. 18 Educational Psychology Constructing Learning, Pearson Education, Australia.

Groundwater-Smith, S, Cusworth, R & Dobbins, R 18 Teaching Challenges and Dilemmas Harcourt Australia Pty Ltd, Marrickville.

Harmer, J 00 The Practice of English Language Teaching, rd edn, Longman, Essex.

Harmer, J 18 How to Teach English, Longman, Essex.

McInerney D M & McInerney V 18 Educational Psychology Constructing Learning Pearson Education, Australia.

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The Lawless Decade

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Life in the 10s was very different from many other eras throughout the history of the United States.Crime was prevalent all over the country, and people were learning how to hide their crimes successfully.Many mafia gangsters were in the newspapers almost daily.In addition, betting scandals were occurring in sports.The Black Sox Scandal took place because wrongdoings started to become somewhat contagious.The main gangster of this era was Al Capone; his crimes centered mostly on Prohibition.These gangsters, Prohibition, and the Black Sox Scandal have affected the culture by placing a stereotype on Italians, changing the alcohol industry and its ways, and providing preliminary delinquency for future criminals to try to surpass.

A famous scandal arose from within Major League Baseball immediately after the 11 World Series.The Chicago White Sox, a dominant team during the long duration of the regular season, battled the Cincinnati Reds.The White Sox were heavily favored to win this series and become the champion.However, a terrible part of the culture intervened with America's pastime.Eight players became involved with the throwing of the World Series.These players were "Shoeless" Joe Jackson, Eddie Cicotte, Claude Williams, Buck Weaver, Arnold Gandil, Fred McMullin, Charles Risberg, and Oscar Felsch.Arnold Gandil was supposedly the leader of this act.A few weeks before the series, Gandil approached Sullivan, a betting man, about the fix, telling him that for one hundred thousand dollars, he and several of his teammates would make sure the White Sox would lose.Many people who have analyzed the series believe that it was Comiskey, the owner of the team, who was mainly to blame for the Black Sox Scandal, which it was later nicknamed.If Comiskey had paid his players a decent salary and treated them with even a small amount of respect, they never would have agreed to fix the games.Another reason is that illegal gambling was allowed in Comiskey's park.Although he did have signs up saying that it was against the rules, it was not constrained or enforced at all. (The Black Sox)

"Shoeless" Joe Jackson is the most confusing component of the fix in the 11 World Series.The statistics, if examined, show that Jackson had no involvement in the fix besides being aware that it was happening.His statistics remained just as exceptional as they had been during the season.He was bound to become a baseball legend until he became involved in this.Every player involved in the scandal was banned from baseball forever, no matter the circumstances.This was Major League Baseball's way of hindering players' involvement in the gambling aspect of the game.This harsh punishment was concerned with baseball alone, but should have been taken into consideration in the other areas of culture in the United States in the next decade. (The Black Sox)

Almost a year later, a major change in American culture took place.Midnight of January 16, 10 came around and the legal consumption of liquor and alcohol that had become a habit for many Americans was immediately frozen in time when the Eighteenth Amendment was put into effect.This amendment outlawed the manufacturing, sale, and transportation of intoxicating liquors anywhere within the United States.The Eighteenth Amendment had the main purpose of reducing the tax burden that was created mostly by detention centers and other delinquency facilities.The other goal of this amendment was to improve the health and hygiene throughout the United States.It was also passed to reduce the crime rate in the major cities all through the country. (Poholek)

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The amount of felonies dramatically increased after the amendment was put in place because of the organization of crime in large cities.The public had a strong desire for liquor, a substance that they had relied on for years to have a good time.They needed alcohol in their bodies; therefore, they turned to gangsters and bootleggers to provide it for them.The gangsters willingly and eagerly accepted this offer of the bootlegging industry.As described by Edward Dean Sullivan, the illegal sale of liquor provided a "no work- slight risk- vast remuneration." (MacNee)The bootlegging industry contained unbelievable amounts of money that could easily be achieved if one gang could take over the entire industry.This struggle for control of the entire bootlegging industry led to rivalries between the major gangs in the big cities.It contributed to the four hundred gang-related murders each year in the city of Chicago. (Poholek)

Many people consider the Prohibition era of the 10s ineffective because it was impossible to enforce the laws and regulations.Prohibition also caused the quick growth in crime rate and alcohol consumption.Supporters of the Prohibition try to release the argument that the crime rate decreased; however, the decrease in minor crimes, such as swearing, mischief, and vagrancy, is the only area where the rate actually decreased.Between 10 and 11, the major crimes, such as homicide and burglary, increased an astounding twenty-four percent. (Poholek)This era also led to many new slang words for different types of crime.Alky cooking, which is making small quantities of alcohol in a person's own home, continued for years to come.A hijacker, which is a bootlegger who steals another's shipment of liquor, is still a term today for someone who steals some kind of transportation device.A bootlegger, or a supplier of alcohol, a term derived from the Indian reservations, was usually a normal person who looked to make money in other ways than hard work.A rum-runner, or an importer of alcohol who used varying smuggling techniques, is now the name of an alcoholic beverage.Speakeasies, or illegal bars in which a password was necessary for entry, were homes to prostitutes and gangsters who were involved in the bootlegging industry. (Fido)

The Prohibition period in America finally came to an end after thirteen years.Many arguments have risen to decide whether the Eighteenth Amendment helped or damaged America.The arguments against Prohibition were the increase in crime rate, the increase in alcohol consumption, and the beginnings of organized crime.The argument in favor of Prohibition was the decrease in minor crimes.Overall, Prohibition was unsuccessful because the punishments for crimes were not nearly severe enough to hinder the involvement of many Americans.

