Adhd, Attention Deficit Hyperactivity Disorder - 941 Words

Remedies for ADHD ADHD, attention deficit hyperactivity disorder, also known as ADD, is a common disability with an estimated affected population of 17 million in the United States (Amen XV). The disorder mainly results in a lost of focus due to low brain activity leading not only to learning disabilities, but also to numerous social problems such as relationship breakups, job failures, and drugs or alcohol abuse. Medical experts consider genetics, head injury, toxic exposure, and poor diet to be the primary causes of ADHD. Although a significant number of people are unaware, there are remedies for ADHD; it can be effectively treated with medication, behavior therapy, and proper diet. First, people who suffer from ADHD are often â€Å"hyperactive, restless, impulsive, disorganized, distractible, and trouble concentrating† (Armen 77). Hence, ADHD patients have difficulty focusing on most tasks in school or works, and have trouble completing projects. Specifically, â€Å"35 p ercent never finishes high school, 52 percent of untreated teens and adults abuse drugs or alcohol† (Armen). The disorder was originally considered as a behavioral problem in children; however, today, it is also a serious problem in adults. The main cause of ADHD is still unclear, yet doctors believe that a child can inherit this disorder from their parents making genetics the most likely cause of ADHD. Daniel G. Amen, M.D., an award winning child and adult psychiatrist,and brain disorder specialist, claimsShow MoreRelatedAttention Deficit Hyperactivity Disorder ( Adhd )1710 Words   |  7 Pages Attention-deficit hyperactivity disorder or ADHD which is often referred to as childhood hyperactivity, it s a severe and chronic disorder for children. It is one of the most prevalent childhood disorders, and affects 3% to 5% of the school-age population. Boys outnumber girls three or more to one. Children with ADHD can experience many behavioral difficulties that often manifest in the form of inattention, being easily distracted, being impulsive, and hyperactivity. As a result, children withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1744 Words   |  7 PagesI chose to research Attention-Deficit Hyperactivity Disorder, otherwise known as ADHD, in culture and child development for the following reasons. First, it is important as educators that we understand the difference between restlessness and Attention-Deficit Hyperactivity Disorder in children. Secondly, we must be conscious of the origins of ADHD, how to recognize it, the myths and prejudices against it, and kn ow the most appropriate intervention strategies. Educators must also realize that evenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1495 Words   |  6 Pagesoccasionally forget to do their homework, get fidgety when they lose interest in an activity, or speak out of turn during class time. But inattentiveness, hyperactivity, and impulsivity are all signs of attention deficit hyperactivity disorder (ADHD). ADHD is a neuro-development disorder and can start as early as three years old throughout adulthood. People with ADHD have trouble focusing on tasks and activities, this can have a negative impact on the individual in different ways. It can make the child feelRead MoreAttention Deficit / Hyperactivity Disorder ( Adhd )1699 Words   |  7 Pageshas had some difficulty sitting still, paying attention and even controlling impulsive behavior once or twice in our life. For some people, however, the problems that occur slim to none in our life occurs in the lives of theirs every day and interfere with every aspect of their life inclusive of home, academic, social and work. . The interaction of core ADHD symptoms with co-morbid problems and neuropsychological deï ¬ cits suggests that individuals with ADHD are likely to experience problems in academicRead MoreAttention Deficit Hyperactivity Disorder (ADHD)1259 Words   |  5 PagesAttention Deficit Hyperactivity Disorder (ADHD) is the most commonly found disorder in children in the United States. Statistics show that the male to female ratio for children with ADHD is eight to one. 4.4 million Children between the ages four to seventeen have diagnosed with ADHD (Cheng Tina L et al.). African American children are at a higher risk for having ADHD. Caucasian children are least likely to have ADHD. 2.5 million children receive medication for ADHD, but African American childrenRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1002 Words   |  5 PagesAbstract There are many disorders that are first diagnosed whether it is during infancy, childhood or adolescence. The disorders range from intellectual disabilities, learning disabilities, communication disorders, all the way through to elimination disorders. Attention-deficit and disruptive disorders are the most common. All including AD/HD, conduct disorder, oppositional defiant disorder, and unspecified disruptive disorder. Attention deficit hyperactivity disorder is one of the most commonRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1058 Words   |  5 Pagesfrom disorders such as Attention Deficit Hyperactivity Disorder (or ADHD/ADD.) While much is known about these disorders and how they affect the education of children, there are only a few known methods that consistently help an affected child focus and target in on what they need to learn. Medication for children With Attention Deficit (Hyperactivity) Disorder must be used as an aid to help the affected child to focus and comprehend information being presented to them. Children with Attention DeficitRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )978 Words   |  4 Pagesin diagnoses of attention deficit hyperactivity disorder (ADHD) in children since the 21st century. Per the Centers for Disease Control and Prevention the increase has been seen as a difference from, â€Å"7.8% in 2003 to 9.5% in 2007 and to 11.0% in 2011† (p. 4). Many questions arise concerning why the numbers are on the rise, especially when boys are 7.6 percent more likely than girls to receive the diagnosis of ADHD. When should the line be drawn between a disorder, and hyperactivity that comes withRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )1552 Words   |  7 PagesATTENTION DEFICIT HYPERACTIVITY DISORDER Seth was a second grader at West Elementary. He constantly got reprimanded by his teachers for not paying attention in class. He could not understand the information given to him during the school day. He thought he was stupid and useless. But he was not. His parents got him tested by a doctor for ADHD. He is one of many kids in the United States who have been recognized as having it. Attention Deficit Hyperactivity Disorder is a major issue in the educationRead MoreAttention Deficit Hyperactivity Disorder ( Adhd ) Essay700 Words   |  3 PagesWhat is ADHD? Attention Deficit Hyperactivity Disorder (ADHD) affects almost 10% of American children between 13 and 18 years old, as well as 4% of U.S. adults over 18. Only a licensed mental health professional can provide an ADHD diagnosis, after a thorough evaluation. ADHD has three primary characteristics: Inattention, hyperactivity and impulsivity. Inattentive: Are effortlessly distracted, fail to catch details, are forgetful, and regularly switch activities. Find it difficult to focus

Describe the Reaction of British People to the Argentinean Invasion of the Falkland Islands Free Essays

There were huge number of different reactions and emotions shown by the British people following the invasion of the Argentinean junta of the Falklands. These included outrage, humiliation, anger, resentment, fear, pride and even shame. Much of the first response was of shame. We will write a custom essay sample on Describe the Reaction of British People to the Argentinean Invasion of the Falkland Islands or any similar topic only for you Order Now The people were embarrassed that a â€Å"once-great† country could suffer such a humiliation in losing its territory to the Argentineans. Initially this reaction was vented upon the Prime Minister Margaret Thatcher, and many people including influential politicians called for her resignation in the early stages of the conflict in the South Atlantic. Many were outraged that Argentina had apparently beaten the British, because they thought that the Latin Americans were not a real world power. As one disgruntled Brit said to The Daily Mail, â€Å"Mrs Thatcher will not only go down in history as the first woman Prime minister but possibly the first to allow a Spanish speaking nation to defeat us. Sir Francis drake must be turning in his grave. † This chauvinism added to the sense of humiliation and, despite being the words of a solitary person, is an example of the resentment that was being directed towards the Prime Minister. Spawned by this feeling of humiliation arose one of anger. Again the anger was often directed at the government and, as I before, specifically at Margaret Thatcher. People looked at her leadership and saw weakness, believing her neither willing nor strong enough to defend her country’s history and heritage. After all the British had been for centuries one of the most successful militaries on the planet. Some even used the Argentinians government’s decision to invade the Falklands, as a way to criticise the way the British government was run. The Times wrote â€Å"The Prime Minister should have resigned over the humiliation of the Falkland islands†. Some said that regaining the Falklands was a secondary objective, after sorting out domestic the political situation, which many disliked and didn’t support. However, Margaret Thatcher was not the only focus for public outrage and anger. The British people also commonly resented the Argentinians for their invasion. There was even a show of open aggression towards the Argentinian ambassador in London when an egg was thrown at his residence. Other displays of resentment included one famous, world cup-winning Argentinian footballer, Ossie Ardiles, being forced to give up playing in England due to the hostile treatment he received from some opposing fans. Tesco banned the sale of Argentinian corned beef and Brooke Bond Oxo, a company selling Argentinian meat, halted its imports in protest at the invasion. At Westminster no Argentinian food was allowed to be sold in any of the canteens or restaurants. One football team in Sussex refused to wear their new kit, a copy of the Argentinian international strip, as a protest and a display of anger. One newspaper, The Times again, condemned the Argentinian invasion saying; â€Å"Argentina’s seizure of the Falkland Islands is as perfect an example of unprovoked aggression and military expansion as the world has had to witness since the end of Adolf Hitler. † News coverage like this further provoked the resentment and stirred popular anger against Argentina. This type of journalism, aimed at disrupting the peace and adding to the public’s angry view of Argentina, was rife amongst the newspapers of the time. As well as anger, a popular view was the sentiment that British pride was at stake and action must be taken to counter the aggression to restore the country’s reputation. It was commonly believed that the majority of the British population wanted to use force to regain the Falklands and that they saw resolving the matter as very important. The Times reported that â€Å"Seventy percent of British people believe the Royal Navy should sink Argentinian ships. † This shows the extent of resentment in the minds of the British people towards the Argentinians. If the poll was representative of the British peoples’ view, it shows the real strength of popular opinion. It is very strong backing for war. This was seen when the first battleships set course for the Falklands. There were huge crowds at the ports cheering and holding messages of support for the Navy. Tens of thousands of people were there to support the fleet and their loved ones. There was joy at the prospect of beating the Argentinians and pride in the people whom were to do it. However, there were clearly also some who did not want violence or war. There were people whose main interest in the islands was the safety and well-being of the 1800 occupants. Many wanted the solution to be a negotiated, rather than a forceful or violent one, to make the situation as easy and un-stressful as possible for the islanders. Support for this ideal was led by Tony Benn of the Labour Party. He wanted the party to oppose the plans to invade the Falklands in a response to the Argentinian one. Some surveys found hardly any support for the total declaration of war by the British government. This was true of a survey by The Manchester Evening News. One person said that the â€Å"liberation of the Falkland Islands† was a â€Å"secondary objective† behind sorting out the political situation at home, which had created a â€Å"tangible atmosphere of blood lust†. He blamed the misguided government and media, for generating overly passionate and violent feelings about the Argentine invasion. Again this, despite being a solitary opinion, was an example of the widely held belief that the government were handling the situation poorly and the use of force was not as important as some[politicians and media figures] suggested. Ossie Ardiles, the abused footballer, said, â€Å"Most of the British people don’t even seem to know where the islands are. They are only finding out now through newspaper reports†. This again is an example of the way the media were responsible for some of the â€Å"blood lust† that was generated at the time, with their inflammatory writing. Another reaction to the Invasion by the Argentinians was that of fear and panic. This occurred when the economy and stock market was negatively affected by the loss of the Falklands. The pound was decreasing in value which led to fears about increases in interest rates which would affect all businesses and home owners. As well as this over the few days following the invasion i5,000 million was wiped from share values in the stock market. The uncertainty resulted in a wave of fast selling of shares. In conclusion I feel that the main reaction of the British was initially that of anger, towards both Margaret Thatcher and her government (for failing to defend the islands adequately) and also increasingly towards the Argentinian military government for attacking them in the first place. After this came other responses that stem from anger such as embarrassment, humiliation, wounded national pride and the desire to put the whole thing right again. It is clear from the evidence that the media had a huge effect on the reactions that were expressed. How to cite Describe the Reaction of British People to the Argentinean Invasion of the Falkland Islands, Essays

