Answer questions Assignment Example | Topics and Well Written Essays - 250 words - 12

Answer questions - Assignment Example The company should address all avenues of accident that have led to previous tragedies in the mining operations. One of the suitable approaches to pursue is increasing investment in safety at the mining site. It is also crucial to investigate tragedies that befell mines comprehensively. Subsequently, it is important to order for the immediate closure of sites that appear insecure. The company should also ensure effectiveness when adhering to procedures, policies and standards. The other important measure that Massey Energy will be compelled to takes will be to ensure speedy and appropriate response to incidences of tragedy and accidents at the mines. The closure of dangerous sites will serve as an economic stimulus because the organization will concentrate on productive sites and boost their revenue. In addition, focusing on safety system will enhance productivity and allow the organization to improve efficiency and output. It means that fewer accidents will occur and majority of the personnel will be available to

Bushido the soul of Japan Essay Example for Free

Bushido the soul of Japan Essay The book Bushido the soul of Japan presented the various aspects of the Japanese society when there was the emergence of close interaction between the western and eastern civilizations. In this essay, an attempt is made to discuss the major themes and significance of this book. Analysis Inazo Nitobe, the author of the book, Bushido the soul of Japan, intended to provide information regarding the basis of Japanese doctrines of knighthood to the western scholars. Perhaps his interaction with the western scholars must have inspired him to write a book, which discussed regarding the main features of the Japanese feudal society. This is not a huge book. The book, however, has ambitious motives in the sense that through this small book attempt is made by the author Nitobe to reveal the complete essence of Japanese culture to the western audience. However, it simplifies the basic features of Japanese culture to make it more comprehendible to the western audience. To achieve this objective, several examples are given from the eastern and western literature. Consequently, this book has attracted the attention of several western scholars who wished to learn about the cultural aspects of the Japanese society. This book attempts to explain the basic features of the Japanese culture for the western audience by the use of English language. This book has been translated into different languages such as German, Polish, Marathi, and Chinese. This fact indicates the popularity of this work among both western and eastern readers. In the following pages, we try to give the details regarding the information that we gather from this book. The author obtained the information regarding the martial code from the elders when he was young. During those days, the author avers that there still existed few features of feudalism. The book Bushido argues that among the variety of doctrines of the Japanese culture, the most important are the samurai ways of life. The book deals with an attempt to trace the traditional Japanese martial code, which is not preserved in a written mode; but it spread from one generation to the other through the oral means. This book tries to reveal the past and present status of this martial code, which has been safeguarded by the Japanese martial arts experts for several years. This book is very essential to comprehend the real soul of Japan. The book traces the origin of this martial code to the Buddhist and Confucian thinkers and practitioners of this martial code. The followers of Zen Buddhism and Shintoism who have discussed regarding this code in their writings also developed it. This book comprises different chapters which provide information regarding the principles and the various aspects such as the ethical system, sources of Bushido, justice, courage, benevolence, politeness, truthfulness, honor, duty of loyalty, training of samurai, self control, institutions of suicide and redress, the soul of samurai, influence of bushido, and the future of bushido. (Nitobe, 1908) The Japanese warrior was expected to follow certain ethical principles, which were the part of this martial code. This system has been compared with the western chivalry system. These ethical principles had great impact on the behaviour and activities of the Japanese warrior or Samurai. He possessed both his sword as well as the ethical principles, which can be considered, as his soul. In this respect, we can say that the title of the book is very apt because the book intends to reveal this soul of the Japanese warrior. The Japanese were given information regarding the various moral principles at an early age. One such principle is that they should demonstrate their obedience to the elders. These moral principles were advocated to improve the character of the people, which allowed the people to make distinction between the right and