The Trail Of Tears The Rise And Fall Of The Cherokee Nation

Most Americans have at least some vague understanding of the Trail of Tears, but not many know about the events that led to that tragic removal of thousands of Indians from their homeland. Indian lands were held hostage by the states and the federal government. The Indians had to agree to removal to maintain their tribe identities. Trail of Tears is an excellent example of a particular situation and will be eye opening to those who are not familiar with the story of the southern tribes and their interactions with the rapidly growing American population. The Trail of Tears has become the symbol in American history that indicates the callousness, insensitivity, and cruelty of American government toward American Indians in 1839 and 1839. The book The Trail of Tears: The Rise and fall of the Cherokee Nation, by John Ehle displays the full history of a Native American democratic state, which is the Cherokee Nation. Like the United States, it was born in bloodshed and war, but instead of continuing to last, it grew for only a few years and then was destroyed by President Andrew Jackson and the government of the state of Georgia. Ehle includes a great deal of primary sources, such as journals, military orders, letters, etc., that serve to enrich the story. In Trail of Tears, John Ehle introduces the people and events that led to the Trail of Tears, and the removal of the Cherokee Nation to Indian Territory. In the â€Å"Indian Territory† the Indians were promised that whitesShow MoreRelatedThe Trail Of Tears : The Rise And Fall Of The Cherokee Nation1106 Words   |  5 PagesMost Americans have at least some vague image of the Trail of Tears, but not very many know of the events that led to that tragic removal of several thousand Indians from their homeland. Indian lands were held hostage by the states and the federal government, and Indians had to agree to removal to preserve their identity as tribes. Trail of Tears is an excellent snapshot of a particular situation and will be eye opening to those who are not familiar with the story of the southern tribes and theirRead MoreTrail of Tears: Rise and Fall of the Cherokee Nation by John Ehle1049 Words   |  5 PagesUS History to 1877 Trail of Tears: Rise and Fall of the Cherokee Nation by John Ehle Having little knowledge of the Cherokee removal and the history that took place in this moment in America’s past, the book Trail of Tears: Rise and Fall of the Cherokee Nation by John Ehle, offers an insight to the politics, social dynamics and class struggles the Cherokee Nation faced in the late 1830s. The book was very comprehensive and the scope of the book covers nearly 100 years of Native American HistoryRead MoreBook Review for Trail of Tears: the Rise and Fall of the Cherokee Nation by John Ehle822 Words   |  4 PagesINED 411 Book Review Trail of Tears The authors’ name of the book called Trail of Tears: The Rise and Fall of the Cherokee Nation is John Ehle. Trail of Tears was published in the United States by Anchor Books, a division of random house, New York and in Canada. This book was published in September 22, 1989. This book has 424 pages. John Ehle is more than qualified to write on this subject. He has wrote over seventeen books, his first book was published in 1957 so he has over 30 yearsRead MoreThe Trail Of Tears By James Collins1452 Words   |  6 PagesDonald West History 201 December 1, 2015 TRAIL OF TEARS The trail of tears is also referred to as the period of Indian s removal. It was a period where Native Americans in the U.S were forcefully relocated following the removal of Indian Removal Act of 1830. Those who were forcibly moved were from Cherokee, Muscogee, Seminole, and Chickasaw and Choctaw nations in the southern U.S, an area initially referred to as the Indian Territory. Migration from Cherokee nation had begun in the early 1800’s whereRead MoreIndian Betrayal Essay example1211 Words   |  5 Pagesconcerning the American Indian that are filled with betrayal, but there is probably none more cruel and shameful as the removal of the Cherokee Indians in 1838. Blood thirsty for money and property, the white settlers would soon use dirty methods to drive the Cherokee out of their home- lands. The United States government played a critical role in the removal of the Cherokee. â€Å"Soon the state governments insisted on the removal of the native peoples, who were alrea dy out numbered by the white settlersRead MoreThe Way the Cherokee Have Lived Through Good and Bad Times Essay3030 Words   |  13 Pages Way The Cherokee have live through good time and some bad time The American Indian History of the United States is always associated with the Cherokee Indian nation. The Cherokees were by far the largest and most advanced of the tribes. This man was Hernando de Soto was the first European explorer to come into contact with the Cherokees, when he arrived in their territory in 1540. Then he went and came in contact with Native Americans Cherokees since many of their ways and customsRead MoreIndian Removal Research Paper : Eric Powell1899 Words   |  8 Pagesof Indian culture with diminutive weal. The Nation known today as the United States of America has a foundational structure built on beliefs and forms of government that derived from Native American culture; so extinguishing Indians from existence is nonsensical. Although it did not happen overnight the removal of the American Indians from the eastern tribes was forced upon them because of greed, and caused extreme suffering for the Indians. The Cherokee had developed an economic system long beforeRead MoreEssay on Southeastern Native American Literature1215 Words   |  5 PagesStates is deeply rooted in the oral traditions of the various tribes that have historically called that region home. While the tribes most integrally associated with the Southeastern U.S. in the American popular mind--the FIVE CIVILIZED TRIBES (Cherokee, Chickasaw, Choctaw, Creek, and Seminole)--were forcibly relocated to Indian Territory (present-day Oklahoma) from their ancestral territories in the American South, descendents of those tribes have created compelling literary works that have keptRead MoreThe Exploitation Of Black Labor Essay1514 Words   |  7 Pagesgives a title which the Courts of the conqueror cannot deny . . .† Id. In Johnson and similar cases, courts established whiteness as a prerequisite to the exercise of enforceable property rights. Id. at 1724. Not all first possession or labor gave rise to property rights; r ather, the rules of first possession and labor as a basis for property rights were qualified by race. Id. This fact infused whiteness with significance and value because it was solely through being white that property could beRead MoreThe Impact of the Indian Removal Act on Eastern Native American Tribes2203 Words   |  9 PagesPresident Jackson abused the rights provided to Native Americans under the act, which meant they were not given legal protection when they were being oppressed by white settlers or the government. The passage of the Indian Removal Act also led to the Trail of Tears, which led to the decimation of several eastern Native American tribes. President Jackson took action which extended beyond the power given to him by the Indian Removal Act and infringed upon the rights given to Native Americans under the legislation

