Moral Theories: Kant and J.S Mill Essay

Throughout this paper, I will contrast and compare two moral theories in attempt to uncover what one provides a better argument and can be applied as a universal moral code. The two moral theorists Immanuel Kant and J.S Mill have created two distinctly different theories on morality and how to develop a universal moral code. Both theories focus on intentions and consequences. Kant believes that the intentions and reasons of our actions can be measured and defined as morally correct, where as Mill believes that our intentions really play no role in morality, and that we should focus on the consequences and outcomes of our actions to evoke the most happiness for the most people. Even though both philosophers make incredibly different points, each encompasses strong arguments as well as issues with their approach. However, Kant will be successful in articulating a better universal moral theory through the use of his categorical imperative. Immanuel Kant and his Groundwork for the Metaphysics of Morals (1785) attempts to uncover a universal moral principal for all to use. According to Kant, we aren’t only knower’s, we are also doers as we act and make certain decisions in the world. He wants to know what decisions we should make and how should we treat people in this diverse world. He contemplates the use of internal feelings of approval or disapproval to know when something is right or wrong, but deems there are many problems with this has feelings are always changing. Kant believes that goodwill and goodwill alone is good in itself without qualification. â€Å"Understanding, wit, the power of judgment, and like talents of the mind, whatever they might be called, or courage, resoluteness, persistence in an intention, as qualities of temperament, are without doubt in some respects good and to be wished for; but they can also become extremely evil and harmful, if the will that is to make use of these gifts of nature, and whose peculiar constitution is therefore called character, is not good.† (Kant, 1785) In this quote, Kant is saying that even though there are characteristics that are seemingly good such as intelligence and courage, if these things can be used for evil, they are not within itself without qualification good. So good will is the only thing good and is the basis of Kant’s moral philosophy. Essentially, Kant’s goes  on to explain that even if you produce a positive outcome with your action, if it lacked goodwill as an intention, it meets the criteria of a moral action, but is not good in itself. â€Å"The good will is good not through what it effects or accomplishes, not through its efficacy for attaining any intended end, but only through its willing, i.e., good in itself, and considered for itself, without comparison, it is to be estimated far higher than anything that could be brought about by it in favor of any inclination, or indeed, if you p refer, of the sum of all inclinations.† (Kant, 1785) Therefore it’s neither the outcome nor the effect of the action, it’s the inner state of the will itself that determines morality. Kant describes two types of imperatives that can be used to evaluate intentions. The first is hypothetical imperatives, which apply to someone who is dependent on having certain ends to the action. Example, a person may act in a certain way only to receive something in return. Kant’s Categorical Imperative is the one he uses to evaluate motives of actions. The categorical imperative is absolute, universal, unconditional commands and can be defined by â€Å"Act only according to that maxim whereby you can, at the same time, will that it should become a universal law†. According to Kant, reasons and motives are everything and count far more than the action itself. If you act in goodwill, it is moral. Even if the action causes unintended harm, if it had good intentions and that alone, it is moral. I agree with much of his theory and how we ought to act in ways that only have the best intentions behind them by acting in goodwill. The problem with Kant’s moral theory is that, even though it is important and necessary to act in goodwill, to disregard a positive, good action just because it lacks solely good intentions is flawed in my opinion. Even though Kant does acknowledge that behaviour and actions that produce a good outcome or consequence is in fact aligned with morality, he believes if you do anything that benefits you is wrong. As a personal example, I volunteer and produce ‘good’ actions because not only do I know it is right, or the good thing to do, but it gives me a sense of purpose. I feel good putting people before myself. Some people will do nice things for others because it makes them feel good as well. In my opinion, if people love to help others and act in  ethically sound ways because it gives them a feeling of approval, and the action is causing a positive consequence, that should be moral. It should be a wonderful thing that mankind can actually have feel good chemicals run through there body when assisting humanity. Kant should take this into consideration that if we feel good acting in good ways, it is more likely to be sustainable. John Stuart Mill and Jeremy Bentham have been recognized as the founders of Utilitarianism. Contrary to Kant’s moral theories, Utilitarian’s would disagree with most of Kant’s theory. While Kant believed that it is the intention of the action that should be recognized as moral or unmoral, J.S Mill and Bentham would say that it is in fact the outcome of said action that determines morality. Mill attempts to settle disputes about right and wrong with his theory of â€Å"Utilitarianism†, which is his moral theory that is based on the â€Å"greatest happiness for the greatest number of people†. Mill believes that actions are morally sound or unsound in proportion to how much happiness is produced. He defines happiness as pleasure and the absence of pain and believes that happiness is the sole basis of morality. Mill says that our actions have a teleological structure to them, and introduces the principal of utility, which states that actions are right as long as they promote happiness of pleasure, and are wrong is the actions tend to cause unhappiness or pain. However, Mill argues in his work that pleasure can differ in quality and quantity. Bentham offers a hedonistic calculus as a way of quantifying happiness or pleasure. He lists 6 hedonistic measurements as criteria; intensity, duration, proximity or remoteness, fecundity, purity and extent. Most of our society’s laws, rules and regulations can be compared to utilitarian principals as it very effective to think in terms of what is best for the greatest amount of people. Although Mill makes very good conclusions and has done a relatively good job at developing a universal moral code, there are some issues with his theory. The problem with J.S Mill’s Utilitarianism theory is that it is a moral based primarily on  happiness. The standard of happiness cannot be measured for everything and is much more complex than Mill expresses it to be in his theory. Not everyone’s definition of happiness will be the same, and in many cases, one person’s happiness is not the same as another’s. Therefore, there can be huge conflict depending on different people. Both moral theories have very strong points and in theory, can be used as universal moral principals. However, each argument from both Kant and the Utilitarian’s have problems with them and weak points. I personally believe that both theorists make good points. I agree with Kant in that morality is defined by intentions and that we ought to have goodwill and good intentions that follow the categorical imperative, however disagree in that if we do anything to better ourselves that it is no longer morally correct. With utilitarianism, I strongly believe that we should be looking out for the greatest good for the greatest amount of people, but strongly disagree with that personal happiness should be the measurement. As a selfish, entitled society, I believe that solely acting out of happiness could be detrimental to the well-being of the planet. In conclusion, I believe that Kant’s moral theory is the best. Even though our society can be deemed at utilitarian and Mill does make strong points, I personally believe that Kant’s morals, when applied and taken seriously, could become a solid universal moral code. Work Cited: Kant, Immanuel & Wood, Allen (2002). Groundwork for the Metaphysics of Morals. Retrieved from http://www.inp.uw.edu.pl/mdsie/Political_Thought/Kant%20-%20groundwork%20for%20the%20metaphysics%20of%20morals%20with%20essays.pdf Notes from class -Lesson on Kant -Lesson on Utilitarianism

