Jefferson's Political Ideals

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Thomas Jefferson and the triumph of his Democratic-Republicans marked the first party overturn in American history. He extended democratic principles to manners and established certain rules such as the rule of ¡°pell-mell¡± at official dinners. This organization insulted the British minister who enjoyed preference among the pro-British Federalists. Jefferson altered his political ideals in such practices that in doing so he destroyed the Federalist Party.


The Federalists bragged a concentration of brains, talent, and skill. It performed a precious function in protecting democratic gains and fending off disorder. They provided a chance for the nation to receive its behavior. They served as the ¡°half-way house between the European past and the American future,¡± according to historian Henry Adams, great-grandson of John Adams. However, by the 1800s the Federalists became out of place. They could not appeal to the common people and therefore the party died.


Thomas Jefferson became president on March 4, 1801 in the new national capital, Washington. His inaugural address declared, ¡°The will of the majority is in all cases to prevail,¡± and then added, ¡°That will to be rightful must be reasonable; the minority possess their equal rights, which equal law must protect, and to violate would be oppression.¡± He wanted to alleviate Federalist fears of a turn over and so uttered ¡°We are all Republicans, we are all Federalists.¡±


For the reason that Jefferson was forced to overturn many of the political principles he so strongly advocated, he was actually considered two-faced. One side of Jefferson was the intellectual private citizen who valued his studies. The other was the stressed public official who made the troubling discovery that studious theories worked out rather differently in the disruptive area of practical politics. He was inconsistent, and it was rather simple to disprove one Jefferson to the other.


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In continuation of his pacifying inaugural address, he demonstrated surprising control. He dismissed a few public servants for political reasons. The Jeffersonians saw the Federalists grow old in office and said that ¡°few die, none resign.¡± Jefferson verified to be a talented politician. He relied on his ¡°personal charm¡± because his dinner parties were a weak-joint. Because power was denied to distribute investment the Democratic-Republicans could not build a trustworthy political following. Their antagonism was holding them together as a party. As the Federalists washed out, so did the Democratic-Republic unison.


Jefferson was determined to undo the Federalist abuses begotten by the anti-French frenzy. The government dispatched many fines and pardoned the ¡°martyrs¡± who were serving sentences under the Sedition Act. Jeffersonians endorsed the new naturalization law of 180 in which reduced the excessive necessities of 14 years of residence to a more reasonable term of five years. Jefferson had hated the excise tax of the Hamiltonian system and devoted to a principle that cost the government nearly a million dollars a year. Albert Gallatin, ¡°Watchdog of the Treasury¡± agreed with Jefferson that a national debt was a nuisance rather than a blessing and by means of stringent economy thrived in reducing it largely even as balancing the budget. Jefferson left the Hamiltonian structure whole and did not interfere with the Federalist agenda for funding the national debt at part. Nor did they attack the Bank of the United States and abolish the protective tariff. They embraced Federalism to such an extent that they had to recharter a larger bank and enhanced the tariff to a higher rank. By captivating the Federalist programs, Jefferson demonstrated that a change of administration did not need to be catastrophic for the overpowered group.


To put it briefly, pacifist Jefferson had performed his political ideas in public for mere practice. He had no other intentions but an attempt to improve the government. However in doing such procedures, it destroyed the Federalist Party, leading them into extinction.





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Nike

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As I understand it, a lot of students want the University of Oregon to join the WRC. There were a high percentage of voters in favor of joining. The WRC demands that corporations disclose where their products are made and how the labor force is treated. It is also says that oversea factories should no longer be inspected by the current organization (FLA), seeing how Nike funded. I completely understand the demands, but I wonder if the protesters have looked at it on a more global scale.


I don’t think the WRC (protester) have considered the difference in currency throughout the different countries. Ours is one of the most wealthy and therefore we find each other striving for better jobs, however, in the countries where the sweatshops exist, the economy is much less developed which means that much more cheap to live. Yes, it is true that they are getting paid much less than we could ever imagine, but in their country it is above minimum wage. These people do not have to work in these areas, they choose to. Who are we to tell them that they are in a bad situation? Are they in a bad situation?


To be quite blunt and honest, I don’t care in the least where or how my shoes (Nike) are being made. So I especially don’t care about any protest to make the University of Oregon sign into the WRC. We all live in a capitalist country where the goal of big business is to increase profits. The way to do so is to get a cheap labor force in different country. These countries are getting benefits from Nike. Not just jobs for their people but to improve their economy (living condition). I hope the president of the University of Oregon does not sign in to the WRC, but stands strong.


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I want Mr. Knight to take his money away from our school. We don’t have to accept money from someone that has no respect for worker in his factories. Sweatshops are unacceptable institutions. We should show that we don’t support sweatshop by not accepting Knight’s money.


How can we pay $100 for a pair of shoes that a worker gets less than $ a day to make? They pay Michael Jordan millions to endorse them. Can’t they find more money to pay the workers? The short answer is no, because corporations pay the going rate for labor wherever they are. If this is true Nike pays the wage for the country the factory is in, then what is the controversy about? The problem is Nike paying them very little, while requiring long hours without overtime pay in factories that are not up to “American” standard. Here in the United States there are regulations placed on businesses that require them to compensate their workers with a higher wage for over time hours. So since Nike is an U.S. based company should Nike have to pay overtime? The answer is no- Nike doesn’t have to pay overtime like here in the U.S. so they don’t. It is quite shocking that such a well-known and well-respected company would take such action against other human beings. Why aren’t immediate actions being taken to correct such mistakes by this super company?


We have all read the press and seen the media regarding Nike’s labor practices. The reality is we have to set the highest standards of conduct to the rest of the world. We have the responsibility to let the rest of the world see that we “care”. I feel strongly that the president of the University of Oregon should sign on with the WRC. I would rather have a clean conscience about life and education, then to take Knight’s money.





There has been debate and controversy concerning Nike’s Asian labor practices. This is a complex issue and one that is a long way from being solved. It is difficult to determine which side of this to defend, as both sides acknowledge the facts, yet put a completely different spin on them. Do I believe Nike’s critics who say they’re exploiting workers? Or, do I believe Nike when they say that they are giving workers in these countries wonderful opportunities to raise their standard of living? The consensus answer to this question by all sides seems to be that Nike is improving and will continue to improve.


Let’s remember though that we all continue to go to University of Oregon despite whether or not we support the establishment’s value. Some student said that they would rather go to school with a crummy library than support Phil Knight, but we all chose the college with the better library, better stadium ect... And a lot of the money that made that possible came from Phil Knight. By not accepting the money that Phil Knight donated the University of Oregon is gaining nothing.





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Service

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As is read in Ecclesiastes 0,“As others toil for me, I must toil for others.” For me, this simple statement embodies all of what a community service project is. Because my parents have always given so much in working for me, I wanted to find a way to serve someone else the way my parents have served me with nothing in return except gratitude and a smile.


For Confirmation, I completed three service projects. The service project I enjoyed the most was working at Our Lady of Good Counsel’s Summer Camp. Because my sister worked there six years ago and said it was fun, I had always hoped to work at the OLGC summer camp. However, when I realized I would have to give up two weeks of my summer vacation, I suddenly didn’t want to do it anymore. But as the date of my service approached, I resigned myself to going through with it and getting my hours finished. Though I dragged my feet walking into the camp in the morning, I always left cheerful and energetic. And though I had to convince myself to do it, the summer camp turned out to be one of the best decisions I made that summer.


