Religion and Politics in the Philippines Essay

I. What Struck Me? i. The Roman Catholic Church as an organized and institutionalized religion has had a significant role in and impact on Philippine political life. In recent times it served as the primary locus against the dictatorship of the Marcos regime and facilitated the 1986 People Power revolt that restored democratic structures and processes. ii. The Church’s efforts to help balance and establish boundaries of power in the Filipino polity revolve around the axis of clean, honest and fair elections†¦.Key church leaders do not have the patience to study issues in depth and, like ordinary citizens, lose interest once the winning candidates take office. iii. †¦.the more convincing explanation for the country’s poverty and underdevelopment lies more with how the elite factions compete for control over people, production, markets and resources and the success with which the winning faction, acting as patrons to government bureaucrats and politicians, uses the apparatus of the state to pass or enforce laws and policies which preserve or promote their class interests. 2. Agree or Disagree? i. With the first point I consider striking, I agree with it because I guess it’s an obvious fact, but I would like to comment on the fact itself. Religion, most of which, if not all, was Roman Catholic, played a big part in the Filipinos’ fight for democracy. Without the countless nuns and other religious personality uttering their respective prayers while holding their rosary, the result of the People Power Revolution could have been different,  not to mention the fact that Pres. Corazon Aquino, herself, was a devoted Christian. But now, the religious sect failed to be of great help in maintaining the democracy we all once fought for. It’s just too ironic to know that while Roman Catholic built back Democracy, it might just be the same reason for its downfall. ii. I agree. It’s not a secret to Filipinos that church leaders are one of the most influential personalities in terms of choosing a candidate for election. Worth the mention would be the Iglesia Ni Cristo group who are known for voting the candidate desired by their leader. Once their head announces his choice, everyone would be saved from wasting time thinking about what name they should write in their ballots. But after election, not a ruckus will be heard again about the relationship of the INC leader and the candidate he chose, no one would even know if they could still remember each other’s name. What the author posits in his contention is that the church, of whatever religion it may be, should not leave everything to the candidate after e has won. If church leaders really are for a good government, they shall not end their quest for it in just choosing a candidate. What lies ahead of that candidate after election is a bigger deal, something not a even an acolyte should ignore. iii. The last one may be the most interesting one. When we’re asked about what we think is the reason why our country has never gone farther than being a developing country, we often say it’s the lack of discipline on the side of the Filipinos, the unresolvable unemployment, or CORRUPTION. The last one is the most frequently-heard response, but the author here says that there’s a more convincing reason as to why we remain poor—the elite factions of the country and their ways of running the economy which then reflects to our current global standing. This has been evident in the Philippines, may just not be known to everyone but reality speaks, this country is ruled by oligarchs, and how we’ve become now economically, it’s their doing. This has been opened up once by the late Angelo Reyes, that cabinet member who shot himself when he has been faced by countless accusations which included using the money of the government which amounted to billi ons for personal purposes. 3. Author’s Conclusion and My Opinion The author concludes that the church should widen the scope and breadth of practicing what it seriously preaches. I believe that yes, they should go beyond what they normally do and what they thought the only thing they could do. What priests preach shall reflect what church does. Philippines is undeniably a religious country, not to mention her being the Asian country with the biggest number of Christians, and with this, we could say that what the church says is a big deal for everyone. Democracy and religion may be two different planets, but what we have here is a religious Filipino who lives in a democratic Philippines, so the Church plays and may continue to play a big role in the democratization of the Filipino polity, and she can do big. Questions: i. I may have agreed to the contentions of the writer, but all those time, I was wondering if letting the Church meddle in the affairs of the state, specifically political, would not violate the provision on Article II, Section 6 of the 1987 Philippine Constitution which declares that â€Å"Separation of State and Church shall be inviolable.† ii. The author often asserts that the social teachings of the Church would be the best tool in changing this country to be more democratic. Isn’t he aware of the fact that these teachings are never even proven to have penetrated the corrupt hearts of an individual, how much more a polity? iii. The Church is said to be one of the agents for nation-building, what steps has the Church taken to live up to her purpose as a nation-builder? ——————————————– [ 2 ]. See, for instance, the three papers presented in the 1989 symposium on religion and politics in the Philippines sponsored by the Association of Asian Studies, namely: Gretchen Casper, â€Å"The Changing Politicization of the  Philippine Roman Catholic Church, 1972–1988†; Robert Youngblood, â€Å"Aquino and the Churches: A ‘Constructive Critical Solidarity’?† and Lela Garner Noble, â€Å"Religion and Opposition to the Marcos Regime,† in Pilipinas 13 (Fall 1989): 43–55, 57–72 and 73–87 respectively.

Alliteration and Symmetry in Sir Gawain and the Green Knight

Note on poetic meter: Gawain is typical of Middle English alliterative poems in that it is written in alliterative long lines, following the basic metrical principles of Old English verse. Each long line consists of two half-lines, each half with two stressed syllables and a varying number of unstressed syllables. Most importantly, the two half lines are connected by alliteration ? that is, repetition of the same consonant sound on at least two, often three, of the stressed syllables. For example, the poem begins: â€Å"Sithen the sege and the assaut was sesed at Troye† (line 1), with the â€Å"s† sound recurring five times within the single long line. The long lines do not rhyme with each other. However, they are organized in stanzas of fifteen to twenty-five lines, and each stanza concludes with a construction known as a â€Å"bob and wheel. † This term refers to a group of five short lines, which do rhyme, to the pattern of ababa. If you are not reading Gawain in the original Middle English, the poetic structure may not be maintained in the translation. Some modern English translations keep the rhyme and meter strictly; others are only prose translations. SYMMETRY Sir Gawain and the Green Knight has a symmetrical structure. Everywhere in the poem is balance, contrast and antithesis. The poet highlights number symbolism to add symmetry and meaning to the poem. For example, three kisses are exchanged between Gawain and Bertilak's wife; Gawain is tempted by her on three separate days; Bertilak goes hunting three times, and the Green Knight swings at Gawain three times with his axe. The number two also appears repeatedly, as in the two beheading scenes, two confession scenes, and two castles. [55] The five points of the pentangle, the poet adds, represent Gawain's virtues, for he is â€Å"faithful five ways and five times each†. [56] The poet goes on to list the ways in which Gawain is virtuous: all five of his senses are without fault; his five fingers never fail him, and he always remembers the five wounds of Christ, as well as the five joys of the Virgin Mary. The fifth five is Gawain himself, who embodies the five moral virtues of the code of chivalry: â€Å"friendship, generosity, chastity, ourtesy, and piety†. [57] All of these virtues reside, as the poet says, in the â€Å"Endless Knot† of the pentangle, which forever interlinks and is never broken. This intimate relationship between symbol and faith allows for rigorous allegorical interpretation, especially in the physical role that the shield plays in Gawain’s quest. [59] Thu s, the poet makes Gawain the epitome of perfection in knighthood through number symbolism. The number five is also found in the structure of the poem itself. Sir Gawain is 101 stanzas long, traditionally organised into four ‘Fitts' of 21, 24, 34, and 22 stanzas. These divisions, however, have since been disputed; scholars have begun to believe that they are the work of the copyist and not of the poet. The original manuscript features a series of capital letters added after the fact by another scribe, and some scholars argue that these additions were an attempt to restore the original divisions. These letters divide the manuscript into nine parts. The first and last parts are 22 stanzas long. The second and second-to-last parts are only one stanza long, and the middle five parts are eleven stanzas long. The number eleven is associated with transgression in other medieval literature (being one more than ten, a number associated with the Ten Commandments). Thus, this set of five elevens (55 stanzas) creates the perfect mix of transgression and incorruption, suggesting that Gawain is faultless in his faults. The format of â€Å"Sir Gawain and the Green Knight† works on the principles of repetition and multiplication. Think about the number of departures for adventure, the almost eerie property of â€Å"threes,† the characters who play multiple roles, the five points of the pentangle and so on.

Final Exam Essay Example | Topics and Well Written Essays - 1000 words - 14

Final Exam - Essay Example According to Long, there are many factors that act as sources of power of an administrator, and he claimed that legal authority and budget allocations are not sufficient bases of administration. More so, he claimed that the top hierarchy while structuring administration based on power is not relevant claiming that hierarchical power flows downwards. Long stated that â€Å"the political power flows in from organizational sides and also flows up the organization to the center from the constituent parts† (Stillman 2010, p.107). Therefore, long provided a structure of interests, which to him was an essential factor in determining the scope of possible action. Notably, the administrative power and political power greatly differ; first, the administrative power can be referred to as the ability to cover up the fund embezzlement whereas political power is the ability to order a cover up of embezzled fund. In administration, the power is limited whereas in politics, the power is unlimited due to the decision made by the majority via elections. There are many problems that public administrators face today, some of which include hierarchical order and the flow of power, coping with the expectations of the public, achieving technical competence, and behaving ethically among others. As long stated, the top hierarchy of the administration is not relevant but in reality, power and hierarchical positions truly affects public administrators. Many scholars have argued that power is the most important element in administration and this power is a significant challenge faced by administrators. Secondly, public administrators have trouble in trying to e ffectively satisfy public interest and coping up with the expectations of the public. In addition, public administrators always focus on how to effectively perform the tasks assigned to them by supervisors and

