In My Fathers Den Essay

In my Fathers Den, a brilliant example of subjective filmmaking and credit should be given to the director Brad McGann for successfully developing a character who takes a journey through regression. McGann uses a series of flashbacks for Paul to revisit the traumatic past and then back to the obscure present to deal with the outcome of his memories. Brad McGann develops the character Paul, as a man who is lonely and isolated yet mystifying and secretive. He blocks out his emotions completely which makes the audience intrigued to find out what has happened in his past that has made him the enclosed character he is today. The story includes themes found familiar to many New Zealand films, dark family secrets, small-town claustrophobia, the lure of the outside world. â€Å"It’s not so much a whodunit† said McGann, â€Å"but a whydunit†. The film is as much about tone as plot, eloquently describing a world of emotionally damaged characters isolated from each other in stark landscapes. The theme of escapism is consistently grabbing the audiences attention throughout McGann releases details sparingly, constructing his film as a kind of puzzle assembled from pieces of the past and present, with Prior’s attempts to forget his younger days. His use of camera movement adds new information, as flashbacks play a large role in this film. McGanns ability to stitch material together is significant as he doesn’t signal the shift between time periods heavy-handedly, and yet its always clear what is happening and how each new snippet of information contributes to the complex. McGanns use of cinematography is a great example of successful director skills. The use of camera angles and lighting effeteness on the film help create a mood to demand the audiences attention to discover the true identity of each character. McGanns panning of the den, prepares the audience with a flashback, and as a small boy (Paul) with his father the lighting of warmth is portrayed with the effeteness of connection and close feeling with the young boy and his father. Celia’s grief as she console’s Paul for the truth, the warmth of the fire light against Paul’s face makes the audience devoted to feel sorry for him and feel his pain. McGanns successful use of director skills impacts the audiences views on the film â€Å"In my Fathers Den†. This film is carefully crafted, as it is a dialogue for ironic social comment and characters.

How To Prevent Teen Pregnancy Essay

How to prevent teen pregnancy has been a question for many years now. Statistics have been running wild trying to keep up with the teenage generation. Many people have their opinions on the subject (teen pregnancy), because teens seem to be getting pregnant all so fast these days. People fail to realize that having a baby is supposed to be a sort of privilege. Many people take having a baby as a joke. Getting pregnant and having a child involves many pros/cons. For example having a child can be harder on some people than it is on others. When having a baby there are a lot of things to worry about, for the most important part financial problems seem to be the most talked about of teen pregnancy’s. In the prevention of teen pregnancy there are many things that are helpful. For example Abstinence is a for sure factor of not getting pregnant. There are also other helpful ways to help prevent teen pregnancy, such as sex education and birth control. All of these things are essential in the helpful prevention of teen pregnancy. Abstinence is when you give up something you desire or of pleasure to you. Abstaining from sexual activities is a great way to prevent teen pregnancy, and the risk of getting a disease. In the past years less sex and more condoms use has meant lower rates of teenage pregnancy and sexually transmitted disease. Abstinence is not a crime, as most teenagers and their peers seem to think. Most teens have sex because of their peers being sexually active. The percentage of sexually active males declined from 57.4 percent to 48.8 percent, essentially erasing the gender gap. In high school students alone the rate for being sexually active went from being 66.7 percent to 60.9 percent in the years of 1991-1997. Abstinence is very important, but the peers your child hangs around are just as important. † The Nurture Assumption † says that peer groups matter a lot more than parents influencing how kids turn out, because you can pass your genes, but not your values. CDC’s National Survey of Family Growth stated that teens are having less sex. CDC’s also stated that more teenagers surveyed that their closest friends were involved in some sort of sex education class, and they were not sexually active. Abstaining from sex and learning more about sex are good ways to assure your knowledge and decrease teen pregnancy. Sex education is the study of the characteristics of being a male or a  female. Such characteristics make up a person’s sexuality. Traditionally children have received information about sexuality from their parents, church, friends, their doctors, and many other people. Many young teens learn about their bodies first. They learn their body part and why they are essential for the body to keep going each day. Many people believe that sex ed. being taught in schools assures children of correct and complete information about sexuality. How sex education is taught varies greatly from on program to another, whether in school or any other program. Sex education starts in kindergarten and continues through high school. From kindergarten through 4th grade, sex ed. teaches children about their bodies and attempts to promote a whole some attitude toward the self-development process. During these years teachers attempt to correct any false ideas children may have learned about sex. In the grades 5th through 6th teachers try to prepare students for puberty. For example, the children learn about nocturnal emissions, menstruation and changes that will take place in their bodies, they also learn and study reproduction. From grades 7th through 9th most young adults interest in sex increases, so they learn more about responsibility, and boy/girl dating. In high school, students learn more about the social and psychological aspects of sexuality. Many other subject come up at this time in a teenagers life, such as marriage, abortion, homosexuality, birth control, and many other topics. Through the teenage years there are a lot of things to be learned and taught, but the most focused on is birth control as stated by John J. Burt, Ph. D., Dean, College of Health and Human Performance. Sex education is of much importance to the teenage generation. Birth control is the control of birth or of childbearing by deliberate measures to control or prevent conception, contraception. An understanding of birth control requires some knowledge of human reproduction. About every four weeks, an egg is released by one of the two ovaries in a woman’s body. The egg then passes through a fallopian tube, and if not fertilized while in the fallopian tube, it eventually disintegrates in the uterus. The egg then passes out of the body during a women menstruation. Sexually, coming from a man millions of sperm are released into the woman’s vagina. If an egg is there sperm traveling through a woman’s fallopian tube will fertilize it  fertilized by the sperm. At this point a human being develops and nine months later a child is born. Most birth control methods are made to prevent contraceptives. The most effective contraceptive method is surgical sterilization. This is when surgery is performed so it will block the spermducts in men or the fallopian tubes in women. There are also many other kinds of contraceptive methods; they involve hormone drugs in order to prevent pregnancy. In many developing nations hormone drugs are injected into the body. These injections must be given every 90 days in order to be effective. Some of the more popular birth controls today are the pill, condoms, Norplant, and the shot. All of these forms of birth control are used to prevent teen pregnancy. Studies show that those methods are becoming effective, because the teenage pregnancy rate has dropped by 11%. Birth control is important to teenagers, and they should be used if a teen should become sexually active. Parents should remember to teach their children about birth control always, just in case a teen should become curious and decide to have sex. In conclusion teen pregnancy has hard an effect on society, in many ways. Most teen pregnancies were not planned. CDS’s says about 65% of teen pregnancy’s were not even discussed with their sexual partners. All of the other percentage of teen pregnancy’s were not planned either, but it had been discussed with the teen’s sexual partner at some point in time. Most teens began having sex without knowing the consequences. Teenagers need to take responsibility and remember to keep safe, because there are various ways to prevent teen pregnancy, for example abstinence, sex education, and various types of birth control.

Articles of Partnership

ARTICLES OF PARTNERSHIP OF TONCLINTX PASTRY PRODUCT And T-SHIRT PRINTING SERVICES Know all men by these presents: That we, all of whom are citizens and residents of the Philippines and of legal age, do hereby voluntarily associate ourselves to form a general partnership in accordance with the laws of the Philippines, and we hereby certify: ARTICLE I That the name of our general partnership shall be TONCLINTX PASTRY PRODUCT and T-SHIRT PRINTING SERVICES. ARTICLE II That the principal place of our partnership shall be in Sta. Cruz Laguna, Philippines. ARTICLE III That our partnership shall exist for a period of three (3) months from the time of registration in the Dean’s Office of the College of Computer Studies. ARTICLE IV That the purpose of the partnership shall be the following: 1. To deal in the business of giving the service of T-shirt design and printing together with sales of pastry products. 2. To import such kind of service after complying with existing laws and regulations. 3. To enter into such other contracts or do such other acts as may be demanded by the needs of the business. ARTICLE V That the general partners of our partnership shall be the following: 1. Jhean Laurence SimanFilipino149 Sitio Huwaran Brgy. Pagsawitan Sta. Cruz Laguna 2. Kristine SumaguiFilipino098 Sitio Talon, Brgy. Sta. Clara Sur Pila Laguna 3. Nico Paolo CatalanFilipino6781 Sitio 4 Brgy. Oogong, Sta, Cruz, Laguna 4. Joy Clinton BabaanFilipinoBeverly Hills, St. Maceda Subd. Brgy. Pinagsanjan, Pagsanjan Laguna Hereby approved by: CANDELARIA SILVANIA FLORENCIA SUMAGUE YOLANDA CATALANN ______________ ______________________ __________________________________ Parent of Parent of Parent of Parent of Ear Anthony B. Silvania Kristine Sumagui Nico Paolo CatalanJoy Clinton Babaan

See instructions Essay Example | Topics and Well Written Essays - 1250 words - 2

See instructions - Essay Example His new love affair plus Catherine’s miscarriages made him want to divorce her. The pope was Henry’s only choice to seek help as he was the one who could allow the divorce. But the pope delayed it as he was playing politics. Henry became furious and in his agitation he initiated the parliamentary legislation. His aim was to disavow the papal authority and he achieved his goal as a council of English churchmen allowed Henry to divorce Catherine. He married Anne Boleyn immediately. The context might seem just a fairy tale where a king in the pursuit of his lust and in his machismo divorced his wife and married his newfound love. However, the repercussions in Europe are much broader than that. The incident made people question the Catholic Church’s authority, their hierarchy and their general rule of governing the government. Henry wasn’t the only one frustrated with the Church’s power; many people with religious background also questioned the church’s authority. The English Act of Supremacy also fueled the protestant movement throughout Europe as the main source of the power, the king, was repudiating the Catholic authority. The repercussions in Europe were very strong; the monarchy broke with Rome and Henry became the supreme authority of the Anglican Church. It also fueled the fire to the conflicts between the Protestants and the Catholics. The ripples of the act did not remain confined within England. Many European countries saw an opportunity to overthrow the autonomous power of the Catholic Church. Erasmus of Rotterdam (1466-1536) was one of the greatest scholars of northern European Renaissance. He felt repulsed by the Church’s abuse of its power. Along with many famous people of his time, he did not appreciate older beliefs that were now seen mainly as outdated. He considered such limiting belief systems worthy to be thrown out especially in the wake of awareness such as universal education and the invention of the printing

Wolf Peak International Assignment Example | Topics and Well Written Essays - 500 words

Wolf Peak International - Assignment Example It led to the painful but liberating experience of installing SAP Business One, a very user-friendly program that is cheap and quick to install and one that runs in tandem with other useful programs such as Microsoft Excel. The article then goes on to list the functionality of the program, stating the ability to peruse orders by amount and date as an important factor. The problems that occurred when Wolf Peak upgraded from QuickBooks to the newer system were that no-one understood how to use the program in question and reports could not be generated from it. It was stated that accountants spent months trying to extract information from the program. It is also mentioned that the old reports from QuickBooks could not be uploaded onto the system and therefore there was no history on the system, a problem for a SME such as Wolf Peak. These problems could have been avoided by proper investigation into the types of accounting package available, and getting a demonstration from the company like that mentioned later with reference to SAP Business One. Education of the employees by the manufacturer of the new system could have been useful too, although a program that is not user-friendly may never catch on. There are several reasons why the SAP Business One was preferable. Firstly, SAP Business One took only seven weeks to install, and Wolf Peak was using it successfully from this period with no delays. SAP Business One also allowed the QuickBooks entries to be put into the system easily, meaning that all the accounting system was in one place. The compatibility with Microsoft Excel allows people from all areas of the company to see the accounts and make adjustments in a familiar program, as well as for easy printing and note-making. SAP Business One also allows Schwab to check the inventory and the price value for each item of stock, an invaluable tool for a SME.

