Tom Brokaw - Address at the National WWII Memorial Dedication free essay sample

Museum Exhibit Outline Essay Example

Museum Exhibit Outline Essay Example Museum Exhibit Outline Essay Museum Exhibit Outline Essay Museum Exhibit Outline Name: Institution: Museum Exhibit Outline Research before experience Study the topic on segregation especially what it meant, how it was evidenced such as through media and about artifacts likely to be found on the topic Resources researched i. Abel, E. (2008). American Graffiti: The social Life of Segregation Signs. African American Review, 42 (1):9-24. The article talks about how segregation was represented, talking about some of the cartoons depicted in a daily paper. The article further talks about these representations and their effect in maintaining the segregation. It also covers the narrative accounts of encounters with signs segregation that have mostly inclined to allegory as well as to reconstruction after civil rights. It provides an account of the likely artifacts to find in the exhibition as well as their meaning ii. Norman, B. (2009). The Historical Uncanny: Segregation Signs in Getting Mother’s Body, a Post-Civil Rights American Novel. African American Review, 43 (2): 443-456. In this article, the author suggests that segregation signs are objects of desire as well as scorn within the post-civil rights. He seeks the signs from museums and public exhibits as a way of reassuring that such segregation is dead. However, he wonders whether such exhibitions present the real experience of living in compulsory racial segregation. iii. Phillips, D. (2007). Ethnic and Racial Segregation: A Critical Perspective. Geography Compass, 1 (5): 1138-1159. In this article, one understands segregation from a different perspective other than the segregation seen in the early 20th century. It seeks to show how segregation is conceptualized, the implication arising for geographical research, how to measure racial segregation, its meaning, forces behind it and how its visual representation is used in political and policy spheres. Experience at Jim Crow Museum of Racist Memorabilia Each day at the Jim Crow museum objects of different forms and dimensions are displayed. However, one theme resonates in all of them, which is racism especially during the segregation era. From cartoons, drinking glasses, detergent boxes and pictures depicting the segregation are displayed. The exhibition presented real artifacts and showed what it was like to live during those days. As an African, one would believe in their inferiority, laziness, inarticulate, idle and physically unattractive. On the other hand, whites were portrayed as superior and opposite of the African Americans. Looking at some of the posters, such as one showing where colored people were to sit in the bus and where to wait, brought an experience of what it was like to live in such an era. Reflecting on experience After carrying out research before the experience, it was easier to understand what segregation meant during the exhibition. The research provided information about racial segregation that came from the belief that Africans were inferior to whites. From the research, I was able to understand segregation and several of its forms including geographical, occupation and educational segregation. I realized that segregation could be in different ways, not just separating of facilities such different schools for different races. It could also be through how services are provided to the different races as well as the stereotypical beliefs that determine the relationship between two races. One similarity that I experienced with both the Experiential Learning and my own experience with diversity is that, stereotypical beliefs could be a factor in determining the kind of relationship one can have with a person from another race. For instance, believing that all Asians are good at mathematics made me think that they always perform highly. What I gained about diversity is that people as individuals are diverse, and people from a different race should not be viewed in a generalized way although several characteristics are similar depending on their cultural background. One question that boggles me is how segregation is presents at this time because I think it still exists. Applying experience In my experience, I think that one change that is required is having people believe that generalizations of stereotypes about different races truly exist. Rather, people need to drop such misconceptions and embrace diversity as individual level. References Abel, E. (2008). American Graffiti: The social Life of Segregation Signs. African American Review, 42 (1):9-24. Norman, B. (2009). The Historical Uncanny: Segregation Signs in Getting Mother’s Body, a Post-Civil Rights American Novel. African American Review, 43 (2): 443-456. Phillips, D. (2007). Ethnic and Racial Segregation: A Critical Perspective. Geography Compass, 1 (5): 1138-1159