London city Essay Example | Topics and Well Written Essays - 1000 words - 2

London city - Essay Example Although most nations were comfortable with the logo, Iranian reaction provoked intense debate and this attracted contribution of scholars, political leaders and the general public. This became a pressing issue that was likely to escalate to the extent of affecting participation of all countries in the Olympics. It is evident that such a logo can be of great socio-political insinuation if not well taken care of. The 2012 London Olympics logo is a jagged emblem that came in a series of colors. This included shades of pink, orange, blue and green. According to the chairman of the London 2012 Olympics organizing committee, the logo’s number 2012 was designed with the intention to make it appeal to the internet generation of today. The logo designed by Wolf Olins had the number 2012 jagged in a particular font that the designer deemed impressive (Garcia,7). However, this logo elicited a lot of debate over its design. This was owing to the different perceptions people had about the image. From Wolf Olins’ angle he just jagged about the number 2012 to get an impressive image attractive to the internet using generation but from other people’s perception, the logo had different meanings depending on their school of thought or rather their visual reasoning skills (Garcia, 9). First is the perception of the logo by Iranians. Iran was too taken by the 2012 London Olympics logo. Almost four years after the logo was designed a new perception by an Iranian athlete brought a twist to the perceptions about the logo. Tehran an Iranian athlete threatened boycotting the race unless the organizers moved with speed to change the logo. In his view or understanding, the logo depicted the word â€Å"Zion†. It should be noted that it was a jagged font that represented the four figures 2012 (Nudd, 1). The Iranian government on the other end had its perception of the same. According to

Battle of the 73 Easting Thesis Example | Topics and Well Written Essays - 2000 words

Battle of the 73 Easting - Thesis Example The 2ACD and 1ID of the US Army utilized advanced technology and superior military strategy to launch an intensive sustained surprise attack which destroyed the Tawakalna forces. This paper examines the main battles fought by the two US divisions that broke through the central lines of the Tawakalna force and the events that occurred in the two-day duration of the battle. The US-led Coalition Force victory over the elite Iraqi Republican Guard unit, Tawkalna division at 73 Easting is the most decisive ground combat that weakened the Iraqi military and gave way for the destruction of the other Iraqi Republican Guard units which ended the Gulf War (Borque 2). The Coalition victory in the 73 Easting battle is attributed to the superiority of the Coalition military forces, strong and decisive leadership and the utilization of a good battle plan. The victory of the Battle of 73 Easting is the result of the optimum combination of several Army Doctrines (Atkinson 9). First of all, the posse ssion of modern equipment and technology is important in battles. Secondly, a superior military strategy, audacity, effective communication and co-ordination can help defeat the most resolute and bravest army. Surprise, followed by intensive assault is an important tool to destabilize the enemy and prevent them from gaining their tempo and ensure their defeat. Finally, there is the need to use specialized units to execute specific tasks in order to gain military success. The Battle of 73 Easting culminated from the need to destroy and weaken the Iraqi Republican Guard (IRP), which had been a tool used by Saddam Hussein to destabilize international peace by invading Kuwait (Atkinson 2). The battle started on the 26th through to the 27th of February, 1991 at a barren desert just 25 kilometers off the Kuwaiti-Iraqi border. The 7th Corps of the US Army played major role in the Battle of 73 Easting under the command of Lieutenant General Fredrick Franks Jr (McGregor 2). General H. Norman Schwarzkopf held the Central Command of the operation (McGregor 2) . Jointly, the 2nd Armored Cavalry Division of the 7th Corps was the main unit of ground troops that was tasked with facing the Tawakalna central position in the 73 Easting Battle. They were ably supported by the 1st Infantry Division. A total of 4,500 troops made up the core of the 2ACD. However, for the purpose of the battle, 5,500 more troops joined the 2ACD in its three squadrons (Daily 52). Each squadron was equipped with a tank company, howitzer batteries, headquarters troops and three cavalry troops (MacMaster 1). Each troop cavalry had 120 soldiers, nine armored battle tanks and 12 bradley fighting vehicles (Daily 52). The British 1st Armoured Division in the south and the 3rd American Armored Division in the north supported the 2AD in the operation (Donaldson 182). The plan was to encircle the Tawakalna stronghold and meet the 2ACD and 1ID to cut off the Tawakalna stronghold. There is no report of the comma nder of the Tawakalna forces in the war (Adrian 362). It is logically inferred that it reported directly to and took orders from Saddam Hussein. In events leading to the battle, the Iraqi government, in defiance of international law had invaded Kuwait claiming it as an Iraqi territory (Musallam 1). The Tawakalna Division of the IRP was a significant elite unit that played a central role in the invasion and maintenance of Iraqi military presence in Kuwait (Adrian 362). The

Insolvency Law and Capitalism Essay Example | Topics and Well Written Essays - 1000 words

Insolvency Law and Capitalism - Essay Example Capitalism is a form of economic organization, whose main goal is to make profits. In order to achieve this, and sustain the capitalist system, capitalists must carry on the entrepreneurial spirit and continuously involve themselves in investing and re-investing capital into the economy (Schumpeter, 405-6). However, with limited capital, they must resort to other ways of financing their endeavors. One such way is through borrowed money. As Joseph Schumpeter writes, " . . . [C]apitalism is that form of private property economy in which innovations are carried out by means of borrowed money . . . " (179). Consequently, most business endeavors begin with debts. However, with the existence of risks and uncertainties present in investments such as competition, accidents, or even problems caused by financial crises, business failures and bankruptcies, which are usually followed by disputes over a company or individual's financial arrangements, become commonplace. Such occurrences threaten the very fuel that drives capitalism: it threatens the value of a business' much needed capital and it threatens the smooth flow of economic activity. In order to avoid such problems, institutions were built in the form of insolvency laws. Insolvency laws facilitate the liquidation of assets or possible reorganization of a bankrupt firm. It is meant to ensure that the process is smoothly executed, avoiding and solving conflicts, salvaging the company's capital, ensuring that all involved parties are treated fairly, and avoiding as much distortions in the economy as possible (Industry Canada). Thus, insolvency laws play a crucial role in the capitalist economy - it keeps valuable capital safe and it resolves conflicts, which are detrimental to continuous economic activity. Aside from its role in the liquidation of assets, insolvency laws also provide capitalism a crucial benefit - it keeps the "entrepreneurial spirit" alive. According to Schumpeter, entrepreneurs are crucial to a capitalist society because "without entrepreneurial achievement, no capitalist returns . . . " (405-6), and consequently, no capitalism. However, the possibility of bankruptcy, or the legal and economic burdens that plague bankrupt businessmen, poses a great deterrent for entrepreneurs to engage in economic activity because of the high risks involved. Insolvency laws solve this problem by providing not only protection for entrepreneurs in the face of bankruptcy, but also the possibility of "economic rebirth" - freedom from the clutches of bankruptcy and c chance to start anew - for bankrupt proprietors. Hence, in sustaining the capitalist system, insolvency laws become a necessary institution among capitalist societies. Unfortunately, it became a necessary evil as well because while sustaining capitalism, it created further problems that complicate the economic and social conditions within a society. As Edward J. Balleisen writes in his book "Navigating Failure," the American response to bankruptcy, in the form of insolvency law, has created two opposing elements in American capitalist society - the risk taking culture of capital entrepreneurs and the reluctant attitude of wage-earning laborers towards them (21). Before the existence of insolvency laws, entrepreneurs

The General Theory of Employment Essay Example | Topics and Well Written Essays - 1500 words

The General Theory of Employment - Essay Example His definition of involuntary unemployment, based on response to an increase in aggregate demand led to his definition that full employment is "a situation in which aggregate employment is inelastic in response to an increase in effective demand for its output." (Chapter 3) In Keynesian theory capitalism has no machinery to guarantee full employment. Keynes assumes that when aggregate demand is outweighed by aggregate supply then output will serve as the self-adjusting mechanism. (Furstater, 2001, p. 4) There is "no self-adjusting mechanism which generates a level of effective or aggregate demand sufficient to ensure the full utilization of resources." (Pilling, 1986, p.5) This creates an environment where the possibility of unemployment always exists. This conclusion is repeated by Furstater (p. 10) who states that "capitalism is first and foremost a system that does not provide employment for every person willing and able to work." According to Keynes the level of employment is directly related to the level of output which fluctuates based upon the level of effective demand. The two key components of effective demand are consumption and investment. Consumption refers to the money spent by individuals on consumer goods. As income increases so does our demand for consumer goods, though not quite as much as our income, due to increased taxes and the possibility of our putting the money away in savings, and Keynes referred to this as the marginal propensity to consume. He developed an equation which expressed how much extra will be consumed with the each additional unit of additional income: Marginal propensity to consume= The amount consumption rises The amount income rises mpc (marginal propensity to consume) =dCw dYw (Rodda, p. 2) If savings are increased too much there is a chance that consumption will drop, leading to decreases in income. Keynes believed that if incomes rose the marginal propensity to consume would drop. "When income rose beyond a point where a level of sufficient comfort had been attained, marginal consumption would fall as a greater portion of income is saved." (p. 3) Investment refers to money spent by enterprises on investment goods. "Investment spendingis driven by expectations of future profits." (Taylor, 8) Profits are the revenue that remains after subtracting costs. So investment is based on projected revenue based on expectations of future costs. Whereas consumer spending is fairly predictable, investment spending is volatile. This led Keynes to note that economic downturns were due in part to "the uncontrollable and disobedient psychology of the business world." (Chapter 22) Output is made up of consumer goods and investment goods. The levels of consumption and investment directly affect the level of output. Any fluctuation in the level of effective demand directly, by affecting output levels, affects employment, with a fixed money wage. It must be remembered that the money generated by production is subject to three leakages: taxes,

