Brecht’s The Good Person of Szechwan is an apt representation of the theory of epic theater

Brecht’s Epic Theatre is a theatre of destroyed illusions and a wide awake audience which took birth from the theory of Korschian Marxism which saw ideology as a material force that served as an important tool of dominance. It is a theatre of instruction and hence is also termed Didactic theatre and because of the binary opposition present in its themes it is also known as Dialectical Theatre. The biggest aim of Brechtian plays is to alienate the audience to bring about an understanding which can affect change, Brecht terms this phenomenon as the Verfremdung’s Effekt (Alienation Effect or the A-effect), which comes from the Chinese play tradition. The audience is never one with the actor, they are always aware that the play is not real and that whatever is being presented on stage is not reality but a depiction of a certain reality. The ‘A-Effect’ is also known as the technique of defamiliarization wherein the familiar is made strange through alienation tropes such as addressing the audience directly, changing clothes in front of the audience, use of songs etc, which ensures that the audience is at all times rational, intellectual, and act as scientific observers so that they are able to question the industrial world and its authoritarian structures. As Walter Benjamin while summarizing Brecht’s theatre said â€Å"for its public the stage is no longer ‘the planks which signify the world’ (in other words, a magic circle), but a convenient public exhibition area. For its stage, the public is no longer a collection of hypnotized test subjects, but an assembly of interested persons whose demands it must satisfy. For its text, the performance is no longer a virtuoso interpretation, but its rigorous control. For its performance, the text is no longer a basis of that performance, but a grid on which, in the form of new formulations, the gains of that performance are marked†¦Ã¢â‚¬ 1 and so Bertolt Brecht’s theory of Epic Theatre transforms into its praxis in his play The Good Person of Szechwan. The Good Person of Szechwan is a purely Marxist play that deals with the social conditions of its milieu and how the people who are put in those situations react to it and towards one another. The major theme being that of survival in a world that is ruled not by goodness of character but by the evil and corruption of the society. The juxtaposition of poverty with plentitude is a leit motif in the play. Wang’s ‘The Water Seller’s Song In The Rain’ brigns forth this juxtaposition beautifully when he laments, â€Å"I sell water. Who will taste it? -Who would want to in this weather? All my labour has been wasted Fetching these few pints together. I stand shouting by my Water! And nobody thinks it Worth stopping and buying Or greedily drinks it. †2 Since its rainy season and there is plenty of water no one bothers buying the water from Wang and this plentitude becomes poverty for Wang. We start to pity Wang’s character when we realize that he is a proletariat and is burdened by poverty, but Brecht alienates us from Wang’s character by showing us his cheating and swindling side so that we rationalize his character and see him as the representative of the proletariat ideology of swindling and cheating. There is no Bourgeois enemy present in the play. The problem is within the proletariat and not amongst the proletariat and bourgeois. The problems that Shen Teh or the other characters face are due to their social conditions. The province of Szechwan can be seen as a microcosm of what is happening all over the world. Throughout the play there is constant reference to â€Å"hunger. † Hunger is seen as annihilating honor. Shen Teh’s hesitancy to take the God’s in is because she has an empty stomach. She says â€Å"†¦I’m afraid that a rumbling stomach is no respecter of persons. 3 The motif of hunger and poverty can also be seen in Brecht’s other play The Life of Galileo. The play starts with Galileo saying â€Å"Put the milk on table†¦Ã¢â‚¬ 4 and Andrea replying â€Å"Mother says we must pay the milkman, if we don’t he’ll be describing a circle round us, Signor Galilei†5 and later on when Galileo says â€Å"†¦an d I like to eat decently. It’s when I’m eating I get most inspiration. A rotten age. They haven’t paid me as much as the man who drives their wine-carts. †6 We are always reminded of the juxtaposition of plentitude with poverty. The play is dialectical in its split between Shen Teh’s self fulfillment and Shui Ta’s self preservation. It is the â€Å"inevitable clash between desire and fact and as the paradox of ends and means. These are two sides of the same coin. Shen Teh’s wish to be generous must employ Shui Ta’s profiteering meanness, or else she would be deprived of her charitable self. †7 Prosperity is associated with lack of goodness and â€Å"social conditions twist the natural goodness of human beings into opposites†8 and hence if Shen Teh wants to prosper then she needs to give into Shui Ta’s calculating nature. In The Good Person of Szechwan we have constant interruptions that are brought about by the musical interludes and all these songs work to alienate the audience from the play and to make them question the situation being presented in front of them. They are made to question the worth of Shen Teh’s goodness as it leaves her not ennobled but economically emaciated. Walter Benjamin says that, â€Å"the interrupting of action is one of the principle concerns of epic theatre. Therein lies the formal achievements of Brecht’s songs with their crude, heart rendering refrains. 9 and hence ‘The Water Seller’s Song In The Rain’ comes just after the love scene between Shen Teh and Yang Sun, disrupting the audience from getting involved in the play and again bringing their attention to the dialectics between poverty and plentitude. Brecht says that â€Å"in the epic theatre moral arguments only took second place. Its aim was less to moralize than to observe. â € 10 So we see that Shen Teh’s goodness is constantly thwarted by the social circumstances and harsh necessities of survival in a competitive world but no moralizing comments are made. The play begins on a note of despair and ends with one. For Shen Teh to survive it is necessary that Shui Ta also survives. The God’s in the play are ignorant, humanized and a satire on the hegemony in Christianity, questioning the absolutism of Christianity in the early twentieth Century. Instead of one god head we are presented with three Gods and none of them can do anything to lift Shen Teh out of the drudgery that she is a part of even though she is good. In the trial scene the gods are seen as nothing but impostors, their omniscience and all powerful stature is questioned. The idea of justice is questioned, deconstructed and done away with. Neither is virtue rewarded nor vice punished, instead vice is seen as a means to an end. Shui Ta is not punished for any of the crimes and Shen Teh is not rewarded for her goodness. Brecht here blends divine justice with legal justice by making the Gods don on the attire of the magistrate to mock at divine justice. It is a Marxist onslaught on the institutionalization of religion. In his other play The Caucasian Chalk Circle we have the character of Azdak whose method of delineating legal justice is more serious in purpose and intent as compared to the three Gods here who appear as mere fools. One is forced to question if justice is being delayed or if there is no concept of justice in an industrial world. The open ended-ness of the trial scene erodes the moralistic nature and it prises upon the mind of the audience and affects change. Brecht in all his plays comments on â€Å"Jetztzeit†, a term that Walter Benjamin coined for the presence of â€Å"now† in Brechtian plays. According to Walter Benjamin, â€Å"history for Brecht was an ever present arena, never as with Lukacs a thing of past† and hence we see that Mother Courage and her Children, The Good Person of Szechwan or The Life of Galileo all have topical references in the World War I and II, the failure of the Russian Revolution/Communism/Dictatorship and questioning of the viability and feasibility of science in a post Hiroshima-Nagasaki world, respectively. Also epic theatre is literarized. â€Å"The literarization of theatre by means of verbal formulas, posters, captions, is intended to, and will, make what is shown on the stage unsensational. 11 The performance is not aimed to draw the audience into the play but to make them stand at the periphery so that they question the bourgeoisie ideology and break free from it, so that the proletariat is emancipated and socialism can be constructed. Brecht believes that society can be changed through intellectual action and that is the reason t hat his plays are so highly dialectical. We see the dialectics between Good and God when Shen Teh as Shui Ta sings the ‘Song of the Defencelessness of the Good and The Gods’ â€Å"The good Cannot remain good for long in our country Where cupboards are bare, housewives start to squabble. Oh, the divine commandments Are not much use against hunger. So why can’t the god’s share out what they’ve created Come down and distribute the bounties of nature And allow us, once hunger and thirst has been sated To mix with each other in friendship and pleasure? †12 Gods here are seen as privileging the aristocrats and Christianity is seen as a perpetrator of class difference. The motif of hunger is again visible in the song. Hunger can not be satiated by following the commandments, one need to have money to buy food and that money comes not from praying but by being economically independent and well of. When the audience hears the song they realize the futility of religion in an economic world. It brings to the forefront the debate between spirituality and materialism. It makes the spectators question both the value of a bourgeoisie society and that of religion. Being but a Marxist play every theme is given a Marxist interpretation, even the idea of love and marriage. Shen Teh has to choose between Yang Sun and Mr. Shu Fu. It is as Shui Ta that she favors Mr. Shu Fu for he can provide her with a future but as Shen Teh her emotions sway her towards Yang Sun. In a direct address to the audience Shen Teh sings; â€Å"I would go with the man whom I love. I would not reckon what it costs me. I would not consider what is wiser. I would not know whether he loves me. I would go with the man that I love. †13 â€Å"As Shui Ta she knows the worthlessness of her charming but rascally lover Sun. But with her emotional feminine self, as Shen Teh, she cannot give up the physical passion and tenderness that bind her to him. In Shen Teh’s love the drive for self-fulfillment and the need for self preservation clash in hopeless combat that can never be decided. 14 Brecht in The Good Person of Szechwan presents us with a Marxist theme, a dialectical debate between poverty and plentitude, goodness and god, religion and materialism etc, all of which is made apparent to the audience by the alienation effect brought about by the musical interludes that are present through out the course of the play, Shen Teh’s changing clothes in front of the audience, direct address to the audience; in an attempt to make sure that the play raises questions in the minds of the audience and breaks their identification with the bourgeoisie ideology. In totality Brecht’s play The Good Person of Szechwan is an apt representation of his epic or intellectual theatre that is built on the concept of critical theory translating into intellectual action on stage wherein Brecht seeks to illumine historically specific features of a milieu in order to show how that milieu influenced, shaped and often battered and destroyed the individual. Instead of focusing on the universal elements of human situations and fate, Brecht on the other hand is interested in depicting the attitude that people adopted towards each other in a specific historical situation or context.