Socratic Dialectic - 1115 Words

A friend of Socrates, Chaerephon, asked the Oracle of Delphi if there is anyone wiser than Socrates. The goddess answered that there is not. (Plato, p. 50). Aware that he cannot claim wisdom, but intrigued by the Oracle’s answer, Socrates embarks on a journey to find someone who is truly wise. The method he used to establish someone’s wisdom or lack of it has been known as the Socratic dialectic. Socrates’ dialectic technique, its aim and its method will be examined in this paper. The Apology of Socrates’ by Plato, will be used as a case study to illustrate key points. Upon hearing the Oracle’s answer that no one is wiser than him, Socrates found the literal interpretation difficult to comprehend. He decided to seek out people who have a†¦show more content†¦And while his method might appear ruthless and hostile, it was essentially ethical in character. Belief in a purely objective understanding of such concepts as justice, love, and virtue, and the self-knowledge that he encouraged, were the basis of his teachings. He believed that all vice is the result of ignorance, and that no person is willingly bad; correspondingly, virtue is knowledge, and those who know the right will act rightly. Socrates was not a believer in any specific metaphysical point of view, but he believed that he was appointed by God to examine himself and others in order to discover who they really are. Thus, he claimed that the highest goodness consists in the caring of the soul concerned with moral truth and moral understanding. ‘Wealth does not bring goodness, but goodness brings wealth and every other blessing, both to the individual and to the state’. (Plato, p 62). As previously stated, Socrates dialectic aims to determine whether an individual makes justifiable claims to knowledge by using the method of cross-examination in order to draw out a contradiction or inconsistency in their claims. However, this is not the only aim of dialectic. The Socratic method is also a means of conversing, developing a dialogue that aims to bring awareness to person’s ignorance of a subject. It aims to free other from ignorance, encourage them on their path to self-knowledge, assist then in leading good, virtuous life and ultimatelyShow MoreRelatedThe Flaws of the Socratic Method1798 Words   |  8 PagesThe Flaws of the Socratic Method In Plato’s Republic, as well as in most of his other works, the philosopher writes dialogues between the character of his mentor, Socrates, and various figures meant to illustrate contradictory positions. He carefully scripts the engagements in a form of discussion now called the Socratic Method, where Socrates critiques the positions of the other characters in order to find flaws in inaccurate arguments. Although this method is prevalent even today, I will makeRead MoreThe Socratic Method And Nietzsche s Objections1390 Words   |  6 Pages The Socratic Method and Nietzsche’s Objections In Plato’s apology, the story is told of how Chaerephon, friend of Socrates, went to the temple at Delphi to ask the oracle a question pertaining to the wisdom of Socrates, and how it compares to the rest of the men on earth. â€Å"He asked if any man was wiser than I, and the Pythian replied that no one was wiser† (Plato). This response was very confusing to Socrates because he recognized that he was not wise at all, and it troubled him for some timeRead MoreAn Analysis of Euthyphro – Plato1066 Words   |  5 PagesAn Analysis of Euthyphro – Plato It is believed that the theological discussion between Socrates and Euthyphro is one of the most famous Socratic discussions. The discussion is focused on what is piety or holiness asked by Socrates. Socrates engages Euthyphro to help him understand what piety is as he admits he does not know, in order to help with his case against him. Socrates attempts to grasp an understanding of this elusive concept and uses logic to understand what holinessRead MoreEuthyphro, by Plato886 Words   |  4 Pagesmethodologies of attaining this knowledge that makes him so mesmerizing. This methodology is referred to as Socratic irony, in literature. In any case, I will introduce the argument that Platos Euthyphro is extremely indicative of this type of methodology, for the reason being that: Socratess portrays a sense of intellectual humility. I will begin by, imposing the distinction between Socratic irony, and the one that is more familiar. As mentioned in the preceding section. The basic irony is simplyRead MoreWho Is a True Genius1007 Words   |  5 Pagesenrich the soul. Socrates used the dialectic method (now known as the Socratic method) – a way of investigating problems through dialogue discussion wherein a problem is broken down into series of questions and the answers to those questions would gradually reveal the answer to the problem – to help them examine their respective beliefs and reshape those ideas if found to be in error. Through this method, he would be able to help them help themselves. This Socratic method is one of his legacies toRead MoreThe Euthyphro, By Socrates And Euthyphro1733 Words   |  7 Pagesdetail the reason given by Euthyphro. Answer: Socrates informs Euthyphro that he is being prosecuted by Meletus, who is charging Socrates with corrupting the youth in Athens and for being impious. Plato’s description of Meletus can be considered a Socratic irony because although Meletus may be to blame for the later punishment of Socrates, Socrates still kindly addresses that Meletus is making a promising young start in getting rid of the corruptors of the city’s youth. This is contrary to readersRead MoreSocrates and Properties Essay3228 Words   |  13 Pagespositions with reference both to the texts and to the work of other scholars, the authors guarantee a continuing debate on the topics. It is certainly one of the best introductions there is to Socratic thought, together with Vlastos Socrates, Ironist and Moral Philosopher and posthumous companion volume Socratic Studies, Terence Irwins Platos Moral Theory, and (for a very different approach) Leo Strausss long essay quot;The Problem of Socratesquot; in The R ebirth of Classical Political RationalismRead MoreCan Virtue Be Acquired? An Examination of the Laches, Meno and Protagoras2955 Words   |  12 PagesCan Virtue be Acquired? An Examination of the Laches, Meno, and Protagoras In the Socratic dialogues of Plato, Socrates often argues against the pretence of knowledge in his interlocutors. In the case of the Laches, Meno, and Protagoras dialogues, the pretence is the knowledge of virtue, among other things. The Laches seeks a definition of arà ªte (virtue), the Meno examines the teaching of virtue, and the Protagoras offers a known expert the chance to defend that virtue can, indeed, be taught. UsingRead MoreThe Development of Ancient Greece through Philosophic Evolution732 Words   |  3 Pagesin life. Although, the pre-Socratics focused more toward a material aspect on the physical nature of things, Socrates and his disciples established an influential analysis into philosophy as the modern world knows it today, which spurred into stoicism, epicureanism, skepticism, and Neoplatonism during the time. This analytic foundation provides the basis for today’s metaphysics, epistemology, ethics, and logic. This revolution of thought began with the pre-Socratics. Initiated by Thales of MiletusRead MoreWhat Is Philosophy According to Socrates Essay970 Words   |  4 Pagesthat make up a good life. Greek philosophy before Socrates is called Pre-Socratic philosophy and the origin of western philosophy can be found early Greek thinkers of the 6th and 7th century BC. The Pre-Socratic philosophers were called physiologoi; physical or natural philosophers and they lived and taught in Asia Minor, Thrace, Sicily and south Italy. The Pre-Socratic philosophy is a philosophy of nature. The Pre-Socratic combined Greek mythology with rational thinking and sought all the forces