Explain why United States based media conglomerates are so successful Essay

Explain why United States based media conglomerates are so successful on the world media markets - Essay Example Yet, the synthesis between the local and the global in content has become the order of the day as it is successfully adopted and implemented by the United States based media conglomerates. Since media plays a vital role in the cultural lives of millions of people and the fact that media sector is by and large controlled by American interests, there have been arguments in favour of the idea ‘cultural imperialism’. Although the central postulate of cultural imperialism thesis remains valid due to the lopsidedness in the global media market, the so-called cultural imperialism through the American cultural products cannot be seen as one sided as the theorists of cultural imperialism perspective understood it to be. In the light of the recent developments taking place in the media sector, especially the regional media in the developing countries and the changes bought by the new media technologies, this paper intends to examine the case of United States based media conglomerates and their role in what is happening around us. The core concern of the essay is to examine what is remaining relevant with the arguments and concerns regarding American media supremacy and the criticisms provided by the contesting theoretical doctrines from the vantage point of the tremendous transformations occurring with the global media conditions from the very beginning of twenty first century. The term global media denotes the collective of big media players and multinationals working in the integrated global media environment. They spread around the globe and significant share of the national markets and have the ability to pace up the opening up of new markets or even invent emergent markets. However, both global and local media organisations represent the characteristics of each other. Thussu (2007) has asserted that the development of

Summary of Dr. Faustus Essay Example for Free

Summary of Dr. Faustus Essay ?Christopher Marlowe was an older contemporary of William Shakespeare. The Tragical History of Doctor Faustus is his best known work. Christopher Marlowe based his play Doctor Faustus on stories about a scholar and magician, Johann Faust, who allegedly sold his soul to the devil to gain magical powers. Born in 1488, the original Faust wandered through his German homeland until his death in 1541. In 1587, the first story about his life appeared in Germany. What Marlowe creates out of the story is a Medieval morality- play with a late Renaissance temper. In Doctor Faustus, Marlowe has made good use of a conventional Christian doctrine. Faustus strives against human limitation to the point of selling his soul. He is not only a seeker for power but also a knower and a desirer to know. The play begins with Dr. Faustus shown in his study, where he is deciding upon which field to specialise in- Analytics or Logic. Dissatisfied with his human status, he would like to have magical powers of making men live eternally and bringing back the dead to life. He rejects divine learning also, because it is based on a recognition of man’s morality and fallibility. For most of the play, the chorus sets the motion of the drama. The first Act establishes the unscholarly attitude of Faustus and also the base for his tragedy- a poor bargain eventually made with the devil that will leave him devastated in the end. The subplot of Wagner, the scholars and the clown dramatises Faustus’ predicament in very crude terms and have certain comical elements in it. Act 2 outlines the tragedy with greater depth. Faustus’s rebellion against human nature is quite desperate, because it loses more than it gains. But Faustus is â€Å"resolved† and shall â€Å"never repent†. He finally signs the pact with the devil, giving away his soul in return for the services of limitless knowledge. Acts 3 and 4 are basically about the kind of life Faustus is now leading with the help of Mephistophilis and other minions of the devil. Faustus seeks and Mephistophilis plans, rather a series of comic indulgences mainly to distract the former’s mind from the tormenting religious awareness. The final Act brings a climatic end of Faustus. The 24 years of the agreement comes to an end and with that, the sad realisation that all knowledge, wealth and power of the world were futile in comparison to having an everlasting place in heaven. The keynote of the final monologue of Faustus, before the devil takes him, is a feeling of pity and terror which all great tragedies are expected to arouse. Marlowe had a twofold aim in the play. He would write a morality play and hence the substantial stasis can be highlighted along with the comedy and the undramaticality of the play associated with the morality tradition. J. P. Brockbank observes, that the play serves a purpose for the audience- â€Å"In fear we acquiesce in the littleness and powerlessness of man, and in pity we share his sufferings and endorse his protest. †

Epistemology and Knowledge Essay Example for Free

Epistemology and Knowledge Essay Epistemology, or the study of knowledge, requires the scholar analyze the what, how, and why’s of their own knowledge. Asking these questions of themselves is essentially applying that which they have learned. There are different origins of knowledge as conceptualized by philosophers, educators, and scientists. Early philosophers defined knowledge as â€Å"justified true belief† (Cooper, pg. 23). In order for an individual to know something it must be true, he or she must believe it, and the belief in it must be justified or rationally reasonable. Later, early modern philosophers required knowledge to be proven and absolute. The scientific method was employed to provide proof for ideas and beliefs. The means by which knowledge is acquired varies. Feldman cites sources of knowledge as perception, expert testimony, memory, reasoning, and introspection (Feldman, 2003). As an educator, instructing primary age students on a daily basis, I must not only have great insight into what I believe, but I also must have insight into my student’s knowledge as well. Instructors need to know a number of things about their students, such as: Do the students have adequate prior knowledge to understand the new material being presented? Are the students sufficiently motivated to engage in the cognitive tasks required of them? Does the information fit an existing scheme of knowledge or will it require some alteration of current understanding? Understanding what my student know and at what depth they are able to apply that knowledge guides my instruction. My natural curiosity, a natural inclination for question, and a need for answers motivate the search for explanations. Knowledge and wisdom give an understanding of our position, role, and function in the world. Achterbergh and Vriens (2002) stated, â€Å"The role of knowledge in generating appropriate actions is that it serves as a background for articulating possible courses of action (articulation), for judging whether courses of action will yielded the intended result and for using this judgment in selecting among them (selection), for deciding how actions should be implemented and for actually implementing action (implementation)† (pg. 223). Knowledge enables interpretation of experiences, predictions of consequences, and provides the ability to make informed decisions. My own personal epistemology is a product of each of these views. Personal experiences have a major influence on beliefs and should be an acceptable source of knowledge but not the only consideration when acquiring knowledge. There is also a place for the scientific method which offers proven data to base knowledge. For me, knowledge is a product of reasoning (Feldman, 2003). I derive knowledge from information imported through different modes and from various sources, such as personal experiences, advice from experts, and data. These inputs of information are cognitively processed and filtered with the reference to past experience and prior knowledge to become new â€Å"justified true beliefs† (Cooper, ). Thus, knowledge acquisition is a process involving the collection of raw data or information, reasoning, and judgment making. For example, after my students have taken a test, I look at the data, think about the patterns in the data, or the lack of a pattern using prior knowledge and experiences as a filter. Finally, I decide what my next step or strategy will be. Do I need to reteach the subject because the pattern suggests that most of my students did not fully understand the skill or concept? Or do I move on to another more complex skill or concept because my students have proven themselves knowledgeable? It is in this way that I acquire knowledge and apply that knowledge to planning lessons for my students. Many of my colleagues rely solely on the scientific method to make decisions in regards to student learning. They are satisfied with looking at a spreadsheet full of data and believe that it tells the complete story in regards to students. They are also under the assumption that scores derived from a series of multiple choice tests given on a set of skills will reveal if a student has acquired the desired knowledge. Basing grades on these tests is also appropriate. I do not believe that this tells the full story of my student’s knowledge. These tests may demonstrate the ability to regurgitate this knowledge within a certain context, but out of this context this may not be true. I do, however, use this data to help inform many of my decisions, however, I do not make decisions based exclusively on this data. There must be a balance  of reasoning, using my 16 years of experiences and training, as well as raw data tells a more complete story of my student’s knowledge and abilities. I have worked for Porterville Unified School District (PUSD), in Porterville, California, my entire career. PUSD’s vision and mission statements read as follows: â€Å"PUSD students will have the skills and knowledge to be prepared for college and career and to make a positive impact in a dynamic global society. The mission of PUSD is to provide students a dynamic, engaging and effective educational experience that prepares them with the skills to be productive citizens in a global society. † As a result, it is perceived that all students will develop and demonstrate â€Å"critical thinking and problem solving skills; cultural awareness and the ability of collaborate with diverse groups; effective communication skills of listening, speaking and writing; creativity and innovation; leadership, self-management and organizational skills obtained through real world applications and community involvement; (and) the ability to navigate the global world of work and further their education (Porterville, 2012). † Porterville Unified (PUSD) has given explicit expectations for what students should know at the end of their educational career with the district, how students get to these end goals is a little less clear and left to the judgment of the teachers. There are some expectations of teachers and lessons presented to students given by the district. Many professional development hours have been spent on instructing teachers about the specific things that administrators will look for as they do brief observations of classroom instruction. The expectations include teaching explicitly to the essential standards; posting of the essential standard being taught; 80% student engagement during the lesson; display of exemplary work; higher order questioning and thinking skills. Administrators collect this data and share it with grade levels and school wide to help teachers focus on areas that are lacking. Administrator walk-throughs give a quick snap shot of the type of teaching and learning taking place during a lesson and they help to build a holistic picture of the teaching methods and resources being used (Hetzner, 2011). PUSD has placed an emphasis on the strategies needed for effective lessons and, in turn, effective student learning. As a 4th grade teacher for Porterville Unified School District, my task is to create daily lesson plans that serve to guide me as I teach my students. My first step in creating these lessons is to determine my student’s level of prior knowledge. I can accomplish this by looking at formal and informal assessments and data. Observation of this data gives me a better understanding of what my next steps with my student should be. In some cases, I need to go back and reteach skills, while in other cases I can teach my students a new skill. I have to make an informed decision as to what cognitive level I need to teach to next. Awareness of how my students are performing as well as where I need to be as far as pacing and staying on track to get through all the skills needed to be taught within the year are vital to my daily task as a 4th grade teacher. As I compare my personal epistemology with that of my district, I realize that I spend more time assessing data after the lesson has been taught while the district places more emphasis on data collected during a lesson. Both of these approaches are valuable and, in fact, the district does place value on the end result (i. e. State test scores), however, there is little action that can take place after the end of the year data is collected. PUSD has placed and emphasis on good instruction because they see it as the road to a good education, as well as, the skills and goals they have set in the mission and vision statements. Our epistemologies align in that we both rely on the research of experts. I trust, as does PUSD, that the data given by experts is valuable to our own knowledge and it should guide how I teach my students. The district also views its teachers as experts in the field and has given many freedoms in the presentation and uses of resources when teaching students. As I reflect on my school districts focus as compared to me I realize that even though our epistemologies are not exactly aligned we are aligned in our focus of the students. Students come first. That means I will use whichever strategies I need to in order to create effective student learning. Reviewing test scores and planning lessons are vital to student learning, however, I have been so centered on what I am teaching that my students have not been engaged as well as they could be and thus have not learned the subject matters to their full potential. Also, although pacing is important, it should not be of top priority. Top priority should be assessing my students during the lesson and changing strategies, or even the skills being taught, if my students are not engaged. There is no point in plowing through a lesson if the majority of my students are not listening to what is being taught. This new insight will definitely help to drive my instruction and will help make me a more effective teacher. References: Achterbergh,J. , Vriens, D. (May-June 2002). Managing viable knowledge. â€Å"Systems Research and Behavioral Science. † V19i3p223 (19). Cooper, D. E. (Ed. ). (1999). Epistemology: The classic readings. Malden, MA: Blackwell. Feldman R. (2003). Epistemology. Upper Saddle River, NJ: Prentice Hall. Hetzner, Amy, 2011. Walk-throughs give school administrators firsthand view of staff in action. JSOnline: Milwaukee, Wisconsin Journal Sentinel. May 14, 2011. Retrieved on November 20, 2012 from: http://www. jsonline. com/news/education/121843078. html Porterville Unified School District, 2012 . PUSD: Vision and mission statements. Retrieved on November 20, 2012 from: http://dnn. portervilleschools. org/dotnetnuke/District/VisionMission. aspx.