The Satire In Voltaires Candide Essay Example For Students

The Satire In Voltaires Candide Essay The satire in Voltaires CandideAnnonymousThe book The Scarlet Letter is all about symbolism. People andobjects are symbolic of events and thoughts. Throughout the course of thebook, Nathaniel Hawthorne uses Hester, Pearl, and Arthur Dimmesdale tosignify Puritanic and Romantic philosophies. Hester Prynne, through the eyes of the Puritans, is an extremesinner; she has gone against the Puritan ways, committing adultery. Forthis irrevocably harsh sin, she must wear a symbol of shame for the restof her life. However, the Romantic philosophies of Hawthorne put down thePuritanic beliefs. She is a beautiful, young woman who has sinned, but isforgiven. Hawthorne portrays Hester as divine maternity and she can dono wrong. Not only Hester, but the physical scarlet letter, a Puritanicalsign of disownment, is shown through the authors tone and diction as abeautiful, gold and colorful piece. Pearl, Hesters child, is portrayed Puritanically, as a child ofsin who should be treated as such, ugly, evil, and shamed. The readermore evidently notices that Hawthorne carefully, and sometimes not subtlyat all, places Pearl above the rest. She wears colorful clothes, isextremely smart, pretty, and nice. More often than not, she shows herintelligence and free thought, a trait of the Romantics. One of Pearlsfavorite activities is playing with flowers and trees. (The reader willrecall that anything affiliated with the forest was evil to Puritans. ToHawthorne, however, the forest was beautiful and natural.) And she wasgentler here than in the grassy- margined streets of thesettlement, or in her mothers cottage. The flowers appeared to know it(194) Pearl fit in with natural things. Also, Pearl is alwayseffervescent and joyous, which is definitely a negative to the Puritans. Pearl is a virtual shouting match between the Puritanical views and theRomantic ways. To most, but especially the Puritans, one of the most importantmembers of a community is the religious leader; Arthur Dimmesdale is noexception. He was held above the rest, and this is proven in one of thefirst scenes of the book. As Hester is above the townspeople on ascaffold, Dimmesdale, Governor Wilson, and others are still above her. But, as the reader soon discovers, Arthur Dimmesdale is his own worstenemy. He hates himself and must physically inflict pain upon himself. He thus typified the constant introspection wherewith he tortured, butcould not purify, himself to never forget what he has done (141). ToDimmesdale, it is bad that Hester is shown publicly as a sinner, butpeople forget that. What is far worse than public shame is Dimmesdalesown cruel inner shame. Knowing what only he and Hester know, the secreteats away at every fiber of Dimmesdales being. As the Puritans hold upDimmesdale, the Romantics level him as a human. The Scarlet Letter is a myriad of allegorical theories andphilosophies. Ranging from Puritanic to Romantic, Nathaniel Hawthorneembodies his ideas to stress his Romantic philosophies through Pearl,Hester, and Dimmesdale throughout all of this.

The Verb and Its Categories free essay sample

The noun and the verb are the most important categories of speech. The verb is the most important. These categories are the nucleus of the sentence, which is composed of the subject and the predicate. The verb lexeme needs determination too. The verb must express time, person and other distinctions. Besides these distinctions, the verb must express such semantic functions as terminativity/boundness and non-terminativity. Process is expressed by the verb. It has an end point: the process of writing end when some product is created. Bounded words have a final aim: they express process limited in time. Non-bounded processes have no end-point (e. g. John is walking in the park – non-bounded / to the park – bounded (the end is park). Bounded processes are purposive – they have an aim. Unbounded processes have no aim. Verbs are divided into finite and non-finite forms. Finite forms are determined processes. Non-finite forms are also determined forms (e. We will write a custom essay sample on The Verb and Its Categories or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page g. Walk (v) – must be grammatically processed). Processes can’t be imagined without persons. The grammatical category of person speaks of the role that each participant plays in the process. When the speaker has himself in mind, we have the 1st person (e. g. I’m walking now). When the speaker speaks to addressee, we have the 2nd person (e. g. You are to work harder). When the speaker refers neither to himself, nor to the addressee, we have the 3rd person. The grammatical category of person refers to the role of each participant in the act of communication. The category of person in synthetic language is lexicalised and grammaticalised (expressed by appropriate pronouns and inflections of the verb). In languages where person is fully grammaticalised the use of lexicalised persons is grammatically redundant (but not communicatively). In languages where person is not grammaticalised, person distinctions are expressed by appropriate personal pronouns. In English person distinctions are not grammaticalised (only the 1st person singular). English expresses words analytically. The grammatical category of number is concerned with the number of participants carrying out the process (e. g. John, Marry, Peter are walking in the garden). Only the inflection s is the marker of number in English. Number and person are blended (combined into one inflection). We must turn to the pronouns and nouns. The analysis of the categories of person and number shows that English has practically lost its verbal inflections and heavily relies on pronouns and nouns. The grammatical category of tense stands for a verb form sed to express a tune relation and it varies in different languages. Time is unlimited duration in which things are considered as happening in the past, present or future and it is independent of language and it stands for a concept which all mankind is familiar with. Time can be expressed lexically and grammatically (e. g. John is (grammatically) working in his study now (lexically)). English has three sets of temporal adjuncts which refer to: 1)the present (n ow, today, this morning, this century); 2)the past (yesterday, last week, last year); 3)the future (tomorrow, next minute). The Verb and Its Categories free essay sample The noun and the verb are the most important categories of speech. The verb is the most important. These categories are the nucleus of the sentence, which is composed of the subject and the predicate. The verb lexeme needs determination too. The verb must express time, person and other distinctions. Besides these distinctions, the verb must express such semantic functions as terminativity/boundness and non-terminativity. Process is expressed by the verb. It has an end point: the process of writing end when some product is created. Bounded words have a final aim: they express process limited in time. Non-bounded processes have no end-point (e. g. John is walking in the park – non-bounded / to the park – bounded (the end is park). Bounded processes are purposive – they have an aim. Unbounded processes have no aim. Verbs are divided into finite and non-finite forms. Finite forms are determined processes. Non-finite forms are also determined forms (e. We will write a custom essay sample on The Verb and Its Categories or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page g. Walk (v) – must be grammatically processed). Processes can’t be imagined without persons. The grammatical category of person speaks of the role that each participant plays in the process. When the speaker has himself in mind, we have the 1st person (e. g. I’m walking now). When the speaker speaks to addressee, we have the 2nd person (e. g. You are to work harder). When the speaker refers neither to himself, nor to the addressee, we have the 3rd person. The grammatical category of person refers to the role of each participant in the act of communication. The category of person in synthetic language is lexicalised and grammaticalised (expressed by appropriate pronouns and inflections of the verb). In languages where person is fully grammaticalised the use of lexicalised persons is grammatically redundant (but not communicatively). In languages where person is not grammaticalised, person distinctions are expressed by appropriate personal pronouns. In English person distinctions are not grammaticalised (only the 1st person singular). English expresses words analytically. The grammatical category of number is concerned with the number of participants carrying out the process (e. g. John, Marry, Peter are walking in the garden). Only the inflection s is the marker of number in English. Number and person are blended (combined into one inflection). We must turn to the pronouns and nouns. The analysis of the categories of person and number shows that English has practically lost its verbal inflections and heavily relies on pronouns and nouns. The grammatical category of tense stands for a verb form sed to express a tune relation and it varies in different languages. Time is unlimited duration in which things are considered as happening in the past, present or future and it is independent of language and it stands for a concept which all mankind is familiar with. Time can be expressed lexically and grammatically (e. g. John is (grammatically) working in his study now (lexically)). English has three sets of temporal adjuncts which refer to: 1)the present (n ow, today, this morning, this century); 2)the past (yesterday, last week, last year); 3)the future (tomorrow, next minute).