High Scope in Education

Andrea Biancuzzo Early Ed Spring12 and 13 High Scope cont. High/Scope (Cognitively Oriented) Theory: The High Scope early childhood education approach, used in preschools, kindergarten, and childcare, or in elementary school settings. The High Scope approach is a branch off of the Cognitively Oriented Curriculum, which was developed under the leadership of David Weikart at the High Scope Foundation in Ypsilanti, Michigan in the early 1960’s (Essa, 2007). The philosophy behind High Scope is based on child development theory and research, originally drawing on the work of theorists such as Jean Piaget, Lev Vygotsky, and John Dewey.A key part of the High Scope approach is that the development revolves around certain activities that can help children grasp certain cognitive concepts. As stated in our book â€Å"the cognitively oriented model is based on the premise that children are active learners who construct their own knowledge from meaningful experiences† (Essa, 2007, p. 146). One main reason High Scopes theory is so hands on. In others words High Scope's educational approach emphasizes active/hands on learning. Active learning means students have nonstop, hands-on experiences with people, objects/materials, events, and ideas.Children’s interests and choices are at the heart of High Scope programs. They build their own knowledge through interactions with the world and the people around them. Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers, caregivers, and parents offer physical, emotional, and academic support. In an active learning setting, adults expand children’s thinking abilities with diverse materials and nurturing interactions.High Scopes approach was built for children to gain knowledge with independence, responsibility, and confident. High Scope’s approach allows children to become ready for school and ready for life. Environment: The classroom environment in which the children are surrounded by each and every day is one of the most crucial parts of the High Scope Model. The classroom is where the children spend their entire day, if the room wasn’t set up with the child’s emotional and physical development in mind the High Scope Model would not work accordingly.In the High Scope environment there must be areas of the room that are divided up into different sections that allow the children to engage in different types of play;   each area serves a different purpose in the area of development. There are a few characteristics in the High Scope environment that are a necessity, these being: a welcoming room for the children, it must also provide enough materials for all of the children, it must encourage different types of play, and last but not least the room should provide materials that reflect the diversity of children’s family lives (High Scope, 2012).Some of the areas that you can typica lly find in a High Scope classroom are; block area, house area, arts and crafts area, sand/water area, reading area, and outdoor area (High Scope, 2012). All of these areas have a great significance on the growth and development on the child, without these areas the child would be lacking in one or more areas of development which could ultimately be detrimental to his or her healthy growth and or development. Teacher(s): AMBER’S SECTION Missing Student(s): High/Scope takes the learning process beyond traditional academic subjects by applying methods that promote independence, curiosity, decision making, cooperation, persistence, creativity, and problem solving in young children†(HighScope, p. 63). The students in the High/ Scope Approach learn six major content areas in their first 3 years at a school with this curriculum. Those six major content areas would be, approaches to learning, social and emotional development, physical development and health, communication, lan guage and literacy, cognitive development, and lastly creative arts.As the children progress and enter Preschool they add three more content areas to their curriculum and those areas would be in mathematics, science and technology, and social studies. During Preschool a High/Scope curriculum setting, they are trying to build school readiness, so the children can move on and continue their growing education (http://www. highscope. org/Content. asp? ContentId=63). The students in a High/Scope classroom are actively learning alongside their teachers.The students in a High/ Scope classroom pick what they want to learn that day and they are given time to do it and they report back to the class what they have learned and why it is important. This gives each child the individuality to work at their own pace and not be rushed if something is harder for them than for other students. This way the student’s feel that they are all equally important and they see that no one student is get ting a particular amount of attention. Daily Schedule: In a High/ Scope school setting consistency is the key to readiness.Consistency in the classroom helps the children gain a much stronger understanding of time. In the classroom the day would be started with a morning greeting, following this morning greeting would be planning time, which is when the teacher walks around the class and asks the students to pick out something that they want to work on throughout their work time. The teacher will record what each child is working on and will keep track of when they finish and how long it took them, along with how much assistance they needed for that specific task. The work time takes up a rather large portion of the day and it is then followed by recall time.Recall time is when the class comes together as a whole and each child talk about what they have worked on for the day as well as what they have learned. These three concepts, planning time, work time, and recall time, are known together as the plan-do-review cycle. This is the main and the most important part of the day in a High/Scope classroom. Other parts of the day that aren’t as important yet are still important would be small group time, large group time, cleanup, meals, as well as naps depending on which setting you are in (Essa 2007).A possible High/ Scope Approach daily schedule could look as followed: 8:00 to 8:15| Arrival of students | This time would be spend putting their jackets away and backpacks and getting their desks ready for the day| 8:15 to 8:20| Transition to school work| This time would be spent talking about their weekend or the day before, what they did and letting them talk to each other. | This time would be known as the plan-do-review cycle: 8:20 to 8:35| Planning time| This time would be spent by each child picking out what they want to work on during work time (10 to 15 minutes). 8:35 to 9:25| Work time| This time would be spent with the children working on their mater ials while the teacher goes around and provides assistance if needed (45 to 60 minutes). | 9:25 to 9:40| Recall time| This time would be spent reviewing and going over what each child has done during work time (10 to 15 minutes). | Then the students would go back to working together or in small groups: 9:40 to10:00| Small group(s)| This time would be spent with children in small groups working in centers and work with the teacher (roughly 20 minutes). 10:00 to 10:45| Outside play| This time would be spent with the children exploring the outside, and exerting energy (45 minutes). | Then the students will participate in another plan-do-review cycle: 10:45 to 11:00| Planning time| This time would be spent by each child picking out what they want to work on during work time (10 to 15 minutes). | 11:00 to 11:50| Work time| This time would be spent with the children working on their materials while the teacher goes around and provides assistance if needed (45 to 60 minutes). 11:50 to 12:0 5| Recall time| This time would be spent reviewing and going over what each child has done during work time (10 to 15 minutes). | Then the children will have time to eat and rest up a bit: 12:05 to 12:50| Lunch time| This time would be spent setting up and the distribution of lunch, and the children eating (45 minutes). | 12:50 to 1:00| Rest time | This time would be spent resting and relaxing after lunch, also used as a bathroom break (10 minutes). | :00 to 1:20| Large group time| This time would be spent with the whole class sitting at the rug while the teacher teaches a lesson or reads a book aloud to the class (20 minutes). | 1:20 to 2:05| Outside play| This time would be spent with the children exploring the outside, and exerting energy (45 minutes). | 2:05 to 2:15| Student dismissal| This time would be spent getting their backpacks ready and waiting for their buddies to pick them up and take them to their bus (10 minutes). | 2:15 to 2:55| Team planning| This time would be spen t creating a lesson plan for the next day and what we lan to teach within the week (40 minutes). | Parent Involvement: As educators it is important to involve parents with the education of their children. Therefore parent involvement is one of High Scopes goal as it is for any approach. High/Scope provides parents with multiple opportunities to become involved in their child’s program, whether they volunteer in the classroom, serve on policy-making and/or advisory committees, contribute to a parent newsletter, or attend meetings and workshops. As a group we designed a parent’s monthly newsletter and letter share activity.Our newsletter informed parents of our monthly classroom actives, upcoming book fair, sight words, our letter share day, and nights for parent activity night. We also made a parent flyer for Flip It. Our Flip It activity is a training session offering the flip it approaches to challenging behavior. Parents are encouraged to participate in program activ ities with children or trainings offered by the teachers. To stress the importance of parent involvement, parents are often invited or encouraged to participate in a variety of activities with children. Evaluation of the Model:The High/ Scope Approach has been portrayed in many different ways. There is controversy between whether this approach works or if it doesn’t