The summer camp was not difficult work. Basically, we watched over the children who were there. We would set up the children’s play area before they arrived, making sure everything was as perfect as it could be. When they arrived we would sit down with them and sing, then we would split them up into groups. One group would go to story time, another would go to play time, and the last group would go to art time. During playtime, the activity I usually chose, we would play with the children and make sure the children didn’t get hurt. I formed friendships with some of the kids; one is now my first grade prayer partner at Our Lady of Good Counsel School.


I learned a great deal about life from those kids. Not only did I have a lot of fun working with the children, they have this uncanny ability to teach me even more than I’ve already experienced in life. One important lesson I learned was that I am never too old to learn something new. They taught me that, with the right attitude, I can get through anything I put my mind to. Working with younger children has shown me that sometimes the best lessons in life come from the most unexpected places.


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This is why, especially as I enter high school, continuing my community service remains a priority in my life. I hope to continue my involvement at the summer camp, and volunteer in other community activities. While at Holy Cross, I hope to join some club or group that serves children or the elderly. If no group exists, I want to start a new organization that will help children and senior citizens. We could read to them, eat with them, talk to them, or, to put it plainly, just spend time with them. Hopefully, this will be a lasting organization.


I have had so much fun serving the children. But “fun” doesn’t even come close to describing my feelings when I help these people. Serving these children, I’ve learned many things and gained a new perspective on life. But through it all, I felt only one emotion-the most important emotion needed for service-love.


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Animal Farm , theme

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In the novel “Animal Farm” written George Orwell an important idea is that


“power corrupts”. In this essay I will cover the following dangers of a totalitarian


government, how propaganda is used by one of the characters and revolution


seldom achieves what it intends. This novel can be read in two different ways both


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with a moral presentation or a political understanding relating to the “Russia


Revolutions” (117).


An important idea in this novel is that there are dangers of a totalitarian form of


government. This is when a community is imposed and characterized by the


government to have complete control over all aspects of life. The animals were


tired of being ruled by Mr Jones. Old major who started the “Rebellion” said “let


us face it, our lives are miserable, laborious and short”. His dream, which was


passed on to the animals in the farm, was to take over the land of the farm and be


independent animals. Old Major said “Only get rid of man, and the produce of our


labour would be our own. Almost overnight we could become rich and free”. This


“Rebellion” took place and soon the pigs Napoleon and Squealer took control of


the farm and the animals in a corruptive manner. This shows how one unfair system


is, easily replaced by another.


Cunning techniques of propaganda are used by Squealer to keep the pigs in power.


At the begging of the novel in chapter two, George Orwell says Squealer was “a


brilliant talker, and when he was arguing some difficult point he had a way of


skipping from side to side and whisking his tail, which was some how very


persuasive”. Squealer had a way of keeping the animals faith in believing the ways


of the “Rebellion”. When their was a shortage of food “in any case Squealer had


no difficulty proving to the other animals that they were not in reality short of food,


whatever the appearance might be”. George Orwell says “Squealer always spoke


of it as a readjustment never as a reduction”


Lastly the idea’s that revolution seldom achieves what it intends which is shown


through the novel. The uprising of the animals represents the Revolutions of


117’s in Russia, when they couldn’t take the cruelty any longer, from not being


fed for the weekend, in chapter two, where Jones is kicked off the farm, much like


the Tsar. The “Manor Farm” was renamed to “Animal Farm” as Russia was also


renamed. We find at the end of the novel, as in Russia, the life of the animals are


no better, an example of this is in chapter six when boxer’s twelfth birthday has


taken place and he has a split hoof, he is near retirement and there is still a shortage


of food.


This novel is symbolic to the “Russia Revolution” and was written in a very


effective way through the presentation of a moral and having the theme of “how


power corrupts”. This novel has helped me to understand that “power corrupts and


absolute power corrupts absolutely”.


Justin thomas


50 words


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Compare the number strand of Mathematics in the New Zealand Curriculum and the stages of the Numeracy Project Framework (Knowledge and Strategies). Describe how they are similar, and how they differ.

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The Ministry of Education seem to be forever trying to improve upon what is being taught in the classroom, and the New Zealand Mathematics Curriculum and Numeracy Framework are two of many ways.


The Mathematics Curriculum and the Numeracy Framework, where they do not mirror each other, they more or less compliment one another. The Curriculum for sure is an extremely useful tool for teachers, as it tells teachers what students should know at what level, but it does not explain to the teacher how to teach the things which The Curriculum asks.


The Curriculum is a broadened version of what is to be taught in New Zealand classrooms, and is a simple guide to what students should be achieving. The Framework however, is a more in depth expansion of The Curriculum. The Numeracy Framework is designed to be easy to follow, and is broken down into two simple groups, Knowledge, and Strategies. The Framework is also based upon the key idea that teachers should begin to teach from where the child is at, not what level The Curriculum says that a child of whatever age should be. In The Framework, instruction is based upon how children think.


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The Curriculum sets all of the Achievement outcomes from Primary levels, right up to High-school levels, and states the learning outcomes which students need to achieve. It is kind enough to include a few examples of ‘suggested learning experiences’, but it fails to focus in any detail how students can develop mental strategies to solve problems of each level. The Framework however, explores how students of different stages of learning can use different strategies to solve problems under the same requirement in The Curriculum levels.


In relation to the Achievement Aims and Objectives, The Framework makes clear distinctions between two main strands, strategy and knowledge.


The Framework categorises number exploring as knowledge, and all the different ways of working problems out on the basis that students use knowledge and strategy.


The Numeracy project began in 001, based on an Australian project with similar ideas, called ‘Count me in too’. Because New Zealand was following behind, the team who designed the New Zealand version had the chance to sit back and see where Australia had missed parts, or not explained things fully enough, and made adjustments as they saw fit. From here, the Numeracy Framework was born. A key idea of The Framework, and something that goes against everything I myself was ever taught in Maths, is that the most important Maths is done in your head, not with pencil and paper. Children are to begin with tactile equipment, then move on to counting with their fingers, to imaging and so on. Writing Maths problems, comes last.


From my personal experience, I recall doing a whole lot of worksheets, where we were to answer 0 addition, or subtraction problems, we were given one minute, and we had to see how far we could get. Needless to say, I myself never got very far. With textbooks, the class would start at the beginning of the session on a chapter in the textbook, and you were to be finished by the end of the lesson. If not, I suppose it was a bit of tough luck, as you still had to move on to the next section in the next Maths class, even of you hardly understood the previous chapter. It was not at all an independent thing, you had to keep up with the class, which is not always possible, as everyone has different strengths, and weaknesses.


The Framework, however, has the idea that you cannot push students into moving up a level, until comes a time when they are completely comfortable with the level they are on, and understand the strategy behind it to move on. This is similar in The Curriculum where all the levels fade in and out over a certain number of years, for example a student may be in Year Three, but still at the tail end of Level One in The Curriculum. In The Framework however, it is slightly different. Students can sometimes be in-between stages, (The Framework has ‘stages’, while The Curriculum has ‘levels’)


The Number Framework believes that once students have knowledge, they build the foundation for Strategy. The strategy then creates new knowledge through use


The Framework also stresses the importance of students making progress in both the Knowledge and Strategy strands. It is no good to be strong in one strand, or the other. Students need strong knowledge so that they can broaden their strategies, and knowledge is something that they need to design those strategies.


The Framework involves no writing in Maths until Stage -4, whereas The Curriculum has students reading and writing any two-digit numbers right from Level One. In The Framework it says that students need to be able to identify any two-digit number, but it does not say anywhere that they have to write it down.


To break each level/stage down into similarities and differences, I will begin at the start. I have roughly matched levels of The Curriculum, up with the stages of The Framework, beginning at Stage zero to two of The Framework, matched up with level one in The Curriculum.