Victors and Vanquished

The Spanish conquest of Mexico is an epic story that is understudied. The historical documents recounting the events are either written through the memory of the conquerors or the conquered, and as a result there is a great disparity in the facts, those facts changing depending on which side produced the documents. We will take a look at several of the documents published in Victors and Vanquished from both the Spanish and Nahua perspectives, analyzing them for bias, lessons learned, as well as the different contrasts between different perspectives. In addition I think it is important to look at the overall motivation behind the Spanish conquest. In Bernal Diaz second writing in the book he speaks of the Spanish movement from Santa Maria de la Victoria to San Juan de Ulua. When The Spaniards arrive they have their first meeting with representatives from Moctezuma. According to Diaz, Cortez treats the ambassadors very well, and it seems that Cortez is quite intended on making a good impression with Montezuma as well as the locals, confessing that they are there to simply trade with the Indians. When Montezuma’s ambassadors return from delivering Cortez’ message to their king, they bring back a good amount of treasures with them. The ambassadors also tell Cortez that Montezumadoes not think an interview is necessary. This is an interesting statement and something that I believe may have shown the hidden motivations behind Montezuma’s thinking. I have to wonder if Montezuma was hoping that if he sent an acceptable amount of gold and some kind words the Spaniards would accept it graciously and be on their way. When a person in power says something along the lines of, â€Å"an interview is not necessary (pp 90),† it is a nice way of saying, â€Å"I do not want to be interviewed. † Political correctness is not something that is new to modern times. Unfortunately for Montezuma, by sending all that gold, his plan backfired as the Spaniards noted that with the helmet filled with fine grains of gold it, â€Å"showed us that there were good mines there. † (pp 89-90) Shortly after this, Cortez informs Montezumaof his strong intentions on meeting him. Another interesting fact is that Cortez seems very focused on imparting the idea that he is there with peaceful intentions, despite the eight hundred Indians he had left dead in Tabasco. I can understand Cortez’ desire to trade and explore a new country with new people, but the bottom line is that he had more on his mind than trading and exploration. He and his men had received a less than warm welcome in Tabasco, and rather than find another route or turn back (which of course they couldn’t do) they opted instead to kill around eight hundred of the indigenous peoples. When Montezuma sent that helmet filled with gold to Cortez I believe he sealed his fate. Cortez’ acts of kindness from that point forward were a means to an end, a necessary deposit on what he hoped to be a big payoff. The next few writings I’d like to look at deal with the Chalula massacre. In Adres de Tapia’s account of the incident the Cholulans put up a very friendly front, but are however plotting to kill the conquistadors all along. The Plot is uncovered through Dona Marina (Cortez translator and mother to his son) once the conquistadors are informed of the plot they confront the Chalulan warriors (who were at the time under the guise of slaves). They end up locking the warriors in a courtyard and then according to de Tapia, â€Å"he ordered most of the lords to be killed. † (pp 118) Then the Spaniards and Indians (Tlaxcalans) went throughout the city, â€Å"killing warriors and burning houses. † (pp 118) De Tapia makes it sound as if the Spaniards were simply executing those guilty of treason and lies. However I think one has to question if the destruction of the entire city was necessary. Along with this, the Tlaxcalans were cited to have made off, â€Å"with a great amount of plunder. † (pp 118) It is hard for me to believe that while the Tlaxcalans were making off with all that plunder, the conquistadors were standing by not indulging themselves. In my opinion, the Tlaxcalans provide a good scapegoat for the conquistadors. The other side of this story written by Sahagun offers some key differences (as expected). Sahagun’s story is much simpler than de Tapia’s with the conquistadors arriving in Cholula and having been previously warned by the Tlaxcalans that, â€Å"the Cholulans are very evil; they are our enemies. † (pp 121) They simply issue a general summons for the higher ranking officials and warriors to assemble in the courtyard and slaughter them followed by the city. According to Sahugun the Chalulans were not even armed. Sahagun goes on to describe the conquistadors as a war machine. Mentioning all the iron incorporated with their weapons and armor, and making it sound like they steamrolled through Chalula which was a small bump on their way to Mexico. One interesting fact is that in this account there is no mention of the plunder that Diaz had mentioned. Given the Nahua’s obvious spite for the conquistadors it seems likely that they would take every opportunity to mention all the negative aspects of the Spanish conquest. This leads you to believe they either did not know about it, or it didn’t happen (most likely the former. They do make mention of the conquistadors greed when shortly after Montezuma sent them gold gifts and, â€Å"Like monkeys the grabbed the gold. It was as though their hearts were put to rest. † (pp 122) The Spaniards entry into Tenochtitlan was initially surprisingly peaceful. With each leader feeling out the other, Montezuma especially seems to be very cordial toward the Spaniards treating them as teules (gods). This sh aky peace ends abruptly with a bloodbath during the fiesta of Huitzilopochtli. There are three documents dealing with this massacre that I’d think are important to look over. All the documents are fairly short in length, but there are a lot of things to consider. The first document written by Francisco Lopez de Gomara (whom Bernal Diaz often mentions with disdain) discusses the fiesta covering some of the rituals and dances, then quickly progresses to the Indian murders. The only motivation Gomara offers as to why the Spanish so abruptly decided to abandon peace was that, â€Å"they coveted their gold and jewels. (pp 162) Thus the Spaniards locked the doors to the temple and murdered all that were inside taking from them their treasures. Given the conquistadors track record up to this point it is not unbelievable that this could happen, but I find myself wondering if there wasn’t something more persuading them. The Florentine Codex and the Codex Aubin which both cover the massacre from a Nahua perspective are very similar to that of Gomaraâ€℠¢s with no real outstanding differences. This begs the question, was the treasure present at the ceremony reason enough to attack? I think that question is answered in another source. Bernal Diaz while describing the initial entry of the Spaniards into Tenochtitlan seems to be fairly peaceful as mentioned before. There is, however a turning point is his writings. The Spaniards find a cemented door near there quarters in the city and end up breaking into it, only to discover a large storehouse of treasure. The description of the vast quantities of gold was like a dream. Immediately after this discovery the Spaniards start to feel like they are wearing out their welcome, and that the Aztecs are becoming more hostile toward them. This should not be surprising given that they had broken into the Aztecs treasure vault, of sorts. However the conquistadors discovery of the chamber seems to be the major turning point in the relations between the Aztecs and the Spaniards and is what I believe led to the massacre and ventual conquer of the empire. In my opinion the Spaniards greed was ultimately one of the biggest driving forces behind the destruction of the Aztec empire. When analyzing historical documents it is very difficult to try and read between the lines and separate fact from fiction. Undoubtedly emotions and time cloud people’s memories. However with so many various sources I think you begin to realize the truth stereotypically resides somewhere close to the middle.

