Baja Mining Boom of The 1870s

Baja Mining Boom of The 1870s Preface The Baja mining boom of the 1870’s is a subject that has not been extensively explored. Little has been written on this topic making literature work on the event limited consequently the event has appeared as if it never had any importance. It is for this reason that the subject was chosen for this paper. The writing of this paper relied on the limited available resources to discuss the history of the Baja mining boom as well as its impacts.Advertising We will write a custom research paper sample on Baja Mining Boom of The 1870’s specifically for you for only $16.05 $11/page Learn More Introduction Mining refers to the extraction of minerals from under the earth’s surface. Minerals such as gold, copper diamond among others are some of the most popular mined elements. In the process of mining, people explore the underground in search for these elements in a process that involves digging deep into the underground. This paper seeks to discuss the Baja mining boom that took place in the second half of the nineteenth century. The paper will look into its causes as well the effects that it had on people’s lives. Baja California mining boom of the 1870’s The history of mining in Baja stems from the wars that took place in Mexico in the middle of the nineteenth century. During this war, a gold rush phenomenon took place exposing foreigners to a possibility of precious minerals in the region. The local population were previously aware of the existing minerals but were rather not informed of the value that could be attributed to such minerals. The locals thus mined and used such minerals as gold in the same manner as they handled other minerals like quartz whose value is lowly considered. The war, through gold rush, then exposed the existence of the valued minerals to foreign states that were then attracted to the region for the exploration of the minerals. It is the arrival of foreign miners from count ries such as the United States among others that enlightened the local residents of the importance and economic value of such minerals as gold which were lying in their land unexploited. The initial mining exercise attracted miners from regions that included the United States among other countries. The relation between the mining and the Mexican war therefore establishes the history of the mining to have originated from about the middle of the nineteenth century. The culmination of the Mexican war in the year 1848 was almost immediately followed by the explorations. Foreign miners flooded the then discovered Baja mines and eventually led to the exhaustion of the mineral resources in these mines. Foreign miners then left the region as they had no more business in an already resource depleted land (Taylor 1).Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Discoveries into new mines we re later made and intense mining resumed in the southern regions of Baja. The mining and trade in the minerals led to the establishment of an economic centre along a route path that resulted from the mining and trade of minerals. The activities at the discovered mines greatly increased to an extent that military forces had to be deployed to the mining regions to protect the resources and the miners as well as control illegal trade that would characterize smuggling of the mined minerals to other countries’ black markets. The period of the years of 1870s and 1980s saw a tremendous increase in mining activities in the region that led to convergence of a population and establishment of a town in the region. The later discovery after the initial depletion of gold mines developed to a mining boom that was experienced in the years of 1870s and 1880s in the regions of Baja (Taylor 1). Causes of the Baja mining boom The development and later explosion into boom of mining activities in Baja was catalyzed by a number of factors. With the mining activity being traced to the earlier war of the mid nineteenth century, the particular war can be credited to the establishment, development and later explosion of the mining activity. It was during this war that the foreign community was exposed to the existence of gold resources in the region. Advances were then made as foreigners flooded the region to explore and mine the resources. This inflow of foreign miners into Baja had in itself a number of implications to the mining process in the region (Michael, William and Susan 1). The immigration brought in people who were experts in mining mineral resources and had international expertise on the area of mining. With vast experience from their countries and technical skills and knowledge in mining, the mining process in Baja was bound to positively respond to the sufficient and efficient labor supply that the region experienced. The increased number of miners in the region a lso reflected an increased quantity of minerals that could be obtained from the region’s mining. The inflow of foreign miners that increased the number of miners as well as improved technologies used in mining contributed to the increased output realized from Baja mines which later resulted in the region’s mining boom (Taylor 1).Advertising We will write a custom research paper sample on Baja Mining Boom of The 1870’s specifically for you for only $16.05 $11/page Learn More Even though Baja hosted a number of foreigners long before the nineteenth century, mining of gold into a considerable boom was not experienced until in the late years of the century. Europeans were for example in the region by the early years of the sixteenth century but they never explored the mining possibilities in Baja. One of the major factors into the development of mining in Baja which later culminated into a boom was the discovery of the minerals. The conside red boom was that of gold and other minerals in the region. The mining must have started as a small scale activity as the market and even the value of the minerals were not yet identified by the natives of the land who never took financial considerations over the minerals. The discovery of the minerals can be understood in a number of ways. First is the actual discovery of the existence of the minerals in Baja. This was however done by the natives long before the war that took place just before the middle of the nineteenth century. The native discovered and mined the resources though they did not attach much of economic value to the minerals. This fostered the conservation of the resources as there were no forces to drive the exploitation of the resources to depletion. The next element of the discovery of the minerals was the exposure of the international community to the vast mineral deposits that were in Baja (Baldwin 1). Following the war that took place in the region in the year 1848, foreign communities got to know of the existence of gold reserves in the region. This discovery by foreigners who also had knowledge of the economic value that minerals such as gold are attached to, fuelled the movement of people from other states and countries into the region of Baja in order to extract gold and earn money from the process. This further led to the discovery of the economic value of gold by the natives who had been illiterate concerning the matter. The knowledge of the existence of gold and other minerals together with economic value of gold and desire for money among the natives then drove them into the search for gold in the mines. Economic attachment being an incentive, miners concentrated in the benefits of their mass productivity yielding an outstanding gold mining in the region of Baja in the forth quarter of the nineteenth century resulting in the boom. Another factor that led to the mining boom in Baja in the late nineteenth century was the existence of foreign companies in the region by that time. These companies had established developments in the region, a fact that had attracted a considerable population into the region. This population, coupled with the influx of foreign miners into the area provided vast labor that was required for the full exploitation of the resources in the mines. The series of discoveries of different information that pertained to the minerals as well as the converged population of natives and foreigners in Baja were therefore significant causes of the boom in mining that was experienced in the region in the nineteenth century (Baldwin 1).Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Economic impacts of the boom The establishment and development of mining in Baja was in itself an economic activity. It was also coupled with a large number of other activities that had economic value. The establishment of mines in regions of Baja resulted in polled populations that led to formation of towns around the mines. These populations were majorly people who sort work at the mines in the search for gold and other minerals. The development of mining in the region therefore created employment opportunities for people and its further boom led to increased employment opportunities or even increased incomes of miners and other stake holders in the mining industry in the region. The mine together with its boom thus had the impact of economically benefiting the immediate population of Baja through direct employment. The boom which seemingly popularized mining in the region also led to a wide spread of mining activities in the region of Baja. It is reported that â€Å"by the end o f the nineteenth century, gold was mined from several places† (Minnich and Vizcaino 109) in the region of Baja. This means that the boom in mining that was experienced in Baja in the years of 1870s stimulated further exploration of mining opportunities in the region. As a result, the Baja boom is seen to have initiated further economic activities through further explorations into mining opportunities. With these expanded mining sites in terms of numbers of mines, the boom can be considered to have facilitated economic activities in the regions Baja. This also translated to increased employment opportunities and established increased incomes for miners (Minnich and Vizcaino 109). The expansion of mining that followed the boost also meant the expansion of complementary activities to mining. Processes associated with mining such as â€Å"smelting, running stamps, pumps and ore crushers† (Taylor 1) were also to be on the increase. All these processes were energy dependent a nd used wood as a source of that energy. The implication is that the demand for wood to be used as a source of fuel increased in Baja. There was therefore another induced economic activity that was then fuelled by the boost in mining. There were also therefore associated increased employment opportunities as more suppliers and harvesters were needed to meet the increased demand for wood by the mining industry (Taylor 1). There is a general trend that is always realized in the mining industry when it comes to the output level that can be obtained from a given area or territory. It also follows from principles of economics that an increase in supply of a commodity will have economic impacts to other elements that surround the subject commodity. The mining boom that was realized in Baja meant that the output level of minerals that were extracted from the region realized a significant increase in quantity. This increase in the level of production of minerals such as gold and copper amon g others had direct impacts on the entities or individuals that owned or controlled the mines, the people who worked in the mines as well as the entire region in which the mining boom was realized. Though the timing of the minerals might be different, the economic principles remain the same as pertains to the effects that such booms pose to the environment. Though mining booms are characterized by a number of negative side effects such as displacements, it also caries with itself a number of benefits to those who are directly involved in the mining activities. One of the positive effects of a mining boom is the increased amount of labor that is absorbed into the mines in order to extract the minerals. Increased discovery of more mines in Baja opened ways for more people to be employed in the new mines that were realized as well as absorbing more people in mines that proved to be richer in the minerals. Consequently, more employment opportunities were created for people in the event of increased capacity of mines. The increased number of employment opportunities coupled with increased income for miners then had an impact on the general economic status and living standard of the people who worked in the mines as well as their immediate dependants. The boom in the Baja region also had an impact on the territorial management of affairs as well as the region’s income. After the onset of the boom for example, military personnel were sent into the mining regions in order to protect the territory’s mining generated income from smuggling of the minerals into the neighboring countries. The government’s move to send its forces for the protection of the mining regions was an indicator of the government’s vested interest in the mineral resources that were being extracted from its territory (Taylor 1). The government’s interest in an economic activity is derived from the activity’s general impact on the territory’s overall po pulation. A boost in any economic activity such as the Baja mining always have general effects like increased income for people in general terms as a result of increased productivity levels. This is normally transmitted into increased level of expenditure. The general economy thus experiences a boost in terms of cash flow in the economy as well as the per capita income and expenditure (Rolfe et al. 142). Economic boosts were also derived from the revenues that government obtained from income earners in the mining industry. Increased income level for workers in the Baja mines implied that the government was entitled to increased taxes from these people, assuming the pay as you earn system of taxation model. The increased payments that were made by mining companies to workers, contractors or agencies in the mining sector were reflected in the government tax department (Rolfe et al. 142). As a result of the boom, the mining companies experienced increased output of minerals which was s imilarly reflected on the companies’ revenues. These increased revenues were then consequently reflected in the taxes that were collected by the government. The mining boom in Baja in the late nineteenth century was thus characterized with benefits that were experienced by individuals who engaged in the mining as well as the entire community of Baja (Rolfe et al. 143). Environmental impacts of the mining boom The establishment and expansion of mining in Baja that eventually culminated into the boom also had environmental effects on the region. The use of wood in the processes of mining and processing of the mined minerals was, for example, reflected on the region’s environment. The usage exerted more pressure on trees which were cut in order to provide wood for the mining processes. The rate of degradation of the environment must have thus increased with the increase in the level of mining in the region. This increased cutting of trees was therefore in the first place harmful to the environment. This practice of cutting of trees especially in a relatively large scale also has secondary effects apart from the direct destruction of trees. One of the secondary impacts of the cutting of trees is the disturbance that is caused to inhabitants of the forest based environments. Wild animals such as lions, giraffes, monkeys among others depend on the vegetation first as their source of shelter then as their source of food. Destruction of such vegetation in the name of sourcing for wood for mining processes therefore induced a threat to the survival of these animals. Extreme unsafe exposure of animals can have an effect on their existence. The cutting down of trees as a result of the mining boom also had the direct secondary impact of deforestation. The increased level of mining following the boom induced an increased rate of tree cutting in the region and its environment thereby causing an established level of deforestation. Consequently, impacts of defor estation such as reduced levels of rainfall and further exposure of soil to erosion were thus results of the mining boom. Drought and wind erosion were therefore bound to occur in the region as a consequence of the mining (Minnich and Vizcaino 109). Mining booms in any particular place also have a general impact of displacement from the exact mining region. Mining entails the physical exploration of land which is in most cases taken to the underground as further search for the mineral resources are made deeper into the earth’s underground. This implies an immediate total destruction of all features that existed on the ground surface of the region in which mining is to be undertaken. As a result, there would be complete removal of the ground cover as well as the displacement of human beings as well as animals that lived in the region prior to the commencement or expansion of mining as a result of a boom. This implies migration of people from their original homes in the mining areas to new habitats in search of shelter. Such displacements can be translated into congestion in other regions which would then mean poor living standards caused by overcrowded social amenities. Animals on the other hand can be endangered by such displacements if they fail to identify a suitable place in which their feeding and survival habits can adjust to. Also directly associated with the survival of human beings and animals is the destruction of the environment which is a source food to both human beings and animals. Such was the case as realized in Mongolia following a coal mining boom in the area. There were a lot of complains from people who were against the issue of expansion of mines on the grounds of the impacts that such expansion would cause to the people and their animals. About half of the population in Mongolia was reported to have been against the expansion of mines in the region following a mining boost. Displacement of people from their homes can have the impact of nomadic lifestyle especially to people who for one reason or another fail to settle after they are displaced by the boom in mining (Guardian 1). Conclusion Mining in regions of Baja started earlier than the mid nineteenth century. The war that took place at the time then exposed the existence of mineral resources to international community, some of whom had known the economic benefits that these minerals could yield. Consequently, miners infiltrated the region and discovery of mines led to the later boom. The boom however brought with it a number of both positive and negative effects. Baldwin, Margaret. Memories of early days in Baja California. San Diego History, n.d. Web. Guardian. Mongolia’s wilderness threatened by mining boom. Guardian, 2011. Web. Michael, Meyer, William, Sherman and Susan, Deeds. The Course of Mexican History. New York: Oxford University Press, 2011. Print. Minnich, Richard and Vizcaino, Ernesto. Land of chamise and pines: historical accounts and c urrent status of northern Baja Californias vegetation. California: University of California Press, 1998. Print. Rolfe et al. Lessons from the social and economic impacts of the mining boom in the Bowen Basin 2004-2005. Anzrsai, 2007. Web. Taylor, Lawrence. The mining boom in Baja California from 1850 to 1890 and the emergence of Tijuana as a border community. Jstor, 2001. Web.