Markets and Marketing Essay Example | Topics and Well Written Essays - 3000 words

Markets and Marketing - Essay Example Socio-cultural factors include health consciousness, age distribution, population growth, individuals’ career tastes, and safety concerns. Statistical data show that UK’s birth rate has increased over the last two years. This increase in birth rate adds value to Tiny Tees. While analysing current UK society, it seems that people are highly concerned about the health of their family members. Hence, people tend to purchase quality cloth materials for their toddlers. Furthermore, trends indicate that people buy more number of baby clothes in order to keep their babies away from the greater risk of getting infections. Secondly, a detailed study of technological factors may aid Tom to assess the risks and opportunities arising out of the UK technological industry. Generally, marketers consider technological factors including research and development activities, technological growth, automation, and innovations. It is obvious that UK’s technological sector has undergon e tremendous changes over the last two decades and hence the country’s technological sector offers a range of potential opportunities to Tiny Tees. The UK government encourages and supports technological innovations. Similarly, automation is very effective in the UK and it has been still developing at a greater pace. UK’s well developed transportation sector also offers better scope to Tom’s planned acquisition project. In short, technological factors can greatly contribute to the positive effects of the proposed acquisition. Thirdly, assessment of economical factors is necessary for Tom to understand the financial scope of the proposed project. Researchers have identified that economical factors including income growth rate, interest rates, inflation rates, and exchange rates play a pivotal role in determining the market success of a company. The global financial crisis 2008 negatively affected the economic growth of United Kingdom despite the monetary measures taken by the Bank of England. The profitability decline (given in Table 1) of the Tiny Tees can be greatly attributed to this economic crisis. Even though the UK economy is rapidly improving its growth status, it has not been completely recovered from the impacts of global recession yet. Therefore, the STEP analysis may assist Tom to forecast the future economic/growth status of the Tiny Teens effectively. Finally, it is necessary for Tom to analyse the political status of the market in which the planned project is going to be launched. The UK’s political spectrum seems to be stable. â€Å"Faster economic development† has become the mantra of the UK politicians and hence they try to promote country’s business sector by every means. As a result, entrepreneurs and other small scale traders get increased financial as well as technical assistance from governmental agencies. This situation will certainly contribute to the development of new ventures. Since the p lanned acquisition project comes under the category of small scale business, Tom would obtain greater support and assistance from the UK government. The UK government’s current business policies also provide the marketer with extensive future expansion opportunities. In short, the STEP analysis will help Tom to determine whether or not to acquire Tiny Teens. Question 2 To define, â€Å"

Examine Child Protection with a view to analysing and evaluating it in Essay

Examine Child Protection with a view to analysing and evaluating it in relation to Every Child Matters - Essay Example The program also intends to place the responsibility of child protection across all involved agencies. Finally, to prime the involved institutions to come up with solutions tailored to suit the unique circumstances of each case. Viewing this comprehensive child development program from a historical perspective gives us a better understanding of some of these objectives. For example, weak accountability and poor integration had for long been the bane of the support systems of yesteryears. Poor co-ordination and low standards of accountability had led to public distrust with these institutions. The various component agencies were not properly integrated which resulted in inefficiency and redundancy. For instance, â€Å"some children are assessed many times by different agencies and despite this may get no services. Children may experience a range of professionals involved in their lives but little continuity and consistency of support.† (Youth Justice: The Next Steps) Another area of concern with the older system was the general sense of apathy on part of child health-care professional. Unless health-care professionals approach their work with dedication and compassion, their effectiveness is always going to be sub-standard. Hence, the Every Child Matters program proposes ways in which a career in child-care is seen as attractive by the professionals. The cultural norms of the English society is as much to blame for this situation; as the roles assumed by child-care workers largely goes unappreciated and undervalued. This is reflected in the fact that for long the national vacancy rate in these services had hovered around the 10 percent mark, which is one of the highest in the industrial world. The relation between socio-economic background and child delinquency is an acknowledged fact. Hence, the government had realised that child protection should consider this important aspect of a child’s life as well. The

Consumer Behaviour Essay Example | Topics and Well Written Essays - 750 words - 2

Consumer Behaviour - Essay Example term associated with a male individual who have a strong concern for his appearance, and spent time, money and attention to aesthetic details of his exterior. Such men always concerned about their appearances and will wear nice dresses and will adopt new trends in fashion in their life styles. Quiet often people misinterpret a person with metrosexual attributes as a gay guy; but in reality they have no relationship with such people. Consumerism is a culture spreading all over the world which deals with the relationship between personal happiness and purchasing material and its consumption. Consumer industry, especially the cosmetic industry is changing because of the evolution of metrosexuality. As per the earlier trends, men were least concerned about fashion and their appearances compared to women and the cosmetic industry focussed mainly on the female community earlier. But the changing trends among men’s fashion concepts forced the consumer industry to concentrate in men’s fashion segment also. The active participation of men along with women in the consumer market is a blessing for consumer industry. Men’s Calm Balm (A soothing balm for use after shaving or weather exposure), Men’s No shine (Daily moisturizer for oily to normal skin), Mens Revive Survive (For use throughout the day to revive the complexion), Men’s Scrub Up De Tox (Facial scrub for daily use), Men’s Morning Glory (Daily moisturizer for normal to dry skin) are some of the Dove’s famous skin care products for men. (Professional Skincare Products)  Ã‚  New Pro-age, Energy Glow, Sensitive Skin, Deep Moisture, Dove go fresh are some of the dove’s skin care products for women. (Dove –face care) Men’s Calm Balm is a very good product for men, which contains the healing properties of essential oils tea tree and lemon. It can sooth and heal skin irritation. It has rejuvenating properties of anti oxidant algae mineral nutrients. Moreover, it can protect the skin from UV radiations

Safety behaviour Essay Example | Topics and Well Written Essays - 2500 words

Safety behaviour - Essay Example is an example of a good market leader (Khanh, 2011). The modern business environment does not allow application of piecemeal improvements. Companies do not have any route to success apart from undergoing performance transformations to attain and maintain a top status. Most literature covers ways of implementing transformations without considering the role of leadership in the same.There is no single model that explains the role of leadership in the car manufacturing industry. Hill and Jones, for instance, focus on what is known as cost leadership and technology as part of strategic management in the manufacturing industry (2007). Furthermore, the precise nature of the role of the Chief Executive sitting at the helm of leadershipdepends on various things among them urgency, magnitude, and the form of transformation under implementation. Other factors that influence the nature of the role of the Chief Executive in the car manufacturing industry are failures and potential of the business organization within the auto industry, as well as the personality of the leader. References can be made to previously dominant companies such as the Ford Motor Corporation (Great Britain, 2007). In spite of the variations identified, researchers concur that four common important functions cut across the board and defy the differences necessary for any leadership to remain successful in the auto industry. Each person has a role to play in transformational performance.However, the role of the person sitting at the helm of leadership appears unique in many aspects as much as it shares other features with others within the leadership hierarchy. This is because the Chief Executive occupies the topmost part of the pyramid while other members take the cue from him downwards. If top leadership in the company gives lip service, the same will apply to the rest of leaders in the hierarchy.Leadership that fails to

Personal class Design Project Assignment Example | Topics and Well Written Essays - 1250 words

Personal class Design Project - Assignment Example th many youth especially those from my class are continuing to fall victims of drug abuse, it will be necessary to have practical examples through group discussions in order to effectively communicate with the students. The class is composed of 20 students who have just joined the secondary education. The class is a mixed class with more boys than girls. The sessions are designed to be taught 2 hours one in the morning and the second one in the afternoon. The class will be made up of students from all walks of life. This is a good parameter through which students from different backgrounds would be subjected to discussions with students from other settings to have the issue of drug abuse addressed comprehensively. Experiences of people with relatives or students with drug addiction would be indispensable in making the learning more practical. The10 minutes of the class will entails students responding to the questions outlined in their journals and which will also be written for them on the blackboard. The first question will entail what drug abuse is. The second one will entail causes of drug abuse, and the third one will entail effects of drug abuse. This part of introductory in a new class is intended to bring to the speed on whether the students prior understanding on the issue of drug abuse (Dupper, 2002). This way, the following activities will be dependent on the understanding of what the students know about drug abuse. This session will entail taking the students through various readings on the definition of drug abuse and its causes. This is critical in that it will first make students understand the topic at hand even before detailing how to develop an ad for anti-drug campaign. For this lesson, the students will be required to give their own understanding of what drug abuse is and give practical examples of the same. This is essential in that it will help in bridging the gap between the materials the students read in class and what they belief drug