work. There is also debate about whether this approach works because it doesn’t contain excess materials to make the classroom work. Many points are in the air about this, and there is much research that either backs this information up or tears it down. In the article The HighScope Model of Early Childhood Education, the author states that this specific approach doesn’t need one to go out and buy specific materials to make the classroom work, as in other approaches like a Montessori classroom.This model is a prime example of being culturally and developmentally appropriate practice in this field of education. In the article High/Scope program briefing paper, the author talks and compares this approach with the EPPE and the Galinsky analysis that they came up with. The EPPE and the Galinsky analysis states â€Å"High/Scope evidences all of the elements of the quality early childhood programs that have been identified. (Cahir, p. 8)† This is important because they are stating that this program is a well round and highly educational approach.The program that the High/ Scope Approach was originally intended for has proven that there is a decrease in the amount of crimes, that have become of the students that had this curriculum. As stated in the article The High/Scope Perry Preschool Study Through Age 40, the author states â€Å"the Perry Preschool program played a significant role in reducing overall arrests and arrests for violent crimes as well as property and drug crimes and subsequent prison or jail sentences over study participants’ lifetimes up to age 40. (Sc hweinhart,p. )† I found this to be very interesting because I did not find other approaches to having any information like this. There are six core standards. Each standard describes in a few sentences what well-prepared teachers should know and be able to do. It is important to note, that the standard is not just that candidates know something â€Å"about† child development and learning, the expectations are more specific and complex than that. A seventh programmatic standard describes requirements for early childhood field experience and clinical practice.The following, illustrate how the HighScope approach meets NAEYC requirements for curriculum standards through 7 standards. For the purpose of this assignment we well recognize the following: Standard one, Promoting Child Development and learning, standard two, Building Family and Community Relationships, standard three, Observing, Documenting, and Assessing to Support Young Children and Families, standard four, Usin g Developmentally Effective Approaches, standard five, Using Content Knowledge to Build Meaningful Curriculum, and finally standard six, becoming a Professional.Standard One PROMOTING CHILD DEVELOPMENT AND LEARNING- Teachers prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. NAEYC) The High Scope model meets the need of standard one by developing hands on learning and by creating. The High Scope curriculum also guides teachers to plan for children’s engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. Standard two BUILDING FAMILY AND COMMUNITY RELATIONSHIPS -Teachers prepared in early childhood degree programs underst and that successful early childhood education depends upon partnerships with children’s families and communities.They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. (NAEYC) High Scope suggests as educators it is important to involve parents with the education of their children. Therefore parent involvement is one of High Scopes goal as it is for any approach.High/Scope provides parents with multiple opportunities to become involved in their child’s program, whether they volunteer in the classroom, serve on policy-making and/or advisory committees, contribute to a parent newsletter, or attend meetings and workshops. Standard three OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES – Teachers prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals.They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child. (NAEYC) The High Scope The curriculum guides teachers to integrate assessment information with curriculum goals to support individualized learning. A staff member regularly uses a child observation measure of proven reliability and validity to assess children’s developmental progress.High Scope also supports documentation as an assessment. Standard four USING DEVELOPMENTALLY EFFECTIVE APPROACHES- Teachers prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of evelopmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning. (NAEYC) According the High Scope well-prepared early childhood teachers make firm use of various learning formats based on their understanding of children as individuals and as part of a group, and on alignment with important educational and developmental goals. A flexible, research-based repertoire of teaching/learning approaches to promote young children’s development.This would include making the most of the environment, schedule and routines. High Scope is huge on daily schedule and routines. In a High/ Scope school setting consistency is the key to readiness. Consistency in the classroom helps the children gain a much stronger understanding of time. In the classroom the day would be started with a morning greeting, following this morning greeting would be planning time, which is when the teacher walks around the class and asks the students to pick out something that they want to work on throughout their work time.Standard five USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM – Teachers prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry t ools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding.Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. (NAEYC) This program illustrates the plan-do-review process, a critical and unique part of the HighScope Curriculum that builds on children’s interests and intrinsic motivation. During plan-do-review, children learn to take initiative, solve problems, work with others, and accomplish their goals.In doing so, children see that they can make things happen and that their choices and ideas are respected. This helps them develop self-confidence and a sense of control and independence. High Scope also implemented discipline areas in learning goals, art and music, etc. Standard six BECOMING A PROFESSIONAL- Teachers prepared in early childhood degree pro grams identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice.They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. (NAEYC) Teachers are responsible for planning lessons that help students learn through hands-on activities and experiences. The teacher in a high scope classroom should be encouraging adult to child interaction as well as facilitating learning through the students’ exploration.For example, sitting down with children at the block area and encouraging children to find out what happens when the stack gets too high, or what happens when you put a small block on the bottom and large on the top. Teachers should develop le ssons that interest the students that way students are motivated to explore and learn in that particuluar setting In conclusion, The High Scope curriculum focuses on the ability of children to actively learn. Students are encourgaed to learn by engaging in hands-on experiences as well as interacting with adults, other children, materials, and events.Students are also at the center of planning. Teachers plan activities based on student interest and there is a schedule of the day so students know what to anticipate. Annotated Bibliography/References: Schweinhart, L. (2010). The highscope model of early childhood education. HighScope Educational Research Foundation, Ypsilanti, Michigan 1-19. This article gives you a great detailed background of the High/ Scope Approach, which I found very helpful when looking for research. This article also talks about the role of teachers, the daily routine, as well as the role of parents and the community.I would highly recommend this article for use . Weikart, D. (2010). The youth program quality intervention (YPQI) study. Retrieved from http://www. cypq. org/products_and_services/research This article gives one a better understanding of the YPQI program and how it is related to the High/ Scope approach that we are talking about. This isn’t one that I would highly recommend but it is not bad. Stone, R. (1997-2012). High/scope: educating children for life. Retrieved from http://www. communityplaythings. co. uk/resources/articles/high-scope. tml This website was very interesting because it is based off of a classroom that follows the High/ Scope Approach to education. You could see a lot of information and how it personally worked for them. I think this is a great website and I would recommend it. Cahir, p. (2008). High/scope program briefing paper. Early Childhood Australia INC, 1-15. I would recommend this paper because it is very interesting because it is from Australia, and it was very interesting to see how different their educational approach would be from ours and it isn’t that different.Schweinhart, L. (n. d). The high/scope perry preschool study through age 40. High/Scope Educational Research Foundation, 1-21. I found this article to be very useful, the information and how it was laid out made it very easy to maneuver. I would highly recommend this article. This information that is contained in this article will help your opinion for this particular approach. http://www. highscope. org/ This was by far the most helpful resource for this paper, this website has a ton of information in all the different areas.It was very easy to navigate and I would highly recommend the use of this site. Essa, E. (2007). Introduction to early childhood education, annotated student’s edition,sixith edition. University of Nevada, Reno : Wadsworth Cengage Learning. This book was very help in finding information on this approach. It also had information to compare and contrast all the other approache s and it was easy to find all that needed to be looked at. I would highly recommend using this book as well. www. NAEYC. org Used for standards 1-7 information

