Cherry Orchard By Chekhov Essays - The Cherry Orchard,

Cherry Orchard By Chekhov There is a convincing debate whether The Cherry Orchard is a tragedy or a comedy. Chekhov strongly argues that the play is a comedy and should be performed as a comedy. The philosopher Aristotle can support Chekhov perception of his play. Aristotle defines a comedy as "an imitation of characters of a lower type who are not bad in themselves but whose faults possess something ludicrous in them." The misinterpretation of The Cherry Orchard is due to a misunderstanding of what a comedy is. The sympathy and compassion of the main characters in The Cherry Orchard should not blind the reader to the fact that they are virtually comic characters. For example no character could be more ludicrous then a patrician like Gayev, whose characteristics according to Chekhov are "suavity and elegance". It is not the fact that Gayev becomes a bank official that is laughable but that sense the beginning of the play it is made quite clear that he would not be able to hold a job for even a month. It is also ironic that Gayev would become a bank official considering that it is obvious that he and the rest of his family are all terrible with money. Along with Gayev his sister's ability to understand business and budget their money is completely ludicrous. Through out the play Ranyevskaya continuously spends money although the family is broke and losing everything they own. She has Leonid give Pishchik two hundred and forty rubles although she has told Pishchik "I have no money, my sweet." This is ridiculous and the reader has to laugh at the ignorance of this family. Even more ludicrous is Ranyevskaya concern for the lost of her belongs but makes no attempt to save them. After Lopakhin has spent act one and some of act two explaining how to save the land Ranyevskaya is ably to ask, "what can we possibly do? Tell us." This leaves Lopakhin to make a comical comment about this family "such a strange unbusiness like people." Although tragic events are taking place through out the play, the characters actions and dialect is comical. The symbolism of the sale of the cherry orchard can be sent as comical; it becomes a seminal icon for the memories of the family. This play is generated on seminal values of this family. No one in the family wants to see the cherry orchard go but it is ludicrous that the family does not see that the cherry orchard is going either by sale or development. Sense this is a fact, it is only risible that the family should profit from the lost of the cherry orchard. The importance of seminal values should be over run by the importance of survival. Ranyevskaya does not seem to be concerned with survival and can only see the cherry orchard as a seminal object. This is completely ridiculous and demonstrates the comical actions of Ranyevskaya. The view of the cherry orchard as a seminal object also effects the true objective of the cherry orchard. Firs says: "In the old days, forty, fifty years ago, they used to dry the cherries, they used to soak them, they used to pickle them, they used to make jam out of them, and year after year." This caption informs the reader that the original purpose for the land was for profit. Ranyevskaya memories of the orchard as a fantastic playground disallows her to see the truth that the cherry orchard was just her parents business and it is time to change the business because times have changed. Every one of the many characters was carefully planned out to show some purpose in the message conveyed in The Cherry Orchard. Chekhov is able to show that the core of humanity is full of ludicrous emotions and ideas. The importance of the use of comedy in the play conveys with the importance of comedy in our lives. It shows the reader how the most ridiculous moments and decisions are probably the most important ones. The decisions of the characters are full of "faults that posses something ludicrous in them" which allows this to be considered a comedy.

cultural slavery essays

cultural slavery essays Slave Culture Slavery in America thrived and continued to grow because there was a scarcity of labor. Cultivation of crops on plantations could be supervised while slaves used simple routines to harvest them, the low price at which slaves could be bought, and earning profits as a bonus for not having to pay hired work. But in the beginning half of the 19th century a strong push for slavery's final straw was coming. The people of the South tended to be more genteel, and seemed not quite adjusted to hard work, but more to giving orders. The idea of telling people how to do their work just seemed to fit all too well into this scenario. Slaves lived under virtually unsuitable conditions. Douglass' account of a slave's life told of the trying times on the plantation. An allowance was given to the workers. A monthly allowance consisted of mostly of pork and corn meal but also some money. Yearly slaves were given clothes, a couple shirts, and two pairs of pants-one pair of pants for winter and one pair for the other times of the year. They were not given beds to sleep on but rather a blanket for the floor. On top of lack of basic necessities slaves were forced to work around the clock. If they were not at their total output for the minute their owners they would be forced by the whip and "encouraged" to work harder, as an owner might feel. They were always subject to profanity from their masters and treated more like horses. Just like horses they were bred to be strong, in the mindset of outputSlave owners would also sexually take ...