Acuna Manual Binder Essay Example for Free

Acuna Manual Binder Essay Occupied American is a text book, and consequently is a survey of the history of the Chicana/o people in in the United States, which includes mostly people of Mexican origin in the United States. However, I often use the problematic term Latino when referring to the family of Latin Americans in the United States. Statistics are so co-mingled by academicians that it is often difficult to separate the disparate groups. With this said, Latin Americans share a history of colonialism – being occupied by Spain and various other European nations after 1492 when the occupation of the Americas began. Mexico has had the longest contact with the Euro-American nation called the United States, sharing a near 2000 mile border with the U. S. The occupation of Mexico began in 1519 a hundred years before the British landed on Plymouth Rock (1620). This survey history begins in Pre-Columbian times with the history of the Native Americans with whose history Mexicans are stamped genetically and culturally. After 500 years of occupation, ninety percent of Mexicans carry Indian DNA – contrast this to Euro-Americans, of whom fewer than one percent have Indian blood The World Fact Book, Mexico, https://www.cia. gov/library/publications/the-world-factbook/geos/mx. html. The Mexican cuisine also pays homage to the Indian past as do many place names. The textbook uses timelines to make sense of what happened and why it happened. I tell my students that to be effective they have to learn how to organize. One of the problems with many of us is that our parents never taught us to organize; the first step should have been to learn how to organize our highboy – clothes are not randomly thrown into a drawer. The timeline is our highboy, it will help us make sense out of time and put together a story. This is why I tell students to learn how to use story boards to fill in the timeline. You can pull up a number of good sites for story boards (e. g. , http://www. storyboardthat. com/). It is the same technique that is used in writing a movie script. The storyboard lets you know where you were and where you are going. Chapters in books serve the same function. Footnotes verify the veracity of the story as well as build the story. Your critical thinking skills help you interpret it. This mini book includes eleven modules to complement the chapters in the book. It is a guide that can easily be converted into an online class. Whereas the book chapters provide a macro story, the modules provide added materials. I have included internet articles with visuals as well as YouTube presentations and events. These are designed to further support those of you who are taking the class online. It also provides support to instructors and reduces the need for expensive readers. Word of caution: the sites often change link addresses so if one goes down, email us and we will correct it. The entire purpose of this manual is for you to better understand history. As mentioned, each module corresponds to a chapter or chapters in Occupied America. They are divided into Assigned Readings in Chapter(s), an Introduction, Internet articles, You Tube Lectures, and suggested discussion questions. The appendices have recommended websites, suggested programs in the American Experience/PBS, Music of the 1960s, and a list of four year institutions that have Bachelor of Arts programs in Chicana/o Studies. I also include a tour of a Chicana/o Research Site. I begin this endeavor with a short tour of the Arizona State University Chicana/o Collection. I plan to add other sites on a monthly basis. We must remember that history is a study of documents – that is what footnotes are all about. My Facebook account is under https://www. facebook. com/rudy. acuna. 9406 Mini Course Module I IDENTITY Required: Text: Rodolfo F. Acuna, Occupied America: A History of Chicanos (New York: Pearson, 2014). Reader: Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience [Three Volumes] (Santa Barbara: ABC CLIO Books, 2008). Do not buy the book (too expensive); access the E-Book through your university library. I. Definitions Identity: a) Rodolfo F. Acuna, â€Å"The Word Chicana/o†. Words have meanings, meanings that are supposed to be linked to reality. In creating a historical narrative, the meanings should be clear and best describe the reality of the times. Meanings can be obscured for political purposes; we often call this doublespeak: we say one thing and mean another. The Chicana/o Public Scholar argues that the word Chicana/o best describes the area of studies called Chicana/o Studies, and it expresses the idealism that we as a community should be striving for. The Mexican American generation proactively fought for our civil rights, demanding equality under the law as Americans. The Chicano Movement demanded equality as human beings and asserted the right to call themselves what they pleased. It was under the Chicano watch that entitlements were dramatically broadened and larger numbers of peo ple of Mexican origin entered colleges and universities. They demanded their rights and did not see education as a privilege. Just calling yourself a Chicano or any other word is not enough. You can call yourself a Christian but that does not necessarily make you a good person. â€Å"Words have meanings, meanings are supposed to be linked to reality. † The word Chicano in Spanish is gender neutral. But, many Chicana/o scholars felt that words should be transformative. Sexism was a problem that was tearing the movement apart. Chicano Studies became Chicana/o Studies to denote the equality of the sexes and underscore that gender discrimination damages our humanity as much as racism does. The redefinition of the word led to an examination of homophobia. Thus, the meaning of the word Chicana/o expanded reality. The 1970s and 1980s saw large numbers of Mexican and Latin American immigrants. We failed to link the meaning of the word Chicana/o to the reality of the immigrant population that now rivaled the second generation in numbers. The Mexican American and Chicano Generations had widened the entitlements of all immigrants. However, many of these immigrants held on to old definitions, such as equating the word Chicano to chicanery or low class. Many continued to link their struggle for equality to their home countries rather than linking it to their new reality. At the same time, the arrival of millions of Mexicans and Latin Americans dramatically expanded the â€Å"Latino market. † Government agencies and commercial enterprises looked upon the Mexican American and Latino as commodities and linked these new definitions to illusions. To broaden the discourse, we are including articles by the martyred Ruben Salazar, Frank del Olmo, and Cheech Marin. Ruben Salazar, â€Å"Who Is a Chicano? And What Is It the Chicanos Want? ,† Los Angeles Times, Feb 6, 1970; pg. B7 http://forchicanachicanostudies. wikispaces. com/file/view/Ruben%20Salazar. pdf/61339512/ Ruben%20Salazar. pdf Frank del Olmo, â€Å"Latinos by Any Other Name Are Latinos,† Los Angeles Times, May 1, 1981; ) pg. D11 http://forchicanachicanostudies. wikispaces. com/file/view/Frank%20del%20Olmo. pdf/61343630/ Frank%20del%20Olmo. pdf Cheech Marin, â€Å"What is a Chicano: Who the hell knows? † May 3, 2012 http://cheechmarin. com/2012/05/03/what-is-a-chicano/ Cheech: To me, you have to declare yourself a Chicano in order to be a Chicano. That makes a Chicano a Mexican-American with a defiant political attitude that centers on his or her right to self-definition. I’m a Chicano because I say I am. But no Chicano will agree with me because one of the characteristics of being Chicano is you don’t agree with anybody, or anything. And certainly not another Chicano. We are the only tribe that has all chiefs and no Indians. But don’t ever insult a Chicano about being a Chicano because then all the other Chicanos will be on you with a vengeance. They will even fight each to be first in line to support you. It’s not a category that appears on any U. S. Census survey. You can check White, AfricanAmerican, Native-American, Asian, Pacific Islander and even Hispanic (which Chicanos hate). But there is no little box you can check that says Chicano. However, you can get a Ph. D. in Chicano Studies from Harvard and a multitude of other universities. You can cash retirement checks from those same prestigious universities after having taught Chicano Studies for 20 years, but there still no official recognition from the government. No wonder Chicanos are confused. So where did the word Chicano come from? Again, no two Chicanos can agree, so here is my definition what I think. In true Chicano fashion, this should be the official version. The word â€Å"Chicano† was originally a derisive term from Mexicans to other Mexicans living in the United States. The concept was that those Mexicans living in the U. S. were no longer truly Mexicanos because they had given up their country by living in Houston, Los Angeles, â€Å"Guada La Habra,† or some other city. They were now something else and something less. Little satellite Mexicans living in a foreign country. They were something small. They were chicos. They were now Chicanos. If you lived near the U. S. -Mexican border, the term was more or less an insult, but always some kind of insult. In the early days, the connotation of calling someone a Chicano was that they were poor, illiterate, destitute people living in tin shacks along the border. As soon as they could get a car loan and could move farther away from the border, the term became less of an insult over the years. But the resentment still lingered. Some ask â€Å"Why can’t you people just all be Hispanic? † Same reason that all white people can’t just be called English. Just because you speak English or Spanish does not mean that you are one group. Hispanic is a census term that some dildo in a government office made up to include all Spanish-speaking brown people. It is especially annoying to Chicanos because it is a catch-all term that includes the Spanish conqueror. By definition, it favors European cultural invasion, not indigenous roots. It also includes all Latino groups, which brings us together because Hispanic annoys all Latino groups. Why? Because they’re Latino and it’s part of their nature. (Aren’t you glad you asked? ) So what is a â€Å"Latino? † (It’s like opening Pandora’s box, huh? ) â€Å"Latino† is refers to all Spanishspeaking people in the â€Å"New World† – South Americans, Central Americans, Mexicans, and Brazilians (even though they speak Portuguese). All those groups and their descendants living in the United States want to be called Latinos to recognize their Indian roots. Mexicans call it having the â€Å"Nopal† in their face, that prickly pear cactus with big flat leaves that Mexicans eat, revere, and think they look like. When you go to Mexico and walk down the street in Mexico City, it’s like walking through a Nopal cactus garden. Nopal is everywhere. For Latinos who don’t want to be so â€Å"Nopalese,† there’s always â€Å"Mexican-American. † Or the dreaded â€Å"Hispanic† that should only be used when faced with complete befuddlement from the person asking what you are. Because I am the only official version of what being Chicano is, I say Mexican-American is the politically correct middle ground between Hispanic and Chicano. Like in the song I wrote to be sung by a Chicano trying to be P. C. â€Å"Mexican-Americans; don’t like to just get into gang fights; they like flowers and music; and white girls named Debbie too. † All those names made it confusing for me growing up. I lived in an all-black neighborhood, followed by an all-white one, and other kids in the always called me Mexican in both neighborhoods. It never bothered me until one day I thought to myself â€Å"Hey, wait a minute, I’m not Mexican. † I’ve never even been to Mexico and I don’t speak Spanish. Sure, I eat Mexican food at family gatherings where all of the adults speak Spanish, but I eat Cheerios and pizza and hamburgers more. No, I’m definitely not a â€Å"Mexican. † Maybe I was â€Å"Mexican-ish,† just like some people were â€Å"Jew-ish. † These thoughts all ran through my mind when I chased down an alley by five young AfricanAmerican kids. â€Å"Yo, Messican! † they called out in their patois. I stopped in my tracks and spun around. â€Å"I’m not a Mexican! † I shouted defiantly. They stopped too, then stared at me. The leader spoke, â€Å"Fool! What you talking ‘bout? You Mexican as a taco. Look at you. † â€Å"No,†, I said. â€Å"To be a Mexican, you have to be from Mexico. You’re African-American. Are you from Africa? † â€Å"N–. You crazy. I’m from South-Central, just like you. † â€Å"That’s exactly what I’m talking about! † I said. â€Å"Did anybody knock on your door and ask you did you want to be African-American? † â€Å"Hell no! The social workers don’t even knock on our door, they too scared,† he said, cracking everyone up. â€Å"Then why you letting people call you whatever they want? What do you want to be called? † I asked. He looked at the others, thought about it for a few seconds and then said proudly, â€Å"I’m a Blood. † â€Å"Ooo-kay,† I said making it up as I went along. â€Å"Then you’re a Blood-American. † That seemed to go over well. They all nodded. â€Å"Yeah, we Blood-American. † â€Å"Well, then go out and be the best Blood-Americans that you can be. Peace, brothers, I got to blow. † I walked away and so did they. Self-identification saved the day. Yet, I still was dissatisfied with what I wanted to call myself. When I got home, there was a party going on. A bunch of relatives had come over for dinner and everybody was sitting around gabbing and drinking beer. My Uncle Rudy was in the middle of a story: â€Å"So, I took the car into the dealer and he said, ‘Yeah, the repairs gonna run you about $250. ’ Two-fifty? Estas loco? Hell, just give me a pair of pliers and some tin foil. I’ll fix it – I’m a Chicano mechanic. Two-fifty, mis nalgas. † And that was the defining epiphany. A Chicano was someone who could do anything. A Chicano was someone who wasn’t going to get ripped off. He was Uncle Rudy. He was industrious, inventive, and he wants another beer. So I got my Uncle Rudy another beer because, on that day, he showed me that I was a Chicano. Hispanic my ass, I’ve been a Chicano ever since. Cheech Marin, Originally published in the Huffington Post. This is the first article in a three-part series on â€Å"What is a Chicano† by actor, director, and art advocate Cheech Marin. II. The Study of Chicana/o Rodolfo F. Acuna, â€Å"Chicana/o Studies: What are they? ,† October 2010 It has been forty years since the first Chicano Studies programs were initiated on campuses throughout the United States. This accomplishment is a tribute to the tenacity of less than a couple of hundred students who were concerned about the failure of the schools to educate Mexican American students, pointing to the horrendous dropout rate in the public schools. Since then few scholars of any race have examined this historic phenomenon, treating CHS just like any other product of the sixties, forgetting how and why they came about. In many cases it has become the preoccupation of many Chicana/o faculty members to prove their legitimacy. It is not uncommon for them to claim this legitimacy by arguing that Chicana/o studies is a content field distinguishing CHS programs from service departments and pedagogical fields such as education. Every wave of scholars for the past forty years has ignored important epistemological questions. Because of this, we have to suffer through a rash of conferences rehashing movement events without dealing with the genesis of individual programs or the nature of CHS. Instead of probing how and why CHS came about, we theorize what it is and avoid an epistemological understanding. Few scholars have attempted to answer why the development of CHS has been so uneven. They have not dealt with basic questions such as the historical differences within southwest states themselves. For instance, Texas and California are often as different as the disparate Central American nationalities. Population and modes of production in these states differ; even within the states, there are the distinctions (e. g. , northern and southern California, El Paso, the Rio Grande