Book Harry Potters Childhood Home On Airbnb For Less Than $150 A Night Critical Linking, November 10, 2019

Book Harry Potters Childhood Home On Airbnb For Less Than $150 A Night Critical Linking, November 10, 2019 Critical Linking is a daily roundup of the most interesting bookish links from around the web sponsored by Book Riots $50 gift card to the indie bookstore of your choice giveaway! Enter here. Sure, you cant apparate to your next vacation destination, but you can at least pretend  that youre  not  a Muggle and that your Hogwarts letter is coming any day now when you stay in The De Vere House, a Lavenham, UK residence that served as  Harry Potters childhood home, now available on Airbnb. The property is even open to longterm stays, so you can live out your Harry Potter dreams for a whole month. Rad!   You might say, “Yes, of course I love the library.”  We do, too.  But I’m not sure anyone loves libraries quite like the Finns do. In a country that boasts one of the world’s highest literacy rates, the arrival of the new central library in Helsinki last year was a kind of moon-landing-like moment of national bonding. The €98 million facility, whose opening in December 2018 marked the centenary of Finnish independence, has since been widely  celebrated internationally  as a model reimagining of these  critical pieces of social infrastructure. At the  CityLab DC conference this week, Tommi Laitio, Helsinki’s executive director for culture and leisure, offered his own, more personal take on exactly why this building is so important to Finland’s future. Someday, I hope to visit this amazing library.   Some collections are as simple as an insouciant post on social media at the end of every year (Barack Obama), while others (Emma Roberts and Reese Witherspoon) have websites, Instagram and Twitter accounts, all dedicated to their reads. Roberts was able to score an interview with the American essayist Joan Didion for her literary site Belletrist. Do you take part in a celebrity book club?   Sign up to Today In Books to receive  daily news and miscellany from the world of books.

Living With Roommates

Essay about Ishmael - 1588 Words

Ishmael Daniel Quinn’s Ishmael is the story of one man’s quest for knowledge and his desire to â€Å"save the world†. Answering a simple ad in the paper of a teacher looking for students (p4), the narrator is sent on an incredible philosophical journey. The teacher our narrator expects is not that which he finds, however, as our titular character Ishmael, so aptly named by Walter Sokolow (p18) as he sensed the gorilla’s almost divine presence, is that teacher. This teaching is made possible by Ishmael’s miraculous telepathic way of communication (p21). Ishmael’s name, originally Goliath due his size and presumed demeanor (p14), I find incredibly fitting as he, like Abraham’s eldest son, appears to be sent from the heavens though in this†¦show more content†¦The Leavers do not exempt themselves from the laws of competition while the Takers do. The Takers, in exempting themselves from these laws, exterminate and remove all f orms of competition in their way. In a lesson where the narrator role-plays as a Taker trying to convince Ishmael, a Leaver, to live his life-style (p222) he comes upon the conclusion that being human is living on your own terms rather than the gods’ and this is what separates us from the animals (p225). It is Mother Culture who teaches this since the day we’re born (p37), that we should live on our own terms rather than the gods’ and that we know good and evil and evil is living by chance. Thus, Takers are on a quest to find the one right way to do things and hence all our laws and such contrivances come into being. Controlling the world and the universe is the primary goal of the Takers so they no longer have to live in any sort of fear and as such they are a culture of the new whereas the Leavers are a culture of tradition (p205). Quinn relates â€Å"culture† to a mother because of its nurturing qualities and â€Å"among Leaver peoples, Mother Cu lture explains and preserves a life-style that is healthy and self-sustaining. Among Taker peoples she explains and preserves a life-style that has proven to be unhealthy and self-destructive† (p148). That explanation is what sets the two groups inShow MoreRelatedIshmael a Novel by Daniel Quinn 1173 Words   |  5 PagesIn his novel Ishmael, Daniel Quinn discusses the destruction and salvation of the world. By way of a newspaper ad, an unnamed narrator meets a telepathic gorilla, named Ishmael, who had put up the ad to find a pupil with a desire to save the world. Spurred by his benefactor’s obsession with Nazi Germany, Ishmael imparts on the narrator what he knows best: captivity (Quinn 24). Ishmael claims humans of what are considered civilized cultures are captives of a story that in turn keeps the world captiveRead MoreDaniel Quinns Ishmael1012 Words   |  5 PagesIn his novel Ishmael, Daniel Quinn discusses the destruction and salvation of the world. By wa y of a newspaper ad, an unnamed narrator meets a telepathic gorilla, named Ishmael, who had put up the ad to find a pupil with a desire to save the world. Spurred by his benefactor’s obsession with Nazi Germany, Ishmael imparts on the narrator