Captain James Cook As God Of The Natives History Essay

Captain James Cook As God Of The Natives History Essay In anthropology one of the famous debates associated with the understanding of religious rituals and historical events about the death of Captain James Cook, the British discoverer of Hawaii. Whether the Hawaiian native took Captain Cook as their returning God Lono, or whether this may have been an understanding of apotheosis under the European myth model, in this essay I will analyse the anthropological debate, and in a similar case of apotheosis in which the discoverer of Mexico, Hernan Cortes was taken for the returning god QuetzalCoatl, according to records. A debate between Marshall Sahlins (1981, 1985, 1989, 1995) and Gananath Obeyesekere (1992) regarding the apotheosis or meaning of Hawaii’s discoverer Captain James Cook, has become quite famous in Anthropology. Captain Cook the leader of the English exploration ship â€Å"Resolution† came to Hawaii on January 17, 1779 and died by the native Hawaiians on February 14, 1779 (Beaglehole 1974; Hough 1995). On one si de of the debate, Sahlins disgusts that Cook’s death fits within the Hawaiians’ Makahiki calendrical rituals, where Cook is known as the returning God Lono and, his life must be ritually claimed by chief Kalaniopuu, who in turn is known as Lono’s rival God, Ku (1981:11). Cook’s case is tried to show Sahlins’s structural understanding of culturally attached historical processes (1981:7). On the other side of the debate, Obeyesekere questions Sahlins’s analysis is that his historical sources were taken for granted, and their credibility was not completely checked (Obeyesekere 1992:66-67). Furthermore, he disgust that Cook’s death was accidental. (Obeyesekere 1992:20). One of the most important points where the Sahlins-Obeyesekere debate appears to be important is the question of Captain Cook’s apotheosis or, promotion by the Hawaiians native. Obeyesekere makes a difference between â€Å"apotheosis† â€Å"(which he defines as a European myth of white man taken as a God by natives)†, and â€Å"deification† â€Å"(a Hawaiian custom in which a dead chief is conferred a God status)† (1992:91) Obeyesekere questions the apotheosis of Captain Cook as a fact. In his opinion, the apotheosis is a mystification which he attributes to the European imagination of the 18th century. His hypothesis is based on the myth models â€Å"pertaining to the redoubtable explorer cum civiliser who is a God to the natives† (Obeyesekere 1992:3). Obeyesekere claim that it is the Europeans that created the â€Å"European God for the natives,† therefore forging a myth of victory, imperialism and civilization (1992:3). Captain Cook as the God Lono Much of the debate of Captain Cook’s apotheosis seems to come from the issue of being called Lono, the name of one of the chief God in the Hawaiian temple. The problem comes from Cook’s classification as Lono is central to the alternative in terpretation suggest by Obeyesekere, which suppress Sahlins’s hypothesis on Captain Cook’s apotheosis. Cook’s name â€Å"Lono† is related with a variety of cases, the most unlikely being Hawaii’s political crisis at the time of Cook’s arrival and the potential need to give him a status that would guarantee his bond in Hawaiian warfare. Obeyesekere finds proof in the ship’s journals that Cook was identify as a human (1992:76). The ship’s officers acknowledge that Lono is a name given to other highly placed people. For this reason many had interpreted Lono as a title, when truly is a title.

