Forbidden Knowledge in Digging for China :: Digging for China

Searching for Forbidden Knowledge in Digging for China In Richard Wilbur's poem, "Digging for China", he writes, " 'Far enough down is China,' somebody said. 'Dig deep enough and you might see the sky as clear as at the bottom of a well.'" (Lines 1-3) Wilbur was suggesting to his readers that if one looks at the world in a different way, they could find a totally different place. We can see this concept when we explore Wilbur's poem as a whole piece. He is talking about finding a paradise in one's backyard. He emphasizes a lot about prayer, and looking harder and digging deeper for this other world. He warns his readers that they must not loose the rest of their life by trying to change one thing. When we, the readers, break apart Wilbur's poem, we find the continuous acknowledgement of religion. The person in the poem works day and night trying to reach China. He/she was on hands and knees trying to dig this hole. "It was a sort of praying, I suspect." (Lines 12-13) This person is realizing that they have to look other places for their "paradise" they are trying to find, so they look to God. When they do this, they are covered in brightness. Wilbur uses the word "palls" to express this idea. The true definition is a black velvet cover that drapes over a coffin. If the person wouldn't have looked to God in prayer, then their "paradise" would be covered in this darkness, rather than the brightness they found. Another word that Wilbur used in reference to prayer was "paten". A paten is a plate that the Eucharist is carried on. The Eucharist is the body of Christ; his life. In the poem, the life that the person was looking for was growing before them, but they were still looking into the hole. The person then begins to realize that they are looking in the wrong place. We see this when Wilbur writes, "my eyes where tired of looking into darkness, my sunbaked head of hanging down a hole." (Lines 18-19) They realize that this idea of their "paradise" is taking away from their life and that they must take their head out of the darkness that it has caused. Wilbur brings up the sun because it shows that the person is coming back to consciousness.

