Mus 100 Study Guide

MUS 100 FINAL STUDY GUIDE CHAPTER 17: – Fortepiano: early piano, named for its range of dynamic levels; it was smaller and less sonorous than the modern instrument. – Classical style: restrained, objective style of art. Classical refers to Western music characteristic of the period from 1750-1825. Composers: – Mozart: Invested much of his music with a degree of emotion expression unusual for his time. Never allowed emotion to dominate his art. – Haydn: Wrote pleasant, good-natured music throughout his long life. Wrote masses, oratorios, and other religious compositions for church and for concert performance. Beethoven: Wrote masses, oratorios, and other religious compositions for church and for concert performance. CHAPTER 18: – Form: organization and design of a composition, or of one movement within a composition. – Symphony: multimovement orchestral form. – Sonata-Allegro: â€Å"first movement form†. The 3 sections: expositio n, development, and recapitulation-form a binary design. – Exposition: first section of a fugue or of a sonata-allegro. – Development: 2nd section of the sonata-allegro; it moves through many keys. – Recapitulation: 3rd section of the sonata-allegro.Reviews the material of the exposition, presenting it in a new light. – Coda: Meaning, â€Å"tail†; a closing section. – Minuet and Trio: ABA. Often the 3rd movement of a symphony, sonata, or string quartet. Consists of two minuets, the second (trio) lighter and more lyrical than the first. – Cadenza: extended passage for solo instrument; typical feature of a solo concerto. – Rondo: ABACA. Form in which various episodes alternate with the opening material. The tempo is usually fast, and the mood merry. – String Quartet: chamber ensemble consisting of two violins, a viola, and a cello. Sonata (classical period): a multimovement composition for one or two solo instruments. CHAP TER 19: – Overture: introductory orchestral piece. – Comic Opera (ope’ra comique, singspiel, opera buffa): Operas light in mood, modest in performing requirements, written in the vernacular language of the intended audience. – Requiem: mass for the dead. – Ensemble Finale: final scene of a musical show in which several soloists simultaneously express, in different words and music, their individual points of view. CHAPTER 20: – Motive: short melodic phrase that may be effectively developed. Art song: concert setting of a poem, usually by a well-known poet, to music. – Lieder: German art songs. – Song cycle: sets of songs by one composer, often using texts all by the same poet. Composers: – Schubert: earliest master of romantic art son. Composed 143 songs at 18. â€Å"Godfather† of the romantic period genre. CHAPTER 21-22: – Cyclic form: multimovement form unified by recurrence of the same or similar melodic material in two or more movements. – Absolute music: instrumental music having no tended association with a story, poem, idea or scene; non-program music. Concert overture: one movement orchestral composition, often inspired by literature and dramatic in expression, yet generally subject to analysis according to classical principles of form. – Program symphony: symphony (composition for orchestra in several movements) related to a story, idea, or scene, in which each movement usually has a descriptive title. – Idee fixe: single melody used in several movements of a long work to represent a recurring idea. – Thematic transformation: variation of thematic or melodic material for programmatic purposes.Sometimes called metamorphosis. – Dies irae: Gregorian chant for the dead. – Symphonic poem (tone poem): programmatic composition for orchestra in one movement, which may have a traditional form (such as sonata/rondo) or an original irregular form . Composers: – Brahms: misplaced classicist. Poured the warmest Romantic emotional content into his classical forms. He based his music on models from the past. – Berlioz: his works were based on unrequited love. Used the idee fixe, which was a melodic reference to his beloved. CHAPTER 23: Character piece: relatively short piano piece in a characteristic style or mood. – Nocturnes: Piece expressing the â€Å"character† of night. – Prelude: short independent or introductory piece for keyboard. – Etude: a virtuosic instrumental study or â€Å"exercise† intended for concert performance. – Rubato: romantic technique of â€Å"robbing† from the tempo at some points and â€Å"paying back† at others. Composers: – Chopin: only great composer who wrote almost exclusively for piano. Most pieces are miniatures. Virtuoso pianist, most famous for lyrical and melancholic melodies.CHAPTER 25: -Post-romanticism: general ter m for several romantic styles that succeeded the dominance of German Romanticism and preceded the return of classicism to the arts. – Atonality: avoidance of a tonic note and of tonal relationships in music. – Impressionism: style of painting and music that avoids explicit statement, instead emphasizing suggestion and atmosphere. – Primitivism: style inspired by primitive works of art and by the relaxed life of unsophisticated cultures. – Pizzicato: technique of plucking string instruments.Composers: – Mahler: post-romantics. Wrestled with conflicting romantic and classical ideals. – Strauss: leader of post-romantic composers. Strictly classical style but developed romantic techniques. – Debussy: first musician labeled an impressionist. Developed unusual harmonies and exotic timbres. – Schoenberg: inventor of the 12-tone method (serialism) > Using the 12 pitches equally. > 12 tone row: playing the 12 pitches in whatever order; no repeated tones until the row has been fully played. > Wrote in a free atonal style gt; Drifted away from traditional harmony and experimented other styles – Stravinsky: went through an early ballet period before the war. He went through a neo-classical period. > Primitivism: movement in the second decade of the 20th century. Reveals romanticism characteristics. Characterized by strong savage rhythms, dissonant combinations of sound and narrow melodies. > â€Å"Rite of Spring†: controversial piece, ballet, and scandal piece CHAPTER 27: – Experimentalism: exploration of previously unknown aspects of musical sound. Polytonality: two or more keys at the same time. – Tone cluster: chord built on seconds. – Prepared piano: piano whose timbre and pitches have been altered by the application of foreign materials on or between the strings. – Twelve-tone technique: arrangement of the twelve chromatic pitches into a tow that provides the melodic and harmonic basis for a music composition. Row: series of tones on which a serial composition is based. Composers: – Schoenberg: inventor of the 12-tone method (serialism) – Weberm: developed his own styles: lean, clean, delicate, and strong. Ives: invented polytonality (incorporating of two different keys). – Cowell: invented the plucking of a piano sound. – Cage: 1912-1992 not trained as a musician. Brought up in Los Angeles. Became a composer. > Alatoric: predetermined sounds and just guessed when it should be played. > Conceptual art: piece called 4 minutes a 33 seconds – just the sounds in CHAPTER 28: – Neoclassicism: 12th century version of classicism in music. – Neoromanticism: 12th century version of a romantic approach to music. –Minimalism: style of music based on many repetitions of simple melodic lines that gradually change and slowly evolve patterns and rhythmic patterns. Composers: – Copland: American nationa list composer > â€Å"Dean of American Music† – Gershwin: Best known of all American opera, filled with the characteristic sounds of jazz, including syncopated rhythms, expressive vocal catches and slides. – Prokofiev: focused on neoclassical music. – Barber: focused on neoromanticism. > Adagio for string orchestra (tonal piece) – Reich: focused on minimalism. – Glass: focused on minimalism.

Global Warming Essay

There are many causes of Global Warming. The destruction and burning down of tropical forests , traffic clogging up the city streets , rapid growth of unplanned industries, the use of CFCs in packaging and manufacturing products, the use of detergents etc. cause Global Warming. Besides, overpopulation, deforestation are the causative factors of Global Warming. The setting up of mills and factories in an unplanned way has a great effect on environment. These mills and factories produce black smoke which gets mixed with air and increases the amount of CO2. Burning of Gas such as Methane (CH4) and fuel also increase CO2Â ­ in the environment. Killing animals like birds, big cats, lions, tigers is also a alarming cause of Global Warming. The effects of Global Warming is very dangerous for our existence and survival. The sun’s scorching heat comes to earth in a direct way. Therefore, the earth’s surface becomes seriously heated. Agriculture, forestry and fishery is seriously be damaged. This can catastrophically reduce mankind’s ability to grow foods, destroy wildlife. Global Warming also cause sea-water to swell up. All species are important for maintaining ecological balance. If one is lost, the whole natural environment changes. To prevent the dangerous effects of Global Warming necessary steps should immediately be taken. People should not be allowed to cut off trees which causes deforestation. Rather they should be advised and suggested to plant more and more trees in accordance with their capability and convenience. Forests also control the natural balance. People should be made aware of it. Mills, factories, brick-fields should be set up in a very good planned way. There should be well drainage system to pass away waste materials, wastages and poisonous chemicals. The alarming world’s climate is very dangerous for mankind and ecological balance. Unless Global Warming is not controlled, no men, animals will be able to live, grow and thrive. So, we should try maintain the ecological balance to decrease the effects of Global Warming.