Prohibition, the main cause of organized crime, led to the rise of the most famous and one of the deadliest criminals known to mankind.This man is known as Al "Scarface" Capone.He was born on January 17, 18 in Brooklyn, New York.His very first arrest was for a disorderly conduct charge when he was working.His first murder was at a very young age, killing two men.This showed that he was willing to kill without feeling any devastating emotions about it.This murder was under a man named Yale, a gangster boss in New York.Capone later hospitalized a rival gang member, which gave Yale the motivation to send Al to Chicago until the fire within the rivals was doused.Capone used his connections with Yale to land a job with Yale's old adviser, John Torrio.Capone rapidly moved up in ranks and eventually became Torrio's right-hand man.He partially owned many gambling houses and saloons with Torrio; these produced a considerable profit at the time.Capone soon inherited Torrio's gang when Torrio decided to leave Chicago because of a shooting aimed at him.Capone proved to the unbelievers that he was an even better leader than Torrio, and that he could enhance and expand the vice industry.He took over many speakeasies, bookie joints, horse tracks, racetracks, nightclubs, distilleries, and alcohol breweries.His income from merely these components of his business reported at a hundred million dollars. (Al Capone)

One of Al Capone's most renowned crimes that he was not persecuted for was the Valentine's Day Massacre.In North Chicago on one February afternoon, seven well-dressed men were found completely covered in bullet wounds in the S.M.C. Cartage Co. garage.They had been lined up facing the wall and shot until they did not move.These men were all gangsters working under a boss named "Bugs" Moran.Many people questioned who was responsible for this killing known as the Valentine's Day Massacre.Al Capone had the most motive, but he had a good alibi.He was somewhere in Florida at the time of the murder so that he could not be held responsible.People also questioned why people with a massive supply of weapons at hand would back down to another gang like they did.This question was answered when a lady who lived directly across the street gave her account of everything that she had seen.She informed the officers that she had heard all of the gunfire but then saw two uniformed policemen walk out with two plain clothed men in handcuffs.She figured the situation had been resolved because of the policemen walking out.The Chicago police then checked their records and realized that no activity had been reported until they arrived on the scene of the vicious crime at that time."Bugs" Moran was nowhere to be found in the bloodbath.Capone had not targeted Moran specifically because Moran was a leading gangster in Chicago, making him nearly impossible to find and kill.Capone planned to start at the bottom of his gang and kill every member, leaving Moran completely helpless and having to give in to Capone's rising power. (St. Valentine's Day Massacre)

A typical Capone murder was having front men, people Capone ordered to commit crimes, rent an apartment across the street from the future victim.As soon as the person left their house, they would immediately shoot and kill the person.The operations were always quick and complete, with Capone using a different alibi for every time so that he could not be accused.The Valentine's Day Massacre was not a typical Capone murder; it was much more complex.The Valentine's Day Massacre is just one of the many killings that makes Al Capone one of the most dreaded gangsters of all time.He even survived the Black Hand gang, which aimed their persecution at all Italian gangsters.They were out of his way by 10 mostly because these people turned to the Prohibition money. (Al Capone)

Al Capone represents the collapse of organization of law in the entire city of Chicago.He escaped all accusations of murders and gang related crimes.The only reason for his decline in the business was tax fraud, which is one of the only felonies he was charged with.Capone helped to give Chicago the nickname of a lawless city.His murder techniques and quantity of killings will affect the culture of the United States forever. (Al Capone)

Life in the 10s can easily be set apart from every other era in the history of the United States.Scandals and crimes were common all over, but mostly in the big cities.Major League Baseball had a decrease in followers for years after the 11 Black Sox Scandal.Al Capone committed many famous and horrific crimes.Crime and scandal in the 10s became part of everyday life.It is one of the most interesting decades that could ever be studied mainly because of Prohibition, the Black Sox Scandal, and Al Capone.All of these occurrences have affected the society of the United States for almost eighty years.

Please note that this sample paper on The Lawless Decade is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Lawless Decade, we are here to assist you.Your cheap custom college paper on The Lawless Decade will be written from scratch, so you do not have to worry about its originality.

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ALL MY SONS N ALL REQD FOR IT

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o be successful in the 0th century one must be able to accept change, for the world never sleeps. The goal of every North American is the American Dream, which is what trapped Willy Loman in the play Death of a Salesman by Arthur Miller. Willy's inability to adapt to the changing world around him leads to his tragic demise. His perspective is similar to a child's; he is never willing to take responsibility for his actions. As a result of his immaturity, Willy builds these enormous dreams, which are unrealistic for a man of his age.

The original belief that causes Willy to live and raise his children the way he does, is the belief of the American Dream. He not only viewed this dream as one of being happy, and comfortable, but also as being materialistically ahead of everyone else.

The Death of a Salesman tells the story of a man (Willy) confronting failure in the success-driven society of America and shows the tragedy which eventually leads to Willys suicide. Miller uses Willy as a symbolic icon of the failing America. He represents those people that have striven for success but in doing so have achieved failure instead. Arthur Miller uses Willy to portray the typical American psyche which has an extreme craving for success and superior status .

Miller focuses on the relationship of the Father and Son in accordance to American Values. For example, a father influences his sons and impose a set of values. If a father is a positive role model, then his influence on his sons will be positive. Conversely, if it is negative, the outcome will be negative.

american dream

1.) Security (?), Stability, Success, Love (none of which are truly had in Death of a Salesman) - All a lie.

.) Peoples false beliefs, shallowness,

Miller condemned the American ideal of prosperity on the grounds that few can pursue it without making dangerous moral compromises.

Joe Keller, the chief character, is a man who loves his family above all else, and has sacrificed everything, including his honour, in his struggle to make the family prosperous. He is now sixty-one. He has lost one son in the war, and is keen to see his remaining son, Chris, marry. Chris wishes to marry Ann, the former fiance of his brother, Larry. Their mother, Kate, believes Larry still to be alive. It is this belief which has enabled her, for three and a half years, to support Joe by concealing her knowledge of a dreadful crime he has committed.