Study of Fred Brown Undergone Left Knee Replacement †Free Samples

Question: Discuss about the Case Study of Fred Brown Undergone Left Knee Replacement. Answer: Introduction The paper deals with the case study of Fred Brown a 72 year old man who has undergone left knee replacement. The patient history informs COPD, hypertension and depression. The patient lives alone and with no one to care. The paper presentsnursing assessments of the patient and risk factors associated with the condition. The paper providesnursing interventions for the patient along with rationale. The patient has vacuum drain insitu and a large dressing over his knee. The patient has PCA for pain relief and IVI Normal Saline running at 100mls per hour. Section 1 Assessment: After transferring patient to PACU Status of anaesthesia and monitor the level of consciousness in postanesthesia care unit Regular assessment of the vital signs and documentation for first hour until stable Rationale: The risk factors due to anaesthesia in Fred may include mild sickness and confusion. The risk is higher in case of Fred due to history of COPD. The side effects of anaesthesia include vomiting, sore throat, dizziness, shivering, drowsiness, aches and pains, allergic reactions (Lasater Mchugh, 2016). After transferring patient to unit (Abeles et al., 2017) After patient has returned to unit- monitor the level of consciousness after every shift Monitor sensation and circulation in the surgical site- to identify any blood clot Monitor the surgical site for any discharge to identify and prevent infection Monitor further need of intravenous fluids in patients Monitor range of motion, mobility, positioning and alignment of knee when resting one bed Identify the Pain level score Identify other symptoms such respiratory distress, vomiting and nausea as the patient as history of COPD Potential complications: complication may occur due to blood transfusion, which is evident from hives, fever, chills, and shortness of breath. Further, are the complications due to wound and bleeding. It is also associated with accumulation of fluid behind knee and inappropriate healing of skin. Wound infection is the potential complication after knee replacement (Palmisano et al., 2017). Nursing care plan: Nursinggoals Intervention Rationale Protection and safeguard of knee (Lasater Mchugh, 2016) Wound care- hand hygiene before dressing, Use of clean dressing, maintain dust free area and change patients clothes frequently. Administer blood thinners to prevent clotting. Oral amoxicillin can be administered to prevent bacterial infections. Keep the position of the leg elevated. Give knee support using continuous passive motion Wound care is necessary to prevent infection and allergy It is to prevent swelling due to accumulation of fluid. Offer knee support to reduce oedema and improve circulation. It will help in preventing deep vein thrombosis Ensure mobility (Piva et al., 2015) Ensure comprehension device is on the leg all time Assist in mobility to maintain active movement with the help of therapist or using walker. The patient can be taught ankle pump exercises such as up and down movement of the foot It will help in strengthening the increase the venous return and inc Appropriate pain management (Noiseux et al., 2014) Administration of medications for pain relief- that is opioid and NSAIDS The nonpharmacological approach to pain management: cold applications, musical relaxation, and have good sleep Small doses delivered at short intervals provide sustained pain relief. Use of both pharmacological and non pharmacological approach helps relieving pain more quickly Oxygen therapy (Uronis et al., 2015) Provide oxygen supply to maintain saturation level between 88-90% Since patient has COPD it is necessary to eliminate pulmonary complications such as hypoxia. Moreover shortness of breath and hypoxia are also related to high pain Health literacy (Omachi et al., 2013) Provide education to patient on hygiene, risk factors of illness and self management Educate patient on the signs of the infection that is redness, pain, swelling, tenderness and skin discolouration Educate patient on the signs of pulmonary embolism including hypotension, shortness of breath, chest pain Provide education materials to patient in preferred language to take pnemuoccocal and influenza vaccines prior to discharge. Health literacy is important to help patient understand the state of illness and take adequate precautions to prevent complications Improve activities of daily living (Lasater Mchugh, 2016) Provide patient with assistive device to walk reduce respirations and have controlled expirations as patient has COPD Assistive devices help in pacing activities. Narrowing of airway can be prevented by reducing respirations Improve mental well being- reduce depression and anxiety (Scott et al., 2016) Psychosocial intervention for Fred is necessary. These include psychiatric counselling where patient can share his emotion, fears and other concerns. Counselling or psychotherapy or motivational interviewing helps increase patients self confidence and techniques for relaxation and eliminate short term feelings of anxiety Mental well being is effected inpatients after major surgery due to medical complications, low mobility and lack of compassion and care from loved ones. Fred lives alone and has multiple comorbidities therefore he is depressed which mandates improvement in self confident, anxiety and stress to prevent worsening of health. Overcoming depression will help patient to involve in self-care and adhere to treatment procedure. Eliminate dehydration (Abeles et al., 2017) Maintain fluid balance to increase optimal functioning of the body. IVI Normal Saline at 100mls per hour should be maintained Lack of fluid balance will increase stress and irritation To eliminate complications due to medicines (Abeles et al., 2017) Some medication may result in constipation and use of NSAID may lead to leads to gastrointestinal tract upset and use laxative for stool softening. Side effects of medicines may increase wound complication and delay healing process Reduce hypertension (Levinger et al., 2016) Nurse will administer and titre vasodilator medications to meet the parameters for blood pressure. Until the parameters are met nurse must monitor the blood pressure until the parameters are met. Untreated hypertension may lead to cardiovascular diseases and even have risk of heart attack. Nutritional support (Hsieh et al., 2016) Fred must be put on high intake of carbohydrates, protein and intake of fluids Since patient has multiple comorbidities malnutrition should be avoided Section 2 The complications due to COPD in Fred include- risk of impaired ventilation, dyspnea, poor intestinal integrity and increase risk of infection. Fred may have