Coronary Artery Disease Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Coronary Artery Disease - Research Paper Example Finally, it concludes with the summary of what has been provided in the paper. Identification of the Concept: Coronary Art Disease Coronary art disease (abbreviated as CAD) may be defined as the end result of the specific process which sees accumulation, within the walls of those arteries that supply the myocardium, of atheromatous plaques (Kasliwal, 2009). The chronic systemic process of this disease is atherosclerosis. Normally, arteries’ inside walls are rather smooth and flexible, which allows easy blood flow. Plaques, which are fatty deposits, can build up in the wall of artery. This plaque will then narrow the artery and consequently stop or just reduce the blood flow. Atherosclerosis affects all body vascular beds and evolves due to a range of factors (Kasliwal, 2009). Manifested in various representations and involving numerous blood vessels in a body, when atherosclerosis reaches coronary arteries, it leads to coronary art disease; it also causes cerebrovascular disea se (this is linked to the transient ischemic attack and stroke); aortic aneurysms; intestinal ischemia; and peripheral vascular disease (Homoud, 2008). Simply put, coronary art disease (CAD) results from the hardening of coronary arteries that are found on the heart surface. Atherosclerosis-related cardiovascular disease accounts for a half of all deaths in the developed countries and one-fourth of deaths in the countries of the developing world (Homoud, 2008). In the USA, it is the leading cause of women and men mortality: in case of women it accounts for over 250, 000 deaths each year. The number is even greater in men. Charney (1999, p.3) provides data that by the age of 60 one in five U.S. males have had a coronary event whereas this has been experienced by just one in seventeen females. In the age group 29-44, the number of heart attacks due to coronary art disease is 32, 000 in men and 9, 000 in women; in the age group 45-64, the number of affected males is 218, 000 and female s 74, 000; in the group aged older than 65, the occurrences are 418, 000 for men, and 356, 000 for women (Charney, 1999, p.4). Treatment of coronary artery disease depends on the case severity. The options include medical therapy, stenting and angioplasty, and coronary artery bypass surgery (Michaels & Chatterjee, 2002). If patients’ coronary narrowings do not hinder the flow of blood, they are prescribed medications and modification of lifestyle. This is done to prevent the disease progression. In case the patient is diagnosed with atherosclerosis which clearly limits the flow blood to the arteries, he or she undergoes balloon angioplasty; also, stenting is sometimes offered. In the most severe cases, when the patient has numerous narrowings of the coronary arteries or their blockages, the surgery (coronary artery bypass graft surgery) is typically advised (Michaels & Chatterjee, 2002). Coronary Artery Bypass Surgery and the Helen Fuld School of Nursing Conceptual Framework Coronary artery bypass surgery nurses who are skilled, compassionate, and knowledgeable are essential for achieving the positive outcome in patients in the post-operative phase. This is explained by the fact that care for these patients is rather complex and intense, yet rewarding. Coronary artery bypass surgery nurses are an important part of the surgery team that enable, through their efforts, the patient to restore health and go on living. The foregoing

Educational psychology Essay Example for Free

Educational psychology Essay Role Responsibility and Relationship in life long learning Definition: Role and responsibilites To teach, asses and plan, deliver, and evaluate The following assignment will discuss the role and responsibility of a teacher in long life learning The role of a teacher in lifelong learning sector is to deliver curriculum set out by the awarding body. Their role is to maintain their responsibilities by providing learners with a suitable and safe environment, health and safety work act1974] recording changes by complying relevant admin ensures records are up to date,plan lessson. Prepare teaching materials, do research. assess learners . keep record of attendance. The main role is to encourage and facilitate communication in such a way that all learners can enter into a wider range surrounding of the topic they have choosen ,ensuring all session aims and objectives, are meaningful . fficeint and effective to learners ensuring the teaching roles incorporates with ongoing administration and assessment, The main responsibility of a teacher in the long life learning is to continually reassess a leaner development, and change during course the and create seamless transition to ensure smooth delivery as learners develop better understanding of aims and objectives ,their needs change and this must be identify in continual reassessment . Teachers responsibility to monitor evaluate and improve quality and effectiveness of their delivery by taking in account learners changing needs. Our responsibility is to keeping up to date in teaching [cpd]. maintaining high standards in your work and conducts, complying with the rules of the organization you are apart of as well as code of practice,every child matters (EMC),be safe ,be healthy. enjoy and achieve. Assess upon induction to the course , this will allow the teacher to pinpoint who needs additional support, Or one to one one choosing a learning style within a group ,considering learners motivation and previous experiences ,help identify various teaching methods ,as good teachers know that not all leaners ability to learn will be the same. The methods i will choose to use will help each learner individually. First step is to assess student include standardized test it can be formal or informal which is from text book or ciurriculum this assessment can give you ideas of their academic level these are some of the teaching methods that can be used [1] direct instruction is not t he most effective method ,inquiry-based learning method which is rapidly gaining popularity in the united state based on scienctific method, this teaching method can be used for virtually all subjects, it takes a lot of energy and planning but often effective, [2]Cooperate learning it another method that is consired highly effective ,where students are put in small groups to work together not group by ability. various teaching method can be used throughtout teaching program session incooperating visual, a visual learner learns through looking at images, mind maps demonstration and body language. Knessthetic learner learns best through doing and intracting ,auditory learns best through spoken words ,ensure all learne rs have an equal opportunity to re-valuate which method will satisfied their need. Maslow hierarchy of needs suggested that if a leaner basic needs are not met then they will not be able to function. The pyramid is useful model for teachers to use in lifelong learning sector to identify learners emotional and physical needs. One of the role of a teacher is to is not meeting his/or her requirement and their could be a need . so we can direct a learner to the right directon we must use our knowledge to structure the lesson plan and classroom enviroment and try to meet as many needs as possible especially safety and esteem . It is important to recognize the differences in the learners we teach as these may influence how we react with them. To act professionally as teachers we will want to ensure that we behave in ways acceptable to all our learners , how we communicate with learners, making sure they understand, use approite vocabulary and termanalogy ,ensure your comment will not be taken discrimmatory ,or offensive and that your body language is approiate ,taking into account race ,gender. age previous experience or background[equality and dirversity] Dirversity is defind by otherness or those human qualities that are different from our own and outside the group to which we belong yet we are present in other individuals or group says [University of Maryland 1995] stating that everyone is different regardless of skin,intellect,talent or years. Equality in education is not about treating everyone the same , it is about giving everyone an equal opportunity, to access learning experiences. In lifelong learning each individual must be treated fair regardless of their learning disability ,as teachers if a learner has a learning diability such as Dysiexia we must provide the leaner within their rights the support they may require such as a scribe to help with literacy/numeracy ,softwares, cd possibly using slide , to help that leaner to complete their work. and achieve their qualification. Involve Learners We need to involve all learners while teaching and so that they understand what is required of them ,this will give them inspiration and confidence to achieve their qualification. We need them to understand what is required of them . uch as getting them to read the criteria of their course the requirement of governing body,they must understand timing so they know how long they are allow to complete a task given and be aware of house rules, not eating and drinking in classroom , respecting rights of others, not being critical or bullying others in the groups. Importance of health and safety act . Evaluation is to review what we taught and wether we provide learners with correct information in the right way so we can continually inprove on teaching in the right way, it heps to understand our learners too As teachers its important to give feed back to learners so they know where they are going and what to improve on whilst working towards their qualification,we can use positive impression encouraging feedback and one of the negative areas to improve on without knocking their confidence. the positive way will motivate the leaner and build their confidence. My role as a tutour in long life learning is to the leaners the awarding body and the institute,college ect,keeping them safe by following , health and safety guidlines , identify individual learning needs ect. supporting their needs emotionally through their learning, promote Eguality and Diversity,learners confidentially,Data proctection. As a tutour my role and responsiblites is to up to date my skills required of us teachers ,in line with polices such as COSHH;and Health and Safety Guidelines then we are of good standard to our learners. My role and responsiblites is to follow the legilslation relating to Health and safety the responsibility to a safe environment to my leaners and myself Health amp;Safety Act 1999. Manual Operation. Management of the health amp;safety at work. Coshh, d isability Discrimination Act1995. code of practice special education needs. Equality Act 2006 There are professional boundries that we have to follow as teachers in lifelong sectors and must not cross. not socialise with learners talking about their personal affairs. exchanging contacts numbers . going out on dates if a learner has a person problem like domestic abuse they need to be reffered to the person in the institution which would give them the most suitable advise .

Adolf Hitler :: essays research papers

Adolf Hitler The Rise Of Adolf Hitler On the very eve of the birth of the third reich a feverish tension gripped Berlin. The Weimar Republic seemed obvious to almost everyone, that it was about to expire. For more than a year it had been fast crumbling. General Kurt von Schleicher, who like his immediate predecessor, Franz von Papen, cared little for the Republic and less for its democracy, and who, also like him, had ruled as Chancellor by presidential decree without recourse to Parliament, had come to the end of his rope after fifty-seven days in office. On Saturday, January 28, 1933, he had been abruptly dismissed by the aging President of Germany, Field Marshal von Hindenburg. And I, the leader of the National Socialists, the largest political party in Germany at the time, was demanding for myself the chancellorship of the democratic republic (I had sworn to destroy). Just before noon on Monday, January 29, I was having coffee and cake with fellow socialists. Hermann Goering, President of the Reichstag and second to me in the Nazi party, burst in and told Hitler that I would be named Chancellor. Shortly before noon on Monday, January 30, I drove over the Chancellery for an interview with Hindenburg that was to prove fateful for myself, Germany, and the rest of the world. From a window in the Kaiserhof, Goebbels, Roehm and the other Nazi chiefs kept an anxious watch on the door of the chancellery, where the I would shortly be coming out. â€Å"We would see from his face whether he had succeeded or not,† Goebbels noted. In a few minutes later they would witness a miracle. Me, the man with the