Biblical World View Addiction Essay Example

Biblical World View Addiction Essay Example Biblical World View Addiction Essay Biblical World View Addiction Essay As a Christian, our world view is that God is the center of all things and In the Christian belief God created all things, the heavens and earth, the plants and animals. God created man in his own image. God is divine, ever present, all powerful and all knowing. (Genesis 12). In that, God gave mankind the responsibility to take care of the earth and the creatures within the earth, for this one isresponsible for all that is in it (Psalms 24:1). A Christian world view is also to have an intimate relationship with God, a personal relationship with him, to continue to seek his word and live by obedience. We are also to do good works. â€Å"Do not neglect to do good and to share what you have with others, for such sacrifices are pleasing to God.†(Hebrews 13:16). Example #1 My first example I feel is being able to bring Hope to the person who is suffering from addiction many addicts usually do not have a strong Christian faith, as a Christian I have been obedient to what I know God wishes me to do for a career, I am an Addiction Counselor helping the opiate addict, He took my own addiction of alcohol and other drugs (25 years ago) and uses it for the good of others and to glorify him, to make known the goodness that God can have on one’s life. God is compassionate and he wants us to have the same compassion for other, for â€Å"He heals the broken hearted and binds up their wounds†.( Psalm 147:3). I feel such joy when an patient has that moment of clarity, and chooses recovery over addiction I praise God, sometimes in silence and sometimes aloud. I work with other patients that are more of a struggle to help, yet I know God does not want me to grow weary as it is said in Galatians 6:9 â€Å"Let us not become weary in doing good, for at th e proper time we will reap a harvest if we do not give up.† I believe that God not only wants to use my own testimony to encourage others, He want to use me as a vessel to give others hope that there is f

How Do I Decide to Drop a Course?

You probably know how important it is to take on a rigorous course load in high school to show top-tier colleges that you are up to the challenge of handling a demanding curriculum. So you may be reluctant to drop a class from your schedule, lest admission committees think you might not be able to handle the demands of college work. However, sometime dropping a course is the right call. Read on for advice on how to evaluate whether or not dropping a class is the best choice for you. First, think about why you want to drop the course. Is there a disproportionate amount of work? Is the work too challenging, to the point that you don’t believe you’ll be able to earn a good grade in the class? Is the course taking away time that might be better spent on friends, family, or your extracurricular activities? Only you can decide what you need to prioritize, but it is important to keep in mind that often, extracurricular activities matter just as much as the courses you take, so if a class you do not particularly want to take is interfering with an activity you find more stimulating, dropping the course may be the right call. Additionally, if a class is causing more stress than you are able to handle, it is probably interfering with other aspects of your life. You should also evaluate whether or not the course in question fits in with your academic profile. You want to demonstrate that you are a specialized student who focuses on particular strengths and interests , so you will need to think about the strengths you a presenting, and how dropping a particular course will influence your profile. For instance, if you are an aspiring English major, you probably shouldn’t drop AP Literature, since doing so may indicate that you are not dedicated to your chosen subject or not able to complete the course material. However, dropping a course outside of the interests you have indicated, such as AP Chemistry, probably won’t have as much of an adverse effect on your college application. On the other hand, if you are planning on majoring in one of the sciences in college as part a pre-med track, dropping AP Chemistry is not such a good idea, while dropping something like AP French is less of a big deal. Keep in mind, though, that it’s important to take as challenging a load as possible in the course subjects – English, Social Studies, Science, and Math – so unless you’re really struggling, staying in a core class that is challenging is probably a smart idea. If the course in question is a requirement at your high school, you probably won’t have the option of dropping it. However, you might be able to take an easier level of a course instead; for instance, if the course is AP, IB, or Honors level, you could switch into the regular version, assuming it is not too late in the school year to do so. You also need to look longer-term and think about whether or not the course in question is a prerequisite for future classes you might want or need to take. For example, some high schools might require you to complete AP Calculus AB before AP Calculus BC, so if you drop AB, you will not be able to take BC later on. Additionally, some high schools have honors or AP tracks, and if you start taking regular-level courses in a particular subject, you might not be able to participate in more-demanding equivalents later on. For instance, you might need to take Honors English in your junior year if you want to take AP Literature in your senior year. Many students choose to drop a course because they are concerned with how it might impact their GPAs. If you are not doing well in a class, and you believe the grade you receive may be much lower than your average, dropping the course may be a good idea. Still, don’t drop a class impulsively, because you may not be doing as poorly as you think you are. Before you make your decision, discuss your concerns with your teacher. He or she may be able to better contextualize particular assignments or test and explain how they will impact your overall grade. You could also ask if you might be able to complete extra credit assignments or make-up work to improve your grade. There may be other ways to resolve the situation aside from dropping the class entirely, so thoroughly explore your options first. If you are not particularly interested in the material, you may not do well in the course. While this isn’t necessarily the case—many students still perform well in courses they don’t like—if the course isn’t a requirement or adding to your academic profile in any meaningful way, it may not be worth taking at all. If you are struggling with a course, you may not need to drop it entirely. Consider additional solutions, such as: Ultimately, you are not bound to your initial course choices, unless they are requirements, so you don’t have to take a class you find too demanding or are not enjoying. And if staying in the course is getting in the way of or distracting from other interests, activities, or courses, dropping it may be the right call. Still, you should weigh the pros and cons carefully before making your final decision. Looking for help on choosing courses and honing your talents? The Mentorship Program matches you with personal mentors from top colleges to work together one-on-one over the course of a year, encouraging you to discover your passions, develop significant self-motivation, and become a high-performing individual.

What should Paul do to determine how Plastec compares with other area Essay

What should Paul do to determine how Plastec compares with other area employers in terms of wages and benefits - Essay Example Compensation administration is a section of   human resources focusing on planning, organizing, and controlling the payments that staff gets for the work they carry out. Compensation includes direct forms such as merit, incentive and base pay and indirect forms such as holiday pay, health insurance and deferred imbursement. The final objectives of compensation supervision are: proficient maintenance of a productive  labor force,  just pay, and agreement with state, federal and local regulations based on what companies can meet the expense of. It is a major concern and drawback for Plastec that their turnover has increased. This could further affect their production and the development of the company. Plastec needs to critically analyze their employees working conditions and point out where they lack. One of the reasons for the workers resignation is better packages that are being offered by other companies. Having a sound knowledge of the environment is very crucial for the com pany. Plastec offers less money and health insurance than other companies do. The job is also stagnant as some workers pointed, â€Å"there was no place to go†.   How could Plastec use variable pay to motivate its machine operators to stay? To increase their productivity?     Variable pay, also famous as "pay for performance", is given for particular performance results rather than for routine time worked. While incentives are  not  the answer to all personnel challenges, they can contribute much to motivate the employee. Plastec could use it effectively to enhance the performance of its workers. It is natural instinct of humans to strive for reward, thus variable pays would be a good source of motivation. They could give a month’s free health services, extra pay for over time, or form and evaluate different work groups and rewards on who performs the best. Such positive competition would make them work harder and increase their productivity (Variable Pay: Ho w to manage it effectively, 2011). The majority of the machine operators are in their mid to late forties, some with families, and some without. What types of benefits would you suggest offering?   To make an employee work effectively and efficiently, a company needs to offer him some benefits. One way of keeping a worker content is by offering him bonuses with competitive salaries. Though salary is one of the important incentives that keeps employee satisfied with his job, but it can be the least effective. People eventually get used to their paychecks and increased salary fails to keep the morale of the workers high. Giving out a bonus when employee’s performance is outstanding encourages him to work better (Marr, n.d.). As, majority of the machine operators are in their late or mid forties, there is a very thin chance of them switching jobs. They must be offered retirement benefits. Middle-aged workers usually place a high value on good retirement plans. Employees must b e given reasonable healthcare, vacation days and sick and annual leave. When going out of station for meetings or conferences, the married employees must be allowed to take their spouses with them if feasible. Which employment laws or regulations should Paul pay the most attention to and why? When Paul joined the business firm, the owners gave him two instructions, â€Å"use HR to keep us staffed up so we can grow† and â€Å"keep us out of court†. Hence, it is very essential for Paul to see that the organization is carefully following all the rules and regulations and is free from employee discrimination and harassment. Ensuring the prevention of discrimination and harassment is not just the right thing to do, it is a good business decision. Organizations can avoid costly lawsuits, fines, and settlements by fostering a workplace that is free from harassment and discrimination. The first step is to hire the right people for a specific job to be performed. The workforce hired should be diverse and

Disputes settlement mechanisms Dissertation Example | Topics and Well Written Essays - 15750 words