Valley, and San Antonio). Under the sway of the elitism of the academy, many CHS scholars claim that CHS is a content field. They claim that they are just as rigorous as the other disciplines. It is common in academe for the hard sciences to occupy the top of the pyramid, followed by the social sciences, the humanities, and the arts with education occupying the lowest step—research rules, not teaching. In academe, rarely are teaching methods discussed. Methods more often refer to research methods. Within this logic quantitative techniques trump qualitative evidence. Similarly, research institutions trump teaching colleges with the state rewarding researchers more generously. The teaching load at research and teaching institutions is distinguished by the actual time devoted to teaching. Professors at research institutions teach lighter loads, get more sabbatical time, and get more grants to fund research. This pecking order has influenced the development of the disparate programs. For instance, it has only been until recently that the Chicana/o studies department at California State University at Northridge has been able to attract Chicanas or Chicanos with doctorates from tier one institutions. I have spoken to Chicanas/os who professed their commitment to the revolution who said they had not gotten a PhD to work the same hours as a high school teacher. This attitude was common to Chicanas/os across the board, regardless of gender or whether they were Marxists, feminists, or nationalists, and it profoundly affected the development of what is today called Chicana/o studies. In considering outcome, it would have been important to define and debate teaching methods. My first proposition is that there is a difference between Chicana/o studies programs that are defined by a curriculum rather than an individual course in the traditional disciplines. For instance, Chicana/o history is not Chicana/o studies, it is a field within the discipline of history where common historical methods are used to research, study, and teach that corpus of knowledge of Mexican American people. In the same vein, Chicana/o literature does not study, research, or teach CHS but it is a field within the discipline of literature. My second proposition is that Chicana/o studies are not defined by content, but rather they are bound together by a pedagogy that defines their purpose. It is the foundation used to motivate and teach Latina/o students. The content is an important motivational tool to inspire students to learn and to correct the negative self-images that have come about through the process of colonialism. This is not unique to Mexican Americans. The national question raged in Europe during the latter part of the 19th and beginning of the 20th centuries. Hence, content fields studying CHS should have developed within the context of a pedagogy, which should have given it a sense of purpose. Other than perhaps at California State Northridge, the focus has been on the development of content fields. Little integration has taken place. There has been an artificial pursuit of finding a common research methodology which is almost impossible. It is not enough to say that a multidiscipline approach is part of its course of study. A more natural linking is pedagogy. In struggling toward an identity for Chicana/o studies, I have tried to convey this particular vision to colleagues. However, they often ignore me and I am certain that they write it off as cada loco con su tema (every madman to his own opinion). I did not find much of an audience until I came into contact with La Raza Studies program at the Tucson Unified School District. Today Chicana/o studies is under attack by conservatives and neo-Nazis who say that it is unpatriotic because it teaches about Mexicans and emphasizes teaching methodology using the principles of Paulo Freire, John Dewey, and Edwin Fenton— rejecting the model that students should be warehoused. This flies in the face of the goal of educating students. The Tucson outcome has been more than encouraging. Currently, Latino and African American males have the lowest third grade reading test scores in the nation. The Latino high school dropout rate nationwide hovers around 56 percent, higher if the dropout from middle school to high school is included. Only about 24 percent of graduating Latinos go on to college, mostly to community colleges. Tucson’s Unified School Districts Ethnic Studies and Mexican American Studies programs has reversed these trends. The dropout rate in this program is 2. 5 percent. Students in the program significantly outperform their peers on the states standardized AIMS tests and 66 percent of these students go on to college. This semester the program is offering 43 sections and serves 1500 students in six TUSD high schools, with similar programs at the middle and elementary school levels. â€Å"The classes are designed to be culturally relevant – to help the students see themselves in the curriculum and make them see why education is important for them. If they see themselves in the educational literature, they find more reasons to read and write, to research and draw conclusions. † Central to La Raza Studies is the use of critical theory which essentially means that they use the Socratic Method, a powerful, teaching tactic for fostering critical thinking. It focuses on giving students questions, not answers. It has been used in the better law schools to prepare American law students for Socratic questioning. Apparently, critical thinking threatens many white Americans who do not want Mexicans questioning their version of the truth. In the late 1960s, California Superintendent of Schools Max Rafferty called a reform movement advocating a similar inquiry method of teaching social science subversive because it taught students to question. Logically, Americans should be elated that Mexicans are learning and are motivated to go to college. So why are they trying to eliminate it? The truth be told, they don’t want Mexicans to succeed. They want them to live up to the stereotype and to be subservient. They don’t want competition for higher paying jobs; they don’t want to endanger their poorly paid reserve labor pool. People in La Raza Studies are serious about their pedagogy. This past July they held the 12th Annual Institute for Transformative Education in partnership with the University Of Arizona School Of Education. The institutes feature educators from across the United States. http://www. tusd. k12. az. us/contents/depart/mexicanam/index. asp . The presenters and the participants are multiracial, (e.g. , scholars such as Pedro A. Noguera, Executive Director, Metropolitan Center for Urban Education New York University, and Angela Valenzuela, University of Texas Austin). Their focus is to improve teaching effectiveness. For the past forty years, every reform measure that involves better teaching has been shot down by the American electorate—bilingual education, affirmative action, racial integration, smaller class sizes, etc. Even though programs such as La Raza Studies prove that programs work when they are properly thought out and supported, a pretext is almost always found to eliminate them. Americans want to continue the same old blame game. In the 1920s they blamed Mexican culture and sought to Americanize Mexican American youth. In the sixties they blamed the parents, the Mexican family. Today they are blaming the teachers. The bottom line is that the United States has effectively saved trillions of dollars in capital by draining professionals trained from other countries; at the same time, it outsources well-paying technical jobs and production to poor countries. The United States does not need an educated workforce. It goes back to â€Å"why educate Mexicans, who’s going to pick our crops? † Rather than educating Latinos, the solution is to not educate them, but to build more prisons. Keep them south of the border, and if we need them, rent them, like we do U-hauls. III. They speak†¦. What is a Chicano? http://www. youtube. com/watch? v=v8npwn61ZXk I Am Joaquin part one of two: http://www. youtube. com/watch? v=U6M6qOG2O-o Read the following articles on identity Finding Identity Within the Chicano Movement http://voices. yahoo. com/finding-identity-within-chicano-movement-6695464. html Chicano Identity in Literature http://www. enotes. com/chicano-identity-literature-93-salem/chicano-identity-literature Dr. David Sanchez [Moderator], â€Å"The Word Latino excludes the Native American,† Mexican American University (December 9, 2005) http://www. mexicanamericanuniversity. com/forum/view. php? site=mexicanamericanunive rsitycombn=mexicanamericanuniversitycom_mauforum2key=1126577705 What does the author say about identity? Do you agree, why or why not? IV. Where Latinos Live A map of America’s Hispanic population, county by county. By Nick McClellan|Posted Monday, July 9, 2012, at 6:36 AM ET http://www. slate. com/articles/news_and_politics/map_of_the_week/2012/07/map_of_america_s _hispanic_population_county_by_county. html Seth Motel and Eileen Patten, â€Å"Characteristics of the 60 Largest Metropolitan Areas by Hispanic Population,† Pew Hispanic Center, September 19, 2012 http://www. pewhispanic. org/2012/09/19/characteristics-of-the-60-largest-metropolitan-areas-byhispanic-population/ Jeffrey Passel and D’Vera Cohn, â€Å"Unauthorized Immigrants: 11. 1 Million in 2011,† Pew Hispanic Center, December 6, 2012, http://www. pewhispanic. org/2012/12/06/unauthorized-immigrants-11-1-million-in- 2011/ Jeffrey Passel and D’Vera Cohn, â€Å"How Many Hispanics? Comparing Census Counts and Census Estimates,† Pew Hispanic Center, March 15, 2011 http://www. pewhispanic. org/2011/03/15/how-many-hispanics-comparing-census-counts-andcensus-estimates/ Jeffrey Passel, D’Vera Cohn and Mark Hugo Lopez, â€Å"Hispanics Account for More than Half of Nations Growth in Past Decade:Census 2010: 50 Million Latinos,† Pew Hispanic Center,† March 24, 2011 http://www. pewhispanic. org/2011/03/24/hispanics-account-for-more-than-half-of-nationsgrowth-in-past-decade/ Seth Motel and Eileen Patten, â€Å"The 10 Largest Hispanic Origin Groups: Characteristics, Rankings, Top Counties,† Pew Hispanic Center, July 12, 2012 http://www. pewhispanic. org/2012/06/27/the-10-largest-hispanic-origin-groups-characteristicsrankings-top-counties/ Seth Motel and Eileen Patten, â€Å"Statistical Profile, Hispanics of Mexican Origin in the United States, 2010,† Pew Hispanic Center,† June 27, 2012 http://www. pewhispanic. org/2012/06/27/hispanics-of-mexican-origin-in-the-united-states-2010/ V. Art and the Chicana/o How do the arts express identity? See: Art and Ethnic Politics, http://www. youtube. com/watch? v=ejymct6ipMQfeature=related Exploration with Painter Malaquias Montoya, http://www. youtube. com/watch? v=3zRxSnDVKVgNR=1 http://www. youtube. com /watch? v=NGuD8wD2Bl8feature=relmfu Latino art Latino artist videos and articles at Latinopia. com http://latinopia. com/category/latino-art/ JUDY BACA – IN HER OWN WORDS http://latinopia. com/latino-art/judy-baca/ HARRY GAMBOA, JR. – IN HIS OWN WORDS http://latinopia. com/category/latino-history/latinopia-event/VI. Epistemology Students always ask why scholars differ in their interpretations of history. The answer is that they often arrive at different conclusions from how they derived their knowledge. For example, the debate over creation: A person basing his or her knowledge on faith may reach a different conclusion than one basing it on science. A recent article in the Smithsonian Magazine demonstrates this. In Simon Baatz, â€Å"Leopold and Loebs Criminal Minds,† Smithsonian magazine, August 2008, http://www. smithsonianmag. com/history-archaeology/criminalminds. html the author retells the story of the famous Leopold and Loeb trial where two teenage friends killed a 10 year old boy because they wanted to commit the perfect crime. The following from the Baatz article cited above; the whole article can be obtained by clicking on to the Smithsonian link above. How do you think this piece pertains to the class? The question of who was to blame for the Mexican Texas and Mexican American Wars involves different interpretations. A majority of Americans and a host of American historians blame Mexico. Because I have taken the opposite view some historians have attacked me. But what it comes down to is Faith versus the documents. See http://www. tamu. edu/ccbn/dewitt/dewitt. htm for a host of primary documents dealing with both. The question in the Smithsonian article would be how and why did the psychiatrist differ? The answer sheds light on the Mexican American War. Mini Course Module II Mexico Pre-1821 Required: Text: Rodolfo F. Acuna, Occupied America: A History of Chicanos (New York: Pearson, 2014), Chapters 1 and 2. Reader: Rodolfo F. Acuna, ed. , Guadalupe Compean ed. , Voices of the U. S. Latino Experience [Three Volumes] (Santa Barbara: ABC CLIO Books, 2008). Do not buy the book (too expensive); access the E-Book through your university library. I. The hybridization of Mexico â€Å"The site of advanced Amerindian civilizations including the Olmec, Toltec, Teotihuacan, Zapotec, Maya, and Aztec Mexico was conquered and colonized by Spain in the early 16th century. Administered as the Viceroyalty of New Spain for three centuries, it achieved its independence early in the 19th century. The global financial crisis beginning in late 2008 caused a massive economic downturn the following year, although growth returned quickly in 2010. Ongoing economic and social concerns include low real wages, underemployment for a large segment of the population, inequitable income distribution, and few advancement opportunities for the largely Amerindian population in the impoverished southern states. The elections held in 2000 marked the first time since the 1910 Mexican Revolution that an opposition candidate Vicente FOX of the National Action Party (PAN) defeated the party in government, the Institutional Revolutionary Party (PRI). He was succeeded in 2006 by another PAN candidate Felipe CALDERON. National elections, including the presidential election, are scheduled for 1 July 2012. Since 2007, Mexicos powerful drug-trafficking organizations have engaged in bloody feuding, resulting in tens of thousands of drug-related homicides. † CIA Factbook Modern Day Mexico †¢ †¢ †¢ †¢ Ethnic groups: mestizo (Amerindian-Spanish) 60%, Amerindian or predominantly Amerindian 30%, white 9%, other 1% Languages: Spanish only 92. 7%, Spanish and indigenous languages 5. 7%, indigenous only 0. 8%, unspecified 0. 8%. Note: indigenous languages include various Mayan, Nahuatl, and other regional languages (2005). Religions: Roman Catholic 76. 5%, Protestant 5. 2% (Pentecostal 1. 4%, other 3. 8%), Jehovahs Witnesses 1. 1%, other 0. 3%, unspecified 13. 8%, none 3. 1% (2000 census) Population: 114,975,406 (July 2012 est. ) country comparison to the world: 11 Source: CIA Factbook https://www. cia. gov/library/publications/the-worldfactbook/geos/mx. html The United States In contrast the United States is †¢ †¢ †¢ †¢ Ethnic groups: white 79. 96%, black 12. 85%, Asian 4. 43%, Amerindian and Alaska native 0. 97%, native Hawaiian and other Pacific islander 0. 18%, two or more races 1. 61% (July 2007 estimate) note: a separate listing for Hispanic is not included because the US Census Bureau considers Hispanic to mean persons of Spanish/Hispanic/Latino origin including those of Mexican, Cuban, Puerto Rican, Dominican Republic, Spanish, and Central or South American origin living in the US who may be of any race or ethnic group (white, black, Asian, etc. ); about 15. 1% of the total US population is Hispanic Languages: English 82. 1%, Spanish 10. 7%, other Indo-European 3. 8%, Asian and Pacific island 2. 7%, other 0. 7% (2000 census) Note: Hawaiian is an official language in the state of Hawaii Religions: Protestant 51. 3%, Roman Catholic 23. 9%, Mormon 1. 7%, other Christian 1. 6%, Jewish 1. 7%, Buddhist 0. 7%, Muslim 0. 6%, other or unspecified 2. 5%, unaffiliated 12. 1%, none 4% (2007 est. ) Population: 313,847,465 (July 2012 est. ) country comparison to the world. 3 Source: CIA The World Fact Book, https://www. cia. gov/library/publications/the-world-factbook/geos/us. html Why do they say Mexico is a hybrid nation and not the United States? II. Mesoamerica.