A Discussion on the Dialectical in Hero

Discuss the usefulness of the idea of the ‘dialectical’ with regard to any of the texts on this module. ‘Dialectic’ refers to the dialogue between two or more positions, holding different perspectives about a subject, who wish to establish the truth of the matter by dialogue with reasoned arguments. It may be postulated that Hero works on a Hegelian dialectic model, in that the tensions between the protagonist and antagonist of the film are constantly reworking the other, till a synthesis of their essence is achieved. Aufhebung† or sublation, being the motor by which the Hegelian dialectic functions (Palm, 2009) indicates the preservation of a useful portion of an idea, while moving beyond its limitations. The dialectic of Hero is realized in two ways; multiple narratives and multiple forms of dialogue-and suggests that there is no absolute truth, and that we arrive at the final truth through the dialectical interplay of different truths that challenge , change and preserve each other at once.The framed narrative structure of Hero displays the dialectic that exists between the King and Nameless as multiple narratives are being set up to communicate the different points of view existing between Nameless and the King. The celebration of the multiplicity of perspectives, or points of view, serves to highlight the nature of truth as a product of dialectical interplay between multiple presented truths. Hero functions as a prism, as seen from the division of the film into various vibrantly colored narratives as emblems of different truths.The self-similar fractal dimension each narrative holds highlights the fact that each narrative contains elements of the narrative before it, and each truth is derived from the truth before it, where each progressive narrative retains select elements of the previous one but changes others to create a different story. This is evident in the dialogical exchange between Nameless and the King, where the Ki ng chooses to accept parts of Nameless’ story as true and other parts as false.This fragmentation and subsequent reinvention of the truth creates a disjoint between the perceived truth and the accepted truth, suggesting that truth consists of many individual parts, and that in order for a unified truth to be assembled, deconstruction of it into its individual parts must happen before it can be reconstructed into a larger whole. Hence, the dialectical interplay between the multiple truths creates a new composite truth that retains the essence of each truth before it.Sublation occurs in the interaction between Nameless and the King, where both of them have their own truths in terms of ideologies, and the dialectical interaction of the two allows the two truths to interact and change each other as a result. For example, in order to get within 10 feet of the King, a limitation Sky, Broken Sword and Flying Snow could not breach, Nameless presents their weapons and in Broken Swordà ¢â‚¬â„¢s case his calligraphy. The items here are symbolic of each swordsman’s ideologies, and Nameless through accepting their weapons has similarly internalized their ideologies, hence changing his own truth as a result.Nameless as the bearer of Broken Sword’s truth then influences the King, so much so that the latter places his life in his would-be killer’s hands. Broken Sword’s truth resonates strongly with the King’s truth here, and this unification of their truths represents the power of the unification the King is striving to achieve, in the sense that it is powerful enough to make Nameless give up his goal of killing the King, something he had trained for more than 10 years for and defined himself by.Therefore even though Nameless has to be killed for the preservation of the social order, the King who is left standing at the end of the film has been changed, and this is evident from his hesitance in sentencing Nameless to death, something h e would not have hesitated to do prior to their meeting. Truth is seen here as something that we define ourselves by, and when our truth is changed, so do our definitions of ourselves and hence our identity.The dialectic in Hero finds physical form through the dialogical form that fighting takes on in the sense that there is an oppositional structural clash between two people holding on to different ideals. Over the course of the film, fighting is seen as a form of self-expression, and it shows how two people, charged with different ideals, clash, with the result that the one left standing has been changed in some manner by the other.The fight at the end of the film, between Broken Sword, who has forsaken his revenge for the sake of unification, and Flying Snow, who holds on to her revenge and blames Broken Sword for giving up his, represents exactly this point. The dichotomization between opposite ideals creates a cognitive dissonant effect which highlights the struggle between per sonal ideals and greater ideals that supersede the self. This conflict is ealized in Flying Snow whose triumph over Broken Sword grants her the unfortunate belated realization that at some level she yearned for coexistence with his ideal despite its clash with hers, as connoted by the repetition of â€Å"why didn’t you defend yourself? †, and this dissonance leads her to commit suicide to be reunited with her lover. Ultimately the clash of two people representing their own ideals has resulted in the prevalence of one person whose ideal has changed as a result.The communicative exchange between Nameless and Broken Sword as seen in the swordfight, over the water’s surface, in which calligraphic elements are embedded, signals a dialogic exchange not only of martial arts but also in terms of ideals. The constant parallelism of each other’s movements in the water signals that it is not a swordfight of conflict but rather conversation, as seen from the sword st rokes through the water akin to the strokes of a calligraphy brush on a canvas.Significantly the fight climaxes in the back-and-forth hitting of the water droplet, where the fluidity of water alludes to the fluid nature of truth and how it can be molded to serve one’s purpose. The fight ends when the water droplet hits Flying Snow’s face, and Nameless who turns back from his original purpose of striking Broken Sword also ends up with water droplets on his face.By drawing a parallel between Flying Snow and Nameless, who both sought revenge against the King for the destruction of their homelands, we see a tension between Nameless and Flying Snow’s common ideal and Broken Sword’s ideal. This tension is only resolved through Flying Snow’s death, and Nameless’s act of turning away, suggesting that when one holds on to a particular ideal such that it becomes one’s truth and identity, the inevitable clash of this truth with another’s will result in the deconstruction of one and the reconstruction of another.In conclusion, when we view things through different lens, we will come away with different truths each time. Hero exemplifies this for us and causes us to examine the nature of truth through the dialectical intercourse of each truth. Truth serves an existential purpose and it is important for each and every one of us to derive our own truth and hence determine our identity and purpose in life.The message of Hero is that though there are forces in existence that are greater than ourselves, the power of a common truth of all the nameless citizens can sometimes influence the truth of the one in power, in this case the King, and determine his actions. Everyone’s truth is different, but it is the meaning that we attach to it that defines us and sets us apart. Bibliography Palm, R. (2009). Retrieved October 17, 2012, from Katholieke Universiteit Leuven: https://lirias. kuleuven. be/bitstream/123456789/23467 0/1/PALM+dissertat..