Proficient Key Tree Structure for Secure Dynamic Groups

Proficient Key Tree Structure for Secure Dynamic Groups Secure Group Communication ensures forward secrecy and backward secrecy of the data. It is the responsibility of the Group Center (GC) to disallow new members to have access to previous data called backward secrecy and existing members who have left the group to have further access to data called forward secrecy. Forward and backward secrecy can be ensured by updating the keys whenever a join/leave request is handled. This process is called as re-keying. The tree structure is appropriate for maintaining keys. Most of the schemes use binary tree structure for maintaining keys. The Key tree structure uses three kinds of keys such as Traffic Encryption Key (TEK), Key Encryption Key (KEK) and Individual Key (IK). TEK is the top level key called Group key, KEKs are the intermediate level keys called subgroup keys and IKs are the leaf level keys. Figure 3.1 shows the binary tree with 3-levels, which keeps keys at all levels. Based on the number of levels in the binary tree, the height of the tree (H) is calculated. Therefore the height H is 3 since there are three levels in the binary tree. Multicast group members are inserted into the tree only at leaf level. The number of nodes is 2n+1-1 and group members are 2n where ‘n’ is the number of levels in the tree. Here, there are eight members in the multicast group and are represented by M1 to M8. The top level key K0 is the TEK, K1 to K6 are KEKs and IK1 to IK8 are the member’s private keys. Figure 3.1 3-level Binary Tree In the key tree based group key management, the Key Centre (KC) delivers new keys to the group members by encrypting them with older keys. Then, the group members have to decrypt the encrypted keys with their old keys. All these encryption and decryption computations amplify the load on KC, resulting in delay to espouse the group key. It also increases power consumption to acquire the new group key. All keys must be stored in the memory of communication devices and group members have to accumulate the group keys in a secure memory like Universal Subscriber Identity module (USIM) to safeguard from various kinds of attacks and intrusions. Also, each program requires memory to reserve their secure keys. Since the memory space is limited, the number of keys to be stored must also be minimised. Keeping these constraints in sight, this work suggests the proficient key tree structure, considering the efficiencies of computation and storage costs. 3.1 PROFICIENT KEY TREE STRUCTURE (PKS) The proficient key tree structure consists of two parts in which the lower part constitutes of binary trees to minimise the communication cost and the upper part consists of flat trees up to 2 levels to alleviate the key computation and key storage costs. The TEK is directly connected to the KEKs on the top part of the tree so that it is a subset of the level homogeneous tree. Figure 3.2 Proficient Key Tree Structure with 1 flat level Figure 3.2 shows the proficient key tree with 1flat level and 1 binary level. A Flat tree is used for reducing the computation and storage costs. From the binary key tree, one TEK, 6 KEKs and 8 IKs are stored for 8 members at three levels. Compared to the 3-level binary key tree, l-flat level PKS maintains all 8 members at 2 levels and it requires 1 TEK, 4 KEKs and 8IKs. The number of KEK is reduced if flat tree is used. This reduces key storage and key computation costs. In case of 2 flat levels and 1 binary level, 1 KEK, 16 KEKs and 32 IKs are maintained for 32 members at 3 levels. Figure 3.3 shows the proficient key tree with 2 flat and 1 binary level. Joining and Leaving are two important operations in a multicast group. Figure 3.3 Proficient Key Tree Structure with 2 flat levels and 1 binary level If the member M24 wants to leave the group, some key updates are required for maintaining confidentiality and integrity of data. The keys K0, K3 and K16 should be updated as a part of re-keying process. The Key Centre selects a key for encryption of the new key and this new key must be kept secret from the leaving member. This ensures the property of forward secrecy. 3.1.1 Batch Re-keying When multiple members want to leave from the multicast group, the key updates are done as a batch called batch re-keying (Li et al 2001). In batch re-keying, the interval for which key server waits, is termed as re-key interval. The entire join and leave requests are collected during this re-key interval to generate new keys. Moreover, it also constructs a re-key message and multicasts it. Batch re-keying improves efficiency because the number of re-key messages to be signed is reduced. One message is signed for a batch of requests unlike one for each. Batch re-keying takes advantage of the possible overlap of new keys for multiple re-key requests. 3.1.2 Join Operation When a new member (Ui) wishes to join the group, the member has to send a request. In addition to the information of existing group members, the Key Distribution Center requires the new level K’ to insert the member into the tree (Figure 3.4). If the performance of the joining member is worst, then the new level K’ should be smaller than the level of present key tree structure (K). The following steps are followed to join the member in the multicast group. Step 1: Receive join request from the new member to the multicast group Step 2: Determine the level of the current tree, K and new level required K’ Step 3: If K’ is greater than or equal to K, check whether the tree is complete Step 4: If the tree is a complete tree, broadcast the remove key message that are on the same level K Step 5: If K’ is less than K, set K as K’ and check whether the tree is complete. Step 6: If the tree is complete, broadcast remove key messages that are on a higher level than or same level as K’ else broadcast that are on a higher level than K’. Figure 3.4 Key tree updates when user joins From the first part of the Figure 3.4, eight members are on the leaf level and the height of the lower part of the tree K is 2. If the member U9 joins into the tree, it is inserted at the leaf level. It requires one more level since the tree is complete. Therefore, the new level K’ is 3. In order to make the tree into a PKS tree, it needs to maintain the same level and the flat level is to be introduced. Therefore, the existing key tree structure is to be updated and it looks like the second part of the Figure 3.4. K1 and K2 are removed and the top level node is directly connected to K3, K4, K5 and K6 nodes after adding the new member at the leaf level. Figure 3.5 Join Operation in the PKS tree If K’ is greater than or equal to K, the KC need not to change the key tree level, excluding the case when the present key tree is a complete K-level PKS. In case of complete PKS, the key tree structure needs one more level to accommodate new members and to do so, KC should broadcast the remove key message to exterminate the KEKs in level K as in Figure 3.5. If K’ is less than K, it indicates that the height of PKS needs to be lowered from K+1 to K’+1 in order to support the new member. As lowering the height increases the communication cost depends on KC whether to accept the new join request or not. If such addition increases the communication cost, then Key Centre can reject the request. If the tree is complete PKS, KC has to broadcast the remove key message for removing the KEKs on same or higher level than K’. 3.1.3 Leave Operation If a group member wants to leave, it has to send a ‘Leave Request’ to the Key Centre. After receiving the request from the member(s), KC has to update the subgroup keys to maintain confidentiality and secrecy of communication. After updating the group keys, it may be a case that the height of the tree is changed due to the empty positions created as a result of leaving members. In such scenarios, height is recalculated for the tree structure’s lower part i.e. K†. In addition to this, if a group member leaves the group then the height of the tree is updated. Thus, a newly required level K’ is determined by considering the memory space and computation power of the remaining members. The following steps are followed to leave the member into the multicast group. Step 1: Receive a leave request from the member Step 2: Update new KEKs Step 3: Recalculate the height of the changed tree, K’’ Step 4: Determine a new required level K’ Step 5: If both K’’ and K’ are not equal and heightening the level of the tree, create levels from K’’+1 to K’. Figure 3.6 Key tree updates when a user leaves From the Figure 3.6, the member U9 wants to leave the multicast group. K is 2 and the height of the lower part of the changed key tree K† is 1. If K† is smaller than K, the KC decides to heighten the height of the tree. If it so, it generates new KEKs on level two. If K† is equal to K’ then the height of the changed key tree is same as the height of key tree which is required for communication. In this scenario, no changes will be done in the height of the key tree structure. If K† Figure 3.7 Leave operation in the PKS tree 3.2 PERFORMANCE METRICS The performance of the PKS tree structure is evaluated in different aspects of costs such as Key computation, Key storage. 3.2.1 Key Computation Cost In a key tree structure, three keys are considered. They are group key (TEK), subgroup key (KEK) and Individual Keys (IK). As the level in a key tree structure increases, the number of keys for the group or member also increases. The depth of a binary tree equals to the integer part of log2n, where‘n’denotes the number of nodes on the balanced tree. The PKS tree maintains two types of levels. They are the flat levels (fl) and binary levels (bl). The height (H) of the tree is the number of flat and binary levels, i.e., H=fl+bl. Each member has one key on each level. Therefore, the number of key computations is same as the height of the key tree. 3.2.2 Key Storage Cost Key storage cost is defined as the number of keys stored by each member in the multicast group and KC. Each member has to store one key on each level. Therefore, it is the height of the tree ‘fl+bl’ for the PKS tree and ‘bl’ for the binary tree. 3.3 SUMMARY Proficient tree based re-keying algorithm is proposed so that it reduces the number of re-keying operations per join/leave request. The Proficient Key Tree Structure has two parts in which the lower part constitutes of binary trees to minimise the communication cost and the upper part consists of flat trees to alleviate the key computation and key storage costs. The time efficiency of all key tree structures is based on the height of the trees. The height is the number of binary levels of the binary tree and the height of the PKS tree is based on the number of flat and binary levels. It is concluded that the time efficiency of the PKS tree is less than the binary tree since the height of PKS is lesser than the binary key tree for the specified number of members in the multicast group. Thus, the proficient key tree structure for re-keying is proposed in this chapter. It gives the complete picture about joining and leaving of users in the multicast group and the key computations during re-keying operations. Multilevel encryption and decryption using graceful codes are discussed in the following chapter.

