Origin and Development of Applied Linguistics Essay

â€Å"Applied linguistics is not a discipline which exists on its own. It is influenced by other disciplines and influences them as well. It is a two-way process. For this reason, applied linguistics examines theories from all sorts of different areas (semantics, syntax, pragmatics, sociolinguistics,†¦) and from all sorts of perspectives so that it help find out effective solutions for language -related issues such as teaching methodology (including foreign language and mother tongue teaching), translation, aphasia,†¦Ã¢â‚¬  Applied linguistics originated in close relation with foreign language teaching and has developed to cover a wide range of knowledge, but its core has always been language teaching and learning. Applied linguistics draws its sources from sociology, psychology, anthropology and information theory as well as from linguistics to solve practical problems in practical areas such as language teaching. So applied linguistics is not linguistics that is applied, though it applies, first of all, linguistics. In fact, what it applies depends on what the theories are applied to. Applied linguistics, unlike pure science, aims to solve problems. Thus between theories of linguistics and related fields and the practical areas such as language teaching, it plays the role of a mediator, which bridges theories and practice together. In this way, applied linguistics not only provides principles and methodology for language teaching, etc. , but also gives feedbacks to the theoretical study by summing up the experience from practice. As applied linguistics makes language teaching and learning its core, it provides language teacher with good language theories, principles and methodology. By learning applied linguistics, language teacher can possess an overall understanding of updated theories of language teaching & learning as well as a better perspective of the various factors affecting language teaching &learning. So it is very necessary for a language teacher to learn applied linguistics in order to teach more effectively. As for language learners, it is also very helpful to have some knowledge about applied linguistics. For one thing, by knowing the currently used teaching approaches and methods, which are covered by applied linguistics, language learners can learn to adjust themselves to the teacher’s teaching by adopting a more proper learning method because â€Å"a theory of teaching always implies a theory of learning â€Å"(Applied Linguistics, Yue Meiyun) and language learning is a two – way process, which needs efforts and adaptation from bath the teacher’s side and the learner’s side. For another, applied linguistics covers a wide scope of knowledge. It helps to enhance learner’s insights and depth of knowledge in language learning. Applied linguistics is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. Some of the academic fields related to applied linguistics are education, linguistics, psychology, computer science, anthropology, and sociology. The goal of this writing is to make some personal comment on the viewpoint: â€Å"Applied linguistics is not a discipline which exists on its own. It is influenced by other disciplines and influences them as well. It is a two-way process. For this reason, applied linguistics examines theories from all sorts of different areas (semantics, syntax, pragmatics, sociolinguistics,†¦) and from all sorts of perspectives so that it help find out effective solutions for language -related issues such as teaching methodology (including foreign language and mother tongue teaching), translation, aphasia,†¦Ã¢â‚¬ . Many linguistic students like me find linguistics useful because it broadens and deepens their understanding of related fields such as languages and literature (English and foreign), social sciences (especially anthropology, sociology, and psychology), education, philosophy, communication†¦ The question is whether applied linguistics and linguistics applied is the same. Needless to say, the answer is â€Å"no†. Phillip Shaw, Stockholm University Strictly looking at the model above by Philip Shaw, a professor from Stockholm University, we can see a basic coherence between applied linguistics and other sciences. According to the professor, studying linguistics means studying language’s sounds, grammar, words, meanings, uses, and connected contexts – that is phonetics, syntax, lexis, semantics, pragmatics, and discourse respectively. Of these, phonetics focuses on the physical sounds of speech. It covers speech perception (how the brain discerns sounds), acoustics (the physical qualities of sounds as movement through air), and articulation (voice production through the movements of the lungs, tongue, lips, and other articulators). This area investigates, for instance, the physical realization of speech and how individual sounds differ across languages and dialects. This research plays a large part in computer speech recognition and synthesis. Syntax is the study of how units including words and phrases combine into sentences. Syntacticians investigate what orders of words make legitimate sentences, how to succinctly account for patterns found across sentences. Semantics within linguistics refers to the study of how language conveys meaning. Pragmatics is the study of how utterances relate to the context they are spoken in. By areas studied, he distinguishes different kinds of linguistics. Sociolinguistics is the study where linguistics looks at how language functions in different social contexts. In other words, it is the study of how language varies according to cultural context, the speaker’s background, and the situation in which it is used. Meanwhile, historical linguistics studies how languages are historically related. This involves finding universal properties of language and accounting for a language’s development and origins. Psycholinguistics is the study of language to find out about how the mind works. Pr. Phillip Shaw emphasizes that we can applied all knowledge of the above-mentioned sciences. It is understandable, therefore, whereas theoretical linguistics is concerned with finding and describing generalities both within particular languages and among all languages, applied linguistics takes these results and applies them to other areas. He defines applied linguistics as an engineering of linguistics, taking what the sciences of linguistics have discovered and applied to solve real practical problems. Kamil Wisniewski, in his work ‘Applied Linguistics’ 2007, he presents the term applied linguistics as an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. He puts the emphasis in applied linguistics on language users and the ways in which they use languages, contrary to theoretical linguistics which studies the language in the bstract not referring it to any particular context, or language, like Chomskyan generative grammar for example. Interestingly even among applied linguists there is a difference of opinion as to the scope, the domains and limits of applied linguistics. There are many issues investigated by applied linguists such as discourse analysis, sign language, stylistics and rhetoric as well as language learning by childr en and adults, both as mother tongue and second or foreign language. Correlation of language and gender, as well as the transfer of information in media and interpersonal communication are analyzed by applied linguists. Also forensic linguistics, interpretation and translation, together with foreign language teaching methodology and language change are developed by applied linguistics. Shortly after the introduction of the term applied linguistics it was associated mainly with first, second and foreign language teaching, however nowadays it is seen as more interdisciplinary branch of science. Although in certain parts of the world language teaching remains the major concern of applied linguists, issues such as speech pathologies and determining the levels of literacy of societies, or language processing along with differences in communication between various cultural groups – all gain interest elsewhere. There is a consensus among linguists that is applied linguistics is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. Some of the academic fields related to applied linguistics are education, linguistics, psychology, computer science, anthropology, and sociology. Major branches of applied linguistics include bilingualism and multilingualism, computer-mediated communication, conversation analysis, contrastive linguistics, sign linguistics, language assessment, literacy, discourse analysis, language pedagogy, second language acquisition, lexicography, language planning and policies, stylistics, pragmatics, forensic linguistics, and translation. For all of what I have presented above, I want to restate that applied linguistics does not exist on its own, it makes a great influence on other disciplines and also is influenced by them. The findings of linguistics, like the findings of any other theoretical study, can be applied to the solution of practical problems, as well as to innovations in everyday areas involving language. This is the mandate of applied linguistics. Applied linguists draw from theories of language acquisition to develop first and second language teaching methodologies and to implement successful literacy programs. Applied linguists may also engage in language planning by developing alphabets and grammars for unwritten languages and by writing dictionaries. In short, applied linguistics applies the theories and tools of formal linguistics, sociolinguistics, and psycholinguistics in a wide variety of socially useful ways In his own work – â€Å"Issues in applied linguistics† (Cambridge University Press, 2001), Michael McCarthy presents applied linguistics as problem – solving concept. According to him, it is the belief that linguistics can offer insights and ways forward in the resolution of problems related to language in a wide variety of contexts that underlines the very existence of applied linguistics. Applied linguists try to offer solutions to real-world problems in which language is a central issue. People often think that applied linguistics refers to the use of linguistic research in language teaching, but this is just one sub-discipline. McCarthy lists out the domains of typical applied linguistic problems which, as he says, seems certainly be wide – ranging and potential endless, but might include 14 problems as following: 1- A speech therapist sets out to investigate why s four-year-old child has failed to develop normal linguistics skills for a child of that age. 2- A teacher of English as a foreign language wonders why groups of learners sharing the same first language regularly make a particular grammatical mistake that learners from other language backgrounds do not. – An expert witness in a criminal case tries to solve the problem of who exactly investigated a crime, working only with statements made to the police 4- A advertising copy writer searches for what would be the most effective use of language to target a particular social group in order to sell a product. 5- A mother-tongue teacher needs to know what potential employers consider important in terms of a school-leaver’s ability to write reports or other business documents. 6- A historian wishes to understand the meanings of place-names in a particular geographical area and how they have changed over time. – A person constructing a language test foe non-native speakers for entry into further education needs to know what the key linguistic or psycholinguistic indicators are of reading ability in a second of foreign language. 8- A literary scholar suspects that an anonymous work was in fact written by a very famous writer and looks for methods of investigating the hypothesis. 9- A dictionary writer ponders over possible alternatives to an alphabetically organized dictionary. 10- A computer programmer wrestles with the goal of trying to get a computer to process human speech or to get it to translate from one language into another. 1- A group of civil servants are tasked with standardizing language usage in their country, or deciding major aspects of language planning policy that will affect millions of people. 12- A body is set up to produce an international, agreed language for use by air-traffic controllers and pilots, or by marine pilots and ships’ captains. 13- A zoologist investigates the question whether monkeys have language similar to or quite distinct from human language and how it works. 4- A medical sociologist sets out to understand better the changes that occur in people’s use of language as they move into old age. (Michael McCarthy, â€Å"Issues in Applied Linguistics†, Cambridge University Press 2001, page 1-2) In a work called â€Å"Understanding applied linguistics† by Professor V. B Owhotu (2007), the author emphasizes the importance and growing diversity of applied linguistics. In his view applied linguistics is driven first by real world problems rather than theoretical explorations. In other words, the applied linguists should be preoccupied by the following problems: language learning problem (emergence, awareness, rules, use, context, automaticity, attitudes and expertise); language teaching problems (resources, training, practice, interaction, understanding, use, context, inequalities, motivation, outcomes); literacy problems (language and culture); language inequality problems such as ethnicity, class, gender and age; language policy and planning problems (status planning, corpus planning, and ecology of language); language assessment problems (validity, reliability, usability, responsibility); language use problems (dialects, register, discourse communities, gate-keeping situations, limited access to services); language and technology problems (learning, assessment, access and use); translation and interpretation problem (on-line, off-line, technology assisted); and language pathology problems (aphasia, dyslexia, physical disabilities). Needless to say, it is far beyond my capacity to present an insight to all of these above-mentioned problems. However, in this part of the writing, I would like to take problems of language learning and teaching, translation nd interpretation, and speech-language pathology as examples to demonstrate the point that applied linguistics helps us to find out effective solutions to our practical problems. Researches in language teaching today show that applied linguistics is sometimes used to refer to â€Å"second language acquisitions†, but these are distinct fields, in that second language acquisition involves more theoretical study of the system of language, whereas applied linguistics concerns itself more with teaching and learning. In their approach to the study of learning, applied linguists have increasingly devised their own theories and methodologies, such as the shift towards studying the learner rather than the system of language itself, in contrast to the emphasis within second language acquisition. I shall continue by considering what avenues within linguists suggest themselves for approaching two of the problems relevant to languages teaching. Let us consider problem of teacher trying to understand why learners from the same language background are having difficulty with a particular grammatical structure in English. Potential linguistic questions for the solution of a grammatical problem, as McCarthy shows in â€Å"Issues in applied linguistics†, are: â€Å"What is known about the learner’s first language or any other language they know which might be interfering with their learning of the foreign language? What do grammarians say about this structure? What psychological barriers might be preventing the learning of the structure? Are some structure difficult to learn if they are tackled too early on? Is there an order in which structures are best presented? † (Michael McCarthy, â€Å"Issues in applied linguistics†, page 8). Can linguistics offer an approach or solution to the problem? If so, which branch(es) of linguistic study and by what methods? The answer lies in such linguistics’ components as pragmatics, semantics, syntax. In terms of pragmatics, students sometimes make mistakes in the use of unsuitable sentences in certain contexts that makes listeners misunderstand. Therefore, when teaching English, teachers need not only teach grammar and vocabulary but also teach how to use sentences in suitable contexts; e. g. eaching students how and when to say thank you or apologize. In terms of syntax, the most popular mistakes students make are: when making sentences students often translate word by word as the result of their habit of mother tongue (e. g. I have a cat black); combining words incorrectly to produce phrases (e. g. â€Å"a high man† instead of â€Å"a tall man†); the agreement between words in a sentence (e. g. S and V, tenses). In these cases, possibly effective solutions for teachers are: teachers need to teach students how to combine words correctly according to English grammatical rules; they should teach words in contexts. Teachers might also apply semantic knowledge to deal with learners’ mistakes. That is when teaching students a word which has many different meanings, they should teach the meanings related to the context, situation; wishing to talk about a meaning of the word, we may use different synonyms or antonyms; when teaching students how to translate the sentences or the texts into learners’ mother tongue, we should teach students to combine the meaning of English words and the meaning of their mother tongue to have a good translation. It could be confirmed that any problems in language learning and teaching might be solved with application of linguistics, and knowledge about language plays or could play a major role in language teaching and learning. In translation and interpretation area, applied linguistics can also be shown with effective applications in solving problems. In an article titled â€Å"Linguistics and Applied Linguistics† posted in the website of University of Melbourne, Australia, the author emphasizes an important role of linguistics and applied linguistics in different areas of our life, specially in translation and interpretation area. The article provides clear reasons why linguistic and applied linguistics should be studied by those specializing in translation and interpretation. One of the given reasons is that the skills in need for solving problems are central to the study of linguistics. An evidence for this assumption is clearly shown in the article. That is, â€Å"In a period when Australian culture is coming to term with the need to relate the worldwide mosaic of non-English speaking cultures, and when information and communication are moving to technological centre stage, there is a growing demand for people equipped to analyze language. In fact, an increasing number of employers, ranging from language teachers to engineers of knowledge systems and speech synthesis, from translators to managers to designers of natural-language interfaces for computers, from lexicographers to lawyers to bilingual schools in Aboriginal communities, realize the value of a sound training in Linguistics†. As cited in the article, knowledge in Applied Linguistics will provide us a head start in understanding and orienting us to the area and will give us relevant knowledge and analytical skills. People with a background in Applied linguistics also gain an enhanced understanding of how people learn first, second and foreign languages and of how language is used in the community. These skills will be relevant to those interested in preparing for careers as language teachers, language education and assessment experts, speech pathologists, interpreters and translators, and a variety of jobs in industry where language and communication are issues are of concern. Linguistics and Applied Linguistics provide unique skills in cross-linguistic and cross-cultural communication that are helpful in solving problems in translation and interpretation. Speaking of applied computational linguistic, people often mention machine translation, computer – assisted translation, and natural language processing as fruitful areas which have also come to the forefront in recent years. I am going to pick up machine translation as a typical example of applying linguistic knowledge. Machine translation is a form of translation where a computer program analyses the text in one language – the â€Å"source text† – and then attempts to produce another, equivalent text in another language – the target text – without human intervention. Currently the state of machine translation is such that it involves some human intervention, as it requires a pre-editing and a post-editing phase.