the wrong. Bushido existed during the feudal age in Japan where there existed differences between the elite warrior class and the ordinary people. Bushido provided few guidelines regarding the actions of the individuals and their attitudes towards others in the society. This moral code of Bushido gives great importance to the obligation or the duty of individuals towards other members in the society. Each individual was expected to perform his duties towards elders, superiors, and other members of the society. The young people were given instructions regarding the need to imbibe the spirit of courage and they were informed that the death caused due to courageous and right actions leads to obtaining honour in the society. An important principle of Bushido is that the people were expected to follow the principle of benevolence, which means that they were supposed to help other individuals. In fact, this principle was the basis of the feudal Japanese society. This work gave importance to the quality of politeness and sincerity among individuals. Through these qualities, it is possible to obtain the love and friendship of other individuals. This will lead to harmonious relationship between the various members of the society. Bushido gave extreme importance to honor. It was the duty of every warrior or samurai to protect his honor and reputation. The book criticized the act of lying, which was considered as a sign of weakness. It was not considered as an honorable act. The book also gives information regarding the life and activities of the samurais, who possessed the feudal characteristics. The main aim of the samurais was to serve their masters and to show obedience towards their lord. The training of the samurais consisted of various principles such as wisdom, benevolence, and courage. They were given training in different arts of warfare such as archery, horse riding, wrestling, sword warfare, etc. At very early age, the samurais were subjected to training in fighting. Importance was given to developing their character rather than intelligence. Bushido encouraged the development of the personality of the warriors. They were not supposed exhibit any weaknesses or other emotions which would harm their own character and those of their lord. Hence, the samurais were expected even to commit suicide in order to safeguard their and lord’s honor and reputation. Particularly when a samurai committed errors, they were expected to kill themselves. In fact, the work refers to the ceremonies where there was the suicide of the samurais. This act surprised many western observers. This was one system, which differentiated Bushido code from other martial codes. The Bushido code mentions that the most important companion of the warrior was the sword which can be considered as his soul and he was expected to carry the sword wherever he went as it’s use led to the happiness and misery of the warriors. Ceremonies were performed which gave the right to samurai to possess the sword. The sword was one symbol of samurai, which differentiated him from other individuals in the society. Both rights and duties were performed and enjoyed by the warrior class who lived in the feudal Japanese society. The book also gave specific information regarding the role of women in the feudal society. As the male members in the family sacrificed their lives for their overlords, the female members also sacrificed themselves for the male members like husband and sons. This represented the characteristics of a stereotype feudal society. Duty of loyalty towards the male members was the quality that was expected from the female members of the Japanese family. In the end, the author discussed regarding the relevance of the martial code for the modern Japanese society. The author agrees that the Japanese society has voluntarily accepted the forces of modernization and westernization. Yet, at the same time, one can see that the Japanese believe that Bushido or the martial code is the basic spirit that can be found in their heart. The Japanese in the modern context possessed great passion for this martial code, in the same way, as it was the guiding force during the pre-modern times. Thus, the author argues that Bushido has maintained the basic features of the Japanese culture through this martial code. (1908) Conclusion The book gives information concerning the perception of the author regarding the ethical principles of the martial code called Bushido. This book provided information regarding the features of the feudal society of Japan in the pre-modern times. However, the author suggests that these principles are relevant even in the modern context. The author argued that the Japanese military achievements in the modern period against its enemies like China were due to the martial codes such as Bushido. This meant that there is a need to encourage the modern generation to imbibe the principles, which would lead to the development of their personality and the personality of the Japanese society. Reference Nitobe, Inazo(1908). Bushido the Soul of Japan, 13th edition.