The Personality of the Holy Spirit Research Paper

The Personality of the Holy Spirit - Research Paper Example The Holy Spirit has a Will    B. The Holy Spirit has a Mind C. The Holy Spirit has Emotions      IV.  The Holy Spirits Work in the Individual Believer (3 pages)      A. The Holy Spirit’s Work at Creation (ruah) B. The Holy Spirit’s Work at Salvation (Regeneration)    B. The Holy Spirit as parakletos      V.  The Holy Spirit and the Church (3 pages)    A.  Power to Witness    B.  Agent of Unity      VI.  Conclusion: (1 page) INTRODUCTION â€Å"An understanding of the ministry of the Holy Spirit is basic to Christian living†¦who He is, is foundational to what He does, and a knowledge of both His person and work is basic to Christian devotion and living.†1 It is not surprising therefore that the subject of the personality of the Holy Spirit remains one of the most controversial issues in Christian academic circles. The topic comes with varying views and opinions on who the Holy Spirit is and what the Holy Spirit stands for. Rig ht from the beginning of reading scriptures, the Christian is given an idea about the fact that the Holy Spirit is very instrumental in the personality of humankind2. For instance in the book of Genesis, the presence of a third person, whom most scholars argue to be the Holy Spirit is consulted when God says â€Å"let us make man in Our image†. ... In the early openings of the New Testament, Jesus Christ also gives an indication on what the actual personality of the Holy Spirit is. For example, there was the kind of divine relationship that exists between the Father and the Holy Spirit was exhibited when at the baptism of Jesus Christ, the Holy Spirit manifested its presence in the form of a dove after the Father spoke from heaven4. In Ephesians 4:4-6, we read 4 There is one body and one Spirit, just as you were called to one hope when you were called; 5 one Lord, one faith, one baptism; 6 one God and Father of all, who is over all and through all and in all.5 The Bible affirms the Holy Spirit as a fully divine, volitional and personal being whose works and attributes bear witness to the same. This thesis sets the pace for this paper, which seeks to confirm the assertion that â€Å"In dealing with the Spirit we are dealing with none other than the personal presence of God.†6 THE DIETY OF THE HOLY SPIRIT The Holy Spirit i s God Who is the Holy Spirit? The Holy Spirit is God, third member of the Trinity, equal with the Father and Son. â€Å"In Christian theology, the term trinity means that there are three eternal distinctions in the one divine essence, known respectively as Father, Son and Holy Spirit.†7 Although the Doctrine of the Trinity has long divided theologians, scholars, pastors, teachers and even laity in the ancient and modern church, the first general council of the church affirmed and clarified the position and Deity of the Holy Spirit in relationship to the other two members, God the Father and God the Son. The most difficult and far-reaching issue the Council at Nicea (325 A.D.) addressed was the attack on the Trinity by a small group known as Arians led by a Presbyter from

Leadership Essay Example | Topics and Well Written Essays - 250 words - 58

Leadership - Essay Example According to Polelle (2008), leaders comprise of people entrusted to come up with security laws and measures. These regulations are what the security enforcing people follow in order to ensure safety in a nation. From this aspect, it is vital that a nation has reliable leaders characterized by sound reasoning and high integrity. All security measures are highly determined by our leaders and this exhibits the importance of leadership. On personal level, a leader must have proper principles that guide them through their lives. Effective leaders also concentrate on local level by coming up with projects that are beneficial to social, economic, and political transformation of their local communities. In the year 2015, the leader who has had a great impact on me is U.S.A is president Barrack Obama. Since his election as the president, Obama has had a number of achievements. These achievements include improving the economy, enhancing human rights, and enhancing foreign relationships. Obama has sure stand out as an influential leader. Obama’s achievements are of great inspiration that demonstrates that it is possible to achieve self-actualization. It may have taken a period of time and a number of hurdles, but he demonstrated attributes of a real leader to persist until results are achieved. Shifting to the concern of security, Obama has gone to all breadths and lengths to ensure there is security in the U.S.A. In addition, he has also deployed security forces to other parts of the world that needs security enforcement. Obama’s ability to achieve great success regardless of the hurdles makes him a leader of significance influence. A community cannot survive without proper leadership within its boundaries. Leadership held by people fall at three levels of national, local and personal. One of the greatest leaders that have had significant influence in my life is Barrack Obama. Obama has stood strong in various difficult situations to

Sales Exam Essay Example | Topics and Well Written Essays - 1250 words

Sales Exam - Essay Example 4. Designing of a proper induction training program in which one or two sales managers will provide them with a fifteen day comprehensive training covering all aspects of the requirements of their job including field training as well. The sales managers providing training will be rotated and in every induction training program there would be a separate sales manager who would be instructing the group. 5. Employment quotas for all leading business schools. The aim of this would be to make the career counseling sections of the business schools act like recruitment agencies for us. They will be provided a commission on per hire basis. A quota of 5 students per college would be kept for the top five colleges. This would ensure that we employ the best of the best. This objectives are time taking and will start providing results in two years, However, the immediate requirement of filling idle territories can be solved within six months through on campus recruitment. The rest of the strategies will start bearing fruit in five years. Mead envelope is a diversified business division of a large paper products company. For the past five years it has been steadily growing at 5-6% per annum. However, the recent market research shows that there is a market potential of growth up to 10-12% per annum. Considering this company has hired Hal Jones as the Vice President of sales to determine why the growth in sales does not match the potential. Based on the industry projections, the management has allocated a budget of US $ 106 million of Mead Envelopes. Currently, the sales force is lagging behind in achieving this target and the chances of achieving it seem bleak. To make the target possible, a higher level of sales effort is required by the sales force. Due to this a new compensation plan is required to give the sales force the right incentive plan to try harder to achieve

