Sports, Athletes, and Weight Loss: Health Concerns Essay -- Health Nut

Weight Loss by Athletes and Health Concerns Waking up, intermediate Mike Fumagalli would peel off the garbage bags and layers of clothing he had worn to bed the night before hoping to sweat away some extra system of weights. passim the day, he would ask teachers to use their trashcans and would spit constantly. Sometimes, he would even cut his hair or sit in a sauna, all to lose a couple more pounds. Many people may wonder why someone would go to such extreme measures just to lose a some pounds. For Fumagalli, the answer was simply Everyone likes to win. Thats why you cut weight. Cutting weight is a term that refers to a wrestlers attempt to lose a certain amount of weight in order to compete in a particular weight category in wrestling competitions. Some wrestlers choose to lose weight so they can find a spot on the team, verbalize Keith Healy, varsity wrestling coach of the nationally ranked team at Smallville High School. Since only if a certain number of slots are open per weight class, a wrestler may be beat out of a spot at one weight but perhaps can drop down to a lower weight where more openings are available. Junior Sean Randich said that chemise weight also could be important because as one moves down in weight classes it is easier to win. A common weight-loss method among the athletes is to wrap their body in garbage bags during exercise to maximize sweat loss, said Randich. He added that while the Illinois High School Association (IHSA) prohibits this method, it is still commonly practiced. JT wrestling coach macintosh McLaughlin said that although he could not control what athletes did at home, at practice, garbage bags are not allowed. He added that most of his wrestlers, in fact, wear onl... ... childrens bodies, said Haas. McLaughlin said that he tells parents, If your kid looks like hes sop upting tired, souped out, stop. Healy also consults parents about their childs weight loss and said that before any wrestler on his team makes the finality to cut a large amount of weight, he first consults the parents. Because of cutting weight, my mama doesnt like the whole sport, said Fumagalli. He said that while his mom was supportive in helping him cut weight by doing such things as making salads, she drew the line when he began to get sick. Fumagalli, who said he frequently cut weight in junior high, said he lost 12 pounds before this season but stopped when he started to get light-headed and dizzy. There is a fine line between determination of sport and health, said Fumagalli. Strength is more important than losing two pounds.

The Things They Carried :: essays research papers

In Tim OBriens The Things They Carried detailed description and realism were employ to capture the audience and draw them into the existing events in the story, allowing them to feel the burden of emotional and physical weight on the characters, who were fighting to preserve their sanity and lives. The vivid detail and realistic narration were yet tools used by the author to prepare a story that goes beyond the war in Vietnam, focusing on the other things that soldiers carried - inner thoughts, feelings, and emotions.The story was brought to feel by the realistic but disjointed narration of the author, illustrated by returning to the death of Ted Lavender throughout the story. Someone who had actually experienced similar events could hardly write the story with such detail. The repetitive narration describing the accumulation of things they carried eventually had meaning. This was the way their lives had become, step by step, ounce by ounce. The repetition reached a closing whe n the author revealed the heaviest of all the things they carried, They carried all the emotional baggage of workforce who might die (paragraph 77). The main characters in the story were First Lieutenant Jimmy Cross and Martha, a college student who wrote to him. The story flowed from beginning to end, characterizing the changes in Jimmy Cross as he dealt with his emotions as well as the responsibility to the men in his platoon. In the beginning of the story he was depicted as a Jones 2boyish leader with dreams of Martha being his escape from the senseless reality of the war. When one of his men was killed he accepted the responsibility and guilt, which changed him into the leader he thought he should have been &8211 forgetting Martha and protecting his men. This plot linked together all the actions and events that happened in the story.Tim OBrien used third-person point of view to tell the story. The omniscient angle of vision enabled him to reveal the thoughts and actions of all the characters. He graphically illustrated this when describing the freedom birds they dreamed about, taking them away while on guard at night (paragraph 81). There were many similar examples throughout the story. The main idea of the story was well defined by literary dilettante Joanne McCarthy when she wrote, Pranksters must become killers, dreamers must become realists &8211 or someone dies (McCarthy par.

Extending a Kantian Dichotomy to a Poincaréan Trichotomy :: Philosophy Philosophical Papers

Extending a Kantian Dichotomy to a Poincaran TrichotomyABSTRACT I bespeak for the possibility of knowledge by invention which is neither priori nor posteriori. My conception of knowledge by invention evolves from Poincars conventionalism, but unlike Poincars conventions, propositions cognize by invention have a truth value. An individuating criteria for this type of knowledge is conjectured. The proposition known through invention is gounded historically in the discipline to which it belongs a lead of the careful, sincere and objective quest and effort of the knower chosen freely by the inventer or knower and, private in its invention but state-supported once invented. I extend knowledge by invention to include the knowledge of the invented proposition by those who do not invent it but take aim it as a convention for good reasons. Finally, knowledge by invention combined with a revisionist, Platonist definition of knowledge as actively justified consecutive belief provides a pedagogical model reviving the proactive spirit of the Socratic method with an emphasis on invention and activity and a de-emphasis on information gathering and passivity.I. IntroductionKants priori - posteriori and analytic - semisynthetic distinctions inaugurated Modern epistemology and provided the architecture for knowledge in mathematics, science and metaphysics. (1) The product of the two distinctions yields three kinds of knowledge synthetic priori, analytic priori and synthetic posteriori analytic posteriori being impossible. For Kant propositions like 7+5=12, all bodies have mass and every event has a cause. were synthetic and known priorily. (2) Post-Kantian philosophy witnessed an attack on the possibility of synthetic priori knowledge such as the rejections of analysis, geometry and arithmetic as synthetic priori by Bolzano, Helmholtz and Frege respectively. (3) These were motivated by a fear that Kants conceptualism, of the mind imposing space and time on the world, may lead to anti-realism, such as that of Husserls bracketing the existence of the world based on his extensions of Descartes and Kant. (4) Nominalism and high-mindedness are anti-realist but conceptualism and conventionalism need not be. I extend the typology of knowledge by adding knowledge by invention. Many fundamental propositions of mathematics, science and metaphysics and then shift from the realm of synthetic priori to the realm of knowledge by invention. For Poincar fundamental definitions of mathematics are neither priori nor posteriori, but conventional. I suggest that conventional way known by invention. I will argue in this paper for this unconventional interpretation of Poincars conventionalism.

The Caste System Ideology in Akira Kurosaw’s Seven Samurai :: Movie Film Essays

The Caste System Ideology in Akira Kurosaws Seven SamuraiAkira Kurosaws Seven Samurai is a film that encompasses various ideologies in order to grant the audience to understand the lives of Japanese people during the 1600s. The film delves deep in social issues of the roles of the people within the society, the expectations as well as the obligations within the consider castes and elements within groups of suffering, working together, protecting family and working for the better good of the community.The caste system ideology is most clearly presented of all the ideologies named. The caste system is engraft in the Japanese culture as well as their way of life. Both the samurai and the farmers are bound by the roles that are imposed by the society. The samurai soldiers are proud protectors of the art of war, they accept their fate in battle as well as their duty to die for the causes they fight for. As the film comes to an peculiarity the samurai stand at the foot of the hill wi th the graves of the fallen soldiers, yet they do not mourn, rather accept the fate of the warriors and understand their place in the caste system. The farmers have a tough time gathering enough samurai to protect their village from the bandits. They are afraid of the warriors, yet they are giving up everything the village posses to employ the samurai to protect the village. After the village is safe, the farmers no longer want the samurai to stay imposing themselves in their village.The separation of the castes is rather obviously displayed in the crawl in affair between the farmers daughter and the youngest samurai. The two are actually forbidden to be together due to their social status. This circumstance is evident when the battles end, the village is safe again, yet the girl chooses to stay with her village than to be with the young samurai. The crossover of the castes did not happen in this film, to show how love can transcend all boundaries and last forever instead the two f all back into their respected roles in the society.

Essay --

Rachel ReedPHIL 389Saint-Croix10 February 2014Question 7 Descartes FoundationalismIn this paper I will describe the foundationalist structure of Descartes arguments in his work Meditations on First Philosophy. Foundationalism is the view that there are whatsoever beliefs are epistemologically basic and freighter be known without knowing anything else is true (Loeb, chide 1-14). For example, philosophers such as Descartes would acknowledge that geometric truths, such as 2 + 2 = 4, are so fundamental that they dont need to be proven through argumentation. Thus, these truths can provide the basic foundation for further arguments. In my paper, I will show that both foundational claims of Descartes are first, the universe of discourse of the mind, and second, the existence of God. From these claims Descartes derives many others, including the argument for material objects and souls. As I lay out Descartes case, I will examine the philosophical soundness and validity of his foundation alist account, as intimately as its merits and potential weaknesses. In the end, I will conclude that Descartes foundationalism, while alluring in its simplicity, does not survive deeper investigation.Descartes first foundational argument asserts that one can have knowledge of ones own existence. The claim is essential to many arguments that follow because it survives his Deceiver Hypothesis. This hypothesis states that there may be a powerful deceiver of supreme power who is deliberately and constantly deceiving me (Med III, p. 17). This demonstrates that we cannot know, or be sure of, anything based on sensory experience alone. However, Descartes supports the idea that some things can be known entirely outside of sensory experience through the use of logic and re... ...undational premises, such as the existence of God and the mind, do not provide indisputable groundwork for Descartes argument. First begging the question to prove the existence of the mind via dualism, and then co nflating logic with cultural and personal ideals, these two tenets cannot stand on their own. In the case of Descartes Meditations on First Philosophy, foundationalism does not endure close scrutiny.Grade B-General comments Your paper doesnt really address the prompt. It does not discuss arguments that might be offered in favor of Foundationalism or discuss how effective such arguments might be, nor does it address the question of what arguments Descartes does offer. Theres also little in the way of focused discussion of what you take to be the problem with the position. It seems like you started on a different prompt and switched part-way through.