Environmental Taxes in the Uk

Environmental Taxes in the UK| BEA2002 Group Report Assignment| Ben Dance, Liwei Rao, Qi Gao, Nellie Ho and Ahmed Mujtaba| 1. Introduction 1. 0 We have been commissioned by the government to write a report on how the current UK tax system encourages taxpayers to behave in an environmentally friendly manner. In the first part of the report we will look at three elements of the UK system and outline how they encourage environmentally friendly behaviour and in the second part we will compare these elements to measures in place in Sweden. 2.Key Elements of the UK Tax System 2. 1 Climate Change Levy 2. 1. 1CCL is a tax on the supply of energy to businesses in the commercial, agricultural and industrial sectors. The tax, introduced in April 2001, works by charging for each unit of energy used therefore the more energy used the more tax a business has to pay. It’s an arbitrary way of trying to get businesses to reduce the energy they use and the emissions they produce. The charge per unit of energy varies depending on the commodity used and the pollution that the commodity produces.For example, electricity has a higher rate of charge (0. 509 pence per kilowatt hour) compared to gas (0. 177 pence per kilowatt hour) because it is more damaging to the environment (HMRC, 2013). 2. 1. 2 The government claims the CCL has had a significant impact on reducing the emissions produced by the UK. However, the House of Commons Environmental Audit Committee has an alternate view that the reductions are due to other measures already in place. They believe that the CCL rates are not significant enough to influence behaviour (CIOT, 2009).Another argument suggests that businesses are just passing on the tax by increasing their prices leaving the incidence of the tax with the consumers. If we look at the tax revenues from CCL, we can see that it has never reached its annual target of ? 1 bn, suggesting the tax is ineffective (Annie Reece, 2012). 2. 1. 3 In support of the governme nt claims, there is clear evidence that the annual emissions are on the down – carbon dioxide emissions have decreased by 15. 9% from 1990 to 2010 (Department of Energy & Climate Change, 2013).It may not be clear whether this is down to CCL but you cannot argue that companies are now far more aware of their emissions. 2. 2 Landfill Tax 2. 2. 1 The UK government introduced the landfill tax in October 1996 in order to meet its obligations under the 1999 EU landfill directive. Before 1996, the municipal waste in UK was growing at an average rate of 3% per annum up to 21. 63 million tonnes in 1995/96 (European Commission, 2001). However, even after this introduction the UK remained as one of the biggest producers of waste in Europe.To combat this, the Treasury implemented a radically increasing rate of landfill tax (CIOT, 2009). There are two types of landfill wastes which are taxed at two different rates. The first type is the normal (active) waste which is taxed at ? 64/tonne a nd will most likely rise to ? 80/tonne in 2014; the other type is known as inert waste, such as rock and bricks, which is taxed at ? 2. 5/tonne. 2. 2. 2 The general incentive of the landfill tax is to encourage more sustainable waste management and to alter businesses and customers’ behaviour by producing less waste.However, the tax has not been as effective as expected. The disposal of inert waste has declined but the same cannot be said for active waste. A possible reason for this could be that, although the tax rate of inert waste is much lower than active in absolute value, it is higher in percentage value which means the tax burden on an inert waste producer is heavier than on an active waste producer (European Commission, 2001). Also, the active waste is more likely to be weighed at the disposal stage rather than collection stage, which may result in less incentive for individuals to reduce their waste.The revenue from the landfill tax is only a small proportion of the total tax revenue to the HMRC, so the large increase of this tax reflects the determination of government to change waste behaviour rather than raising tax revenue. 2. 3 Fuel Tax 2. 3. 1 In the UK there is a fuel tax  that is applied to all Hydrocarbon fuels, including unleaded petrol, diesel, LPG, biodiesel, bioethanol and other fuels that are used in cars. The rate of the fuel duty is usually set during the budget preparation and it consists of an additional tax that is applied to the petrol before it is sold.Currently the tax levied on the most commonly used petrol and diesel prices are 85p and 85. 93p respectively. Thus, the total price for the petrol and diesel is around 136. 26p and 143. 27p respectively as well (BBC Business, 2012). 2. 3. 2 Such taxes are levied by the government to reduce the excessive usage of the fossil fuels and in this case oil. Petrol and diesel are both extracted from the crude oil and are the most commonly used fuels around the world. The government hopes that the tax will reduce usage because it is directly passed onto the consumers.Thus, not only would this measure rake in millions for the government, it would also reduce the carbon footprint which is a concern for the countries like UK. 2. 3. 3 As a result of this 527 million fewer litres of petrol and diesel were sold in the UK last year, as individuals and companies chose to drive less, according to Edmund King, president of the Automobile Association. The government has faced a lot of criticism from some groups about the tax and praise from others such as various environmental group and agencies (BBC Business, 2012). . 3. 4 In particular, â€Å"a review by Lord Heseltine into governments continued support for low and ultra-low carbon vehicles† was deemed helpful by SMMT chief executive Paul Everitt. 2. 3. 5 Separately, changes to capital allowance and tax relief rules, as well as the car fuel benefit charge, should help â€Å"green the UK's business fleet†, according to Mike Moore, automotive analyst with Deloitte, a consultancy. He also added â€Å"This means that businesses should seriously consider the carbon footprint of their fleet in order to control costs. (D Martin, 2012). 3. 0 Comparison with Sweden 3. 1 Climate Change Tax 3. 1. 1 In Sweden, there is a variety green taxes related to climate change. Sweden was the first country in Europe to introduce a green tax in 1991 when they brought in the Energy and Carbon Dioxide Tax (Swedish Environmental Protection Agency, 2000). This introduction, ten years ahead of the UK, shows that the Swedish government was much more aware of the damage their behaviour was causing than the UK government. 3. 1. The Swedish Energy and Carbon Dioxide Tax works by charging the user for the amount of CO2 produced unlike the UK CCL which charges in respect of the source of energy. Both have the same impact on behaviour as they both encourage taxpayers to reduce the amount of energy they use and the em issions they produce. Over the years, there has been a significant increase on the tax rate to continue the fight against climate change. The increase has been so great that Sweden now has the highest carbon tax rate worldwide (Government Commission of Measures against Climate Change, 2000). . 1. 3 Unlike we found in the UK, it has had a huge impact on individual and business behaviour. There has been a 9% reduction in gas emissions in the past decade even though economy has grown 44%. At present, the general CO2 tax rate amounts to more than 100 EUR/tone; this is a much larger burden than the UK’s CCL rate (Swedish National Energy Administration, 2000). This may explain why the Swedish Tax has changed the behaviour so much more. 3. 1. 4 In the UK, we found that it is not clear which tax is causing the reduction in emissions.However, in Sweden the CO2 tax has contributed significantly to reducing fossil fuel consumption, particularly the situation for the household, service s ectors and district heating production, where the full CO2 tax rate is applied (Developing Green Taxation – Summary of a Government Assignment Report 5390, 2004). 3. 2 Landfill Tax 3. 2. 1 The current landfill tax in Sweden, which was introduced in January 2000, is very similar to the tax in the UK in that it aims to prevent the increase of waste generated.However, Sweden also uses their tax to try and encourage the use of the waste to generate energy while minimizing health and environmental effects to humans (European Topic Centre on Sustainable Consumption and Production, 2009). The tax rate started off at â‚ ¬26/tonne and has increased to â‚ ¬47/tonne (? 40) (Scottish Government Rural Environment Research, 2008). This is lower than the rate in the UK (? 64/tonne) which suggests that waste management is not as big an issue in Sweden when compared to the UK. 3. 2. 2 Before 2000, landfill only went down by 2% p. . but after the implementation, it began to decrease by 1 3. 6% p. a. between 1999 and 2006. At the same time, recycling in the country increased by 4. 6% p. a (European Topic Centre on Sustainable Consumption and Production, 2012). In 2009, revenue from landfill tax was only 15% of that in 2000, which proves that the tax has provided a good incentive in Sweden to reduce waste; unlike the UK where the tax has been arguably ineffective (European Topic Centre on Sustainable Consumption and Production, 2012). 3. 2. Sweden has also successfully implemented schemes which divert landfill to recycling or to waste-to-energy power plants, where it is burned as fuel. According to the most recent figures from Eurostat, only 1% of waste from Swedish households ends up in landfill. This is much lower than the same figure for the UK of 48% which suggests the recycling schemes in place in the UK are not effective (Care2, 2012). The beverage industry in Sweden has a return rate of over 90% on glass and plastic bottles which shows the tax affects businesse s behaviour as well as households (Scottish Government Rural and Environment Research, 2008). 3. . 4 From this comparison, it seems apparent that the UK could learn from Sweden and change people’s behaviour more effectively by implementing and encouraging a better recycling scheme rather than penalizing people through taxes. 3. 3 Fuel Tax 3. 3. 1 The fuel tax in Sweden comprises of an energy tax  and a carbon tax. A tax is placed on top of the price of petrol in the same way that the UK government do. The total tax (including  value added tax) has been 6. 875 kr (about ? 0. 6913) per litre since January 1, 201. This rate is lower than the tax in the UK which again suggests that the consumption of fuel is less of an issue. . 3. 2 The energy tax contains excises on motor vehicle fuels, the average proportion being 3. 4 points in EU. Sweden is the country has second highest percentage (4. 9 points) among the EU member states. This tax is similar to the vehicle road tax in th e UK. 3. 3. 4 There is a significant difference in the revenues of fuel tax in the UK and Sweden. In the UK, the proportion of the revenue of fuel tax amounts to more than 90% of the total energy taxes revenue, while the percentage for Sweden is only slightly above 50 %.The tax revenues on natural gas and electricity are the main reasons that result to this different situation. Sweden collects the most revenues from electricity and natural gas taxes (about 30 %). In contrast, the United Kingdom only receives negligible revenues on related items (less than 2 %) (Taxation trends in the European Union, 2009). 3. 3. 5 As is well known, Sweden has a high international profile in environmental policy all over the world. The revenue from environmentally related taxes is however not particularly high in this country.On the other hand, the revenue from green taxes in Sweden has been steady rather than decline in recent years, which is in contrast to the trend in many other countries (Swedish Tax Policy: Recent Trends and Future Challenges, 2010). Bibliography CIOT, 2009. Green Tax Report. [online]. Available at: [Accessed 28 January 2013]. HMRC, 2013. Climate Change Levy Rates from April 2012. [online]. Available at: [Accessed 28 January 2013]. Annie Reece, 2012. Landfill Tax Revenue Set to Increase. [online]. Available at: [Accessed 28 January 2013]. Department of Energy & Climate Change, 2013. GHG Inventory summary Factsheet. [online]. Available at: [Accessed 28 January 2013]. European Commission, 2001.Study on the Economic and Environmental Implications of the Use of Environmental Taxes and Charges in the European Union and its Member States. [online]. Available at: [Accessed 27 January 2013] BBC Business, 2012. Fuel duty rise cancelled by chancellor. [online] Available at: [Accessed 11 February 2013]. BBC Business, 2012. Budget 2012: Fuel duty increase gets go-ahead. [online] Available at: [Accessed 10 February 2013].D Martin, 2012. We're the fuel tax capita l of Europe: British motorists pay up to 60% duty and VAT on petrol – the highest figure in the EU. [online] Available at: [Accessed 11 February 2013]. Care2, 2012. The Environment and Wildlife Cause. [online. ] Available at: [Accessed 5 February 2013]. European Topic Centre on Sustainable Consumption and Production, 2009. Fact Sheet for Sweden. [online. ] Available at:

Cover Letter Personal Statement Example | Topics and Well Written Essays - 250 words - 1

Cover Letter - Personal Statement Example In addition, I have taken a number of courses that prepare me for a career in the industry. For example, I took a diploma in professional jewelry as well as a bachelor’s degree in business management. In addition, course like hotel management have helped me learn about the relevance of hospitality and other interpersonal traits that are important in the luxury industry. In addition to the educational background, I have adequate working experience to fit into any category in the luxury industry. My working experiences include leadership posts, sales executive in luxury cars as well as advertisement internship. In addition, I speak two languages and I have found this to be a useful trait in an international industry. My education, life cultural interactions and work experience have prepared me to work in almost all sectors of the luxury industry. In addition to my dedication and work ethic, they all ensure that I am a valuable addition to your company I welcome the opportunity to discuss my skill set and the position. If you have any questions or want to schedule an interview, please contact me using this number (Insert Phone number) or this email address (insert email address). I look forward to hearing from

Research proposal Dissertation Example | Topics and Well Written Essays - 3250 words

