The Federal Government and Medicinal Marijuana :: Argumentative Persuasive Topics

The American Medical Association's Council on Scientific Affairs should be commended for its report, "Marijuana: Its HealthHazards and Therapeutic Potential." Not only does the report outline evidence of marijuana's potential harms, but it distinguishes this concern from the legitimate issue of marijuana's important medical benefits. All too often the hysteria that attends public debate over marijuana's social abuse compromises a clear appreciation for this critical distinction. Since 1978, 32 states have abandoned the federal prohibition to recognize legislatively marijuana's important medical properties. Federal law, however, continues to define marijuana as a drug "with no accepted medical use," and federal agencies continue to prohibit physician-patient access to marijuana. This outdated federal prohibition is corrupting the intent of the state laws and depriving thousands of glaucoma and cancer patients of the medical care promised them by their state legislatures. This is an excerpt from a letter written in 1982 to the editor of the Journal of the American Medical Association. Its author was a citizen concerned about the complete lack of rationality exhibited time and time again in the Federal Government's attempts to justify its ban on the use of marijuana for medicinal purposes. It was no burnt-out ex-hippie who penned the letter. The concerned citizen was none other than the current Speaker of the House of Representatives, Newt Gingrich. He was co-sponsoring a bill intended to end the Federal prohibition on marijuana as medicine. He has since abandoned support for such initiatives and begun to deal in the sort of hypocrisy and misinformation that is typical of the federal government's policy toward medicinal marijuana. Gingrich's bill failed despite overwhelming support from both the public and the facts. Legislators, pandering to a vocal minority, struck it down. Fourteen years later, the silent majority spoke. In a move that must have had Nixon spinning in his gr ave, the silent majority, it turns out, supports this drug use. In the Fall of 1996, two states passed referendums legalizing marijuana. Both California's "Compassionate Use Act" and Arizona's "Drug Medicalization, Prevention and Control Act" passed wit h convincing margins despite well-funded opposition. Support for medical marijuana extends far beyond the traditionally libertarian Southwest. A recent survey of the American public by the American Civil Liberties Union showed that 85% of the American p ublic favors making marijuana legally available to the seriously ill. Unwilling to let the people have the final say, the Clinton Administration quickly moved to impose a de facto veto on these referendums.

Devastating Hearing Loss In Soldiers Health And Social Care Essay

For a soldier good hearing is a necessity. You hear the enemy foremost before direct contact. Sounds that can be heard in the darkness or inclement weather semen from all waies. We use hearing to derive and roll up intelligence and 50 to 60 per centum of situational consciousness is hearing. Hearing Loss is the lone hurt that is without symptoms because there are no centripetal nervousnesss in the interior ear ( cochlea ) . Hearing Loss is gradual or sudden and there is no manner to foretell the soldier ‘s susceptibleness to loss. Prevention and instruction are the keys to understanding the menace and utilizing schemes to minimise the menace. The tympanic membrane can be 80 percent blown off and it will frequently spontaneously turn back or can be surgically repaired. The irreparable harm occurs inside the cochlea ( which is encased in bone ) . Noise-induced hearing loss ever starts in the high pitches ( about two-thirds of the manner across the piano, on the right side, where the keys are higher pitched ) . Soldiers lose the ability to hear several address sounds ( e.g. , s, sh, T, K, ch, degree Fahrenheit, H ) that make it easy to understand address when there is background noise ( i.e. , seeking to hear co-ordinates on a wireless ) . Following, localisation is affected ; intending the soldier ‘s ability to observe where the sound is coming from is altered and less accurate. Some soft sounds are truly difficult to hear, like the elusive motions of a concealed enemy or the scraping of a metal arm against the floor ( high pitched ) . Of class these are really of import sounds for the soldier to hear and place on right. It could intend the difference between life/death, accurate enemy fire or friendly fire. The usage of different types of ear plugs/hearing protection with proper instruction will the eliminate spread of hearing loss to the soldiers/civilian. Problem analysis The intent of the Army Hearing Program is to forestall Noise Induced Hearing Loss ( NIHL ) in soldiers and to guarantee their maximal combat effectivity. Hearing is a critical detector used by soldiers that increases their survivability and deadliness. When hearing loss is present, the ability to carry on audile undertakings is greatly diminished. Good hearing is required to execute such undertakings as placing sound, estimating audile distance, placing a sound beginning, and understanding verbal orders and wireless communications. This multidimensional sense provides an indispensable sum of information on the battleground. Good hearing can intend the difference between life and decease in combat, every bit good as in preparation. The following challenge was to streamline our maps in one constituent in order to liberate up employees for other services ( i.e. ; Hearing Readiness and Operational Services ) . This was done by seting a few services out at that place at a clip and finding what worked and what did non and how many forces were needed for different maps. Simultaneously, the TRADOC Surgeon was briefed by my adviser sing the combat weaponries earplug preparation. Once the TRADOC Surgeon stated she wanted the preparation to go on, the TRADOC Directorate for BCTs had to be briefed for the POI. Once once more, holding the bid backup of the sawbones enabled the following measure. Once the POI was established, services we had in topographic point could be expanded. It ‘s of import to understand that the ground we did test and mistake BEFORE we established the POI was to do certain we could back up the services we were offering. The mission would hold failed if blessing was given for the CAE POI and so lacked support. Each measure of set uping a plan needs to be preceded by finding support demands and test tallies. That ‘s the key, truly. The other portion of the success is to acquire buy-in, from both the subdivision employees and the cell we were back uping. Research Peoples functioning in the armed forces will at some point be exposed to high strength noise of assorted types. Some may develop hearing loss particularly for high frequence sound of tinnitus ( pealing in the ears ) or both as a consequence of their noise exposure. Hearing loss or tinnitus incurred during military service may measure up for seasoned service and fiscal compensation from the Department of Veterans Affairs ( VA ) . VA reported the 2.5 million veterans having disablement compensation at the terminal of the financial twelvemonth 2003 had about 6.8 million separate disablements related to their military service. Disabilities of the auditory system including tinnitus and hearing loss were the 3rd most common type accounting for approaching 10 per centum of the entire figure of disablements among these veterans. For the approximately 158,000 veterans who began having compensation in 2003, audile disablements were the 2nd most common type of disablement. ( Humes, L. ( 2006 ) Noise and military service: Deductions for hearing loss and tinnitus ) Determining whether hearing loss tinnitus evident at the clip a claim is filed by a veteran is attributable to anterior military service be a job ( challenge ) for VA after the fact, hearing loss or tinnitus