Arthur Miller, the playwright, found the idea for Joes crime in a true story, which occurred during the second world war a manufacturer knowingly shipped out defective parts for tanks. These had suffered mechanical failures which had led to the deaths of many soldiers. The fault was discovered, and the manufacturer convicted. In All My Sons, Miller examines the morality of the man who places his narrow responsibility to his immediate family above his wider responsibility to the men who rely on the integrity of his work.

She will not believe him dead, as this involves the further belief that Joe has caused his own sons death, an intolerable thought. She supports Joes deception. In return she demands his support for her hope that Larry will come back.

a tree, planted as a memorial to Larry

Joe is a very ordinary man, decent, hard-working and charitable, a man no-one could dislike. But, like the protagonist of the ancient drama, he has a flaw or weakness. This, in turn, causes him to act wrongly. He is forced to accept responsibility - his suicide is necessary to restore the moral order of the universe, and allow his beloved son, Chris, to live, free from guilt.

He cannot restore life to the dead, but he can give life (free from a sense of moral surrender) back to his living son, Chris.

He loves his family but does not see the universal human family which has a higher claim on his duty. He may think he has got away with his crime, but is troubled by the thought of it. He relies on his wife, Kate, not to betray his guilt.

Chris Keller has been changed by his experience of war, where he has seen men laying down their lives for their friends. He is angry that the world has not been changed, that the selflessness of his fellow soldiers counts for nothing. He feels guilty to make money out of a business which does not value the men on whose labour it relies

Kate Keller is a woman of enormous maternal love, which extends to her neighbours children, notably George. Despite her instinctive warmth, she is capable of supporting Joe in his deceit. To believe Larry is dead would (for her) be to believe his death was a punishment of Joes crime (an intolerable thought), so she must persuade herself that Larry still lives. Joe sees this idea to be ridiculous, but must tolerate it to secure Kates support for his own deception.

Ann Deever shares Chriss high ideals but believes he should not feel ashamed by his wealth. She disowns her father whom she believes to be guilty. She has no wish to hurt Kate but will show her Larrys letter if she (Kate) remains opposed to Anns marrying Chris

Dr. Jim Bayliss is a man who, in his youth, shared Chriss ideals, but has been forced to compromise to pay the bills. He is fair to his wife, but she knows how frustrated Jim feels. Jims is the voice of disillusioned experience. If any character speaks for the playwright (Arthur Miller), it is Jim.

Sue Bayliss is an utterly cynical woman. Believing Joe has "pulled a fast one", she does not mind his awful crime, yet she dislikes Chris because his idealism, which she calls "phoney", makes Jim feel restless. She is an embittered, rather grasping woman, whose ambitions are material wealth and social acceptance. She does not at all understand the moral values which her husband shares with Chris.

George Deever is a soul-mate of Chris. When younger, he greatly admired him. In the war, like Chris, he has been decorated for bravery. He follows Chris in accepting that Steve is guilty. Now he reproaches Chris for (as he sees it) deceiving him. He is bitter because he has grown cynical about the ideals for which he sacrificed his own opportunities for happiness.

Lydia Lubey is a rather one-dimensional character she is chiefly in the play to show what George and Chris (so far) have gone without. She is simple, warm and affectionate, rather a stereotype of femininity (she is confused by electrical appliances). Her meeting with George is painful to observe she has the happy home life which he has forfeited. We understand why George declines her well-meant but tactless invitation to see her babies.

Frank Lubey (unlike George, Larry, Chris and Jim) is a materialist. He lacks culture, education and real intelligence, but has made money in business, and has courted Lydia while the slightly younger men were fighting in the war. His dabbling in quack astrology (horoscopes) lends support to Kates wild belief that Larry is still alive.

Show how the set of the play (the exterior of the Keller house) works as a symbol of Joes values.

Arthur Miller Arthur Millers All My Sons is a perfect example of a literary work that builds up to, and then reaches, an ending that simultaneously satisfies the readers expectations and brings all the plays themes to a dramatic conclusion

Miller explore the dangers of unprincipled greed, the limits of family loyalty, the importance of taking responsibilty, and the futility of suicide.

All My Sons illustrates the dangers of unprincipled greed and the limits of family loyalty. It allows children to work through the moral issues of cheating and taking responsibility. This story shows the futility and tragedy of suicide as an escape from problems.

Miller creates a tense tale showing how greed and capitalism can have disasterous consequences upon peoples lives.

Larry feels so betrayed by his father that he committed suicide. Kate can no longer hold onto her belief that Larry is alive, and Chris illusion about his father is shattered. The Keller family is torn to pieces by this startling revelation motivated by greed.

Miller manages to create a tense tragic play which comments on the social state of America and the emptiness of the American Dream. The sub-plot to the play is intriguing and keeps the audience hooked as to whether certain characters are lying to themselves about the truth or genuinely are oblivious to the truth.

Arthur Miller used his play All My Sons as a vehicle to explore the false values and hypocrisy of the American Dream

story revolves around the consequences of questionable choices

Though Joe was exonerated on appeal, guilt and irresolution hang over the family.

All My Sons is a powerful and moving exploration of the paradoxes and illusions upon which the American dream is built. Says Miller People elsewhere tend to accept, to a far greater degree anyway, that the conditions of life are hostile to man's pretensions. The American idea is different in the sense that we think that if we could only touch it, and live by it, there's a natural order in favor of us; and that the object of a good life is to get connected with that life and abundant

order. This play is built around the inevitable disruption to the peaceful Norman Rockwell-like facade which greets the audience at the opening. Miller's vision of the fissures on its surface is not nihilistic though. As Christopher Bigby observes in the program notes, Joe Keller's appeal to See it human, is one which reminds us that it is sometimes too easy to separate large-scale moral and ethical dilemmas from the human mistakes and misjudgments that sometimes lead to tragic, or even evil, outcomes. The real issue is the necessity for a sense of personal responsibility which grows outward from the individual to society.