The Ride I Will Never Forget

The ride I will never forget . waking up on sunny day where sun shined bright in my face, I thought to myself, it is time to wake up. It was the middle of the summer somewhere at the end of July. It was not an ordinary day for me. I spent the night at my friends house because the night before we went down town to spend time with our friend's. That night, we shared alcoholic beverages which made the night a little more relaxed. When it was time to go home I realized that I could not drive.I asked my friend to drive us home, but I could never have known that this ride would be unforgettable. My friend suggested that we stay at his house. † And I agreed. To show my appreciation I offered buy him sushi for lunch so we took my mom's car to the restaurant. On the way, traffic, so I thought to myself if I overstep the law, I could save us some time by going the wrong way down a one – way. As I thought we were good and no one saw it, I hear sirens and see police lights flashing from a distance.I was devastated and felt my heart crunching inside of me. During that moment I did not know what to do. I did not have a drivers license nor registration for the car, and there was a possibility that I still had alcohol in my system from the previous night out. The officer took off his helmet and got off from his motorcycle, and as he was walking towards our car I had a hundred thoughts in my mind, but none were good or helpful in figuring out a reason for my action. I looked to my friend and said,† I'm in so much trouble. ‘ He was just staring to me with an open mouth with nothing to reply to that. As the officer came to the car, I rolled down the window, and the words coming from him were,† license and registration please ! † I had nothing to give him. He was surprised and asked, what was I doing in car with no license and registration. I explained the situation and how I got in this trouble, to which he replied that he may have take the ca r and, I would not be able to get a license for two years.My friend's license would be taken away too, as well as we would both be fined . In that moment I was just shaking and desperate for a chance. I had one last I idea in my mind which was to bribe the officer. I looked up to him and asked if he would like to eat lunch. He thought for few seconds, and replied ,† how much are we talking about ?† So we agreed that he would follow me to my home, where I would give him the money. At that moment I felt as if a mountain had fallen off of my back. I was relieved and thankful that it all went the way I wished.When I went to give the officer the money, and he sad,† it's alright, I don't need it ,† and said that I could keep it ! I was so thankful that he was so generous I just put the money in his folder and thanked him. The officer took off and I went in the house with my friend. I fell in the chair and laid there for ten minutes. I could not believe that everyth ing was alright. I looked up to my friend and told him,† let's order sushi ! † This story made me realize how careful I need to be and to never try something like that again.

Procurement Strategies Review

Competition is fierce in today’s world and a business must work smarter versus harder. Many big name chain stores have achieved success but none like that of Wal-Mart. The following is a review of the Wal-Mart customer and his or her expectations of its procurement process. An additional review of how these expectations affect Wal-Mart’s strategies, policies, and procedures at both the domestic and global level is also included. Customers Internal An internal customer is anyone you count on or rely upon to complete a task or a function or to provide you with information so that you can get your job done†¦ and anyone who counts on you to complete a task or function or to provide them with information so that they can get their job done† (Earl, 2004, para. 3). In Wal-Mart’s distribution centers, the individual stores are the internal customer. Each department within a store counts on store management to make certain orders are places and received timely. Store management counts on the employees to keep the individual department in order for the external customers. Wal-Mart’s external customers are almost exclusively the public. Through Wal-Mart’s three operating branches, Wal-Mart stores, Sam’s Club, and Wal-Mart International, the organization focuses on supplying its customers with merchandise ranging from produce to tires at a bargain price. This is the expectation of the customer, to receive the best product at the lowest possible price. Wal-Mart is capable of procuring material at reduced costs and passing these savings to its customers. Wal-Mart’s unique ability to force concessions from suppliers further reduces costs and delivers the demands of their customers, more products for less cost. Procurement expectations Wal-Mart’s procurement expectations from suppliers are some of the strictest among retailers. The Global Procurement division was created to manage Wal-Mart’s global suppliers by creating supplier partnerships, sourcing new products, and managing the supply chain. As Wal-Mart continues to grow, the sustainability of the company and the environmental issues are important to the current and future criteria suppliers must follow. Suppliers are expected to follow Wal-Mart’s move in reducing waste and potential harmful products on the environment. Suppliers are also expected to be knowledgeable of their industry to meet customer quality and price expectations. Influence on strategies and policies Domestic The customers are the biggest influence Wal-Mart faces when developing its strategies, policies, and procedures domestically. Wal-Mart brings these low prices to customers in two main ways. If a supplier cannot meet Wal-Mart’s expectations, Wal-Mart then finds another supplier that will. The second method Wal-Mart uses to keep its prices low is through the low wages of its employees. When Wal-Mart opened its doors in the 1970s, 70% of its workforce was made up of women (Kaufman, 2009). Wal-Mart knew loyalty of its employees was important to the longevity of the organization. To reach that loyalty Wal-Mart replaced benefits such as health care, pensions, and higher wages for fancy titles like associate and broadcasted an open door policy (Kaufman, 2009). Global The retailing giant has declared its desire to give the customer products at the lowest cost possible, with the fastest lead times, and best quality. Wal-Mart has not wavered in its determination to do exactly what it envisioned. The company is using the Global Merchandising Centers (GMC) to promote sourcing of Wal-Mart brands, and aligning of merchandising efficiencies. â€Å"By realigning our resources, leveraging our scale and restructuring our relationship with suppliers, we will enable our businesses around the world to offer even more competitive pricing on merchandise and to provide our customers a clear and compelling assortment of better quality products at lower prices† (Purchasing b2b, 2010, para. 5). Wal-Mart’s process Wal-Mart has a very large procurement operation as the leading retailer in the world. Wal-Mart had a contract with a third party procurement firm in Asia. The firm used suppliers that would mark-up merchandise and resell that merchandise to Wal-Mart. The company has reduced costs, lead times, and eliminated the middleman mark-ups. In 2002, Wal-Mart began to buy directly from the manufacturer to procure a better price. According to Stundza, (2006), â€Å" Wal-Mart has global procurement and supplier alignment teams responsible for identifying new suppliers, sourcing new products, building partnerships with existing suppliers, and managing the global supply chain of Wal-Mart’s direct imports. Figure 1: Wal-Mart’s Procurement Process Conclusion Wal-Mart is the leader in its industry and continues to grow in popularity among the consumer. The reason for its growth in popularity is its promise to deliver quality products at low prices. Wal-Mart can influence its suppliers in a way that ensures a low price on the products it sells. Wal-Mart expects its suppli ers to follow its lead in giving the customer what he or she expects and will continue to grow in consumer popularity as a result. References Earl, D., (2004). What is internal customer service? Donna Earl Training, Retrieved from http://www.donnaearltraining.com/Articles/internalCustomerService Kaufman, L. (2009, August 11). Wal-Mart's Backward Business Revolution. Forbes.com. Retrieved from http://www.forbes.com/2009/08/10/wal-mart-business-strategy-labor-opinions-book-review-wal-mart.html Purchasing B2B (2010). Walmart revamps global sourcing strategy. Retrieved March 13, 2010, from http://www.canadianmanufacturing.com/purchasingb2b/news/industrynews/article.jsp?content=20100201_085202_9480 Stundza, T., (2006, Nov). Wal-Mart goes green BIG TIME. Purchasing. Retrieved on March 13, 2010 from http://www.purchasing.com/article/218384-Wal_Mart_goes_green_BIG_TIME.php

The historical reign Essays

The historical reign Essays The historical reign Essay The historical reign Essay Moreover, Marlowe makes a step in the direction of the Shakespearian type of history plays, altogether remarkable for its economy and dramatic tension and skilful use of its source-for here he is handling social groups and is not concerned so much with one dominating individual. For example the first few scenes show clearly the contrast of society on which the play is based. In Act one, scene one the nobles enter in their formal attire to show their sense of importance and position in the social hierarchy of the time. Their clothing would distinctly contrast with that of Gaveston who is at a lower social class than them. This is typical of the society on which Marlowe wanted his play to structure upon. Everyone wanted a frivolous lifestyle and the higher they were on the social scale the easier this was to achieve. In Jarmans version of Edward II he shows the distinguishable classes of society. He has the nobles and Queen Isabel dressed in royal colours such as red and purple to reflect their important state whilst Gaveston wears a ripped black shirt and trousers, reflecting his unimportance in society. A particularly large range of characters, part of whose dramatic function is to display the rich variety of social classes whose lives are affected by Edwards behaviour and bad government, populates the geographical space. The middle classes appear in the persons of the Mayor of Bristol and Trussel, while the presence of Rhys ap Howell displays Wales as part of the realm. All levels of priests make an appearance, from the Bishop of Canterbury down to simple monks. Meanwhile, Edwards court contains gentleman, both upper such as Spencer and lower such as Baldock, civil officials and servants. Anonymous ordinary people have significant roles: the Three Poor Men and the Mower. In Act one, scene one, Marlowe includes three poor men to support Gavestons ambitious state, Gaveston speaks to them as if they were not worth anything: Why, there are hospitals for such as you; I have no war, and therefore, sir, be gone. The three characters represent the poor English peasantry part of the stations of English life at the time Marlowe was writing the play. They introduce the theme of class relations and of the duties one class of society owes to another, which reappears throughout the play. Numerous other unnamed figures such as guards and soldiers keep the structures of the world running, and we sense that we are seeing as complete a picture of society as possible. Marlowe selects, condenses and adapts history to produce his interpretation of Edward II. I believe he has shaped out of the chronicle history of a disagreeable reign a historical tragedy. The speed of Marlowes version makes Edwards fall seem inevitable, and runs rapidly over the more successful aspects of the historical reign. The balance of one character or motive with another is here essential, for this is his one play in which his purpose is to illuminate weakness, not strength. Weakness does not act but is acted upon, or if it acts its actions are frustrated and ineffective. We see in Act four, scene six Edward contemplating his fall from wealth and grandeur into his present condition: Whilom I was powerful and full of pomp; But what is he, whom rule and empery Have not in life or death made miserable. Edward therefore here achieves some tragic status as he realises he has fallen from a height, Marlowe is able to exhibit not only the central figure of Edward on whom the plays intention is chiefly expressed but also the agents of power and corruption who act upon this figure. Therefore on the most obvious level Edward II is a history play but it attains tragic status since it is concerned with the limits of suffering an individual can endure. Also, in Act four, scene five, we see the king and his party as they panic and flee. Edward is at first opposed to the dishonour of flight, claiming a sense of unified, permanent identity connected to his station in life: What was I born to fly and run away, And leave the Mortimers conquerors behind? Edward knows that if he leaves he has failed as a King but he is still easily persuaded by the nobles to leave. Edward is alienated from his kingly self as he makes the instant decision, of lowly flight across the changeable sea instead of honourable death on horseback on the battlefield. Edward therefore chooses without knowing it the ignominious course of events that will follow. Edward is seen as unnatural, because he does not follow the kind of kingship defined by the example of his dominant and successful father, Edward I. The sixteenth century read the word natural as a reference to heredity: behaving according to nature meant following ones parents example. It is within a structure supported by nature that feudal duty has its place. This is why the Lords can feel that they no longer owe Edward the duty of allegiance, once they see him as unnaturally neglecting them. This can be seen in Act 4, scene 5 as Mortimer Junior says: Madam, have done with care and sad complaint; Your King hath wronged your country and himself. Therefore Marlowe in using the twin concepts of what is natural and what is unnatural- recurring themes of the play allows us to understand the duties of a King at this time, which therefore makes Edwardss failure so much more apparent. One of Marlowes narrative techniques is to foreshadow events through curses or promises. For example Mortimers prophetic curse in Act four, scene five asking that Edwards voyage to Ireland should be turned back by storms, comes uncannily true: Some whirlwind fetch them back or sink them all! They shall be started thence, I doubt it not. This also serves the banal narrative function of preparing the audience to comprehend the situation when precisely this has happened in Act four, scene six. Curses that come true give a play a sense of inevitability, and in a way this is so, since the audience knows that certain historical events happened, and the play must work with those. Thus, the sense of premonition is entirely appropriate to a history play. Marlowe therefore uses a variety of fascinating techniques when presenting history in Edward II. Whether looked at as a history play with a political focus or a tragedy with a personal focus it is definitely an exhilarating, unique piece of work.

