Understanding The Real Life Events During The Oardwalk Empire

oardwalk Empire, the show that demonstrates the real-life events that occurred during the early 1920s in Atlantic City, New Jersey, represents several intercultural communication concepts. This historically-based drama series provided through HBO was chosen because of its wide variety of themes, conflicts, and plots driven through certain means of communication and interactions among the characters. For instance, the communication and intercultural models observed while watching the television show only enhance the audience’s entertainment and interest. Atlantic City was thrown back to the days of a lawless country, which was due to prohibition and the consumption of alcohol that was not going to be stopped by anyone. In fact, most political servants were involved in the daily activities and were either profiting from bootlegging alcohol or helping those who did. They profited monetarily and were in power and control because they could hide in the shadows and still appear to b e the pillars of society. It could be said that the very definition of prohibition in the early 1920s where a patron could have any alcohol he desired as long as he was willing to pay for it. The illegality of selling and drinking spirits affected the citizens’ lives, some positively and others negatively, and many were part of the extracurricular activities except those who obeyed the laws of the time. The three main concepts that will be discussed in much further detail include high power distance, a

Othello by William Shakespeare - 532 Words

In the Shakespearean play Othello, Othello kills his wife on the assumption that she was cheating on him. Othello gets this idea from his assistant Iago who wanted to be Othello’s lieutenant but lost the job to a man named Cassio. The entire play revolves around Iago carrying out his revenge on Othello while trying to be named his lieutenant. During the play, the audience sees Iago manipulate the other characters to get what he wants. One of the characters he manipulates is Othello by telling him that his wife is cheating on him and sharing a bed with Cassio. Othello is further tricked by Iago,who gets him to kill his wife and clean up the mess that Iago left. Throughout the play Othello lets himself be manipulated by Iago instead of asking his wife, Desdemona, about whether or not she was cheating on him. Towards the end, he realizes what he has done and that Iago has tricked him by stating, â€Å"Like the base Judean, threw a pearl away richer that all his tribe; of one who subdued eyes† (361; 346-347). The quote is meaning that Othello threw away his greatest treasure because he couldn’t believe what his eyes were telling him. Iago ‘blinds’ Othello so much with his honeyed words that Othello doesn’t realize that he could have just asked his wife. Desdemona even confesses that she can’t believe that some women would cheat on their husbands’ and even says as much. When she reveals this it really shows how innocent she was and how she never would have betrayed Othello.Show MoreRelatedOthello, By William Shakespeare957 Words   |  4 Pagesinnocent person kills himself while not knowing the truth. The best example of that would be the play Othello by the great William Shakespeare. As little as a handkerchief could make a difference if it is a symbol for something. In the play Othello by Shakespeare, handkerchief is first introduced by Othello to his beautiful mistress, Desdemona, as a sign of their love. At the end of the play what gets Othello to take extreme measures by the location of the handkerchief. As the symbol of the handkerchiefRead MoreOthello, By William Shakespeare1599 Words   |  7 Pages William Shakespeare’s 16th century play Othello is a duplicitous and fraudulent tale set alternatingly between Venice in act 1, and the island of Cyprus thereafter. The play follows the scandalous marriage between protagonist Othello, a Christian moore and the general of the army of Venice, and Desdemona, a respected and intelligent woman who also happens to be the daughter of the Venetian Senator Brabantio. Shakespeare undoubtedly positions the marriage to be viewed as heroic and noble, despiteRead MoreOthello, By William Shakespeare1218 Words   |  5 PagesIn a historical time period where emphasis was shifting from religion to race and ethnicity, key indicators of differences that perpetuated into racial prejudice and racial ideologies are evident in Othello by William Shakespeare. Although racism was not fully formed at this moment in history, Othello can be interpreted as a representation and an exploration of this shift in ideology. In the past, before this change to ward racial differences, religion was the major segretory factor in signifyingRead MoreOthello, By William Shakespeare894 Words   |  4 Pagesthose that which occurred in Othello written by William Shakespeare. Throughout the play Othello, we see the struggles of a marriage that is not accepted by their society. Othello is a extremely cherished black general living in a primarily white community. The play begins with Othello secretly becoming married to a white woman named Desdemona. This reasons others who are white to become angry and excuse to dislike this black man further more than they already do. Othello is