Thursday, January 30, 2020

Urban Regeneration Essay Example for Free

Urban Regeneration Essay The nature of urban policy in United Kingdom (or at least in England) in recent years seems to have set the agenda for the commentative literature to an unexpected degree. Writers on the subject (mainly urban specialists or geographers) appear to have become preoccupied with the same presentational and promotional matters to which the government devotes so much of its energies. Certainly, there is no want of critical discussion of competition as an allocative mechanism, but what is striking is the volume of wordage devoted to partnerships, synergy, community empowerment, sustainability, exit strategies and the like, with precious little reference to how they are to connect with the problems of poverty, unemployment, the never-to-be employed, the demoralisation of long-term or possibly permanent dependency, the intractability of the dependency ratio, the enormous social and economic divisions opening up between minority ethnic groups and between some of them and the white majority, the exclusion (both forced and voluntary) of some groups (definable on a number of dimensions) from civil society and effective citizenship and the denial of social rights that this entails. All these manifestations have spatial dimensions; all of them ought to be the subject of urban policy as well as social policy. And yet the urban policy literature is devoted (metaphorically speaking) to the synergistic qualities of multi-participant partnerships. (There are of course notable exceptions, but the literature that treats urban policy as social policy is very small; Dily Hills most recent work (1994) is one example. ) Any attempt to make sense of the direction that inner-city policy has taken in recent years and of the way the commentative literature has added its gloss, must therefore pay regard to the apparent gap between policy form and strategy on the one hand, and the substance of what needs to be done on the other. Does the seeming preoccupation with form in fact reflect, contrary to appearance, a considered interest in strategies and structures that are genuinely and strictly problems-directed? Is the gap between problems and policies, in other words, more apparent than real? The following paragraphs therefore will consider a number of key components (both organisational and conceptual) of urban policy in England to see how close they bring us to making at least some potential impact on those aspects of urban life that we consider undesirable (if not unacceptable). Community Empowerment There is a clutch of related concepts, each of which is difficult to discuss in isolation from the others. Besides community empowerment there are sustainability, capacity building and exit strategies These last three are more closely related to each other, however, and community empowerment has been around for much longeralthough under a number of different guises. For ease of discussion therefore we shall deal with community empowerment first. More rhetorical fluff attaches to community than to most other words in the social science lexicon (with the possible exception of empowerment). We still seem to have a romantic conception of community; all unitary values and communitarianism. It is far more likely that the first thing a family living on a ghastly peripheral estate would do were it to be empowered (like winning a million on the lottery orbetter stillfinding a permanent job) would be to get out. Does community empowerment really connect with peoples everyday lives? How do they feel when they have been empowered (or not)? Davoudi and Healey, commenting on the manner in which local issues had been discussed with residents in a City Challenge project, observe that Community participants often remarked on their sense of discursive marginalisation' (Davoudi and Healey, 1995, p. 173). Just picture it. There are so many possible interpretations of community empowerment that it would be pointless to enumerate them. Its rhetoric derives from the earlier rhetoric of powerlessness as being possibly the main functional disadvantage from which some of the urban deprived suffer (Cockburn, 1977; Sills et al. , 1988). However, since there was never any clear analysis of in relation to whom and in respect of what they were powerless, what is required of any subsequent process of empowerment remains unclear. Some of the uncertainties concerning empowerment in relation to the current debate about urban policy would include the following. What sort of communities are we mainly concerned with? Much of the literature, and most of the practice, assumes that it is spatial communities that need to be empowered and this must in part be driven by the fact that practically all regeneration policy requires the specification of a locus in which resources will be used. A number of consequential questions then arise. First is the point noted above about whether empowerment (whatever it means) would override commitment to the spatial community. Is it not more likely that given more power, and hence presumably more choice, people would exercise it by moving out? Secondly, it is at least debatable that peoples community attachments and allegiances are increasingly with interest rather than with spatial communities. The ties that bind for many religious, ethnic and racial groups are only incidentally spatial (proportional to the extent of their residential segregation). Thirdly, the argument for community empowerment, to the extent that it assumes . the acquisition of more power, influence or choice (or any combination of these) by the community vis-a-vis other agents and agencies outside the community, necessarily entails the existence of a community interest or value that is to be promoted in the face of external agencies. Now whilst there will be some interests around which all or most of the communitys members may unite, there will be many other interests over which members will be in opposition. The idea that a spatial community can be empowered in any significant way assumes the existence of a unitary set of values and interests. That simply is not plausible. Even in socially and ethnically homogeneous council estates, it would be naive to assume that everyones interests were common and it certainly would not be plausible in an ethnically and racially mixed area. In such a case, the empowerment of some may be at the expense of the influence of others. It follows thenand this is our fourth pointthat in heterogeneous communities or groupings, either someone has to exercise a bit of paternalistic influence over who gets empowered (with any luck, not self-styled community leaders) or you allow a hands-off, free market in internal power struggles and let the weakest go to the wall (again).