Disputes settlement mechanisms - Dissertation Example The World Trade Organisation (WTO) is significant in resolving international trade disputes.This Research work deals with the various Trade Dispute Settlement mechanisms adopted at the international level and concentrates upon their current status, with a special focus on the WTO mechanisms. The literature review analyses the effectiveness of the WTO trade dispute mechanism, in resolving international trade disputes. The main focus of this research pertains to the WTO dispute settlement mechanisms among nations. This sort of research is important in order to assess and analyse the various dispute settlement mechanisms available to member nations, involved in disputes.The research approach adopted in this dissertation is the qualitative method. The findings from this research suggest that the dispute settlement mechanism of WTO is ineffective. The main conclusions drawn from this work are; power imbalance among members and non – binding nature of the decisions are some of the i mportant reasons for ineffective dispute settlement mechanisms of WTO. The dispute resolution system is influenced by power imbalances between the disputants, and this requires to be corrected. A major drawback with this dispute resolution system is the protracted nature of the process. This causes untold damage to a developing country engaged in litigation with a developed country. It would be in the fitness of things to reduce this time to a minimum. TABLE OF CONTENTS ABSTRACT 1 Chapter 1 3 Introduction 3 Overview of the Dispute Settlement Understanding 10 Chapter II 17 Methodology 17 Introduction 17 Purpose of the Study 17 Research Questions 18 Statement of the Problem 18 Organisation of the Study 18 Research Methodology 19 Chapter III 21 Literature Review 21 Case Law 52 Chapter IV 56 Discussion and Analysis 56 Chapter V 61 Conclusions and Recommendations 61 References 66 Books 66 Journal Articles 67 Case law 68 Websites 68 Other Sources 71 International Trade Disputes Settlement Mechanisms Chapter 1 Introduction The World Trade Organisation (WTO) plays an important role in global trade. It resolves trade disputes and constitutes a forum for international trade negotiations. Furthermore, the WTO monitors international trade policies and regulates trade agreements between parties. Its secretariat is located in Geneva, Switzerland, and this organisation boasts of 153 nations as members, as on the 23rd of July 2008.1 WTO establishes a forum for trade related discussions and it supervises international trade policies and regulates trade agreements. Nearly a fourth of the disputes between the members of the WTO are settled by means of mediation and negotiation. In order to address situations, wherein mediation and negotiation prove to be futile, the WTO introduced the Dispute Settlement Mechanism.2 The Regional Trade Agreements (RTAs) play an important role in international trade. This mechanism involves less time and expenditure, in comparison to the dispute se ttlement mechanism of GATT. 3 This principle was established under the Public International Law of the Charter of the United Nations.4 The RTAs do not permit a member to block the commencement of disputes, establishment of a panel or the adoption of a report by the panel. The drafters of the RTA had included the more important aspects of the WTO’s Dispute Settlement Understanding. Although this dispute settlement mechanism had a number of advantages, the parties were found to be unwilling to resort to this mechanism. Instead, they resorted to the procedure under the WTO, as it adopted previous decisions under the concept of stare decisis. The precedence system ensures certainty in the decision making process, and there is no such practice under the RTA system. Thus, the disputing parties exhibit a greater willingness to approach the WTO forum rather than that of the RTA.5 The disputing parties would prefer to have the option to appeal against the decision of the dispute resol ution mechanism. This facility is not available under the RTA mechanism. In addition,