Discussion of Murder Mysteries Essay -- Papers

Murder mysteries have a motive to start off the investigation. Murder mysteries always have detectives, murder/ killing, alibi ´s, victims, weapons, evidence, a twist in a tail, a bit of suspense or maybe a lot of suspense. The location and the setting are some of main factors for a murder mysteries. If a murder mystery doesn ´t contain any of these, it cannot be defined as a murder mystery. Lamb to the Slaughter was written by Roald Dahl. It was first published in 1954. Lamb to the Slaughter is written in speech of time the story was published. In Lamb to the Slaughter the use of present day modern language so automatically gives the impression that it is written in present day modern and now. Roald Dahl is more famous for writing children ´s story. Roald Dahl always writes about ordinary people who get involved in difficult situations for his stories for adults. Lamb to the Slaughter is more prominent as an adults story. This is a murder mystery and one of the two short stories that I am going to investigate. The other short story which I will be investigating is The Speckled Band. The Speckled Band was written by Sir Arthur Conan Doyle. It was first published in 1892. The Speckled Band is also written in speech of the time the Speckled Band was first Published. The language of that time seemed to be much formal as accurate English and much less slang was used. Holmes and Watson speak very typically English and p... ... manner that the reader ´s suspension of disbelief is never broken. We are with Mary Maloney from the first sentence of the story, and only at the end do we realise that we never really knew her at all. The irony of it all is that the police who were puzzled why they could not find the murder weapon we are consuming it. This was almost a sick comical twist to the ending. When she laughs didn ´t seem funny but more sinister and evil. Compare The Speckled Band, Lamb to the Slaughter is easy to work out from the Speckled Band and more predictable. So if you are looking for a challenge The Speckled Band is the one to read but I think for the younger reader ´s Lamb to the Slaughter would be better. The Speckled was much more complicated and had much more twists and turns in it, and you weren ´t sure what was going to come next.

E.E CUMMINGS :: essays research papers

EDWARD ESTLIN CUMMINGS ("Estlin") is born October 14 in family residence 104 Irving Street, Cambridge, Mass., the son of EDWARD and REBECCA CLARKE CUMMINGS. His energetic, versatile, and highly articulate father teaches sociology and political science at Harvard in the 1890's and in 1900 is ordained minister of the South Congregational Church, Unitarian, in Boston. The Irving Street household will include at various times Grandmother Cummings, MISS JANE CUMMINGS ("Aunt Jane"), EEC's maternal uncle, GEORGE CLARKE, and younger sister ELIZABETH ("Elos"), who eventually marries Carlton Qualey. EEC attends Cambridge public schools, vacations in Maine and at the family summer home, Joy Farm, in Silver Lake, N.H. "Ever since I can remember I've written; & painted or made drawings." 1911 Enters Harvard College, specializing in Greek and other languages He contributes poems to Harvard periodicals, is exposed to the work of EZRA POUND and other modernist writers and painters, and forms lasting friendships with JOHN DOS PASSOS ("Dos"), R. STEWART MITCHELL ("The Great Awk"), EDWARD NAGLE (stepson of the sculptor Gaston Lachaise), SCOFIELD THAYER ("Sco"), JAMES SIBLEY WATSON ("Sib"), S. FOSTER DAMON, GILBERT SELDES, M. R. WERNER ("Morrie"), JOSEPH FERDINAND GOULD ("Joe"), ROBERT HILLYER. 1915 Graduates magna cum laude; delivers commencement address on "The New Art." 1916 Receives MA from Harvard Graduate School of Arts and Sciences. 1917 In New York. Lives at 21 East 15th Street with the painter ARTHUR WILSON ("Tex"). Works for P. F. Collier & Son. In April joins Norton-Haries Ambulance Corps. Sails for France on La Touraine, meeting on board another Harjes-Norton recruit, WILLIAM SLATER BROWN, who will remain his lifelong friend. After several weeks in Paris EEC and Brown are assigned to ambulance duty on Noyon sector. Brown's letters home arouse suspicions of French army censor. On September 21, he is arrested together with Cummings, who refuses to dissociate himself from his friend. Both are sent to [the] concentration camp at La Ferte Mace, where they submit to further interrogation. Following strenuous efforts on his father's part, EEC is released December 19. Eight Harvard Poets published, with EEC among contributors. 1918 Arrives in New York from France January 1. Moves with W. Slater Brown to 11 Christopher Street. Drafted during summer; stationed at Camp Devens until his discharge following Armistice. Moves with Brown to 9 West 14th Street, New York. Meets Elaine Orr, whom he will later marry and who is the mother of his only child, Nancy ("Mopsy"), now Mrs. E.E CUMMINGS :: essays research papers EDWARD ESTLIN CUMMINGS ("Estlin") is born October 14 in family residence 104 Irving Street, Cambridge, Mass., the son of EDWARD and REBECCA CLARKE CUMMINGS. His energetic, versatile, and highly articulate father teaches sociology and political science at Harvard in the 1890's and in 1900 is ordained minister of the South Congregational Church, Unitarian, in Boston. The Irving Street household will include at various times Grandmother Cummings, MISS JANE CUMMINGS ("Aunt Jane"), EEC's maternal uncle, GEORGE CLARKE, and younger sister ELIZABETH ("Elos"), who eventually marries Carlton Qualey. EEC attends Cambridge public schools, vacations in Maine and at the family summer home, Joy Farm, in Silver Lake, N.H. "Ever since I can remember I've written; & painted or made drawings." 1911 Enters Harvard College, specializing in Greek and other languages He contributes poems to Harvard periodicals, is exposed to the work of EZRA POUND and other modernist writers and painters, and forms lasting friendships with JOHN DOS PASSOS ("Dos"), R. STEWART MITCHELL ("The Great Awk"), EDWARD NAGLE (stepson of the sculptor Gaston Lachaise), SCOFIELD THAYER ("Sco"), JAMES SIBLEY WATSON ("Sib"), S. FOSTER DAMON, GILBERT SELDES, M. R. WERNER ("Morrie"), JOSEPH FERDINAND GOULD ("Joe"), ROBERT HILLYER. 1915 Graduates magna cum laude; delivers commencement address on "The New Art." 1916 Receives MA from Harvard Graduate School of Arts and Sciences. 1917 In New York. Lives at 21 East 15th Street with the painter ARTHUR WILSON ("Tex"). Works for P. F. Collier & Son. In April joins Norton-Haries Ambulance Corps. Sails for France on La Touraine, meeting on board another Harjes-Norton recruit, WILLIAM SLATER BROWN, who will remain his lifelong friend. After several weeks in Paris EEC and Brown are assigned to ambulance duty on Noyon sector. Brown's letters home arouse suspicions of French army censor. On September 21, he is arrested together with Cummings, who refuses to dissociate himself from his friend. Both are sent to [the] concentration camp at La Ferte Mace, where they submit to further interrogation. Following strenuous efforts on his father's part, EEC is released December 19. Eight Harvard Poets published, with EEC among contributors. 1918 Arrives in New York from France January 1. Moves with W. Slater Brown to 11 Christopher Street. Drafted during summer; stationed at Camp Devens until his discharge following Armistice. Moves with Brown to 9 West 14th Street, New York. Meets Elaine Orr, whom he will later marry and who is the mother of his only child, Nancy ("Mopsy"), now Mrs.