Essay --

Rachel ReedPHIL 389Saint-Croix10 February 2014Question 7 Descartes FoundationalismIn this written report I impart describe the foundationalist structure of Descartes arguments in his work Meditations on First Philosophy. Foundationalism is the view that there are some beliefs are epistemo logically basic and screw be known without knowing anything else is true (Loeb, Lecture 1-14). For example, philosophers such as Descartes would acknowledge that geometric truths, such as 2 + 2 = 4, are so fundamental that they dont need to be proven through argumentation. Thus, these truths can provide the basic foundation for further arguments. In my paper, I will show that two foundational claims of Descartes are first, the existence of the heading, and second, the existence of God. From these claims Descartes derives many others, including the argument for material objects and souls. As I lay out Descartes case, I will contemplate the philosophical soundness and validity of his foundational ist account, as well as its merits and potential weaknesses. In the end, I will conclude that Descartes foundationalism, while alluring in its simplicity, does not survive deeper investigation.Descartes first foundational argument asserts that one can have knowledge of ones own existence. The claim is essential to many arguments that follow because it survives his deceiver Hypothesis. This hypothesis states that there may be a powerful deceiver of supreme power who is deliberately and constantly deceiving me (Med III, p. 17). This demonstrates that we cannot know, or be sure of, anything base on sensory experience alone. However, Descartes supports the idea that some things can be known entirely outside of sensory experience through the use of logic and re... ...undational premises, such as the existence of God and the mind, do not provide indisputable groundwork for Descartes argument. First begging the question to prove the existence of the mind via dualism, and then conflating logic with cultural and personal ideals, these two tenets cannot stand on their own. In the case of Descartes Meditations on First Philosophy, foundationalism does not endure close scrutiny. family B-General comments Your paper doesnt really address the prompt. It does not discuss arguments that ability be offered in favor of Foundationalism or discuss how effective such arguments might be, nor does it address the question of what arguments Descartes does offer. Theres also little in the way of focused discussion of what you take to be the problem with the position. It seems like you started on a varied prompt and switched part-way through.

Psychoanalyzing Jokes

Jokes ar a part of culture that tries to look at about laughter in words that appears to be humorous. As the saying goes jokes are half meant , there are implications of jokes to the human person. Simply put, jokes that are often said in a casual conversation are means for a repressed expression or feeling of a person to come out in the open. Kind of like a slip of the tongue situation. To effect the link of jokes in relation to the subconscious, let us take a look at this hypothetical example.A guy who jokes his friends about how his friends are being overly childlike because of their parents 24/7 cared which according to Sigmund Freuds Psychoanalytic theory could mean that he has a pathological need for the care of his own parents or at least someone to take care of him. The key concept in this example is that the ability of the guy to ask for love from his parents is repressed because credibly he can non say it blatantly then that desire for that care was voiced out through o ther means such as a joke. impulsive the point of the connection between the jokes and the subconscious level, let us take a look at jokes in a community.Basing from the degree of the laughter that it had brought assuming that the delivery was good and other factors was alright, if we take a look at it, we see that some jokes are unexpended to others and to others not funny. It could be said that the jokes are funny because they are true to life (in most cases) leading to the point that some people laugh at jokes and others dont is because the joke is funny up to how other people could relate to the joke. So we could actually say that the culture of joke is rooted on the similarities of the people when it comes to experiences and if not experiences then feelings or sentiments.Freud argued that jokes is in relation with dreams is that jokes are the manifestation of desires that are contained inside the persons behavior. So jokes in the individual entities aspect is rooted on the h istory of the person principally on his or her childhood. What is good about jokes is that not only that it gives off humor at the right place and time but also jokes in society acts as an outlet of desires or needs that people cannot actually ask for it directly maybe because of the fear of being subjected or compared to the rigid social organisation of what most people call as the social norm.Since jokes serves as an outlet to personal needs and desires that is concealed it actually helps the person from being sane and not accumulating these desires and let them burst in one blow and easily releases the tension from the persons consciousness. So addressing the question of psychoanalysis. What are the underlying cause of culture that is rooted in the biological entity or instinct? The culture of jokes may it be knock knock to lawyer jokes and to any other types of jokes it is rooted on the need to bring about a feeling or desire that people cannot blatantly say or ask for.