Playwright Arthur Millers probing dramas explore the promises and the pitfalls of the American dream, and their themes and characters still resonate today. His first major success, All My Sons is a powerful story about one American family caught up in the moral struggle between personal responsibility and public duty at a time when our role in the world was rapidly changing

With a sense of realism and a strong ear for the American dialect, Miller has created characters whose voices are an important part of American history. His insight into the psychology of Americans and his ability to create stories that express their deepest struggles, have made him one of the most highly regarded American playwrights.

The 147 play, a powerful human drama of staggering consequence, is an examination of moral compromise and its costs

He uses that ( real second world war)event as a springboard for an examination of personal responsibility and guilt, of the power of love vs. the love of power, and of greed, even when its called providing for ones family.

Joe Keller, a man at war with himself -- torn by what he appears to be and what he knows himself to be

Kate Keller, wife and mother, who keeps secrets and clings to illogical hopes because she must.

if one cannot look beyond their personal circle, they are condemned to an ignorant existence ended by a tragic moment of realization. Joe Keller goes through this slow, and painful, process of realization

One of Americas greatest dramas, the impassioned, homefront saga of a family struggling with its wartime secrets still resonates today.

airplane parts manufacturer whose profiteering may have compromised his own son, a pilot missing in action.

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Samuel adams

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Many revolutionary leaders were involved in driving the American Revolution forward. But one that decisively influenced the important aspect of revolutionary struggle against Britain is Samuel Adams .As Samuel Adams was the first American statesman to come to the conclusion that independence was the only remedy for the troubles of the colonies. He believed that the British were plotting to reduce all Americans to slavery, and he played a leading part in building up resistance to their rule.

Samuel Adams contribution in the American revolution included as one of the major leader and activist in the American Revolution, led protest against stamp Act, as the founder of the radical movement the Sons of Liberty, the writer of the rights of the colonists, principal organizer of the Boston Tea Party, member of the Continental Congress, signatory of the Declaration of Independence.

From the beginning, he showed a firm resistance to parliaments taxing the colonies without their consent. He clearly showed his opposition to Sugar Act by denouncing it and being one of the first of colonials to cry out against taxation without representation. He was the member of the sons of liberty, a radical movement in which leaders like Patrick Henry, John Hancock and Joseph Warren were also members of it. Their motto "no taxation with representation" became the phrase of the time. He believed that colonist should have the same rights as the freeborn Englishmen. He described the rights of the colonist as the following

"Among the natural rights of the colonists are these first, a right to life; secondly, to liberty; thirdly to property; together with the right to support and defend them in the best manner they can." It is important to notice that the idea of the rights of the freeborn man in which Samuel Adams believed was one the key element in keeping the spirit of revolution alive.

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Samuel Adams drafted the instructions, which were the first public protest in America against the right of Parliament to tax the colonies. He drafted the instructions given by the town of Boston to its newly chosen representatives in regard to Greenville's proposed Stamp Act. He also played an important part in arousing the Stamp Act riots in Boston.In 1765, he was elected to the legislature, where he remained until 1774, officiating as clerk of the house. As clerk of the house, Adams had his eye on everything, and his hand entered into numerous resolutions. On the passage of the Townshend Acts in 1767, Adams wrote the petition of the Massachusetts legislature to the king, the letter of instructions to their agent in England, and the circular letter addressed to the other colonies, inviting their aid in the defense of the common rights of Americans. This circular letter especially enraged the King, which created a rift between mother country and the Colonies. He organized opposition to the Townshend Acts in 1767.

He helped form the Non-Importation Association of 1768.In 176 Adams assumed the leadership of Massachusetts radicals. Adams next worked on setting up a network for revolutionaries. On November , 177, the Boston Town Meeting established a committee of correspondence for circulating information and coordinating efforts. This achievement by Adams basically established the structure for an underground rebellion state government and provided the blueprint for other colonies. Adams used the Hutchinson Letters Affair in 177 to stir up further discontent against the states royal government including Royal Governor Hutchinson. The letters had urged tougher policies on the colonies by England. In 1774, he became the leader of radical factions that demanded strong measure against Great Britain.

Samuel Adams led the colonial resistance to British trade regulations. He was a natural rebel. "If I am to have a master; he wrote, let me have a sever one.I shall be constantly disposed to taking the first fair opportunity of riding myself of his tyranny". He favored rebellion and organized opposition to British policies. He headed the demonstration the led to Boston Massacre, which was used as masterpiece propaganda for creating hatred against the mother country.

To make the British aware of the unfairness of the tea duty imposed on the colonist because of bankruptcy of East India company, Samuel Adams organized a meeting in which he asked for three tea-laden ships to leave immediately. Governor Hutchinson refused his request. Adams banged his gavel three times and declared " this meeting can do nothing more to save the country." It was the signal for direct action.Samuel Adams with a group friends dressed as Indians dumped a shipload of the East India Company's tea into the Boston harbor. The importance of this single act of rebellion was not lost on the moderate politician John Adams who said," The people should never do rise without doing something to be remembered, something notable and striking. This destruction of the tea is so bold, so daring, so firm, intrepid and inflexible, it must have important consequences." The "Boston Tea Party" angered the British who viewed it as pure destructiveness and open disregard of British authority. A more radical patriot leader Josiah Quincy, Jr. has predicted that the event now being called the tea "Boston Tea Party' will lead to "the most trying and terrific struggle this country ever saw." The point is that Samuel Adams was behind the Tea Party incident which created a huge rift between the mother country and the Colonies and made the revolution more likely to occur.To assert England's authority over the colonies, parliament has passed the Boston Port Bill, closing the harbour until the colonists agree to pay for the ruined tea.