Metaphor: exam[les of using Essay

A metaphor is the use of something familiar to understand something less familiar. For instance, if a news report says â€Å"unemployment went down this month,† the familiar feeling of â€Å"going down† helps everyone to understand that the number of people looking for work has reduced. Metaphors are more common than many people think. If you look up the origin of almost any word in the dictionary, you will find a metaphor if you go back far enough. Some psychologists suggest that all of our thinking comes from metaphors, based on how our senses allow us to perceive everyday experiences. In this activity, you will use what you have learned about perception and the embodied mind to make discoveries about how you think. Please answer in complete sentences. Part 1 1. Which of your everyday physical experiences tell you that this hand isn’t actually holding a cloud? How did you learn that clouds are too far away to touch? (5 points) 2. What is the principle of perception that supports the idea that your brain expects that the puff of white between the fingers is a cloud; that is much farther away than the hand? (5 points) 3. Imagine that you are in the scene shown here. You are on a beach, looking out. In the two-track mind model, what are two examples of what the brain is doing on the unconscious level, and what are two examples of what the brain is doing on the conscious level? (10 points) Part 2 1. Think of the concept of leadership. a. What picture comes to your mind when you think, â€Å"leadership†? (3 points) b. What past experiences have you had that make you think of this? (3 points) c. How did your perceptual set and two-track mind contribute to these experiences? (4 points) 2. Think of the concept of unjust. a. What picture comes to your mind when you think, â€Å"unjust†? (3 points) b. What past experiences have you had that make you think of this? (3 points) c. How did your perceptual set and two-track mind contribute to these experiences? (4 points) 3. Think of any concept you have learned about from experience, one where you remember a particular event in your life that helped you learn what this concept meant. a. What picture comes to your mind when you think of that concept? (3 points) b. What past experiences have you had that give you this picture? (3 points) c. How did your perceptual set and two-track mind contribute to these experiences?

Stakeholder Theory Application

Stakeholder theory, popular in the sass, advised that corporations should look beyond the shareholders theory of profit minimization, and take into consideration other stakeholder groups that the company is associated with, and have involved in their legitimate interests or contribution to the company (Ninja and Howell, 2011). Groups of stakeholder might be customers, employees, suppliers, authorities, shareholders etc†¦ Yet they share the different but significant influences in business operations and take into account responsibilities to work for their interests which elates to the company. This critical review aims to understand the conceptualization of stakeholder theory in business ethic model, address the argument/challenge circulate the application of the theory, and criticize to find a solution or suggestion for the dispute in the limitation of individual work.Business ethic model is a form of applied or professional ethics which can be assigned into all aspects of busin ess conduct, possibly individual's manner or organization's culture, controlling the way of working as well as behavior. Within the context of business ethic model, stakeholder theory acts as a managing tool for managers to resolve conflicts from reciprocal to antagonistic influencing powers inside or outside the company. A business ethic model may vary from low to high level of compliance.Once noticed the groups of stakeholders and their level of interest/association with the company, managers can also leverage their priorities' supervision in motivation as well as attempt to resolve the conflicts in orders. In another words, stakeholder theory is serving the business ethics as boosting up the equitable capitalism and co-produce the Corporate Social Responsibility (CAR) internally and externally (Kale, J. , 2006) One of the main arguing points in the application of stakeholder theory to business ethic model is the implementation of this tool in the complicated reality of business e nvironment.Stakeholder groups are various in ranges and diversified in competing interests. In the ethic model, it is more and more complicated with the term subjective â€Å"moral† which is belonging to the very own perspectives of individual/organizations to set a specific standard. Then how ND which measures should company take to detect, use and control those valuable source of information to achieve maximized productivity from stakeholders? If it is possible to employ the tools, then could the company balance all these differences to achieve stable and sustainable stage of interests?Kale discussed that â€Å"the manner and depth to which any particular interest should be served can be determined on the basis of nature and degree of the (role-specific) responsibility involved† (Kale,J. 2002). SUGGESTIONS FOR INFLECTING TOOLS The result of this determination process can be found in the criteria that business eight set for themselves in the attempt to set up competin g interests, in according with their strategy, business model and organization culture.Obviously, in the nature of business, the most powerful and influenced stakeholders, defined by businesses, are the persons will take lead to the organization's operation. However, with what standard that the business uses to detect their substantial groups of stakeholder is a challenge for each organization's own culture. Once the corporation identify groups of stakeholders and their interests, it is necessary for it to create value proposition ND propose for the groups, typically in finance benefits (price, volume, target, etc†¦ , functional activities (productivities, choice of flexibility, etc†¦ ) or emotional interests (security, trust, etc†¦ ). This value proposition then needs to be balanced with the â€Å"return on investment† perspective of business; in another word, business need to determine what they are seeking from each stakeholder group. It is important and cri tical for the company after this assessment stage that they should compare the capabilities needed with offers of interests they have to create a profitable model to engage the trade-offs among groups of stakeholder.This tool helps become a mean to manage and track competing interest and return on investment for the business in accordance with a set key performance indicators established from the beginning. CONCLUSION Stakeholder theory is applied to business ethic model as a useful tool to identify and manage competing interests within the business ethic environment. It is discussing successfully in this review about the possibility and method that business use the theory as an implementing tools and applicable standards to identify interest and capture the returned benefits.