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Defining Rural Literacies The term rural literacies can conjure up a variety of images-that of a young woman teaching students of mixed ages and grades in the one-room schoolhouse, a farm wife mending socks or preparing meals by the fireside, the farmer working in bucolic fields, or the racism and bigotry of small-town rednecks. Many of the images rural literacies bring to mind, positive and negative, are based on established stereotypes and inaccuracies about rural people and what counts as literacy or a misguided understanding of the sameness of rural populations (Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). Understanding how rural literacies are defined and operationalized can offer an avenue for getting beyond stereotypical thinking about rural places and reconstructing new rural literacies to confront global change. There is lack of scholarly work around rural education and literacy studies (Brooke, 2003; Donehower, Hogg, Schell, 2007, 2012; Green Corbett, 2015). 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Environmental factors, including fracking, strip mining, clear cutting, unsustainable hunting and fishing practices, and corporate farming, further alter rural landscapes (Tieken, 2014). Population demographics are shifting as well, with 80% of nonmetropolitan growth between 2000 and 2010 resulting from an influx of racial and ethnic minorities (Johnson, 2012). The proportion of white rural residents is dropping while the Hispanic population rises (Tieken, 2014). Outmigration experienced in some rural communities as young people leave to seek perceived economic and social benefits (Carr Kefalas, 2009; Corbett, 2007) and influx of baby boomer retirees (Cromartie Nelson, 2009) further contributes to a changed rural America. The question of how rural literacies are defined and operationalized in a globalized world is the focus of this paper. Green and Corbett (2015) explain, Rural literacies are multiple, mutable, and mobile, and ever relational. 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Woodhouse and Knapp (2000) identified five characteristics of place-conscious learning: 1) learning emerges from characteristics of place, 2) learning is multidisciplinary, 3) learning is experiential, 4) learning connects place with individuals and their communities, and 5) learning is designed to educate, and potentially offer solutions to, problems in their communities. Place-conscious pedagogy in relation to rural literacies allows for a valuing of rural literacies that simultaneously foster a deep connection to place and identify those aspects that may require action for local sustainability. Considering rural literacies with regard to place-conscious pedagogy allows for viewing rural literacies with an eye towards sustainability and relevance rather than seeing rural literacies from a deficit perspective. 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Gee (2010a) writes, follow the social, cultural, institutional, and historical organization of people (whatever you call them) first and then see how literacy is taken up and used in these organizations, along with action, interaction, values, and tools and technologies (p. 5). The sustainability of rural life requires a variety of literate behaviors from rural resid ents revolving around how to make decisions about growth and change in rural communities (Collins Blot, 2003), and examining these literacies can guide educators in understanding to what extent the texts produced in rural settings are representative of rural cultures. Rural as a Field of Study Rurality as a field of study has been debated throughout United States history, and a recent literature review of the rural school problem by Biddle and Azano (2016) documents, in part, the evolution of thinking around rurality as a field of study. These authors found that researchers, educators, and reformers have fluctuated in their focus on rurality as a field of study over the past 100 years. Green and Corbett (2015) argue for the current imperative for rural studies, writing, The question of (dis)advantage is crucial here. Thinking through the relations between space and equity, education and poverty, literacy and social justice, is clearly a matter of some urgency. Addressing the rural in these terms is crucial (p. 5). Rurality is often characterized as the other, different from the norm. This characterization stems from a long history of stereotyping and stigmatizing of rural peoples. Beginning in the 19th Century, publications spoke of the backwardness of rural life and people while advocating for the sophistication of city life (Theobold Wood, 2010). This idea of rural people as lacking education and sophistication continues to be seen in modern television shows like My Big Fat Redneck Wedding or My Name is Earl. Recognizing the complexity of rurality, confronting and critically examining stereotypes, and conceptualizing rural literacies in a globalized world is important for the sustainability of rural places and for rurality as a field of study. Difficulties in Defining Rural Literacies Donehower, Hogg, and Schell (2007) explain that, in their attempts to define rural literacies for their book of the same name, they could not find a specific definition in literacy research. Part of the difficulty in defining rural literacies arises from the complex, differing, and broad definitions of their component parts. Because the words rural and literacy are loaded terms with multiple definitions offered, it becomes challenging to concretely define rural literacies. The following sections describe the complications in defining the terms rural and literacy and thereby the difficulty in defining rural literacies. Defining Rural Many people can offer definitions for the term rural; however, these definitions are usually vague and varied from person to person. The U.S. Department of Agriculture (USDA) acknowledges this incongruity, stating, For some, rural is a state of mind. For others, rural is an objective quantitative measure. (Reynnells, 2016, para. 1). Quantitatively, rural is defined by what it is not-namely, anything that is not urban or suburban is rural. The United States General Accounting Office Fact Sheet for Congressional Requesters (1993) states, Metro/urban areas can be defined using several criteria. Once this is done, nonmetro/rural is then defined by exclusion any area that is not metro/urban is nonmetro/rural (para. 1). In general, rural is determined quantitatively by using population numbers and/or analysis of amount of open countryside (Reynnells, 2016). The most common Federal definitions of rural come from the Department of Commerces Bureau on the Census, the White Houses Office of B udget and Management, and the USDAs Economic Research Service. In choosing a particular definition, the USDA advises selecting based on the purpose of the activity on which the definition is based (Reynnells, 2016). Donehower, Hogg, and Schell (2012) suggest that these demographic methods of defining rural as anything not urban lead to the homogenization of rural people as the other while elevating urban and suburban to the norm. It is a mistake to regard rural America as homogeneous as the myth of rural homogeneity masks underlying diversity among the people who have historically lived in the American countryside (Davis Marema, 2008, para. 9). While many people may think of rural America as made up of primarily white, working and middle class individuals, the proportion of white rural residents is decreasing while minority populations, particularly the Hispanic population, are growing (Housing Assistance Council, 2012). Definitions of rurality should acknowledge the complexity and diversity of rural populations. Rural can also be understood as a way of identifying oneself or a group. People may identify themselves or others as rural regardless of their current location. In other words, someone can live outside of a rural area and still identify themselves as rural. Howley (2009) relates that it is the meanings associated with rural life and community, not geography or demographics, that qualifies rurality. It is, therefore, important to define rural not only geographically and demographically, but culturally as well (Donehower, Hogg, Schell, 2007, 2012; Tieken, 2014). Defining Literacy Like the term rural, the term literacy also conjures up a variety of definitions from the basic, functional skills required for reading and writing to knowledge in a specified area, i.e. digital literacy or country music literacy. The literacy valued in todays schools is typically constrained to a back to basics mentality advocating systematic reading instruction (Edmondson, 2006). Cook-Gumperz (1986) suggests that a standardized notion of literacy tied to schooling leads to a belief that what counts as literacy is that which can be assessed, measured, and compared to the norm. This version of standardized, systematic literacy, it is argued, ignores the context in which literacy occurs. Others argue for broader definitions of literacy which encompass more than grapho-phonic relationships and traditional texts (Cope and Kalantzis, 2009; Gee, 2004; Lankshear and Knobel, 2007; New London Group, 1996). Green and Corbett (2013) suggest that a range in what constitutes literacy is to be we lcomed as it conjures up possibilities for new realizations and articulations of literacy, rurality, and education and helps in rethinking the [] literacy practices of the school, and thereby in enriching both praxis and inquiry (p. 4). Defining Rural Literacies The broad and differing definitions of the terms rural and literacy help to explain the difficulty in defining rural literacies. Any definition of rural literacies should elucidate the role and significance of literacy practices for (and perhaps unique to) rural communities while also acknowledging the diversity of different ruralities and the complex nature of a globalized society. Donehower, Hogg, and Schell (2007) propose a definition for rural literacies that takes into account the rural context and has as its goal the sustainability of rural areas when they define rural literacies as the particular kinds of literate skills needed to achieve the goal of sustaining life in rural areas (p. 4). Their concept of sustainability stems from the 1987 World Commission on Environment and Development definition, which defined sustainability as the ability to meet the needs of the present without compromising the ability of future generations to meet their own needs (Donehower, Hogg, Schell , 2007, p. 4). This definition has guided how rural literacies have