The Story of an Hour Essay Example | Topics and Well Written Essays - 1000 words

The Story of an Hour - Essay Example According to this interpretation, the woman dies because she cannot stand the thought of going back to the oppressive life under her husband. There is, however, a different interpretation that asserts that Mrs. Mallard dies from the joy of seeing her husband alive. The story, therefore, is about freedom and entrapment (or oppression). The oppression that women face is seen in the challenges that Mrs. Mallard faces in her life. She (Mrs. Mallard) receives the news that her husband has tragically died in a train crash. While one would expect that such news would cause her deep sorrow and anguish, the news awakens in her a sense of freedom that she had long suppressed. Instead of mourning her husband, she celebrates his death, as to her it is the beginning of new life. The story makes use of symbolism to illustrate the sense of escape and freedom that Mrs. Mallard gains upon the death of her husband. After receiving the news of her husband’s death, it is said, she sat ‘faci ng the open window [in] a comfortable, roomy armchair’ (Chopin, 1984). The window can be seen as a symbol of the freedom that Mrs. Mallard faces. The story also makes reference to ‘new spring’ (Chopin, 1984). The spring is used to symbolize new life, which Mrs. ... She cannot let those around her know that her husband’s death has brought her a sense of freedom and liberation. The patriarchal society dictates that she has to mourn her husband’s death for a period of one year. She knows that when her husband’s body is brought, she must ‘weep again.’ She, however, does not seem to mind the rituals that she has to go through as she feels that she has finally gained her freedom. This is because she understands that the society would see her thoughts as extreme. Mrs. Mallard is said to have a medical condition, which can be read in a construct of the male-dominated world that she has to live in. The medical profession that is male-dominated has failed in its attempt to cure her. This can be seen as a reflection of the failure of the male-dominated world. She (Mrs. Mallard) is in a marriage that is oppressive, which has been dictated by the patriarchal system in which they exist. While her husband is not her direct op pressor or abuser, he does not do anything to ensure her happiness. Indeed, he seems to disregard her happiness (Kahle, 2010). The inability to escape from the reality of the male-dominant world is shown by the fact that the change for Mrs. Mallard is only temporary, and she soon has to return to the old situation of oppression. It soon turns out that her husband is not actually dead, and the oppressive order is restored. She is punished for the fact that she had rejoiced in the news of her husband’s death. The masculine order is restored when her husband unexpectedly returns unharmed. When she dies, the doctors say that her cause of death is heart disease. It, therefore, seems that the joy that she had felt was the cause of her death.

Article Abstarct 04 Essay Example | Topics and Well Written Essays - 250 words - 1

Article Abstarct 04 - Essay Example The authors’ examinations sufficiently pointed out that, when MLB teams are densely located, attendance levels for both teams is quite minimal judged against MLB teams, which are sparsely located. Furthermore, the researchers deduced that the encroachment of a new MLB side into a region held by a different team typically results in diminished attendance rates for the existing team. The paper’s primary input is the fact that the researchers took into account the subject of attendance and team proximity from a policy level. This enabled the researchers to contemplate the consequence of team proximity from other points of view. For instance, the researchers contemplated the impact of competitive aspects on attendance in MLB team matches (Winfree et al. 2123). However, the authors failed to conduct an extensive review of available literature, which is critical to the development of an easy transition from the known to the unknown in terms of knowledge. The researchers should have included a literature review section to help uncover the knowledge gaps that the present research

Medical School Essays Essay Example | Topics and Well Written Essays - 1750 words

Medical School Essays - Essay Example This has entailed preparing activities that would help them deal with critical juvenile issues such as drugs, peer pressure and violence. Another would be my membership the Chicanos in Health Education, in which I helped organize the annual Raza Health Fair; this allowed me to develop leadership skills and at the same time reinforce my interest in the healthcare profession. My membership to the Center for Science Excellence has given me the opportunity to share my knowledge in Chemistry and microbiology to fellow students through tutoring sessions. My volunteer experience with the American Red Cross Bloodmobile has allowed me to interact with a multicultural community, and to use my proficiency in the Spanish language in helping patients comprehend instructions or clarify their issues. These have helped strengthen my resolve of pursuing a medical degree. 2) Among the service activities that you listed on your AMCAS application, in which activity did you feel that you truly made an impact on someone else? What was the impact on you? This short question is limited to 1000 characters only, including spaces. – characters with spaces – 908 I have worked as a tutor-mentor at the Making Changes Freedom School, which is a completely volunteer-run, grassroots movement of community members who sincerely want to make an authentic, positive difference in lives of elementary and high school students. This opportunity has allowed me to interact with a diverse, multicultural group, and be passionately involved in helping these youths bravely confront the challenges of their day, including drugs, peer pressure, violence and alcohol. Apart from academic excellence, I have independently designed activities that helped instill in them the values of assertiveness, responsibility, and a can-do attitude. I take profound pride in seeing that I have imparted to them the importance of academic excellence and of making value-driven decisions; I