When the British closed Boston harbor and annulled the charter of Massachusetts in response to the Boston Tea Party, all the colonies became alarmed. Through the inter-colonial committees of correspondence, Massachusetts was invited to take the lead in assembling the first meeting of the continental congress. Samuel Adams managed this work with his accustomed shrewdness and daring. When the legislature met at Salem on June 17, 1774, in conformity with the new Acts of Parliament, he locked the door, put the key into his pocket and carried through the measures for assembling a congress at Philadelphia in September. A Tory member, feigning sudden illness, was allowed to go out and ran straight to the governor with the news. The governor lost no time in drawing up a writ dissolving the legislature, but when his clerk reached the hall he found the door locked and could not serve the writ. When the business was accomplished the legislature adjourned. It was the last Massachusetts legislature assembled in obedience to the sovereign authority of Great Britain.

But it was not in his legislative capacity alone, that Mr. Adams exhibited his hostility to the British government, and his regard for rational freedom. He was also a propagandist who was not overscrupulous in his attacks upon British officials and policies. In many newspapers letters and essays over various signatures, he described British measures and the behaviour of royal governors, judges, and customs men in the darkest colour. Several essays on these subjects were published by him; and he was the author of several plans for opposing, more successfully, the unjust de-signs of the mother country. Many of his writing were widely read and circulated. His newspaper articles inveighed reconciliation with Great Britain. He won many converts for radical cause and generally deepened the mood for revolutionary action. He has the honour of having suggested the first congress at New-York, which prepared the way for a Continental Congress, ten years after; and at length for the union and confederacy of the colonies.

Adams and his cousin John Adams were delegates to the first continental congress. For the next nine years, Samuel Adams took an active and important part in the work of the congress. Probably no other man did so much as he did to bring about the declaration of independence. He stirred mens souls, he dared when others teetered, he inspired when others weakened. He was the first American leader to deny parliament's authority over the Colonies; and he was also one of the firstcertainly by 1744 to establish independence as the proper goal. The fact that he played many different roles in making the revolution successful really distinguishes him from the rest of the revolutionary leaders. He played a major role as a patriot activist like the other radical activists such as Patrick Henry and all the rest. He also contributed to the success of revolution as a good writer like the other leading writers such as Thomas Paine. George Washington was the leader of the army, but still we can't undermine the role of Samuel Adams in creating riots and violent opposition against British. He was also involved in making propagandas against Britain. So it wasn't just one particular aspect or activity of pre-revolutionary struggle that he influenced, he influenced many important aspect of it.

Over the period of time in history, Samuel Adams has been considered the Father of revolution. John Adams described him as a modest and virtuous man. Although some historians like John C. Millers, has portrayed him as a vengeful leader wracked with envy and desiring to build a political movement by whatever deceitful means might be necessary. The most popular journalism history text, The Press and America by Emery and Emery, provides the conventional view Adams never forgot that his father had been ruined by [restrictive credit] laws and that he had thereby been cheated of his patrimony.... Somehow, Adams had to whittle the aristocrat down to size. Emery and Emery have Adams, out of pique, supposedly writing smear attacks that attempted to arouse the masses -- the real shock troops -- by instilling hatred of enemies.

A reading of Adams collected letters shows that, if The Press and America appraisal is correct, Adams lied not only to his enemies but to his friends as well. Unlike Michael Deaver and other recent public relations puppeteers, Adams told his friends that attempts to use cynical means to produce supposedly worthy ends were not only wrong but counter-productive Neither the wisest constitution nor the wisest laws secure the liberty and happiness of a people whose manners are universally corrupt.If Adams was a man bent on destruction, it is curious that he was so critical of the politically arousing Stamp Act attack on the home of royal governor Thomas Hutchinson, which he called an action of a truly mobbish Nature.

Furthermore, if Samuel Adams was a loose cannon, it is also peculiar that he spent more space in many of his columns defining the limits of protest than egging on his followers. Adams strong sense of lawfulness is indicated by his thinking concerning two protests, those following the Stamp Act demonstrations of August, 1765, and that which culminated in the Boston Tea Party of 177. Adams backed the former action because legislative methods and petitions already had failed; the House of Commons would not listen so the demonstration was the only Method whereby they could make known their Objections to Measures.He was willing to justify violent opposition to Britain if all else failed. Adams also planned the Tea Party, but made it clear that nothing except tea was to be destroyed; when the patriots dressed as Indians accidentally broke a padlock, they later replaced it.

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Religions of Meso-America

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Mysteries of the Aztec and Maya Explained

Multiple gods, gory sacrifices, and men in funny clothes.No, this is not the Middle East, this is sixteenth century Mesoamerica.These were just a few of the aspects of Mesoamerican culture that the Spanish encountered when they landed in the New World.To them, the things they saw were uncivilized, even barbaric.So, naturally, the Spanish had to take action and show the Natives what was the right way to live. They wanted to show them their way; God's way.But who's to say one civilization is wrong, just because their customs are different?That is especially the case for two civilizations that were incredibly advanced both religiously and technologically, the Aztec and the Maya.Although both cultures had their own worldview, they were both developed with different opinions on gender, which made them seem savage, and made the Conquistadors obligated to change things.What was left was a new culture, a new race, and a history that may give insight to today's civilization.

Worldmaking, Worldcentering, and Worldrenewal

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In order to fully understand the religions of the Aztec and the Maya, one must first understand three basic terms, worldmaking, worldcentering, and worldrenewal, which are explained in detail in the book The Religions of Mesoamerica, by David Carrasco.

David Carrasco defines the first term, worldmaking, as a culture's view of the structure of the universe, "which told how the world was made and how supernatural forces organized the cosmos" (Carrasco pg. 0-1).It is merely the story that a culture follows to explain their own origins.

Worldcentering, according to Carrasco, means the manner in which a culture explains what makes the world go round.Worldcentering depends on the "work of human creativity in ceremonial centers and the work of sacred specialists and royal lineages" (pg. 1-).Essentially, it is the people using what is around them to make sense of why their world operates.