The Lifecycle Of Pidgins And Creoles English Language Essay

The Lifecycle Of Pidgins And Creoles English Language Essay In reference to Hall, normal languages do not have life cycles, however, defining normal can be quite a complex and challenging task, especially when correctly categorising what language is normal. Hall attempts to define normal language as follows: One handed down from generation to generation through transference to children who learn it as their first language. (Quoted in Romaine, 1988, p 115) Pidgins tend to differ from this particular definition as in contrast to normal languages a pidgin usually comes into existence for a specific reason, lasts just as long as the situation that called in into being and then quickly goes out of use (Hall, p 115). A pidgin has the potential to gain a longer lifespan by evolving into a native language or becoming creolized and therefore acquiring the status of a normal language. When studying pidgins and creoles in detail, it rapidly becomes apparent that it is much more testing to study pidgins and creoles as two separate processes, rather than as two aspects of the same linguistic process, just at different stages. It has proven to be quite problematic for many researchers to specify accurately when a pidgin becomes a fully developed creole with a significant community of nativized speakers; however academics have developed a fairly precise continuum which states that a pidgin must traditionally experience four phases of development before winning the status of a creole. Throughout each phase, the language becomes much more complex and sophisticated, indicating features of a normal language. The developmental continuum is as follows: Jargon Stable Pidgin Expanded Pidgin Creole The first phase of the developmental continuum is the Jargon stage or prepidgin stage where vocabulary is extremely limited. The Jargon phase is the very beginning of the life cycle, where the purpose of the makeshift language is to merely form communication between two incomprehensible languages and is used in very limited domains, commonly trade and labour. Robertson (1948, Quoted in Romaine, 1988, p 118) however, suggests the idea that there is a pre-jargon stage where makeshift languages are instantly constructed on the spot out of a combination of gestures and speech. The example given to demonstrate this theory is the arrival of a European trade ship in Tahiti in 1767; à ¢Ã¢â€š ¬Ã‚ ¦we made all the friendly signs that we could think of, and showed them several trinkets in order to get some of them on-boardà ¢Ã¢â€š ¬Ã‚ ¦they paddled all round the ship and made signs of friendship to us by holding up Branches of Plantain trees, and making a long speech of near fifteen minutesà ¢Ã¢â€š ¬Ã‚ ¦but non of us could understand themà ¢Ã¢â€š ¬Ã‚ ¦we made signs to them, to bring of Hogs, Fowls and fruit and showed them some coarse cloth, Knives sheers Beeds Ribons etc., and made them understand that we was willing to barter with them. (Robertson, 1948 as quoted in Romaine, 1988, p 118) The jargon phase itself is not a huge progression from the pre-jargon stage suggested by Robertson as sentences are only minimal; one or two words in length at maximum. Lexicon is exceptionally small and the sound system is very basic (Romaine, p 117). Labov (1970/1977) defines this phase as an ingenious and original mode of expression which combines knowledge of the native vernacular with an imperfect grasp of the other languages in the new environment (Labov, as quoted in Romaine, 1988, p 118-119). There is evidence of considerable variation throughout the jargon phase as it is a newly constructed pidgin with no set linguistic rules, often resulting in confusion and a near incomprehensible language. For example, instances have shown how different syntactical structures can be used to the lexical items employed. The illustration given by Romaine is one of a Japanese woman who travelled to Hawaii, speaking her own form of expression as quite an isolated individual, never acquiring th e Hawaii Pidgin English. The language which she chose to adopt under these circumstances consisted of a primarily Japanese syntax with both Japanese and English lexical items. Furthermore, in the jargon stage, there is what Silverstein (1972) (quoted by Romaine, 1988:120) labelled a double illusion a contact language relatable to both parties native languages. The example illustrated by Silverstein is as follows; à ¢Ã¢â€š ¬Ã‚ ¦there is a particular jargon between the French and the Indians, which is neither French nor Indian, and nevertheless when the French use it, they think they are speaking Indian, and the Indians in taking it up think they are speaking good French. (Jeune, 1633) This jargon is described by Silverstein as one with an unsystematic nature and lack[s] independent grammatical norms, (Silverstein, as quoted by Romaine, 1988:120) though other scholars disagreed with this somewhat negative interpretation and insisted that it was a vital trade component. The following period of the pidgin-creole lifecycle is the Stable Pidgin phase, where language is used not only for communication but for self-expression also. There is a stronger sense of linguistic complexity at this stage as both simple and complex sentences are applied. The most suitable example of a pidgin that falls under this category is Russenorsk (Russo-Norwegian); a trade pidgin which was used in Northern Norway by Russian merchants and Norwegian fisherman during the Pomor trade. (Romaine, 1988:124) Russenorsk is unique when compared against other pidgin languages, considering its lifespan. Generally speaking, a pidgin lasts as long as its required and then becomes obsolete. The alternative possibility is for the pidgin to become creolized and acquire a community of native speakers. However, Russenorsk is an exceptional instance and unlike normal pidgins has existed for such a long period of time without creolizing. The time between the first attested occurrence of the lang uage (in a lawsuit in 1785) until its extinction at the time of the First World War and the Russian revolution is 141 years (Romaine, p 125). The most obvious cause for this anomaly is the fact that it was merely used as a seasonal trade language in the summer months; it never became a fully-functioning native language, nor did it fall out of use (until WW1). A stable pidgins lexicon remains fairly small in size; Russenorsks vocabulary consisted of a total of approximately 390 words, however, half of which only occurred once, resulting