Friedrich Engels and histor Essay Example for Free

Friedrich Engels and histor Essay If one is not historical, then it is unscientific. The historical process that has commenced for millennia in the development of societies is a product of scientific processes and vice versa. Friedrich Engels has greatly contributed to the exposition of historical dynamics, one that is ever changing, in constant contradiction with the forces within and without. As it has been definitely asserted, historical materialism, as a part of a dialectic philosophy is not just narrowly limited to a â€Å"study† but it is a scientific process wherein events were investigated, researched, a hypothesis is derived and tested or compared if that assertion applies to universal condition. History thereof is a result of contradictions, a making of man, not just simply a compilation of events that transpired in the past. Only in such a way can history become a science. Thus, a truly revolutionary of his time, Engels presented history according to the material basis of the existence of societies, discussed the evolution of such societies as subsequent effects of the past, constantly playing interconnected, interwoven stories, which without the other is simply incomplete, unscientific. Here he illustrated the formation of history as a result of humanity’s struggle to attain its aims, therefore its own creation, its own being. Engels’ history does not consider man simply a being with presupposed actions, knowledge or decisions, man is a becoming, moulds the society that he belongs to, inseparably intertwined with the progress of the economy, his propensity to survive, to all other aspects of social existence. Certainly, Engels’ life is no different from the society he intended to explain. What has moulded him to become such a great influence in socio-economic paradigms and in the formulation of Marxism surely has a basis in his past, interconnected with his identity, with everything that has gone through his age, internal and external, positive and negative. His own being a laboratory of man as a â€Å"becoming† and of contradictions where which a new form from the antagonisms of the old is drawn. Hence, his life and works were a result of scientific processes, a fruit of the reactions among the material conditions that he was exposed to, a synthesis of numerous theses and anti-theses. Facts and figures are simply not what history is. Facts and figures say something but not substantially anything. History is a correlation and interrelationships between and among facts and figures without finding those connections are mere ink and paper –insignificant. Hitherto, Engels’ works remains to be of great influence in the struggles of oppressed peoples and of the international proletariat. This came into reality because Engels’ works were connected to the material foundations of human existence, ideas and theories that are not alienated: theories that can be felt, ideas that are tangible and inseparable from the activities of societies. As it was, matter precedes consciousness; Engels’ historical and philosophical analysis did not surface out of mere conception of abstract economic and historical fables, but were a result of the effects of the economic and social conditions existing at that time; societies came into reality first and from those realities a consciousness was obtained enabling Engels to scientifically analyze the future of societies based on the reasons that has caused past societies to progress into what they are at present. Engels biography is a display of such scientific course. His early life has been the origin why he came about with his voluminous works on history, implications brought by the facts how he was raised and intended of him to become, his experiences, and his direct contact with the production process and later in complete absorption to the revolutionary struggle in the industrial West. Friedrich Engels was born in Barmen, Prussia to a family of bourgeois origins in September 28, 1820, time when Europe was at the height of the development of the industrial era and wars of conquest for the accumulation of market, labour and resources for the bourgeois economy. It was a time of rapid changes ensuing on all borders, expansion of industrial interests was grappling Europe and colonies in Asia, Africa and Latin America were continuously ransacked while the European continent was in a constant scrabble of migration from different nations in search of industrial work. Indeed an era of accumulation of wealth and technological advances to improve productivity . His nascent years have been vital for the development of his future philosophical pursuit. In his poem â€Å"To My Grandfather†, written December 20, 1833, Friedrich has shown his early acquaintances in history through stories in the Greek mythology which he described as â€Å"many a beautiful story† that his grandfather told him . Another untitled poem written 3 years after described characters in stories from all over Europe seen by young Friedrich as â€Å"pictures to delight† . He was an observer and the environment drew much attention from him. Once he wrote about the conditions in Wuppertal, one of his first attempts to explain the seemingly complicated miseries of the working class , that even the columns of a building and the style of architecture did not escape his watch. It was the beginning of his acquisition of his most powerful weapon in his revolutionary battle, the excellence in textual conveyance. Not only was it a peek to his future history inclinations but also his superb literary talent that has greatly manifested in his works. His father, a German textile mill owner wanted him to become an industrialist too like himself. Though, the environment in which Friedrich Engels lived was full of stark contradictions, external factors which greatly affected his inner resolve, so that a strained relationship developed between them. A supporter of the Prussian government, Friedrich’s father held conservative views in politics and religion which could be attributed to his Protestant Pietist devotion that he entered Friedrich in local Pietist schools, indoctrinating him of narrow fundamentalist views of society that were never acceptable to his broad interests. He was then sent to Bremen, a German port city, before he finished his high school studies to work as a clerk, and there he exhibited despise to autocracy and religion, enjoyed life at its fullest and studied literature, philosophy, theology and history . The democratic struggles gaining political momentum at that time was under a literary movement drawn Engels to participate under a pen name Friedrich Oswald. His first work, a poem titled â€Å"The Bedouin † was published in the Bremisches Conversationsblatt No. 40. In September 1838 and many other literary works and commentaries proceeded thereafter. When he moved to Berlin to join the Household Artillery of the Prussian Army, he already had attractions to the Young Hegelians . His contact with the radical group proved to be vital in Engels’ future philosophical treatises. Hegelian philosophy maintained an idealist core with the dialectic claims that everything, after they had come into being, will ultimately wither away, a constant reminder of change and development inherent in everything therein. Though Hegelian dialectics maintained that thought precedes matter, it still had some followers who were radicalized and reached the point of concluding that even the Prussian state and religion will pass. The most revolutionary of them, however, deviated from Hegel’s â€Å"consciousness precedes matter† and inclined towards materialism. These revolutionaries, among them the 22 year-old Friedrich Engels, asserted that it is the other way around based on Ludwig Feuerbach’s rejection of Hegelian idealism and turned the tables for materialism. He would later publish a pamphlet hailing Feuerbach’s â€Å"The Essence of Christianity† in 1841. The pamphlet echoed Feuerbach’s materialist basis of societal thought and finally debunked theological monopoly of reflection with a â€Å"pulverizing† blow, but later Feuerbach’s materialism would be wedded with Hegelian dialectics . There he was an active radical, wrote articles for the democratic movement while attending lectures at Berlin University with his military service all at the same time. Before he would be sent to England, Engels, travelled to Cologne to meet Moses Hess, the first Hegelian who called himself a communist and the man behind Rheinische Zeitung –a radical daily newspaper. It was possibly in this acquaintance that Engels was influenced with utopian socialism and his travel to England would be decisive in starting a proletarian revolution in the most advanced industrial nation . His experience in Manchester, England in his father’s factory from 1842 opened his eyes to the realities of the working class which he stated in his Conditions of the Working Class in England in 1844, his first book bourn out of his observations in his father’s firm. In his English travel desertion, Engels have had certain exchanges with other workers’ organizations, radical, utopian socialists and Chartists and wrote for Robert Owens’ Utopian socialist paper, the â€Å"New Moral Order† . Only on his way to Barmen did he meet Karl Marx, his lifelong revolutionary collaborator. They first met in Cologne in 1842 and Karl Marx was an editor in the Rheinische Zeitung but took no time to explore their philosophical similarities. That friendship would last for about four decades. Together, Marx and Engels paved the way for the synthesis of Dialectical Materialism, Historical Materialism and Scientific Socialism among many other works that were to become the foundations of the proletarian movement. Engels could never be considered as Marx’s side kick as others would usually portray him, nor must he be treated as above Mar’s intellect on many philosophical questions. Often they would consult each other on certain points of argumentation and Engels recognized Marx’s excellence and at the same manner, Engels displayed his virtuoso in historical and literary fields. They were, in the truest sense, partners in their lifelong struggle for the liberation of the working class. What Engels had become could be ascribed to the people who had played certain parts in his â€Å"becoming†. His grandfather introduced him to the world of history and literature, his father pounced on him that he would later hate everything that his father believed, Hegel on his dialectics (though Engels had broken away from the idealist sector), Feuerbach presented the materialist view for his and Marx’s philosophical synthesis of the Dialectical Materialism and the millions of the workers’ masses that have borne the weight of the whole capitalist production system were, presumably, the greatest influences on Engels’ philosophy. Thus cementing that Engels was really a man that is a â€Å"becoming†. An accumulation of experiences, observations and contact with nature was the reason for having such philosophical standpoint . Engels’ philosophical background could be that of a German philosophy that could be traced from Leibniz, Kant, and Hegel. Though Engels or Marx did not have any â€Å"original† philosophical theories, it is precisely the justification on what was commented on the Critique on Feuerbach that theirs was a philosophy that aimed direct to the point of changing the existing order in the world not just explain it. On many occasions, Engels has directly found the connection of matter and thought, of historical events that are quite apart in ages but were systematically an integral part of the totality of human history. Friedrich Engels’ first book was the Conditions of the Working Class in England in 1844, written when he was in Manchester England. On its preface, Engels explicitly stated the conditions of the working class at that particular time based on his direct acquaintances with the proletariat or twenty-one months, straight from his observations. These observations were directed for the German proletariat so intense their conditions that Engels wished to know the root causes of their misery . In his dedication to the British proletariat, Engels can be seen as a true revolutionary, never satisfied with documents, it was a close contact, an integration among the masses of British workers that has propelled his understanding of the conditions of the working class. It was on the streets, in the alleys, in the working places that true understanding can be derived. The whole of Manchester turned into a laboratory of revolution . Manchester in 1844 is the centre of the Industrial Revolution which he observed, made the conditions of the workers worse. Huge industrial cities such as Manchester and Liverpool had disease occurrences four times grater than in the countryside. Before mills were introduced in England, more than four thousand out of ten thousand children die of whooping cough, scarlet fever, measles, and smallpox and an addition of another three hundred after. While adult mortality numbered to a thousand out of ten thousand and another two hundred added to the previous respectively. In one of his contributed article to the New Moral World Engels concluded that this condition must soon be ended with a revolution that would rearrange the social order existing at that time in three countries in Europe (England, France and Germany) as there is a fast spread of suffering among the working men in the continent. There were existing socialist and communist movements in many parts of Europe, half a million communists in France alone, with some differences in minor points in principle but again, Engels asserted that the proletarian class has the power to rise and become masters of their own, enjoy the fruits of their own labour only if these communists would be united –that would later be named as â€Å"proletarian internationalism† – costing most of Eastern Europe after the Second World War, a little more than a hundred years, with the USSR’s campaign of socialist annexation . Engels described the state of the capitalist system in England, being the most advanced at that time. In the book’s 1892 preface, 52 years since it was first published, the author noted that the rising industrial nations such as France, Germany and America and starting to break Britain’s â€Å"industrial monopoly† and finally reached what has England reached in 1844 and the effects were not different. Same economic laws apply and the fight of English workers five decades ago is happening in the country. It is after all still a bourgeois mode of production, the same tendencies, characteristics and social classes and antagonism still exist. Such was what he had predicted in his first edition and, scientifically, it was indeed the same characteristic of the capitalist economy regardless of nations and cultures. The Condition of the Working Class in England in 1844 mirrored the condition of the working class not only in certain time frame but through the times as long as capitalism exists in a more or less varied intensity. Further expounding on the roots of the proletariat’s miserable place in the relations of production, Lenin commented that Engels was not the first to say that the working class is suffering from the ills of the capitalist mode of appropriation and expropriation, but it was Engels who said that the working class is being pushed to the very edges so that the proletariat had been left with no choice but to fight back and destroy the bonds of slavery. A power, so much moving this line had exuded that after seven decades Russian proletariat had risen to create the first proletarian state. In 1847, Mikhail Bakunin, a Russian anarchist was banned from Paris because of calling for the over of the Polish and Russian governments. Bakunin was one of the many revolutionaries that appearing in Europe. A revolutionary high tide is sweeping all over the continent and the great masses of workers are looking for the lead in the revolutionary struggle. Such was the condition when Engels wrote â€Å"The Principles of Communism† in 1847, a year before the Communist Manifesto was published. There was, however an earlier composition for the Communist League. In June of that year, the founding event of the Communist League, the Congress of the Just, the Principles of Communism was written to serve as a draft for a statement to be embraced by the proletarian revolutionary movement, the Communist Manifesto . The International Workingmen’s Association formed in 1864 was actively participated by Engels, and later joined Marx in the General Council in 1870, two after the IWA was organized. Historically, the IWA had a huge part in the uprising in Paris in 1871: the Paris Commune. In this event Engels’ writings defeated Bakunin’s Alliance for Social Democracy. IWA was considered to be the first International, and after the Paris Commune was quelled, after the commune died, Engels guided the formations of many socialist parties in Europe, especially in Germany which has been the movement that the whole European communist movement looked upon as bearer of the great socialist revolution. It was here that the term â€Å"manufacture†, denoting production by hand was conceived by Engels, such was to differentiate â€Å"production by hand† from production using a machine. This scheme was decisive in future historical annotations for the transition from guilds to factories of the primitive capitalist model. It is best too clarify that Marxist literature considers, based on historical materialism, that world history has not grown uniformly, some have advanced to capitalism, other nations remain in the feudal stage, and certain communities were even at the stage of primitive communalism. In the year 1884, Engels wrote â€Å"The Origin of the Family, Private Property and the State. It was this document that really showed Engels’ distinction in history. He wrote this manuscript in just two months to continue what Marx would have wanted him to do – a treatise on the evolution of the State. This book covers the history of many nations, the emergence of private property and classes, and the state and ultimately how this state would perish, mush like Hegelian concept on the dialectical process of societies. Engels’ works were immensely influenced by Hegelian thought, especially evident in his â€Å"Origin of the Family † which was a complete narration of the scientific evolution of the societies, brought about by the contradictions that were constantly the cause of development, of ending an old social order and beginning anew. Aside from that, Engels life as a revolutionary and his works were also influenced by Moses Hess’s utopian socialist ideas, which, together with Karl Marx, they arrived into concluding that the future of capitalism is a scientific socialism and the establishment of the proletarian state. He also viewed the economy as the social foundation that it gives rise to the conception of the state, and that material foundation is the essential ingredient of the thought or way of thinking that would be dominant in the society. It was the very core of the materialist belief that matter precedes consciousness. Which takes us to think that a worker can not have a consciousness of a proletariat if the society has not reached the stage of capitalism, because in the first place, a condition does not exist that would permit a capitalist relation of production (wage labour). Through his life, Engels never believed in marriage pointing out that the natural order of reproduction is not bound by the exclusivity of a woman to a single man. That only came into being when the concept of private property had materialized, so as women. Women held a high place in the primitive societies since they were the only means that tribes and communities would survive was only through continued human reproduction . Engels’ works were referred to by the revolutionary movement especially on the philosophical discourses on dialectics, historical materialism and some of his economic formulations. These influenced leaders of different socialist parties in Europe and around the globe. In autumn of 1985, the leader of the Russian proletarian socialist revolution, Vladimir Ilyich Lenin wrote about Engels saying that he was a great teacher of the world’s working class, and his life must be known to every workingman. Lenin further states that Engels did not let his bourgeois status to stop him from serving the cause of the revolution, study of philosophy and science and politics. The article published in Rabotnik, clarified certain principles in Engels’ philosophy, and asserted that although Engels followed Hegelian dialectics, he was nevertheless not an idealist but one who firmly believes in materialism. Engels, said Lenin, used scientific methods in answering the economic questions of the time. It also gave an insight into Engels political history that being said, Engels was a democrat before he became a socialist. Thus Engels taught that the liberation of the working class is in the hands of the working class. Lenin after 22 years would lead the Russian working class to a socialist victory, fulfilling Engels’ vision of a socialist state won by the proletarian themselves. Later in 1920, three years after the Russian socialist revolution had been won, a document was published showing that Lenin would again comment on Engels through â€Å"The Marx-Engels Correspondence† which he wrote in 1913. The letters contained many of the theoretical foundations of socialism, masterfully fighting through the ins and outs of the political struggle in Europe. It was an exposition of the revisionist renegades attempt to mislead the great masses of the proletariat to capitulate in the bourgeois political system. Through these letters, as Lenin pronounced, the socialist movement was kept in the right track. The tasks of the proletarian revolutionary were outlined to serve as a guide for many socialist parties that were waging underground warfare against their governments. The dialectical course of history was reaffirmed and from that principle, Russian revolution had drawn much of Engels’ guidance in the theoretical as well as in the practical recourse of the revolution. Mao Zedong, leader of the Chinese revolution from the 1920’s until after the Second World War had been a staunch Engels follower through his works with Marx. Chairman Mao had quoted the communist manifesto, stressing on the point that without the theories that Marx and Engels developed, the revolution will have no guide. Revolutionary theory as Mao had said would give the people a direction in waging a war for national liberation, to assure that there would be no resurgence of bourgeois state in liberated nations and ensure that new democratic revolutions will continue to the socialist stage . Again Mao on his article on Women, Engels was often quoted because of his contributions in the study of the status of women in the society, through his book â€Å"the Origin of the Family, Private Property and State†. The study of the women was a big issue in the Chinese revolution. China was then waging a war against traditions that existed for thousands of years that was the feudal relationships between husbands and wives, elderly and the young in Chinese culture. Engels’ views on the question of the equality of the sexes in the primitive communal stage of societies shed light on the history of the struggle of women. Women suffer exploitation twice. A female worker is exploited because she is a worker and she is a woman. She does not only suffer from capitalist exploitation but also from male domination. However, the struggle for women’s liberation is not a struggle against the opposite sex, but a struggle based on the economic class . Friedrich Engels was said to be the builder of socialist thought, the International Review issue no. 83 on the 4th quarter of 1995 stated that Engels had been persistent in his revolutionary career, truly of German tradition. Owing much to his perception of the workers’ movements tendencies and strengths that in the article his first book published was the book used by many revolutionaries through the years of struggle all over the world, from Russia to China. Thus Engels was a man defined by his becoming. Through his life, from the time he was born till the day he died, Europe was in the middle of an economic advancement, it was also a period of political changes. In the middle of those political and economic current, Friedrich Engels stood to face the challenges of his time. The blowing winds of free thought have set his mind to open to new ideas, seemingly the emergence of radical movements were just on the right time. When he became a part of the Young Hegelians, his philosophical inclinations were further developed. If we would look at this through an idealist perspective, it would be possible that Engels life had the right coincidences: Marx was born on the same era; the proletarian movement was on its fiery start. However, dialectically, the course of history would be just the same, it could have not been Engels, it could have not been Marx but still the truth of the development of societies will be there because it is science. History is a making of humanity not just one man, thus independent of anyone’s identity yet it identifies with everyone. It is the reality. Through Engels’ writing Marx was able to find himself a competent partner in his revolutionary theorization. Together they had formulated the socialist philosophy that soon changed the course of the modern society. Engels contributed much to humanity’s understanding of history, complete and thorough interpretation of the events, explained the mysteries that bind each and every event from the beginning of human civilization. History was view on another angle, from the toiling masses, thus, breaking the monopoly of the establishment’s monopoly of truth. Hitherto, societies were seen as dynamic, changing every second, quantitatively and qualitatively –change that was internally caused by those who are within the system, not by something that is detached, alienated, or abstract. Material basis was always at the fore of historical explanations. Engels’ historical insights gave the ruled power over the ruler, the oppressed over the oppressor. In time, the order of things will be changed, asserts Engels, which change will never end. History had become an integral part of the future, not confined to the records of the olden times; it has passed yet continues to take part in molding the future of societies. Without Engels history would still continue and take its path as we have it today. Without Engels to help Marx, the society will still change. Therefore, Engels did have a contribution to humanity’s history. Through his writings, Lenin foresaw the First World War as an imperialist war took advantage of it and made the revolution at home victorious. With the victory of the Russian proletariat, the course of struggles around the world suddenly changed course and had a farther perspective. Not only did these liberation movements aimed to free their nations from foreign domination but had decided to free them from the slavery brought about by the conception of private property. Movements did not only strive to destroy the existing political order perpetuated by tyrants, they had sought to destroy the economic foundation of tyranny. In the country from where he came from, Engels, too, caused much change. He became one of the contributors to the German philosophy, became an inspiration to German revolutionaries and paved the way for the advancement of the German proletariat. As Germany was inseparable from the conditions that what existing in Europe at that time, it too had been reached by the socialist movement that after the Second World War, Germany was divided into two. East Germany had a socialist economy and the, capitalist. Engels had his great deal of share in the development of Marxism and socialism. He was the brain behind the Communist manifesto and Historical Materialism. His studies in the field of history enlightened Marxists and revolutionaries in the course of the inevitable changes in the society. Bibliography (Section 1) Kenwood A. G. and A. L. Lougheed. The Growth of the International Economy 1820-2000: An Introductory Text. London: Routledge, 1999. Carver, Terrell. Engels. Oxford, England: Oxford University Press, 2003. Engels, Friedrich. â€Å"Bedouin. † Young Engels, Marx Engels Internet Archive. Available from www. marxist. org. Engels, Friedrich. The Origin of the Family, Private Property and the State. New York: Pathfinder Press, 2000.