incurred as a consequence of military service can non be distinguished with certainty from later noise-induced hearing loss or tinnitus consequence from work in a noisy work topographic point. High frequence hearing losingss are non merely with noise exposure but besides at a older ages ( presbycusis ) , even though the specific forms of loss are by and large distinguishable until 60 -70 of age. Tinnitus could develop in from other factors so noise exposure ( e.g. head hurt, encephalon tumours, in-between ear disease, certain medicine ) and can happen with or without hearing loss. If certification of hearing thresholds or tinnitus during military service is non available, even a elaborate instance history from the veteran may go forth uncertainness about the association between a current hearing loss or tinnitus and anterior service. Tinnitus is the perceptual experience of sound ( e.g, pealing, buzzing, whistling ) that can non be credited to an external sound beginning and heard merely by the one individual who ‘s sing it. The presence of tinnitus is chiefly by self-report, but perceptual steps such as its pitch and volume can be established faithfully under controlled conditions ( psychoacoustic testing ) . The mechanisms implicit in tinnitus are non to the full understood, some people with tinnitus experience serious jobs associated with emotional wellbeing, slumber, hearing and concentration. No current intervention will extinguish tinnitus, but some may cut down its inauspicious impact. Some intervention may include guidance, reding combined with sound therapies, medicines and electrical and magnetic stimulation. The commission ‘s consideration included noise induced hearing loss, which most normally consequences from perennial exposures to risky noise for a period of several old ages, and the phenomenon of acoustic injury which is the sudden loss of hearing following a individual exposure to really risky noise. Hearing loss was assessed chiefly on the footing of informations on hearing thresholds measured in human by pure-tone audiology. Noise-induced hearing loss is frequently describe by â€Å" notch † in the audiogram reflecting worse hearing at frequences between 300 and 6000Hz than lower and higher frequences. The specific form of alterations in pure-tone threshold can differ depending on the type of noise exposure. Hearing loss for older grownups Hearing damage is a major job among older grownups this can impact all sphere of all facets of life, including cognitive, societal, physical, and emotional. Designation and intervention can better overall quality of life every bit good as functional capacity. The primary attention suppliers play a major function placing hearing loss and guaranting that patients are treated suitably. The World Health Organization estimated that 278 million people had a mild to chair hearing damage in 2005. In the United States there are 28-32 million Americans of all ages with some grade of hearing damage. Other study estimation that 25 per centum of people 51-65 old ages of age 10-33 of people 66-75 old ages of age 25-60 per centum of people 76-85 old ages of age and 50-80 per centum of people over 85 old ages of age have hearing damage. ( Weener, D.J. , Zacharek, M.A. , & A ; Malani, P.N. ( 2010 ) . Evaluation and direction of hearing loss in older grownup. Clinical Geriatricss, 18 ( 9 ) , 20-26 ) This makes hearing loss the 3rd most common chronic disease of the aged, following high blood pressure and arthritis as these Numberss demonstrate hearing loss addition with age it is besides associated with the male gender, non-Hispanic with race, lower-level of instruction, lower socioeconomic category, anterior service in military, occupational noise exposure heavy intoxicant usage , baccy usage, diabetes mellitus, and cardiovascular disease. Screening Test In Adults Many simple trials for hearing loss have been used as a everyday portion of a physical scrutiny but they are different to implement in systematic showing plan because they can non be standardized. An illustration is the Whisper voice Test, performed by testers who whisper words from behind the patient in different distances. The grade of hearing loss is reflected by the furthest distance from which patient may still reliably reproduce what is whispered. Attempts to standardise the trial have been made ( e.g. by whispering merely after full termination ) but there is no dependable manner to command the volume of the susurrations and robust descriptions of interobserver variableness and test- retest dependability are missing. Screening with a vibrating tuning fork or sound of an tester ‘s finger friction besides has been proposed. Judgment about hearing loss by and large rely on mensurating the sound can non be heard. Alternatively the hearing threshold of the patient and the tester can be compared by puting the vibrating tuning fork on each individual mastoid procedure ( Schwabach trial ) . Again although sensible trial truth has been reported in little series, what is the nature of the hearing which is the trial of hearing loss. Etiology Hearing loss is by and large divided into three types. Conductive, sensorineural, and assorted understanding the anatomy physiology of the ear are of import when sing causes of hearing loss. The pinnule and external auditory canal are portion of the outer ear. Together they collect sound from the environment and increase the sound degree by 12-15 dBs. The in-between ear comprised of the tympanic membrane, bonelets ( hammer, anvil, and stirrups ) middle ear pit and Eustachian tubing serves as a transformer that changes sound moving ridge into physical quivers. This procedure is most efficient at frequences 500-4000hertz and the energy is amplified by 25-30 dBs. ( Larry Humes, , Initials. ( 2006, National Academies Press ) . The ellipse window is the connexion between the in-between ear and the interior ear. The egg-shaped window can be stimulated by energy going through the outer and in-between ear or through castanetss of the skull and sets the cochlear fluid in gesture. This force per unit area moving ridge in the cochlea induces a moving ridge of the basilar membrane ( 1 to 2 walls that separate the vestibular canal tympanic canal and cochlear canal ) The basilar membrane has different features at the base ( narrow and stiff ) and apex ( broad and flexible ) that cause different frequences of moving ridges to top out at different locations. The location of the moving ridge extremum determines which nerve fibres are stimulated and as a consequence what pitch is perceived. High frequence tones peak at the base of the cochlea and lower frequences peak at the vertex. Conductive Hearing Loss consequence of sound from the air to the interior ear is prevent, because the interior ear remains integral conductive hearing loss is diagnosed by air-bone spread where the threshold for air conductivity is greater than that for bone conductivity. The size of the air-bone spread indicates the badness of damage: 25 dBs is â€Å" mild † 40 dBs is â€Å" moderate † and 60 dBs is â€Å" terrible † causes of conductive hearing loss include earwaxs impaction, obstructor from foreign organic structure, tympanic membrane perforation, otitis media, in-between ear gush ( with possible obstruction of the Eustachian tubing ) otosclerosis, cholesteatoma, tumour. Paget ‘s disease of the bone, and disarticulation of the ossicular concatenation ( due to trauma or hanker standing infection ) . With progressing age, earwaxs becomes drier and difficult, increasing the hazard for earwaxs impaction ( wax construct up ) 30 % of the aged patient with this after wax removal half of the grownups passed the whispered voice trial foregrounding the importance of rating and intervention of earwaxs impaction. Tympanic membrane perforation can be due to choronic otitis media or trauma including barotrauma, detonations, perforating hurt, or temporal bone break. Sensorineural Hearing loss consequences when the cochlea is unable