Autism And The Family Dynamic Social Work Essay

Autism And The Family Dynamic Social Work Essay In the public perception, the word autism conjures up an image of a person rocking back and forth, hands flapping in front of eyes that seem to focus in an unknown space a person remote from and disinterested in the social milieu. For many years, professional descriptions, definitions, and common assumptions about people with autism have reinforced that image and named the unusual ways of moving and acting as behaviors. Within the professional world that arranges and provides support for people with autism, the word behavior often became shorthand for bizarre, bad, repetitive, self-stimulatory, or useless ways of spending time. This paper is going to address the fundamental definition of Autism, Aspergers in particular, how the family functions, social support, and making meaning of adversity. It is important to begin with the fundamental definition of Autism since there are many slang terms in circulation such as retard, idiot, dumb, etc. that are used to describe an Autistic individual. It is important to clarify this. In the 1940s, researchers in the United States began to use the term autism to describe children with emotional or social problems. Leo Kanner, a doctor from Johns Hopkins University, used it to describe the withdrawn behavior of several children he studied. At about the same time, Hans Asperger, a scientist in Germany, identified a similar condition thats now called Aspergers syndrome.  [1]  One symptom common to all types of autism is an inability to easily communicate and interact with others. In fact, some people with autism are unable to communicate at all. Others may have difficulty interpreting body language or holding a conversation. Most children with severe autism are diagnosed by age three. Some children with milder forms of autism, such as Aspergers syndrome, may not be diagnosed until later, when their problems with social interaction cause difficulties at school as well as at home. In the article Accommodation, resistance and transcendence: three narrative of autism by David E. Gray he states that the effects of one childs autism on her family, however, went beyond the damage she caused to their home. Her problems also prevented the childs mother from obtaining employment outsider her home, and, consequently, the family was forced to live modestly on a government pension.  [2]  This excerpt from this article shows that autism does have an effect on the family dynamic, in this example a negative one. In fact, the description of autism is too often a teleological exercise with the same symptoms used to both describe and explain it. When one asks why the person displays autistic symptoms, one is told that he does it because he has autism, or because he does not have a theory of mind module, which is why he is autis tic, and his autism is why he does what he does.  [3]   Autism is a pervasive developmental disorder that has received much attention in the popular press. Until recently how a family deals with autism was never a topic that doctors were concerned with. The autism diagnosis is a very dramatic diagnosis on a family and has a major effect on how they cope and function. Of course there are many stressors which impact families of children with autism which need to be addressed. It is important for families to understand the sources of stress and how to deal with those stressors so they are more readily available mentally and emotionally to help their children. In this research for this paper I have found five categories of stressors which have impacted families and therefore affects the family dynamic. These five stressors can be found in the article Stress and Coping in Autism. Transitional stress is considered the beginning stress. Transitional stressors are defined as those which come during times of change in family dynamics and roles.  [4]  Transitional issues related to diagnosis, entering school and leaving school may create confusion and conflict in families. Upon diagnosis typical reactions include shock, disbelief, denial and anger. While this diagnosis may confirm something the parents already suspected, in my personal situation it was a relief to finally put a name to something, it doesnt provide parents with any information about what the diagnosis means for their childs progress and development. This therefore puts a stress on the family dynamic. The second stressor that I came across in my research is the family functioning stress. This suggests that having a child or family member with autism can positively, negatively or neutrally impact family function.  [5]  According to this article there are eight main family functions: affection, self-esteem, spirituality, economics, daily care, socialization, recreation and education.  [6]  Stress can be caused by a family not being able to meet their need in one or more of these areas. The third stressor is emotional stress. Experiencing this first hand, following an autism diagnosis many parents and family members will experience grief feeling states. After the initial feelings of shock, it is said per the Stress and Coping in Autism article that families are expected to go through the natural stages of grief including denial, guilt, depression, anger and anxiety. The authors of the article then state that it is anticipated that these negative feeling will eventually give way to acceptance of the situation and family reorganization.  [7]  It is thought that parents experience the stages of grief upon diagnosis because their dreams and hopes for their child have been altered. In my personal experience this is true and therefore has an effect on the family dynamic. The next stressor or fourth one in this sequence is known as the caregiving stress. The added responsibilities for parents of children with a disability include ph ysical care, medical care, constant monitoring, managing problem behaviors, and other assistance.  [8]  These additional parenting responsibilities can drain a parents time and energy which can cause them to be susceptible to stress and anxiety. The childs constant dependency on the parent, along with the thought that the dependency may not lesson over time as would be expected with a typically developing child, can add to parental stress. The final and fifth category of stressors is the stress from negative professional and societal attitudes and assumptions. The impact of negative interactions with professionals and other members of society are many times seen as the most potent stressors on families.  [9]  Society has judgmental and stereotypical attitudes about family actions or lifestyles to the point that some jobs will not hire one of those types of people. Society also has displayed negative attitudes or animosity towards parents who strongly advocate for their child . Parents are the voice for their children not only so that they are treated fairly but that they have equal access to a normal life and education. These negative attitudes and assumptions from professionals can cause feelings of being criticized, devalued and alienated. Parents can also fall victim to negative attitudes and assumptions from family members, friends, and other members of their social support network. These people may not feel comfortable around individuals with disabilities or they might not know what to day to the parents to console them during difficult times. Usually if someone knows a child with autism they are more understanding than someone who does not. For example I advise a student with autism at my place of employment and I feel I connect with this student due to dealing with the needs of my own child. I feel that I am also an advocate for this student as well. His mother has told me that I am a breath of fresh air to her son because I treat him like a pers on first and a not his disability first. A child with autism does effect the family dynamic and it is important to surround the family with support and understanding as well as a plan of action to follow. The family system is an important part of the environment of the child and plays a central role in the developmental outcome of the child as well. Studies of families with a child with autism have traditionally examined this interaction by focusing on the effect parents have on the child, not the childs effect on the parents.  [10]  Social support and support strategies are very important to maintain and support the family dynamic. Families that seek out and access personal and professional support services are able to cope with stress better. There are many kinds of support services available to families including parent social support, professional formal support, and respite care. In the article, Family Functioning and Coping Behaviors in Parents of Children with Autism by Matthew J. Altiere, he talks about mothers of children with autism who perceives social support to be accessible report fewer stress related problems and depressed symptoms than do mothers who perceive less social support.  [11]  Parent social support includes the supports parents receive from friends, relatives, neighbors, coworkers, or others. Many parents access these supports through parent support groups at which they can learn about a variety of topics and talk to other parents about their experiences raising a child with a disability. Parents can feel alone and hopeless. I belong to a social support group called ASGO (Autism Society of Greater Orlando). I too felt alone and this social group welcomed my family with open arms. Even though my husband and I were in various stages of the acceptance process we found others who accepted us. This connection helped give us hope in a time when we felt we were all alone. When a family is able to draw upon adequate resources and if they perceive the situation as manageable then the stress of raising a child with autism may never lead to a crisis. For example, the family gains support through interaction with family members and friends. On the other hand, they may withdraw from, or lack the time for, important social support activities. Thus, families with a child with autism may gradually lose their friends because of their limited availability. Realistically, social support is clearly important for families with a child with autism, although it can be difficult to find the time. There is also professional formal support which includes those services provided by community agencies and professionals. These supports can also include those services provided by a counselor, psychologist or psychiatrist to guide parents and families in coping with the stressors in their lives. One major support professionals can provide is to teach parents the skills necessary to engage in effective problem solving. Effective and efficient problem solving skills can help alleviate a lot of stress for parents because they can become part of the solution when addressing issues surrounding their children.  [12]  Respite care is a service typically provided through state funded programs. Many individuals with disabilities qualify for services through these state funded programs and families are allotted a certain number of respite hours a month to be sued when the need them. Respite care is provided to relive parents of the parenting duties for a few hours, a weekend or several da ys. Best Buddies is one of these organizations. This service can be extremely valuable to families because it allows them the freedom to get away when needed with the peace of mind that their children are in qualified and competent hands. Social support is an important tool to a family with a child who has a disability. This can also assist with the family dynamic alleviating any stressors. Making meaning of adversity is very important to the family dynamic as well. The Individuals with Disabilities Education Act recognized that parents are their childs best advocates and the law includes specific rights which serve to empower parents in this advocacy role. These rights include the guarantee of a free appropriate public education, mandatory notification by school personnel for proposed changes to the childs program, ability to initiate an evaluation at any time, requirement of informed parental consent for evaluations, power to obtain an independent educational evaluation, right to review all educational records, requirement that the school must fully inform parents of their rights, participation in the development of the IEP, requirement