Internal and External Factor Analyses of the Vermont Teddy Bear Co., Essay

Internal and External Factor Analyses of the Vermont Teddy Bear Co., Inc - Essay Example The first section will present a brief profile of the company. The next section will then tackle the opportunities and threats faced by the company which will lay the foundation for the external factor analysis. Lastly, the paper will look at the internal functioning of Vermont Teddy Bear Co, Inc., through its strengths and weaknesses. The paper will also present summaries of the internal and external factor analyses. Vermont Teddy Bear Co, Inc. began in the streets of Burlington, Vermont in 1981. Its founder, John Sortino began this business by "selling hand sewn teddy bears out of a pushcart." His venture marked the foundation of a business which is basically involved in the conceptualization, manufacture, and marketing of teddy bears. The company is known for its products which are manufactured by Americans using local inputs. Vermont Teddy Bear Co., Inc., however, has begun utilizing imported materials to lower the costs of production and boost profitability. The major business line of the company is the marketing of bears through a program called Bear-Grams which delivers the company's products to customers who can order online or through phone. Bear-Gram was originally advertised through radio stations and orders were taken for special occasions like birthdays, Valentine's Day, and others. The company has latter diversified in the retail of its products. Expansion also meant opening up retail outlets in lucrative areas in the United States. This expansion aimed to promote Vermont Teddy Bear as a national brand. Vermont Teddy Bear Co., Inc.'s performance peaked during 1994 but slipped off due to managerial problems and constraints (The Vermont Teddy Bear Co., Inc 1994). External Factor Analysis External factor analysis is lifted from the opportunities and threats faced by Vermont Teddy Bear Co., Inc. Opportunities include market developments, competitors' vulnerabilities, lifestyle or industry trends, technology development and innovation and a lot more which poses an opportunity which can enable the company to grab a larger portion in the market, maximize shareholders' value, or boost profitability. On the other hand, threats can be political events, drop in market demand, and other obstacles faced by a business entity. Table 1 is a summary of the external factor analysis conducted on Vermont Teddy Bears Co., Inc. Opportunities abound for Vermont Teddy Bear Co., Inc. The boom in the collectible market posts a bright prospect for the company this means a larger customer base which can be serviced by Vermont. The collectible industry is estimated to be a $9.2 billion industry with the plush collectibles segment cornering a $441 million share (Calta, 1995). In the past five years, there has been a growing preference for the upscale bear, the limited editions, and the artist-designed bears (Leccese, 1998). Companies in the teddy bear industry can take advantage of this trend by expanding their product lines in response to this growth. Vermont Teddy Bear Co., Inc. as one of the most prominent players in the teddy bear industry is in a very advantageous position to grab this opportunity. Manufacture of bears to suit the changing needs of customers can be pursued. Market diversification strategies can also be undertaken by the company both in the United Sta

Business Decision Making Essay Example | Topics and Well Written Essays - 750 words - 1

Business Decision Making - Essay Example I highly appreciate your hard work and tolerance in this organization. The organization committee has invented viable contingent plans and strategies to deal with the economic downs that are anticipated to hit our organization. This is to ensure that every employee within our organization is catered for during this challenging moment. Therefore, you should not worry about it because measures are in hand to ensure everything runs smoothly and nothing goes amiss. I urge you to focus on your jobs and think less about the anticipated layoff, because this is a problem that shall affect the entire nation. You should know that, this is just anticipation, and no one is certain if it will occur. The organization values every one of you and when faced with such circumstances, sometime we are forced to consider dismissing some employees in order to survive the economic hardship. This does not mean that the layoff is permanent, but, immediately we surmount over the hardship, the organization sha ll call them back. The organization shall ensure that the layoff is done fairly and on merit basis. That is to say, your hard work shall determine your stay in the organization during the layoff. I urge you consider the layoff necessary because this will help the organization minimize the costs incurred, and it is difficult to strain through the hardship and survive the economic upheavals. In ensuring that minimal effects are experienced, the organization has viable plans to relocate some of the employees in our friendly organizations. I hope that you will bear with the situations and understand that the situation is pushing us to this extent, otherwise all of you are great employees and your work is greatly appreciated. I know all of you are very stressed right now, but I assure you that this are only preventive measures that the organization is taking and will only apply if the situation worsens. In case the layoff will push through I promise that it will be fairly done, but we be lieve that the economic downfall will fade away so that we may not have to reach that level of layoff. Am deeply concerned with the gloomy faces you are portraying and I wish to urge you all not to be stressful in any way as everything will be alright in near future. Interact freely and share ideas among yourselves and be free to forward them to the administration for more consideration. I want also to stop the spirit of fear among you and urge you to speak out in case you have any complain, an idea or a suggestion. Stress and fear will not help us in any way at this difficult time that the economic downfall has hit our company. We need to focus our minds to ensure that it is handled before it worsens and pushes us to harsh measures like layoffs. We should take advantage of the situation to invest even more in the quality of our services. The administration also urges you all to input more effort as you all can see the tough times that we are in. We urge every one of you to accept w hole heartedly all the measures take to tackle this situation. The organization is promising that it will not tighten the working schedules but, all of you are being urged to deliver quality services at this hour of need. We believe that in the near future this terrible crisis will be

Can food ever be too cheap Can consumers be denied choice Can Essay

Can food ever be too cheap Can consumers be denied choice Can supermarkets offer the lowest prices and still be ethical You - Essay Example There is an argument if it is ethical for business community to overlook the environmental damage cause by the transportation of food from thousands of miles away, consume fossil fuels and cause green house gases. On the other hand people argue that the imported organic food items creats much of the CO2 at its production site. For instance, lamb imported from New Zealand produce around 1500 pounds of CO2 per ton while the same produce four times if raised in Britain. Since I am an staunch supporter of importing items from other countries, it is important to make one understnd that carbon emission is not the only reason for global warming issue. Other factors, which economists term as ‘factors inputs and externalities’, like use of fertilizers, packaging disposals, irrigation methodology, use of different types of transportations etc. are also considered while using ‘Food Mile Calculator’, a technique to quantify the carbon emission footprints. Secondly, grow ing population of the world has made it impossible to feed through local grown production. Therefore, rather an effort to control the obsession for food of our consumers, go beyond the borders, utilize naturally fertile lands and provide sustainable products irrespective of the season. The new deal drafted by World Trade Organization is helping new economies to emerge. It ensures that trade balance does not fall in favor of rich countries only. Countries like Indonesia and Bangladesh with huge populations are discouraged to depend only on American and European economic aids, and adopt ‘catch-up’ policies to reduce their trade deficit. The Soil Association (UK) voices for the â€Å"food miles† labelling system but insists that it is not trying to stop air-freight, produces more carbon dioxide than any other tansportation means. Reseachers believe that concentrating only on air-freighted products, that constitutes only 0.5% of the global production (Soil Associatio n), will hurt the economic efforts to build local economies of the under-developed countries. I can, therefore, confidently state that the real issue is not about the global warming but the accessibility of our consumers to a sustainable organic product and information about the economic and social impact of intercontinental world trade. Despite of freedom of choice, more environmental friendly and financial boost that each â€Å"food mile† brings to the international communities, people stand against it. I am not against the local producers, but people tends to be over conscious when it comes to air-freighted food. Of course, it does not bring the price down, but makes it possible to offer the food they like when it is not being home grown. The availability of such items gives an added-value to the supermarkets and for that businesses are entirely elligible to add increased cost of transportation and logistics. For instance, locally grown British broccoli, available only fro m February to April, is much cheaper than the Zimbabwean purple broccoli, available through out the year. Personally, I would prefer ‘food miles’ labels tagged rather denying our consumers from having healthy food choices, just because of a false notion. This is unethical business practice and does not help the local as well as international societies in any way possible. There are several

Course Syllabi- History of Graphic Design Essay Example for Free

Course Syllabi- History of Graphic Design Essay Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure ([emailprotected]) and for help with library materials contact Serenity Ibsen ([emailprotected]). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. Grading Criteria Grade A: Student performance is outstanding. Student exhibits excellent achievement and craftsmanship in all aspects of work. Student exceeds the problem criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are excellent. Grade B: Student performs beyond requirements of assignments. Student exhibits above-average progress and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are above average. Grade C: Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are adequate. Grade D: Student performance is uneven and requirements are partially fulfilled. Student’s output is minimal. Student exhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are less than adequate. Grade F: No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Student’s work is consistently incomplete or unsuccessful. Student’s attendance, participation and class involvement are inadequate. Pass/Fail Grade: A Pass/Fail grade will be given for designated courses in which the course content is such that direct faculty oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. â€Å"Pass† implies a â€Å"C† grade or above. â€Å"Fail† implies less than a â€Å"C† grade and course work graded as â€Å"Fail† does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. Incompletes In certain situations, a student may request an â€Å"Incomplete† grade in a class. You may petition for an â€Å"Incomplete† only if your situation meets both of these conditions: 1. An extenuating circumstance exists and it has prevented you from completing the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.), 2. You are currently in good standing in the class. See the Student Handbook for more information about Grades and Incompletes.