what he knows best: captivity (Quinn 24). Ishmael claims humans of what are considered civilized cultures are captives of a story that keeps the world captive.Read MoreAnalysis Of The Story Of Ishmael And The Story Of Esau 1583 Words   |  7 Pagesstory of Ishmael and the story of Esau, readers could easily find some similarities. Both stories delineates the process of the disfranchisement of the elder sons’ firstborn right, the expulsion of certain characters, and the instruction of God. Those similarities make people to wonder that whether the two stories are just the same kind of story written to teach the believer the same lesson. This essay is divided into three parts and aimed to prove that the disfranchisement stories of Ishmael and EsauRead MoreAnalysis of the Novel Ishmael by Daniel Quinn Essay954 Words   |  4 PagesIshmael begins when the nameless narrator finds a newspaper ad that reads: Teacher seeks pupil. Must have an earnest desire to save the world. Apply in person (4). At first, he is angry, as it reminds him of the counterculture movement of the 1960s, which he participated in only to discover that there was no easy way to save the world. Nonetheless, he responds to the ad, and finds that the teacher is a gorilla. Behind the gorilla is a sign that reads With man gone, will there be hope for gorillaRead More Daniel Quinn’s Ishmael - Paradigms of Yesterday Essay1083 Words   |  5 PagesIshmael:  Ã‚   Paradigms of Yesterday  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Come with me if you want to live, was all that Arnold Schwarzenegger said in his movie Terminator 2: Judgement Day, and after reading Daniel Quinns masterpiece Ishmael, one might well receive the impression Quinn echoes such sentiments. Few books have as much relevancy in this technological, ever-changing world as Ishmael. In the beginning, according to Ishmael, God created Man to live peacefully on Earth, sustained by the fruitful bountiesRead MoreThe By Daniel Quinn s Ishmael, And Plato s Allegory Of The Cave1520 Words   |  7 Pagesthoroughly by many people. Captivity is the main concept touched in Daniel Quinn’s novel, Ishmael, and Plato’s Allegory of the Cave. Plato makes the compelling argument that people are captives of the world of ignorance. Ishmael complements Plato’s allegory by agreeing that there are two groups of people, that it would be difficult to distinguish the truth, and that people are being deceived. Plato and Ishmael were both able to indicate that there are two groups of people. In his allegory, PlatoRead MoreA Long Way Gone by Ishmael Beah544 Words   |  2 Pageshome to their families everyday. Ishmael Beah understood what it was like to have hope in terrible situations. When Ishmael wrote his book â€Å"A Long Way Gone† he was able to show how he had hope when he lost his family, when he went to New York and when he tragically lost hope when he was in the war. Ishmael went through losing not only his siblings, but also his parents. At the very beginning of the book Mattru Jong was attacked by the rebels separating Ishmael from his parents. â€Å"We must go backRead MoreA Long Way Gone By Ishmael Beah1777 Words   |  8 Pages In the memoir A Long Way Gone, author Ishmael Beah describes his survival journey as a lost child in his country, because of the civil war in Sierra Leone, then becoming a child soldier facing war daily, afterward the process that Beah went through during rehabilitation and finally in fear escaping the civil war. Ishmael Beah emotional journey has three stages of development in which Beah utilized music. In the first stage, Beah uses music as a survival mechanism to keep sane and safe. In the secondRead MoreLiterary Techniques Used in the Memoir of Ishmael Beah, A Long Way Gone, Memoirs of a Boy Soldier1050 Words   |  5 PagesIn the memoir of Ishmael Beah, A Long Way Gone, Memoirs of a Boy Soldier, Beah states t hat his life’s journey has been a huge obstacle, but has learned to overcome that struggle by venting while the two contradictory sides continue their battling. Beah accomplishes his goal of explaining to the reader his point of view through the use of rhetorical questions, scenic narration, and parallelism. Ishmael Beah’s apparent purpose is to share personal accounts of his life with his fellow country men, inRead MoreIshmael, By Ishmael And The Narrator1601 Words   |  7 PagesIshmael is an interesting story that begins when the narrator sees an ad for a teacher. Not only is the ad for a teacher, but one that only seeks students whom have a desire to save the world. When he does finally respond to the ad and meets the teacher in person, he realizes his teacher is in fact a gorilla. Communicating telepathically with the gorilla, the narrator hears of Ishmael and his past of captivity. After hearing the impressing story of Ishmael, the narrator accepts him as a teac her returning

Edp250 Pt 4 Free Essays