A poem about a house on a windy day Essay

When you start to read wind you get the impression that it is going to be a poem about a house on a windy day. However this is not the case. The author is trying to illustrate how fierce Mother Nature’s army can be. He is making it seem as though the wind is fighting the house and it’s human inhabitants. The wind is trying to scare the people, by isolating it, from the rest of civilisation, for the night. â€Å"The house has been far out to sea all night†. As the wind travels across the countryside it’s destructive qualities become apparent, scaring the people almost to death. † The woods crashing through the darkness†. The wind is using the surrounding hills to its advantage by making impacting noise that seems to echo across the valley. â€Å"The booming hills†. As well as all this the wind continues it terrorising by stamping like a herd of elephants under the windowsills in the flowerbeds. â€Å"Winds stampeding the fields under the window†. The poet tries to illustrate the winds power and strength by saying that the house had become adrift overnight and the wind had carried it to a new location. â€Å"The hills had new places†. As the wind moved ad danced in the air it gave off colours that surrounded the little house, making it difficult to see past the garden. â€Å"Luminous black and emerald, flexing like the lens of a mad eye.† At midday one of the inhabitants bravely went outside to investigate the extent of the damage, caused by the overnight wind. As the person looked up in to the wind they had to turn away quickly, because of the shear force acting on their eyes. â€Å"Once I looked up through the brunt of the wind that dented the balls of my eyes†. The strength of the wind overpowered the hills; they could not endure any more beatings from the wind. They could no longer protect the house from the full force of the wind. â€Å"The tent of the hills drummed and strained on its guy rope†. Fearing the return of the wind overnight the whole of the scenery began to change and prepare for the onslaught before them. â€Å"The fields quivering, the skyline a grimace, at any second to bang and vanish with a flap†. Even the birds cannot understand the force of the wind. â€Å"The wind flung a magpie away and a black- back gull bent like an iron bar slowly†. I know that the people are because the poet has written about the house being as fragile as a great green goblet, ringing † in the note that at any second would shatter it â€Å". The people try to shut out the wind by sitting together in the living room and ignoring it. â€Å"Now deep in chairs, in front of the great fire†. Although they are trying to shut out the wind it is not working because they cannot concentrate on anything except the wind. â€Å"We grip our hearts and cannot entertain book, thought, or each other†. As the wind continues its attack the inhabitants learn to except it and ignore it, if slowly. â€Å"We watch the fire blazing, and feel the roots of the house move, but sit on, seeing the window tremble to come in, hearing the stones cry out under the horizons†. The poet does an outstanding job of promoting the winds excellence at its job, to terrorise the inhabitants of the house. He creates the impression by using metaphors, similes and adjectives, that make you feel as though you are really there, experiencing it for yourself. He has constructed the poem well because the sentences run into the next verse. This is effective because it is not used in many other poems. This intrigues the reader into continuing and reading right to the end. The writer uses a lot of hyperbole to exercise his points, such as â€Å"the hills drummed and strained on its guy rope†. He has created the impression well and I have enjoyed the poem, although I needed to read it through a few times to fully understand it.

Problem-Posing Versus the Banking Systems of Education Essay

Problem-Posing Versus the Banking Systems of Education - Essay Example This paper stresses one can easily identify with Freire’s arguments on the two systems of education. Although majority of schools and teachers believe in the banking system, there are still some that use the problem-posing system. It is therefore easy to get a clear distinction between the two systems. Different teachers use varying teaching methods and this greatly affects the attitude of the students towards certain subjects. In a class where problem posing system is embraced, the students are more likely to have a positive attitude towards the units they are taught as compared to one that uses the banking system. The system allows the students to think imaginatively outside the area being taught in class. The students are free to share their thought openly with fellow students and the teacher. This boosts their confidence and their creative ability because they are not restrained to think in a particular way.   The system allows the students to confidently express their p erceptions about the world.From the discussion it is clear that  the students interacted freely with the teachers and they could ask for clarification in areas they could not understand. The teacher also learnt from the students. To get answers to math problems, the teacher could show a certain method and a student could come up with a different method but leading to the same answer.  The experience from the problem-posing system to problem-posing system helped improve the grades in math.   

Criminal Justice Essay Example | Topics and Well Written Essays - 250 words - 13

Criminal Justice - Essay Example In an example, the Muslims living in United States feel that the government has failed to protect them from the aggression emanating from the local population. Initially, the society has been instrumental in ensuring that young generation is guided according to the rules and regulations set by the community. The old people were acting as a guide to the young people in the society. However, with some communities being marginalized, the young people have become an easy target by terrorists groups which recruit them with promises of making money. These are groups that train the youth on how to shoot and bomb people. They convince the youth that they will be rewarded or they are doing according to the teaching of their religion. The young people are learning how to shoot from violent video games. Currently, they are spending a lot of their time watching simulations of how to shoot and bomb. This is making them to look for guns and bombs in order to have a firsthand experience. Religious programs can be used by religious leaders to train the young people on how to resolve conflicts. In addition, conflict resolution programs, e.g. through encouraging the youth to work in diverse groups can be initiated in the society in order to train the young people on how to resolve conflicts without using violent

The Emerald Forest by John Boorman Movie Review

The Emerald Forest by John Boorman - Movie Review Example Apart from the difference in the authority structures of these two societies, their entire life styles and cultures are different. Western modern society is developed and advanced in terms of technology and uses machine guns and weapons to fight, aero planes to travel and other machines to cut off forests and clear the land for construction, whereas the invisible people do not have much use of technology as they use arrows and spears to fight and travel by walking long distances (â€Å"Proyect†). As wanadi says, â€Å"When I was a boy, the edges of the world was very far away, but it comes closer each year.† It means that western world is growing in technology and now travelling across the entire world to reach far off places have become easy and fast. However, as technology is enhancing it is destroying the natural environment more (â€Å"The Emerald Forest†). Air pollution from the aero planes, cars etc have increased resulting in various diseases affecting our respiratory systems when we inhale the oxygen present in the air. Also the modern guns and weapons have resulted in the increasing demolition of mankind who are killed in massacres. The machines used to clear off forests have destroyed the beauty of the world and the indigenous livelihood (â€Å"The Emerald Forest†). The natural resources are being depleted with the adoption of new technology. This is the reason that the people of the western world were called to be Termite as they cut down big trees and destroy the real world which is in forests (â€Å"The Emerald Forest†). The invisible people are loving, caring, innocent people who calls the forest as their world, who keeps to themselves, away from western society and just want... Both the traditional culture and the culture of the western American societies have their own good and bad points but in my view, the culture of the invisible people is far better than that of the westerners. The reason is that the invisible people were good hearted, loving humans who were satisfied with their lives and were happily living with their people in their world. Their culture satisfies all their humanly needs like physiological needs of food, water, sex etc, the safety needs by providing them shelter, resources to survive, health, their emotional needs by providing family, love, and by giving a sense of community in which people can depend upon each other in time of their need, their esteem needs i.e. their culture teaches them how to respect others and confidence and finally the highest level of human need that is self-actualization by providing them problem-solving capabilities and morality. The traditional culture promotes spirituality and the feeling of community which makes them selfless people who unlike the westerners do not tear apart nature and others feel for their own needs or motives. This view is further supported by Karl Marx, Sigmund Freud and Emile Durkheim who also views modern society as a misery in which people are unhappy and never fully satisfied. Even though they all have the same conclusion, they have different reasons for their views. According to Karl Marx, this misery results from capitalism which divides society into two major groups Bourgeoisie and Proletaria.

Emigration in USA Essay Example | Topics and Well Written Essays - 500 words

Emigration in USA - Essay Example Individual immigrants will win in the sense that after being employed in the formal or informal sectors their disposable income will increase. Additionally, individual immigrants will be covered by the government in terms of provision of health care as well as security. Based on their skills and experience, immigrants will acquire well paying jobs as well as political positions. One of the notable implications of the immigration is that it will create stiff competition between domestic workers and immigrant workers thus making the domestic workers to be losers. A major result of the immigration is that racism is likely to emerge between various groups. For instance, there have been cases of social conflicts between Korean immigrants and the black. This occurred during the 1992 riots in Los Angeles. Similarly, non-white Latino and African American group have been involved in conflicts that not only affect their economic productivity but also their social life. As a nation, US will benefit in various ways for example economic growth, technology advancement and adequate market for goods among others. According to Smith and Barry 26, immigrants significantly contribute to the US economy. For example, each year $10 billion is contributed to the US economy by immigrants. Based on the fact that US heavily rely on its own resources, immigrants act as a major source of labor as well as market for locally produced goods. To address the issue of racism and social conflicts that affect various groups, it is imperative to create forums that will entail interaction of various groups with an aim of preaching peace. Additionally, it is fundamental for government to streamline employment policies that will enable equal employment opportunities for domestic workers as well as immigrants. It is necessary to reduce the number of losers and increase the number of winners for example by providing equal economic opportunities for

4 articles about UK politics Essay Example | Topics and Well Written Essays - 1000 words

4 articles about UK politics - Essay Example The safety of the population is put at risk as the politicians try to save the government money by keeping criminals out of jail and they try to win votes during election season, also by doing the same thing. The result of which, according to Bray, is a higher crime rate and a slap on the hand of the repeat offenders. Bray made it clear that he wanted the politicians to stop using the judicial system for their personal benefit. It was, he said, the job of the politicians to make sure that the prisons could hold the convicted so that they would be taken out of society for the benefit of the greater good. He also said that the police needed to step up and do their jobs. The statements made by Bray were contradicted by Justice Minister Jeremy Wright however. Justice Minister Wright explained that Bray made statements in error as the conviction rate for criminals has been on the rise since 2010 and the criminals were staying in prison longer than Bray indicated. He also dismissed claims of government and police interference in the sentencing of criminals. Coalition Spending Revealed: Crime Agencys  £336,573 Outlay on Mercedes Vans for Special Projects, a  £27,000 Parking Bill at Gatwick Airport and  £108,000 PR Spend Among Government Departments’ Public Accounts Oliver Wright of The Independence reports that a snapshot analysis of the government spending over the first 2 months of this year shows just how mismanaged the government finances are. Apparently, there have been a few questionable government project awarded to private contractors. Thanks to the government rules, these figures were made public because the amount of the contracts were all over the  £25,000 limit. As the report progressed, more and more disturbing disbursement of the public funds were found. These included the National Crime Agency payout to Mercedes Benz in the amount of  £336,573 for the

World hotels Literature review Example | Topics and Well Written Essays - 750 words