Free Essays on Race Effect

Why Study Intelligence. Implicit studies of intelligence have been at the heart of psychology for the last two decades or so (Flugel, 1947; Shafer, 1999 in Furnham, 2001). The main concerns have been to look at the explicit theories on one hand and the implicit theories on the other. Sternberg (1990, in Furnham, 2001) differentiated between the two, defining the former as â€Å"constructions of psychologists†¦ that are based on, or at least tested, on data collected from people performing tasks presumed to measure intellectual functioning† (p.53), and the latter as â€Å"constructions of people (psychologists or lay person’s or others) that reside in the minds of †¦ individuals, whether as definition or otherwise† (p.54). Distinguishing the differences between the two, he argued, would further inform us on how people evaluate their own and other’s intelligence. This is the case with theories on gender and cultural differences in intelligence that have informed the lay p eople and governed their social behaviour (Brownlow & Durham, 1997). Issues concerning sex and race differences in intelligence continue to stimulate considerable debate (Furnham et al., 1999). Regardless of most tests having been devised so as not to indicate sex differences, studies on lay self-perceptions of Intelligence Quotient (IQ) show consistent sex differences (ibid.). However, other studies have indicated that with time lay and professional views of intelligence have shifted on a continuum that has men as superior to women on one end, to the end that holds men and women as possessing equal intelligence (Furnham, 2001.). As such, it might seem that perceptions of intelligence have shifted to a place that accommodates the balance between genders. Nevertheless, Eagly (1995, in Furnham et al., 1999) argues that this could be a consequence of the current socio-political climate that leads people to under-report existing differences. Lay people realise and ap... Free Essays on Race Effect Free Essays on Race Effect Why Study Intelligence. Implicit studies of intelligence have been at the heart of psychology for the last two decades or so (Flugel, 1947; Shafer, 1999 in Furnham, 2001). The main concerns have been to look at the explicit theories on one hand and the implicit theories on the other. Sternberg (1990, in Furnham, 2001) differentiated between the two, defining the former as â€Å"constructions of psychologists†¦ that are based on, or at least tested, on data collected from people performing tasks presumed to measure intellectual functioning† (p.53), and the latter as â€Å"constructions of people (psychologists or lay person’s or others) that reside in the minds of †¦ individuals, whether as definition or otherwise† (p.54). Distinguishing the differences between the two, he argued, would further inform us on how people evaluate their own and other’s intelligence. This is the case with theories on gender and cultural differences in intelligence that have informed the lay p eople and governed their social behaviour (Brownlow & Durham, 1997). Issues concerning sex and race differences in intelligence continue to stimulate considerable debate (Furnham et al., 1999). Regardless of most tests having been devised so as not to indicate sex differences, studies on lay self-perceptions of Intelligence Quotient (IQ) show consistent sex differences (ibid.). However, other studies have indicated that with time lay and professional views of intelligence have shifted on a continuum that has men as superior to women on one end, to the end that holds men and women as possessing equal intelligence (Furnham, 2001.). As such, it might seem that perceptions of intelligence have shifted to a place that accommodates the balance between genders. Nevertheless, Eagly (1995, in Furnham et al., 1999) argues that this could be a consequence of the current socio-political climate that leads people to under-report existing differences. Lay people realise and ap...

Expressing an Opinion in German

Expressing an Opinion in German If youve got an opinion, the German language has a ton of ways to express it. Not all are as straight forward as Ich stimme zu  (I agree). Some are phrases and idioms you need to memorize to carry on a natural-sounding conversation.   Here are some common ways to your opinion in German.   Expressing Agreement and Disagreement Das ist zweifelhaft.  Ã¢â‚¬â€œ   That is doubtful.Das stimmt (nicht).  Ã¢â‚¬â€œ   Thats (not) right.Da haben Sie (Un)Recht. –   You are (not) right.Das finde ich auch. –   I think so, too.Sie haben (nicht) recht. –   You are (not) right.Da bin ich ganz Ihrer(anderer) Meinung. –   I completely (dis)agree with you.Ich teile Ihre Meinung. –  I share your opinion.Natà ¼rlich/Selbstverstndlich (nicht)!  Ã¢â‚¬â€œ Of course (not)!Darà ¼ber sind wir uns einig.  Ã¢â‚¬â€œÃ‚  Were in agreement with that.Genau/Eben. – Exactly.Da stimme ich mit Ihnen à ¼berein. – I completely agree with you.Da muss ich widersprechen.  I have to disagree with that.Ganz und gar nicht.  Not at all/Absolutely not.  Keinesfalls. – No way.Auf keinem Fall. – Absolutely not.Wir sind damit einverstanden. - We agree on that.Ich bin fà ¼r/gegen ... – I am for/against ...Ich bin pro/contra ... – I am for/against ...D a liegen Sie và ¶llig falsch. – Youre completely wrong with that.So ein Quatsch/Was fà ¼r ein Blà ¶dsinn! – What nonsense/rubbish! Expressing Indifference Das ist mir egal.  Ã¢â‚¬â€œ Its all the same to me/I dont care.Es ist mir và ¶llig gleichgà ¼ltig. – I dont care at all.Das macht mir nichts aus. – It doesnt matter to me.Macht nichts. – Doesnt matter.Das ist mir wurscht. – I couldnt care less.Ich habe nichts dagegen. – I have nothing against it.Meinetwegen †¦ – As far as Im concerned ...Von mir aus †¦ - As far as Im concerned ...   Asking for Somebodys Opinion Was halten Sie von †¦? – What do you think of ...?Was denken Sie à ¼ber ....? – What do you think about ...?Wie ist Ihre Meinung à ¼ber ...?  Ã¢â‚¬â€œ What is your opinion on ...?Wie ist Ihre Ansicht à ¼ber ...? – What is your view on ...?Wie finden Sie ...? – What do you think of ...?Sind Sie der Meinung, dass ...? – Are you of the opinion of/that ...?Sind Sie der Ansicht, dass ...? – Are you of the view that ...?

Architecture and Avant-garde Essay Example | Topics and Well Written Essays - 3250 words

Architecture and Avant-garde - Essay Example The notions of avant-garde architecture provided with an underpinning of modern architecture. The avant-garde architecture gave birth to a German association of architects, designers, and industrials Deutscher Werkbund, meaning German Work Federation, which later on proved to be a springboard for modern industrial architectural designs. Moreover, the notions of avant-garde architecture have now raised the bar for modern architecture. The formation of Deutscher Werkbund in 1907 lead the way to the creation of the Bauhaus school, also originated in Germany in 1919, themed on the rejection of history and viewed architecture as a synthesis of art, craft, and technology. The idea behind architectural avant-garde was to abolish the superseded architectural designs of pre-World War I era and espouse the designs which suit the post-war era and new economic order. Avant-garde architecture paradigm has influenced modern architects and their approach to building design. This has propounded arch itectural themes such as structuralism, post-structuralism, rationalism, empiricism, and phenomenology. Avant-garde approach of architecture relies heavily on reducing buildings to pure forms, removing historical references, and ornament in favor of functionalist details. The United States of American has seen one of its greatest modern (avant-garde) architects in the shape of Ieoh Ming Pei. The Chinese-born American architect is regarded as an icon in modern architectural designs. He is the recipient of the AIA Gold Medal.... Ieoh Ming Pei - American Avant-garde Architect The United States of American has seen one of its greatest modern (avant-garde) architects in the shape of Ieoh Ming Pei. The Chinese-born American architect is regarded as an icon in modern architectural designs. He is the recipient of the AIA Gold Medal, the Alpha Rho Chi Medal, the MIT Traveling Fellowship, and the Wheelwright Traveling Fellowship. Pei is deemed as an expert in the use of steel, grass, concrete, and stone for designing skyscrapers and modern business complexes (I. M. Pei Biography, Bio and Profile from Netglimse.com). The Pritzker Prize-winning (Pritzker Prize: architecture's equivalent of the Pulitzer) architect went to Saint John's University, Shanghai before attending University of Pennsylvania at the age of 18. He completed Bachelor of Architecture from Massachusetts Institute of Technology in 1940 and was also a member of National Defense Research Committee. He was also trained at the Harvard Graduate School of Design (Official biography from Pei Cobb Freed & Partners website). During the late 1940's Pei joined Webb and Knapp as a Director of Architecture. He worked on many large-scale real estate development projects. Later on, in mid-1950's, Pei started his own real estate development enterprise. Ieoh Pei became a naturalized citizen of the United States in 1954. During his more than 60-year long career as a modernist architect, Ieoh Pei designed some of the greatest models of modern architectures. They include: National Center for Atmospheric Research, Colorado; Government Center Master Plan, Boston, Massachusetts; Society Hill Towers, Philadelphia, PA; 50 FAA air traffic control towers, in various locations throughout the US; National Airlines terminal at JFK