Language and Violence

The Abstr recreate This paper will be dealing with the utilise of Violence and its legitimization by means of manipulation of language by the offer in dealing with the separate. In an attempt to investigate the habit played by the state, which monopolizes the single-valued function of goods and services of delirium for the sake of civilizing its people, inspired by a accusative titled where in the World is Osama Bin take? , this paper tries to go beyond spoken and written words to r all(prenominal) a better spirit of this business office.It starts by defining the model of craze and drawing a clear distinction between its meaning and that of other related, notwithstanding not similar concepts, and specifying the agents of military force, primarily focusing on the state, for the entire paper foc uses on its use of military force. Thinking in terms of methodological home(a)ism, this paper tries to find an answer to how we define ourselves and wherefore do we define a ny peerless discloseside this we circle as the other and how, as a result, military unit became the means of dealing with the other.It then moves to estimableifying this authoritative use of wildness by the state against the other and highlights the important role that language plays in this process. Finally, there is an attempt to understand the usefulness of military force advocated by round against that of the mainstream look aters and philosophers, accompanied by exploring the role the civil and the global civil golf-club preserve, and do, play in finding new means of communication and dealing with one another.It comes to the following conclusion madness as use by individuals before the compriseation of the state resembles delirium as used by the state apparatus, niceness is a myth. The lonesome(prenominal) expiration is in the agents, the targets, the interests and the domain where violence is practiced. And for that, an informed, aw be and active role should b e chased by the civil golf club, to curb the use of violence either by the state or by any other actor. The outline I. approach II. Body Defining violence What does the concept of violence mean?Making a clear distinction of violence vis a vis other related concepts Recognizing the agents of violence Defining the we and the other The constituents of identity The panache we encompass ourselves The personal manner we perceive the other Dealing with the other The psychological mind typeset The use of violence as a means of dealing with the other The role of language in legitimizing the use of violence The manipulation of language The reasons behind the manipulation of language Providing a moral cause Avoiding opposition The means by which language is manipulatedDe charitableization of violence Re stationment of direct descriptors by * euphemistic equivalence The beas where language mountain be manipulated In the public sphere In the battle field An assessment of the usefulness o f violence The role of global and civil society in curbing violence III. Conclusion IV. List of References I. Introduction I object to violence because when it appears to do good, the good is only temporary the evil it does is permanent. Mahatma Gandhi In an interesting movie called where in the land is Osama Bin Laden?A newly father-to be, fearing that his son comes out to aliveness in such(prenominal) a violent world, decides to set on a mission to track heap and kill Osama Bin Laden, the leader of Al Qaida, and the world will thus seize to have sex violence and will be a fit place for him to raise his son in. He visits Egypt, Morocco, Israel, Palestinian territories, Jordan, Saudi Arabia, Afghanistan, and Pakistan. He goes around and talks to people there asking them questions like where is Bin Laden? What do they think of the Americans?How do they view terrorism and the war on it? What do they want in life? And questions of that sort. He didnt find Bin laden, until now what he found was that the people in the countries he visited atomic number 18 ordinary people estimable like himself and the audience. They are not the barbarians he once apprehension them to be, they have no go for or interest in using violence against the United States and its citizens, and their goals in life is for them to secure good living conditions for their children, just as the goals of the American newly father to be.This movie inspired me to raise a question, to which I sough of an answer by means of writing this paper. The question is why and how does the state monopolize and legitimize, through manipulation of language that enables it to portray such a barbaric and violent image of the other, its use of Violence against them? I raise this question because of a simple fact the state was created to school people and tame their use of violence, scarce now I found that this was nothing save a change in the agents of violence, its targets, and the space where it is pr acticed.I started exploring diametrical ideas, different opinions, and different studies, that were all concerned with violence, language, manipulation, identity, and other concepts related to my topic. Stances and views varied, scarcely I heady on adopting the following position concerning the topic at hand The state manipulates the use of violence because weve willingly subordinated this right to the state however our consent depends on the manner by which violence is used, for if its illegitimate and goes against our consent, we ill no longer continue to support the state apparatus in its actions that is why, via the manipulation of language, the state creates an unshared identity to its people, portrays the other as a threat to this identity, demonize him, and thus legitimizes its use of violence when its used by posing it as an act in response to defend the we against the other. If that is so, this led me to raise other questions related to the usefulness of violence, and o ur role, as active members in a civil society, be it domestic or global, when it comes to violence. To these questions, and to other ones, I try to find answers as follows. II. Body A.Defining violence In this section my aim is to clarify what the concept of Violence means, and who has the right to practice it, before I further investigate why we resort to violence in dealing with others and how states and their apparatuses make use of such thing. 1. What does the concept of violence mean? Violence is an extremely wide and complex phenomenon. Defining it is not an exact science but a matter of judgment. Notions of what is welcome and unacceptable in terms of behavior and what constitutes harm, are culturally influenced and constantly under review as values and social norms evolve, domestically and internationally.Besides, there are many assertable ways to define violence, depending on who is defining it, for what purpose, and depending on ones political orientations and ideologica l beliefs. commandly speaking, the World Health boldness defines violence as The intentional use of physical phalanx or power, threatened or actual, against oneself, another person, or against a group or community of interests that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation. In this wiz, we could distinguish between so many kinds of violence accumulated violence, cultured violence, self-protective violence, the violence of aggression, the violence of competition, the violence of arduous to be somebody, the violence of trying to discipline oneself according to a pattern, trying to become somebody, trying to suppress and bully oneself, brutalize oneself, in order to be non-violent 2. Making a clear distinction of violence vis a vis other related concepts It is precise important, though, to make a clear distinction between violence and other related concepts to be able to apprehend what violence me ans. Such keywords include power, strength, force and pledge.According to how Hannah Arendt puts it, power is related to the ability to act in consent, thus its existence depends on the group providing such consent, in other words, it depends on legitimacy Strength is a natural endowment and an inherent property Force indicates the energy itself that later manifests physically through an act of violence And authority entails recognition either to a person or to an office it requires neither coercion nor persuasion. Violence on the other hand is distinguished by its subservient character it denotes the physical manifestation itself. . Recognizing the agents of violence in that location are many agents of violence formal and informal, institutionalized and un-institutionalized, state, and non-state agents. However, our only concern in this paper shall be the state and the state apparatus institutionalizing, legitimizing and practicing violence. Typically described in normative terms as a vital necessity of modern life, the nation-state has employed violence to accomplish questionable ends. Its apparatus is charged with committing unprecedented barbarism.Examples of disasters brought about by the nation-state are the extermination of indigenous peoples in colonize territories by civilizing nations, the Nazi genocidal final solution of Jews, and most recently the ethnic cleansing in the former Yugoslavia, Ruwanda, and so on. Thus from postcolonial perspective, the nation-state and its ideology of nationalism are alleged to have become the principal source of violence and conflict since the French Revolution. In the same vein, Marx regarded the state as an instrument of violence at the command of the ruling class but the actual power of the ruling class did not consist of, nor rely on violence.It was defined by the role the ruling class played in society, or more exactly, by its role in the process of production. B. Defining the we and the other In this section I try exploring how identity defragments, divides and thus paves the itinerary for violence to occur. 1. Identity and its constituents In pre-modern societies, identity was mainly related to affiliations, both in the private and in the public space. Identity depended on the place attributed to each individual by his birth, his lineage or his group. Later on it involved the Legal recognition.However a person was not only a sanctioned or civic entity, but also a moral macrocosm with an individual soul. That is why under the influence of postmodernism and debates over multiculturalism, the late 1980s and nineties found historians, anthropologists, and most of all humanities scholars relying heavily on identity as they explored the cultural politics of race, class, ethnicity, gender, sexuality, citizenship, and other social categories. Identity is presently used in two linked senses, which may be termed social and personal.In the former sense, an identity refers simply to a social category, a set of persons marked by a label and distinguished by rules deciding membership and characteristic features or attributes. In the second sense of personal identity, an identity is some distinguishing characteristic (or characteristics) that a person takes a special pride in or views as socially consequential but more-or-less unchangeable. It is the social sense of identity that would be of use in this paper namely the national identity, that denotes the depiction of a country as a whole, encompassing its culture, traditions, language, and politics.It must be noted here that a sense of conflicting identities may result from the presence of multiple identities for the same individual, but the issue of concern here is the inter-conflicting identities quite an than the internal conflicts related to identity. 2. The way we perceive ourselves Since identities are necessarily the product of the society in which we live and our relationship with others, there is therefore a des ire and a need to identify with a nation or group to take up a collective identity, an example of which would be the national Identity, that is described by some as aself-aware ethnicity.This way, identity provides a link between individuals and the world in which they live i. e. their state. 3. The way we perceive the other The individual defines himself, but he also needs significant others to acknowledge this definition. This is the base of the ethic of authenticity. Identity, however, implies definition by negation, inclusion base on exclusion for a we to be present, there has to be an other outside this we circle.Identity, mainly national identity in this case, has been constantly charged of being racist and exclusive, and sometimes even demonizing the other. That is why governments in boosting nationhood and asserting the Nations identity are, whether they recognize it or not, advocating more exclusion and hostility in perceiving the other. C. Dealing with the other What giv es rise to violence? Are identities really to be blamed? Or does the problem lie in their manipulation which results in violence being deployed when we deal with different identities? 1. The psychological mindsetTo Krishnamurti The source of violence is the me, the ego, the self, which expresses itself in division, in trying to become or be somebody which divides itself as the me and the not me the me that identifies with the family or not with the family, with the community or not with the community and so on.. . However this doesnt require that all human beings respond to difference of opinion in a violent manner, for it hasnt been proven that the human nature is in itself violent, and it is believed by many that violence is bred from social interactions.An interesting idea of how violence is a societal creation can be found in the writings of Amartya Sen concerning colonialism. Sen talks about the social memory that colonialism, which is in itself an act of violence, has modula ted. General psychological attitude towards the subject people often generated a strong sense of humiliation and imposition of perceived inferiority, one which the subject tries to overcome through hostility and supporting acts of violence against the humiliator.Franz Fanon also subscribes to such a view on colonialism, and sees that it is healthy to use violence to get rid of colonialism, which is again, an act of violence in itself to begin with. 2. The use of violence as a means of dealing with the other Violence in postcolonial discourse is thus deployed to suppress difference or negate multiple others not subsumed within totalities such as nation, class, gender, etc E trulything that man has put to another man, belief, dogma, rituals, my country, your country, your god and my god, my opinion, your opinion, my ideal.All those help to divide human beings and therefore breed violence. This is due to our tendency of adopting a spaceless and timeless conception of culture, which is linked either to the identity or to the belief system of the others a form of stereotyping if you might say. Thus Violence is embedded in the dialectic of identity and Otherness. This is something that governments not only understand, but try to make use of to achieve its interests. D. The role of language in legitimizing the use of violence by the state 1. The manipulation of languageAccording to George Orwell, Political language is designed to make lies sound fair and murder respectable, and to give an appearance of solidity to pure wind. Therefore those who are charged with committing violence on behalf of the state will adopt language designed to obscure from themselves or the people, the reality of what violence they do on their behalf. Generally speaking, wording is an instrument for expressing and not for concealing or preventing concept. However it is an instrument which we shape for our own purposes as well.And as Hegel puts it, when we think, we think in language agai nst language, which implies that selective language will lead to selective ideas formed and advocated. This is why language itself, the very medium of non-violence and of mutual recognition, involves unconditional violence. This manipulation of language involves enhancing the power, moral superiority and credibility of the speaker(s), and discrediting dissidents, while vilifying the others, the enemy the use of emotional appeals and adducing seemingly undeniable proofs of ones beliefs and reasons By manipulating the language, the government wishes to alter the publics way of intellection. This can be done, psychologists theorize, because the words that are available for the purpose of communicating thought tend to influence the way people think. The linguist Benjamin Lee Whorf was a firm believer in this link between thought and language, and he theorized that different languages impose different conceptions of reality. Habermas also pondered upon the role which language plays in masking political interests with apparently sophisticated terms.This distortion of communication and misuse of concepts, in his opinion, might be the reason that has brought about violence in the first place as a manifestation to such deformed communication. a) The reasons behind the manipulation of language The reasons why language can and does get manipulated by the apparatus of the state when it comes to violence are many, and they vary according to the situation. further mainly because Violence absorbs power, and lessens authority when its used, that is why providing a plea for the use of violence and legitimizing it is important.Here, it might be useful to distinguish between justification and legitimization (i) Providing a moral cause Justification We find the state using terms like national warrantor, defensive war, maintaing intermission and security, spreading democracy, etc. provided the use of such terms is supported by good reasons and arguments it is consistent a nd attempts to place such ideas at the stub of its concerns. This way, the state is attempting to rationalize its use of violence, i. e. roves it has good reasons for using it, which is closely linked to the following reason (ii) Avoiding opposition Legitimization When these moral causes succeed in convincing the public, through its appeal to fundamental values and claims, appeals to the emotions of the masses, and its reliance on ungrounded cultural prejudices and inconsistent mercantilismtortrines, the state manages to legitimizes as well as justifies its use of violence, i. e. the state not only has good reasons why it is using violence, but it managed to convince the masses with these reasons as well.This way the monopoly of the state over the use of violence cant not to be questioned, threatened or shared by others. b) The means by which language is manipulated (i) Dehumanization of violence Terrorists, Fundamentalist, Extremists, Seditionists, Rebel, Communists These and ot her terms perform the role of the distancing of humanity, but they also are designed for other purposes. These terms have persuasive power to allow the directors of violence to feel comfortable with the human destruction for which they are opting.It suggests that those toward whom the state directs its violence are either irrational (and thus diplomacy or persuasion are impossible) or have objectives (the destruction of the peoples way of life). (ii) Replacement of direct descriptors by euphemistic equivalence Euphemism is an expression intended by the speaker to be less offensive, disturbing, or disturbing to the listener than the word or phrase it replaces. So for instance we call it collateral damage when it means unintentional killing or damage bystander deaths and injuries.But because collateral damage