World hotels - Literature review Example The location fits the expensive pockets and those who are sourced from selected categories. It is however competent when in business with other hotels and casinos (Aaker, 1997). This Resort is situated in a city space; therefore, the aspect of country or outdoorsy has been violated in the five elements of brand personality. The excitement is not exactly felt by its look as it is presented as more formal than exciting here. It is, however, sophisticated and captures the business class. Grand Macau is sincere in its setting as well as competent among others (Aaker, 1997). The Monte Carlo, Singapore boasts of a ‘classic’ attraction and is located in a large open space. Ruggedness for its outdoorsy and tough look definitely reigns here. It gives a feeling of excitement and sophistication. However, it is not sincere, and no element of down to earth is factored here. It is somehow intimidating (Aaker,

Consciousness mind Essay Example for Free

Consciousness mind Essay The Psyche, is a culmination of how we interpret the world, all our psychological nature. It’s not about the destination; it’s about the journey. The psyches are different paths to knowledge but have the same ending, personal ideas, experiences, emotions, as well as the collective unconscious. Conscious is the only part to the mind that is known directly by the individual, thinking, feeling, sensing, and intuiting. This is how we grow our consciousness; the attitudes of extroversion and introversion determine how we orient our conscious mind. Individuation, or knowing oneself as completely as possible is how we produce and develop our ego. The Ego acts as the gatekeeper, it determines what perceptions thoughts feeling and memories will enter consciousness. Its what we select to make conscious. The organizational of how we operate. The personal unconscious is the idea of information that we file away in our mind. Its there, but we’re not focusing on it at the moment; it’s below the surface, the storehouse of repressed psychic material Complexes lie in our personal unconscious. They are groups of contents that clump together to form a cluster or constellation. They are separate little personalities within the total personality. They are autonomous, possessing their own driving force, and can be very powerful in controlling our thoughts and behaviors. The collective unconscious is the portion of the psyche, which can be differentiated from the personal unconscious by the fact that its existence is not dependent upon personal experience, composed of contents that were once conscious, but the contents of the collective unconscious have never been conscious within the life time of the individual. Ex: Mans fear of snakes or the dark. Does not learn these fears through experiences with snakes or the dark, although such experiences may reinforce or reaffirm his predispositions. We inherit predispositions to fear snakes and the dark because our primitive ancestors experienced these fears for countless generations. They become engraved upon the brain. Archetypes lie in the collective unconscious, models of our ancestry, it is the endless repetition that has engraved these experiences into our psychic constitution, not in the forms of images filled with content, but at first only as forms without content, representing merely the possibility of a certain type of perception and action. They are universal; everyone inherits the same basic archetypal images. The persona, to take a characteristic that isn’t your own. The persona is the mask or facade one exhibits publicly, with the intention of presenting a favorable impression so that society will accept him. It is necessary for survival, it enables us to get along with people, even those we dislike, in an amicable manner. The anima/animus is the â€Å"outward face† of the psyche because it is that face which the world sees. The â€Å"inward face† he called the anima in males and animus in females. The anima archetype is the feminine side of the male psyche; the animus archetype is the masculine side of the female psyche. Everyone has qualities of the opposite sex. The shadow, is primal and animalistic, it lives in the unconscious. It is projected on the opposite sex and is responsible for the quality of the relationships between the sexes. It is persistent and does not yield easily to suppression. Ex: farmer to poet, burying the idea of being a poet, but an even may trigger that desire. The bigger the personality the bigger the shadow. The self is the organizing principle of the personality. It is the central archetype in the collective unconscious. It harmonizes all the archetypes and their manifestations in complexes and consciousness. It unites the personality, giving it a sense of oneness and firmness. The psyche: a relatively closed system must be dealt with as a unitary system within itself, apart from any other energy system. It is derived from the things we touch, see, smell, taste, feel, or hear. These are the continuous source of stimulation by which the psyche is fed. The psychic energy is the energy by which the work of the personality is performed. Also called the libido, the natural state of appetite, manifested consciously as striving desiring, and willing. Its expresses itself through perceiving, remembering, thinking, feeling, wishing, willing, attending, and striving. It originates from the experiences that a person has. Psychic values, a value is a measure of the amount of energy that is committed to a particular psychic element. When placing a high value on an idea or feeling it can exert a considerable force in influencing one’s behavior. For instance, one who puts a high value on beauty will put forth large amounts of energy to surrounding oneself with beautiful things. This reminded me of my sister in law, whom is obsessed with very beautiful and very expensive things in life. She devotes her time and hard earned money to the material things in life. One might say she’s trying to keep up with the Jones’. She would say she like beautiful and expensive things. Direct observation and deduction, is a complex that does not always exhibit its characteristics in conscious behavior. Ex: The person who says, â€Å"I can’t stand gossips† may be the one who gossips most. Complex indicators are any disturbance of behavior may be indicative of a complex. Ex: when a man calls his wife by his mother’s name, it suggests that his mother complex has assimilated his wife to it. The repressed memory is assumed which has some connection with an unconscious complex so that the memory is swallowed up by it. Emotional Reactions, is the underlying complex. Intuition is the natural and spontaneous capacity every man has to perceive the slightest emotional fluctuation in others. The Principle of Equivalence if the amount of energy cosigned to a given psychic element decreases or disappears, that amount of energy is lost from the psyche; it is simply transferred from one position to another. The principle of Entropy is the direction in which energy flows is conceptualized in physics by the second law of thermodynamics. This principle states, in effect, that when two bodies of different temperatures are placed in contact, heat will pass from the hotter to the colder body until the temp of the two bodies is equalized. Progression and regression, Progression is defined as a persons daily experiences, which advance his psychological adaptation. Ones progression is a continuous process since his environment and experiences change continuously, which then adaptation is never completely achieved. Regression is the backward movement of libido. Through the collision and interactions of the opposites, they steadily become deprived of their energy. It subtracts energy from psychic elements whereas progression adds energy to psychic elements. Individuation Jung understood individuation to be something that began in the second half of life, when individuals reach the zenith of their lives and suddenly find themselves facing an unknown vista or some unforeseen upheaval. Sometimes this turning point takes the form of a crisis: such as a financial failure, a health problem, a broken relationship, or a change of residence or profession something which upsets the status quo. Sometimes this experience assumes the form of a profound self-doubt, a loss of meaning or religious conviction, a questioning of everything previously held so dear. Sometimes it presents itself as a deep yearning or a call to change direction. In essence, one could say that the unconscious, or more specifically, the Self (with a capital S), the central organizing archetype in the human psyche, which has seemingly hidden the greatest measure of its influence while the ego has been busy building a life for itself, suddenly the Self returns full force to claim a significant say, if not a central place, in the overall scheme of things. And for what purpose? To call a person to become a psychological ‘in-dividual,’ a separate, indivisible unity or whole. Those personal aspects, which have heretofore been disregarded be they interests, talents, characteristics, experiences, or issues now come forth to be acknowledged. That which was fragmented now strives for unity. That which was broken now yearns for wholeness. That which was neglected now seeks expression. That which was previously formless in nature suddenly begins to take a new shape, strangely in keeping with what feels like a unique and deeply ingrained individual patterning. The center of the personality moves from the ego toward the Self, in an attempt to establish a new center of the psyche somewhere between the two. There is something in the human psyche, which in its own fullness of time, struggles to produce the true personality. The individuation is an autonomous, inborn process, which means that it does not require external stimulation in order to come into existence. The personality of an individuation is destined to individuate just as surely as the body is destined to grow. But just as the body needs proper food and exercise for healthy growth, so the personality needs proper experiences and education for healthy individuation. For example in the early stages of childhood, of infancy personalities of the child are a reflection of the parent’s personalities, meaning that the child does not carry his own identity. But when the child separates himself from the parents, as in he starts attending school. He will then start shaping his own personality in unique ways apart from the parents. Three facts about Carl Jung. Jung was an introverted child and found happiness in being quiet and being alone. When he was a child he played by himself, since his sister was not born until he was nine. He spent hours inventing and playing games, then abandoning them to devise new and more complex ones. He did not want anyone to disturb him o tot interfere while he played. Jung had religious conflicts throughout his adolescence. Questions concerning religion were taboo. It produced confusion in jungs’ mind but it was the barrier that made communication with his father virtually impossible. He searched unsuccessfully through books for answers to his questions. Religious discussions with his father invariably ended unsatisfactorily, often with fuss and hard feelings. Jungs father died and made his financial situation worse. This left him responsible for the support of his mother and sister. Some of his relatives urged jung to discontinue his studies and seek employment, fortunately, one unclc offered financial assistance to take care of the family and the other relatives loaned jung money to continue at the university.