Costruction Contracts Essay Example | Topics and Well Written Essays - 2250 words

Costruction Contracts - Essay Example It is observed that the building projects are seldom completes on the given time due to one reason or the other. Reasons of the delay might be a) delay on the part of contractor b) suspension of work c) non payment to contractor in time and the d) circumstances beyond the control of stakeholders. The contractor as per the agreement, bound to complete the task within the given timeframe. If work is not done within the allocated time, the contractor is obliged to compensate the losses suffered by the employer. In the scenario No.1 where an old cellar was discovered by the Cash ( the contractor) on site which was not identified by Woolley Wilson Developments (WWD)( the employer ) hence, caused extra time and expenses to the contractor, which should be born by the employer. In the scenario No. 2 the contractor had to call in British Gas Company to reposition the main gas pipeline which took near about sixteen days to get the job done, caused a delay of 16 days in the accomplishment of pr oject, therefore, bound to pay compensation to the above said employer. The competent court of law or the arbitrator as the case may be, shall determine the compensatory amount payable to the affected stakeholder keeping in mind the actual losses. Further, the competent jurisdiction or the arbitrator empowers either to increase or to decrease the compensatory amount provided substantial violations of the contract were found. According to UK law, unliquidated damages are determined by the competent court of law provided the loss is proved by the petitioner. Only then claimant shall be entitled for compensation. In the case of Surrey CC v Bredero Homes (1993)2, it was held by the court that damages were not merely awarded on failure of compliance but to the loss suffered. Contrary to that, in the case of Chaplin v Hicks (1911)3, the court of law awarded compensation to the claimant. It transpired from the said judgments that the court even considers those claims where monetary losses are not occurred. In accordance with law, damages are analyzed in order to place the claimant in the same position where they were, if they performed as per the agreed terms. Now the question is how to quantify the damages occurred for the expected losses. Here we found two options to handle the issue a) reason of non performance and b) remedial measures to mitigate the losses. We may refer the cases of Radford v De Froberville (1977)4 and Tito v Waddell (no 2) (1977)5. In referred cases, the court had the diversion views as far as compensation for the damages are concerned. In other words, court of law while deciding the cases of compensation assessed the damages first. Under English law, damages are categorized in two ways a) liquidated damages and b) unqualified damages. As per civil code of conduct, liquidated damages are taken as penalty. In the mentioned situation, liquidated damages clause, if inserted in the contract, is applicable. Breach of a contract attracts compensation under liquidated damages. Provided a) either uncertain or difficult to quantify b) amount of compensation based on actual losses c) adequate remedy e) planted damages. If aforesaid criterions are not fulfilled, liquidated damages clause in the contract has no potential value. Penalty has nothing to do with the

American women's history Essay Example | Topics and Well Written Essays - 1250 words

American women's history - Essay Example Moral control, high wages and more interesting lifestyle than that of the farms attracted them. However, the factory environment had harsh working conditions, which put their lives at great risk. They also worked for long hours. Later, the great depression that took place between 1929 and 1939 led to the lowering of the women’s wages, which made them to boycott the factories. They eventually managed to obtain reasonable wages thus maintaining their jobs. However, the poor working conditions persisted and they felt insecure because there were other women who strived for the same job and were even willing to receive lower wages. Among these women, there were two types of feminism. First type of feminism consisted of women who greatly cared about the handicaps and wrongs under which women suffered and who admitted the equal significance of other social injustices. They recognized the interrelationship between women question with other great questions. Anderson says that this was a perfectly good kind of feminism. The second type of feminism put the woman question first and above all other issues. To them, what was done with womens problems solely determined the solution of all others. This group insisted upon the rights of a woman no matter what happened to other rights. The groups were similar in that they felt societys discrimination upon women both in the past and presently. However, they differed in their attitude toward the society that is, in their sense of proportion. There was also the more practical woman who was more moderate, saw and worked with facts. Lastly, there were the theorists who had a single abstract principle in mind, ignored facts persistently, and clung to abstractions devotedly. Feminists objected the labor laws as in as far as jobs were concerned; they put women on a different legal basis from men. They therefore fought for industrial equality. Labor laws limited

Strategic Analysis of Lush Cosmetics UK Subsidiary Term Paper - 1

Strategic Analysis of Lush Cosmetics UK Subsidiary - Term Paper Example VRIO analysis is one of such tools that help any organization to analyze their core competencies (Wiklund and Shepherd, 2003). The tangible resources of Lush Cosmetics include their employees, production laboratories, and product packaging ingredients. The employees of the organization are well trained and highly efficient to produce innovative products as per the requirement of the market. Their technologically developed production laboratories give them a competitive advantage. Lush Cosmetic is following green policy in their product packaging procedure by using recycled and environmentally friendly products. Their intangible resources are the innovative product formulas and brand recognition (Marketline, 2008). The products of the organization follow a unique and innovative formulation that helps them to stand out in the market. The uniqueness of their products has earned customer loyalty and positive market reputation for their brands. The ability to recognize consumer preference over the freshness of product and recognize the limitations of natural products in the earth can be counted as their core capa bilities (Ku, 2014). These resources and capabilities provide help to identify their core competencies which include innovative products, environment-friendly business approach, and trustworthiness. The organization has utilized their unique product formulas and the state of the art production facilities to develop natural personal care products for health conscious customers.

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 1

Strategic Management - Essay Example In addition to being the position of foremost retailer in United Kingdom, it also has the inimitable distinction of being the highest emergent Finance Company and also Internet food retailer business. To accomplish real success in worldwide market, pricing and product quality is necessary. Entry strategy of the product is also very significant for successful launching of business in other countries. The strategic preparation will facilitate every manufacture or service organization to do something that is exclusive and greatly appreciated by the customer. The strategic management is the composite, business extensive and the long terms connotation which deals with basic principles of execution and examination. So that effective strategic management helps the Tesco to increase overall profitability and productivity. â€Å"Supermarket Tesco put up for sales a wide variety of goods online, consisting of baby items and groceries, flowers, electrical commodities ,toddler things, music, vi deo, books, CDs, , DVDs, personal finance and vouchers† (Supermarkets, 2010). ... Tesco offer better environment for purchase goods and other material. Understand the clients to the quality, price and other related items of merchandise.   Tesco introduced new techniques and ideas for achieving the business objectives. Tesco illustrate that the entire retailers are one team.   Tesco also explained that clients enjoy shopping and catch the attention of various new customers by launching new items and to increase their marketplace share. The efforts taken by Tesco does serve as a pointer that the company does seem to have been taking steps for reducing carbon footprints and ensuring a more safer and healthier environmental friendly approach to business. Tesco’s business strategy: Tesco is the chief retailing business and it effectively achieved in the course of purchasing, introducing new things, developing their business in worldwide level. That time sales level raise at the level of 91%. Tesco pleased their customers’ requirements and wants.   C lients are increasing day by day and they are purchasing numerous products from there. They are selling more and maximize the earnings and income increased at the rate of 87%. Without United Kingdom Tesco established their industry in many other states and achieved lot of new clients. â€Å"Tesco supermarket has selected to practice strategic industry unit (SBU) crossways the entire of its business parts with the intention of make best use of the amount of competitiveness inside the individual marketplace regions\s. According to one of the famous author Mockler (2002: 49), says about the SBU. It would envelop†¦ the strategic basis; magnitude and range of the operation; tactical push; the types of goods or services sell and distributed; quality of service and

Safety at home for Senior citizens Essay Example | Topics and Well Written Essays - 1000 words

Safety at home for Senior citizens - Essay Example So senior citizens today are more and more hesitant to leave the safety of their homes. But how safe are the homes that we live in today. There are many things even at home that can harm us. Burglary, fires, faulty floor work or even a wet floor are just some of the things that can hurt us in the confines of our homes. Elderly people are even more prone to such accidents. This is because ones perception, senses, reflexes and presence of mind decreases as a person grows older. Also senior citizens have a weaker judgement of depth perception (Regnier, 1994). Older people have weaker and brittle bones that make them more vulnerable to accidents. According to the Home Safety Council, there are nearly 20,000 deaths and 21 million medical visits on average each year because of home related accidents. Just by some simple precautions and a few adjustments we can make our homes a much safer place to live in. One out of every five Americans needs help to see, hear, speak, walk, use stairs, or lift objects - and a well-designed space plan can mean the difference between an independent, home-based lifestyle or a severely hampered one (Leibrock, 1994). Mr. James Hall is a 91 year old widower who lives alone. He is my neighbour and suffers from Alzheimer's disease. A man in such a situation can be prone to many harmful situations so it is important that he takes preventive measures and is extra careful. I visited Mr. Hall at his home in an effort to educate him about home safety. My aim was not only to advise him on how to maintain safety but to also make sure that he remembers it and tries to implement the same in the future. At first like most people Mr. Hall did not take things serious and probably thought that he has been doing things for over 90 years and what could a person like me really teach him, but I soon changed his mind and managed to get his attention. I started by explaining Mr. Hall of the general safety measures that all houses must have. To keep focus on the topic I used pamphlets that seemed to interest Mr. Hall even more. I know that the pamphlets were effective since Mr. Hall was able to review them in my presence and he also wanted to keep a few of them for future reference. I next began to explain Mr. Hall about the potential dangers that an old man like himself can face especially when living alone. This I realised made him really pay attention and listen. Then I began to talk and explain of safety measures to avoid harmful situations in general after which I got specific about how safety should be maintained in each room. The following are the safety precautions that I advised Mr. Hall to follow. First the general precautions:- Every telephone in his house should have besides it a list of emergency numbers along with a few of them on speed dial. It would also be advisable to carry a cell phone at all times. In case of a fire I helped devise an exit plan and also asked to make sure each window can be opened easily from the inside. Smoke detectors must also be installed. Door handles must be levers and not circular knobs (Tremblay, 2007). Locks must be easy to operate but not easy to brake or pick. To prevent tripping, door thresholds must be removed or must be low. Also there must not be small rugs or even carpets