high-risk pulmonary embolism due to blood clot that may travel to lungs leading to chest pain and breathlessness. The intervention to this complication includes oxygen therapy and use of blood thinning drugs to remove clot such as warfarin. The patient must have continued nasal prong @ 2L/min and maintain oxygen saturation between 88-92%. Patient must be educated to avoid smoking or other such behaviour if any. Medication for the patient may include Ipratropiumbromide and oral prednisone to impove lung function (Spencer Hanania, 2013). Patients after surgery have high risk of infection in the surgical site. The intervention includes administration of antibiotics either intravenously or orally. Further, the wound infection should be monitored till the infection is cleared so as to prevent septic shock (Petersen et al., 2015). In most cases after the surgery, patients undergo neurovascular damage. It involves numbness in foot. It may be due to damage of nerve or blood vessels that are associated with the foot muscles. The patient may experience knee stiffness. The intervention for this problem includes special exercises and physical therapy or adjustment of prosthesis inside the knee (Coolican, 2015). Risk of venous thromboembolism: According to Marsh, (2015) older patient have a high risk of venous thromboembolism or VTE following major surgery. Since patient is 72 years old and has history of COPD, there is even higher risk of VTE. With the increase risk of VTE there are other comorbidities associated which include coronary artery disease and cerebrovascular disease. Since the patient is depressed and hypertensive there is a greater risk of heart disease. The intervention to this complication include. The interventions for this problem include continuous passive motion therapy or by administering Dabigitran. Pharmacologic prophylaxis includes low molecular weight heparins along with newer classes of anti-thrombotic agent. However, the balance between clotting and bleeding must be considered. Section 3 Discharge Concerns of patients: The patient may not be ready for discharge Anxiety and stress in patient due to complications of discharge and comorbidities of COPD Risk of injury due to fall Side effects due to medication Discharge instructions to Fred Brown (Causey-Upton Howell 2017): Instruction on timely intake of medication and adherence Regular blood tests and follow up appointment with the patient after two weeks Immediate report on increase in calf pain, swelling on any part of leg, signs of blood clot Immediate report and visit in case of chest pain, shortness of breath and coughing blood Immediate report on signs of infection such as fever, incisional discharge, GI upset and increase in knee pain Educate on fall prevention and self care of the incision area such as dry dressing Maintain hydrated state of the body Provision of emergency contact numbers Maintenance of adequate diet to prevent malnutrition The patient must continue with the nasal prong @ 2L/min Maintain oxygen saturation between 88-92% The patient must abstain from intense physical activity Referral service for Fred Brown (Cunic et al., 2014): Referral to orthopaedic specialists Emphasise on continued care and rehabilitation- to regain and maintain mobility and knee function. It is helpful in preventing scarring and contractures of the knee joints Home care services for fall prevention such as physical therapist, physiotherapist or nurses Occupational therapist to ensure safe daily activities Referral to dietician, counselling services for mental well being Referral to community services or other community support centres References Abeles, A., Kwasnicki, R. M., Darzi, A. (2017). Enhanced recovery after surgery: Current research insights and future direction.World Journal of Gastrointestinal Surgery,9(2), 37. Causey-Upton, R., Howell, D. M. (2017). Patient Experiences When Preparing for Discharge Home after Total Knee Replacement.Internet Journal of Allied Health Sciences and Practice,15(1), 5. Coolican, M. R. (2015). Aetiology of Patient Dissatisfaction Following Total Knee Arthroplasty. InTotal Knee Arthroplasty(pp. 229-233). Springer International Publishing. Corrado, A., Renda, T., Bertini, S. (2016). Long-term oxygen therapy in COPD: evidences and open questions of current indications.Monaldi Archives for Chest Disease,73(1). Cunic, D., Lacombe, S., Mohajer, K., Grant, H., Wood, G. (2014). Can the Blaylock Risk Assessment Screening Score (BRASS) predict length of hospital stay and need for comprehensive discharge planning for patients following hip and knee replacement surgery? Predicting arthroplasty planning and stay using the BRASS.Canadian Journal of Surgery,57(6), 391. Hsieh, M. J., Yang, T. M., Tsai, Y. H. (2016). Nutritional supplementation in patients with chronic obstructive pulmonary disease.Journal of the Formosan Medical Association,115(8), 595-601. Lasater, K. B., Mchugh, M. D. (2016). Nurse staffing and the work environment linked to readmissions among older adults following elective total hip and knee replacement.International Journal for Quality in Health Care,28(2), 253-258. Levinger, P., Diamond, N. T., Menz, H. B., Wee, E., Margelis, S., Stewart, A. G., ... Hill, K. (2016). Development and validation of a questionnaire assessing discrepancy between patients pre-surgery expectations and abilities and post-surgical outcomes following knee replacement surgery.Knee Surgery, Sports Traumatology, Arthroscopy,24(10), 3359-3368. Marsh, K. (2015). Deep Venous Thrombosis in Surgical Orthopedic Patients. Noiseux, N. O., Callaghan, J. J., Clark, C. R., Zimmerman, M. B., Sluka, K. A., Rakel, B. A. (2014). Preoperative predictors of pain following total knee arthroplasty.The Journal of arthroplasty,29(7), 1383-1387. Omachi, T. A., Sarkar, U., Yelin, E. H., Blanc, P. D., Katz, P. P. (2013). Lower health literacy is associated with poorer health status and outcomes in chronic obstructive pulmonary disease.Journal of general internal medicine,28(1), 74-81. Palmisano, A. C., Kuhn, A. W., Urquhart, A. G., Pour, A. E. (2017). Post-operative medical and surgical complications after primary total joint arthroplasty in solid organ transplant recipients: a case series.International Orthopaedics,41(1), 13-19. Petersen, K. K., Arendt-Nielsen, L., Simonsen, O., Wilder-Smith, O., Laursen, M. B. (2015). Presurgical assessment of temporal summation of pain predicts the development of chronic postoperative pain 12 months after total knee replacement.Pain,156(1), 55-61. Piva, S. R., Moore, C. G., Schneider, M., Gil, A. B., Almeida, G. J., Irrgang, J. J. (2015). A randomized trial to compare exercise treatment methods for patients after total knee replacement: protocol paper.BMC musculoskeletal disorders,16(1), 303. Scott, J. E., Mathias, J. L., Kneebone, A. C. (2016). Depression and anxiety after total joint replacement among older adults: a meta-analysis.Aging mental health,20(12), 1243-1254. Spencer, P., Hanania, N. A. (2013). Optimizing safety of COPD treatments: role of the nurse practitioner.Journal of multidisciplinary healthcare,6(53-63). Uronis, H. E., Ekstrm, M. P., Currow, D. C., McCrory, D. C., Samsa, G. P., Abernethy, A. P. (2015). Oxygen for relief of dyspnoea in people with chronic obstructive pulmonary disease who would not qualify for home oxygen: a systematic review and meta-analysis.Thorax,70(5), 492-494.