The last term, worldrenewal, is described as rituals and mythic traditions performed to insure the "daily, monthly, and yearly rejuvenation of society and the cosmos" (pg. ).These rituals were performed at every level of society; from the high up kings and priests down to the common natives.Religious leaders depended heavily upon celestial events and the highly developed calender system to guide these rituals and maintain the working order of the universe around them.

Worldmaking, Worldcentering, Worldrenewal, and the Aztecs

Around the year 100 CE, a migrating group of people known as the Chichimeca moved south from the mythic Aztlan, onto the central plateau of what is now the country of Mexico and into the Toltec Empire.The Chichimecca, or dog-people as the name translates, were extremely adept to surviving harsh climates.They made their home in the desert region, full of snakes and cactus, and extremely hot.The Chichimeca were looked down upon by the original inhabitants, the Toltec, who were a civilized culture, but soon assimilated into the existing social routines of farming, trading, warfare, and religion.Soon the Chichimecan men were taking Toltec wives.The two cultures seemed to be meshing together well until a Toltec princess was sacrificed and turned into a skin suit by a Chichimecan priest.When the Toltec king ordered total annihilation of the dog-people, they fled south to a swampy island, where they saw an eagle perched on a cactus devouring a snake.According to legend, this was where they were to stop and build their empire.This island would become Tenochtitlan, the sacred city and ceremonial center of the Aztec Empire.This is the history of the Aztec.But where is the mythic homeland of Aztlan?That is where worldmaking comes into play.The people had no explanation of where they came from before their migration, so they developed stories to make sense of what they had no way of knowing; their creation.The Aztec creation story is based on the belief that the world had been created and destroyed four times, and they were living in the Fifth Age.At Teotihuacan, before this world had been created, the gods were sitting around an everlasting fire trying to create a new sun.Two of the gods, Nanauatzin (the Pimply One) and Tecuciztecatl (Lord of the Snails), sacrificed themselves by jumping into the divine fire.The gods sat looking for the sunrise, but it was Quetzalcoatl (the Plumed Serpent) who saw it rise to the east.The sun had been created, but it had no pattern, no purpose.The world still had to be centered.Another god Ecatl, was instructed to sacrifice the remaining gods, which set the sun in motion on it's orbit and created the rhythmic division of night and day (pg. 1-).Another historical example of worldcentering is the development of Tenochtitlan as a Ceremonial Center.The Great Temple, also known as Coatepec, which was erected around 15 CE, was a tribute to two major deities, Tlaloc (god of agriculture and water) and Huitzilopochtli (god of war an tribute), and was considered the connecting point between the 1 layers of the celestial world above and thelayers of the underworld below.Not only did this temple center the Aztec world religiously, it served as the political and social center, too; the hub of Aztec civilization (pg. 7-4).However, this world had to be maintained.The Aztecs hoped that by offering Teyolia, one of the divine forces that animated human life, they could prolong the cycle of the world's destruction.Teyolia came from the heart, so to offer it to the gods, it first needed to be extracted from the body.This was usually done at large public gatherings at the Templo Mayor, where highly trained shamans would cut the still beating heart from captured enemy warriors and thrust it skyward as an offering (pg. 86).In the eyes of the conquistadors, it was a brutal, savage process, but to the Aztec, they were insuring the rejuvenation of the world around them.

Worldmaking, Worldcentering, Worldrenewing, and the Maya

The Maya took a somewhat different approach to explaining their universe.Surrounded by jungle and lush vegetation, the Maya developed a more agricultural worldview.According to the Tzutujil Maya of Guatamala, creation came in the form of a giant tree in the midst of chaos.This tree formed one of everything that was to exist in the world in the form of fruit, which grew into the created world.Every Mayan culture believed a similar story, where a plant "repeatedly sprouts, blossoms, wilts, dies, and is reborn" (pg. 100).This cosmic tree figures into the spiritual aspect of life as well.The tree is rooted in the underworld, with the trunk in the terrestrial realm, and the upper part in the heavens.When a person dies, their soul travels down the tree into the roots, where they must overcome the underworld in order to ascend the tree and rejoin the gods in the heavens (pg. 101).This belief is based on the story of the Twins, Hunahpu and Xbalanque, who travel into the underworld and overcome the Lords of Xibalba, trick the demons into defeat, and earning a godly status.This story is reflected in the carvings found on the sarcofogus of the Mayan king who had ruled for over 60 years, Pacal. When it was discovered in 15, archaeologists found the picture of Pacal falling down the cosmic tree into the jaws of the underworld.This picture represents Pacal's journey into the afterlife and his rise back to godliness similar to the story of the Twins (pg. -5).The same process happens with the sun when it descends into the underworld, overcomes the darkness, and returns at dawn.The Maya practiced autosacrifice (the sacrifice of oneself, like bloodletting) to open passages from the terrestrial level to the celestial realm and to renew the cycle of the world.Since the body was viewed as the center of the universe, the wound and the blood both symbolized a portal for the gods to travel to and from the heavens. The complex calender system also helped them to plan ahead and perform the rituals that would keep the earth going.This calender was so accurate, they could foresee when to plant, harvest, and go to war.It even predicted the demise of the Aztecs in 151, the year Cortez arrived at Tenochtitlan.

The Aztecs, Maya, and Gender

Although the Aztecs and the Maya had similar religious views, the role of women in the society differs greatly.The Aztec were a fierce, mostly male dominated, warring culture.They were the more macho of the two civilizations.This is evident in the story of Huiztipotle.In this story, the god, Huiztipotle, springs from his mother's womb fully dressed for battle and decapitates and dismembers the female god, Coylxauhqui.Huiztipotle then became the leader of the Aztec people, taking them to the future site of Tenochtitlan.These people may have been too consumed with war, which ultimately lead to their own demise.The Maya on the other hand, were a much more feminine culture.They gave more power to females in society and were concerned with peace more than war.They realized that women were equally important in reproduction and were not afraid to show it.Their kings dressed in plumage along with their war costumes to show that they were strong and powerful (male), yet caring and nurturing (female).The blood of females was believed to be sacred as well.There is a story of the Lady Xoc and the ruler Shield Jaguar, found in a series of carved lintels, which tells of a woman who pulled a thorn rope through her tongue to get blood for a vision.After the ritual, the woman is depicted seeing a giant Vision Serpent and the Shield Jaguar possibly emerging as king (pg.111-).The Maya, some say, may have been too concerned with peace for their own good.They too died out, but for unknown reasons.Their disappearance was probably due to a growing population and anover stressed economic structure.