Global Business Prespective Coursework Example | Topics and Well Written Essays - 500 words

Global Business Prespective - Coursework Example Companies that follow the international strategy tend to sell locally produced goods and services in foreign market while making certain amendments to their offerings in compliance with foreign market needs. 2. Product shaping is one of the diversification strategies that can be implemented by an organization through strategic management. Organizations that adopt this strategy tend to indulge in the development of a new product for a market that already exists (Hitt, 2009). For example: In India there was a strong existing market for carbonated drinks that was being served by Pepsi Corporation. Later Coca-Cola Company even started offering carbonated drinks in India. This strategy may not always be successful because the current market may already be loyal to another organization that is satisfying their needs and may be reluctant in changing from the already present provider. 3. The term franchising is used to refer to the license that one company operating in a particular nation offers to another company an individual which allows them to operate a similar company in their local regions with the same name (Hitt, 2009). Franchisors can earn revenue from franchisees by obtaining fee revenue which is an upfront payment that a franchisee pays to the franchisor for opening up a franchise with the same name. Franchisors even earn through royalties which is a certain percentage of the total revenue that has been earned by the franchisee. 4. Micro loan is a term used to refer to the money that is lent by a financial institution or the government in order to decrease poverty in their nation (Hitt, 2009). The purpose of microloan is to provide money to the poor and needy people who cannot obtain loans from commercial banks as commercial banks charge higher interests and have a very stringent repayment solution. Micro loans

Survey Article - Lexical System Example | Topics and Well Written Essays - 2250 words

Survey - Lexical System - Article Example Number of times the given word is mentioned and finally the ability of to learn and to understand and use the learned vocabulary. This research paper aims at analysing the L2 lexicon system. How different components interact with others within this complex system. In order to understand the power of lexicon system, this research paper is going to analyse case studies of the academic English (L2) vocabulary. It has taken a lot of studies to study the development of vocabulary. Main emphasis has been on the active and passive setting of vocabularies, how people learn and acquire vocabularies. Over the several years, the Dynamic Systems Theory has been used to study the development of L2 vocabulary. This method focus on the process itself rather than the end product of the process. In order to understand how DST model influences development of L2 vocabulary, certain aspects have to be considered. This are, the ability to remember words that were said in the past and use them in the current environment (Schreuder & Weltens, 4). This paper will prove that the two environment are related and that patterns of variation between them are in accordance to the lexicon development system. Language and vocabulary exists in many spheres of life, ranging from medical, biology, geography among others. It is true to assert that language is dynamic and this dynamism gives birth to vocabularies. Be it to and individual or to a given community. Vocabulary development is not linear and is adversely affected by the interactions within the system. This is because factors that affect the ability of one to learn like memory capacity vary from one person to another (Read, 10). Secondly some factors like motivation, given to people so that they can learn something, is affected by the sociolinguistic environment from where this language is developed. Language growth

Global Money Transfer (Remittances) Market Report Essay Example for Free

Global Money Transfer (Remittances) Market Report Essay For more details on the content of report and ordering information please visit: http://www.aarkstore.com/reports/Global-Money-Transfer-Remittances-Market-Report-2012-Edition-70275.html Remittances are an important source of income for households, particularly in developing countries. Remittances are gaining importance in the economic planning of all major developing economies of the world. With globalization and growing socio-political activities, more and more people from underdeveloped or developing economies are working outside the countries of their origin. Remittances are being considered as an important financial resource for development as well as a social change by financial planners in developing economies. The worldwide inflow and outflow of remittances is rising constantly since past several years with the exception of 2009, which was characterized by global economic slowdown. The developing nations which include both low-income and middle income countries account for the majority of the global remittance inflow with majority contribution from India, China, Mexico and Philippines, due to their large emigrant population. The largest source of remittance flow to developing regions is high income countries including the US and Western Europe, with the GCC countries fast developing as an important source. The companies operating in the global remittance market are faced with strong competition with few large competitors and numerous small and niche competitors. The leading money transfer organization like Western Union, Money Gram, Euronet, and other independent players compete on the basis of technology, price and quality of service offered to remitters. The report analyzes the global remittances market with focus on India, China, Mexico and Philippines. The key trends observed within the market include exchange rate, fluctuating remittance cost, regional employment or unemployment affecting remittances, number of RSPs and cost variation across India and China and dominance of cash prices over the remittance market. The global remittance market faces several challenges which include the taxes which are imposed by the government on remittances and numerous legal and regulatory hurdles. The major factors which will contribute in the growth of the industry include growing international migration, rising employment rate and global economic growth. By combining SPSS Inc.’s data integration and analysis capabilities with our relevant findings, we have predicted the future growth of the industry. We employed various significant variables that have an impact on this industry and created regression models with SPSS Base to determine the future direction of the industry. Before deploying the regression model, the relationship between several independent or predictor variables and the dependent variable was analyzed using standard SPSS output, including charts, tables and tests.

Development levels and record Essay Example for Free

Development levels and record Essay To observe Lydia during a creative choosing session. I will try to observe her development levels and record how she interacts with other children and the adults around her.  Setting  The primary school, in which I am working in, is situated on a campus with a sports centre, a community school and a 6th form college. It has 6 junior classes and 3 infant classes. There is a class room assistant and a teacher for each class. On a Thursday and a Friday there are 2 students working in the infants. There are a various number of parent helpers in on different days of the week. Lydia is 6 years 11mths old and is in yr. 2. She has just completed her SATS. She is in the 1st (higher) set for math and in the 2nd (middle) set for literacy. She has many friends and enjoys school, learning new things. Lydia has 3 friends who she usually plays with and works with in class. They are all girls and all in year 2. Hannah, Shannell Erica and Lydia always do the same activity even if they dont all agree. English is Shannells second language and she sometimes has trouble with the language barrier between the girls in the group. I will observe Lydia on the 27th of July 2002 for 45mins during a creative choosing session. There are several activities set up in the class rooms and the children may choose which activity they wish to participate in. Some of these activities include painting, drawing, junk models and collage work. Observation  I will make notes during my observation, then copy it up into a written report.  Lydia heads straight for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls start collecting sheets of paper. Lydia, Hannah, Erica and Shannell ask me what they can paint as I sit down at the end of the table. I suggest that they draw each other. So the girls pair up. Hannah and Lydia start to paint Shannell and Erica. Lydia looks closely at Ericas features and tries to copy down all the details. She notes the freckles, the dimples the small earrings and the way her hair is put up. She miss judges the size of Ericas nose and as a consequence the picture looks out of place. She mixes up the colour to fill in for Ericas skin tone. Erica sits slightly impatiently fidgeting slightly. Lydia still concentrates on the painting and ignores Erica impatience and continues to concentrate hard on the colour mixing. I ask her some questions. Lydia, what colours make green?  Thats easy, you just mix blue with yellow   But you have to put yellow in first cause blue is darker and you have to put loads of yellow in to make it a lighter colour.  Ok, how about purple?  Oh Miss Carr, that is well easy, dont you know?  Im just seeing if you do, so that if you dont know I can teach you.  Oh, -thinks hard- ok. Its blue and red. Isnt it?  Yes well done, How about brown?  Yellow, blue and red! I learnt a lot from with class 1 / 2 K and this was a typical session. Everyone in the class has different view on things and even though there are definant social groups every one is friends with everyone else. The teachers and other staff need to practice anti-discriminatory and anti-bias practice. It is important to portray equal opportunities.  Children are to be treated equally but at the same time their personal needs need to be taken into consideration. In class 1 / 2 K there are friends who are in definite social groups then there are groups that inter-change and mix with the whole of the infants school. This observation points out how the girls work together to the get tasks completed. They all work together to form a good team. It is a clear that the team works well; they all have roles to play. Theres the team leader Hannah, the quick thinker Erica and the do-er Lydia who always works hard to complete necessary tasks. Shannell is a hard worker and tries to fit in even if she doesnt always understand. I learnt to set up and clear away activities with the childrens help how to encourage exploration of colour and creativity. I managed to gain the childrens confidence and by helping them to reach their full potential.  All four girls developed their fine motor skills and creativity in this exercise. They practice painting techniques and different colours and styles. They learned how to co-operate and communicate with each other. They learn to trust opinions of the adults they work with, they learn to respect their knowledge and experience. I think that in the future the children could be put into groups to help them to mix into different social groups and form new relationships. Lydia could have, in the future, extra help during tasks which involve thinking though complicated theories, and she has trouble understanding some complicated concepts.