A Rose For Emily Point Of View Essay Example For Students

A Rose For Emily Point Of View Essay William Faulkners A Rose for Emilytells a story of a young woman who isviolated by her fathers strictmentality. After being the only man inher life Emilys father dies and shefinds it hard to let go. Like her fatherEmily possesses a stubborn outlooktowards life, and she refused to change. While having this attitude about lifeEmily practically secluded herself fromsociety for the remainder of her life. She was alone for the very first timeand her reaction to this situation wassolitude. This story takes place throughout theReconstruction Era from the late 1800sto the early 1900s in Jefferson,Mississippi. Emily was raised in theperiod before the Civil War. Her fatherwho was the only person in her life withthe exception of a former lover who soonleft her as well raised her. The plot ofthis story is mainly about Miss Emilysattitude about change. While growing upEmily was raised in a comfortableenvironment because her father possesseda lot of money. Considering that herfather was a very wealthy person whooccasionally loaned the town money Emilyhad everything a child could want. Thiscaused Emily to be very spoiled andselfish and she never knew the value ofa dollar until her father left her withnothing but a run down home that startedto decay after a period of time. Shebegan to ignore the surrounding decay ofthe house and her appearance. These liescontinued as she denied her fathersdeath, refused to pay taxes, ignorestown gossip about her being a fallenwoman, and does not tell the druggistwhy she purchased rat poison. Her life,like the decaying house suffered from alack of genuine love and care. Herphysical appearance is brought about byyears of neglect. As time went on piecesfrom Emily started to drift away andalso the home that she confined herselfto. The town grew a great deal ofsympathy towards Emily, although shenever hears it. She was slightly awareof the faint whispers that began whenher presence was near. Gossip andwhispers may have been the cause of herhideous behavior. The town couldnt waitto pity Ms. Emily because of the way shelooked down on people because she wasborn with a silver spoon in her mouthand she never thought she would be alonethe way her father left her. Miss Emily might have stayed out of thepublic eye after the two deaths becauseshe was finally alone, something she inher petty life was not use to. Emilysfather never left her alone and when hedied Homer Barron was a treat that shewas never allowed to have. He later diedand left her and she was completelyalone after that. After her fathersdeath she went out very little; afterher sweetheart went away, people hardlysaw her at all. ( )With this dilemma she isolates herselffrom civilization, using her butler,Tobe to run her errands. Miss Emilycannot except the fact that times arechanging and society is growing. MaybeMiss Emily is shy about her oldfashioned beliefs. If no one was toobserve her then no one could force herto change. Emily had been through muchand has seen many generations growbefore and around her. This bringsreason to her strong Confederatebeliefs. Miss Emily refused to allowmodern change into her depressed life. For example when she refused to let thenewer generation fasten metal numbersabove her door and attach a mailbox whenJefferson got free mail service. Thisreflects Emilys stubborn persona causedby her fathers treatment when she wasyoung. .uefa4024011478df6e097e4d01725642b , .uefa4024011478df6e097e4d01725642b .postImageUrl , .uefa4024011478df6e097e4d01725642b .centered-text-area { min-height: 80px; position: relative; } .uefa4024011478df6e097e4d01725642b , .uefa4024011478df6e097e4d01725642b:hover , .uefa4024011478df6e097e4d01725642b:visited , .uefa4024011478df6e097e4d01725642b:active { border:0!important; } .uefa4024011478df6e097e4d01725642b .clearfix:after { content: ""; display: table; clear: both; } .uefa4024011478df6e097e4d01725642b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uefa4024011478df6e097e4d01725642b:active , .uefa4024011478df6e097e4d01725642b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uefa4024011478df6e097e4d01725642b .centered-text-area { width: 100%; position: relative ; } .uefa4024011478df6e097e4d01725642b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uefa4024011478df6e097e4d01725642b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uefa4024011478df6e097e4d01725642b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uefa4024011478df6e097e4d01725642b:hover .ctaButton { background-color: #34495E!important; } .uefa4024011478df6e097e4d01725642b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uefa4024011478df6e097e4d01725642b .uefa4024011478df6e097e4d01725642b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uefa4024011478df6e097e4d01725642b:after { content: ""; display: block; clear: both; } READ: The Insider EssayA Rose for Emily is told through theeyes of the townspeople. WilliamFaulkner expressed a lot of theresidents opinions towards Emily andher familys history. They mentioned oldlady Wyatt, her great aunt who had gonecompletely mad.