Features of an environment or service promotes Essay

Play areas both indoor and outdoor always attract children and is an excellent source to encourage them to use their learning senses, abilities and skills. Number of different entertaining and creative play opportunities should be provided by the practitioners which make these areas interesting and virtually appealing. Practitioners and play areas should be well planned and organised in such a way that challenge children’s abilities, keep children’s interests intact and consistent, and focus around the children’s requirements , as every single child is unique and have their own needs, interest, personality and preference. Early years foundation stage (EYFS) requires settings that provides the personalised activity and play opportunities for children in ways which are inclusive. The settings also provide opportunity for practitioners to think critically and constructively about what is beneficial together with what is assessable for children as well as what is ava ilable for children. In addition, EYFS requires that practitioners encourage children to actively participate in all the activities which help and support us to shaping up a child’s attitude. Furthermore, practitioners have to look at different ways of helping children, learn about appropriate behaviour, respecting and valuing others, promoting equality, diversity and cooperation. This is also very essential that such settings must also meet EYFS statutory framework, health and safety legislation child protection, safeguarding of children, all the children’s act, for example UN Convention on the Rights of the Child (UNCRC). The play area setting should have policies and procedures that need to be reviewed updated and evaluated to check reliability and effectiveness. The setting needs to give children number of new opportunities to play in style and at the same time make practitioners to think more about fun and learn activities and ideas. Practitioners give special consideration to both individual and group needs of our children with their daily activities. Practitioners also pay attention to various risks involve during any play activity to make sure that the chil dren are safe and thus give adult supervision at all times. This also encourage children to evaluate risks  for themselves and for others for example by giving children some challenging activities that involve minimal risk. Parents and carers should always be welcomed to support and encourage their children during the activity.