Research proposal - Dissertation Example The advancements in digital communications technology and the further strengthening of multilateral trade ties have created an environment in the 21st century more receptive than that which characterised international business a few decades ago. A greater understanding and familiarity with other countries’ cultures, laws, and social institutions has greatly diminished the uncertainty and distrust that held countries back from openly participating in international trade and business. Furthermore, the faster pace of technology transfer and development of productive capacity in less developed economies have created new markets that provide added impetus for cross-border trade. The United Kingdom is one such developed economy that may itself benefit from, as it may benefit others through, increased participation in other markets. A country which presents attractive opportunities for expanded trade relations is Ecuador. The prospects have to be examined further, however, and a basi s for the formulation of a viable marketing strategy has to be established before concrete plans could be drawn. 1.2 Research aim This study aims to examine implications and directions for strategic marketing that U.K firms may explore in their effort to establish a presence in the Ecuadorean market. Existing macroeconomic and industrial data for Ecuador, industry information on U.K. firms, and the use of established strategic theory in a competitive environment shall provide the context and constraints within which the aim is to be attained. 1.3 Objectives In order to satisfactorily accomplish the above-stated aim, the proposed study seeks to attain the following objectives: 1.3.1. To describe the social, political, economic, technological, ecological, and legal situations in Ecuador that may impact upon the business opportunities of foreign firms wishing to enter the market, using the PESTLE country analysis framework; 1.3.2. To identify industries in Ecuador where U.K. firms may successfully enter and create a significant impact, citing particular advantages and disadvantages, through use of Porter’s Diamond Framework. 1.3.3. To suggest strategic directions that U.K. firms may take for the industry or industries identified, in order to initially effect entry, and thereafter to sustain competitive performance in the Ecuadorean market, through the three fundamental marketing strategy paradigms, namely (a) standardization-adaptation, (b) concentration-dispersion, and (c) integration-independence. 1.4 Research questions The study shall strive to achieve the aforestated objectives, guided by the following research questions to which it shall provide relevant answers: 1.4.1 What are the social, economic, political, technological, ecological, and legal conditions existing in Ecuador that may influence the business environment? 1.4.2 On the basis of the results of the environmental scan on Ecuador, what possible industries may be engaged in by U.K. firms see king to enter the market in this country? 1.4.3 In relation to the industries identified, what possible strategic marketing directions may U.K. firms adopt in entering into and sustaining performance in these markets? 2. Literature review 2.1 International marketing strategy In deciding upon entering a foreign market, a firm takes on considerable risks, but foresees that there is an opportunity to earn considerable returns as

Final Project Essay Example | Topics and Well Written Essays - 1250 words - 4

Final Project - Essay Example To prove this, data from Anne Arundel, Talbot, Dorchester, Calvert County, and their relative Chesapeake Bay areas, will be collected and compared. Excessive amounts of nutrients can cause the growth of microscopic plants algae. When its population explodes or thrives, the water quality depletes. The water itself appears cloudy and blocks sunlight to the aquatic plants (SAV) that need the precious sunlight for their survival. When they dont get this energy, they die. These aquatic plants provide food and shelter for Bays inhabitants. Fish and crabs are among the prime animals. Overall, the whole Bays habitat is damaged. Algae grows due to excessive nutrients. And preventing sunlight from reaching the aquatic plants is not the only problem they cause. By blocking the sunlight, they also reduce the oxygen levels in the water during certain months. This is especially true through the summertime as decaying algae starts to sink in the water. The microscopic animals and bacteria feed on these plants. This process consumes the limited oxygen present in the water. As a result of the dying algae and hot summers the oxygen levels in the Bays water start to decline, killing different organisms in the process. It is very difficult to find data on this topic. The Chesapeake Bay area is enormous and finding this complicated, and huge volume of data is a time-consuming process. The primary sources used to obtain data for this study were; First the research area was selected. Then a focused area was selected using ArcMap. This process revealed the permanently preserved agricultural lands. Talbot, Dorchester, Calvert and an Anne Arundel are the four primary agricultural areas. Later the priority preserved agricultural areas were identified such as Annapolis in Anne Arundel. The data revealed oxygen levels less than 0.2 mg/l in anoxic

Business Continuity Management & Its Critical Services and Functions Essay

Business Continuity Management & Its Critical Services and Functions - Essay Example As the paper highlights this century, businesses are at significant risks, which if not well managed may end a business. Therefore, there should be minimum legislative requirements for any business continuity plan. The purpose is to enhance business security through effective disaster management plans. Increasing requirements ensures business survival after a catastrophe. However, where the law requires a business to only trade with other companies in compliance with the regulations, it would slow down if not destroy a business in totality. The minimum requirements could also lead to closure of firms not in conformity with the law. In addition, managers could face dire consequences after a disaster that would result in disruption of the entities. The regulations would be acting as a discipline to such managements. While coming up with business continuity plans, disaster management and recovery of a company after crises drive the process. In this regard, various management tools face enforcement. Some of the most important activities of the enterprise to pay attention to include business security, management of documents, audit, information system, service level agreements, among others. All these components are of great importance in ensuring the survival of a business after a disaster.  

Dole Food Company Essay Example | Topics and Well Written Essays - 750 words

Dole Food Company - Essay Example In July 2001, it was reincorporated as a Delaware corporation. Its headquarters is located in Westlake village, California. Dole is one of the world’s leading producers of pineapples, bananas, packed fresh vegetables, salads and fruit products. In the fiscal year ended 2, 2010, this company generated operating income of about $352 million and total revenue of approximately $6.8 billion. By January 2, 2010, Dole had total revenue of $4.1 billion. Dole has divided its business operations into three segments: the fresh vegetable segment produces and distributes fresh-packed and value added salads, and vegetables to institutional customers and retailers primarily in Europe, North America and Asia (Dole Food Company, Castle & Cooke, Inc, 2003). The fresh fruit segment is divided into several departments, which are responsible for the production and distribution of fresh fruits to retail, wholesale and institutional customers worldwide. The third segment is packaged foods segment, w hich also includes a number of divisions that process and distribute packed foods including frozen fruit, juices, fruit and healthy snack food (U.S. International Trade Commission, 2002). The writer chose to analyze the accounting process and financial statements of Dole Food Company because of its outstanding performance in the food processing industry. In addition, it was not difficult obtaining the company’s financial statement since my mother works in the company as a quality assurance manager. The financial statements used for this project were obtained from the internet, by opening the company’s Website link I was given by my mother. The main aim of this paper is to understand the analysis of the accounting process and financial statements of Companies by focusing on Dole Food Company. In the paper, I will analyze Dole’s balance sheet, statements of cash flow, and income statements. Before analyzing Dole’s accounting process and financial statements , it is necessary to understand some of the key accounting concepts and terms that are used by Dole’s accountants when recording and balancing financial statements and other transactions. 1) Generally Accepted Accounting Principles (GAAP) - this principle refers to the standard framework of guidelines for financial accounting (Bernstein & Wild, 2000). It includes conventions, standards and principles that accountants observe when recording and balancing financial statements and other transactions. GAAP can be obtained from several sources including promulgation of the Accounting Principle Board and Financial Accounting Standards (Pefianco & Rosario, 2006). 2) Accrual Basis verses Cash Basis Accounting: accrual basis is the income earned and reported in particular periods despite of when it was received (Costales & Szurovy, 1993). It also includes the expenses that were incurred regardless of whether they were paid or not. In the financial statements used for this project, it is evident that Dole’s accountants recorded both expenses and income when they occurred. Cash basis accounting involves recording of transactions based on cash position and cash flow. Revenue is recorded upon cash receipt, and expenses when cash is paid. This accounting method is evident in Dole’s financial statements; however, it is not commonly used like Accrual Basis Accounting (Hey-Cunningham, 2007). 3) Current Assets and Liabilities verses Non-Current Items: Current assets are items that are available in cash form, or can be changed into cash within a short period (Dyckman, 2001). Example that is present in Dole’s financial statement is inventory or accounts receivable. Fixed assets, on the other hand, are assets which cannot easily be converted

Source Evaluation Essay Example | Topics and Well Written Essays - 1000 words

Source Evaluation - Essay Example Consequently, the number of available papers intended for this topic has made finding suitable sources a very difficult and tedious process. Some titles with good information may be those published a few decades ago, while there are also some recently released papers posted on the internet which pose doubts in terms of integrity and sincerity. Indeed after meticulously reviewing the available list of sources, five academic titles have been chosen to serve as references for the upcoming research paper namely Recycling and Waste Diversion Effectiveness: Evidence from Canada by Ida Ferrara  and  Paul Missios, Managing Electronic Waste: Issues with Exporting E-Waste by Linda Luther, Recycling and Waste-to-Energy: The Ongoing Compatibility Success Story by Jonathan V. L. Kiser, Greening Household Behaviour:  The Role of Public Policy and Improving Recycling Markets both by Organisation for Economic Co-operation and Development (OECD). Recycling and Waste Diversion Effectiveness: Evi dence from Canada is a paper written by Ida Ferrara  and  Paul Missios that was published in the 2005 issue of Environmental and Resource Economics, a peer-reviewed academic journal about environmental economics and one that acts as the official journal of the European Association of Environmental and Resource Economists since 1991 (Environmental Economics). The paper explores the relationship between recycling policy options and recycling behaviors that will identify the effective means of averting post-consumer waste. Also, it focuses on the significant effects of mandatory recycling for almost all types of provisions, which is similar to the core of my research paper. Its authors Dr. Ida Ferrara and Dr. Paul Missios both completed their Ph.D at York University. Ferrara is currently the Associate Professor of Economics at the Faculty of Liberal Arts and Professional Studies in the same school (York University) while Missios is the Chair of the Department of Economics and Assoc iate Professor at Ryerson University in Canada (Energy Innovation Corp.). They both received several merit and research awards and numerous study grants over the years and have written several articles for peer-reviewed publications, journals, books and technical papers specifically in the Canadian territories. Managing Electronic Waste: Issues with Exporting E-waste is a book written by Linda Luther, an analyst in Environmental Policy at the Congressional Research Service in the United States who took her Masters degree in John Hopkins University (Profile). It was published in 2010 by DIANE Publishing which distributes important documents and reports from the U.S. government. They also publish journals of prestigious associations such as the American Philosophical Society, the Historical Society of Pennsylvania and The Library Company of Philadelphia (Diane Publishing). The featured book focuses on the hazards of e-wastes and its relevant recycling procedures. This will set the int roduction of my research paper by presenting the impact of garbage to the society and the factors influencing recycling. Recycling and Waste-to-Energy: The Ongoing Compatibility Success Story by Jonathan V.L. Kiser is an article featured in the online copy of MSW Management:  The Journal for Municipal Solid Waste Professionals in its May-June 2003 series. The paper demonstrates how recycling and waste-to-energy management finally work together after ten years of tedious investigation. This will address my research paper’s claims that recycling is an efficient waste management process that will benefit everyone. Kiser did his MBA in Business