Oppression of First Nation People

How is it that the indigenous of Canada transpire into the minority and oppressed? Specifically, how are First Nations women vulnerable to multiple prejudices? What are the origins of prejudice & oppression experienced by First Nations women in Canada,   how has this prejudice been maintained, what is its impact and how can it best be addressed? Ever since the late 1400’s when the European discovered North America they brought along with them a practice of domination leaving the first nation people with very little rights forcing them to stand defenceless.Ever since the settlers arrived, the lives of the First Nation people have forever been damaged with the implementation of new ways of living. These changes have created an image of what First Nations people are prejudiced as. These prejudices have lead to stereotypes and even forms of discrimination and racism. Unfortunately, the majority of the beliefs are negative and have been widespread amongst non First Nations people . Some of the unfortunate cultural stereotypes that exist in today’s society are that First Nations people are; poor, uneducated, dirty, bad parents, and alcoholics.These beliefs and attitudes can all be rooted from practices that European settlers have indirectly instilled within Canada’s institutional procedure. Systemic prejudice and oppression towards First Nations women can be best explained as the result of formal and informal colonial policies and so can be best addressed by changing the prejudiced individual. A chief illustration of prejudice that First Nations women experience is through the health care system.The health care system has and continues to; discriminate, execute racism as well as permits structured inequalities that only hinders First Nations women. Health care is a direct reflection of the social, political, economic, and ideological relations that exist between patients and the dominant health care system (Browne and Fiske 2001). Internal colon ial politics throughout the years has had a major influence on the dominant health care system in Canada; this has resulted in the marginalization of First Nations people. The colonial legacy of subordination of Aboriginal people has resulted in a ultiple jeopardy for Aboriginal women who face individual and institutional discrimination, and disadvantages on the basis of race, gender, and class (Gerber, 1990; Dion Stout, 1996;Voyageur, 1996). This political reality is alive in the structural and institutional level but most importantly originated from the individual level that has affected the health care experience by First Nations women. According to the 2006 Statistics Canada, First Nations people surpassed the one-million mark, reaching 1,172,790 (Stats Canada, 2006). As the population seems to increase, a linear relationship seems to arise with hopelessness in health.Therefore, as First Nations people population increase so is the disparity in health. In comparison to non- Firs t Nations people, there seems to be a large gap with health care service. It use to be assumed that the reason why First Nations people try to avoid conventional health care and instead prefer using healing and spiritual methods. According to a survey conducted, Waldram (1990) found that urban First Nations people continue to utilize traditional healing practices while living in the city, particularly as a complement to contemporary health.This means that they do in fact use conventional health care but also take part in healing practices. According to the Department of Indian Affairs and Northern Development, statistics showed that: †¢The life expectancy of registered Indian women was 6. 9 years fewer than for women in the total population. †¢Mortality rates in were 10. 5 per 1,000 compared to 6. 5 for all women. †¢Unemployment rates in for women on reserve (26. 1%) were more than 2. 5 times higher than for non-Aboriginal women (9. 9%), with overall unemployment on r eserves estimated at 43%. In urban centers, 80% to 90% of Aboriginal female-led households were found to exist below the poverty line, resulting largely from dependence on meagre levels of social assistance (Department of Indian Affairs and Northern Development, n. d. ). These inequities in health and social indicators are perfect examples of the affect of political and economic factors that influence access to health services (Browne and Fiske 2001). Health care for First Nations people, specifically for those who live in reserve communities receiving federally run services, has been founded on colonial ideology.This allowed and influenced the beginning of dependency of the First Nations people upon the European policy makers (Browne and Fiske 2001). First Nations women have been exceptionally affected. A severe example of oppression in health care was the sterilization of First Nations women in the early 1970s, reportedly without their full consent. During the late 1960s and the e arly 1970s, a policy of involuntary surgical sterilization was imposed upon Native American women, usually without their knowledge or consent (First Nations).This practice was a federally funded service . Such sterilization practices are clearly a blatant breach of the United Nations Genocide Convention, which declares it an international crime to impose â€Å"measures intended to prevent births within [a national, ethnical, racial or religious] group (First Nations). Policies such as these allowed for the First Nations women to stay defenceless. Today there are still many examples of how systemically prejudice still exists.Today, Canadian nurses and physicians often hold and maintain negative stereotypes about aboriginal men, women and children, in turn, provide health care that is not â€Å"culturally sensitive† (Browne and Fiske 2001). For instance, nurses may ask more probing questions regarding domestic violence and make more referrals about suspected child abuse for ab original clients than for white clients. Studies with aboriginal Canadian women also reveal that some participant feel their health concerns are trivialized, dismissed or neglected due to stereotypic beliefs of nurses and physicians (Browne and Fiske 2001).Some aboriginal women have even reported feeling like outsiders who are not entitled to health care services. This indicates that aboriginal people`s negative experience with health care professionals have compromised the quality of care they receive. This then reinforces their perception that aboriginal values are not respected by the western medical establishment and instilled feelings of mistrust toward care providers (Browne and Fiske 2001).Marginalization from dominant political, economic, social, and health sectors arises from and reinforces racial stereotypes that contribute to views of Aboriginal people as â€Å"other† (Browne and Fiske 2001). For example, all those that are recognized as having â€Å"Status Indian s,† members of the First Nation community they are entitled to non-insured health benefits that no other Canadians receive. This has created bitterness and hatred from members of the dominant society with respect to â€Å"free† health services and often is seen as an addition of welfare.Members of the First Nation are acutely aware of the views commonly held by members of the dominant society and recognize that these perceptions contribute to negative stereotypes and the processes of â€Å"othering† that further alienates them from the dominant health sector † (Browne and Fiske 2001). In addition to having the Indian status card, residential school practices have had an influence on individuals. This again is an illustration of political power that had an influence on the mistreatment and abuse of children at these schools.From 1917 to 1946, children of this First Nation were compelled to attend residential school to receive an education (Nelson, 2006). At these schools that are supposed to be a building of which education is suppose to be taught there were many instances of physical and sexual abuses that created a lifetime of fear, humiliation, and mistrust. These abuses and the shame expectancies taught by the very strict teachings of sexual modesty and morality are compounded by the lived experiences of maltreatment (Nelson, 2006).The social harm of enforced residential schooling is enormous; this combined with economic and political relations shape women’s health care. Many First Nations women feel as though there are dismissed by their health care providers. They believe their health concerns or symptoms were not taken seriously. They were either seen as inconsequential or simply dismissed by providers of which predominantly were doctors or Nurses (Nelson, 2006). The nurses and doctors assumed there was nothing wrong before assessing the patient’s condition. Individuals feel as though they have to transforming thei r image to gain credibility.So they feel as though they have to dress up when going to the doctors. The risk of being dismissed was compounded by some women’s reluctance to admit to pain or to outwardly express suffering, which is what they had been taught by their Catholic teachers in residential school (Nelson, 2006). Therefore, they are more likely to wait until there condition is severe before seeking services, since past experiences cause them to fear that she will be dismissed by her provider. In addition, health care providers stereotype First Nations women as being very passive participants in health care.But what they fail to realize is that they again were taught specific ways of expressing respect one of which was to act unassertive (Nelson, 2006). Another prejudice that First Nations encounter by health care providers are the judgments on the women as mothers. Extreme actions are usually taken by hospital staff based on assumptions. This is also another factor lea ding to individuals trying to transform themselves. They try to change their appearance so that they look like credible medical subjects to be treated equally as the every other patient.Often a difficult task when First Nation people feel like outsiders. Systemic prejudice and oppression towards First Nations women can be best explained as the result of formal and informal colonial policies and so can be best addressed by changing the prejudiced individual. A chief illustration of prejudice that First Nations women experience is through the health care system. The health care system has and continues to; discriminate, execute racism as well as permits structured inequalities that only hinders First Nations women.The implications of providing health care to Aboriginal women must be critically analyzed to consider the unique social, political, economic, and historical factors influencing health care encounters at individual and institutional levels (Nelson, 2006). Women of First Natio ns are aware of the different ways in which racial and gendered stereotypes and economic privation can influence the health care they receive (Nelson, 2006). Health care is a basic necessity that many of us take for granted. This disadvantage is also a representation of a First Nations woman`s everyday social experience.The tendency of Western nurses and doctors to bracket out the sociological and political context of health care encounters involving Aboriginal patients, however, stems from their professional socialization and predominantly middle-class values (O’Neil, 1989). It has been proven that there is in fact an institutional and colonial relationship with health care. Institutions are powerful symbols of Canada`s recent colonial past that currently affects Canadians. First Nations patient today are experiencing discriminatory behaviour from health care providers and as a result disempowering them.The difficulty has been addressed and the time now is to solve this prob lem. Given the political and ideological context of relations between First Nations people and the Canadian state, power imbalances that give rise to the women’s concerns regarding their health care are unlikely to be redressed without radical changes in the current sociological and political environment (Nelson, 2006). Health practitioners as well as policy makers would need to integrate their work to create health care policies, practices, and educational programs.Moreover, since we are fully aware that systemic institutionalizations are originally rooted from individuals the approach to solve this problem would be by trying to reduce prejudice by changing the prejudiced individual (Morrison & Morrison, 2008). It seemed fairly obvious that because prejudice originated from the one who was doing the stereotyping that if society wants to reduce or eliminate such behaviour, it ought to direct its attention to changing that individual (Morrison & Morrison, 2008).Thus reduction efforts using education, ad role playing, propaganda and confrontation techniques are examples of attempts to reduce prejudice (Morrison & Morrison, 2008). The shift in individual behaviours will in turn change mainstream health care. References Browne, A. J. , and Fiske, J. (2001). First Nations women’s encounters with mainstream health care services. Western Journal of Nursing, 23, 126- 147. Dion Stout, M. D. (1996). Aboriginal Canada:Women and health. Paper prepared for the Canada-U. S. A. Forum onWomen’s Health [Online]. Ottawa, Canada. Available: http://www. c-sc. gc. ca/canusa/papers/canada/english/indigen. htm Forced Sterilization of Native Americans. (n. d. ). In Encyclopedia Net Industries online. Retrieved from http://encyclopedia. jrank. org/articles/pages/6242/Forced-Sterilization-of-Native-Americans. html Gerber, L. M. (1990). Multiple jeopardy: A socio-economic comparison of men and women among the Indian, Metis and Inuit peoples of Canada. Canadian Ethni c Studies, 22(3), 69-84. Morrison, G. T. , & Morrison, A. M. (Eds. ). (2008). The psychology of Modern Prejudice. New York, NY: Nova Science Publishers, Inc. Nelson, D.T. (2006). The Psychology of Prejudice. Boston, MA: Pearson Education, Inc. O’Neil, J. D. (1989). The cultural and political context of patient dissatisfaction in cross-cultural clinical encounters: A Canadian Inuit study. Medical Anthropology Quarterly, 3(4), 325-344 Stats Canada. (2006). First Nations Health Care. Retrieved from http://www12. statcan. ca/census-recensement/2006/index-eng. cfm Voyageur, C. J. (1996). Contemporary Indian women. In D. A. Long & O. P. Dickason (Eds. ), Visions of the heart: Canadian aboriginal issues (pp. 93-115). Toronto, Canada: Harcourt Brace