a downward spiral from loveRead MoreOthello by William Shakespeare790 Words   |  3 PagesThroughout Othello by William Shakespeare, Othello makes numerous poor decisions due to his jealousy. Hitting Desdemona, trusting Iago, and killing Desdemona are among a few of the poor decisions that he makes. The word jealous can be defined as feeling or showing suspicion of som eones unfaithfulness in a relationship. Othello feels suspicious of Desdemona’s and Cassio’s relationship because of the lies that Iago tells him. Many people try to tell Othello the truth but he only believes the wordsRead MoreOthello, By William Shakespeare1923 Words   |  8 Pagesdissatisfaction or complication is shown. Firstly in Othello love is presented as ephemeral and transient while atonement love is presented as unrequited and finally in cat on a hot tin roof love is presented as painful and troublesome due to unreciprocated feelings. The tragic plot of Othello hinges on the potential of the villain, Iago, to deceive other characters, above all Roderigo and Othello, through encouraging them to misinterpret what they see. Othello is prone to Iago s ploys seeing that he himselfRead MoreOthello, By William Shakespeare941 Words   |  4 Pageswas Williams Shakespeare’s play Othello which depicts the tragedy of Othello, a Morris Captain. What is different about Shakespeare play is that the tragic hero is the black Othello and the villain a white Iago. Therefore, Shakespeare depiction of Othello as a tragic character and Iago as a villain, challenges Elizabethan’s stereotypes regarding individuals of African descent. Shakespeare challenges the stereotypical â€Å"type –casting of the black man† in Elizabethan society by depicting Othello asRead MoreOthello, By William Shakespeare1152 Words   |  5 Pages‘Othello’ was a tragedy of incomprehension at the deepest level of human dealings as no one in the play came to an understanding of himself or any of the surrounding characters. The play ‘Othello’ by William Shakespeare focused on tragedy through the anguish of the main character ‘Othello’ which lead to the suffering and death of numerous characters including himself. Appearance Vs. Reality challenged human dealings within the play ‘Othello’ as no-one came to see anyone’s true self and no-one seesRead MoreOthello, By William Shakespeare1178 Words   |  5 Pagesprofitable in condition of good and immorality. Othello is presented as good and Iago as evil, but Iago and Othello’s relationship also shares a distrust of their wives. The overall logical argument is based on love, jealousy and betrayal between two lovers that ultimately leads to their separation because of Iago’s evil plan. I am using this article to agree with Berry s view on how Iago separates two lovers just so he can take retaliation on Othello by manipulating everyone to unmasking their trueRead MoreOthello, By William Shakespeare1140 Words   |  5 Pagesâ€Å"Othello† is a play written by William Shakespeare in 1603. In this play, Shakespeare features three major characters: Othello, Iago, and Desdemona. Othello, a black man, and Desdemona, a white venetian secretly eloped in the play. Iago shows racism and prejudice towards their relationship because of their skin colors. In the play, Iago says: â€Å"Even now, now, very now, an old black ram is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, or else the devil will make a

Book Review Joe Stark - 1479 Words

Book Review: Joe Stark Wounded By School: Recapturing the Joy in Learning and Standing Up to Old School Culture Kirsten Olson Olson’s premises for the book are that engagement in learning is the key to a happy life and that school separates many individuals from that possibility. School practices that wound and make students hesitant learners have to be investigated so they can be changed. If we understand what school wounds are, why they occur and what can be done about it, we don’t need to harbor these wounds forever. The â€Å"average† child is possibly the most wounded child in our school systems. These students often come away feeling that they are not smart and that their abilities are set in stone. Many experience shame that results in†¦show more content†¦Students who once had passion become burnt out with no curiosity. †¢ Wounds of underestimation occur when students face low expectations based on who they are. Students almost as soon as they enter school are classified, tracked, and categorized. They know it and lower expectations become self-perpetuating. These wounds were the most commonly confronted during Olson’s research. †¢ Wounds of perfection happen to students who continually chase the highest grades by doing precisely what the teacher wants. They may be reluctant to take risks due to fear of failure. Pressure takes the enjoyment out of learning. †¢ Wounds of the average happen when students are made to feel stuck in the middle. They are squarely between programs for the gifted and handicapped since they qualify for neither. They put in the time, do the least they can, and are not challenged. They spend their time trying not to be noticed and don’t see themselves as unique in any way. They see their abilities as rigid and not able to be improved through effort or focus. All of these wounds are produced in school environments that are intolerant of