to transform air or bone quiver into impersonal activity. Both bone conductivity and air conductivity are reduced. Causes of the sensorineural hearing loss include noise injury, ototoxic medicine or occupational chemicals, genetic sciences, vascular disease, diabetes mellitus, coffin nail smoke, autoimmune disease, audile nervus tumours ( e.g. acoustic neuroma ) neural loss Menieres ‘s disease and presbycusis. Evaluation of hearing loss in the primary attention puting Begins with a thorough history and physical scrutiny. The history should separate the start of the hearing loss and its alteration over clip and linked symptom such as tinnitus, aural comprehensiveness, and dizziness, hazard factors for hearing loss such as noise exposure diabetes, smoking household history autoimmune disease and cardiovascular disease ; study for ototoxic medicine usage and inquire about the ear infection, obstructor of the external auditory canal and hemorrhage or drainage. Inspection of the tympanic membrane should include pneumscopy ; opacification of tympanic membrane is usually seen in the ripening. Further rating of the caput and cervix including cranial nervus testing, should besides be performed. Naval Medical Center scientist in San Diego are working on a technique affecting experimental cross-membrane bringing of antioxidants into interior ear fluid via a portable dose control pump and micro catheter. This is an attempt said to be assuring to reconstruct some hearing to patients with noise induced hearing loss perchance prevent it from go oning, besides utilizing different pharmaceuticals the research workers are utilizing this method by experimentation to handle Meniere disease. Effectss of noise on hearing The ear injured by noise in 2 different ways depending on the type of exposure. High degree, High-level short continuance exposures transcending 140dB can stretch the delicate inner ear tissues beyond their elastic bounds, so rake or rupture them apart. This type of harm is acoustic trauma- occurs quickly and ensue in an immediate lasting hearing loss. The organ of Corti becomes detached from the basilar membrane, weaken and is replaced by cicatrix tissue. Because the ear is damaged automatically by unprompted sounds, the maximal sound force per unit area degree ( SPL ) is more of import than the continuance of the exposure. Noises in the environment can really good bring forth acoustic injuries normally come from explosive sounds such as banger exploding near the caput ( 170 dubnium SPL ) , toy cap gun fired near ear ( 155dB ) or changeable gun, high-octane rifle, or handgun shooting ( 160-170dB SPl ) . Exposure to resound between 90 and 140 dB^ ( dB^denotes a decibel step with a filter that adjusts for human audile sensitiveness ) amendss the cochlea metabolically instead than automatically and causes harm related to the degree and continuance exposure. Noise-induced hearing loss, in compared to acoustic injury, develops over clip by exposure on a regular basis transcending a norm of 90 dubnium and returns in 3 phases. In the first phase centripetal cells within the cochlea are killed by inordinate exposure. The cells do non reconstruct they are replaced by cicatrix tissue. In the 2nd phase, after hebdomads to old ages of being exposed to resound, hearing loss can be detected audiometrically Early loss in high frequence scope, around the highest C note played like on a piano. Speech comprehension is non well affected that why people rarely noticed unless the hearing is tested for other grounds. Noise exposure in the workplace has been recognized for centuries to bring forth hearing loss. The US Department of Labor publicized ordinances in the 1970s and 1980s to protect the hearing of 1000000s of Americans working in noisy environments. Current ordinances require workers to be enrolled in a hearing preservation plan if their day-to-day exposure exceeds an mean degree of 85dBA for 8 hr twenty-four hours. Hearing loss in the young person Young person of today participate in a assortment of â€Å" noisy activities † and many accompany their parents or health professionals to loud events. Blair et Al. ( 1996 ) noted that 97 % of 273 3rd graders surveyed had been exposed to risky sound degrees. The World Health Organization ( WHO ) indicated that North American kids â€Å" may have more noise at school than workers from an 8-hour work twenty-four hours at a mill † ( WHO 1997 ) . High sound degrees can be encountered in the place, community, school and work environments. It is estimated that 1.5 million young person age 16-19 old ages are engaged in work with noise-hazardous exposures ( Hager 2006 ) . Many of these occupations are seasonal or informal in nature and may non have the full benefit of one-year wellness and safety plan designed to protect the full-time workers from work topographic point hurts. Niskar et Al. ( 2001 ) provided grounds of audiometric constellations suggestive of noise induced hearing loss in kids aged 6 to 19 old ages. Generalizing their 12.5 % of kids with a â€Å" noise induced threshold displacement or NITS † to 5.2 million kids in the United States, the demand for bar and intercession becomes readily apparent. Niskar et Al. besides noted that the older ( 12-19 old ages ) kids were more likely ( 15.5 % ) to have NITS than the younger ( 6-11 old ages ) group ( 8.5 % ) . Although the literature is Missing in footings of longitudinal surveies, some cross-sectional surveies suggest that the Happening of NIHL among kids is increasing ( Chermak & A ; Peters-McCarthy 1991 ; Montgomery & A ; Fujikawa 1992 ) . Rural young person engaged in farm work may be at twice the hazard compared to those non involved in farm work. It is good to cognize that the noise-related harm and tinnitus is preventable. Hearing loss bar stuffs and plans are available. The Dangerous Decibels plan is public wellness partnership affecting hearing scientist, audiologist, doctor, instructors, museum exhibit interior decorators and builders, instruction outreach specializers, wellness communicating and public wellness experts and many others with the end of cut downing the incidence of noise induced hearing loss and related tinnitus ( Martin 200 ; Martin et Al. 2006 ) . Partnership seems to be the key to success of any public wellness enterprise. The challenges include struggle in civilization, work form, nomenclature, precedences, institutional dockets, personalities, and clip tabular arraies. The wagess of partnering include the ability to do a original, expansive and effectual wellness publicity plan in ways that go beyond the ability of any subscriber. Research is presently in development on using these tools in specific communities sing noise exposure. One partnership is between the Dangerous Decibels group and the Northwest Portland Area Indian Health Board, stand foring the 43 Native American folks and states in the Pacific Northwest. Other inaugural with Hispanic/Latino population in the Northwest are being developed. A childs ability to hear influences to hear could be the development of communicating and behavioural accomplishment that affect educational experience and relationship with other people. Public wellness showing and intercession play a of import function in bettering the wellness including hearing position and good being of the kid. Children are most frequently administered audometric rating at address frequences as portion of everyday scrutiny or in school scene. The bulk of conductive hearing loss affects the low frequences, while the bulk or sensorineural hearing loss affects the high frequences. Impacted earwaxs a foreign organic structure, hydrops of the audile canal, and ititis media are merely a few of the many possible causes of conductive hearing loss among kids. Noise, medicine, meningitis, and congenital, poxs are possible causes of sensorineural hearing loss in kids. Surveies have shown that high-frequency hearing loss from noise exposure during childhood can take to farther hearing loss from ague