What Is Spiritual Formation Religion Essay

What Is Spiritual Formation Religion Essay When asking the question, what is spiritual formation, there can be great difficulty in recognizing the specific area of focus. This would be due to the great amount of variety within the sphere of such a topic regarding the presuppositions many people can bring to it. However there is a consistent undercurrent that ties the definitions together into a relative coherent understanding. According to Dallas Willard, spiritual formation is the process where one moves and is moved from self-worship to Christ-centered self-denial as a general condition of life in Gods present and eternal kingdom.  [1]  In this, there is a more detailed analysis in describing its meaning. Spiritual formation begins with God and the relationship with him and fellow brethren. It is by virtue of the Holy Spirits work in regeneration and conforming the believer into the image of Christ through his indwelling, guiding, gifting, filling, and empowering those saved for Gods glory. The foundation of such a form ation is found through the Scripture as the only and primary source of all truth. The responsibility of the Christian is a relentless pursuit in being Christ-like in all facets of life through a new nature. Such formation is the fruit of what one has already become, an adopted child of God, and not works alone to achieve an imaginary level of spiritual attainment. The methodology of such an endeavor is not prescribed as a checklist for every believer, but rather differentiates for each person as God sees fit for them. Biblical Instruction As stated in the introduction there is a number of reference points pertaining to Biblical instruction regarding spiritual formation. Although such terminology is not specifically found in every instance, the idea in what it represents is plentiful. The primary area many refer to is the fruits of the Spirit in Galatians 5:22-23. With this area of Scripture, the results are listed from leading a life under the guidance of the Holy Spirit. It would be considered a measure of progress in some ways to see how one is coming through the sanctification process. It should be noted, however, that there would be an ebb and flow to such a device in that some seasons may be more fruitful in patience and love as opposed joy and peace introspectively. In order to attain such fruits however, one must be diligent to know the One in whom he is following. A thorough study of His attributes that which makes up His character, is imperative in attaining any growth whatsoever. Through such knowledge is a child of God to begin the process in a more fruitful way than foregoing it. Without this concrete foundation, much of the growth will be experience alone, which is not biblical. Knowing who Christ is through his attributes is the only way one can attain the spiritual growth as guided by the Holy Spirit. From this one should then go to the Sermon on the Mount in helping to determine what a Christian should look like. The descriptive values in what and how the Christian should be would more readily translate into the fruits seen previously. Christ teaches what the believer must be like as a standard of behavior and life within the heart in accordance with the holiness of God. Being separate from the world and unto Him is a fundamental truth that without, one cannot attain the fruit of the Spirit. The division of what should be done and what should be avoided, in essence, what delineates the world from those chosen of God instills the rock of truth to rely upon Personal Experience In reflecting upon ones own experience in relation to spiritual formation, a great number of those who call themselves Christian can only describe such a term as prayer time and possibly praise and worship in certain circles. For the most part it is classified as an emotional experience one has with the work of the Spirit. The form that it arrives is through clearing the mind or through music in service. These functions among others are more related to tradition than Scripture. In personal experience, it becomes a more concrete arena. What Scripture says to do, do. What Scripture says not to do, do not do. In this there is a certain requirement to know the difference and that itself can only be accomplished through much work and study in Scriptures. Most who identify as being Christians who want a greater awareness of God actually looks for and attains a easier yet non-Biblical methodology of self-interpretation apart from Scripture. There is no work in exegetical discernment and sim ple prayer in acquiring a greater knowledge of God which, then, leads to the greater awareness of Him. One cannot occur apart from the other, no matter how trivial the spiritual exercises may be. Coincidentally, it is in Westerhoffs work that sees both sides of the coin blended into one unifying theme. In his chapter discussing the development of spiritual discipline, there are areas that are beneficial to the Christian and areas that are not. Coincidentally, those that do help deal more with the external as opposed to the internal. Finding a time and place that is consistent in reading Scripture helps to develop a consistency which coincides with repetition in going back to the Bible daily. Journaling helps in recalling areas one believes the Spirit is taking him in relation to any given question or issue currently being dealt with. It also provides a timeline of posterity for future generations to read through. A spiritual friend which is a fancy way of saying Christian Brother is good for edification and encouragement through prayer and study time. Coupled with these areas are exercises that dwell on the internal of the person involved. Picturing, pondering, and praying of the Lectio Divina borders on the Eastern Mysticism and Catholic heritage of attempting to draw closer to God through works. In clearing the mind of no thought, breathing exercises, good posture, and repeating a mantra to better focus on Scripture only clears the way for self-reflection unto sanctification.  [2]   Conclusion The entire effort of Spiritual Formation as a whole combines the Biblical with the non-Biblical under the contemplative ministry. It is rooted in Catholic pietistic mysticism with its emphasis on discipleship. It is espoused of righteousness by works by attempting to reach God by its own strength. Many Christians, who do not study as they should, take for granted what is spoken to them by leaders in the church in whom they trust, and assume it is true. It has been attributed to CH Spurgeon of the saying, Discernment is not simply a matter of telling the difference between what is right and wrong; rather it is the difference between right and almost right. It is in this piece of wisdom the Christian should reflect upon when determining whether they should follow to the letter that which is summarily grouped under Spiritual Formation.

The Nature of Man, the Renaissance, and the Protestant Reformation Essa

Europe was a tumultuous region in the fifteenth and sixteenth centuries. In particular, the Renaissance and the Protestant Reformation both introduced radical intellectual and religious ideas that challenged centuries of established doctrine. This period corresponded with a great surge in philosophical, political, and religious writing. Among the most influential thinkers of the time were the Italian humanist Leon Battista Alberti, the Florentine politician Niccolà ² Machiavelli, and the German monk Martin Luther. Alberti wrote in a time of humanist thought and economic prosperity, Machiavelli in a time of growing political instability and economic uncertainty in Italy, and Luther in a time dominated by an increasingly corrupt Catholic church. While Alberti’s good fortune is reflected in On the Family’s optimism, Machiavelli’s The Prince and Luther’s On Christian Liberty are direct reactions to the perceived crises the authors were witnessing, and both works were written with an obvious sense of urgency. These writers all put forward strongly worded and drastically different views of the fundamental nature of man. Alberti saw man as an active being seeking a classical education and a good family in which to raise children, Machiavelli perceived man as craving power and impossible to satisfy, and for Luther man was eternally sinful searching only for faith in God. More significant than their visions of human nature is the physical focus of that nature—body or soul—and how the origin of such a attitude was related to the period in which they were living. While Alberti’s vision of human nature focused on a man’s outward actions shaping his inner soul, Luther saw just the opposite, a man’s soul struggling to achieve what... ...lberti saw a great potential for man and wanted to outline his vision for others. Machiavelli saw man’s flaws and what it caused, and sought only a cold, practical solution without the nuisance of morals. Luther, devastated by the corruption of the ruling religious authority, wished to save Europe’s Christians from a way of life that would seal their fate as sinners. Works Cited Alberti. On the Family. Readings in Western Civilization 5: The Renaissance. Ed. Eric Cochrane and Julius Kirshner. The University of Chicago Press: Chicago, 1986. The Making of the West, Volume B: 1320-1830. Ed. Lynn Hunt, et al. Bedford/St. Martin's: New York, 2001. Luther, Martin. On Christian Liberty. Trans. W. A. Lambert. Fortress Press: Minneapolis, 2003. Machiavelli, Niccolà ². The Prince. Trans. Harvey C. Mansfield. The University of Chicago Press: Chicago, 1998.

The Dark Side of Judge Pyncheon in Nathaniel Hawthorne’s Novel, The Hou

The Dark Side of Judge Pyncheon in Nathaniel Hawthorne’s Novel, The House of the Seven Gables People in society live in a masquerade. Everyone wears a decoratively adorned mask that displays beauty, purity, and service. However, behind the mask lies on the inside of all society. One will stop at nothing in order to be well liked, thus becoming hypocrites. In Nathaniel Hawthorne’s novel, The House of the Seven Gables, the narrator uses intense diction, a vivid selection of detail, and a shocking tone to reveal that the character of Judge Pyncheon resembles perfection on the outside, yet â€Å"darker traits† sit latent on the inside. The narrator uses intense diction to describe Judge Pyncheon’s character as near perfection. He reflects traits such as â€Å"purity,† â€Å"faithfulness,† â€Å"devotedness,† â€Å"zeal,† â€Å"unimpeachable integrity† and â€Å"cleanliness.† This shows that he works very hard to keep a respectable public opinion. It is as if the judge does what the public thinks he ought to do. The narrator’s complement diction gives the judge a near to perfect appearance to onlookers. This respect...

The Basis of Medical Practice Essay -- Health, The Birthmark, Hawthorn

Overall, medical practice is performed when physicians identify health concerns, including diseases, mental disorders, and physical injuries, and provide a treatment for their patients in order to properly cure them of their maladies. The appropriate basis for medical practice is a combination of physicians’ knowledge acquired from scientific research and education, and ethical considerations regarding the wellbeing of patients. Additionally, if no scientific support is available, patients must rely on intuition and experience in order to make a proper diagnosis. On the whole, science plays a major role in the realm of medicine, as it is the foundation for the creation of new treatments and education. Science is defined as â€Å"†¦research firmly based upon one or more past scientific achievements, achievements that some particular scientific community acknowledges for a time as supplying the foundation for its further practice† (Kuhn 70). The aspect of scientific research is important because as more diseases and medical conditions become recognized, scientists need to discover possible cures and develop medicine in order for physicians to treat their patients. For example, in A Brief Tour of Human Consciousness, neuroscientist V.S. Ramachandran recounts how patients with â€Å"reflex sympathetic dystrophy†, also known as RSD, were research subjects in a scientific experiment to discover if there was a way to cure their unremitting pain (17). As a result of this experiment, a new and effective treatment for those in chroni c pain was determined once it was discovered that the patients’ pain went away completely and mobility returned to limbs when mirrors were utilized (18). Through science, the answer to how physicians may prescribe a trea... ...per medical treatment. V.S. Ramachandran states that â€Å"randomized, controlled trial research do not make clinical decisions for physicians; rather, they must be applied to individual patients and clinical situations based on value judgments, both by physicians and patients. Clinical decision-making must entail value judgments about the costs and benefits of available treatments† (91). A patient can practice medicine by deciding whether a certain treatment option is right for him or her. For example, an individual might choose to take medication instead of having surgery because of monetary costs, or decide which prescription drug to take based on the potential side effects. Overall, though a physician may advise an individual on a certain treatment to cure him or her of a medical concern, it is ultimately the patients’ decision on whether or not to carry it out. â€Æ'