Intellectually Gifted Children

Abstract Many of us can concur that in a class there are those students who are exceptional performers. Some of us also belong to this bracket of intellectually gifted. What makes these differences between intellectually gifted learners and peers of the same standing in such a way that it’s like we do not belong to the peers who we are of the same age?Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More What are some of the difficulties experienced by such students owing to the fact that they are just smart without putting a lot of effort in their class work? This paper therefore is an insight as to the difficulties experienced by intellectually gifted learners. In the classroom setting, different students have different abilities. However, schools tend to group students on the basis of their chronological age on the assumption that the students being of the same age have many interests in common (Gross, 2004). Schools therefore do not consider that there exist differences within the groups of equal standing (David, 2004). Most of the times, a teacher will tend to teach the whole class as a group but when assessment is done, some students excel more than others. It intrigues keen observers that there are students who do not seem to pay attention to classroom work yet they do well in the exams. Other students demonstrate abilities that are beyond their age. Then, do we have learners who can be termed as geniuses? My point of argument comes in, in that the teacher may use learner centered method of learning, actively engaging all students in the classroom and giving them equal opportunities to participate in the classroom, but there are those students who always emerge the best in class. These are the students who are regarded as intellectually gifted students. These are the students who are born gifted to the extent that they cannot fit in w ith their other peers (David, 2004). Intellectually gifted students have higher levels of cognitive development in that they are able to think in a more logical way, solve problems that would pose a challenge to the students who are of the same age with them and are also able to make decisions on complex matters. To say that they are average students who have studied and acquired knowledge would be ignorance of the highest degree.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars agree that students vary in their abilities for they are those with astonishing intellectual giftedness and others with modest intellectual giftedness. Other students are fairly gifted and others are said to poses highly intellectual giftedness while another minority group of intellectually gifted students exceeds the giftedness of all intellectual gifted learners and are said to be overwhelmingly intellectually gifted (Gross, 2004). The overwhelmingly intellectual gifted learners are rare in a normal population. All in all, one cannot fail to identify the academically gifted students in the classroom. In such a scenario, students grouped together on the basis of their chronological age exhibit many affective and cognitive differences which work to the disadvantage of the intellectually gifted student. Although there is no universally accepted definition of intellectually gifted students, many people will agree that these students have a high intellectual quotient (I. Q.), excel in their work be it talent, academics just but to mention a few and also have cognitive and affective abilities so high to the extent of being noticeable or standing out from their peers who are of the same age (Gross, 2004). These students go beyond being average even in their characteristics for they tend to be perfectionists and have so many expectations on themselves not to mention the expectations of their teac hers’ peers, parents and society once it comes to their realization that a certain student is intellectually gifted. Cognitive and affective differences determine the way the learner learns in the classroom and in turn their overall performance in the classroom. Reis Renzulli (2004) propose that intellectually gifted students have advanced cognitive abilities and their ability to develop a better understanding of the abstract concepts such as death. With these understanding in abstract concepts such as death, lack of substance of life and irrelevance of living, the gifted student develops common problems with students who are of the same peer (Reis Renzulli 2004).Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More While the cognitive realm is the most widely used in identifying the intellectually gifted students, the affective domain also plays a major role. The intellectually gifted learners adjust well to the society (Jano, 1983) and are therefore said to be socially smart. The intellectually gifted learner has the characteristic of dominating his/her peers of the same age who have profound confidence in him/her. However, the intellectual sharpness of the gifted learner always lead the learner to experiencing social problems like being isolated from his/her peers and being too selective when choosing the people to associate with, with most studies done on the intellectual gifted students pointing that they prefer to be in the company of children older than them (Colangelo Davis, 2003). Researchers believe that by choosing the company of older peers that is where the intellectual gifted child feels that he/she can associate with peers of the same caliber in terms of their cognitive and affective development. Intellectual giftedness is a unique gift in itself and a child who possesses such capabilities should be nurtured to allow him o r her develop the gift in the areas he/she is gifted in. However, the first challenge to this rare gift is that the school curriculum itself does not make any special programs that can accommodate these gifted children. More often than not (Colangelo Davis, 2003), teachers themselves may not be willing to accept that there are students whose capabilities exceed that of their peers and therefore see no need to treat these gifted learners differently. Teaching intellectually gifted students requires a school to have special program that differentiates the curriculum used by the gifted students from the one that is used by students who are of average performance. The task is even made harder when a student is gifted in only one subject.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For schools to effectively cater for the needs of the intellectually gifted; programs that allow gifted students to advance in their subjects and grades and be enrolled in two programs at the same time are needed and not many schools are willing to go to such heights (James, 1994). For instance, in a case where a school may have an overly intellectual gifted learner, chances of meeting another learner who is overly intellectually gifted are rare if not close to zero. Intellectually gifted students always feel isolated when they are with their peers because they do not fit in with their peers. They behave in a mature way and are able to solve problems and face challenges more than their peers. With these in mind, the gifted student seeks the company of other older students for him or her to fit in. This characteristic makes people believe that the gifted student is antisocial with his/her peer and therefore branded a lonely person. Their affective abilities make them a bit critical o f their friends and the feelings of their friends towards them. The intellectually gifted child will choose friends keenly than a child of average abilities and this makes them to have fewer friends (Ellen, 1996). Intellectually gifted students are more intelligent than their other peers who are of the same status for their ability to process information is higher than that of their peers. Therefore, in a classroom setting, the gifted students will always feel dragged behind by others. For instance, when a teacher is explaining a concept to students of average ability, the intellectually gifted student may feel bored because he or she has already grasped the concept and may find the teacher repeating her/himself. On the other hand, the intellectually gifted may also feel frustrated that the teacher is not going with the pace that he or she would want the teacher to go with (Colangelo Davis, 2003). For the teacher to effectively solve the problem in a classroom containing both gifte d and average learners he or she needs to integrate learning styles that can also accommodate the intellectually gifted learners. The teacher may also impact negatively on the gifted student in that he or she may assume that since the gifted student has already gotten the concepts that are being taught in the classroom, that they would be no need to focus attention on him/her. Here, the student’s intellectual giftedness works to his or her disadvantage (Vialle Geake, 2002). This further intrigues more questions in the intellectual gifted student’s mind of how weird he/she is not to deserve the attention of the