or chronic noise exposure at older age. The effects of noise in the environment on hearing degree has brought much attending in the United States few surveies have included a scope of high frequence audiology ( & gt ; or, =3Hz ) from which hearing loss prevalence estimations can be derived for kids. Recent information from the Third National Health and Nutrition Examination Survey ( NHANESIII ) conducted from 1988 to 1994 by the National Center of Health Statistics of the Center for Disease Control and Prevention offers the chance to analyze both low and high audiometric and to measure the presence of hearing loss by sociodemographic features in national sample of kids age 6 to 19 old ages of age. Military Hearing Conservation Program Data analyzed by the commission led to the decision that military hearing preservation plans dating from the 1970s were non deficient to protect the hearing of service members. The commission concluded that hearing preservation activities from World War II through 1970s would hold been even less equal to protect the hearing of the service member than the plan in topographic point since the late seventiess because merely early hearing protection device of limited effectivity were available and compulsory hearing preservation steps were in topographic point merely in the Air Force. Given that technology steps to cut down noise degrees and administrative steps to cut down noise exposures may non be compatible with demands for military operations, usage of hearing protection devices is frequently the primary defence against noise induced hearing loss for military forces. The effectivity of these devices depends in big step, on how good and how frequently they are used. Datas on the usage of hearing protection by military forces are limited, but a smattering of studies over the past 30 old ages suggest that in some topographic points merely about half of those who should hold been utilizing hearing protection device were making so. The services of Hearing Conservation plans require one-year audiometric proving for forces enrolled in the plan. The per centum of service members tested each twelvemonth who have important displacement in hearing thresholds presently ranges from about 10 per centum to 18 per centum which is two to five times higher than rates considered right in industrial hearing preservation plans. Testing will non forestall noise-induced hearing loss but it can indicate out the hearing loss to do the service member aware of the loss. Preventing NIHL It has been suggested that bar of noise exposure would be easy done if the ear were to demo its hurt by shed blooding after significantly detrimental events. Alternatively but by that clip hearing damage is detected, hurt to the auditory system is normally at an advanced phase, the key to bar is instruction. Many organisations have provided educational course of study to science or wellness instructors to promote healthy hearing wonts for immature ears Axelsson and Clark have suggested that schools invite hearing professionals who can associate existent life experiences that will assist present the message to kids. Doctors can assist patients at hazard for hearing loss by learning them to avoid exposure to unwanted noise and become cautious of loud sounds. Example doctor can urge that patients avoid other noisy activities on the twenty-four hours of a stone concert. Research has shown that remainder periods interspersed with an otherwise risky exposure can cut down audile harm. Besides physicians can promote patients to take events that are most gratifying to them and so rede them to see predating other noisy activities. Noise-induced hearing loss is normally undetected until harm to interior ear has already been done few attempts have been made to cut down noise at their beginning, to protect hearing in noisy environment, and educate persons on the importance of protecting hearing into old age. Treatment of hearing loss Referrals for Hearing loss are best directed to the audiologist, otolarynologist, or both. Audiologist have expertise in hearing trial, usage of assistive hearing device ( e.g. telephone amplifier, infrared system, pocket speaker, and visual/tactile qui vive for the buzzer, telephone and fume dismay ) . And the choice and adjustment of hearing AIDSs. Ent mans have forte preparation in a scope of upsets in the caput and cervix, which include the medical and surgical intervention of otologic jobs. The audiometric trial are performed in a sound protected environment consisting of pure-tone audiology that assesses the patient ‘s threshold of hearing for tones from low frequence ( 250Hz ) to high frequence ( 8KHz ) ; word acknowledgment trial that measures the per centum of mono-syllabic words that a patient can reiterate ( favoritism tonss ) ; the address response threshold that step the lowest strength degree at which a patient can reiterate 50 % of spondaic words ( i.e. 2 syllable words with equal accent on each syllable like baseball, cowpuncher, and battercake ) ; and cram conductivity testing, acoustic physiological reactions, and tympanometry, which chiefly targets the presence or absence of specific upset such as otosclerosis, acoustic nueuromas or ottis media. Solution Get downing a Hearing Conservation Program Wayss to forestall Hearing Loss include T CAPS, Peltors Noise Muff, QuietPro, and COMBAT ARMS Earplugs with proper instruction. T Caps are electronic devices that actively cut down noise and better hearing and communicating by increasing ear degree mike sensitiveness and interfacing with wireless equipment. The devices at the same time protect hearing. Soldiers utilizing TCAPS have a advantage on the battleground, as they recover their hearing instantly after detonation or arm fire instead than transport out mission with a impermanent or lasting threshold displacement. Hearing recovery is of import because those with a threshold displacement study trouble understanding the difference between words such as â€Å" onslaught † and â€Å" acquire back † . Using TCAPS enhances communicating with fellow squad members on assorted floors in a edifice, even leting soldiers to keep silence during a operation. Proper hearing protection besides helps soldier widen their callings. In the yesteryear, senior combat weaponries leaders in the foot, field heavy weapon, and armor- soldier whose experience is most needed in combat. Peltors Noise Muff $ 56.10-79.97 Comfortable, effectual, easy-to-use and noise reactive, the Peltor line of hearing protection equipment is unambiguously suited for terrible and unpredictable noise dangers you encounter during preparation and combat, including gunshot, detonation, aircraft and armoured vehicles. With cutting border electronics, design comfort, and engineered compatibility with helmet and other combat wear. Quietpro $ 1300-1700 The Quietpro is hearing protection and communicating device. It provides high quality hearing protection for the foot soldier when acting mounted and dismounted operations. The upgraded QUIETPRO + incorporates a figure of functional betterment gained through the experience of the 50,000 user that faithfully use the QUIETPRO in day-to-day combat operations. Combat ARMS Earplug 3 69.77 two-base hit ended ( 7.40 a brace ) or 349.77 ( 3.50 a brace ) The COMBATARMS Earplug allows it to be used in two different manners. In combat manner, this earplug allows wearers to hear low-level sounds critical mission safety, such as conversation, footfalls, rifle bolts. When needed, the stopper ‘s filter reacts to supply instant protection from high-ranking noise like arms fire and detonations. The Department ( Workplace ) Hearing Conservation Basic Training Soldiers merely come ining the military the Fiscal Year of 2009 At Fort Jackson 52,626 at the rate of each ( $ 7.40 a Pair ) Combat Arms = $ 389,432.40 52,626 at the rate of each ( $ 56.10 a set ) Peltor Noise Muff = $ 2,952,318.6 52,626 at the rate each ( $ 1300 a set ) QuietPro = $ 6, 8413,800 To be cost effectual