D2 Assignment Example | Topics and Well Written Essays - 500 words - 1

D2 - Assignment Example The environment is critical in shaping and determining the child’s development. In transition to parenthood, Cochenour and Chrisman (61) explain this stage to be a critical stage where the young parents are redefining their career growth, while at the same time a child comes along to require more attention and care from the two. Thus according to Cochenour and Chrisman, a child can be source of joy or conflict; the care of the child puts more strain on the parents, who are still required to utilize their strengths in defining their new career goals (Cochenour and Chrisman 64). The extended family thus chips in to offer the child the required development; the child no long belongs to the parents alone, but has to identify her/ himself with the large family context as all the family members have a role to play in shaping the child’s development. In addition, this brings about the sense of belonging and inclusiveness, which is necessary in defining identity. To solve the p roblems of conflict between parents as the new child requires more attention and care from the two; both parents have to actively participate in rearing the child; the role should never be left as an obligation of a particular parent. This creates the required environment for child development. Parents should also choose an environment that would be constructive in the child’s development. In understanding the structure of a family, the family systems theory would be of much importance to childhood educators. Cochenour and Chrisman (62) explain that the theory’s primary concept is that the family consists of interconnected members, with each member influencing the other in predictable and recurring ways. The theory would largely focus on the family behaviors and history to influence an individual’s behavior. Therefore, understanding this theory would help early child educators to have prior knowledge related to the several types of families,

Cats and Girls painting by Balthus Essay Example | Topics and Well Written Essays - 1000 words

Cats and Girls painting by Balthus - Essay Example The essay "Cats and Girls painting by Balthus" explores Balthus's Cats and Girls painting. Farago in his article expresses similar misunderstanding where he likens the current state of media with Bathus’ works. Hence, implying for anything to have adequate and sizable audience ought to exhibit a certain degree of nudity though based on Bathus’ works the nudity of small girls could only being in the minds of pervert people. According to Bathus, his characters comprised of girls barely out of puberty whereby those who viewed them ought not to entertain thoughts of nudity that could attract somebody sexually because they were all children. This perception did not convince numerous scholars and especially viewers whereby some termed certain portraits extremely disturbing. Hence, prompting Metropolitan Museum of Art choose certain section solely for those works that were provocative such that viewers especially those with children could not visit towards those sections (Smit h). Smith in his article speaks plainly referring Bathus’ preference of depicting nude adolescents as â€Å"infatuation† irrespective of their age. Since, compared to varied mediums used by other artists he tends to exhibit unequaled preference of young nude girls though in his work they seem naà ¯ve and unaware of any strangeness of exposing themselves. Similarly, Gensler towards the end of his article contends Bathus’ images contrary to what he may imply; relay erotic content mostly associated with wicked imagination. especially when staring at teen girls. The affirmation of this is evident with the presence of a cat though to numerous viewers they may end up taking its presence literally but according to Gensler, it is a deeper assertion of sexuality. Hence, violating children’s privacy and sexuality whereby in the latter trying to exhibit a man can at will â€Å"access† budding womanhood (Gensler). This is highest level of provocation despite the artist trying to imply literally encompasses naivety of little girls and their love for cats. Conversely, Magada-Ward despite finding Bathus’ works depicting unequaled provocation especially concerning the sexuality of young girls; she adopts point that is more neutral by comparing what other interpreters have cited about true intend of the artist. Since, this is what matters despite viewers bearing their own interpretations. In her interpretation while taking care of layperson’s perspective, Bathus through his works he presents the age gap when a girl is trying to discover herself before entering to full womanhood (Magada-Ward 26). Hence, the presence of mirrors that serve the purposes of â€Å"metaphors for the pleasure of self-recognition3† and â€Å"vehicles for self-comprehension4† whose presence in the artworks is imagery as a reflection of one’s status similar to the girls once they are studying themselves (Magada-Ward 26). Magada-Ward b esides analyzing Bathu’s implication, she offers her interpretation and criticism that almost aligns with that of layperson though hers is a bit mild. This is because of her recognition that artworks play the role of arousing people’s tensions into retaliations, which differ across individuals based on morals and what one deems to be

Culture and Special Education Essay Example for Free

Culture and Special Education Essay In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions stories of mistold history, socio-political issues, racism, the misuse of science and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kaniaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kaniaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on in their own minds the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasnt being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each students meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kaniaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First lets be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesnt work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kanaiaupuni, S. (2005). Kakalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kaniaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of fixing our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I cant read so why would I work at it. Dont you know I cant do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