cognitive, emotional, or identity differences. They produce alienation for the learner, and reduce pleasure in learning. Olson sees the basic problem as schools not changing much since they were invented. Students are sorted and tracked, resulting in schools bolsteringShow MoreRelatedA Hectic Journey in Their Eyes Were Watching God was written by Zora Neale Hurston633 Words   |  3 Pages1937. Hurstons book guides us through character Janie Crawford’s hectic journey while taking place in the 1900s. The story starts out with Janie, a middle-aged black woman, returning to her hometown in Eatonville, Florida. Her surprise visit gets the town talking. They wonder where she had gone, what she was doing, and why she was gone so long. Janie’s friend, Pheoby Watson, visits Janie to find out what happened. The conversation that they share frames the rest of the entire book. Janie beginsRead MoreOverview: Their Eyes Were Watching God by Zora Neale Hurston1641 Words   |  7 PagesHurstons book guides us through character Janie Crawford’s hectic journey while taking place in the 1900s. The story starts out with Janie, a middle-aged African American woman, returning to her hometown in Eatonville, Florida. Her surprise visit gets the town talking. They wonder where she had gone, what she was doing, and why she was gone so long. Janie’s friend, Pheoby Watson, visits Janie to find out what happened. The conversation that they share frames the rest of the entire book. Janie beginsRead MoreThe Sentiment of Oprah, Not Hurston: Their Eyes Were Watching God1502 Words   |  7 Pagesopus, Their Eyes Were Watching God, and remade it into an entirely different story that did not comply with the book. By altering Janie’s character, moral fiber, relationships, and public acts, it changed the meaning of the novel. The symbolism and the significance of the title varied from the book and the story morphed into a tale of love when made into a movie. Zora Neale Hurston’s book held a disparate meaning before it fell into the hands of Oprah, who annihilated it. Janie’s character obtainedRead MoreSelf-Actualizing Through Loving Others1685 Words   |  7 Pagesthis story, as she attended four different schools after growing up in Eatonville, Florida, Americas first African-American town, where Janie first escapes for a new beginning (McLeod). Hurston studied cultural anthropology and started writing her books during the Great Depression (McLeod). The negative portrayal of blacks in the novel could allude to the sad times of prejudice when she grew up. Hurston struggled when growing up from her mothers death at an early age, her fathers quick remarriageRead MoreCritique of Oprah Winfreys Film Version of Their Eyes Were Watching God1771 Words   |  8 Pagesread the book. 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In these essays, Moller and Posnanski tapped into the running commentary about performance-enhancing substances and their relative acceptability in the baseballRead More Finding Hope in Their Eyes Were Watching God Essay3095 Words   |  13 Pagesrealizes that she is living Nannys dreams rather than her own. She also realizes that with protection comes obligation--Killicks feels he deserves to slap her around. With that discovery, she makes the choice to escape with Jody and his ambitious ideas. Joe seems closer to her ideal, closer to the dream of marriage that she has nourished despite opposition.   Ã‚  Ã‚   Jody is complex. He represents a whole host of things, including the attempt of the black man to gain wealth and power, his effort to pattern

Education Booklet on School Visit to Marae

Question: Discuss about theEducationfor Booklet on School Visit to Marae. Answer: Marae as a Critical Site of Learning Marea is a religious place in New Zealand. It is an important site to observe healthy community relationship. Mainly it is a place of the refugees. It is a place, where they gather to discuss various issues, celebrate community festivals, and to bid farewell to any dead person. The tribe living in Marae is called Maori. According to king (2016), these people hold the belief of living a life of their own within their own set of value systems. Maoritanga is guided by these concepts and it outlines their cultural identity. Gurley (2015) discussed, they believe in exercising their own language, oratory, social etiquette and values. They have re-established their values and philosophies. According to Jones (2016), Marae is a socially integrative place fostering identity, pride, and self-respect of the people. The tanga and hui are the two communities living in Marae. These people have survived the influence of western civilization. To understand various aspects of indigenous learning and educational system, Marae is a significant choice. One can gather knowledge about language, oratory, itinerary, various programs, and guidelines that they follow. Hepi (2015) discussed, during his childhood, oratory expert Selwyn Muru listened to many great orators. He watched those taking actions on lost land and confronting hardships of rural life. He was fascinated by what he observed in his older generations. To know about the tradition of oratory, it is important to visit Marae once. According to Rollo (2016), they expect a non-Maori people to understand these traditions and respect it to avoid any