Introduction The purpose of this easy is to compare and contrast two art lessons in relation to authentic arts learning and integration. The lessons will be sourced from the internet and both will be examples of using objects in the natural environment to create a painting. The lessons were designed for students in grades two to six. We will write a custom essay sample on Edp250 Pt 4 or any similar topic only for you Order Now Discussion Authentic arts is as noted by Dinham,(2011) arts that incorporates learning involving integration necessitates, making connections across the curriculum between subject areas or disciplines and providing opportunities for students to witness and engage the relationships, transfer their knowledge and apply their learning through these connections. To make this happen there needs to be a move to prepare classroom teachers to become aware of art, and ways of delivering a successful lesson. Smilan and Marzilli miraglia (2009) notes, that â€Å"teachers need clarification about what art integration is and what it entails. We believe that true authentic art- integrated learning places visual arts content at the centre of teaching and learning (p. 39)†. Meaning every teacher must continue to up skill their own knowledge of art and understands the elements to delivering an authentic art lesson requires(Dinham,2011). Art is more than painting, drawing and play dough; it is not merely a time filler at school, so teacher can have a break, or a bit of fun. Dinham, (2011) suggest that teachers need to understand what art gives their students, and how art provides a connectedness to society and their own identity and meaning. Art provides students the opportunities to problem solve, express their needs and emotion, be creative, try new experience and more importantly teachers need to appreciate authentic arts programmes as a significant importance in the curriculum. Lessons Lesson one demonstrates a well prepared art lesson and in lesson two, many elements of creating an effective authentic arts lesson are missing. Both lesson one and two require students to use natural items found in the environment to create a painting. Both lessons would be suited for students in grades two to six, and comprises elements of authentic arts. Below is a table that show what elements of authentic arts are essential when delivering an arts class. Required characteristics| Example| 1. Has connections across the curriculum| Lessons makes links to other curriculum such as maths, history etc. | 2. Uses understanding of multiple intelligences and different learning styles| Such as Howard Gardner concepts of multiple intelligence. | 3. Is themed and examines the theme in different areas| Such as dinosaurs, outdoor garden, countries. 4. Uses different modes of learning incorporated into different areas| Such as reading, singing, creating, comparing, contrasting, discussing. | 5. Lessons relate to real life tasks, that draw on a range of knowledge and skills across the curriculum| Lesson would encourage students to use prior knowledge of the task at hand. | 6. Learning’s provide opportunity for students to see relationsh ips, transfer and apply learning and make connections across the curriculum| The lesson has been enriched with elements of real life experience and understanding. | 7. Activities are Instrumental and/or intrinsic| Instrumental, lessons that extend beyond the immediate lesson. Intrinsic lessons relates to the learning gained through the lesson Dinham,(2011). | Table is adapted from PowerPoint presentation Integration. Curtin University, (2012). Using this table as a guide the below lessons well be corresponded with the number from the above table showing which part of the lesson address each charatritcs. Lesson one: Retrieved from http://contemporaryartscenter. org/images/lessonplans/mughal-miniatures_natural-beauty. pdf Mughal Miniature Paintings: Natural Beauty Grades: 2nd-7th Visual Arts Developed By: Kristen M. Woods Lesson Description: Mughal miniature painting originated during the 16th century in the Mughal Empire which spanned what are now India, Bangladesh, Nepal, and Pakistan. This art form is marked by careful attention of small detail, lush jewel tones, epic subject matter, and miniature scale. All of the Miniature artists that are participating in the Contemporary Arts Center’s exhibition Realms of Intimacy have studied at the National College of Arts (NCA) in Lahore, Pakistan. The NCA is renowned for its program dedicated to the centuriesold tradition of Mughal miniature painting which flourished from 1526 to 1857. The extremely selective school takes only a dozen of its accepted students to pursue the intensive major of miniature painting. This major at the NCA mimics a traditional eight year apprenticeship in two years of schooling. The meticulous technique begins with the posture of the students. The students are required to be seated on the floor for hours a day, hold their papers close to their eyes and brace their painting arms against their body. Their posture is essential to mastering the tiny brushstrokes needed to create pieces with such fine details. They spend their first year and a half copying historical works and learning to make their own tools. Only in the final half year are they allowed to explore their own creative devices. There is an extreme mental discipline that goes along with every aspect of being a miniature painter. The style is based on old traditions. One brush is still composed of a single squirrel hair. Mussel shells are used as mixing bowls for their organic paints. These natural