History of bootlegging Essay Example for Free

History of bootlegging Essay 1. Background on Bootlegging It has been said that â€Å"at its real level music belongs to everyone†. To claim ownership over music has been the subject of much analysis since music, after all, is available to each individual through our sense of hearing. Maintaining control or possession of â€Å"our† music is not as clear cut as meting out our rights to our land or property. To listen to a song someone else has written, for instance, does not necessarily constitute stealing or trespassing on someone else’s property. The best way to ensure our right and title over our musical creations is to get a copyright over the original piece. Yet it is not uncommon for a listener or a music lover or fan to record a favorite song or a particularly memorable concert attended. People record songs, concerts, and videos and keep such recordings for personal use, or make copies thereof to give to their friends. Songs and videos are also easily downloaded from the Internet. Fans also record different songs and performances, from different albums or concerts, into one CD or online play list to make their own personal collection. The problem is when such recordings are distributed and sold for profit without the artist and the record company’s consent. Generally, copyright violations involving musical creations may be distinguished into three different types : 1) professional counterfeit recordings (unauthorized duplication of sound and art work) 2) professional pirate recordings (unauthorized duplication of the sound, but with original art work, usually sold as â€Å"greatest hits† compilations 3) bootleg recordings (unauthorized recording of live performances) Bootlegging, as it was traditionally defined, involves â€Å"the illegal distribution or production of liquor and other highly taxed goods† In the 1920s, the United States had a Prohibition against alcohol, thus people resorted to bootlegging, or buying and selling an illegal product, from bootleggers. Organized crime consisting of gangs and mobsters in Chicago and New York, such as Al Capone, were deeply involved in bootlegging. In the music industry, music bootlegging involves the taking and trading of unauthorized live recordings of live musical performers either from concert or studio outtakes. Bootleg music albums are recordings transferred from tape to vinyl or CD. They become a bootleg product when a bootlegger undertakes to create an artifact or when a non-commercial recording is transformed into a commercial product in the form of an LP or a CD. Bootleg recordings are usually done without the artist’s consent ; however, making a recording of a concert is not illegal per se. Although an individual cannot legally record an officially release CD or cassette tape on to a blank tape, he or she may make an unauthorized recording of a concert and keep it for personal use. However, the sale of such a recording is deemed illegal.  The problems with bootlegging is that it prevents the artist and the record company from maintaining quality control over their product , and it prevents them from collecting their royalties to their right to their music. 2. Changes in Copyright Laws Copyright is defined as â€Å"a form of protection provided by the laws of the United States (title 17, U. S. Code) to the authors of ‘original works of authorship’† . The U. S. has passed significant copyright laws to protect an artist’s right to his or her original creations. These creations include not only musical works, but literary, dramatic, artistic and certain intellectual creations. The U. S. Constitution itself provides that â€Å"the Congress shall have power†¦ to promote the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries. † The State thus allows Congress to pass copyright laws to protect an artist’s rights to his or her musical creations. The U. S. Copyright Act was amended in 1976 so that it now covers new technological advancements and extended the term of protection to cover the life of the author plus 70 more years. Copyright laws allow the author, artist, or whoever holds the copyright to a creation to sue those who infringe on their copyrights for damages. The complainant has to prove infringement of copyright by a) proving ownership of the copyright and b) copying by the infringer-defendant. In compliance with its Constitutional mandate of protecting original works of authorship, the Congress has passed several laws concerning music copyright infringement, piracy and bootlegging. Some of the relevant laws will be discussed in this section. The Audio Home Recording Act allows music retailers to sell all analog and digital recording formats. It also gives a consumer the right to use such recordings provided such use is for non-commercial purposes, and in such cases, no copyright infringement lawsuit may be brought against a consumer. The consumer and retailer is also exempt from making royalty payments on digital audio recording devices and media; the burden falls on U. S. manufacturers and importers only who must pay for digital audio devices designed or marketed primarily for making digital audio recordings for private use, whether or not these are incorporated in some other device. These royalty payments are administered and monitored by the U. S. Register of Copyrights and the Librarian of Congress, with the proceeds split between the featured artists and the record company, or between the songwriters and music publishers, depending on the circumstances. Musical artists or musicians thus receive royalties which are based on record sales and airplay during a prescribed period. The U. S. is also a signatory of both the World Intellectual Property Organization Copyright Treaty and the Performances and Phonograms Treaty. In accordance with these international agreements, the U. S.  Congress passed the Digital Millennium Copyright Act which makes it a crime to a crime to circumvent anti-piracy measures built into many of today’s commercial software and even most music CDs. The Act also limits the copyright infringement liability of ISPs for transmitting information over the Internet, but requires that ISPs remove copyright infringement materials found in users’ web sites. Despite legislative acts and proposed bills by well meaning members of the U. S. Congress, and jurisprudence laid down by the U. S. Supreme Court, infringers still find a way of getting around copyright laws by invoking the â€Å"fair use† doctrine. The U.  S. Code provides that the public is entitled to the â€Å"fair use† of copyrighted material. â€Å"Fair use† is â€Å"a privilege to use copyrighted material in a reasonable manner without consent, notwithstanding the copyright monopoly granted to the owner. † A copyrighted original creation may be reproduced for purposes of criticism, news reporting, comment, teaching, scholarship and research. The Code further provides that there are four factors in determining whether there is â€Å"fair use† of a copyrighted material or not : 1) the purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes ) the nature of the copyrighted work itself 3) the proportion and substantiality of the copyrighted work actually used without authority 4) the potential economic detriment on the value of the work caused by such unauthorized use thereof. What makes it especially difficult to enforce the copyright is that information is so readily available through the Internet. As music is downloaded courtesy of digital technology, consumers are turning to the Internet to get their music rather than going out to music stores to buy the CDs. Bootlegged albums are also easily transmitted and shared through the Internet. Digital technology allows consumer to reproduce identical copies of digital music files, most commonly in compression formats such as MP3s. Such digital advancements not only pave the way for more widespread bootlegging, but for music piracy as well. 3. Advancements in Piracy Technology: File Sharing Piracy, as earlier discussed, is differentiated from bootlegging in that the former involve the unauthorized duplication of the sound, but with original art work. Piracy involves the reproduction and distribution of copies of original recordings. Advancements in digital technology have allowed music piracy to develop at an alarming rate. MP3s enable consumers to compress digitized music into smaller files, while ripping software allows them to copy music from CDs, store these on their hard drives, and then convert these files into compressed formats. Digital file reproduction devices, like CD players, in turn allow consumers to write these files into a CD and in effect create their own albums and compilations of copyrighted creations. Peer-to-peer (P2P) networks have also allowed increased music dissemination, as well as file sharing, as introduced by the infamous Napster software company. P2P networks basically offer users to access the hard drives of other users anywhere in the world by the installation of a piece of software. These networks allow users to search, copy and transfer music files typically through MP3 files. After Napster, subsequent P2P networks version, like KaZaA and Grokstar, which are collectively known as the FastTrack providers, allow users to access multiple individual computers instead of accessing just one single, centralized database of music files. The digital audio workstation (DAW) on the other hand, allows users to indulge in â€Å"sampling† – original music recordings, converted from analog to digital format, which users can import, cut, copy, layer and manipulate to create new musical work. Since samples may be in a band’s entire song, or merely passages from an instrument, in effect it allows not just users but even musicians and DJs to create, layer, expand and redefine music. Recording companies have resorted to copy-protection technology to protect themselves from piracy committed through file sharing and P2P networks. Copy-protected CDs is one answer, but public backlash and concerns about the technology’s effectiveness, have forced recording companies to limit use of such CDs in the U. S. and instead opted to release such CDs abroad in Europe and countries such as Japan. Five major recording companies in the U. S. use copy-protected CDs: BMG Entertainment, Universal Music Group, Warner Music Group, EMI, and Sony. BMG in particular has made us of copy-protection advancements such the MediaMax CD-3 technology from SunnComm Technologies, Inc. located in Phoenix, Arizona. Through MediaMax CD-3, each song is written onto a CD twice. One format is readable by standard CD players while the other format is readable as a Windows media file playable on a computer. The technology allows consumers of BMG records to burn each track only three times per computer. The songs in BMG albums embedded with the MediaMax CD-3 technology may also be emailed to a limited number of people. However, each person in that limited list may only listen to ten times to each song in the album. In other words, songs in such CDs are locked and won’t be played even if they are downloaded from file-sharing networks if it exceeds the allowable number of times a person may listen to the track. Other developments are even more rigid. The CDS-300 developed by Macrovision, located in Santa Clara, California, allows CDs to be burnt and listened to online, but blocks other attempts to make copies or share music online. Recording companies thus are faced with a difficult balancing act. On the one hand, there is the need to respect a consumer’s desire to share, copy and hear songs in different ways. But on the other hand, there is the copyright to take note of and the bottom line – earning revenues through royalties by limiting the number of copies consumers make of copyrighted musical creations.