Critical Analysis of what makes The Lion King a successful musical Ess

Introduction The Lion King musical is a well-known musical that has taken the stages of Broadway, West End and the rest of the world by storm (The Lion King, 1997). Regarding the process of the musical, Artistic Director Julie Taymor’s first thoughts for choosing the Lion King as the next big thing on stage, was classed as ‘impossible’ due to the film’s lack of theatrical material (The Lion King, 1997). Therefore, staging this particular work contained a great deal of uncertainty and the need for taking huge risks. Taymor (1997) suggests how ‘the Lion King was the worst idea possible to create a stage show.’ It has become evident that a number of significant barriers had to be overcome to secure the practicality of the production. In view of this controversy, this dissertation will critically analyse the success of the Lion King by exploring two significant aspects that have helped to make the musical a success. Firstly, the essential components that make u p this theatrical production will be explored and secondly, the roles of each producer within the Lion King and their combined and individual influences they have had from the production will be evaluated. By analysing these two central themes, this paper will show how and why this musical has developed and achieved its phenomenal success. The components can be broken down into the following: dance and movement, character portrayal, masks/puppetry, music, costume design and idealistic process. Each component will be analysed in detail in an attempt to portray how this effectiveness has added to the overall musical vision. Chapter 1 Through dance and movement, the storyline were expanded with the assistance of choreographer, Garth Fagan. A well-renowned choreographer... ...downfalls. Fagan in his own hope want the audience to look at dance without going through boredom or thinking dance as a medicine (Bramley 24:1997). The musical has allowed this particular component to make differences to such challenges from one dance to the next. This was possible due to Fagan’s approach to choreography that are different compared to another choreography that was designed to other Disney films turned musicals i.e. Beauty and the Beast and Little Mermaid. These two notable musicals have taken the stages of Broadway by storm. However, there is an ingredient missing to those shows that Taymor was able to capture from beginning to end with the Lion King. It was a risky challenge that Fagan radically took out of the negative into the positive with the use of vocabulary to approach the use of dance and movement as part of a highly successful musical. Critical Analysis of what makes The Lion King a successful musical Ess Introduction The Lion King musical is a well-known musical that has taken the stages of Broadway, West End and the rest of the world by storm (The Lion King, 1997). Regarding the process of the musical, Artistic Director Julie Taymor’s first thoughts for choosing the Lion King as the next big thing on stage, was classed as ‘impossible’ due to the film’s lack of theatrical material (The Lion King, 1997). Therefore, staging this particular work contained a great deal of uncertainty and the need for taking huge risks. Taymor (1997) suggests how ‘the Lion King was the worst idea possible to create a stage show.’ It has become evident that a number of significant barriers had to be overcome to secure the practicality of the production. In view of this controversy, this dissertation will critically analyse the success of the Lion King by exploring two significant aspects that have helped to make the musical a success. Firstly, the essential components that make u p this theatrical production will be explored and secondly, the roles of each producer within the Lion King and their combined and individual influences they have had from the production will be evaluated. By analysing these two central themes, this paper will show how and why this musical has developed and achieved its phenomenal success. The components can be broken down into the following: dance and movement, character portrayal, masks/puppetry, music, costume design and idealistic process. Each component will be analysed in detail in an attempt to portray how this effectiveness has added to the overall musical vision. Chapter 1 Through dance and movement, the storyline were expanded with the assistance of choreographer, Garth Fagan. A well-renowned choreographer... ...downfalls. Fagan in his own hope want the audience to look at dance without going through boredom or thinking dance as a medicine (Bramley 24:1997). The musical has allowed this particular component to make differences to such challenges from one dance to the next. This was possible due to Fagan’s approach to choreography that are different compared to another choreography that was designed to other Disney films turned musicals i.e. Beauty and the Beast and Little Mermaid. These two notable musicals have taken the stages of Broadway by storm. However, there is an ingredient missing to those shows that Taymor was able to capture from beginning to end with the Lion King. It was a risky challenge that Fagan radically took out of the negative into the positive with the use of vocabulary to approach the use of dance and movement as part of a highly successful musical.