Similarities between the two include that students can solve simple addition or subtraction problems in the range of 0. They must also be able to develop mental strategies for adding and subtracting numbers, and be able to find one half, and one quarter of a shape.


Differences include that in The Framework, for example, the mental strategy used in a particular activity, is the use of supporting materials, such as fingers which is clearly described in the strategies section. The Curriculum does not mention what the actual mental strategy used is, so teachers are to guess, or simply know all of the different mental strategies. Also, with the strategies section of The Framework, the students must solve multiplication and division problems by counting one to one, with the aid of materials. This is also not mentioned in The Curriculum at Level one.


In Stage three to four, I have matched it closest with Level Two of The Curriculum. Similarities between the two include mentally performing calculations involving addition and subtraction. Writing and solving story problems which involve whole numbers using addition, subtraction, multiplication and division. Also seeing the number ten as a complete count made up of ten ones, and solving addition and subtraction questions by using a combination of tens, and ones. They must also recognise sharing operations.


Differences are that the strategies section of The Framework means that strategies figure out that there is a transition from counting on materials, by imaging, and then advanced counting follow behind. The Curriculum suggests the developing of recall of multiplication facts through a programme that is done on a regular basis, for example at the start of every Maths lesson. This is not implemented in The Framework.


Roughly, I have matched Stage five to six of The Framework to Level three of The Curriculum. Similarities include that students maintain addition and subtraction facts. They can recall the basic multiplication facts, and solve practical problems, which require finding fractions of a whole number.


Differences are that students eventually establish part-whole strategies, these strategies involve finding the answer from basic known facts, such as ‘doubles’, or ‘fives make tens’ which is found in the strategies section of The Framework. The strategies section of The Framework also mentions that students can estimate answers and solve additions and subtraction tasks by choosing appropriately for a broad range of advanced mental strategies. It also says that students can find answers from known multiplication and division facts to estimate answers and solve fraction and proportion problems.


The Curriculum is different in that it says students will use calculators, concrete materials and mental methods to find fractions of a whole number. The Framework does not say this. In The Curriculum, it is difficult to tell how exactly, students think to solve the problems as strategies.


Stage seven to eight of The Framework, is roughly matched up to Level four of The Curriculum. Similarities include that students ca investigate possible ways of renaming numbers using decimals, to solve addition and subtraction tasks in relation to decimal numbers. They can also explain satisfactory algorithms for addition, subtraction, multiplication and division problems. They can find equivalent fractions and use unit fractions to solve problems with fractions, proportions and ratios. They can also convert decimals to fractions where appropriate.


Differences include that in the strategies section of The Framework, the students can use reversibility in decimal numbers. In the same section of The Framework, they can involve partitioning one, or more of the factors to solve multiplication and division problems, such as, for example 4x6 = (0x6) + (4x6). Still in the strategies section, students can find relationships between units of different quantities and convert between fractions, decimals and percentages to solve problems in relation to fractions, proportions and ratios. The Curriculum is different as can be seen, as it includes none of the above, which are all such important things for a student to know. The Curriculum is different to The Framework as it explains the outcomes of multiplication and division using decilmals, whereby The Framework does not.


In conclusion, it can be clearly seen that the major similarities are seen in the overall attention to the individual student in The Framework, whereas The Curriculum concentrates on the class group as a whole. Also the development of mental part/whole strategies is paid attention to far more in The Framework than in The Curriculum. The Framework also describes how students can achieve every aim through developing simple mental strategies in practical ways, while The Curriculum is more focused on the requirement for every level, and the mental strategies that students should have, but not necessarily how the students will achieve these strategies.


The Framework has it right, whereby it stresses the importance that the most important Maths is done in your head, The Curriculum stresses the importance of writing Maths, even though this is not the best way for children to learn. The Framework also bases teaching on the idea that by beginning to teach a child from where they are at, and not simply assuming every child has the same strengths and needs, and treating each child as an individual, the teacher can then assess their needs to become better Mathematically.





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notes for legal studies

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Rule of law � (as used by Western democratic legal systems)


ɨ A principle that requires the law to be known and applicable to all citizens


ɨ in other words


1. the law should be known with a certainty of application to all people that it may affect


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. the law should not be applied arbitrarily � it should apply to all people equally.


Common law


ɨ predominant feature � creation and application of law by judges � made in the courts, has rules that limit the way evidence is presented, who may talk, and in what order the case is presented


ɨ the way in which common law is used is determined by the b doctrine of precedent (series of rules that attempt to ensure consistency between judicial decisions)


Natural law


Doctrine of natural justice founded in the notion that logical reasoning may allow the determination of just, or fair, processes in legal proceedings. Eg. A person who makes a decision should be unbiased.


Public and Private Law


Public � constitutional law, administrative law, criminal law. Governs the conduct of government law-making and administrative institutions and provides guidance within domestic jurisdiction.


Civil law � the negligence of another or breach of contract. Member of public against other member for civil wrong.


Criminal law � prosecutions by the state of individuals for ‘breaches of the peace’.


Private law � law of contract or tort, evolves from the interactions of private actions.


Contract law � governs legal obligations and promises made between citizens eg Carlill v. Carbolic Smoke Ball Company


Tort law � trespass to property, damages for assault, negligence.


Equality


ɨ formal equality � everyone should be treated equally regardless of background, status of belief


ɨ equality of opportunity � equal treatment in terms of their access to employment and services


ɨ Equality before the law � implies that everyone is treated equally in their dealings with the law


ɨ Equality of outcomes � that the result of certain exercises will be equality


Justice


Good and fair according to universal principles.


Characteristics of a just law ( eg.s)


ɨ treats all people equally


ɨ utilitarian (ensures the greatest possible happiness for the greatest number of people)


ɨ can be evoked without undue delay


Administrative law


Deals with how government departments work, their rights and their duties toward private citizens


HUMAN RIGHTS


State Sovereignty


The power of the state to have control over it’s territory and subjects (state = nation). Important in human rights because it allows asylum seekers to gain political refuge, but also restricts actions of concerned states and allows human rights abuses to go unpunished.


The Three Generations of Human Rights


1st � civil and political


ɨ protect individuals from the arbitrary exercise of power by the state


ɨ listed in the ‘International covenant on civil and political rights 166’ � eg. Freedom from slavery


nd � economic, social and cultural rights


ɨ concerned with the material and cultural well being pof people.


ɨ Listed in the ‘International covenant on economic, social and cultural rights 166’


rd � solidarity rights


ɨ status in International law varies � but often collective in nature.


ɨ Eg. Right to development recognised in the ‘Declaration on the Right to development 186’


(Collective rights belong to a group of people eg. Self determination � right to govern themselves and determine their own future)


PROTECTION OF HUMAN RIGHTS


Internationally


ɨ the United Nations Charter 145 � has the promotion of human rights as its fundamental purpose


ɨ the International Bill of Rights � consists of the Universal Declarations on Human Rights 148 etc.


ɨ Customary International Law � prohibits against slavery, genocide and racial discrimination


Enforced by


ɨ charter based bodies � eg. Commission of Human Rights. Set up under United Nations Charter


ɨ treaty based bodies � established by international human rights treaties. Includes


- Human Rights Committee


- Committee against Torture (CAT)


Domestically


Main way Human Rights are protected is through Statue Law, eg. Sex Discrimination Act 184 (Cwlth)


Also


ɨ human rights treaties and international enforcement procedures


ɨ Australian Constitution � eg. Right to vote NO BILL OF RIGHTS


ɨ Non-interference � eg. Freedom of movement protected because the law doesn’t interfere


ɨ Common- law eg. Right of tenant to quiet enjoyment of a rented property


International and Domestic


Non government organisations


- publicise human rights


- provide unbiased human rights information


International Amnesty International


Domestic NSW Council for Civil Liberties





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hot bitches

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WELCOME!