The War Measures Act History Essay

The War Measures Act History Essay The October Crisis of 1970 and the invocation of the War Measures Act was one of the most significant events in the history of Canada. On the fifth of October, James Cross, the British Trade Commissioner, was kidnapped from his Montreal home by a group of young French Canadian terrorists, the Front de Libà ©ration du Quà ©bec or FLQ. The FLQ was a radical political group within the province of Quebec, intent on separating Quebec from Canada. Five days later, the Minister of Labour and the second in command of Quebecs provincial government, Pierre Laporte, was kidnapped from his front lawn by a different FLQ cell. The intent of the kidnappings was to exchange Cross and Laporte for the twenty-three FLQ political prisoners responsible for the bombings, hold-ups and deaths of six innocent people, as well other drastic forms of protest. There was tremendous support for the FLQ in Quebec, mainly by students and working class demonstrators. Many politicians, some members of the press, labour union leaders and other prominent members of society supported the FLQ, either openly or indirectly by agreeing with the views and demands of this organization. The Quebec government, lead by Premier Robert Bourassa, along with Pierre Elliot Trudeaus Federal Government, refused negotiations with this terrorist organization. Quebec requested federal aid. On the 15th of October 1970 the Federal Army was sent into the province. The following day, both governments brought forth the implementation of the War Measures Act; an act designed for war. On the succeeding day, the body of Pierre Laporte was found strangled, bringing the crisis to its apex. The unprecedented use of this act in a time of peace sparked enormous criticism and controversy. Both the Federal and Provincial governments argued for the justification of the act, while the opposition parties, scholars, historians, reporters and other political figures strongly criticized and argued against it. Whether the use of this act was just, or not, is a highly debatable subject. To fully assess its use, the events leading up to its employment and the effects it had on the Canadian public, as well as the opinions from both sides of the issue need to be taken into consideration. In the fall of 1970, there were numerous converging contributors, both national and international, to the tensions and turmoil experienced in the province of Quebec. The turmoil of the health care in Quebec elevated tensions. In 1966 the Medical Care Act was passed, which allowed each province to develop and implement its own form of Federally funded health care. The government in Quebec worked on the development of the Medical Insurance Act, which would implement this healthcare. However, revisions of this act were time consuming. Each month that the act went unenforced, the province of Quebec lost out on vast amounts of federal funds. Doctors and specialists concerned with the new system went on strike at the same time as the FLQ Crisis. The two events were not directly related but this event put more pressure on the Quebec government and heightened apprehensions within the province. 2 Another contributor to the setting of the crisis was the Parti Quà ©bà ©cois. This partys principle political stance was the separation of Quebec from Canada. The Parti Quà ©bà ©cois and the FLQ are often mistakenly regarded as connected organizations because of their paralleled ideologies. In actuality, the two groups were entirely distinct from one another. The FLQ perceived violence as the only conduit of achieving their demands, whereas the Parti Quà ©bà ©cois wanted to achieve its goal through peaceful means. They objected to federal intervention in matters pertaining to Quebec. The founder and leader Renà © Là ©vesque created this political party but was not an elected member of the National Assembly. Dr. Camille Laurin led the party, along with its seven members, in the National Assembly. French Canadians felt inadequately represented on a national platform. This new, inexperienced and highly unorganized Parti Quà ©bà ©cois led to far more chaos than benefit. Although non-violent, they were wary to object to the FLQ because they did not want to lose popularity among the student population of active protestors.3 On the 12th of October, the party added to the unrest by making the uniformed, public declaration in favor for the exchange of the political prisoners. The Parti Quà ©bà ©cois objected to Ontario Premier John Robarts declaration of opposition to FLQs separation through terrorism. This party turned the crisis into Quebec versus Ottawa, which is what exactly what the FLQ wanted.4 The Parti Quà ©bà ©cois had a staggering influence on the attitude of the Quebec public. The press and media were another major contributing factor to public attitudes at the time of crisis. Instead of promoting calm and order, the press raised tensions and aggression through the spreading of rumors, and through slanted reporting in favor of the Parti Quà ©bà ©cois. The press failed to consider at the time, that the Parti Quà ©bà ©cois declaration on the crisis may have inadvertently aided the FLQ, or that the Parti Quà ©bà ©cois might have acted opportunistically.5 At the point of the crisis in October in 1970, the FLQ had existed for 7 years. There had been 200 bombings in Quebec and numerous other acts of violence. The government knew they were capable of violence. The press hysterically covered the events, and newspapers screamed for drastic action. The provincial government of Quebec was under enormous pressure to act.6 Public attitude reflected that many citizens of Quebec felt that the federal government of Canada was in favor of its English speaking population. This attitude added frustration among the public, and the setting of turmoil and chaos was set for the crisis that occurred in October 1970. The separatist group Front de Libà ©ration du Quà ©bec was politically active from 1963 to 1973. Pierre Vallià ¨res and Charles Gagnon were key leads of the FLQ in October 1970. This was not one cohesive group, but rather a set of minor groups or cells, sharing a common view of the issues in Quebec. Many cells had their own agenda and goals separate from the whole of the body. The organization, like its philosophy, depended on the views of the members at any given time. The FLQs cells were constantly breaking up and reforming because of police raids, arrests, and convictions in court, and also because of differences among members.7 Prior to the 1970s, the FLQ manifesto primarily called for separation. In 1970, at the beginning of the crisis, the demand for a workers state was added to their manifesto. Part of the manifesto was written in colloquial French or in French English slang, intentionally to distance the FLQ from the intellectuals or bourgeoisie and align themselves with t he working class.8 College and university students actively participated and demonstrated for the cause. Many sympathetically aligned with the FLQ and did not object to the acts being committed. Many helped to shelter wanted FLQ members, and many stayed silent, refraining from objection to the FLQ and its cause. There was no official list of members. This group of like-minded individuals held varying levels of dedication. To become a member one must commit a crime for the cause. They thought their actions were giving Quebec its freedom. 1968 a long term strategy document entitled Revolutionary Strategy and the Role of the Avant-Garde outlined plans of the robberies and violence, bombings and kidnappings thought to be necessary to bring about the revolution that they sought after.9 It also outlined plans for kidnappings and assassinations. This accumulated group of revolutionary terrorists felt that violence was the only means to achieve their goals. On the 5th of October 1970, two members of the FLQ Liberation cell kidnapped British trade commissioner James Cross, from his home, leaving a ransom note of demands. The demands included the publishing of the Front de Libà ©ration du Quà ©bec manifesto, the release of the twenty three convicted and imprisoned members of the FLQ, $500,000 in gold, the rehiring of Les Gars de Lapalme, as well as other demands. The members of the FLQ cell that kidnapped Cross were prepared and determined to achieve their demands. Members of the cell stated, when we decided to kidnap the diplomat Cross, we weighed all the possibilities, including the sacrifice of our own lives for a cause we believed to be just. If the repressive police forces should discover us and attempt to intervene before the release of the British diplomat Cross, be sure that we will sell our lives dearly and that Mr. Cross would immediately be liquidated. We have enough dynamite in our possession to feel perfectly secure.10 The context of the manifesto and crisis need to be taken into consideration. Turmoil, unrest and revolution were actively occurring in other parts of the world. The students of France had only a few years earlier, revolted in their own country. France had encouraged Quebecs wish for separation. The FLQ manifesto went through three transitions since 1963. This first manifesto called for social justice, focusing on separatism. The second version was shorter, omitting talk of violence. The third was published the day after Cross was kidnapped. This manifesto called workers to take back what was theirs: we are the workers of Quà ©bec and we will struggle on to the bitter end. Together with all the people, we want to replace this slave society with a free society, functioning by itself and for itself; a society open to the world.11 It was written with a shock esthetic to encourage public sympathy. The publication of the manifesto was one of the demands of the Liberation cell. Radio Canada agreed to a televised reading. The government did not condone, nor did it object to the reading. To object would heighten interest, curiosity and criticism towards the government. To exchange convicted terrorists for hostages is an extremely difficult choice for any government. There is no correct decision. Each situation suffers both pros and cons: to save the lives of two people by releasing convicted criminals or risk the lives of the two hostages. The FLQ directly addressed their demands to the Bourassa government who had to ultimately make the decision. The first option meant permitting terrorist activity to replace the courts and legislature of a democratic society, where social and political reform can come about by drastic means.12 The release of the jailed FLQ would surely invite further kidnappings. The Quebec minister of Justice, Jà ©rà ´me Choquette stated that No society can consent to have the decisions of its judicial and governmental institutional challenged or set aside by the blackmail of a minority, for that signifies the end of all social order.13 While Choquette announced the governments refusal to release the prisoners, a separate cell, called the Chà ©nier cell, immediately acted by kidnapping Pierre Laporte. The timing of this kidnapping made the FLQ appear to be a highly organized, incredibly swift moving group.14 They were already on their way to kidnap Laporte before the English translation of Choquettes statement was aired.15 To the government, this swiftness frightened them and caused them to question the strength of the Front de Libà ©ration du Quà ©bec. After the kidnapping of Laporte, Bourassas government met to discuss the decision. After a three-day period and much debate, the unanimous decision of non-negotiation was made. The justification behind the decision was that the FLQ demanded the release of political prisoners, but that was not what they were; they were convicted criminals. To accept the demands to release them would diminish the value of the Canadian justice system. A democratic society cannot accept blackmail as a legitimate argument in government proceedings, otherwise anarchy will replace rule of law. If the government had given in to the demands of the FLQ, this would only demonstrate the weapon that the terrorists possess, encouraging others to achieve their goals through the same means. This crisis occurred in a democratic country and the FLQ directly challenged Canadian democracy. A democratically elected government is a trustee charged with the task of preserving the rights and freedoms of the society that cho se to elect it and, accordingly, it has no mandate to cede its authority and responsibilities to terrorists.16 The government did, however, continue with attempts to negotiate with the FLQ in hopes that their stalling would allow time for authorities to find Cross and Laporte. The FLQ was stunned by the governments decision. The Parti Quà ©bà ©cois publically expressed opposition to the ruling and viewed the convicted criminals as political prisoners. On October fourteenth, Là ©vesque and sixteen other government officials and intellectuals signed a petition calling for the exchange. They did so to show opposition to the government; they sympathized with the FLQ. The Parti Quà ©bà ©cois failed to realize that the decision to release them would disparage the Canadian justice system. The next aspect of the October Crisis that must be discussed is the distinction between the calling in of the Canadian Army, and the implementation of the War Measures Act. Many fail to realize that the active army presence in Quebec did not depend on the implementation of the War Measures Act. On the 15th of October 1970, under the National Defense Act, the Quebec government requested federal assistance by calling the army into the province to aid their civil powers. Opposition parties agreed with this decision. Dr. Camille Laurin initially agreed with the decision, and then reversed his opinion hours later. When asked about the insertion of the army in Quebec, Prime Minister Pierre Elliot Trudeau stated that, we have used certain elements of the army as peace officers so that the police forces would be free to accomplish their real duties and would not be obliged to spend their time protecting your friends from another kidnapping. I believe that it is more important to rid ourselve s of those who seek to impose their will on the government through a parallel power which resorts to kidnapping and extortion. 