situation of embarrassment. One can say that visiting Marae is a cultural experience for the visitors. They get to know about the lives of Maoris closely. The selected school was Peria School. It is situated at 1430 Oruru Road of Peria in Marae. As discussed by Kelderman (2014), it is a rural school with 50 students along and 3 principals and 3 classroom teachers. They also have five administrative and support staff. According to Rewi (2013), it is found that the school is a well-constructed one with adequate facilities for the students. The teachers and the school authorities have ensured a high quality-learning environment for the students. Each classroom has an interactive whiteboard, a desktop or laptop for every child. Before talking about it in detail, first the journey to the Peria School will be discussed. Peria is a large Maori village. Surely, all the Maorian culture is observed there. Shilliam (2015) discussed that the school was amidst hill and beautiful plantations. It is found that every house was covered by the grove of peach trees. One can observe a Maori-built church and a burial place, a post office and a flourmill while going towards the school. It was an idyllic life. In the Peria School, one would observe the teacher teaching students aged from eight to 50 including male and females. According to Ward (2013), there was a large Whare Runanga or council hall at the central position of the school. Aikman (2015) discussed, the chiefs discuss issues on Maori Nation inside this council hall. Their speeches are celebrated with fire, action, humour, decorum and dignity. All these are special features of traditional Maori oratory. Every morning and evening religious prayers start with ringing of bell. Johnson (2015) mentioned that there were classroom blocks and a separate administration area inside the school. A shade house inside the ground produces tree seedlings for sale. Zealand (2014) discussed, after reaching the school and interacting with the teachers and authorities, it is found that those people took great pride on their school and the opportunities they provide for the native students. Even the parents are actively involved in their childs edu cation through the open door policy of the school. It made them to participate in the activities outside the classroom. Itinerary, Programs and Guidelines 9 am 9:30am 9:45 Meeting at the Peria school of Marae. After reaching the school, all guests should assemble at the school gate. Each group should have a spokesperson and a Kai or caller. This Caller is supposed to be female who should respond at the welcoming call. An elderly woman of Tangata Whenua welcomes the Manuhiri visitors. This call functions as permission for the visitors to enter the Marae. Through the call, she also declares the area of the Marae to remain until all the formalities are accomplished. King (2012) discussed, the words that they utter cover four main areas. These are as follows: Welcome all visitors Pay tribute to deceased relatives Acknowledge their tribal lineage if possible Address the function of the Hui As discussed by Aikman (2015), the visitors are supposed to listen to this call with great respect and then reciprocate with words. At the end of it, the elderly woman addresses the purpose of the visit. These rituals are followed by the visitors entry into the gathering place, where they all seat. The speakers group will also sing a song or Waiata. The duration of this phase is long. All the formalities end with the lifting of Tapu. The Tangata Whenua starts the programmes arranged for the Hui. It includes Hangi or a special type of meal. In addition of all these, one would found excellent discipline and order in them. All students march inside and outside of the school carrying their books at a word of command. Next, they do their breakfast at eight am in the morning and then live in school before the dinner. Johnson (2015) discussed that all students are neatly dressed. The school provides them with necessary books, which are preserved in the boxes. These children are trained to read and write in the native Maori language perfectly. It is seen that the teachers dictate the Maori language and they note down everything in detail with perfection. Roles of Men, Women, and Elders in Transmitting Tradition from Older to Newer Generations All the rituals and customs that the Maori people perform are transmitted from older generations to the new generations. According to Gurley (2015), both men and women play their parts in maintaining the traditional customs. It is already discussed that the women act as the main Callers. Most elderly women do this on behalf of the Maori people. The caller from the visitors group is also a woman. It is believed that these women having past the age of childbearing, posses the power to eliminate all negative influences of the visitors or the Tangata Whenua. However, they are not allowed sit in the front row at the gathering place because they believe it would affect their fertility. It is the men who sit there and deliver speeches. Even their wives are barred from sitting with these men. Women sit in third or fourth row. These people believe in protecting their women. It is believed that the speeches of the men negate all negative influences. The tradition of oratory is