that children be educated in the least restrictive environment, and ability to request a due process hearing to resolve differences with the school. Parents are the most natural advocates for their children because they know the child best and because increased parental participation is correlated with increased child success. Additionally, parents are more effective at advocating for their child because they are emotionally invested in their childs welfare and they are the most constant people in the childs life. When parents are involved and advocate for the rights and meaningful education of their child amazing things can happen. There are a few key principles for effective advocacy: ask for what you want, be specific and detailed in your requests, stay flexible in finding solutions to concerns, keep requests clear and concise, look at issues from the perspective of others, build and preserve your creditability, never burn any bridges and follow up. If parents are able to do these things when addressing issues with school personnel or other community members/organizations a lot of positive change can and will happen. Adaptability also is an important part of making meaning out of adversity. Adaptability measures the familys ability to change in response to a stressful situation. Typically, the modern family believes that the father/husband is the head of the household and does not assist with household responsibilities or childcare. This places a larger burden than normal on the mother, and may result in her having little time for herself or for other members of the family. On the other end of the continuum are chaotic families, which are characterized by unstable and unpredictable change. In chaotic families, the rules may be constantly changing. There may not be a consistent leader and frequent role changes. One cannot dismiss the value of the ability to change with the appearance of sudden stressors, but this family style lacks the constancy needed when caring for a child with autism. Parents with children with disabilities differ significantly in their rating of the familys adaptability and cohesion. The mothers rated the families as more adaptable and cohesive. For mothers and fathers, greater parenting stress was associated with poorer family functioning. However, autism affects the family system differently than other childhood disorders. For example, studies that compare the stress in families with a child with autism to families of children with other disorders indicate that the families of children with autism experience more stress, depression, and anxiety.  [13]  The study in this article allows for the analysis of how autism affects the family system using the constructs of cohesion and adaptability. A goal of this study was to compare the perceptions of mothers and fathers on their coping mechanisms and the functioning of their family.  [14]  The high level of social support reported by mothers in this sample is encouraging because mothers of ch ildren with autism who perceive more social support experience less somatic problems and depressive symptoms. In contrast, many mothers indicated that their social support came from other mothers they met though support groups and related functions. During the past decade, a number of family researchers have been interested in finding why some families facing adversity manage to function well and come out stronger, while others when faced with a similar situation do not. Resilience has been described as the ability to withstand hardship and rebound from adversity, becoming more strengthened and resourceful. The concept of family resilience and its focus on factors leading to a familys well-functioning in view of a crisis is part of a movement in positive psychology towards identifying factors of health as opposed to factors of pathology.  [15]  Family resilience has been looked at either as an interaction of two groups of risk and protective factors. Although family resilience has not been directly studied in the disability field, there is increasing evidence that families of children with disabilities demonstrate a great degree of strength, articulating the positive contributions of disability to their familys life and well -being. Parents in the study reported stronger marriages, healthy family outcomes and acquisition of gained friendship networks with other families who had children with disabilities. My sons autism has made our family life tougher, emotionally and financially. Each member has to devote additional time and effort to help him, and learn how to live peacefully in such environment. Through working together, we all learned how to help my son tougher. In some sense, this also makes our family closer, because an individual cannot handle the toughness alone.  [16]  In other situations, working together led to more understanding and, possibly, stronger relationships between the members: My marriage is much stronger. We tend to fight less about little things because our focus is on our son. We realize the importance of staying together because our son benefits from both our strengths. We take care of ourselves through diet and exercise and plan evenings and dinners out every Saturday to get through the rough times. We cannot imagine life without our son. We are grateful to have him in our lives.  [17]   Some families found that autism in one of the children brought the siblings closer together, to the degree that some siblings sacrificed their personal freedom to care for their sibling with autism. For families to be able to work together and utilize their resources well, they must have had two other qualities: being flexible and communicating well with one another. These two qualities are necessary, because family members need to be flexible enough to accept necessary role and responsibility changes as a result of diagnosis of their child with a disability, and need to communicate with each other in order to successfully meet new demands on the family. A great number of families not only perceived them as close and untied, but also managed to adjust and function well over time. Within the last two decades, numerous individuals with autism have shared their unique experiences of living with autism resulting in a plethora of published first-hand accounts. Many professionals are seeking out and listening to these individuals to better understand this complex disorder. Individuals have been able to share their experiences through interviews, personal communication, and published accounts. These accounts come from individuals who can speak or type independently. In almost every first-hand account, individuals with autism report the experience of the stress of living in bodies that often do not work and move the way they want them to, resulting in extreme anxiety in their day-to-day lives. It is important to understand the family dynamic is impacted with a child who has a disability, in particular autism. Each family must take their own approach in regards to their individual needs in regards to what works for them. They also need to play into the roles of the household, for example if the father is the stay at home parent, he needs to use his role as a father to assist the child with a father attachment. Since the father is the primary care giver until the mother returns home from work, or whatever the situation might be. Each role needs to be embraced and when frustrations arise they need to be dealt with in a productive manner and not lead to unrest or divorce within the house hold. Honor Code: On my honor, I have not given or received, nor witnessed any unauthorized assistance on this work. Heidi Soflkiancs-Shugg Electronically Signed 12/7/2012

The Dark Side of Facebook Essay -- Social Networking, Pro Con Essays

Today, students rely on social networks such as Facebook, Twitter, and Instagram more than they rely on food to nourish their bodies. An average Facebook user wastes over 18.5 hours a month on social networking sites. It is noticeable that the more attention students are giving these social networks, the more poorly they do in school. Younger students carelessly expose all their personal information on these social networks. Also, as these sites continue to grow so does cyber bullying. Schools that contain grades k-12 should block internet access to social networks because they have a negative impact on the academic performance of students, they make students more prone to dangers on the internet, and they are the main locations of cyber bullying. Social networking sites frequently have a negative impact on the academic performance of students. Sanzhar Nayzabekov says in her article â€Å"Negative impact of social networking sites on academic performance of students†, found on the website Academia.edu, â€Å"Despite the fact that a relatively large number of social network sites including Facebook were initially created for learning purposes, there is some evidence that most social network site users show almost no attitudes towards finding academic information† (6). In fact, the use of these social networks often results in lower grades. For example, Naizabekov also says a large amount of Facebook users check their Facebook a significant amount of times throughout the day while updating their statuses more than 5 times per day (4). With that being said, it is quite hard for a student focusing on status updates and what’s new on the social media during class period to be focused on what is be ing taught in class... ...ality of cyberbullying laws: keeping the online playground safe for both teens and free speech." Vanderbilt Law Review Apr. 2010: 845+. LegalTrac. Web. 15 Nov. 2014 . Kirschner, Paul, and Aryn Karpinski. â€Å"Facebook and Academic Performance.† Computers and Human Behavior 26.6 (Nov. 2010): 1237-1245. ACM Digital Library. Web. 10 Nov. 2014 . Nayzabekov, Sanzhar. â€Å"Negative impact of social networking sites on academic performance of students.† Academia.edu. N.p., 20 Apr. 2012. Web. 10 Nov. 2014 . "Scams Online." All Hands 09 1999: 42-3. ProQuest. Web. 18 Nov. 2014 Tarantino, Kristen, et al. â€Å"Effects of Student Engagement with Social Media on Student Learning: A Review of Literature† StudentAffairs.com. StudentAffairs.com, n.d. Web. 10 Nov. 2014 . Wolak, Janis, et al. "Online â€Å"predators† and their victims." Psychology of violence 1 (2010): 13-35. Web. 10 Nov. 2014 .

With Life Comes Problems :: psu

With Life Comes Problems 1 In today's world there is nobody who can honestly say that they have absolutely no problems or worries in their life. Everyone has something to deal with and things to get over in their life--that's why it's called life. As long as you're alive, you will constantly have to battle the burdens of life that all people encounter. Some are destroyed by the harships [Hostage 50] and others overcome them. In Kate Chopin's "The Story of an Hour" she gives a glimpse at the life of one woman who, for a brief time, felt she would have no more problems, but then is shocked in to [into] death by realizing that her problems were not yet gone. The theme of the story is that you are never really free from the troubles of life until you are dead. 2 The conflicts in the story are ones that we all encounter and deal with until the day we die. In the story there is conflict between Louise (woman) and her husband (man). It said that sometimes she loved her husband, but often she did not (par. 14). This says to me that they did not have a good relationship together, and and were probably constantly battling. [Evidence from the story?] Another conflict would be Mrs. Mallard's life vs. Mr. Mallard's death. [?] Because of Mr. Mallard's suppossed [Hostage 50] death, Louise would now live her life happier and for herself (par. 13). Then, when Mr. Mallard came home, Louise was faced with the conflict of choosing between the freedom she would have had or the repression she would now suffer, from her husband, for the rest of her life if she would stay alive. At the end she, in a way, chooses death over repression. The only true way for her to be free was to die. 3 The symbols in "The Story of an Hour" give a look at the good life and rebirth Louise would have had if Mr. Mallard would have actually been dead. The actual word "mallard" refer to a wild duck. [SV -1] The meaning of "duck," other than the animal, is to avoid a blow. Mrs. Mallard was constantly ducking wildly from her husband's blows, whether mental or physical. [Evidence?] The calm after her storm of grief (par.