This site is all about English words and phrases�what they mean, where they came from, how they have evolved, and sometimes the ways in which people misuse them.


It’s getting rather large (150+ pages). To help you find things, it’s divided into six sections, each with its own theme and index see SECTION INDEXES in the left-hand navigation column on any page. Several general indexes and a search engine may also help you�see the links in the navigation column headed FINDING THINGS.


All pieces appeared first in the free newsletter, sent out by e-mail every Saturday to 17,000+ subscribers worldwide. To get it, select the MAILING LIST link on any page. (That page also has a link to the back issues archive.) If you’re already a subscriber, you can use the same link to update your subscription or send a gift subscription.


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We have a strict privacy policy in place.


NEW PIECES ADDED THIS WEEK


Q AND A SECTION


When we make comments like Butter wouldn’t melt in his mouth, we mean the person referred to appears gentle or innocent but isn’t; but why that expression? The same question applies to another old saying, To pull one’s leg, for making fun of a person. A subscriber’s question about an old American expression, Rushing the growler, opens an alcoholic can of worms.


WEIRD WORDS SECTION


A Snickersnee sounds as dangerous as it actually was.


PIECES RECENTLY ADDED


ARTICLES SECTION


Pronouns and possessive antecedents; Words of 00; Plain English Campaign Awards 00.


Q AND A SECTION


Cooties; Teetotal; ; Besmitten; Camp; Take a gander; Chance your arm; know your onions; Bated breath; deader than Kelsey’s nuts; Ketchup versus catsup; Make ends meet; Break a leg; Harebrained.


REVIEWS SECTION


Oxford Guide to Word Games; Mighty Fine Words and Smashing Expressions; Dubious Doublets; Longman Dictionary of Contemporary English; The Grouchy Grammarian; Dog Days and Dandelions.


TOPICAL WORDS SECTION


Lasagne; Horlicks; Nano; Like Billy-o; Tiddlywinks; Credible; Moment; Faze; Boffin; Banana; Curriculum; Problemsome; Murder; Confide.


TURNS OF PHRASE SECTION


Bright; Polypill; Metrosexual; Eco-cement; Caf�s Scientifique; Leisure sickness; Diabesity; Neuroeconomics; Social software; Neurotheology; Blue revolution; Caffeinol; Shock and Awe; SARS; Geosequestration.


WEIRD WORDS SECTION


Cymbocephalic; Groze; Slubberdegullion; Magiric; Cachinnatory; Eyot; Bodacious; Josser; Hobbledehoy; Picayune; Kelemenopy; Cheat-bread; Metoposcopist; Popinjay; Tantivy; Ultracrepidarian.


NEXT UPDATE


This site is usually updated on Saturdays. The next update is therefore due on Saturday August. However, I’m taking it easy throughout August (writing World Wide Words may be a hobby, but I still need a break occasionally), so you will see only one new piece then, on Coulrophobia. Normal service will be resumed on Saturday 6 September.


WORDS ABOUT WORDS


While slang may be condemned by purists and schoolteachers, it should be remembered that it is a monument to the language’s force of growth by creative innovation, a living example of the democratic, normally anonymous process of language change, and the chief means whereby all the languages spoken today have evolved from earlier tongues. [Mario Pei, The Story of Language (14)]


As anyone who works on a newspaper knows, there’s a wild, imprecise world out there in which ‘fewer’ is confused with ‘less’, ‘prevaricate’ is muddled with ‘procrastinate’, ‘flout’ and ‘flaunt’ are used as synonyms, no one can spell ‘stationary’, and in which you have to be more than 65 to appreciate the joy of a well-placed semi-colon. [Robert McCrum, The Observer, 1 July 00]


Words are like leaves, and where they most abound / Much fruit of sense beneath is rarely found. [Alexander Pope, An Essay On Criticism (1711)]


In language, the ignorant have prescribed laws to the learned. [Richard Duppa, Maxims (180); quoted in the Oxford Dictionary of Thematic Quotations (000)]


A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. [George Orwell, Politics and the English Language, first published in Horizon (146)]


One forgets words as one forgets names. One’s vocabulary needs constant fertilizing or it will die. [Evelyn Waugh; quoted in the Cassell Dictionary of Contemporary Quotations (16)]


Not in books only, which all acknowledge, nor yet in connected oral discourse, but often also in words contemplated singly, there are boundless stores of moral and historic truth, and no less of passion and imagination, laid up�from these, lessons of infinite worth may be derived, if only our attention is roused to their existence. [On the Study of Words, by Richard Chenevix Trench (1851)]


WORDS ABOUT WORLD WIDE WORDS





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Climatology

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Design is extremely important in optimising human comfort and minimising energy use


in a house. A house that is designed to utilise the conditions of its surrounding


environment can minimise energy use, and costs, and guarantee a comfortable living


space. There are many factors that can effect the efficiency of energy use in a house.


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These can vary from the topography, aspect, vegetation types to the climate. Climate


varies across the world as does housing designs to suit these climates. Australia is a very


large continent and as a result of that has a varied climate. Darwin and Hobart are two


examples of the different extremes of Australia’s climate. Darwin, located in the far


north of Australia has a hot humid climate. Hobart, the southern most city of Australia


has a cool temperate climate. Being in such different climates it is only rational that


houses would be designed differently to optimise comfort and minimise energy use.


Design is very important in houses as not all houses are suited in all areas. A well


designed house can reduce energy costs of a building, utilise natural energy and create a


comfortable environment for humans. Even the arrangement of rooms inside a house is


important. For example for the comfort of the occupants bedrooms may be best placed


away from the east so that they are not disturbed by the morning sun. In a well designed


house heating bills can be dramatically reduced by utilising the natural thermal of the


sun. By using trees as shade and correct positioning of a house, the occupant could be


much cooler and comfortable. Climate has a major effect on building performance and


energy consumption. The process of identifying, understanding and controlling climatic


influences at the building site is perhaps the most critical part of building design (Urban


climate, 7/5/0).


It is important to think of where a house is going to be built and what surrounding


features will affect its efficiency. Topography is important. For example if you were to


build on the side of a mountain you would experience cold winds and possibly more rain


than at lower altitude. Nearby buildings could also effect the conditions at your house.


Vegetation heights, mass and how close they are to the building all have an influence.


Once the site has been chosen it is then very important that the right building decisions


are made. The positioning of a house is extremely important, along with shape and


height. The materials used go hand in hand with design to reach the optimum comfort


levels. Climate has already been identified as, and probably is the most important, factor


influencing house design.


Australia has six main climate zones and each climate zone needs a different design


approach (BOM, 7/5/0). Hobart has a cool temperate climate meaning in summer it is


mild and in winter it is cool. Hobart’s yearly temperature ranges from 4.5ºc - 1ºc .


(BOM). The lowest temperature reached is -.8ºc, and the highest temperature is 40.4ºc.


It is in the temperate zone which experiences a wide range of diurnal and seasonal


temperatures but still has moderately hot summers and cold winters (Drysdale 175). It


can be seen from these temperatures that houses have to able to be able to keep heat in in


winter and heat out in summer. The precipitation in Hobart is constant throughout the


year, slightly higher over winter.