sounds less troubling, and more likely for the people to accept than unintentional killing or damage, it is used by the state to justify sometimes the results of its use of viol ence and what it has brought about. That is why we find government officials and politicians talking about just wars, liberation, war on terror, national security, and so forth, instead of just explicitly mentioning the truth behind their use of violence against others. c) The areas where language can be manipulated (i) In the public sphereThe heart of the terms used in the public sphere stress ideological or political otherness, where the use of language is indirect and emotionally distancing. The state apparatus does all it can to sweep that the violence of conflict is occurring, suggesting that areas are being secured quite than people killed, that violence is being prevented rather than initiated by its actions and that its ends are always just rather than self-serving. (ii) In the battle field The heart of the terms used for the enemy on the battlefield arise primarily from the racial, ethnic or personal otherness of the opponent.There is no place for the persuasive or the ju stificatory on the battlefield the situation on the battlefield is understood as follows kill or be killed. The requirement of the manipulation of language at the point of conflict is therefore to reinforce hatred and distance so that violence can be pursued without real threat to the mental health of the soldier, which would be in danger if the humanity of the opponent were fully absorbed. Thus in the field, language will coif to dehumanize the other while in the public sphere the language will be designed to convince us that our violence toward others is justified.That is why the guinea pig identity card and related usage of language are used by the state to legitimize its actions within a delimited territory, to insure militarisation and coordination of policy. E. An assessment of the usefulness of violence I have try to expose how the state makes use of identity, difference and language to pursue its interests through deploying violence against the other. But does it follow t hat this process performed by the state is an evil one, or can it be a useful one with good coming out of it?In a series of lectures at the College de France in the 1970s, Michel Foucault put forward the interesting hypothesis that level is actually the history of violence. Foucaults ideas on history indicate that we do not enjoy democratic privileges due to some divine decree rather, they are the product of in(predicate) wars and civil struggles the result of successful violence. The pioneers of Post-colonialism like Edward Said, Franz Fanon, among others, concerned themselves with the social and cultural effect of colonization.Fanon looked at violence in positive terms. His engagement with decolonizing violence was a form of a strategic response of subjugated peoples to the inhumane violence of colonial racism and imperial subjugation. Fanon was very clear in his message, the struggle for power in colonized states will be resolved only through violent struggle, because the colon ized states were created and are maintained by the use of violence or the threat of violence, it is a necessity that it will take violence to reverse these power relationships.However, according to Edward Saids reading of Fanons liberationist critique, nationalism is always a tool of the hegemonic oppressor and holds no socially emancipatory potential. This leads us to the following conclusion, that violence is the mediation that enables state power to prevail, for good or for bad. It cannot be eliminated by counter-violence that simply inverts it. The states hierarchical structure is made possible because of this institutionalized violence that privileges the hegemony of a bloc of classes over competing blocs and their alternative programs.But hegemony is always underwritten by coercion. Thus as Max Weber puts it, the state monopoly of legitimate violence would be used to defend private property and promote the overseas interests of the domestic business class. An opinion which is also shared by Marx and Engels who defines violence as the accelerator of economic development. These are not only the world of theories, but a truth backed up by evidence. This evidence can be tracked down as far as the nation-state itself wasnt still created.However since I am interested in investigation the use of violence by the nation state, then if we look at the colonial experience, the two world wars, the cold war and the war on terror, we will know that the state did not used violence as it should have done. I will not use the term misused, but I would rather question the ends to which the state has deployed violence, and I will question the justifications and arguments it gave to legitimize its actions.And if the state is such a questionable agent of violence, and if already its monopoly of it has been breached by informal, outlawed or legitimate non-state actors, this means that we are in a serious need of not only questioning, but reviewing the concept of violence, its u se and its agents. For this, scholars like Heba Raouf and Mary Kaldor think that there is a powerful case for questioning the states monopoly of legitimate violence, and suggest placing the use of force by the state under greater constraints, not only that, but to take over the civilizing role that the state has failed to achieve. F.The role of global and civil society in curbing violence The prospects of peace are dependent upon the institutionalization of traditions of dialogue. And it is precisely here that civil society agents can play a vital role by bringing people in concert and invoking understandings that are common across difference. Basically, humankind has been rendered civil because violence was tamed. And violence was tamed because states had acquired, as Max Weber argued, a monopoly of violence the modern state replaces violence by order and authority and firmly controlled the production and reproduction of violence.But this has been fundamentally challenged by the pe rvasive violence that infiltrates all corners of a globalised world all controls and all norms that prescribe when the use of violence is permitted and for what reasons have been lifted. .. The employment of violence at any time and at any place sends a powerful message, no one agent howsoever powerful this agent may be, can control the use of violence, or penalize the perpetrator of violence.Violence has escape all restraints, all monitors, and all notions of where the use of violence is legitimate and where it is illegitimate, where it is sanctioned and where it is not sanctioned. Today there is no recognized owner of violence, the adversary is unrecognizable, the goals are unclear, and the site where violence will be consumed is unknown Therefore, civil societies are caught between two kinds of violence that employed by trans-state and sub-state agents, and the violence of the state.A way out and a means to counter such violence appears to be in the development of a culture of c ivility. This happens when members of the civil society address the phenomenon of violence, bigotry and even hate, as the notion of civil society is based upon a peaceful world which is marked by the spirit of dialogue, negotiation, compromise, and coordination. This dialogue means recognizing the other in a conversation, and validating his moral standing. Thus civil society is important because the values of civil society encourage dialogue.But the limits of civil society have to be understood. And one of these limits is institutionalized violence within the state that has led to the breakdown of dialogue, thus making civility and toleration mere dreams. On a wider level, the Global Civil Society would have the mission of recapturing the power of language, regaining its civilizing role, providing a forum for deliberative democracy, re-rooting legitimacy in civil society, and highlight the importance of the politics of presence rather than the politics of representation.III. Conclu sion A lot of theoretical debates and concepts could lead us to talking about violence and boil down to it, because violence is too wide a subject, too complex and debatable a concept that is intertwined and tangled in our everyday life affairs. The attempt of this paper was to try to investigate and explore the conditions that are responsible, if not single handedly, but to a great extent, for setting the conditions for violence to be practiced.I didnt involve myself in questions related to human nature, and whether violence is something innate or socially created, I rather tried exploring it from the we and the other point of view, that can and does have both innate and social roots. With such conditions set for violence, its only a matter of who practices it. I picked the state as an agent of violence, and tried to highlight why and how it manipulates language when it uses violence to achieve its interests.The conclusion I reached was unfortunately the one I had in mind when I fi rst started thinking about this topic. Violence did not disappear with the rise of the nation-state, it only took different forms, sometimes even more devastating than it used to be before its use was subordinated to the state, and it penetrated different domains and corners in our life. Different situations came to being, different language was used, different arguments and different debates, but the fact remained violence did not disappear, it was not curbed, and the state did not civilize the people.That is where and why our role comes. Not that I advocate the complete incompetence of the state in achieving its civilizing mission, but I do believe that we, as citizens, as individuals and as human beings, should engage in this process as well, not because we are bound by a social contract to do so, but because we are part of this process, we can stop, alter, change, direct and correct its path when we feel it has gone out of its lane. Our engagement should take different forms and be on different levels.On one level and in one form it can be through monitoring the manipulation of language conducted by the state apparatus, on another one it can protesting against it when it fails in curbing the use of violence, it can be in the form or raising awareness and spreading a culture of negotiation, communication and tolerance, trying to understand one another, instead of dealing with those outside the designated acceptable identities, as the other, and the list can go on and on forever. That is our mission as citizens of the nation-state, and as citizens of the world.Because after all, as Spurlock concluded in his movie where in the world is Osama Bin Laden? , we are not so different after all, and our similarities are more than our differences. We just have to understand and tolerate both. IV. List of References Books * Arendt, Hannah. On Violence. New York Harcourt, Brace & World, INC. , 1969. * Edwards, John. Language and identity. United estate Cambridge Unive rsity Press, 2009. * Gaus, Gerald F. Political Concepts and Political Theories. United States WestView Press, 2000. * Sen, Amartya. Identity and violence, the illusion of destiny. New York W. W.Norton & Company, 2006. Books online * Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York Grove, 1963. http//ls. poly. edu/jbain/socphil/socphillectures/F. Fanon. pdf (19th of May, 2010) * Krishnamurti, Jiddu. Beyond Violence. India Krishnamurti Foundation, 2002. http//www. scribd. com/ mendelevium/6568712/Beyond-Violence-Violence-Chapter6 (19th of May, 2010) * R. P. Lorin. History of violence in International encyclopedia of the Social and Bhavioral Sciences. ELscier Science ltd. , 2001. http//www. scribd. com/doc/12497335/Violence-History-Of (19th of May, 2010)Reports * Ezzat, Heba Raouf, and Mary Klador. Not even a tree delegitimizing violence and the prospects for pre-emptive civility. Global Civil Society. Reports Online * World Report on Violence and Healt h Summary, World Health Organization (WHO), Geneva, 2002, p. 4, http//www. who. int/violence_injury_prevention/violence/world_report/en/summary_en. pdf (18th of May, 2010) Articles in Journals Online * Ashley, Larry. The language of violence. Peace Studies Journal (Vol. 1 appear 1) Fall 2008. www. peacestudiesjournal. org/archive/Ashley. doc (19th of May, 2010) * Fairchild, Halford H. Frantz Fanons The Wretched of the Earth in Contemporary Perspective. Journal of minatory Studies (Vol. 25, No. 2) December 1994. http//www. jstor. org/pss/2784461 (19th of May, 2010) * Orwell, George. Politics and the English language. The journal Horizon (Vol. 13, identification number 76) (1946) 252-265. http//www. scribd. com/doc/65590/Politics-English-language (19th of May, 2010) * Zizek, slavoj. Language violence and non-violence. International Journal of Zizek Studies (Vol. 2, Issue 3) http//www. scribd. com/doc/12605279/language-violnce-and-non-violence (18th of May, 2010) Online Publicatio ns Chandhoke, Neera. Is violence essential of civil society?. The London school of Economics and Political Science (NGPA) Program, 13th July, 2007. http//www. lse. ac. uk/collections/NGPA/publications/WP_Violence_Civil_Society_Web. pdf (18th of May, 2010) * Fearon, James D. What is Identity? . Department of Political Science, Stanford University, November 3rd, 1999. http//www. stanford. edu/jfearon/papers/iden1v2. pdf (18th of May, 2010) * Juan, E. San Jr. Nationalism, the postcolonial state, and violence, means for the Humanities, Methodist University. http//www. leftcurve. rg/LC26WebPages/Nationalism. html (18th of May, 2010) * Manjula, B. Identity and Culture. Centre for Media and Cultural Studies, http//www. scribd. com/doc/4119098/Identity-and-Culture (19th of May, 2010) * Van Dijk, Teun A. Discourse and manipulation, Discourse and society, Sage publications, 2006. http//das. sagepub. com/cgi/content/short/17/3/359 (19th of May, 2010) Web Sites * Berkes, Jem, Language as the Ultimate Weapon in Nineteen Eighty-Four, May 9, 2000, http//www. sysdesign. ca/archive/berkes_1984_language. html (19th of May, 2010) * De Benoist, Alain, On Identity, ttp//www. scribd. com/doc/3323754/On-Identity-Alain-de-Benoist (18th of May, 2010) * A History of Violence, http//www. scribd. com/doc/937601/Foucault-and-Pinker-on-Violence (19th of May, 2010) * Questions of identity What is identity? , the Open University, http//openlearn. open. ac. uk/mod/ alternative/view. php? id=176757 (18th of May, 2010) * Questions of Identity who am I? , the Open University, http//openlearn. open. ac. uk/mod/ alternative/view. php? id=176759 (18th of May, 2010) * http//dictionary. reference. com/ patronize/national+identity (20th of May, 2010) * http//jcomm. uoregon. du/tbivins/J496/readings/LANGUAGE/euphemism_defandlist. pdf (19th of May, 2010) 1 . World Report on Violence and Health Summary, World Health Organization (WHO), Geneva, 2002, p. 4, http//www. who. int/violence_injury_preventio n/violence/world_report/en/summary_en. pdf (18th of May, 2010) 2 . ibid. 3 . Jiddu Krishnamurti, Beyond Violence (India Krishnamurti Foundation, 2002) , pp. 3-4 http//www. scribd. com/doc/6568712/Beyond-Violence-Violence-Chapter6 (19th of May, 2010) 4 . Hannah Arendt, On Violence (New York Harcourt, Brace & World, INC. , 1969), pp 43-46. 5 . E. San Juan, Jr. , Nationalism, the postcolonial state, and violence, Center for the Humanities, Wesleyan University, http//www. leftcurve. org/LC26WebPages/Nationalism. html (18th of May, 2010) 6 . Hannah Arendt, ibid, p. 11, http//www. uc. edu/nationfamilystate/Authors/Hannah%20Arendt/HAOnViolence1. pdf (19th of May, 2010) 7 . Alain de Benoist, On Identity, pp. 9-10, http//www. scribd. com/doc/3323754/On-Identity-Alain-de-Benoist (18th of May, 2010) 8 . James D. Fearon ,What is Identity? , Department of Political Science, Stanford University, November 3rd, 1999, p. 4, http//www. stanford. du/jfearon/papers/iden1v2. pdf (18th of May, 2010 ) 9 . http//dictionary. reference. com/browse/national+identity (20th of May, 2010) 10 . Questions of identity What is identity? , the Open University, http//openlearn. open. ac. uk/mod/resource/view. php? id=176757 (18th of May, 2010) 11 . Questions of Identity who am I? , the Open University, http//openlearn. open. ac. uk/mod/resource/view. php? id=176759 (18th of May, 2010) 12 . John Edwards, Language and identity, (United Kingdom Cambridge University Press, 2009), p. 162. 13 . Questions of Identity who am I? , ibid. 14 . Alain de Benosit, Ibid, p. 5. 15 . E. San Juan, Jr. , ibid. 16 . J. Krishnamurti, ibid, p. 4. 17 . Sen, Amartya, Identity and violence, the illusion of destiny (New York W. W. Norton & Company, 2006), pp. 85, 89. 18 . Fanon, Frantz, The Wretched of the Earth, Trans. Constance Farrington (New York Grove, 1963), http//ls. poly. edu/jbain/socphil/socphillectures/F. Fanon. pdf (10th of May, 2010) 19 . E. San Juan, Jr. , ibid. 20 . Ibid, p. 12. 21 . Ezza t, Heba Raouf, and Mary Klador. Not Even a tree diagram Delegitimizing Violence and the Prospects for Pre-emptive Civility, Global Civil Society, p. 24 22 . E. San Juan, Jr. , ibid. 23 . George Orwell, Politics and the English language, The journal Horizon, Vol. 13, Issue 76, (1946), p. 9, http//www. scribd. com/doc/65590/Politics-English-language (19th of May, 2010) 24 . Ashley, Larry, The Language of Violence, Peace Studies Journal, Vol. 1 Issue 1, (Fall 2008), p. 84, www. peacestudiesjournal. org/archive/Ashley. doc (19th of May, 2010) 25 . George Orwell, ibid, p. 9. 26 . slavoj Zizek, Language violence and non-violence, International Journal of Zizek Studies, Vol. 2, Issue 3, p. 11, http//www. scribd. com/doc/12605279/language-violnce-and-non-violence (19th of May, 2010) 27 . bid, p. 2 28 . Teun A. Van Dijk, Discourse and manipulation, Discourse and society, Sage publications, 2006 ,p. 380, http//das. sagepub. com/cgi/content/short/17/3/359 (19th of May, 2010) 29 . Jem Be rkes, Language as the Ultimate Weapon in Nineteen Eighty-Four, May 9, 2000, http//www. sysdesign. ca/archive/berkes_1984_language. html (19th of May, 2010) 30 . Heba Raouf Ezzat, and Mary Klador, Ibid, p. 21 31 . Hannah Arendt, ibid, p. 46. 32 . Gerald F. Gaus, Political Concepts and Political Theories, Tulance University, (United States WestView Press, 2000) , p. 39 33 . ibid 34 . ttp//jcomm. uoregon. edu/tbivins/J496/readings/LANGUAGE/euphemism_defandlist. pdf (19th of May, 2010), 35 . Ashley, Larry, ibid, p. 81. 36 . Ibid, p. 84. 37 . E. San Juan, Jr. , ibid 38 . A History of Violence, http//www. scribd. com/doc/937601/Foucault-and-Pinker-on-Violence (19th of May, 2010) 39 . B. Manjula, Identity and Culture, Centre for Media and Cultural Studies, p. 9, http//www. scribd. com/doc/4119098/Identity-and-Culture (19th of May, 2010) 40 . Halford H. Fairchild, Frantz Fanons The Wretched of the Earth in Contemporary Perspective, Journal of Black Studies, Vol. 5, No. 2 (Decembe r 1994), Sage Publications, p. 192, http//www. jstor. org/pss/2784461 (19th of May, 2010) 41 . E. San Juan, Jr. , ibid. 42 . Ibid. 43 . Hannah Arendt, Ibid, P. 9. 44 . Heba Raouf, and Mary Lakdour, Ibid, p. 21 45 . Neera Chandhoke, Is violence constitutive of civil society? , The London school of Economics and Political Science (NGPA) program, 13th July, 2007, p. 39, http//www. lse. ac. uk/collections/NGPA/publications/WP_Violence_Civil_Society_Web. pdf (19th of May, 2010) 46 . ibid, p. 40 47 . Ibid, p. 41 48 . Ibid, pp. 42 49 . Heba Raouf, Mary Kaldor, ibid, p. 36