Chemical Composition of Oil from Eremostachys Macrophylla

Chemical Composition of Oil from Eremostachys Macrophylla Chemical composition of the essential oil from aerial parts  of Eremostachys macrophylla Montbr. Auch.  from Northeast of Iran Akhlaghi H Abstract The essential oil obtained by hydrodisstillation of the aerial parts of Eremostachys macrophylla Montbr. Auch., grown wild in Iran, was analyzed by GC and GC/MS. The colorless oils were obtained by hydrodistillation, using a Clevenger-type apparatus for three hours, from aerial parts in 0.18% yield (w/w). Fourty-four compounds representing 91.6% of aerial parts oil of Eremostachys macrophylla were identified. The main components of the oil were hexadecanoic acid (27.5%), ethyl linoleate (8.5%), 6-methyl-ÃŽ ±-ionone (8.0%), isobutyl phthalate (5.8%), ÃŽ ±-cadinol (4.7%) and germacrene D (4.3%). The oil was rich in nonterpenoids (56.0%) and among them, oxygenated nonterpenes (53.2%) predominated over nonterpene hydrocarbons (2.8%). Key Word Index Eremostachys macrophylla Montbr. Auch., Lamiaceae, essential oil composition, hexadecanoic acid Introduction The genus Eremostachys of the family Lamiaceae (alt. Labiatae) contains 15 species of perennial in Iran, and five of them are endemic (1,2). During the past decade, seven investigations have been carried out on the chemical composition of the essential oils of the genus Eremostachys. These studies analyze the fresh aerial parts of Eremostachys laciniata Bunge from Jordan (3), flowers, stems, and roots of Eremostachys laevigata from Iran (4), flower, leaf and stem of Eremostachys macrophylla Montbr. Auch., and aerial part and stem of Eremostachys labiosa from Iran (5), aerial parts of Eremostachys adenantha and Eremostachys macrophylla from Iran (6), aerial parts of Eremostachys macrophylla from Central Iran (7), aerial parts of Eremostachys laevigata Bge. From Iran (8) and aerial parts of Eremostachys laciniata Bge. from Iran (9). Phytochemical investigation on a few species of Eremostachys revealed the presence of vicarin, a new isoflavone from Eremostachys vicaryi (10), eremosides A-C, New Iridoid Glucosides from Eremostachys loasifolia (11), loasifolin, a new flavonoid from Eremostachys loasifolia (12), a new acidic iridoid glucoside (13), furanolabdane diterpene glycosides from Eremostachys laciniata (14), new iridoid glucosides from Eremostachys moluccelloides Bunge (15) and Eremostachiin: a new furanolabdane diterpene glycoside from Eremostachys glabra (16). Our study dealt with the analysis of the essential oils of aerial parts of Eremostachys macrophylla Montbr. Auch grown wild in northeastern Iran. Experimental Plant material: The plant material was collected during the flowering stage in May 2012 from northern Sabzevar in Khorasan Province, Iran, at an altitude of 1580 meters. A voucher specimen has been deposited in the herbarium of Research Center of Natural Resources, Sabzevar, Iran. Essential oil isolation. Air-dried aerial parts of E. macrophylla (100 g) were subjected to hydrodistillation in a Clevenger-type apparatus for three hours to produce colorless oils. The yield of total volatiles was 0.18% (w/w). The oils were dried over anhydrous sodium sulfate and stored in sealed vials at 4  °C before analysis. GC analysis. GC analysis was performed using a Shimadzu GC-9A gas chromatograph, equipped with a HP-5MS fused silica column (30 mÃâ€"0.25 mm i.d., film thickness 0.25  µm). The oven temperature was held at 50  °C for five minutes and then programmed to 250  °C at a rate of 3  °C/min. The injector and detector (FID) temperatures were 290  °C . Helium was used as carrier gas with a linear velocity of 32 cm/s. GC/MS analysis. GC/MS analysis was carried out on a Hewlett-packard 6890 gas chromatograph fitted with a fused silica HP-5MS capillary column (30mÃâ€"0.25 mm ; film thickness 0.32  µm) . The oven temperature was programmed from 60  °C to 220  °C at 6  °C/min . Helium was used as carrier gas at a flow rate of 1 mL/min. The chromatograph was coupled to a Hewlett-Packard 5973 mass selective detector with an ionization voltage of 70 eV. Qualitative and quantitative analyses. Constituents of the volatile oils were identified by comparison of their retention indices relative to C9-C21 n-alkanes and of their mass spectral fragmentation pattern with those reported in the literature (17) and stored in a MS library (Wiley 275). The quantification of the components was performed on the basis of their GC peak area data from the HP-5MS column separation. Results and discussion Because of the variable results obtained in previous studies and as a part of on-going work on the chemical analysis of oils obtained from the wild plants of Iran, we decided to re-investigate the oils of this specific plant. Hydrodistilled volatile oils from the crushed dry aerial parts of Eremostachys macrophylla Montbr. Auch. (Lamiaceae) from Sabzevar (Iran) was studied by GC and GC/MS. The air-dried aerial parts of the plant yielded 0.18% (w/w) oil. The oil was clear and colorless. Fourty-four components were identified in the aerial parts oil that contained 91.6% of the compounds. Table 1 lists formulas, percentages, and retention indices of identified compounds in the oil. As evident from the table , the main components are hexadecanoic acid (27.5%), ethyl linoleate (8.5%), 6-methyl-ÃŽ ±-ionone (8.0%), isobutyl phthalate (5.8%), ÃŽ ±-cadinol (4.7%) and germacrene D (4.3%). In this study, GC and GC/MS analysis method revealed monoterpenoid hydrocarbon (MH), oxygenated monoterpenes (OM), sesquiterpenoid hydrocarbons (SH), oxygenated sesquiterpenes (OS), nonterpenoid hydrocarbons (NH), diterpene hydrocarbon (DH) and oxygenated diterpene (OD) in the oil from the aerial parts of Eremostachys macrophylla. One monoterpene hydrocarbon (0.1%), five oxygenated monoterpenes (8.8%), thirteen sesquiterpene hydrocarbons (13.4%), six oxygenated sesquiterpenes (10.4%), seventeen nonterpene hydrocarbons (56.0%), one diterpene hydrocarbon (2.5%) and one oxygenated diterpene (0.4%) were detected in this oil. The data lead to a rank order of constituent groups: NH>SH>OS>OM>DH>OD>MH for the aerial parts oil. The main components in this oil were hexadecanoic acid (27.5%), ethyl linoleate (8.5%), 6-methyl-ÃŽ ±-ionone (8.0%), isobutyl phthalate (5.8%), ÃŽ ±-cadinol (4.7%) and germacrene D (4.3%). The oil consisted mainly of nonterpenes and relatively small fractions of other terpenoids. Also, oxygenated nonoterpenes (53.2%) predominated over nonterpene hydrocarbons (2.8%). However, in a previous study on volatile oil from aerial parts of Eremostachys macrophylla, among the thirty-five identified compounds that have been compromised to 92.9% of the oil, spathulenol (23.4%), hexadecanoic acid (13.5%) and caryophyllene oxide (9.3%) were the major ones (6), while in other report on the aerial parts of this plant, among the sixteen identified compounds that have been compromised to 96.4% of the oil; germacrene-D (47.1%), germacrene-B (17.8%), ÃŽ ³-elemene (9.1%), myrcene (6.7%), ÃŽ ²-elemene (2.7%), and ÃŽ ²-phellandrene (2.6%) have been the major ones (7). Also, we reported analysis of the essential oils from flowers, leaves and stems of Eremostachys macrophylla (5). The specimen had been collected at different place, time and altitude from current study. The major compounds in the flower oil of E. macrophylla were 1,8-cineol (19.0 %) and germacrene D-4-ol (10.6 %), whereas the leaf oil contained ÃŽ ±-pinene (30.0 %), 1,10-di-epi cubenol (22.7 %), elemol ( 13.3 %) and bornyl acetate (11.0 %). The stem oil of the plant consisted mainly of 1,10-di-epi cubenol (34.4%) and elemol (24.0 %). Evident from the above data, there are significant differences in the results of the current study with previous studies (6,7) for the aerial parts of E. macrophylla . These discrepancies are not entirely unexpected since hydrodistillation relates to the interactions of the oil constituents with water vapor. Of course, there may also be differences related to environmental conditions such as climate, altitude, collection time, ground composition of the sampling area and different growth stages such as pre-flowering, fresh flowering and air-dried-flowering stages. Conclusion The chemical composition of the essential oil of aerial parts from Eremostachys macrophylla Montbr. Auch. (Lamiaceae) growing in Sabzevar was investigated. This study showed considerable amounts of hexadecanoic acid (27.5%), ethyl linoleate (8.5%), 6-methyl-ÃŽ ±-ionone (8.0%). These major constituents were different from previous studies on the same species 5-7. These results demonstrated that the chemical composition of the essential oil of the same species can change depending on a variety of conditions, including climate, time of collection, and the ground composition of the sampling area besides of growth stages of plant. Acknowledgment We are grateful to Dr. V. Mozaffarian (Research Institute of Forests and Rangelands, Tehran) for identifying the plant materials. Table 1. Constituents of the essential oils from aerial parts of Eremostachys macrophylla obtained by hydrodistillation a No. compound Formula Percentage RRIb Class 1 Limonene C10H16 0.1 1031 MHc 2 4-Terpineol C10H18O 0.1 1179 OMd 3 Fenchyl acetate C12H20O2 0.4 1223 OM 4 Anethole C10H12O 0.1 1285 OM 5 ÃŽ ±-Copaene C15H24 0.2 1364 SHe 6 ÃŽ ²- Bourbonene C15H24 0.8 1385 SH 7 ÃŽ ²-Cubebene C15H24 0.1 1390 SH 8 Tetradecane C14H30 0.1 1400 NHf 9 ÃŽ ²-Caryophyllene C15H24 0.3 1418 SH 10 ÃŽ ±-Guaiene C15H24 0.1 1439 SH 11 Aromadendrene C15H24 0.6 1442 SH 12 ÃŽ ±-Humulene C15H24 2.0 1452 SH 13 (E)-ÃŽ ²-Farnesene C15H24 0.1 1457 SH 14 Germacrene D C15H24 4.3 1480 SH 15 ÃŽ ²-Ionone C13H20O 0.2 1488 OM 16 Bicyclogermacrene C15H24 0.7 1500 SH 17 ÃŽ ³-Cadinene C15H24 0.6 1515 SH 18 6-Methyl-ÃŽ ±-ionone C14H22O 8.0 1518 OM 19 ÃŽ ´-Cadinene C15H24 3.5 1522 SH 20 Cadina-1,4-diene C15H24 0.1 1533 SH 21 Germacrene D-4-ol C15H26O 0.6 1574 OSg 22 Spathulenol C15H24O 1.5 1578 OS 23 Caryophyllene oxide C15H24O 0.5 1583 OS 24 Humulene epoxide II C15H24O 1.7 1608 OS 25 Ï„-Muurolol C15H26O 1.4 1643 OS 26 ÃŽ ±-Cadinol C15H26O 4.7 1656 OS 27 Tetradecanoic acid C14H28O2 1.8 1760 NH 28 Octadecane C18H38 0.4 1800 NH 29 6,10,14-Trimethyl-2-Pentadecanone, C18H36O 1.7 1848 NH 30 2-Hydroxy-Cyclopentadecanone C15H28O2 0.4 1853 NH 31 Pentadecanoic acid C15H30O2 0.3 1867 NH 32 Isobutyl phthalate C16H22O4 5.8 1877 NH 33 Cyclohexadecane C16H32 0.3 1883 NH 34 16-methyl-Oxacyclohexadecan-2-one, C16H30O2 0.3 1943 NH 35 Sandaracopimara-8(14),15-diene C20H32 2.5 1969 DHh 36 di-Butylphthalate C16H22O4 0.9 1973 NH 37 Hexadecanoic acid C16H32O2 27.5 1977 NH 38 Eicosane C20H42 2.0 2000 NH 39 Heptadecanoic acid C17H34O2 0.4 2065 NH 40 Methyl linoleate C19H34O2 0.6 2084 NH 41 Phytol C20H40O 0.4 2111 ODi 42 (Z,Z)-9,12-Octadecadienoic acid C18H32O2 2.7 2136 NH 43 Ethyl linoleate C20H36O2 8.5 2164 NH 44 Octadecanoic acid C18H36O2 2.3 2172 NH Total identified 91.6 a The compounds have been arranged according to their retention indices on an HP-5 MS capillary column b Kovatz retention indices given in the literature c Monoterpene hydrocarbons d Oxygenated monoterpene e Sesquiterpene hydrocarbons f Nonterpene hydrocarbons g Oxygenated sesquiterpene hDiterpene hygrocarbon iOxygenated diterpene References 1. Mozaffarian, V. (1996), A Dictionary of Iranian plant names, Frhang Moaser, Tehran, pp. 207-208. 2. Rechinger,K.H. (1982). Eremostachys, in: Flora Iranica, Labiatae No. 150. Edits., K.H. Rechinger and I.C. Hedge, Pp 290-292, Akademische Druck and Verlagsanstalt, Graz, Austria. 3. Al-Jaber, H.I., Al-Qudah, M.A., Barhoumi, L.M., Abaza, I.F., Afifi, F.U. (2012). Variation in the essential oil composition of Eremostachys laciniata from Jordan at different flowering stages, J. Essent. Oil Res. 24(3): 289-297. 4. Esmaeili, A. (2012). Biological activities of Eremostachys laevigata Bunge. grown in Iran, Pak. J. Pharm. Sci., 25(4): 803-808. 5. Rustaiyan, A., Masoudi, S., Ezzatzadeh, E., Akhlaghi, H., Aboli, J. (2011). Composition of the Aerial Part, Flower, Leaf and Stem Oils of Eremostachys macrophylla Montbr. Auch. and Eremostachys labiosa Bunge. from Iran, J Essent. Oil Bear. Pl., 14(1): 84-88. 6. Javidnia, K., Miri, R., Soltani, M., Khosravi, A.R. (2008). Essential oil composition of two species of Eremostachys from Iran (E. adenantha Jaub. et spach and E. macrophylla Montbr. et auch. J. Essent. Oil Res., 20(3): 226-228. 7.Nori-Shargh D., Kiaei, S.M., Deyhimi, F. (2007). The volatile constituents analysis of Eremostachys macrophylla Montbr. Auch. from Iran, Nat. Prod. Res., 21(8):733-5. 8. Amiri, H., Meshkat Al Sadat, M.H., Lari Yazdi, H. (2007). Chemical composition of the essential oil of Eremostachys Laevigata bung, DARU J.Pharm. Sci., 15(1):34-40. 9. Navaei, M.N., Mirza, M. (2006). Chemical composition of the oil of Eremostachys laciniata (L.) Bunge from Iran, Flavour. Frag. J., 21(4): 645-646. 10. Imran, M., Mehmood, R., Mughal, U.R., Ali, B., Malik, A. (2012). Vicarin, a new isoflavone from Eremostachys vicaryi, J. Asian Nat. Prod. Res., 14(3): 293-296. 11. Ali, B., Mehmood, R., Mughal, U.R., Malik, A., Safder, M., Hussain, R., Imran, M., Tareen, R.B. (2012). Eremosides A-C, New Iridoid Glucosides from Eremostachys loasifolia, Helv. Chim. Acta, 95(4): 586-593. 12. Mughal, U.R., Fatima, I., Malik, A., Tareen, R.B. (2010). Loasifolin, a new flavonoid from Eremostachys loasifolia, J. Asian Nat. Prod. Res., 12(4): 328-330. 13. Calis, I., Guevenc, A., Armagan, M., Koyuncu, M., Gotfredsen, C.H., Jensend, S.R. (2008). Secondary metabolites from Eremostachys laciniata, Nat. Prod. Commun., 3(2): 117-124. 14. Delazar, A., Modarresi, M., Nazemiyeh, H., Fathi-Azad, F., Nahar, L., Sarker, S.D. (2008). Furanolabdane diterpene glycosides from Eremostachys laciniata, Nat. Prod. Commun., 3(6): 873-876. 15. Calis, I., Guvenc, A., Armagan, M., Koyuncu, M., Gotfredsen, C.H. Jensen, S.R. (2007). Iridoid glucosides from Eremostachys moluccelloides Bunge, Helv. Chim. Acta, 90(8): 1461-1466. 16. Delazar, A., Modarresi, M., Shoeb, M., Nahar, L., Reid, R.G., Kumarasamy, Y., Majinda, R.R.T., Sarker, S.D. (2006). Eremostachiin: a new furanolabdane diterpene glycoside from Eremostachys glabra, Nat. Prod. Res., 20(2): 167-172. 17. R.P. Adams, (2007). Identification of Essential Oil Components by Gas Chromatography/ Mass Spectrometry, 4th Edition. Allured Publishing Corporation, Carol Stream, IL, USA.