been operationalized, which will be discussed next. Conceptualizations of Rural Literacies In reviewing literature on rural literacies, it became evident that no fixed qualities exemplify rural literacies. In part, this is because the diversity and breadth of rural areas precludes a concrete definition. The particular literacy practices valued in one rural area may not be those valued in another area. Three broad conceptualizations of rural literacies, however, have been offered by scholars (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Although scholars have not referred to these conceptualizations by the same terms, they can be synthesized under the categories: traditional rural literacies, neoliberal or modern rural literacies, and new or postmodern rural literacies (Donehower, Hogg, Schell, 2007; Edmondson, 2003; Eppley, 2013). Traditional Rural Literacies Both Edmondson (2003) and Eppely (2010) refer to their first category of rural literacies as traditional literacies. Traditional rural literacies reflect a nostalgia for the past that is read in opposition to the conditions of todays modern life. Often idealized, traditional rural literacies envision a simpler, more moral life strongly connected to place and attached to the land (Edmondson, 2003). These literacies advocate a return to so-called glory days as a way to solve the problems of modern rural life. Dominant traditional rural literacies are based on the ideal of the family farm- rural families making their living off the land and stoic farmers characterized by a belief in taking care of their own (Donehower, Hogg, Schell, 2007, Edmondson, 2003; Eppely, 2013). In traditional literacies, the farm and its land are symbolic of the very best way to be American; yet this dominant understanding of traditional rural literacies is misguided and ignores the fact that not all tradition al rural literacies are agrarian (Eppely, 2013, p. 81). In fact, small farms have been radically changed due to globalization. Of the 60 million people who reside in rural areas, less than 2% earn their primary living through farming (USDA, 2012); yet, for many people, the ideal of the farm still exemplifies rural America. Preservation of rural culture is typically offered as the solution to modern rural problems by those who envision rural literacies as primarily traditional. Preservationists recognize rural culture as something apart from urban life and see the need to preserve its difference (Shapiro, 1978). In schools, oral history projects and other preservation projects which isolate the particularities of rurality are often used as a way to educate students concerning traditional rural literacies and as a way to preserve the past (Donehower, Hogg, Schell, 2007). While these types of projects which educate students about traditional rural literacies can be beneficial, Donehower, Hogg, and Schell (2007) caution teaching traditional literacies with an eye only toward preservation. They write, We must interrogate the source of our desires to preserve rural places and be ever-conscious of the danger that lies in preservationist models that seek to make of rural places a monolithic symbol of a collective American heritage for those who live in urban and suburban areas, rather than vital and diverse communities that can adapt to economic and demographic shifts. Preservationist projects that seek to turn rural communities into museums essentially ensure that those communities cease to exist, as no one actually lives in a museum. (p. 44) Giroux (2004) advocates using public memory not as a museum to cultural perfection but as an opportunity to critique and debate the complexities of that memory. Modern or Neoliberal Rural Literacies Another way to conceptualize rural literacies is what Edmondson (2003) terms neoliberal rural literacies and Eppely (2010) describes as modern rural literacies. Modern/Neoliberal literacies see a rural way of life as ill-equipped to meet the needs of people in a global economy (Edmondson, 2003; Eppely, 2010). Mass production, efficiency, and neoliberal principles should characterize rural life where rural communities are seen as vehicles for reducing production costs. Agribusiness, free market logic, and capitalism are king while literacy is reduced to a generalizable set of practical skills necessary for economic participation as employee or consumer (Eppely, 2010, p. 85). Neoliberalism/modernism, then, insinuates that education for life in place is not sufficient for rural students, and the solution to the inadequacy of rural communities is to modernize rural education (Edmondson, 2003; Shapiro, 1978). Local literacies are disregarded in the face of standardization, and the purpose of public education is narrowed to ensure American economic success in a global economy (Eppely, 2010). Shafft and Jackson (2015) write, public education serves the economic imperative of capitalism by severing attachment to place and producing mobile, adaptable youth flexibly responsive to changing labor market conditions (p. 2). Green (2013) writes that the idea that location plays no part in the delivery of instruction leads to contemporary arguments that introducing new digital technology into schooling overcomes many of the difficulties and disadvantages of rural education (p. 20). Technology is seen as a way to solve many of the inadequacies of rural schools despite s trong assertions that place matters. Standardization removes from local school systems the ability to define what constitutes as literacy for their communities, and neoliberal/modern interpretations of rural literacies do not allow the opportunity for local places to determine how rural literacies can best be enacted to sustain local communities. New or Postmodern Rural Literacies The inadequacies of traditional and modern or neoliberal rural literacies in encapsulating contemporary rural literacies necessitates a third conceptualization of rural literacies in a globalized world. A new conceptualization, termed new (Edmondson, 2003) or postmodern (Eppely, 2010) rural literacies, has been suggested that proposes ways of understanding literacy as a resource for democratic citizenship that shapes the potential for rural communities to experience the economic prosperity, environmental protection, and social equity desired to make rural communities sustainable places (Donehower, Hogg, Schell, 2007, p. 12). The key to this conceptualization is the idea of sustaining rural places rather than preserving an ideal rural culture or modernizing rural places so they resemble urban and suburban areas. An important understanding of sustainability is that economic systems are interlinked-the consumer practices of urban and suburban people affect rural communities (Donehower, Hogg, Schell, 2007). Postmodern rural literacy practices enable people to critically examine their communities, including taken for granted truths about rural people and life, and communicate with others both their potential and limitations (Eppely, 2010). Postmodern rural literacies also allow for critique of modern assumptions that new is always better (Edmondson, 2003). Rural literacies become a tool for citizens to deconstruct and critique their own literacy practices to determine how they want to live together. Donehower, Hogg, and Schell (2007) write, rural people can and do make conscious, informed choices among different alternatives for practicing and valuing reading and writing, acknowledging literacys important functions in navigating the complex economic and social realities of rural life (p. 68). Defining and understanding new or postmodern rural literacies is essential in shaping relationships both inside rural communities and with the outside world. This conceptualization acknowledges multiple forms of rural literacies and encourages Add more here about Prairie Town identification among rural, urban, and suburban citizens. In Prairie Town, Edmondson (2003) advocate for a critical public pedagogy that questions and renegotiates the relationships among rural, urban, and suburban people in order to sustain rural communities (__). Instead of placing rural, suburban, and urban communities in opposition to one another, new rural literacies enable examining the ways literate practices can connect communities and ensure a sustainable future for everyone (Donehower, Hogg, Schell, 2007). Conclusion It is a myth that rural literacies are based solely on traditional models of literacy. Examining the literature on rural literacies shows the complexity of literate practices in rural communities that reflect a mixture of traditional, modern or neoliberal, and postmodern or new rural literacies. Rurality is not defined by images of a one-room schoolhouse, a farm wife mending socks, a farmer working in bucolic fields, or an uneducated hillbilly. The realities of rural literacies are that they are complex, multiple, and evolving in relation to a globalized world. As Donehower, Hogg, and Schell (2007) conclude, the phrase rural literacies should suggest reading and writing as social action that supports and sustains diverse communities trying to cope with complex, often interlinked economic, social, cultural, and environmental issues (p. 193). Rural literacies research that addresses these issues and contributes in the ability of rural communities to address these issues is essential. References Azano, A.P. (2015). Addressing the rural context in literacies research. Journal of Adolescent and Adult Literacy, 59(3), 267-269. Biddle, C., Azano, A.P. (2016). Constructing and reconstructing the rural school problem: A century of rural education research. Review of Research in Education, 40, 298-325. Bonanno, A., Constance, D.H. (2003). The global/local interface. In D.L. Brown and L.E. Swanson, eds., Challenges for rural America in the twenty-first century, 241-251. University Park, PA: Pennsylvania State Press. Brooke, R. (2003). Rural voices: Place-conscious education and the teaching of writing. New York, NY: Teachers College Press. Carr, P.J., Kefalas, M.J. (2010). Hallowing out the middle: The rural brain drain and what it means for America. Boston, MA: Beacon Press. Cope, B. Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4, 164-195. Corbett, M. (2008). Learning to leave: The irony of schooling in a coastal community. Black Point, Nova Scotia, Canada: Fernwood. Cromartie, J., Nelson, P. (2009). Baby Boom Migration and Its Impact on Rural America. Retrieved from USDA website: https://www.ers.usda.gov/webdocs/publications/ err79/9346_err79_1_.pdf Davis, D., Marema, T. (2008). A rural perspective. Grantmakers in the Arts, 19(3). Retrieved from http://www.giarts.org/article/rural-perspective Donehower, K., Hogg, C., Schell, E.E. (2007). Rural literacies. Carbondale, IL: Southern Illinois University Press. Donehower, K., Hogg, C., Schell, E.E. (2012). Reclaiming the rural: Essays on literacy, rhetoric, and pedagogy. Carbondale, IL: Southern Illinois University Press. Edmondson, J. (2003). Prairie Town: Redefining rural life in the age of globalization. Lanham, MD: Rowman Littlefield. Eppley, K. (2013). My roots dip deep: Literacy practices as mirrors of traditional, modern, and postmodern ruralities. In Green, B. Corbett, M. (Eds.) Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Eppely, K., Corbett, M. (2012). Ill see that when I believe it: A dialogue on epistemological difference and rural literacies. Journal of Research in Rural Education, 27(1/2), 1-9. Gee, J. P. (2004). Situated language and learning: A Critique of traditional schooling. London: Routledge. Gee J. P. (2010a). A situated-sociocultural approach to literacy and technology. In Baker E. (Ed.), The new literacies: Multiple perspectives on research and practice (pp. 165-193). New York: Guilford. Gee, J.P. (2010b). New digital media and learning as an emerging area and worked examples as one way forward. Cambridge, MA: MIT Press. Giroux, H.A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79. Green, B., Corbett, M. (2015). Rethinking rural literacies: A transnational perspective. Basingstoke, UK: Palgrave Macmillan. Housing Assistance Council. (2012). The rural data portal report: Demographic data, 2010. Retrieved from Housing Assistance Council website: www.ruraldataportal.org/ search.aspx Johnson, K.M. (2012). Rural demographic change in the new century: Slower growth, increased diversity (Issue Brief No. 44). Retrieved from scholars.unh.edu/cgi/viewcontent.cgi? article=1158context=carsey Lankshear, C., Knobel, M. (2007). Sampling the new in new literacies. In Knobel, M., Lankshear, C. (Eds.) A new literacies sampler (pp. 1-24). New York, NY: Peter Lang. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-89. Pyles, D.G. (2016). Rural media literacy: Youth documentary videomaking as rural literacy practice. Journal of Research in Rural Education, 31(7), 1-15. Reynnells, L. (2016). What is rural? Retrieved from United States Department of Agriculture website: www.nal.usda.gov/ric/what-is-rural Schafft, K.A., Jackson, A.Y. (2010). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park, PA: Pennsylvania State University Press. Shapiro, H. (1978). Appalachia on our minds: The southern mountains and mountaineers in the American consciousness, 1870-1920. Chapel Hill, NC: University of North Carolina Press. Silver, R., DeYoung, A.J. (1986). The ideology of rural/Appalachian education, 1895-1935: The Appalachian education problem as part of the Appalachian life problem. Educational Theory, 36(1), 51-65. Smith, G.A. (2002). Place-based education: Learning to be where we are. The Phi Delta Kappan, 83(8), 584-594. Sohn, K.K. (2006). Whistlin and crowin women of Appalachia: Literacy practices since college. Carbondale, IL: Southern Illinois University Press. Tieken, M.C. (2014). Why rural schools matter. Chapel Hill, NC: The University of North Carolina Press. Theobald, P., Wood, K. (2010). Learning to be rural: Identity lessons from history, schooling, and the U.S. corporate media. In K. A. Schafft A. Y. Jackson (Eds.), Rural education for the twenty-à ¯Ã‚ ¬Ã‚ rst centur

Politics of Belize :: Essays on Politics

Politics of Belize The political system of Belize is fairly new. Belize gained its independence from Britain on September 21, 1981, and the Constitution of Belize was born with this newly autonomous state. Since its independence, Belize has remained a commonwealth of the British Monarch and owes allegiance to the queen of England. Belize's government is modeled after the British Parliamentary system. Although the country of Belize has been independent from Britain since 1981, the Caribbean country maintains many of the British practices and procedures in its political, governmental and judicial systems. The Federal Parliamentary government of Belize is comprised of two unified branches of government: the executive and the legislative branches. The Prime Minister and the cabinet make up the executive branch. They are chosen from the majority party in the Lower House of the legislature. The Prime Minister is the head of the cabinet. A governor-general, appointed by the United Kingdom monarch also possesses some appointing power in Parliament. The governor-general is an extension of the Royal Family, and his/her duties are rather superficial and more of a formality. According to Latin America Profiled, the UK appointed Governor-General of Belize is Sir Colville Young. Said Musa is the Prime Minister and Minister of Finance and Foreign Affairs of the Belize's Parliament. Those who Prime Minister Musa appointed to his cabinet include: George Price, John Briceno, Ralph Fonseca, Josà © Coye, Maxwell Samuels, Cordel Hyde, Richard "Dickie" Bradley, Marcial Mes, Garcà ­a Balderamose Oolores, Ruben Campos, Jorge Espat, Godfrey Smith, and B.Q. Pitts as the Speaker. This cabinet works on projects ranging from foreign affairs, hea lthcare, to civil society agendas. These representatives are chosen because of their experience and their party identification. It is expected that these officials will produce results, which are conducive to the opinions of the constituents, as well as to the loyalty of their party. A bicameral National Assembly forms the legislative branch of Parliament. The two branches of this bicameral body are called the House of Representatives and the Senate. There are twenty-nine elected members in the House of Representatives and eight appointed members in the Senate. Administrators in the House of Representatives are elected by universal suffrage. Five of the officials of the Senate are appointed by the governor-general on the advice of the Prime Minister, two by the leader of the less powerful party and one by the Belize Advisory Council.

Foot Binding: Beauty And Torture Essay

Women have been deformed, bounded and altered their bodies to not only survive in the society but also because of the practice of the dominance of men over women. The Lotus Shoes were very popular back in the Qing Dynasty as foot binding were a practice that many Chinese women participated in and became bound to patriarchy. This practice was implemented in the Chinese cultural values and traditions. Footbinding as a duality due to not only it’s beauty and charm, but also it’s deformity and foul odor (Ping, 2000). The moral restriction not only affected women, but also the culture and society. The rise of footbinding, together with the rise of the practice of the exemplary woman, symbolizes the social, political, and cultural predicaments in the late imperial period† (Ping, 2000) Foot binding is a painful process that allowed women to be thought as beautiful and a good future wife. The cult of the exemplary woman in the Ming and Qing dynasties reach the most terrible self-mutilations and the most shocking methods of suicide (Ping, 2000) Throughout history and in many different cultures, people have different perspective and perception on what beauty is or means. However, foot binding is probably one of the most extreme practices of body modification for beauty. This practice goes beyond the superficial. Body alteration, however, is not something solely unique to China, across history we have observed many different cultures with their own practice and perspective of beauty as seen in figure 2 & 3. As women with bounded foot couldn’t move or do much, they would often lead the life of the wealthy and enjoy their day with fellow foot bounded women (Figure 4). The practice was a custom of the royalty and wealthy until the start of the 17th century, where women from all classes started binding their feet to imitate the upper classes. (Footwear History, 2013) At the point when a young girl achieved the age of three, each toe was broken aside from the principal toe on each foot and what is left of the foot was bound with material and strips that were intended to keep the foot shorter, this likewise influenced the foot to twist at the underside. Ladies were compelled to experience torment and keeping in mind the end goal to feel delightful. (Cummings, 1998). One of the popular theories said that it began with Emperor Li Yu. Amid the 970 A.D., Emperor Li Yu saw his most loved partner moving on a brilliant lotus platform and was spellbound by her feet, which she had wrapped in portions of material – much like those of a ballet performer moving on pointe – so her moving seemed more delightful. Seeing the ruler’s pleasure, other court ladies comparatively wrapped their feet. Before long high society ladies received the mold, and inevitably it spread to all ladies, regardless of their economic wellbeing. Just a couple of are as opposed, similar to the Manchu and the individuals who hailed from Guangdong in southern China. (Holman, 2013) (Ross, 2013) Surprisingly, as the custom became widely practiced, a transformation of the styles and techniques was a witness. Ladies needed ever-littler, more bent feet, thus the foot restricting procedure was made to accomplish very curved, 3-inch feet. (Figure 6) The training flourished for a long time until the point when it was prohibited in 1912 after the insurgency of Sun Yat-sen. (Evans, 2013) (Minnesota-China Connection) Be that as it may, ladies kept on restricting their feet in parts of China until the late 1950s. After the Communists came to control in 1949, ladies were compelled to do hard physical work like burrowing repositories, and those with bound feet found the work horrifying. The ladies often gave up daily sustenance out of vanity as they simply could not work the fields or gather food. They regularly abandoned sustenance as they couldn’t satisfy their day by day creation amount nor scrounge in the mountains for organic products like other ladies. (Lim, 2007) When the practice became a tradition, it seemed impossible to discontinue it. Bounded feet were deemed normal and beautiful, while unbound feet were otherwise. The culture and practice have left parents feeling upset and caught in between. They wouldn’t want to inflict pain on their daughters but at the same time, their daughter would be out cast by the society, and they would have a hard time getting a husband if their feet weren’t bounded. The size of the feet meant so much more than the social status of the female. However, foot binding has also left a positive impact on the society despite the negative influences. The practice was also a strong multi-generational bond for women. (Figure 7) (Figure 9) Women with bounded feet were proud of their feet size and would get together to sew their shoes regularly. The procedure was also performed by the women of the family. (Figure 8) †It was a strong tradition passed from mother to daughters, entangled with shoemaking, how to endure pain and how to attract men. In many ways, it underpinned women’s culture,† says Dorothy Ko, a` history professor at Barnard College in New York and author of †Cinderella’s Sisters: A Revisionist History of Footbinding.