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An Angel at my Table

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Of the many films that make up New Zealand director Jane Campion’s filmography, only two are New Zealand stories, produced in New Zealand. They are An Angel At My Table (10) and The Piano (1). The Piano was made with finance provided by French production company CiBy 000, who sought to invest in a range of films made by experienced and new talented film directors. The Piano was made by an Australian production company, so technically The Piano does not qualify as a New Zealand film. (Film in Aotearoa 16 pp18-184) A case could be made for The Piano to be included in a study of New Zealand cinema because of the creative control afforded Campion by the investors, the cultural relevancy of the subject matter, and the New Zealanders involved in making the film. Conversely An Angel At My Table was made with a majority of funding from the New Zealand Film Commission, and by a New Zealand production company. Pertinent to the Film Commission investment is the fact that profits from the film are re-invested in the New Zealand film industry.


An Angel At My Table is the story of author Janet Frame. Her contribution to the literary arts provides a very significant component of New Zealands cultural heritage. Frame’s writing is renowned for the way it delves into the darker side of the human psyche, and provides an interesting parallel to the ‘dark’ reputation of films produced in New Zealand. The cultural significance of Frame’s work in New Zealand also makes any links between her and film making in New Zealand relevant and interesting areas for study. Because Angel is a New Zealand product in its entirety, it is the most appropriate of all Campion’s films to include in a study of film in New Zealand.


Angel was made by Auckland based Hibiscus films, and relied heavily on New Zealand talent for making the film. It was produced by New Zealander Bridget Ikin and co-produced by John Maynard. Because of the ‘New Zealandness’ of the story, Angel provided roles for many Kiwi actors. It established the career of Kerry Fox, who went on to act in many critically acclaimed films (amongst them, Shallow Grave (14) and Welcome to Sarajevo (17), and more recently the French production, Intimacy (000)). In true New Zealand fashion, Campion even managed to find a role for her thespian mother, Edith Campion. Creative and technical roles on the film were filled by Kiwi talent, backed up with a New Zealand crew. Of the $.8 million dollar budget, the New Zealand Film Commission contributed $.7 million. The remainder was contributed by Television New Zealand, Australian Broadcasting Corporation and Channel 4.


Angel proved to be a healthy investment for the Film Commission. The worldwide earnings for Angel topped $5.1 million, providing the commission with a $.6 million dollar return. Angel is one of the Commission’s highest grossing films, second only to Once Were Warriors (14, Dir. L. Tamahori). (L.Shelton per. comm. 1/10/01) Financial success is by no means a definitive gauge by which to measure a films relevancy for study, it is however a interesting point to raise when the flow-on effect of this profit is taken into consideration. Any profit made by the Film Commission gets re-invested in more New Zealand films. Of the 6 productions made in New Zealand between 11 and 000 7% received at least some support from the Film Commission. Obviously this support cannot solely be attributed to the profits received from Angel, but there are a wide variety of projects included in that list and it highlights the benefit to New Zealand feature films as a whole if the Film Commission is in a healthy financial position. (Film Commission Handout, Feature Films made in NZ since 140 - By year Sep 000)


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Angel was originally intended to be a three-part television series, however after being so well received by festival audiences, Campion was persuaded to release it in cinemas. Angel won a record number of awards at overseas film festivals. The first New Zealand film to be selected for entry at the prestigious Venice Film Festival, the film went on to scoop a record seven awards at the 10 festival, including the Special Jury Prize. In this same year Angel was selected for show at the New York Film Festival (a non-competition based festival). After winning numerous Australasian prizes Angel went on to more international success at the 11 Berlin Festival, winning the ‘Most Popular Film’ prize. A total of nineteen awards was capped at the Belgium Festival where it won ‘Film of The Year’ These accolades led to Sales of Angel for theatrical release in Australia, the United States, Canada, the United Kingdom, France, Germany, Belgium, the Netherlands, Sweden, Spain and Japan. This worldwide exposure of a New Zealand film contributes substantial ‘kudos’ to, and recognition of, the New Zealand film industry. Film Commission Marketing Director Lindsay Shelton is reported saying


“If anyone in the world still didn’t know about New Zealand films, the Venice and the New York showings would give them a more detailed impression of what New Zealand is like and what New Zealand can do” (Evening Post 1..0)


Angel has helped establish a reputation for the developing film culture in New Zealand.


Not only did the film industry in New Zealand receive a boost from Angel’s success, so too did New Zealand’s cultural reputation. Many of the countries that bought cinema release rights for the film arranged for the republishing of Frame’s books to be released in conjunction with the film. Frame’s novels gained access to a new and wider audience. Frame’s biographer Michael King notes a steady stream of reprints of her books after the release of the film, especially those translated into foreign language editions � “undreamed of ten years previously” (King, 000, p47) As the work of one of New Zealand’s authors seeps into new places so to does awareness of the cultural identity of the nation.


The films subject, author Janet Frame, is the second reason why Angel is appropriate for inclusion in a study of New Zealand film. Frame’s work has contributed significantly to the cultural identity developing in post-colonial New Zealand. Owen Marshall, the novelist, from Frames home town of Oamaru, is recorded stating


“Almost every town, moor, lake, city, street, or railway station has its reference in British literature; famous or obscure, but an aura all the same. I had a strong feeling as I read the first volume of Janet Frame’s autobiography, that it is such books which are enriching the literary associations of our own country and in this instance our own town of Oamaru…[This] book has special piquancy and adds in a subtle way to our relationship with the place in which we live. (King, 000, p455)


Frame has received considerable recognition for her writing, having won almost all major awards in New Zealand literature. The first and last two books of the autobiographical trilogy recieved the Wattie Book Award. The middle book An Angel At My Table recieved the New Zeland Book Award. Frame was awarded the Commonwealth Writers Prize in 18 for her novel The Carpathians. She was awarded the CBE for her services to literature in 18, the Order of New Zealand in 10, the country’s highest civic award. The documentation of the life and times of this internationally renouned author, especially one which has been executed in the spirited but sensitive manner that has been shown in Angel, is a valuable cultural resource.


In the Centenary of Cinema trailer Cinema of Unease Sam Neill identifies a dark undercurrent to the films produced in New Zealand. Frame’s writing also conveys deep human emotion and suffering. Disquiet in the minds of characters is the primary subject matter for her books. After reading Frames novel Owls Do Cry Australian novelist Patrick White made this comment


“The Withers family [the central characters of Owls Do Cry] revealed a characteristic despair and confusion under the simple, uncomplicated New Zealand surface. I shouldn’t be surprised if any New Zealander took a gun to his neighbour. Guns to New Zealanders are what axes are to Poles”


(King, 000, p4)


Apart from her autobiography, A State of Siege is the only book of Frame’s to be adapted for the screen. A State of Siege was directed by Vincent Ward in 178. The film was a project of Ward’s while he was studying fine art at Canterbury University. Frame has been reluctant so see her work make it to the screen. Prior to Angel she had been approached by both John O’Shea and Patrick Cox who wished to make a feature film out of her novel Owls Do Cry. She declined both offers, stating that she was uncomfortable with the idea of having the story turned into a commercial film. (King, 000, pp41,41) Consequently A State of Siege provides the only tangible link (apart from the autobiography) between Frame’s writing and the cinematic phenomenon Neill recognises in New Zealand cinema. However it is possible to see her contributing to the mythological construct of New Zealand as a nation brooding with madness under the surface.


With Angel Frame offered her co-operation and support during the making of the film. Frame was consulted on matters of casting and had final approval on the script. King reports how much Frame enjoyed spending a week watching the shooting of the film, after which she said “I’m full of admiration for the talent and dedication of all the crew” (King, 000, p484) Frame described Laura Jones’s script as “luminously beautiful” (King, 000, p484) Frame maintained her satisfaction with the completed film. After viewing the film, Frame commented


“When you write you do not have the same financial constraints placed on film-making, but within its own limits it found its own freedom and did it splendidly. For me that is a sign of excellence” (Evening Post 4/7/0)


Frames approval of the film heightens the prestige attached to the film, enhancing the authenticity, and securing its status as a national treasure.