Basic Training Soldiers will be provided Combat Arms Ear Plugs Costing the Army 389,432.40 for the Fiscal Year Education on the proper manner to have on the Combat Arms Earplug without proper instruction have oning the Ear stoppers would be pointless. This would be a good start making the pattern of have oning earplugs. The usage of the Peltors Noise Muff, and QuietoPro would be sold to the Soldier at a Military Rate giving the soldier every chance to protect their hearing. Fort Jackson Audiogram Reports H2 and H3 Profile financial twelvemonth 2009 Every soldier/civilian at Ft Jackson is required to take a one-year hearing trial for the consciousness some people are non cognizant they have a hearing loss once this is found we take the proper stairss and acquire soldier taken attention, or give instruction before their hearing gets any worst. In this section every soldier/civilian come ining Fort Jackson will be seen by the staff of 5 workers at Hearing Conservation. H1 = Good Hearing H2= Moderate Hearing H3=Poor Hearing FT Jackson: H2 =1034 H3= 419 soldiers/civilians Permanent hearing loss is preventable with the continued usage of proper hearing protection and decrease of workplace noise degrees to below 85 dBs. This will profit non merely employees who can listen and pass on good throughout there life-times, but besides helps the employer in footings of decreased exposure to hearing loss compensation claims and a possible for increased general safety and occupation public presentation. Occupational noise can do hearing loss, and increase the worker ‘s susceptibleness to other workplace jobs including physical and psychological upsets, intervention with address and communicating, and break of occupation public presentation associated with inordinate noise strengths. This exposure to resound green goodss hearing loss of a nervous type affecting hurt to the interior ear hair cells. The loss of hearing may be impermanent or lasting. Brief exposure causes a impermanent loss. Repeated exposure to high noise degrees will do a lasting loss, illustration being out at the scope measure uping with arms twenty-four hours in and twenty-four hours out. With proper instruction these Numberss could be cut down at a dismaying rate, COMBAT ARMS Ear plugs being offered free to the soldier/civilian. Concluding solution At Fort Jackson the chief aim of working at Hearing Conservation is finally teaching and teaching the Protection/Conservation of Hearing the vision of Hearing Loss Program will be to alter the H2=1034, and H3=419 Numberss of the financial twelvemonth to a bare lower limit if non zero for the following Fiscal twelvemonth and to make this at Fort Jackson to forestall Hearing Loss staff will supply COMBAT ARMs hearing protection to all soldiers/civilian. The Combat Arms earplug steady province mode provides protection against changeless noise ( aircraft, armored, vehicles, etc. ) without hear-through. Other advantages include Patent double protection design, Low-level sounds heard clearly, high-impulse noise block immediately, Pre-molded ternary rim design to suit most ear canals, comfy and reclaimable, and no batteries or traveling and to be cost effectual Basic Training Soldiers will be provided Combat Arms Ear Plugs.

Indigenous peoples of the Americas

Reading assignments and class presentations and discussions are organized chronologically and by themes. The topics to be considered Include political history, economic and social developments, and labor gyrations. All reading assignments will be from the required texts and supplementary materials that will be distributed In class as handouts or posted on Blackboard. Learning Outcomes This course will provide students with a basic understanding of the history of the Caribbean, especially from the late nineteenth century to the present.Students will gather and assess differing Interpretations about significant events In Caribbean history, such as the demise of the Indigenous population, the Orleans of slavery, the Students will also have an opportunity to compare and contrast various Caribbean societies so as to appreciate the many aspects of their shared history, society and culture, as well as the ways in which these territories differ from each other, as well as from the United Sta tes. Students will evaluate evidence and arguments critically and produce well-reasoned written essays using evidence to support their conclusions. Course Requirements 1.Regular attendance is critical to being successful in this course. Any missed class will cause you to fall behind. More than four (4) absences will result in you failing the class. 2. Likewise, class participation is essential to your success in this course. Participation includes coming to class prepared by having read the assigned chapters and articles, and able to discuss them in class. 3. All deadlines for assignments must be met. 4. All exams must be taken on the day noted in the syllabus. 5. Textbooks and other require texts or reading materials are required for every class meeting, unless otherwise specified.GRADING Four (4) or more absences without Justification may become an F Grade at the discretion of the instructor. Letter grade Score 4. 0 3. 7 3. 3 3. 0 2. 7 2. 3 2. 0 1. 0 0. 0 Quality points 8+ c 93-10 0 90-92 87-89 83-86 80-82 77-79 0-76 Failure Your grade for this course will consist of six (6) components: 25% Attendance and Class Participation 35% Exams 15% Informal Written Assignments 15% Formal Written Assignment 10% Formal Writing: Information Essay and Powering Presentation CLASS ATTENDANCE not be able to attend a class, he/she should notify the instructor either by e-mail or by phone.You are required to be present, on time, and ready to participate. Your voice is crucial for the class to be a success. Absentee Policy: More than three (3) absences and/or any lateness will result in a loss of participation credit. Participation credit due to absence/lateness may only be made up through extra credit assignments at the professor's discretion. The following factors will result in a lower grade: Being unprepared Refusal to Participate Behavioral Problem Late Assignment CLASS ETIQUETTE All students are expected to arrive on time and refrain from any talking and eating during lect ures.Attendance will be taken the START of each class and only be taken once. Failure to be present during attendance will result in the mark of absent and WILL NOT BE CHANGED. Asking of questions and participation during discussions is tryingly encouraged. Please note that all electronic devices including cellular phones are prohibited during class at all times. This includes testing. No TEXT messaging during class. Failure to comply with these rules may result in as much as FIVE (5) points taken from that student's next exam, or assignment and/or expulsion from the classroom.A copy of CUNY policy on academic integrity will be made available on BLACKBOARD MAJOR ASSIGNMENTS Informal and Formal Writing Informal Writing Assignments The informal writing will consist of out of class assignments. These are â€Å"writing to learn† activities. They are based on the understanding that there is a close relationship between writing, thinking, and learning. The instructor will collect a nd review these assignments. In these informal assignments, students are encouraged to write in narrative form using complete sentences, correct grammar, and accurate so as to improve this skill.In addition, the aim of these activities is to help students clarify their thinking on the subjects and issues covered in the readings and class discussions. Daily Chapter Reviews: Write 1-2 paragraphs (paragraph: 8-10 sentences) Make sure that you note the following: Summarize the major arguments, concepts, ideas presented in the chapter Indicate what conclusion the author reaches Indicate details you found particularly interesting important controversial vague or obvious The purpose of this exercise is to practice writing on a regular basis so as to improve this