† (Gillet, 2012) Beyond human relations, this practice has also influenced China’s architecture. Due to the bounded feet, the maximum distance women could walk was only about 3 or 5 miles. This has led them to receive more care and support. The houses were the mostly single floor, double at the maximum as it was hard for the women to move around. (Figure 10) The walkways and lanes were very small so women could get support from the walls or even railing when they walk. Foot binding also affected the culture on a global scale. The Westerners were able to explore the world and colonized lands. As the Chinese women had their feet bounded, it made it hard for them to travel or commute. Their husband would often stay with them too. The Chinese that managed to settle new lands were from ethnic groups that didn’t practice binding. (Ross, 2013) Foot binding likewise cultivated the predominance of men over ladies. Since it was troublesome for a lady to stroll with bound feet – the most distant she could walk was 3 or 4 miles (4.8 to 6.4 kilometers) – Chinese ladies never strayed a long way from home, nor had much contact with others outside their towns. (Holman, 2013) Their lessened portability for all intents and purposes guaranteed they couldn’t have extramarital illicit relationships, or flee to get away from a beating when their spouses were disappointed. As foot restricting ended up noticeably dug in amid the Song administration (960-1279), instruction for ladies was entirely diminished and autonomous property rights banned (Ross, 2013) A law in Imperial China was that ladies did not pick their spouses as marriage was orchestrated by the men (Nosotro, 2000), which again focuses on the overwhelming talk of a male controlling country. The men chose the ladies by the measure of their feet, the wealthier men pick the lady with the littlest. A go-between would visit went with a single man, and he would sit and watch the ladies’ twisted feet. On the off chance that they were too substantial and did not fulfill him, he basically turned her down which was a †Ã¢â‚¬ ¦ extremely humiliating undertaking†¦ † cites Zhang Ru-lian. The possibility of sustenance restricting was so well known as the showed that ladies could endure torment this exhibited the characteristic of the train which was alluring. To place this into the point of view foot restricting is practically similar to female circumcision, as it takes away  some type of energy, and it influences the ladies to feel vulnerable. Foot binding also cultured an erotic practice, it became an antiquated fetish for men. In the same way as other sexual interests, accommodation in Asian culture is one prevailing fixation. For official, it’s not constrained upon the female sex. Indeed, it is normally guardians that start this sort of training so their little girl would have a decent future prospect. This training is a sort of accommodation since it makes the females claimed by their spouses. The feet have been one of the fixations of mankind. The shape and form and in addition the way that it is shrouded, makes it all the more energizing as far as sexual fervor. Women in the past were objectified and used by men for their sexual needs and fetish. (Holman, 2013) Antiquated manuals taught men in how to exotically caress bound feet in incalculable ways, and utilize them to improve sexual experiences. Further, numerous ladies kept their feet bound all through sexual experiences, upgrading their persona while cover ing their deformity. Be that as it may, a few men got a kick out of the chance to see the unshod – they would be in contact with it. Peculiar foot obsessions grew, for example, drinking the water a lady had used to wash her feet or setting nuts between her twisted toes, at that point eating them (Evans, 2013) The bound foot denied ladies of their opportunity to move their feet and their flexibility of soul. The fact that this practice isn’t compulsory and they are done even by mothers, demonstrates that this training begins to be not an easygoing practice in nature but rather can transform into a type of accommodation later on. When a man marries a woman because of his sexual attraction towards her feet, then it can be perceived that the women submitted to the man because of her feet. Another way for seeing this is footbinding would not be a prevailing fashion and practice if men in China did not demonstrate any slant to young ladies with little feet. The once well-known routine with regards to foot restricting, at last, reached an end toward the finish of the lines. Ladies in China have made considerable progress in the way they have been dealt with. Ladies have progressed significantly in Chinese society and the playing field has turned into somewhat more even yet ladies are still observed as lesser than men in the present society. Even till today, there is an interest for infant young men to be conceived. Chinese society inclines toward young men to young ladies since children can grow up to deal with their folks when they develop old though guardians can’t move in with the lady as she grows up and moves out of the house when she gets hitched. There is presently a point of confinement set up expressing what number of children a couple can have. Families are permitted to have one tyke as long as that first youngster is a kid and a moment is permitted if the primary type is a young lady however after two children couples a re not permitted to have any more kids or they would need to pay a $3,500 fine. In the 1980’s, the legislature started implementing a strict one tyke for every couple run the show. Despite the fact that ladies have progressed significantly in Chinese society, ladies are as yet viewed as the second rate compared to men even today. (Chang, 2008) However, women today are not any longer pressured to have little feet just to guarantee men will like them. The stereotype of females being a sex object is gradually being supplanted by superior women who has influenced and made an impact in the Chinese society. The practice is part of China’s ancient tradition. It fills in as a lesson that people can do outrageous things to their body just to please others. Footbinding is a piece of China’s history that shows us how our reality today comprehends and acknowledges that men and ladies are made similarly and must be dealt with correspondingly. (Jackson, 1998)

Lessons in investing business by Mark Skousen

Lessons in investing business by Mark Skousen Investing In One Lesson by Mark Skousen reveals the main principle of the investing business and can be called a guideline for those who want to succeed in this business.Advertising We will write a custom report sample on Lessons in investing business by Mark Skousen specifically for you for only $16.05 $11/page Learn More The main values of this book include Skousen’s great experience in this area and the simplicity of his explanations and examples. To my mind the book under consideration can be very helpful for starters and professionals as well. Even Skousen points out the exclusive importance of education and stresses that it is very important to â€Å"take time to educate yourself, to research ways to become more proficient in your own job or business† (Skousen 15). Investing In One Lesson lists the main questions that occur to the majority of investors and gives simple and competent answers. Admittedly, investing business is one of the m ost complicated and unpredictable; that is why it is very important to know the main laws of this world. The book under consideration contains all the necessary information to understand what this business is and the ways how to escape losses and obtain profits. To my mind this book is very helpful and readable due to its proximity to life, since Skousen don’t give the theory, he provides very illustrative examples considering famous companies, such as Yahoo, or Miramar Mining, etc. The book depicts different situations companies face, the ways how companies act, and the results of their actions. I’d like to point out that Skousen repeats one statement from the very beginning through the whole book: â€Å"The business of investing is not the same as investing in a business† (Skousen 3). After reading this book I understood that this statement is really true and this knowledge helped me understand better investing business. Now I understand that main rules that are good for leading business cannot be applied to investing business. Another point that pleasantly surprised me in this book that Skousen admits that losses in this business are quite often and he doesn’t say he never lost money while operating in this business. To my mind, it is very important to remember about the possible losses, and I think that the value of investing business consultants’ portfolio cannot be their doubtful â€Å"invincibility†, but ratio of the amount of gained money to the amount of lost money.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, Investing In One Lesson describes the possible ways how to cope with inevitable difficulties in investing business. After reading this book I learned that one of the main points in making success in investing business is the necessity to limit one’s â€Å"investment choices to those that suit† one’s â€Å"natural disposition† (Skousen 143). Skousen proves that it is necessary to focus on limited number of affairs you know and can deal with. To my mind this is the clue to making success, since one only wastes his/her time and money on knowing better new markets or new business, instead of making progress in the familiar sphere. I would also like to point out that Skousen is a supporter of economic theory of Austrian school, suggesting that government intervention in business should be minimized, and economic principles should be restricted by human motivations. These views can be also traced in the book under consideration. I’d like to point out that Investing In One Lesson broaden my knowledge in investing business and made me understand that it is possible to gain success in this sphere, giving some useful hints. Skousen, M. Investing In One Lesson. Washington, DC: Regnery Publishing, 2007.