Oppression of First Nation People How is it that the indigenous of Canada transpire into the minority and oppressed? Specifically, how are First Nations women vulnerable to multiple prejudices? What are the origins of prejudice & oppression experienced by First Nations women in Canada,   how has this prejudice been maintained, what is its impact and how can it best be addressed? Ever since the late 1400’s when the European discovered North America they brought along with them a practice of domination leaving the first nation people with very little rights forcing them to stand defenceless.Ever since the settlers arrived, the lives of the First Nation people have forever been damaged with the implementation of new ways of living. These changes have created an image of what First Nations people are prejudiced as. These prejudices have lead to stereotypes and even forms of discrimination and racism. Unfortunately, the majority of the beliefs are negative and have been widespread amongst non First Nations people . Some of the unfortunate cultural stereotypes that exist in today’s society are that First Nations people are; poor, uneducated, dirty, bad parents, and alcoholics.These beliefs and attitudes can all be rooted from practices that European settlers have indirectly instilled within Canada’s institutional procedure. Systemic prejudice and oppression towards First Nations women can be best explained as the result of formal and informal colonial policies and so can be best addressed by changing the prejudiced individual. A chief illustration of prejudice that First Nations women experience is through the health care system.The health care system has and continues to; discriminate, execute racism as well as permits structured inequalities that only hinders First Nations women. Health care is a direct reflection of the social, political, economic, and ideological relations that exist between patients and the dominant health care system (Browne and Fiske 2001). Internal colon ial politics throughout the years has had a major influence on the dominant health care system in Canada; this has resulted in the marginalization of First Nations people. The colonial legacy of subordination of Aboriginal people has resulted in a ultiple jeopardy for Aboriginal women who face individual and institutional discrimination, and disadvantages on the basis of race, gender, and class (Gerber, 1990; Dion Stout, 1996;Voyageur, 1996). This political reality is alive in the structural and institutional level but most importantly originated from the individual level that has affected the health care experience by First Nations women. According to the 2006 Statistics Canada, First Nations people surpassed the one-million mark, reaching 1,172,790 (Stats Canada, 2006). As the population seems to increase, a linear relationship seems to arise with hopelessness in health.Therefore, as First Nations people population increase so is the disparity in health. In comparison to non- Firs t Nations people, there seems to be a large gap with health care service. It use to be assumed that the reason why First Nations people try to avoid conventional health care and instead prefer using healing and spiritual methods. According to a survey conducted, Waldram (1990) found that urban First Nations people continue to utilize traditional healing practices while living in the city, particularly as a complement to contemporary health.This means that they do in fact use conventional health care but also take part in healing practices. According to the Department of Indian Affairs and Northern Development, statistics showed that: †¢The life expectancy of registered Indian women was 6. 9 years fewer than for women in the total population. †¢Mortality rates in were 10. 5 per 1,000 compared to 6. 5 for all women. †¢Unemployment rates in for women on reserve (26. 1%) were more than 2. 5 times higher than for non-Aboriginal women (9. 9%), with overall unemployment on r eserves estimated at 43%. In urban centers, 80% to 90% of Aboriginal female-led households were found to exist below the poverty line, resulting largely from dependence on meagre levels of social assistance (Department of Indian Affairs and Northern Development, n. d. ). These inequities in health and social indicators are perfect examples of the affect of political and economic factors that influence access to health services (Browne and Fiske 2001). Health care for First Nations people, specifically for those who live in reserve communities receiving federally run services, has been founded on colonial ideology.This allowed and influenced the beginning of dependency of the First Nations people upon the European policy makers (Browne and Fiske 2001). First Nations women have been exceptionally affected. A severe example of oppression in health care was the sterilization of First Nations women in the early 1970s, reportedly without their full consent. During the late 1960s and the e arly 1970s, a policy of involuntary surgical sterilization was imposed upon Native American women, usually without their knowledge or consent (First Nations).This practice was a federally funded service . Such sterilization practices are clearly a blatant breach of the United Nations Genocide Convention, which declares it an international crime to impose â€Å"measures intended to prevent births within [a national, ethnical, racial or religious] group (First Nations). Policies such as these allowed for the First Nations women to stay defenceless. Today there are still many examples of how systemically prejudice still exists.Today, Canadian nurses and physicians often hold and maintain negative stereotypes about aboriginal men, women and children, in turn, provide health care that is not â€Å"culturally sensitive† (Browne and Fiske 2001). For instance, nurses may ask more probing questions regarding domestic violence and make more referrals about suspected child abuse for ab original clients than for white clients. Studies with aboriginal Canadian women also reveal that some participant feel their health concerns are trivialized, dismissed or neglected due to stereotypic beliefs of nurses and physicians (Browne and Fiske 2001).Some aboriginal women have even reported feeling like outsiders who are not entitled to health care services. This indicates that aboriginal people`s negative experience with health care professionals have compromised the quality of care they receive. This then reinforces their perception that aboriginal values are not respected by the western medical establishment and instilled feelings of mistrust toward care providers (Browne and Fiske 2001).Marginalization from dominant political, economic, social, and health sectors arises from and reinforces racial stereotypes that contribute to views of Aboriginal people as â€Å"other† (Browne and Fiske 2001). For example, all those that are recognized as having â€Å"Status Indian s,† members of the First Nation community they are entitled to non-insured health benefits that no other Canadians receive. This has created bitterness and hatred from members of the dominant society with respect to â€Å"free† health services and often is seen as an addition of welfare.Members of the First Nation are acutely aware of the views commonly held by members of the dominant society and recognize that these perceptions contribute to negative stereotypes and the processes of â€Å"othering† that further alienates them from the dominant health sector † (Browne and Fiske 2001). In addition to having the Indian status card, residential school practices have had an influence on individuals. This again is an illustration of political power that had an influence on the mistreatment and abuse of children at these schools.From 1917 to 1946, children of this First Nation were compelled to attend residential school to receive an education (Nelson, 2006). At these schools that are supposed to be a building of which education is suppose to be taught there were many instances of physical and sexual abuses that created a lifetime of fear, humiliation, and mistrust. These abuses and the shame expectancies taught by the very strict teachings of sexual modesty and morality are compounded by the lived experiences of maltreatment (Nelson, 2006).The social harm of enforced residential schooling is enormous; this combined with economic and political relations shape women’s health care. Many First Nations women feel as though there are dismissed by their health care providers. They believe their health concerns or symptoms were not taken seriously. They were either seen as inconsequential or simply dismissed by providers of which predominantly were doctors or Nurses (Nelson, 2006). The nurses and doctors assumed there was nothing wrong before assessing the patient’s condition. Individuals feel as though they have to transforming thei r image to gain credibility.So they feel as though they have to dress up when going to the doctors. The risk of being dismissed was compounded by some women’s reluctance to admit to pain or to outwardly express suffering, which is what they had been taught by their Catholic teachers in residential school (Nelson, 2006). Therefore, they are more likely to wait until there condition is severe before seeking services, since past experiences cause them to fear that she will be dismissed by her provider. In addition, health care providers stereotype First Nations women as being very passive participants in health care.But what they fail to realize is that they again were taught specific ways of expressing respect one of which was to act unassertive (Nelson, 2006). Another prejudice that First Nations encounter by health care providers are the judgments on the women as mothers. Extreme actions are usually taken by hospital staff based on assumptions. This is also another factor lea ding to individuals trying to transform themselves. They try to change their appearance so that they look like credible medical subjects to be treated equally as the every other patient.Often a difficult task when First Nation people feel like outsiders. Systemic prejudice and oppression towards First Nations women can be best explained as the result of formal and informal colonial policies and so can be best addressed by changing the prejudiced individual. A chief illustration of prejudice that First Nations women experience is through the health care system. The health care system has and continues to; discriminate, execute racism as well as permits structured inequalities that only hinders First Nations women.The implications of providing health care to Aboriginal women must be critically analyzed to consider the unique social, political, economic, and historical factors influencing health care encounters at individual and institutional levels (Nelson, 2006). Women of First Natio ns are aware of the different ways in which racial and gendered stereotypes and economic privation can influence the health care they receive (Nelson, 2006). Health care is a basic necessity that many of us take for granted. This disadvantage is also a representation of a First Nations woman`s everyday social experience.The tendency of Western nurses and doctors to bracket out the sociological and political context of health care encounters involving Aboriginal patients, however, stems from their professional socialization and predominantly middle-class values (O’Neil, 1989). It has been proven that there is in fact an institutional and colonial relationship with health care. Institutions are powerful symbols of Canada`s recent colonial past that currently affects Canadians. First Nations patient today are experiencing discriminatory behaviour from health care providers and as a result disempowering them.The difficulty has been addressed and the time now is to solve this prob lem. Given the political and ideological context of relations between First Nations people and the Canadian state, power imbalances that give rise to the women’s concerns regarding their health care are unlikely to be redressed without radical changes in the current sociological and political environment (Nelson, 2006). Health practitioners as well as policy makers would need to integrate their work to create health care policies, practices, and educational programs.Moreover, since we are fully aware that systemic institutionalizations are originally rooted from individuals the approach to solve this problem would be by trying to reduce prejudice by changing the prejudiced individual (Morrison & Morrison, 2008). It seemed fairly obvious that because prejudice originated from the one who was doing the stereotyping that if society wants to reduce or eliminate such behaviour, it ought to direct its attention to changing that individual (Morrison & Morrison, 2008).Thus reduction efforts using education, ad role playing, propaganda and confrontation techniques are examples of attempts to reduce prejudice (Morrison & Morrison, 2008). The shift in individual behaviours will in turn change mainstream health care. References Browne, A. J. , and Fiske, J. (2001). First Nations women’s encounters with mainstream health care services. Western Journal of Nursing, 23, 126- 147. Dion Stout, M. D. (1996). Aboriginal Canada:Women and health. Paper prepared for the Canada-U. S. A. Forum onWomen’s Health [Online]. Ottawa, Canada. Available: http://www. c-sc. gc. ca/canusa/papers/canada/english/indigen. htm Forced Sterilization of Native Americans. (n. d. ). In Encyclopedia Net Industries online. Retrieved from http://encyclopedia. jrank. org/articles/pages/6242/Forced-Sterilization-of-Native-Americans. html Gerber, L. M. (1990). Multiple jeopardy: A socio-economic comparison of men and women among the Indian, Metis and Inuit peoples of Canada. Canadian Ethni c Studies, 22(3), 69-84. Morrison, G. T. , & Morrison, A. M. (Eds. ). (2008). The psychology of Modern Prejudice. New York, NY: Nova Science Publishers, Inc. Nelson, D.T. (2006). The Psychology of Prejudice. Boston, MA: Pearson Education, Inc. O’Neil, J. D. (1989). The cultural and political context of patient dissatisfaction in cross-cultural clinical encounters: A Canadian Inuit study. Medical Anthropology Quarterly, 3(4), 325-344 Stats Canada. (2006). First Nations Health Care. Retrieved from http://www12. statcan. ca/census-recensement/2006/index-eng. cfm Voyageur, C. J. (1996). Contemporary Indian women. In D. A. Long & O. P. Dickason (Eds. ), Visions of the heart: Canadian aboriginal issues (pp. 93-115). Toronto, Canada: Harcourt Brace