As a film, Angel deals frankly with Frames time in mental institutions, and fits into the paradigms of New Zealand cinema outlined by Neill. Interestingly, the scenes in the mental institution are the only diversion and embellishment from the original autobiography. As this component was absent from the autobiography, Campion chose to dramatise mental hospital scenes published in Frame’s earlier novel Faces in the water. (King, 000, pp475-476) Campion’s intention with the film however, was to break down the ‘mad writer’ connotations associated with Frame. After reading Frame’s autobiography Campion was deeply touched with Frame’s ability to describe a New Zealand childhood. Also learning of her misdiagnosed schizophrenia, the subsequent eight year stay in mental institutions and the near miss with a lobotomy, Campion felt compelled to debunk the myth of Frames mental illness and celebrate her talent as a writer. In an interview with Campion, published in The Guardian, Campion describes her intention for the film


“…I grew up with Janet’s fiction and I was very familiar with her legend as New Zealand’s mad writer. A lot of us thought her work was the result of her supposed schizophrenia…but then I found the three autobiographies painfully unravel this myth, and I wanted to make the story of her life available as widely as possible.” (The Guardian 6/0/0)


Indeed, it appears the inspiration for the film was not only the myth surrounding Frames persona, but Frames particular skill at capturing and expressing an aspect of New Zealand life. In a interview with Michel Ciment, Campion spoke of Frames book To the Island


“It awakened my own memories of my childhood; her book really seemed to me to be a essay on childhood in New Zealand. I loved it; it was very emotional, and I wanted to share this experience with a large number of people”. (V. Wright Wexman ed., 1, p6)


With a potently strong New Zealand essence at the core of it, Campion has returned to the country of her origin for Angel. Angel highlights how sucessful we can be when we look to the work of talented New Zealand authors for cinematic inspiration. Campion has made a New Zealand film that exposes and explores part of the cultural identity of this country. Frame’s work has provided heartfelt documentation of growing up in post-depression New Zealand. Historically, Frame has provided us with an understanding of New Zealand’s evolving attitudes towards family life, education, women, treatment of mental illness, experiences of writing and the New Zealand writing community. Invaluable historical information for which we can be greatful to have such a talented New Zealand woman to articulate in the first place, and then another capable of capturing it on screen.


By happy coincidence not only is Angel spiritually grounded in New Zealand but fiscally as well. Of Campion’s two New Zealand films, Angel provides the best example of the New Zealand film industry producing a self sustaining film. Angel’s financial success went on to benefit others in the industry and also drew attention to the high level of skill and craftsmanship in the New Zealand film industry. Angel provides a shining example of the benefits gained by the film industry when a New Zealand film does well overseas. Whether there will be an opportunity to consider one of Campions future films as suitable for inclusion in the study of New Zealand films remains to be seen. What also remains to be seen is how many Kiwi film makers learn Campion’s key to sucess with Angel, and look to tell stories penned by one of the countries many literary greats.


Filmography (Films viewed as research on this project. Chronological order.)


A State of Siege, Dir. V. Ward, Pro. T. White, (Canterbury University, School of Fine Arts), 178.


Peel, Dir., writer and editor, J. Campion, (Australian Film and Television School), 18.


A Girls Own Story, Dir., writer, J. Campion, (Australian Film and Television School), 18.


Passionless Moments, Co-pro., Co-dir. and Screenplay J. Campion, G. Lee, (Australian Film and Television School), 184,


Sweetie, Dir., J. Campion, Co-written J. Campion, G. Lee, (Arena Films), 18.


An Angel at My Table, Dir., J. Campion, Screenplay, L. Jones, (Hibiscus Films), 10.


The Piano, Dir., J. Campion, Screenplay, J. Campion, Pro., J. Chapman, (CiBy000), 1.


Portrait of a Lady, Dir., J. Campion, Screenplay, L. Jones, Co-pro., M. Montgomery,


M. Turnbull, A. Wingate (Gramercy Pictures), 16.


Holy Smoke, Dir., J. Campion, Co-written, J. Campion, A. Campion, Pro., J. Chapman, (Miramax), 1.


Cinema of Unease, Co-dir., S. Neill, J. Rymer, Co-written, S. Neill, J. Rymer,


(Top Shelf), 15.


Works Cited (alphabetical by author)


Ed. J, Bieringa, J. Dennis, Film in Aotearoa � Would-be Warriors, Peter Calder, 16, pp18-184)


M. Derek, 6/0/0 The unravelling of a mad myth, The Guardian, London, England.


Film Commission Handout (provided in class), Feature Films made in NZ since 140 �


By year, Sep 000.


King, Michael. Wrestling with the Angel. A life of Janet Frame. Penguin Books,


New Zealand, 000.


Ed. V, Wright Wexman, Jane Campion Interviews, University Press Mississippi, 1.


Filmography (Films viewed as research on this project. Chronological order.)


A State of Siege, Dir. V. Ward, Pro. T. White, (Canterbury University, School of Fine Arts), 178.


Peel, Dir., writer and editor, J. Campion, (Australian Film and Television School), 18.


A Girls Own Story, Dir., writer, J. Campion, (Australian Film and Television School), 18.


Passionless Moments, Co-pro., Co-dir. and Screenplay J. Campion, G. Lee, (Australian Film and Television School), 184,


Sweetie, Dir., J. Campion, Co-written J. Campion, G. Lee, (Arena Films), 18.


An Angel at My Table, Dir., J. Campion, Screenplay, L. Jones, (Hibiscus Films), 10.


The Piano, Dir., J. Campion, Screenplay, J. Campion, Pro., J. Chapman, (CiBy000), 1.


Portrait of a Lady, Dir., J. Campion, Screenplay, L. Jones, Co-pro., M. Montgomery,


M. Turnbull, A. Wingate (Gramercy Pictures), 16.


Holy Smoke, Dir., J. Campion, Co-written, J. Campion, A. Campion, Pro., J. Chapman, (Miramax), 1.


Cinema of Unease, Co-dir., S. Neill, J. Rymer, Co-written, S. Neill, J. Rymer,


(Top Shelf), 15.


Works Cited (alphabetical by author)


Ed. J, Bieringa, J. Dennis, Film in Aotearoa � Would-be Warriors, Peter Calder, 16, pp18-184)


M. Derek, 6/0/0 The unravelling of a mad myth, The Guardian, London, England.


Film Commission Handout (provided in class), Feature Films made in NZ since 140 �


By year, Sep 000.


King, Michael. Wrestling with the Angel. A life of Janet Frame. Penguin Books,


New Zealand, 000.


Ed. V, Wright Wexman, Jane Campion Interviews, University Press Mississippi, 1.