in a key vocabulary of about 150-200 words. It was a very concise language, showing no signs of any inflections or categories such as gender, number or tense. Also absent is the verb to have. As a result of this and the fact that terminology remarkably originated from a wide variety of languages such as Dutch, German, French, Swedish and Lappish as well as Russian and Norwegian, there was evidence of many doublets or parallel forms. For example; good/well could be spoken as bra, good, dobra, dobro or korosjo further adding confusion (Fox, 1973, as quoted by Romaine, 1988:126-7). Fascinatingly, Slobin (1977, as quoted by Romaine, p 129) uses Russenorsk as a prime example of a language extremely close to universal grammar. Universal grammar is a linguistic concept proposed by Chomsky that suggests the idea that the capability to learn and understand grammar can happen without being taught that it is a cognitive process that happens naturally. According to Bickertons language bioprogram theory (1996), the principle of Universal Grammar is linked to pidgin and creole languages because specific characteristics are common in all different languages, allowing foreign speakers of language to interact and form a new language (pidgin). One of the characteristics, given by example by Bickerton, is the way in which an interrogative sentence can be transformed into a declarative sentence through purely altering intonation. Like the jargon phase, there is still a degree of variation in the stable pidgin stage, especially in pronunciation, according to Broch and Jahr (1984, quoted by Romaine, p 129) who said that pronunciation varied depending on the language and dialect background of individual speakers. The penultimate stage of the pidgin-creole lifecycle is the Expanded Pidgin phase. Here, grammar becomes much more complex and speech tempo is increased. Language and discourse becomes evidently much more cohesive and consistent. It is used not only as a simple means of communication for trade purposes, but in everyday life for self-expression and literature. (Romaine 1988:138) Sankoff (1977, as quoted by Romaine, p 139) was interested in the comparison between normal languages and pidgins when investigating speech tempo. Her data showed that pidgins are vocalized at a slower rate than normal languages, largely due to the fact that pidgins are used merely as a second language to users and not as a first. It is only when a speaker becomes fluent in the language, does the tempo increase. Data that explores features of Tok Pisin (perhaps one of the most well-known expanded pidgins) shows that one of the features that separate a childs speech from adults is phonology. For instance, a child might condense syllables. The example given by Sankoff and Laberge (1973) is the phrase Mi go long haus (pronounced using four syllables by adults). However, they noticed that in comparison, a child is more likely to say Mi go l:aus, using only three syllable by shifting stress patterns. The concluding stage of the life-cycle is when the pidgin becomes creolized and takes on the identity of its dominant parent. However, according to Muhlhausler (1980), creolization does not necessarily have to take place at the final stage of the life-cycle, but can occur at any stage in the developmental continuum from jargon to expanded pidgin (as quoted by Romaine, p 154). He suggests that there are three possible varieties of creolization: Type 1: Jargon Creole Type 2: Jargon Stabilized pidgin Creole Type 3: Jargon Stabilized pidgin Expanded pidgin Creole Most known instances fall under Type 3 and are wide-spread creoles that are still fully-functioning and in use today such as Tok Pisin (spoken largely in Papua New Guinea as an official language and the most broadly used in that country) and West African Pidgin English. Some known instances fall under Type 2, however is much less common. Examples of Type 2 creoles include North Australian creoles and Torres Strait creoles (Romaine, p. 155). Cases of Type 1 creoles are currently non-existent. In contrast, Bickerton proposes an alternate view and suggests that creolization after stabilization of a pidgin is rare and in the majority of circumstances, pidgins have creolized whilst still being highly unstable in the early stages of development. So far, we have discussed the idea that creoles are formed from a pidgin which stabilizes. However, Bickerton goes even further to controversially suggest that there is no such link between pidgin and creole and that the development of a creole has more to do with the innate devices of a first language acquisition than with a gradual evolution from a pidgin. For example; Tok Pisin the lingua franca of Papua New Guinea had developed whilst co-existing alongside another language, therefore integrating many of its characteristics. However, what Bickerton labels the classic creole situation (where creole-speakers have been torn from their native cultures) differs from Tok Pisin as the majority of speakers could still rely on another langu age. (Bickerton, 1981, as quoted by Singh, 2000:52-53) DeCamp (1971) focuses his research on the fate of a creole upon reaching the end of the creole continuum. This particular area is not as thoroughly researched as earlier stages; however, DeCamp makes some attempt at outlining the potential routes a creole may take. These are: May well continue its status as a creole and remain unaffected, much like the Haitian Creole seems to have done. It may become obsolete. It may take on the identity of its dominant parent as a normal language. It may progressively combine with the national language as is happening in Jamaica (decreolization). (DeCamp, 1971, as quoted by Romaine, p 157). The post-creole continuum is as follows: Basilect Mesolect Acrolect The creole is what is meant by basilect, the national corresponding language is what is meant by acrolect and any transitional varieties in-between is what is referred to as the mesolect (Romaine, p 158). To go back to the question of the entire paper, is there a point at which a creole stops being a creole and takes on the identity of its dominant parent? We must look at the work of ODonnell and Todd (1980, as quoted by Romaine, p158), who points out that at the end of the continuum, we are not dealing with two distinct systems, but an unbroken spectrum between the pidgin or creole on the one hand, and the prestigious standard on the other. There is no point of the continuum where we find a sharp break between the varieties. Word Count: 2,120