Depression Essay -- essays research papers

Depression and suicide are two causes of death that are increasing in prevalence for all age groups. They are also on the rise in a specific age group, that of older adults. The theory behind this finding that older adults are becoming more and more depressed and committing suicide at a greater rate than ever before is due to their failing physical and mental health. The purpose of this paper is to expand upon and prove this theory by gathering statistics about suicide in older adults, and by obtaining the information of scholarly sources by summarizing their views as it relates to the above mentioned theory. Official suicide statistics identify older adults as a high-risk group (Mireault & Deman, 1996). In 1992, it was reported that older adults comprised about 13% of the U.S. population, yet accounted for 20% of its suicides; in contrast, young people, ages 15-24, comprised about 14% of the population and accounted for 15% of the suicides (Miller, Segal, & Coolidge, 2001). Among older persons, there are between two to four suicide attempts for every completed attempt (Miller, Segal, & Coolidge, 2001). However, the suicide completion rate of older adults is 50% higher than the population as a whole. This is because older adults who attempt suicide die from the attempt more often than any other age group. Not only do elders kill themselves at a greater rate than any other group in society, but they tend to be more determined and purposeful (Weaver & Koenig, 2001). Studies of Depression and Suicide in Older Adults Depression in Older Adults A study was conducted examining the relationships between disease severity, functional impairment, and depression among a sample of older adults with age-related macular degeneration. It showed that the relationship between visual acuity and physical function was moderated by depressive symptoms (Casten, Rovner, & Edmonds, 2002). It appears that when faced with vision loss, depressed persons tend to generalize their disability to activities that are not necessarily vision dependent. They seem to adopt the attitude of not being able to see leads to not being able to do. This attitude is in line with the cognitive theory of depression in which depressed persons engage in faulty information processing (Casten, Rovner, & Edmonds, 2002). Suicide in Older Adults A study about older adult suicide was c... ... adults, reasons for depression in older adults, reasons for suicide in older adults, and included studies on depression and suicide in older adults. A review of suicide notes from older adults was also conducted. It was found that the theory to be corroborated was successful. It is true, based on the findings from the above mentioned sources, that depression and suicide are increasing in prevalence among older adults due to their failing physical and mental health. There are several aspects to physical and mental health, however they appear to be the main causes for the increase in depression and suicide among older adults. Reasons for depression among older adults briefly include anxiety, cognitive dysfunction, genetic factors, interpersonal relations, and stressful life events. Reasons for suicide among older adults can be briefly summarized by physical and psychiatric illnesses, unbearable psychological pain, cognitive construction, indirect expressions, inability to adjust, interpersonal relations, rejection-aggression, alcohol abuse, identification-egression, visual impairment, neurological disorders, malignant disease cardiovascular disease, and musculoskeletal disorders.

Social Construction of Gender Essay -- Gender Socialization Sex Essays

Social Construction of Gender   Ã‚  Ã‚  Ã‚  Ã‚  Today’s society plays a very important role in the construction of gender. Gender is a type of issue that has raised many questions over the years in defining and debating if both male and female are equal. Today gender is constructed in four different ways. The first way gender is defined is by the family in which a child is raised. Second is the society in which a child interacts; makes friends and enemies. The third is our school system and our board of education. And the last but not least is our own self conscious. Each of the above four ways have a unique way of molding and helping an individual define his/her gender.   Ã‚  Ã‚  Ã‚  Ã‚  Lets take the first one in perspective. The family is a very important factor in defining our gender. Our gender starts to define as soon as we are born. If a boy is born in a family, the family members would buy toys like monster trucks, race cars, action hero and toys that inspire a male behavior. As oppose to if a girl is born, the family members would buy dolls, and cute dresses, and stuffed bears. They would inspire her to behave soft and kind like a female should behave. Parents would allow their sons to stay out late and be little more liberal on them. And they would not allow their daughter to stay our late and be a little strict. Dads would expect their sons to help him in the garage or any other project around the house and moms expect their daughters to help them in kitchen. All of these characteristics are not unusual or our of ordinary, this has been the tradition for hundreds of ears and as far as I can see it will still remain the same.   Ã‚  Ã‚  Ã‚  Ã‚  Society is a social factors that has many ways in which its mold a individual and defines his/her gender. Society includes your friends, mentors, enemies, and our co-workers and significant others. If you are a boy you usually hand around with guys, playing football, basketball and other sports. A boy is expected to have â€Å"Machoness† inside him when he grows up. If you are a girl, you would usually hang around girls, playing indoor games, watching soaps, and going shopping every now and them. A society expect a boy to be the solid figure in a family. A man who can earn the bread for the family and women to take care of kids and the house. Jobs out in our society defines gender. Men are usually factory workers, electri... ...losing friends and family most male and female construct their own role in their life.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The conclusion of this essay is that there are four prime factors that construct gender role in today’s society. They include our family, society, educational systems and self conscious. There are other cultural products that effect the gender within these four categories. For example the notion that women are physically and weaker then men and that they are much more emotional then men are. I think no one should be judged on what there gender. The word â€Å"Gender† should be used less and less and individuals should be judged on their accomplishment and work rather then gender. Society have been defining and constructing gender for many years. But in 20th century we should all construct gender not according to what one can do and what not, but what mental qualities they have. We should define men as courageous and ambitious. Male gender should be define as father, son, and a leader, instead of someone who are physically stronger then women. Female gender should be define as mothers, sister and others who are caring, loving and care taking, instead of weak individuals.