Victimless Crime

Victimless crime is a term that is used to refer or to explain the behavior that is illegal but does not violate or threaten the rights of anyone else. It means that one person may be involved who is the person committing the crime on his own without affecting anyone else in the process. It can also include acts in which two or more persons agree to commit a criminal offense in which no other person is involved. Sometimes in situations of victimless crimes society has grown to call these events consensual crimes. One good common example that describes victimless crimes could be considered prostitution. Prostitution is described as offering sexual favors in exchange for money and is considered a crime in many places. Both the solicitor which is the person asking for the favor or the offering, and the prostitute can be arrested for violating public decency laws. If both people involved are deemed to have committed the illegal act consensually or willingly, then neither person may be considered victims in the eyes of the law and police officials. â€Å"While prostitution may contribute to other domestic problems or personal vices, the act itself, if entered into consensually, is usually considered a victimless crime† (Liberal Democrat Party). Victimless crimes are not always so weighty or so bad in the sense that it has to be as punishable but still breaks the law. Some examples of low level victimless activities or crimes on the states eyes that may be criminalized could simply include riding a motorcycle without a helmet. In some states, for example Florida it is not illegal to do, but as for the California it is against the law to ride a motorcycle without a helmet and the person will be cited for the act. Even tho that person is not harming or endangering anyone else but his own self the law still holds it as a crime in which breaks the law. Same as Mexico, it is legal to ride in the back of a truck without seat belts or other safety harnesses but here in California it is illegal. Another example is base jumping off of buildings. this is no harm to society or anyone else but the jumpers own life. a very common example of victimless crimes which could be punished by fines or even incarceration is the individual buy and consumption of recreational drugs. Here in the United States it is against the law to smoke marijuana and yet so many people still seem to do it. The law prohibits people from doing the act even though its being consumed by the individual himself, the individual is only harming his own body but the law sees it as a violation of the constitution and its law. â€Å"The idea of a victimless crime often plays a role in the proposed repeal of certain laws, especially the criminalization of drugs, prostitution and other vices† (Halexandria). The argument that has been presented by civil libertarians is that such laws only serve to punish citizens for personal lifestyle decisions in which none of these acts violate the legal rights of others. A citizen should be allowed to buy and smoke marijuana legally because its that persons private consumption in a private home and it does not affect anyone else. Decriminalizing certain victimless crimes would reduce the prison population and take significant pressure off an overworked judicial system (Liberal Democrat Party).