17 The army was successful, allowing the police to focus on their normal duties. Most of the population welcomed the army presence and the reassurance it brought, although, there were many who opposed. It must be stressed that the army could be called in without the use of the War Measures Act. The two are separate from one another. The War Measures Act was developed for war. It had been invoked during World War I and II, whereby the Federal government can use all powers it deems necessary to achieve its goal. Under this act, civil liberties and judicial rights are suspended. Censorship becomes active and suspicion and distrust are at extremes. The government is easily able to arrest and detain individuals perceived as a threat, without authorization or the right to a court hearing. The War Measures Act is based on unbridled authority, fear and the threat of violence.18 On the 16th of October, at four a.m. the Act was invoked declaring the FLQ an illegal organization and that membership would be considered a crime. Other issues happening around the world influenced the Canadian government and Cabinet Minsters. They believed individuals and groups of the FLQ were being financed and inspired by foreign political powers that do not share our notion of mans fundamental liberties.19 The fear of the unknown caused the two governments to act in such a drastic way. Trudeau may have proclaimed the War Measures Act, not because of the actual events, but rather, that he knew if the Federal government did not act decisively, their vision of Federalism would not persevere.20 The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith, and that Quebec had asked for the imposition of the act.21 Violence had progressively built since the formation of the FLQ and after the two kidnappings; government officials feared what would happen next. The assassination of John F. Kennedy had occurred only a few years prior. They were aware that the FLQ had a plan devised that included assassination, and they feared that it would be the next step. Although the FLQs strength and resources were unknown to the police or to the governments, there was considerable evidence of a build-up, that, it was thought, could lead to even greater violence that had already occurred.22 William Tetley, a minister of Bourassas cabinet believed there was sufficient reason for the government to invoke the act. Many in the cabinet quietly went along with the act, either unsure or too intimidated to speak out. Only Tommy Douglas of the New Democratic Party stood in the House each day, debating the government on its justifications for suspending civil liberties.23 Overnight twelve thousand five hundred armed troops flooded into Montreal in search of the FLQ kidnappers. Two hundred and forty two people were arrested, some in the middle of the night, and some violently. Among the arrested in Quebec, many were labour leaders, community activists and organizers and separatists of all types. These people were stripped of their rights, they could not inform their families, friends, or employers of their detainment or whereabouts. 24 Many viewed this as humiliating, and some citizens were verbally and physically abused by police.25 Homes were searched without warrants, virtually all civil rights were removed as an extreme effort to swiftly put an end to the crisis. The day after the war measures act was implemented; the strangled body of Pierre Laporte was discovered. The reason given for the proclamation was an apprehended insurrection, the evidence for which Canadians were to take on faith.26 Paul and Jacques Rose, Bernard Lortie and Francis Simmard were the four accused of the murder of Pierre Laporte. After serving his sentence, Simmard wrote a memoire discussing his views and the views of his cell on the crisis. He proceeded to explain the reasoning for his actions and why they chose to murder Laporte. The FLQ had never planned to kidnap Cross; they did not intend to make the issue an Anglo -French issue but rather wanted to gain political separation.27 His reasoning for partaking in the FLQ was that the issues represented by the group fully represented his situation. We werent looking for an outlet for our need to revolt, it wasnt some kind of personal assertion thing. We were trying to get a hold of our lives, our situation as worker, our poverty. For us, the words in the manifesto werent abstract theory. We were the manifesto.28 The poverty of the working class was the daily lives of its members. Simmard and the Roses had left the country to make some money. Upon their return, they learned that an FLQ cell had acted on its own to kidnap Cross.29 They felt that the provincial and federal governments were not taking the situation seriously.30 His cell decided to kidnap a person directly responsible for the situation and Laporte was an easy target. They considered the abduction of an American diplomat, but decided to go with Laporte because he was close to their location and they knew he was at his home. They actually called his house before going to kidnap him, to see if he was home.31 Simmards cell waited for the governments answer regarding the demands set after the kidnapping of Cross. When Choquette rejected their demands they immediately acted.32 To them the ruling class at the conference was smug and arrogant and annoyed that the FLQ was playing their game33 He felt they needed to take a more drastic stance against the government to show the seriousness that the FLQ represented. Our choices werent spontaneous, they werent individualistic. Our choices were part of the struggle for Quebec independence and social, economic and political power for the workers.34 The decision to partake in the FLQ was a means to take control of their situation and lives. In regards to the murder of Laporte, Simmard states that, we never intended to kill Pierre Laporte. If we had, we wouldnt have kidnapped him, we would have killed him. The immediate goal of the kidnapping was the release of Quebec political prisoners, the rehiring of the Lapalme workers who had been laid off and the will to get rid of a political authority that was not and would never be ours. We were sincere.35 After the government made the decision to combat the FLQ with the War Measures Act, Simmard and his cell felt they had no choice but to kill Laporte. We choseto kill him, it was no accident. 36 After the death of Laporte, government support grew tremendously. Even Quebec overwhelmingly supported the War Measures Act after Laportes death.37The anger from the murder caused many to lose support for the FLQ. Also, most were scared after to be aligned with the FLQ under the use of the Act. Members of the FLQ were not the only ones to criticize the governments decision to implement the War Measures Act. Many questioned whether or not Trudeau had ulterior motives for its implementation. The act was used Canada wide and was exploited in parts of the country. It was intended that anyone who supported the FLQ, Canada wide would be detained. However, there were reported cases in Vancouver, Ottawa, and Regina, of police using the Act as an excuse to rid the city of any undesirables (i.e. hippies, student activists, etc.). This exploitation of the act resulted in enormous criticism towards the government. 38 Prior to the decision of the implementation of the act, it was rumored that RCMP members informed cabinet ministers that the FLQ had weapons that were threatening to the safety of the public. The government later blamed RCMP for bad information when in reality it was a lack of proper political evaluation. It was a lack of coordination between intelligence groups and the governments.39 There were major errors in the implementation of the War Measures Act. The choice of those to be arrested under the Act should have been more carefully planned and decided. They should have been allowed the right to an attorney and the public should have been more informed. However, it was difficultà ¢Ã¢â€š ¬Ã‚ ¦for the government to inform the public without letting the FLQ know their strategy.40 There was also much criticism towards Trudeau directly for implementing the Measure as a means to discourage or set back the separatist movement. The October Crisis resulted from the combined effect of the two kidnappings and the federal governments anger at seeing the independence movement constantly gain momentum.41 Conversely most English Canadians supported the WMA.42 In the summer of 1970, there were bombings in Montreal, FLQ calls for revolutionary action, rumors of weapon and dynamite theft, and strikes. The Bourassa government was showed that they were inadequate to lead the province in dealing with its issues. When Cross was kidnapped, Trudeau was shocked. He reacted strongly and vowed that the government would not give in to terrorists. Trudeau said if we had agreed, as the FLQ demandedà ¢Ã¢â€š ¬Ã‚ ¦they would have no reason to hesitate to murder, rob and bomb againà ¢Ã¢â€š ¬Ã‚ ¦all their pals would have to do is kidnap someone else to have them released from prison- and on and on indefinitely.43 Then Laporte was kidnapped and the stakes grew. The government in Ottawa began to fear the FLQ was more organized than initially thought. Feared that if not stopped it could lead to untold violence. 44 Bourassa and Justice Minister Jerome Choquette appeared confused as at times they seemed wil ling to compromise with the FLQ, then turned around and towed the harder federal line. The audacity and timing of the second kidnapping caught everyone by surprise.45 Everyone was scared and unsure of what was next to come. They believed assassinations to be next and wanted to swiftly bring an end to the crisis. Trudeau stated in regards to the mobilizations of the army into Quebec, Well there are a lot of bleeding hearts around who dont like to see people with helmets and gunsà ¢Ã¢â€š ¬Ã‚ ¦All I can say is, go on and bleed, but it is more important to keep law and order in society.46 When asked how far will you go? Trudeau famously replied, Just watch me47 The police needed help. Instead of creating special legislation that would require a time consuming parliamentary debate and would alert terrorists of their plans, the Trudeau government decided to implement the War Measures Act despite knowing that enormous criticism that would accompany it. They thought the FLQ was a large organized group, the WMA would be justified and was the right option. If not it would only be a temporary measure. The War Measures Act was a rough but effective way to cool the situation by taking possible agitators and FLQ sympathizers out of circulation and by assuring the populace that the governments had full control.48 The passing of the Medical Insurance Act ended the specialist doctors strike on the 16th of October. The FLQ had planned demonstrations in support of the strike for that day, but with passing of both the War Measures Act and the Medical Insurance Act, the demonstrations never occurred. The night before the War Measures Act was proclaimed, Quebec was in turmoil. The day after it was calm.49 Twenty-four years after the October Crisis, Mitchell Sharp, who was the Deputy Prime Minister of Canada in 1970, voiced a strong opinion supporting Trudeau. I think that Trudeaus firm leadership, putting the preservation of Law and order above any other consideration was probably the most important single contribution he made to the preservation of peace and democracy in Canada during his time as Prime Ministerà ¢Ã¢â€š ¬Ã‚ ¦The first duty of the government is to govern which means never giving in to chaos or terror.50 By the end of the War Measures Act, four hundred and sixty-five people had been arrested; four hundred and three were released. Of the sixty-two not released, only thirty-two were actually charged with only eighteen convicted of minor offences. James Cross released on the 3rd of December, by agreement with authorities, his captors were flown to Cuba. Laportes murderers were captured on 28th of December. The FLQ gained support as a result of various factors. Its members seemed fully entrenched in their cause, but when Cross kidnappers were discovered, they did not demand for the goals of the FLQ but rather asked for exile. They were not as dedicated to the cause as they thought.51 Laportes kidnappers chose to be tried under the Canadian justice system, convicted, and carried out jail sentences. In Francis Simmards memoire he is more intent on justifying his actions rather than revealing any real remorse. In hindsight it is easy to criticize the government s for their use of the War Measures Act. They knew it was an excessive measure at the time, however, time was of the essence and they needed a means of reining control back into the hands of the government in a swift and impactful way. They did not want to allow the FLQ time to gain knowledge of governmental plans of opposition. Tensions and distrust were at an extreme, and all sought a quick end to the crisis. The War Measures Act did what it set out to do, the kidnappings ended, the crisis ended and the temporary act was then removed. Two terrorist cells initiated a political hostage crisis. The RCMP saw the crisis as requiring good, patient, careful police work to solve. The Quebec Ministers in Ottawa deliberately chose to escalate the political magnitude of the crisis to justify emergency powers as a means of intimidating nationalists and separatists.52 Robert Stanfield stated, The arbitrary abrogation of individual rights weake ns rather than strengthens social order.53 Or did Canadians come together in unity by agreeing to forego individual rights and freedoms to retain the democracy of their country? Endnotes Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 161 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 7 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 9 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 12 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 20 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 21 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 22 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 34 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 39 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 40 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 68 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 29 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 4 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 63 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 15 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 51 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 62 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Tetley, William. The October Crisis, 1970: An Insiders View. Montrà ©al: McGill-Queens University Press, 2010. p.p. 70 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 74 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 94 Bouthillier, Guy, and Edouard Cloutier. Trudeaus Darkest Hour: War Measures in Time of Peace, October 1970. Montrà ©al: Baraka, 2010. p.p. 73 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 13 Simard, Francis, and David Homel. Talking It Out: The October Crisis from the inside, Translated by David Homel. Montrà ©al, Quà ©bec, Canada: Guernica, 1987. p.p 20 Simard, Francis, and David Homel. Talking It Out: The October Crisi