Consumer Culture Theory (CCT): Twenty Years of Research Essay

Past 20 years Flurry of Research and studies abot aspects of white plague. CCT presents a non-exhaustive overview about consumption and marketplace behavior A family of theoretical perspectives that address the dynamic traffichips between consumer actions, the marketplace, and cultural meanings. Culture is not seen as a homogenous system of joint meanings, way of life and unified values ( eg. Americans / Asians). CCT explores cultural meanings as being numerous and fragmented A heterogenous distribution of meanings.Culture therefore is an aglomeration of different meanings and different cultural groupings, which are overlapping within a sociohistoric frame and mediated by markets. Consumer culture is viewed as social arrangement in which the relations between lived culture and social resources, between meaningful ways of life and the symbolic and material resources on which they depend, are mediated through markets and consumers as deduct of an interconnected system of commerci ally produced products and images which they use to construct their identity and orient their relationships with others.CCT conceptualizes culture as the very fabric of experience, meaning and action It frames consumershorizons of conceivable action, feeling, and thought, reservation certain patterns of behavior and sense-making interpretations more likely than others. Demythologizing CCT (3 major misunderstandings in CCT) CCT does NOT particularly study consumption contexts. Theorists study in consumption contexts to gather theory and insight. Investigation of cultural dimensions of consumption IN context.The primary differences between CCT and other traditions of consumer Research are NOT only methodological. Qualitative selective information and an array of connect data collection and analysis techniques have been quite central to CCT, however this methodological predilection follows from the aims that drive CCT rather than from a passion for qualitative data or vivid descript ion per se. CCT focuses on the experiential and sociocultural dimensions of consumption that are not plainly accessible through experiments. (product symbolism, ritual practices, the consumer tories).CCT researchers do not only rely on qualitative methodologies but actually embrace methodological pluralism. CCT research is misperceived in some disciplinary quarters as a sphere of creative expression and managerial irrelevance. However, subsequent developments, such as customer relation management, life style and multicultural selling, and the proliferation of so-called identity brands, have brought consumer meanings to the pore of managerial concerns, and consequently ethnographic methods have become commonplace in applied market research.An understanding of consumer symbolism and lifestyle orientations is essential to successful marketing strategies Illuminating CCT Investigation of the contextual, symbolic, and experiential aspects of consumption as they unfold across a consump tion cycle that includes learnedness, consumption and possession, and disposition processes and analysis of these phenomena from macro-, meso-, and micro-theoretical perspectives ? symbolic, embodied, and experiential aspects of acquisition behavior.Consumption and possession practices, particularly their hedonic, aesthetic, and ritualistic dimensions have perhaps been the most widely studied constellation of phenomena identi? ed with the CCT tradition Consumer culture theory explores how consumers actively rework and transform symbolic meanings encoded in advertisements, brands, retail settings, or material goods to manifest their particular personal and social circumstances and further their identity and lifestyle goals.Research programs CCT Research cut across the process-oriented categories of acquisition, consumption, and disposition in way that the theoretical scope of marketing research transcends the 4Ps framework. It has advanced consumer behavior with knowledge of sociocu ltural processes and structures of Consumer identity projects Marketplace is seen as a source of symbolic values and consumers as Identity seekers and makers.It includes several studies on ways in which consumers pursue in person edifying goals and create a coherent self-identity through consumption and the marketplace in general. Marketplace culture features of the marketplace-culture intersection. Consumers are seen as culture producers (Traditionally Anthropological sight as culture bearers). How does the emergence of consumption as a overriding human practice reconfigure cultural blueprints for action and interpretation? creation of consumption worlds or microcultures through the pursuit of consumption Sociohistoric patterning of consumption s the institutional and social structures that systematically influence consumption ( physical body, community, ethnicity, gender). Consumers = enactors of social roles and positions. Study of Consumer society (influence of gender, ethnic ity, social class hierarchy, families) Mass-mediated marketplace ideologies and consumers interpretive strategies Normative messages about consumption transmitted by media and consumers response.Consumers are perceived as interpretive agents, that either tacitly embracing the dominant representation of consumer identity and lifestyle ideals portrayed in the media or consciously deviating from these ideological instructions Consumer ideology as a systems of meaning that tend to canalize and reproduce consumers thoughts and actions in such a way as to defend dominate interests in society. It is increasingly influenced by economic and cultural globalization.Cultural work systems (e. g. marketing communications) orient consumers toward certain ideologies or identity projects. (raising criticisms of identity play, capitalism and marketing) Basically, CCT is concerned with Cultural Meanings, Sociohistoric Influences and Social Dynamics that shape consumer experiences and identities. Con sumption is seen as a historically shaped mode of sociocultural practice within the structures and ideological imperatives of dynamic marketplaces.