Wednesday, January 22, 2020

Slavery in Huckleberry Finn :: essays research papers

The conquest to destroy slavery played an important role in the development of our country and made an impact in many lives. It brought about new ideas in art, music, literature and gave insight to a novel written by Mark Twain. Twain contributed an aspect of his perspective on slavery and racism and incorporated it into a novel named Huckleberry Finn. Slavery in Huckleberry Finn This novel was written during a reconstruction period in our country in which the slaves had already been freed by the emancipation proclamation. However, the blacks were struggling for equality and their acceptance as free individuals, They were not taken seriously and were still segregated from the whites. Although they were free, the south still had a negative view upon the black population and maintained their hatred towards them. Twain wrote this book in the sense of being in the past and showing how the blacks were treated throughout slavery. Twain utilized his knowledge of the past and created a novel based upon a runaway boy and an escaping slave. Huckleberry Finn (the boy) and Jim (the slave) both escaped from society and traveled amuck down the river. Symbolically, they were both dependant on each other and they developed a special bond which aided them on their journey. Twain takes advantage of their separation from society and relays to the reader how the characters viewed their diversity. The two individuals become very close to each other even though they realized they were comprised of a different race. However, the thought of taking the role of a white man and turning Jim into custody crossed Huckleberry?s mind sporadically. Thus, Twain showed that he had assumed the role of the stereotypical white individual, and broke their bond of trust. Developing upon this his of the turmoil between the two, Twain shows us a little bit about himself as a writer. He shows the reader that he?s an individual who displays diversity as a complexity and something that isn?

Tuesday, January 14, 2020

Lab #7 Report Chemical

Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion:

Monday, January 6, 2020

The Great Gatsby American Dream - 1414 Words

The film is based on the novel by F. Scott Fitzgerald. It follows Jay Gatsby, a man who molds his life around one desire: to be reunited with Daisy Buchanan, the love he lost five years earlier. Gatsby s quest leads him from poverty to wealth, into the arms of his beloved, and eventually to death. Nick Caraway is the narrator, or storyteller, of The Great Gatsby, as well as Daisy s cousin who happens to live next door to Great Gatsby. Daisy represents the paragon of perfection. She has the aura of charm, wealth, sophistication, grace, and aristocracy that Gatsby longed for as a child in North Dakota and that first attracted him to her. In reality, however, Daisy falls far short of Gatsby’s ideals. She is beautiful and charming, but also†¦show more content†¦However, Fitzgerald explores much more than the failure of the American dream, he is more deeply concerned with its total corruption. Gatsby has not achieved his wealth through honest hard work, but through bootleg ging and crime. His money is not simply ‘new’ money it is dirty money, earned through dishonesty and crime. His wealthy lifestyle is little more than an illusion, as is the whole person Jay Gatsby. Gatsby has been created from the dreams of the boy James Gatz. It is not only Gatsby who is corrupt. Nick repeatedly says that he is the only honest person he knows. The film is full of lying and cheating. Even Nick is involved in this deception, helping Gatsby and Daisy in their relationship and later concealing the truth about Myrtle’s death. The society in which the novel takes place is one of moral decadence. Whether their money is inherited or earned, its inhabitant is morally decadent, living life in quest of cheap thrills and with no seeming moral purpose to their lives. The Great Gatsby is a highly specific portrait of American society during the Roaring Twenties, the Mise-en-scene is sumptuous with lights and colors that fill the viewers’ eyes, costumes that amaze and dazzle and music that projects the audience into an epic dimension. The director and producer use a lot of high key lighting throughout the film which makes images glamorous and visually appealing while producing a dreamy,Show MoreRelatedThe American Dream : The Great Gatsby Essay1568 Words   |  7 PagesThe American Dream: The Great Gatsby The Great Gatsby is a tragic love story on the surface, but its most commonly understood as a suspicious critic of the American Dream. In the novel Jay Gatsby overcomes his poor past to gain an incredible amount of money and a limited amount of social cache of in the 1920s NYC, only to be rejected by the â€Å"old money† crowd. The focus of my paper would be the pathway towards the American Dream and how it affects the person and others around. 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