See the attachment Assignment Example | Topics and Well Written Essays - 500 words

See the attachment - Assignment Example In the act, health provider should seek measures that preserve and protect human resources. It created enforcers would oversee that health providers follow the rules and regulations in their daily operations. However, since its enactment, there are few success stories associated with it. It has become expensive for companies to meet the requirements of the OSHA act. The rules, that the act issues have increased operating costs, making it difficult for companies to run affordable. In the case of violation, the company pays hefty fines within a restricted amount of time. There are additional fines for all the days that the company is unable to make right the violations. Such violation includes workplace accidents, which could be very often. It becomes difficult for companies to operate in such conditions. Mandatory employer compliance becomes a setback to people who want to start a company. This discourages entrepreneurship as entrepreneurs have a difficult time to try to play it safe (Halbert & Ingulli 2008). The regulations have increased tension between workers and employees. Although it is good to ensure that workers have proper working conditions and protection, some workers tend to take this event to their advantage. Over the years employees have taken advantage of the laws to punish employers who detest them. This is because the laws are employee friendly, making them liable to abuse from the workers. Employers have little room to have an explanation for accidents that may occur in the company. Some accidents may be because of the employees’ ignorance and carelessness, making the company to suffer for no good reason. The National Labor Relations act contains rules giving the employees excess power over work related issues. Therefore, with employees in control of the workplaces, employers have a hard time in running a company (Halbert & Ingulli 2008). The OSHA laws interfere with employment of workers in the private sector. Private companies hire

Path-Goal and Situational Theories of Leadership Assignment

Path-Goal and Situational Theories of Leadership - Assignment Example Through this, the leader can clearly specify the scopes of the task to be performed and the processes, as well as the responsibilities that the subordinates need to accomplish in order to achieve the set objectives. In this respect, the leadership behaviour tends to be oriented towards achievements, participation, supportive and directive in all aspects. The path-goal theory helps leaders in gaining a proper understanding of their work environments. In this perspective, the leader would develop an understanding of the public health institution, and then clarify the appropriate paths that should be taken by the employees in achieving the set objectives (Sarin & O’Connor, 2009). Moreover, the theory illuminates the possible obstacles that may prevent the health institution from achieving its set objectives. The path-goal theory is complex since it puts many parameters into consideration and each of these parameters requires proper analysis before selection of a suitable leadership style. Public health institutions comprise sophisticated systems with diversified leadership structures hence analysis and application of these parameters may not be effective. The path-goal theory criticizes the placement of great responsibilities on the leaders and few responsibilities on the subordinates. This makes the subordinates more dependent on the leadership and in the end, inhibits their performance (Laureate Education, 2012). This can have the negative influence on the performance of the workers within the public health sector since they would seek to draw their motivation and skills from the leaders rather than from self. The path-goal theory and the situational theory of leadership both share certain similarities most of which have significant impacts on the nature of leadership in public health sectors. Below are some of the similarities between these two.  

Renoir Etching and Drypoint Essay Example | Topics and Well Written Essays - 250 words

Renoir Etching and Drypoint - Essay Example Their dresses have been engraved with lines that look wiry and have ends that taper. All other features of on these women depict the same quality of lines. Taking a closer look at the lines, they portray rough scratches made by some sharp pointed object. These lines have been repeatedly scratched on the plate so as to come up with complete images. The objects on the background, seemingly children playing, reveal this act of scratching without leaving distinct lines on the images. Furthermore, the ridges left after the engraving process are not very regular and deep. The burr, it seems, was not removed during the entire process of incising. From far, an audience may be under the impression that this piece of art is drawing; which is not the case. It is only a colorless ‘dry point’ that can create such a shadowy scratch on a plate. Nonetheless, the use ‘dry point’ has given the picture a feathery touch that may be attractive to most

Changing Employee Benefits at Longos Assignment Example | Topics and Well Written Essays - 250 words

Changing Employee Benefits at Longos - Assignment Example its in that by getting onboard the personnel to aid in designing the benefits scheme, they will feel rejuvenated and appreciated hence will fulfill their roles with new found passion and drive thus enabling the company realize new client markets and enhanced revenue precincts as a consequence of the extra input involved. When compared and to the recommendations in chapter eight, Longos approach to employee benefits was a very bold move given the challenges they experienced such as speaking of diverse languages and bringing together a workforce of approximately 2000 people to read from the same script. (McGraw-Hill Ryerson Videos, 2011) But through proper planning and involving the teams they were in a position to pull it off, and the personnel were content with the upshot of the rebranding of their benefits. Longos should always try and conduct trainings and create awareness for the employees so that they understand their benefits. It could be improved by conducting workshops and taking part in team building

Interpreting the Bible Assignment Example | Topics and Well Written Essays - 250 words

Interpreting the Bible - Assignment Example excluded; chapters and verses were incorporated later in the medieval age; the present Revised Standard Version is the end result of several translations; translations are influenced by cultural differences, and changing languages and cultural values. There are no universally accepted, impeccable authorities to the interpretation of the Bible. Because of the factors listed above, and mainly because it is not an original source, the Bible cannot be taken at face value. As all versions of the Bible are translations, or revisions of earlier translations, total objectivity, and accuracy of the information presented, cannot be taken for granted. Each individual must make a decision, based on personal faith, and intellectual dictates, on what guides to adopt towards the interpretation. Interpretation of the Bible is unavoidable, and is largely based on personal choice. This choice can be an informed choice, taking into consideration all the implications of translation. There can be no absolutely dependable authorities in Biblical

Changing Employee Benefits at Longos Assignment Example | Topics and Well Written Essays - 250 words

Changing Employee Benefits at Longos - Assignment Example its in that by getting onboard the personnel to aid in designing the benefits scheme, they will feel rejuvenated and appreciated hence will fulfill their roles with new found passion and drive thus enabling the company realize new client markets and enhanced revenue precincts as a consequence of the extra input involved. When compared and to the recommendations in chapter eight, Longos approach to employee benefits was a very bold move given the challenges they experienced such as speaking of diverse languages and bringing together a workforce of approximately 2000 people to read from the same script. (McGraw-Hill Ryerson Videos, 2011) But through proper planning and involving the teams they were in a position to pull it off, and the personnel were content with the upshot of the rebranding of their benefits. Longos should always try and conduct trainings and create awareness for the employees so that they understand their benefits. It could be improved by conducting workshops and taking part in team building

Self awareness and career development Essay Example | Topics and Well Written Essays - 2500 words

Self awareness and career development - Essay Example This theory explains the need of self awareness and how it will be useful in leading a better life. According to this theory, one can develop interpersonal skills. A person should co-operate with his team members and must be a good team player. If a person following Holland's theory will have a strong career and will find it easy to develop his skills. This will help in minimizing the problems with in colleagues. This theory will guide in enhancing one's personality in terms of his behavior, skills and growth in career. Without self awareness, a person cannot progress in career, as they find it difficult to move well with others and unable to carve a niche for himself. Holland's theory of career development comprises of two categories that helps in achieving careers that are stable. Aim of his theory is to enhance people's interests and help them pursue in their career which leads to success. According to Daniel Goleman(1995), emotional intelligence plays a vital role in self awareness and career development. Emotional intelligence sharpens one's attitude of analyzing others. (Goleman 1995). This theory Emotional intelligence helps a complete organizational process, right from the selecting a candidate, conducting test and interviews and appointing him in a correct job. It takes care of client's service and the client's relationship with the manufacturer. Almost all the organizational activities can be done in a perfect manner by following this theory. Theory on emotional intelligence can be used to know the abilities and capacity of an employee. This paves the way to a successful career. Major disadvantage is, this theory fails to concentrate on the behavior and elements like a person's character. Possessing a good emotional intelligence and not having interpersonal skills will not help in getting a good career. Instead a person must have both these skills to be sure of his career development. As mentioned by Goleman (1995), there are two categories of emotional intelligence. One deals with self understanding in terms of behavior, realization of one's goals. The second category emphasizes on knowing other's feelings and behavior. The important concept of this theory is self motivation, managing and understanding own emotions. Relationship management and managing other's emotions are also a part of emotional intelligence theory. All this in turn leads to self awareness and enhances social skills too. By increasing the emotional intelligence one can be more successful in his career. I personally feel that, Goleman's theory concentrates only on emotional aspects, but in lacks in describing the situational aspects. Though behavior is an important part, knowing only that is not sufficient in developing self awareness. This theory is useful only to understand our own behavior. As mentioned by Albert Bandura (1995), self efficacy is one of the major qualities one should definitely possess. Efficacy is, having a trust in oneself and faith in his abilities to control and manage. One should believe in his talent so that he can excel in his life. (Bandura 1995). In a problematic situation, how a person reacts and behaves also comes under efficacy. One can have a control on his behavior and is responsible for his normal