paints are made from raw materials like vegetables, fruits, oil, soil, lime, indigo and lapis lazuli and on occasion eggs, gold powder, and silver foil. Through this program students must master ultra-fine figure drawing and brushwork, tea staining of page borders and burnishing of paper surfaces; all essential to practices that were used centuries ago. For this project, students will explore natural materials that can be used to dye paper and make paints then use their homemade materials to make their own versions of Mughal miniature paintings Objectives: ? Use problem solving to figure out natural materials they can use and combine to make paints and also dye paper Learn about the process that Mughal miniature painters go through when creating a piece Create their own composition based on Mughal miniature paintings Materials and Resources: Watercolor paper Tea, coffee, and cranberry juice Lard, Butter, Solid and liquid vegetable oil Spices, mustard, dirt, grass, fru its and vegetables, and other natural materials that can stain Paint brushes Small containers with lids (paint storage) Aprons/paint shirts Links and Books on natural paint mixing and Mughal Miniatures; http://www. hyoomik. com/images/egg. html http://www. sairawasim. com/ http://www. ambreenbutt. com/web/home. php http://www. ambreenbutt. com/web/works. php Whiles, Virginia. (2010). Art and Polemic in Pakistan: Cultural Politics and Tradition in Contemporary Miniature Painting. Edwards, Lynn. (2003). The Natural Paint Book. Critical Questions: How are cultural practices and traditions passed down and continued over time? Why are they important? Is process important in relation to product? What if miniaturist painters used synthetic materials? Would it change the look of the work? The Emotion? Activities: Preliminary Discussion: Discuss process with students; how artists begin a piece as opposed to showing them the finished product first. Then look through some images of contemporary Mughal Miniaturist paintings by Ambreen Butt and Saira Wasim whom still use tea staining and hand mixed pigments from natural materials. Discuss briefly the imagery and subject used in the works and the meanings behind them. With older students you may be able to get them to discuss some of the political satire seen in Saira Wasim’s work Art Activity: Start the project by dying paper. Using tea, coffee, or even fruit juice; have students dip a piece of watercolor paper into a large container full of the liquid of their choosing. Leave the paper in the liquid for at least 15 minutes and check on how well the liquid is dying the paper (don’t leave the paper in for too long because it will start disintegrating). Once the paper has a nice color all around, take it out and leave it to dry for about 24 hours. Next, have students mix their paints. Find some things either outside or maybe in the refrigerator that can stain. Things like grass, dirt, berries, flowers, mustard, and spices would work well. Have students use lard, solid or liquid vegetable oil, or butter to grind and mix their natural materials together making a thick paint. Have each student make at least three different color paints. They may share paints when it’s time to use them. Have students use a paint brush with their homemade paints to create their own miniature painting on their dyed paper. This project is more about process and nderstanding materials so the composition can be very simple especially with younger students. You might suggest they do a composition showcasing the natural materials they use to make their materials like flowers, fruit, etc. Assessment: Students have dyed a piece of paper using tea, coffee, or fruit juice Students have mixed their own paints using fat and natural materials Student s have used their paints and dyed paper to create their own miniature paintings Lesson two: Retrieved from http://www. kinderart. com/painting/plantdye. shtml PLANT DYE PAINTS Grade: 2-6    †¢    Age: 6-12 †¢Ã‚   Written by: Kim Swanger [Kim is a K-3 art teacher at Lakeview and Central Elementary Schools in Council Bluffs, Iowa. ] | Objectives: Students will learn that plants are a source of natural dyes and paints. This is a good lesson to show how pioneers or early civilizations may have used plant dyes to color cloth. What You Need: * crock pots * beets * spinach or kale * black walnuts in the shell * dry onion skins * paint brushes * paper What You Do: 1. Discuss with the students that before we had synthetic dyes, people had to make their own paints and dyes using plants and other resources available. Show the students the nuts and vegetables you have and ask how the pioneers may have used these materials. 2. The night before the painting lesson, place beets, spinach or kale, walnuts, and onion skins in separate crock pots with enough water to barely cover them. Cook all night. The following morning, the water in each of these pots should have turned into natural dyes. The beet water will be magenta, the onion water will be amber, the spinach or kale water will be a light green and the black walnut water will be brown. 3. Pour a small amount of paint into bowls and ask students to smell them. Discuss which vegetable made which paint. 