An Existentialism View Toward Batman and Naruto Essay Essay Example

An Existentialism View Toward Batman and Naruto Essay Essay Example An Existentialism View Toward Batman and Naruto Essay Paper An Existentialism View Toward Batman and Naruto Essay Paper Essay Topic: Dostoevsky I. Theory of Existentialism Existentialism is a philosophical motion that posits that persons create the significance and kernel of their lives. as opposed to divinities or authoritites making it for them. It emerged as a motion in twentieth-century literature and doctrine. though it had precursors in earlier centuries. Existentialism by and large postulates that the absence of a surpassing force ( such as God ) means that the person is wholly free. and hence. finally responsible. It is up to worlds to make an ethos of personal duty outside any branded belief system. In existential philosophy positions. personal articulation of being is the olny manner to lift above humanity`s absurd status of much agony and inevitable decease. Existentialism is a reaction against traditional doctrines. such as rationalism and empiricist philosophy. that seek to detect an ultimate order in metaphysical rules or in the construction of the ascertained universe. and thereby seek to detect cosmopolitan significance. Existentialism originated with the nineteenth-century philosophers Soren Kierkegaard and Friedrich Nietzsche. It became prevailing in Continental doctrine. and literary figures such as Fyodor Dostoevsky besides contributed to the motion. In the 1940s and 1950s. Gallic existential philosophy such as Jean-Paul Satre. Albert Camus. and Simone de Beauvoir. wrote scholarly and fictional plants that popularized experiential subjects such as â€Å"dread. ennui. disaffection. the absurd. freedom. committedness. and nothingness. † Walter Kaufmann describes existential philosophy as â€Å"The refusal to belong to any school of idea. the renunciation of the adequateness of any organic structure of beliefs whatever. and particularly of systems. and a pronounced dissatisfaction with traditional phylosophy as superficial. academic. and remote from life. † Existentialism tends to concentrate on the inquiry of human being – the feeling that there is no intent. so nil. at the nucleus of being. Finding a manner to counter this void. by encompassing being. is the cardinal subject of existential philosophy. and the root of the phylosophy’s name. In existential philosophy position. they asserts that a human finds oneself already in a universe and anterior context that the homo can non believe off. In other words. the ultimate and unquestionable world is non consciousness but being. A cardinal proposition of existential philosophy is that worlds define their ain significance in life. Such a position might be phrased technically by philosophers as being precedes kernel. that is a human’s being conceptually precedes the kernel or significance that may be ascribed to the life. Satre. in Essays in Extentialism. farther high spots this consciousness of being thrown into being in the undermentioned manner: â€Å"If adult male. as the existential philosopher conceives him. is undefinable. it is because at first he is nil. Merely subsequently will he be something. and he himself will hold made what he will be. † Stressing action. freedom. and determination as cardinal. existentialist oppose themselves to rationalism and positivism. That is. they argue against definitions of human existences as chiefly rational. Rather. existential philosophers look at where people find significance. Existentialism asserts that people really make determinations based on what has significance to them instead that what is rational. A farther type of existential philosophy is agnostic existential philosophers. who make no claim to cognize whether or non there is a â€Å"greater picture† ; instead. they merely assert that the greatest truth is that which the person chooses to move upon. II. What is Superhero A superhero – sometimes written as ace hero – is a fictional character of extraordinary physical ability dedicated to Acts of the Apostless in the interest of public involvement. Since the introduction of the archetypal superhero Superman in 1938. narratives of superheroes – runing from brief episodic adventures to go oning years-long sagas – have dominated American amusing books and crossed over into other media. A female superhero is sometimes called a superheroine or ace heroine. By most definitions. characters need non hold existent superhuman powers to be deemed superheroes. non. although sometimes footings such as costumed crimefighters are used to mention to those without such powers who have many other common traits of superheroes. The twos include Cybersix from Argentina. Captain Canuck from Canada and the heroes of AK Comics from Egypt. For this Western country. I will take Batman as the representative. Unlike many superheroes. Batman has no world powers and alternatively relies on his ain scientific cognition. detective accomplishments. an athletic abilities. Batman is physically at the extremum of human ability in tonss of countries. notably soldierly humanistic disciplines. tumblings. strenght. and escape prowess. Rather than merely outfighting his oppositions. Batman frequently uses cunning and be aftering to overreach them. Batman’s costumes incorporates the imagination of a chiropteran in order to scare felons. Japan is the lone state that nears the US in end product of superheroes. The earlier of these wore scarves either in add-on to or as a replacement for nesss and many wear helmets alternatively of masks. Moonlight Mask. Ultraman. Kamen Rider. Super Sentai ( the footing for Power Rangers ) . Metal Heroes and Kikaider have become popular in Nipponese tokusatsu live-action shows. and Science Ninja Team Gatchaman. Casshan. The Guyver. and Sailor Moon are basics of Nipponese Zanzibar copal and manga. However. most Nipponese superheroes are shorter-lived. While American amusement companies update and reinvent superheroes. trusting to maintain them popular for decennaries. Nipponese companies retire and introduce superheroes more rapidly. normally on an one-year footing. in order to shorten ware lines. In add-on. Nipponese manga frequently marks female readers. unlike U. S. cartoon strips. and has created such assortments as â€Å"magical girl† ( e. g. Cardcaptor Sakura ) for this audience. For this Eastern country. I will take Naruto as the representative. Naruto whose full name is Uzumaki Naruto is a immature male child who dreams of going the leader of his Hidden Village. It will be hard though for Naruto. because when he was a babe an evil devil was placed inside him to halt its violent disorder. As Naruto grew the townsfolk saw Naruto himself as the devil. even though he was simply its container. Naruto lives in a universe populated by ninja small towns. The ninja service as the ground forcess for the states that inhabit the universe. Most of the states have their ain Hidden Village. which serves to develop and pull off the ninja of the state. Besides the ninja in the series are able to use jutsu techniques. which are the secretiveness. organic structure and semblance humanistic disciplines of the ninja. These allow the ninja to execute many astonishing accomplishments such as the use of the environing elements. III. Batman and Naruto: Their Differences and Their Revelance In Existentialism The true characteristic of Batman as a common people is Bruce Wayne. a millionaire industrialist. He inherited a large corporation. Wayne Corporation. from his male parent. The self-importance ‘Batman’ was born because of two accident. The first was the slaying of Bruce’s parents. Bruce witnessed his parent killed in a gun-accident. A street-criminal shooting them to decease. The second was Bruce falling down into a cave in Wayne’s manor. He fell into a dark and humid cave where a hundred of chiropterans lived. Those two accidents led Bruce to larn about soldierly humanistic disciplines and gadget-operating accomplishment in order to contend the offense in Gotham metropolis. His fright of chiropteran made him have on a bat-costume in making his operation. Therefore. Batman as a superhero who fight a offense has born. This is the really purpose why Batman wants to contend offense: a personal blood feud against felons. Since Batman does non hold any world powers. he relies on his ain scientific cognition. detective accomplishments. an athletic abilities. Besides his wealth enables him to acquire much modern and sophisticated appliance in order to crush his Nemesis. In other manus. Naruto. alternatively of his deficiency of rational ability in work outing a job. his friend still considers some of his actions brilliant. Naruto does all of his action by intuition. non by a precise measure as a ninja should make. What makes Naruto a superhero is that he possesses monolithic abundant chakra energy inside his organic structure. This chakra is originated from a Nine-Tailed Demon Fox that is sealed inside his organic structure. Together with his friends and wise man. Naruto solve the job and battle with the evil ninjas. They act in a group of 4. 