The Impact Of Internship On Graduate Employability Management Essay

The Impact Of Internship On Graduate Employability Management Essay This report examines the impact of internships on graduate labour market. The view of this report is to find out what skills, knowledge and attributes are basically needed by graduate students to perform their professional duty in the practical job field in todays job market. The report then draws the key themes about what graduate employability is and what employers needs are in relation to graduates. Although non internship candidates find it more difficult to enter the job market, they have chances because employers look after soft skills from a candidate such as good communication skills, team work and also critical thinking. The report concludes by examining career prospects that graduates follow after doing an internship, whether they chose to follow an accounting career, or other industries, they have to think of medium and long term prospects in order to find a desired job. Introduction In recent years, there has been rapid expansion of higher education in UK. This has had important and deep effects on labour markets because employers need today highly educated employees. Internships provide practical experience in which a student has intentional learning goals and reflects actively on what she or he is learning throughout the experience. Doing an internship provides opportunities for students to gain work experience and companies help them to get a job in the future. Internships introduce students to the world of work and allow them to gain business experience, skills and knowledge that are necessary to succeed in todays labour market. They allow students to connect their experience from the workplace, with the theoretical knowledge that they have explored during university. Definition of Internship An internship represents a formal program that provides practical experience in which a student has intentional learning goals and reflects actively on what she or he is learning throughout the experience. Doing an internship provides opportunities for students to gain work experience and companies help them to get a job in the future. Also Employers are usually more concerned with your work experience than your qualifications and internships are often the only way to get the work experience you need to secure a job, so they are a vital part of your resume. Many employers prefer or require applicants who have done an internship or relevant work experience and in many of the more competitive job markets it is essential to set you apart from the others. However, some internships are unpaid and universities career development centres are asked to stop advertising unpaid internships on their websites, because interns cannot afford to work for weeks, and in some cases months, without being paid. Benefits and values of an internship According to Career Services Centre, the benefits of doing an internship allow you to gain a better perspective of post-graduation employment by applying the principles and theories a student developed during their seminar classes. Also students can develop a personal work ethic and be able to investigate their career interests and prospective career goals. An internship alleviates the development of professional contacts, which can help a student in the future for reference another company. By doing an internship you can develop a series of skills and knowledge that help students to choose from a wide range of possibilities about their future career. (Careers Services Centre, 2010-2011) The graduate labour market Graduate labour market offers information to students about any jobs available on the market, what recent graduates have done, average earnings that graduates can expect and also graduate recruitment trends. It is helpful to understand what a job in a real life is and identifies students options for future career developments. University of Wolverhampton (2010) states: The graduate labour market today is much more complex. Developments such as increased global competition and advances in technology mean that the workforce needs to be more highly skilled. This has led to many changes such as the importance of a degree when applying for a job, higher education is expanding and for todays market there are many students with a degree, which they increase competition within popular sectors. The graduate labour market continues to improve and many vacancies that employers are promoting are filled with graduates that have already worked for any of their organisations, through work placements, internships or vacation schemes. Graduate labour market Accounting For those graduates that have the right degrees, the current job market for accounting is very strong. Employers dont require a specific major of filed or study, but they are more focused on soft skills such as communication, teamwork, leadership and critical thinking. Accounting graduates find excellent opportunities in private sectors because they can work for a company; develop the knowledge about its business and the financial sector. Despite the tight labour market and strong demand, accounting graduates face tough competition, as top-tier firms expect skills beyond the sheepskin. Candidates must demonstrate technical knowledge and intangible qualities, such as presentation and public speaking, initiative, computer literacy and interpersonal abilities. Definition of employability [Employability is] a set of achievements, skills, understandings and personal attributes that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy. (Yorke, 2004) Since the recession the graduate labour market had become increasingly competitive, which is even harder for students to get a job without having any experience. There are few vacancies on the market, which are filled very quickly. Students also consider that they wouldnt have gone to university giving the fact that the market is very competitive. Although, they prefer to go to university because it is a unique experience, where you develop a series of skills and knowledge for a subject they like. According to Times Higher Education, students were less sure that higher education had prepared them for the world of work, however, with 35 per cent disagreeing or strongly disagreeing that university had equipped them well for employment. (David Matthews, 2012) Post-internship vs. non-internship candidates Most undergraduate students know that having an internship represents a good opportunity for a full time job offer. Those that do not have the opportunity to do an internship, will be likely to have less experience and therefore harder to get into the job market. According to Birchalls latest research (2012), people without any experience had little or no chance of being offered a place on their graduate training programmes. Even more strikingly, almost three-quarters of graduate vacancies advertised at investment banks and half the training contracts offered by major law firls this year are likely to be filled by former interns. Also, companies tend to recruit candidates who already have worked for them. Career path The accounting industry is so varied because is very difficult to identify the types of accounting careers that a graduate can take. Depending on their studies they can work in any industry in accounting. There is public accounting where graduates can work for any sized firm, ranging from a large, international CPA firm to a small local accounting practice. Within the firm, they can work in such areas as audit, tax and management consulting. With government graduates can work for a specific company. And they may work in tax, finance and again IT or internal audits. Also they can create a path to success at either the federal, state or local level. Non-profit organizations and education also offer many diverse opportunities. (American Institute of CPAs, 2012) Skills, knowledge and aptitudes Internships provide students opportunities to develop skills, knowledge and aptitudes within a workplace environment. Most students benefit from higher education support and guidance in finding a good internship/placement. Today careers are very different and students find with difficulty a job without experience and the most significant challenge for graduates will be to manage their relationships with work and with learning. This requires skills such as negotiating, action planning and networking, added to qualities of self-awareness and confidence. These are the skills required to be self-reliant in career and personal development; skills to manage processes rather than functional skills. They are as valuable in education as in the workplace, and as valuable to organizations as they are to individuals. (Rose and Jonathan, 2012) Traditional jobs still exist but, there is a huge increase in the number of graduates, which means that there are fewer jobs with graduate training programs. AGR members recruited an estimated 80% of graduates available for work. Today the figure is 50%.( The Association of Graduate Recruiters, 2012). Graduates need to be flexible and adapt to new situations. In order to obtain a good job, a graduate needs transferable skills such as working well in a team, good communication skills and self-reliance skills which are enabling skills that will be essential for graduates to survive in todays labour market. They are the skills to manage a lifetimes progression in learning and work, rather than to do the work itself. They are process skills rather than functional skills. The complete graduate needs 4 major types of skills such as self reliant being able to manage their personal development; they have to be good team players having management skills, IT and presentation skills; they have to be specialists which helps them to become an expert at something (e.g. marketing, accounting, tax, IT, etc); and also they have to have general skills and knowledge (e.g. problem solving, critical thinking, basic accounting and finance). Career prospects Being an accountant requires to complete many tasks, preparing financial statements and also record business transations. They also calculate financial costs, develop IT systems to track financial performance. Post internship graduates have many opportunities to find a good job and this is because they have fresh thinking, new knowledge to businesses and analytical skills. They have a variety of choices to think as a medium term prospect for their career, as finishing ACCA or long term prospects such as considering a career in accounting as an auditor or a chartered accountant, working for the government or being self-employed. Conclusion and Recommendations Employers expect graduates to have the discipline, knowledge and technical competence in order to demonstrate a broad range of skills and attributes that include critical thinking, team working, communication skills and problem solving. Internships help students to develop these skills that enable them to find the desired job, to progress in their work and therefore to facilitate the success of the companies that they work for and contribute to society and the economy. Universities have to develop employability skills more in depth, through their programmes including practical guidance and teaching strategies that allow students to have a better understanding about what employers expect from them, and how they should demonstrate their skills to them.