The Thirteenth Amendment and Jim Crow Laws

The Thirteenth Amendment and Jim Crow Laws Free Online Research Papers After the Thirteenth Amendment abolished slavery in America, racial discrimination became regulated by the so called Jim Crow laws, which mandated strict segregation of the races. Though such laws were instituted shortly after fighting ended in many cases, they only became formalized after the end of Republican-enforced Reconstruction in the 1870s and 80s during a period known as the nadir of American race relations. This legalized segregation lasted up to the mid-1960s, primarily through the deep and extensive power of Southern Democrats. Chief justice Warren needed to convince the other justices that unanimous decision would hold stronger in the public eye. He had to bring the nation together and not make the desegregation issue about the south against the north. This would publicly be a major setback for the nation. Justices court in the Plessey v Ferguson case of 1896 was obsolete. The omission of remedy was a smart decision made by Justice Warren because it falls under an essent ial rhetorical situation. In the Brown case the rhetorical strategy of omission of remedy was used by Justice Warren to gain unanimity among the justices of the Supreme Court, by declaring segregation unconstitutional and not attaching a solution to it. This strategy would buy the courts time and help persuade the public schools hence forth the remedy issue would be addressed at a later time, gaining a unanimous decision among the justices. Before writing the Brown opinion Chief Justice took a few things under consideration in order to put together an opinion which would persuade his audience. The First step was accepting the cases. The NAACP was putting pressure on the courts to address the issue of desegregation. The supreme courts image and credibility was at stake, if it kept avoiding this issue. By consolidating South Carolina, Kansas and Virginia, Bolling v Sharpe and the Delaware case, and making Brown the first case, this would draw less attention to the southern Region of the country. The Brown case would be a National problem not a southern one. The Rhetorical consideration in the Brown case was to have the Supreme Court make a unanimous decision. A unanimous decision is thought to convey the message more forcefully than split decisions. Even though Chief Justice Warren made his position clear at the conference in December of 1953, he did not allow a vote to be taken for fear of dividing the court. A lot of discussions of the case continued until a vote was finally taken. â€Å"During this time, Chief Justice bargained, wheedled and cajoled until the most important members of his audience, Justice Clark, Reed, Frankfurter and Jackson were all convinced to join in a single unanimous opinion (Prentice, 109).† Unanimity was ultimately reached in Brown I. After Chief Justice Vinson’s last term there was eighty percent dissension in most desegregation cases. When Chief Justice Warren took over he made it clear he supported the end of the separate but equal doctrine. Lastly is choosing the author. A rhetorical ploy in the Brown case was to choose an author to write the opinion of the Supreme Court. Choosing a southern justice would not have a persuasive impact among the courts as well as the public. Chief Justice Warren felt that he should write it to bring the biggest impact. It would also bring a serious persuasive atmosphere to the decision of the court. The rhetorical strategy of Unanimity was also used in the Supreme Court in the Brown v. Board decision according to Prentice. Chief Justice Earl Warren wanted to make sure all nine justices agreed on the issue. By having all nine justices agree on their decision, this showed a concrete and â€Å"forceful† decision that would be enforced and changed immediately. If there was a dissenting opinion, there would be a group of rebels who would use the opinion as support only causing more chaos and possible harm on America. Warren did not wanted a divided court, because this would weaken the court’s decision in the public’s eye. By the court standing as unanimous, it made the public feel as if the whole country was behind the decision. Prentice believes this was a rhetorical strategy used by the court, because it’s a technique that court uses when they feel the institution is â€Å"threatened.† The Chief Justice opinion addressed all and affected everyone who would partake in the American school system. According to Prentice, the court used rhetorical strategy by making sure Chief Justice Warren wrote one concrete opinion. If the court chose a justice that was from a certain part of the country, for example, the rest of the country, especially those in favor of segregation would feel that this was a decision based solely on the opinion of a certain demographic population of the country. The Chief Justice stands as an authoritative figure in the Supreme Court thus creating one opinion in order to show the national public that this case was extremely important and the decision was not open for interpretation. The omission of remedy was a rhetorical technique used in choosing the author as well. The court needed to show indirectly that they needed to correct the bad without losing credibility or overruling past precedents. Another reason why the omission of remedy is a rhetorical situation is the writing of the Brown opinion. Chief Justice had to make sure he was persuasive enough to convince not only the other Justices, but the Court and the community that this case affected. Chief Justice Warren made the opinion of the Court short and sweet for precise reasoning. First reason was to make it clear to the public, no distortion in the decision of the Court. The second he did not include opinionated language which would incite the public. It was short, non-rhetorical, unemotional, and non-accusatory. Justices wanted to fix the problem without accusing anyone of fault. â€Å"Mr. Chief Justice Warren delivered the opinion of the Court. These cases were decided on May 17, 1954. The opinions of that date, declaring the fundamental principle that racial discrimination in public education is unconstitutional (Prentice 111).† The brown opinion contained very little in the way of factual development. Chief Justice Warren considered the possibility that the opinion would be more persuasive if it contained a detailed litany of the sordid mistreatment accorded blacks over the years, coupled with a detailed factual indictment of the failure of the â€Å"separate but equal† doctrine to bring about anything even approaching actual equality between white and black schools. Chief justice Warren apparently concluded that such language would serve primarily to persuade those who already were in agreement with the decision. Those who supported segregation likely would not have changed their minds upon hearing such language, but instead might have reacted even more adversely to an opinion which added insult to injury. Another factor that stood as support to show rhetorical situation in the omission of remedy was the conciseness. Chief Justice Warren created this opinion in a â€Å"KISS† format, keep it short and simple. By doing this, there left no room for the public to interpret his message thus stirring up controversy. The language used in the opinion was ideas as well in that the wording was revised in order to avoid showing a bias as well as showing how the Supreme Court made their decision and what major grounds they made it on. The audience of this decision was a very large number that ranged in various levels of intelligence which made the author of the piece describe the decision in the easiest and most understanding format. This way of writing avoided any media influence on the piece that would misunderstand the objective of it and sway the public’s reaction. Chief Justice Warren also wanted to avoid showing all the hardships of African-American’s, because only th e people in favor of the decision would agree with it. The court’s objective was to alert the public in the new changes that stood before them in the easiest way of understanding with the most minimal way to misinterpret. In summary the brown v board of education case shows how law plays an important role in the Supreme Court’s decisions. It shows how important it was to have the right justice deliver the opinion of the court, which would create the greatest impact. How to keep the decision short and sweet so as not to incite, blame, or distort the issue. It explained how detrimental segregation could be to a certain race, whether mentally, socially or psychologically. In class all the article we read about rhetorical devices or strategies would agree with prentice that rhetoric is a persuasive device. In short rhetoric is sometimes more important than facts. Also the Prentice article on the rhetorical strategies used in the American Court room stands as a guide for the future Supreme Court justices in that it shows how many little factors influence and stand as building blocks in a very controversial and ultimate life changing decision. The American education system stands as a very strong and firm system due to the Brown v. Board of Education case and shows the American people that rhetorical strategies are used every day in professional settings in order to convince the audience it is addressing. The Brown v. Board case serves as one of the most historical and societal precedents in American history today. Prentice showed that Chief Justice Warren’s omission of remedy was a rhetorical situation. Prentice, Robert;† Supreme Court Rhetoric†- Part III (Pages 102- 122) Research Papers on The Thirteenth Amendment and Jim Crow LawsCapital Punishment19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoPETSTEL analysis of IndiaBook Review on The Autobiography of Malcolm XMoral and Ethical Issues in Hiring New EmployeesQuebec and CanadaWhere Wild and West MeetThe Relationship Between Delinquency and Drug UseThe Effects of Illegal Immigration