4. Provide brushes and paper (plain or coloring pages) and permit students to paint using the natural dyes. 5. After the painting experience, ask students what other natural materials might make dyes the pioneers could have used. Experiment with student suggestions. Note: If black walnuts are not available, VERY STRONG coffee or tea makes an adequate brown dye. Berries can also be used to make colorful dyes. Currently, red dye is commonly made from a parasite that lives on cacti. Both lessons are similar in terms of requiring students to use natural objects to create a painting; However a teacher using lesson one, their students would gain a deeper understanding of authentic art, and acquire skills that they can use across curriculum, as it demonstrates modes of learning and teaching strategies which enables each students to expression and understand what is required. It also uses scaffold learning, which enable students to see examples of what they could achieve, but also gives the history and reasoning behind why they are required to do this activity. This enables students to take an educational value from the lesson, rather than doing it just for merely fun (Dinham,2011). Although lesson two also has real world connection and can be intergraded into other curriculums it is its lack of depth to which it can do this that makes it the inferior of the two lessons. Lesson two can link to history whereas lesson one can relate to multiple curriculums, making this a more intergraded lesson to benefit student learning’s (Dinham, 2011). Lesson one has provided more elements of real life experience for students that they can compare contrast between a variety of objects they have used from the environment, from vegetables to plants and so forth. Whereas lesson two only focuses on one element. Both lesson one and two are instrumental meaning that they extend beyond the immediate arts experience (Dinham,2011) but again it would be lesson one that take this experience further as it looks at the impact the lesson has upon students learning as a whole. Overall, lesson two does not tick the boxes for authentic arts integrated learning in the way that lesson one does. Lesson one provides a real and authentic learning experience that incorpatres connections to other areas of the curriculum, using modes of learning and teaching strategies which encourage and support every learner in the classroom regardless of skill or ability, all essential fact in delivering an authentic arts experience. References Curtin University, (2012). Course Notes. PP2 Integration. Retrieved fromhttps://lms. curtin. edu. au/webapps/portal/frameset. jsp? tab_tab_group_id=_4_1url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_47595_1%26url%3D Dinham, J. (2011). Delivering authentic arts education. South Melbourne, Victoria: Cengage Learning. How to cite Edp250 Pt 4, Essay examples

Robert Frost Poetry Research Paper Example

Robert Frost Poetry Paper Robert Frost Poetry Emotional Barriers We all deal with our emotions in different ways. Some of us shout them out and some of us bottle them In. Whatever you choose to do is okay, as long as it helps you. Robert Frost chooses to touch on different ways of how he might react In an emotional situation in his three poems: Mending Wall, The Road Not Taken, and Stopping by Woods on a Snowy Evening. Each poem deals with his emotions whether It Is the barrier walls that he keeps between himself and other, the decisions he has to make or the how he chooses to deal with all of these problems. When I read these here poems, it forced me to think about my own emotions and what I would do in each of these situations. We have things that we dont want others to see. Secrets that we dont want to share, misfortunes and wrongdoings that we are too ashamed to speak about. These are only a few of the many reasons that we all keep emotional walls or barriers up. They are there for our protection, or so we think. We believe that by keeping people away, they can not hurt us. This is true, but when we push them away, what are we missing? Robert Frost contemplates this exact issue in his poem Mending Wall. The speaker in this poem doesnt know for ere whether of not he wants to keep this wall up between himself and his neighbor. Ã'ËœBefore I built a wall Id ask to know What I was walling in or walling out, And to whom I was like to give offense. He Is worried about what he will miss by keeping the wall up, yet he continues to help his neighbor rebuild It. We all have times Like this In our lives. We will write a custom essay sample on Robert Frost Poetry specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Robert Frost Poetry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Robert Frost Poetry specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In a perfect world we would Like to keep our walls down and let everyone In, but we cant, because we are still to scared to be able to trust each other. Emotionally, it is much easier to live and not get hurt by keeping people at a certain distance. You can stop them from coming to close. If you let them past your wall, youre letting teem Into your mina. Youre telling teem all your secrets. Telling them about your past. Youre inviting them in. This is wonderful at first, but