Abdul Kalam

Abdul Kalam From Wikipedia, the free encyclopedia Ten things you may not know about images on Wikipedia Jump to navigation, search Abdul Kalam 12th chairwoman of India In office July 25, 2002 July 25, 2007 Vice President(s) Bhairon Singh Shekhawat Preceded by K. R. Narayanan Succeeded by Pratibha Patil Born October 15, 1931 (age 76)1 Dhanushkodi, Rameswaram, Madras Presidency, Political party Not affiliated Spouse Never married Religion Islam Avul Pakir Jainulabdeen Abdul Kalam (Tamil )(Hindi ) innate(p)(p) October 15, 1931, Tamil Nadu, India, usually referred to as Dr. A. P. J. Abdul Kalam ) was the twelfth President of India, serving from 2002 to 2007. A notable scientist and engineer, he is a great deal referred to as the Missile Man of India for his work and is considered a progressive mentor, innovator and visionary in India. He is also popularly known as the Peoples President. His term as president ended on July 25, 2007. content hide 1 Honors 2 Political views 3 Personal life 4 Books 5 See also 6 References 7 External links edit Honors Kalam has true honorary doctorates from as many as thirty universities . 2 The Government of India has honored him with the nations highest civilian honors the Padma Bhushan in 1981 the Padma Vibhushan in 1990 and the Bharat Ratna in 1997. Kalam is the third President of India to have been honoured with a Bharat Ratna before being elected to the highest office, the other two being Sarvepalli Radhakrishnan and Zakir Hussain. He is also the first scientist and first bachelor to occupy RashtrapatiBhavan. Referred to as the Peoples President, Kalam is often considered amongst Indias greatest presidents, going on to win a poll conducted by news channel CNN-IBN for Indias Best President. In October 2007, Kalam will receive a honorary Doctorate of Science from the University of Wolverhampton. 3 edit Political views Kalams probable views on certain issues have been espoused by him in his book India 2020 where he s trongly advocates an action plan to pause India into a knowledge superpower and into a developed nation by the year 2020.Kalam is credited with the view that India ought to take a more assertive spatial relation in international relations he regards his work on Indias nuclear weapons program as a way to assert Indias place as a future superpower. Kalam continues to take an active interest in other developments in the field of science and technology as well. He has proposed a research class for developing bio-implants. He is a supporter of Open source software over proprietary solutions and believes that the use of open source software on a large scale will bring more people the enefits of information technology. Kalams belief in the power of science to resolve societys problems and his views of these problems as a matter of inefficient distribution of resources is modernistic. He also sees science and technology as ideology-free areas and emphasizes the cultivation of scientific temper and entrepreneurial drive. In this, he finds a crowd of support among Indias new business leaders like the founders of Infosys and Wipro, (leading Indian IT corporations) who began their careers as technology professionals much in the same wayKalam did. edit Personal life APJ Abdul Kalam was born in 1931 in a middle-class family in Rameshwaram, a town well-known for its Hindu shrines. His father, a devout Muslim, owned boats which he rented out to topical anesthetic fishermen and was a good friend of Hindu religious leaders and the school teachers at Rameshwaram. APJ Abdul Kalam mentions in his biography that to support his studies, he started his career as a newspaper vendor. This was also told in the book, A Boy and His Dream Three Stories from the Childhood of Abdul Kalam by Vinita Krishna.The house Kalam was born in can still be found on the Mosque street at Rameswaram, and his brothers curio shop abuts it. This has become a point-of-call for tourists who seek out the place. Kalam grew up in an intimate relationship with nature, and he says in Wings of Fire that he never could imagine that water could be so powerful a destroying force as that he witnessed when he was six. That was in 1964 when a cyclonic storm swept away the Pamban bridge and a trainload of passengers with it and also Kalams native village, Dhanushkodi.Kalam observes strict personal discipline, vegetarianism, teetotalism and celibacy 4 . Kalam is a scholar of Thirukkural in most of his speeches, he quotes at least one kural. Kalam has written several inspirational books, most notably his autobiography Wings of Fire, aimed at motivating Indian youth. Another of his books, Guiding Souls Dialogues on the Purpose of Life reveals his spiritual side. He has written poems in Tamil as well. It has been reported that at that place is considerable demand in South Korea for translated versions of books authored by him. 5.

Andre Ampere Biography

Andre Ampere biography Andre-Marie Ampere & Electromagnetism Andre-Marie Ampere was first, a Frenchman, second a physicist and third a mathematician. Andre was born on 20 January in the year 1775 at the Parish of St. Nizier, Lyon, France. During his childhood his father tried to teach him Latin, but he found that Andres interests and abilities lied in the study of mathematics. Certainly, Andre shelter the time that his father spent teaching him, for later, during the French Revolution, his father was captured and executed.Andre met Julie Carron in 1796 and married her three years later. Around the same time, Andre tutored in mathematics, chemistry, and languages. He locomote to Bourg-en-Bresse, to teach physics and chemistry in 1801. Unfortunately his wife died two years later leaving him with their infant son, Jean-Jacques Ampere. Andre was appointed the professor of mathematics at the University of Lyon just one year later. In 1809, Andre Ampere was appointed professor of mathema tics at the Polytechnic school in Paris. He was admitted as a member of the Institute in 1814 and in 1820, after H.C. Orsteds discovery that a magnetic needle is acted on by a voltaic current, Andre direct a paper of his own to the Academy that was much more detailed. He didnt wait, on September 18, 1820, the very same day that he move his paper, he presented a demonstration to the Academy that parallel wires with galvanizing currents would pull or push at one another based on whether the electric currents was moving in the same or opposite directions. In demonstrating this experiment he laid the foundation of electrodynamics.Andre Ampere is best known for the Ampere Circuital justness (Amperes Law), which states that for any closed loop path, the sum of the length elements times the magnetic field in the direction of the length element is equal to the permeability times the electric current enclosed in the loop. .Andre also invented the astatic needle and the ampere was named a fter him. Andre led an inquisitorial life, questioning things he did not fully understand, testing the things that he thought he understood, and proving not only his own theories but the series of many that came after him.Andre Ampere practically invented the recognition of electromagnetism and he will always be remembered in years to come. Works Cited Andre Marie Ampere. Columbia Electronic Encyclopedia, 6Th Edition (2011) 1. Academic Search Complete. Web. 25 Jan. 2012. Princeton University. Amperes Theory. PrincetonUniversity. edu. Princeton University, 27 Oct. 2010. Web. . Princeton University. Excerpts Amperes Theory of Magnetism. PrincetonUniversity. edu. Princeton University, 27 Oct. 2010. Web. . Nave, C. R. Amperes Law. Amperes Law. Hyperphysics Georgia State University, 2011. Web. 25 Jan. 2012. .