Vehicle Car service models for DMS Essay Example | Topics and Well Written Essays - 2500 words

Vehicle Car service models for DMS - Essay Example This use case has presented the main business operations performed all through the business. In this use case it is outlined how car servicing business will perform different operations. These operations include the appointment taking, servicing and payment. In this overall system working and handling we need to take different decision and assessment for giving appointment and dealing payments. These use case will offer a better insight into different business operations while development. In this diagram the main procedure and flow of business operations are shown. These diagrams have elaborated the main sequence of operations and procedures that have been performed through the overall business processes regarding the car servicing. This is a decision and action based approach that demonstrates the overall behaviors of the business dealing and operational handling. 1- In this BPMN diagrams for the business use cases I have presented the same scenario of operations as presented in the use case diagram. Here I have outlined the main decision points and areas where we can take the decision before moving to the next level. In the vehicle servicing process the initial step or decision is taken on the basis that the customer is new or old. If customer is old one then we assign him log no and issues the appropriate appointment. In case of new customer we need to take his complete information and feed it into main database and then issue the log and registration number. Then we take the next decision regarding the available working slot. Means time slot for servicing the vehicle. In case of available slot we issue the appointment otherwise we issue next date or time. 2- The scenario is about the detailed analysis of vehicle servicing and estimation of the cost. When a car is serviced and some new components are added in this scenario a

Individuals and Their Discoveries Are Not Enough to Bring Medical Progress Essay Example for Free

Individuals and Their Discoveries Are Not Enough to Bring Medical Progress Essay Individuals and their discoveries are not enough on their own to bring medical progress. Explain how far this statement applies to Jenner and his work. Jenner’s discovery of the link between cowpox and smallpox was significant to the development of a vaccine for smallpox. However, it can be argued that Jenner and his discovery were not enough on their own to bring medical progress. The factors Scientific thinking, Government Communication and Changing attitudes played a major and important role to bring medical progress. One reason as to why the statement applies to Jenner and his work is because the Government worked in Jenners favour to bring medical progress. In 1802 and 1807, Parliament gave Edward Jenner  £30,000 to develop his work on vaccination. This clearly indicates that without the help of Parliament, Jenner’s work would not have shown as much signs of advancement; hence he would not have had the money to progress. In addition to this, fifty years later vaccination was made compulsory in Britain which led a dramatic drop in smallpox cases. This evidently shows that without the help of the Government, Jenner’s work would not have been as widely spread and used by the people as much; therefore the government did play a significant role his Edward Jenner’s development of Vaccinations. A different explanation as to why the statement is relevant to Jenner and his work is because of the communication. This factor is seen to have an impact on the medical progress of Jenner, is because without the spread of Jenner’s discoveries, people would not be aware of vaccinations. In 1798, Jenner published his own accounts of his discover, spreading the details of his methods worldwide. Consequently, that people could see his work but scientists in particular were able to see his work and they could learn from his work. This is evidence that by spreading his work worldwide, it brought medical progress; it was not just Edward Jenner alone brought medical progress to the development of a vaccine for smallpox. A different factor as to why the statement applies to Jenner and his work is because of the changing attitudes. Due to many people who had begun to think in a more scientific way, this meant that they were more open into accepting Jenner’s theory for Vaccinations. This implies that if people’s attitudes were similar to people who had supernatural beliefs, they would not have accepted the theory, therefore without the changing attitudes, Jenner’s work would not have caused a huge medical progression. Another reason which explains how the statement is relevant to Jenner and his work is because of the scientific thinking. Edward Jenner was able to use scientific method and experimentation in his research which is a clear indication his work can be considered trustworthy and it is likely to be accurate. Jenner also tested out his theory on a small boy which proved his theory to be correct but also on twenty-three other people. This shows that without the scientific methods and experiments, Jenner would not have reached the conclusion that his hypothesis was correct; therefore this is evidence for medical progress. Jenner’s scientific thinking is a key factor because without it, scientists would not have been able to see his work. Also his work would not have been as widely spread; people would not trust his work if it hadn’t been tested accurately, therefore people would not use his work. Another explanation as to why the statement applies to Jenner and his work is because of the individuals. Jenner himself had the insight to realise the link between cowpox and smallpox was important. If Jenner was not a determined individual and did not carry and publish his research, the theory of vaccination would most likely not exist today. Jenner had carried on, despite opposition and criticism which indicates with Jenner’s determination, he brought medical progress. In addition to this, Jenner also tested his theory of vaccination on twenty three people, including his six month old baby which shows he is a very dedicated individual. To conclude, there are many factors to support this statement: Government, Communication, Changing attitudes and Scientific thinking all bring medical progress, alongside the individuals and their discoveries. However, Scientific thinking caused the biggest impact on the medical progress because without whilst his methods and experiments, people would not trust his work, therefore people would not use his work.

Introduction to Special Education Essay Example for Free

Introduction to Special Education Essay * students with exceptionalities exhibit differences in learning and behaviour that significantly affect their educational potential they have exceptional needs that cannot be met by typical approaches to schooling * special education is constructed and delivered to suit the specific strengths and needs of students with exceptionalities The Modern History Of Special Education. * special types of educational services provided as far back as the 18th century * modern era of special education began in the 1960s during the civil rights movement (rejected existing practices of separately educating students who were different) * early forms of special education designed to reduce perceived threats to normal students History Of Special Education (Legislation Affecting Special Education) * some Canadian provinces enacted special education legislation as early as 1969 * 1975 ground breaking legislation in U. S.  Education for All Handicapped Children Act. * least restrictive environment * individualized education program (IEP) * categories of exceptionality * 1978 Javits Gifted Talented Students Act brought number of identifiable categories to eleven * 1990 Individuals with Disabilities Education Act (IDEA) added traumatic brain injury and autism to create the thirteen categories used today * IDEA â€Å"children with disabilities† instead of â€Å"disabled children† The No Child Left Behind Act: signed into law in 2002 * addresses four critical concerns. * accountability of educators for student academic achievement * flexibility of specialized funding implementation to maximize student achievement * option for parents to change child’s school if achievement is not at expected level * use of scientifically proven methods to have all children reading by end of grade three Is NCLB Making a Difference? Criticisms: * students with exceptionalities not exempt from district-wide or state-wide yearly achievement tests (law recently changed – flexibility option) * lack of available funding. * more emphasis placed on math and reading at the expense of other curricular topics To date, NCLB legislation has not significantly affected special education practices in Canada. How Is Special Education In Canada And The United States Similar? * basic practices follow the same conceptual models * major difference is way it is governed * U. S. operates under federally-mandated laws * each Canadian province and territory has own education legislation * most relevant federal law in Canada is Canadian Charter of Rights and Freedoms Prevalence Of Students With Exceptionalities * vast majority of classrooms now include students with exceptionalities * statistics difficult to acquire in Canada * U. S. Department of Education (2002) * 8. 8% of all students have exceptionalities * 85% of these have mild disabilities * twice as many males as females Inclusionary Practices * until the mid 1980s, special education services delivered wholly or partially separated from regular classrooms * all Canadian provinces have currently adopted philosophy of inclusion. * students with exceptionalities are provided with appropriate educational programming in  appropriate environments * regular classroom is first placement option * Inclusionary Practices * inclusion better than integration or mainstreaming because it does not try to â€Å"fix the child† to suit the system * inclusion does not replace the term special education because it does not provide specific definitions for implementation * educators support inclusion but are concerned about its lack of procedures for implementation Non-Categorical Model. * data-based approach to instructional planning * does not rely on specific labels * proponents feel that labels frequently stigmatize, isolate, and stereotype individuals with exceptionalities * more concerned with functional educational services than outcomes of assessments Categorical Model * students’ needs and abilities are defined and then identified, classified, and categorized * most widely used and accepted approach. * allows educators to design effective educational interventions without over-generalizing the characteristics of specific categories to any one child * textbook emphasizes categorical model * teachers need to know the criteria used to identify students with exceptionalities and how the criteria varies across categories * allows teachers to readily notice problems that children may be having * eliminates confusion and frustration when teaching students with exceptionalities.