Art or Propaganda? Essay

1. Introduction. W.E.B. Dubois and Alain Locke were important contributors to the epoch called â€Å"Harlem Renaissance†. With their writings atrists wanted to do something against racism, they wanted to show that the African – Americans don’t have to feel inferior. Writing in the April, 1915, issue of Crisis, DuBois said: â€Å"In art and literature we should try to loose the tremendous emotional wealth of the Negro and the dramatic strength of his problems through writing †¦ and other forms of art. We should resurrect forgotten ancient Negro art and history, and we should set the black man before the world as both a creative artist and a strong subject for artistic treatment.† DuBois stated what were to be recurrent themes of the decade of the twenties: the Negro as a producer and a subject of art, and the Negro’s artistic output as indices of his contribution to American life. (Linnemann R.J. p 79) In essense, both Locke and DuBois agreed about what constituted good art. It was the function of art on which they did not agree. DuBois doubted if one could really have a disembodied art or beauty; but Locke was not seeking for the Negro writer a disembodied beauty. (Linnemann, R.J. p 92) DuBois strongly disagreed with Locke’s view that â€Å"Beauty rather than Propaganda should be the object of Negro literature and art. †¦If Mr. Locke’s thesis is insisted upon too much is going to turn the Negro Renaissance into decadence.† (Marable, M.. p 130) First I will give some basical facts about the Harlem Renaissance. In the main part I will show the opinions of A. Locke, who preferred arts, and W.E.B. DuBois, who was for propaganda. In point three I will write about DuBois’s life. After that I will show what he wanted in general. The last part of point three I will show why he was for propaganda. Therefore I analysed several of his works, especially his paper â€Å"Criteria of Negro art†. In point four I will introduce Alain Locke with a short biography and then I will show what he wanted for the African – Americans. The second part of point four will show why he preferred art. My focus will be on his anthology â€Å"The New Negro† and his article â€Å"Art or Propaganda?†. Basically there were thoughts which DuBois and Locke shared. One example is the idea of education which will play a role in point five. In point six I will give a short summary. 2. The Harlem Renaissance In the early 1900s, particularly in the 1920s, African-American literature, art, music, dance, and social commentary began to flourish in Harlem, a section of New York City. This African-American cultural movement became known as â€Å"The New Negro Movement† and later as the Harlem Renaissance. More than a literary movement, the Harlem Renaissance exalted the unique culture of African-Americans and redefined African-American expression. African-Americans were encouraged to celebrate their heritage. (Johnson, W.) One of the factors contributing to the rise of the Harlem Renaissance was the great migration of African-Americans to northern cities (such as New York City, Chicago, and Washington, D.C.) between 1919 and 1926. In his influential book The New Negro (1925), Locke described the northward migration of blacks as â€Å"something like a spiritual emancipation.† Black urban migration, combined with trends in American society as a whole toward experimentation during the 1920s, and the rise of radical black intellectuals — including Locke, Marcus Garvey, founder of the Universal Negro Improvement Association (UNIA), and W. E. B. DuBois, editor of The Crisis magazine – all contributed to the particular styles and unprecedented success of black artists during the Harlem Renaissance period. (http://encarta.msn.com) More than a literary movement and more than a social revolt against racism, the Harlem Renaissance exalted the unique culture of African-Americans and  redefined African-American expression. African-Americans were encouraged to celebrate their heritage and to become â€Å"The New Negro,† a term coined in 1925 by sociologist and critic Alain LeRoy Locke. 3. About W.E.B. DuBois – what did he want? Pioneer in the struggle for Afro-American liberation and for African liberation, prolific black scholar, W.E.B. DuBois (1868 – 1963) was one of the giants of the twentieth century. (Foner, flap text) DuBois’ mature vision was a reconcilation of the â€Å"sense of double consciousness† – the â€Å"two warring ideals† of being both black and American. He came to accept struggle and conflict as essential elements of life, but he continued to believe in the inevitable progress of the human race – that out of individual struggles against a divided self and political struggles of the oppressors, a broader and fuller human life would emerge that would benefit all of mankind (Kerry W.). Dr. Dubois was awarded the first Spingarn Medal in 1920. This was awarded â€Å"to that Negro who achieved the highest in any human endeavor.† He was an activist for global affairs, editor of the NAACP Crisis publication, and set up the meeting for the first Pan-African Congress. He was an individual of principle and conviction. The seeds he planted still nourish us today. (http://www.websn.com/Pride/Pride/w.htm) To reach racial equality he founded the Niagara Movement – a group of African-American leaders committed to an active struggle for racial equality. The Niagara Movement was founded in 1905, by a group of African-Americans, led by W. E. B. Du Bois, John Hope, and William Monroe Trotter, who called for full civil liberties, an end to racial discrimination, and recognition of human brotherhood. (http://en.wikipedia.org) W.E.B. DuBois saw that racism and prejudices are a problem. Therefore he wrote: â€Å"Once upon a time in my younger years and in the dawn of this century  I wrote: ‘The problem of the twentieth century is the problem of the color line.’ It was a pert and singing phrase which I then liked and which since I have often rehearsed to my soul and asked:–how far is this prophecy or speculation? Today in the last years of the century’s first quarter, let us examine the matter again, especially in the memory of that great event of these great years, the World War. Fruit of the bitter rivalries of economic imperialism, the roots of the catastrophe were in Africa, deeply entwined at bottom with the problems of the color line. And of the legacy left, the problems the world inherits hold the same fatal seed; world dissension and catastrophe still lurk in the unsolved problems of race relations. What then is the world view that the consideration of this question offers?.(DuBois, W.E.B. â€Å"The Negro Mind Reaches Out†) DuBois wanted to encourage African – American people. In his essay â€Å"On Being Ashamed Of Oneself† from 1933 he described the feeling of inferiority. At the same time he encouraged the people to feel confident â€Å"†¦we must oppose all segregation and all racial patriotism; we must salute the American flag and sing ‘Our country’ Tis of Thee’ with devotion and fervor, and we must fight for our rights with long and carefully planned campaigns; uniting for this purpose with all sympathetic people, colored and white. †¦ But there are certain practical difficulties connected with this program which are becoming more and more clear today. First of all comes the fact that we are still ashamed of ourselves and are thus stopped from valid objection when white folks are ashamed to call us human.† (Weinberg, M. p 12) DuBois wanted to fight against the problems which African – Americans have. Their bad situation was explained in his paper â€Å"The Study Of The Negro Problems†: â€Å"†¦let us inquire somewhat more carefully under the form under which the Negro problems present themselves today after 275 years of evolution. Their existence is plainly manifested by the fact that a definitely segregated mass of eight millions of Americans do not wholly share the national life of the people, are not an integral part of the social body. The points at which they fail to be incorporated into this group life constitute the particular  Negro problems, which can be divided into two distinct and correlated parts, depending on two facts: First – Negroes do not share the full national life because as a mass they have not reached a sufficiently high grade of culture. Secondly – They do not share the full national life because there has always existed in America a conviction – varying in intensity, but always widespread – that people of Negro blood should not be admitted into the group life of the nation no matter what their condition might be. Considering the problems arising from the backward development of Negroes, we may say that the mass of this race does not reach the social standards of the nation with respect to a) Economic condition, b) Mental training, c) Social efficiency. † (Foner, p 108) Du Bois was a pioneer advocate of the black beauty concept and of black power although he refrained from attaching a color tag. In his â€Å"Immediate Program of the American Negro† (April, 1915) he asserted: â€Å"The Negro must have power; the power of men, the right to do, to know, to feel and express that knowledge, action and spiritual gift. He must not simply be free from the political tyranny of white folk, he must have the right to vote and rule over the citizens, white and black, to the extent of his proven foresight and ability.† (Moon, H.L.) One way of looking at it is that the Harlem Renaissance attacked the superstructure of White supremacy while legal and political activists in the 1930s and 1940s began to attack the daily practice of racism through the courts and demonstrations. For example, the Harlem Renaissance is generally credited with heightening awareness of the cultural contributions that African and African American peoples have made to American culture, specifically in music, dance, poetry, and speech, as well as in agriculture, medicine, and inventions. Here the idea was that (1) racism in America would be undermined not only through protest against racist practices, but also by changing the prevailing images and associations that European Americans, especially educated European Americans, had about Black people. And then (2)  by disseminating positive images of African Americans as contributors to American Culture, many of these Harlem Renaissance intellectuals hoped to raise the self-esteem of Black people themselves. A people with a higher self-esteem would be more resistant to segregation and discrimination, and more willing to challenge the system than those who were demoralized. (Powell, R.) 3.1. How did he want to reach his aims? After scholar Alain Locke compiled the New Negro – heralding a younger generation of black voices and establishing Harlem as a cultural center – Du Bois vented his ire about the state of the arts in Harlem. At the NAACP’s annual convention in June 1926, Du Bois delivered a lecture entitled â€Å"Criteria of Negro Art† in which he insisted that all relevant art should be propaganda. The lecture was later published in a special Crisis series, â€Å"The Negro in Art.† (http://artsedge.kennedy-center.org/) In his paper â€Å"Criteria of Negro art† W.E.B. DuBois wrote: â€Å"Thus all art is propaganda and ever must be, despite the wailing of the purists. I stand in utter shamelessness and say that whatever art I have for writing has been folk to love and enjoy. I do not care a damn for any art that is not used for propaganda. But I do care when propaganda is confined to one side while the other is stripped and silent.† (Weinberg, M. p 258) DuBois didn’t totally reject art but in his opinion art is supposed to have a message. He points out that there is no need to feel inferior and because of that Black people should fight for their rights. â€Å"Colored people have said: ‘This work must be inferior because it comes from colored people.’ White people have said: ‘It is inferior because it is done by colored people.’ But today there is coming to both the realization that the work of the black man is not always inferior.’ † ( W.E.B. DuBois â€Å"Criteria of Negro art† in: Weinbeg, M. p 255) I already mentioned that Harlem Renaissance intellectuals wanted to raise people’s self – esteem. In his paper â€Å"Criteria of Negro Art† DuBois also emphasizes that the art coming from African – Americans is good. â€Å"And then you know what will be said? It is already being said. Just as soon as true art emerges; just as soon as the black artist appears, someone touches the race on the shoulder and says, 2he did that because he was an American, not because he was a Negro; he was born here; he was trained here; he is not a Negro – what is a Negro anyhow? He is just human; it is the kind of thing you ought to expect. I do not doubt that the ultimate art coming from black folk is going to be just as beautiful, and beautiful largely in the same ways, as the art that comes from white folk, or yellow, or red; but the point today is that until the art of black folk compels recognition, they will not be rated as human. And when through art they compel recognition, then let the world discover if it will, that their atr is as new as it is old and as old as new.† (Weinberg, M. p 260) Du Bois’ extreme attitude regarding the relationship between art and politics was not entirely shared by Alain Locke, but adequately expressed the prevailing mood among the intelligentsia in Harlem in the early and middle part of the twenties. Post-war American might still be determined to deny the Negro social, political and economic equality, but art was another matter. It was the chink in the racist’s armour. (Williams, A. p 5) DuBois believed that art could bridge cultural gaps between black and white Americans if black artists were given the opportunity to explore their talents, because, he reasoned, art can inculcate a sense of cultural heritage and identity to an oppressed group. For DuBois, African culture and African American heritage were rich enough to help blacks in the United States regain their political and cultural consciousness. DuBois started a forum of discussion in the Crisis magazine, entitled, â€Å"How Should the Negro Be Portrayed?† in which he asked artists to write in and discuss what kinds of images of Black people ought to be disseminated by artists in America. While there was a wide divergence on how much control should be imposed on what images artists should create, most believed that out of the greater access to the publishing and art world would come an abandonment of the racist imagery that predominated in popular American culture and justified, by dehumanizing Black people, the racist social and political practices that also abounded in America in the 1920s and 1930s. Du Bois even coined the phrase, â€Å"all art is propaganda† to reflect his view that the purpose of an art movement among African Americans was to combat the negative propaganda against the Negro coming from racist America with a positive propaganda for the Negro. (Powell, R.) 4. About Alain Locke. For Alain Locke, propaganda was the slanted rhetoric that cautioned the Negro writers of the Harlem Renaissance to avoid. Being a Negro, he knew the harmful effects the contented slave stereotype of a Thomas Nelson Page, the buffoonery of an early Roark Bradford, and the savage beast in the works of Thomas Dixon had on his race. He new that the works of these authors, aside from presenting such insulting and distorted images, neither had verisimilitude nor were they great literature. (Linnemann, R.J. p 91) African American philosopher – educator Alain LeRoy Locke (1886 – 1954) played an influential role in identifying, nurturing, and publishing the works of young black artists during the New Negro Movement. His philosophy served as a strong motivating force in keeping the energy and passion of the Movement at the forefront. He spent his life seeking to understand the nature of cultural conflicts and suggesting measures that must be taken to reduce conflict and allow harmony to prevail. A fundamental question that lingered in his mind was: How can a multiethnic society, such as that in the United States organize itself so that its diverse groups can live together without intense violent conflicts? (Washington, J. p vii) He served for many years as a chairman of the philosophy department at Howard University, but his main contribution to American culture lies in his efforts to make the public aware of the Negro’s aesthetic achievements – from the art and artefacts of Africa to the poetry and novels of the American writer. (The Negro Almanac, p 990) Alain Locke played an influential role in identifying, nurturing, and publishing the works of young black artists during the New Negro Movement. His philosophy served as a strong motivating force in keeping the energy and passion of the Movement at the forefront. Ernest Mason explains that: â€Å"†¦much of the creative work of the period was guided by the ideal of the New Negro which signified a range of ethical ideals that often emphasized and intensified a higher sense of group and social cohesiveness. †¦The writers†¦literally expected liberation†¦from their work and were perhaps the first group of Afro-American writers to believe that art could radically transform the artist and attitudes of other human beings.