Educational Philosophy Essay

My approach to education is student-centered. I al sorts try to ensure that students atomic number 18 given the best opportunities to build upon their existing companionship and capacities. I believe that education is not only about receiptledge-transfer but it is about transforming people and building their capabilities to make sense of their experiences and to be able to riding habit higher order thinking skills so they can be better individuals and better citizens of society.Based on my experience as an educator, the principles that underlie my teaching are functiond by constructivist paradigms, which posit that signification or knowledge is actively constructed in the human mind. (Richardson, 2003, p. 1625) Hence, education is not stagnant but a continuous process, and the place of the educator is to enable students to be able to establish a connection between theory and experience, to make sense of their realities and lived experiences found on what they learn from new (prenominal) settings, whether it is shallow, work, or even in their relationships with other people.I believe that a good teacher is one who makes effort to know his or her students, including their socio-economic backgrounds, and pays attention to the way that the students interact or create their cause knowledge. In this sense, a good teacher is one who considers the breeding needs of his/her students, who is able to adapt strategies that would build on students capacities and learning styles, and who ensures that students have equal access to learning opportunities by making teaching content relevant to the students unique backgound and context (UNESCO, 2004, p.5). In the same manner, a good learner is one who attempts to discover his or her own learning style, strength, and weaknesses and tries his/her best to make his/her learning relevant and useful in his/her daily life. In learning settings, students and teachers have different responsibilities, both of which are define d by individual and social expectations. A teacher is expected to attempt to provide his/her students with learning opportunities based on their specific and oftentimes diverse needs. (UNESCO, 2004, p.6) Meanwhile, a student is expected to be responsible for directing his or her own learning, and to develop his/her ken of his/her learning needs in order to maximize the opportunities for learning that he/she encounters. I believe that people are actively involved in their learning. nurture results from individuals interaction with the environment and their attempt to make sense of these experiences. (Fry, Ketteridge, & Marshall, 2003, p. 9) Hence, people learn by building on what they already know and they are usually enkindle in learning when it has relevance for them.Among the most important environmental factors that influence an individuals ability to learn are the quality of feedback, the availability of tools and mechanisms to embody and facilitate learning, and the student s quality of life or living conditions. Thus, the presence of appropriate feedback based on the students accomplishments, the ability of the teacher or the school to provide students with learning tools and opportunities, and the relevance of the education to the students cultural and socio-economic background would enable the students to maximize their own learning potentials.There are also personal and interpersonal factors that either promote or impede learning. One is an individuals inherent capacity that is determined by his or her biological constitution or by genetics. Likewise, an individuals personality, which affects his or her disposition toward the environment impacts on his or her ability to learn. Decisions on the goals of education are made based on the needs and expectations of the learners, the teaching setting, the needs of the organization, and the wider needs and expectations from the community.I try as much as possible to put the needs of the learners above oth er considerations. However, the goals of instruction also have to incorporate the teaching setting and the needs of other stakeholders such as the organization sponsoring the class and the needs of the community wherein the instruction takes place. The factors that influence my choice of teaching and evaluation strategies are the concrete needs of the students based on the evaluation of their performance and also their interests.I choose teaching strategies based on the interests and capacities of my students and on the goals of the instruction. Evaluation strategies are chosen based on their effectiveness, appropriateness, and ability to concretely measure student performance based on the goals of the instruction. Evaluating my own strengths as an educator, what makes me most proud in my practice is my ability to establish an easy rapport with my students and to easily identify their interests by taking time to know them personally.I would like to believe that I was able to influen ce most of them to look at life as a continuing journey towards cognise more about themselves and about their environment, and to value education not only in its formal sense but in its relevance in establishing meaning from experiences and realities. My educational philosophy and principles are demonstrated in my track record as an educator in the non-formal education system.As a teacher of self-aggrandizing classes in church, I was able to develop my own style of teaching that is grounded on the experience and realities of my students, and which considers the significance of what they learn from these classes on their daily lives. My stint as an instructor in the U. S. Army and my current employment as the Manager Instructor for FedEx, where I teach safe driving habits to adult drivers, also enable me to constantly hone my teaching skills based on the diversity of teaching settings and the kind of students I encounter.Works CitedFry, H. , Ketteridge, S. , & S. Marshall (2003). A handbook for teaching and learning in higher education. VA, USA Kogan Page. Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9)1623-1640. UNESCO (2004). Changing teaching practices using curriculum differentiation to respond to students diversity. Paris, France UNESCO.

Eddie’s death Essay

In a view from the bridge, the theme of justice is consistent throughout, particularly at the end. The five main points I am going to babble out about in this es ordain atomic number 18 Alfieri and his monologues, Eddie phoning immigration on the cousins, Marcos hatred towards Eddie at the end of the routine, confidential information swiftly on to Eddies death. some other words associated with justice are vengeance, betrayal and revenge. Starting with Alfieri and his monologues, we can see that, being a lawyer, Alfieri values the law, more than justice.We can see this when he says some of the time we settle for half and I like it better, by this, we can see that when he says settle for half he means that the write law may not always act in favor of justice, yet it is better to follow the law than to take it into your own hands. He says that he likes it better like this, which also supports this, he sees that when people go against the law to assert justice, it can lead to con flict and death, which he does not support.Alfieri also says umpire is very important here, the keywords in the quote are important and, obviously, justice, they show how meaningful justice is in the neighborhood in which the incline is set, which subtly informs the audition of an ongoing theme which is to be raised at some point in the play, maybe more than once. This prepares the audience for coming conflicts because when single thinks of justice, like Alfieri, they know it can lead to conflict and death, therefore creating dramatic tension.In addition, Alfieri says Only God makes justice, which further supports the quote above, suggesting that Alfieri is a knock-down(prenominal) believer of the law, and that people should not take justice into their own hands, that is Gods job. This may lead the audience to believe that Alfieri believes in fate, whats meant to be is meant to be, and if that one person deserves justice, God go away serve it to them. Moving on to the next po int, Eddie phoning immigration on the cousins.Eddie says, Give me the number of the immigration bureau, employ the imperative give me, like an order, rather than asking politely for the number suggests to the audience that Eddie is making an irrational move, out of spite, maybe, because of his anger towards the cousins. Throughout the play, Eddie shows his status as high and powerful, trying to force this onto the cousins, too. When the cousins arrived, his status was knocked, and because of his delusions about Rodolpho being gay, he subconsciously created divides in his relationships with Beatrice and Catherine, because they were not seeing what he thought he saw.This tempestuous him, and lead the audience to believe that, by play the cousins in, Eddie thought he was rightfully serving justice, when, in fact he was purely making a selfish move to reclaim his status and have his relationships with Beatrice and Catherine restored. Furthermore, Eddie later says, after having had Ma rco spit in his face, Ill kill you for that you son of a bitch. By using the threat, Ill kill you suggests that Eddie wants to get revenge on Marco for embarrassing him in public, and deliberately lowering his status.The language and tone that Eddie uses is both violent and aggressive, which are also key traits and features of someone seeking justice. An example of this in everyday life are stories like 9/11, where a group of terrorists believed that had been wronged, they therefore perpetrate an illegal act, driving two planes into the twin towers and consequently claiming the exists of hundreds of innocent people in a violent and aggressive manner. In their minds, however, the terrorists thought they were claiming their justice on the world who they believed had been unfair to them.Eddies story is like this in the way that he felt his status fading, he felt betrayed by Beatrice and Catherine for not musical accompaniment him up, so, by phoning immigration on the cousins, he fel t he was serving his justice, they would be deported back to Italy, and he would reclaim his status in the house he shares with Beatrice and Catherine. In his mind, he felt the victims, Rodolpho and Marco were getting the justice they deserved, when, in fact, they were completely innocent, Eddie had only deluded himself with his obsession that Rodolpho was gay, and his love for Catherine that he made the irrational decision of turning the cousins in.Another story of revenge like this, is in Hamlet, when his fathers ghost came to him, telling him that Claudius had poisoned him. Hamlets swears revenge, and does so violently and aggressively, killing Polonius, the eavesdropping court chamberlain. Several events occur, leading to a duel between Polonius son, Laertes, and Hamlet. This example also supports Alfieris view that revenge can lead to conflict and death, because the result of the duel ends with the death of Gertrude, Laertes, Claudius and Hamlet.Marcos hate towards Eddie, is si milar to that of Laertes towards Hamlet, whose actions lead to the death of Polonius, Laertes father, and Ophelia, Laertes sister, who loved Hamlet but was driven to madness by his actions and died by drowning. Eddies actions, phoning the immigration bureau on the cousins lead to Marcos hate towards Eddie. Marco says That one He killed my children That one stole the food from my children , he says this because once he is sent back to Italy, he will no longer have a job and will no longer be able to provide for his children.Because of this, Marco, like Laertes, wanted to get revenge, and bother in Eddies face, embarrassing him in front of the whole neighborhood. Marco also says In my country, he would be dead by now. He would not live this long, this suggests that although his action of spitting in Eddies face was, while being degrading towards Eddie, was actually quite minimal, because this quote suggests that, given the chance, Marco would have killed Eddie for betraying his famil y. Marco feels that this would be the rightful punishment for Eddies actions. Consequently, later in the play, Marco gets his wishes.When him and Eddie confront, a fight is initiated and Eddie pulls a knife. Eddie yells You lied about me, Marco. Now say it. Come on now, say it , this behavior by Eddie is completely out of spite and is irrational anger, he is so obsessed with his opinions about Rodolpho, and further angered by the previous events when the immigration officers showed that he is using provoking language and tone which leads Marco to lunge, screaming Anima-a-a-a-l and resultedly leads to Eddies death. The word animal is lengthened and is shouted in action.Marco is so angered by Eddie and is so taken over by emotion that he lunges towards Eddie and kills him, therefore avenging him for what he has done to his family. These points effectively highlight some of the main events in the play that are related to the theme of justice. They show that justice was a theme not onl y brought up once, but consistently throughout the play. Justice is evidently a main theme in the play, and, without it, would result in a boring play with no proper story. This shows that justice is an effective theme and keeps the audiences attention because it creates tension and therefore, interest.