Indian and Spanish Religions Intersecting To

Create A New Religious Culture

Since the trip to the New World was not an easy one, the Spanish conquistadors decided to leave women at home.Once in the New World, they chose native women to marry and a new race was born, the Mestizos.The natives were brutal, and savage in most of their eyes, but to some, they seemed salvageable.For this reason, the Spanish opted to convert the natives and show them the real god, their own Christian god.Some natives somewhat accepted this forced conversion, but still held on to traditional customs.One of the stories from a modern highland Mayan culture, the Zinacantan, displays the Christian story of Jesus's betrayal, but with native influences as well, like using animals as characters.In the story, Jesus is betrayed by a magpie, who represents Judas, and a rooster and sparrow, which represent the thieves who were crucified alongside Jesus (pg.1-5).Another way the two religions intersect is in the customs and traditions of the new religion.One of the most important figures in the Catholic religion is the Virgin Mary.A similar virgin appeared to a lowly Indian, Juan Diego, in 151.This Virgin de Guadalupe came to Juan Diego as he passed the hill of Tepeyac.When Diego reported his apparition to the church, the idea was scoffed at.Only when he returned with proof, in the form out of season roses wrapped in a cloak which miraculously made a picture of the Virgin, did the priests believe him and make Tepeyac the site of the future cathedral.As you can see, the two worlds were able to mix, creating a religion with both Spanish Catholic and Native Indian influence.

As long as there are differences in the world, there will always be people who, like the Conquistadors, feel the need to correct others.Sometimes, this ends in ways that are not socially acceptable, like, in the Aztec's case, the near annihilation of a whole civilization.Other times, the mixing of cultures is a good thing, when it is not forced, when the natives are acceptant of the new traditions and the newcomers are respectful of native customs.It is said that "the past is seen with 0/0 vision," and "in order to see the future, we must look to the past."These are both excellent thoughts, some that more people should have when thinking about the United State's involvement in Iraq.Will the two cultures blend peacefully? Or will one culture decimate the other like in the New World?Only time will tell.

Please note that this sample paper on Religions of Meso-America is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Religions of Meso-America, we are here to assist you.Your cheap custom college paper on Religions of Meso-America will be written from scratch, so you do not have to worry about its originality.

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ETHICS & MANAGEMENT

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Ethics is a body of principles or standards of human conduct that given the behaviour of individuals and groups. Ethics is much more than just a collection of values. Values are almost always oversimplifications, which rarely can be applied uniformly.

Ethics Quality occurs when two conditions are met when a repeatable reasoning process is followed; and when the outputs of this reasoning result in the intents, means, and ends all being "good". When the conditions for ethics quality are met the organisation becomes capable of preventing ethical failure, not just catching and punishing it. Without a means of prevention organizations have no means for controlling its ethics quality.

Organisations need ethics quality not only to prevent unhealthy behaviour but to inspire superior reasoning and performance. It is only through human nature, and ethics, that we can inspire greater levels of innovation, teamwork, and process breakthroughs that result in sustainable competitive advantages. When managers understand how ethics makes them better, their role as a manager changes forever. Once ethics is learned we all acquire the ability to see what we often could not see before. We see that using ethicsthe reasoning scienceto improve individual and group performance is what real ethicsand real managementare all about.

Over the years many organisations have said that their people are their most valuable assets but their organisational culture, values and principles have not necessarily borne that out in practice.

Cheap Custom Essays on ETHICS & MANAGEMENT

Ethics and values can go hand in hand with sound business practice if thereis the goal of creating a more stable and healthy society. This has been the argument that many use in seeking to get organisations not only to understand the need for equality, bearing in mind areas of social and economic disadvantage in society, but also pointing to the clear business benefits. Once an organisation begins to take ethical (and equality) issues seriously, then it needs to audit all its' business practices needs to look at its' stakeholders; needs to look at organisational culture and at all the people management issues in an organisation.

Trying to integrate social, economic and trade policy is not easy. But public concern about child labour, sweatshop conditions and exploitation of workers in many countries, has forced organisations to take stock, and it has also forced governments to look at their policies and practices.

There are different ways to tackle these constraints and so help integrate policies into an organisation.

Clear and consistent dissemination of the policy approach from the top is obviously important, and many organisations do circulate policy messages and guidance to their staff. It is also important to make sure that there is a means for monitoring performance and that people know what will be monitored and how to report against it. The action of reporting is itself important, quite apart from the information it generates, because it can help train staff and mainstream issues throughout an organisation.

It is also crucial to involve staff at all levels in the development of responsible business policies and for lessons and best practice to be shared throughout the organisation, particularly so that central policies can be improved.

Sometimes people simply need practical guidance. Often, this can be done internally, case by case.

Corporate ethics may be broadly understood as the application of ethics to corporate affairs. By this we mean that the corporate mission, objectives, strategies, programmes and all its operations are undertaken within the realms of ethics. In other words, every decision, judgement or action is only performed when it is ethical to do so. The question of whether it is ethical or not will depend on the beliefs we have, the values we uphold and the judgements we make about them. It is the beliefs and values that the corporation uphold that will determine whether the decisions and judgements are ethical or not.

The beliefs and values the corporations uphold will have to be consistent with those of the society in which the corporations operate. Otherwise, there will be contradictions and conflicts at various levels. When such contradictions and conflicts arise, it will not be possible for the corporation to maintain its beliefs or values.