William Goldings Animal Farm :: William Golding Animal Farm Essays

William Golding's Animal Farm On the first page of the book there is immediately a link to the adult world and the civilization that has been adapted there. There is a reference to the "Home Counties". This shows that already, the writer is telling the reader of the links that may be made throughout the book about the adult world and its comparisons to the life in the jungle. Societies operate in many different ways and there are many factors that influence this fact. In the book Golding tries to highlight what these factors are and how they cause disruption and peace within a society. By approaching this from different angles the reader is able to get a better outline of what Golding is trying to represent and can therefore fully appreciate the wonders of his writings. One of the angles that he approaches the way societies operate from is by using the leader as an example. Throughout the duration of the book there is a feeling of complete rivalry as the two main contenders 'fight' for the right to be the leader of all other boys on the island. Jack and Ralph are constantly attempting to better one anther but in ways that only they can fulfill. In the first chapter of the book the reader sees a very democratic system employed by the boys. This is to elect a leader and therefore a fair vote is counted. Despite this being the fairest possible way of concluding a leader Jack is not at all happy with the outcome. "and the freckles on Jack's face disappeared under a blush of mortification". This shows that Jack expected to be elected as the chief of the group. As Ralph could see that that Jack was upset by the outcome of this election he immediately offered Jack the control of the choir. In foresight this could be one of the worst things that was accidentally and un-intentionally done by Ralph. This is because there is an instantaneous division of the two groups, which later on destroy all form of civilization that has been built. From this initial decision to elect Ralph as the leader there is a bitter rivalry built up between him and Jack Merridew, leader of the choir/hunters. The main reason for this is Jack's jealousy overcoming him. He does not realize that his authority in the adult world does not necessarily transfer onto the island where normal rules do not apply and it is just a matter of survival. Because of this contention between Ralph and Jack matters start to become worse and the whole fiasco spirals out of