it leaves you wide open and vulnerable. Unfortunately, this is the way I have chosen to see it. I have been hurt too many times for me to want to let anyone else in. This is not a good way to live your life, but its the only way that seems to keep me safe. Its kind of like climbing a ladder to reach a prize. The higher you climb, the closer to the prize, but you also have a much egger chance of falling. The less you climb the less chance of getting hurt. I have climbed this ladder one too many times, and each of them I have fallen off right when I reach the top. This is why I have chosen to keep my wall up; Im Just tired of falling. Making this decision wasnt easy. In fact, it is almost never easy to make an important decision. You are always stuck wondering what would have happened if you gone the other way. In Robert Frosts poem The Road Not Taken, he wonders at the difference it would have made in his life had he chosen to go down the other path. This poem is hemolytic for every important (and even the not so important) decisions you have had to make. How do you know if you have made the right decision? Is there even a right decision to make? Is each path of the same importance to your life and you Just had to choose one? Will one make you fail? While the other one make you succeed? These are all questions that Frost has brought up in The Road Not Taken. Two roads diverged in a yellow wood, And sorry I could not travel both We have all wanted to walk down both paths, see what lies ahead, but we know that it is impossible to do so. You can never go back and change your cession. The thing that Frost has learned and that we need to remember is that there are no wrong decisions. Each path holds the same weight in how your life will turn out. In The Road Not Taken, he has decided that either path or decision is Just as good as the other: Then took the other, Just as fair, Ana navels perhaps ten netter claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. You may choose to go down one road, thinking that it is the right road, but years later you could find out that it was probably bad to make that decision. Or you could happen to make the wrong decision and find out that it has helped you in the end. I made a choice like this in tenth grade. I chose not to take the suggested math classes in order to take a few more photography and art classes. Everyone, except my parents l, believed that this was a bad decision. You need math, you dont need art. Thats what everyone said to me. They all thought I was crazy and that I was sending my life down the drain, but in fact, my decision to go ahead and take those extra art classes has probably saved the rest of my life. By taking those classes in tenth grade I was able to get the kills and credit I needed to be accepted into the Minnesota Center for Arts Education (or Arts High as we like to call it). For my senior year, I was able to go to a school that was primarily focused around the arts. Not only did my decision affect my what highlights I went to, it also effected what college I got into. From the reputation the Arts High has, I was able to get into IRIS. Who knows whether or not I could have gotten in without all the experience I had gained through the simple decision on whether or not to take a math class? As Frost says Oh, I kept the first for another day! so did l. I ended up taking those math classes that I had missed, at the Arts High. But we know that you cant ever go back, that the decision will always be different. In my case the decision was different, it was better, because at the Arts High they teach math that is geared around the arts. When you make an important decision, whether or not things go the way you wanted them to, the consequences can often leave you feeling depressed or confused. We all have ways that we take care of our problems, and one option is to get away from a an tank I Nils Is ten way Tanat Rooter Frost has chosen to deal with his problems in his mom Stopping by Woods on a Snowy Evening. When Frost says that he is stopping Between the woods and frozen lake, The darkest evening of the year, we get the picture that whatever problems he was dealing with he was not happy about them. Frost is obviously bothered by something important. My little horse must think it queer, To stop without a farmhouse near, shows that he feels the need to go somewhere empty, somewhere alone. The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. When he says But I have promises to keep, he has hoses either not to admit his problems to anyone else, or maybe he cant even admit them to himself. He admits that he has a lot more thinking to do and that he has not come to a conclusion when he states twice And miles to go before I sleep. He is speaking figuratively here that until he figures out what to do, he will not be able to get any rest. Frost probably does not actually mean sleep when he says rest, but maybe just rest in general like giving his mind a break. Many people have a very hard time thinking about anything else when they are dealing with an important issue and this is where Frost has chosen to end his poem. I do not agree with most people when they say that Robert Frost was writing about suicide with this poem. He