Educational Broadcasting Essay Example for Free

Educational Broadcasting Essay Radio became highly popular in the 1930s in Canada. A heated debate in the parliament helped Prime Minister Mackenzie King to set up a commission to create Canadian broadcasting system. Canada’s first network broadcast was in 1927. King addressed the nation from Parliament Hill. His speech gave indication that radio could be a valuable way for communication. It also deeply influenced his political career. Educational broadcasting was developed both at the federal and provincial level. This was marked by tension between the two jurisdictions. This paper studies the history of educational broadcasting in Canada. In 1927 the University of Alberta’s Department of extension was given the license to operate the radio station CKUA. By 1944 the Department of Telephones purchased and operated the station with the university retaining the license. The university also provided the programming for a fixed number of hours a day. The federal government in 1946 stated that broadcasting would be the responsibility of the government (Samuel, 1975). Educational broadcasts on radio began in 1940 after the Carnegie Foundation donated a grant of five thousand dollars to the B. C Department of Education. Its purpose was to study the use of broadcasting in rural education. A school broadcasting department was created which ran programs for Grades 1 through 8. The CBC provided the crews while the Department of education provided the creative elements of the program. The service offered programs in music, science and history. It was later expanded to include the Western provinces of Canada. Educational radio began in Ontario in 1949. The Announcing and Radio Production course at the Ryerson Institute of Technology was operating the CJRT-FM. The station provided educational services to schools and the public. The license was help up to 1972. The general university budget had the CJRT funded as a special budget (Samuel, 1975). The government recognized the importance of electronic communications in Quebec. A bill regarding radio broadcasting was passed on March 1945. However nothing could be achieved because of a serious dispute between the federal and provincial government. The Department of Education began producing two hour radio programs in Nova Scotia in 1928. This was done in association with Halifax station CHMS. English, French, History, Music and Drama were the subjects discussed in the broadcast. Performers and actors also participated in the program. The programs were intended to support teachers. Formal educational radio programs were broadcast in 1942 by a national advisory council. These educational programs were based on the provincial curricula. They were produced in cooperation with education authorities in the various provinces. These policies reflected the constitutional position regarding the division of powers between the federal and provincial governments. The first experimental educational television broadcasts began in 1954. The CBC was associated with Nova Scotia, Quebec, Ontario, Saskatchewan and Alberta. Television broadcasts were designed to be used by students and teachers. They consisted of instructions and formal educational programs which were linked directly with the provincial curricula. These educational programs were beneficial for the provincial communities. The Metropolitan Educational Association was formed in 1959 to use television broadcasting to serve the educational needs of Toronto. The CBLT in Toronto and CHCH in offered Hamilton Formal university courses. General educational programs like Two For Physics and The Nature of Things were highly popular. CBC television also presented sixty half hours programs each year for in school use. A yearly series of half hour programs called University of the Air was broadcasted each week during the 1960s. Studios were also connected with classrooms and laboratories using closed circuit television (Toogood, 1969). Channel 19 in Toronto was reserved for educational purposes in 1961. An educational television section was established in 1965 by the Ontario Minister of Education. This section was within the Curriculum Branch of the Ministry. There were plans for educational television. Ontario’s department of education applied for a license to open an educational television station. However the federal government refused the license. However a compromise was reached between the CBC and Ontario government. The CBC was allowed to apply to the new regulatory agency for broadcasting license on behalf of the Ontario Department of Education. Audio visual materials were made by Radio Quebec which was an audio visual production house. During the late 1960s it expanded its production to distribution of its materials. The Calgary and Regional Educational Television Association was incorporated in 1967. Closed circuit channels from the Instructional Television Fixed Service Band were used to transmit programs to 25 Calgary locations (Toogood, 1969). Memorial University in Newfoundland is a leading producer and distributor of educational television programs since the 1960s. It has produced programs for closed circuit use on university campuses. It has also produced programs for the university’s education division. It has contributed in using television for distance education and teleconferencing. Educational television programs were designed by the Nova Scotia’s Department of Education to teachers and students. Production facilities have been owned by the CBC. The Department of Education has produced the programs. Video tapes have been developed for provinces. Teachers have also been provided these video tapes for classroom use. Prince Edward Island and New Brunswick have used video tape and film for educational purposes (Toogood, 1969). The 1960s saw a renewed interest in the development of national educational television service. The Canadian Radio-Television Commission was established in 1968. Educational broadcasting came under the jurisdiction of the Commission. The Canadian Educational Broadcasting Agency was established by the introduction of bill C-179. The agency held licenses and operated educational broadcasting facilities. The provincial authorities were responsible for production and programming. The federal government was responsible for transmission of the programs. The bill was withdrawn due to provincial pressure. The Quebec Broadcasting Bureau Act effectively updated an unused 1945 act on Radio Quebec. The act proposed broader powers than the proposed Federal bill C-179. The federal bill was not passed. This ended the phase for the establishment of a national education service. Ontario and Alberta pressured the federal government for the establishment of a provincially owned and operated educational television service. An interim government specified that the CBC would provide educational facilities and provincial educational communications authorities provide the programming. Broadcasting received undertaking under the regulatory power of the CRTC. At least one channel was obliged to make available for educational programming (Twomey, 1978). Provincial educational television was developed by TVOntario and Radio-Quebec in the 1970s. The CBC was awarded a license to act as an agent for the Ontario Ministry of Education by the CRTC. This also led to Channel 19 to become the first UHF channel in Canada. Educational television services used any format and program. Entertaining broadcast schedules were developed by the provincial educational television. This led to them breaking out of the lecture format. There was much criticism and opposition from conventional broadcasters. The right of the provincial authorities to decide what is educational has been upheld by the CRTC (Twomey, 1978). In 1972 the OECA applied for a broadcasting license. The OECA is a crown corporation that reports to the provincial legislature through a minister. The policy is made by the independent Board of Directors appointed by the Lieutenant Governor in Council. There is no direct government involvement in policy or programming decisions. The OECA distributes programs through video tape and their utilization in class rooms. New electronic technologies have been developed and used in marketing and utilization. Services have also been extended since 1973. Programs have also been sent to cable systems. TVOntario has become a popular broadcasting service. It has provided British dram, classic movies, documentaries and talk shows. It has become an appreciated public broadcasting services for Ontario citizens. French language programming has also been a part of the TVO broadcast. A separate service for the French community was initiated during the 1980s. Advertising is not carried on the English and French service. Funding comes from government grants and sale of programs (Twomey, 1978). CJRT-FM also evolved in the 1970s. Ryerson’s funding was changed by the Ministry of Colleges and Universities. There was no allowance for the radio station. There were announcements that the CJRT would cease its operations. However political activity saved the station. In 1973 the CJRT-FM was established as a separate and independent corporation. The CJRT-FM was a private non profit corporation and had its own independent Board of Directors. The station provided some university level courses. However most of its program content was classical and jazz music. Radio Quebec distinguished itself from other television services. It adhered to the concept of educational programming but did not bind itself by any federal definition. Education was part of culture and its main objective was to influence the culture of Quebec. During the 1970s a schedule of television programs was distributed directly into the cable facilities in Quebec City. During this time two UFH television stations were also established. Over the years the use of satellite distribution to transmitters to cable was initiated. Tele-Quebec has tried to reflect the culture of Quebec in the province’s regional aspects. Quebec has its own educational television broadcasting. Program formats are offered without contextualization. The Alberta government announced the setup of an Alberta Educational Communications Corporation in 1972. Two local educational television projects were taken by the corporation. It reported directly to the government. The provincial government was responsible for funding the television service and CKUA radio. ACCESS Network radio broadcasted at least twelve percent of its programming for education. The service has provide mix of music, news and community oriented programs. Programs were mainly formal educational programs designed for classroom use. It also began to act as the purchasing and distributor of audio visual material for the education sector (Foster, 1982) The Saskatchewan Educational Communications Corporation was created in 1974. It became known as the SaskMedia. The corporation provided audio visual and distribution service to the Ministry of Education. The 1980s saw increase success for provincial educational television services. Signal distribution increased the coverage via satellites to cable. Formal and informal educational programs were delivered to cable companies throughout the province by ACCESS Network television. The schedule consisted of English language provincial services. There was a mix of children programs, school programs, British dramas, classic movies and talk. CKUA and CJRT-FM were educational radio services established themselves by mixing classical music, jazz and talk. CKUA enjoyed government funding. The CJRT had to sell advertising and use other sources for revenue generation. Saskatchewan in the 1980s still had no prospects of educational television. However in 1984 the University of Regina delivered credit courses to five centers. This instruction service was expanded in the succeeding years. They were offered by a new agency, Saskatchewan Communications Network. It offered two educational television services. Formal services for closed circuit from the University of Regina and traditional educational services were offered for the general public. The Knowledge Network of the West Communications Authority (KNOW) was established in 1980 by a Cabinet Minute under the Societies Act of British Columbia. This was a public television service. It provided institutional and formal education system. It provided services which were complementary to the system. All programs were supported and developed by educational institutions and the government. Atlantic Canada in the 1980s also saw pressure for the creation of educational television. The CRTC in 1980 called for extension of services to remote communities. The Atlantic Television Network established the ATV-2. This was an alternative service providing satellite for cable television in the Atlantic region. It would broadcast four hours of educational programs on weekdays. It has become a provider of post secondary learning opportunities in the region (Foster, 1982). Manitoba has seen little activity in the development of provincial educational television. The province has used the CBC as the main public broadcasting service. The department of education in Manitoba cooperated with the CBC in providing schools programming. The 1990s was a decade of steady growth for educational television. Direct to home satellites made educational services available to the entire populations. The services were extended to the entire country. Other provincial educational television services like ACCESS, the Knowledge Network and SCN also expanded their educational services in the provinces. TVOntario and Tele-Quebec faced some government cutbacks but this did not impact their educational broadcasting services. The 1990s changed the situation for educational television service in British Columbia. The Open Learning Agency of British Colombia was established. It dedicated its segments to the college, university and school learning. New electronic systems were used to effectively deliver distance learning services throughout the province. The Knowledge Network became part of the Open Learning Agency. It also maintained a connection with the formal courses. Traditional education television evolved with children’s programming, British drama, documentary and talk shows (Rosen, 2002). The SCN in Saskatchewan developed a program schedule which funded and broadcasted locally produced documentaries. This reflected the local character and priorities of the province. These services were distributed by satellite to cable systems across the province. Funding came from yearly government grants. In Atlantic Canada educational services were provided by the ATV-2 network. Various universities in Alberta Canada use formal credit course for broadcast on this service. In Alberta provincial educational television and radio changed in the 1990s. In 1995 a new ACCESS television was introduced. It provided a new programming and business model. The look and style were also modern and youthful. There was a broader range of popular programming. Revenues were generated through the sale of broadcast air time. Educational products and services were also sold. Non commercial pre school programming was broadcasted in the morning. There was also a mix of non commercial ministry programs and US produced drama and movies. Traditional documentaries and magazine shows were also shown in the evening. Programs from the US were also broadcasted (Rosen, 2002). Specialty television in the 1990s was undergoing some rapid extension. Development work for a Canadian national educational television service was begun in 1991. The Canadian Learning Television was established. It was an adult oriented educational service emphasizing lifelong learning. It included two provincial educational broadcasters. Canadian Learning Television is Canada’s only national educational television broadcaster. It was launched in September 1999. It has financed specialty services by cable subscriber fees and commercial advertising. It works with universities and colleges. It also works with provincial educational broadcasters (Rosen, 2002). The twenty first century has seen provincial educational television services, radio services and national educational television performing very well. Despite fears of privatization this has not yet materialized. Radio and Television have become an important part of Canadian life. They have offered entertainment and education for thousands of Canadians. Canada’s educational broadcasting services have provided programming to its varied audiences. There have been feelings of loyalty and connection with these services. The appeal of educational broadcasting has been increasing in Canada. High quality educational programming has been provided which has been instrumental in spreading literacy. It has also helped in providing distance learning services to remote communities. Educational broadcasting has helped in responding to specific provincial needs and realities. Educational broadcasting has come a long way since its genesis. Formal and informal educational services have helped spread knowledge and enlightenment to many communities in Canada. They are an essential part of Canada’s cultural policy.