Essay on Freedom and Fate in Moll Flanders :: Moll Flanders Essays

Freedom and Fate in Moll Flanders Are people who believe in freewill simply ignorant of the reasons of their actions? In the context of Defoe's Moll Flanders, this question may result in considerable debate. Was Flanders free or was she predetermined to live a wicked and improper life mired in years of penitence? Did the whorish behavior of Moll's mother predetermine Moll's actions? Certainly there is no question that Flanders was a criminal - she was a whore, a thief, and she practiced incest. In regards to Flanders having sex with her own brother it would be difficult to argue that this was a predetermined event considering she truly did not know her husband was of her own flesh and blood. If, indeed, she was aware of the relation and then chose to proceed then one could discus it further in the context of freewill. As for being a whore there is no question that Flanders, especially later in her life, involved herself with such happenings, but for me it was the thievery that seemed to capture the essence of Flanders continual undoing and constant need for penitence. There is no better part of Defoe's work to capture the feelings of utter despondency then when Moll is going to steal for the first time from the apothecary's shop. Defoe prefaces the scene with a few paragraphs where Moll explains her absolute "desolate state". The crime is then set in what James Sutherland explains, "...Moll's first theft he sets the scene with such careful attention to detail that he fixes it in our minds, and gives to it that air of authenticity which, for Defoe, is almost justification of fiction". This is where Defoe's journalistic stylings shine. The reader is indeed in the apothecary and sees Moll's gaffe unfolding before him. We are free to judge whether or not we would take the bundle that so often becomes Moll's pursuit in the future. It is at that instant that we can decide whether Moll was free to do so or controlled by something unavoidable, such as fate. If Moll was acting on freewill it is arguable that she would not repeat the same crime in the future, in fact she would most likely avoid any such acts that resulted in the terrible feelings she experienced during and after the first offense. For she says herself, "It is impossible to express the horror of my soul all the while I did it".

Essay --

Samantha Rangel Professor Soma de Bourbon FYS 156/Technology and Society 15 November 2013 Serial Killer Everyone has heard or read about serial killers at one point in their lifetime. Serial killers are known to be dangerous psychotic people who enjoy killing. They are not known for being loveable towards their victims, they are brutal and have no regrets to what they do. One serial killer in particular was very brutal and has had a lot of fame around the world. Whenever someone hears the name Jack The Ripper, they wince at the thought of knowing what he did. Now a days they even have shows portraying Jack The Ripper. He is a widely known serial killer for the killing of five women. The police never identified Jack The Ripper, so no one has any idea who Jack The Ripper is. Jack murdered five women, prostitutes, and he horribly mutilated them between August 31- November 9, 1888 in Whitechapel, England (East End London). The investigators of the case believed that Jack might have had surgical knowledge due to the fact that three of the five women had their internal organs removed. Throu ghout Jacks killings there were hundreds of letters sent to the police and many of those letters hinted that they were Jack The Ripper or they were suggestions for ways to catch the Ripper. The police always disregarded those letters because they thought it was a waste of time reading over silly letters until one day three letters stood out of the bunch. The police believed that Jack The Ripper wrote them himself because they had specific details on how the women were being killed and they even said things like, â€Å" Yours truly, Jack The Ripper, Don’t mind me giving the trade name.† (casebook.org/ripper_letters) The three letters were â€Å"Dear Boss† (Sept... ...Most serial killers do have OCD which is obsessive compulsive disorder which is when you have to have things go a specific way or else you think everything is going wrong, so organized serial killers will most likely have this disorder. Having multiple personality disorder is when you have two personalities; one is your normal self which serial killers most likely use to cover up the fact that they are killers. Depression, anxiety, and panic attacks are triggered by the kind of things the serial killer goes through, so for depression the serial killer could get it from having a non-loving family, Anxiety can come from the struggles that the serial killer faces. Panic attacks can come from having too much anxiety. Serial killers are dangerous and very sick people. Most of them don’t realize they are doing something wrong because they could be severely mentally sick.

Terrorism in the Old Testament

Stacy Norton 03 October, 2012 Old Testament Ballard Terrorism and the Old Testament Many terrorist organizations use their religious texts as justification for their acts of terrorism. People even go as far to say that God, as depicted in the Old Testament of the Christian Bible, encourages those acts as a way to defend their actions. While it is true that the Old Testament has evidence of God sending out his people to defend his word and his chosen people, it should not be taken as black and white as others would argue. It is important that we study the religious texts in their proper context.When these texts are not read in their proper textual and historical contexts they are manipulated and distorted. My God is a teacher of love and forgiveness and only uses violence as a last resort. This is more evident in the story of Moses and the release of the Israelite's from the Egyptians. The Israelite s were being held captive and tortured by the Egyptian Pharaoh and his people. They we re forced to spend their days as slaves and lived in deplorable conditions and were beaten routinely by the Egyptians. Moses upset that his people were being treated this way sought guidance from God.God agreed to help Moses free his people. God first sent Moses to the Pharaoh to ask kindly for his people's release. The Pharaoh refused. Moses even tried to convince the Pharaoh with the threat of curses being placed on his people. The Pharaoh refused again. Then, after the curses were released, the Pharaoh still held strong and would not release the Israelite s He was willing to have his own people suffer just because he did not want to give up his power over the Israelite s He only relented when the final curse was released and the first born of the Egyptians, including the Pharaoh's, were killed.The Egyptian Pharaoh was given multiple opportunities to prevent his own people's suffering but decided instead that his power was more important. Another part of the bible people like to c riticize is the book of Judges. Especially the story of Samson. Samson was a Nazarene leader with incredible strength. The Philistines wanted to capture him but could not find a way. Samson then fell in love with a woman named Delilah, who then tricked him into telling her the secret of his strength. He told her that if his hair was cut he would lose his power.When Samson fell asleep that night she cut his hair and let the Philistines in to capture him. They shackled him and gouged out his eyes and were planning on offering him up as a sacrifice to their deity. Samson cried out to God for help. He took out his revenge on the Philistines by basically, for lack of a better term, suicidal terrorism. He killed more people that day than in his whole life combined. In conclusion, the bible is not exempt from what some could deem as unflattering to the Christian faith. God does not try to deny that humanity is riddled with faults.But we must instead of looking at specific stories to justif y harming others think about the overall message. He only asks that we try to lead faithful lives. Treat each other kindly . Above all, we must keep his name holy. No where in the bible can we find where he tells us to set out and harm others just because we do not like their culture or religious viewpoints. He teaches tolerance. A most noteworthy verse that I like to remind myself often â€Å"Do not judge so that you will not be judged. For in the way you judge, you will be judged; and by your standard of measure, it will be measured to you. (Matthew 7:1-2)

Culture and Education Essay

The institutions of education which are shaping the minds of todays’ youth do not all teach the same facts and curriculum. Throughout the world there are differing opinions on what, when, and how certain facts, theories, and concepts should be taught. Not all children are taught the same truths; this statement might sound unfair, or maybe incomprehensible. How, one may ask, could accepted truths not be taught as such; and what decides whether they will be or not? Cultural constructs such as norms, morals, and shared religious beliefs play a role in what education consists of and looks like for different groups of children all over the world. Let’s take a look at the common History class. When taking a History class in the United States you will most likely be learning U. S. History, and even if you take a World History class it will still focus on the U. S. and how it interacted with and impacted other countries. In Japan you would be learning Japanese History. However if you were to read through certain Japanese history text books you might be alarmed to find that Japan is portrayed not only as a victim instead of an aggressor in the context of WWII and that there is a lack of general information regarding their participation in the war all together. Largely in debate is the Nanking Massacre in which the Japanese allegedly systematically kill 300,000 people including both civilians and soldiers. There are two schools of thought, The Massacre Denial and The Massacre Affirmative. Japan’s culture is one of honor which makes it difficult for them to acknowledge their mistakes, and thus largely try to ignore the Nanking incident in a sort of sweep it under the rug fashion. In Japanese Universities many teachers will teach that while the event did happen the numbers were closer to 10,000 and included only soldiers while some classes do not cover the topic at all. In China they teach that it did in fact happen and claim the body count reached 300,000 or more. The effect of this difference in truths being taught is that in Japan younger generations do not view Japan as having been an aggressor in the war, and younger Chinese generations continue to view the Japanese as horrible people. Then there is Human Growth and Development / Sex Ed. While many believe it is a necessary section of what children learn in Health classes, some find it to go against their culture. In certain groups simply discussing opening a woman’s menstrual cycle or how a baby is made can be taboo. Not to mention once you start getting into discussions about birth control options and how to properly put on a condom all hell can break lose. To those whose culture forbids them from having premarital sex, these classes can seem obscene and worrisome in the sense that perhaps these classes will cause their children to commit these sins after acquiring knowledge about it. Then there are also cultures who simply think that school is not a place for these things to be covered, and that it is the parents’ responsibility to teach their children about them themselves. Another main concern is also when these things will be taught. I myself remember being taught about the changes that would happen to my body once I hit puberty starting around 4th grade in Human Growth and Development classes. It wasn’t until high school that anyone really talked about sex, and ways to make it safe. Some people think that due to rates of teen pregnancy and the way these teen parents seem to be getting younger and younger, that it may be necessary to begin bringing up safe sex much earlier on. However, many people believe this would be overstepping many cultural boundaries. Either way schools almost always allow parents to remove children from these classes as they understand that these matters are viewed differently by different cultures. The way in which the Theory of Evolution is taught throughout the U. S. s another prime example of how cultural beliefs try and sometimes succeed in shaping educational curriculum. While throughout the science community the Theory of Evolution is greatly accepted as the reason behind animals and humans being the way they are today, the fashion in which it is taught to students throughout the United States varies from state to state. A map published in a 2002 issue of Scientific American which was based on data collected by Lawrence S. Lerner of California State University the map depicts the quality of coverage given to the Theory of Evolution in each states Science Standards. It shows that while in a little over half of the states the teaching of the theory is considered very good to satisfactory, a number of states, particularly several in the Bible Belt, an area of the Southern United States where the culture reflects the strongly conservative and Evangelical population which boasts higher church attendance than the countries average; there is â€Å"unsatisfactory, useless, or absent† coverage of the theory. The battle to allow for another theory to be taught instead of, or alongside Evolution is ongoing but has been approved in Kentucky as well as Tennessee. These states now teach Creationism/Creation Science, â€Å"A literal belief in the biblical account of Creation as it appears in the Book of Genesis. Creationists believe that the creation of the world and all its creatures took place in six calendar days; they therefore deny the theory of evolution. †() In areas of the U. S. where religion is not a large part of culture it is not likely for Creationism to be seen as something which should be taught in science classes, however is areas where the religious roots of a culture run deep the attempts such as these to control education are apparent. If one were to make a list of all things which are agreed upon by their culture to be truths and compared it to that of another’s there would undoubtedly be differences. While one would hope the majority of facts matched there will always be variations. This is reflected through the words of teachers and the knowledge of their students. Ones’ culture defines what education consists of and looks like for them, perhaps it seems unfair, but it is undeniably true. Not all children are taught the same truths.