Moral Quandary of Race Essay

In his book, I am non a Racist, exceptThe Moral Quandary of Race, Lawrence A. Blum, a professor of Philosophy and Liberal Arts, ventures into unrecognized and little known aspects of racism. His commentary and analysis of racism and its implications, projects the vastness of the subject, which had gener on the wholey been regarded as just a neat attitude. Blum describes racism as antipathy towards exclusives of a racialized group, stemming from inferiorization or the idea that the group is inferior in relation to other groups.Blum considers a person to be a racist only when he intentionally makes racist comments or jokes, impelled by racial antipathy. He feels that the moral significance of the term racism seems to be losing its value, as it is existence overused or too commonly used. Today, in practical life, any direct or indirect references which push feelings of racial groups are considered racist. This not only dilutes the very meaning of racism but excessively weakens its business office of ethical condemnation. The countersignature racism and its related terminology haves to be more clear, due to its relevance in personal racism, racist, racist intuitive feelings at various levels.The author feels the term racism is being more used out of context, like black students intending to sit with other black students for lunch or white teacher being uncomfortable talking with the black parents, which are all regarded as racism. The book also emphasizes the need to report race-based statistical data with greater care and concern as they influence individual perceptions. The statistical differences among the views of racial groups must be projected without any overracialization (p35). Overstating the differences of such views would only reinforce A book review 3an individuals racist opinion and close them to persuading arguments or quick-scented conversation. Opposing the general notion that racial groups have a common agenda with regard to their group, Blum emphasizes the need to recognize the existence of internal diversity within social groups. Racial groups with a sizable population cannot have a single opinion or viewpoint. Several factors including age, gender, religion, culture etc. influence the establishment of a viewpoint of an individual (p55). Blum therefore attributes it to misrecognition or inadequate recognition rising from ignorance, when any single viewpoint is attributed to an entire race.Although Blum feels that whites should not forget their relevance and association with racism, he adds that racism is not throttle only to the whites. For instance Chinese, Japanese, and blacks too exhibit racist attitude to other colored people and whites. The belief of their racial superiority is developed by colored people, which makes them regard other groups inferior (p33). In this book, Blum indicates our hypersensitivity to the word racism and suggests that racist insensitivity and subconscious racial intolerance are indeed acts, which need to be eliminated, but need not be tagged as racist.Blum is of the opinion that racial disfavor is an unavoidable consequence of cultural diversity. Our view and way of life today is associated with racist ideologies, which we have inherited. The conceit of race had developed from the sixteenth century, A book view 4 reaching its peak in the late nineteenth century. History holds the key for our present interpretation on human diversity in terms of similarity, differences and superiority among races (p109).Blum explores the idea of doing away with the concept of race, but warns that it should be only after all associated wrongdoings are fully addressed. The book covers all vital aspects of racism including its history and, what we actually mean and gestate of race. It incorporates much useful information on the topic, carefully thought and reasoned, illustrated by suitable examples. I am not a Racist, ButThe Moral Quandary of Race is indeed an importan t book not only to scholars but also to the common man in quest of understanding racism.

Assessment as a Process of Making Judgements of Learners Knowledge

What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we bandstand our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to even up how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that Assessment measures the largeness and depth of discipline. Assessments be used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.Assessment is used to make a specific educational decision and is the process of evaluating the design to which ingredienticipants in education have developed their knowledge, understanding and skills. Assessment, both constructive and summative, plays a signifi brookt part in the learning experience as it determines progression and enables learners to demonstrate that they have a chieved their desired learning stunnedcomes. on that point are generally two ways of assessment, formative and summative.According to Ashcroft and Forman-Peck (1994, p54) Assessment is generally taken to mean a judgement about the progress (formative assessment) or achievement (summative assessment) of a particular students learning. Reece and Walkers (2008, p323) distinction between formative and summative is one to satisfy the needs of the golf club (summative assessment) and the other type of assessment is to help in both teaching and learning (formative assessment).Formative assessment is the assessment that takes place throughout the contour or programme of study and is usually carried out by the assessor during mentoring and training. It provides feedback to both the learner and the assessor on how things are going and how learning can be improved. In contrast summative assessment is assessment of learning and is often used to determine what has been learnt or achieved in terms of acquired skills, knowledge and understanding at or towards the end of a course or programme of study.Further functions of assessment in learning and development are the measurement and recording of achievement, the realisation of individual learners needs, that the assessment reflects the required standards and performance/assessment criteria and are fit for the purpose intended and that they support to quality assurance and the development of best practice. There are many reasons why we assess learners. Assessments enable tutors to measure learners progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses.Read also Principles of Good Writing by L.A. HillFeedback is used to help learners learn and improve, and is the most significant aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to dec lare in mind the following points. It is important to give immediate feedback if possible turn negative commentary into constructive comments such as what to improve on before the next assessment make assessment criteria clear, accurate and available feedback to be clear, accurate and recorded praise learner on achievement go on positive attitudes and make further suggestions.Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing. I assess my students at regular intervals. Every time I contend a question to an individual or to a class I am assessing their knowledge and understanding. When I walk round the class watching students doing their tasks, checking their printouts, I am observing and noting against a checklist of expectations in my mind.When I receive or look at a printout from a mock exam I am comparing their performance with that which I would hope for from such a group or individual at such a stage in such a course at such a level. When giving verbal feedback to my learners, I use the following words of encouragement very good, well done, brilliant, excellent, have intercourse on. Throughout the delivery of a course I give my students formative, diagnostic and summative assessments and feedbacks.

Irish Traditional Music

The Harp The harping impost in Ireland flourished from medieval times until the seventeenth century. It was fostered and developed among the powerful and wealthy Irish and Anglo-Irish families. Harpers were employed on with poets and orators, cognise as reacoirs, to provide entertainment for the families. As the families acted as patrons to the harpers, they would often have solo pieces, known as planxties, written in their honour by their harper. One famous song is Planxty Kelly.The occupation of a harper was a actually prestigious one. The harping custom was passed on, father to son, for many years and was one of very few viable career options for blind boys at the time. However, after 1600, as the great families went into decline, there was a loss of patronage and harpers were left unemployed. The harping tradition then became a nomadic one, as harpers would travel from county to county, vie for money and food. There were two styles of harp the Bardic harp and the Neo-Irish harp.The Bardic harp had between 29 and 31 strings made of wire, which were played with the nails. Usually around 70cm in height with a curving pillar and a hollow soundbox, the Bardic harp was the to a greater extent resonant of the two. The Neo-Irish harp typically had 34 strings made of nylon or cat gut, which were played with the pads of the fingers. They were taller (about 91cm in height) than the Bardic harp, but less resonant. In 1792 the Belfast Harp Festival was chastiseup with the aim of preventing the decline of the harping tradition.It consisted of eleven harpers from the age of 15 to 97, compete pieces in their own particular style. One participant that was the light of the day was Denis Hempson, age 97, being the oldest player there. Edward Bunting was commissioned by the Belfast Harp Society to record the lifestyles of the harpers as well as recording and writing down the medicinal drug from the festival to preserve it for future generations. This method, unlike the oral tradition which had existed up until then, did not allow for particular nuances in style and some of these were lost.There was a harping revival in the second half of the twentieth century. The role of the harp as a traditional putz was take by M appearancee Ni Chathasaigh, who had solo albums much(prenominal) as The New Strung Harp and Laoise Kelly who release the album Just Harp Uilleann Pipes The uilleann pipes are the characteristic national Bagpipe of Ireland. Their current name (they were earlier known in English as union pipes) is a part translation of the Irish language term pioba uilleann (literally, pipes of the jostle), from their method of inflation.The uilleann pipes are distinguished from many other forms of bagpipes by their sweet tone and wide image of notes together with the unique blend of chanter, drones, and regulators. The bag of the uilleann pipes is inflated by means of a small set of bellows strapped around the waist and the right arm. The bel lows not only relieve the player from the try needed to blow into a bag to maintain pressure, they alike allow relatively dry air to power the reeds, reducing the adverse effects of moisture on tuning and longevity.The chanter is the part of the instrument that plays the melody. Its somewhat like a low whistle except it is not placed in the mouth. disperse is pumped through the bellows which is attached to the players right elbow, hence the name. To achieve the bottom D the chanter is lifted off the knee, exposing the exit of the chanters bore, where the note is produced. The chanter is set on the right knee consequently closing off the bottom hole. Many players use a strip of leather placed everyplace the knee, called a popping strap, which provides for an airtight seal.A great range of different timbres can be achieved by variable the fingering of notes and also raising the chanter off the knee, which gives the uilleann pipes a degree of dynamic range not found in other form s of bagpipes. A type of simultaneous vibrato and tremolo can be achieved by tapping a finger below the open note hole on the chanter. The bottom note also has two different modes, namely the soft D and the hard D. The hard bottom D sounds louder and more strident than the soft D and is accomplished by applying slightly more pressure to the bag and flicking a higher note finger as it is sounded.Many chanters are fitted with places to allow accurate playing of all the semitones of the scale. around uilleann chanters are very responsive to half-holing or sliding, which is the practice of obtaining a note by difference a fingerhole only half covered. This is why many chanters sold in Ireland are sold without keys. The chanter uses a double reed similar to that of the oboe and bassoon. The regulators are equipped with closed keys which can be opened by the pipers wrist action enabling the piper to play simple chords, giving a rhythmic and harmonic accompaniment as needed. History The uilleann pipes developed around the beginning of the eighteenth century, the account statement of which is here depicted in prints of carvings and pictures from contemporary sources. The earliest surviving sets of uilleann pipes date from the second half of the 18th century but it must be said that datings are not definitive. Many of the early players in Ireland were Protestant, possibly the best known being the mid-18th century piper Jackson from Co Limerick. The pipes were certainly oft employ by the Protestant clergy who employed them as an alternative to the church organ.Tuning The instrument most typically is tuned in the key of D, although flat sets do exist in other keys. These terms only began to be used in the 1970s, when pipemakers began to receive requests for pipes that would be in tune with Generation tin whistles which are stamped with the key they play in C, B? , etc. The chanter length determines the overall tuning accompanying pieces of the instrument, such as d rones and regulators, are tuned to the same key as the chanter.The D pipes are most commonly used in ensembles, while the flat-pitched pipes are more often used for solo playing. It is noteworthy that Irish music was predominately solo music until the late 19th century, when these fixed-pitch instruments began to play more of a role. Performers Davey Spillane of Moving Hearts has also recorded solo albums. Liam Og O Floinn of Planxty has also featured as soloist with Shaun Davey in The Brendan Voyage and with RTE orchestras. Paddy Maloney is with The Chieftains. Others from ancient and present include Seamus Ennis, Paddy Glackin and Paddy Keenan.