Examining Brazing And Soldering Engineering Essay

Examining Brazing And Soldering Engineering Essay Brazing and soldering was the joining process, it similar like are welding process. The result in the name of the joining are being interchanged and confused. The welding society like an American society was selected the arbitrary temperature, example 800  °F as a line derarkation between two processes. Brazing is joining process that similar soldering except that the joining takes place at temperatures above 800  °F. Definition brazing is a metal joining process by using a filler metal is heated above and distributed between two or more close fitting parts by capillary action. The filler metal is brought slightly together, it melting temperature while to protected and by a suitable atmosphere with usually a flux. It then flows over the base metal and is then cooled to join the workpieces together. It was similar to soldering, except the temperatures using to melt the filler metal is above 842  °F. The filler metals are distributed between closely fitted surfaces of the joint by capillary attraction. Brazing is call really braze-welding, wherein, a nonferrous filler metal is applied. Brazing alloys was much stronger than solder alloys. The brazed joint not requires as much depth to achieve the strength as the soldered joint. To achieve the strength, filler metal must be alloy wi th the base metal. The filler metal must combine with the base metal properly. The brazing condition was very good if the combination very properly. They are eight basic steps in making capillary metallurgical joints like step 1 is Cutting and sizing the parts to be joined, step is Cleaning, step 3 is Fluxing, step 4 is Assembling and supporting or jigging. For step 5 is heating, step 6 was applying filler metal, step 7 is cooling and last step was Post-cleaning. Several of brazing process must to added operations for cooling and post-cleaning. These steps may require for more operations in order to prevent further action by using the flux. The basic procedures must follow and the correct filler alloys are used, to having a successful joining. The joining design must be suitable capillary for the molten filler when the joint elements are properly aligned. The flow of filler must need to enable and assure coverage. Filler metal must melt at a lower temperature at the base material of allow the flow, substrate wetting, and interdiffusion. This means that some component of the filler metal must be soluble in the substrate solvent .To allow the brazing, heat can apply at the joint or to the entire assembly to be brazed. In this case, a temperature must be reached at the joint to allow the filler metal to melt, wet, and flow. Temperature must at least in the joint to prevent uneven or incomplete filling. Protective shielding is required during brazing process to prevent oxidation of cleaned joint on the surfaces during heating and until completed the braze flow. This can be accomplished with another a chemical flux or an inert atmosphere. Sometimes the flux or atmosphere can be required to clean and chemically can be active the surface at the brazed. To have a high quality brazed joint, the base metals and part must be closed, exceptionally clean and free from the oxides. In these cases, the joint clearances must be from 0.03 to 0.08mm because that clearance was the best capillary action and joint strength. However, some brazing process is not uncommon to have joint clearances around 0.6  mm. The brazing surfaces are very importance, as any contamination also can cause poor wetting. They have two main methods to cleaning parts, prior to brazing are chemical cleaning and mechanical cleaning. Mechanical cleaning is very importance to maintain at surface to force the wetting on a rough surface occurs more readily than on a smooth surface on the same geometry. Effect of temperature and time on the quality of brazed joints cannot be over looked. Temperature of the braze alloy can be increased because the alloying and wetting action of the filler metal increases very well. The brazing temperature must select above the melting point of the filler metal. However, there factors that influence the joint designers temperature selection. Must choice the best temperature as to be the lowest possible braze temperature, minimize any heat effects on the assembly, keep filler metal or base metal interactions to a minimum, and must maximize the life of any fixtures or jigs used. Some of cases, may can allow selected a higher temperature for other factors in the design. The effect on the brazed joint primarily affects the extent to which the aforementioned effects are present; however, in general most production processes are selected to minimize brazing time and costs. The most important is the non-production settings; time and cost are secondary to oth er joint attributes for example like strength and an appearance. Brazing process not contained within an inert atmosphere environment, fluxes are required to prevent oxides from forming from the metal in heated. The flux can clean any contamination on the brazing surfaces. Flux can be apply in any number of forms including flux paste, liquid, and powder or pre-made brazing pastes that combine flux with filler metal powder. The flux can also been like brazing rods with a coating of flux, or another name call flux core. In this case, the flux flows into the joint when the process to heat the joint and displaced by the molten filler metal to entering the joining. Excess flux must be removed when the cycle is completed because flux left at the joint can lead to became corrosion and prevent further surface finishing of brazing process. When the joining copper to copper can contain the brazing alloy can be self-fluxing. Generally, the flux can select base on their performance on particular base metals. The flux must be chemically compatible with the bas e metal and the filler metal brazing process. Self-fluxing phosphorus filler alloys can produce brittle phosphides if the material was iron or nickel. As a rule, a type cycles brazing should use less active fluxes for short brazing process. The materials for alloys are used as filler metals for brazing depend on application method. Braze alloys made up of 3 or more metals to form an alloy with the considered necessary properties. The filler metal can be chosen on its ability to: wet the base metals, melt at a lower temperature than the base metals or at a very specific temperature and withstand the service conditions required. Braze alloy been use in form as rod, ribbon, powder, paste, cream and wire. Depending on the application, the filler material can be pre-placed at the desired location or applied during the heating cycle. Wire and rod forms are generally used as they are the easiest to apply while heating in manual brazing process. In the case of furnace brazing, using material alloy can placed beforehand since the process is usually highly automated. The have many types of filler metals used are aluminium silicon, copper, copper phosphorus, brass, gold-silver, nickel alloy and silver.The high temperatures, oxidat ion of metal surfaces occurs in oxygen containing atmosphere from the brazing process. They may use other environment than air. The commonly used from the atmosphere like air, noble gas, and vacuum and combusted fuel gas. For combusted gas is nitrogen, hydrogen, carbon monoxide and oxygen. Torch brazing is used because the most common method of mechanized brazing. They are three types of torch brazing in use for example like manual, machine and automatic torch brazing. Manual torch brazing is a procedure want the heat is using a gas flame on the joint b. The torch can be on hand held or held in a fixed position depending on if the process is completely manual or has some level of automation. Machine torch brazing was use a repetitive braze process is being carried out. This method is a mix from automated and manual process with an operator often placing brazes material, flux and jigging parts on the machine mechanism carries out the actual brazing. The advantage by using machine torch brazing method is that it reduces the high labour and skill requirement was better that manual brazing. Automatic torch brazing is a method use the eliminates in brazing operation, except for loading and unloading of the machine. The advantages by using this method is had a high productio n rate, reduced operating cost and uniform braze quality. In this process, they have advantages and disadvantage. For advantages, brazing process was not melting the base metal of the joining, the brazing allows much tighter control over tolerances and produces a clean joint. Dissimilar metals and non-metals can be brazed. In general, brazing also produces less thermal distortion with another welding process. The process is complex and multi-part assemblies can be brazed cost-effectively. The brazing can be coated for protective purposes and easily to adapt on mass production. For disadvantages on the brazing process is the lack of joint strength as compared with another welding process was the softer filler metals is using. The strength of the joint is less that of the base metal but is greater than the filler metal. The brazing joints easily damaged on high temperatures. SOLDERING Soldering is definite a process combine two or more metal items are joint into one by melting and flowing a filler metal into the joining. The filler metal had a relatively low melting point. The soldering was soft characterized by the melting point of the filler rod and the temperatures are 752  Ã‚ °F. They call solder in this process and by using the filler metal. Soldering was distinguished from brazing by use of a lower melting-temperature filler metal, it similar with the brazing. In a soldering process, they heat is on the parts of the joint, it causing the solder to melt and drawn into the joint. After the metal on cools, the resulting joints can see that not as strong as the base metal, but have adequate strength, water-tightness and electrical conductivity are good. The metallurgy of solders is presented some detail for the representative and predominant tin-lead system to overviews for important but less often used systems. The physical on solders are then described. The critical role of fluxes, their compositions and their physical forms are then described. Soldering can apply for assembling electronic components to printed circuit boards (PCBs). Another application is to joints the sheet metal objects for example food cans, roof flashing, rain gutters and automobile radiators. Jewellery are assembled and repaired by applying soldering process. Small mechanical parts are often soldered as well. Soldering can join lead came, copper foil in stained glass work and semi-permanent patch for a leak in a container or cooking vessel. Soldering can consider that the temperatures was so low, a soldered joint was limited service at elevated temperatures. Generally, the strength was should not be used for load-bearing members. For examples soldering applications include tin-lead, tin-zinc for joining aluminium, lead-silver for strength at higher than room temperature, cadmium-silver for strength in high temperatures, zinc-aluminium for aluminium and corrosion resistance, and tin-silver and tin-bismuth for electronics. The capacity material in soldering filler was many different alloys for differing applications. In electronics assembly, it was using the eutectic alloy of 63% tin and 37% lead. Other alloys are used for plumbing, mechanical assembly, and other applications. A eutectic formulation had advantages for soldering, the coincidence of the liquidus and solidus temperature. For quicker wetting as the solder heats up and quicker as call the solder cools. Additionally, the eutectic formulation had the lowest possible melting point, can minimize heat stress on electronic components during soldering. The solder was used in a soldered joint is selected to provide good wetting, spreading or flow, and joint penetration in the actual soldering operation and the desired joint properties in the finished product. A flux is intended to enhance the wetting of the base metal by the solder from precleaned surfaces and preventing the reformation of oxide or tarnish during the soldering operation. The select ion was depends on the ease with which a material can be soldering. Chemically was not aggressive or mild fluxes are used with solderable base metals. When chemically aggressive inorganic fluxes are usually used on metals are so difficult to wet, like stainless steels because of their Cr content. Chemically was reducing the gaseous atmospheres can be used to clean and subsequently protect precleaned joint elements in an assembly to be soldered. The joints that are enable to soldered should be designed and to permit application of flux. Joining should be designed properly to clearance is maintained between joint elements during the heating and cooling stages of the soldering operation. To maintain the alignment of joint components during the process, special fixtures may be necessary or the units of the assembly can be crimped, clinched, otherwise held together mechanically or by holding adhesives. The surface was an unclean will prevent the molten solder from wetting and spreading, making soldering difficult or impossible and contributing to poor joint properties. Flux can consider should not substitute for precleaning. Precleaning may remove the organic contaminants like grease, oil, paint, pencil marks, lubricants, coolants, and dirt, as well as inorganic films like oxides and other tarnish layers. Precleaning can involve any or all of the following three progressively vigorous methods for example like degreasing, pickling and mechanical cleaning. Precleaning can also be followed by a fourth step, precoating. All cleaning solutions can be thoroughly and remove before the soldering in progress. Precoating should be for metals that are difficult to solder because oxidize readily and, thus, can re-oxidize after precleaning if soldering is delayed too long. Precoating involves coating the base metal surfaces to be soldered with a more solderable and more oxidation-resistant metal or alloy before the soldering operation. Soldering can be performed with hand tools, one joint at a time on a production line. Hand soldering or manual soldering is typically performed with a soldering iron, soldering gun, or a torch, or occasionally a hot-air pencil. In Sheet metal work was use traditionally with soldering coppers directly heated by a flame, with sufficient stored heat in the mass of the soldering copper to complete a joint; torches or electrically-heated soldering irons are more convenient. All soldered joining required with the same elements of cleaning of the metal parts to be joined, fitting up the joint, heating the parts, applying flux, applying the filler, removing heat and holding the assembly still until the filler metal has completely solidified. It depending on the nature of flux material, the joints may be required after they have cooled. Distinction between soldering and brazing is arbitrary, based on the melting temperature of the filler material. Generally cannot achieve high enough temperat ures for brazing. Practically speaking there is a significant difference between the two processes, for example the brazing fillers have far more structural strength than solders, and are formulated for this as opposed to maximum electrical conductivity. Brazed connections are often as strong or nearly as strong as the parts they connect. Hard soldering or silver soldering was been performed with high-temperature solder containing up and it also often a form of brazing, since it involves filler materials with melting points in the vicinity. In silver soldering process was given a beautiful, structurally sound joint, especially in the field of jewellery. The power source of heat in induction soldering is heating by high-frequency AC current only. Some of metals are easier to solder than others like copper, silver, and gold. The more difficult material like iron and nickel because of their thin, strong oxide films, stainless steel and aluminium are even little more difficult. Titanium, magnesium, cast irons, steels, ceramics, and graphite can soldering but it involves a process similar to joining carbides. They are first plated with a suitable metallic element that induces interfacial bonding. Hand soldering tools include the electric soldering iron, the variety of tips available ranging from blunt to very fine to chisel heads for hot-cutting plastics, and the soldering gun, which typically provides more power, giving faster heat-up and allowing larger parts to be soldered. Soldering torches are a type of soldering device that uses a flame rather than a soldering iron tip to heat solder. Soldering torches are often powered by butane and are available in sizes ranging from very small butane/oxygen units suitable for very high-temperature jewellery work, to full-size oxy-fuel torches suitable for much larger work as copper piping. Common multipurpose propane torches, the kind used for heat-stripping paint and thawing pipes, can be used for soldering pipes and other fairly large objects either with or without a soldering tip attachment; pipes are soldered with a torch by directly applying the open flame. The soldering copper is a tool with a large copper head and a long handl e that can heated in a blacksmiths forge fire and apply heat to sheet metal for soldering. Typical soldering coppers had heads weighing between one and four pounds. The head provides a thermal mass, can store enough heat for soldering large areas between re-heating the copper in the fire. The larger the head, the longer the working time it affords. Conclusion The Soldering was similar like brazing, enables solid materials to be joined by using molten filler to flow into and fill the space between properly joint faying surfaces and then to solidify without required and causing melting of the base material. The liquidus of the filler in soldering is below the solidus of the base materials and below 4508C (8408F), by convention. Wetting and spreading of the filler by capillary action are then critical to proper distribution of the solder. The strength arises from a combination of metallic or other primary bonding. The principal reasons for soldering are to provide electrical connectivity and conductivity or leaktightness or hermeticity, as opposed to providing mechanical strength. They have similar and difference soldering with brazing. The brazing was similar like one of type of welding process by using gases. The soldering not using gases, just using electrical or manual like pre heat the flux.