Comparison Between Chinese and American Food Culture

Lee Hiu Man Instructor Wynn ESLG 1001 29 November 2012 Comparison of Chinese and Western Food Culture Food is closely related to people's lives and it is considered the most important element in Chinese culture. Chinese food is famous all over the world too. American Chinese cuisine differs significantly from the traditional Chinese cuisine and even though the variation in taste can be so it is still attractive to many people. When it comes to food, Chinese people always care about the color, taste, smell and shape of Chinese dishes.In 1784, a group of passengers on the ship Empress of China became the first Americans to land in China and they were also the first group of people to eat Chinese food; it was the first time the American palate encountered eastern cuisine(Coe 45). There are many differences in food culture between China and the United States. Strong differences exist regarding cooking methods, ingredients, desserts and cutlery. There are many cooking methods in Chinese f ood and it may be confusing by terms such as saute, marinade, stir-fry and deep-fry especially for someone new to Chinese food (Travel China Guide).Boiling is the most common form of Chinese cooking; Chinese boiling means cooking food in boiling water. It wastes fuel. It does not cook the food any faster and it tends to make the food break up and so spoils the appearance. Frying is divided into deep-frying, slippery-frying, quick-frying, and several types of stir-frying; this method mainly deals with vegetables. One cooking method that American dishes seldom use is steaming. It is a kind of slow process and time consuming.Chinese cooking uses two methods of steaming, which are basic steaming(zheng) and placing one tightly-closed pot inside a larger pot(steaming dun) (Lee 3). The product is usually very soft because the pot is half-immersed in boiling water for two to three hours. One of the famous traditional Chinese foods is Chinese rice dumplings and it is made of glutinous rice s tuffed with different fillings and wrapped in bamboo leaves. On the other hand, the cooking methods in American cuisine were affected by the European countries (Cuban Cuisine, 1).Grilling meats and spit roasting over a pit fire are both common even today. Americans use barbecue smokers to cook chicken, pork and corn. Frying is the most common in Western countries because almost every famous dish is related to frying. Examples include fried chicken, French fries, burgers and fries, etc. Local families in America like to do baking, which is generally applied to breads, lasagna, manicotti, pastries and other sweet confections. There is a big difference between Chinese and American cooking methods. One is mainly concentrated on the color, smell and shape.The other is always speedy, convenient and cheap. Secondly, the ingredients in Chinese and American food are different. Chinese cuisine involves rice, flour, beans, and vegetables. American cuisine is relatively simple and mainly includ es meat, bread and vegetables. For the Chinese one, most dishes include rice, because it is the main crop of many Asian countries and is used in almost every capacity. Not only steamed rice, but rice paper and noodles can be included in a meal. Second, tofu is often used in vegetarian meals, because it is high in protein.It is used heavily in regions with a tradition of Buddhism. Third, sauces are important to flavor rice and stir-fry. Soy sauce, oyster sauce, black bean sauce, and fish sauces are easy to keep on hand (Yang 3). Rice is a major staple food for people from rice farming areas in southern China and Chinese people always use rice to produce by-products like vinegars and wines (Mashpedia, 3). Noodles are important to Chinese people too and they usually come dry or fresh in a variety of sizes, shapes and textures and are often served in soups or fried as toppings.Some varieties such as  Ã¢â‚¬Å"Shou Mian† are literally noodles of longevity, are symbolic of long life and good health according to Chinese tradition. Noodles can be served hot or cold with different toppings and broth. On the other hand, a part of the American food is based on traditional German dishes such as hot dogs and hamburgers (Wynn 3). Pre-packaged American meals tend to be high in carbohydrates, fat, sodium, and various preservatives. However, they also tend to be vitamin fortified.Examples of pre-packed American meals include various  casserole  type dishes such as  Hamburger Helper, as well as bakeable and microwaveable foods such as  Hot Pockets, frozen pizzas, frozen burritos, and various types of  TV dinner  meals (Cuisine of the United States Research Materials, 3). About the desserts in these two countries, Chinese desserts are sweet foods and dishes that are served with  tea, along with meals or at the end of meals in Chinese cuisine. Chinese candies and sweets, called  Ã¢â‚¬Å"tang†Ã‚  are usually made with cane sugar, malt sugar, honey, nuts and fruit.Gao or Guo  are rice based snacks that are typically steamed  and may be made from glutinous or normal rice. Ice cream  is commonly available throughout China. Another cold dessert is called  Ã¢â‚¬Å"baobing†, which is  shaved ice  with sweet syrup. Chinese jellies are known collectively in the language as  ices. Many jelly desserts are traditionally set with agar and are flavored with fruits, though  gelatin  based jellies are also common in contemporary desserts (Zickler 5). Chinese dessert soups typically consist of sweet and usually hot soups  and custards.For the American desserts, there are a wide variety of choices like cakes, cookies, biscuits, gelatins and pastries and most of them are considered as sweet and greasy. Famous ones like apple pies, cupcakes, caramels and chocolate brownies are customary desserts for Americans compared with Chinese as they viewed it as a part of the meal. Lastly, the cutleries that are used in Chinese and Amer ican food are different also. Chinese people use chopsticks to eat food. Americans use knives and forks to do dining.Chopsticks convey the concept of harmony in Chinese culture (The Cross-Cultural Rhetoric Blog). In ancient  written Chinese, the character for chopsticks was ?. Although ? may have been widely used in ancient spoken Chinese, its use was eventually replaced by the pronunciation for the character ? ; meaning â€Å"quick†. The original character, though still commonly used in writing, is rarely used in modern spoken Chinese languages, which maintains the old usage. Knives and forks are kind of promoting the independence, freedom and violence.Due to its role as humankind's first tool, certain cultures have attached spiritual and religious significance to the knife. It has impact of the concept of people's lives; knife and fork will necessarily bring about eating apart and chopsticks share dinner with the family members gather around a table. The major items of cu tlery in the  Western world  are the  knife,  fork  and  spoon. In recent times, utensils have been made combining the functionality of pairs of cutlery, including the  spork  (spoon / fork),  spife  (spoon / knife), and  knork  (knife / fork) or the  sporf  which is all three (Attards, 2).Actually, chopsticks are commonly used in Chinese, Japanese and Korean dishes but it is generally believed to have originated in ancient China. To conclude, there are a number of differences between Chinese and American food culture and they are a part of human civilization. It is great for everyone to know the food that people would like to eat, cooking method and also ingredients between two countries. Even if there are some differences between Chinese food and Western-style food, they can still get along harmoniously. For example Chinese food of U. S. A. s suitable for Americans’ taste, because through Americans’ improvement; similarly, the Western-styl e food of China is more suitable for Chinese’ taste, because through the Chinese’ improvement. There is a folk adage in China â€Å"If want to conquer your heart, I will conquer your stomach first†. It can clearly show the importance of food in Chinese culture. Works Cited Helen Wang. Cooking Methods in Chinese Cuisine. †Ã‚  Chinese Cooking Tips. Chinese Food DIY Fall 2009. Web. Nov. 17 2012 Giblin, James Cross. From hand to mouth: How we invented knives, forks, spoons and chopsticks, & the manners to go with them.New York: Crowell, 1987. Print Knoblauch, Mark. Chop Suey: A Cultural History Of Chinese Food In The United States. Booklist 106. 1 22, 2009. Print Lv, Nan, and J Lynne Brown. Chinese American Family Food Systems: Impact Of Western Influences. Journal Of Nutrition Education And Behavior 42. 2 106-114, 2010. Print Richard Pillsbury. No Foreign Food: The American Diet in Time and Place, Westview Press, 1998. Print Peter Zickler. Askives. â€Å"Wha t is common Chinese desserts† Web, Nov. 16, 2012