† (Dictionary of Literary Biography p 313) As a pioneer collector, Locke was one of the first Americans to write about the significance of African art, demonstrating its importance far beyond an influence on the cubists and other members of the European artistic avant-garde. He wanted all African Americans, in particular contemporary African American artists, to seek inspiration and take pride in their rich artistic heritage. To this end he lectured, organized numerous exhibitions, and wrote the introductions for several landmark catalogs of African art. (http://www.africawithin.com) In his anthology â€Å"The New Negro† (written in 1925) Alain Locke wanted to show that Afro – Americans are able to produce art and literature as well as white people. He discussed the value of black art in terms of its contribution to community. In his defining essay of 1925, â€Å"Enter the New Negro,† for instance, Locke urges young artists to embrace the fullness of their  heritage, old customs married to new possibilities. Once again, Locke emphasizes the purpose for artists in doing so: the responsibility of these artists to be leaders for their people. In Locke’s words: â€Å"With his renewed self-respect and self-dependence, the life of the Negro community is bound to enter a new dynamic phase, the buoyancy from within compensating for whatever pressure there may be of conditions without. The migrant masses, shifting from countryside to city, hurdle several generations of experience at a leap, but more important, the same thing happens spiritually in the life-attitudes and self-expression of the Young Negro, in his poetry, his art, his education and his new outlook, . . . From this comes the promise and warrant of a new leadership.†(Locke, A.: Enter The New Negro† in: Bracey, J. p 222) The â€Å"New Negro† emerged from within the black community, in contrast to the white stereotyped literary image of the comic and pathetic plantation black. Alain Locke is acknowledged as the leading black philosopher who asked blacks to recognize their African heritage as â€Å"New Negroes†. 4.1. A. Locke -how did he want to reach his aims? Writing in 1928, Alain Locke, the influential philosopher of the Harlem Renaissance, observed that the fundamental question for any anti-racist social agenda was â€Å"Art or Propaganda. Which?† (Locke, A.) Artists and writers of the movement regarded the Harlem Renaissance not simply as a spontaneous flourishing of African-American creativity but as a critical historical moment to be seized in order to alter the course of American racism. Its social mission, as Locke and many others saw it, was to overturn the prevailing perception of Blacks as inferior to whites. Its effects would be two-fold: fostering pride amongst the Black population and addressing whites from a position of strength. Yet if the anti-racist social agenda of the Harlem Renaissance were to succeed in changing people’s minds about race, Locke believed, it could not proceed rhetorically. Art could offer a new social vision; propaganda would only exacerbate the polarization of Black and white positions. (Thompson, A.) His strategy was to create a new and an own esthetic in order to strenghten the standing and the self-confidence of African-Americans. (http://userpage.fu berlin.de) For A. Locke art ist he best means to prove that Black culture and art is as good as the culture and the art of white people. â€Å"†¦ Art in the best sense is rooted in self – expression and whether naive or sophisticated is self – contained. In our spiritual growth genius and talent must more and more choose the role of group expression, or even at times the role of free individualistic expression – in a word must choose art and put aside propaganda.† (Locke, A. â€Å"Art or Propaganda?† p 312) The problem with propaganda, he argued, is that it cannot reframe the terms of the debate. To try to discredit racism is already to accord racist arguments a presumptive legitimacy. â€Å"†¦ My chief objection to propaganda, apart from its besetting sin of monotony and disproportion, is that it perpetuates the position of group inferiority even in crying out against it. For it speaks under the shadow of a dominant majority whom it harangues, cajoles, threatens, or supplicates. It is too extroverted for balance or poise or inner dignity and self-respect. †¦Ã¢â‚¬  (Locke, A. Ibid. p 312. ) Propaganda, in Locke’s view, is inevitably either defensive or strident, if not both. By contrast, art â€Å"is rooted in self-expression and whether naive or sophisticated is self-contained.† (Locke,A. Ibid. p 312) Creating its own terms for understanding and appreciation, art allows us to sidestep the received, conventional terms of meaning, and to take up possibilities presented to us within the â€Å"self-contained† realm of the individual work. While art could not â€Å"completely accomplish† the transformation needed to realign Black and white relations in American society, Locke believed that it could â€Å"lead the way.† (Locke, Ibid. p 312) For the most part, therefore, the art and literature of the Harlem Renaissance were expressive rather than creative, creative rather than argumentative. And it was specifically because they avoided propaganda, avoided engaging racist ideology directly, that Locke believed that art and literature could teach the truth about blackness in the white world. For Locke, the educational value of the movement consisted above all in its capacity to represent blackness without reference to the terms set by a racist society. Disregarding conventional perceptions and assumptions, art could offer an objective look at black experience, physiognomy, and heritage. (Thompson, A. p 18) Key to Locke’s notion of art as education is its avoidance of argumentation. For him, the problem posed by propaganda is not that it serves a particular agenda – obviously, he meant for art to serve a distinct social, political, and intellectual agenda. The problem with propaganda, as he saw it, is that it is reactive, and thus reliant upon the very assumptions it is intended to displace. Unlike the more familiar opposition between propaganda and common sense or between propaganda and open inquiry, Locke’s art/propaganda dichotomy suggests that the most important obstacle to social understanding may be a form of literal-mindedness: accepting our starting points as a given and seeking change through incremental adjustments. In effect, then, Locke rejects the kind of approach to promoting interracial understanding taken by liberal education. In the traditional liberal arts model, the path to a freer understanding is through careful analysis, reasoned argumentation, and dialogue. But from Locke’s perspective, that approach reintroduces at every turn the very assumptions that preclude a transformed understanding. Particularly in the case of Black/white relations, what is called for is a reorientation in our thinking rather than the correction of each and every error in existing understandings. As a pragmatist, Locke saw change not in terms of incremental improvement but in terms of shifts: adopting new positions and entering into new relations. Whereas propaganda, in Locke’s formulation, refers to an emendatory or editing impulse, art refers to the development of new perspectives. The importance of art lies in its refusal to read social convention literally.  As a metaphor for anti-racist education, it means, in part, problematizing the supposedly neutral standards that privilege whiteness, and, in part, reconceiving both whiteness and Blackness. In invoking art as the opposite of propaganda, though, Locke grants too much to art. By holding on to Enlightenment assumptions about truth, Locke proposes a misleading role for art as somehow apolitical in contrast to propaganda as inherently ideological. The romantic strain in Locke’s conception of art is revealed in his belief that â€Å"the art of the people,† specifically peoples of African ancestry, is â€Å"†¦a tap root of vigorous, flourishing living.† (Locke, A. â€Å"Art or Propaganda† p 313) Such art, he believed, is the source of a beauty that reveals truth, for unlike academic art, it has not been subjected to â€Å"generations of the inbreeding of style and idiom,† (Locke, A. â€Å"The Legacy of the Ancestral Arts,† p 258) nor lost the capacity to see objectively. â€Å"The Negro physiognomy must be freshly and objectively conceived on its own patterns if it is ever to be seriously and importantly interpreted. Art must discover and reveal the beauty which prejudice and caricature have overlaid. And all vital art discovers beauty and opens our eyes to that which previously we could not see. â€Å"(Locke,A. Ibd. p 264) Art, Locke believed, offered a way to break with old stereotypes and invent new forms, while remaining true to â€Å"some sort of characteristic idiom,† (Locke,A. Ibd. p 267) is a distinctive heritage and expressive style. Pragmatist that he was, he saw art as a way to come to experience both with a fresh eye and with the funded experience of a rich ancestral legacy. (Thompson, A. in: â€Å"Anti-Racist Pedagogy: Art or Propaganda?†) 5. What is it that DuBois and Locke have in common? A. Locke and W.E.B. DuBois had different opinions about the question whether art or propaganda is the right way to integrate the African – Americans into the American society. I have written about W.E.B. DuBois ,who is for propaganda, and about A. Locke, who is for art, so far. What we should keep in mind is: basically they wanted the same. The thing they have in common is  that they generally had the same ideas: they wanted to do domething for the African – Amerians, they wanted a â€Å"racial uplift†. (http://userpage.fu-berlin.de/~wilker/harlem/Bildungselite.htm) One example is the idea of education and the idea of a Black elite, which they both shared. It is obvious that DuBois and Locke felt that the Black elite (or Talented Tenth) were to articulate the Black ideals for which the masses were to strive. A task that required members of the Talented Tenth to be well educated. For DuBois, no less than Locke, insisted that an education that allowed Blacks to achieve cultural freedom and autonomy would be an education that exposed the selected Black youth to the higher cultural values – the arts, music, drama, poetry, and history, aimed at the development of labouring skills. Alain Locke, no less than W.E.B DuBois, focused on Blacks cultural contributions to America. Hence, the importance of educating the Black elite, who would serve as Socratic midwives in such creative efforts. (Washington, p 22 ff.) Significant social transformations occurred, according to Locke, through the effort of what he called the black elite – the talented, well educated, cultured class of Blacks that distinguished itself from the Black masses through the former’s contributions to the development of art and culture. The black elite took initiative in the realm of human affairs. It was concerned with helping to shape, among other things, public policy. Booker T. Washington, Alain Locke, W.E.B. DuBois, Mary Bethune, Zora Hurston, Roland Hayes, Paul Robeson, Countee Cullen, Ida B. Wells, Langston Huges, Marian Anderson, James Weldon Johnson – these were among the Black elite during Locke’s time. It was their artistic and political activities to the civil rights movements of the 1960s that advanced the social – political status of Black Americans, and induced the country to make a more serious commitment to the principle of equality. Indeed, members of the Black elite inspired Africans on the continent of Africa in the 1950s and early 1960s as they sought to rid themselves of European colonial rule. In a word, the American Black elite, especially through the effort of W.E.B. DuBoi’s Pan –  African movement, was instrumental in helping to dissolve the closed societies on the continent of Africa, societies nurtured and sustained by colonialism. (Washington, p 34) In his speech, â€Å"The Training of Negroes for Social Power,† Dr. DuBois set forth clearly and fully his views at the time of the type of education he felt was essential for his people. â€Å"†¦The Negro problem, it has often been said, is largely a problem of ignorance – not simply of illiteracy, but a deeper ignorance of the world and its ways, of the thought and experience of men; an ignorance of self and the possibilities of human souls. This can be gotten rid of only by training; and primarily such training must take the form of that sort of social leadership which we call education. †¦ The very first step towards settlement of the Negro problem is the spread of intelligence.† (Foner, p 132 ff) 6.Summary W.E.B. DuBois emphasized that art must have a function. It is not the beauty which is important. In his magazine â€Å"The Crisis† he wrote: â€Å"We want Negro writers to produce beautiful things but we stress the things rather than the beauty. It is Life and Truth that are important and Beauty comes to make their importance visible and tolerable.† Locke suggested that fellow artists of the Harlem Renaissance always strive for art and avoid propaganda. Unfortunately, however, he felt that there have been very few â€Å"purely artistic publications†, as most of their expressions were included in the â€Å"avowed organs of social movements and organized social programs.† He felt that there must be discussion of social problems, but propaganda is too one-sided to serve that function, and there must be some means of bringing all views to the table. However, he never claimed that art can serve this function, and merely hypothesized such a forum of ideas. (Cabrera, J.) DuBois doubted if one could really have a disembodied art or beauty ; but Locke was not seeking for the Negro writer a disembodied beauty. He expected â€Å"tangible† results from the Negro knowing himself through his folk cultural experiences, particulary given the Negro’s special circumstances as an American citizen within the wider American cultural tradition. (Linnemann, R.J. p 92) I think it is important to mention that W.E.B. DuBois was for propaganda but he didn’t totally reject art as long as art has a message. DuBois had a strong sense of race pride and saw great value in drawing upon the racial heritage. He was an early advocate of the use of black folk music for classical American music tradition. Though he felt that art and propaganda could not be separated, he took the middle – class position that characterization of black life should project a proper image of the Negro. (Linnemann, R.J. p 78) The question â€Å"Who was right?† is difficult to answer. A. Locke saw the beauty of art but in my opinion every kind of art has a message and is therefore more or less propaganda. One cannot separate the terms. Artist are just able to influence the kind of propaganda when they create provocative works but it is not possible to produce art just for arts sake. Sources: Bracey, John H. ed.: African American Mosaic, Volume Two – From 1865 To The Present. New Jersey: Prentice Hall, 2004. Locke, Alain: â€Å"Art or Propaganda?† in Voices from the Harlem Renaissance, ed. Nathan Irvin Huggins. New York: Oxford University Press, 1976. DuBois, W.E.B.: â€Å"The Negro Mind Reaches Out (excerpts)† The New Negro, An Interpretation. New York: Albert and Charles Boni, 1925, p. 385. Foner, Philip Sheldon : W.E.B. Du Bois speaks – speeches and addresses 1890-1919. New York: Pathfinder Press, 1970. Linnemann, Russell J., ed. Alain Locke: Reflections on a modern Renaissance man. Baton Rouge: Louisiana State University Press, 1982. Locke,A. â€Å"The Legacy of the Ancestral Arts,† in The New Negro: An Interpretation, ed. Alain Locke New York: Arno Press and the New York Times, 1968 (1925). Marable, Manning: W.E.B.DuBois, Black Radical Democrat. Boston: Twayne Publishers, 1986. Ploski, Harry A. ed. The Negro Almanac : a reference work on the Afro-American. Detroit: Gale Research, 1983. Washington, Johnny: Alain Locke and philosophy : a quest for cultural pluralism. New York: Greenwood Press, 1986. Weinberg, Meyer ed.: W.E.B. DuBois: A Reader. New York: Harper & Row, 1970. Electronic Sources Cabrera, Jennifer. Art or Propaganda? 10 December 1999.< http://www.en. utexas. edu/ classes/bremen/e314l/student_pages/student.sites/jennifer/final/home.html> Moon, Henry Lee: History of the Crisis. November 1970. The Crisis Magazine Online 10.03.05 Powell, Richard: , 08.03.05 Thompson, Audrey: For: Anti racist education (p 1 – 38) 25.02.2005. University of Utah. < http://bama.ua.edu/~cdi/thompson.pdf, S.18 > Thompson, Audrey : Anti-Racist Pedagogy : Art or Propaganda? 27.02.2005. University of Utah William H. Johnson Feb.16, 2000 25.02.05.