Immaturity of Holden in J.D. Salinger’s The Catcher in the Rye Essay

Immaturity of Holden in J.D. Salinger’s The Catcher in the Rye In J.D. Salinger’s The Catcher in the Rye, the main character, Holden, cannot accept that he must move out of childhood and into adulthood. One of Holden’s most important major problems is his lack of maturity. Holden also has a negative perspective of life that makes things seem worse than they really are. In addition to Holden’s problems he is unable to accept the death of his brother at a young age. Holden’s immaturity, negative mentality, and inability to face reality hold him back from moving into adulthood. Holden’s immaturity causes him many problems throughout the story. Although he is physically mature, he acts more like a child. â€Å"All of a sudden I started to cry. I’d give anything if I hadn’t, but I did† (p. 103). This occurs when Maurice argues with Holden about money that Holden owes to a prostitute. The situation becomes too much for Holden to handle, and he breaks down like a child. Holden also tries to have immature conversations with people who have become adults. Another example of imma...

American Son

On one hand, Globalization created an anatomy of modernity and pleasurable living taking us on the route of development spree, yet on the other hand this very Globalization created paradoxical complex situations in the lives of our young ones. These young ones who on one hand want to break all the cords of conventional thoughts and ideological patterns that were dominating in their societal world and on the other hand want to enter into the world shown to them by the materialistic society of today.Children’s dreams and images of the glamorous world shown to them in the American society are enough to turn their versatile mind towards the fulfillment of realization of their goals. But more and more children from different parts of the world trying to follow the ideals of the glamour and power showered on them by Hollywood, more and more they find themselves entangled into the web of unsuccessful endeavors resulting in lashing against each other. This very preposterous position o f their duplicate life faced by the children has been captured in the intricate words of â€Å"American son†.The novel revolves around Filipino immigrants, and the effect that the American culture in Globalization world have on them, the problems they are facing in searching their own identity and the violent effects on them resulting from the racism. The attraction of the children for the materialistic goods, their desire for luxurious life and the lack of familial bond they had to face take them to the path of crime coaxing them for stealing and coveting.Globalization brought the glamour world into the souls of the generation next coaxing them into following unattainable ideals of the fashionable world, and when success remains aloof from these young Filipino Americans, they resort to crime and violence. The society of Filipino American youths so revealed in 1993 in California by Brian Roley reflects the â€Å"underbelly of the modern immigrant experience† (back cove r). The dilemma of the Filipino youths is seen through the eyes of Gabrielito Sullivan, fifteen-year-old American boy.He was a boy who was born and brought up by white father and Filipino mother. The whole family strove to maintain a balance between their traditional values raised by the voice of Uncle Betino in the Philippines through his letters and the attractions of the genre class of the American society, living in West LA. Gabrielito, nickname Gabe, his mother, and his older brother Tomas, emigrated to America almost ten years before, had to fight at every stage of their life to regain their identity in the multifarious city of Los Angles.They had to rely on menial or dead end jobs away from their families, as seen by Rhacel Parrenas, â€Å"partial citizenship, the pain of family separation, the experience of contradictory class mobility, and the feeling of social exclusion or non-belonging in the migrant community† (Parrenas, 12), speak volume of the sufferings they ha d to go through and the trauma of the violent acts they had to face due to poverty that had put all the concepts of Globalization lay bare. Gabe did not see his father, since the day he got drunk and returned from his station in Germany.He still remembered that darkest phase of his life when his father thrashed the children and â€Å"making fun of Filipinos and her family,† the father told Tomas that he only married their mom because â€Å"he wanted someone meek and obedient, but had been fooled because she came with a nagging extended family. † (Roley 24) When his father left the home, Gabe’s mother would often call up her brother in the Philippines to seek his advice on how she should bring her children up.She would often receive letters from Uncle Betino to send her sons’ back to Philippines to imbibe in them â€Å"some of the Asian virtues of [the] family heritage. † (Roley 201) These letters did not allow Gabe’s mother to come out of he r roots and neither allowed her to fully assimilate herself in the American society. Even though economical hardships loomed large on her face, she still did not want to go back as she could not bear the heat, showers that spread smell, the insects, diseases, and relatives who make â€Å"tsismis about each other behind their backs† (Roley 33).Tomas tried to reconcile himself into the American family and defying the racist and discriminatory attitude by showing his masculinity. He would often end up in the family parties with â€Å"his muscles all covered in gangster tattoos and his head shaved down to stubble and his eyes bloodshot from pot. † (Roley 15) This character and personality adopted by Tomas spread the spark of rebel and violence against his own self and against the duplicate society. He was always finding himself in the company of tough Mexicans and his tattoos also postured the Mexican identity.â€Å"His tattoos are mostly gang, Spanish, and old-lady Catho lic,† Gabe observed, as he noted â€Å"the Virgin of Guadalupe tattoo that covers his back from his neck down to his pants. † (Roley 17) Tomas tried to use the stereotype and racists attitude of the society to fulfill his commercial gains. In his business of Dogs, he uses the language that signifies the stereotype image that is breathing in the American souls. He uses German language to sell his dogs and all to the â€Å"rich people and celebrities. † (Roley 15) He uses the tactic of story telling with nationalized concept to draw in the attention of his clients towards his dogs.He is often heard saying to his clients that his dogs have â€Å"pedigrees that go back to Germany, and that they descend from dogs the Nazis used [and that his training] is a Teutonic art that goes back to the Prussian war states. † (Roley 20) It’s only by proclaiming himself as Nazi that he is able to find himself recognized and legitimate citizen among high-class society of America. The most alluring part lies in the fact that all lies are easily taken for granted, as whole society is inflexed with racism. Since ages, Asian males had been subjected to mistreatment and exclusion laws.Their masculine power were thought of as a crime and considered as harmful for the whole society as they were thought of to be terminator of diseases, miscegenation and sexual corruption. Majority of the males were put to work considered as feminine in nature and were poorly paid and were represented in Media as hypersexual. In a bid to develop a viable his identity as a macho man, time and again, Tomas would succumb himself in violence and goes to an extent of beating his brother, whenever he looked at his subservient attitude.Though both Tomas and Gabe loved their mother but they would get frustrated at their helplessness and by the financial difficulties that they had to undergo and to overcome this Tomas involved himself in all petty crimes like assaulting others, br eaking into the houses of other people, and robbery. By the end of the novel, he took Gabe along with him for stealing the goods of other people and then again selling them only with a hope to increase their wealth and along with that the status of their mother. Tomas stole the items like brass sinks faucets and bathroom fittings and in exchange bought a new bed for her mother.Once in a house of Brentwood Park, Tomas told Gabe, â€Å"Look for the pearls. Or anything with gold on it. Forget the silver stuff. It wouldn't look good on her brown skin. † (Roley 147) As it was amply clear to them that their success and to make themselves recognized in a society, wealth is the most important and established proposition, in what ever way it is earned. To gain the status and position in American society, the most important qualification is how wealthy you are. And Tomas was following the same path.He was showering his love for mother by giving her all the wealthy possessions, which we re constantly figured in various forms of media like glossy magazines, television, film and advertisements attracting Filipino youths. Spending the life in a capitalist society surrounded with materialistic wealth but not having any thing for themselves, the lives of Filipino youths was just similar to a thirsty person surrounded with sea. It’s like water is everywhere but not a single drop to drink. In the social and political spheres that engulfed America in the nineteenth century it was impossible for them to earn money in a legitimate way.There were very few options left for them to earn the status and legitimacy among high and legendry class. In his quest to acquire wealth, Tomas became a hustler. As said by Mercer and Julien, â€Å"the figure of the hustler [†¦ ] is intelligible as a valid response to conditions of racism, poverty and exploitation, it does not challenge that system of oppression but rather accommodates itself to it: illegal means are used to attai n the same normative ends or ‘goals' of consumption associated with the patriarchal definition of the man's role as ‘breadwinner'†.(Mercer and Julien, 114) They think themselves as American Son only if they act violently. The violence and crime can only gratify them. They showed their aggressiveness by beating Ben, one of the schoolmates of Gabe, who was also, son of rich American woman. Ben threatened them to collect eight hundred dollars from their mother as she by mistake knocked at the woman’s land Cruiser, which was in front of their school. And while hurling the tire iron at Ben’s legs, Gabe thought that, â€Å"I feel a rush not of anxiety but of confidence.In a scary way I realize I like it. Strangely, that only makes my stomach worse. †(Roley 215) In the end of the story, when Tomas placed his hand over Gabe just like a father would do to his son, showed the volume of the self will power and reassurance they are giving to each other. Wi th the help of both criminal as well as legitimate ways, both the protagonists enabled themselves to get along with the ways of the world full of prejudice and disproportionate disposition.They may not be now trans-migrants like their mother, but they forgot their values and traditions and defied both court and law. The most crucial aspect of the novel is the inner conflict of the protagonists that arises from their own self and society that is shown in Gabe’s nature too who was earlier a submissive child but soon followed Tomas way of life. When beaten by his brother, his inner instinct told him to go and take revenge and so he took revenge on Tomas by stealing his car and dog.He then ran away to Northern California so that he can find himself get rid of his family and from his brother’s violent behavior towards him but his bonds for his family succumbed him to return and join Tomas. Today’s youths want to unleash the old conventional ways of life and grasp the wealth and power, and when they don’t get it they resort to crime. They want to ask questions and seek reliable answers from society and from their life, and when they do not get the answer they find their own way whether it is crime or other wise.This is a way of the world as they are the youths and sons of this world. WORKS CITED Mercer, Kobena and Isaac Julien. â€Å"Race, Sexual Politics and Black Masculinity: A Dossier. † Male Order: Unwrapping Masculinity. Ed. Rowena Chapman and Jonathan Rutherford. London: Lawrence & Wishart, 1988. 97-164. Parrenas, Rhacel Salazar. Servants of Globalization: Women, Migration and Domestic Work. Stanford CA: Stanford UP, 2001. Roley, Brian Ascalon. American Son. New York: Norton, 2001