Inherit the Wind - Scene Analysis Essay -- Inherit the Wind Essays

Inherit the Wind - Scene Analysis The scene that introduces the audience to Matthew Harrison Brady, in Inherit the Wind, (Dir. Stanley Kramer. With Spencer Tracy, Frederic March, and Gene Kelly. MGM. 1960) uses dialogue, composition, camera work and music to develop Matthew Brady. Kramer reveals important information about the plot of the film in this scene. The scene opens with a bird's eye view shot of the town of Hillsboro, and focuses in on the movement of the parade below. The camera comes to rest on the convertible that transports Brady and his wife. The town of Hillsboro welcomes the well-known politician. He will serve the town by being the prosecutor in a trial about evolution, similar to that of the historical Scopes Trial. This scene, where we first meet Brady, reveals his strong character, and the role of savior that the town expects him to play. Through the development of Brady, Kramer also introduces us to the issues of religion and politics. Stanley Kramer, the director, introduces the audi ence to two key ideas in the very first shot of the scene. He does this through the use of background tools, like music and scenery. As the camera fades in from the previous scene, music begins to play, and a group of women sing a religious hymn, "Give me that old time religion." The extremely loud music continues for the duration of the parade. At first the audience doesn't know the source of the music, but as the parade comes to an end, the camera focuses on a group of militant looking women, who march and sing. This song draws the audience into the impending controversy over religion. It expresses the entire town's point of view on the issue. The audience can see that religion affects the soc... ...ene illustrates. Through the process of developing Brady's character, Kramer questions whether it is possible for religion to exist in politics. Brady can't balance the two, as his ultimate collapse illustrates. Kramer also points out the detrimental, oppressive affect that a small town can have on the truth. The narrow mindedness of the town enabled Brady to take control and prevent any alternative point of view to be considered. Is it possible for a small town to equally consider both sides of an argument? Brady appears to the town as a very strong self-assured man who believes in his ideas. At the climax of the film, Drummond places Brady on the stand, and questions his ideas. This serves as a major theme for the film and as a result it becomes necessary to have a strong development of Brady's character, so that the viewer can better understand his fall. Inherit the Wind - Scene Analysis Essay -- Inherit the Wind Essays Inherit the Wind - Scene Analysis The scene that introduces the audience to Matthew Harrison Brady, in Inherit the Wind, (Dir. Stanley Kramer. With Spencer Tracy, Frederic March, and Gene Kelly. MGM. 1960) uses dialogue, composition, camera work and music to develop Matthew Brady. Kramer reveals important information about the plot of the film in this scene. The scene opens with a bird's eye view shot of the town of Hillsboro, and focuses in on the movement of the parade below. The camera comes to rest on the convertible that transports Brady and his wife. The town of Hillsboro welcomes the well-known politician. He will serve the town by being the prosecutor in a trial about evolution, similar to that of the historical Scopes Trial. This scene, where we first meet Brady, reveals his strong character, and the role of savior that the town expects him to play. Through the development of Brady, Kramer also introduces us to the issues of religion and politics. Stanley Kramer, the director, introduces the audi ence to two key ideas in the very first shot of the scene. He does this through the use of background tools, like music and scenery. As the camera fades in from the previous scene, music begins to play, and a group of women sing a religious hymn, "Give me that old time religion." The extremely loud music continues for the duration of the parade. At first the audience doesn't know the source of the music, but as the parade comes to an end, the camera focuses on a group of militant looking women, who march and sing. This song draws the audience into the impending controversy over religion. It expresses the entire town's point of view on the issue. The audience can see that religion affects the soc... ...ene illustrates. Through the process of developing Brady's character, Kramer questions whether it is possible for religion to exist in politics. Brady can't balance the two, as his ultimate collapse illustrates. Kramer also points out the detrimental, oppressive affect that a small town can have on the truth. The narrow mindedness of the town enabled Brady to take control and prevent any alternative point of view to be considered. Is it possible for a small town to equally consider both sides of an argument? Brady appears to the town as a very strong self-assured man who believes in his ideas. At the climax of the film, Drummond places Brady on the stand, and questions his ideas. This serves as a major theme for the film and as a result it becomes necessary to have a strong development of Brady's character, so that the viewer can better understand his fall.