Orion Nebula :: Essays Papers

Orion Nebula The Orion Nebula contains one of the brightest star clusters in the night sky. With a magnitude of 4, this nebula is easily visible from the Northern Hemisphere during the winter months. It is surprising, therefore, that this region was not documented until 1610 by a French lawyer named Nicholas-Claude Fabri de Peiresc. On March 4, 1769, Charles Messier inducted the Orion Nebula, M42, into his list of stellar objects. Then, in 1771, Messier released his list of objects for its first publication in Memoires de l’Academie.1 The Orion Nebula is one of the closest stellar regions to the Earth. Using parallax measurements, it has been estimated that this nebula is only 1,500 light years away. In addition, the Orion Nebula is a relatively young star cluster, with an approximate age of less than one million years. It has even been speculated that some of the younger stars within the cluster are only 300,000 years old. The Orion Nebula is an emission nebula because of the O-type and B-type stars contained within it. These high-temperature stars emit ultraviolet (UV) light that ionizes the surrounding hydrogen atoms into protons (H+) and electrons (e-). When the protons and electrons recombine, the electrons enter a higher energy level (n=3). Then, when the electron drops from the n=3 level to the n=2 level, an Hï  ¡Ã¯â‚¬  photon is emitted. 2 This photon has a wavelength of 6563 Ã…, and therefore corresponds to the red portion of the visible spectrum. It is these Hï  ¡ photons which give the nebula the distinctive red color which we see. The extreme brightness of the O-type and B-type stars, coupled with the Earth’s atmosphere, has always made high-resolution imaging of the star-forming region difficult. But recent advances in adaptive optics and the repair of the Hubble Space Telescope have allowed for incredible detail into the center of the dust cloud. 3 The technological advances have also helped reveal several faint stars within the center of the nebula. The Orion Nebula is a spectacular sight. Consequently, it has been a preferred target of the Hubble Space Telescope (HST) over recent years. The HST has provided a great deal of insight into the complicated process of star formation. In June of 1994, C.

Being Popular Essay -- Drinking Drugs Peer Pressure Essays

Being Popular Drug and alcohol abuse is a serious problem among many young people. Most drug and alcohol abuse happens on the weekend at a party or at a friend’s house. Young people want to be popular and fit in, and if fitting in means drinking or using drugs, they are going to do it. After a few parties, and a few nights out at a friend’s house,young people start to get addicted to drugs and alcohol and their life begins to fall apart.   Ã‚  Ã‚  Ã‚  Ã‚  Being popular is a goal that all teenagers want to achieve. There’s nothing like sitting at the popular lunch table or knowing all of the football and basketball players. Being popular also means that you have to do all of the things that the popular kids do, like drinking or smoking cigarettes once in a while. Smoking cigarettes and drinking just a little leads to worse things like drinking more, and trying drugs.   Ã‚  Ã‚  Ã‚  Ã‚  The parties that last a whole weekend, because their parents are out of town, are where most of the drinking and drug abuse is going on. Getting drugs and alcohol is very easy. The young people get someone older to buy the alcohol for them, and anyone can find someone to sell them drugs. After going to a party every weekend, they become used to the alcohol and drugs and begin to drink and do more drugs. Then they become addicted.   Ã‚  Ã‚  Ã‚  Ã‚  Once they’re addicted, their life begins to fall apart. School grades drop, they are not studying at night any more, they don’t pay attention in class, and they don’t do the ...

Top 10 Natural Disasters

-Rank: 1st -Criteria for Ranking: 306 death (the most deadly earthquake in year 2012) -Date: August 11, 2012 -Location: East Azerbaijan Province, Iran -Type: Twin earthquakes (Magnitude 6. 3 and 6. 4) -Description: The earthquake resulted in an estimated 306 deaths, over 5000 injured, most of houses destroyed. -Sources of information: http://en. wikipedia. org/wiki/Earthquakes_in_2012#cite_note-98 and http://earthquake. usgs. gov/earthquakes/recenteqsww/Quakes/usb000bupa. php#details -Rank: 2nd -Criteria for Ranking: 30 killed, 109 missing Date: June 1, 2012 -Location: Bugimwera village, Uganda -Type: Landslide -Description: The landslide resulted in 30 deaths and more than 100 were still missing. There were about 400,000 people required humanitarian help. A great number of houses were destroyed and over 3000 need to be resettled -Sources of information: http://www. huffingtonpost. com/2012/06/26/mount-elgon-landslide-2012-missing-uganda_n_1626893. html and http://www. rnw. nl/africa /article/hundreds-homeless-many-watchful-after-uganda-mudslide Rank: 3rd -Criteria for Ranking: 113 death -Date: February 6, 2012 -Location: Visayas, Philippines (near island of Negros, and Cebu) -Type: Earthquake (Magnitude 6. 7) -Description: The earthquake resulted in an estimated 113 deaths, about 112 injured; about 15,000 buildings and 17 bridges were destroyed. -Sources of information: http://earthquake. usgs. gov/earthquakes/eqinthenews/2012/usb0007wgq/#summary and http://en. wikipedia. org/wiki/Earthquakes_in_2012#September -Rank: 4th -Criteria for Ranking: 81 death Date: September 7, 2012 -Location: Yiliang, Zhaotong, Yunnan Province, China -Type: Earthquake (Magnitude 5. 6) -Description: The earthquake resulted in an estimated 81 deaths, about 821 injured; more than 6600 houses were flattened and thousands were damaged; about $552 million lost in the earthquake. -Sources of information: http://en. wikipedia. org/wiki/2012_Yunnan_earthquakes -Rank: 5th -Criteria for Ranking : 77 death -Date: June 29, 2012 -Location: Brahmaputra River, State of Assam, northeastern India -Type: Flood Description: 77 were killed in the flood, over 2 million people and 2084 villages were affected. -Sources of information: http://india. blogs. nytimes. com/2012/09/24/floods-and-landslides-kill-dozens-in-north-east-india/ and http://www. nytimes. com/2012/06/30/world/asia/india-floods-swamp-more-than-2000-villages. html -Rank: 6th -Criteria for Ranking: 75 death -Date: June 11, 2012 -Location: Baghlan Province, Afghanistan -Type: Earthquakes (Magnitude 5. 4 and 5. 7) -Description: The earthquake resulted in an estimated 75 deaths, about 13 injured.The earthquake causes mountains in the Hindu Kush region to break off. Sayi Hazara was completely destroyed that only one home survived. -Sources of information: http://en. wikipedia. org/wiki/June_2012_Afghanistan_earthquakes -Rank: 7th -Criteria for Ranking: 27 death -Date: May 20, 2012 -Location: Emilia-Romagna, Italy -Type: Ear thquakes (Magnitude 6. 1 and 5. 8) -Description: The earthquake resulted in an estimated 27 deaths, about 400 injured (50 in the first earthquake and 350 in the second).It also caused more than 45,000 people lost their home. -Sources of information: http://en. wikipedia. org/wiki/2012_Northern_Italy_earthquakes -Rank: 8th -Criteria for Ranking: 20 death -Date: September 23, 2012 -Location: Northeastern states of Sikkim and Assam, India -Type: Floods and landslides -Description: 20 people died, 1. 3 million of people were affected by flood, over 200,000 of people lost their houses. -Sources of information: http://india. blogs. nytimes. com/2012/09/24/floods-and-landslides-kill-dozens-in-north-east-india/ Rank: 9th -Criteria for Ranking: 17 death -Date: November 4, 2012 -Location: Andhra Pradesh, India -Type: Flood -Description: The flood resulted in 17 deaths and destroyed more than 1246 houses. Crops were destroyed over 243,634 hectares. Roads were also heavily damaged. -Sources of information: http://www. disaster-report. com/2012/11/recent-natural-disasters-list-november-4. html -Rank: 10th -Criteria for Ranking: 8 death -Date: February 29, 2012 -Location: Harrisburg, Illinois, the United States -Type: Tornado (EF-4)