Natural Law jurisprudence automatically lends

Natural law has become quite diverse foci for theories concerning human conduct, not only placing diverse requirements on the theorist, but requirements which appear to be at cross purposes. Natural law can be kept for an important, but narrow problem: the enunciation of some basic human goods or needs that any system of positive law should respect, promote, or in any case protect (William Blackstone, 1979). Theorizing concerning natural law and virtue, therefore, can be sharply famed for reasons. On the whole, for the reason of the demise of the older teleological view of nature that allowed theorists like Aquinas to correlate the analogous meanings of law and nature around the matter of natural inclinations. These inclinations, on Aquinas' view, are the soil for both virtues and the first principle of the natural law. The reason of law as well as the nurturing of the habits takes their bearing from a pre-given teleological order. Aquinas comes as near as he ever comes to a description of law in the claim that ‘Law is nothing else than an ordinance of reason for the common good, made by him who has the care of the community, and promulgated' (Thomas Aquinas, 1988). This general definition is followed by a peculiarity between the three kinds of law–eternal, natural, and human. Now, it might seem that on its own Aquinas's categorization as applied to the specific case of human law would produce an essentially positivistic view of human law. We can obviously understand God as having care of the ideal community, and as propagating ordinances of reason for the common good of that community. We can make sense of the thought (even if we reject it) that ‘Nature' likewise works for the ‘common good' of only ‘natural' things, a standard teleological theory of biology might assert something like that. But, it can be said, the obvious way to understand the description in the case of human law is in terms of a ruler, or whoever is designated as lawmaker by the rule of respect, promulgating laws in terms of the lawmaker's discernment of the good of the community. As Aquinas said, â€Å"Human laws should be proportionate to the common good† (Thomas Aquinas, 1988, Q. 96 A. 1). ‘Nature' designates not simply the quiddities of things, the formal cause that which makes a thing what it is but more significantly the finality governing completions. Right reason, on the conventional teleological view of natural law, cannot mean simply judgment agreed with natural values, but judgment in accord with what completes these values. As the older teleological theories allowed natural law analysis to play both roles–to expound the goods embedded in human actions as well as their completions-the modern denunciation of teleological thinking guarantees that a natural law principle of recta ratio should restrict itself to discourse concerning natural goods or values (Joel Feinberg, 1986). Natural law theory in its traditional form was entwined with the realist metaphysics of customary natural philosophy. It sought to give a kind of correspondence to the real that would explicate what makes moral sentences true. The idea seemed reasonable so long as natural philosophy conceived of the universe in a moralized, teleological fashion. But while the teleological cosmos gave way to the distant and infinite universe of modern science, scientific and ethical realism leaned to break apart, and ethical theorists disposed toward realism had to work hard at finding something properly real and natural for moral sentences to correspond to. In this context, scientific realists frequently looked upon their ethical counterparts with distrust, and diverse forms of anti-realism were anticipated for ethics. The new plausibility of anti-realism in ethical theory resultant from the sense that the world, as presently understood, was capable to do something for scientific sentences that it was incapable to do for moral sentences that is, make them true. Several theorists decided that something less cosmological, something having to do with human nature or realistic reason or collective inter subjectivity, would have to be substituted for the customary correspondence relation if the idea of moral truth was to be retained. Some of the resultant programmes, called themselves natural law theories, but they were hardly of the traditional kind. Ethical anti-realists including both scientific realists and empiricists–began arguing with one another over whether the idea of moral truth must be redefined or dropped altogether. There arose new forms of ethical pragmatism (such as intuitionism, utilitarianism, and value theory) to start the third side of the triangular debate. Meanwhile, traditional natural law theory became ever more nostalgic in tone and idealistic in performance. It was treated more and more frivolously by the anti-realist opposition as an exemplification of some moderately obvious fallacy and by its realist successors as an appealing relic from a pre-scientific age. It is high time for moral philosophy to reorganize its relation to the philosophy of science. If Fine (an imminent philosopher)and others like him have appropriately diagnosed the debates over fact endemic to the latter, and the recognizable philosophical pictures of science deserve rejection, then those pictures can no longer give out as fixed points of assessment and contrast for the analysis of moral discourse. Doubts of the form, ‘But what could there be for moral sentences to correspond to?' and ‘What would it be to examine that murder is wrong?' lose an implication they once had. If philosophers of science follow Fine's advice and stop asking the issue of what sort of relation to a special something makes a set sentence true, the old reasons for wondering what on earth (or in heaven) could make a moral sentence true will disintegrate. And in their absence, the normal language user's disposition to say ‘It's true that murder is wrong' will seem entirely in order–which is to say, neither metaphysically tainted by philosophical pragmatism nor in require of being taken at something other than face value. The natural ontological attitude is to take science and its feature uses of ‘true' at face value, without the overlie of philosophical interpretation provided by something grander than evocative anthropology. This attitude promises to fall apart the triangular debate in which natural law theory participates and to reinstate moral discourse to respectability. The threat of adverse contrasts with science disappears–and together with it the rationale for viewing natural law theory as a courtly knight defending the honor of morality against its profligate modern detractors. Indeed, the line of demarcation between science and ethics begins to disappear. Thus the natural ontological attitude is fundamentally at odds with the temperament that looks for explicit boundaries demarcating science from pseudoscience, or that is liable to award the title â€Å"scientific† like a blue ribbon on a prize goat' (Arthur Fine, 1986). While Fine's attitude is applied to ethics, it leans not only to restore one's confidence in moral truth but also to recuperate the thought that moral and scientific truth are inseparably entwined. Not as the teleological cosmos has been reconstituted. One reason is that when we try to abstain from big pictures and instead try to make sense of science in the grained way, it will become not viable to avoid evaluating the human purposes, virtues, communities, and social consequences that form in the stories of scientific endeavors. Another reason is that it once all over again becomes natural to divulge that moral truths depend (though not in the systemic and deductive way natural lawyers have at times claimed) on what the world and human beings are indeed like. If it were not true, for example, that members of our species have a inclination to bleed and experience pain when cut, definite acts that is cruel and ferocious would not be. If firing nuclear missiles caused no more damage than a large grenade, numerous sentences belonging to the ethics of war would change truth values. Counterfactuals like these conserve what is worth saving from the natural law principle of the ordo quem ratio non-facit (Russell Hittinger, 1889). Thus, we can say that natural law jurisprudence routinely lends itself to the teleological approach as it relies considerably on institutional moral reasoning. Moral reasoning is concerning the evaluation and development of existing institutions requires that we recognize the goals the institutions are to serve. Institutions are human creations that must to serve human purposes, and they can be made more effectual in serving those purposes by changes that human beings can make (Martin Dixon & Robert McCorquodale, 1986). Though institutions usually are not formed deliberately, once we assume to evaluate them morally we come to consider them as if they were relics designed to achieve certain goals. To the degree that moral reasoning concerning institutions is guided by the goals the institutions in question are to provide, institutional reasoning may be called teleological. For instance, we appraise institutions of criminal justice in part by seeing how well they attain the goal of deterrence. But to say that a goal of the criminal justice system is anticipation is hardly informative unless we know what kind of behavior we are trying to deter. At least for generally liberal theories, the goal of protecting individual rights plays a main role in determining what kind of behavior to try to deter. So underlining that institutional reasoning should be teleological in the sense of being concerned with goals is not contrary with taking rights seriously. Natural law takes rights fatally is therefore teleological in the sense that it regards the protection of rights as placing restrictions on efforts to exploit the achievement of even the most commendable goals (Martin Dixon , 1993). The natural law of an existing or proposed institution needs evaluating the rules that partly comprise the institution (DJ Harris, 1991). These rules set patterns of behavior to be followed by many individuals as they interrelate over time. To find out whether the institution is in fact supporting the achievement of its goals, it is therefore essential to consider both the collective effects of large numbers of people acting on a particular rule and the interactions of the cumulative effects of conformity with the other rules the institution includes. For this reason natural law needs attention to incentives. Certain combination of rules, each of which can seem appropriate when measured in isolation, may create incentives that prevent institutional goals. At a minimum, rules must not be self-defeating in this way. Rules that give incentives that are not only consistent with, but actually promote, behavior that puts in to the attainment of institutional goals are preferable to those that do not, other things being one and the same. References:Arthur Fine, The Shaky Game: Einstein, Realism and the Quantum Theory ( Chicago: University of Chicago Press, 1986)DJ Harris, Cases and Materials on International Law Fourth Edition, (London: Sweet and Maxwell, 1991).Joel Feinberg, Harm to Self (New York: Oxford University Press, 1986), pp. 87–94Martin Dixon & Robert McCorquodale, Cases and Materials on International Law (4th ed., Oxford; New York: Oxford University Press/Blackstone Press, 2003).Martin Dixon, Textbook on International Law, 2nd ed. (London: Blackstone Press, 1993).Russell Hittinger, â€Å"‘Varieties of Minimalist Natural Law'†, American Journal of Jurisprudence, 34 (1989).Sir William Blackstone, Commentaries on the Laws of England, (Chicago, Ill.: University of Chicago Press, 1979).Thomas Aquinas, On Law, Morality and Politics (Indianapolis, 1988), Q. 90 A. 4.