Exploring Students Attitudes Towards English Homework

Exploring Students Attitudes Towards English Homework Abstract This research aims at exploring students attitudes towards English homework. There is abundant literature regarding homework, but the voice of the students is absent from most of the literature. In this study, qualitative case study approach is used to look into the perspectives of one junior form class (F.1) and one senior form class (F.4). The literature review includes four major trends in the latest homework research: 1) relationship between homework and achievement, 2) relationship between time and achievement, 3) parental involvement and 4) homework design. I conducted 45 questionnaires and 6 in-depth interviews by purposive extreme sampling. After synthesizing all the data, I analyzed them by using constant comparison method and transcript based analysis. The results of the reserach showed that most students think homework is important to their learning. But the poor design and lack of teachers constructive feedbacks discourage them to complete their English homework. In addition, it is shown that different ages and genders require different kinds of homework to meet the learning diversity. This study contributes to the current literature in terms of its latest and un iqueness. Introduction When talking about homework, it seems that everyone has an opinion concerning its worth and purpose. Interestingly enough, in discussions of homework, it quickly becomes a debate. People either with adamantly favour or strongly oppose the practice. For myself, I struggled with the English homework when I was a secondary student. I thought it was just a burden for me without any meaningful purpose. On the other hand, when I was a student teacher, I liked assigning homework to my students because I assumed homework could improve both teaching and learning. Most importantly, homework was the communication channel between student and me. Some students who seldom handed-in their homework, but they still got a good grade in the exams, vice versa. This situation perplexed me. I have ideas and doubts about homework, but never really studied the issue. Therefore, I wanted to conduct an action research study in my honour project, in the hope that I could modify it so as to fit the needs of the students. After reviewing the literature, I decided to examine the attitudes students hold towards their English homework. My general intention was to obtain evidence indicating whether I neglected some factors when blaming on students who do not complete their English homework. I perceive the homework issue is faced among many teachers. No matter which schools and what kinds of students are the teachers working with, they must face the homework completion problem. Hopefully, this research can help teachers to handle the homework issue easily in the coming future. Part 1: Literature Review: The literature review consists of articles and books from 1980 to 2007 on the history of the homework debate. The majority of the scholarly articles are from EBSCO Databases (e.g.: A+ Education, Eric and Education Research Complete). The themes discussed in the literature are relationship between doing homework and achievement, time spent on doing homework, parental involvement and homework design. 1.1 The History of Homework Debate According to Copper (2007), homework is described as tasks assigned to students by school teachers that are intended to be carried out during non-school hours (p.5). Copper explains that the use of word-intended because students may do the homework during recess, lunch time or even during subsequent classes. Homework is not new. It has a long and controversial history (Gordon 1980; Cooper 1989a-2007; Bonyun 1992; Earle 1992; Foyle 1992; Hallam 2004; Jha 2007 and so on). Among these studies, there are both pro and anti- homework groups respectively. Gill and Schlossman (2000) analyzed the views of different stakeholders: educators, teachers and parents. Different parties hold very distinct views towards the issue of homework. Up till now, there is a lack of consensus among researchers which they only agreed that homework is a complicated issue. Apart from different stakeholders views, there are many variables related in the topic of homework: environment, students ability, time and re searchers own biases. Some of the critical views are discussed in the following part. 1.2The relationship between homework and achievement When the researchers analyzed whether there is a relationship between the amount of time spent on doing homework and achievement, they mostly used one of two research designs. The first one is experimental. They typically compared two groups of students who were assigned homework and who did not receive any homework. And then, these two groups of students were given the same test to check whether homework can carry a positive influence on students academic achievement. Copper (2007) showed that students doing homework had higher unit test scores than 73 percentage of students not doing homework 1.3The relationship between the amount of time spend doing homework and achievement The second type of research examines the relationship between time spent on homework and achievement. Kohn (2006) mirrored the work of Copper (2007), they found a positive relationship between time spent doing homework and achievement. That means time spent on homework increases, achievement increases. However, Kralovec (2000) examines that the relationship between achievement and time spent on homework is negative for younger students. He suggested that homework appears to be more effective for older students than younger students. All in all, homework appears to be positively correlated with achievement, but the effect varies dramatically with grade level. According to the research conducted by Vatterott (2009), in grades 3 to 5, the correlation was zero, in grades 6 to 9, the correlation was .07; and in grades 10-12, the correlation was.25. However, 1.00 is a perfect correlation between two measures and zero means there is no correlation between the measures. 1.4Parental Involvement In recent years, there has been an increasing emphasis on encouraging parents to become involved in the education of their children. Most parents think the setting of homework as necessary and important (Vatterott, 2007). There are two reasons for parents wanting children in doing homework. The first reason is because homework works as the schools commitment to educational achievement and also that it gives them a platform to apply what they have learnt in the lesson. The second reason is parents who view homework as a criterion for assessing schools. Since communication between home and school is often difficult, homework takes up the role of providing a bridge between home and school. Parents can easily check what the teacher is teaching and the progress of their children based on the homework. However, we cannot interpret parents wanting their children to do well in school to mean that they want their children to have homework if the homework is not going to improve academic achievement (Jha, 2006). Some research has suggested that parental help with homework improves achievement (Hallam 2007; Chen and Stevenson 1989). Other research suggests that the findings are not conclusive or that effects are trifling (Levin el al. 1997; Vatterott 2007). This contradictory result implies that parents may provide more help for the students than they actually need with their school work. The worst situation is that tension may develop between parents and their children over their homework. Later on, it can cause frustration and disappointment and may be counter-productive to the students performance in school. 1.5 Homework Design Among most findings, there is a considerable agreement among teachers that homework is worthwhile. There are two major reasons for teachers to give students homework: instructional and non- instructional (Xu, 2005). For the instructional objective of homework, teachers use homework as a means of ensuring that students have went over and learned the curriculum in preparation for tests. The non-instructional purpose of homework is to develop student responsibility, social skills and communication between parents and teachers. Despite this, homework was seen to have a negative influence on family involvement (Van Voorhis 2003). There has been considerable interest in the feedback given to students when homework has been completed. There is general consensus that homework must be collected and marked (Van Voorhis, 2003). However, there is much less agreement about the most effective marking procedures. Marking homework is time-consuming. Most teachers assign, collect and mark the homework regularly. However, there is variation in the kind of feedback the teachers give. Feedback can vary from teachers providing students with a mark, grade, a written comment, e.g. Very good, good or seen. Giving grades seems to be effective (Xu, 2005) but the type of grading given seems to make little difference to learning outcomes. 1.6 Summary of the literature review With the support of the literature review, the definition of homework is clear to all readers in this report: tasks assigned to students by school teachers that are intended to be carried out during non-school hours (Copper 2007). The major issue surrounding the homework controversy is whether it can improve students achievement, the views of different stakeholders and the weakness of the existing research. We can see that there is a lack of students voices among the research. Part 2 Research Questions What kinds of homework do the students prefer? Do students attitudes to homework vary according to characteristics such as age-group and gender? Does homework help to instill positive attitudes and study habits? Nowadays, almost all research regarding homework is from the adults point of view. Very few of them try to put themselves into the shoes of students to look into the homework issue. Student is the core of our education; therefore, the research regarding homework is always incomplete without the voice of students. This study aims at finding students attitude on their English homework and the reasons why students do not hand in English homework. Part 3 Methodology 3.1 Design This research is an explorative qualitative case study, but also with some quantitative features. Multiple methods are used because they will provide the data I require to produce a complete piece of research. It is unwisely to solely depend on one method because it is labeled as qualitative study. The aim of this study is to explore the students attitudes to homework in order to encourage students to complete their English homework. Finally, educators and teachers may design more effective homework to help students learning better in the future. I collected data from both teachers and students by 6 in-depth interviews (Appendix E F) and 45 questionnaires (Appendix C D). The reason for using in-depth interviews is due to its adaptability and credibility of the study. On the other hand, the use of questionnaire is due to its convenience and time effectiveness (Patten, 1998). This research explored the Form 1 and Form 4 students attitude towards English homework. 3.2 Participants The setting of this research is a secondary school in Tuen Mun. Participants were one Form 1 class and one Form 4 class students and 5 English teachers. The study required exploring the attitude towards homework on two groups of students taking the English course at school. 3.2.1 Sampling For the questionnaire, all students and their English teachers in those classes were asked to participate in the questionnaire research. For the interviews, I only picked up some samples from the participants. I had in-depth interviews with 4 students and 2 teachers using purposive extreme sampling. Patton (1990) defined extreme sampling should be used when the case are rich in information because they are unusual or special in some way. (p.109) 3.3 Instrument 3.3.1 Interviews One major advantage of the interview is its adaptability. With interviews, I could follow up ideas, probe responses and explore the feelings of the respondents, which the questionnaire cannot do. I could ask follow up questions based on the response of the interviewees, such as, the tone, the facial expression and even the hesitation. According to Bell (2005), questionnaire responses have to be taken at face value, but a response in an interview can be developed and clarified (p.157) However, since interviews are time-consuming, I used group interviews instead of one to one interviews in the beginning. But I discovered that the disadvantages of group interviews overrode the advantage of one-to-one interviews. The first disadvantage is that some strong personalitys interviewees influenced and in some extent they took over the group and made it difficult for the less assertive interviewees to speak (Refers to Extract 2). In addition, one to one interview can maintain higher privacy than group interviews. After considering all the factors, I decided to redesign my interviews to individual interviews instead it is more time-consuming. Extract 2. The transcript of the interview Interviewer: Why do you not hand in the homework on time? Student A: Well, I do want to do it. But as you know, the English homework is really boring. It doesnt matter we do not do it as I can still can good results from the exam. Interviewer: We? How about students B? Do you agree with student A? Student B: amà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦yesà ¢Ã¢â€š ¬Ã‚ ¦.probably. (Feel embarrassed) Student A: Let me tell you more. And we are very busy all the time. It is common that different subject teachers assign the homework on the same dayà ¢Ã¢â€š ¬Ã‚ ¦.Its impossible for us to finish themà ¢Ã¢â€š ¬Ã‚ ¦Besidesà ¢Ã¢â€š ¬Ã‚ ¦. 