Five Steps to Applying to Law School

Five Steps to Applying to Law School How do you get into law school? One step at a time. Even if you havent taken the LSAT yet, get a full understanding of the entire process with this step-by-step guide for applying to law school. 1. Take the LSAT The first step in applying to law school is taking the  LSAT. Your LSAT is basically tied with your GPA for the most important number for law schools. The test is designed to measure skills that are considered essential for success in law school. Scores range from 120 to 180, with 120 being the lowest possible score and 180 the highest possible score.† The average LSAT score is about 150. You can see the LSAT percentiles of the top 25 law schools in the nation for reference. Be sure to prepare as much as possible for the test  as its best that you only take it once. You can take it again if you are unhappy with your first score, but be sure to ask yourself  these five questions  before you retake the LSAT. For more advice on LSAT prep, click  here. 2. Register With the LSDAS If you didnt do so when signing up for the LSAT, register with the LSDAS  as it will make applying to law schools much easier. This is the main system that law schools use to collect all the application requirements from their students. Therefore, creating an account is essential to the application process. 3. Decide Where to Apply to Law School Applying to law school can get expensive, so its important to narrow down your list. You can also  visit schools  to get a feel for what it would be like to be a student there. Read through our extensive law school profiles and have in mind that if your score is above the 75th percentile at a given school, they are likely to offer you some money to attend their school. Therefore, keep your GPA and LSAT scores in mind while you are looking for schools. It’s a good idea to match your scores to your law school.   4. Write Your  Personal Statement LSAT scores and grades are the most important parts of law school applications, but  personal statements run a close third. Your goal in the  personal statement is  to show the  admissions committee  why you would be a valuable addition to their law school, and its never too early to get started on writing it. Don’t expect to produce a perfect statement on your first try. It is a good thing to constantly revise, go through several drafts, and consult with teachers and advisors. 5. Get Recommendations Law school recommendations  are the final piece to your application puzzle, and with some planning ahead of time, you can be sure to get glowing letters of recommendations from your referees. Ideally, you want to ask a teacher that you have a great relationship with or someone who can really speak to your character and potential. 6. Don’t Forget Financial Aid Unfortunately, even after finishing everything mentioned above, you’re not quite done. But you can’t forget this important step in the application process - it could save you a good amount of money.Each law school on your list may have a different application for applying to financial aid, so you need to research the process of each school separately. Schools may offer grants or loan programs in addition to merit scholarships. But don’t just limit your search for financial aid to your law school: there are many outside scholarships you can apply for to help decrease the cost of law school. Any kind of aid helps to lower your potential debt.