Generally, there are four levels of issues in business ethics. The fist level may be called "societal", relates to issues of basic institutions in society. An example inclues, should we tolerate gross income inequalities in society? Corporate leaders, by virtue of their wealth, influence and power should be able to shape debates of societal-level issues.

The second level may be called that of stakeholders. These include the owners, shareholders, suppliers, customers etc. At this level, issues raised are those pertaining to how a corporation should handle the external groups who are either directly or indirectly affected by its decisions and how the stakeholders should deal with the organisation. Example, insider trading. These questions relate to policy matters and decisions on them are made daily.

The third issue relates to "internal policy", particularly those concerning the employer-employee relationships. Example, what is a fair contract? These questions provide opportunities for the organisation to be socially responsive to its employees.

Finally, we have the "personal level" issues on morality. The questions here relate to the way the people treat one another in the organisation and deal with the day-to-day issues of life in any organisation.

What is business ethics? The concept has come to mean various things to various people, but generally it's coming to know what is right or wrong in the workplace and doing what's right. This is in regard to effects of products/services and in relationships with stakeholders. Attention to business ethics is critical during times of fundamental change. In times of change, values that were previously taken for granted are now strongly questioned. Many of these values are no longer followed. Consequently, there is no clear moral compass to guide managers through complex dilemmas about what is right or wrong. Attention to ethics in the workplaces helps ensure that when managers are struggling in times of crises and confusion, they retain a strong moral compass.

Business ethics in the workplace is about prioritising moral values for the workplace and ensuring behaviours are aligned with those values, its values management.

Many people are used to reading of the moral benefits of attention to business ethics. However, there are other types of benefits, as well. The following list describes various types of benefits from managing ethics in the workplace

1.Attention to business ethics has substantially improved society.

.Ethics programs help maintain a moral course in turbulent times.

.Ethics programs cultivate strong teamwork and productivity.

4.Ethics programs support employee growth and meaning

5.Ethics programs are an insurance policythey help ensure that policies are legal

6.Ethics programs help to avoid criminal acts "of omission" and can lower fines.

7.Ethics programs help manage values with quality management, strategic planning and diversity management

8.Ethics programs promote a strong public image

Two main factors can explain for the rise of global social pressure groups in the last decade. Firstly, since 10, cold war allegiances have fallen away and there has been a massive rise in democratically elected governments. Secondly, the development of technology change and development.

Historically, business integrity has just meant embracing honest ethical practices. Now, globalisation has forced companies to anticipate and respond to the demands of globalised public opinion, rather than waiting for government intervention, mediation and regulation to cajole them to act (Blackett 001). Another new force is that of privatisation together with globalisation. Until recently, it was taken for granted that the government would provide certain basic services and protests were largely confined to the ballot box.

In Australia, good examples exist of what public pressure can mean. The launch of the "No Sweatshop" clothing label indicates a growing level of concern for the working conditions of garment makers at home and overseas, as does the Australian support for the Nike campaigns. Most recently, many questions have been raised about corporate regulation in Australia following the collapse of HIH.

Finally, the future is not one in which fantastic innovation, an excellent product, efficient production and brilliant marketing will be enough. If organisations want to excel in the long run they need to ensure that technology, business and profits are based on sound ethics and acceptable views. This means, ensuring that what they do considers social expectations and is acceptable to civil society in its many forms. Unlike Australian icons, Messrs Bond and Skase, we need to continually ask at each stage and with every decision, if the need really justifies the means.

The most pertinent change resulting from technological advancement is of course the future roles to be played by information technology (IT). Advancement in IT will bring far-reaching implications. Firstly, there will be change in the types of workers required. The blue-collar workers will be needed less and less, while knowledge workers will be required more and more.

Secondly, as a consequence of the first implication, savings from cheap labour may not be sufficient to compensate the rising transportation of costs. This realisation has encouraged transnationals to establish plants were the markets are rather than where the labour and other materials are.

Thirdly, there will be a tremendous change in the structure of organisations. The functions of the executives and managers will be different because we will not expect so many levels of hierarchy, since most of the analytical and technicalities would be taken over by the computer specialists.

Corporate ethics may be broadly understood as the application of ethics to corporate affairs. By this we mean that the corporate mission, objectives, strategies, programmes and all its operations are undertaken within the realms of ethics. In other words, every decision, judgement or action is only performed when it is ethical to do so. The question of whether it is ethical or not will depend on the beliefs we have, the values we uphold and the judgements we make about them. It is the beliefs and values that the corporation uphold that will determine whether the decisions and judgements are ethical or not.

The beliefs and values the corporations uphold will have to be consistent with those of the society in which the corporations operate. Otherwise, there will be contradictions and conflicts at various levels. When such contradictions and conflicts arise, it will not be possible for the corporation to maintain its beliefs or values.

Generally, there are four levels of issues in business ethics. The fist level may be called "societal", relates to issues of basic institutions in society. An example inclues, should we tolerate gross income inequalities in society? Corporate leaders, by virtue of their wealth, influence and power should be able to shape debates of societal-level issues.

The second level may be called that of stakeholders. These include the owners, shareholders, suppliers, customers etc. At this level, issues raised are those pertaining to how a corporation should handle the external groups who are either directly or indirectly affected by its decisions and how the stakeholders should deal with the organisation. Example, insider trading. These questions relate to policy matters and decisions on them are made daily.

The third issue relates to "internal policy", particularly those concerning the employer-employee relationships. Example, what is a fair contract? These questions provide opportunities for the organisation to be socially responsive to its employees.

Finally, we have the "personal level" issues on morality. The questions here relate to the way the people treat one another in the organisation and deal with the day-to-day issues of life in any organisation.

Please note that this sample paper on ETHICS & MANAGEMENT is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on ETHICS & MANAGEMENT, we are here to assist you.Your cheap research paperson ETHICS & MANAGEMENT will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!