teacher which leads to the student feeling neglected and not cared for by the teacher. This is very crucial especially to the development of a child. A child needs to be loved and cared for and tendencies to focus more attention on other children leaving others out leads to children engaging in deviant behaviors just to seek the attention of the teacher. Not tha t the intellectual gifted students are mischievous, (Colangelo Davis, 2003) they may engage in deviant behaviors so that they can also catch the attention of the teacher. For the teacher who is a keen believer of disciplined students, the intellectually gifted may suffer the most at the hands of the teacher because the teacher will always be punishing the intellectually gifted child in the belief that he or she is instilling discipline in the intellectually gifted child (James, 1994). When the gifted students are combined with students of average ability in the classroom, the intellectually gifted ones always feel that they have learnt everything there is to learn in the classroom for they are no more challenges for them. This leads to underachievement of the student in the class in addition to being bored. Learning is made fun when a student discovers something new that he or she did not know and therefore is intrigued to find out more about that particular concept (Vialle Geake, 2002). On the same tone, the gifted child may not see the need to be in the classroom or pay attention when the teacher is explaining concepts for they are already familiar with them. This brings us to the point where these intellectually gifted students are seen as arrogant but this is not the case for they are simply bored. The teacher can even punish the gifted student without knowing that he or she did not intend to be arrogant or not to pay attention. When these intellectually gifted students are not realized, they take a backseat in their academic achievements to the extent that they can even fail to complete classroom assignments. Some intellectually gifted students may become rebellious to their teachers and peers. The students also face discrimination and stigmatization from their other peers in that their exemplary performance is regarded as weird (Benbow Stanley, 1997). In most cases, other students will find their character abnormal and they would not understand why th eir character deviates from their own. The intellectually gifted are not taken as normal and students always view them as weird. Some students of the same peer will even go to the extent of believing that the gifted students have some supernatural influence whereas we know that the gifted only possess innate intellectual capabilities which is not a basis to be discriminated against. When a learner with intellectual gift, it also contributes to the learner asking him/her self many questions about his/her intellectual gifts. Some learners may even go to the extent of blaming themselves and develop shy characters. Gifted students when discriminated by their peers will try to fit in, in all ways. One of the ways in which gifted students can try to fit in is through hiding their giftedness for they do not want to be regarded as weird and feel out of place. When this happens, the gifted student regardless of his or her intellectual abilities will not let out his or her true self which bec omes a hindrance to finding out who he or she really is. They do not discover their true identity and they hide in their cocoon by pretending to be like other students of average ability. Other than being resented by his/her peers, the intellectually gifted also faces teacher’s resentment. As illustrated earlier on that the intellectually gifted student will most of the time ask silly questions and challenge the teacher in topics which are not in his/her caliber and show no interest in class work, a teacher who cannot identify the intellectual gifted child will probably resent such a child’s character (Ellen, 1996). To counter the resentment from both teacher and peers, intellectually gifted children always tend to hide their abilities so as to be at par with the norm as that of the peers. When these children hide their giftedness just to appear normal to their peers and teachers, researchers proclaim that the drive in exploring educational fields disappears in additio n to loosing the meaning of achieving (Painter, 1976). The intellectual gifted learner will therefore attend school for the sake of attending school not for the desire to learn. Their exceptional abilities are therefore shunned from surfacing and being beneficial to the society and to the student. They do this trying to seek approval from their peers and teachers and they therefore have a hard time in seeking social approval if doing so means pretending to be who they are not. The gifted learner struggles to be understood by the teacher and the learners and in a worse scenario where the teacher has no background information about the existence of intellectually gifted students. The gifted students lack pride in themselves for they are seen to do things that are not normal. Their self esteem is greatly affected by their intellectual sharpness (Vialle Geake, 2002). The problem becomes worse especially during adolescent when the student is trying to identify his or herself. Many are t he times that a gifted child on reaching adolescent develops identity crisis the reason being that the student cannot fully find out who he or she is. Coupled with doubts about his or her true identity from his peers who they are of the same age, the intellectually gifted student develops self doubt of him/herself leading him/her to have a low self esteem. The teacher on the other hand should try as much as possible to help the gifted student in revealing his/her true identity (Benbow Stanley, 1997). Having intellectually gifted children in a classroom is a challenge itself to the teacher, the basis of my point being that these intellectually gifted children will often challenge the tutor while he or she is teaching (Painter, 1976). When this happens, the teacher may feel intimidated by the gifted child. This causes misunderstanding between the child and the teacher for the gifted child interests in challenging the teacher may be solely contributing to the classroom discussion whil e the teacher may regard the student as a know it all type. For effective learning to take place, the teacher and the student have to be in good terms. On the other end, students of the same peer may feel that an intellectually gifted student is disturbing their lesson by interrupting the teacher during content delivery. The teacher experiences two extreme ends where they are those who are eager to learn and others who are intellectually gifted and know it all thereby creating confusion in the classroom. When a teacher discovers that a particular student is intellectually gifted, he or she may employ strict marking procedures when marking the intellectually gifted learner’s paper (Janos, 1983). Where a teacher has given marks to an average student, the intellectually gifted may fail on the same as a result of the high expectations that the teacher may have on the gifted learner (Reis Renzulli, 2004). Teachers also may ask hard questions to the intellectually gifted so as to prove to the other students that the intellectually gifted does not know everything that there is to know. In such cases, the resentment of the intellectually gifted learner to the teacher keeps on increasing and the more he or she becomes disinterested in school. A teacher may also not feel compelled to answer a question asked by the intellectually gifted child and may ignore the question on the assumption (Janos, 1983) that the student both knows the answer and just wants to test the teacher or can research for him/herself and get the correct answer to the question. This further creates frustrations to the intellectually gifted child in his/her endeavors of learning. While it is normal for the intellectually gifted student to want to discuss concepts to the very minor details, the teacher may only be interested in giving students the contents that will help them answer questions in the exam (Vialle Geake, 2002). The advanced cognitive abilities of the intellectually gifted again works to his/her disadvantage in that the teacher may not have the time to discuss concepts in the classroom in a detailed manner and this makes the learner who is gifted academically feel that he/she has been wasted or that the content discussed by the teacher is shallow. Intellectually gifted children may find it hard to repeat exercises given by the teacher in the classroom. One of the distinctive characteristic of the intellectually gifted is that, the student will master the content after repeating it only twice in most cases. When the teacher therefore make the intellectually gifted child to repeat a task for more than two times, the child loses focus and creates a negative attitude towards schools. Eventually, the IGC (Intellectually Gifted Child) may end up hating