wrote this poem to express his feelings of the need to get away for awhile, to think. This is exactly what I choose to do when I have issues and problems I need to think about. Suicide is definitely not something I have thought about when I want to be alone for awhile. I Just need to be away from distractions. Unfortunately, living in the dorms has taken away my privilege to do that. At home, I have always had the advantage of having my own room. No matter what happened, I had the option to go to my room, shut the door, and get way from everything. Now I am not so lucky. When I have had a bad day, gotten in an argument or lust even want to De alone, I nave to worry auto my roommate being there. This makes it really hard for me to deal with any problems that I might have. Dealing with your emotions is a difficult thing. Each of us has our own ways in which we choose to do so. In his three poems Mending Wall, The Road Not Taken, and Stopping by Woods on a Snowy Evening, Robert Frost has Just started to touch on how he might react in different situations. I have thought about and compared what I might do and what he might do. In many ways

W1 ETHICS REFLECTION LOPEZ Essay

W1 ETHICS REFLECTION LOPEZ Essay W1 ETHICS REFLECTION LOPEZ Essay Ethics Reflection Paper Christine Lopez STR/581 University of Phoenix Mr. Robert Cantu Ethics Reflection Paper A company reflects its mission; the mission in turn reflects the company’s entrance to social responsibility. Serving several groups of stakeholders may become difficult. Each group contains personal interests and expectations of the company. Through several steps a company can identify, understand, reconcile and coordinate the demands to define its social responsibility. The Role of Ethics in Strategic Planning Reflecting critically and actively on ethical issues is an obligation of every professional. Ethics guarantee that an organization accomplishes its mission, vision, goals, and objectives in a manner that will give a business a sense of direction and framework. Ethics ensure guidelines are created that bind the entire organization into one common thread, govern the action of the organizational employees, and avoid deviation from the desired strategic path. Ethics ensure that strategic plan is prepared as per the best interest of all a company’s stakeholders, whether employees, vendors, customers or even the society in which the organization operates. Adhering to the highest possible ethical standards, and integrating these ethics into their strategic planning, can build a good corporate image in front of all the stakeholders of the organization. Integrating and planning goes beyond compliance problems and disciplinary policies in order to manage integrity. Ethical Perspective As I advance in my studies I have learned how to no longer think like an employee, but a manager. Changing my ethical perspective to work toward becoming a exemplary role model with professional standards and a continued focus on quality performance. Previously I worked for someone and felt as though I had to be better than my colleagues, as I continued through my studies I quickly realized how important it is to create opportunities for my team members and respect everyone’s interests. I consider the rules and regulation that were set in place but at

Ante Pavelic, Croatian War Criminal

Ante Pavelic, Croatian War Criminal Of all the Nazi-era war criminals who escaped to Argentina after World War Two, it is possible to argue that Ante Pavelić (1889-1959), the â€Å"Poglavnik,† or â€Å"chief† of wartime Croatia, was the vilest. Pavelic was the head of the Ustase party which ruled Croatia as a puppet of the Nazi regime in Germany, and their actions, which resulted in the deaths of hundreds of thousands of Serbs, Jews and Gypsies, sickened even those Nazi advisors stationed there. After the war, Pavelic fled to Argentina, where he lived openly and unrepentant for several years. He died in Spain in 1959 of wounds suffered in an assassination attempt. Pavelic Before the War Ante Pavelić was born on July 14, 1889 in the town of Bradina in Herzegovina, which was part of the Austro-Hungarian Empire at the time. As a young man, he trained as a lawyer and was very active politically. He was one of many Croatians who chafed at his people becoming part of the Kingdom of Serbia and subject to a Serbian king. In 1921 he entered politics, becoming an official in Zagreb. He continued to lobby for Croatian independence and by the late 1920’s he had established the Ustase Party, which openly supported fascism and an independent Croatian state. In 1934, Pavelić was part of a conspiracy which resulted in the assassination of King Alexander of Yugoslavia. Pavelić was arrested but released in 1936. Pavelić and the Croatian Republic Yugoslavia was suffering from great internal turmoil, and in 1941 the Axis powers invaded and conquered the troubled nation. One of the first actions of the Axis was to set up a Croatian State, the capital of which was Zagreb. Ante Pavelić was named Poglavnik, a word which means â€Å"leader† and is not unlike the term fà ¼hrer adopted by Adolf Hitler. The Independent State of Croatia, as it was called, was actually a puppet state of Nazi Germany. Pavelić established a regime led by the vicious Ustase party which would be responsible for some of the most horrible crimes committed during the war. During the war, Pavelić met with many European leaders including Adolf Hitler and Pope Pius XII, who personally blessed him.    