Academic Challenges and Professional Goals

Please explain any academic and/or professional goals you have established for yourself and your efforts to accomplish these goals. Describe with examples of your leadership experience, in or out of school/college in which you significantly influenced others, helped resolve disputes, or contributed to group efforts: When I started college, my goal was to pick a major and stick with it until I was finished! Well I have halfway done that. I completed my undergraduate with honors in Elementary Education sticking with it until after student teaching, graduation, and certification. However, upon completion I realized that while I love children and teaching I cannot be stuck inside a building all day. Therefore, after completing my bachelors in December of 2012 I decided it was time to enroll at Southwestern Oklahoma State University and get a graduate degree in Sports Management. My goal as an educator was to be the best motivator and encourager I could be and I feel that I can also carry these goals over into sports management. With my ultimate professional goal to become an Intercollegiate Rodeo Coach. In an effort to complete this goal I chose a college in which I had heard great things about the rodeo coach and the program; thus, choosing SWOSU. As a student at SWOSU it's my goal to do my very best in every class receiving an A if possible. My goal is to show future employers that I am dedicated and I always do my best. At SWOSU I have been helping at rough stock practice in an effort to learn both sides of the arena. I have also chosen electives that I feel will help my students mentally prepare for competition. Last year and this coming year I will serve as the Central Plains Goat Tying Director. Serving as director I have studied the rule-book thoroughly with an effort to be prepared to the paperwork side of being a collegiate coach. I have worked hard to establish myself as a fierce competitor, potential coach and professional clinician. I have done this through winning the 2012 CNFR Reserve Champion Cowgirl title through hard work and a tight balance between school and practice. As a clinician I have took control of my own success making phone calls and raising money to put on many Pro bono clinics for organizations such as Range Riders Youth organization, Cal Farley's Boys Ranch, and rodeo bible camps. At these camps and clinics I have the chance to become an established leader and role model in many of these kids lives. I make it my utmost priority to keep in touch with many of these kids through email. Many of these students send me videos to critique and ask advice on questions both inside and outside of the arena. I am also the current Fellowship of Christian Cowboys-Rodeo Bible Camp Woman's Timed Event Coordinator. This means that I work to find clinicians to volunteer at more than 25 rodeo bible camps across the country in which I must find at least twelve women for each. Doing this has allowed me to meet some great people in which I have been able to lead in educating students in rodeo and a relationship with Christ. Please describe the most significant academic or personal challenge you have faced. Discuss the steps you have taken to address this challenge and what you have learned about yourself during the process: The most personal challenge I have faced is not necessary your typical physical adversary, but rather one of the mind, character, and emotions. My most personal challenge has been to overcome pride. Pride in my school work, pride in who I thought I was, and pride in my accomplishments inside the arena. The problem with pride is that it develops a mentality of fierce competition against everyone all the time. The problem with pride is that it becomes self-consuming-a place where no one else but self exists. With my goal to be successful at everything I did, I never made time for anyone else. Rather I was driven by to-do-lists and tight schedules. I have had a hard time overcoming my pride and making time for others. As a Christian I understand that God has commanded us to love your neighbor as yourself,† but when someone is consumed with their goals that doesn't leave much time for loving others. After God humbling me time and time again I finally gave up and allowed Him to be my goal; thus, replacing my pride with Him and His will. Pride has been something that has not been easy to overcome and it's something I have to overcome daily; however, I am not only getting better I am overcoming it! Through this process I have learned that I am inherently selfish and I can quickly become consumed with my self-goals of being â€Å"successful.† I have learned that success is not being the best in the classroom, arena, or life as the world sees it. Rather success is leaving people with a loving legacy. In the words of Maya Angelou – â€Å"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made