3.3.2 Questionnaire Since there are only twenty students in each class, it is feasible to give out all questionnaires to the whole classes. With questionnaires, all respondents are presented with the same questions. Therefore, I could compare the responses among different groups easily. As long as, there is no interviewer coming between the respondent and the question, it is essential to design the effective question wording. Before I sent out the questionnaires, I discovered the wordings in my questionnaires were very ambiguous. Bell (2005) suggested that words which have a common meaning to you may mean something different to other people (p.138). For example, I wanted to find out how often students are able to hand in their English homework on-time. Originally, I used some very ambiguous wordings, such as, always, often, sometimes and etc (Refers to Example 3A). But after the pilot testing, I changed the options to a specific period of time. (Refers to Example 3B). Precision in wording is important s ince it enables me to compare the data later. Example 3A. BEFORE the pilot test :Question 3 in the students questionnaire Example 3B. AFTER: the pilot test: Question 3 in the students questionnaire 3.4 Procedure First of all, I obtained permission from Hong Kong Institute of Education, the school principal, the participating teachers and students to collect the data. This study lasted for 8 weeks, from 14th March 2011 to 20th May 2011. At the beginning of the study, I collected archival data in the form of their first uniform test scores and some of their English homework from the participating students, so that I can get a general picture of students completion of English homework. Since I have decided my research questions, I used the problem oriented approach to limit the amount of documents. The sources included both primary and secondary sources. According to Bell (2005), primary sources are those which came into existence in the period under research, such as, the English homework, the scores of the uniform test. Apart from the primary sources, I also collected some secondary resources. Secondary sources are interpretation of events based on primary sources (Munn, 2004), for example th e report card given by the teachers. All these documents gave me the background of the participants and reinforced the core of my research. In the second week, I gave my cousin, who is a secondary school student, to do the questionnaire as piloting the questionnaire. With the trial, I understood how long it takes recipients to complete them, to check that all questions and instructions are clear and to enable me to remove any items which do not yield usable data. There are two reasons why I chose my cousin to pilot the questionnaire. The first reason is that her background is similar to those that would form the population of my study. Therefore, her perception and understanding are similar to my respondents. The second reason is sincerity. Since she is an outsider of this research, she is willing to tell me her true feeling towards the questionnaire. I distributed the questionnaires in the lesson and asked the students to do them during the lesson at once. It makes sure that the return rate is one hundred percentage and students could ask questions when they were doing the questionnaires. After glancing through all responses from the questionnaires, I carefully picked up some extreme case from the respondents to the questionnaire. Since these respondents are rich in information and they possess the common characteristics of the groups. For example, I picked up two students: 1) one hands in ALL English homework and 2) one never hands in any English homework respectively. Therefore, I could compare the similarity and differences among these distinct groups easily. 3.5 Data Analysis First of all, all data got from document, questionnaires and interviews are only raw data. They have to be categorized and interpreted; otherwise, they are useless. After synthesizing all the data, they were analyzed by constant comparison, comparing the emerging themes from all the participants in all categories (Hatch, 2002). Next, I compared the categories yield by each of the subgroups: gender and age, to check the differences and similarities among their responses. Based on students preference, I synthesized the results by using the summary sheet. Lastly, I used the transcript-based analysis to evaluate the information from the in-depth interviews. Based on Krueger (1994), Transcript-Based analysis includes the below steps: 1) Make backup copies of the recordings 2) Transfer the recordings to transcript 3) Category the data 4) Go through the research questions 6) Develop coding categories and code the data 7) Classify the data into coding categories 8) Diagram the analysis 9) Revise data to check is there any important information missing. (p.157) 4. Findings 4.1 Background Diagram 5 shows that over 80% of students think homework is important. They agree that in ideal situation, homework can help them learn better and practice what they have learnt in the lessons. However, less than 35% of them can hand-in the English homework more than 3 times a week (Refers to diagram 6). Due to this contradictory result, the following research questions will look into the attitudes of students towards English homework deeply. Diagram 5: Is English homework important to your learning? (from the Questionnaire) Diagram 6: How often do you hand-in the English homework on-time? (From the Questionnaire) 4.2 Students preferences for different kinds of homework The findings show that students disliked homework which was about copying, boring and tedious. Students also complained that sometimes the English homework sometimes has little relationship to the work in hand, is poorly set, marked late and poor feedback from teachers. In students own words: I do not return the English homework because I dont like doing those kinds of homework, such as, newspaper cutting and writing journal. They are not related to what we are learning. It is very boring to do the same type of English homework every weekend. (From a Form 4 student) I wanted to hand-in the homework, but sometimes I just cant. Once I go back home, I cant control myself to play the computer games. In the beginning of the semester, I was still able to hand in their English on time, or at least able to hand them in one day. But later on, I discovered that my English teacher did not scold me, even I did not hand in the homework. So, Im just used to not hand in the English homework now. (From a Form 1 student) From the findings, I found out that there is a range of factors affected pupils attitudes towards doing their English homework including motivation, mood, teachers response and quality and quantity of homework. Surprisingly, more than 80% students said that they would hand in their English homework if the teachers carry out some actions if the students do not hand in the homework (Refers to Diagram 7). Diagram 7: Teachers will take some negative consequences to students who cannot hand in the English homework. Do you think it is useful to encourage you to hand in the English homework on-time? In teachers own words: Im just very busy. Its impossible for me to check whether every student has handed in their English homework. (From a male English teacher) What actions I can take? If I ask them to attend the detention class, I have to go too. And somehow, I think students should take up their own learning responsibility. (From a female teacher) Students said that they enjoyed and valued homework when it was: well-explained; had adequate deadlines; interesting and at their level. Similarly, the findings show that students dislike doing homework that neither consolidated nor contributed to their learning. However, the reality is teachers are under heavy workload. They do not have extra time to care for the homework issue. 4.3 Relationships between students characteristics and altitudes to homework Students attitudes to homework seem to vary according to background factors, such as gender and age. For example, apart from spending more time on homework, female students seems to have a better attitudes towards it than the male students 4.3.1 Gender and Age Diagram 8: Relationship between gender and time spent on English homework a week From the above table, we can conclude that female students tend to spend longer time doing their English homework than the male students. Apart from the longer time, the English teachers expressed that female students are more conscientious with regard to homework and their homework are tidy, well planned and showed evidence of effort. On the other hand, male students seem spending very few amount of time on it. They are easily distracted by other things, such as, extra-curricular activities, computer games and some gang activities. Both boys and girls believe that homework is important in helping them to do well in school, although this tendency is stronger in girls especially in the senior forms. Based on the findings from the questionnaires, male students tended to spend more time in larger groups after school, whereas girls like spending time with a single close friend, which may be working on homework together. 4.4 Homeworks influence on attitudes to study Instilling a positive attitude towards study is always claimed the major reason of assigning homework to students. Diagram 9A 9B show that older students seem to give internal reasons for doing their homework, such as, revision and keep themselves on the track to the lessons. On the other hand, junior students tended to give more external reasons for doing English homework: obeying the teachers and parents. Diagram9A Diagram 9B This is probably an indication that students are developing more self-regulated and responsible attitudes when they are grown-up. Some students, especially junior students, are forced to do homework, so it is difficult to prove whether doing homework can facilitate the acquisition of self-regulatory skills. Therefore, this is another area that could clearly benefit from further research. 4.5 Summary of the responses The result reveals that most students think that homework is important to learning. Students prefer homework that is interesting and let them feel successful. Homework like journal and newspaper cutting make students feel bored because they are tedious and they only do a lot of copying instead. (Extract from the student interview). In addition, the relationship between students characteristics and attitudes towards homework is directly related. Male students like playing outside and hanging out with friends after schools, especially for junior students. Some students indicated that they learnt better through researches, projects and other learning activities. The key point in the data shows that students change their attitudes towards when they are grown up. 5. Discussion In the following parts, future directions are given based on previous literature reviews and my research findings. And then, I will suggest some future studies so as to make the homework issue clear to everybody. 5.1 Explanation of the findings 5.1.1 Students preferences for different kinds of homework Both the literature reviews and findings show that homework is mainly for scrutiny. It is routinely given to satisfy school requirements or meet the curriculum needs. It is high time that careful consideration to its purpose and the need to align tasks with aims. The role of teachers to the students completion of English homework cannot be underestimated. Both the amount the teachers set and the types of feedback given have an impact on the motivation of the students to complete it. It is rare that schools will reward students for completing homework. They always assume that students should take up their own responsibility to finish the homework. If teachers do not give constructive feedbacks or even worse they do not mark it, then the students will have no motivation to do the homework. The data from the study suggests that 80% of the participating teachers have not received any training related to designing homework. It is essential to provide professional development for designing homework. And government should help to balance the workload of teachers, so that teachers can put more time to design high quality homework. 5.1.2 Relationships between students characteristics and attitudes to homework Almost all students agree that homework is important; however, they think the nature of homework hinder them to hand in their English homework on-time. Teachers like assigning homework, like, writing journal and newspaper cutting. All these assignment are easily set by the teachers; however, students do not see the points of learning from these authentic materials. It is suggested that homework should be tailored to be aligned to the learning aims. For example, if the aim is to promote independent learning, then the teachers should try to devise some interesting tasks. Ideally, homework can even have a bigger function if teachers can skillfully set the homework. For example, homework can even help to improve examination performance. Combinations of aims can be met over time through providing variety in homework. 5.1.3 Homeworks influence on attitudes to study Students value homework because they think it can improve their learning and future prospects. At the same time, some regard homework as an encroachment on their leisure time, especially male students. They expect that teachers can give different types of homework to different students and which have to be related to their ongoing classroom work. For example, boys should be given more group work rather than individual work. Although different students hold various attitudes towards homework, all of them hope the same attitude: we need someone to listen to our concerns. There is no doubt that students are the ones who bear the consequences of not completing homework. But, as an educator, we have the responsibility to explore the students attitude towards homework and design appropriate homework to them. 5.2 Recommendations for further study The weaknesses of this study prompt three major recommendations for further study. Firstly, this study is a small scale qualitative study due to the time and resources constraints. A larger qualitative study is needed to increase the validity. It is suggested that we set up a forum for discussion, so that students can leave the comments freely in anonymous. Secondly, I tried to relate attitude to time spend on English homework in the third research question. However, students may do the homework because their parents force them to so, rather than they sincerely want to do the English homework by themselves. Moreover, it is difficult to define when the effect of classroom teaching ends and the effect of homework begins. Besides, it is not easy to check how the prior learning influences the achievement. Homework research is especially complicated because we are checking the effect of something than happens out of our sight and out of our control (Vatterott, 2009). Therefore, the settin g of the research should extend to the home, rather than simply classroom. The third recommendation is to add socio economic factors to the study. This study mainly reveals students attitude from their own individual factors, another factors should be included to strengthen the findings.