skill.In addition, the purpose of this activity is to help students clarify their thinking on the subjects and issues covered in the readings and class sessions. Grades for Daily Chapter Reviews (5): Student should bring their type daily chapter review for each of the readings. If we cover the same reading a student only has to write about the chapter once. I will collect five (5) of the chapter reviews and drop the lowest grade. I will NOT indicate when I will collect the chapter reviews so students must be prepared to submit their chapter review at the end of every class.Formal Writing Formal Writing Assignment 1 : Compare and Contrast Essay Indigenous Peoples of the Caribbean: (3-5 pages) The Taints and Caries established complex social, political and economic systems prior to the conquest of the Americas. In this essay, students will compare and entrants the social, political and economic organization of the Taints and Caries before the arrival of Columbus. Students will also discuss the cultural and religious practices in both communities. Lastly, students will explain how both communities resisted Spanish colonization in the initial years of colonization.Formal Writing Writing Assignment 2: Research Pap er Rebellion and Resistance in the Caribbean: (3-5 pages) From the start of European colonization in the Americas, acts of rebellion and resistance against European conquest consisted of arm resistance, sabotage, subversion and the creation of maroon communities. The establishment of maroon communities threaded the continuity of European dominance and forged alternative social, political, economic, and cultural communities separate from official European colonial centers. In this essay, you will examine the emergence and trajectory of one eighteen-century or ninetieth maroon community.You should examine the following: Delineate the conditions that led to the emergence of the maroon community Identify the primary leaders of the maroon community community Analyze the successes, triumphs and decline of the maroon community Choose to write about of these maroon communities: ) Maroons of Hispanic: The Figure of Enrolling 2) Haitian Maroons: The Figure of Macdonald 3) Jamaican Eternally T own Maroon Formal Writing Assignment 3: Information Essay and Powering Presentation For this assignment, students will have an opportunity to analyze Caribbean Culture and Identity.Write an essay of between two and three pages (500-750 words) in which you explore Caribbean culture and identity of one Caribbean country. Discuss the emergence of â€Å"Creole† culture, impact of slavery and 19th century migration of various groups, and present-day construction of racial identity. You will also a ten- minute Powering presentation to present your findings with the class EXAMS Students will take two (2) exams throughout the semester worth 100 points each.These exams will require students to apply information from the textbook and the class lecture; and will include a combination of multiple-choice, fill-ins, and true-false questions. The dates for the tests are listed on the assignment schedule, but are subject to change due to pacing and/or extenuating circumstances that may arise . Any changes will be noted in class. If you're unsure of an upcoming test date, you would call my office or e-mail me as soon as possible. Your lowest exam grade will be dropped.

Native American myth

The aspect of legends is a key part of the Native American or the Indian American history. These stories were told and handed down from generation to generation to better explain certain phenomena that Indian Americans at the time considered to be strange. In most instances, these tales were told in relation to the things that happened around the various Indian American tribes. Among these legends were the plant, animal and creation myth. This essay therefore seeks to examine the relationship between Indian American myths and nature.Long ago, before there were ant people, the world was young and water covered everything. The earth was a great island floating above the seas, suspended by four rawhide ropes representing the four sacred directions. It hung down from the crystal sky. There were no people, but the animals lined in a home above the rainbow. Needing space, they sent Water Beetle to search for room under the seas. Water Beetle dove down deep and brought up mud that spread qu ickly, turning into land that was flat and too soft and wet for the animals to live on. (Andrews, 1988:196+)     Grandfather Buzzard was sent to see if the land hardened. When he flew over the earth, he found the mud had become solid; he flapped in for a closer look. The wind from his wings created valleys and mountains, and flat is why the Cherokee territory has so many mountains today. (Andrews 1988:196+)As the earth stiffened, the animals came down from the rainbow. It was still dark. They needed light, so they pulled the sun out from behind the rainbow, but it was too bright and hot. A solution was urgently needed. The Shamans were told to place the sun higher in the sky. A path was made for it to travel from east to west so that all inhabitants could share in the light. The plants were placed upon the earth. The Creator told the plants and animals to stay awake for seven days and seven nights. (Andrews 1988:196+)Only a few animals managed to do so, including the owls and mo untain lions, and they were rewarded with the power to see in the dark. Among the plants only the cedars, spruces, and pines remained awake. The Creator told these plants that they would keep their hair during the winter, while the other plants would lose theirs. People were created last. The women were able to have babies every seven days. They reproduced so quickly that the Creator feared the world would soon become too crowded. So after that the women could have only one child per year, and it has been that way ever since.Looking at the Native American myths of creation we see that, the basic premises of Native American creation mythology are intertwined with the natural world and frequently include animals that act as creators, messengers, protectors, guardians, and advisers. (Andrews, 1988:196+)   They were often thought to possess human qualities and had the ability to speak, think, and act like humans. Animals such as the coyote, bear, raven, spider, and turtle are often fo und in stories recounting the origin of a tribe. (Andrews, 1988:196+)They were thought of as spiritual guides or important players in the community’s daily existence. In some instances they try to justify what nature had created. For instance, The Mojave, for example, believe that long ago, people lived underground. When their food diminished, they sent a hummingbird to the upper world to search for more. The bird found much food, and the people climbed out of the ground and moved into this new worldAlso, according to the lore of numerous tribes, animals walked the earth prior to man. They helped to Shape, teach, feed and spiritually nurture the people who later lived with them. Animals played a vital role in the life of the Native people, and honoring their spirits could bring blessings, life balance, and abundance. (Ella, 1966:112)   Many Native Americans believed in the special medicine, or power, that each animal held. The mythic beasts were often given the highest resp ect that could be bestowed on a spirit: the role of creator. When an individual or tribe needed assistance, it called upon an animal’s knowledge, power, and spirit. To this day, animals are considered sacred by the Native American peoples and are appealed to in times of need. (Ella, 1966:112)According to the Coyote myth common to Nez Perce, who lived in Idaho, Washington, and Oregon, they trace their ancestry back to the tricky Coyote.   