3 ninjas and a wise man. They perform a close combat by utilizing soldierly humanistic disciplines and ninjitsu. and a long-range combat by utilizing winging sticker or shuriken. Once they accomplished a mission. they report to the hokage. which is the leader of the small town. Yet. the really of import thing that makes they both become a superhero is that there be some Nemesis. scoundrels. that must be eliminated. They both make some battles to acquire rid of those system distracted. What distinguish them is the manner they make these battles. Batman eliminates offense in Gotham by his ain regulation. He does non obey the regulations prevailed in that metropolis. He deliberately takes action againts condemnable without affecting the governments. It can be concluded that Batman makes his ain system to repair the system. However. Batman – deliberately or non – does non kill his enemy. He merely sents those felons to the governments. to be prisoned or non. Batman’s worst Nemesis. The Joker. is still alive until now. Although they frequently have some ‘fight’ . but neither Batman or The Joker is condemned to decease. While Naruto’s occupation is to maintain the system in his small town to be kept save. He does non go against the system prevailed in his small town. alternatively he is forced to obey that system. His Acts of the Apostless are being ruled by Hokage. the highest authorization in the small town. He is a sort of ‘paid’ superhero that acts upon a mission that is given by that Hokage. Once they accomplished that mission. they have report to that Hokage. Here. Naruto biggest enemy. Kabuto. is remain alive until now. What makes this difference? It is because the different civilization that affect the people in West and East. Why Batman have a nervus to do his ain system to repair the chief system prevailed in his metropolis is due to the Western manner of thought. Western civilization tends to stress critical thought. They are learned to interrupt the regulations if they think that there are some mistakes in those regulations. Their new thoughts are being welcomed. even they are supported to do new innovations. While Eastern state tend to ‘close their eyes’ . They have to accept what the older people says. They are non being couraged to do some critics toward the civilization. They tend to give high regard ( sometimes non in a proper step ) toward conventional thoughts. Here it implies in the manner Batman and Naruto makes their battle to contend offenses. Then another point where existential philosophy takes topographic point besides emmerges. Why those superheroes do non kill their enemies? It is because they ‘need’ their Nemesis so that they can be a superheroes still. Let’s we go back to the inquiry of what makes those superheroes superhero? What do they prosecute? They want to extinguish offenses. Then we come to the inquiry of what causes this offense? Criminals. So superheroes exist because there are some felons. If there are no felons. so there are no superheroes. Like what Satre has said. â€Å"If adult male. as the existential philosopher conceives him. is indefineable. it is because at first he is nil. Merely subsequently will he be something. and he himself will hold made what he will be. † Thus. superhero is nil if there is no condemnable to do him defineable. This is the significance of being predating kernel. I would wish to utilize the term that coined by Heidegger. â€Å"throwness† . that is human existences are â€Å"thrown† into being without holding chosen it. Whether superhero or the enemy do non hold the power to take what they want to be. First they merely exist in the universe. so they merely do the thing that they believe as a greatest truth. This is that greatest truth that they choose to move upon to happen the kernels of their existencies. Noviana Indah Tri Wahyuni a paper for Comparative Studies Superhero Theme.

Film studies Essay Example | Topics and Well Written Essays - 1500 words

Film studies - Essay Example It may appear to be an example of â€Å"films which were accepted as realistic by one generation often appear ‘false or dated ‘ to the next†, but is still an important aspect of an era. The film is undoubtedly old fashioned and out of date with regard to modern cinematic styles and technological advances, but its themes and messages on racism and prejudice remain as relevant today as they did then. Definition of Social Problem Films: Durgnat, (1997) contended that â€Å"The social problem film is hardly a genre† (p.59) but went on to say, in relation to ‘Sapphire’ and ‘Victim’, that they may be described as â€Å"by narrative structure†¦detective mysteries.† However, such films sought to explore the real issues faced by that society. Ealing Studios in the 1950s encouraged the production of films that were not only melodrama or thriller, but that delivered a universal moral message. Issues such as juvenile delinquency, violence, sexuality and racism were incorporated into dramatic narratives that would engage audiences but ask them to look at their society and their own values, perceptions and prejudices. Jonathan Wright (2002) described processes involved in this, when examining British Social Realism, (quoting Lay, 2002) â€Å"First the film-maker must have intended to capture the experience of the actual event depicted. Second, the film-maker has a specific argument or message to deliver about the social world and employs realistic conventions to With ‘Sapphire, Dearden and Relph did that, linking the detective/thriller narrative, with character, form, tone, pace and dialogue, in fact all the film elements that succeeded in reflecting the state of a nation in transition and the effects of racism and prejudice. Historical Context: The race riots of 1958 in Notting Hill, London had raised the consciousness of post-war Britain, bringing doubts about their conservative, conventional values, and alerting them to changes. Immigrants from

Travel agency website Essay Example | Topics and Well Written Essays - 1000 words

Travel agency website - Essay Example Man by nature travels from one place to another. This is evidenced by the annual volume of the inbound and outbound travellers here and abroad. Travellers usually utilize one or a combination the land, marine, and air transportation modes. They may travel on their own without the assistance of a travel agency, if they are already familiar of the place to stay in or visited.Majority of them usually employ the services of travel agencies to book various travel services needed and to get rid of preparing it themselves and end up in a costly, unorganized, and not enjoyed travel.With the advent of e-commerce technology and the use of the internet, people from all walks of life may book their travels in a traditional way or online. Online bookings need to be done interactively using a travel agency's website. The website's user interface design is very crucial in a travel agency for it replaces the traditional way of interacting with the customer. The extent of the services and care that a n agency can give face to face to customers should at least be replicated or surpassed in the online version.In a travel agency website we could think of several scenarios of use. The following types of users are considered in this study, namely: the students, the professionals, the tourists, and the immigrants.Students profile includes local, national, international students.... This group includes the business travellers, delegates, participants, speakers, and convenors of conferences, conventions, trainings, seminars and parallel activities. This may also include government representatives to conduct official business activities in this country as well as in other countries. Tourists profile includes local, national, and international tourists. Their goals and needs are the following: booking their travels in a pre-scheduled basis or open scheduled basis, usually they need additional services like hotel accommodations, local travel services, and other services specifically designed for tourists. This group includes a wide and a very diverse array of travellers. Travellers classified in other groups may in one time or another are also classified or combined here. Immigrants profile includes local, national, and international immigrants. They may be inbound or outbound immigrants granted immigrant status here or in other countries. Their goals and needs are the following: booking their travels in a pre-scheduled or open basis, usually they need additional services like hotel, apartment, and house accommodations, local travel agency assistance, and other services specifically designed for accommodating inbound immigrants and helping outbound immigrants. This group also includes government diplomatic representatives and workers The PACT Components Analysis Matrix To clearly identify, determine and describe the people, activities, context, and technologies involved, the following Table 1. PACT Components Analysis Matrix is utilized in this study. Table 1: PACT Components Analysis Matrix PACT COMPONENTS ANALYSIS MATRIX PEOPLE