History Of Football Essay -- Sports Football Essays History

History Of Football Sometime around 1050, Englishmen dug up a skull of a dane and started to kick it around in frustration toward the dane. It became known as â€Å"Kicking the dane’s head† .The skull began to hurt the boy’s feet, so a boy came up with the idea of using an inflated cow bladder to help their feet(Tuttle, 13).   Ã‚  Ã‚  Ã‚  Ã‚  In 1189, King Henry banned the game, because people were too involved in the game to practice archery and fighting for war(Tuttle, 13). During the 1500’s the game shifted to Ireland where people invented the Irish rules that made the game tougher. As the game progressed it turned into soccer and rugby(Tuttle, 14).   Ã‚  Ã‚  Ã‚  Ã‚  On November 6, 1869, Princeton and Rutgers played the first college soccer game(Tuttle, 14). During the spring of 1871 a group of people at Harvard University made a game called the â€Å"Boston Game†, which was similar to rugby rules(Tuttle, 14).   Ã‚  Ã‚  Ã‚  Ã‚  On May 15, 1874, Harvard played McGill University, which was from Montreal. They played with an egg-shaped ball instead of a round ball(Tuttle, 14). They played with 11 men instead of 15, because 4 could not make the game.   Ã‚  Ã‚  Ã‚  Ã‚  In 1880, Walter Camp, Yale’s rugby captain, created the line of scrimmage and other modern football attributes to improve the game because it was too low scoring (Tuttle, 13). He also changed the scoring system to: safety-1 point, touchdown-2, Point after touchdown-4, and a field goal-3. He then changed the yards kneeded to gain a first down to 5 and used 3 downs(Tuttle, 16). Later coaches changed Camps’ rules to rules we use now.   Ã‚  Ã‚  Ã‚  Ã‚  In 1919 the American Professional Football Association was made in Canton, Ohio(Treat, 23). It started out with 5 teams (Akron, Canton, Columbus, Dayton, and Rochester) (Treat, 23). It cost twenty-five dollars to open a franchise(Treat, 23). The Chicago Bears and Green Bay Packers joined the League in 1921 to make one of football’s greatest rivalries. The American Professional Football Association changed its name to the National Football League (NFL) in 1922(Tuttle, 61). By 1923, there were 20 teams in the NFL(Treat, 34). During the 1920’s, mostly due to the depression, the NFL began to drop to only 12 teams(Treat, 35).   Ã‚  Ã‚  Ã‚  Ã‚  In order to make the scoring increase, the NFL made it legal to throw a forward pass in 1933(Encarta). The defense rushing the quarterback made it difficult to complete passes... ...ta), where it stopped, but started back up again in 1999.   Ã‚  Ã‚  Ã‚  Ã‚  In 1992 the National Football League started making major changes toward the future. It created Free Agency, because of a lawsuit(Encarta). Free Agency allows players freedom to move around from teams after their contract. The NFL also invented the Salary Cap, which allowed NFL teams only a certain amount of money to spend on players’ contracts(Encarta). Both Free Agency and the Salary Cap have made it easier for teams to have the same amount of talent, and have made tremendous strides into football’s future.   Ã‚  Ã‚  Ã‚  Ã‚  The demand for football has become so popular, that during televised games companies will pay millions of dollars for thirty seconds of commercial advertisement space.  Ã‚  Ã‚  Ã‚  Ã‚  Stadiums now hold tens of thousands of people. At the University of Michigan, their stadium seats more than 100,000 people. Stadiums are now built with retractable roofs and instant replay at each seat.   Ã‚  Ã‚  Ã‚  Ã‚  Several indoor football leagues have started all over the country, where they play with walls and 50 yards. The owner of the World Wrestling Federation (WWF) is expected to open a tough football league in 2001 called the XFL.

Decision Support Systems

A decision support system (DSS) is a computer program which is developed with a specific purpose of analyzing business data and presenting it to users to enable them make business decisions easily. It is different with other applications because of its ability to analyze business data and it is therefore an informational application.It can therefore be used in analyzing sales figures within a given period, projecting revenue collections within a specific period of time among others.A decision support system has the ability to present information in a graphical manner for ease of understanding and it can also incorporate an expert system or artificial intelligence.A mathematical model is a Mathematical representation of some kind of reality which is used to find more details about it. Mathematical model can be used to find a solution to a decision problem and assist in planning, it can also be used to find a relationship among the input variables and establish the meaning of a particu lar set of data (Silver, 1991). Mathematical model can take the form of dynamic systems, differential equations, statistical models etc.This is a case study of Decision Support System called ACRPLAN which Bayer Cooperation installed to assists it with financial planning and budgeting. Some of the problems that the company was encountering during budgeting planning are slow budgeting process, difficulties in obtaining financial data to use in budgeting.This was a problem because all the company’s data were stored in various computers and obtaining them in all the company’s department was quite difficult. There was also inefficient in communication methods between the different departments of the company.There was no single person who could understand the whole company’s data from all the departments and present it to the budgeting personnel to assist with budgeting purposes. The company was also faced with another problem of generating several budgets hence creat ing redundant data during budget generation. These most of the redundant data occupied the company’s resources and were never used.The management of the company was also faced with another problem of lack of sufficient data for decision making. The budgeting process was tedious and time consuming so the managers had to wait for all the company’s data to be gathered and the budget be drawn.The company was previously using excel worksheets which required manual input of data and this process increased the company’s budgeting costs since it had to hire data entry clerks to enter data to the excel worksheets. The excel worksheet was sophisticated and required a lot of training.The company was growing at a very high rate and this was creating problems to the budgeting team because they could not accommodate all the requirements of the extraordinary growth of the company. The other problem was integrating the company’s business processes and the planning proces s which were increasingly becoming complicated (Gachet, 2004).The volume of data that the company was generating was also high and analyzing this data for financial planning purposes was quite difficult. Most of the company’s personnel were doctors, sales people, and research scientist who had little knowledge of financial planning and budgeting.This created problems because the company’s financial data was quite complex and the company had to hire a financial expert to analyze the data and generate the company’s budget.