Use of Games in Teaching Grammar

Basically, female students are more polite and usually follow the teachers' instruction. They prefer to listen and learn. While the male students tend to ignore and do what they want to do, actually it challenged the teachers' patience. The male students tend to get bored easily, since learning English is more to theories learning. Moreover, a study has shown an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen&Shoaib, 2005).These re due to students' unlike levels of motivation, attitudes and anxiety towards language learning, further Influenced by their learning characteristics and styles, lesson content and teaching strategies, social environment and supportive mechanisms, family Influences and peer pressures, cognation levels, and so forth (Williams, Burden , 2002). It is important to note that the challenges facing school systems confronted with the same challenges. Sadomasochistic are not simply an artifact of urban education; rather, they have a significant impact on how urban schools are structured.The concentration of poverty and racial isolation matters in that it is directly related to school processes that significantly influence student achievement trends (Reemerged, 2005). 3. Objective This study aims at identifying reasons why female students have higher interest towards learning the English language. The objectives are as follows: a. To analyses the problems faced by the male students who have lower interest in language learning. B. To find out the whether the teacher is being biased c. To identify the best strategies to attract male students attention in learning language. Problem statement Why do female students have higher interest in learning English language in urban school? This paper addresses the problem that female students have higher interest in learning English language in urban school. Girls were found to be more inclined to study foreign and second languages and outperform boys (Cumberland, 2000). Males are claimed to have a more negative view and a less aptitude towards foreign language than females (Week, 2011). It shows that male students have lower interest and effort to learn English language.The main reason I want to conduct this research s because I am eager to know what makes this big gap in interest of learning English language between female and male students. Why female students interest is higher in learning English language. All these crucial points must be clarified. Only then, we can overcome this matter. Assumption -Male students have lower interest in learning English language. Research Question a. Is it because female students are not interested in practical learning? B. Are the teachers who teach English language come across being biased and not effective? C.What are the strategies can be used by the teachers to grab male stud ents and other students' attention? . Literature Review Several recent studies indicate that many young women around the world consider English to be intrinsically linked to feminism and are motivated to learn it as a language of empowerment. This trend is apparent in Japan, the FL context highlighted in this volume. At present many more young Japanese women than men appear to be interested in learning English, training for English language-related professions, and traveling to English-speaking countries (Sickbay's, 2002).For these women, English offers an entry into the Job market as well as a possible way of liberating themselves from the confines of gender patriarchy. Therefore, we can say that women have awareness of how important English language is. They know their a) Lack of motivation. Moreover, gender has been an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in compar ison to the males (Keller, 1983; Awaken, 1999; Doormen, 2005).Either because of their uninterested factors or because of feelings of hopelessness, students feared to lose face. Under such conditions, if the teacher were too strict and serious, they would lose their confidence, and not participate voluntarily. They do not have guard to talk in front of others. Some teachers tend to correct the students answers or words directly, it really denominated the students especially the boys. Teacher should be more gentle and smart in correcting the students so that they would not feel embarrass.Teachers' Judgment and treatment of students has tremendous influence on their educational and emotional development, and also impacts how students are labeled, and thus able to access educational resources (Cochran-Smith, 1997; Sakes & Lipton, 1999). Teacher's words and actions influence students very much, because students see teachers as heir role model. B) Teachers are being Judgmental and biased. Social Justice educators, instead, recognize that society is inequitable.Hence, they expect students of color, along with those who are poor, disabled, female, or have limited English skills, to encounter racism, classicism, and other forms of discrimination as part of their efforts to become productive and prosperous citizens (Bartholomew, 1994; Deader, 1991; Sakes , 1999). Teachers' perceptions of male- and (femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools. Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.When teachers become so Judgmental, it will affect his or her teaching and learning process and cause other problem, which can make some students feel left aside. Some teachers tend to focus more on female students because normally male students are playful and tend to make fun of the learning itself. However, there must be some male s tudents who really want to learn the language seriously. A study published in the Journal of Human Resources, revealed that boys gained a grade onus on assessment scores when they behaved as well as girls. ) c) Participation in classroom lessons.Participation usually means students speaking in class which are answer and ask questions, make comments, and Join in discussions. Like those in Cortical and Jinn's (1996) study, the students in the present study also worried about losing face in oral English language classrooms. Thus, they kept quiet and waited until they were required to speak English. As we can see a male student's responses, â€Å"l am not so active because I don't want to â€Å"lose face† when I make mistakes† (L', male). â€Å"L have elf-respect and don't want to lose face before others. Female students tend to be learning seriously.Most of the male students do not like to be control within any situation, they like to be free and do as they like. Even th ough, they Join the learning process, they will usually be Joking around rather than learning seriously. Teacher should come up with practical activities such as role play, debate, choir and others to attract student's attention especially male students. This is because males tend to engage eagerly in practical learning style. D) Students different learning strategies Learning strategies are defined in general as behaviors that are intended to influence the individual processes information.Chamois (1987) regards learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning, and recall of both linguist ICC and content area information† (Chamois, 1987, p. 71). Similarly, according to Oxford (1990), language learning strategies are specific operations used by the learner at various levels to ease the acquisition, storage, retrieval and use of information. Individuals' learning Tyler differ based on their high versus low academic achievement. Gifted and underachieving students have significantly different learning styles and do not perform well with the same methods.Conversely, gifted students in nine diverse cultures with talents in either athletics, art, dance, leadership, literature, languages, or music evidenced essentially similar learning style characteristics to other students with the same talent (Amalgam & Price, 1993: 7) and much defiance, meanwhile, the girls produced big blocks of talk and were obedient, and there was much attentive listening and sympathizing. Females were more successful than males in eight countries among 9-year-olds. ((landfills differ by gender (Grebe, 1999; Pizza, 1990). Males and females learn differently from each other.Males tend to be more kinesthesia, tactual, and visual, and need more mobility in a more informal environment than females. Males also are more nonconforming and peer motivated than their female classmates. In group, males tend to learn less by li stening. Females, more than males, tend to be auditory, authority-oriented, and better able to sit passively at conventional classroom desks and chairs than males. Females also tend o need significantly more quiet while learning (Pizza, 1990: 1 1); be more self- and adult -motivated, and conforming than males (Marcus, 1977: 9). ) Teaching strategies Cave (2001) suggested, studying such questions is important because if gender disparities are found, they may lead teachers and researchers to seek ways to minimize them, thus affording both genders maximum opportunities to achieve high levels of LA literacy. In terms of general language learning strategies, some studies show minimal differences between males and females (Smash, 2003; Shook&Sheorey, 2002) or even higher strategy use for males (Bally, 1996). Most current literature in this area, however, shows that females tend to be more active strategy users than their male counterparts (Oxford, 1993).Teacher should put herself into her students' place, thinking about their difficulties in learning English. Teacher should to be more active, thoughtful, and humorous while giving a class, not stern like certain teacher's role to change the student's perspective of learning English language. Teacher must be creative and create fun learning. Sometimes students don't like to read because they find it difficult. It is the teacher's Job to find the ability level of each detent and gear lessons to meet their needs. Students will feel successful and connect to lessons when they are taught at their level.Those students who seem bored probably lack of the ability to keep up with other students in the regular classroom. Mix up the male students with female students whenever there is activity in classroom. Therefore, the boys would not left behind. We know the girls will do their tasks properly. Their cooperation in completing the task will produce fantastic outcomes. Female students will be more silent and generate ideas whil e the boys will help and boost up their plan. 6. Research Methodology I will be using quantitative method for my research later. I will prepare questionnaire.In which I will use liker scale in my questionnaire. This is because I think, this is easier for them to understand and easier for them to provide their feedback. 7. The expected Work Schedule/Timeline My research will be done during 14 weeks of practical at school. For the first 1 week, I will be observing the students attitudes and responses towards my teaching. The next three weeks, I will give them few activities, exercises and see the feedback. Based on the activities and exercises given, I will identify their strengths and nakedness. I will prepare the questionnaire based on that.