maintained with discipline. King (2012) discussed that the males delivering speeches mainly talk about their ancestors so that the newer generation and the visitors start respecting the Maori tradition. However, the women sitting in the other rows are given the responsibility to correct the speeches if there are any mistakes. It is the tradition to announce the mistakes as loudly as possible so that everyone gets to know about the teal facts and the speaker feels ashamed for his mistake. It is a message to the new generation. Women are considered as the keeper of the culture. However, some of the Maori tribe do not allow women to speak anything. Womens liberty to speak is a matter of concern in Maori. According to Shilliam (2015), in some instances, Prime Minister Helen Clarke faced problems speaking in the Marae. However, apart from some tribal communities, domination over women by men is not found in large sections. Women are given the central position i n Aotearoa language revitalization movement. According to Shilliam (2015), during 1970s and 1980s, the Maori women led the protest against land, language and sovereignty. Mitra Szaszy, Eva Rickard, and Whina Cooper nurtured this language revitalization movement. According to Gurley (2015), even women stood by the efforts by men in the Womens Welfare League, founded in 1951. Another instance of projecting women power in the Maori politics was observed in 1950s in the work of Dame Katerina Mataria. All the elderly people are respected in great esteem. In a wider family, they are supposed to play various roles. They are the only source of knowledge about the tradition and history of Maori people. Therefore, they perform all the customs and rituals in most of the times. They act as the guardian leading the generations. They also take the responsibility of nurturing children. Whenever the parents work on the fields and go outside for fighting, these elderly people look after their children. The elderly people are responsible for giving solutions to any problems. According to Rewi (2013), in Maori language they are called Kaumatua. One can observe many stories and legends featuring the role of kaumatua in their lives. The elderly women pass their knowledge of traditions and customs to the female member of the new generation. From the 1970s, the Kaumatua flats were built by the Marae to keep these elderly people an active part of Marae community. Shilliam (2015) discussed that the male members of the Marae community play the role of the leaders. They get involved in war and go to field for ploughing. All the Marae boys of newer generation learn the technique of war and ploughing from their fathers. The value system, discipline, and beliefs nurtured by the male members are transmitted to the newer generations. These male members are also experts in hunting. It is a fact that in rural areas, the main occupations of these Marae people are ploughing and hunting. To hold on with their tradition, it is mandatory to involve the new generations into the traditional system. As already discussed, the Male members of the community are given the responsibility of oratory. Apart from that, the male members perform the most famous traditional Hakka dance. One can also find it in the Rugby team of New Zealand. The male Rugby team has popularized this tribal dance form. The male members of the newer generation also adopt this traditional art from their male members. References Aikman, P. J. W. E. (2015). Within the Fourfold: Dwelling and Being on the Marae.Sites: A Journal of Social Anthropology Cultural Studies,12(2). Gurley, M. (2015). The Myth of Tahiti: Breaking Colonial Confines and Finding the Subaltern Voice Through a Revival of Traditional Art Forms. Hepi, T. (2015).History, gender and tradition in the M?ori nation: female leaders in Witi Ihimaera's The Matriarch, The Whale Rider and The Parihaka Woman: a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in English at Massey University, Manawat?, New Zealand(Doctoral dissertation, Massey University). Johnson, N. F. (2015). The Past is in the Present. InChildrens Images of Identity(pp. 89-101). SensePublishers. Jones, C. (2016).New Treaty, New Tradition: Reconciling New Zealand and Maori Law. UBC Press. Kelderman, M. (2014). Te Whare W?nanga o Hoani Waititi Marae. King, P., Hodgetts, D., Rua, M., Te Whetu, T. (2015). Older men gardening on the marae: Everyday practices for being Maori.AlterNative: An International Journal of Indigenous Peoples,11(1), 14. King, P., Young-Hauser, A., Li, W., Rua, M., Nikora, L. W. (2012). Exploring the nature of intimate relationships: A M?ori perspective.. Rewi, P. (2013).Whaikorero: The world of maori oratory. Auckland University Press. Rollo, T. M. (2016). Kapa Haka Transforms Lives Through Arts-Based Service Learning: Developing a Sense of Community Ownership in Service Learning Projects: A M?ori Perspective.Engaging First Peoples in Arts-Based Service Learning: Towards Respectful and Mutually Beneficial Educational Practices, 159-174. Shilliam, R. (2015).The black Pacific: Anti-colonial struggles and oceanic connections. Bloomsbury Publishing. Ward, A. (2013).Show of Justice: Racial Amalgamation in Nineteenth Century New Zealand. Auckland University Press. Zealand, S. N. (2014). Taku marae e: Connecting to ancestral marae 2013.