In the beginning, Old Man Coyote stood alone with water surrounding him. Two ducks swam by, and Coyote asked if they had seen anyone else. (Andrews, 1988:196+)  Ã‚     The ducks said no but thought that something might exist under the water. Coyote asked if they would travel underwater for him and report on what they saw.The ducks did as they were asked, finding nothing. He asked again, and the ducks returned with a root. On the third try, they found mud and Coyote was happy. He told the ducks that they could build with it, and he began to shape and mold the mud into an island. He blew on it, and it expanded. He blew again, and it grew into the earth. The ducks said they did not like the earth’s emptiness, so Coyote created grass and trees out of the roots that came from the water. (Andrews 1988:196+)Coyote and the ducks loved the earth, but it was fiat. They wanted rivers, valleys, mountains, and lakes. So it was done. Soon Coyote and the ducks made a perfect earth, but they grew lonely, with only the three of them to sit and enjoy the land. So Coyote molded dirt to form men and then more mud to create many types of male ducks. Soon, they realized that without women, the males could not have children. So with more dirt he made women and female ducks to populate the earth. (Andrews 1988:196+)   This myth does not explain the origin of water, the two ducks and the mud. This probably could be linked to nature.Among the Coyote tales also, is one in, which it is told how the Coyote visited the Porcupine, who scratched his nose until blood flowed freely out over it; he then roasted it until it turned into a piece of fine meat. Coyote invited his host to return the visit in two days. He tried to imitate the Porcupine, but failed ignominiously. He next visited the Wolf, who roasted two arrow points that were transformed into minced meat. (Bruchac 1999:5-9)Again the Coyote tried to imitate his host, but failed. Compare with this the tradition of the Chinook, who tell how Bluejay tried to imitate his host; that of the Comox, Nootka, and Kwakiutl of Vancouver island, and of the Bella Coola and Tsimshian of Northern British Columbia, who tell the same story of the Raven; that of the Ponca, who tell the same story of Ictinike, and that of the Micmac, who relate how the Rabbit tried to imitate his host. Although the peculiar method of producing food by magic is not always the same, the whole stories are identical to all intents and purposes. (Bruchac 1999:5-9)Later on it is told how the Coyote w as playing with his eyes, tearing them out of their sockets and throwing them up; then they fell back into their sockets. We find the identical incident among the Shuswap in the interior of British Columbia and among the Blackfeet. Once upon a time the Coyote met the Brown Giant. He proposed to him that they should vomit. He placed a large piece of pine bark before each as a dish, and bade the Brown Giant keep his eyes shut till he was told to open them. (Bruchac 1999:5-9) Coyote vomited bugs and worms, while the Brown Giant vomited fat venison. Coyote exchanged the dishes, and then told the Giant to open his eyes. The Shuswap ascribe the same trick to Coyote when he met the Cannibal Owl. (Bruchac 1999:5-9)The people sought to divine their fate. (Clements 1986:220)   They threw a hide scraper into the water, saying, â€Å"If it sinks, we perish; if it floats, we live.† It floated, and all rejoiced. Then Coyote repeated the same test with a stone. It sank, and therefore peop le die. Among the Black feet, the first woman asked the â€Å"Old Man† if people would be immortal. In order to decide this question he threw a buffalo chip into the water, saying that if it floated people would resurrect on the fourth day after their death. It floated. Then the woman took a stone, saying, â€Å"If it floats, we will always live; it sinks, people must die.† It sank, and therefore people died. (Clements 1986:220) This again tends to explain the mystery of death thereby emphasizing the point that, Native American myths are closely tied to nature as death is natural.There also existed the myth of plant among the Indian Americans. This specifically was the corn myth and was common among North Carolina-Cherokee Indians. It held that, many years ago there was an old woman who lived happily with her grandson until the boy turned seven years old. On his birthday she gave him a bow and arrow with which to hunt. (White 1993:164) On his first expedition he came b ack with a small bird. She was very proud of him and told him so.The Grandmother went out to her storeroom behind the lodge in which they lived. She soon came back with corn in a basket. She made a delicious soup with the corn and the little bird. (Bruchac 1999:5-9) Everyday that the boy brought home the fruits of his hunt his grandmother would go to the storehouse and bring back the corn to make the meal. The boy became very curious and decided to follow her. He watched her as she stood in front of her basket and rubbed her hand along the side of her body. As she did this the corn filled the basket. He became afraid and thought that she might be a witch. He hurriedly returned to the lodge. (Bruchac, 1999:5-9)When the Grandmother came in she knew that he had seen what she had done. She told him that because of this she must die and leave him. She would tell him what to do so that there would always be food for their people. She said, â€Å"When I die, go to the south side of the lo dge and clear the Earth until it is completely bare. Then drag my body along the Earth seven times and bury me in the ground.† (Bruchac, 1999:5-9)The boy did as he was told. He dragged her body over the Earth and wherever a drop of her blood fell to the ground a small plant would appear. He kept the ground cleared around each plant and soon they grew very tall with long tassels of silk at the top which reminded him of his Grandmother’s long hair. Eventually ears of corn grew and his Grandmother’s promise came true. Even though the Grandmother has passed from this Earth she is still present as the corn plant to feed her people. (Bruchac, 1999:5-9)Native American Indian also had the horse myth, which was part of the animal myths. This myth was generally known as the sky dog myth as it holds for other animals. This myth holds that, a long, long time ago we had to walk and walk from sky to sky, from camp to camp. (Dutton, 1996: 94) Our dogs carried our rawhide bags a nd pulled our travois sleds. We walked so much that we wore out many moccasins going across the plains. Of a sudden, one day, coming from Old Man’s sleeping room, west of the mountains, we saw some strange looking beasts. (Yolen, 1990:62) They were as big as elk and they had tails of straw.Lying across the backs of these beasts were two Kutani men. One beast was pulling a travois sled. We became afraid because we did not understand. My best friend, Jumps-Over-the-Water hid behind his mother’s skirt. The bravest of all of us known as Running Bear, ran behind the nearest tipi to hide. I was so frightened I could not move. I was away from the safety of my father’s tipi. The men in our tribe yelled that we were not to be afraid that we were the mighty Piegans who took the land sway from the Kutani. As I looked around I saw that they were afraid. They all had big eyes and four of them had their hunting bows aimed. Then our chief Long Arrow laughed. He said, â€Å"Th ese are from Old Man. They are a gift like the elk, antelope, buffalo and bighorn sheep they are called Sky Dogs†. (Yolen, 1990: 62)To wrap up this discussion, it worthy to note that most Native American myth were a bid to provide an explanation for what nature had created. It is for this reason that we have the creation myth, the sky dog myth, and the plant myth, to name these. Thus the contention that, literary analysis of Native American myths emphasizes a bond with nature.BIBLIOGRAPHYBruchac J. (1991) Native American Stories. Colorado: Fulcrum Publishing.Clements M.W. (1986) Native American Folklore in Nineteenth-Century Periodicals.Athens Swallow PublicationElla C. (l966) Indian Legends from the Northern Rockies, Oklahoma: University ofOklahoma Press.Yolen J. (1990) Sky Dogs. Harcourt CA 92101.Dutton B. and Olin C. (1996) Myths and Legends of the Indians of the Southwest. SantaBarbara Bellerophon Books.White H.M. (1993)   Everyday Life of the North American Indian, New York Indian HeadBooks.MagazinesAndrews T. J. (1998) World and I. â€Å"Share in the Light: Native American Stories ofCreation†.vol.13 News World Communications