Why World Cinema Is an Important Topic to Study

WhyWhy world Cinema is an important topic to study? Third Cinema is a very different topic to the rest of the syllabus topics; this will allow us to broaden our viewing range and develop our own film interest. Popular Hollywood films are usually number one choice, when it comes to choosing films as there is a limited number of choice and verity within the small section provided that under world cinema.Unless you have knowledge in the industry and about the films you are searching for, it becomes a challenge to find something suitable for your interests. Studying ‘Global Cinema’ will expand our knowledge on the 10% of films that do not fall under that category of Hollywood films. Although Hollywood films have a much higher success rate, it will not always have a new creative plot or narrative. Similar article: Pestle Analysis for Odeon CinemaWhere-as world cinema films challenges Hollywood films within creativity by exploring different structures etc. Although there are some difficulties we will face whilst trying to study specific films such as the language barrier, variations in culture, different sense of humour and sometimes words, sayings or puns will be lost in translation. However we will be able to gain information about various cultures and country of origin and their industries, different ways techniques and styles of films.There is no such thing as a typical world cinema film, as it is a collective term used for all manner of films from different national cinema and therefore there a wide range of genre within world cinema to be explored to be able to suit various interests. World cinema is unique and differs from predictable mass culture. Which is often something neglected, undervalued or misunderstood as Hollywood has ‘power’ when it comes to the film industry therefore films from around the world have categorised by the fact they are not Hollywood films rather than genre based.Hollywood films often have similar plot points or nothing ‘new’ about their style of films. There are some national cinema films which have been remade by Hollywood. A classic example of ‘Hollywood remakes’ is the original Internal Affairs (1990, Mike Figgis) this film was an initial success within its origin country however it became a global success after Hollywood remade this film with an all-star cast, produced by Brad Pitt.In conclusion it is important to study world cinema films is to be able to expand our knowledge as it is often not discussed. Hollywood films do not always provide us with unique creative films that challenges against the conventional way in which film is portrayed through Hollywood. This will give us a new film experience whilst learning about new culture and the country of origin.

Biography of Amiri Baraka

Biography of Amiri Baraka Amiri Baraka (born Everett Leroy Jones; October 7, 1934–January 9, 2014) was an award-winning playwright, poet, critic, educator, and activist. He played an influential role in the Black Arts Movement and served as poet laureate of his native New Jersey. His career spanned decades, though his legacy is not without controversy. Fast Facts: Amiri Baraka Occupation: Writer, playwright, poet, activistAlso Known As: Leroi Jones, Imamu Amear BarakaBorn: October 7, 1934 in Newark, New JerseyDied: January 9, 2014 in Newark, New JerseyParents: Colt Leverette Jones and Anna Lois Russ JonesEducation: Rutgers University, Howard UniversityKey Publications: Dutchman, Blues People: Negro Music in White America, The Autobiography of LeRoi Jones/Amiri BarakaSpouse(s): Hettie Jones, Amina BarakaChildren: Ras Baraka, Kellie Jones, Lisa Jones, Shani Baraka, Amiri Baraka Jr., Obalaji Baraka, Ahi Baraka, Maria Jones, Dominique DiPrimaNotable Quote: â€Å"Art is whatever makes you proud to be human. Early Years Amiri Baraka was born in Newark, New Jersey to postal supervisor Colt Leverette Jones and social worker Anna Lois Jones. Growing up, Baraka played the drums, piano, and trumpet, and enjoyed poetry and jazz. He especially admired the musician Miles Davis. Baraka attended Barringer High School and won a scholarship to Rutgers University in 1951. A year later, he transferred to the historically black Howard University, where he studied subjects like philosophy and religion. At Howard, he began using the name LeRoi James but would later revert to his birth name, Jones. Expelled before graduating from Howard, Jones signed up for the US Air Force, which dishonorably discharged him after three years when communist writings were found in his possession. Although he became a sergeant in the Air Force, Baraka found military service troubling. He called the experience â€Å"racist, degrading, and intellectually paralyzing.† But his time in the Air Force ultimately deepened his interest in poetry. He worked at the base library while stationed in Puerto Rico, which allowed him to devote himself to reading. He took a particular liking to the works of the Beat poets and began writing his own poetry. After his discharge from the Air Force, he lived in Manhattan, taking classes at Columbia University and The New School for Social Research. He also became involved in Greenwich Village’s art scene and got to know poets such as Allen Ginsberg, Frank O’Hara, Gilbert Sorrentino, and Charles Olson. Marriage and Poetry As his interest in poetry deepened, Baraka met Hettie Cohen, a white Jewish woman who shared his passion for writing. The interracial couple married in 1958 against the wishes of Cohens Parents, who cried at the news of the union. Together, the couple started Totem Press, which featured the writings of beat poets like Allen Ginsberg; they also launched Yugen literary magazine. Baraka edited and wrote criticism for the literary journal Kulchur as well. While married to Cohen, with whom he had two daughters, Baraka began a romantic relationship with another woman writer, Diane di Prima. They edited a magazine called The Floating Bear and started the New York Poets Theater, along with others, in 1961. That year, Baraka’s first poetry book, Preface to a Twenty Volume Suicide Note, debuted. During this period, the writer became increasingly political. A trip to Cuba in 1960 led him to believe that he should use his art to fight oppression, so Baraka began to embrace black nationalism and support Cuban president Fidel Castro’s regime. In addition, his complicated personal life took a turn when he and Diane di Prima had a daughter, Dominique, in 1962.  The next year saw the release of Baraka’s book Blues People: Negro Music in White America. In 1965, Baraka and Cohen divorced. A New Identity Using the name LeRoi Jones, Baraka wrote the play Dutchman, which premiered in 1964. The play chronicles a violent encounter between a white woman and a black man on the New York subway. It won the Obie Award for Best American Play and was later adapted for film. The 1965 assassination of Malcolm X led Baraka to leave the mostly white Beat scene and move to the predominantly black neighborhood of Harlem. There, he opened the Black Arts Repertory Theatre/School, which became a haven for black artists such as Sun Ra and Sonia Sanchez, and led other black artists to open similar venues. The rise of black-run art venues led to a movement known as the Black Arts Movement. He also criticized the Civil Rights Movement for embracing nonviolence and suggested in works such as his 1965 poem â€Å"Black Art that violence was necessary to create a black world. Inspired by Malcolm’s death, he also penned the work A Poem for Black Hearts in 1965 and the novel The System of Dante’s Hell the same year. In 1967, he released the short-story collection Tales. Blackness and the use of violence to achieve liberation both factor into these works. Baraka’s newfound militancy played a role in his divorce from his white wife, according to her memoir How I Became Hettie Jones. Baraka himself admitted as much in his 1980 Village Voice essay, â€Å"Confessions of a Former Anti-Semite. (He denied choosing the title for the essay.) He wrote, â€Å"As a Black man married to a white woman, I began to feel estranged from her †¦ How could someone be married to the enemy? Barakas second wife, Sylvia Robinson, later known as Amina Baraka, was a black woman. They had a Yoruba marriage ceremony in 1967, the year Baraka published the poetry collection Black Magic. A year earlier, he published Home: Social Essays. With Amina, Baraka returned to his native Newark, where they opened a theater and residence for artists called the Spirit House. He also headed to Los Angeles to meet with scholar and activist Ron Karenga (or Maulana Karenga), founder of the Kwanzaa holiday, which aims to reconnect black Americans to their African heritage. Instead of using the name LeRoi Jones, the poet took the name Imamu Amear Baraka. Imamu is a title meaning spiritual leader in Swahili, Amear means prince, and Baraka essentially means a divine blessing.† He ultimately went by Amiri Baraka. In 1968, Baraka co-edited Black Fire: An Anthology of Afro-American Writing and his play Home on the Range was staged to benefit the Black Panther party. He also chaired the Committee for Unified Newark, founded and chaired  the Congress of African People, and was a chief organizer of the National Black Political Convention. By the 1970s, Baraka began to champion the liberation of â€Å"third-world† peoples across the globe rather than black nationalism. He embraced a Marxist-Leninist philosophy and became a lecturer in 1979 in the Africana studies department of the State University of New York, Stony Brook, where he later became a professor. He was also a visiting professor at Columbia University and Rutgers University and taught at the New School, San Francisco State, University of Buffalo, and George Washington University. In 1984, Baraka’s memoir, The Autobiography of LeRoi Jones/Amiri Baraka, was published. He went on to win the American Book Award in 1989 and the Langston Hughes Award. In 1998, he landed a role in the feature film Bulworth, starring  Warren Beatty. Later Years In 2002, Baraka received another honor when he became New Jersey’s poet laureate. But an anti-Semitism scandal ultimately drove him from the role. The controversy stemmed from a poem he wrote after the Sept. 11, 2001, terrorist attacks called â€Å"Somebody Blew Up America?† In the poem, Baraka suggested that Israel had advanced warning of the attacks on the World Trade Center. The poem includes the lines: Who know why Five Israelis was filming the explosionAnd cracking they sides at the notion†¦Who knew the World Trade Center was gonna get bombedWho told 4000 Israeli workers at the Twin TowersTo stay home that day Baraka said that the poem wasn’t anti-Semitic because it referenced Israel rather than Jews as a whole. The Anti-Defamation League argued that Baraka’s words were indeed anti-Semitic. The poet served as New Jersey’s poet laureate at the time, and then-Gov. Jim McGreevey attempted to oust him from the role. McGreevey (who would later resign as governor for unrelated reasons) couldn’t legally force Baraka to step down, so the state senate passed legislation to abolish the post altogether. When the law took effect on July 2, 2003, Baraka was no longer poet laureate. Death On Jan. 9, 2014, Amiri Baraka died at Beth Israel Medical Center in Newark, where he had been a patient since December. Upon his death, Baraka had written more than 50 books in a wide range  of genres. His funeral took place Jan. 18 at Newark Symphony Hall. Sources Amiri Baraka 1934-2014. Poetry Foundation.Fox, Margalit. Amiri Baraka, Polarizing Poet and Playwright, Dies at 79. New York Times, 9 January, 2014. Amiri Baraka. Poets.org.