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

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that eye in the sky

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Conversely, drawing from traditional Aboriginal culture, Cloudstreet presents that the only way for Fish to be truly free, is to enter the spiritual world. By entering the spiritual world, he becomes free of his disability and becomes enlightened, as illustrated by his omniscient narration. Fish seeks out the river, which he should have died in as a child and seeks to get out of the purgatory of living a retarded existence, entering into the spiritual world he belongs to. Fish’s drowning reflects Aboriginal values of the spiritual precense entering into nature, as a consequence of the ending of the physical life. Tim Winton’s Cloudstreet is a text that challenges the cultural domination of white Australians. Traditional Aboriginal culture is presented as a valuable insight into spirituality and a sense of place. The text presents the coexistence between Aboriginal culture and the other cultures existent within Australia. This is done remarkably using white families as a conduit of displaying Aboriginal culture, awakening white readers to the historical ignorance Australia has shown to Aboriginal culture. We can realize that there is much for us to learn from Aboriginal culture. yuypt 0-uydyikuljkoipoip ioim =0r6uy- uk-ukp[yguytdikuyts


Conversely, drawing from traditional Aboriginal culture, Cloudstreet presents that the only way for Fish to be truly free, is to enter the spiritual world. By entering the spiritual world, he becomes free of his disability and becomes enlightened, as illustrated by his omniscient narration. Fish seeks out the river, which he should have died in as a child and seeks to get out of the purgatory of living a retarded existence, entering into the spiritual world he belongs to. Fish’s drowning reflects Aboriginal values of the spiritual precense entering into nature, as a consequence of the ending of the physical life. Tim Winton’s Cloudstreet is a text that challenges the cultural domination of white Australians. Traditional Aboriginal culture is presented as a valuable insight into spirituality and a sense of place. The text presents the coexistence between Aboriginal culture and the other cultures existent within Australia. This is done remarkably using white families as a conduit of displaying Aboriginal culture, awakening white readers to the historical ignorance Australia has shown to Aboriginal culture. We can realize that there is much for us to learn from Aboriginal culture. yuypt 0-uydyikuljkoipoip ioim =0r6uy- uk-ukp[yguytdikuyts


Conversely, drawing from traditional Aboriginal culture, Cloudstreet presents that the only way for Fish to be truly free, is to enter the spiritual world. By entering the spiritual world, he becomes free of his disability and becomes enlightened, as illustrated by his omniscient narration. Fish seeks out the river, which he should have died in as a child and seeks to get out of the purgatory of living a retarded existence, entering into the spiritual world he belongs to. Fish’s drowning reflects Aboriginal values of the spiritual precense entering into nature, as a consequence of the ending of the physical life. Tim Winton’s Cloudstreet is a text that challenges the cultural domination of white Australians. Traditional Aboriginal culture is presented as a valuable insight into spirituality and a sense of place. The text presents the coexistence between Aboriginal culture and the other cultures existent within Australia. This is done remarkably using white families as a conduit of displaying Aboriginal culture, awakening white readers to the historical ignorance Australia has shown to Aboriginal culture. We can realize that there is much for us to learn from Aboriginal culture. yuypt 0-uydyikuljkoipoip ioim =0r6uy- uk-ukp[yguytdikuyts


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Conversely, drawing from traditional Aboriginal culture, Cloudstreet presents that the only way for Fish to be truly free, is to enter the spiritual world. By entering the spiritual world, he becomes free of his disability and becomes enlightened, as illustrated by his omniscient narration. Fish seeks out the river, which he should have died in as a child and seeks to get out of the purgatory of living a retarded existence, entering into the spiritual world he belongs to. Fish’s drowning reflects Aboriginal values of the spiritual precense entering into nature, as a consequence of the ending of the physical life. Tim Winton’s Cloudstreet is a text that challenges the cultural domination of white Australians. Traditional Aboriginal culture is presented as a valuable insight into spirituality and a sense of place. The text presents the coexistence between Aboriginal culture and the other cultures existent within Australia. This is done remarkably using white families as a conduit of displaying Aboriginal culture, awakening white readers to the historical ignorance Australia has shown to Aboriginal culture. We can realize that there is much for us to learn from Aboriginal culture.


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Student Rights

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Professor Ludwig has clearly violated the subject’s right to privacy and dignity. Even though the principal is also in violation of the student’s privacy and he should have preserved teacher and student confidentiality, he violated that creed. The students did not have to honor the request of the principal, but because of his authoritative position and what that role portrays the students may have all participated.


The experiment that was conducted on the group was done without consent from the participants. In addition the subjects are not being protected form personal harm. The scientific research often times removes the element of ethics and she was trying to obtain qualitative research.


Professor Ludwig probably violated the consent ethics because if an interview with the subjects was performed the results may have not been genuine. Protecting the subjects from personal harm was not a concern of the professor. I believe because of the age of the group and the role she assumed they had in society, because of them being in high school. I disagree with the method she used to obtain the information from the teenagers. She was fully aware that if the principal supported her efforts and announced what was to be done to the school then the majority of the students were going to participate. Many other motives may have blinded the students to what this research may or may not do to their reputation or family environment.


Professor Ludwig probably violated the consent ethics because if an interview with the subjects was performed the results may have not been genuine. Protecting the subjects from personal harm was not a concern of the professor. I believe because of the age of the group and the role she assumed they had in society, because of them being in high school. I disagree with the method she used to obtain the information from the teenagers. She was fully aware that if the principal supported her efforts and announced what was to be done to the school then the majority of the students were going to participate. Many other motives may have blinded the students to what this research may or may not do to their reputation or family environment.


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regulating the lives of women

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Regulating The Lives of Women





Unemployment Insurance





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Unemployment peaked in 1 when 1 million people or 5% of the labor force was out of work. With so many families survival tied to market wages, unemployment caused widespread personal and social distress. Always a serious threat for the working class, unemployment became a massive disaster during the Depression, wiping out jobs and any small economic cushion that families had managed to create. But only after the devastation and unrest of the 10’s did the federal government respond. In 15, Unemployment Insurance was included in the Social Security Act to protect workers against the loss of income due to temporary or involuntary joblessness. Despite rising female labor force participation during the 10’s, women did not escape unemployment. This new plan did not adequately recognize female unemployment. They focused primarily on the male breadwinner as the mainstay of family life. The exclusion of many female occupations from coverage, the denial of benefits to part-time workers, and the disqualification’s which fell especially hard on women and effectively forced poor women to take virtually any job, regardless of its safety or security. By penalizing women who try to balance work and family roles, Unemployment Insurance has channeled many other women back into the home, enforced their economic dependence on men, and in general sustained patriarchal arrangements.





Bullet Points for Power Point





· The national Unemployment Insurance program did not appear in the United States until Congress enacted the Social Security Act in 15, six years after the stock market crashed and well after the jobless rate had reached record highs.


· The collapse of the economy, during the Depression, wiped out over 7 million savings accounts and millions of insurance policies. Malnutrition and unattended illness was rampant despite maximum use of free health services.


· Jobless workers engaged in organized forms of protest during the industrial revolution, police armed with rifles and riot guns greeted the 11 hunger march to Washington, D.C. In 1, the Detroit police opened fire on thousands of marchers who refused to halt, killing four and wounding several others.


Key Questions





1. When was the Unemployment Insurance program enacted in the United States?





. What effect did the Depression have on personal and financial issues of the family?





. What was the police response to jobless workers protest in the 10’s?











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

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marketing

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Table of contents


Introduction………………………………………………………………...


Advertising as an element in IMC………………………………………....4


Combining direct marketing and Sales Promotion as an element in IMC....5 Personal selling as an element…………………….……………………….6


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Public Relation in Century 000…………………………………………..7


Creative strategy and the major selling idea of Century 000…………….8


Conclusion…………………………………………………………………


List of references…………………..……………………………….…….10


Bibliography……………………………………………………………....11


Introduction


Nowadays marketing is becoming more and more important in this modern life. Every company must use this strategy to success and move forward. Marketing is a very dynamic lesson, and not just stuck in one point, its developing from time to time. For the recent year many of the company was dominated by the traditional way to promote and present their product, like using the mass media advertising. Companies relied primarily on their advertising agencies for guidance in nearly all areas of marketing communication. We cannot say that this way is wrong, but in this rapid changing time we can use the alternative ways in marketing that is Integrated Marketing Communication (IMC). Tom Duncan and Sandra Moriaty state that IMC is the one of the “new generation” marketing approach being used by company to better focus their efforts in acquiring, retaining, and developing relationship with customer and other stakeholders. For example Mazda company has been selling cars and truck in the highly competitive market in US for three decades, it product has receive a high marks from consumer in areas such as styling, performance, reliability, and value. But during the mid-0s Mazda was lack of focus in its marketing and advertising plans because of unleashed of six new cars in less than a year. From 14 to 17 Mazda US sales dropped by 70 percent and reached their lowest level in 15 years. In the early 17 the Mazda begin its recovery with the new managements. They build new image of Mazda overall personality. They more focus and more repositioning on target market so they can achieve their goal. The success of Mazda is because they having a well planned and executed marketing communication strategy. They integrated they advertising efforts with a variety if other communication technique such as website on internet, direct marketing, sales promotion, publicity, and public relation (PR) and event sponsorship. They are also recognizing that these communication tools are most effective when they are coordinated with other element of marketing program.