Ustase War Crimes The repressive regime quickly began acting against the Jews, Serbs and Roma (gypsies) of the new nation. The Ustase eliminated their legal rights of their victims, stole their property and finally murdered them or sent them to death camps. The Jasenovac death camp was established and anywhere from 350,000 to 800,000 Serbs, Jews and Roma were murdered there during the war years. The Ustase slaughter of these helpless people made even hardened German Nazis flinch. Ustase leaders called on Croatian citizens to murder their Serbian neighbors with pickaxes and hoes if need be. The slaughter of thousands was done in broad daylight, with no attempt made to cover it up. Gold, jewels and treasure from these victims went directly into Swiss bank accounts or into the pockets and treasure chests of the Ustase.   Pavelić Flees In May of 1945, Ante Pavelić realized the Axis cause was a lost one and decided to run. He reportedly had about $80 million in treasure with him, looted from his victims. He was joined by some soldiers and some of his high-ranking Ustase cronies. He decided to try and make for Italy, where he hoped the Catholic Church would shelter him. Along the way, he passed through zones controlled by the British and it is assumed he bribed some British officers to let him through. He also stayed in the American zone for a while before making his way to Italy in 1946. It is believed that he traded intelligence and money to the Americans and British for safety: they may have also left him alone as partisans were fighting the new communist regime in Yugoslavia in his name. Arrival in South America Pavelić found shelter with the Catholic Church, as he had hoped. The church had been very friendly with the Croatian regime, and also helped hundreds of war criminals escape after the war. Eventually Pavelić decided that Europe was just too dangerous and headed to Argentina, arriving in Buenos Aires in November of 1948. He still had millions of dollars’ worth of gold and other treasures stolen from the victims of his murderous regime. He traveled under an alias (and a new beard and mustache) and was warmly welcomed by the administration of President Juan Domingo Peron. He wasn’t alone: at least 10,000 Croatians – many of them war criminals – went to Argentina after the war. Pavelić in Argentina Pavelić set up shop in Argentina, attempting to overthrow the regime of new President Josip Broz Tito from half a world away. He set up a government in exile, with himself as president and his former undersecretary of the Interior, Dr. Vjekoslav Vrancic, as vice-President. Vrancic had been in charge of the repressive, murderous police forces in the Croatian Republic. Assassination Attempt and Death In 1957, a would-be assassin fired six shots at Pavelić on the street in Buenos Aires, hitting him twice. Pavelić was rushed to a doctor and survived. Although the assailant was never caught, Pavelić always believed him to be an agent of the Yugoslav communist regime. Because Argentina was becoming too dangerous for him – his protector, Peron, had been ousted in 1955 – Pavelić went to Spain, where he continued trying to subvert the Yugoslav government. The wounds he suffered in the shooting were serious, however, and he never fully recovered from them. He died on December 28, 1959. Of all of the Nazi war criminals and collaborators who escaped justice after World War Two, Pavelić is quite arguably the worst. Josef Mengele tortured inmates at the Auschwitz death camp, but he tortured them one at a time. Adolf Eichmann and Franz Stangl were responsible for organizing systems which killed millions, but they were operating within the framework of Germany and the Nazi party and could claim to have only been following orders. Pavelić, on the other hand, was the commander-in-chief of a sovereign nation, and under his personal direction, that nation coldly, brutally and systematically went about the business of slaughtering hundreds of thousands of its own citizens. As war criminals go, Pavelić was up there with Adolf Hitler and Benito Mussolini. Unfortunately for his victims, Pavelić’s knowledge and money kept him safe after the war, when Allied forces should have captured him and turned him over to Yugoslavia (where his death sentence would have come swiftly and surely). The aid given to this man by the Catholic Church and the nations of Argentina and Spain are also great stains on their respective human rights records. In his later years, he was increasingly considered a bloodstained dinosaur and if he had lived long enough, he may have eventually been extradited and put on trial for his crimes. It would be of little comfort to his victims to know that he died in great pain from his wounds, increasingly bitter and frustrated at his continuing irrelevance and inability to re-establish a new Croatian regime.    Sources: Ante Pavelic. Moreorless.net. Goà ±i, Uki. The Real Odessa: Smuggling the Nazis to Peron’s Argentina. London: Granta, 2002.