Decriminalization Of Marijuana :: legalization of hash

This nation's so-called war on drugs has been a miserable failure. It hasn't' worked. The drug problem is getting worse. I think it is the number one problem facing this country today. I think that we as people and our politicians really need to put all of our options into perspective, and one of the things we need to talk about is decriminilization.   Ã‚  Ã‚  Ã‚  Ã‚  Common sense or logic would dictate that when you take this issue on, when you talk about legalization or decriminalization, if you are going to talk about that, you are going to have to talk about taking it in steps, and certainly the first step would be marijuana. All of us can make a list out of friends that have used drugs. Are our friends criminals for using drugs? Yes, they are today given the laws that we have. Should they be criminals? Are they criminals? For the most part, no they are not. We are talking about federal law, and I see this as a national issue which is an extremely tough issue with politicians. There isn't a bigger taboo topic because if you're going to talk about legalization, you're talking about making it readily available for kids, but I read in a poll that 95 percent of kids in high school say illegal drugs are readily available. I know this is a fact because I once was a high school student and had the unfortunate experience to see this all around me. I don't know how it gets more readily available than that. I'm not advocating breaking the law, but personally, I don't think you should go to jail for smoking marijuana. I think 75 percent of the people in this country would say, no, you shouldn't go to jail for smoking marijuana.   Ã‚  Ã‚  Ã‚  Ã‚  700,000 Americans are in jail or prison on drug related charges. That is something I have a problem with and think we as people and a democratic country is something we need to deal with. I am very confused about this issue and I am deeply concerned and feel this is something that needs to be dealt with and handled properly according to the facts. I am talking about legalization and decriminalization, but I'm definitely not condoning drug use. From what I know and what I see as an American citizen on a day to day basis it seems like there is no political support and no one is trying to do anything about it. We're spending more and we're locking more people up for drug use in today's society which is a definite cause of the overcrowded prisons in our country.

Analysis of Two settings in Shakespeare’s Macbeth Essay -- The Tragedy

An analysis of two settings in Shakespeare’s Macbeth. By using the heath and castles as contrasting settings in Macbeth, William Shakespeare reinforces and reflects various themes present throughout the play. Through the combined use of these settings, he contrasts notions of security and danger, fairness and foulness, and the natural and supernatural. Although the heath is a meeting place for evil and is represented as a grim location through a number of methods, the heath itself is safe. Contrarily, the castles that Macbeth inhabits, both Inverness and Dunsinane, are repeatedly described as safe, secure, and welcoming. These castles, however, are far more dangerous than the heath, acting more as traps than shelter. The notions of fairness and foulness are also reversed at the heath and the castles in the play. The witches at the heath are relatively benign and only deliver prophecies of truth to Macbeth, while conceptions of fairness are repeatedly distorted to the point of foulness at the castles he inhabits. Finally, while it is certainly true that the witches represent the supernatural world, the supernatural deeds which occur at the heath are far more subtle when compared to the unnatural events which take place in the castles. By examining the plot developments which transpire in their respective settings, one can conclude that Shakespeare intentionally contrasts the settings of the play with the deeds that happen there, creating a strong separation from appearance and reality throughout the play. First, the concepts of security and danger are constantly in question when referring to the settings of the heath and the castle. As Hecate proclaims to the witches, â€Å"security / Is mortals’ chiefest enemy† (Mac. ... ...med to his table. By examining the use of setting in Macbeth, one can infer that the castles in the play are the setting for much more horrid deeds than the heath. Although the heath is represented as a dark, scary place inhabited by creatures of the supernatural, no character is ever killed, or even injured there. The heath is safer than Macbeth’s castles, which are the scenes of multiple murders. Far more foulness evidently occurs at Macbeth’s homes, despite their pleasant appearance. This interesting contradiction resonates in the witches’ proclamation â€Å"Fair is foul, and foul is fair† (Mac. 1.1.11), suggesting the duality of the settings in the play. The setting which appears most foul, the heath, is actually a relatively harmless place, while the castles, despite their fair appearance and inhabitants, are the scene of the supernatural, foulness and danger. Analysis of Two settings in Shakespeare’s Macbeth Essay -- The Tragedy An analysis of two settings in Shakespeare’s Macbeth. By using the heath and castles as contrasting settings in Macbeth, William Shakespeare reinforces and reflects various themes present throughout the play. Through the combined use of these settings, he contrasts notions of security and danger, fairness and foulness, and the natural and supernatural. Although the heath is a meeting place for evil and is represented as a grim location through a number of methods, the heath itself is safe. Contrarily, the castles that Macbeth inhabits, both Inverness and Dunsinane, are repeatedly described as safe, secure, and welcoming. These castles, however, are far more dangerous than the heath, acting more as traps than shelter. The notions of fairness and foulness are also reversed at the heath and the castles in the play. The witches at the heath are relatively benign and only deliver prophecies of truth to Macbeth, while conceptions of fairness are repeatedly distorted to the point of foulness at the castles he inhabits. Finally, while it is certainly true that the witches represent the supernatural world, the supernatural deeds which occur at the heath are far more subtle when compared to the unnatural events which take place in the castles. By examining the plot developments which transpire in their respective settings, one can conclude that Shakespeare intentionally contrasts the settings of the play with the deeds that happen there, creating a strong separation from appearance and reality throughout the play. First, the concepts of security and danger are constantly in question when referring to the settings of the heath and the castle. As Hecate proclaims to the witches, â€Å"security / Is mortals’ chiefest enemy† (Mac. ... ...med to his table. By examining the use of setting in Macbeth, one can infer that the castles in the play are the setting for much more horrid deeds than the heath. Although the heath is represented as a dark, scary place inhabited by creatures of the supernatural, no character is ever killed, or even injured there. The heath is safer than Macbeth’s castles, which are the scenes of multiple murders. Far more foulness evidently occurs at Macbeth’s homes, despite their pleasant appearance. This interesting contradiction resonates in the witches’ proclamation â€Å"Fair is foul, and foul is fair† (Mac. 1.1.11), suggesting the duality of the settings in the play. The setting which appears most foul, the heath, is actually a relatively harmless place, while the castles, despite their fair appearance and inhabitants, are the scene of the supernatural, foulness and danger.

The Image of Christopher Columbus Essay -- American America History US

The Image of Christopher Columbus Christopher Columbus is honored as the man who opened the doors to an Age of Discovery and exploration. Although he may not have been the first European to set foot onto the Americas, he did begin a wave of exploration in a new hemisphere. The time period of the age of discovery follows the end of the Middle Ages, which Columbus himself is a product. If it were not Columbus that brought European settlement to the New World, then it would have been some other explorer who probably started out with the same goals and ideas. However, there are many individuals who would disagree with the above statement. They would say that Columbus destroyed all that was beautiful in the New World with his thirst for greed and fame, that he raped the lands and the women, and disrupted a civilization that lived for hundreds of years. The question then becomes â€Å"Who is Christopher Columbus?† Is he really the man that some Americans describe as a hero, whose â€Å"journey was the first step in a long process that eventually produced the United States of America† (Royal 1) and to the â€Å"North American Revolutionaries, he was the Founding Fathers’ father† (Gates 29). Or is Columbus’ character flawed as other Americans might suggest. Some describe him as a ruthless slave trader who raped the virgin islands of the Caribbean and started the slave trade between the Old and New Worlds. So which image is right? That question is one that has been debated for years and will continue to be for years to come. It is one in which an individual alone can answer because it not only deals with historical facts but also ethics. This paper will present two opposing sides with enough facts concerning the controversy of the myth of Col... ...n, John. â€Å"Columbus: For Gold, God, and Glory.† 12/91, vol. 6 no. 12: 357-321. Gates, David. â€Å"Who was Columbus?† Newsweek Magazine. Fall/Winter 1991: 29-31. McNeil, William H. â€Å"How Columbus Remade the World.† NEH Humanities. Vol. 1 no.6: Dec 1985. (CIRS McNeil1.ART) Royal, Robert. â€Å"Columbus on Trial: 1492 v 1992† (CIRS Royal02.ART) Sale, Kirkpatrick. Conquest of Paradise. A Plume Book. New York, NY 1990. Sanoff, Alvin P. â€Å"The Myths of Columbus.† U.S. News and World Report. 8 Oct. 1990. (CIRS Sanoff01.ART) Schroeder, Richard C. â€Å"Should We Scuttle the Admiral of the Ocean Sea?† The Times of the Americas. 29 May 1991: 20+. (CIRS Schroed1.ART) Sokolov, Raymond. â€Å"Stop Knocking Columbus.† Newsweek Magazine. Vol. 1 no. 6, Dec. 1985. (CIRS Sokolov2.ART) Todorov, Tzvetan. The Conquest of America. Harper Perennial Publishers. New York, NY 1982.