From the case study we can see that A.B Dick is a Chicago manufacturer of duplicating machine can be successful with using the Integrated Marketing Communication for their Century 000 printers, the community is aware of his product because Tucker the president agencies were using the marketing communication tool with correctly so the company can achieve these positive outcomes.


In this assignment firstly I will explain about the IMC tool, secondly I will discuss about the case study and finally I will give my conclusion to this assignment.


IMC tool


1. Advertising as an element in IMC


Advertising is one element of the IMC. According to Belch & Belch advertising can be defined as any paid form of non personal communication about an organization, product, service, or idea by an identified sponsor. The paid aspect refers to the space or time for an advertising massage generally must be bought. The non personal means that advertising involves mass media that can transmit the message to a large group of individual at the same time. Advertising is the most used element by marketers to promote their product, it also the most important tool by a company that target a very large amount of market. Advertising can be used by company to create their brands and symbolic appeals.


Inside the case study given we can review that A.B. Dick using the IMC approach with advertising. He uses a six minute video that illustrated the capabilities of Century 000 and also the Color of Money posters to present the printers. What the Tucker did is a good decision because he combined the movie and the product correctly. In the Color of Money posters it represents the Century 000 printer’s result that produce a high quality color. The campaign was successful because they can attract the audience awareness.


The disadvantage of advertising in the cost, company that is not strong enough


Cannot afford this cost even though this is the most useful kind of advertising


. Combining Direct marketing and Sales Promotion as an element in IMC


The other IMC tool is direct marketing, direct marketing itself is a form of advertising and it can be defined as a system of marketing that held by the company to interact directly with the audiences to generate a quick response. The response from the consumer can be a variety it depend on the situation.


Sales promotion is a marketing activity that provides an extra value to sales force, distributors, or the target consumer to stimulate the immediate purchasing. Sales promotion is also important in this IMC approach because some of people might buy some good because of the free gift, they not really interested to the product but they want the awards behind them. Combining these two strategies is a good way to force the sales in a company and we can see from the case study given.


We find that Tucker using a combination of Direct marketing and sales promotion system to generate the promotion of Century 000 printers. It is stated that Tucker is using a direct mail to reach the audience and promotional product marketing to stimulate their ego and give them a free gift along with the video such as a package of microwave popcorn. Why Tucker did very successful in this step, because he can segment the market, give an interesting advertising through the mail and posters and give a promotional product to stimulate them to purchase the printers or create a curiosity and also give a business reply card that is very important for the company to know the response and feedback.


. Personal selling


Personal selling is a marketing activity that involves a two group, the sender and the receiver, and a person to person communications. According to Belch & Belch this direct and interpersonal communication lets the sender immediately receive and evaluate feedback from the receiver. Personal selling is evolving from a focus on persuasive techniques used to sell a product or services to much more marketing oriented partnership with the consumer, and they attempting to establish a long term relationship. This marketing system most used in Multi Level Marketing company because in the Multi Level Marketing there is no advertising in the mass media, so the distributor of the company have to promote their own product by themselves and the most important in the personal selling is we have to build a good relationship for a long term to consumer so they believe the product we sell and then purchase it.


From the case study given it is stated that Tucker is using personal selling combining with the direct marketing because he send a direct mail with a business reply card for consumer who want to know more about the printers. Those who replied the company will send a salesperson to give a live demonstration. In this personal selling system, Tucker would make more improvement if he not just give a live demonstration to one who replied the business card, but give the demonstration to all the company partner and also held a grand demo of the Century 000 printers so the company can create the new perception of the product.


4. Public Relation in Century 000


Public relations are one of the elements of the IMC approach. According to Belch & Belch public relation is defined as “management function which evaluates public attitudes, identifies the policies and procedures of an individual or organization with public interest, and executes a program of action to earn public understanding and acceptance. Its purpose is to establish and maintain a positive image of company among its various public. Beside that the public relation is also related to word of mouth. Word of mouth is one of the most effective ways to promote something, because it can spread the news with very fast and also because most of us is more influenced by something that we heard from our friend not from the advertising. We more believe when our friend told us about the product and from the testimonial.


In case study that is written that Tucker is using a public relation in his campaign of Century000. The new printing press was introduced to trade reporters at a special Color of Money press event and was also introduced to trade audiences at subsequent in office sales presentation. After the product was launched, the print campaign moved to testimonial with printers describing new uses they found for the press. These word of mouth success stories were relayed to A.B Dick marketing manager by field salespeople. In this kind of advertising what Tucker did is good enough; he combining the testimonial in the advertising that make the ads stronger and make the consumer believes the product. Beside that the company also distributed the Color of Money newsletter to promote the success stories and new uses of the press.


Creative strategy and the major selling idea of Century 000


Creative strategy in marketing can be used in advertising campaign. Determining the theme around which will be built is a critical part of the creative process, as it sets the tone for individual ads and other forms of marketing communication that will be used. A campaign theme should be a strong idea, as it is the central message that will be communicated in all the advertising and other promotional activities. In the case study Tucker use this kind of strategy in his campaign. He creates a correct theme for the Century 000 printers that adapted from the Paul Newman and Tom Cruise movie, The Color of Money. The reason Tucker use this theme is that the idea of color ties in with printers who are tremendously concerned about color reproduction. In addition, it carried the timeless business to business appeal of making money. The theme promised the product could generate new revenue streams in return for a relatively modest investment. This theme is also supported with the campaign in the second week that shows the printers can print a $100 bill with extremely great. It represent how great the printers is because it can produce money.


The major selling idea is also important for the company to focus to its goal, and the campaign will be more effective if the ads contain a big idea that attract consumer’s attention, gets a reaction, and sets the advertiser’s product or service apart from the competition. Looking through the case study the major selling idea of A.B Dick Company for Century 000 is to change the consumer perception about the printing press and to show the capabilities of the printers that can produce and how it can be used by a company to increase their revenue and the Color of Money was successful in this company.


Conclusion


IMC approach in this modern life is one of the best marketing systems. IMC got the entire tool inside to reach and create awareness of the audience and how it was used to satisfy the consumer. Tucker the IMC agencies has been used this system and implementing to A.B Dick businesses. First he creates the theme for Century 000 with Color of Money movie that represent the feature of the printers. Second he held a special Color of Money press event to introduce the new printing press followed by three week of campaign that combining the IMC tool. The first week Tucker sends a direct mail with promotional offers that was used to highlight the video and the Color of Money posters. The following week company gives an oversized $100 bill accompanied with copy about making “big bucks”. The last week campaign they received the video along with a package of microwave popcorn and business reply card. This campaign was successful because there is a reply from consumer that wants to see Century 000 in action and the Color of Money was distributed well to promote success stories and new uses of the press. All this strategy was made the Century 000 successful in their market








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

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