Protective equipment Essay Example | Topics and Well Written Essays - 1000 words

Protective equipment - Essay Example emicals used in their respective industries, and may do not provide enough knowledge to their employees on the ways to handle those chemicals, their corrosive by-products, and importantly reactive hazards. This may result in catastrophic consequences such as environmental hazards, damage to physical property, serious injury, and even death. So, using two case studies of reactive hazards, the discussion will be about the fact that reactive hazards are a serious concern that should be better controlled by the chemical industry with the use of protective equipments and better regulated by regulating bodies. The first case study focuses on an incident in early 2000s at Philadelphia based chemical manufacturing company, Rohm and Hass, now Dow Chemicals. In the company, the hot acidic vapours of sulphur dioxide (SO2) and sulphur trioxide( SO3) from the steam powered blower were treated and cooled using two absorbers (Ness, 2004). The first one is an acidic absorber and the other is a caustic scrubber containing polypropylene packing. Water from recirculation pumps which was steam powered and backed up electrically was used to cool the absorbers. In case of high temperature detection in the absorbers, the flow of SO2 vapours was shut down with the help of a safety instrumented function (Ness, 2004). On the day of the incident, the recirculation pumps were tripped off due to electrical power failure. As a result the water flow to the scrubber was interfered. However, the SO2 and SO3 blower continued to feed the system because it was steam powered. This continued for several minutes until a high temperature in the absorbers were noticed by the workers. Unfortunately the temperature values showed by the absorbers were within the safe range of operation of the system (Ness, 2004). At this time, the acid recirculation pumps were restarted showing abnormal pH values, alarming the workers who then shut down the SO2/ SO3 blowers. Investigations showed that the polypropylene

Control Mechanisms Paper Essay Example | Topics and Well Written Essays - 500 words - 1

Control Mechanisms Paper - Essay Example Planning incorporates different control mechanisms and their impact on the system. During a planning stage, management develops several approaches in order to respond to possible changes and threats. Concurrent control influences decision-making process and further implementation. Budgetary controls determine allocation of resources and time spent on each activity. Planning and control procedures are computerized and take advantage of the explosive growth of inexpensive, commercially available budgeting, scheduling, and resource allocation software (Frame, 2002). Feedforward and feedback control influence implementation and organizing. In order to cope with this ever-changing character of needs, managers first recognize that it exists. Feedforward and feedback control influence selection of techniques and methods of organizing. Beyond this, they are aware that the changing nature of needs that may require changes in the plan once implementation takes place. Concurrent control does not have a great impact on organizing but requires that immediate changes and variations will be immediately accepted. Plans are rarely static statements of how things should be done; instead, they are dynamic instruments, allowing staff to manage change in an orderly fashion (Starbucks Home Page 2007). Concurrent control helps to foresee that variance from the plan will occur when the plan comes up against the real world. Budgetary control influences coordination and resource control. Control mechanisms influence the directing function and help to make necessary changes and amendments. In Starbucks, managers pay a special attention to feedforward and feedback controls which help to detect threats and errors. Directing depends upon concurrent control and possible variables. The environment in which planning is carried out is complex. Also, budgetary controls stipulate limitations and financial constraints. Starbucks managers first of all are aware of the limitations of the