school altogether (Reis Renzulli, 2004). The gifted student has no contact with his/her peers. He/she does not enjoy the company of his/her peers and will most of the time prefer to be in the company of other olde r students who he/she can identify with. Therefore, the methods used by schools where these intellectual gifted students are grouped with students of average ability create a restrictive milieu for them (Ellen, 1996). The school only assumes that the intellectually gifted students have the same abilities as that of their peers and shuns off the doors of exploration for the intellectually gifted learner. In addition, the content taught in the classroom where this intellectually gifted child is in on the basis of chronological age is also restrictive enough and does not offer room for exploration of the gifted mind of the learner. The intellectually gifted learner may lack competition in the classroom (Ellen, 1996). Other than the teacher who the intellectually gifted would seem to engage in discussion in complex issues, his/her peers do not conform to his level. The intellectually gifted child does not have the challenge and therefore being in the classroom with people who he/she can not identify with and going through a curriculum that poses no challenge to him/her seems unbearable. The schools assumptions that by mixing the intellectually gifted with the average ability learners, more positive outcomes of learning would be realized because of interactive learning is somehow questioning when it comes to dealing with intellectually gifted learners. The extant literature shows that the intellectually gifted learners need a more challenging environment and an environment that does not put restrictive measures on the achievement of the learners. To drive my point closer home, the intellectually gifted learner in the first place sees no similarities between him/herself with peers of same age. Then, how would we expect the learner to have the zeal in learning if there is none of the peers who can challenge him/her? In conclusion, we must acknowledge that the intellectually gifted learner has abilities that need to be encouraged and that this can only be achieved if s chools are willing to come of their cocoon of comfort of grading the students on the assumption that since the students are of the same age, then they must have many similar things in common. Schools ought to develop programs that accommodate the needs of the intellectually gifted learners. References Benbow, P. Stanley, S. (1997). Inequity in Equity: How â€Å"equity† can lead for High Potential Students. Psychology: Public Policy and Law. 2 (2), 249 – 292. Colangelo, N. Davis, G. (2003). Handbook of Gifted Education. Boston. Allyn and Bacon. 3rd Ed David, B. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford. CT. Wadsworth Publishing Ellen, W. (1996). Gifted Children. New York. Basic Books. Gross, M. U. M. (2004). Exceptionally Gifted Children. London. Routledgefalmer James, W. (1994). â€Å"Nurturing Social Emotional Development of Gifted Children† Eric Clearinghouse on Disabilities and Gifted Education. Reston, V A. Available at  https://www.ed.gov/ Date last Retrieved Janos, M. (1983). The Intellectual Ability Psychological Vulnerabilities of Children of very Superior. Unpublished Doctorial Dissertation. NY. New York University Painter, F. (1976). Gifted Children: A Research Study. Knebworth. England. Pullen Publications Reis, M. Renzulli, S. (2004). Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities. Psychology in the Schools, 41, published online in Wiley InterScience. Vialle, W. Geake, J. (2002). The Gifted Enigma. Cheltenham, Australia. Hawker Brownlow This essay on Intellectually Gifted Children was written and submitted by user Nathaly G. to help you with your own studies. 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Myth in Oh Brother, Where Art essays

Myth in Oh Brother, Where Art essays I think a perfect example of myth used in movies is the story of Odysseus in O Brother, Where Art Thou? If you are familiar with the story of The Odyssey, you can easily spot some instances of the mythical story and its connection to the current world in this movie. There is an instance where the three escaped convicts stumble along three sirens singing in the river. They are astonished with the beauty of these women and want to stay with them. This happens every day when someone stays with someone else because of their looks of because of money, etc. I can relate to this personally because I watched my sister stay with a guy because he always said he would change, and I stayed in a job for the money because the idea of having money sounded so sweet, just like the song of the sirens. We both never stopped to think if we were ever really happy with our whole situation, or just parts of it. Another example is when the men encounter a large man with an eye patch. This man represents the Cyclops. The huge man is a fast talker and immediately moves on to destroy the men to take what he wants from them. I think this compares to overpowering salesmen out there today who try to lowball other salesmen so they can get the sale. Even if the commission is low, there is still a commission, so they win. I think one of the greatest myths is that we are not accountable for our own actions. We always seem to find someone else to blame for what has gone wrong in our lives. Some of characters in this film go out and try to right the wrong decisions they have made. I wish we could all live with the ideology that we all can make our own decisions, even if it is not the best decision, but at least we got to make it ourselves. ...

Explain the role and significance of sponsorship in marketing an event Essay

Explain the role and significance of sponsorship in marketing an event and identify the positive and negative impacts associated - Essay Example The events provide the company with an opportunity of face-to-face interaction with the target customers who have grown and have become significant contributor towards the marketing communication program. Research studies have shown that about 22 percent of the total marketing budget is dedicated towards the sponsorship of events and activities (O'Connor, 2004). Sponsorship is defined as â€Å"the alignment of a brand with an activity in order to exploit the commercial potential created by the association, thereby positively impacting the brand image and/or sales amongst the sponsor’s target market, in order to attain marketing and corporate objectives† (Koekemoer, 2004, p. 456). In simple terms sponsorship can be defined as the provision of resources like equipment, people and money by an organization who acts as the sponsor, to the sponsoree or the beneficiary. As compared to the traditional advertising sponsorship acts as an alternative that provides opportunity for selling the product and services of the marketer and building brand image for the organizations. Sponsorship is a very powerful marketing tool. It has the capability to cut through the clutter, provide a unique opportunity to create relationship with the customers by producing emotional bondage with them and speak something rare as far as the business is concerned. This study focuses on gaining an in-depth knowledge regarding the role and importance of sponsorship and the negative and positive impacts it creates. Roles of Sponsorship The role that sponsorship plays can be understood from the objectives that the companies look for achieving through sponsorship. The success of sponsoring an event by the company is well defined by the objectives, evaluation of the end results and benefits that the organization enjoys. As per Andreff & Szymanski (2006), there are two types of objectives that can be classified as indirect and direct objectives. A dramatic change in the behavior of the ex isting and the new customers due to sponsorship is signified as direct objective. On the other hand indirect objective is signified by the increased visibility of the product and the brand, enhancement in the brand image and contact with the target segment. By accomplishing the indirect objectives the organization look for attaining growth in sales as the long term goal of the organization. Five significant principles of sponsorship objectives have been proposed by Jobber (2007). The objectives include gaining publicity, creating opportunities for entertainment, nurturing favorable company and brand association, enhancing the community relations and generating opportunities for promotion. Sponsorship provides an effective way to the organizations to promote their products, logos and brands; thus, providing opportunities for promotion. The company can use products like pens, sweatshirts and bags with their logos on them to create a wider recognition and retention among the audiences. Social responsibility is another reason that drives the company towards going for sponsorship. Companies engaged in sponsoring schools can create a socially responsible and caring image of the organizatio