Care for our environment

Care for our environment Albert Einstein once said â€Å"Look deep into the nature and you will understand everything better. † Save your environment because it is a place where you live and do whatever you want to. I get a lot of questions these days about going green. The most common of those questions is â€Å"Why should I Care for the environment? † The problem is this hasn't been raised by people who love recycling an organic food but from people who think recycling and buying organic food is Just futile and an utter waste of time. Let me explain some simple reasons to save our environment. Firstly†¦ ow the world your good side. The impact we have on the environment today will make a big difference on the future generation. Your attitude towards the environment shows your personality. I f you are a person who doesn't care for the environment, it shows that you are an irresponsible person. Secondly nobody likes to live in an atmosphere filled with smog. It beco mes hard to breathe and it causes a number of health problems which ultimately leads to death. Thirdly beautiful parks and beaches are scintillating to the mind and body. Unfortunately these have been destroyed by the mankind itself.As a result these gifts of nature are becoming more of a past memory and less of a reality. Last but not the least, human race isn't going to die out anytime soon. But we are using up our resources faster than we can replenish them. If we continue at the same place, we are eventually going to run out of fossil fuels, trees, drinking water etc. So remember, a green world is a better world. So let us Join hands and strive towards building a greener and better place to live in and let's make the future generation proud of what we did for them.

Teen Pregnancy: its Prevalence and Alternatives

Zarrilli mentioned that â€Å"Although scholars disagree on a definition, we may define ‘popular’ theatre as stage entertainment that appeals to cross class audiences in complex societies through commercial means. † (Zarrilli et al, Theatre Histories, 2006, pg 311) In this context it could be stated that a theatre is a stage where the actor and actress perform their characters according to the director script is written. But the acting on the stage and especially in front of the audience is more difficult rather than performing on the back stage.There is whole lot of difference between a normal theatre and a popular theatre because rather than the culture mimic and mirror it also shows disagreement for the spectators with not a single question to answer but actually gives a reflection to the audience to find the answer. Popular theatre is nothing like that, what we see on television or theatre, where the actor and actress are performing a masterpiece, but here it is only to perform and realise the situation of the script and play a stage role in a very simple manner so that everyone can understand.However, in this context it would be relevant to mention that melodrama, folk drama, festivals, calendar celebrations such as; Christmas, Easter, the harvest festival and Halloween, carnivals, clowns, reality TV as examples of popular theatre. Discussion While placing a role in front of a viewer popular theatre should tell a story and also bring a concern to the community around the issue. The content should be a potential one and it should be a theatre as a â€Å"rehearsal of life† so that the visitors can overcome the fears of mind and can build a self reliance among them selves.The act should be intense, so that the audience gets encourage and they should have the ideas without any hesitation in mind. Thus from this view point events like melodrama, folk drama, festivals, calendar celebrations such as; Christmas, Easter, the harvest festi val and Halloween, carnivals, clowns, reality TV well blends into the parameter of popular theatre. Now, for the presentation it requires some time and with the chosen form of communication it can be done very quickly and easily.Sometimes the local people carry out the expenses making the production cost low. Another important part of popular theatre is to organize a very few people who have a very good understanding among themselves so that they can make their own decisions and participate to do the work. (Berkowitz, 189) An illustration of a case study would help in this context. Take for example ‘Kissa Kursi Ka’ (Trans: Tale of Throne), Directed by former parliamentarian Amrit Nahata, that originated as a folk drama, was a controversial Indian play.The plot revolved around a corrupt and evil politician, Utpal Dutt, trying to woo personified public, Shabana Azmi. It talked about evil politicians running after the ministerial throne to do anything and everything to get the so called ministry chair and ultimately shows that all politicians are of same character, leaving a question mark on the viewers about the characters of the politicians governing the country. This is what folk drama does. It reveals the public sentiment on different issues. In this case it was political satire.(Dos, 177) Now comes the performance part. It is completely an art, where the artist has to interact with spectators indirectly. Before they come in front of them they need ample practice to perform on stage with exemplary presence of mind. To make it complete, the artist should have appropriate make up, speech, to convey the message with proper skills of non verbal communication. Sometimes the interaction with audience can be direct, it becomes a testing time for the artist’s presence of mind, as different audience can behave indifferently.So folk artists of a folk drama have to work according to it. In a normal theatre the artist perform their role very professio nally because it is their bread and butter for them, so they have to perform quiet confidently so that the next order or roll does not quit away from them. Therefore they have to work very sincerely on that performance act. But in the popular theatre such as folk drama the artist plays a role without any tension on the platform and they do well than the professional people.This only happens because they think that they are working for the society or for the community to grow awareness among the people, so that they do not suffer afterwards in the later part of the life. Here we can see that the normal theatre artist perform their duties for their occupation, whereas the popular theatre artist does their work for the betterment of the society. For example, in India our government has taken an initiative to do away with stigma around AIDS. While launching this type of welfare needs, the government has taken two steps to convey the message to the people of India.One is by providing awa reness to the citizen by the help of television. (Border, 227-228) This type of small advertisement programs are covered by popular artist, so that the admirers of the artist gets more attracted to the message of the advertisement, which had been conveyed to them and they should follow that message from that particular day and also discuss the issue with others. With that particular topic, the government also launches small programs, like street skits, with the local people who stay in the villages and perform the role, where the awareness of the advertisement had not reach.Here popular theatre plays its part. It takes more time and hassle for the performers to do the work, but it will be sure that the message will be reach to each and every family, which is much more effective than the regular theatre. These types of popular theatre are conducted by the artist according to the village tradition, culture and language which can give a more positive effect on the minds of the audience . Artist faces many problems out here. Cost is a main factor, where most of the money comes from the government, where the rest had to be collected from the welfare trustees, who donate for the betterment of the people.For every rehearsal the artists had some expenses for make ups, dress, food, lodging, this small cost looks more visible when the artist is performing for quit along time. As the funds are very limited it also crates a negative impact while performing a role. For that the insiders and the outsiders have to talk freely and openly with the particular problem and with the help of the experiences they have to solve it. Most of the people start with his own experience and later notice or study the experience of other artist. (Deb, 323)The analysis part is done between actors, facilitators, animators and even between the insiders and the outsiders. In this type of analysis the issue information is examined in three contexts, that is economical social or political. This issu e should immediately bring to light and the problem had to solve instantly so that the performance gets better. In a popular theatre, one most important point have to be notice that is to convert the major issues into entertainment and that particular entertainment can be in the form of series of work shops, or a play.This type of particular structured entertainment or activities can be done by asking people to take on the role of a group or community unfamiliar to them and then have the feeling and reflect the experience. Thus it is certain that popular theatre like melodrama, folk drama, festivals, calendar celebrations such as; Christmas, Easter, the harvest festival and Halloween, carnivals, clowns, reality TV work highly in the context of mass entertainment. (Dev, 78-81) Conclusion When the artist take on very unfamiliar roles they are forced to learn and find new feelings and experience followed by creative thoughts.Emotions of new thought can be done by incorporating the idea s into the theme. Here practice takes place and the next important stage â€Å"rehearsal for life†, which also provides an opportunity of a new perception. The contributor or audience are said to analyze or resolution of a problem or leave the stage with a provoking question in the mind of the audience so that they can separately analyse and assess the culture and work according to the political scenario. By resolving this type of contradiction the drama reach a new phase and it turns to a new disagreement and so the process becomes continuous.(Dos, 441-442) Bibliography: Zarrilli, Phillip B. McConachie, Bruce A Williams, Gary Jay and Sorgenfrei, Carol Fisher. Theatre Histories: An Introduction. New York and London: Routledge, 2006 Berkowitz, L; Theatre and Man; New Haven and London: Yale University Press. 2006 Border, S; Act I: Fire of the Mind; Wellington: National Book Trust; 2006 Deb, J; Introduction to Russian Acting: Stage for Mankind; Dunedin: ABP Ltd. 2005 Dell, S; Ev aluation of UK Stage; Dunedin: ABP Ltd. 2006 Dos, M; Future of Thought Process in Theatre History; Christchurch: Alliance Publications; 2005