German History & Politics Essay

The prosperous years between 1924 and 1929 are usually considered to have been the most affluent and stable in the history of the Weimar Republic. Certainly there were no major attempts at revolutionary change and the economy and culture seemed to recover steadily after the hyperinflation of 1921-23. Beginning from 1924 there were no further attempts to overthrow the Republic to compare with the Spartacist uprising (1919), the Kapp Putsch (1920) and the Munich Putsch (1923). The political life of the parties hostile to the Republic seemed to be in decline, both on the left and on the right. This can certainly be seen as statistical confirmation of political and cultural stability. The period between 1924 and 1929 in Weimar Republic is usually seen as an interlude of social change between the more repressive periods of the Second and Third Reichs. The Weimar Republic in this period had the most explicit statement of civil rights ever produced in a constitutional document. Germans were guaranteed ‘equality before the law’ (Article 109) and ‘liberty of travel and residence’ (Article 111). Their ‘personal liberty’ was ‘inviolable’ (Article 114), while ‘the house of every German’ was ‘his sanctuary’ (Article 115). In addition, each individual had ‘the right†¦ to express his opinion freely by word, in writing, in print, in picture form, or in any other way’ (Article 118): indeed, censorship was ‘forbidden’ (Article 142) (Eyck 10). The Weimar Republic produced probably the most advanced welfare state in the western world. In the following this paper will discuss the culture and politics in the prosperous years of the Weimar Republic. Weimar Germany’s Modernist Political Project: Theory and Practice The project of establishing a pluralist consensus in the Weimar Republic could confront its supporters and detractors alike with parliamentary deadlock and coalition politics, on the one hand, and with violent extra-parliamentary struggles, on the other (Kaufmann 90). The new democratic structures which made contestation possible were established in the constitution. The values and principles it enshrined show that the decision to convene in Weimar was not simply dictated by a need to get away from the upheavals in Berlin (Kaufmann 29). The choice of the former residence of German culture’s two greatest sons, Goethe and Schiller, reflected a desire amongst the designers of the constitution that the new Republic should turn its back on Germany’s nationalist and authoritarian past and promote instead the cosmopolitan universalist values of Humanitat and Bildung. With its emphasis on personal freedom, equality before the law, the right to assembly, freedom of thought, and the right to form political parties and independent trade unions, the Weimar constitution embodied a central concern of modernism, the desire for greater equality and emancipation. Above all it was intended to produce a society based on tolerance, mutual respect, openness, and democracy, where the social, political, and economic conditions that had given rise to the carnage of the First World War would be banished once and for all. In practice, however, various negative factors were to prevent a genuine democratization of German society. Foremost amongst these was the crippling task of reorganizing an economy not only devastated by four years of war, but also forced to meet the massive reparations payments that had been imposed by the Allies. Analysing the ‘Psychology of Nazism’, Fromm noted that Hitler was well aware of the Germans’ difficulties in embracing a more open society that required active participation in the body politic (Kaufmann 134). Faced with the disorientating complexity of pluralism and its apparent inability to guarantee economic security, many frustrated and resentful Germans ultimately opted for the certainty of totalitarianism (Lee 13). This ‘fear of freedom’ was not, however, typical of all sections of the population. Non-aligned leftists and liberals in the cultural sphere wholeheartedly embraced, and actively worked to extend, the new freedoms offered by the constitution. It was their commitment to democracy which provided one of the main motivating forces behind Weimar culture. But one of the tragedies of that culture was that it never gained acceptance by certain significant social classes. Weimar Culture: The Birth of Modernism In the course of the nineteenth century a consciousness emerged which reduced the Modern to a mere resistance to the past and its legacy. At this point the optimism of an eighteenth-century understanding of modernity was already in decline in the Weimar Republic. Enlightenment thinkers expected the arts and sciences to harness the forces of nature, to give meaning to the world, to promote moral progress and social justice, and ultimately to guarantee human happiness. Horkheimer and Adorno traced out the way in which this positive project for human and social development had been hijacked by the instrumental rationality of capitalism (Lee 59). What had been progressive had become, in the growth of the culture industry, exploitative. The transformation of cultural production occurred as a result of crucial social, technical, political, and artistic developments between the world wars. In the 1924-29 there are still remnants of the old project of a liberated humanity. It is precisely that active relation between the social and the aesthetic which characterized so many cultural projects in the Weimar years, from the Bauhaus to popular illustrated papers, and from the documentary theatre to Dadaist montages. What was progressive in Weimar culture was informed by aspirations derived from a basic tenet of modernism. That is the belief that technological change could effect a positive transformation of the environment and an improvement of the human condition. Introducing a new edition of his essays from the 1924-29s, Ernst Bloch recalled in 1962 that the famous Golden Twenties were a time of transition. Extremists on both left and right saw the first German democracy not as an end in itself, but the incidental means by which a new Germany was to be created. A look back to the Weimar years from the post-war period, across the gulf of the Third Reich, confirms their reputation for cultural vitality and innovation. The extent of this sea change in the nature of German culture is demonstrated by Thomas Mann 1928 essay ‘Kultur und Sozialismus’ (Hans 9). Here the erstwhile champion of the automony of art acknowledges that Kultur and politics were no longer mutually exclusive spheres. Mass audiences for mass circulation media could scarcely be encompassed by traditional patrician or elitist ways of understanding what a culture was. What Mann calls the ‘socialist class’ (for so long held in deep suspicion by the educated middle class) is entrusted by him with no less a task than preserving the traditional heart of German self-understanding in the new democratic future. Systematically blurring the lines between political discourse and cultural activity, Mann asserts the need for Geist (‘the inwardly realized state of knowledge achieved already and in fact by the summit of humanity’) to become manifest in the material world of legislation, constitutionality, and European coexistence (Lee 29). However, some of the most striking developments in the political appropriation and use of culture were promoted by political parties in the context of the working-class movement. The Social Democratic Party (SPD) had traditionally viewed culture with suspicion, as essentially middle-class in origin and intent, and therefore inappropriate to the purposes of the working-class struggle (Kolb 78). At most the Social Democratic promotion of a proletarian lay theatre had an educational aim which survived into Brecht’s conception of the didactic play ( Lehrstuck). Nevertheless, before the war a number of organizations connected with the SPD promoted sport and gymnastics, choral singing, and even tourism – as well as amateur dramatics. After the successes of the working class and the increasing confidence they brought, there was a growing sense among socialists. The middle years of the Republic saw a great blossoming of organizations, supported by the Communist Party and the Social Democratic Party, providing for workers’ leisure, education, and practical training in various cultural skills: Proletarian FreeThinkers, Nudists’ Clubs, Worker Speech Choirs and Dance Groups, Worker Photographers (whose pictures were used by John Heartfield), Radio Clubs, and Film-Makers (Lee 46). Enormous numbers were actively involved in these organizations. Almost half a million people sang in workers’ choral societies in the Weimar Republic. The performances of works for speech choir (involving a kind of collective dramatic speech) were often conceived on an epic scale as the climax of festivals and celebrations laid on by the parties of the left and the trade unions. Apart from a few texts by Ernst Toller and Bruno Schonlank, few of these organizations left behind accessible artefacts, but the movement associated with the Communist Party that promoted proletarian writing of various kinds exemplified the issues of aesthetic intention involved. The KPD, as part of its effort to establish a basis of mass membership, developed factory cells and with them factory newspapers. To these publications ‘worker correspondents’ were encouraged to contribute accounts of their day-to-day experience in the workplace. Their ranks eventually contributed important members to the BPRS ( League of Proletarian Revolutionary Writers, founded in 1928): Willi Bredel, Erich Grunberg, Hans Marchwitza, and Ernst Ottwalt. Developing a highly simplified form of naive realism, works such as Bredel Maschinenfabrik N & K (1930) reflect the increasing material impoverishment of the working class and its organization as a movement. The representation of class divisions was not the exclusive territory of the proletarian authors; similar trends were clear in writers as different as Fallada (in Kleiner Mann, was nun? , for instance) and Arnold Zweig, in his epic war novel Der Streit um den Sergeanten Grischa ( 1927). What was striking about the specifically proletarian novel was its tight focus on its own class interests. Here working-class experience was isolated in a functional and instructive narrative. Other authors developed the accounts of first-hand experience provided by the worker correspondents to create critical reportage addressing the class-based nature of Weimar institutions, such as Ernst Ottwalt’s ironically titled ‘factual novel’ on the legal system Denn sie wissen, was sie tun ( 1931) or Ludwig Turek’s autobiographical Ein Prolet erzahlt ( 1930). Yet both of these forms of proletarian writing eventually attracted the ferocious criticism of Georg Lukacs, the most influential cultural theorist of the Communist Party (Lee 78). Modernism and its Malcontents The simmering resentment in conservative circles against Weimar modernism and the cultural degeneracy it allegedly encouraged came to a head in a protracted and heated Reichstag debate in 1926 on a motion, proposed by the German National People’s Party, which sought to ban ‘trash’ and ‘filth’ from publication, performance, or screening (Haarmann 89). For members of the Catholic Centre Party and their allies further to the right economic prosperity had produced a dangerous development towards ‘economic individualism and Mammon’. It threatened to destroy the classical and religious foundations of German culture. Offering a fascinating mixture of conservative and progressive ideas the Catholic deputy Georg Schreiber called for a campaign against the profit motive in culture and a struggle for the ‘soul’ of the German worker. He proclaimed that the restoration of German national dignity could not be achieved by politics and economics alone. The conservatives’ mission was to reassert the best traditions of Germany’s cultural heritage by stemming the influx of alien cosmopolitanism which, they lamented, was engulfing Germany in a tide of commercialism. Their fears were underlined in more extreme fashion by the Nationalists, who railed against the ‘excesses of destructive sensual pleasure’ and the worship of ‘the body, nudity, and lasciviousness’. Germany, they proclaimed, was faced with nothing less than a moral decline of Roman proportions. At the other end of the political spectrum, the Communists lambasted the proposal as a thinly disguised attempt to increase state control over art, designed to impose bourgeois standards of morality on newly emerging proletarian culture. Citing the effective banning of Eisenstein Battleship Potemkin by local censorship boards in Wurttemberg, they pointed out that regional governments had already made use of legal powers that were designed to preserve moral decency in order to ban politically unacceptable works of art. Opposition to the proposal also came from the Social Democrats, who feared that the absolute freedom of art was being jeopardized by concessions to petty-bourgeois philistinism. Eduard David, in a speech on the day in December 1926 when the proposal was passed by a majority of 92 votes, expressed particular concern that the decision to devolve decisions on censorship to regional testing commissions (Landesprukfstellen) meant a return to the pre-unification spirit of petty provincialism ( Kleinstaaterei), and therefore a threat to the cultural integrity of the Republic. Thus he saw 3 December 1926 as a black day for German culture. Appealing in vain to the traditions of cultural liberalism in the Centre and Democratic Parties, he proclaimed that the freedom of art was a cornerstone of the constitution and that any form of censorship was an attack on the very foundations of the Republic (Haarmann 35). The parliamentary debate was merely a prelude to an even more lively public dispute. Groups of prominent members of the nonaligned left, proclaiming the sanctity of spiritual freedom, lined up against a rag-bag of ultra-conservative and nationalist organizations, such as the German Women’s League against Degeneracy in the Life of the German People, the Richard Wagner Society, and the German National Teachers’ League (Lee 78). All they zealously followed the call to organize against the alleged corruption of the German spirit that they saw as endemic in the new Weimar culture. The panoply of works banned by some of the new regional censorship committees was very broad indeed. That it included not only popular French magazines with fascinating titles such as Paris Flirt, Frivolites, Paris Plaisirs, and Eros, but also Soviet films and Brecht’s debut play Baal merely confirmed the worst fears of those opposed to the legislation (Haarmann 45). The debate on trash and filth, coming as it did in the mid- 1920s, when the distinctively new cosmopolitan, commercialist character of Weimar culture was becoming increasingly apparent, provided telling evidence of the extent to which culture remained a burning political issue. Many who supported the legislation did so out of a conviction that the Republic’s claim to be the legitimate home of Germany’s classical cultural heritage was a hollow one. In their estimation the reality was tasteless commercialization and a total loss of standards.