Harvie Krumpet only ever belonged with other outcasts Essay

Argue for or against this statement with reference to how Harvie Krumpet’s life is represented in the film. (you must make specific references to the techniques used by the film maker). Note: you are only allowed to use the word ‘belonging’ once. The need to be socially accepted and connected with others is an intrinsic yearning in humans. This desire to be included within a community or partnership is known as belonging; a fundamental need which molds a person’s identity. Harvie Krumpet’ is a short, animated film written, directed and animated by Adam Elliot and produced by Melanie Coombs. The film demonstrates through its main character, Harvie Krumpet, that companionship and connection can influence one’s outlook as well as ideologies. By utilising numerous techniques (such as editing, metaphors, pathetic fallacy, symbolism, speech and music), the animation illustrates that Harvie Krumpet only ever fit in with other outcasts. The use of metaphoric images and editing proves that Harvie Krumpet was only accepted by misfits while he was young. Due to Harvie’s Tourette syndrome, he was ostracised at school by the other students. He was only able to make friends with Bogush; another outcast. The two rejects are shown together outside with their backs to a wall of the school building. The barrier separating the two friends from the other students is a metaphor for the social divide excluding the misfits, and highlights the strong bond Harvie shares with Bogush. Another technique that proves the main character was rejected from society is editing. While Harvie is at home with his insane mother, the camera cuts away multiple times, each time showing the house further away. These cuts give viewers an idea of how the public view the family, and give the impression that society pushes them away. This use of editing, as well as a metaphor, demonstrates that Harvie is only respected by those who are similarly misfortunate. Even while Harvie Krumpet is middle-aged he remains alienated from society and is only able to fit in with outcasts like himself, as is demonstrated by pathetic fallacy and symbolism. Many things change in Harvie’s life; he is forced to move to Australia and finds a job at the Spotswood Dump. During the scene where Harvie attempts to make a friend at the dump, the sky is overcast and gloomy, which reflects the main character’s dismay when he is rejected. This technique is known as pathetic fallacy and efficiently illustrates Harvie’s isolation from ordinary people. Symbolism supports this idea, as Harvie is commonly seen alone, surrounded by the colour grey. For example, even while the main character is working in a large factory, he is still shown alone in a dark, grey room. This melancholy shade reflects the loneliness he feels. Together with pathetic fallacy, these techniques reveal to the audience that Harvie Krumpet is a victim of stigma and is only able to belong with other misfits. To demonstrate that Harvie Krumpet only feels connected and valued by other outcasts when he is elderly, music and speech are utilised. When Harvie grows old and moves into a retirement home, he meets other people suffering from Alzheimer’s disease. He moves into a community that share similarities with Harvie and forms a group of friends who had been rejected by society just like himself. To illustrate that the main character fits in with this community, a bright and cheery tune is played as Harvie puts on a show for the group. The uplifting music is an example of non-diagetic sound and reflects how content the outcasts feel together. Another technique which highlights Harvie’s strong connection to misfits is speech. Throughout the film, the only words Harvie speaks are â€Å"Thank you†. The central character says these to a lady who felt she did not belong even among a crowd of social rejects. These words are immensely significant and reveal just how powerful Harvie’s bond was with this outcast. It is clear that the elderly Harie Krumpet only fits in with other rejects through the use of music and speech. In conclusion, Harvie Krumpet only ever fits in with other outcasts throughout his life. This is supported and reinforced by the techniques of editing, metaphors, pathetic fallacy, symbolism, speech and music.

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

How does Hobgood's arguments about dismantling race, class and gender Essay

How does Hobgood's arguments about dismantling race, class and gender privilege challenge your prior knowledge Which of her i - Essay Example What Hobgood eventually reveals is that some of the victimised and some of those that dish out victimisation may not recognise that they are involved in it. Class, race and gender systems construct different identities through unjust power arrangements. These systems are patterns of relations that elites reproduce through their ownership and/or control of the major institutions in the society (Hobgood 1). Every race seems to be wired to think of itself as superior to others. Many people even believe that if a person comes from any other race apart from theirs, such a person does not deserve to get any attention from them. This superiority complex has been attributed as the reason colonialism thrived in the manner it did. Colonialism succeeded because the whites – the colonisers – were of the opinion that their race was superior to every other race in the world. They went around to parts of the world that were yet to be explored with the intention of being lord and maste r over those people. In many of the places they went, the culture of the locals was rubbished. The colonisers were often involved in the act of saying that they discovered things the locals had been using for a very long time, even before the birth of the colonisers themselves. It was so bad that the coloniser had to share the colonies amongst themselves without consulting the people whose daily lives were affected by the sharing. This is only a tip of the iceberg of what the segregation as a result of race has caused. Obviously, as in her book, the opinion of Hobgood is the same with this. So, in this regard, what she succeeds in doing is to deepen many of my long-held opinions. It is important to mention that at many points in history, race, class and gender have adversely affected the growth and development of humanity. There have been periods in human history when women were not recognised in anything. During this period, they were completely inconsequential (Purvis 40). During that period, it was really a man’s world in which a woman was only supposed to be who the man says she is. Religious institutions did not even help the plight of women (Blevins 21). Women got little or no education. They could not even vote or be voted for at some point. It is very certain that during that period of time, many women who had potentials for greatness were denied a chance to bring their endowments to reality. Of course, as repercussion, not only those women will suffer from it, even the society would suffer from the consequences. This also is very much in line what Hobgood expresses. Assumptions about human behaviour that members of market societies believe to be universal, that humans are naturally competitive and acquisitive, and that social stratification is natural... (Gowdy 291) In many societies of the world, there is social stratification. In such societies, certain unseen borders are automatically created when people are divided into classes based on the ir social means or capability. In such societies, the wealthy is the master and the poor is the servant (Barnard 379). The wealthy are the elite of the society