Hope in The Lesson, by Toni Cade Bambera Essay -- The Lesson

After reading Toni Cade Bambara's, The Lesson, the reader is left with a sense of hope for the first person narrator Sylvia and her friends. Following her and her friends from the slums of New York, to a Fifth Avenue F.A.O. Swartz, one gets an idea as to the kind of environment they came from, the type of education they received, and the sense of economic imbalance they bear witness to. Through this the antagonist, Miss Moore, is able to let the children evaluate for themselves the difference between the Fifth Avenue world and the one they are from, at an age where the impression made upon them might generate a spark of desire to find out how they might achieve the same rewards Fifth Avenue has to offer. The story is told from the point of view of the protagonist, first person narrator, Sylvia. Sylvia is a preteen African American girl, strong willed, intelligent, and the obvious leader of the pack. The story's plot involves a college educated black woman who comes back to an economically disadvantaged neighborhood on weekends and takes the local children on field trips of a sort. On this particular trip she lets the children experience their first ride in a taxicab to a toy store in Manhattan. It is played out through a chronological series of events from the time they leave their neighborhood, until the time they arrive back there. The exposition introduces the reader to, Sylvia, Miss Moore, Sylvia's friends, and the neighborhood. Sylvia's friends consist of a number of round characters, such as Junebug, Mercedes, Fat Butt, and Rosie Giraffe, as well as the stock characters Sugar, Q.T. and Junior. The setting is what seems to be a 1960' circa slum. As the story develops the reader gets a glimpse of Sylvia's â€Å"street smar... ...lack of proper education in the poorer areas of the country, the need for parents to stand up and take responsibility for their children, and the inequality, and huge gap that exists between the rich and the poor in the United States today. The use of Sylvia as the protagonist gave the story a real quality to it. The world as seen through the eyes of a pre-teen, streetsmart kid, and the realization that there was still a lot to learn in an unfair world. Every character was well defined, and seemed to have a life of their own. It was a very easy to comprehend story which I believe should be a staple, if not requirement, in every urban public school Work Cited Bambara, Toni Cade. â€Å"The Lesson.† Literature and society: An Introduction to Fiction, Poetry, Drama, Nonfiction. Pamela J Annas and Robert C. Rosen. 4th Edition. Upper Saddle River, N.J 2007. P. 647-653

Tupac Shakur - Me Against the World Essays -- Music

Tupac Shakur - Me Against the World I was 13 years old. Anticipation thrilled my mind and body as the sea air wafted through the window. My best friend and I were nearing the beach and the mini-van we had inhabited for six hours felt as though it was closing in on us. Thoughts of the beach, the simplicity, and the freedom had controlled my mind for weeks, even months prior to our trip to the beach. Harnessing my recent hormone attack was still a challenge and images of tan girls plagued my mind. Then it happened. A song came on the radio that became my motto for the week; however even though that week ended, the artist never left my life. The voice I heard was that of Tupac Shakur and the song was "I Get Around." The lyrics of the song were boastful and egotistical. I loved it. With Tupac’s display of masculinity as my inspiration, my chances of picking up some of those tan girls were great. Unfortunately, I didn’t and my determined mission was in vein; however to this day Tupac’s music, spirit and camaraderie still gives me inspiration. At the end of that wonderful week we were forced to pack up and leave the freedom and the warmth of the beach. With me I took many memories, and a new tee shirt with the slogan "I Get Around" boldly written on the back. Years have passed. My best friend is still my best friend, but we rarely talk. Now, nearly nothing is quite the same. Friendships have passed; I've changed mentally and physically. Through all of the changes, Tupac has always been at my side. He elevates the highs in my life and illustrates the lows. Tupac Shaker is still influencing me, and I still own that tee shirt. I never lost touch with Tupac. I bought the album with "I Get Around," and I bought his preceding albu... ...ac. I'd lay on the warm sand, whip out my jackknife (headphones) and proceed to examine Tupac's music and life, down to its soul. I could rediscover his essence and get past the thuggish symbolic complex that is so often associated with Tupac. Although the shining serpent has departed this earth I am thankful that he brightens my world and eases my pain everyday. I think when my professor gave this assignment; he intended his class to contemplate for weeks about which CD we would listen to while wasting away on a desert island. What my professor didn’t understand was that I’ve been wasting away for years, and I need this CD to survive, stranded or not. Â   Bibliography: Anson, Robert. "To Die Like a Gangsta." Vanity Fair: Mar, 1997: 244-252. Percy, Walker. "The Loss of the Creature." The Message in the Bottle. New York: Farrar, Srauss, Giroux, 1975: 46-63. Tupac Shakur - Me Against the World Essays -- Music Tupac Shakur - Me Against the World I was 13 years old. Anticipation thrilled my mind and body as the sea air wafted through the window. My best friend and I were nearing the beach and the mini-van we had inhabited for six hours felt as though it was closing in on us. Thoughts of the beach, the simplicity, and the freedom had controlled my mind for weeks, even months prior to our trip to the beach. Harnessing my recent hormone attack was still a challenge and images of tan girls plagued my mind. Then it happened. A song came on the radio that became my motto for the week; however even though that week ended, the artist never left my life. The voice I heard was that of Tupac Shakur and the song was "I Get Around." The lyrics of the song were boastful and egotistical. I loved it. With Tupac’s display of masculinity as my inspiration, my chances of picking up some of those tan girls were great. Unfortunately, I didn’t and my determined mission was in vein; however to this day Tupac’s music, spirit and camaraderie still gives me inspiration. At the end of that wonderful week we were forced to pack up and leave the freedom and the warmth of the beach. With me I took many memories, and a new tee shirt with the slogan "I Get Around" boldly written on the back. Years have passed. My best friend is still my best friend, but we rarely talk. Now, nearly nothing is quite the same. Friendships have passed; I've changed mentally and physically. Through all of the changes, Tupac has always been at my side. He elevates the highs in my life and illustrates the lows. Tupac Shaker is still influencing me, and I still own that tee shirt. I never lost touch with Tupac. I bought the album with "I Get Around," and I bought his preceding albu... ...ac. I'd lay on the warm sand, whip out my jackknife (headphones) and proceed to examine Tupac's music and life, down to its soul. I could rediscover his essence and get past the thuggish symbolic complex that is so often associated with Tupac. Although the shining serpent has departed this earth I am thankful that he brightens my world and eases my pain everyday. I think when my professor gave this assignment; he intended his class to contemplate for weeks about which CD we would listen to while wasting away on a desert island. What my professor didn’t understand was that I’ve been wasting away for years, and I need this CD to survive, stranded or not. Â   Bibliography: Anson, Robert. "To Die Like a Gangsta." Vanity Fair: Mar, 1997: 244-252. Percy, Walker. "The Loss of the Creature." The Message in the Bottle. New York: Farrar, Srauss, Giroux, 1975: 46-63.

The Character of Chief Bromden in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Chief Bromden, a tall American-Indian mute is the central character that symbolizes the change throughout the text and also throughout society. Ken Kesey's One Flew Over the Cuckoo's Nest uses this character that is subject to change as the narrator event though his perceptions cannot be fully trusted. Â   Initially the ward is run as if it was a prison ward, but from the moment the brawling, gambling McMurphy sets foot on the ward it is identified that he is going to cause havoc and provide change for the patients. McMurphy becomes a leader, a Christ like figure and the other patients are his disciples. The person who is objective to listen to his teachings at first is Chief Bromden (often called Bromden), but then he realizes that he is there to save them and joins McMurphy and the Acutes (meaning that they have possibility for rehabilitation and release) in the protest against Nurse Ratched, a bureaucratic woman who is the protagonist of the story, and the `Combine' (or society). Â   Chief Bromden hallucinates the fog machine and Air Raids. They represent his mental clarity, it comes when he is less stable and recedes when he's more coherent. That is the first noticeable change by Bromden because of the receding hallucinations when McMurphy enters the ward; McMurphy usurps his power to change through charisma. Â   By chapter 7 there is a small but subtle change to Bromden, he decides to go to sleep without taking the little red capsule, it seems as though he wishes to follow McMurphy. McMurphy is not taken in, by the `Combine' so Chief Bromden thinks by not taking the capsule he can perhaps escape the `Combine' and its power. Although he has a rather gruesome dream, whereby he sees one of the other patients, Blastic, being hung up on a hook and cut open. He thinks Blastic is being used as an experiment. Then Turkle, the night guard wakes Bromden. It is understood by the responder that Bromden has been taking the red capsule for a long time and suddenly to go `Cold Turkey', that is why he had such a wild dream. It does not definitely mean that he is crazy. Â   The vote for the change in schedule, so the patients could watch the World Series is a turning point for Bromden, as it's the first time he reasserts himself as a functioning person.